State of Kuwait

Ministry of Education

Grade 10

Teacher’s Guide

Liz Kilbey
Egyptian International Publishing Company – Longman,
10a Hussein Wassef Street,
Messaha Square,
Dokki,
Cairo,
Arab Republic of Egypt

All rights reserved; no part of this publication

may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise,
without the prior written permission of the Publishers.

The Longman imprint is the property of Pearson Education

being used under license from Pearson Education.

First printed in 2009

ISBN:
Deposit no.

Acknowledgement:
The publisher wishes to thank the Evaluation
Committee of Kuwait Ministry of Education:

Evaluation and Adaptation Committee

● Mrs Sakina Ali Hussain, ELT Supervisor General, MoE

● Mrs Nouria Al Sedra, ELT Senior Supervisor, MoE
● Ms Helena Mohammad, ELT Senior Supervisor, MoE
● Mrs Huda Al Ammar, ELT Senior Supervisor, MoE
● Mr Mohamed Nagib Ali, ELT Supervisor, MoE
● Mr Jaouad Amrani, ELT Supervisor, MoE
● Mr Redha M.A. Sheha, ELT Supervisor, MoE
● Mrs Khawla Al Refaee, ELT Supervisor, MoE
● Mr Mohammed Azatour, ELT Head of Department, MoE
● Mr Ridha Shedly Ghazouani, ELT Head of Department, MoE
● Mrs Manal Hassan Al Kandari, ELT Head of Department, MoE
● Mrs Hanan Al Fuzai, Teacher of English, MoE
● Mr Abdelaziz El Mahboubi, Teacher of English, MoE
● Mrs Joza Al Otaibi, Head of Foreign Languages, MoE

ii
 Contents
Content map 4
Introduction 16

Module 1 Culture 33
Unit 1 We are what we eat 34
Unit 2 Respecting cultures 40
Unit 3 Inspiring architecture 46
Focus on Traditional dress in Kuwait 52
Project 1 Planning a cultural holiday 53

Module 2 Free time 57

Unit 4 Computer games 58
Unit 5 Sports psychology 64
Unit 6 Nature 70
Focus on Kuwait: a shopper’s paradise 76
Project 2 Planning a radio or TV 77
programme

Module 3 Power 81
Unit 7 Power – the alternatives 82
Unit 8 The power of technology 88
Unit 9 Money 94
Focus on The National Assembly 100
Building
Project 3 Doing a technology survey 101

Module 4 Fact and fiction 105

Unit 10 Stories 106
Unit 11 Messages 112
Unit 12 Flying stories 118
Focus on Ahmed Meshari and the 124
National anthem
Project 4 Creating a booklet 125

Literature time Three Men in a Boat 129

Treasure Island
Listening script 132
Extra listening 137
Workbook answer key 140
Glossary 155

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Module 1
Content map
U
Unit
i Educational Objectives Grammar Functions Vocabulary Activities
1 We are Reading skills Past simple Expressing preferences absorb Answer questions about
what we eat ● Read an article about diet and past antioxidant healthy food
● Read a food pyramid continuous Expressing personal appeal to
arthritis Read an article about diet
● Read a notice opinions atmospheric
● Read a guide to eating places Adjectives boost (WB) Listen to a talk about
● Read an article about how a healthy diet can Talking about past events caffeine vitamins and minerals
improve sport performance (WB) calcium
cholesterol Have a group / pair
● Read a nutritional label (WB) Planning combat discussion about food
● Read a website about healthy eating and Islam comprise (WB)
(WB) Stating advantages and crammed Complete a gap-fill
disadvantages deficiency exercise about verb forms
Listening skills dehydration (WB)
● Listen to a talk about vitamins and minerals dietician Discuss what people were
● Listen to a breakfast time story Describing a place digestive doing yesterday
eatery
Speaking skills Saying what one likes fanatic Put adjectives in the right
● Discuss eating habits fatigue (WB) order
about something fibre
● Talk about healthy eating Pronunciation: reduce the
grilled
● Talk about what people were doing Making recommendations iron preposition from
● Discuss nutrition irresponsibly
● Plan and give a short talk malnutrition Use a food pyramid
Making comparisons metabolise
Writing skills metabolism Complete a table
● Write an online guide to healthy eating places Introducing oneself neutralise Match words and their
nutrition
● Write headings (WB) meanings
Expressing uncertainty obesity (WB)
● Write an article (WB) organic
pomegranate Answer questions about
Cognitive goals Asking questions to an probiotic healthy eating places
● Develop linguistic skills protein
audience Make brief notes using a
● Develop understanding of food and cultural RDA
salad bar spider diagram
traditions Asking for permission saturated fat
● Develop the skills of comparison and contrast Write an online guide to
sodium
● Develop taxonomic skills speciality eating places
Using expressions in a
● Develop definition skills stimulant
restaurant (WB) Give a short talk
supplement
Affective goals unsaturated fat Punctuation exercise:
● Raise awareness of eating habits in Kuwait vegetarian
vitamin capital letters (WB)
● Develop the imagination
wholesome
● Develop interactive skills
 Module 1
Content map
Unit Educational Objectives Grammar Functions Vocabulary Activities
2 Reading skills Present perfect Making suggestions account Read a leaflet
Respecting ● Read a leaflet adorn (WB) Answer questions about
● Read an article about the Culture of Peace Prepositions Expressing personal aspiration
cultures the United Nations
● Read speech bubbles [on, amongst, in, opinions calligraphy
● Read book reviews for, of, with, at, commemorate (WB) Guess what the text is
● Read an article about a special postage stamp by] Describing past about
conduct
(WB) experiences consistently
● Read a book review (WB) True / False exercise
cover
Listening skills Conducting a survey creed Talk about respect and
● Listen to a survey cursive (WB) tolerance
Interviewing delegate
Speaking skills Write sentences in the
● Discuss mentoring diverse present perfect tense
Starting a conversation
● Talk about respect and tolerance diversity
embellish (WB) Complete a gap-
● Talk about interesting experiences Asking permission to ask
figure fill exercise about
● Conduct a survey questions
ground-breaking prepositions
Writing skills high-ranking Use verbs with similar
● Write about interesting or unusual experiences Agreeing
initiative meanings
● Write survey questions
Thanking inspirational
● Write an informal book review Pronunciation: listen for
interfaith
● Write notes (WB) stress
Responding to thanks master
● Write information in a table (WB) mentor Listen to a survey
● Write lists (WB)
Planning paraphrase (WB)
● Write a fact and opinion composition (WB) Identify interviewing
pilgrimage techniques
Cognitive goals Making recommendations relevant
● Develop semantic skills review Conduct a survey
● Develop analytical skills Using expressions richly Read book reviews
● Develop critical thinking of gratitude / seminar
● Develop linguistic skills congratulations / greetings tolerance List facts and opinions
● Develop communication skills / wishes (WB) Write a book review
● Develop decision-making skills
● Develop understanding of culture Reporting facts (WB)
Affective goals
● Develop appreciation of culture Expressing opinions (WB)
● Develop a collaborative spirit
● Develop the ability to form well-rounded

v
opinions
vi
Module 1
Content map
Unit Educational Objectives Grammar Functions Vocabulary Activities
3 Inspiring Reading skills Comparatives Stating advantages and advocate Guess and match photos
architecture ● Read a description of a building and disadvantages apprehensive to famous buildings
● Read a formal report superlatives benefit Listen to a description of a
● Read a text about 360o Kuwait (WB) Guessing boutique (WB) building
● Read a floor plan (WB) Compound brand (WB) Reading comprehension
● Read extracts from a report (WB) adjectives Making comparisons chic Complete a table
concrete
Listening skills council Match adjectives with their
● Listen to a description of a building Expressing likes and opposites
dislikes design
● Listen to a conversation Complete sentences
detrimental
Speaking skills Making suggestions drill Forming compound
● Talk about modern architecture edutainment (WB) adjectives
● Talk about different buildings evoke Compare buildings /
Agreeing / Disagreeing
● Describe a fantasy house or flat in Kuwait expressionist homes
with a suggestion forecourt
● Discuss plans for a new airport Find parts of a building
● Present ideas and suggestions foundation
Stating one’s purpose framework Describe a building
Writing skills geometric Pronunciation: listen for
● Write phrases and sentences of comparison Giving reasons gourmand (WB) stress
● Write a formal report governmental Listen to a conversation
● Write a description of local traffic (WB) Describing (WB) influx
Give a short talk
mainstream (WB)
Cognitive goals Persuading(WB) modernistic Discuss the effects of
● Develop guessing skills building a new airport
objective
● Develop the skills of comparison and contrast profitable Match headings with
● Develop descriptive skills public appropriate sections
● Develop the ability to reason renowned Write a report
● Develop definition skills residential Punctuation exercise:
● Develop the ability to explore a topic from a slightly
variety of angles commas (WB)
spacious
● Develop the ability to report state Focus on
state-of-the-art (WB) Reading: Traditional dress
Affective goals in Kuwait
● Develop a collaborative spirit studio
sturdy Grammar: paired
● Develop the ability to form well-rounded
substantial conjunctions
opinions
venue Project: Planning a
● Develop self-confidence voice cultural holiday
● Develop public speaking skills
 Module 2
Content map
Unit Educational Objectives Grammar Functions Vocabulary Activities
4 Computer Reading skills The future Talking about the future analogue Answer questions about
games ● Read an article about games in the future tense / anti-reflective computer games
● Read a text about playing games present Stating advantages and arcade
● Read game instructions Artificial Match words and their
continuous disadvantages definitions
● Read a text about a new way of playing Intelligence (AI)
computer or video games (WB) bonus
the more ... Expressing opinions breathtaking Reading comprehension
● Read instructions (WB) the more ... (agreement / built-in Discuss the effects of
Listening skills disagreement) caller playing computer games
● Listen to a computer helpline sequence compete
Predicting competitive Circle future verbs
Speaking skills words (WB) computer-friendly
● Talk about future games console Write predictions
● Talk about the effects of playing computer Planning for the future
convoluted Complete sentences with
games discourse the more ... the more ...
● Discuss spending Identifying a problem drive
● Discuss future plans and arrangements employ Label a picture of a game
● Discuss computer problems Asking for advice exclusive console
● Give advice helpline
hold button Complete a gap-fill
Giving advice
Writing skills idle (WB) exercise
● Write predictions incredibly (WB)
Suggesting solutions Pronunciation: looking for
● Write future plans and arrangements joystick
keypad stress
● Write game instructions
Planning and writing mode Listen and note problems
● Write headings (WB)
● Write instructions (WB) instructions mundane (WB)
naturalistic Roleplay telephone
● Write a summary (WB)
Talking about games (WB) out of shape (WB) conversations
Cognitive goals perception
Read game instructions
● Develop the skills of comparison and contrast Describing processes (WB) rival
● Develop linguistic skills sensor Write game instructions
● Develop predictive skills simulate
● Develop inferential skills speech recognition
touchscreen
● Develop the ability to advise visual effects
● Develop definition skills wireless
Affective goals wizard
● Develop a collaborative spirit
● Develop interactive skills
● Develop a sense of empathy

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viii
Module 2
Content map
U
Unit
it Educational Objectives Grammar Functions Vocabulary Activities
5 Sports Reading skills Questions and Asking and answering able-bodied Guess a sporting event
● Read a text about the Paralympics imperatives questions adversity
psychology Answer questions in pairs
● Read a revision guide aggression
● Read an application form Modal verbs Justifying one’s answer application Reading comprehension
● Read a text about types of racing (WB)
● Read an application form (WB) [can, could, badminton Take part in a sports quiz
should, would] Giving instructions determination
Listening skills Say dates and numbers
● Listen to a sports quiz equestrian
● Listen to a telephone conversation to check Questions tags Expressing opinions extrovert Discuss opinions in pairs
information (WB) (agreement / feedback or groups
Speaking skills disagreement) interpersonal (WB)
Compound introvert Write questions
● Say numbers and dates
● Talk about big sporting events nouns (WB) Checking information gymnastics Circle imperatives
● Discuss different psychological factors member
● Role-play for checking information Write instructions
Greeting and enquiring on mentality
Writing skills the telephone motivation Read a revision guide
● Write questions navigate (WB)
● Write instructions Match sports venues with
Responding on the neurologist the sports
● Fill in an application form
● Write a section of an application form (WB) telephone observe
● Fill in an application form (WB) opponent Complete an application
Expressing gratitude Paralympics form
Cognitive goals
● Develop guessing skills personal trainer Listen to a conversation
● Develop the skills of comparison and contrast Requesting politely (WB) about checking
● Develop linguistic skills phenomenon information
● Develop decision-making skills Interviewing (WB) physiotherapy
● Develop knowledge and understanding of Pronunciation: ask
rehabilitation
sports and sports equipement sauna questions
● Develop the ability to justify opinions
● Develop the ability to organise information self-discipline Roleplay conversations to
logically solarium check missing information
● Develop taxonomic skills sportsmanship
● Develop definition skills stamina (WB) Punctuation exercise (WB)
● Enhance the ability to express well-articulated stimulation
opinions
teammate
Affective goals virtue
● Develop a collaborative spirit
● Develop interactive skills
● Develop the ability to engage with a topic
 Module 2
Content map
Unit Educational Objectives Grammar Functions Vocabulary Activities
6 Nature Reading skills Countable and Expressing opinions adjacent Discuss animal-related
● Read an article about a nature reserve in uncountable (agreement / aggressive issues in pairs or groups
Kuwait nouns disagreement) bed out
call (WB) Identify animal pictures
● Read small texts
● Read information about wildlife carbon monoxide Choose an appropriate
Present Talking about quantity cleanup
● Read a formal letter perfect and title
conservation
● Read profiles of three endangered animals True / False exercise
present perfect Describing character deserve
(WB) continuous effluent
● Read a text about the artic fox (WB) Match words with their
Forming an action plan exotic meanings
Speaking skills Adjectives and fauna
fence off Find countable /
● Talk about nature reserves adverbs WB) Giving advice
fierce uncountable nouns
● Share opinions about protecting wild animals finance Choose the correct
● Discuss an action plan Being persuasive flora quantity word
● Give a talk to persuade genus (WB)
Writing skills Saying why something is global Complete a gap-fill
● Write animal descriptions important hectare exercise
● Write an action plan herbivore
hostile Match adjectives with their
● Write a formal letter Planning and writing a meaning and opposites
formal letter imperative
● Write summaries of key points (WB) mammal Match sentence
● Write a formal letter (WB) marsh beginnings with the
● Write an informal reply (WB) Describing (WB) nest correct endings
Cognitive goals on behalf of
Justifying (WB) pesticide (WB) Pronunciation: intonation
● Develop predictive skills
poacher (WB) in lists
● Develop the skills of comparison and contrast propagation Make a wildlife protection
● Develop linguistic skills proud plan
● Develop knowledge and understanding of sanctuary
animals stubborn Match paragraphs with a
● Develop taxonomic skills sustenance purpose
● Develop the ability to discern true from false tame
● Develop the ability to persuade toxin Write a formal letter
underpart (WB) Focus on
Affective goals vegetation Reading: Kuwait: a
● Raise awareness of the world around us wasteland shopper’s paradise
● Develop a collaborative spirit widespread (WB) Grammar: inversion
● Develop interactive skills
● Develop the ability to engage with a topic Project: Planning a radio
● Develop self-confidence or TV programme

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x
Module 3
Content map
Unit Educational Objectives Grammar Functions Vocabulary Activities
7 Power Reading skills If sentences: Expressing opinions actually Discuss advantages and
- the ● Read a text about the power of oil conditional (agreement / appliance disadvantages with a
● Read role cards disagreement) asthma partner
alternatives
● Read a magazine article Suffixes (WB) breakdown Read about the power of
● Read an article about alternative energy (WB) Predicting congestion oil
● Read articles about energy (WB) consult
Listening skills Stating disadvantages crude oil Match energy words with
● Listen to a radio programme about world diminish their meanings
energy Giving conditions end up with Listen to a radio
Speaking skills entirely programme
● Discuss the advantages and disadvantages of Giving warnings finite
the different kinds of energy fossil fuel True / False exercise
● Make conversations using the conditional Saying why one is worried fractional distillation Complete sentences using
● Discuss the consequences of environmental generate the if conditional
change Saying why one is pleased government
● Discuss a statement from different points of Complete a gap-fill
hazardous
view Introducing a topic with a invisible (WB) exercise
● Role-play question irreversible Complete the sentences
Writing skills last with the correct word
● Write sentences using the conditional Making suggestions megawatt (WB)
● Write a magazine article Pronunciation: fluency in
motoring
● Write a list (WB) consonant-consonant and
Talking about feelings motorist
● Write an article (WB) consonant-vowel sounds
polymer
Cognitive goals Giving advice (WB) procure Use role cards to discuss a
● Develop predictive skills recently statement
● Develop the skills of comparison and contrast Asking for information refining
● Develop linguistic skills Read a magazine article
(WB) resolve (WB)
● Develop knowledge and understanding of Brainstorm ideas
self-employed
forms of energy Suggesting solutions (WB) smog
● Develop the ability to discern true from false Write a plan for an article
● Develop semantic skills spoil (WB)
squander Punctuation exercise:
● Develop an analytical approach to problem
strong commas (WB)
solving
waste Roleplay
Affective goals
● Develop a collaborative spirit
● Develop public speaking skills
 Module 3
Content map
Unit
U i Educational Objectives Grammar Functions Vocabulary Activities
8 The Reading skills Modals [Can Predicting anniversary Make a list
power of ● Read an article about inventions / could; must / bifocal
biofuel (WB) Answer questions
technology ● Read a short article about smart clothes Expressing opinions
should] contact lens
● Read an advertisement (agreement / Match headings and
cure-all sections
● Read a text about future travel (WB) disagreement)
wish + simple currently
● Read magazine advertisements (WB) past / past draw Read an article about
Speaking skills perfect Expressing wishes frequent future inventions
● Talk about modern technology gold-coated
● Discuss future inventions Talking about abilities heart rate Discuss future inventions
Prefixes (WB) in pairs or groups
● Talk about abilities and possibilities implement (WB)
● Talk about difficult behaviour Talking about possibilities innovate
instantly Write sentences using can
● Give a sales talk or could
instigate
Writing skills Supporting ideas latest Talk about future
● Write a list legible possibilities
● Write a magazine advertisement for a new Expressing obligation micro-robot
invention nanoshell Complete a gap-fill
Introducing a subject obedient exercise about wish
● Write a summary (WB) obstacle (WB) sentences
● Write an advertisement for a new product
Stating advantages outlandish (WB)
(WB) patient Use negative prefixes
● Write a storyboard (WB) recharge
Persuading remind Pronunciation: identify
● Write an extra paragraph (WB)
reputation the stressed words in
● Write wish sentences (WB)
Giving examples (WB) satnav sentences
Cognitive goals shock Read a short article
● Develop predictive skills Expressing possibility software
● Develop the skills of comparison and contrast (WB) sophisticated Plan a sales talk
● Develop semantic skills spot
suspension (WB) Give a sales talk
● Develop knowledge and understanding of
terminal Read an advertisement
technology torso
Affective goals transmit Write a magazine
● Develop a collaborative spirit trespass advertisement
● Develop interactive skills tumour
wearer
● Develop the ability to engage with a topic windscreen wipers
(WB)

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xii
Module 3
Content map
Unit
U it Educational Objectives Grammar Functions Vocabulary Activities
9 Money Reading skills Have to / should Expressing opinions accounting Compare ideas with a
● Read an article by a local bank manager / must (agreement / affluent partner
● Read a factfile disagreement) auction Read an extract from a
● Read an opinion composition barter careers prospectus
Reported Discussing money plans Match words and
● Read an article about Warren Buffett (WB) billionaire (WB)
speech definitions
● Read extracts from a composition about Guessing charitable (WB) Answer questions
money (WB) Expressing preferences complimentary
Adjective + to + Listen to a talk
Listening skills verb (WB) confidentiality True / False exercise
● Listen to a talk about the history of money Expressing obligation economics Read a factfile
● Listen to a discussion Discussing rules and laws evil Match modal verbs with
extinct their meanings
Speaking skills Describing objects for sale generosity
● Give opinion about forms of payment Rewrite sentences using
gross the correct modal verb
● Discuss rules Reaching agreement
● Describe objects for an online auction inherit (WB) Think of rules in pairs or
Stating advantages and insurance groups
● Discuss advantages and disadvantages in
disadvantages in this sense Complete a paragraph
order to reach agreement using reported speech
invest
Writing skills Exchanging ideas Describe items for sale
investment
● Write a set of rules Pronunciation: reduction
loan of the preposition to in
● Write an opinion composition Agreeing / Disagreeing
login sentences
● Write an opinion composition (WB)
● Write a list (WB) Giving reasons to support management Discuss advantages
opinions philanthropic (WB) and disadvantages of
Cognitive goals profit investments
● Develop predictive skills Stating one’s purpose shipping Reach agreement
● Develop decision-making skills spur Read and analyse an
● Develop semantic skills Expressing an opposite opinion composition
success Write an opinion
● Develop the ability to give advice opinion tax composition
● Develop taxonomic skills
● Develop knowledge and understanding of Participating in a dialogue tax return (WB) Punctuation exercise (WB)
(WB) transaction
money Focus on
Reading: The National
Affective goals Expressing opinions Assembly Building
● Develop self-confidence (agreement / Grammar: adverb clauses
● Develop interactive skills disagreement) (WB) (cause / effect and
opposition
● Develop a historical perspective Justifying opinions (WB)
● Develop the ability to engage with a topic Project: Doing a
technology survey
Giving explanations (WB)
 Module 4
Content map
U
Unit
i Educational Objectives Grammar Functions Vocabulary Activities
10 Stories Reading skills Adverbs of Giving advice border Discuss ideas
● Read instructions from the Holy Qur’an manner composure Answer questions
● Read a story Describing past constancy
● Read a friendly letter use to / used to experiences chuckle (WB) Read instructions from the
● Read an e-mail (WB) crazily Holy Qur’an
Listening skills Reported Expressing opinions dreadful Fill in a table
● Listen to a radio news report speech (WB) (agreement / drop off
disagreement) emotive Write down pieces of
Speaking skills Phrasal verbs enjoin advice in your own words
● Discuss stories in the Holy Qur’an (WB) Stating advantages and firmly (WB) Work in groups to give
● Give parental advice disadvantages fleet (WB) parental advice
● Discuss advantages and disadvantages of gratefulness
different forms of transport Interviewing and being injustice Complete a gap-fill
● Roleplay an interview interviewed insolence exercise about adverbs
Writing skills knock off Complete a gap-fill
● Write Luqman’s pieces of advice Beginning a letter monotonous exercise about use to/ used
● Write an informal letter overtake to
● Write a moral for a story (WB) Ending a letter pick up
Use phrasal verbs
● Write a short story (WB) recuperate
connected with travel
Guessing (WB) register
Cognitive goals re-load Discuss advantages and
● Develop definition skills disadvantages
Making suggestions (WB) retire (WB)
● Develop the ability to organise information self-restraint Sequence pictures
logically Describing morals (WB) set off
● Develop knowledge and understanding of Listen to a radio news
smuggle
stories Comparing and stacks of report
● Develop storytelling skills contrasting (WB) sudden Roleplay an interview
Affective goals touch down
turn up Pronunciation: word stress
● Raise awareness of moral lessons
● Develop interactive skills Match summaries to
paragraphs
Plan and write an informal
letter
Punctuation exercise:
commas (WB)

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xiv
Module 4
Content map
Unit Educational Objectives Grammar Functions Vocabulary Activities
11 Reading skills Passive verbs Understanding different activate Answer questions
Messages ● Read different types of messages (mixed tenses) types of messages alarm
● Read a factfile Compare different types of
answerphone messages
● Read a story Expressing possibility asap
● Read a text about SIM cards Listen to a radio
band
● Read role-play cards Accepting / Rejecting briefly programme
● Read e-mails invitations colleague Multiple choice exercise
● Read a text about carrier pigeons (WB)
conference call
Listening skills Visualising confident Visualise a situation
● Listen to a radio programme current Choose a title to the story
● Listen to answerphone messages Apologising deadline
Speaking skills fasten (WB) Rewrite sentences using
● Discuss messages Giving information flash the passive
● Describe a message in a bottle story frequency Distinguish between the
● Roleplay answerphone messages Leaving / Recording a handy different meanings of
Writing skills message harmony take / make
● Write notes and messages hassle
Complete a gap-fill
● Reply to e-mails and text messages E-mailing homing (WB)
● Write a Factfile about carrier pigeons (WB) exercise
illegally (WB)
● Write a paragraph expanding on a Factfile Text messaging impromptu Pronunciation: consonant
(WB) instinct (WB) clusters: /spr/, /skr/, or
● Write formal e-mails (WB) Using expressions on the next of kin /str/
● Write a job application (WB) telephone (WB) portable Complete a form
● Write instructions (WB) rearrange
Cognitive goals Identifying the purpose of ring Notetake
● Develop predictive skills letters (WB) slide Leave answerphone
● Develop the skills of comparison and contrast starvation messages
● Develop inferential skills Editing messages (WB) tone
● Develop knowledge and understanding of Reply to an e-mail
tutor
different kinds of messages
● Enhance the ability to express well-articulated Giving instructions for unlock Translate text messages
opinions writing letters (WB) unreliable
upgrade Write text messages
Affective goals urgent
● Develop a collaborative spirit well-sealed
● Develop the imagination
● Develop the ability to engage with a topic
 Module 4
Content map
Unit Educational Objectives Grammar Functions Vocabulary Activities
12 Flying Reading skills Relative clauses Sharing personal acclaimed Answer questions in pairs
stories ● Read a short biography and pronouns experience altitude Read an article
● Read a joke [who, which, attendant
aviate True / False exercise
● Read a newspaper story where, whose] Stating advantages and
aviation Complete a gap-fill
● Read the story of Amelia Earhart (WB) disadvantages baby carriage exercise about relative
● Read a story (WB) Third biplane (WB) pronouns
Listening skills conditional Comparing achievements buzzing
cabin Use relative pronouns in a
● Listen to an eyewitness account
Phrasal verbs Expressing opinions coincide with short paragraph
Speaking skills (WB) (agreement / confrontational Use the third conditional
● Talk about travelling in a plane disagreement) control in a sentence
● Describe an eyewitness account co-pilot
corporation Match phrasal verbs with
Writing skills Expressing feelings using courteously their meanings
● Write a short paragraph about a friend or body idioms custom-built Match body idioms with
family member endeavour their meanings
● Write a news story Describing past exemplary Pronunciation: ed endings
● Write a list of causes and effects (WB) experiences expression
eyewitness Listen to an eyewitness
● Write a travel story (WB) account
Identifying background fog
● Write a summary (WB) gliding Rearrange events in the
information:setting the headline
Cognitive goals scene for a narrative correct order
● Develop predictive skills incident
instructor Describe an eyewitness
● Develop the ability to construct more complex account
Sequencing information intensely
sentence structures landmark (WB) Think of questions based
● Develop the ability to discern if sentences are on a headline
Interviewing an eyewitness mumble
true or false. notably Make notes
● Develop knowledge and understanding of Planning and writing a plague (WB)
biographies and news stories prejudicial (WB) Plan and write a news
news story radar story
● Develop definition skills
resemble Punctuation exercise (WB)
● Develop the ability to describe a scene Making requests (WB) rusty (WB)
Affective goals stern Focus on
● Develop a collaborative spirit Identifying a problem stunned Reading: Ahmed Meshari
(WB) transcontinental and the National anthem
● Develop interactive skills
(WB) Grammar: using commas
● Develop the ability to engage with a topic
Describing causes and velocity Project: Creating a
voice-activated booklet
effects (WB)

xv
 Introduction
Over To You is an English course for Secondary level students
in Kuwait. This level is for Grade 10. Each level of Over To You
includes a Student’s Book, two CDs with listening material, a
Workbook and a Teacher’s Guide. These materials are based
on the Kuwaiti Ministry of Education’s English Language
curriculum. The Over To You materials approach language skills
in an integrated way in terms of tasks and activities for both
learners and teachers. Therefore the outcomes appearing at
the beginning of each module harmonise with and are revelant
to the integrity of language skills and promote interactivity
between learners and teachers.
The units of Over To You 10, 11 and 12 are internally structured
in a way that is considerably flexible and varied. By Grade
10, students should have developed sufficient fluency and
confidence in spoken English to be able to handle more
demanding and realistic situations, in which the outcome may
be open-ended or unpredictable. This is one reason why there
is more group work and discussion in Over To You than in earlier
levels. Besides the passages as the source of language practice
(grammar, vocabulary, functions), we have a wide variety of
stimuli, such as pictures and graphic organisers. These provide
opportunities for discussion (often under the heading, ‘Think
and speak’) and the chance to practise higher-order thinking
skills, such as analysis, synthesis and evaluation.
Students at Grade 10 and above should also now have a
broader cognitive grasp and should be able to handle less
rigidly structured situations than in earlier grades. They are
now almost young adults who need the opportunity to test out
opinions and ideas of their own. With increasing competence
and self-assurance in their productive use of English, they are
encouraged through the Over To You course to take on greater
responsibility for their own learning and to collaborate and
cooperate with fellow learners more effectively than could be
expected of students in earlier grades.
I What the Course Provides
Over To You provides a wide range of regional and international
topic-based content and the latest in methodology, designed
to appeal to the educational needs and interests of Grade 10
students in Kuwait.
A Language
Over To You has a comprehensive language syllabus, presenting
and reviewing contextualised grammar and providing systematic
practice.
B Skills
The skills syllabus provides regular, carefully-staged practice in
reading, listening, speaking and writing, where the emphasis is
on practice and production of language.
There are also plenty of opportunities for students to
develop critical thinking skills and express their own opinions
throughout every unit, and especially in the project at the end of
each module.
16
C Quotations
The course also builds on and broadens students’ general
knowledge, through text-based work within the topics,
and vocabulary development. The Quote boxes provide
interesting viewpoints which students can discuss, collect
and add to.
You may wish students to discuss the quotations with one
another in pairs or small groups before you take feedback
from the whole class.
D Projects
There are four projects in the Student’s Book, one at the
end of each module. The project requires the application
of various skills students have acquired in that module.
E Extra Listening
At the end of the Teacher’s Guide, there is Extra Listening
Material related to the modules.There are also two extra
listening activities independent of the modules which
students may use for further practice.
F Culture / Literature
Culture is an important part of the thematic input in Over
To You, and builds students’ knowledge of national and
international culture, past and present. Numerous reading
passages, activities and exercises deal with specifically
Kuwaiti themes. To take one example, Module 1, Project,
in the Student’s Book, includes a reading passage,
followed by an opportunity for students to create their
own cultural holiday programme for a place in Kuwait.
Furthermore, at the end of the Student’s Book, there is a
Literature Time segment consisting of two stories, Treasure
Island and Three Men in a Boat, each in five episodes.
G Reference material
1 Grammar / Irregular verbs file
There is a grammar reference section: Grammar file, at
the back of the Workbook, linked to each unit, to provide
support and extra information for teachers and students. It
can be used during a grammar lesson if students encounter
difficulty or need extra examples, or can be reviewed later –
when preparing for a test, for example. The forms of each
structure are clearly presented, and each grammar point is
illustrated by relevant examples.
2 Function File
This lists the functions in every unit.
3 Glossary
There is also a Glossary at the back of the Student’s Book
which includes all the vocabulary used throughout Grade
10.
Vocabulary items also feature in the Words to Remember
boxes that are distributed throughout the lessons. The
Glossary can be used to increase awareness and support
vocabulary development and dictionary work. Teachers
may like to use these as spot checks on particular words, or
as quick spelling competitions at the beginning or end of a
class.
4 Self-assessment Answer Key
Students can refer to the answers of the Self-assessment
tasks found at the end of the Workbook.
5 Websites
A list of websites is provided to help students in some tasks
where they have to do research and obtain some specific

information. This is found in the Teacher’s Guide and the
Student’s Book.
H Pronunciation
Over To You also includes regular Pronunciation sections
which provide practice and guidance in areas of difficulty
for Arabic speakers.There are many difficult sounds
and sound combinations in English. Students will have
discovered that some of the sounds that are new for them
in English may be difficult to produce and recognise. They
also need to know about word and sentence stress and
intonation, and how important they are for understanding
and communicating. Over To You contains useful contrasts
in stress, intonation and meaning which are easily
confused by Arabic speakers, as well as suggestions in
the teacher’s notes about helping students to recognise
and produce the most accurate sounds they can. The
pronunciation activities use words taken from the unit
wherever possible. The CDs include listening material that
deals with pronunciation.
II Components
A The Student’s Book
The Student’s Book is divided into four modules, each
focusing on a particular topic. Each module consists of
three units and nine lessons which develop the topic in
different ways; for example:
Module 3 – Power
1 Power – the alternatives (energy resources)
2 The power of technology (inventions, future
developments)
3 Money (history of money, ways of paying, the value of
money)
At the end of each module, there is a project that is related
to the topic of the module. Here, the students put into
practice what they have learned. At the end of the book,
there is a Literature Time section, which consists of two
stories. This is followed by a Grammar File, Function File,
Irregular Verbs List, a glossary of vocabulary words and
websites.
B Workbook
The Workbook is closely interlinked with the Student’s
Book and is designed to be used in class to provide both
extra practice of the language and skills covered in the
Student’s Book, as well as extension work to develop
topic and language areas. In each unit of the Workbook,
Lesson 3 consists of a reading exercise, while Lesson 6 is
devoted to Language Practice, and includes punctuation
exercises that do not appear in the Student’s Book. Lesson
9 provides students with a Writing activity. In general, the
Workbook closely mirrors the grammar and vocabulary of
the Student’s Book, while providing variety and additional
stimuli. There are also four regular Progress Tests in the
Workbook. Each is at the end of every module. Each test
has a ‘Reading’, ‘Language Practice’ and ‘Writing’ part.
These serve as self-assessment procedures.
In the Workbook, there are Grammar Assistant Boxes that
provide rules of grammar. Some exercises in every module
are for self-assessment, where students can assess their
own performance in the task by referring to the answer key
found at the end of the book.
‘Over to you’ is a post-reading activity in which students
can express their own opinion and further extend the topic
discussed in the reading.
C Teacher’s Guide
The Teacher’s Guide provides comprehensive guidance
Introduction
notes for teachers to present the lessons and full answer keys
at the end of each module. It also provides complete listening
scripts for listening material, extra listening and a Workbook
answer key at the back.
D Audio Material
The CDs contain the listening texts, stories and pronunciation
exercises of each unit. Full scripts of listening texts and extra
listening texts are found at the end of the Teacher’s Guide.
III The Role of the Student’s Book and the
Workbook
The Workbook is designed to be written in and should be used
to complement the Student’s Book. It follows and exploits what
is in the Student’s Book, and is either used for a whole lesson or
for extra work or homework. However, it is very important that
the teacher regularly checks the Workbook.
Generally, the Student’s Book is not designed to be written in.
So every student needs a notebook for writing exercises when
required, and for recording what they learn in class, especially
new vocabulary. When given space, students will need to write
in the Student’s Book.
IV Background to Language Teaching Theories
Over To You follows an integrated approach to language
teaching, which balances structural and communicative
methods in order to help learners achieve both fluency and
accuracy. This approach aims not only to present and practise
new linguistic items, but also to provide communicative
activities to reinforce them. Teachers using this approach will
teach students the grammatical structures that they need to
know so that they are able to accomplish communication tasks
both fluently and accurately.
To understand how this integrated approach works, here is a
brief summary of the background to the theories of the nature
of language and language learning over the past few decades.
They all originated as ESL (English as a second language)
approaches but are now adapted for EFL (English as a foreign
language) contexts. So the two terms may here be used
interchangeably.
A The Structural Approach
The structural approach views language as a system of
grammatical patterns that can be learned. It was believed
that structural pattern practice, or drills, guaranteed accuracy.
Once these patterns were learned, students would know how
to manipulate a new language ‘correctly’. The language learner
was expected to proceed from controlled to guided practice,
and only later to free expression.
B The Natural Approach
The ‘Natural Approach’ was developed by Stephen Krashen
and Tracy Terrell, based on Krashen’s theories about second
language acquisition, in the early 1980s. The approach had a
lot in common with Asher’s Total Physical Response method
in terms of advocating the need for a ‘silent phase’, waiting
for spoken production to ‘emerge’ of its own accord, and
emphasising the need to make learners as relaxed as possible
during the learning process. Some important underlying
principles are that there should be a lot of language ‘acquisition’
as opposed to language ‘processing’, and there needs to be
a considerable amount of ‘comprehensible input’ from the
teacher. According to this approach, meaning, as opposed to
grammatical structure, is considered the essential feature of
language.
As part of the Natural Approach, students listen to the teacher
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using the target language communicatively from the very
beginning. Students are allowed to use their native language
alongside the target language as part of the language learning
process. In the early stages, students are not corrected during
oral production, as the teacher is focusing on meaning rather
than form (unless the error is so drastic that it actually hinders
meaning). Communicative tasks prevail throughout a language
course employing the Natural Approach, focusing on a wide
range of activities that includes games, role-plays, dialogues,
group work and discussions. There are three generic stages
identified in the approach: (1) Preproduction – developing
listening skills; (2) Early Production – struggling with the
language and making many errors, which are corrected based
on content and not structure; (3) Extended Production –
promoting fluency through a variety of more challenging
activities.
C The Communicative Approach
The ‘methods’ described above are symbolic of the progress
achieved in foreign language teaching ideology during the latter
part of the last century. These were methods that came and
went, influenced or gave birth to new methods – in a cycle that
could only be described as ‘competition among rival methods’
or ‘passing fads’ in the theory underlying foreign language
teaching. Finally, by the mid-eighties or so, the industry
was maturing and moving towards the concept of a broad
‘approach’ to language teaching that encompassed various
methods, motivations for learning English, types of teachers and
the needs of students themselves. It would be fair to say that if
there is any one ‘umbrella’ approach to language teaching that
has become the accepted ‘norm’ in this field, it would have to
be the Communicative Language Teaching Approach. This is
also known as CLT.
The Communicative approach does a lot more to achieve the
goal of creating ‘communicative competence’ than earlier
methods that professed the same objective. Teaching students
how to use the language is considered to be at least as
important as learning the language itself.
Beyond grammatical discourse elements in communication,
the approach probes the nature of the social, cultural and
pragmatic features of language. It explores pedagogical means
for real-life communication in the classroom. We are trying
to get our learners to develop linguistic fluency, not just the
accuracy that has so consumed our historical journey. We are
equipping our students with tools for generating unrehearsed
language performance ‘out there’ when they leave the womb
of our classrooms. We are concerned with how to facilitate
lifelong language learning among our students, not just with
the immediate classroom task. We are looking at learners as
partners in a cooperative venture. And our classroom practices
seek to draw on whatever intrinsically sparks learners to reach
their fullest potential.
The communicative approach suggests that people take on
many roles in different speech situations and that structural
pattern practice does not always provide for this. Students
should be able to ask questions, give directions, describe things,
express emotions and to vary the register of their speech. They
also need to learn how to respond appropriately to others. If
students do not learn in an environment in which all these
speech situations arise, they will not master important areas of
the language. In the communicative approach, learners do not
study the language as an object, but rather use it as a tool to
communicate their own messages in a purposeful manner. They
learn the language itself through learning how to communicate
in it – in much the same way as children acquire their mother
tongue.
Communicative Language Teaching (CLT) has three types: the
‘traditional’ approach, which makes use of pure communicative
methods through communicative situations only; the ‘strong’
18
approach, which implements minor structural methods
together with the communicative approach; and what is
called ‘weak’ communicative language teaching, which
uses a combination of CLT methods together with the
traditional structural approach.
It is still the subject of debate as to whether fluency or
accuracy is more important. If accuracy is seen as the
priority, learners are offered a model of perfection (i.e. that
of a native speaker) which they can try to copy but which,
at the same time, includes the possibility of failure. It is this
fear of failure that dominates many classrooms. If fluency
and communication are the aims, the possibility of self-
expression is then created whereby learners feel that they
can express themselves without fear of critical reaction.
Teachers who use the traditional structural approach are
not supposed to explain the grammatical structures. While
this approach attempts to develop implicit learning, it
nevertheless still emphasises accuracy over fluency. The
communicative approach stresses implicit and unconscious
learning activities without explicit instruction of the
structures. This implies stressing fluency over accuracy. In
other words, semantic accuracy is emphasised more than
syntactic accuracy.
It is important to stress that each of these methods only
addresses a part of what is needed to ensure that language
acquisition takes place with ease and facility.
D The Process-oriented method
Process-oriented theories are concerned with how the mind
processes new information, such as induction, inference-
making, hypothesis testing and generalisation. The
orientation towards processes encourages us to facilitate
learner choice and individual development. However, it
is challenged by the current educational climate, which
prioritises accountability and assessment. In this situation,
a new perspective on process orientation has emerged.
This perspective focuses not on the processes which occur
as part of learning but on the processes which are the
intended outcomes of this learning. Discrete features of
the communication and learning processes become pre-
specified ‘learning outcomes’, which are to be observed
and assessed. Outcomes-based education is promoted
as a means of empowering learners with the knowledge
and skills required for living. However, it is also a powerful
instrument for effecting compliance with centralised
conceptions of education and can minimise the voices of
learners and teachers in the process of education.
E The Task-based method
In Task-based methods or experiential learning,
appropriate contexts are provided for developing thinking
and study skills as well as language and academic concepts
for students of different levels of language proficiency.
Students learn by carrying out specific tasks. A task refers
to a range of work plans that have the overall purpose
of facilitating language learning, for example, “doing
science” and not just reading about it. In tasks, meaning
is primary. There is a real-world context that includes a
communication problem that requires resolution. Task
completion is prioritised and assessed in terms of achieved
learner outcomes. The teacher can utilise naturally
occurring situations during instruction to focus on form,
as opposed to creating an artificial focus. Tasks involving
interaction promote negotiation of meaning, allowing for a
focus on form with real-time feedback.
F The Content-based method
Content-based language instruction (CBI) is a method
that integrates EFL instruction with school academic
content or subject matter instruction to maximise learners’

exposure to the second language. The technique focuses
not only on learning a second language, but using that
language as a medium to learn mathematics, science,
social studies, or other academic subjects. One of the
reasons for the increasing interest among educators in
developing content-based language instruction is Krashen’s
theory that language acquisition is based on input that is
meaningful and understandable to the learner. Parallels
drawn between first and second language acquisition
suggest that the kinds of input that children get from their
carers should serve as a model for teachers in the input
they provide to second language learners, regardless of
age. Input must be comprehensible to the learner and be
offered in such a way as to allow multiple opportunities to
understand and use the language.
Moreover, students develop two types of language
proficiency: basic interpersonal language skills and
cognitive academic language proficiency. These two types
of proficiency vary according to the degree of context
available to the individual and the degree of cognitive
challenge of the task.
G An Integrated Approach
To ensure that students use English both fluently
and accurately, the Over To You programme has been
designed according to an integrated approach using a
combination of traditional, structural and communicative
approaches. Many integrated approaches have been
discussed in various texts and articles. Their purpose is
to preserve the accuracy of the analytical methods of a
traditional approach while still making use of authentic
communicative activities for the students.
It is important to understand that the main thrust of
an integrated approach is still communicative, which
means that it is of prime importance to provide students
with authentic opportunities for communication and
continuous practice in order to gain fluency. Traditional
structural methods are integrated primarily in the
communication already taking place in the classroom: for
correction, analysis or in response to students’ questions.
Fluency is important, but learners tend to exploit the
linguistic forms they have already mastered along with new
and more complicated structures. This is why an integrated
approach is necessary.
There are two main ways of integrating accuracy and
fluency work. One involves ‘PPP’– present, practise,
produce. This is basically a structural approach that
incorporates a final ‘free production’ stage where learners
have the chance to use the structure they have been
practising in a communicative activity, where they are
primarily focused on meaning. The second involves the
use of communicative activities only, within which there is
no attempt to present and practise specific grammatical
structures. In this approach, the teacher encourages
students to use grammar accurately by providing feedback
as they produce certain structures.
The method adopted in Over To You utilises both of these
integrated approaches because it employs both of them as
methods. At this level, the traditional structural approach
is of limited value and should be reserved for the use
of simple models and repetition. Meaning should be
emphasised more than the various forms that the students
are required to learn.
Remember, however, that it is important for students to
hear the language in its correct form and to be able to
imitate the models accurately. They should always be given
praise and encouragement to help them to do this.
Introduction
V Teaching the Language Skills in an Integrated
Way
The four main components are the primary skills of listening,
speaking, reading and writing. Each of these skills embraces
related subskills such as spelling (in the case of writing) and
pronunciation (in the case of speaking). When all these skills
are integrated together, they support and interact with each
other and optimum learning can be achieved. Developing
learners’ listening, reading and writing processes is the key.
Over To You uses both content-based and task-based instruction.
Students practise integrated skills as they learn other subjects –
such as social skills (e.g. speaking politely) and other curriculum
subjects, such as geography (e.g. the names of countries and
capital cities), maths and computer science. The topics chosen
are fun and interesting for students and allow them to practise
a variety of language skills while studying various subjects. This
approach is considered one of the most effective methodologies.
This level also uses task-based instruction, in which students
are asked to complete tasks using English. The tasks can
be completed in pair or group work to optimise students’
collaboration and interaction. In this course, tasks include
completing surveys, completing tables, planning stories and
undertaking various projects.
Experts also agree that learners are better able to remember
things that are attractive and meaningful to them. This level
therefore teaches language skills using interesting and colourful
stories, and dialogues and activities that are relevant to the
students’ own life experiences.
A Listening and Speaking
The ability to listen and speak is fundamental for social and
language development. It is an essential tool for all areas of the
curriculum since oral communication underpins learning and
thinking. It is vital that its significance is recognised by students,
parents and teachers. Students need to be provided with many
varied contexts for oral practice, but they also need direct
teaching of listening and speaking skills.
The objectives for listening and speaking are identified
separately in the Over To You programme, as the development
of oral skills is essential if students are to become literate. In
line with the Kuwait Ministry of Education and the current
trends in teaching English as a foreign language, work in
developing speaking and listening skills is integrated with
reading and writing. Listening and speaking are at the core of
the course. Students have opportunities to develop and practise
their speaking skills by listening attentively and subsequently
responding appropriately with confidence and interacting with
others.
Listening texts in Over To You contain information relevant to the
lesson topic. These are presented using standard spoken English
and authentic but graded materials.
Some of the listening texts are also printed in the Student’s
Book, though some are unseen texts that are only printed in
the Teacher’s Guide. Note that some of the listening texts use
structures and vocabulary that are not listed in the lesson boxes.
These are included simply to sensitise students to more difficult
structures that they will meet at higher levels. They are not
expected to use all these structures and vocabulary actively.
In order to ensure that students develop listening and speaking
skills of a high standard, teachers should:
◗ provide a model for listening practice, dialogues and
participation;
◗ ensure that students make use of a wide range of contexts for
listening and speaking practice;
◗ give a wide range of tasks which require the students to
communicate in English;
◗ present new words in context and not as isolated words;
◗ enable students to be exposed to the listening materials on
19
 the CD as often as time allows; text to help them answer a particular question, or to work
◗ endeavour to nurture the students’ natural desire to imitate out what they think is missing in a gapped dialogue. Pause
in order to help them progress in their learning. the tape after the relevant information to give them time to
answer.
1 Procedures for teaching listening
◗ There are a variety of ways for a teacher to use a text for iii Post-listening tasks
listening purposes. Using so-called ‘bottom-up’ skills, the After the recording, get students to answer the
teacher can ask students to listen very carefully to a small comprehension questions or do the follow-up work in
portion of the text several times to help them distinguish pairs or small groups. Get them to discuss their answers
between words that closely resemble each other, such as (integration). Then discuss as a class. Put model answers on
‘tower’ and ‘tour’. the board.
◗ The opposite approach makes use of ‘top-down’ skills, b Pronunciation tasks
whereby students listen to a longer text twice to ascertain ◗ Students can listen to the recording and read at the same
a general context, on a topic such as science or sport. time. This helps them to hear the accurate pronunciation of
Exercises in Over To You use both procedures. the words in context, including their stress patterns.
a The listening process ◗ Ask students to read the recorded texts aloud as they
The teacher should follow the listening process (pre- appear on the page. Encourage them to duplicate the stress
listening, listening and post-listening) in all listening activities. and intonation patterns they hear on the recording. This
Suggestions for such activities are the following: will help their pronunciation and fluency.
i Pre-listening ◗ You can also use the listening texts for more detailed
These are the procedures that can be adopted: pronunciation work, such as identifying stress patterns in
◗ Assess the students’ background knowledge of the topic words.
and the linguistic content of the text. 2 Procedures for teaching speaking
◗ Provide any necessary background materials or information. There are a variety of ways to help students to speak and
◗ Make students aware of the purpose of the listening tasks, communicate in English both fluently and accurately. The
such as listening for sounds or for new vocabulary, etc. teacher’s role in the classroom is to provide students with
◗ Vocabulary is an important feature of each unit. It is activities that not only allow them to practise speaking but
presented in context and there is a wide range of types of also prepare them for real-life communication.
vocabulary exercise – matching, gap-filling, categorising,
listing, identifying pictures, etc.
In order to achieve this, teachers can:
◗ help students to use and apply correct rules for
Predicting content pronunciation, intonation and word order;
Before the students do the task, introduce the situation or ◗ encourage students to share ideas in conversation in order
story in the book. Get them to discuss any pictures and elicit to enhance language learning;
relevant language and vocabulary. Put this on the board. ◗ help students to acquire the implicit rules in conversation,
Present any new language or vocabulary using real objects, such as turn-taking, listening to others when they speak and
mime, etc. Get them to anticipate what they are going to hear. speaking clearly at a reasonable speed;
This will make the task easier and much more interesting for ◗ elicit the language from students that they will need in a
them. speaking activity.
ii While-listening tasks Over To You provides teachers with classroom speaking
These are activities that can be completed as the students activities that allow students to develop both their
listen. Sometimes students are expected to complete tables or communicative competence and language accuracy. These
charts, answer multiple choice questions or tick information activities are designed to combine structured output activities
while they listen. Explain the task before they begin. and communicative output activities. Structured output
Start the tape and complete the first answer with the class, as activities practise specific features of the language that have
an example, if necessary. You may need to repeat the tape for previously been taught, such as filling in missing information.
them to be able to answer. You can do this with books open Communicative output activities help students to use the
or closed. (For example, you can see what they can answer language they know in order to communicate in situations
with books closed, and then ask them to open their books for that resemble real life, such as roleplaying or participating in
them to check.) They should also be encouraged to compare dialogues. At this grade level, structured output activities help
and discuss answers with a partner. students to develop language accuracy while communicative
output activities aid fluency and sociolinguistic competence.
◗ Listening for gist In both types of activities, it is vital for the teacher to
Give students a general comprehension question before encourage all students to participate in tasks. The teacher
they listen. This will give them a reason to listen and should also create a supportive atmosphere where students
motivate them to find the information. Tell them they need feel able to make mistakes and be corrected by the teacher
to listen to the whole tape to answer this question. without fear. They should also be able to express likes
This will ensure that students listen right through to the end. / dislikes, agreement/disagreement and opinion without
Play the tape. Students listen in order to answer the general embarrassment. Tasks are varied to include whole-class work,
comprehension question and tell you what they have heard pair work and group work, as well as roleplaying and drama
(i.e. the gist of the text). You can do this with books closed. activities. Consequently, learners then develop self-confidence
◗ Listening for specific information and the motivation to learn. Cognitive goals within the
Give the students more detailed comprehension questions. curriculum are also then achieved.
(These are suggested in the individual lesson plan.) The Student’s Book contains some specific activities to
Students listen carefully to find specific answers such as help develop students’ intonation and pronunciation. In
identifying speakers, dates, situations, and so on. This can addition, the Teacher’s Guide will highlight new vocabulary
be achieved through repeated listening, with books open where students may need extra help with pronunciation;
or closed. You can also let the students listen to part of a for example, if the spelling of the word is not phonetic or is
20

otherwise unusual.
3 Listening and speaking practice
Through the above tasks, students will develop their speaking
and listening skills as the course progresses and will begin
to use the language that they have heard. Remember that
students will develop at different speeds: just because
one student may understand a listening text after the first
listening does not mean that every student in the class
understands it. Make sure that the majority of the students
are able to complete the tasks before you move on. However,
if one or two students have difficulties, do not let them hold
up the whole class.
Listening and speaking are integrated in communication. Over
To You is written to ensure that different aspects of language
communication are dealt with in the classroom. Listening
tasks lead on to communicative tasks such as roleplaying,
negotiating, games and dialogues. These allow students to
make active use of the language they have just encountered.
The language is then practised and recycled in reading and
writing tasks.
Remember, too, that students as well as teachers should
ask questions: the lesson should be a two-way process.
Encourage students to ask you or their partners questions
about listening texts. This will also allow you the chance
to assess how much they have or have not understood. Do
not allow lessons to be teacher-centred: encourage students
to interact with each other in groups or pairs, and praise
spontaneity.
B Reading
Reading is the basis for all academic pursuits because
achievement depends on the ability to read and comprehend
the materials presented. Encourage students to read as much
as possible – not just reading texts, but also instructions,
titles, page numbers and so on.
The objectives for reading are outlined separately in the Over
To You syllabus, but the skills that provide the foundation for
reading are integrated in the course.
The aims of this grade are to:
◗ develop good reading habits;
◗ develop skills for reading for specific information;
◗ develop reading comprehension skills.
At this level, students read a variety of texts that represent the
following modes of reading: expressive, expository, functional
and persuasive.
◗ Expressive texts include personal recounts and stories.
◗ Expository texts include non-fiction that describes, explains,
defines, informs and summarises ideas and content. The
text supports a thesis or a topic sentence that is based on
experience or research.
◗ Functional texts provide specific information or directions
related to real-life situations. These include letters,
instructions, schedules, manuals, etc.
◗ Persuasive texts are used for the purpose of influencing the
reader, e.g. advertisements.
These texts build on learners’ learning experience and
language repertoire at earlier levels. They also introduce new
words and a number of new structures, showing how they
can be used in context. As with the listening texts, some
of the reading texts use structures that are included simply
to sensitise students to more difficult structures that they
will meet at higher levels. They are not expected to use the
structures actively.
It is important to create situations in which the students
develop their visual memory because in order to learn to read,
they must look at the words and be able to remember them.
Words therefore have to be memorised. Research has found
that throughout the world, some students have difficulty in
Introduction
remembering words. It is therefore essential that words are
repeated many times.
1 Types of reading
Reading itself can be done individually and silently, or as a
group.
a Reading aloud
You can read a text aloud yourself, or get students to
take it in turns to read parts of the text to the class or in
pairs or groups. This is a good way for you to check their
pronunciation and intonation. This particularly applies to
dialogues. Students are expected to read with expression,
noticing full stops, question marks, commas, and so on. The
individual lesson plans give details on how best to do this.
b Silent reading
Students should initially read the texts silently for
comprehension. In this way, they can absorb information
at their own speed. Such independence is very important.
However, make sure that they use good reading habits.
They should not, for example, point to every word as
they read. This will slow down their reading and, by
focusing on individual words rather than the sentence as
a whole, potentially prevent them from achieving overall
understanding. The same applies to saying or mouthing each
word to themselves. Set a time limit for them to read the
passage to encourage good reading habits.
Exposure to a wide range of vocabulary is vital for language
to be absorbed, and the language of the course is structured
so as to gradually increase the number of words the students
meet. However, the teacher should remember that the
students are not expected to memorise a sufficient amount of
vocabulary in their own time as the course progresses. Follow
this general procedure for reading activities.
2 The Reading process
a Pre-reading
◗ Assess students’ background knowledge of the topic.
Provide background material about the topic if necessary.
◗ Make students aware of the purpose of reading.
◗ Spend three to four minutes introducing a reading task with
a brief discussion of the theme.
Students can discuss pictures or the title to help them predict
the content of the passage or to work out the meaning of
new vocabulary. Elicit or present any new key vocabulary and
language. This can be done using real objects, mime, etc.
Remember, however, that the students do not necessarily
need to understand every word. Only key words should be
presented. These are listed in detail in the individual lesson
plans.
Pre-reading tasks
As with listening, pre-reading tasks or questions help motivate
the students to read and give them a reason to understand
the passage. Specific pre-reading tasks are given in the
Teacher’s Guide. Get students to answer the pre-reading tasks
after an initial reading of the passage. Give them a time limit
of about ten minutes for this and make sure that they do not
spend too long doing them.
b During reading tasks
i Reading for gist
Remember that on first reading students can be expected
to understand the gist of a text only. Ask a few general
comprehension questions, or see what they can tell you about
the passage in general terms.
ii Reading for specific information
Only on repeated reading can the students be expected to
understand the reading in more detail. They can then go
on to the comprehension questions in the Student’s Book.
21
Encourage students to discuss these with a partner or group
before you go over the answers as a class. Additionally,
detailed answers to comprehension questions are also
given in the Teacher’s Guide. Sometimes, exercises in the
Student’s Book require students to write ‘T’ or ‘F’ to show
whether statements are true or false. In each of these, there
is an opportunity for teachers to ask students to justify their
answers.
iii Developing reading comprehension skills
Ask students to read and circle key words, particular tenses,
phrases, etc. in the reading texts. This encourages them to
spot and understand the patterns of English.
iv Initiating questions
As with listening, remember that the students should be
initiators as well as receptors. Encourage them to ask you
and their partner questions about the text if necessary.
v Structure
Reading texts can be used to develop understanding of the
components of a story, such as its sequence and spatial
setting.
Reading tasks can also be used for a variety of other activities,
including matching headings to paragraphs; working out
the meaning of lexical items using different strategies
(dictionaries, context, etc.); focusing on punctuation or
linking words, and developing personal reactions, e.g.
expressing opinion. These also help to integrate the reading
skill with the other skills.
c Post-reading
There are usually follow-up activities in the Student’s Book or
Workbook to enable the teacher to check that the students
can use the vocabulary and language from the reading
passage in a different context.
d Practice
Remember that the reading tasks are integrated with the
other skills. Students sometimes listen as well as read, and
then discuss the passage to practise speaking skills. This
is where you can assess how well they have absorbed the
language from the reading texts. In the Workbook, a writing
exercise often exploits the language of the reading passage, so
all four skills are practised and can be assessed.
e Literature time!
The literature text in Over To You Grade 10 exposes students to
English stories, graded to be appropriate to their level. This
is designed to encourage students to read for pleasure. The
stories offer students extensive reading in a challenging form
and new context for the language and vocabulary that they
have met in the core units.
Ask students to start reading each of the Literature Time texts
at the beginning of a semester. First, you introduce them by
going over the pre-reading activities found in the Workbook
with the students as a whole class. Then, the five episodes
are assigned as readings to be done by students at home.
You may occasionally choose parts of the episodes and play
the CD in the classroom for students to enjoy listening to
the target language. Then students are to work individually
or in pairs to do the comprehension activities found in the
Workbook related to each episode. These check students’
understanding of the texts, which they will find rewarding.
Keep reminding your students to keep up with their readings.
Finally students are guided to share in a discussion about
elements of story writing such as theme, moral, plot,
characterisation, sequencing, description and organisation.
C Writing
Writing is an essential tool for learning, personal expression
and professional success. The skills that provide the
foundation for writing are integrated in the course.
22
With writing, students are expected to practise and produce
language that they have met and used in the reading, listening
and speaking components of the course. Writing tasks are
mainly guided, but learners are expected to produce short,
simple free writing productions related to the topic studied.
Each unit has at least one major writing activity in addition to
the other skill- and language-based tasks and activities.
Students are also expected to complete individual guided
and free writing productions, which include: stories, letters,
e-mails, descriptions of events and places, reports, story
reviews, advertisements and surveys. Most of these forms of
writing will already be familiar to students, but here they are
presented and achieved at a higher level.
1 Procedures for teaching writing
Learners are first asked to think about the writing tasks and
to come up with ideas individually before they are put into
groups or pairs to discuss their ideas with peers. Ways to do
this include brainstorming ideas, planning paragraphs and
drafting. They then finish their writing. Students should then
revise and check their work either individually or with their
peers.
Each unit contains a specific writing task. As the course
progresses, students will be exposed to a variety of writing
tasks and will be expected to develop writing skills such as
note taking, making a summary, letter writing, form filling,
survey completion, diary entries, story writing, and so on.
Writing styles are compared, contrasted and built upon in the
Workbook and in the projects.
In the Workbook, there are various activities that help the
students to write correctly.
Process writing is an approach to incorporating writing
skills from the very beginning of the English learning process.
Process writing encourages learners to start working on their
writing skills from a beginning level. It focuses on allowing
students to write with plenty of room left for error. Standard
correction begins slowly, and students are encouraged to
communicate through writing regardless of their knowledge
of English grammar and structure. By easing your students’
fears about producing sub-standard written work, you can
help encourage them to improve their writing abilities. Only
mistakes made in grammar and vocabulary that have been
covered up to the current point in time should be corrected.
Process writing is all about the process of writing. Students
are striving to come to terms with writing in English by
writing in English. Allowing for mistakes and refining based
on materials covered in class - instead of “perfect English” -
will help students incorporate skills at a natural pace, and
improve their understanding of materials discussed in class in
a natural progression.
2 The Writing Process
The writing process is composed of three stages:
a Pre-writing
The Pre-writing Stage is mainly brainstorming which is one of
the techniques used in process-focused approach in teaching
writing. Students write down any ideas, key words or short
phrases that come to mind when dealing with a subject or
broad topic. This is just a draft stage before any organisation
of ideas. Brainstorming can be done individually or in groups.
It is important that students gain practice in brainstorming
individually, so that they gain confidence and learn to take
responsibility for their own thoughts and ideas. In the earlier
Writing Assignments, it would therefore be best to tell
students to do their brainstorming session alone.
Some students may find this difficult, so you should go
around the class offering advice and encouragement to any
students who seem to be experiencing difficulties.
 Introduction
Brainstorming is also performed as a collaborative activity;
have students share ideas with one another in this way, as 5 4 3 2 1
preparation for their writing activity. Focuses on the purpose of the writing
b While-writing task
The Writing Stage consists of writing the first draft or the Shows a clear awareness of the
rough copy. Students should write their first drafts in an
exercise book or a notebook. They should be selective in the intended audience
ideas that they include. They don’t have to include everything Employs an interesting, catchy
that was in their prewriting! Make sure the ideas relate to introduction
each other and the topic. At this stage, encourage them to
concentrate on getting their message across successfully Organises content and ideas in a
rather than worrying about every detail of grammar, spelling logical way
or punctuation. Let them write and not stop. Just let the Uses clear, well-worded topic
ideas flow.
sentences
Explain that students will have an opportunity to tidy up their
work later. Revising and editing come later. Tell them not to Includes appropriate details to clarify
count words. Before going to the next stage, let them make ideas
sure they have enough content to work with. If they feel that Uses transitional devices to
they lack content, they go back to the prewriting for more
ideas and details. strengthen organisation
When students feel that they have completed their ideas, they Uses an appropriate conclusion
are then ready to go to the next stage. You could use some Demonstrates fluency in grammar
of the reading passages in the Student’s Book as additional
model texts to demonstrate points of structure and style in Demonstrates fluency in choice of
paragraph writing. words
1 The topic sentence states the main idea, point, or opinion. Demonstrates fluency in spelling
This sentence should use a strong verb and make a bold
Demonstrates fluency in punctuation
statement.
2 The body includes supporting sentences that provide
explanations for the topic sentence and evidence for the topic ◗ Reading Rubric
sentence. Supporting sentences that include facts, statistics 5 = excellent 4 = good 3 =average
and logical reasoning are much more convincing than simple
statements of opinion. 2 = poor 1 = unacceptable
3 The concluding sentence restates the main idea and
5 4 3 2 1
reinforces the point or opinion.
Reads the text as a whole first
c Post-writing
The final stage is the Editing / Rewriting Stage. First drafts are Uses the pictures or photos as clues
necessarily followed by second, third and even fourth drafts. Identifies key words and concepts to
Revising, changing and improving one’s work are the norm,
not the exception. It takes effort to write well. Even famous help find the needed information
authors write many drafts before they are satisfied that the Approaches the text in an inquiring
work is finished; hardly anyone ever produces their best work mode
at the first attempt.
Identifies the main ideas of the text
The aim of revising is to: make decisions about how one
wants to improve the writing, look at the writing from a Demonstrates a thorough and
different point of view and pick places where the writing insightful understanding of the context
could be clearer, more interesting, more informative and
Generates informative and original
more convincing.
responses
You may wish to vary the editing process by introducing
the concept of peer editing, in which students comment on Uses specific examples and quotations
the content and organisation of each other’s work. Their skilfully from the text
feedback to one another not only offers useful opportunities
to practise meaningful and purposeful English within a Shows evidence of critical thinking
real-life context, but also enables students to begin to see Demonstrates insight into content
how others (their audience) view their writing, which itself is a Reflects on structure of the text
form of socialisation.
Make sure that the students who are acting as ‘editors’ of the Supports opinion about what is read
work of others say what they like about the piece, and what
they want to know more about. Only then should they say D Spelling
what they find problematic or confusing. Positive suggestions Teaching spelling strategies to students learning English
for improvement are then appropriate. as a foreign language is challenging for teachers. Many of
the inconsistencies of the English language with regards to
◗ Writing Rubric orthography and pronunciation are directly confronted by
5 = excellent 4 = good 3 = average students when they begin to put words on paper. Moreover,
2 = poor 1 = unacceptable the homophonic, multi-syllabic nature of English can pose
additional challenges to the learners. However, there are tips
and tricks to help both teachers and students develop their
spelling skills.
23
E Morphemic approach
Many English words use the same prefixes or suffixes (un-,
re-, -s, -in, -en, etc.). Many words can therefore be learned
by knowing how to put these together by following certain
rules. For example, students learn that when a verb ends in ‘e’
(e.g. take) and is combined with the -ing suffix, the letter ‘e’ is
always dropped (taking).
For all the above, always encourage the students to look
closely at the initial letter of a word, and then to try to
recognise the shape of the rest of the word. This is often
easier for them than to ‘sound out’ each individual letter.
Recycling of spelling should continue throughout the course
whenever the particular word or spelling pattern comes up
again. Ways to do this are highlighted in the lesson plans.
F Using mnemonics
Mnemonics are simple tricks students can use to help commit
spelling words to memory. Associating the spelling of a
word or part of a word with another word has proven to be
a successful learning strategy. Providing students with some
existing mnemonic examples will help them understand the
concept, but students will be more successful if they create
their own mnemonics for the words they have trouble spelling,
e.g. The secretary can’t keep a secret.
G Understanding homophonic words
For ESL students, spelling mistakes are often caused by a
simple misunderstanding of word meaning. Some words
in English sound exactly the same as another word but
have a different meaning. Other words differ very subtly in
how they are pronounced. While these words are not truly
homophonic, they still pose challenges for second language
learners. Calling attention to some of the most common
similar sounding words can help demystify this confusing
aspect of the English language. Consider the following
example:
◗ advise – Advise is a verb that means to counsel or suggest, 3 write the underlined notes in a paragraph keeping the
e.g. Would you advise me to go to graduate school?
◗ advice – Advice is a noun that means a suggestion or an
opinion about a matter at hand, e.g. Ken gave me some good and mechanical accuracy.
advice about going to graduate school.
methods of many high school and college students. Learning
the ingredients of good note taking is rather easy; applying
them to one’s own situation depends on how serious
students are becoming successful.
Other ways of note taking are drawing charts (creating a
table of rows and columns), outlining (writing headings),
mind mapping (linking concepts) and SQ3R (survey,
question, read, recite and review).
Students need to be made aware of the need to find answers
to specific questions, and then trained in how to focus on
what is relevant and filter out what is irrelevant. Gap-fill
exercises and tabulating data are ways of scaffolding the
students’ development and focusing their attention. Graphic
organisers provide a crucial bridge between random rotation
and focused summarising.
Students must learn to keep notes logically and legibly.
Remember if they can’t read their own writing a few days after
taking notes, they are of little use. By all accounts, the best
place to keep notes is in a loose-leaf notebook. Train students
to use dividers to separate the different classes they take. Let
them make it a habit of using their notebook to record ALL
their notes.
B Summary-making
Making a summary requires the same groundwork of skills as
note taking: the same criteria of relevance and sifting are at
stake. However, a summary requires the student to ‘rebuild’
a text in brief, based on the notes taken. Summarising is
therefore a more demanding and complex task than note
taking. The Student’s Book and Workbook provide plenty of
opportunities for practising these skills.
To write an effective summary, students need to go through
the following steps:
1 read the text with the writer’s purpose in mind,
2 take notes by underlining the important ideas or writing
them down,
writer’s purpose in mind and
4 revise and edit the text for structural, grammatical, lexical

H Rhyming VII Learner Characteristics

Rhyming is a classic spelling strategy for students of all ages.
Rhyming a word or a part of a word with another word that
is spelled the same is a great technique to help students learn,
e.g. spell, smell, fell, tell, shell.
These words are all spelled the same except for a different
letter or two. Identifying how root sounds like this are spelled
helps students quickly increase their spelling vocabularies.
VI Developing study skills
Developing effective study skills, improving reading
comprehension, discovering one’s personal study style,
learning to manage one’s time more efficiently and learning
the best way to prepare for exams are just a few of the
study skills that improve student’s performance in school.
Effective study skills must be practised in order for students
to improve. It is not enough to simply “think about”studying;
students have to actually do it, and in the process use
information from what you do to get better. “Practice doesn’t
make perfect; perfect practice makes perfect.” Note taking
and summary making are two essential skills that students
need to develop to increase their ability to learn.
A Note taking
Note taking is a skill which must be learned and refined. Note
taking, or the lack of it, is a constant deficiency in the study
Learning styles
A lot of research on learner characteristics has been taking
place, drawing attention to the need to develop learner-
centred classrooms. One of the areas of research is learning
styles. Learning styles are simply different approaches to
or ways of learning. They are the usual or characteristic
manner in which a learner goes about the task of learning. If
a mismatch exists between the learners’ learning style and
the teaching style of the teacher, the student may become
bored and inattentive in class, do poorly on tests and get
discouraged about the course and themselves. We have visual
learners, auditory learners and kinaesthetic learners. These
styles are not mutually exclusive. In practice, every student
makes use of a combination of learning styles, although one
style will dominate. Nevertheless, it is very useful to know
which is the preferred learning style of each individual student.
A Visual learners
These students learn primarily through seeing. They may think
in pictures and learn best from visual displays, including
diagrams, illustrated text books, overhead transparencies,
videos, flipcharts and hand-outs. During a lecture or
classroom discussion, visual learners often prefer to take
detailed notes to absorb the information. These learners need
to see the teacher’s body language and facial expression to

24

fully understand the content of a lesson.
B Auditory learners
These students learn mainly through listening. They learn
best through lectures, discussions, talking things through
and listening to what others have to say. Auditory learners
interpret the underlying meanings of speech through listening
to tone of voice, pitch, speed and other nuances. Written
information may have little meaning until it is heard. These
learners often benefit from reading text aloud and using a
tape recorder.
C Tactile / Kinaesthetic learners
These students learn mainly through moving, doing and
touching. They learn best through a hands-on approach,
by actively exploring the physical world around them. They
may find it hard to sit still for long periods and may become
distracted by their need for activity and exploration.
Teachers need to make students aware of the different
learning styles and to encourage them to make use of some
features of the learning styles that are not dominant in them.
Moreover, teachers should vary their delivery to keep students
interested, encourage all students to do their best, make
them believe they can succeed and apply proven teaching
techniques and monitor students’ learning.
VIII Multiple Intelligence
Another area of research is Multiple Intelligence. Multiple
Intelligences are eight different ways of demonstrating ability.
The types of Multiple Intelligence proposed by Howard
Gardner are as follows.
A Visual / Spatial Intelligence
This is the ability to perceive the visual. These learners tend
to think in pictures and need to create vivid mental images
to retain information. They enjoy looking at maps, charts,
pictures, videos, and movies. Their skills include puzzle
building, reading, writing, understanding charts and graphs,
a good sense of direction, sketching, painting, creating visual
metaphors and analogies (perhaps through the visual arts),
manipulating images, constructing, fixing, designing practical
objects and interpreting visual images.
B Verbal / Linguistic Intelligence
This is the ability to use words and language. These learners
have highly developed auditory skills and are generally elegant
speakers. They think in words rather than pictures. Their skills
include listening, speaking, writing, story telling, explaining,
teaching, using humour, understanding the syntax and
meaning of words, remembering information, convincing
someone of their point of view and analysing language usage.
C Logical / Mathematical Intelligence
This is the ability to use reason, logic and numbers. These
learners think conceptually in logical and numerical patterns,
making connections between pieces of information. Always
curious about the world around them, these learners ask lots
of questions and like to do experiments. Their skills include
problem solving, classifying and categorising information,
working with abstract concepts to figure out the relationship
of one thing to another, handling long chains of reasoning to
make logical progressions, doing controlled experiments,
questioning and wondering about natural events, performing
complex mathematical calculations and working with
geometric shapes.
Introduction
D Bodily / Kinaesthetic Intelligence
This is the ability to control body movements and handle
objects skillfully. These learners express themselves through
movement. They have a good sense of balance and hand-eye
coordination (e.g. ball play, balancing beams). By interacting
with the space around them, they are able to remember and
process information. Their skills include dancing, physical
coordination, sports, hands-on experimentation, using body
language, crafts, acting, miming, using their hands to create
or build, and expressing emotions through the body.
E Musical / Rhythmic Intelligence
This is the ability to produce and appreciate music. These
musically inclined learners think in sounds, rhythms and
patterns. They immediately respond to music, either
appreciating or criticising what they hear. Many of these
learners are extremely sensitive to environmental sounds (e.g.
crickets, bells, dripping taps). Their skills include singing,
whistling, playing musical instruments, recognising tonal
patterns, composing music, remembering melodies and
understanding the structure and rhythm of music.
F Interpersonal Intelligence
This is the ability to relate to and understand others. These
learners try to see things from other people’s point of
view in order to understand how they think and feel. They
often have an uncanny ability to sense feelings, intentions
and motivations. They are great organisers, although they
sometimes resort to manipulation. Generally they try to
maintain peace in group settings and encourage cooperation.
They use both verbal (e.g. speaking) and non-verbal language
(e.g. eye contact, body language) to open communication
channels with others. Their skills include seeing things
from other perspectives (dual-perspective); listening; using
empathy; understanding other people’s moods and feelings;
counselling; cooperating with groups; noticing people’s
moods, motivations and intentions; communicating both
verbally and non-verbally; building trust; peaceful conflict
resolution and establishing positive relations with other
people.
G Intrapersonal Intelligence
This is the ability to self-reflect and be aware of one’s
inner state of being. These learners try to understand their
inner feelings, dreams, relationships with others, and their
strengths and weaknesses. Their skills include recognising
their own strengths and weaknesses; reflecting upon and
analysing themselves; awareness of their inner feelings, desires
and dreams; evaluating their thinking patterns; reasoning
with themselves; and understanding.
H Naturalistic Intelligence
Dr Gardner proposed an eighth intelligence: Naturalistic
intelligence, i.e. nature smart. He says that schools and
culture focus on linguistic and logicalmathematical
intelligence. However, Dr Gardner says that we should
also place equal attention on individuals who show gifts
in the other intelligences: the artists, architects, musicians,
naturalists, designers, dancers, therapists, entrepreneurs, and
others who enrich the world in which we live. Unfortunately,
many children who have these gifts don’t receive much
reinforcement for them in school. Many of these kids, in fact,
end up being labeled “learning disabled,” “ADD” (attention
deficit disorder) or simply underachievers, when their unique
ways of thinking and learning aren’t addressed by a heavily
linguistic or logical-mathematical classroom. The theory of
multiple intelligences proposes a major transformation in the
way our schools are run. It suggests that teachers be trained
to present their lessons in a wide variety of ways using music,
25
cooperative learning, art activities, role play, multimedia, field well, using a tape recorder, having a group brainstorming
trips, inner reflection, and much more. The good news is that session, etc.).
the theory of multiple intelligences has grabbed the attention
of many educators around the country, and hundreds of
IX How to Use the Course
schools are currently using its philosophy to redesign the
Preparing for the lessons
way it educates children. The bad news is that there are
thousands of schools still out there that teach in the same Before teaching the Student’s Book unit, teachers should
old dull way, through dry lectures, and boring worksheets read the objective box, which gives the main objectives of the
and textbooks. The challenge is to get this information out to lesson, and identifies the language focus. Optional materials
many more teachers, school administrators, and others who are sometimes given too – they are suggestions for simple
work with children, so that each child has the opportunity to teaching aids that will add interest to the lesson, for example,
learn in ways harmonious with their unique minds. photographs or pictures from magazines. The following is an
So, knowing about our EFL learners, differing learner example.
characteristics allows us to cater for their individuality and
help them achieve better results in their learning tasks. Our Lessons 4 and 5
knowledge of Learning Styles and Multiple Intelligence helps Objectives
us in guiding our students to capitalise on their strengths and Skills At the end of this pair of lessons,
find students should be able to:
strategies to compensate for their weaknesses.
Reading read a food pyramid
●

How to Teach or Learn Anything in eight Different Ways Listening listen to a breakfast time story
●

One of the most remarkable features of the theory of multiple Speaking talk about what people were doing
●

intelligences is how it provides eight different potential discuss nutrition

●

pathways to learning. If a teacher is having difficulty reaching Grammar use past simple and past continuous
●

a student in the more traditional linguistic or logical ways use adjectives

●
of instruction, the theory of multiple intelligences suggests
several other ways in which the material might be presented Topic The food pyramid
●

to facilitate effective learning. Whether you are a kindergarten Functions talk about past events
●

teacher, a graduate school instructor, or an adult learner Vocabulary deficiency (N), grilled (Adj),
seeking better ways of pursuing self-study on any subject of metabolism (N), organic (Adj),
interest, the same basic guidelines apply. Whatever you are pomegranate (N), RDA (Abbr),
teaching or learning, see how you might connect it with:
◗ words (linguistic intelligence) sodium (N), supplement (N)
◗ numbers or logic (logical-mathematical intelligence) Pronunciation reducing the preposition from
●

◗ pictures (spatial intelligence)

◗ music (musical intelligence)
◗ self-reflection (intrapersonal intelligence)
◗ a physical experience (bodily-kinaesthetic intelligence)
◗ a social experience (interpersonal intelligence), and / or
◗ an experience in the natural world (naturalist intelligence)
For example, if you are teaching or learning about pearl
diving in Kuwait (industry), you might read about it
(linguistic), study mathematical formulas that express
export of pearls (logical-mathematical), examine a graphic
chart that illustrates the principle (spatial), observe the
law in the natural world (naturalist) or in the human world
of commerce (interpersonal); examine the law in terms of
your own body, e.g. when you supply your body with lots of
food, the hunger demand goes down; when there is very little
supply, your stomach’s demand for food goes way up and
you get hungry (bodily-kinaesthetic and intrapersonal); and
/ or write a song (or find an existing song) that demonstrates
the law.
You don’t have to teach or learn something in all eight ways,
just see what the possibilities are, and then decide which
particular pathways interest you the most, or seem to be
the most effective teaching or learning tools. The theory
of multiple intelligences is so intriguing because it expands
our horizon of available teaching/learning tools beyond
the conventional linguistic and logical methods used in
most schools (e.g. lecture, textbooks, writing assignments,
formulas, etc.). To get started, put the topic of whatever
you are interested in teaching or learning about in the center
of a blank sheet of paper, and draw eight straight lines or
“spokes” radiating out from this topic. Label each line with
a different intelligence. Then start brainstorming ideas for
teaching or learning that topic and write down ideas next
to each intelligence (this is a spatial-linguistic approach of
brainstorming; you might want to do this in other ways as
26
Teachers should then read through the notes for the lesson,
making a note of any words identified as being potentially
difficult, and noting the timings suggested for each stage of
the lesson (these are only given as a rough guideline).
In some lessons, extra activities (or ‘extensions’) are suggested
– these can be used if there is time in the lesson. They could
also be used at the beginning of the next lesson.
A particular unit with its associated Workbook unit exercises
can be used over a series of lessons. It is recommended that
each unit takes nine lessons, with the Workbook used for the
third, sixth and ninth lessons. Extra Workbook exercises are
also suggested for homework where appropriate.
For each unit of the Teacher’s Guide, a lesson box will list
which of the objectives is being fulfilled in that particular
lesson. Learning objectives listed are then practised,
enhanced and assessed by a variety of activities that integrate
two or three, and sometimes all four language skills.
X Benchmarks
By the end of the course, students will be able to:
A Speaking
◗ speak clearly, confidently, fluently and accurately on a
wide variety of topics, in a variety of situations using the
appropriate register for different audiences and purposes.
◗ use different voice levels, phrasing and intonation when
speaking in a variety of situations.
◗ use the vocabulary, structures and grammar of standard
spoken English and be able to use them fluently and
accurately and with increasing assurance.
◗ share ideas and participate in pair work and group
discussions to offer information, to clarify ideas and
support a position.
 Introduction
B Listening 2 Follow a conventional conversational model
◗ listen attentively to gain, comprehend, interpret and 3 Listen for specific information
communicate information. 4 Listen to infer meaning
◗ listen and respond to instructions to finish a wide variety of 5 Listen and predict
tasks. 6 Listen for main ideas / gist
◗ apply skills and strategies of the process of listening to build 7 Listen and understand text organisation
up comprehension of listened-to texts. 8 Listen to get the details of the text
9 Listen and solve problems
C Reading 10 Listen to give opinions
◗ read a range of fiction and non-fiction texts including
a wide variety of text types, such as newspaper articles, B Speaking
e-mails, letters, stories and dialogues, with fluency and ◗ Competencies:
accuracy, applying a broad array of reading skills and 1 Express himself / herself with relative ease on familiar topics
strategies when reading for information, comprehension, effectively without help
interpretation, analysis and evaluation. 2 Participate effectively, sometimes with pauses in social and
◗ use phonological and phonemic awareness to read with academic conversations by asking / answering questions and
fluency and accuracy. soliciting information
◗ show ability to understand how a broad range of 3 Use tone of voice and gestures to enhance meaning in
grammatical features of the English language affect conversation
meaning. 4 Recognise and begin to use appropriate stress and
◗ use word analysis and vocabulary skills to increase reading intonation patterns
comprehension and fluency. 5 Apply common grammatical patterns in speech
◗ use skills and strategies of the reading process to 6 Use new vocabulary in speech
comprehend a wide variety of fiction and non-fiction grade- 7 Use oral communication to identify and organise academic
level texts. information
8 Use some cohesive words and phrases to link ideas when
D Writing speaking
◗ communicate in clear and appropriate written English 9 Self-correct basic vocabulary and simple grammatical
for a wide variety of purposes and audiences, and in the structures while speaking
appropriate register, producing various written forms and 10 Instruct an audience in how to perform a simple task
genres. 11 Recognise the difference between formal and informal
◗ use a variety of spelling strategies in order to spell words speech
individually and in context. 12 Begin to use common idiomatic expressions appropriately
◗ complete writing tasks to demonstrate understanding and 13 Answer instructional questions with supporting details
correct use of various language structures, punctuation and 14 Negotiate meaning by questioning, restating, and
word usage. describing
◗ practise using interpretive, analytical, critical and problem- 15 Retell important information from visual and oral
solving skills, including higher-order thinking skills, to presentations
inform a variety of writing modes: expressive, expository, 16 Restate the main idea of oral presentations, stories, and
functional, persuasive and research-based. simplified informational text
◗ develop a personal writing style of increasing fluency and 17 Prepare and deliver short oral presentations on topics
elegance. from a variety of common sources
◗ use the writing process to produce well-organised
composition of different modes and functions. ◗ Sub-competencies:
1 Exchange information on different topics
XI Competencies and Sub-competencies 2 Talk about hobbies
3 Debate on an issue
As you do the lesson planning, consult the list of 4 Plan a day and talk about it
competencies and sub-competencies to relate them to the 5 talk about personal achievements and ambitions
objectives in the lesson boxes in the Teacher’s Guide. 6 Exchange biographical information
7 Talk about a story from own view point
By the end of the course, students will be able to : 8 Talk about different life styles
A Listening 9 Ask for further information
◗ Competencies 10 Give directions
1 Understand most questions, statements, and conversation 11 Make plans / predictions
on familiar topics at normal speed 12 Make offers
2 Comprehend straightforward factual information about 13 Make suggestions
common everyday or job related topics 14 Make invitations
3 Identify general meaning and specific details 15 Ask for direction to places
4 Develop vocabulary based on non-academic and academic 16 Ask and give instructions to make things
topics
5 Understand the essential content of basic messages, C Reading
greetings, advertising, and public statements ◗ Competencies:
6 Demonstrate comprehension of various literary genres 1 Read straightforward texts on subjects related to his / her
through verbal as well as written responses field and interest with satisfactory level of comprehension
7 Understand formal and informal language 2 Read texts and draw inferences
8 Participate effectively in discussions if language complexity 3 Use various reading strategies to make predictions and
suits students’ level achieve comprehension
◗ Sub-competencies: 4 Read and identify basic textual clues or features (e.g., title,
1 Correctly follow multiple step oral directions table of contents, chapter headings, charts, graphics and
27
index)
5 Recognise English language sentence structures
6 Recognise the use of more complex verb tenses in context
7 Comprehend the use of active and passive voice.
8 Demonstrate an increased knowledge of academic content
vocabulary in simplified text
9 Use contextual clues to understand and respond to
informational text
10 Recognise point of view in simple text
11 Read and understand instructive, narrative and descriptive
text
12 Recognise different genres of literature
13 Skim quickly through text locating relevant details
14 Develop reading fluency
15 Read aloud with fluency and expression any text
appropriate for early independent readers
16 Skim efficiently for relevant information in a given text
17 Read and understand persuasive, critical, argumentative,
and expository texts
◗ Sub-competencies:
1 Read for purpose
2 Read signs from around the world
3 Read and answer a questionnaire
4 Read and identify main ideas and basic literary elements in
short simple texts
5 Read to link ideas with previous information
6 Read for specific information
7 Read to evaluate a text
8 Read to make predictions
9 Read and understand different styles
10 Read, identify and understand different genres
11 Use vocabulary strategies to discern the meaning of words,
for example, roots, affixes, word classification, etc.
12 Identify elements of fiction and non-fiction by using
information from a text
13 Identify main ideas, topic sentences, from supporting
details
14 Use reference materials such as dictionaries
D Writing
◗ Competencies:
1 Write in a variety of forms i.e. narratives, content area
reports, letters and autobiography
2 Use a variety of print for social communication i.e. notes,
invitations, letters, e-mails and diary entries
3 Take notes in some detail on familiar topics and respond to
personal questions using relevant vocabulary and common
structures
4 Distinguish between formal and informal expressions in
writing
5 Express fairly accurately present and future time
6 Demonstrate knowledge of phonemes and word families by
correctly writing new words
7 Develop strategies for guided / semi-guided free-writing
8 Develop an awareness of the use of complex sentence styles
and varied conventions in writing
◗ Sub-competencies:
1 Write invitations, postcards and personal notes
2 Use e-mail appropriately for social communications
3 Write a report based on a discussion
4 Write notes for a lecture
5 Write questions to obtain biographical data
6 Write a newspaper article
7 Write instruction to work things
8 Write a recipe
9 Rewrite a story from a different point of view
10 Write description of places, people and events
11 Write a story using its features
12 Rewrite news stories
13 Write a summary, a diary, a book review
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14 Write a questionnaire
15 Write a dialogue
16 Write to paraphrase
17 Write paragraphs on familiar topics and on previously
learned academic content using the elements of a paragraph
18 Compose multi-paragraph essays using writing process
with guidance
XII How each unit works
At the beginning of each module, there is a list of skill
outcomes for that module. Students should be encouraged to
read the list and decide which outcomes are most important
for their individual learning. The following is an example:
You will be able to:
◗ read and talk about the future
◗ make predictions
◗ discuss effects and levels of importance
◗ give reasons for preferences
◗ listen to and give advice
◗ persuade through a talk
◗ write instructions and a proposal to receive funds
◗ fill out an application form
At the end of each module, students should fill in the
Learning log at the end of each module in the Workbook.
Teachers can also encourage the students to talk about what
they found useful, easy and / or difficult. Areas of difficulty
can be revisited using the Grammar and Vocabulary files at
the back of the Student’s Book.
A Lessons 1 and 2
Student’s Book opener, followed by Reading or Listening and
vocabulary focus
Reading / Listening and vocabulary
◗ Each unit begins with an ‘opener’ or discussion which
encourages the students to talk about the topic of that
unit, research and practise new vocabulary connected with
the topic. The opener also helps to prepare them for the
Listening or Reading text which follows.
◗ Some reading texts have a ‘Factfile’ attached to them,
which contains useful facts about the topic concerned.
These can be used in various ways, for example, asking the
students what they already know about the information
under each heading before reading it.
◗ The texts are presented with a short task for the students
to complete while they are listening or reading. The texts
usually contain examples of language which the students
focus on later in the grammar section. The first, or ‘gist’
reading or listening section helps students to grasp the
general areas of information presented. There is then
a section called ‘Check your understanding’ which has
more detailed comprehension questions. Students are
encouraged to listen or read several times to complete
different tasks.
◗ After working on the text, students are given the
opportunity to voice their own opinions and think about
related issues which are relevant to themselves. This ‘critical
thinking’ is an important part of the Over To You syllabus.
Students are asked to discuss questions in pairs or small
groups, to give them confidence and allow them to express
their ideas in English. In the ‘Think and speak’ sections,
which are usually linked with the Reading / Listening and
Vocabulary work, they can:
◗ recount personal experiences: for example, the most
exciting sports venue they have been to; their family life;
personal achievements
◗ speculate: for example, how specific future technologies
could improve their lives; how they would feel about living
and studying in another country; whether they would like to
be a world champion in a sport;
◗ discuss moral or cultural issues: for example, whether the

best things in life are at home; whether computer games
have a good or bad effect on young people; if being part of
a group is more important than individuality. The text styles
and topics are reflected by the texts used in the Workbook,
which further develop students’ skills by including other
exercise types and vocabulary in the comprehension work.
Remember that these are only suggestions. You should be
creative when you are presenting the modules. You can use
any supportive material such as your laptop. OHPs, realia...
B Lesson 3
Workbook: Reading and vocabulary focus
The same technique mentioned above could be used to
introduce the reading text and to work on it. New vocabulary
related to the text should be introduced here.
C Lessons 4 and 5
Grammar / Vocabulary focus
1 Grammar
Teaching grammar plays a central role in every ESL / EFL
teacher’s classroom. The important question that needs to
be answered is: how do I teach grammar? In other words,
how do I help students learn the grammar they need. At
first look, you might think that teaching grammar is just a
matter of explaining grammar rules to students. However,
teaching grammar effectively is a much more complicated
matter. There are a number of questions that first need to be
addressed for each class:
◗ What are the objectives of this class?
◗ What type of learning background do the learners have?
◗ What learning materials and resources are available?
◗ What kind of learning style does each student have?
Once you have answered these questions you can more
expertly approach the question of how you are going to
provide the class with the grammar they need. Each class is
going to have different grammar needs and goals and it is
up to the teacher to determine these goals and provide the
means with which to meet them.
Inductive and Deductive
Inductive is known as a ‘bottom-up’ approach. Students are
given the context and then are presented with the grammar
rules afterwards. So, to help the students inductively
understand the difference between the simple past and the
present perfect, these questions could be followed with which
questions spoke about a definite time in the past? Which
questions asked about the person’s general experience? etc.
Students discover grammar rules while working through
exercises. Some learners learn better this way while others
need the rule in order to understand the rationale for the
new grammatical structure.Teaching grammar inductively
has favourable implications for communicative competence,
which involves a selection of the right grammatical terms to
that of the appropriate setting.
Deductive, on the other hand, is known as a ‘top-down’
approach. This is the standard teaching approach that has
a teacher explaining rules to the students. For example, the
present perfect is made up of the auxiliary verb ‘have’ plus
the past participle. It is used to express an action which has
begun in the past and continues into the present moment...
etc.
Each method provides a ‘recipe’ for various practical
classroom ideas and procedures. Obviously a good method
that stems from a good theory can produce a number of
ideas.
Grammar exercises present and practise the grammar focus of
the unit. There are usually example sentences or phrases from
the reading or listening texts used to help students work out
rules and general principles.
Introduction
There is a variety of practice exercises and a reference to the
Grammar File found at the back of the Student’s Book for
extra help or revision. Some grammar items will be new to
the students and some will be revising important structures
that they have met previously during their studies. So,
teachers may advise students to refer to the Grammar File
to find further explanation if they need to. The Grammar
File is not intended to be used as material for explanation of
grammatical items.
The Workbook contains further grammar practice exercises,
with more examples of specific grammar points in short
texts and stories, and regular revision of grammar structures
throughout.
2 Functions
Parallel to grammatical structures, the course introduces
language functions, which define the speaker’s or writer’s
intention in what they are saying or writing. Typical language
functions are inviting, suggesting, promising, apologising,
requesting information, agreeing / disagreeing and offering.
Within a communicative system, functions represent the basic
units to a greater extent than either lexis or grammar.
Presenting functions
Because functions are the ways in which particular meanings
are realised in language, the best way to present them is
through context, in a text or a dialogue. The teacher asks why
a speaker uses particular words or expressions, then draws
students’ attention to the choice of language used to express
a
meaning and expose the speaker’s intention, i.e. the function
presented.
So, the teacher uses the technique, ‘Let’s learn the verb to
have
today,’ instead of ‘Let’s learn the use of have got’ for
possession.
The teacher provides an example such as He has got a car and
elicits more examples from the students by asking questions
such as What have you got? Another example is the
presentation of ‘inviting’. The teacher introduces the function,
then points to the use of Would you like, How about to express
the function.This is followed by pair work practice guided by
the teacher’s instructions.
The activities that aim at teaching functions start with an
example of a real-life function, then ask student to generate
sentences of their own to practise this function. This keeps
the learning process simple and gives students tools to
build on. In the exercises, students extend practice by asking
one another or engaging in role-play. Students are given a
situation or task with individual roles allotted. The focus is
on a certain function and that function is taken as the cue
for the grammar taught in the lesson. Such practice provides
opportunities for students to practise improvising a range of
real-life spoken language in the classroom.
Remember, functions and grammar are integrated.
3 Vocabulary
Whenever there is a pre reading or pre listening activity
concerning vocabulary, matching words with their definitions,
you may wish to present the new words before asking the
students to complete the task.
a Presenting new vocabulary
Vocabulary is an important feature of each unit. It is
presented in lexical sets and there is a wide range of types
of vocabulary exercises: matching, gap-filling, categorising,
listing, identifying pictures, etc. Students need to learn both
the meaning and the form of a new word. Both these aspects
of a word should be presented in close conjunction in order
to ensure a tight fit between meaning and form. The greater
the gap between the presentation of a word’s form and its
meaning, the less likely it is that the student will make a
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mental connection between the two.
The book follows the sequence: meaning first, then form. At
the outset, the word is presented in context so that learners
can work out the meaning for themselves.
Students learn to apply different strategies to understand a
new word: working out meaning in context, using dictionaries,
using knowledge of grammar, and so on. To present new
vocabulary, do the following.
◗ Make sure that you have the students’ attention first.
◗ Use gestures, e.g. gesture with your hands to teach Come
here.
◗ Use realia. Bringing objects, for example real fruit, into class
or using actual classroom objects to teach vocabulary is
very effective as it is unexpected and therefore memorable.
You can also ask students to bring their own objects into
class. For example, if the following lesson is on sports, ask
them to bring in sports equipment from home.
◗ Use mime and Total Physical Response. Students can
work out the meaning of I can carry from actions or mime.
Students can then give one another instructions to perform
actions; for example, Come this way.
◗ Ensure that you give a good model of the word when you
introduce new vocabulary. The word can be said many
times in a variety of different tones so that students’ interest
is maintained. Use choral and individual repetition.
◗ Present vocabulary in context wherever possible. This will
be much more effective than presenting a word in isolation.
When a new word or lexical set is introduced, be sure to
revise the items in subsequent classes using the above
materials and procedures. Students will also use the words
in their Student’s Book in controlled practice activities and
then in a new context so that the words are memorable to
them. Tasks therefore recycle vocabulary both orally and
in writing. This latter stage is the production part of the
‘present, practise, produce’ model.
b Word building strategies
English is a very flexible language and you can build on
your vocabulary to make new words. Words are not just
isolated units of language. Knowing the full meaning of a
word includes knowing which words it’s usually associated
with, the grammar of the word, and its pronunciation. In this
short course, you will learn the strategies and skills needed to
improve your English vocabulary use.
One way of doing this is to add prefixes, such as anti-= against
in antibodies, dis- = not in disappear, bi-= two in bicycle and
co-= with in cooperate.
Another way to make new words from the words we already
know by using different endings. For example, “The person
who employs me has a fast car”. You can make this sentence
simpler, by replacing “the person who employs me” with “my
employer”. This gives you “My employer has a fast car.”
In English we can make nouns from verbs, for example to
employ gives employer and employee. You can also make verbs
from nouns or adjectives: government gives to govern,
modern gives to modernise and so on. Learning what endings
you can put on words means you can expand your vocabulary
and say what you mean more easily.
Here are some common word endings:
In nouns: -er / - or= a person who does something in adviser/
advisor, teacher, learner) and -ment:= result of action in
improvement, advancement.
In adjectives: -ic in idiotic, periodic, -ful in awful, wonderful
and -able /-ible in comfortable, terrible.
The Workbook contains many vocabulary-focused exercises
which recycle what students meet in the Student’s Book.
30
Encourage students to keep their own vocabulary books that
can be used in each lesson. Students can organise vocabulary
in any way they find easy to remember, but useful approaches
are:
◗ by topic, e.g. health, work, sport;
◗ by type, e.g. verbs, nouns, adjectives;
◗ by pronunciation, e.g. chew, threw.
Students should be encouraged to compare one another’s
vocabulary lists at the end of each week or term, thus
implementing the cooperative approach.
D Lesson 6
Workbook: Grammar focus
E Lessons 7 and 8
Speaking / Writing focus
1 Speaking
◗ Enabling students to gain the confidence to produce
fluent and accurate speech is one of the aims of Over To
You. As well as a complete lesson developing a particuar
communicative function in English, there are many other
opportunities to comment on aspects of a particular topic,
either in pairs or groups, or individually. There are also
suggestions for helping students to develop their confidence
in speaking throughout the teacher’s notes.
◗ Each Speaking lesson is carefully staged with models and
examples to help students. What is particularly helpful is
the Useful Language box at the bottom of the Speaking and
Writing pages, which contains frequently-used expressions
and ideas which may be referred to while students are
taking part in an activity.
◗ Although there are no specific Speaking activities in
the Workbook, teachers will find that there are many
opportunities to develop students’ speaking skills during
the Workbook lessons, for example, comparing and
discussing answers in pairs and groups.
2 Writing
◗ Each Writing section in Over To You develops a particular
real-life writing skill that students will be familiar with in
their own language and may need to use in English, too.
These include writing emails, completing application forms,
writing reports, letters, notes and messages, and designing
and presenting results of research topics. The task is set
out at the beginning of the section, and students follow a
carefully-planned sequence of exercises which start with a
model text and take them through to producing their own
texts. Planning and checking are very important stages in
writing any kind of text, and these are reinforced each time.
◗ The writing skill is usually focused on in Lesson 8, the last
in each unit, so students will have a lot of appropriate
language to draw on as well as the usual reference, which
the ‘Useful language’ boxes provide.
◗ There is a wide range of writing practice exercises in the
Workbook, from guided writing with a helpful framework
for students to follow, to freer practice with guidelines for
the number of words to write.
F Lesson 9
Workbook: Writing
G Focus on
Focus on is reading comprehension with a focus on grammar.
Focus on texts are meant to highlight issues related to the
students’ life in their own country, Kuwait. They are also
intended to raise the students’ awareness of cultural aspects
of their country. So students have to read for gist. Teachers
have to guide students to infer meaning of words students
may not know from context and lead discussion of the topic.

As in every reading task, the teacher has to raise some general
questions to prepare students for the task. The teacher can
use the accompanying pictures, the title or some key terms
in the text to get students involved in the task. Then students
read the text silently. In pairs, they are to discuss the text
commenting on any issues or unanswered questions raised
before the reading task.
The grammar section provides guidelines for a linguistic issue
found in the text as an example. It also includes exercises as
practice for the linguistic point.
H Project
The project offers students an opportunity to practise English
in a less formal context and encourages cooperation and
interaction within groups. A project may need extra materials,
and involve research and other preparation, some of which
may be done as homework. Students are encouraged to
present their work well, with appropriate illustrations and
eye-catching headings. The projects should be displayed
around the classroom if possible.
XIII Assessment Tools
Progress tests are provided after each module in the
Workbook These tests are not limited to the first level of
thinking (knowledge) but progressively deal with the six
known plateaux of thinking. The tests are comprehensive,
valid, reliable and measure the learning outcomes previously
stated. These tests are also designed to be fun, creative and
interesting for the students. It is important that students do
not feel unduly worried about the prospect of a test. Teachers
should ensure
that there is a supportive atmosphere in class to help
students, and should revise material as often as possible.
Tests are very useful for the teacher to diagnose areas of
difficulty. If there are areas that the majority of students
find difficult, ensure that more class time is spent on these
language points in future. If individual students have
problems with a particular language area, the teacher should
talk to the student concerned and help them to orient their
learning effectively. Do bear in mind, however, that individual
students have different strengths; a student who may have
problems in a written test could also have strong speaking
skills, for example. Always try to focus on the students’
strengths and praise him / her for exercises that have been
done well.
A Handling errors
At this level, accuracy becomes more important than in
the previous grades, so it is important to handle errors
appropriately. In written work, it is easy to spot errors and
to write correct models for the student to copy and build on.
This is much harder to do in spoken English. Students should
be encouraged to speak in English and will feel confident if
they are understood. If you over-correct their English, this will
damage their confidence and prevent them from wanting to
speak in class. When correcting spoken English, do not focus
too much on one students’ errors, as this may be detrimental
to their confidence: correct and practise as a class or in
groups. Sometimes students have difficulty in pronouncing a
word, however often they hear it. If it is a particular sound in
a word, e.g. the letter ‘r’, think of other easier words with this
sound and get them to say those. Then, they can ‘transfer’
the sound to the harder word.
Introduction
B Testing and correcting spelling
Although it is important to correct students’ spelling, it is
a good idea not to over-correct written work, which can be
demotivating. The best way to correct is by encouraging the
students to correct themselves and their peers.
1 Get students to mark each other’s spelling work. This will
help both students to reinforce the spellings.
2 When taking in written work, underline frequently occurring
spelling mistakes and ask students to correct the spelling,
themselves by referring back to the book. This is much more
effective than simply correcting every word yourself, which
does not encourage the students to remember the word.
Remember too that spelling is integrated with other skills:
students will practise spelling skills while reading, writing and
speaking, too.
The Teacher’s Guide also highlights words that students may
need particular help with spelling.
Remember to praise the students’ efforts. English spelling
is hard and takes a lot of practice to perfect. Even native
English speakers make mistakes – do not discourage the
students with over-correction and over-criticism.
IVX Classroom Management Techniques
It is useful as a teacher to be able to get a large group of
people to do something quickly, quietly, and efficiently, in
order to do a task and learn effectively. There are many
instances in Over To You where the teacher may want to
organise the students in a way which is best for everybody,
for example, when writing on the board for students to copy,
asking individual students to answer a question so that the
class can hear, or enabling students to get the most out of
their speaking practice by working in a small group or just
with a partner, but so that the teacher can listen too.
A Giving instructions
The teacher should make sure that all students in the room
are listening when he/she gives instructions, and to speak
naturally and clearly. It is important to check that students
have understood the instruction if it involves remembering
more than one thing. This can be done by demonstrating the
activity or part of it with one student or group of students.
The teacher may even want to note the stages of an activity
on the board as a reminder. If students have to be moved to
do an activity, it may be worth waiting until they are in their
new places before giving the instructions for a task, and then
demonstrating it if necessary.
B Presenting and practising new language
It is important that the teacher is familiar with and clear
about the new language. (If it is revision for the students,
it may not be necessary to spend as much time on the
presentation as is suggested in the teacher’s notes.) It is a
good idea for the teacher to read the teacher’s notes and the
Grammar file for the new language point before the lesson,
also to check if there is any extra reference material needed.
In Over To You students often have to answer questions about
the example sentences, which the teacher may like to write up
on the board so that they can be sure all students are looking
at the right example.
The main purpose of the direct questions that are asked
in the Student’s Book grammar section are to check
comprehension of the grammar concept. It is important that
students understand these questions and are able to answer
them before moving on to the practice exercises.
31
C Speaking practice
Some learners will be accustomed to the teacher speaking
a lot during a lesson. However, a good way to increase the
amount of practice all students experience is making sure
there are times during the lesson when students can work in
groups or pairs. There are a lot of opportunities in Over To
You for students to discuss their ideas with each other in pairs
and/or groups before demonstrating to the class. This is a
good way to develop confidence, one of the main attributes
of a fluent speaker of a foreign language. Students can try
things out in front of their friends without the pressure of
speaking to the teacher (who knows more), or to a large
group (who might not all be listening). Group work gives the
teacher time to walk around, virtually unnoticed, checking
the student’s progress as they work, at a time when they
are not feeling self-conscious, and therefore what is heard
is more likely to be an accurate record of the student’s true
ability.
If students are not used to the idea of working in pairs or
groups the teacher may need to explain the benefits the first
few times.
1 Large or class group activities
Even if the class is large, with fixed desks or tables, there
can still be opportunities created for students to speak with
others in the room. There will be a space somewhere in the
room either at the front, back or sides, where students can
stand together for a short time to do an activity. It is useful to mixed ability classes, identify these problems, and deal with
have a timer or stopwatch to prevent students drifting away
from the task, even if it seems that not everybody has finished. Over To You makes use of pair work and group work in the
(Note the times suggested in the Teacher’s Guide.)
2 Groups of four or five
If the teacher wants to get students into groups for a quick
activity or discussion, the easiest way is to go around the
class numbering the students up to the number required in
each group. e.g. 1.....2.....3.....4 etc., and then instruct four
1s to work together, four 2s, etc.
Again, the teacher should be aware of the timing of an
activity. If most groups have finished, the teacher should be
prepared to stop the activity. If one group finishes early, it
may be a good idea to set another related task to prevent
distraction or disruption. It’s possible that there will be a
difficulty with the task, in which case the teacher needs to
find out what the problem is, and help if necessary.
3 Pair work
It may not be a good idea to always have students who sit
next to each other working together. Factors such as existing
knowledge of the language, confidence / personality, and
what they already know about each other can all affect the
success of the activity. It also helps the atmosphere in the
class if students can get to know other classmates during the
language activities, and appreciate each other’s difficulties
and strengths.
Once students realise why it is a good idea, it should be
quite easy to ask them to change places with another student
on the other side of the room, or get them to organise
themselves by lining up in order of when their birthday falls
in the year, for example, or in alphabetical order according
to their names. Then the teacher can ask them to sit with the
person who is standing behind them for a particular activity.
If they are going to need their notebooks and pens for the
activity, the teacher should ask them at the beginning to pick
them up before they move out of their seats.
D Listening to students
It is a good idea for the teacher to get used to walking around
the class when students are doing group and pair work to
listen to what is going on. The teacher can make notes (either
32
mentally or on paper) of things they would like to correct
later, or of anything particularly good that the student or
group could report on after the activity.
E Using the board
It is worth remembering that students will need to copy
examples or ideas that the teacher has written on the board
into their notebooks. Board writing needs to be large and
clear. The teacher can plan what is needed by reading
through the teacher’s notes before a lesson. The teacher
may like to divide the board into sections, so that all new
vocabulary is in one part, grammar examples in another, etc.
F Mixed Ability Classes
Mixed ability classes are a fact. Since no two students can be
the same in terms of language background, learning speed,
learning ability and motivation, it would be ideal to think that
our classes could be homogeneous in terms of these aspects.
The differences which cause problems in heterogeneous
classes are in language learning ability, language knowledge,
cultural background, learning style, attitude towards
language, mother tongue, intelligence, world knowledge,
learning experience, ,knowledge of other languages, age,
gender, personality, confidence, motivation, interests, and
/ or educational level. However, these variations may occur
in different degrees in different classes. Thus, if the teacher
wants to ensure that all students perform to their maximum
potential, the teacher must be aware of the problems of
them accordingly by finding solutions.
classroom to overcome some of the problems encountered
in mixed ability classes. Furthermore, tasks in the Workbook
serve this purpose. Keep a positive attitude, and don’t feel
discouraged if you can’t keep everyone fully satisfied all the
time!
G Warm-up / Wrap-up activities
Many language teachers start class with a warm-up activity
for many good reasons. The warm-up activity helps your
students put aside their daily distractions and focus on
English. It introduces the lesson topic and gets everyone’s
attention. That’s why warm-ups are known as ‘ice breakers’.
They can get the class working together as a group; they
encourage whole-group participation which can build a
sense of community within the group. The most common
is brainstorming, i.e. giving a topic and asking learners to
think of anything related to it. Students are given 5 minutes
or so to write the responses. Students are asked to share their
answers with the group or volunteer to do so.
Over To You uses a variety of tasks such as commenting on a
scene, comparing photos, matching pictures with vocabulary
words...
As it is very important to start your lesson positively, it is
also essential that you finish your lesson constructively. The
wrap-up, i.e. the closure of your lesson, needs to foster
what students have learned or are to review. And you want
to do this as a whole group to establish that ‘One Group’
atmosphere that you established during your introduction.
This will give the experience of the whole class as one team
having accomplished a great project!
 Module 1 Culture
Student’s Book page 11
Opener (15 minutes)
Tell the students that this page shows them what they
will be doing in the first module. Ask them to read
the title (Culture) and to look at the pictures. Using a
laptop or OHP, show the class random images you have know the answers to all of them, but ask them to guess when
collected, and ask the students if they are relevant to the
topic of culture or not.
Now, tell them that they have two minutes to study the
pictures and captions on the page quietly, then you are going
to test them on what they can remember.
Check the time and say Go! After two minutes, say Stop! and
ask them to close their books.
Put the students in pairs and ask them to tell each other
what they can remember about the page, then ask the whole
class the following (or similar) questions. They are unlikely to
they don’t know the answers.
Student’s Book page • How many pictures were
there? (five)
• What healthy food was

Module 1 Culture there? (A veggie burger)

• Which building was shown?
(The Sydney Opera House)
• Where are these places?
(Kerala, Southern India/
Student’s Book page Australia)
• How many people were
there? (three)
• What is Unit 1 called?
(We are what we eat)

Explain that ‘We are what we

eat’ is a phrase used by English
res
Unit 2: Respecting cultu
Who is this man? What
is he famous for? speakers and ask students
Unit 1: We ar
what it means. (If you eat food
What do yo e what we ea
u eat? Do yo t
u eat healthy with a lot of fat in it, then you
food?
will become fat. Similarly, eating
healthy food is a very important
part of being healthy.)
Now, put students into pairs
to discuss the questions in the
Student’s Book.
Invite different students to
Focus on:
Traditional dre
ss in Kuwait share their ideas with the class.
For Unit 2 you can help them
spiring ar
chitectu
re with the answers, but there is
ing.
Unit 3: In r favourite build
Describe
you no need to tell the students
the ‘correct’ answers – they
will find them out as they work
through the module.

Project 1: Where do you

recommend that tourists
visit in
Kuwait? Why?

◗ listen to a talk
lk and
d a description
d i i ◗ carry out a survey
Outcomes ◗ talk about past and present
actions and experiences
◗
◗
express opinions
present ideas and suggestions
You will be able to: ◗ discuss advantages and ◗ write an online guide, a book
disadvantages of building a new review and a formal report
airport
11
33
MODULE 1: Culture

Unit 1 We are what we eat

Lessons 1 and 2 (15 mins)
Objectives Read through questions a, b and c and check that
Skills At the end of this pair of lessons,
the students understand them.
students should be able to:
Reading read an article about diet
●
Then tell the students to take turns to ask and
Listening listen to a talk about vitamins and
●
answer the questions in pairs. Go round the class
minerals and listen to their work.
Speaking discuss eating habits
●

talk about healthy eating

●

Topic Diet insider

●

Functions express preferences

●

express personal opinions

●

Vocabulary absorb (V), antioxidant (N), arthritis (N),

caffeine (N), calcium (N), cholesterol (N),
combat (V), dietician (N), digestive (Adj),
fibre (N), iron (N), metabolise (V),
neutralise (V), nutrition (N), probiotic (Adj),
protein (N), saturated fat (N),
stimulant (N), unsaturated
fat (N), vitamin (N)
Student’s Book page
Student’s Book pages 12 and 13
Present the active vocabulary needed for
MODULE 1: Culture
each activity.
Unit 1 We are what we eat
Grammar
Past simple and past continuous;
(10 mins) adjectives

Ask students to look at the pictures on

both pages. Ask the students to read
the two questions in exercise 1 and talk
about the nutritional value of both the
food pictured and of their breakfast that
morning. Ask them to compare their
answers with other members of the class.
Answer these questions about healthy eating.
a Look at the pictures on page 13. Rank them in order of their nutritional value, starting
with the highest.
b What did you eat for breakfast this morning? How could it be healthier?
Now compare your answers with those of other students.
Read this article about healthy living. How can food and drink improve our health?

(15-20 mins)
Ask the students if they can think of any
foods that are particularly good for them.
Go round the class and take suggestions,
putting some on the board. Then ask the
students if they can think why probiotic
drinks, green tea and chocolate might be
good for them. Ask them to read the article
on the subject and be prepared to explain
any unfamiliar vocabulary.
34
Diet insider
It’s never been easier to eat healthily. Some might argue that fast food
and high-sugar snacks are easier and cheaper than eating healthily.
But what could be healthier (and tastier!) than home-made meals,
full of the natural and nutritious ingredients our bodies need? Our
5 skin, muscles, bones, brain and heart are all maintained by the good
nutrition we eat. As a Muslim and a dietician, I always eat wisely. I
know it’s important to keep my physical body healthy and strong, so
I can keep my soul and spirit strong, too. Here are three things you can add to your
daily diet to keep your mind and body in tip-top shape:
PROBIOTIC DRINKS
10 Did you know that most of your immune system is located within your stomach, and contains
at least 400 different types of bacteria? Probiotic drinks, such as Yakult and Actimel, are a
simple way of improving your immune system every day. Probiotic drinks contain billions of
‘good’ bacteria exactly for that purpose. Good bacteria help to stimulate your digestive process
and to absorb nutrients. They also help neutralise the ‘bad’ bacteria that can lead to infections
15 and illnesses.
GREEN TEA
“Better to be deprived of food for three days, than tea for one.” Ancient Chinese Proverb
The Chinese have known about the benefits found in green tea since ancient times, using it
to treat everything from headaches to depression, for over 4,000 years. The secret of green
tea lies in the fact it is rich in the antioxidants that remove potentially damaging or harmful
20 substances from the body. These antioxidants help combat diseases such as cancer and
arthritis, as well as lowering cholesterol and improving your general immune system. However,
it’s still not perfect as green tea leaves contain stimulants, including caffeine.
CHOCOLATE (yes, really!)
Chocolate is normally associated with a high-fat, high-sugar diet, exactly the type of food we
should be avoiding! However, Italian dieticians have completed a study proving the health
25 benefits of dark chocolate. Researchers found eating 100g of dark chocolate each day for 15
days could lower blood pressure. The University of L’Aquila team also found the body’s ability
to metabolise sugar - a problem for people with diabetes - was improved. Diabetes UK care
adviser Amanda Vezey pointed out it was a small study, but said it was still interesting. “People
with diabetes can eat dark chocolate like everyone else, in moderation.”
12
 Unit 1 We are what we eat

Vitamins and minerals (10-15 mins)

(1.1) (10-15 mins)
Tell the students that they are going to listen to a (1.1) (10 mins)
talk about the different vitamins and minerals that Read out questions a and b, then play the first paragraph
foods contain. (up to heart disease) and ask for the answers. If necessary,
a First, go through the list of words: read each one play it again. Do the same with the next paragraphs (up
aloud for the class to repeat and then have them to how it’s cooked) and questions c and d, then again with
match the words to the appropriate pictures. the last two paragraphs and questions e and f. Finally,
b Read out the question. With a partner, ask them play the whole recording straight through and have
to talk about which food from the pictures has the students check their answers again.
most health benefits. Listening script 1.1 – see page 132
c Play recording 1.1 Ask which items of food were
mentioned and why they are healthy. (expressing preferences;
Listening script 1.1 – see page 132 expressing personal opinions)

(15-20 mins)
Read out questions a and b. Invite the students to ask
you the questions, and give your answers.
Put the students in small groups or pairs. If possible,
ask them to work with different students. Tell them to
ask each other the questions. When they are ready, ask
individual students to tell the class about their partners’
answers.
Student’s Book page
LLesson 3
Unit 1 We are what we eat Workbook pages 4 – 5, Reading

Answer these questions with a partner. Workbook answer key – see page 140
a What is the difference between ‘good’ and ‘bad’ bacteria?
b Why are antioxidants so good for our body?
c How can dark chocolate help diabetics?
Vitamins and minerals
Objectives
You are going to hear a talk about the different vitamins and minerals food contains. Skills At the end of the lesson,
a Before you listen, try to match the pictures to the words below. students should be able to:
b Which food do you think has the most health benefits?
Reading ● read an article about how

a healthy diet can improve

sport performance
● read a nutritional label

Topic ● We are what we eat

Vocabulary boost (V), comprise (V),

dehydration (N),
iron fibre vitamin A calcium protein vitamin B
sugars carbohydrate saturated fat unsaturated fat
fatigue (N), obesity (N)

c (1.1) Listen and note which food items in the list the speaker mentions, and why they are
healthy.

(1.1) Listen again and answer these questions.

a What is the benefit of beans with coloured shells?
b What contains eight amino acids?
c Why can the nutritional value of fish vary?
d Which diseases can eating fish reduce and prevent?
e What did Ancient Greek athletes believe?
f Why do you think most vegetables have more nutritional value when eaten raw?

(expressing preferences;
expressing personal opinions) Words to remember
absorb, antioxidant,
Work in pairs or groups.
arthritis, caffeine, calcium,
a Describe the foods and properties a healthy cholesterol, combat,
diet should include. dietician, digestive,
b Which of your favourite foods are the most fibre, iron, metabolise,
beneficial to your health? Why? neutralise, nutrition,
probiotic, protein,
saturated fat, stimulant,
unsaturated fat, vitamin
13
35
 Lessons 4 and 5 ● Adjectives
Objectives (10 mins)
Skills At the end of this pair of lessons, Read out the question and tell the students that
students should be able to: there’s a certain order they should follow when
Reading read a food pyramid
●
there’s a series of adjectives, as explained in the
Listening listen to a breakfast time story
●
Grammar File.
Ask them to complete the exercise, then to
Speaking talk about what people were doing
●
compare their answers with a partner.
discuss nutrition
●
Check answers as a class while explaining the order
Grammar use past simple and past continuous
●
of adjectives.
use adjectives
●

Topic The food pyramid

●

Functions talk about past events

●
(1.3) (5-10 mins)
Vocabulary deficiency (N), grilled (Adj),
metabolism (N), organic (Adj), Play the recording 1.3 once. Ask the students to listen
pomegranate (N), RDA (Abbr), to the sentences. Then ask them to concentrate on
sodium (N), supplement (N) the word from. Play the CD again. Explain that from
Pronunciation reducing the preposition from
●
is reduced in the first sentence when it comes in the
middle. It is not reduced in the second sentence
because it comes at the end of the sentence.
Student’s Book pages 14 and 15
Listening script 1.3 – see page 132
Present the active vocabulary needed for each activity.
(1.4) Play recording 1.4, pausing for the students
to repeat the sentence.
●
Past simple and past continuous tenses
Listening script 1.4 – see page 132
(1.2) (10 mins)
Tell the students they are going to hear a Student’s Book page
story. Ask them to look at the picture and
to describe what they can see (a family having
O Past simple and past continuous tenses Grammar reference pages 123-125
breakfast together. There’s a lot of food on the table).
(1.2) Listen to this breakfast time story and answer these questions.
Invite them to guess what happens in the
a Why did the speaker go to the shop?
story (accept all ideas). b What happened at home while he was at the shop?
Ask what tenses they expect to hear in the Read these extracts from the listening text and fill in the blanks with the correct form
story (past tenses). Read out questions a and b, of the verbs in brackets.
a Last week (be) a school holiday,
then play the whole recording 1.2. Read out so I (wake up) late every day.
each question again, ask students to provide This morning, when I (get up),
my family (have) breakfast. My
the answers, then play the recording again to mother and father (talk), and my
check. brothers and sisters (drink) tea, and
(eat) bread and cheese. My mother
Listening script 1.2 – see page 132 (make) me some tea.
b I (buy) the last loaf of bread in the shop, (pay) and
(leave). While I (walk) home, I (meet) two of my
(10 mins) neighbours. They (stand) and (chat).
Tell the students to read extract a and fill c There (be) no one at the table. I (sit) down, (cut) a
slice of bread and (reach) for the cheese.
in the blanks. Then put them in pairs to
Work in pairs or groups. Talk about what these people were doing at 10 o’clock
compare answers. yesterday morning. You may have to use your imagination to make a guess.
Ask the students to share their answers, What was your father doing at 10 o’clock yesterday morning?
a Your father c One of your teachers
and write them on the board. Point to each b One of your brothers or sisters d Your friend
of these verbs in turn and ask the students O Adjectives Grammar reference page 124
to tell you the infinitive form. Complete the phrases with the adjectives given. Make sure you put the adjectives in
the correct order.
Repeat the procedure with extracts b and c.
a A building (grey, round, small)
(10 mins) b A vase (wooden, beautiful, blue)
c A man (athletic, tall, thin)
Read out the example question and invite d A salad (green, huge, delicious)
a student to answer it (they can guess, of
course!). Make sure he / she replies with a (1.3) Listen and repeat these sentences. Notice when the preposition from becomes
reduced.
complete sentence (e.g. He was watching the
a Are you coming from the shop? b Where did you come from?
news.). Then invite the students to ask you
(1.4) Now listen and repeat this sentence.
a question (e.g. What were you doing at 10 Antioxidants from green tea are beneficial. Where is green tea from?
o’clock yesterday morning?). Give your reply,
then put them in pairs or small groups to
14
practise asking and answering each other
36 questions.
 Unit 1 We are what we eat

The food pyramid

(10 mins) (10 mins)
Ask students what their favourite food is. Do Check that students know the meaning of all the
they like healthy or non–healthy food? Based on
headings in the table – an example is given for each one.
their knowledge so far, what food group do they
Put students in pairs and have them complete it with
think they should consume the most? Have they
ever seen a food pyramid before? If they have, ask healthy foods that they know. Then invite students to
students to say where and why it is useful. check each other’s answers.
Tell the students to work with their partners to think of
(10-15 mins) more examples for each group. Go round and offer a
Ask students about their lifestyles. Do they eat well few suggestions if necessary.
and do they get enough exercise? Are they aware of
the need to have a balanced diet? Ask the class if (10 mins)
they know of any problems caused by poor diet. a Read out the first word (organic) and ask them to
Ask the students to look at the food pyramid and find the correct definition on the right (b). Ask them to
carefully read the bullet points. Put them in pairs suggest the benefits of eating organic food.
and ask them to talk about their daily diets and Then put them in pairs to complete the exercise.
how they compare to the guidelines given by the b Ask the students to tell you which healthy methods
food pyramid. of cooking are most common in Kuwait. How do they
differ from other countries?

Quote
Read the quote aloud to the class. Do
they agree or not? Why or why not? Ask
students if they know what a proverb is. If
Student’s
Student’s Book
Book page
page not, explain. Are there any similar proverbs
in Kuwait?
Unit 1 We are what we eat

The food pyramid

Read the food pyramid below. How Lesson 6
does the recommended food intake
compare to your daily diet? Workbook pages 6 – 7, Language practice
◗ Do a physical activity for at least 30
minutes most days of the week. Workbook answer key – see page 140
◗ Switch at least half of your
carbohydrates to wholegrain.
◗ Eat more dark green vegetables like
broccoli and spinach. Objectives
◗ Vary your protein routine – choose
more fish, peas, nuts and seeds. Skills At the end of the lesson,
◗ Make most of your fat sources from
fish, nuts and vegetable oils.
students should be able to:
◗ Check the nutrition facts label to keep saturated fats and sodium low.
◗ Choose food and beverages low in added sugars. Go easy on fruit juices.
Grammar ● use past simple and past

◗ Respect your body. There are many verses in the Holy Qur’an that emphasise the continuous
mutual relationship between your body and your soul.
Functions ● use expressions in a

Complete this table. Think of healthy foods and ingredients that you know. An
restaurant
example is given for each type of food.
grains vegetables fruits milk meat & beans

wholegrain rice lentils pomegranate low-fat yoghurt grilled chicken

a Match each word 1-6 to its meaning a-f. You may use the
dictionary or the glossary at the end of the book. Words to remember
1 organic a the chemical processes deficiency, grilled,
by which food is turned metabolism, organic,
into energy pomegranate, RDA,
2 wholegrain b food produced without sodium, supplement
the use of chemicals
3 supplement c a substance taken to add vitamins, etc. to a
person’s diet
4 RDA d a lack or shortage
5 metabolism e the recommended daily allowance of nutrients
6 deficiency f made with or containing unprocessed grain
b Which healthy methods of cooking are most common in Kuwait?

Quote “Laughter is brightest in the place where food is.”

Irish proverb
15

37
 Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading ● read a guide to eating places
● read a notice
Speaking ● plan and give a short talk
Writing ● write an online guide to healthy eating
places
Topic ● Places to eat
Functions ● plan
● state advantages and disadvantages
● describe a place
● say what one likes about something
● make recommendations
● make comparisons
● introduce oneself
● express uncertainty
● express personal opinions
● ask questions to an audience
● ask for permission
Vocabulary appeal to (V), atmospheric (Adj),
crammed (Adj), eatery (N), fanatic (N),
irresponsibly (Adv),
malnutrition (N),
salad bar (N), speciality (N),
vegetarian (Adj),
wholesome (Adj)
Student’s Book pages 16 and 17
Present the active vocabulary needed for
each activity.
b Read out the question, and put the students in
pairs to find one reason for each place. Then check
their answers.
c Ask the students to look at the texts again
and decide how each place could improve the
nutritional value of its menu.
(25 mins)
Ask the students to imagine they are visiting a new
town. How could they find out about good places
to eat? Accept all suggestions (e.g. ask people, look
in newspapers, the phone book, the Internet…), then tell
them that they are going to produce an ‘online’ guide
recommending places to eat in their town or city.
a Ask the class to suggest suitable local places, and
write them on the board. Then put the students in
small groups and tell them to choose one or two
places.
b Write the three headings on the board. Choose one
of the places previously written on the board and ask
students to suggest ideas for each heading. Write the
ideas in note form under the appropriate headings.
Student’s Book
Book page
page
Student’s
task
You are going to write an
An online guide to healthy eating places online guide recommending
healthy eating places for
visitors to your town in
Kuwait.
Read this guide which describes four eating places.
a Which menu is the healthiest? Which is the least healthy?
b Why does the writer recommend these places?
c How could each place improve the nutritional value of its menu?

An online guide to healthy eating Eliza Blues Restau

rant Kuwait Bay Grill

rant Kuwait Bay Grill is by the sea. It is my

places Eliza Blues Restau
is right in the city ks
centre, and ove rloo
the sea. This familyat
business has a gre
reputation and the
(20 mins) food is completely
organic. It’s famous
First, start by discussing with the students for its enormous
fried breakfasts, but
questions related to the text about to be if you’re not very t
hungry, you can jus,
read. Ask the students if they ever go to relax with a coffee t
a fruit juice or a ligh
local cafés or restaurants. If they do, which snack.
Shawarma House
Shawarma House is
close to the market.
Their speciality is
bread with shawarma
which you can fill up
with your choice of
chicken or meat. They
do not sell anything
else here, and it’s
always crammed,
especially at lunchtime.
favourite eatery, first of all because the
food is delicious. Secondly, because it is
very fresh and healthy. Try their grilled
fish or steamed vegetables. Even the
inside looks like somewhere in nature –
there are lots of plants. It’s very calming!
Palace Café
Palace Café is famous for its home-made
tomato soup. You can also get nice rolls
with goat’s cheese and the salad bar is
excellent. If you have dinner here, try their
lamb kebabs. Atmospheric setting, near to
the park. It’s surprisingly cheap, too.

ones have the healthiest menu, and why?

Ask them to look at the title of the online
guide shown on the page, and check they
know the meaning of recommend.
Then allow time for them to read the
text. Tell them not to worry if they don’t
understand every word. While they are
reading, write the names of the four places
Plan your own online guide recommending healthy eating places for visitors to your
town or city.
a Choose one or two places to describe.
b Use spider diagrams to make notes about each place under these headings:
◗ Location ◗ Healthy specialities: food and drinks ◗ Other good points
Write your guide based on your plan and your notes.

(Palace Café, etc.) on the board.
When the students are ready, point to
each place name in turn and ask them to
summarise what they have read about it – if
possible, with their books closed.
a Have the students decide which menu
a Write one or two sentences for each place. Use some of the language from the Useful
Language box below.
b Check spelling, grammar and punctuation, then make changes and corrections.
Exchange guides with another student and discuss any differences of opinion.
USEFUL LANGUAGE
Saying what one likes about something Making recommendations
The healthiest thing about Café X is …
I really like Café X because …
I’d recommend the pitta bread at …
If you come here, you should try the …
It’s my favourite café because …

they think is the healthiest, and why. Then,

as a class, rank the other menus in order of
16
38 how healthy they are.
 Unit 1 We are what we eat
Tell the students to write the three headings in their
notebooks and to use a spider diagram to write down
their ideas. a (5-10 mins)
Read out the notice and check that students know all
(10-15 mins) the vocabulary.
a Ask the students to look at the Useful Language box. Point students’ attention to the three headings, and
Then ask them to write one or two sentences about ask for a few suggestions for each one. Encourage brief
each of their chosen places, using the ideas in their discussions (e.g. can a vegetarian menu appeal to non-
notes and the Useful Language box. Go round and vegetarians...?). Allow time for them to read the notice
make suggestions where necessary. again, then tell them to note down their ideas, using the
b Tell the students to check their sentences carefully three headings.
and to add more details if necessary. Go round the b (10 mins)
class and make further corrections if required. Then Put the students in groups of three and tell them to
ask them to write a second draft of their ‘guides’. explain their ideas about pros and cons, advertising and
Tell the students to exchange guides with a partner, if fast food.
possible somebody different than usual. Encourage
them to discuss each other’s guides.
(20 mins)
Giving a short talk
(5 mins) a Tell the students to decide who will talk about pros
Ask students to study the menu. Check they know and cons, advertising and fast food respectively.
all the vocabulary, then put them in pairs to tell Tell the students that each person’s talk should
each other what they would choose. Go round as a last about one minute, and allow time for them to
‘waiter / waitress’ and take their orders! plan what to say. Remind them to look at the Useful
Student’s Book page Language box before they start. While they are
working, go around and offer suggestions where
Unit 1 We are what we eat
needed.
Giving a short talk
b Tell the groups to listen to each other’s talks
a As you read this notice from a Kuwaiti magazine, make
(one person in each group should time them) and
brief notes under these headings: encourage them to make constructive comments.
◗ The pros and cons of a vegetarian menu
◗ Interesting ways to advertise your meal Put the groups together to make groups of six. Tell
◗ Interesting ideas for healthy and vegetarian fast MENU
food Sandwiches Desserts
the students to give their talks again, to the wider
We’re adding a brand new vegetarian Chicken, egg, lettuce Chocolate mousse audience.
menu to our restaurant and we need tomato Fresh pineapple
your ideas now!!! Falafel, tahini and
lettuce
with honey
Ice cream
Finally, ask two or three students to recommend
Here’s what we have in mind …
Cheese and tomato a fellow students’ talk – and ask those students to
◗ Following a vegetarian lifestyle give their talks to the class.
irresponsibly can lead to malnutrition and health problems. Many
vegetarians lack the RDA of iron, proteins, calcium and vitamin B12.
◗
We’re looking for wholesome and original ideas.
◗
You probably already eat a lot of vegetarian food. Vegetable soups Lesson 9
and salads are an important part of any diet.
◗ We want a menu that appeals to everyone: from non-vegetarians Workbook pages 8 – 9, Writing
to health food fanatics!
Record your ideas on video, CD or audio tape and send them to us at Workbook answer key – see page 140
PO Box 1330.
b Compare your ideas with those of two other students. Discuss these things:
◗ The advantages and disadvantages of a vegetarian menu. Think about how your menu
can supplement a vegetarian diet.
◗ The best advertising for a new menu. Think about the names, descriptions and
packaging for your menu. Objectives
Words to remember Skills At the end of the lesson,
Continue planning your talk in groups of three. appeal to, atmospheric, students should be able to:
a Each of you should prepare one topic – vegetarianism, crammed, eatery,
advertising and fast food. Prepare a talk on your topic fanatic, irresponsibly, Reading ● read a website about
lasting one minute. Use the ideas you have discussed malnutrition, salad bar,
and the expressions from the Useful Language box. speciality, vegetarian, healthy eating and Islam
b Now give your talk to your own group first. wholesome
Writing ● write headings
USEFUL LANGUAGE ● write an article
Introducing oneself Expressing uncertainty
Good morning / afternoon. My name is ..., this is I’m not sure about the amount of fat.
... and we’re here to talk about ... Maybe there should be special menus for
Expressing personal opinions vegetarians.
In my opinion, the menu should include … It’s difficult to say how much the advertising will
I think the food should be high in protein. cost.
I (really) don’t think the packaging should be too Asking questions to an audience
dark … Are there any questions?
Please ask any questions you’d like to.

17

39
MODULE 1: Culture

Unit 2 Respecting cultures

Lessons 1 and 2 (20 mins)
Objectives
Skills At the end of this pair of lessons, Tell the students to read the text and the factfile on
students should be able to: page 19 and check their answers to the previous
Reading read a leaflet
●
questions. Invite the students to ask about any
read an article about the Culture of Peace
●
difficult vocabulary. This may include: interfaith,
Speaking discuss mentoring
●
delegate, exemplar.
talk about respect and tolerance
●

Topic Culture and community

●

Functions make suggestions

●

Vocabulary aspiration (N), creed (N), delegate (N),

diversity (N), initiative (N),
interfaith (Adj), mentor (N), seminar (N),
tolerance (N)

Student’s Book pages 18 and 19

Present the active vocabulary needed for each activity.

(about 10 mins) Student’s Book page

Ask students to read the leaflet. Ask them
what the benefits of mentoring might be. MODULE 1: Culture
Ask students if they have ever been
involved in mentoring or voluntary work. Unit 2 Respecting cultures
Grammar
(10-15 mins) Present perfect; prepositions [on, amongst, in, for, of, with, at, by]

a, b and c. Ask the students to read the

leaflet and then put the students in small
groups to discuss the questions. Allow
time for them to think carefully and go
round offering some ideas if necessary
Mentoring matters
As a mentor, you will have the opportunity to:
● mentor selected pupils from schools, hospitals and nursing

homes in your area;

(see below). Then ask different students to ● collaborate on creative projects and learn new skills;

report their ideas back to the class. 5 ● encourage individual aspirations for education and

employment;
How important are these? ● break down barriers in your community.

“Mentoring opened many doors for me. It made me realise the

the role of culture in the community; cultural
impact; bringing people together; helping people
learn through culture
Ask the students to consider the questions
in their groups again and then to report
their ideas back to the class.
(10 mins)
Tell the students to look at the
photograph. Ask to which organisation
the logo refers (United Nations) and what
the organisation is set up for (to promote
international peace). Ask them to look at the
headings too, then read out the questions
and ask the class to tell you their ideas
(accept all answers).
40
different ways I could make use of my time and how fun it is to
10 work with others.”
We are looking for successful professionals and
students to join our exciting initiative throughout
Kuwait.
Look at the leaflet above and discuss these questions.
a Why are they looking for ‘successful professionals and students’?
b Who can benefit from being mentored? Think about these groups: teenagers, young
adults, middle-aged and elderly people.
c How can mentoring schemes help build relationships in your community?
Look at the photograph below, the Factfile and the
headings of the article on page 19. Don’t read the article
yet.
a What does the United Nations’ logo to the right stand
for?
b Discuss with a partner the facts about the United Nations
in the Factfile. Did you know about any of them? Do you
know other information about the United Nations?
c What is the main purpose of the UN?
d What is the topic of the article? What kind of information do you think will be included?
Now read the article and the Factfile on page 19 and check your answers to question 2.
18
 Unit 2 Respecting cultures

(expressing personal opinions)

(10 mins) (20 mins)

Ask the students to read the article for a second Read out the introductory sentence, then put the
time, then put them in pairs to decide whether students in pairs to consider questions a and b. Go
sentences a–d are true or false. Go round and round and offer suggestions where needed.
listen to them talking, offering help where needed. Invite students to share their ideas with the class.
Have students justify their answers.
Read out each sentence and check their answers. Lesson 3
Workbook pages 10 - 11, Reading
(10-15 mins)
Read out the first sentence. Ask the students to Workbook answer key - see pages 140 - 141

find the relevant sentence in the article and then

tell you what the missing word is (humanity). Tell Objectives
them to complete the sentences with words from Skills At the end of the lesson,
the article. students should be able to:
Put them in pairs to check each other’s answers. Reading ● read an article about a

special postage stamp

Writing ● write notes

● write information in a table

Topic A Mark of Respect

Vocabulary adorn (V), commemorate (V),
cursive (Adj), embellish (V),
paraphrase (V)
Student’s Book page

Unit 2 Respecting cultures

● The UN was Culture of Peace numerous world leaders in private

officially founded on On the 12th November 2008, world meetings.
24th October, 1945. leaders met in New York for a What has Kuwait done to further the
● At the time it UN General Assembly meeting on Culture of Peace?
consisted of 51 the Culture of Peace. This meeting 30 Kuwait has been a key innovator in
member states. 5 emphasised the need for everyone to furthering the Culture of Peace. Kuwait
● Currently the UN respect different cultures, religions and has organised conferences in London
has 192 member races. It also sought to emphasise our and Washington to promote mutual
states. common humanity and shared moral understanding and respect. Within
● The UN meets
values. 35 Kuwait, the government has arranged
10 The participants of the meeting have seminars and programmes to raise
to discuss
called for the promotion of a culture of awareness and promote respect and
disagreements and understanding amongst Kuwaiti citizens.
to agree on rules and
tolerance and mutual understanding.
They have suggested that the best Kuwait has also sponsored many
laws through which way this can be achieved is through 40 regional and international conferences
countries can work international, intellectual and interfaith about religious tolerance among
together and live 15 dialogue. peoples and respect for the followers of
harmoniously. Kuwait’s Role in the Conference other religions.
● The meeting for the
Kuwait was one of over 70 member With all of these activities, Kuwait is
Culture of Peace was countries that sent delegates to the 45
an exemplar of the kind of tolerance,
held in New York on conference. His Highness the Amir dignity and respect that all people
the 12th and 13th of 20 of Kuwait Sheikh Sabah Al-Ahmad should aspire to in the hope of making
November, 2008. Al-Jaber Al-Sabah addressed the the modern world a better place. As
● More than 70 conference in a speech emphasising Ban Ki-moon, the Secretary-General
heads of state the importance of dialogue between of the UN has said, “One of the great
attended the different cultures. He called on leaders challenges of our time must now surely
25 of all countries and creeds to engage be to ensure that our rich cultural
meeting.
in peaceful dialogue. By the end of diversity makes us more secure — not
the conference, he had also met with less.”

Read the article again. Are these statements True (T) or False (F)? Justify your answer.
a The meeting’s main emphasis was upon the lack of respect and values in the modern
world.
.
b More than 70 nations sent delegates to the conference.
.
c Kuwaiti citizens have organised conferences for the government.
.
d Ban Ki-moon encouraged cultural diversity.
.
Complete these sentences using words from the article. Words can be used only once.
a The meeting sought to emphasise our common
b Kuwait has organised several conferences to raise
.
W
ords to remember
of moderation and understanding. aspiration, creed,
c Over 70 countries sent to the meeting. delegate, diversity,
d It is important to the followers of other . initiative, interfaith,
mentor, seminar,
(expressing personal opinions) tolerance
The Culture of Peace meeting aimed to show that everyone should treat each other with
respect and tolerance.
a Why is it important to respect and tolerate other people and other faiths?
b What can be done to ensure people treat each other with respect? 19
41
 Lessons 4 and 5
Then write a sentence of your own on the board (e.g.
Objectives I’ve been to the Grand Mosque.)
Skills At the end of this pair of lessons, c Now, have students use the same structure in
students should be able to: dialogue with each other.
Reading read speech bubbles
●

Speaking talk about interesting experiences

●
●
Prepositions [on, amongst, in, for, of, with, at,
Writing write about interesting or unusual
●
by]
experiences (15 mins)
Grammar use present perfect
●
a Ask the students to complete the summary of the
use prepositions [on, amongst, in, for, of, with, by]
●
article on page 19 with the appropriate preposition.
After they have completed the task, they may refer back
Topic Interesting experiences
●
to the article to check their answers, if appropriate.
Functions describe past experiences
●
b Tell students that each preposition has a certain
Vocabulary calligraphy (N), consistently (Adv), function in the sentence. Ask them to tell you the
diverse (Adj), inspirational (Adj), meaning of the prepositions used in question a.
master (V), richly (Adv)
Pronunciation listen for stress
●
Quote
Ask students what they know about T.S. Eliot.
Student’s Book pages 20 and 21 Have they read any of his poems? Did they like
Present the active vocabulary needed for each activity. them? Read the quote aloud to the class and
ask what T.S. Eliot meant. How can something
be communicated before it is understood? Do
students agree? Why / why not?
● Present perfect Background: T.S. Eliot (1888-1965) was a poet,
(10-15 mins) dramatist and literary critic. In 1948 he won the
Tell the students that they are going to look at four Nobel Prize for Literature.
sentences taken from the article on page 19.
a Ask them to read all four sentences, then
put them in pairs to find the difference Student’s Book page
between the sentences (sentence 1 describes
what happened and when it happened, while
sentences 2-4 only describe what happened.) Present perfect Grammar reference pages 125–126
O

b Ask students to write their own sentences, Look at sentences 1–4 from the article on page 19.
then to share them with the class. a What is the difference between sentence 1 and sentences 2-4?
1 On the 12th November 2008, world leaders met in New York.
(10 mins) 2 They have suggested that the best way this can be achieved is through dialogue.
Read out the paragraph. Then ask the 3 Kuwait has organised conferences in London and Washington.
class question a (...which has run for over 4 Kuwait has also sponsored many regional and international conferences.
b Write two sentences telling only that something happened and two sentences telling
30 years) and question b that something happened and when it happened.
(...since at least the 7th century). We can use the present perfect to say how long someone has done something for.
The term ‘Islamic art’ refers not only to religion, but to the richly diverse Islamic culture as well.
Islamic art such as architecture, calligraphy and literature has been inspirational to many other
On the board, write two headings: for and artists throughout the world and has been consistently produced since at least the 7th century.
since. Invite the class to suggest words or You can find out more information about Islamic art this week at the Kuwait Book Fair, which
phrases that could follow each word. Ask has run for over 30 years.
a Which sentence in this paragraph introduces a length of time?
different students to write correct suggestions b Which sentence introduces a particular time?
on the board under the appropriate heading.
a Think about any interesting experiences you have
had related to Islamic culture. For example:
for since ◗ a famous mosque you have visited or seen
◗ different kinds of food you have eaten during
a long time yesterday Ramadan
◗ experiences of Islamic culture in other countries
a minute 3 o’clock ◗ difficult skills you have mastered
three years my birthday b Write sentences like this:
I’ve seen a rare copy of the Holy Qur’an.
a century he was born I’ve visited the largest mosque in Europe.
two weeks last Friday c Now use them to make conversations with a
partner.
my whole life this morning O Prepositions [on, amongst, in, for, of, with, at, by] Grammar reference page 126

a day lunchtime a Complete the sentences with the correct prepositions.

(1) the 12th November 2008, world leaders met (2) New
York (3) a UN General Assembly (4) the Culture
(about 20 mins) (5) Peace. Kuwait took part (6) the meeting.
a Ask the students to think for a few minutes (7) the end of the conference, his Highness the Amir Kuwait Sheikh
Sabah Al-Ahmad Al- Jaber Al-Sabah had also met (8) numerous world
about two or three special experiences that leaders in order (9) raise awareness of respect and understanding
they have had related to Islamic culture. Tell (10) Kuwaiti citizens.
them to read through the list of suggestions. b What difference in meaning does each preposition have?
b Ask the students to write sentences about Quote “Great art can communicate before it is understood.”
the experiences they have chosen, using the T.S. Eliot

present perfect as in the examples. Go round 20

and offer help where needed.
42
 Unit 2 Respecting cultures

Verbs with similar meanings
(15 mins)
On the board, write listen to and hear. Then say
Listen to me. Give the class some very simple
instructions (e.g. stand up, wave your arms, smile, sit
down, shake your head…). Do not demonstrate the
actions: they have to listen carefully.
Then ask While you were listening to me, what did you
hear? (They probably heard people laughing, maybe
some furniture moving, some traffic outside, etc.).
a Ask the students to discuss questions 1 and 2
with their partners. Then check their answers.
b Ask the students to look at the first picture and
read out the sentence. Ask them about the missing
verb (hear). Then put them in pairs to complete the
task.
(10-15 mins)
Write look at, watch and see as headings on the
board. Then write the following words underneath:
a football match, an accident, a painting. Ask the
students to decide with their partners how to match
the verbs with the nouns (watch a football match; see an
accident; look at a painting).
Verbs with similar meanings
Answer these questions about listen (to) and hear.
a Which verb means:
1 to receive a sound in your ears? listen (to) / hear
2 to pay attention to a sound? listen (to) / hear
b Complete these people’s words with the correct form of hear or listen (to).
Turn the TV down. Are you
I can’t you me? Did you
very well.
said?
what I
I always
the 9
o’clock news.
Explain the general rule: we look at something when
we pay attention to it (like listen to); we see something
when our eyes receive the picture (like hear); we watch
something that moves (like the pictures on a TV screen,
or a race). Watch can also be used with something
that is changing (like someone’s behaviour). Read out
the first sentence and ask the students to provide the
missing verb (Look at). Then tell them to complete the
sentences with the missing verbs. When they are ready,
ask them to compare answers with a partner.
(5-10 mins)
Tell the students to think about (but not write) the
missing verbs. Then put them in pairs and small groups
to discuss when we use each of the verbs and to try to
complete the task. Read out each sentence in turn and
ask the students for the answers. Have students write
the correct verbs in the appropriate spaces.
(10-15 mins)
(2.1) Play recording 2.1. Ask the students to listen to
where emphasis (stress) is placed in these sentences.
Emphasis is used to show extra emotion in the sentence.
This extra stress can actually change the meaning of the
sentence. Play the recording again and ask the
Student’s Book page students to repeat the sentences, stressing the
Unit 2 Respecting cultures
underlined words.
Listening script 2.1 – see page 132
(2.2) Play recording 2.2, pausing for the
students to repeat each sentence. Note
where the tone is raised to change the
meaning.
Listening script 2.2 – see page 132
I love
you
! Did music when I’m
travelling.
Lesson 6
that strange Workbook pages 12 – 13, Language
noise?
practice
Workbook answer key – see page 141

Objectives
Complete these sentences with the correct form of look at, watch or see.

Words to remember
a those people over there. What are they doing?
Skills At the end of the lesson,
b I can’t very well without my glasses. students should be able
c The police a house in our street. They think calligraphy, consistently,
criminals are using it. diverse, inspirational,
to:
d If you my brother, tell him I’ll phone him master, richly
tomorrow.
Grammar ● use present perfect: for /

e You shouldn’t the sun. It can damage your since

eyes.
● use prepositions
Complete these sentences with the correct form of say, tell or speak.
a Waleed: What did Bader ?
Functions ● use expressions
Ahmed: He he’s learning to English. of gratitude /
b Waleed: She she used to live in Kuwait City. Is that true?
Ahmed: Yes, of course. She never lies.
congratulations /
c Waleed: Hello. This is Waleed. Can I to Omar, please? greetings / wishes
Ahmed: I’m sorry, he’s out. I’ll him you phoned.
d Waleed: Can you that again, please? I couldn’t hear you.
Ahmed: The problem is, everyone in the room at the same time.

Listen and repeat these sentences. Stress the underlined word.

(2.1)
a That was a good film. c The story was excellent.
b That was a good film! d The story was excellent!
(2.2) Now listen and repeat these sentences.
21

43
 Lessons 7 and 8 Put the students in pairs to compare their answers,
then play it again to check. Ask them to read
Objectives questions d and e, then play the third interview.
Skills At the end of this pair of lessons, Again, tell them to compare their answers, then
students should be able to: play it again to check.
Reading read book reviews
●
Listening script 2.3 – see page 132
Listening listen to a survey
●

Speaking conduct a survey

●
Ask students to work in pairs to discuss the
Writing write survey questions
●
two questions. Go round and offer help where
necessary. Invite volunteers to share their ideas
write an informal book review
●
with the whole class.
Topic Survey and review
●

Functions conduct a survey

●

interview
●
(20 mins)
start a conversation
●
Put the students in pairs. Tell them they are going
ask permission to ask questions
●
to conduct their own surveys on the topic of
agree
●
‘respect’.
thank
● a Tell them to think of the questions they want
respond to thanks
● to ask (at least three) and to write them down,
plan
● leaving space to record people’s answers.
express personal opinions
●
b Ask them to look at the Useful Language box and
make recommendations
●
then practise asking and answering their questions.
Vocabulary account (N), conduct (V), cover (V), c Put pairs together and tell them to take turns to
interview each other and write notes.
figure (N), ground-breaking (Adj),
high-ranking (Adj), pilgrimage (N),
relevant (Adj), review (N)

Student’s Book pages 22 and 23 Student’s Book page

Present the active vocabulary needed for
each activ
activity.
Conducting a survey

Conducting a survey
Ask the students to look at the picture and
tell you what is happening (a man is being
interviewed.) Ask if they have ever taken part
in a survey. What was it about?
(20-25 mins)
(2.3) First, read out the questions a and
b.Tell the students to listen for the answers
while you play recording 2.3.
Read out question a again and ask for
the answer (respect). Then do the same
with question b – if necessary, play the
recording again (the two questions are:
What does “respect” mean to you? What do you
think we need to respect more?)
c Ask the class to discuss whether they
think the survey is useful and to give
reasons. Invite suggestions from the class.
Listening script 2.3 – see page 132
(2.3) Read out question a, then play the
(2.3) You are going to hear someone doing a survey in Kuwait City. Listen and answer
these questions.
a What is the subject of the survey?
b What are the interviewer’s two questions?
c Why is it a useful survey?
(2.3) Listen again and answer these questions.
a How does Ahmed think we should conduct
ourselves?
b Why does Samia think some people are wrong?
c What does Samia describe as being ‘about
tolerance’?
d Does Fahad have any older friends? Why?
e Who else does he respect?
a What language does the interviewer use to make the interviewee comfortable?
b What language does the interviewee use to express opinion?
Work in pairs. You are going to do a survey among the other students in your class on
the topic of ‘respect’. Follow these stages:
a Write survey questions to ask other students. Leave space to write answers.
Note: Every student should have a list of questions.
b Practise asking and answering questions with your own partner.
Use your own ideas and expressions from the Useful Language box below.
c Find other pairs of students. Take turns to interview each other.
As you do this, write down the other students’ names and answers.
d Ask as many classmates your questions as possible.
Now tell the class what you have found out from your survey.

first interview again. Ask for the answer

(Ahmed thinks we should conduct ourselves with USEFUL LANGUAGE
Starting a conversation Thanking Responding to thanks
respect) then tell the students they are Hello. / Good morning. / Excuse me. I appreciate it. That’s all right.
I’m grateful. You’re welcome.
going to hear the same interviewer Asking permission to ask questions Thanks for your time. That’s okay.
Could I ask you a few questions?
speaking to a different person. Ask them Is it okay if I ask you a few questions?
to read questions b and c, then play the Would you mind if I …
Agreeing to answer questions
second interview. Yes, that’s fine. / Yes, sure. / Yes, okay.

22

44

d Tell the students to find another student on the
other side of the class and take turns to ask and
answer their questions (noting their answers).
When they have finished, tell them to move on
around the class, interviewing as many people as
possible.
(15 mins)
Ask the students to study the answers they have
recorded. How can they best communicate them?
Invite several different students to tell the class the
results of their survey.
A review
(about 20 mins)
Tell the students they are going to read two book
reviews and decide which is a review of a book
about history, and which is about travel writing,
then allow time for them to read the two texts.
When they have finished reading, invite them to ask
about any unknown words.
Ask the students to read the first text again. Then
put them in pairs or small groups to discuss
questions a and b (about the first text only).
While they are talking, go round and listen, giving
prompts if necessary.
Student’s Book page
Unit 2 Respecting cultures
A review
task
You are going to write a review of a
book you have read.
Read these two book reviews quickly.
Which is a review of a book about ...
◗ history? ◗ travel writing?
Read the reviews again, and answer these questions.
a Are the reviews good, bad or mixed?
b What did the writers like or dislike?
Ibn Battuta’s account of his thirty-year journey is a fascinating book. Born
in Tangier in 1304, he left home for Makkah at the age of about twenty.
Then he travelled through forty-four countries including Jordan, Egypt,
Turkey, India and even China! He covered about 75,000 miles. Ibn Battuta’s
account includes descriptions of his pilgrimages, the cities he stayed in,
local tales, and sea-adventures – so this is a book that everyone will enjoy!
His memory of the events and places was amazing. And you will remember
his stories for a long time, too. This is an excellent account of an amazing
lifetime of travelling.
Unit 2 Respecting cultures
Repeat the procedure with the second text.
On the board, write the words fact and opinion. Then
write the name of a famous author and ask a student to
give you a fact about him / her (e.g. He is Kuwaiti). Then
ask another student to give you an opinion (e.g. His
stories are very exciting).
Ask students to look again at the two texts and to find
facts and opinions in each one. Allow variations in
students’ answers.
(10 mins)
Ask the class to suggest books which they could review.
Ask the students to decide what they would like to
review and put them in pairs or groups according to
what they choose.
Tell them to spend time reading the instructions first,
then allow time for them to make a mind map for
questions b and c. Go round and offer suggestions or
comments where necessary.
(15 mins)
a Ask the students to look again at the first review in
exercise 2. Tell them to use the same style for
their reviews and to look at the Useful Language
box. Allow time for the students to write their
reviews, using the notes they made in pairs or
groups in exercise 4. Go round checking their
work while they write.
b Tell them to check their spelling, grammar,
punctuation and style very carefully.
c Tell the students to read another student’s
review. They should check that the review
contains both facts and opinions, and
B[g;ZmmnmZ encourage them to ask each other further
questions if necessary.
Lesson 9
Workbook pages 14 – 15, Writing
Ibn Khaldun Workbook answer key – see pages 141 -

Ibn Khaldun The Muqaddimah is one of the most important historical works ever 142
written. Ibn Khaldun, the author, was born in Tunis in 1332 CE and was a
high-ranking political figure. The work was ground-breaking and discussed many
important theories which are still relevant today. Because of its complex content and
purpose, the book is not easy to read. However, it is well-written and well-organised.
Reading The Muqaddimah will make you think – and it will change your view of the
Objectives
worl
world!
d!
Skills At the end of the lesson,
Words to remember students should be able
Find three facts and three opinions in each of the reviews.

account, conduct,
to:
a Choose which book to review. Why do you respect it? cover, figure,
b Use a mind map to make a list of important facts. ground-breaking,
Reading ● read a book review

c Make a note of your opinions. Use another mind map high-ranking, pilgrimage,
relevant, review Writing ● write lists
of adjectives and expressions you might use.
● write a fact and opinion

a Write a general review in about 150-170 words. Use your notes from exercise 4 and composition
the Useful Language box.
b Check your spelling, grammar, punctuation and style. Functions ● report facts

c Exchange reviews with another student. Does your partner’s review give you enough ● express opinions
information? If not, ask him / her questions.
USEFUL LANGUAGE
Expressing personal opinions Making recommendations
This is a book that everyone will enjoy. If you get the chance, read ...
It is a fascinating book. This is an excellent account of ...
It is well-written / organised. You will learn a lot from it.

23

45
 MODULE 1: Culture

Unit 3 Inspiring architecture

Lessons 1 and 2 (15 mins)
Objectives Point students’ attention to the Factfile on page
Skills At the end of this pair of lessons, 25. Allow time for students to read it. Put them in
students should be able to: pairs to answer questions a and b. Invite volunteers
Reading read a description of a building
● to share their answers with the rest of the class.
Listening listen to a description of a building
●

Speaking talk about modern architecture

●

Topic Inspiring architecture

●

Functions state advantages and disadvantages

●

guess
●

make comparisons
●

Vocabulary concrete (Adj), design (N), drill (V),

evoke (V), expressionist (N),
forecourt (N), foundation (N),
framework (N), geometric (Adj),
renowned (Adj), slightly (Adv),
studio (N), venue (N)
Student’s Book pages 24 and 25
Present the active vocabulary needed for
Student’s Book page
each activity.

(10 mins) MODULE 1: Culture

If you have some pictures of famous

buildings, show them to the class. If you Unit 3 Inspiring architecture
Grammar
don’t have any, ask the students to suggest Comparatives and superlatives;
compound adjectives
the names of famous buildings around the
world. Write the names and locations of the c

buildings on the board (e.g. The Bank of China a b

Tower, Hong Kong; The Kuwait Towers, Kuwait
City). Choose one of the buildings and tell
the class to try to guess it by asking you Yes/
No questions (e.g. Is it modern? Is it in the UAE? e
Is it a museum? Is it big?). Put the students d
in small groups to take turns to choose a
building while the others try to guess it in the f
same way.
ess!
Gu

(15 mins)
Ask the students to look at the pictures.
Ask Have you ever been to any of these places? If u e ss
G
!

anyone answers yes, prompt other students Guess the photo and fill in the table with information about each famous modern building.

to ask more questions (e.g. When did you go Photo Country Use
The Kingdom Centre
there? Who did you go with? etc.). National Assembly Building
Then, put them in pairs to fill in the table. The Guggenheim Museum
The Petronas Towers
Ask students if they know anything about the
The Sydney Opera House
National Assembly Building. The Rose Tower
The Guggenheim /gug´nheIm/ Museum Read the Factfile on page 25.
The Petronas /petr´n´s/ Towers a What do the descriptions and the numbers preceding them refer to?
b Work in pairs. Choose a building or a house you know very well and plan a similar factfile
for it.

Listen and read the description on page 25.

(3.1)
a Which building is the person describing?
b Fill in the gaps with the correct adjective as you listen to the text.
24
46
 Unit 3 Inspiring architecture

b Put the students in pairs. Ask them to discuss their

opinions on missing information in the text. What else
(3.1) (20 mins) would they like to know?
Tell the students they are going to quickly read a Listening script 3.1 – see pages 132 – 133
description written by a tourist visiting a world
famous piece of architecture. (5-10 mins)
a Have students decide which piece of architecture Put students in pairs to decide whether the statement
is being described, then compare their answers are true or false. Ask them to justify their answers. Go
with a partner. Invite students to check if their round and offer help where necessary. Check answers as
ideas match any of the pictures on page 24. a class.
b Tell the students they are now going to listen
to the complete description of the world famous (describing; expressing likes and
piece of architecture. They should listen to the dislikes; giving reasons)
accompanying recording and fill in the gaps in the
(about 20 mins)
text with the correct adjectives.
a Ask the students to look at the photographs again,
Listening script 3.1 – see pages 132 – 133 then read the two pairs of sentences. Tell them to
complete one from each pair with their own ideas.
b Put them in pairs to compare their ideas.
Finally, read out each sentence in turn and invite
(3.1) (15 mins)
different students to complete them with their own
a Tell the students that they are going to listen to ideas.
the recording again. Have them read the questions
and ask them to make notes while the CD plays. Lesson 3
Workbook pages 16 - 17, Reading
Student’s Book page
Workbook answer key - see page 142

Unit 3 Inspiring architecture

Objectives
1 million white tiles
10,000 or more organ pipes Skills At the end of the lesson,
2679 concert hall seats A Celebrated Construction ...
645 kilometres of electrical cable It’s definitely worth going to see this renowned piece of students should be able
(1) architecture. I went last year and it’s
588 concrete pillars absolutely (2) to imagine the harbour to:
183 metres long without it. The design style is called ‘expressionist’ and is
o
5 very distinctive. The same architect who built the Reading ● read a text about 360
National Assembly Building in Kuwait designed it, and it’s (3) to see why
it was made a UNESCO World Heritage Site in 2007. When I first saw it, I thought the Kuwait
geometric structure evoked the style of a ship. That’s because of the (4)
framework of concrete shells that are formed from different sections of a sphere. It’s so ● read a floor plan
10 (5) that engineers had to drill 588 concrete pillars into the sea to secure its o
foundation. From the outside it might look huge, but inside it seems much Topic ● 360 Kuwait
(6) . The venue interior is slightly (7) now: that’s because
it’s over thirty years old. There are five main performance venues: the Concert Hall, the
Opera Theatre, the Drama Theatre, the Playhouse and the Studio. The (8)
Vocabulary boutique (N), brand (N),
15 venue has 2679 seats, whilst the (9) has a maximum capacity of 400 edutainment (N),
people. There’s also a forecourt, which is sometimes used for open-air concerts. Going
to a performance in any of the venues is (10) , and it’s very difficult to get gourmand (N),
tickets, but you can walk around some areas for free.
mainstream (Adj),
Listen again and answer these questions.
(3.1)
Words to remember state-of-the-art (Adj)
concrete, design, drill,
a Make quick notes on the following.
evoke, expressionist,
1 How the building was constructed forecourt, foundation,
framework, geometric,
2 Opinions about the building renowned, slightly, studio,
venue
b What information do you think is missing from the description?
Compare your opinions with those of a partner.
Are these statements True (T) or false (F)? Justify your answer.
a The Sydney Opera House and the National Assembly Building are very
similar in their design.

b All the tourists who have visited the Sydney Opera House believed that it
evoked the style of a ship.

c The Sydney Opera House isn’t as huge inside as it looks from the outside.

d Not all areas of the Sydney Opera House require visitors to have tickets
in order to visit.

(describing; expressing likes and dislikes; giving reasons)

Look at the photographs again.
a Choose one sentence from each pair and complete it with your own ideas.
1 I’d love to live or work in a huge modern building because …
or I would not like to live or work in a huge modern building because …
2 The best thing about modern buildings is …
or The worst thing about modern buildings is …
b Compare answers with those of another student. Do you agree with each other?
25
47
 Lessons 4 and 5 b Tell the students to read the examples and then,
with their partners, to write sentences comparing
Objectives the buildings, using the adjectives listed in question
Skills At the end of this pair of lessons, a. Remind them to use both comparative and
students should be able to: superlative forms. Go round checking their work
Reading read a description of a building
● and making suggestions where necessary. Invite
Speaking talk about different buildings
● different students to share their sentences with the
describe a fantasy house or flat in Kuwait
● class.
Writing write phrases and sentences of
●

comparison ●
Compound adjectives
Grammar use comparatives and superlatives
●
(10 mins)
use compound adjectives
●
Point students’ attention to the example, and then
Topic Buildings in Kuwait
●
ask them to write similar phrases using the cues
Functions make comparisons
●
given. Go round checking their work and making
express likes and dislikes
●
suggestions where necessary. Invite different
Vocabulary chic (Adj), governmental (Adj), students to share their phrases with the class.
modernistic (Adj), public (Adj),
residential (Adj), spacious (Adj), Buildings in Kuwait
state (Adj), sturdy (Adj), substantial (Adj)
Pronunciation listen for stress
●
(10 mins)
a Put the students in pairs to match the buildings
Student’s Book pages 26 and 27 with the words in the box. Then put pairs together
Present the active vocabulary needed for each activity. to compare answers.

●
Comparatives and superlatives
(5 mins)
Ask the students to read the text and
count the words that describe things and
places, i.e. adjectives (there are ten). Ask
different students to come to the board to
write them (they are large; important; tall;
modernistic; busy; main; trading; substantial;
big; spacious).
(15-20 mins)
Read out the note about comparatives and
superlatives.
Ask students to complete the table by
adding five adjectives in the appropriate
Student’s Book page
O Comparatives and superlatives Grammar reference pages 126-127
Find the adjectives in this short text.
The Kuwait Stock Exchange is a large and important centre of finance in the Gulf
region. It is a tall, modernistic building situated in a busy part of Kuwait City. The
main trading floor is substantial, and the big offices are very spacious.
Note
-er is added to adjectives for comparison and -est to adjectives in
the superlative form.
Complete this table and add the adjectives tall, large, big, busy and
important in the correct spaces based on the spelling of the adjectives
shown.
Adjective Comparative Superlative KWD 27,000

places, according to how they are spelled. short tall shorter taller the shortest the
tallest
One has already been completed as an thin thinner the thinnest
example. Put them in pairs to compare heavy heavier the heaviest
their answers. luxurious more luxurious the most
luxurious
Then check their answers, and their fine finer the finest
KWD 152,000

reasons. Have students write the

comparative and superlative forms of the What are the comparative and superlative forms of the irregular
adjectives good and bad?
two irregular adjectives (good, better, the You are going to compare the buildings on the right.
best; bad, worse, the worst). a First match adjectives 1–6 with the opposite adjectives a–f. You
may use the dictionary or the glossary at the end of the book.
KWD 36,000
1 spacious a modern / chic
(15-20 mins) 2 affordable b weak
Ask the students to look at the pictures 3 cosy c well-lit
4 dark d tiny
and suggest some adjectives to describe 5 traditional e costly
each of the buildings. 6 sturdy f uncomfortable
b Now write sentences comparing the buildings using some of these
Tell them they are going to make sentences adjectives. KWD 570,000
comparing them. The Àat is more modern than the hut.
The villa is the most modern building.
a Call out the first word (spacious) and ask
O Compound adjectives Grammar reference page 127
the students to find its opposite in the other
Look at this compound adjective and its meaning.
list (tiny). Then allow a few minutes for the It’s a seven-star hotel = It’s a hotel with seven stars.
students to complete the task on their own. Now rewrite these phrases using compound adjectives:
a a journey of 20 kilometres
Put them in pairs to check each other’s b a meal with three courses
answers. c a block of 44 storeys
26

48
 Unit 3 Inspiring architecture
b Read out the first question and invite one or tell them to explain their ideas to each other. Ask each
two students to tell you their answers, and ask group to decide which pair has the most interesting
them why. Tell the students your own answer, and ideas, and then invite those students to present their
discuss whether it matches their answers or not. ideas to the class.
Then, tell the students to discuss the three
questions with their partners, and then discuss (20 mins)
their answers as a class.
c Ask the students to work in pairs and try to (3.2) Play recording 3.2 once. Ask the students to listen
identify the correct parts of the hotel. Suggest to where emphasis (stress) is placed in these words.
relevant vocabulary (entrance, steps, ground floor, roof Play the recording again and ask the students to repeat
, balcony, swimming pool, garden, fountain, first floor). the stressed part in these words.
Then put pairs together to compare answers. Listening script 3.2 – see page 133

(3.3) Play recording 3.3, pausing for the students to

repeat each sentence.
(15-20 mins) Listening script 3.3 – see page 133
Tell the students to stay with their partners and
work out a description of their favourite house or
building in Kuwait. It could be one they would like
to live in, or just an exercise in creativity! Go round
and listen to their discussions and offer prompts
or suggestions where necessary. Encourage them
to make notes and draw plans and sketches. Put
pairs together to make groups of six or eight and
Lesson 6
Student’s Book page Workbook pages 18 – 19, Language
Unit 3 Inspiring architecture practice
Workbook answer key – see page 142
Buildings in Kuwait
a Use words from the box to describe the pictures.

residential commercial cultural governmental public state

Objectives
private trade educational Skills At the end of the lesson,
a students should be able
b
to:
Grammar ● use comparatives and

superlatives
c d

b Discuss these questions with a partner.

1 How many different rooms do you think each building has?
2 How many different types of people do you think use each building?
3 Which of the buildings would you most like to spend an afternoon in? Why?
c Write the different parts of the hotel on the picture below:

Words to remember
chic, governmental,
modernistic, public,
residential, spacious,
state, sturdy, substantial

Work with a partner. Describe your favourite building in Kuwait.

(3.2) Listen and repeat these words. Where is the stress?

a cultural c governmental e confidential
b commercial d environmental f residential
(3.3) Now listen and repeat the words in sentences. 27

49
 Lessons 7 and 8 (3.4) (5–10 mins)
Objectives Play the recording again. Have the students
Skills At the end of this pair of lessons, compare the language that each speaker uses.
students should be able to:
Listening script 3.4 – see page 133
Reading read a formal report
●

Listening listen to a conversation

●

Speaking discuss plans for a new airport

●

present ideas and suggestions

● (20 mins)
Writing write a formal report
● Tell the students that they are going to perform
Topic A new airport
● a role-play. Ask them to look at the Useful Language
Functions express likes and dislikes
● box, then put them in groups of three. Tell them to
make suggestions
● imagine that they are students in the area near Al
agree / disagree with a suggestion
● Wafra who have met to discuss the three points.
state one’s purpose
● a Tell them to choose one person in each group
give reasons
● to note down the main points of the discussion,
Vocabulary advocate (V), apprehensive (Adj), then allow time for them to discuss their ideas. Go
benefit (V), council (N), detrimental (Adj), round and listen to the groups. Prompt them to
influx (N), objective (N), profitable (Adj), use the language in the Useful Language box when
voice (V) appropriate.
b Tell the groups to choose one person to present
Student’s Book pages 28 and 29 one of the points listed in question a, then EITHER
Present the active vocabulary needed for each activity. put groups together to present ideas to each other
OR have each group present their ideas to the
Discussing plans for a new class.
airport
Student’s Book page

Discussing plans for a new airport

(5-10 mins)
Tell the students to look at the picture and
ask them to describe it. Then put them in
small groups to discuss questions a and b.
Go round and listen to their discussions,
joining in and / or giving prompts.
Ask somebody from each group to
summarise their ideas for the rest of the
class. Then have a vote (with a show of
hands) to see how many people would like
to live there.
(3.4) (10 mins)
Tell the students they are going to hear a
conversation between three people who
live in the area near Al Wafra. Read out
the two questions, and tell them to listen
for the answers while you play recording
3.4.
Put them in pairs to tell each other what
they think the answers are (if they know),
then play the recording again.
Ask the class to tell you the answer to
This picture provides a view of
Al Wafra in Kuwait. Discuss these
questions:
a What do you know about Al
Wafra?
b Would you like to live there? Why
or why not?
(3.4) You
are going to hear a
conversation among three people
who live in this area. As you
listen, answer these questions.
a What is the bad news?
b What two locations are mentioned?
(3.4)Listen again. What suggestion does the speaker make? How does the other speaker
reply?
Work in groups. You are going to discuss the new airport location and make your own
suggestions.
a Talk about the points below. Use expressions from the Useful Language box.
◗ The advantages of building a new airport
◗ The disadvantages of building a new airport
◗ The needs of people who live in this area.
One student in each group should make a written note of the best ideas.
b Present your ideas and suggestions to another group or to the rest of the class. Each
member of the group should talk about one point from question a.
c Finally, have a class vote to nominate the best ideas.

question 1 (They’re planning to build a new USEFUL LANGUAGE

Making suggestions Agreeing with a suggestion Disagreeing with a suggestion
airport through the area.) and question 2 They could … That’s a good idea. / That sounds No, I don’t think so.
Do you think it would be good. / Why not? / Brilliant idea! / I’m not so sure.
(500 metres from the area; the other side of the a good idea to …? I agree. I don’t think that’s a very good
What about …? idea.
oilfield). Play the recording once more to I / We suggest that ... I’m not really keen on that idea.
I / We recommend that ...
check.
Listening script 3.4 – see page 133 Quote “He is happiest, be he king or peasant, who finds peace at home.”
Johann Wolfgang Von Goethe

28

50
 Unit 3 Inspiring architecture
c Ask the note takers from each group to tell
you what they think are the best ideas from their
discussions. Then hold a class vote for the best (about 15 mins)
ideas. Tell the students that they are first going to read a
report written by a group of local businessmen, who are
Quote in favour of the airport plans.
Ask students what they know about Johann Wolfgang a Read out the four headings and check that students
Von Goethe. Have they read any of his works? Read know all the vocabulary. Ask them to read the report
the quote aloud to the class and ask what Goethe and decide where the headings should go. While they are
meant. Do they agree? Ask them to justify their reading, go round and answer any questions.
answers. b Ask the students to read the three questions, then
Background: Goethe (1749-1832) was a German put them in pairs to discuss their answers. Go round
who worked in a huge range of areas, including making suggestions where necessary.
poetry, drama, literature, science and painting. Invite different students to tell the class their ideas.
He was considered one of the greatest thinkers
of his time, and had a huge influence on German
philosophy. (15 mins)
Ask the students to return to the groups they were in for
A formal report the speaking activity in the previous lesson. Tell the note
Remind students about the previous lesson’s role-play takers to have their notes ready. Tell them to plan their
discussions. Tell them that they are going to write reports, using the ideas from their previous discussions.
a formal report about the new airport, and that, Tell them to decide on the section headings for their
as before, they are to imagine that they live in the reports and then to note down the main ideas.
affected town.
Ask them to imagine the location with airport
buildings and a large runway. (20-25 mins)
a Ask students to read the Useful Language
Student’s Book page
box, then allow time for them to write their
Unit 3 Inspiring architecture reports, using their notes from exercise 2. Go
round while they are working and offer help
A formal report
task and suggestions where necessary.
You are going to write a formal report to send to the city
council about building a new airport near to your town.
b Tell them to check their spelling, grammar
and punctuation very carefully, then to read
This is a report by a group of local business people who want the airport to be located in another student’s report. Do they express the
Al Wafra, near the town.
same point of view?
a As you read the report, match these headings with the appropriate sections of the report. Collect in the reports for correction – then
◗ Conclusion / recommendations ◗ The reason for writing
◗ The benefits ◗ The worries of a minority you could ask students to produce
To The Ministry of Transport
word- processed copies for a class display.
From The Al Wafra Council
Subject The proposed new airport Lesson 9
1
The objective of this report is to comment on the eӽect that the new airport Workbook pages 20 – 21, Writing
development will have on Al Wafra.
2 Workbook answer key – see page 142
The majority of the council believe that the new airport is a proӾtable idea. They think
it will create a valuable commuter link to other Gulf countries and strengthen the
economic growth of Al Wafra. This will beneӾt all the inhabitants. In addition to this,
people will be able to commute to Kuwait City in 10 minutes by helicopter. Currently
Objectives
this journey takes one hour by car.
3 Skills At the end of the lesson,
A small group of people in the area are apprehensive about the eӽect the airport will
have on their lives. In particular, they think the school will be badly aӽected. Some students should be able
of the senior citizens have also voiced the concern that the airport will bring an
unwelcome inӿux of traԀc to the region. to:
4
This group welcomes the building of the new airport and looks forward to the beneӾts Reading ● read extracts from a report
it will generate. However, we realise that the noise from the runway may have a
detrimental eӽect on the local school. For this reason, we advocate that a new school be
built in another location. Writing ● write a description of

local traffic
b Work in pairs. Look at the report again. What can you say about:
◗ its appearance? ◗ the language: verb forms, etc.? Functions ● describe

Words to remember
◗ the beginning and the ending?
● persuade

advocate, apprehensive,
Now plan a report to the Ministry of Transport, giving your
benefit, council,
Preparation for the project
group’s opinions. detrimental, influx, Tell the students they will be working on a
◗ Decide what your section headings will be. objective, profitable, voice
◗ Think about the ideas your group previously discussed.
project called Planning a cultural holiday at the end
of the module. Ask them to work in pairs. They
a Write your report in about 150-170 words, using your plan and the business report.
should brainstorm what they think a cultural
b Check spelling, grammar and punctuation carefully. holiday is and find out about it. What are
USEFUL LANGUAGE
popular locations? How do people spend their
Stating one’s purpose Giving reasons time? Tell them to look in books, magazines, on
The purpose of this report is ...
This report will consider ...
For this / these reason(s) …
Because of this, …
the Internet, etc. and to collect suitable pictures
which they would like to use. Ask them to bring
29 these pictures to the next lesson.
51
 Focus on
Student’s Book page 30
Traditional Dress in Kuwait
Pre-reading (5 mins)
Point to the photo. Ask students what the man is doing.
Ask some general questions to guide them through their
answers to the topic of the text: Traditional Dress in
Kuwait.
Point to any vocabulary you think students may find
difficult.
Reading (20 mins)
Students read the text silently.
When they have finished, ask them some questions to
check their comprehension. For example:
1 How many items of clothing are
Student’s Book page
mentioned in the text?
2 What are their names?
3 What are the advantages of Kuwaiti men
wearing traditional clothes?
4 What are the differences between a
Dishdasha and a Bisht?
5 What materials are used in the making
of traditional Kuwaiti dress?
6 What kinds of clothes do you wear on
a) formal and b) informal occasions?
Why?
Discussion (5 mins)
In pairs, students discuss the text.
52
Paired Conjunctions
(5 mins)
Read the explanation about paired conjunctions
and the example.
(5 mins)
Ask students to do exercise 1. Then students
volunteer to give correct answers.
(10 mins)
Put students in pairs to do exercises 2 and 3.
Students exchange their papers to correct for each
other.
Focus on
Traditional Dress in Kuwait
Traditional dress has always been important within Kuwait and
still continues to be so. Kuwaitis take pride in their country and its
traditions and this is expressed through the clothes they choose to
wear. This article talks about the traditional clothes of Kuwait.
The Ghutra
5 The Ghutra is a square scarf made of cotton, and is worn folded into a triangular shape
with the fold in the front over the Gahfiah. Whilst the Ghutra is worn in a variety of colours
throughout the Middle East, in Kuwait it is generally white. Not only is the Ghutra worn
formally but also it can be worn casually, depending on the wearer’s desire.
The Igal
Igal is a doubled black cord that is used to secure the Ghutra in place. It is usually made from
10 tightly woven black goat-hair and sheep’s wool.
The Gahfiah
The Gahfiah is a small white cap which is worn underneath the Ghutra. It helps to keep the
Ghutra from slipping, is always white and comes in a variety of styles. In some countries the
Gahfiah is worn by itself without the Ghutra, and when it is, it can come in a variety of colours.
In Kuwait however, it is more usual for it to be worn underneath the Ghutra.
15
Dishdasha
The Dishdasha is a loose garment which covers the whole body down to the ankle. The
Dishdasha is an important symbol of equality and is so suited to the climates of the Middle
East that its design has changed little in hundreds of years. In hotter months, men tend to
wear white robes, whereas during winter many people don Dishdasha made from wool, which
are often darker in colour. They are usually worn with loose white trousers underneath called
20 Sirwal mekassar. The Dishdasha is sometimes also accompanied by a Bisht. This loose robe is
worn on top of the Dishdasha, especially in colder weather. Bishts are either made of cotton or
camel / sheep wool and are always trimmed with beautiful golden embroidery.
Paired Conjunctions
Paired conjunctions are often used in both spoken and written English to make a point, give an
explanation or discuss alternatives. Their structure is strict! (e.g. I would love to take both my laptop
and my cell phone.)
Match the sentence halves to make a complete sentence.
a Both Anwar 1 but we also have enough money.
b Not only do we want to go 2 neither true nor realistic.
c Either Omar will have to work 3 not only wise to listen to your
more hours parents but also interesting.
d That story was 4 and I are coming next week.
e Students who do well not only 5 either his career or his hobby.
study hard
f In the end he had to choose 6 but also use their instincts if
they do not know the answer.
g Sometimes it is 7 or we will have to hire
somebody new.
Find in the text two sentences that have paired conjunctions.
Choose another two sentences from the text and rewrite them using paired
conjunctions.
30
Project 1
Planning a cultural holiday
Read
Student’s Book pages 31 and 32
(15 mins)
Tell the class they are going to produce some
holiday programmes for tourists visiting their Tell the students they are going to read a holiday
country, and that the final results will be used as a programme for tourists visiting Kerala in Southern
classroom display. India. Before they start, read out questions a and b and
ask them to look for the answers as they read.
When they are ready, invite them to ask about any
Students can access these websites to obtain
more information:
difficult words, which might include: sanctuaries, spices,
scenery.
www.keralatourism.org/kerala-glance.php Ask them if they have been to Kerala. If so, what did
www.visit-kuwait.com they like best. If not, would they like to? Which day
www.kuwaitiah.net/tourism.html would they enjoy most?

Discuss and decide

(20 mins)
Student’s Book page
Project 1 task
You are going to work individually
and in groups to produce a holiday
programme for some visitors to a
Planning a cultural holiday place in Kuwait. The programme
will be used as a classroom display.
Read
Read this seven-day programme for visitors to Kerala in southern India.
a What kinds of places will the tourists visit?
b What kinds of people would particularly enjoy this holiday?
Put the students in small groups. Tell them
to read and discuss questions a, b and c and
suggest that one person in each group takes
notes.
d Ask the note takers from each group to
arrange ideas in a graphic organiser. Explain
the benefits of an organiser and how it may be
used.
Go round the groups and check that everyone is
included in the discussions.
Ask somebody from each group to share their
ideas with the rest of the class.

A week in Kerala
Golden beaches, beautiful temples and tropical scenery are just some of the attractions of
the paradise of Kerala in southern India.
Day 1 Arrival at Cochin
The explorer Vasco da Gama discovered Cochin and put it on the world map.
It has Portuguese churches, mosques and Hindu temples. In the evening
you can visit a traditional dance show.
Day 2 Munnar
Munnar is a nature lover’s paradise. Enjoy the pretty towns, the marvellous waterfalls and
high mountains. See the tea gardens spread like a green carpet over the hillsides.
Day 3 Munnar
After breakfast, go on a sightseeing tour which includes the Raja Malai, a high mountain
peak of Munnar where you can see mountain goats and the Muttupetty Dam.
Day 4 Thekkady / Periyar
You will visit one of the best game sanctuaries in India – Periyar Wildlife Sanctuary. Your
four-hour journey to Thekkady is through incredible tea estates and wild forests. Do not
forget your camera. In the evening visit Kumily market to buy
spices.
Day 5 Periyar
Periyar Wildlife Sanctuary is famous for its animals, spice
plantations and scenery. A boat ride on Periyar Lake is the best
way to see the sanctuary. The greatest attraction here is wild
elephants which come to the lake to play in the water.
Day 6 Kovalam
Take a morning drive to Kovalam, the international beach resort
full of coconut trees. There are many things to do here - swimming,
boating and special cultural programmes.
Day 7 Departure
The day is free for your own activities. Later take the train or flight
to your next destination.

31
53
 Write the programme
(15-20 mins)
a Ask the groups to plan the outline for the
programme’s activities, and to write the headings (refer
them back to the text). Go round and make suggestions
where necessary.
b Next, ask the groups to share the days among
themselves – one day per student or pair.
c Now tell the students to make notes and then write
their part of the programme in detail, using the text as
a model.
d Ask them to exchange their work with other members
of the group, and to discuss how each text could be
improved. While they are doing this, go round and
check the texts, making corrections and suggestions
where necessary.
Add extras
(20 mins)
a Tell the groups to think about some
extra attractions they could add to their Student’s Book page
programmes. Tell them to read the five
suggestions, then discuss and decide their
own ideas.
b Hand out the paper you want them
to use for their displays and tell them to
decide how they will lay out their work,
remembering to include any pictures they
may have.
Presentation
(20-25 mins)
a Tell the class to decide together where to
display the programmes.
b When they have displayed their work,
tell them to go round and read the other
groups’ programmes.
c Have a class vote for the most interesting
programmes.
54
Module 1 Progress test
Workbook pages 22 – 27
Workbook answer key – see pages 142 - 144
Extra listening page 137
Discuss and decide
Work in groups. You are going to plan and write a cultural holiday programme for
visitors to a place in Kuwait.
a Who are the visitors? (e.g. adult tourists, students, business people)
b What would this group be interested in? (e.g. Islamic culture, history, traditional
music /dance, wildlife, art, famous buildings, food, sports, shopping)
c How long is the visit? (e.g. a long weekend, a week, two weeks)
d Use a graphic organiser to arrange your ideas and to see if you need to collect further
research. A graphic organiser is a useful way of laying out your ideas and research,
either on the computer or on a large piece of paper, to understand the overall
direction of your project. It can also be used to edit your work before a final draft.
Write the programme
a Write an outline programme for the holiday, using ‘A Week in Kerala’ as an example.
Write only the headings for each day. Don’t write any details yet.
Day 1 Visit to …
Day 2 Visit to …
Day 3 Visit to …
b Share out the days among the members of your group.
c Each student writes his / her part of the programme in detail.
d Exchange what you have written with other students in your group. Correct and
improve each other’s writing.
Add extras
a Think of some ‘optional extras’ to add to your holiday programme. For example:
◗ Speciality food your visitors will have a chance to try
◗ Evening events they could go to
◗ Markets where they could buy souvenirs
◗ Excursions to other tourist attractions
◗ Different seasonal activities throughout the year
b Plan the layout and design of your programme, including photographs. Remember
you want to attract people to Kuwait.
Presentation
a Plan how to display your holiday programme in the classroom.
b Display your programme, then look at the work of other groups.
c Finally, the whole class could vote to decide which are the most interesting
programmes.
Try these websites for information:
● www.keralatourism.org/kerala-glance.php
● www.visit-kuwait.com
● www.kuwaitiah.net/tourism.html
32
 Student’s Book Answer key
Unit 1, page 13, exercise 3
a Good bacteria help stimulate the
digestive process and aid the absorption
of nutrients. Bad bacteria causes
infections and illnesses.
b Antioxidants remove damaging or
harmful substances from the body.
c Dark chocolate improves the
metabolism of sugar for diabetics.
Unit 1, page 13, exercise 4 a
fish – protein, vitamin A, vitamin B, calcium,
unsaturated fat
cereal – carbohydrate, fibre
rice – carbohydrate, fibre
eggs – protein, saturated fat
croissant – carbohydrate, saturated fat
onion – vitamin A
cheese – calcium, protein, saturated fat, vitamin A
beans – fibre, iron, protein, sugars
yoghurt – calcium, protein
bread – carbohydrate, fibre (if brown bread)
noodles – carbohydrate, fibre (if brown noodles)
Unit 1, page 13 exercise 4 b
(Students’ own answers)
Unit 1, page 13 exercise 4 c
The speaker mentions beans, fish and onions.
Unit 1, page 13, exercise 5
a They contain antioxidants.
b Soya beans.
c It depends on the type of fish and the way it is
cooked.
d Heart disease, arthritis, cancer.
e That onions would lighten the balance of the
blood.
f Because the heat from cooking damages and kills
some
of the nutrients.
Unit 1, page 14, exercise 1
a To get some bread.
b His family finished the cheese.
Unit 1, page 14, exercise 2
a was; woke up; got up; were having; were talking;
were drinking; eating; made
b bought; paid; left; was walking; met; were standing;
chatting
c was; sat; cut; reached
Unit 1, page 14, exercise 4
a A small round grey building
b A beautiful blue wooden vase
c A tall thin athletic man
d A huge delicious green salad
Unit 1, page 15, exercise 3 a
1b 2f 3c 4e 5a 6d
Unit 1, page 15, exercise 3 b
(Students’ own answers)
Module 1
Unit 1, page 16, exercise 1 a
(Students’ own answers)
Unit 1, page 16, exercise 1 b (Suggested answers)
Palace Café: home-made food, atmospheric setting,
good value;
Kuwait Bay Grill: delicious food, very fresh and healthy,
calming;
Shawarma House: close to the market, can choose own
fillings;
Eliza Blues Restaurant: good location, family business,
organic food
Unit 1, page 16, exercise 1 c
(Students’ own answers)
Unit 2, page 18, exercise 2
a The logo uses a world map, to represent the fact it is a
worldwide organisation, and olive branches, to represent
the global peace and security the UN endeavours to
achieve.
b Students’ own answers
c To discuss disagreements between countries and to
create laws that enable countries to work together and live
harmoniously.
d The topic of the article is ‘Culture of Peace’.
Unit 2, page 19, exercise 4
a False. This meeting emphasised the need for everyone to
respect different cultures, religions and races, but not the
lack of respect and values.
b True. Kuwait was one of the 70 member countries that
sent delegates to the conference.
c False. The government has organised conferences for
Kuwaiti citizens.
d True. Ban Ki-moon said that cultural diversity must
make us more secure – not less.
Unit 2, page 19, exercise 5
a humanity b awareness c delegates d respect /
religions
Unit 2, page 20, exercise 4 a
1 On 2 in 3 for 4 on 5 of 6 in 7 at 8 with 9 to
10 amongst
Unit 2, page 20, exercise 4 b
1 on refers to time; 2 in refers to place; 3 for refers to
purpose; 4 on refers to the topic; 5 of refers to the
association of belonging between two entities
6 in refers to involvement 7 at refers to time; 8 with refers
to accompaniment 9 to introduces an infinitive verb
10 amongst refers to the involvement of most or all
members of a group reciprocally
Unit 2, page 21, exercise 1 a
1 hear 2 listen (to)
Unit 2, page 21, exercise 1 b
hear; listening to / hear; listen to; listen / hear; listening to
Unit 2, page 21, exercise 2
a Look at b see c are watching d see e look at
55
Unit 2, page 21, exercise 3 Unit 3, pages 24-25, exercise 3b
a say / said / speak 1 modern 2 impossible 3 easy 4 giant 5 large
b says / tells 6 smaller 7 old-fashioned 8 largest 9 smallest
c speak / tell 10 expensive
d say / is speaking Unit 3, page 25, exercise 5
Unit 2, page 22, exercise 2 a False. They are built by the same designer, but are
a Ahmed thinks we should always conduct ourselves with not similar.
respect. b False This is the opinion of the speaker only.
b Because they say that respect doesn’t mean as much as it c True. From the outside it might look huge, but
used to, while it means a lot to her and her friends. inside it seems much smaller.
c Considering strangers as ‘neighbours’ and respecting d True. You can walk around some areas for free.
them even if they are different to her. Unit 3, page 26, exercise 2
d Yes; because he thinks it’s important to learn from their short: tall, taller, the tallest.
experience and wisdom. thin: big, bigger, the biggest.
e His family, education, history, people he doesn’t know heavy: busy, busier, the busiest.
and himself. luxurious: important, more important, the most important.
Unit 2, page 23, exercise 1 fine: large, larger, the largest.
history – the second one Unit 3, page 26, exercise 3 a
travel writing – the first one 1d 2e 3f 4c 5a 6b
Unit 2, page 23, exercise 2 (First text) Unit 3, page 26, exercise 3b
a It’s a very good review. b They thought it was fascinating; (Students’ own answers)
They liked the descriptions; They thought it was very
Unit 3, page 26, exercise 4
memorable and an excellent account.
1 a 20-kilometre journey
Unit 2, page 23, exercise 2 (Second text) 2 a three-course meal
a Another very good review. b They liked the discussions 3 a 44-storey block.
of serious ideas in a clear manner; They thought it was
Unit 3, page 27, exercise 1 a
well- organised, well-written; and something you learn from.
a residential; private
Unit 2, page 23, exercise 3 (Suggested answers) b cultural; public; educational; state
Text 1 c commercial; public; trade
facts: a thirty-year journey; Ibn Battuta born in Tangier in d governmental; state; private
1304; left for Mecca at 20; travelled through 44 countries;
Unit 3, page 27, exercise 1b
covered 75,000 miles
(Students’ own answers)
opinions: The book is fascinating; everyone will enjoy it; Ibn
Battuta has an amazing memory; an excellent account Unit 3, page 27, exercise 1 c (Suggested answers)
Text 2 entrance, ground floor, roof, balcony, swimming
facts: Ibn Khaldun born in Tunis in 1332; political figure; pool, garden, fountain, first floor
discussed several theories Unit 3, page 27, exercise 3
opinions: one of the most important historical works ever cultural governmental confidential
written; ground-breaking; not easy to read; well-written and commercial environmental residential
well-organised; it makes you think and changes your view of Unit 3, page 28, exercise 2
the world a building a new airport right through the area.
Unit 3, page 24, exercise 1 b the main runway 500 metres from the town; on the
Kingdom Centre: c; KSA; Offices other side of the oilfield
National Assembly Building: f; Kuwait; Parliament building Unit 3, page 28, exercise 3
The Guggenheim Museum: e; Spain; Art museum Speaker 2 suggests that they build the airport on the
The Petronas Towers: a; Malaysia; Offices other side of the oilfield. The other speaker replies
The Sydney Opera House: b; Australia; Opera house and that it would be more expensive to do that.
concert hall Unit 3, page 29, exercise 1 a
The Rose Tower: d; Dubai; Hotel 1 The reason for writing 2 The benefits
Unit 3, page 24, exercise 2 a 3 The worries of a minority 4 Conclusion /
The desciptions and the numbers refer to the materials and recommendations
measurements used in the design of the building that is Unit 3, page 29, exercise 1 b (Suggested answers)
being described. appearance: It is set out in a formal way (i.e.
Unit 3, page 24, exercise 2 b typewritten, with a formal heading, and headings for
(Students’ own answers) each paragraph)
Unit 3, pages 24-25, exercise 3 a language: The language is formal (i.e. There are no
The Sydney Opera House short forms; colloquial language is not used; the
passive is used in several places)
beginning: Formal as in a report, not addressed to an
individual
ending: no closing words
56
 Module 2 Free time
Ask for or explain the meanings of the words and invite them
to tell you what the animal shown is (a peacock). Then ask
them what the building shown was made for (the Olympic /
Paralympic Games).
Student’s Book page 33
Put the students in pairs and give them two minutes to note
Opener (5–10 minutes) down the names of as many parts of a computer or games
console as possible. Bring in some appropriate relia to inspire
Tell the students that this page shows them what they
the students’ ideas. Invite suggestions and write the correct
will be doing in the second module. Ask them to read
ones on the board.
the title (Free time) and to look at the pictures.
Put students into small groups
to discuss the questions in the
Student’s Book and to note
Student’s Book page down their ideas for each
one.
Invite different students to
Module 2 Free time share their ideas with the
class, giving their reasons
where possible.

Student’s Book page

gy
Unit 5: Sports psycholo
ut the Paralympics?
What do you know abo
Unit 4: Com
What might puter games
computer ga
mes be like
in the future?

Focus on:
Kuwait: a shopp
er’s paradise

ature
Unit 6: N protect wildlife?
im p o rt ant to
W hy is it

Project 2:
Planning a radio or TV
programme.

◗ read and talk

lk about
b the
h ffuture ◗ lilisten to and
d give advice
Outcomes ◗
◗
make predictions
discuss effects and levels of
◗
◗
persuade through a talk
write instructions and a
You will be able to: importance proposal to receive funds
◗ give reasons for preferences ◗ fill out an application form

33
57
MODULE 2: Free time

Unit 4 Computer games

Take a show of hands to find out who likes
computer games and who dislikes computer
Lessons 1 and 2 games. Then divide the class evenly into likes and
dislikes.You may have to overlook the students’
Objectives own opinions to make the groups on even size.
Skills At the end of this pair of lessons, Tell them to make notes for the debate. Go round
students should be able to: offering suggestions where necessary.
Reading read an article about games in the future
●
Ask a student to begin the debate by making one
Speaking talk about future games
●
point either for or against computer games. Then
talk about the effects of playing computer
●
say Yes, but… and ask someone from the other side
games to make a contrasting point. Continue like this,
Topic Fast forward to the future of games
●
or put the students into pairs (for and against) to
Functions talk about the future
●
continue the debate.
state advantages and disadvantages
●

express opinions (agreement/

●
(about 10 mins)
disagreement) Read out the question, and ask the class to suggest
Vocabulary anti-reflective (Adj), Artificial Intelligence some vocabulary which they might need to discuss
(AI) (N), compete (V), competitive (Adj), their ideas. Write suggestions on the board (they
console (N), convoluted (Adj), discourse might include: technology, graphics, special effects,
(N), employ (V), naturalistic (Adj), sound effects, interactive, realistic...).
perception (N), rival (Adj),
sensor (N), simulate (V),
speech recognition (N), Student’s Book page
visual effects (N), wizard (N)
MODULE 2: Free time

Student’s Book pages 34 and 35

Present the active vocabulary needed for
Unit 4 Computer games
Grammar
The future tense / present continuous;
each activity. the more ... the more

Bring in some advertisements for

computer games, show them to the class
and ask them which ones they know.
Ask the class to tell you the names of
some popular computer games (whether
or not they play them). Are there different
types of games? (e.g. puzzles, adventures,
sport...). Do they think some are better
than others?
Answer these questions about computer games.
Do you play computer games?
If your answer is Yes ... If your answer is No ...
(15 mins) 1 How old were you when you played 1 Why haven’t you played any computer
your first computer game? games?
Tell the students to read the question. 2 How often do you play computer 2 Why do you think computer games are
games? so popular?
Then allow time for them to write their
Compare your answers with a partner.
answers to the appropriate two questions.
Put the students in pairs or small groups Discuss how you think computer games will change in the future.

and tell them to compare their answers.

You are going to read an article about future computer games. Before you read, match
words a–f with their meanings 1–6. You may use the dictionary or the glossary at the
(10-20 mins) end of the book.
Put the students into different pairs or a predict 1 artist who creates computer images
b enable 2 growth / expansion
groups. c complex 3 living thing / animal
Tell them they are going to take part d animator 4 to make something possible
e creature 5 to say what you think will happen in the future
in a debate about the advantages and f increase (n.) 6 too difficult / complicated
disadvantages of computer games. Read the article on page 35 quickly and note how future computer games will be
different from the games we play now.
34
58
 Unit 4 Computer games
Ask the students to discuss their ideas with their
partners. Then invite them to share their ideas with
the class.
(10-15 mins)
Tell the students that questions a-c only require
short answers. Ask them to read the article again
(10 mins)
and note down their answers, then compare them
Tell the class they are going to read about
with a partner’s. If possible, have a set of dictionaries
computer games in the future. Ask students to
for the students to consult, or have them use the
remember their ideas from exercise 2.
glossary at the end of the Student’s Book. Be ready to
Ask them to prepare for the text by looking at
explain difficult words, which may include: convoluted,
words a-f and trying to match them with their
animators, visual, episode.
meanings. Allow a few minutes for this task, then
put them in pairs to compare answers.
(20 mins) (10 mins)
Read out the instruction, then allow time for the Ask the students to quickly scan through the text and
students to read the text – remind them not to look for hyphenated words used in gaming vocabulary.
worry about every word – they should just try
to answer the general question How will future
computer games be different? Put students in pairs (stating advantages and
to identify the main ways in which future computer disadvantages; expressing opinions)
games will be different. Then ask students to share (15 mins)
their suggestions with the class.
Put the students in pairs. Ask them to try to think
of arguments for both sides, and to note
Student’s ’ Book page down their main points. Go round and offer
suggestions where needed.
Invite students to share their ideas with the
Unit 4 Computer games class. Encourage suggestions for both sides of
the argument.
Fast forward to the future of games Finally, have another vote – have any students
Technology experts are predicting that the computer games of the future will be
a lot more demanding both for games producers and for players. In particular, they changed their minds?
say, games will look much more realistic and computer-controlled characters will be
more naturalistic. This means that computer games players will undoubtedly spend
5 more time playing games than they do at the moment. Advancements in technology will
enable companies to create more convoluted games. The graphics of computer games
Lesson 3
will deÀnitely improve, but this may cause problems. Firstly, game studios will have
to employ hundreds of animators to simulate enough creatures to Àll huge computer Workbook pages 28 – 29, Reading
worlds. Secondly, designers may spend too much time on visual effects and forget
10 about the quality of the games themselves. Workbook answer key – see page 144
One computer wizard said: ‘When you move away from combat-based games,
character discourse will become much more important. We will have to develop
ArtiÀcial Intelligence, or AI, to make our game characters more intelligent; in the end
they will be able to perform tasks such as visual perception, speech recognition and Objectives
15 decision-making.·
Another change that seems probable is the increase in people gaming using mobile
phone networks. Many of these games are free at the moment, so companies don·t earn Skills At the end of the lesson,
much money from them. Some people are predicting that, in the future, as multi-player
games become more and more popular, players will have to pay for every episode. students should be able to:
20 These constant changes make game technology a rapidly developing business. Rival
companies are just as competitive as their consumers. This competitive atmosphere Reading ● read a text about a new
will always produce exciting new ways to play, and ensures future consoles won·t fall
behind the times. Sony·s latest hand-held console, the PSP, has recently been updated way of playing computer
with an anti-reÁective screen, as well as a built-in microphone for headset-free use.
25 And game designers will be working hard to compete with the success of the Nintendo or video games
Wii, which has been Áying off the shelves since its release. This is largely due to the
Wii·s simple design and ‘wand·; a wireless controller that uses motion sensors to imitate Writing ● write a summary
the movement of the player.
Topic ● Have fun and keep fit

Read the article again and answer these questions.

Words to remember Vocabulary idle (Adj), incredibly (Adv),
a What will computer games be like in the future? anti-reflective, Artificial mundane (Adj),
Intelligence (AI), compete,
competitive, console,
out of shape (Exp)
b Why do game characters have to become more intelligent? convoluted, discourse,
employ, naturalistic,
c Why will game designers be working hard in the future? perception, rival,
sensor, simulate, speech
recognition, visual effects,
wizard

Find the hyphenated words that mean the following:

a a computer game designed for or involving several players
b designed to be held in the hand
c minimising the reflection of light

(stating advantages and disadvantages; expressing opinions)

What effects can playing computer games have on young people? Discuss good
and bad effects. 35
59
 Lessons 4 and 5
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read a text about playing games
●
Speaking discuss future plans and arrangements
●
discuss spending
●
Writing write predictions
●
write future plans and arrangements
● b Ask students to walk around the class asking the
Grammar use the future tense/ present continuous
● same questions until they find someone who is
use the more... the more
● doing the same thing. Then get students to write
Topic Computing
● sentences and to share their answers with the class.
Functions predict
● ●
plan for the future
●
Vocabulary analogue (Adj), computer-friendly (Adj),
drive (N), hold button (N),
touchscreen (N), wireless (Adj)
Pronunciation look for stress
●
Student’s Book pages 36 and 37
Present the active vocabulary needed for each activity.
● The future tense / present continuous
(10-15 mins)
First, tell students that they are going to
read a text about playing computer games.
In the text, the writer describes future
events, but describes them in different
ways. Ask students to circle all of the verbs
used in the paragraph to describe the
future.
(10-15 mins)
Read out the instructions and the
example. Ask the students to name
different types of computer technology.
Write students’ suggestions on the board.
Then ask students to choose one of the
words on the board, and write in their
notebooks a sentence using I expect, I
think or I predict (that).
Ask the students to write another
sentence, this time using will + definitely,
probably or possibly.
Put them in pairs or small groups to write
sentences about the other items listed on
the board. Go round offering suggestions
where necessary. Invite students to share
their ideas with the class.
60
(20 mins)
a Tell the class that they are going to think about
their own futures. First, ask them to look at the
example sentences under the questions, while you
read them out. Then, allow time for them to think
about the questions and to write their answers.
While they are working, you could write your own
answers too (you don’t have to tell the truth!).
the more ... the more...
(10 mins)
Tell students that we use comparatives with the
more ... the more ... to say that two things, or that
two different quantities are related, for example,
The more I study, the more I want to learn.
Ask the students to complete the exercise, and then
tell them to make up sentences orally using the
same structure in order to practise it.
Student’s Book page
● The future tense / present continuous Grammar reference pages 127-128
All these sentences are about actions or events in the future. Circle all the future verb
forms in the paragraph.
I’m buying a new computer game at the weekend. It’s a new game, but it has already
had some great reviews. I can even play with a wireless keypad. We’re finishing our old
game tomorrow after school. I wasn’t the champion last time we played, but I’m going
to win next time. I’m going to beat the highest score. It’s a driving game and the virtual
5 effects are brilliant – the cars look really realistic. I prefer to play games with characters
and storylines, though. I’m sure that soon computer characters will even simulate
conversations with each other. However, advances in technology mean new games
probably won’t be as cheap as they are now. I’m going to stop spending so much money
on snacks so I can save money. I like to keep up-to-date with the latest consoles and
10 share them with my friends, so we can all have a good time together.
Write predictions about how everyday objects will change and develop in the future.
I expect laptop computers will get smaller and become more powerful. Laptop computers will
de¿nitely get cheaper. Everyone will have one.
◗ Start sentences with one of these expressions:
I expect…
I think…
I predict that…
◗ Use these words after will to show how certain you are about
PHOTOS
your predictions: definitely / probably / possibly.
Think about your future plans and arrangements.
a Write three answers for each question.
1 What are your plans and arrangements for next weekend?
2 What are your plans and arrangements for your next holiday?
3 What do you intend to do when you leave school?
◗ Write about a plan / intention like this: ◗ Write about an arrangement like this:
I’m going to play football on Saturday. I’m playing football on Saturday.
b Now find other students who have the same plans or intentions as you.
Ask: What are you going to do at the weekend?
When you find someone who is doing the same as you, write sentences like this:
Hussein and I are both going to play football in Kuwait City at the weekend.
● the more... the more... Grammar reference page 128
Complete the sentences using the more ... the more.
a The more realistic games become, the more
b I think that the more games I play, the more
c I predict that the more , the more
36
 Unit 4 Computer games

Computer-friendly (5-10 mins)

a Read out sentence 1 and ask students to look at
(5-10 mins) the verbs in the box. Ask them which one completes
Read out the following vocabulary for the students. sentence 1 (pay for). Point out that they might need
CD/DVD drive, control pad, power button, power / to change the form of the verbs, then allow time for
hold button, screen, USB drive, volume control them to complete the sentences. Put them in pairs to
a Ask the students to match the parts of the compare answers.
console with the words in the box. Then put them Tell the students to work with their partners to think of
in pairs to check answers. more examples for each group. Go round and offer a
few suggestions if necessary.
b Read out sentence 1, and ask the students to
complete it, choosing from the words in question b Put students in pairs to discuss questions 1-3. Then
a. Then allow time for them to complete the ask different students to tell you their ideas.
sentences. Put them in pairs to compare answers.
(10-15 mins)

(4.1) Play recording 4.1. Ask the students to listen to

where emphasis (stress) is placed in these words. Play
the recording again and ask the students to repeat the
stressed parts in the words.
Listening script 4.1 - see page 133
(4.2) Play recording 4.2, pausing for the students to
repeat each sentence.
Listening script 4.2 - see page 133
Student’s
’ Book page
Unit 4 Computer games Lesson 6
1 Workbook pages 30 - 31, Language
Computer-friendly practice
4 2
Work in pairs.
6 Workbook answer key – see page 144
a Find these console components in the picture: 3

power / hold button CD / DVD drive USB drive

control pad volume control 5

b Complete these sentences with words from the box above. Objectives
1 To turn on the console, press the .
2 To play a CD or a DVD, open the . Skills At the end of the lesson,
3 Push the lightly to adjust the sound level. students should be able to:
4 The can be used to transfer data.
5 Control the character on the screen by moving your thumb on the . Grammar ● use the future tense /

a Complete these sentences with the correct form of one of these verbs: present continuous
● use the more … the more
afford buy cost earn pay (for) save (up) spend (on)

1 I like the touchscreen on your new mobile phone. How

Words to remember
analogue,
much did you it? computer-friendly, drive,
2 How much do you a week mobile hold button, touchscreen,
phone calls? wireless
3 A: Laptops are quite cheap now. They don’t
as much as they did a few years ago.
B: I know. I one for under KWD 270 last week.
4 I’m for a wireless controller. I’ll have enough money next month.
5 I have a part-time job in a shop in Al–Ahmadi, so I don’t very much.
6 My dad got a pay increase last month, so we can to replace our analogue
TV with a digital one.
b Discuss these questions in pairs or small groups.
1 How much does your mobile phone cost you every week?
2 How much do you spend on beverages and snacks every week?
3 Do you save up to buy things? What’s the longest time you have saved for?

(4.1) Listen and repeat these words. Where is the stress?

a computer c kilometre e animator
b thermometer d designer f director
(4.2) Now listen and repeat the words in sentences.

37
61
 Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading ● read game instructions
Listening ● listen to a computer helpline
Speaking ● discuss computer problems
● give advice
Writing ● write game instructions
Topic ● Marble Madness 3D
Functions ● identify a problem
● ask for advice
● give advice
● suggest solutions
● plan and write instructions
Vocabulary arcade (N), bonus (Adj),
breathtaking (Adj), built-in (Adj),
caller (N), exclusive (Adj), helpline (N),
joystick (N), keypad (N), mode (N)
Student’s Book pages 38 and 39
Present the active vocabulary needed for each activity.
Giving advice
(4.3) (10 mins) Student’s Book page
Ask the students to look at the picture.
What does it show? (an advisor answering
telephone calls / a helpline). Tell the class they
are going to hear three callers explaining
their problems, and to listen to find
out what they are. Play recording 4.3
right through. Allow a little time for the
students to note down what they think the
problems are, then play it again. Tell them
to compare ideas with a partner, then ask
them to tell you the three problems.
Listening script 4.3 – see page 133
(about 10 mins)
a Put the students in pairs. Tell them to
look at the notes they took for exercise
1. Then allow about five minutes for the
students to discuss what advice they think
the assistant will give.
b (4.4) Play the next part of recording 4.4
(t
(the helpline assistant’s reply). Was any of
the advice the same? Whose advice was
better?
Listening script 4.4 – see page 133
c (10 mins) Tell the pairs to decide who
is A and who is B. Allow time for them
to read their instructions, then tell them
to look at the Useful Language box. If
necessary, remind them quickly of the
second problem (the computer doesn’t work
after a game is installed).
Allow time for them to practise their role-
plays and go round listening to them.
Choose two or three strong pairs to
‘perform’ for the class.
62
d (5 mins) Tell the student to change roles and
then roleplay the third call. If necessary, remind
them quickly of the third problem (the mouse doesn’t
work properly). Repeat the procedure above.
e (4.5) (5 mins) Play the first part of recording
4.5 (up to Good luck), then ask the students what
4
advice the assistant gave (Restart the computer. If this
doesn’t work, contact the makers of the game). Ask if
this advice is helpful. Can the students offer better
advice? Repeat the procedure with the second part
of recording 4.5 (to the end). The advice this time
is to clean the mouse. Does the class think this is
the best advice?
Listening script 4.5 - see page 133
(10 mins)
Ask a volunteer to tell the class about a problem
he / she has had with a computer or a computer
game. Give some advice, using some of the
language in the Useful Language box, or ask other
students to do so.
a and b Put the students in small groups. Ask them
to tell each other about similar problems they have
had, and to give each other some advice. Go round
and listen, then choose two or three students with
interesting computer problems to tell to the class.
Who can give the most useful advice?
Giving advice
You are going to hear three callers phoning a
(4.3)
computer helpline. Listen and note down what the
three problems are.
Work in pairs.
a Discuss what advice you think the helpline assistant will give to caller 1.
b (4.4) Listen to find out if the helpline assistant gave any of the same advice as you.
c Now roleplay the second problem situation.
A You are the helpline assistant. Start by giving the caller some
advice. Use advice expressions from the Useful Language box.
B You are the caller with the problem. If you don’t understand
the advice you are given, ask extra questions.
d Change roles and roleplay the third problem situation.
e (4.5) Listen
to the second and third complete phone conversations. Do you think
the helpline assistant’s advice is helpful or not?
Work in small groups.
a Tell each other about any computer or computer game problems you are having
at the moment. (If you have to, make up a common problem, or pretend past
problems are still worrying you.)
b Give each other advice, using expressions from the Useful Language box below.
USEFUL LANGUAGE
Identifying a problem Asking for advice Giving advice and suggesting
Hi. I’m calling about …
Hello. I hope you can help me.
What do you think I should do?
What would you do if you were
solutions
(I think) you should …
I was … (ing) when … me? Why don’t you …?
What would you do in my If I were you, I’d …
position? If I were in your position, I’d …
Have you tried …?
What about …?
Quote “Computers are magnificent tools for the realisation of our dreams,
but no machine can replace the human spark of spirit, compassion,
love and understanding.”
Louis Gerstner
38
 Unit 4 Computer games
Quote
Ask students if they know anything about Louis Tell them they are going to read instructions for the
Gerstner. What might they expect him to think game; ask them to read questions a-c.
about computers? Read the quote to the class. Ask Allow time for them to read the instructions, then read
students why they think he might have said this. out the questions, inviting different students to give
Do we all rely on machines too much? Ask them to their answers.
justify their answer. (10 mins)
Background: Gerstner is credited with having saved Put the students in pairs. Tell them to read the
IBM from going out of business in the 1990’s. instructions again, then ask them to read the questions.
a Ask for their ideas (suggested answer: the instructions
Game instructions are laid out in numbered steps, and additional information is
(10 mins) given under clear headings, with bullet points).
Bring in some board games and show them to the b Invite students to supply the answers.
class. Also, ask the students to suggest the names c Ask the students to identify any special games
of some popular games in Kuwait and write them vocabulary (joystick; challenge; bonus).
on the board. Choose one of the games (one that
you are familiar with) and give a brief explanation
(e.g. Monopoly: Players move round the board. They try to
buy property and houses, and take rent from other players. (5-10 mins)
The winner is the person with the most money.) a Ask students to choose a simple paper and pen game
Put the students in pairs. Tell them to choose that doesn’t need any special materials to play with, for
a game and give similar explanations to their example ‘noughts and crosses’ (drawing a line in a row
partners. Can their partners guess the game? or column of X or O).
b Each pair of students should then plan how to write
(10-15 mins) the instructions for the game, for someone who has
Ask the students to look at the picture. Can they never played it.
tell you the name of the game? (Marble Madness First ask them to think of appropriate section headings.
3D). Ask if anyone plays this game or knows it. Then ask some students to read out their ideas and
Student’s
’ Book page write them on the board.
Unit
U i 4C
Computer games
Suggested headings: Number of players;
Equipment; Object of the game; How to play
Game instructions
task
You are going to write a list of instructions for
playing a game.
As you read the instructions, answer these questions. (10-15 mins)
a What is the object of the game?
b How can the game be controlled? a Now ask students to write their game
c When does the game end in each mode? instructions using their headings.
Welcome to Marble Madness 3D! b When they are ready, ask them to check
Instructions spelling, grammar and punctuation carefully.
1 Your mission is to navigate the marble to the end of the maze.
2 Hurry up! You only have a limited amount of time.
c They should then exchange instructions with a
3 Beware of edges and holes. Falling into space will cost you valuable different partner to the one they worked with in
seconds.
4 Control the marble with the built-in motion sensor to obtain the classic ‘marble
exercise 3, and check they can understand how
madness’ feeling. Alternatively you can use the joystick or keypad. to play the game.
Ways of playing
●

●
Marble Madness 3D can be played in ‘challenge’ or ‘arcade’ mode.
In challenge mode, you can play one level after another and receive a high score for
Lesson 9
each level. After succeeding at all levels, you will earn a special bonus reward. Workbook pages 32 - 33, Writing
● In arcade mode, your task is to play all levels in one breathtaking rush. Collect bonus
time in each level to save time for the following levels. Workbook answer key – see pages 144 -
Extras
Complete the game to earn the right to play an exclusive bonus level! 145

Objectives
Work in pairs. Look at the game instructions again. What can you say about these
parts of the instructions? Skills At the end of the lesson,
a Appearance: headings, numbers, bullet points, etc.
b What kinds of verbs are used for the various types of instructions? Find the: students should be able to:
hurry up

W
Imperative verbs
Infinitive verbs to navigate
Reading ● read instructions
Future verbs will cost ords to remember
arcade, bonus,
Grammar ● use sequence words
c Vocabulary: Find the examples of game vocabulary.
breathtaking, built-in,
caller, exclusive, helpline, Writing ● write headings
joystick, keypad, mode
Discuss and make notes in pairs. ● write instructions
a Decide on a simple game to write instructions for.
b Plan what the headings of each section will be. Functions ● talking about games

● describe processes
Write your instructions on a piece of paper.
a Use your plan to write your instructions. Make sure they are clear.
b Check your spelling, grammar and punctuation.
c Exchange instructions with a partner. Ask questions if necessary.

39
63
MODULE 2: Free time
Unit 5 Sports psychology
Lessons 1 and 2
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading ● read a text about the Paralympics
Listening ● listen to a sports quiz
Speaking ● say numbers and dates
● talk about big sporting events
Topic ● Why the Paralympics matter
Functions ● ask and answer questions
● justify one’s answer
Vocabulary able-bodied (Adj), adversity (N),
equestrian (Adj), neurologist (N),
observe (V), Paralympics (N)
phenomenon (N), physiotherapy,(N)
rehabilitation (N), self-discipline (N),
virtue (N)
Student’s Book pages 40 and 41
Present the active vocabulary needed for
each activity.
(5 mins)
Bring in some magazine pictures, show
them to the class and ask for / supply
names of sporting events. Also, invite the
students to suggest the names of sporting
events and write them on the board.
Choose one of the events on the board,
and mime it. Can the students guess the
event? Then invite a student to mime
another event, or put the students in pairs
to take turns to mime and guess.
(10-15 mins)
Put the students in pairs and ask them to
look at the picture and to work out what
sporting event it could be (The picture
shows the Beijing National Stadium or
‘Bird’s Nest Stadium’ that was used for
the Olympic Games and Paralympic
Games in China in 2008). Have students
compare answers. Ask them to suggest
sports that can be played there, and then
to brainstorm any information they know
about the Paralympics.
(20-25 mins)
a Put the students with different partners.
First, ask them to read the article. Go
round the class and help with any difficult
64
vocabulary. Then, tell them to take turns asking
each other the question. Then ask different
students to tell the class about their partner’s
answers.
b Ask the students to talk about important skills
for an athlete. Tell them to think about both
physical and mental abilities. Then allow about
five minutes for them to discuss this with their
partners. Then ask different students to tell the
class what their partners said. Have a vote (with
show of hands) to see which skill the students
consider most important.
Ask students to look at the factfile on page 41 and
identify the places and people in the list if they can
(e.g. sports: tennis, athletics, basketball, etc.).
(10 mins)
Point students’ attention to the Factfile. Put
students in pairs and ask them to take turns asking
each other questions a and b. Then ask different
pairs to tell the class about their partner’s answers.
Student’s Book page
MODULE 2: Free time
Unit 5 Sports psychology
Grammar
Questions and imperatives; modal verbs
[can, could, should, would]
MODULE 2: Free
ee tim
time
timee
a Look at the picture. Can you guess the sporting event? W
b Which sports are played here?
Read this article about the
Paralympics. Work with a partner
and answer these questions.
a What is important about the
Paralympics?
b What skills are important to
athletes, whatever their abilities?
Why the Beijing Games 2008
In 2008, the thirteenth Paralympics took
Paralympics matter place in Beijing, China. Athletes from 148
countries took part in 20 sports, including
25 equestrian and sailing events. Eight Kuwaiti
Why
hy th
the
he PParalympics
arallympiics mat
matter
tter
athletes attended, following their success at
The Paralympics have come a long way
the World Athletics Championship. The Kuwaiti
from their humble beginnings. Back in 1948,
the neurologist Sir Ludwig Guttman used athletes drew press attention during the games
sport to rehabilitate his patients and began 30 as they continued to observe the holy month of
5 organising competitions between them. Ramadan during the competition. Fasting trains
a person in the virtues of patience, sacrifice and
During the 1960 Olympic Games in Rome,
Guttman brought 400 wheelchair athletes self-discipline – important skills to any athlete.
to the Olympic city to compete. The modern Kuwaiti pioneers
Parallel Olympics (or ‘Paralympics) were born. Kuwait was the first country in the Gulf
region to develop a sport club specifically
Triumph over adversity 35 for the disabled. Established in 1977, the
10 Now the Paralympics are the pinnacle of
competition for elite athletes with a disability Kuwait Disabled Sports Club now has more
and challenge the accepted view of what than 1,500 members. The track and field
the human mind and body are capable of. stadium is equipped with a digital screen and
The paramount issue is getting people to a physiotherapy section, and these are widely
40 known as the best facilities in the Middle East.
15 understand the high levels of performance
which the athletes are achieving. You can The club also contributes to the physical,
watch athletes in wheelchairs complete psychological and social rehabilitation of its
members. If Sir Ludwig Guttman could visit the
marathons in one hour and 20 minutes,
powerlifters lifting weights comparable to club today, he would surely be overwhelmed
45 by how his rehabilitation techniques have
20 their able-bodied counterparts and much
more besides. become an international sporting phenomenon.
❚❘
40
 Unit 5 Sports psychology

pausing after each section for them to record their

answers.
(20 mins) Put them in pairs or small groups to compare answers,
Tell the students they are going to take part in a then play recording 5.2 again for them to check.
sports quiz and that there are questions.
a (5.1) Ask them to look at the choice of three Listening script 5.2 – see page 134
answers
an for number one, then play the first part of (5.3) (5 mins)
recording 5.1 (up to C 1964). Allow time for the Tell the students they are going to practise saying dates
students to choose their answer, then play the rest and numbers. Ask them to listen and repeat as you play
of the recording, pausing after each question while recording 5.3.
they decide on their answers.
Listening script 5.3 – see page 134
Listening script 5.1 – see pages 133 - 134
(5 mins)
b Put the students in pairs to compare answers.
Read out each of the phrases in turn, pausing for the
c (5.2) Play recording 5.2 while the students check
students to repeat the numbers or dates. Then put the
ttheir
h answers.
students in pairs to practise saying the numbers and
Listening script 5.2 – see page 134 dates. Go round listening, and make corrections where
necessary.

(justifying your answer)

(5.2) (10 mins)
Ask the students to read questions a-f, then play (15 mins)
recording 5.2 again. Allow about five minutes for Put the students in pairs or small groups. Ask half of
them to note down some ideas, then play it again, them to read and discuss question a, and the
Student’s ’ Book page other half question b. Go round and listen
to their discussions, offering prompts or
suggestions where necessary.
Unit 5 Sports psychology When they have finished, and if there is time,
ask them to discuss the other question too.
Read the Factfile on the right.
Olympic Games Beijing
Finally, summarise the two discussions: ask
a What do the numbers suggest? Do you think there is any 2008 the students who discussed question a to raise
purpose in highlighting them ? 28 sports
b How do you expect the figures to change in the next Olympic 37 venues their hands if they enjoy watching big sporting
Games? 43 new world records
11,028 athletes events. Which events are the most and the least
100,000 volunteers
You are going to take part in a sports quiz. 7 million spectators popular? Then ask the students who discussed
4.7 billion TV viewers
a (5.1) Listen and choose the correct answer, A, B or C, for each question b what the pressures are of being a
question.
1 A 1944 B 1953 C 1964 world champion. How many advantages and
2 A Kuwait B Egypt C Algeria
3 A 2006 B 2007 C 2008 disadvantages can they think of?
4 A Brazil B Germany C France
5 A Australia and B Norway and Sweden C Korea and
New Zealand
6 A London B Paris
Japan
C Athens
Lesson 3
7 A about 150 B about 200 C about 250 Workbook pages 34 - 35, Reading
b Compare answers with those of a partner.
c (5.2) Now listen to the answers to find out your score. Workbook answer key – see page 145

(5.2) Listenagain and answer questions a–f. Objectives

a In which city were the first Pan Arab Games held in 1953?
b Approximately how many medals has Kuwait won in the Pan Arab Games? Skills At the end of the lesson,
c How many countries took part in the 2007 Pan Arab Games?
d Who did Brazil beat in the final in Yokohama? students should be able to:
e When were the first modern Olympic Games held?
f Exactly how many countries took part in the 2008 Olympic Games? Reading ● read a text about types of

(5.3) Practise saying these dates and numbers, then listen and repeat the numbers you racing
hear.
35 venues thirty-¿ve venues
Topic ● Types of racing
11,028 athletes eleven thousand and twenty-eight athletes
in 1953 in nineteen ¿fty-three Vocabulary interpersonal (Adj),
Words to remember
in 2008 in two thousand and eight
navigate (V), personal
Now say these dates and numbers with a partner.
a 28 sports e 21,500 journalists
able-bodied, adversity, trainer (N), stamina (N)
equestrian, neurologist,
b 76 students f 500,000 people
observe, Paralympics,
c 202 countries g in 1896
phenomenon,
d 600 passengers h in 2007 physiotherapy,
rehabilitation,
(justifying your answer)
self-discipline, virtue
Discuss these questions in pairs or groups.
a Do you enjoy watching big sporting events, like the Olympic Games? Justify your answer.
b What are the pressures of being a world champion?

41
65
 Lessons 4 and 5
Objectives
Skills At the end of this pair of lessons, (15 mins)
students should be able to: a Read out the first instruction, and ask the
Reading read a revision guide
●
students to identify the imperative (choose). Then
Speaking discuss different psychological factors
●
put the students in pairs to complete the task.
Writing write questions
●
b Ask students to think of three or four instructions
write instructions
●
about how to behave in an Islamic society, for a
Grammar use questions and imperatives
●
foreign visitor. Have students write them, using the
use modal verbs [can, could, should, would]
●
imperatives from question 3a to help them. Then,
Topic Sports mentality
●
have different students share their instructions with
Functions give instructions
●
the class.
express opinions (agreement /
●

disagreement)
● Modals Verbs [can, could, should, would]
Vocabulary aggression (N), determination (N), (10 mins)
extrovert (N), feedback (N), a Tell students to read the text on page 40 and to
introvert (N), mentality (N), look for examples of modal verbs – tell them to
motivation (N), opponent (N), find phrases with can, could, should and would.
sportsmanship (N), stimulation (N), b Put students into pairs and have them give one
teammate (N) another two examples of sentences using modal
verbs.
Student’s Book pages 42 and 43
Present the active vocabulary needed for each activity.

Student’s Book page

●
Questions and imperatives Student’s Book page

O Questions and imperatives Grammar reference pages 128-129

(5 mins)
Questions
This is a quick revision exercise. Ask Which question words or phrases do we use to ask about:
the class to call out the question words a a particular thing / a particular group of things?
b a place?
needed for a-e. c a time?
d a number?
(15 mins) e a person?
a Tell students to write down six sports or a Write six sports or general knowledge questions.Use these six question words or phrases
once each.
general knowledge questions (they must
know the answers!). Tell them to use one How many What When Where Which Who

of the question words in the box in each

question. While they are working, go
round and offer suggestions; make any
corrections that are necessary.
b When you have checked all the
questions, tell the students to exchange
their questions with another student. Can
they answer each other’s questions?
(15 mins)
b Exchange questions with a partner and answer their questions.
Imperatives for instructions
a The following sentences are taken from the Sports Quiz. Circle the verbs that give
instructions.
1 For each question, choose the correct answer: A, B or C.
2 Give yourself a point for each right answer.
3 Now add up your score.
4 Don’t change your answers!
5 Be honest!
b Imagine a foreign visitor is coming to visit your school. Write four instructions about how
to behave in an Islamic society. Remember to use the imperative form.

Ask some volunteers to collect the

questions and create one big quiz, which
could be rewritten and then circulated to O Modal Verbs [can, could, should, would] Grammar reference page 129
other students in the school. a Refer to the text on page 40 and find phrases with can, could, should and would.

b Work in pairs. Say two sentences using one of the modal verbs.

Quote “I can accept failure. Everyone fails at something. But I can’t accept not trying.”
Michael Jordan
42
66
 Unit 5 Sports psychology
Quote (15 mins)
Ask students what they know about Michael Ask the students to look at the pictures, firstly
Jordan. What sport is he famous for playing? Was identifying which sports they represent (football, golf,
he successful? Read the quote to the class. Do they basketball, tennis). Next, with reference to the text in
agree? Why / Why not. Did this attitude work for exercise 1, ask them to write a brief description of the
Michael Jordan? psychological strengths and factors needed for success
Background: Michael Jordan (1963- ) is widely in each sport.
regarded as one of the greatest basketball players
of all time. He has won many awards, and set
many records. He has won two Olympic gold
medals. (15 mins)
a Put the students in pairs or small groups. Each person
Sports mentality makes one suggestion for each category, then they
(15 mins) choose the ‘best’ idea.
Start by explaining what a revision guide is used When they are ready, ask someone from each group or
for and be prepared to explain any unfamiliar pair to tell the class their ideas. When all the ideas have
vocabulary. Then, read the question and ask been shared, hold a class vote to find a ‘winner’ in each
the students to read the extract about sports category!
psychology. b Ask the students to discuss this question briefly – then
In pairs, have them discuss the motivations and invite volunteers to share their experiences with the
mental qualities required for different sports and class. Tell them about an exciting sporting event you
then encourage debate amongst the class. have attended, and why it was exciting.

Lesson 6
Student’s
’ Book page Workbook pages 36 – 37, Language
practice
Unit 5 Sports psychology
Workbook answer key – see page 145
Sports mentality
Read this extract from a revision guide about sports psychology. What do different
sportsmen need to do to stay motivated? Objectives
Psychological factors are the mental factors that help or prevent sportspeople from being
in the right ‘frame of mind’ to perform well. Skills At the end of the lesson,
In sport, you have to want to perform and to improve your performance. Your students should be able to:
determination to do this is called motivation. The intensity of it is called stimulation. If
5 training leads to boredom, you will lose motivation. Feedback is information about the
Grammar ● use questions and
outcome of a performance and it can greatly affect future motivation and performance.
Your personality can affect your choice of sports and performance: imperatives
Extroverts are socially outgoing. They need high stimulation levels to perform. Coaches ● use compound nouns
and teammates need to keep them ‘excited’ about performing. They prefer team games
10 with open skills and lots of unpredictability. Sportsmanship is also important. Some
● use questions tags
extroverts like contact sports in which they can show direct aggression, such as boxing
and football.
Introverts are usually shy. They perform better at lower stimulation levels. Coaches and
teammates need to allow them to stay calm and focused. Introverts prefer sports with fine
15 movements, closed skills and regular routines, e.g. putting in golf. Other introvert sports

involve indirect aggression like volleyball where players hit a ball to ‘beat’ their opponents.

Use the venues below to identify the sport. Write a brief description of the
psychological factors needed for each sport.
a c

pitch court 1
b d

course court 2

Discuss these questions in pairs or groups. Words to remember

aggression, determination,
a Which sports do you think are: extrovert, feedback,
1 the most extrovert? introvert, mentality,
2 the most introvert? motivation, opponent,
3 the most skilful? sportsmanship,
4 the most sportsmanlike? stimulation, teammate

b Which sport do you find the most exciting? What are

the psychological factors that make it exciting?
43
67
 Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons, (10 mins)
students should be able to: Tell the students to write their own answers to the
Reading read an application form
●
questions on the form.
Listening listen to a telephone conversation to
●
(15 mins)
check information
a Put the students in pairs to read each other’s
Speaking role-play for checking information
●
answers.
Writing fill in an application form
●
b Pick up a student’s answers, and ask for some
Topic New Kuwait Bay Sports Club
●
details about section 2, (see example in Student’s
Functions express opinions (agreement /
●
Book). Then allow time for the students to ask
disagreement)
their partners similar questions.
check information
●
Choose three or four pairs to ‘perform’ their
greet and enquire on the telephone
●
questions and answers for the class.
respond on the telephone
●
c Read out the first question and ask for a few
express gratitude
●
suggestions. Then allow time for the students to
request politely
●
discuss all three questions with their partners.
Vocabulary application (N), badminton (N),
Ask different students to share their ideas for
gymnastics (N), member (N), sauna (N),
question 1 with the class, then ask for a show of
solarium (N)
hands to see how many students would really like
Pronunciation ask questions
●
to join this club. Ask those who raise their hands
Student’s Book pages 44 and 45 how often they would go there.
Present the active vocabulary needed for each activity.

Completing an application form Student’s Book page

(10 mins)
NOTE: to complete a form = to fill in a
form (fill it in). task
You are going to fill in an application
On the board, write application form. Ask Completing an application form form to join a sports club in Kuwait.
the students to think of the last time they
completed one (e.g. joining a DVD library, Look at this application form and check that you understand what to write in spaces
buying something online…). Invite two or 1–11.
three to tell the class, and ask them what
kind of information they had to provide. New Kuwait Bay Sports Club
Personal Details:
Write their answers on the board. Family name (1)
Middle name (2)
First name (3)
Age (4) PHOTO
(15 mins) Home address (5)
Telephone number (6)
Ask the students to look at the application
e-mail address (7)
form and tell you what it is for (New
Kuwait Bay Sports Club). Ask if anyone Sports you would like to do (8)
belongs to a sports club, and if they do, (Please give level: Beginner / Intermediate / Advanced)

ask how long they have been members and Athletics Football Judo Badminton
how often they go. Golf Karate Baseball Gymnastics
Squash Basketball Hockey Tennis
Allow a few minutes for the students to Cycling Horse-riding
read the form, then read out each item in
Which of these facilities would you be interested in using? (9)
the Personal Details section, pausing after Restaurant Snack bar Sauna Solarium
each one to ask a student to supply his / Signature (10)
her own answer. Date (11)
Ask the students to suggest different
words for Family name (surname, last name).
Ask the students to look at the first word Complete the application form with your own information.
in the list of sports (athletics) and rate Work in pairs.
themselves beginner, intermediate or a Read your partner’s answers to parts 1–11 of the form.
advanced. Ask for a show of hands for b Ask each other any questions you would like to know the answers to.
Where did you learn to ride a horse?
each level (rate yourself too!). Then ask How long have you been doing athletics?
the students to look at the third section c Discuss these questions.
1 Is there any extra information you would like to know that is not on the form? How
and check they know the vocabulary. could you get this information?
2 Is this the kind of sports club you would really like to join? Why or why not?
3 How often do you think you would go to a sports club like this?
44
68
 Unit 5 Sports psychology

Checking information (5.6) (5 mins)

Play the CD once for the students to listen to the
statements and the question tags. Then play it again for
students to listen to and repeat.
(5.4) (5 mins)
Listening script 5.6 – see page 134
Remind the students of the application form they
completed in the last lesson. Then tell them they (5.7) (5 mins)
are going to hear the club secretary talking on the Put students in pairs. Ask them to read the sentences
phone to a club member. aloud and discuss how they can be said differently to
Ask the students to read questions a and b, then ask questions.
play recording 5.4. Put the students in pairs to
Listening script 5.7 – see page 134
compare answers, then play it again to check.
Listening script 5.4 – see page 134
(20-25 mins)
Asking questions Put the students in pairs, with the partners who read
(5.5) (10 mins) their ‘application forms’ in the previous lesson. Ask
First, play the recording once. Ask the students them to exchange their forms again. Tell them to
to notice the rising intonation at the end of each imagine that two of the pieces of information are
question. Then play the CD again. Finally, play difficult to read, so they need to ask the questions
the CD once more, pausing after each question to again. Explain that they are going to role-play phone
allow students to repeat. calls similar to the one they have just heard, to check
the ‘missing’ information.
Listening script 5.5 – see page 134 Tell them to read the Useful Language box and then take
turns to ‘phone’ each other. Invite two or three pairs to
perform their role-plays for the class.

Student’s
’ Book page
Lesson 9
Unit 5 Sports psychology
Workbook pages 38 - 39, Writing
Workbook answer key – see page 145
Checking information

Objectives
(5.4) You are going to hear a conversation between
a secretary at the New Kuwait Bay Sports Club Skills At the end of the lesson,
and a club member.
a Why is the secretary telephoning the member? students should be able to:
b What extra information does he need?
Reading ● read an application form
Asking questions
Writing ● fill in an application form
(5.5) Listen and repeat these question tags.
● write a section of an
a Didn’t you? c Couldn’t we? e Won’t you?
b Isn’t he? d Haven’t you? f Can you? application form
Listen and repeat the question tags in sentences.
(5.6)
Functions ● interview
Now work with a partner. Read these sentences aloud to each other. How can they
(5.7)
be stressed differently to become questions?
1 You’ve already paid. 2 There’s only ten minutes left.

Work with the student who has already read your application form. Follow these

W
stages.
a Exchange application forms again, so that you have your ords to remember
partner’s form.
application, badminton,
b Imagine that you are the secretary and that the form has gymnastics, member,
got wet, so you can’t read some of the information. Decide sauna, solarium
now which two pieces of information are not clear.
c Sit back to back with your partner and take turns to phone each other to find out
the information. Make conversations like the one you have just listened to. In each
conversation, the secretary should start first. You may use expressions from the Useful
Language box below for help.

USEFUL LANGUAGE
Greeting and enquiring on the telephone Responding on the telephone
Hello, could I speak to X, please? Yes, this is X.
(Hello), this is (Noura) from … Yes, I’ll get him / her for you.
I’m ringing to (find out) … No, I’m afraid he’s / she’s not here.
So that’s … Can I take a message?
Thank you very much. Yes, of course, it’s …
Goodbye. That’s right. / No, it’s …
Goodbye.

45
69
MODULE 2: Free time

Unit 6 Nature
(5 mins)
Put the students in pairs and ask them to describe
Lessons 1 and 2 the needs of each animal. Ask them to discuss
Objectives the threats to them in their natural environments
Skills At the end of this pair of lessons, (habitat destruction, hunting, climate change, etc).
students should be able to:
Reading read an article about a nature reserve in
●

Kuwait (15 mins)

Speaking talk about nature reserves
● First, ask the students to close their books. Tell
share opinions about protecting wild
● them they are going to have a discussion about the
animals advantages and disadvantages of zoos and nature
Topic Al-Jahra Pools Nature Reserve
● reserves. Ask them to work in pairs or small groups
Functions express opinions (agreement/
● to prepare a list of arguments on both sides of
disagreement) the discussion (tell them to try to put their own
Vocabulary conservation (N), deserve (V), opinions on one side while they do this!).
effluent (N), fauna (N), fence off (Ph), Write the two headings Advantages and
flora (N), hectare (N), marsh (N), Disadvantages on the board, and invite one or
propagation (N), sanctuary (N), two suggestions for each list as examples (e.g.
vegetation (N) Advantages: educational, can breed rare species;
Disadvantages: unnatural, usually animals do not
Student’s Book pages 46 and 47 Student’s Book page
Present the active vocabulary needed for
each activity.
MODULE 2: Free time

Unit 6 Nature
(15 mins) Grammar
Countable and uncountable nouns;
Ask the students to look at the animal present perfect and present perfect continuous

photos and see if they can name any of

them - in their own language or in English.
(left to right: golden eagle, peacock, ostrich,
oryx). Then put them in pairs or small
groups to read and talk about the three
questions. Allow about ten minutes for this.
Read out the first question and invite
different students to tell you what they
have found out about their partners (e.g.
Nura often goes to nature reserves. She likes the
monkeys best, she thinks they’re very clever.)
Ask the students who have pets to raise
Discuss these questions in pairs or small groups.
their hands. Ask them what they are and
a Have you ever been to a nature reserve? What did you find particularly interesting there?
find out what the most popular pet is. b Does your family have any pets?
Invite students to share their ideas about c How important do you think animals are in the modern world?
question c with the class. Ask them Look at the pictures of the animals below. Describe the needs of each animal. What are
to suggest ways in which animals are the threats to them in their natural environment?
important in our lives (see below for some
ideas) and allow a brief class discussion.
Then hold a vote (with show of hands) to
see how many people think animals are very
important.
Some ideas
work: e.g. horses or other animals that
carry and pull loads; guide dogs; police
dogs and horses
entertainment: e.g. zoo animals, animals Read the article on page 47 quickly and choose the best title:
on TV, etc. Z An educational centre, not a tourist attraction
Z A safe home for birds in danger
medical research: e.g. breeding Z A botanical garden
companionship: e.g. pets
46
70
 Unit 6 Nature
have enough space). Then allow time for them to
discuss ideas and make notes. Go round and offer
prompts or ideas if necessary, and remind them to (15-20 mins)
try to give both sides equal weight. First, ask the students to read sentences a-d and check
Ask for two volunteers, one to argue for having they understand what they mean. Then ask them to
zoos / nature reserves and one to argue against read the text again and decide if sentences a-d are true
having zoos / nature reserves. or false. Remind students that they have to justify their
Invite them to come to the front of the class and
answers. Allow about ten minutes for this task. Then
take turns to explain their arguments. Then open
put the students in pairs to compare answers.
the discussion to the class, with students raising
their hands to make a point. If necessary, go through each sentence and ask the
As each point is made, note it down on the board students to find the place in the text which tells them
under the appropriate heading. the answer.

(10 mins)
(20-25 mins)
Ask the students to look at words a-e and match them
Tell the students they are going to read an article with their meanings 1-5. Allow about five minutes for
about Al-Jahra Pools Nature Reserve. Read out them to complete the task. When they are ready, put
each title, then ask the students to read the text
the students in pairs to compare answers.
quickly and decide the best title. Tell students not
to worry about any difficult words at this stage. (expressing opinions)
When they have had a short time to read, ask
which they think is the best title for the article and (15 mins)
why (the second one – there is a lot of information about Read out both questions, and ask for a
providing protection for birds) show of hands to see whose answer to
Student’s Book page
question b is yes. Ask one or two students
who raised their hands to give their
reasons. Then ask one or two students
Unit 6 Nature who did not raise their hands to do the
same.
Thirty kilometres west of Kuwait City is a truly remarkable place, where the low, wet greenery
Put the students in small groups, if
is a striking contrast to the surrounding landscape. This is Al-Jahra Pools Nature Reserve - possible with different people. Then ask
Kuwait’s only inland, and completely man-made, freshwater space. Officially founded in 1990,
the 250 hectares of marshes were formed from effluent waste flowing from the nearby town of them to discuss both questions (the
5 Al-Jahra. Incredibly, this waste has now become a significant environmental site.
The reserve has become a crucial sanctuary for birds, with over 220 recorded species, including second one leads on from the first). While
17 birds of prey. This makes the wetlands one of the best bird-watching sites in the Middle
East. In just one day spent beside the reed-lined pools, bird-watchers can see a variety of they are talking, go round and listen – if
buzzards, eagles, vultures and harriers. Autumn and spring are the best time for bird-watchers.
10 During these seasons, the area attracts an estimated total of 2000 to 3000 birds, who migrate necessary give prompts or ideas.
to refuel themselves on the reserve’s rich vegetation.
Al-Jahra Pools Nature Reserve offers vital protection for birds in Kuwait and the Middle East,
Finally, read out question b again, and
such as the globally-threatened lesser kestrel. A 70-hectare space has been fenced off to provide
a refuge from hunting and to protect the bird’s habitat from destruction. Two full-time guards
ask for another show of hands – have any
have been monitoring the reserve since 1993 to control trespassing. Thanks to this, the reserve
15
has been a crucial centre for conservation, propagation, education and research. students changed their minds?
However, it is not only famous for its fauna. One of the most distinguishing features of the
reserve is its extensive vegetation, with a wide variety of flora growing in the pools, especially
reeds. The site has great value as a potential field study area for all educational levels up to Lesson 3
20 university research, and part of the site is also a designated camping area.
If you are interested in protecting wildlife, then the Al-Jahra Pools Nature Reserve Workbook pages 40 - 41, Reading
certainly deserves your support.
Workbook answer key – see page 146

Objectives
Read the article again. Are these statements True (T) or False (F)? Justify your answer Skills At the end of the lesson,
W
in your notebooks.
a Al-Jahra Pools Nature Reserve fits into the local
students should be able to:
ords to remember
landscape.
b Al-Jahra Pools Nature Reserve was formed artificially.
conservation, deserve, Reading ● read profiles of three
effluent, fauna, fence off,
c It is a crucial centre for 220 birds of prey. flora, hectare, marsh, endangered animals
d There is a wide variety of plants. propagation, sanctuary,
vegetation Writing ● write summaries of key

Match words a-e with their meanings 1-5. You may use the dictionary or the glossary points
at the end of the book.
a hunting 1 keeping animals to produce young ones Topic ● Endangered animals
b habitat 2 the natural environment where an animal lives
c propagation 3 the plants of a particular place or country Vocabulary call (N), genus (N), pesticide
d flora
e hectare
4 finding and killing animals
5 a unit of land, equal to 10,000 square metres
(N), poacher (N), underpart
(expressing opinions)
(N), widespread (Adj)
Work in groups. Discuss these questions.
a How important do you think it is for countries to protect wild birds?
b Should we spend money on birds? Why / Why not?
47
71
 Lessons 4 and 5
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read small texts
●
Writing write animal descriptions
●
Grammar use countable and uncountable nouns
●
use the present perfect and present
●
perfect continuous
Topic Animal lovers
●
Functions talk about quantity
● together and choose the correct words. Go round
describe character
● and listen, offering help where needed. Then ask
Vocabulary aggressive (Adj), fierce (Adj),
herbivore (N), hostile (Adj),
proud (Adj), stubborn (Adj),
sustenance (N), tame (Adj)
Pronunciation use intonation in lists
●
Student’s Book pages 48 and 49
Present the active vocabulary needed for each activity.
● Countable and uncountable nouns
(10–15 mins)
Ask students to give examples of countable
nouns in sentences. Then allow a few
minutes for them to complete the task.
(10 mins)
Call out a mixture of countable and
uncountable nouns (see suggestions
below) and ask the students to say
countable or uncountable after each one.
Note: uncountable nouns are either
things that are literally uncountable (e.g.
water, gas, information, love) OR things
that are extremely difficult to count (e.g.
hair, sugar). There are some unusual ones
too - e.g. luggage is uncountable even
though it refers to suitcases, and money is
uncountable, even though it is counted all
the time!
Examples of countable nouns: women,
books, car, building, child
Examples of uncountable nouns: rice,
sand, air, orange juice, evidence, traffic,
happiness,
pollution
Ask the students to find five uncountable
nouns in the text, then compare answers
with a partner.
(10 mins)
First, ask the students to look at the list of
quantity words and phrases. Ask them to
find some of them in the texts in exercises
1 and 2 (the reed-lined pools… a museum...
some animals... lots of water...).
Then ask them to write the words from
the box in the correct places (some words
go in more than one list). While they are
working, check their answers.
72
Invite different students to share their answers with
the class, inviting the class to agree or disagree
each time. After each word or phrase has been
placed correctly, ask the students to put it in an
example sentence.
(10 mins)
Ask students when many and much are used (many
= countable nouns; much = uncountable nouns). Then
ask them when a few / a little are used (a few =
countable nouns; a little = uncountable nouns).
Put the students in pairs to read the interview
different students to read out a sentence or two at
a time, supplying the answers as they do so.
● Present perfect and present perfect continuous
(10 mins)
a Read the question to the students and tell them
to scan the article on page 47 for the sentences in
this exercise. Tell them to find the correct word and
fill in the gaps.
b Ask the students to think about the different
meanings that the different tenses have. Go round
the class and ask for suggestions.
Student’s Book page
● Countable and uncountable nouns Grammar reference pages 129–130
Find the eight countable nouns in this extract from the article about Al-Jahra Pools
Nature Reserve.
“In just one day spent beside the reed-lined pools, bird-watchers can see a variety of
buzzards, eagles, vultures and harriers.”
Find the five uncountable nouns in this text.
“Nature reserves have to make sure they always have enough sustenance for all the
different breeds of animals. Some animals, like tigers, only eat meat. Herbivores only eat
grass or hay. And, of course, zoo animals need lots of water.”
Write these quantity words and phrases next to the three headings:
a (n) a few a little a lot of any (how) many (how) much no some the
Singular countable nouns
Plural countable nouns
Uncountable nouns
Choose the correct word or phrase in this interview with Sara.
Eman: So, Sara, I know you’re an animal lover. (1) How many / How much pets do you
have at the moment?
Sara: Well, I’ve got five cats, a horse, some birds and (2) a few / a little mice.
Eman: (3) How many / How much food do all these animals eat? It must be very
expensive for you.
Sara: It is, but I don’t buy all the food. My friends sometimes bring me (4) a few / a
little bits of food for my cats, and (5) a few / a little bread for the birds.
● Present perfect and present perfect continuous Grammar reference pages 130–131
a Complete the sentences from the article on page 47.
1 ... the reserve a crucial centre for conservation, propagation,
education and research.
2 A 70-hectare space fenced off, to provide a refuge ...
3 Two full-time guards employed since 1993 ...
b What difference in meaning does each tense have?
c Complete the sentences using the correct form of the verb.
1 I (wait) for you in the gym for over an hour.
2 He (just arrive).
3 The exam results (give) out already, haven’t they?
48
 Unit 6 Nature
c Tell the students to fill in the sentences using the
correct verb forms. Allow the students to complete
the exercise, giving any assistance if needed. (15-20 mins)
a Read the names of the animals that are listed in the
Animals box. Tell the students to think of some more animals.
Put the students in pairs to complete the task. Then
invite different students to complete the lists.
b Ask the students to look at the animals again
(15 mins) (the names and / or the pictures) and to think of
Bring in some animal pictures, show them to the adjectives to describe their appearance (e.g. Elephants
class and ask what species each animal is. Also, are huge and grey…). Then ask them to choose three
ask the students to name some animals. On the animals, and write a description of their appearance
board, write character adjectives. Ask the students to and character. Tell them not to write the name of the
suggest adjectives to describe the characters (not animal (so their partners can guess them). They can
appearance) of some of the animals (e.g. cats are start ‘It is...’.
friendly, lions are brave...) c Put the students in pairs to read each others’
a Ask the students to look at the picture of an descriptions and to guess the animals. Invite different
ostrich and identify three character adjectives in students to read out their descriptions for the class to
the sentence (clumsy, cowardly, hostile). guess.
b Put the students in pairs to complete the task. (5 mins)
While they are working, go round and check
progress. Read out the beginning of the first idiom and check they
know what a bee is. Then ask them to guess the correct
ending (2).
Allow a few minutes for them to finish, then tell them
the correct answers.

Intonation in lists
Student’s Book page
(6.1) (5-10 mins)
Unit 6 Nature
Read out the instruction and play the first
sentence (the example) of recording 6.1. Pause
Animals for the students to repeat it, then continue with
the rest of the sentences.
a Find the three adjectives that describe character in this sentence: Play the CD again, pausing this time for
Ostriches have a reputation for being clumsy, cowardly animals, but they can be quite
hostile. students to write sentences b, c and d in their
b Here are some more character-describing adjectives. Match them with
th a meaning and notebooks.
write a word with the opposite meaning. Follow the example.
Character word Meaning Opposite Play the recording a third time, and make sure
meaning
the students repeat each sentence with the
1 brave angry / aggressive 1 Cowardly correct intonation as in the example.
Listening script 6.1 – see page 134
2 fierce you won’t change your mind or ideas 2
3 proud gentle 3
4 shy
5 stubborn
ready to do dangerous things
happy because of something you have done
4
5
Lesson 6
6
Workbook pages 42 - 43, Language
6 tame nervous / uncomfortable with other people
practice
a Write the names of the different types of animals below under the correct headings. Workbook answer key – see page
Some can be in more than one list.
146
buzzard camel canary cat donkey eagle elephant fox gerbil
harrier horse kestrel lion mouse parrot pigeon rabbit vulture

wild animals birds of prey sports animals domesticated animals

Objectives
elephant buzzard horse cat Skills At the end of the lesson,
students should be able to:
b Choose three of these animals and write a short description of them. Describe what
they look like and what their character is like. Reading ● read a text about the
c Exchange descriptions with a partner. Can you add anything?
arctic fox
Match these sentence beginnings with the correct endings.
a A busy bee is someone who … 1 … gets up before other people. Grammar ● use countable and
b A cold fish is someone who … 2 … is active and always has a lot of things to
do. uncountable nouns
c A dark horse is someone who … 3 … shows no feelings. ● use adjectives and adverbs
d An early bird is someone who … 4 … doesn’t tell other people what she / he is

Words to remember
doing. ● use present perfect

Intonation in lists
aggressive, fierce,
and present perfect
Listen and repeat these lists of animal characteristics.
(6.1)
Notice where the voice goes up and down.
herbivore, hostile, proud,
stubborn, sustenance,
continuous
Lions are brave, ¿erce and proud. tame
Functions ● describe
49

73
 Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read information about wildlife
● (15-20 mins)
read a formal letter
●
Speaking discuss an action plan
●
give a talk to persuade
●
Writing write an action plan
●
write a formal letter
● them to look at the Useful Language box; you could
Topic What you can do to help
● also hold a one minute’s silence to give them
Functions form an action plan
● an idea of how long a minute is! While they are
give advice
●
be persuasive
●
say why something is important
●
plan and write a formal letter
●
Vocabulary adjacent (Adj), bed out (V),
carbon monoxide (N), cleanup (N),
exotic (Adj), finance (V), global (Adj),
imperative (Adj), mammal (N), nest (N),
on behalf (PhN), toxin (N), wasteland (N)
Student’s Book pages 50 and 51
Present the active vocabulary needed for each activity.
Presenting ideas; being
persuasive
(5 mins)
Read out the WWF factfile, while the
students follow it in their books. Invite
them to ask about any difficult vocabulary,
which might include: global, destruction.
Ask the students to suggest the names
of other environmental groups. What
do these groups do? Ask the students to
name some examples of wildlife in their
local area. Are they endangered? Why?
(10 mins)
Tell the students to read the text. While
they are reading, go round and answer any
questions about vocabulary.
When they are ready, read out each of
the seven suggestions in turn, and check
the students understand what they mean.
Does anyone already do any of these
things? Can the students think of any
more ideas?
(15 mins)
Put the students in groups of three or four.
a First, tell them to look again at the seven
suggestions in the leaflet, and decide
which ones are possible for them. Tell
them to note down more ideas relevant to
their area.
b Now they need to organise their ideas:
tell them to make notes under the four
headings. All the students should make
notes as they will need them in the writing
74
lesson. Go round and offer suggestions where
needed.
a Tell the students to share headings 1-4 (see
exercise 2b) between their group members.
b Allow about ten minutes for them to prepare
a one-minute talk on their own topic (one of the
headings in exercise 2b). Before they start, tell
preparing their talks, go round and check their
work. Make suggestions and / or corrections where
necessary.
c Tell the students to take turns to give their talks
to their own groups. Encourage them to stress
important words e.g. It’s really important...; the main
reason is...
Suggest that someone times each speaker (but
not too strictly). Encourage the groups to make
suggestions for improvements.
d Ask each group to present their ideas to the
class.
Student’s Book page
Presenting ideas; being persuasive
Read the Factfile and the information below.
a How do you think the WWF prevents the destruction of the natural world?
b As you read the information below, note any suggestions that would be possible for you
to protect wildlife in Kuwait.
The WWF
What you can do to help (World Wildlife
Every decision you make, as an individual or as a family, Fund) is a global
has an effect on the health of our planet. Your choice is simple. organisation which
Do you want to be part of the solution or part of the problem? works to stop the
Here are a few things you can do to help protect wildlife in your area: destruction of the
• Look after birds by putting out some food, a bird bath or a bird house. natural world.
• Attract other wildlife by providing running or dripping water.
• Have an environmental cleanup to turn wasteland into a home for animals.
• Protect wildlife by ensuring there are no dangerous toxins there.
• Don’t buy exotic birds from pet shops if they are from the wild.
• Never bring home any wild animals you find.
• Teach others why protecting animals is important to you.
Discuss this question in groups of three or four.
a How could your school protect the wildlife in your area? Think of all kinds of wildlife in
Kuwait, including insects, birds, small mammals, larger animals, fish, etc.
b Now write an action plan with notes under these headings:
1 Which animals need protecting and why
2 Practical things ordinary people can do
3 What we need to get started — e.g. money / support from people
4 A suggested timetable
Now persuade someone in authority about your plan.
a Share out the four topics among the students in your group.
b Each student prepares a one-minute talk on his / her topic.
c As practice, students give their talks to their own group.
d Finally, each group presents its ideas to the rest of the class.
USEFUL LANGUAGE
Saying why something is important
It is really important for us to (look after our wildlife)
I’d like to explain why we shouldn’t forget
(the insects) …
because … If we don’t do something soon, …
The main reason we must (protect the birds) is that
they ...
Quote “We never know the worth of water ’til the well is dry.”
Thomas Fuller
50
 Unit 6 Nature
Quote d Read out the question, then allow a few minutes for
Read the quote to the class. Ask them what the students to discuss ideas with their partners.
Thomas Fuller meant (the quote is metaphorical: Ask the students to identify ‘formal’ verbs and suggest
we never miss something until it is gone or finished). how they could be rephrased to be less formal. Ask
Ask students if they agree. Why / why not? How them to identify other ‘formal’ words or phrases.
does this relate to the issue of the environment? Also point out that we do not usually use contractions
Background: Thomas Fuller (1608-1661) was a (e.g. I’m, They’re) in formal texts.
physician and an intellectual.

A formal letter (10-15 mins)

Tell the students they are going to write a formal Ask the students to find the notes they made in the
letter in this lesson. Remind them of the earlier Speaking lesson (see page 50, exercise 2b). Tell them
discussion about protecting wildlife, and ask them to look again at the letter in exercise 1, and then to use
to read the Task box. their notes to plan the paragraphs for their own letters.
Remind them to use formal language. Let them make
their plans in pairs if they wish to. Go round and make
(20 mins) suggestions where necessary.
a and b First, read out the two questions and ask
students to look out for the answers while they
read the text. Then, allow time for them to read the
letter; go round and answer any questions about (15 mins)
vocabulary. Then check the answers. a Allow time for the students to write their final letters,
c Ask the students to look at the list of purposes using their plans. Remind them to use formal language.
(a-e) and then tell them to read the text again, b Tell the students to read through their letters
matching each paragraph with the correct purpose. carefully, checking spelling, grammar and
Then put the students in pairs to compare answers. punctuation. Put the students in pairs
to read each other’s letters. Encourage them to
Student’s’ Book page make suggestions for improvement. Then collect
in the letters to correct and hand back as soon
Unit 6 Nature
as possible. Invite two or three strong students
A formal letter
task to read out their letters to the class and invite
You are going to write a formal letter to a Kuwaiti comments.
organisation asking for funds to help finance the action
plan on animal protection you suggested in Speaking.
Lesson 9
Read this formal letter and answer the questions. Workbook pages 44 - 45, Writing
a Why are birds and butterflies in danger?
Workbook answer key – see page 146
b Why do the students need money?

Objectives
Dear Sirs,
1 I am writing on behalf of a group of students to apply for funds to Ånance a plan to Skills At the end of the lesson,
protect animals.
2 We have studied our area and we would like to help protect birds and butterÆies here. students should be able to:
These animals are in danger because of carbon monoxide from cars and buses in our
city. We believe that as our urban environment develops, it is imperative that the Writing ● write a formal letter
population looks after the animals that are affected by these changes. The lives of
animals will otherwise be damaged, without us even noticing. ● write an informal reply
3 The reason we have chosen birds and butterÆies is that ordinary people, including
students, can do something practical to help. One proposal is to use an area of Functions ● describe
wasteland adjacent to our school. In this area, birds can build their nests and we can
make sure they have enough food. We will also bed out plants here for butterÆies. ● justify
4 We have collected some money from the public, but we do not have enough to start
work. Students can do a lot of the work themselves, but we will need to employ
someone to clear the area. We would also appreciate hiring a professional to oversee Preparation for the project
our plan, if necessary. We are planning to complete the project in our next school Tell the students they will be working on
holiday.
5 We hope your organisation can help us, and we look forward to hearing from a project called Planning a radio or TV
you. Please feel free to contact us if you require any further information. programme at the end of the module in
Yours sincerely,
which they will write a script for a radio
or TV programme. Ask them to work in
c Now match each paragraph with a purpose.
Paragraph 1 a To explain why the group needs money. pairs, decide what aspects of a radio or TV
Paragraph 2 b To give more details about the plan.
Paragraph 3 c To summarise what the writer hopes for next. programme they enjoy the most and find
Paragraph 4
Paragraph 5
d To introduce the main purpose for writing.
e To describe the most important points of the plan.
any information they will need. Tell them
d How do you know that this is a formal letter? Think about to research programmes from around the
verbs, the beginning and ending, and particular words

Words to remember
or phrases.
world to help them brainstorm ideas. They
could also begin to research the topic of their
adjacent, bed out,
Look back at the notes you made in Speaking. carbon monoxide, cleanup, programme, such as local news stories. Ask
Plan what you are going to write about in each paragraph of exotic, finance, global,
imperative, mammal, nest,
them to bring this research to the next lesson.
your letter. Make sure you use formal language.
on behalf of, toxin,
wasteland
a Write your formal letter following your paragraph plan.
b Check and correct your spelling, grammar, punctuation and style.
51

75

Student’s Book page 52
Kuwait: A Shopper’s Paradise
Pre-reading (5 mins)
Point to the title. Ask some general questions to
students to talk about shopping in Kuwait.
Point to key vocabulary words in the text to lead the
discussion (boutiques, brands, modernity).
Reading (20 mins)
Students read the text silently.
Afterwards, ask them questions about the content of
what they have read to check their understanding. Here
are some suggestions.
1. What are the advantages of shopping in Kuwait,
compared with shopping in other
countries?
2. Which famous shop in Kuwait is the
main topic of the reading text?
3. How have traditional ideas and objects
been used to create a modern space?
4. Why is Villa Moda so successful?
5. How has this success been achieved?
6. Individually, list 10 difficult words in the
text. Then work together in groups to work
out their meanings.
Discussion (5 mins)
In pairs, students discuss the text.
Inversion
(10 mins)
Read the explanation about inversion
(Case One and Case two) and the
examples.
(10 mins)
Put students in pairs to do exercises 1 and
2. Then students volunteer to give correct
answers.
76
Focus on
Student’s Book page
Focus on
Kuwait: A Shopper’s Paradise
Kuwait is a great place to go shopping. It has some of the
best stores and shopping centres in the whole of the Middle
East. It’s little wonder a lot of people like to spend their free
time shopping when they can go to places like Villa Moda. Villa
5 Moda is a series of luxury designer boutiques selling fashion and
clothing items from top designers from all over the world. The
designers include names such as Gucci, Bottega Veneta, Prada,
Dolce & Gabbana and Miu Miu, along with many others.
Villa Moda was founded by Sheikh Majed Al-Sabah in 1991.
10 Since then, the brand has grown into a well-known destination
for shopaholics - people who are addicted to shopping. Villa
Moda has been so successful that several stores have opened in Dubai, Qatar, Syria and other
sites across the Middle East. Not only does Villa Moda owe its success to its exciting brands but
15
it also has great customer service and breathtaking design. All of this unites to create a unique
shopping experience.
Perhaps the most interesting Villa Moda branch is the luxury shop in Mubarakiya, located
in an old bank building set within Kuwait’s oldest souk. The souk location was chosen
specifically to reflect modern Kuwait as a state which both embraces modernity and honours its
traditional history.
20 The Mubarakiya store playfully based its aesthetic design on the idea of ‘organised chaos’.
The architects incorporated traditional octagonal stars throughout the store. The stars’ eight
points were used as a subtle way to delineate the floor space and helped to reflect the
apparently chaotic nature of the souk that disguises its organised reality.
Other traditional ideas are turned on their heads, sometimes literally. Large trays, usually
25 used for communal eating whilst seated on the floor, are flipped over, attached to stainless steel
stands and transformed into attractive coffee tables.
Even the fashion designers have helped to add to the sense of East meets West. Diane von
Furstenburg and Rachel Roy were employed to create kaftans and long gowns, thereby literally
weaving together the traditions of East and West in fashionable and desirable garments.
30 So fantastic are the shopping experiences offered by Villa Moda that shoppers from around
the Gulf flock there. It celebrates the mixture of modern and traditional, and eastern and western
that exists within the traditional marketplace of the Middle East. Most importantly though, it’s a
wonderful place to shop!
Inversion
Inversion refers to an irregular verb placement form.
Case One:
The question form (auxiliary + subject + main verb) takes the place of the standard positive
sentence structure. Generally, an inversion is used to stress the uniqueness of an event and
begins with a negative.
e.g. Not only do I enjoy classical music, but I also have a season ticket to the symphony orchestra.
Case Two:
Inversion after so (So + adjective + verb ‘to be’ + subject).
e.g. So strange was the situation that I couldn’t sleep.
Find one example of each case in the text.
Rewrite the two sentences printed in bold in the text using inversion. Use case One and
case Two, once each.
52
Project 2
Planning a radio or TV
programme Read
Student’s Book pages 53 and 54 (15 mins)
Ask the students to look at the photo and tell you what it
(5 mins) shows (a young man in a recording studio). Then ask them to
Tell the class they are going to plan a radio or read the announcement and explain any difficult vocabulary,
TV programme for young people in Kuwait, and which might include: creative, script, deadline, contract.
present it to the class. Ask them if they listen to Read out each question and ask different students to tell you
any particular radio programmes – if so, why do
the answers.
they like them? If not, why not, and what kind of
programmes would they prefer to listen to? Discuss and decide
Student’s can access these websites to (20 mins)
obtain more information:
Put the students in groups of three or four to plan their
http://radiohigh-djs.blogspot.com programme.
www.ehow.com/how_2002078_write-radio-
script.html a Tell them to read the list of topics together and choose four
of them. While they are deciding, go round and help them
choose if necessary.
b Tell them to share the topics between
Student’s ’ Book page members of the group. The whole group then
discusses each topic and makes suggestions –
the students make notes for their own topics
Project 2 only.
This should be both on content and on
approach (e.g. for sport, students could have
Planning a radio or TV programme
task a round-up of recent matches, or an interview
You are going to work individually and with a sports player; for health, they could talk
in groups to plan a weekly radio or TV
programme for young people in Kuwait. about a new clinic, or give advice; etc.).
Follow stages 1–5.
Note: If the groups find it difficult to think of
ideas, have a class discussion first about one or
two of the topics.

Read Plan each topic in more detail

Read this announcement about a competition and answer questions a–c. (15–20 mins)
It’s Competition Time ! a Tell the students to think about how they will
We want to hear YOUR VOICE present their topic – for example, they need a
We’re looking for creative ideas for a new radio or TV programme for teenagers in catchy ‘headline’ to introduce it, and a brief
Kuwait. introduction to keep the listeners’ attention.
Programme guidelines
The programme will be broadcast weekly and will last 60 minutes. Tell them to look at each other’s plans and
Contents could include: make suggestions for improving them.
STORIES, NEWS, SCIENCE, SPORT, REVIEWS, PEOPLE, HEALTH.
Listeners will be teenagers with lots of different interests. b Tell the students to read their scripts to each
The programme must be: VARIED, LIVELY, FUN. other, taking care with the timing, and make
At least three people must plan and present the show.
suggestions for improvements. If you have
What to do next
Plan a sample programme (60 minutes maximum) – with a list of items and timings. recording equipment, the students could then
Write the detailed script for 3–4 items, each lasting 1–2 minutes. record their presentations.
Deadline: September 30. Send your ideas by e-mail or post.
We will announce the competition winners on January 25.
First prize: A one-year contract to present the new programme.

a How often will the new programme be on?

b When does the competition close?
c What is the first prize?

53
77
 Write
(15 mins)
a Allow about 15 minutes for the students to write
their complete scripts. Remind them that each item
should take 1-2 minutes, and that the presentation
should be ‘varied, lively and fun’. Go round and
check that their texts have interesting ‘headlines’
and introductions.
b Have students perform their scripts for the rest of
their group. Encourage the students to give each
other constructive feedback.

Presentation
(15 mins)
Ask each group to present their topics to the class; each
student either reads his / her presentation or plays the
recording. Have a class vote to decide which group’s
recording was the most interesting / entertaining /
realistic.
Student’s Book page
Module 2 Progress test
Workbook pages 46 – 51
Workbook answer key – see pages 146
- 147

Extra listening page 137

Discuss and decide
Work in groups of 3 or 4. You are going to plan a sample radio or TV programme for a
competition.
a What are you going to include in the sample programme? Choose four of these topics.
MUSIC play music? / interview musicians? / favourite CDs?
STORIES fiction from well-known writers? / stories from listeners?
NEWS local news? / national news? / international news?
SCIENCE new inventions? / explaining everyday things?
SPORT personalities? / techniques? / results?
REVIEWS CDs? / DVDs? / books? / TV programmes? / films?
PEOPLE in the news? / famous historical figures?
HEALTH local hospitals? / give advice?
FASHION current trends? / stylish people?
COOKING favourite restaurants? / recipe tips?
b Share the topics out between the students in the group. Then as a group discuss and
make notes about what teenagers would be interested in for each topic.
c Can you think of any TV or radio programmes that you know that might inspire you?

Plan each topic in more detail

For example:
NEWS
1 News headlines 2 minutes
2 Local and national stories 4 minutes
a Add more detail to each item. For example, write some headlines for today’s news.
b Tell the rest of the group about your plans. Ask for suggestions for improvements.

Write
a Write a detailed script for one or two of the items on your list. Make sure you write the
correct length by reading your script aloud.
b Read (or play) your script to the rest of your group for them to suggest improvements.

Presentation
As a group, present your ideas to the class. Describe the sample programme and read any
complete items.

Try these websites for information:

O http://radiohigh-djs.blogspot.com
O www.ehow.com/how_2002078_write-a-radio-script.html

54
78
 Student’s Book Answer key
Module 2
Unit 4, page 34, exercise 3 Unit 4, page 39, exercise 1
a5 b4 c6 d1 e3 f2 a To navigate the marble to the end
Unit 4, pages 34 - 35, exercise 4 of the maze.
(Suggested answers) b By a built-in motion sensor.
more demanding; more realistic: c When the player has completed all the levels.
players will spend more time Unit 4, page 39, exercise 2 a
playing them; better graphics; game (Students' own answers)
characters will be more intelligent; Unit 4, page 39, exercise 2 b
more multi-player games, such as Imperative verbs: hurry up, beware, control, collect,
on mobile phone networks; more complete
expensive (pay as you play). Infinitive verbs: to navigate, to obtain, to play, to save, to
Unit 4, page 35, exercise 5 earn
a Computer games will be more difficult, realistic and Future verb: will cost, will earn
naturalistic in the future. Unit 5, page 41, exercise 4
b Because character discourse is becoming more 1B 2B 3B 4A 5C 6C 7B
important than combat-based games. Unit 5, page 41, exercise 5
c They will be competing with the success of the a Alexandria b 135 c 22 d Germany e 1896
Nintendo Wii. f 202
Unit 4, page 35, exercise 6 Unit 5, page 41, exercise 7
a multi-player b hand-held c anti-reflective a twenty-eight sports
b seventy-six students
Unit 4, page 36, exercise 1 c two hundred and two countries
am buying (present continuous); are finishing d six hundred passengers
(present continuous); am going to win (going to); e twenty-one thousand and five hundred journalists
am going to beat (going to); will simulate (future f five hundred thousand people
simple); won’t be (future simple); am going to stop g in eighteen ninety-six
(going to) h in two thousand and seven
Unit 4, page 37, exercise 1 a Unit 5, page 42, exercise 1
1 volume control a What…? b Where…? c When…? d How many…?
2 CD / DVD drive e Who…?
3 power / hold button Unit 5, page 42, exercise 2 a (Suggested answers)
4 control pad a When did the first modern Olympic Games take place?
5 USB drive (1896)
6 screen b How many countries took part in the 2004 Olympic
Unit 4, page 37, exercise 1 b Games? (202)
1 power button / hold button 2 CD/DVD drive c Who is the most famous footballer in the world?
3 volume control 4 USB drive 5 control pad (Students’ own answers)
d Where did the 2002 Football World Cup take place?
Unit 4, page 37, exercise 2 a
(Korea and Japan)
1 pay for 2 spend / on 3 cost / bought
e Which country has won the most gold medals in the Pan
4 saving up 5 earn 6 afford
Arab Games? (Egypt)
Unit 4, page 37, exercise 2 b f What team did Kuwait beat in the football qualifiers for
(Students' own answers) Beijing Olympics 2008? (Bahrain)
Unit 4, page 37, exercise 3 Unit 5, page 42, exercise 3 a
a computer d designer 1 choose 2 Give 3 add up 4 Don’t change 5 Be
b thermometer e animator Unit 5, page 42, exercise 3 b
c kilometre f director (Students' own answers)
Unit 4, page 38, exercise 1 Unit 5, page 42, exercise 4 a
Caller 1: spilt lemonade over his keyboard can watch, could visit, would surely be overwhelmed
Caller 2: has installed a new game and now nothing
works
Caller 3: the mouse has almost stopped working - it
moves very slowly or not at all
79
 Unit 5, page 43, exercise 2 Unit 6, page 49, exercise 1 b
a Football; Extrovert – direct aggression, high stimulation 1 brave = ready to do dangerous things ‡ (cowardly,
levels, open skills. etc.)
b Golf; Introvert – need for focus and calm, low 2 fierce = angry / aggressive ‡ (peaceful, etc.)
stimulation levels. 3 proud = happy because of something you have
c Basketball; Extrovert – direct aggression, high done ‡ (modest, etc.)
stimulation levels, open skills. 4 shy = nervous / uncomfortable with other people ‡
d Tennis; Introvert – need for indirect aggression, focus (bold / confident, etc.)
and regular routines. 5 stubborn = you won’t change your mind or ideas ‡
Unit 5, page 45, exercise 1 (easy-going, etc.)
a He hasn’t got all the information he needs. 6 tame = gentle ‡ (wild, etc.)
b He wants to know George's address and his level at Unit 6, page 49, exercise 2 (Suggested answers)
tennis. wild animals: buzzard, eagle, elephant, fox, gerbil,
Unit 6, page 47, exercise 4 harrier, kestrel, lion, mouse, pigeon, rabbit, vulture
a False. It’s a striking contrast to the surrounding birds of prey: buzzard, eagle, harrier, kestrel, vulture
landscape. sports animals: camel, elephant, horse, pigeon
b True. It is completely manmade. domesticated animals: canary, cat, donkey, gerbil,
c False. It is a crucial centre for 220 bird species, including horse, parrot, pigeon, rabbit
17 birds of prey. Unit 6, page 49, exercise 3
d True. The reserve has extensive vegetation, including a a2 b3 c4 d1
wide variety of flora.
Unit 6, page 51, exercise 1
Unit 6, page 47, exercise 5 a because of air pollution in the city
a4 b2 c1 d3 e5 b to hire professionals to help them with the project.
Unit 6, page 48, exercise 1 c1d 2e 3b 4a 5c
day; pools; bird-watchers; variety; buzzards; eagles; d (Students' own answers)
vultures; harriers
Unit 6, page 48, exercise 2
sustenance; meat; grass; hay (= dried grass); water
Unit 6, page 48, exercise 3
singular countable nouns: a(n); the
plural countable nouns: a few; a lot of; any; (how) many;
no; some; the
uncountable nouns: a little; a lot of; any; (how) much;
no; some; the
Unit 6, page 48, exercise 4
1 How many
2 a few
3 How much
4 a few
5 a little
Unit 6, page 48, exercise 5 a
a 1 has become 2 has been 3 have been
Unit 6, page 48, exercise 5 b
(Students' own answers)
Unit 6, page 48, exercise 5 c
1 have waiting 2 has just arrived 3 have been given

80
 Module 3 Power
Student’s Book page 55 picture. Allow five minutes for them to write two or three
questions about the picture they have chosen. When they
Opener (5–10 minutes) are ready, invite the students to share their questions with
the class and see if anyone can answer any of them. Write
Tell the students that these pages show them what they interesting suggestions on the board.
will be doing in the third module. Ask them to read the Put them in pairs and ask them to look at the three questions
title (Power) and to look at the pictures. and note down their ideas for each one. Go round and offer
Put them in pairs and ask each pair to choose one prompts if necessary.
Student’s Book page WWhen they are ready, read
oout each question in turn and
iinvite different students to

Module 3 Power
sshare their ideas with the class.
IIf students have thought of
aan invention, encourage one
oor two of them to give a brief
ddescription of it and what it
Student’s Book page ddoes / would do.
IIf any students say that they
aare saving money, ask if they
aare saving for anything in
pparticular (e.g. a new phone / a
nnew game, etc.). Bring in some
rrealia of desirable items to
eencourage a class discussion.
nology
Unit 8: The power of tech
an invention? AAsk students what is shown in
Have you ever thought of
Unit 7: Powe
r - the altern
tthe picture for the project (a
Why is it im atives
portant to sa
ve energy? ppie chart). What does it show?
((Results from a survey about
ttechnology). Ask if students
hhave used pie charts to show
iinformation (e.g. in maths
llessons).
PPut students in pairs and give
Focus on:
The National As
sembly Building
tthem two minutes to note
ddown any other ways to show
iinformation visually, which
oney
Unit 9: M ur money on? tthey know. Present different
yo u sp end yo
What d o
ooptions to the class, using
a laptop or OHP. Which do
tthey think is the most useful?
WWhich is the most attractive?
Project 3: Doing a technolo
gy
IInvite different students to
survey
sshare their ideas with the class.
Z listen to a programme and d a talk
lk Z make
k suggestions
Outcomes Z
Z
read about future inventions
discuss possibilities for future
Z
Z
give a sales talk
reach agreement through
You will be able to: technology discussion
Z express opinions about global Z write a magazine article and an
issues opinion composition
55
81
MODULE 3: Power

Unit 7 Power - the alternatives

as mines have to go deeper it becomes more
expensive, and it can cause air pollution.
Have a class discussion about which fuel is the
Lessons 1 and 2 cheapest and which is the most expensive, both in
Objectives the short-term and the long-term.
Skills At the end of this pair of lessons, Ask the students to decide (in their pairs or
students should be able to: groups) which energy sources are the most popular
Reading read a text about the power of oil
● now, and which are likely to be the most popular
Listening listen to a radio programme about world
●
in fifty years’ time. Then ask different students to
energy share their ideas with the class. Does everyone
Speaking discuss the advantages and disadvantages
●
agree?
of the different kinds of energy
Topic The Power of Oil
●

Functions express opinions (agreement /

● (15 mins)
disagreement) Explain to students that they are going to read an
predict
● article about oil energy. Invite students to volunteer
state disadvantages
● information they already know about how oil
Vocabulary crude oil (N), entirely (Adv), finite (Adj), energy is formed. Read out the question and allow
fossil fuel (N), fractional distillation (N), time for the students to read the text. Help students
polymer (N), refining (N) with any difficult or unknown vocabulary. When
they have finished reading, read out the question
Student’s Book pages 56 and 57
Present the active vocabulary needed for Student’s Book page
each activity.
MODULE 3: Power

(about 20 mins)
Unit 7 Power -
Ask the students to look at the picture and the alternatives
Grammar
tell you what the subject of the lesson is If sentences: conditional
(energy).
a Read the question and the list of energy
sources. Explain the meaning of the a Read the list of energy sources. Which is the odd one out? Why?
Z coal Z solar Z oil Z gas Z nuclear
different energy sources, then ask the b What are the advantages and disadvantages of the different kinds of energy?
students which is the odd one out (nuclear) Discuss these ideas with your partner.
Z costs Z the situation now and in the future Z the environment
and why (because the others are natural energy
sources).
Read the article below. What ideas did you mention in your discussion?
b Now that the students know the meanings
The Power of Oil
of the energy sources mentioned in question Now and the Future
a, discuss with them the advantages and Without oil, the world would be a very different place. In fact, you’d
struggle to find any area of modern life that doesn’t involve oil in
disadvantages of each energy source. some way. However, oil is a finite resource. Scientists have estimated
5 that if the world continues to use oil at a constant rate, oil supplies
Put the students in pairs or small groups. could run out by 2050. No one really knows how much oil there is
in the world, and oil companies are always looking for more undiscovered oil supplies. Regardless
Have students list the sources of energy of continuing discoveries, it is important that we develop new ways to provide energy.
that they use in their homes. Ask them to Scientists are developing sustainable fuels for use worldwide. Currently, scientists are proposing that
10 motorists use renewable oils. These oils are derived from renewable sources such as grain, wood
arrange them according to how expensive chips and even agricultural waste. Most vehicles can run on fuel made from a mixture of renewable
and crude oil. This reduces costs and pollution, and ensures the supply of natural oil lasts longer.
they think they are (i.e. most expensive = Unfortunately, the many other uses of oil make it extremely difficult to replace entirely.
number 1, etc.). The Environment
15 The use of oil and other fossil fuels is contributing to environmental damage and global warming.
Ask the students what they think ‘expensive’ Pollution from vehicles, factories and power stations has contributed to environmental problems.
means (in this context) and encourage a Drilling for oil can also have detrimental effects on the environment as it sometimes involves the
destruction of animal habitats. However, some scientists have argued that the use of natural oil
discussion about ‘short-term’ and ‘long- has actually saved several animal species, such as the sperm whale, which was previously hunted
20 to make oil. Some oil companies also contribute towards environmental projects in an attempt to
term’ costs (write these expressions on the limit the damage they cause.
Cost
board). Although it is expensive to make and set up the necessary equipment
extract oil from the ground, once these are in place the cost of oil
Two examples: 25 extraction is relatively low. The real cost of oil is generally incurred by
the fractional distillation during oil refining. This is the process by which
Solar power is expensive in the short-term, crude oil is split into many different types of oil, which can then be used for
because the equipment is expensive to different purposes. For example, crude oil can be made into petrol
for cars, polymers for plastic and even tar for roads.
install, but in the long-term, it is free.
Coal is cheap in the short-term, but 56
82
 Unit 7 Power - the alternatives

again, and ask them to check whether there are any

ideas from the text they have already mentioned in
(7.1) (10–15 mins)
the discussion.
Tell them to listen again, this time for numbers. First,
read out the first gapped sentence and play the first
part of recording 7.1 again (as far as 220 years). Ask for
(5-10 mins) the missing numbers (60/220). Then play the rest of the
Ask students to look at the list of some of the recording, pausing for them to record their answers.
words they have read, and try to match them with Play it again to check.
their meanings (tell them to guess if they need to). Listening script 7.1 - see page 134
Then put the students in pairs to compare answers.
(10 mins)
a Ask the students to read each sentence and decide if it
(7.1) (15 mins) is true or false (according to what they have just heard)
and to justify their answers. Tell them they will hear
Tell the students they are going to hear a radio
the recording again, but for now they should just try
programme about nine different types of energy. to remember. Then play recording 7.1 again, pausing
Play recording 7.1. Did they hear all nine? Play it briefly after each section for the students to write their
again, then check their answers. answers.
Listening script 7.1 - see page 134 b (7.1) Put the students in pairs to compare answers,
t
then play the recording again. Pause where relevant
to read each statement and make sure everyone
understands why it is true or false.
Listening script 7.1 - see page 134

(predicting; discussing
Student’s Book page advantages and disadvantages)
(15–20 mins)
Unit 7 Power - the alternatives
Put the students in pairs or small groups.
Either ask half of them to discuss question
Match these ‘energy’ words a–e with their meanings 1–5. You may use the dictionary
a and half to discuss question b, or ask
or the glossary at the end of the book. them all to discuss both questions.
a finite 1 the process by which impurities are removed from a Go round and listen to the discussions,
substance
b contribute 2 limited offering ideas or prompts where
c refining 3 in natural or raw form; unprocessed necessary.
d crude 4 natural energy formed over a long period of time
e fossil fuel 5 aid in causing something to occur Take each question (a and b) in turn, and
ask students to tell you the main ideas
(7.1) You
are going to hear part of a radio programme about world resulting from their discussions.
energy. Which types of energy do the speakers mention?

Lesson 3
(7.1) Listen
again and note the correct numbers for the gaps in these
Workbook pages 52 - 53, Reading
sentences.
a Coal and oil will last for years. Natural gas will last for Workbook answer key – see page 147
years.
b The Aswan Dam in Egypt produces over kilowatts of electricity every year.
c The Rogun hydro-electric dam in Tajikistan is metres high.
d The world’s first wind-powered generator was built in the year . Objectives
e In parts of Africa, women walk over kilometres a day to find wood.
f The average American uses times as much energy as an Ethiopian. Skills At the end of the lesson,
Read the article again.
a Are these statements True (T) or False (F)? Justify your answer.
students should be able to:
1 Reserves of coal and oil will last longer than reserves of natural gas. Reading ● read an article about

2 The world’s largest oilfield is in Saudi Arabia. alternative energy

3 Wind, waves and the sun produce only five per cent of the world’s energy needs.
Writing ● write a list

4 In some places, plants provide most of the energy people use.

Topic ● Invisible power

b Compare your answers with those of a partner, then listen again and check your
(7.1)
Vocabulary invisible (Adj), megawatt
answers. (N), resolve (V), spoil (V)
Words to remember
(predicting; discussing advantages and
disadvantages)
Discuss these questions in pairs or small groups. crude oil, entirely, finite,
a What are some possible consequences if the world’s fossil fuel,
industry reduces its energy use? fractional distillation,
b What are the disadvantages of natural sources of energy like polymer, refining
wind power, wave power and solar energy? Discuss.

57
83
 Lessons 4 and 5 answers (e.g. If Eman feels ill, she visits a doctor. If
Objectives Ayoub can’t sleep, he listens to music.)
Skills At the end of this pair of lessons, ● First conditional
students should be able to:
Speaking make conversations using the conditional
● (10 mins)
discuss the consequences of environmental
● a Put the students in pairs. Ask them to read the
change conversation and then discuss the two questions.
Writing write sentences using the conditional
● Allow about five minutes, then ask for their
Grammar use if sentences: conditional
● answers. Ask the students to explain how we know
Topic Strong and heavy
● these answers (because the sentences are in the first
Functions give conditions
● conditional, which is used to talk about future events that
giving warnings
● are likely to happen.)
Vocabulary actually (Adv), appliance (N), b Ask the class to suggest ways of completing the
breakdown (N), generate (V), last (V), first sentence (e.g. I’ll arrest you; you’ll have an
motoring (N), strong (Adj) accident, etc.) then allow a few minutes for them
Pronunciation have fluency in consonant-consonant and
● to complete both sentences with their own ideas.
consonant-vowel sounds Ask different students to tell the class their ideas,
and make sure they are in the correct tense (first
Student’s Book pages 58 and 59 conditional).
Present the active vocabulary needed for each activity. c Ask students to write down four different
responses to complete the sentence. Then put the
students in pairs to compare ideas. Ask for a few
different sentences. Do students have similar ideas?
●
If sentences: conditional

(20 mins) Student’s Book page

On the board, write if and ask students to
suggest sentences including it. Write their
examples of conditional types 0 (general),
1 or 2 on the board, correcting if necessary. If sentences: conditional Grammar reference page 131
O

Tell the students they are going to look at
different kinds of if sentences.
a Allow a few minutes for the students to
identify the verbs, then put them in pairs
to check.
b Ask the students to look again at the
There are three different examples of if sentences (conditionals) in the radio discussion.
a Find the verbs in these examples.
1 If we continue to use coal at today’s speed, it will last for 60 years.
2 Women walk over 10 km if they need wood for fuel.
3 If we were more careful, our energy would last longer.
b Choose one of the words below to describe each of the sentences.
always likely unlikely

three sentences in question a and to General conditional

O

consider how they differ in meaning. Then,
ask the students to match the words with
the sentences.
●
General conditional
(20 mins)
OFirst conditional
a Ask two volunteers to read the question
and answer aloud. Then read out the two
questions and ask the class to answer
them. Ask the students to explain how they
knew these answers (because the sentences
are in the present simple, which can describe a
habit or routine.)
b Ask the students to complete the
sentences, then ask volunteers to read their
sentences to the class. Make sure they are
completed in the correct tense (i.e. the
present simple).
c Put the students in pairs to ask each
other the questions and invite different
students to tell the class their partners’
a Read this short conversation, then answer questions 1 and 2 below.
A What do you do if you have no money? B If I have no money, I ask my dad.
1 Have the speakers been in a situation where they have no money?
2 How often has this happened to them? Once, or more than once?
b Complete these sentences so that they are true for you.
If I feel hungry, I .
If I can’t sleep at night, I .
c Make conversations in pairs. Take turns to ask the first question.
A What do you do if you feel hungry? B I look in the kitchen.
a Read this short conversation, then answer questions 1 and 2 below.
A What will we do if our car breaks down? B If it breaks down, we’ll try to ¿x it.
1 Are the speakers talking about past, present or future time?
2 Do the speakers think a breakdown is likely or unlikely?
b Complete these sentences as if you were speaking.
1 policeman (to driver) If you drive too fast,
2 coach (to footballer) If you don’t train more often,
c Complete this sentence in four different ways.
If I accept the job,
If I accept the job,
If I accept the job,
If I accept the job,
58

84
 Unit 7 Power - the alternatives
●
Second conditional Tell them that they are going to look at some examples of
nouns that often follow the adjectives heavy and strong.
(10-15 mins) Read out the question, then allow a few minutes for the
a and b Ask the students to read the conversation in students to consider their answers. Ask the students to
pairs and then discuss questions a and b. Then check complete the gaps. Then check answers.
their answers.
c Ask the students to complete the sentences with
the second conditional form of the verb in brackets
– either on their own or with a partner. (10 mins)
Put the students in pairs. Read out the first sentence
Ask students to work with their partners to make and ask students to think about the words industry and
more sentences following the same pattern. Make industrial and explain the difference to you (industry is a
sure that they write sentences about unlikely noun, industrial is an adjective). Allow about ten minutes
situations.Then invite different students to read for them to complete the task. Then check answers.
out their sentences to the class.
d Invite students to tell you some of the effects of
global warming. If they do not mention rising sea
levels, explain that this could happen as a result of (7.2) (10 mins)
ice at the poles melting. Then put them in pairs to Tell the students to listen to recording 7.2 and repeat the
discuss the question. short phrases beginning with if. Ask students to listen
carefully to the way if is sounded in relation to the word
Strong and heavy that follows. Ask them if they can notice the following
differences:
(10 mins)
On the board, write collocations. Explain that this
means pairs of words that often go together. In a, c and d, if is followed by a consonant, and
Student’s Book page the words are pronounced without a pause, as
if they were a single word.
Unit 7 Power - the alternatives In b and e, if is followed by a vowel, and there
has to be a short pause between the words.
O Second conditional
a Read this short conversation. Are A and B talking about past, present or future time?
In f, because if is followed by “f”, i.e. the same
A If we use our cars less, we will create less pollution. consonant is repeated, the sound f is elongated.
B Crude oil separates into composite parts if it is heated at high temperatures.
A If I owned a power station, I would reduce energy costs. Listening script 7.2 - see page 135
b Is it likely or unlikely that the oil will run out tomorrow?
c Complete these sentences by adding the correct form of the verbs in brackets.
1 If we (find) a way of using water instead of petrol, the cost of motoring
(7.3) (10 mins)
(fall).
2 If the cost of motoring (fall), everyone (use) their cars more Tell students to listen to the same if phrases
often. in sentences. Play recording 7.3, pausing for
3 If everyone (use) their cars more often, the roads (be) much
more crowded. the students to repeat each sentence.
d Work in pairs. Discuss what would happen if sea levels around the world rose by two
metres next week.
Listening script 7.3 - see page 135
Strong and heavy
Complete the sentences with one of these phrases.
strong lights heavy work heavy traffic strong coffee
Lesson 6
heavy fall strong smell heavy fighting strong wind Workbook pages 54 – 55, Language
1 Some people don’t drink practice
at night because it stops
them from sleeping. Workbook answer key – see pages 147 -
2 It took him two hours to drive there because of the
. 148
3 To play football at night, you need very
.
4 The boat sailed quickly because of the
. Objectives
5 My uncle broke his leg when he suffered a
. Skills At the end of the lesson,
6 There is a of curry coming from the kitchen.
students should be able to:
W
7 The newspaper reports in
central Africa.
8 Building houses is . ords to remember Grammar ● use if sentences: conditional
actually, appliance,
● use suffixes
breakdown, generate,
Work in pairs. Complete this text with one of the words in last, motoring, strong
italics.
Functions ● give advice

The British coal (1) industry / industrial employs just over ● ask for information
9,000 people. In 2002/03, total British (2) product / production was 28.9 million tonnes.
About a third of this coal is used to
(3) generate / generator electricity. This means that when people use
(4) electricity / electrical appliances in their homes, they are actually (5) useful / using coal.

(7.2) Listen and repeat these words. Notice how the two words are linked together.
a If you … c If we … e If oil …
b If I … d If the … f If Faisal ...
(7.3) Listen and repeat the same words in the following sentences.
59

85
 Lessons 7 and 8 Some ideas:
A Bad idea – would lose a lot of business – would
Objectives mean a reduction in profits
Skills At the end of this pair of lessons,
B Good idea – would mean less traffic
students should be able to:
C Bad idea – couldn’t afford it – couldn’t do
Reading read role cards
●
anything without a car
read a magazine article
●
D Great idea – good for the environment, good for
Speaking discuss a statement from different points
●
health
of view
E Not sure – good for the environment, but we
role-play
●
need cars…
Writing write a magazine article
●

Topic Do you really have to drive?

●

Functions say why one is worried

●

say why one is pleased

● (15 mins)
introduce a topic with a question
● a Ask the students to look at the Useful Language
give warnings
● box. Then read out the statement again. Tell the
make suggestions
● students to take turns to voice the opinion of their
talk about feelings
● ‘characters’.
Vocabulary asthma (N), congestion (N), consult (V), b The groups then discuss the topic more freely,
diminish (V), end up with (PhV), still in character.
government (N), hazardous (Adj), c Each group votes on whether they agree or
irreversible (Adj), motorist (N), disagree with the statement. Ask each group the
procure (V), recently (Adv), results of their vote. Then have a ‘real’ vote – are
self-employed (Adj), smog (N), the results similar?
squander (V), waste (N)
Student’s Book page
Student’s Book pages 60 and 61
Present the active vocabulary needed for
each activity.
Expressing opinions
You are going to discuss this statement in groups of five.
Expressing opinions “To help save the world’s energy resources, the government should increase
the price of petrol by 100%.”
(30 mins)
Tell the students that they are going to take
a Each group chooses one of the roles A–E.
part in a discussion which is also a b Read your role card and decide what you think about the statement.
role-play. meone
B – So
A – Petrol station owner Z You who w
Z You own a petrol station. thin ants
roads k there is too to protect
Z Most of your income and th much c na
is from selling petrol to p eople’s at th e s onges ture
well-b mog is a dan tion on the
a Put the students in groups of five. Tell to local people and
Z You
go e
and yo verywhere b
eing. ger to
nature
companies. u y and
them to read the five role cards and take r
suffer
fr
public
om asth tr anspo
day: fo
rt or on
iver ma.
one of the roles each. They then write their – C ar dr ur car every to visit foot
C s e yo g a n d
u in ist
Z You for shopp ag e cy cl
‘titles’ (e.g. Petrol station owner) on pieces work .
,
nd fo
r D – Teen
yo ung to
drive, E – Studen
s yed a u are to o here by
friend self-emplo u have to Z Yo
t
of paper which they use as ‘labels’ to re y o yo u tr av el ever yw Z At the
momen
a eek so
Z You
s t of th e w
u lt dif fe re n t
bicy cle. is everywhere t you walk
m o on s wo rk but you’d lik
identify themselves. and c urney to e traf¿c to procure e
travel ies. Z Yo ur jo
a n zard ou s because th nings. le av
a car when
you
comp ha the mor e university
b Read out the statement (To help save …) av y in
is very he ocke d yo u off yo ur job. an d get a
kn
Cars have Z You ar
e worried
then ask the students to decide what they bike tw ice .
environmen ab out the
t.
think about it (remind them that their real Work in groups of five – A, B, C, D, E.
opinions are not required – they are a First, each ‘character’ should say what he / she thinks about the statement in exercise 1.
role-playing). Allow about five minutes Say why you are pleased or worried by the idea. How does the language differ? Use some
of the expressions from the Useful Language box below.
‘thinking time’ – encourage them to make b When everyone has expressed their opinions, have a general discussion.
c Finally, organise a vote to find out whether your group agrees or disagrees with the
notes – then ask five different students statement.
(one A, one B, etc.) to share their ideas USEFUL LANGUAGE
with the class. If the students find this Saying why one is worried Saying why one is pleased
I’m really worried about (the idea) because … I’m really pleased …
difficult, suggest a few ideas (see below). I’m afraid X would (happen) if they increased the price I think it’s a great idea.
of petrol. It sounds good to me.
Allow a few more minutes for the students
to note down more ideas.
Quote “Environmental protection doesn’t happen in a vacuum. You can’t separate the
impact on the environment from the impact on our families and communities.”
Jim Clyburn

60
86
 Unit 7 Power - the alternatives
Quote Ask the students to read questions a-d. Tell them to
Ask students how much time they spend in nature read the text and note down answers to the questions.
(e.g. in a park in the mountain; at a reserve; by
the sea). Do they enjoy this time? How does it
make them feel? Read the quote to the class. Ask When they are ready, put them in pairs to compare
why nature is a source of curiosity, and why it is a answers, then check them.
source of fulfilment. Do students agree? Why / why
not?
Background: James Enos (Jim) Clyburn (1940 -) is a
(15-20 mins)
politician who believes in helping the environment.
He has worked in politics for many years and his a Put the students in small groups. Ask them to read
views are widely respected. and discuss the questions one by one. Make use of the
pictures to guide students (1 washing machine, 2 toaster,
A magazine article 3 kettle, 4 TV set, 5 lamps). Encourage them to make
Tell the students that they are going to read a notes. Remind them to use the text in exercise 1 as a
magazine article, and then write a similar one. model.
While they are talking, go round and offer ideas where
needed. Then invite different students to share their
groups’ ideas with the class.
(15 mins) b Tell the students to plan their article, using the
Ask students to look at the title of the article (Do paragraph guide. Go round while they are working and
you really have to drive?). Ask them to guess what make suggestions where necessary.
the article is about (saving petrol / oil / energy /
alternative methods of transport).

Student’s Book page (15-20 mins)

Unit 7 Power - the alternatives

a Allow time for the students to write their
articles. Remind them to write about 150 - 170
A magazine article
task
You are going to write an article for a school magazine
words, to keep their style informal, as they are
suggesting practical ways in which we could all save writing for people of their own age and to use
energy.
Read the magazine article below and answer these questions:
some of the language in the Useful Language box.
a What do you know about the writer and the readers of the article? b Ask the students to check their work carefully
b How does the writer start and finish the article?
c Is the style formal or informal? for spelling, punctuation, grammar and style.
d What is the main purpose of the article?
Put the students in pairs to read each other’s
Do you really have to drive?
When you’re in your car, do you ever think, like me are squandering. articles and make suggestions for improvements.
‘Do I have to drive?’ or ‘Could I travel by bus?’ So here are my suggestions for diminishing the
Recently, I’ve asked myself these questions 15 amount of energy we use in our cars. Firstly, Finally, collect the finished articles and return
more often. Sometimes I have good answers, we could share cars with other people who are
5 but not always. going to the same place as us. Secondly, we them corrected as soon as possible.
When I drive to work, I’m the only person in could use alternative modes of transportation.
my car. Most other cars on the road also carry And finally, if you have a big car, you could
only one person. We’re all going to the same
place in our own cars. What a waste of energy
20 replace it with a smaller one. If we don’t do
something to save energy, we’ll end up with
Lesson 9
10 and money! I don’t enjoy my journey because irreversible environmental problems. What are Workbook pages 56 - 57, Writing
of all the traffic, but I’m more worried about YOU going to do to prevent this?
air pollution and the energy which motorists Workbook answer key – see page 148

Compare your answers to questions 1a–d

in pairs.
1 Words to remember Objectives
asthma, congestion, consult,
diminish, end up with, Skills At the end of the lesson,
government, hazardous,
a Brainstorm ideas in groups. Collect them 2 irreversible, motorist, procure, students should be able to:
in a graphic organiser using the following
recently, self-employed, smog,
headings:
squander, waste Reading ● read articles about energy
Z Think about electricity: lights, air-conditioning,
travelling, etc. Writing ● write an article
Z How could you save some energy at home?
4
Z What would be a suitable title for the article?
3
Functions ● suggest solutions
Z How could you start and finish your article?
b Write a plan for an article with four paragraphs.
1 Introduce the topic. 3 Make your suggestions.
2 State the problem. 4 Conclude the article.

a Write your article in about 150-170 words, using your plan. 5

b Now check your article and exchange it with a partner.
USEFUL LANGUAGE
Introducing a topic with a Giving warnings Making suggestions
question If we don’t do …, … will happen. We could … (share cars).
Do / Have you ever …? It sounds good to me. If you have a big car you could …
What are you doing to …? / What (replace it).
could you do …?

61

87
MODULE 3: Power

Unit 8 The power of technology

(20-25 mins)
a Read out the question (What can human beings
Lessons 1 and 2 do…?) and the two examples.
Which modern inventions enable us to do these
Objectives two things? (The plane, the phone, the Internet) Ask for
Skills At the end of this pair of lessons, two or three more similar sentences (referring to
students should be able to: different inventions), then ask the groups to look
Reading read an article about inventions
● at their lists and make a sentence referring to each
Speaking talk about modern technology
● item.
discuss future inventions
● When they are ready, invite different students
Writing write a list
●
to read out a sentence – can the class say which
Topic Future shock
●
invention is referred to?
Functions predict
●
b Have students read the short paragraph. It is
about why, and how, modern science is important.
express opinions (agreement / disagreement)
●
Ask students to discuss in pairs why they believe
Vocabulary contact lens (N), cure-all (N), scientific exploration is important, and whether
currently (Adv), draw (V), they agree or disagree with this statement.
gold-coated (Adj), innovate (V), Then, have students close their books. Tell them
instantly (Adv), latest (Adj), micro-robot (N), that they are going to read an article on page 63
nanoshell (N), satnav (N), that mentions new inventions. Can they think of a
shock (N), sophisticated (Adj), good title for the article? What do they think the
tumour (N) main points of the article will be?

Student’s Book pages 62 and 63 Student’sBook

Student’s Bookpage
page
Present the active vocabulary needed for
each activity.
MODULE 3: Power

Unit 8 The power of

(10 mins)
Collect some pictures of modern
technology
Grammar
Modals (can / could; must / should); wish + simple past / past perfect
technology and show them to the class.
Ask the students to tell you what they
are. You can also refer to the pictures
on page 62. Ask the students to suggest
other examples of ‘modern technology’.
Encourage them to think about inventions
they use every day (e.g. washing machines,
TVs, etc.)
Put students in groups to list their own Work in pairs. Think about the power of technology.
a What can human beings do now that they couldn’t do 100 years ago? Make a list.
ideas. Ask them to think of at least ten We can travel around the world in a few hours.
items. Go round the class and listen We can talk to people thousands of kilometres away.
We can
to their discussions, offer prompts /
vocabulary where needed.
Useful Vocabulary: b Read the following statement. Why do you think modern science is important?
dishwasher, cooker, microwave oven, fridge, An important part of modern science is to strive for clear understanding. Therefore,
scienti¿c explanations are always welcomed as they help us to have a greater
freezer, toaster, sandwich maker, heater, electric understanding of the world. That’s why Islamic society has always respected and
had an interest in science.
fan, air conditioning, CD player, MP3 player,
TV, computer, DVDs, car, plane, mobile phone,
Read the article on page 63 about some of the inventions scientists are working on now.
etc. Predict inventions the writer will refer to.
Then ask the students to arrange the items As you read, note any of your ideas in exercise 1 which the writer mentions.

in their lists in order of usefulness – the

most useful = 1. Match four of these headings with sections 1–4 in the article on page 63.
You do not need to use two of them.
Ask each group to tell the class their A A ‘smart’ future D In the home
number one item. Is there a clear B The world of work E Connections
C Cure-all F Clothes and fashion
favourite?
62
88
 Unit 8 The power of technology
Put the students in pairs (if possible with new
people) to discuss ideas and note them down, then (10 mins)
invite different students to tell the class their ideas. Ask students to read the article again and then answer
the questions. Put the students in pairs, then check their
answers.
(20 mins)
Ask students to open their books at page 63. Ask
the students to look at the title of the article (Future (expressing opinions: agreement /
Shock) and make sure they know the meaning of disagreement)
shock. Ask them to remember what they guessed
about the article, and then allow time for them to (20 mins)
read it. Read out question a and ask for a few ideas from the
When they are ready, ask Do you think it’s a good class. Tell them one or two of your own ideas! Then put
title? Why (not)? Were you right about the main the students in pairs or small groups to tell each other
points? their ideas. Suggest that one person notes down the
Answer questions about any difficult words, which main ideas of the discussion.
might include: currently, tumour, sophisticated,
Repeat this procedure with question b.
swallow, organs.
Ask one person from each pair or group to tell the class
the main points of their discussions. Do the students
have similar opinions?
(15 mins)
Ask the students to read headings A-F, then put Lesson 3
the students in pairs to match them with the
Workbook pages 58 - 59, Reading
paragraphs. Remind them that there are two extra
Workbook answer key – see page 148
headings.
Student’s
Student’sBook
Bookpage
page
Objectives
Skills At the end of the lesson,
Unit 8 The power of technology
students should be able to:
Future Shock Reading ● read a text about future
Our grandparents thought they were fortunate because they could travel by car and they
could see Ålms at the cinema. Now, we think we’re very lucky because we have appliances
travel
that can do the jobs we hate, like washing up or cooking; we have computers that can help us
to communicate with people instantly; we have cars with ‘satnav’ that can tell us how to get
Writing ● write an extra paragraph
5 to where we are going; and we have AC systems which can keep our houses and ofÅces cool ● write a summary
when the weather is hot.
But in just a few years, these latest inventions will seem old-fashioned compared to things Topic ● Future travel
that scientists are currently innovating. Here are a few of the ideas they are developing.
1 3 Functions ● give examples
Z Within a few years, we will all be able to Z In the next ten years, we will be able to
watch 3D television without special glasses. 25 buy ‘intelligent’ or ‘smart’ refrigerators
10
Z We will have more spare time because which will automatically inform us when Vocabulary bio-fuel (N), implement (V),
robots will be doing almost any job in and
around our homes, including cleaning,
we are running out of food and will be able
to order supplies directly from an online
obstacle (N),
washing, gardening and mail delivery. supermarket.
Z By 2020 we could see the end of traffic
outlandish (Adj),
2
15
Z There will be big changes in medicine, too. jams and road accidents: cars will drive suspension (N),
themselves along ‘smart roads’. Some
Gold-coated ‘nanoshells’ are being
developed. They will be able to find cancer people predict that we will even be able to windscreen wiper (N)
tumours and destroy them, using heat. buy flying cars.
Z Within ten years, researchers will have 4
20 developed micro-robots which we can Z Mobile phones will continue to get smaller
swallow. These will be able to travel and become more and more sophisticated.
through our bodies and repair organs that We may be able to use our phones to pay
are not working properly. for things we buy in shops. We will simply
pass our phone over an electronic reader
and money will be drawn from our bank
accounts.
Z We will soon be able to wear ‘active contact
lenses’ which display our e-mails and
Internet web-pages. According to scientists
we will be able to ‘see’ these with our eyes
closed.

Read the article again and answer these questions.

a Why did our grandparents think they were lucky?
Words to remember
contact lens,
b How will housework change in the future? cure-all, currently, draw,
gold-coated, innovate,
c How will very small robots help doctors? instantly, latest,
micro-robot, nanoshell,
d Which future invention do you think is the most useful? satnav, shock,
Summarise its benefits. sophisticated, tumour

(expressing opinions: agreement / disagreement)

Discuss these questions in pairs or groups.
a Do you think any of these inventions could improve your life? If so, how?
b Which future development do you think is the most exciting? Why?
63
89
 Lessons 4 and 5
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Speaking discuss future inventions
● the class (e.g. They can find information quickly; they
talk about abilities and possibilities
● can play music…). Then ask What can we do with
talk about difficult behaviour
● computers? (e.g. We can play games; We can talk to
Grammar use modals [can / could; must / should]
●
use wish + simple past / past perfect
●
Topic Future possibilities
●
Functions express wishes
●
talk about abilities
●
talk about possibilities
●
support ideas
●
express obligation
●
Vocabulary bifocal (Adj), frequent (Adj),
instigate (V), legible (Adj), obedient (Adj),
patient (Adj), reputation (N),
software (N), spot (N)
Pronunciation Identify the stressed words in
●
sentences
Student’s Book pages 64 and 65
Present the active vocabulary needed for each activity.
Student’sBook
Student’s Bookpage
● Modals [can / could; must / should]
(5 mins)
Ask a student Can you cook? If the student
O
says No, keep asking students until
someone says Yes. Then ask the same
student, Can you cook now? When the
student says No, ask Why not? (Because I
haven’t got any equipment or food!) Then write
ability and possibility on the board. Point
to ability and say (Name) can cook... Point
to possibility and say …but he / she can’t
cook now. We haven’t got the right things in
the classroom, so it isn’t possible! Then, ask
students to complete the sentences a-e.
Ask different students to give answers and
discuss them.
Note: It is also quite common to use can
to refer to the future (e.g. Can you come out
tonight? = Will you be able to…?)
(10 mins)
a Tell students they are going to read part
of a guide for business visitors to Kuwait.
Ask them to read the text and identify
what the visitors should / shouldn’t
do and what they must / mustn’t do.
Have students note down the difference
OWish + simple past / past perfect Grammar reference page 132
between the modal verb should and must.
Go round and offer suggestions where
necessary.
b Then put the students in pairs to
compare answers. Have them work
together to write three more guidelines in
their notebooks.
90
(10 mins)
Ask the students to look at the pictures. Ask What
can computers do? Invite different answers from
each other…).
Ask the students to think about mobile phones and
TVs in the same way and to make notes. Then ask
them to consider questions b and c in the same
way.
Put the students in pairs to compare ideas. Then
ask different students to report their ideas back to
the class.
(15 mins)
Ask for a few ideas from the class for each
question, and tell them a few of your own ideas.
Then put the students in pairs or small groups to
discuss both questions. Invite students to share
their sentences with the class (two or three for each
question). Tell them to think of things that they are
not able to do or that are impossible for them to
do. Make any necessary corrections.
page
Modals (can / could; must / should) Grammar reference pages 131–132
Complete the sentences with can / can’t and could / couldn’t.
a I need my bifocal glasses. I see without them.
b Computers help us to instigate new learning technology.
c I research at school because there is a new software library.
d Ten years ago, you easily find a spot to park in town.
e I wanted to text you but I remember your number.
Read these extracts from a guide written for foreign businessmen and women who are
visiting countries in the Middle East.
a What should / shouldn’t visitors do? What must / musn’t they do?
Clothes / Appearance Behaviour in public and at meetings
1. Visitors must cover most of their body. 3. You mustn’t keep your shoes on when
2. Men should wear a tie for business
meetings.
you visit a mosque.
4. When you meet someone, you should
3. Clothing should not attract attention not shake hands with your left hand.
or be worn to show off. 5. You should use the greeting ‘Al-salaam
alaykum’.
b Compare your answers with those of a partner, then together write a few more helpful
guidelines for businessmen and women visiting Kuwait.
Look at the inventions in the pictures and answer these questions in pairs.
a What can these things do? or What can’t we do with these things?
b What will these things be able to do in the future?
c What technology do you have that your grandparents didn’t?
Think about these future possibilities.
a What would people do if computers started to act by themselves? Explain.
b What could happen if all the computers in the world stopped working at the same time?
Elaborate.
a What difference in meaning does each sentence have?
They wish they had studied harder when they were young.
He wishes he were rich.
b Complete the sentences with the correct form of the verb.
1 Now that he is in China, he wishes he (understand)
Chinese.
2 I wish you (call) earlier.
3 They wish they (listen) to us sooner.
4 When we begin the trip, they will wish they (be)
with us.
64
 Unit 8 The power of technology
● Wish + simple past / past perfect c Ask students to check their answers to exercise 1b in a
(10 mins) dictionary if possible, or the Student’s Book glossary.Go
round and offer help if necessary.
a and b Ask the students to study the example d Read out sentence 1 and ask the students to supply
sentences. Explain to the students that the first the missing word from the words in question b (untidy).
sentence uses the past perfect, and the second Then allow time for the students to complete all five
sentence uses the simple past to discribe different with words from question b. Put the students in pairs to
types of wishes. Then have them complete question compare answers.
b.

Negative adjectives
(20 mins)
(5 mins)
Put the students in pairs. Read out question a and tell
Indicate something in the room or outside the
them they have two minutes to discuss it. After two
window and ask for at least four adjectives to
minutes, invite ideas from different students, and tell
describe it. Repeat this with one or two more
them your own ideas too! Then repeat the procedure
objects.
with questions b and c.
(10 mins)
a Read out the explanation and the example. Make
sure that students understand what a negative (8.1) (10 mins)
meaning means.
Ask for more examples, e.g. (un)happy, (un)kind, Play the first part of recording 8.1, and ask the students
(un)usual, (un)able… to underline the stressed words. Continue, pausing for
b Tell students they are going to look at more the students to underline each stressed word. Do not
prefixes. Ask them to read the notes in the box, check their answers yet. Tell the students to practise
then work with a partner to decide the negative saying the sentences in pairs.
form of the adjectives in the box. Listening script 8.1 – see page 135

Student’s Bookpage
page (8.2) (10 mins)
Student’s Book
Unit 8 The power of technology
Play recording 8.2, pausing after each sentence
for the students to check their answers to
Negative adjectives exercise 3. Then play it again, pausing after each
Note sentence for the students to repeat it.
Prefixes are often used to give a negative meaning to an adjective.
Example: lucky – unlucky Listening script 8.2 – see page 135
a Do you know any more negative adjectives which start with un-?
b What are the negative forms of the following adjectives? The notes in the box in Quote
question c may help you. Read the quote to the class. Check that
formal frequent friendly honest legal legible students understand it. (Essentially, it
obedient patient polite regular relevant tidy
means that machines cause more problems
c Check your negative adjectives in a dictionary or the Student’s Book glossary.
than they solve.) Do students agree or not?
Negative adjective prefixes
Ask them to give examples to justify their
un- is the most common negative prefix answer.
dis- is used with some adjectives
il- is used with some adjectives beginning with l ... Background: Antoine de Saint Exupéry
im- is used with some adjectives beginning with p ... or m ... (1900–1944) was a French writer and air
ir- is used with some adjectives beginning with r ...
in- is used with a few adjectives pilot. His most famous book is The Little
Prince.
d Complete these sentences with the negative form of some adjectives from question b.
1 My room is a bit
2 It is
. I wish I had a robot to clean up the mess.
to drive faster than the speed limit.
Lesson 6
3 children should learn to do what their parents tell them. Workbook pages 60 - 61, Language
4 People who live in cities often have a reputation for being , but I always practice
W
get on very well with them.
5 I can’t read your writing. It’s completely . ords to remember Workbook answer key – see pages 148 –
bifocal, frequent, 149
instigate, legible,
Answer these questions in pairs. obedient, patient,
a What should parents say to their disobedient children? reputation, software, Objectives
b In what situations do you get impatient? Explain. spot
c What should companies do with dishonest employees? Elaborate. Skills At the end of the lesson,
students should be able to:
Listen and repeat. Underline the most stressed word in each sentence.
(8.1) Grammar ● use modals [can / could;
a Gold-coated ‘nanoshells’ are being developed. must / should]
b We will be able to buy ‘smart’ clothes.
c According to scientists, we will be able to ‘see’ these with our eyes closed. ● use wish + simple past /

(8.2) Listen to the sentences again. How have they changed? past perfect
● use prefixes
Quote “The machine does not isolate man from the great problems of
nature but plunges him more deeply into them.” Writing ● write wish sentences
Antoine de Saint Exupéry
Functions ● give examples
65

91
 Lessons 7 and 8 offer suggestions where necessary.
Objectives c Tell them to prepare a persuasive ‘sales talk’
Skills At the end of this pair of lessons, about the item they have chosen, based on the
students should be able to: ideas they have noted down. Suggest that the
Reading read a short article about smart clothes
●
four sections are shared between members of the
read an advertisement
●
group. Before they start, tell them to look at the
Speaking give a sales talk
●
Useful Language box. Go round and offer help where
discuss future inventions
●
necessary.
Writing write a magazine advertisement for a new
●

invention
Topic Robomate
●
(10–15 mins)
Functions support ideas
●

introduce a subject
●
a Put pairs or groups together – if possible with
state advantages
●
students ‘selling’ different items.
persuade
●
Students take turns to give their ‘sales talk’ to the
Vocabulary anniversary (N), heart rate (N), other pair or group. Go round and listen while they
recharge (V), remind (V), terminal (N), are talking.
torso (N), transmit (V), trespass (V), b Ask students in each group to comment on the
wearer (N) sales talk they have heard – are they persuaded?
Invite two or three sets of students who have given
Student’s Book pages 66 and 67 persuasive talks to give them again, to the whole
Present the active vocabulary needed for each activity. class.

Selling an idea
Student’s Book
Student’s Bookpage
page

(10 mins)
Write the words ‘smart clothes’ on the Selling an idea

board, and elicit ideas or vocabulary

about these words from the students.
Then allow time for them to read the
article. Explain any new words, which
might include: power (verb), heart rate,
blood pressure, transmitting, satellite.
Read this short article about ‘smart clothes’ of the future.
Which of the clothes do you think would be the most useful?
In a few years, we will be able to buy ‘smart clothes’ which can control our
temperature, keeping us cool in the summer and warm in the winter. One company
is already working on ‘smart trainers’ which can generate
electricity as you walk, and power an electronic terminal
5 you wear on your torso. Other clothes will help to save lives

Put the students in pairs to discuss which by checking the wearer’s heart rate and blood pressure and
transmitting this information to a doctor. Life-saving ski
of the smart clothes mentioned would be jackets will heat up if the wearer’s body temperature falls too
the most useful. Ask for ideas, then hold a low, and will transmit a message to a satellite to help rescue
10 teams to find the wearer.

class vote.

(about 15 mins)
Ask the students to look at the pictures.
Briefly discuss what kind of clothes they
are and what they might do.
Tell them they are going to prepare a ‘sales
talk’ to sell one of them.
a In pairs, have students brainstorm words
and phrases used in ‘sales’. Ask them how
the article would change if the writer’s
purpose was to sell the items. Invite
students to share their ideas with the class.
b Put the students in pairs or groups of
four. Ask them to choose one of the items
of clothing. Tell them to read and discuss
Work in pairs or groups. You are going to sell a new item of ‘smart
clothing’ to other students in the class.
a How could the language of the article change if the writer wanted to
sell the items?
b Choose one of the articles of clothing in the photograph, and discuss these questions.
1 What is it and what do you think it can do?
2 What are its special features?
3 Who would find it particularly useful?
4 How would it improve the wearer’s life?
c Plan a ‘sales talk’ to persuade other people to buy this article of clothing. Use your
answers to questions b1–4 as the different sections of your talk. Use some of the
expressions from the Useful Language box below.
Work with another group of students.
a Take turns to give your sales talk to the other group.
b Finally, each student in the two groups should say whether they found the talk persuasive.
Would they buy the new article of ‘smart clothing’?
USEFUL LANGUAGE
Introducing a subject Stating advantages
I’d like to tell you about our fantastic new invention. The best thing about (our new shoes) is …
It’s a … which can … This is what our … can do for you.
This is the invention you have all been waiting for. It isn’t expensive. It only costs …
It’s a … which … It’s available in these sizes / colours: …

questions 1-4 and make notes. Encourage

them to be imaginative! Go round and 66
92
 Unit 8 The power of technology

(10 mins)
An advertisement
Read out the first question and discuss the answer with
(10 mins)
the class (the writer uses you to personalise the advertisement,
Bring in some magazine advertisements, and show
to make the reader imagine himself / herself actually using the
them to the class. Also, ask the students to think
robot.) Put the students in pairs to discuss the rest of the
of some other advertisements for household goods
questions. Go round and offer suggestions where necessary.
they have seen on TV, in magazines or on posters.
Invite different students to tell the class their ideas for
Which advertisements do they think are effective –
questions b-d. Tell students to write their answers in
which ones are not? Why?
their notebooks.

(10 mins) (20 mins)

Tell the students to look at the picture and then a Tell the students to read the advertisement in their
read the advertisement. Go round and explain any books again. Then read out the instructions and allow
difficult vocabulary. about fifteen minutes for them to plan their own
Put the students in pairs to discuss which of the advertisements. Tell them to use a clean page in their
robomate’s abilities would be the most useful. notebooks and set it out like a real advertisement. Go
Ask the class to identify all the things it can do and round and offer suggestions where necessary.
write them on the board (talk; do boring jobs; phone b Tell the students to check their work carefully for
you if someone breaks in; look after the house; remind you spelling, grammar, punctuation and style.
of important dates; work for 48 hours). Hold a class Put the students in pairs to read each other’s
vote for the most useful ability. advertisements and encourage them to suggest ways
of improving their partners’ work. Go round and make
Student’s ’ Book page
corrections where necessary.
Invite different students to read out their
Unit 8 The power of technology
advertisements to the class.
task
You are going to write a magazine advertisement
Optional: Give each student a sheet of paper
An advertisement
for a new invention.
and ask them to make a ‘real’ poster, for use in
a classroom display.
Read this advertisement for a new household robot. Which of Robomate’s abilities
would you find most useful?

ROBOMATE Lesson 9
So, what are you waiting for? Workbook pages 62 - 63, Writing
This is Robomate and here are some Order your own personal Robomate
of the things it can do for you: today. It’ll change your life! Workbook answer key – see page 149
• It can translate between languages. Still not sure? Check our website and
• You can ask it to do jobs around the 25 watch Robomate in action!
5 house for you. It particularly likes the Objectives
jobs you find boring.
• It can look after the house when you go
out. If someone trespasses, Robomate Skills At the end of the lesson,
will phone you.
10 • If you are away, and you want to check students should be able to:
everything is okay at home, you can
see what’s going on through a special Reading ● read magazine
webcam.
• It can remember everything you tell it advertisements
15 and remind you about important dates
like birthdays and anniversaries. This is Writing ● write an advertisement for
particularly useful if you have a busy
life or a bad memory. a new product
• Its batteries last for 48 hours without
● write a storyboard
20 recharging.
Functions ● express possibility
Read
R d the
h advertisement
d i again
i and
d answer these
h questions.
i
a Why does the writer of the advertisement use the word you?

Words to remember
You can ask it to do jobs …
b Why does the writer ask questions?
So, what are you waiting for?
anniversary,
c Is the style of writing formal or informal? What effect
heart rate, recharge,
does this have?
remind, terminal, torso,
d Why does the writer use a list of bullet points [•]?
transmit, trespass,
wearer

Write your own magazine advertisement for a new invention which will save time in
your school or your home.
a Think of your invention and give it a suitable name. It can be big or small, cheap or
Z
expensive, simple or complicated.
Z Write in the same style as the advertisement for Robomate.
Z Include the price of your invention.
b Now check your spelling, grammar, punctuation and style. Exchange advertisements
with another student.
67
93
MODULE 3: Power
Unit 9 Money
Lessons 1 and 2
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading ● read an article by a local bank manager
● read a factfile
Listening ● listen to a talk about the history of money
Speaking ● give opinion about forms of payment
Topic ● Financial prospects
Functions ● express opinions (agreement /
disagreement)
● discuss money plans
● guess
● express preference
● express obligation
Vocabulary accounting (N), barter (V),
confidentiality (N),
economics (N), insurance (N),
invest (V), investment (N),
loan (N), management (N),
transaction (N)
Student’s Book pages 68 and 69
Present the active vocabulary needed for
each activity.
(5 mins)
Ask the class if they have ever had to use
different currencies (while travelling).
Where were they and what were the
currencies’ names? Ask for or tell them
the names of currencies used in English
speaking countries – pounds, euros,
dollars.
(15 mins)
a Tell the students that the pictures show
different kinds of ‘money’. Ask them to
point to the bank notes, the cowry shells
the cheque and the coins. Then, ask them
which kind of ‘money’ they think is worth
the most (in the past, cowry shells used to
be worth a lot, but nowadays we use different
currency, so cowry shells have lost their value.
Coins have less value than bank notes and the
cheque’s value varies depending on what is
written on it.)
b Ask the students to guess when and
where cowry shells were used as money. In
pairs the students tell each other how they
usually pay for things, and which method
94
they prefer. Encourage students to think of a fact
about each method, and then follow it up with an
opinion about the advantages and disadvantages.
(25 mins)
Ask students to read the instructions. Then allow
them time to read the text. Help them with any
difficult vocabulary. Put students in pairs and
ask them to discuss the qualities needed to be
a successful bank manager. Do they have any of
these qualities?
(15 mins)
Ask students to read the definitions. Then allow
them time to go back to the text and try to find a
word that matches each definition. Let them check
their answers in pairs.
Student’s Book page
MODULE 3: Power
Unit 9 Money
Grammar
have to / should / must; reported speech
a Look at the pictures. Which do you think is worth the most?
b How many different ways of paying for things do you use? Think of
a fact and an opinion for each method. Compare ideas with those of
a partner.
Read this extract from a careers prospectus written by a local bank
manager. Do you have any qualities that would make you a good
bank manager?
Financial prospects
You don’t have to have a university degree to become a bank manager, but it can help.
When I left school, I started working in a bank as a clerk to earn money for my family. I
worked hard and was eventually promoted, but because I didn’t have a degree, I had to
take professional examinations. Not going to university is one of my biggest regrets. I
5
would love to study economics, accounting or computer science, and a degree in business
management would really help my career now. But I think it takes more than just a
university education to be a successful bank manager.
As a bank manager, you need good communication skills. You must be completely honest
10
and trustworthy and be able to respect confidentiality. It is also important that you are
able to demonstrate leadership qualities and to motivate staff to meet targets. You must
be able to handle a lot of complex information, including monitoring accounts, loans and
investments. Our bank also offers home and business insurance. I officially work 35-40
hours per week, but sometimes I work overtime to meet important clients.
15
Some people say that money is corrupting and causes greed, but
I believe money management is a skill and a discipline.
Money is not an end in itself, but a means to higher values.
If it is earned, invested and spent carefully, it will reward the
individual, their family and society. This is where banks and
bank managers can help!
68
 Unit 9 Money

(9.1) (10 mins)

(9.1) (5-10 mins) Ask the students to read the factfile and decide which
Tell the students that they are going to hear a of the facts are mentioned in the recording. Put the
talk about the history of money. Explain that it is students in pairs to compare answers, then play the
quite long but they will hear it several times. Ask recording a final time to check.
the students to read the three questions, then play Listening script 9.1 – see page 135
recording 9.1 straight through. Students answer
questions individually.
(expressing opinion; agreement /
Listening script 9.1 – see page 135 disagreement; exchanging ideas)

(10 mins)
Put the students in pairs, if possible with different
(9.1) (10 mins) people. Ask them to consider both questions.
Ask the students to read the four statements, then Allow about five minutes; go round and offer
play the whole recording again. suggestions where necessary.
Then put the students in pairs to decide whether Ask volunteers to tell the class their ideas.
each statement is true or false. Ask them to justify Have a class vote to decide if a return to bartering
their answers. When they are ready, play the would be a good thing.
recording again and check their answers.
Lesson 3
Listening script 9.1 – see page 135 Workbook pages 64 - 65, Reading
Workbook answer key – see page 149

Student’s
’ Book page
Objectives
Skills At the end of the lesson,
Unit 9 Money students should be able to:
Reading ● read an article about
Read the extract on page 68 again and find a word to match each definition.
a a university qualification
Warren Buffett
b time that you spend working in addition to your normal working hours
c a selfish desire
Topic ● Warren Buffett: Philanthropic

Words to remember
billionaire
(9.1) You
are going to hear a talk about the history of
money. accounting, barter,
Vocabulary billionaire (N),
As you listen, answer these questions. confidentiality, charitable (Adj), inherit (V),
economics, insurance,
a What did people barter with in the past? (Barter =
exchange things instead of using money. Examples: invest, investment, philanthropic (Adj),
animals, things they made, etc.) loan, management, tax return (N)
b When and where were the first coins made? transaction
c When and where were the first bank notes made?

Listen to the talk again. Are these statements True (T) or False (F)? Justify your
(9.1)
answer.
a In parts of Africa shells are still used as money.

b The first coins were made of silver.

c Before they used coins, the Greeks paid for things with long nails.

d The Chinese made paper money because they did not have enough gold.

Which facts in the Factfile are mentioned by the speaker?

(9.1)
When you have made your choice, listen again and check your answers.

(expressing opinions: 10 Money Dates

agreement / disagreement; 9000 BCE Cattle were the oldest
form of money.
exchanging ideas) 6000 BCE The first banks were in
Babylon in Mesopotamia.
Discuss these questions in pairs. 1200 BCE Cowry shells were first
used as money in China.
a If people in your town had no money, how 640 BCE The first coins were
could they get things they needed? produced in Lydia.
550 BCE The Persians used gold coins,
Could they barter? What could they but the Greeks used silver.
exchange? 800 CE The first paper money notes
b What could you and your friends exchange? were made in China.
1520 CE The Aztecs used gold dust
and cocoa beans as money.
1660 CE The first cheque was used in
Britain.
1961 CE Fils and Dinars were
introduced in Kuwait.
1995 CE Ninety per cent of all
transactions in the USA were
electronic.

69
95
 Lessons 4 and 5 Money: rules or advice about spending money
Clothes: rules about what clothes are suitable in
Objectives different social situations and weather conditions
Skills At the end of this pair of lessons,
Public behaviour: rules about what to do and what
students should be able to:
not to do in public places
Speaking discuss rules
●
Driving a car: rules or laws about driving in Kuwait
describe objects for an online auction
●

Writing write a set of rules

● (10 mins)
Grammar use have to / should / must
● Put pairs together to make small groups. Tell them
use reported speech
● to explain their rules or laws to each other. Go
Topic e-sell
● round and make sure they are using must / mustn’t
Functions express obligation
● ; have to / don’t have to; should / shouldn’t. Finally,
express opinion (agreement /
● invite different students to explain their rules to the
disagreement) class, and encourage comments.
discuss rules and laws
●
●
Reported speech
describe objects for sale
●

Vocabulary auction (N), complimentary (Adj), (15 mins)

login (N), shipping (N), tax (N) Refer students to the article on page 68. Allow
Pronunciation reduce the preposition to in
●
them time to read the first paragraph of the
sentences article. Then put students in pairs and ask them
to complete the paragraph using reported speech.
Student’s Book pages 70 and 71
Go round and offer help where necessary. Invite
Present the active vocabulary needed for each activity.
volunteers to read aloud their finished paragraphs.
Correct as necessary.

● have to / should / must Student’s Book page

(10 mins)
Read out the first sentence (Most people…)
and ask the students to match it with one have to / should / must Grammar reference pages 132-133
O

of the three meanings (1). Repeat the
procedure with sentences b and c.
Put the students in pairs and ask them to
think of one or two more examples each
for meanings 1, 2 and 3. Invite suggestions
and write good examples on the board.
(10 mins)
Tell the students to rewrite sentence a,
Match the modal verbs in sentences a–c with their meanings 1–3.
a Most people have to work to earn money.
b You shouldn’t waste your money.
c You must be more careful with your money.
1 This is necessary.
2 I feel very strongly about this.
3 This is my advice or suggestion.
Rewrite each sentence using one of the modal verbs from the list. Start with the words
given.
must should have to mustn’t shouldn’t don’t have to

using one of the modal verbs in the box.
(You shouldn’t carry lots of money around
with you.) Then allow time for students to
complete the task. Go round and offer
suggestions where necessary. Put the
students in pairs to compare answers.
(10-15 mins)
Ask the class if anyone has ever been in
a different country for more than a few
weeks. What did they find strange and / or
difficult to get used to? Then ask them to
a It isn’t a good idea to carry lots of money around with you. You
b It’s wrong to take things from shops without paying. You
c It isn’t necessary to pay for these drinks. They’re complimentary. You
d If you earn money, I think it’s right that you pay tax. If you earn money, you
e It’s a good idea to put your money in a bank. You
f It’s necessary to use a personal login for the bank website. You
Work in pairs. A group of university students from Kuwait are going to work in another
country for a year. Write a set of rules which will help them prepare for this new
situation. Think about these things:
Z Money Z Clothes Z Public behaviour Z Driving a car
Now work in small groups. Tell each other about any rules or laws in other countries
that you have visited or know about. Use must / mustn’t; have to / don’t have to; should /
shouldn’t.
O Reported speech Grammar reference page 133-135
Complete the paragraph using the first paragraph of the article on page 68.

imagine what it must be like for foreigners A local bank manager said that when he had left school, he started working

who come to live and work in Kuwait.

What might they find difficult to get used
to?
Read out the instructions and put the
students in pairs. Allow 10-15 minutes
for them to discuss their ideas and make
notes. Go round and offer suggestions
where necessary. 70
96
 Unit 9 Money

List and sell

(15 mins)
Put the students in pairs and ask them to look at
the pictures. Allow 5 minutes for them to list all the
items in the pictures. Invite volunteers to choose
three items.
a Then allow time for students to describe the
items they have chosen following the information
in the box. Repeat with other pairs.
b Still in pairs, ask the students to ask and answer
questions about the items in the pictures.
(10 mins)
Read out the example sentence (It’s hard to
imagine…) and point out the pattern (adjective + to
+ infinitive).
a Ask the students to think of ways to complete
sentences 1-4. Go round and offer suggestions
where necessary.
b Put the students in pairs to compare ideas. Ask
them to think of more possibilities for each one.
Student’s
’ Book page
Unit 9 Money
List and sell
(9.2) (10 mins)
Play the first part of recording 9.2, and ask the students
to check how the preposition to is pronounced in each.
Can they notice any difference? In sentences a and c
the preposition ‘to’ is followed by a word and thus it is
reduced. In sentences b and d ‘to’ occurs at the end of
the sentence and is thus stressed.
Listening script 9.2 – see page 135
(10 mins) (9.3) Play recording 9.3. Allow time for
students to repeat the sentence. Play the recording
again a couple of times so that students have practised
the sentence more than once.
Listening script 9.3 – see page 135
Quote
Read the quote to the class. Check if students
understand the vocabulary. Do students agree? Why or
why not? Discuss why Johnson believes it is not enough
for man to earn money and that developing one’s
character is important to maintain relationships.
Background: Samuel Johnson (1709-1784) was one of
the most important English literary figures. His most
important work was the first authoritative English
dictionary. It took 10 years to complete and
was published in 1755.
Lesson 6
Workbook pages 66 - 67, Language

Look carefully at this website for buying and selling goods. practice
a Describe three of the items for sale, following the information in the box. Workbook answer key – see page 149

e-Sell Kuwait’s Online Auction Sell your first item now! List:
Item title Objectives
Item description & history
How you would like to be paid Skills At the end of the lesson,
Shipping methods
students should be able to:
1 2 Grammar ● use have to / should / must

3 ● use adjective + to + verb

Functions ● participate in a dialogue

4 ● express opinions
5
6
(agreement / disagreement)

b Work in pairs. Ask and answer questions about the objects.

Words to remember
auction,
Adjective + to + verb is a common pattern in English. complimentary, login,
It’s hard to imagine the world without money. shipping, tax
a Complete these beginnings.
1 It’s hard to imagine
2 It’s impossible to believe that
3 I find it difficult to understand
4 I’m lucky to have
b Compare answers with a partner, then think of one or two more ways of ending the
same sentences.

Listen and repeat these sentences. Notice when the preposition to becomes reduced.
(9.2)

a It’s hard to imagine. c I’m going to tomorrow.

b You shouldn’t have to. d They couldn’t afford to.
(9.3) Now listen and repeat this sentence.
I only want to pay separately if you want to.

Quote “Getting money is not all a man’s business: to cultivate kindness is

a valuable part of life.”
Samuel Johnson
71

97
 Lessons 7 and 8 Tell them to listen again, and notice how each
person explains his / her reasons. Play the
Objectives recording, pausing after each section, and ask
Skills At the end of this pair of lessons, students to repeat the reasons
students should be able to: (A: to learn the birds. It’d be a fantastic feeling. People
Reading ● read an opinion composition in the future would thank us. B: It would be good for the
Listening ● listen to a discussion school, everyone could use it to learn. C: We could make a
Speaking ● discuss advantages and disadvantages in lot of money).
order to reach agreement
Writing ● write an opinion composition Listening script 9.4 – see page 135
Topic ● Does money make the world go round?
Functions ● express opinions (agreement /
disagreement) (15 mins)
● reach agreement
Put the students in small groups, if possible with
● state advantages and disadvantages
people who have made different choices.
● exchange ideas
● agree / disagree a and b Tell them to discuss each option and to
● give reasons to support opinions explain the advantages of their first two choices,
● state one’s purpose and the disadvantages of their third choice (using
● express an opposite opinion their tables from exercise 2). Can the group agree
Vocabulary affluent (Adj), evil (Adj), extinct (Adj), on a final choice?
generosity (N), gross (V), in this sense (Exp), Remind them that they must reach an agreement.
profit (N), spur (V), success (N) Allow no more than fifteen minutes.
Ask which groups have reached an agreement and
Student’s Book pages 72 and 73 congratulate them!
Present the active vocabulary needed for
Student’s Book page
each activity.

Reaching agreement Reaching agreement

You and a group of friends have entered a competition together and you have won the
first prize – a lot of money.
BUT you will only get this money if you can all agree how to invest it. You have the three
(10 mins) choices below. Look at the choices and put them in your ideal order. (1 = your first choice)
Read out the information and ask the
students what they would spend the
money on if they could choose anything.
Allow a few minutes for a class discussion,
then tell them that unfortunately they have
to choose one of the three options which
are illustrated! Allow time for them to
Pay for the building of a Pay for the building of a Buy a hotel in your town
think about the choices and put them in new sanctuary for a bird new study centre at your which is losing money. If you
their own order of preference. that is nearly extinct in school. make it a success you could
Kuwait. gross a profit for yourself.

Make a list of the advantages of your first and second choices and the disadvantages
of your third choice.
(5 mins)
Choices Advantages Disadvantages
Ask the students to complete the table 1 New school study centre ZImprove the school
with their own ideas. Go round and offer
2 New bird sanctuary
suggestions.
(9.4) (20 mins) 3 Hotel Z We could lose the money
ZA lot of hard work
Ask the students to listen to three people (9.4) Before
you have your discussion, listen to three people discussing the same
talking about what they would choose. choices.
What is each speaker’s first choice?
Play recording 9.4 straight through, then
ask what the three people’s first choices Work in groups.
were (A: bird sanctuary; B: study centre; C: a Discuss the three choices in turn. As each choice is discussed, describe the advantages
of your first and second choices and the disadvantages of your third choice.
hotel). b If there is no agreement, try to persuade the others in the group that your first choice is
the best.
Remember: You must reach agreement or you will not get the money!
72
98
 Unit 9 Money

An opinion composition

(20 mins)
Tell the students they are going to read a
composition about money, and that later they will
write a similar one themselves. Read out the title
of the composition (Does money make the world go
round?) Explain that ‘Money makes the world go
round’ is an English proverb. Is there a similar one
in Arabic?
a Ask them to read the composition individually
and to summatise the writer’s opinion. Ask them
to think about whether or not they agree with the
writer’s opinions.
b Put the students in pairs to discuss whether they
agree with the writer. They should discuss their
reasons for agreeing or disagreeing. Ask a few
students to share their opinions with the class.
c Ask the students to read the composition again
and match the paragraphs with the descriptions.
Tell them to check their answers with their partners.
Student’s Book page
Unit 9 Money
(10-15 mins)
Read out each subject and check that students
understand them both. Explain that both of them quote
proverbs – (love of) money is the root of all evil; the best things
in life are free. Are there similar proverbs in Arabic? Ask
the students to choose one of them to write about.
Tell them to plan four paragraphs, using the
composition they have just read as a model. Go round
and offer suggestions where necessary.
(20 mins)
a Ask the students to look at the Useful Language box
and then allow about 15 minutes for them to write their
compositions, using their plans.
b Tell the students to check their work carefully for
grammar, spelling, punctuation and style. Put the
students in pairs to read each other’s compositions and
make comments based on the two questions.
Encourage them to discuss each other’s work – do they
agree or disagree with their opinions? Finally, collect
the compositions and return them corrected as
soon as possible.

task Lesson 9
An opinion composition You are going to write an opinion Workbook pages 68 - 69, Writing
composition about money.
Workbook answer key – see page 149
Does money make the world go round?
a In the composition, the writer gives his / her opinion. Do you agree ?
In the modern world, money is very important to most people. Everyone needs money and Objectives
everyone would like to be more afÀuent than they are.
For some people, their main reason for doing anything is to make Skills At the end of the lesson,
money. However, there are other reasons.
Does
money

5 Most people go to work because they need money to pay for food, students should be able to:
ke clothes and a home. Some people start businesses to make more
ma money for themselves and their families. These businesses pay their Reading ● read extracts from a
the employees. If a business closes, the employees lose their jobs and
world cannot afford to buy anything. So in this sense, it is true to say that
go 10 ‘Money makes the world go round’.
composition about money
On the other hand, some people believe that money has become too Writing ● write a list
round?

important. They say that money spurs criminal behaviour and can
lead to wars between countries. These people think that family and ● write an opinion
generosity are more important than money.
15 In my opinion, we need money to live, but life without friends would not be worth living. composition
So, in answer to the question, ‘Does money make the world go round?’I would say ‘No.’
Of course money is great, but I also believe that good friends and families are what really Functions ● justify opinions
make the world go round.
● give explanations
b Work in pairs. Do you and your partner agree with the writer?
c Now match these descriptions with the correct paragraphs.
Z Ideas which answer Yes to the question
Z The main idea of the composition
Z The writer’s own opinions
W ords to remember
Preparation for the project
Tell the students they will be working on a
affluent, evil, extinct,
Z Ideas which answer No to the question
generosity, gross, in project called Doing a technology survey at
this sense, profit, spur,
success the end of the module. Ask them to work in
You are going to write your own four-paragraph composition. pairs, and to decide which type of technology
Z Do you agree that love of money is the root of all evil?
Z Do you think that the best things in life are free? they would find most interesting to conduct
Choose one of these subjects and plan your ideas with a partner. a survey about and to find out about it. Tell
them to look in books, magazines, on the
a Write your composition in about 150-170 words, using your plan and the ideas you
have discussed. Internet, etc., for different types of questions
b Now check your composition, exchange it with another student, and discuss any and surveys. Ask them to bring in this
opinions you and your partner disagree about.
research to the next lesson.
USEFUL LANGUAGE
Stating one’s purpose Expressing opinions Expressing an opposite
I am going to write about … In my opinion, … opinion
I believe that … On the other hand, many
It seems to me that … people think …

73

99
 Focus on
Student’s Book page 74
The National Assembly Building
Pre-reading (10 mins)
Point to the picture. Ask students if they recognise the
building. Ask some general questions to guide students
to talk about the topic: The National Assembly Building.
Write on the board any vocabulary you think is essential
for students to read more easily (sloping roofs, evoke,
leaning canopy, icon).
Reading (20 mins)
Guided by the discussion and vocabulary, students read
the text silently.
Afterwards, ask them questions about the content of
what they have read to check their understanding. Here
are some suggestions.
1 What is the purpose of the National Student’s Book page
Assembly Building?
2 How does the building combine
traditional and modern styles?
3 Who designed the National Assembly
Building?
4 Make a list of words from the text
related to the theme of architecture. 5 and evoke the traditional Kuwaiti past by representing a traditional souk covered by a
Discuss in groups why you have chosen
each word in your list.
10
5 How old is Kuwait’s parliament?
6 What is unusual about Kuwait’s 15
parliament?
7 Do you like the design of the National 20
Assembly Building? Why / Why not?
Discussion (5 mins) 25
In pairs, students discuss the text.
100
Adverb Clauses (cause / effect
and opposition)
(5 mins)
Read the explanation about Adverb Clauses and the
examples. Go over the words in the table with the
students.
(10 mins)
Put students in pairs to do exercises 1 and 2. Then
students volunteer to give answers.
Focus on
The National Assembly Building
This incredible white building houses the Kuwaiti parliament. The building is an
amazing combination of styles and draws its influence from both the modernist architectural
movement and Islamic tradition. For example, the sloping roofs serve both a functional and
a figurative purpose. They provide shade for the parking area on one side of the building
tent. Although the style of the building is extremely contemporary, even 30 years after its
completion, it still evokes Kuwait’s rich cultural heritage whilst embracing modern building
styles.
The project to build the National Assembly Building began in 1969 with an
international competition which drew entries from many famous and successful architects. The
competition was eventually won by Jorn Utzon, the Danish Architect who designed the Sydney
Opera House. Urtzon was eager to be involved in the project as it allowed him to combine his
passion for Middle Eastern culture and tradition with his love of modernist architecture.
The dramatic front of the concrete building flows upward toward the sea, like a leaning
canopy of sweeping fabric, shading what looks like a smaller structure underneath. Skylights
are repeated through the ceilings in the halls of the building. The large canopy, which covers
the entire building below, also hovers above an open courtyard. The view from inside the
Parliament is almost as striking as the outside.
The National Assembly Building has also become a symbol of political representation
within Kuwait and an important icon for Kuwaiti citizens. The building houses Kuwait’s
National Assembly, otherwise known as the Majlis Al-Umma or House of the Nation. It is an
especially important building as it houses Kuwait’s parliament, the only parliament in the Gulf.
The building also houses the offices of Kuwait’s leading politicians. Members of the
public can even go to hear Parliament in session and translation is available for those who
don’t speak Arabic. These sessions are extremely interesting for anyone who wants to learn
about the governmental processes of Kuwait, and reflect the open nature of Kuwait’s legislative
body.
Adverb Clauses (cause / effect and opposition)
Adverb clauses express when, why, opposition and
conditions. They are dependent clauses. This means that
an adverb clause cannot stand by itself; it needs to be
completed by an independent clause. When an adverb
clause begins the sentence, use a comma to separate the two
clauses, e.g.: As soon as he arrives, we will have some lunch.
When the adverb clause finishes the sentence there is no
need for a comma, e.g.: He gave me a call when he arrived in town.
This is a list of subordinating conjunctions introducing adverb clauses:
CAUSE AND EFFECT OPPOSITION
because, since, as, as long as, so long as, due although, even though, though, whereas,
to the fact that while
Find in the text one cause / effect clause and one opposition clause.
Write similar adverb clauses with other subordinating conjunctions from the table.
74
Project 3
Doing a technology survey c Allow time for the students to compose their
Student’s Book pages 75 and 76 questions. Suggest that they write between 5 and 10
questions, relating to the topic they have chosen.
Tell the class they are going to prepare and carry Go round and offer suggestions where necessary. Make
out a survey about technology. sure the questions relate to the topic chosen, and make
sure they are all the same type of question.
Design your own survey
(10 mins)
Students can access these websites to obtain
a Put the students in groups of three or four. Ask more information:
them to choose one of the three topics for their www.misterpoll.com/polls/237738
survey. www.statpac.com/surveys
b Explain that there are different ways of asking www.technologyquestions.com
questions in surveys. Read out the examples of four
types of questions and allow a few minutes for the
students to choose one of them for their survey.
They will use only this type of question in their
survey.
Student’s
’ Book page Carry out the survey
(30 mins)
Put groups together. Tell them to take turns to
Project 3 task
You are going to work individually and in groups
ask and answer the other group’s questions –
each student should take a turn at asking one or
to carry out a survey about the importance of
technology in people’s everyday lives. Work in two questions, and each student should answer
Doing a technology survey groups of 3–4 students, and follow stages 1–5.
all the other group’s questions.

Design your own survey

a Decide on a topic. Choose one of these titles:
Technology in your home / Technology in your school / My personal use of technology
b Decide what type of questions to ask.

Type 1
Which of these items do you use? Choose one or both of them.
Digital camera DVD player

Type 2
Put these items in order of importance for you. [1 = highest / 4 = lowest]
Television Computer  DVD player  Games console

Type 3
How easy is it get help if something goes wrong with your computer? Choose one answer.
Very easy Quite easy  Not very easy  Difficult

Type 4
How far do you agree with this statement? Choose one answer.
‘Technology is becoming too important in modern life.’
Strongly agree  Agree Neutral Disagree  Strongly disagree

c Now write your own questions.

75
101
 Summarise your survey results
(25 mins)
Ask the students to work in their original groups again.
Tell them to look at the appropriate way of presenting
their results (depending on which type of question they
asked) then allow time for them to discuss their results
and write them down (or draw them) in an appropriate
way. Go round and offer help where necessary.
You could give them clean sheets of paper and ask them
to produce ‘best copies’ for use in a classroom display.

Present your results

(about 25 mins)
Ask the groups to take turns presenting their results to
the class. Make sure that each student plays a part in
the presentation.

Student’s Book
Student’s Bookpage
page

Class discussion
(5-10 mins)
a and b Read out the questions one by one
and invite ideas from the class. Make sure
each topic is discussed. Carry out the survey
Do the students think any of the question Work with another group. Take turns to ask your questions.
Every student in the group should answer the other group’s questions. Don’t forget to
types are much better or worse than the make a written note of the answers other students give to your questions.
others?
Summarise your survey results
Work in your original groups again. Summarise the answers other students gave to
your questions.

Module 3 Progress test Here are some different ways of presenting the summaries:
Type 1
Eighty-five per cent of students use a camera.
Workbook pages 70 – 75
Twenty-five per cent of students strongly disagree that technology is becoming too
Workbook answer key – see pages 149 important.
- 150 Type 2 Tables of figures Type 3 Graphs or diagrams

4 3 2 1 Order of importance / Item of technology

Extra listening pages 137 - 138
6 7 9 8 television

1 2 12 15 computer

3 17 5 5 DVD player

20 4 4 2 games console

Note: Number in class 30

Present your results

Now take turns to present your group’s findings to the rest of the class.
You can do this presentation in a number of ways.
Z Speaking: read out the results of your survey.
Z Visual: display your results in writing or diagrams on the wall.
Z Speaking and visual: read and display.

Class discussion Try these websites for

Discuss these questions about the results of information:
O www.misterpoll.com/237738
your surveys.
O www.statpac.com/surveys
a What facts stand out from your survey? O www.technologyquestions,com
m
b Were there any differences of opinion
between different groups?
76
102
 Student’s Book Answer key
Module 3
Unit 7, page 57, exercise 3 Unit 7, page 59, exercise 4 d
a2 b5 c1 d3 e4 (Students’ own answers)
Unit 7, page 57, exercise 4 Unit 7, page 59, exercise 1
coal, oil, natural gas, hydro-electric 1 strong coffee 2 heavy traffic 3 strong lights
power, wind power, wave power, solar 4 strong wind 5 heavy fall 6 strong smell
energy, wood (vegetation) 7 heavy fighting 8 heavy work
Unit 7, page 57, exercise 5 Unit 7, page 59, exercise 2
a 60 / 220 b 10 billion c 355 1 industry (noun - industrial is an adjective) 2 production
d 1890 e 10 f 340 (both nouns, but product is the thing that is made,
Unit 7, page 57, exercise 6 a production is the process of making it) 3 generate (verb -
1 False: Reserves of natural gas will last for 220 years generator is a noun) 4 electrical (adjective - electricity is a
and reserves of coal and oil will only last for 60 years. noun) 5 using (verb - useful is an adjective)
2 True: The Al-Ghawar oilfield in Saudi Arabia is the Unit 7, page 61, exercise 1
biggest in the world. a they drive cars
3 False: Wind, waves and the sun produce only 0.5 b with questions for the reader
per cent of the world’s energy needs. c informal
4 True: In some poor countries plants provide over d to persuade the readers to use their cars less often
90% of all the fuel. Unit 8, page 62, exercise 3
Unit 7, page 58, exercise 1 a 1D 2C 3A 4E
1 continue (to use): present simple; will last: future Unit 8, page 63, exercise 4
simple. This is a first conditional sentence. a because they could travel by car and they could see films
2 walk: present simple; need: present simple. This is a at the cinema
general conditional sentence. b Robots will be doing all the housework.
3 were: past simple; would last: past. This is a second c Micro-robots will be able to travel through the human
conditional sentence. body and repair organs that are not working properly.
Unit 7, page 58, exercise 1 b d (Students’ own answers)
Sentence 1 likely Unit 8, page 64, exercise 1
Sentence 2 always a can’t b can c can d could e couldn’t
Sentence 3 unlikely
Unit 8, page 64, exercise 5 a
Unit 7, page 58, exercise 2 a The first sentence uses the past perfect to express a regret
1 Yes, they have. 2 More than once. (a wish that a past event had turned out differently).
Ask the students to explain how we know these The second sentence uses the simple past to express a
answers (because the sentences are in the present wish that something might happen, even though the
simple, which can describe a habit or routine.) wished event is very unlikely to happen.
Unit 7, page 58, exercise 2 b and c Unit 8, page 64, exercise 5 b
(Students’ own answers) 1 understood 2 had called 3 had listened 4 were
Unit 7, page 58, exercise 3 a Unit 8, page 65, exercise 1 a (Suggested answers)
1 the future 2 a breakdown is likely unhappy, unable, unacceptable, unasked, unavailable,
Ask the students to explain how we know these unaware
answers (because the sentences are in the first
conditional, which is used to talk about future events Unit 8, page 65, exercise 1 b and c
that are likely to happen.) un: friendly, tidy im: patient, polite
dis: honest, obedient ir: regular, relevant
Unit 7, page 58, exercise 3 b and c il: legal, legible in: formal, frequent
(Students’ own answers)
Unit 8, page 65, exercise 1 d
Unit 7, page 59, exercise 4 a and b 1 untidy 2 illegal 3 Disobedient 4 unfriendly
a future time b unlikely 5 illegible
Unit 7, page 59, exercise 4 c Unit 8, page 65, exercise 3
1 found / would fall 2 fell / would use 3 used / a nanoshells
would be b smart
c see
103
Unit 8, page 65, exercise 4 Unit 9, page 73, exercise 1 a and b
a are (Students’ own answers)
b will
Unit 9, page 73, exercise 1 c
c will
paragraphs 2-3 – ideas which answer Yes
Unit 8, page 67, exercise 2 (Suggested answers) paragraph 1 – the main idea
a to make the advert more personal final paragraph – the writer’s own opinions
b to make the reader feel actively engaged with the advert paragraph 4 – ideas which answer No
c informal; makes the advert seem more like a friendly
conversation than an advert.
d to make the advert quick and easy to read.
Unit 9, page 69, exercise 3
a degree
b overtime
c greed
Unit 9, page 69, exercise 4
a animals, shells, beads, leather, corn, tobacco
b The first coins were made in Lydia in Turkey over two
and a half thousand years ago.
c The first bank notes were made in China 1200 years ago.
Unit 9, page 69, exercise 5
a False: In parts of Africa cowry shells were used as money
until the middle of the 20th century.
b False: The first coins were made of electrum.
c True: The use of coins spread from Turkey to Greece,
which had previously used iron nails as currency.
d False: The Chinese made paper money because they
didn’t have enough copper.
Unit 9, page 69, exercise 6
The facts mentioned are:
The first coins… The first paper money…
The Aztecs… The first cheque… Fils and Dinars...
Unit 9, page 70, exercise 1
a1 b3 c2
Unit 9, page 70, exercise 2 (Suggested answers)
a You shouldn’t carry lots of money around with you.
b You mustn’t take things from shops without paying.
c You don’t have to pay for these drinks. They’re
complimentary.
d If you earn money, you have to pay tax.
e You should put your money in a bank.
f You must use a personal login for the bank website.
Unit 9, page 70, exercise 5 (Suggested answers)
A local bank manager said that when he had left school
he started working in a bank as a clerk, to earn money for
his family. He worked hard and was eventually promoted,
but because he didn’t have a degree he had to take
professional examinations. He said that one of his biggest
regrets was not going to university. He would like to study
economics, accounting or computer science, and a degree
in business management would really help his career.
However, he said that he thought it takes more than a
university education to be a successful bank manager.

104
 Module 4 Fact and fiction
Put them into pairs and ask each pair to choose one of
the pictures. Give them five minutes to write down all the
Student’s Book page 77 words they know which are connected to their picture.
These could be words for items that they can actually see
Opener (5–10 minutes) in the pictures, or more abstract words which the picture
suggests to them.
Tell the students that these pages show them what they When the time limit is up, ask the various pairs to share
will be doing in the fourth module. Ask them to read the their ideas with the class. Write suggestions for each picture
title (Fact and fiction) and look at the pictures. on the board.
Student’s Book page
Put students into small
groups to discuss the

Module 4 Fact and fiction questions in the Student’s

Book and note down their
ideas for each one.
Invite different students to
share their ideas with the
class, giving their reasons
where possible.

Unit 11: Messages

e with different
How do you communicat
people?
Unit 10: Stor
Do you like ies
telling stories
?

Focus on
o :
Ahmed Meshari
Al-Adwani and
the National
anthem

ories
Flying st out flying?
Unit 12: ories ab
o w a n y st
Do you kn

Project 4:
Creating a booklet

◗ listen to a programme
gramme and a description ◗ express opinions
op
Outcomes ◗
◗
read stories
give advice and share personal
◗
◗
take and leave messages
write an informal letter and
You will be able to: experience a news story
◗ discuss advantages and disadvantages
of means of transportation
◗ carry out an interview 77
105
MODULE 4: Fact and fiction

Unit 10 Stories
familiar with. Ask them to look for the parts from
the text that express the virtues mentioned in the
box. Have them work in pairs and then share their
Lessons 1 and 2 answers as a class.
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading ●read instructions from the Holy Qur’an
Speaking ●discuss stories in the Holy Qur’an
●give parental advice
Writing ●write Luqman’s pieces of advice
Topic ●Luqman’s words of wisdom in the Holy Qur’an
Functions ●give advice
●describe past experiences
●express opinions (agreement /
disagreement)
Vocabulary composure (N), constancy (N),
enjoin (V), gratefulness (N), injustice (N),
insolence (N), self-restraint (N)
Student’s Book pages 78 and 79
Present the active vocabulary needed for
each activity. Student’s Book page

(10 mins)
MODULE 4: Fact and
Tell the students to read the verses fiction
illustrated in Arabic. Ask them if they are
familiar with any of them. If they are, ask
Unit 10 Stories
Grammar
Adverbs of manner; use to/used to; phrasal verbs
them to explain them and to tell you to
what degree they act upon these pieces of
advice in their everyday life.

a What different types of stories are there in the Holy Qur’an?

(15 mins) b How do you think they benefit us?
Put the students in pairs. Tell them c What do you know about Luqman and his wisdom?
to discuss questions a and b about
the different types of stories in the Read the text on page 79 and answer these questions.
Holy Qur’an and how they instruct us a What are the pieces of advice Luqman gives to his son?
b Luqman lists many virtues. Find the verse that expresses each of the following:
differently. Go round and offer help where
necessary. Modesty Respectfulness Gratefulness Patience Self-restraint Composure
Then, discuss with them question c to Although not a prophet, Luqman was granted enormous wisdom by Allah. The following are Luqman’s
check if they know something about words of wisdom, as described in the Holy Qur’an. They are given as instructions to his son, but serve as
instructions to all humanity.
Luqman and his wisdom.
Verse 14
Verse 13 on man
‘‘And We have enjoined
‘‘Behold, Luqman said (To be good) to his pare
nts:
g him
To his son admonishin In travail upon travail
“O my son! Did his mother bear him
.
Join not in worship And in years twain
(10-15 mins) (Others) with Allah:
for
Was his weaning: (hear
Ask the students to read the instructions. False worship is indeed The command), ‘‘Show
gratitude
ng.
The highest wrong-doi To Me and to thy parents:
Then allow them time to read the text. To Me is (thy final) Goa
l.

Help them with any difficult vocabulary. Verse 17

‘‘O my son! establish
a Ask the students to read the question Regular prayer, enjoin what is
Verse 18
Verse 19
“And swell no
and to skim through the text to extract the Just, and forbid what is wrong:
(For pride) at
t thy cheek “And be mod
erate
And bear with patient constancy men. In thy pace,
pieces of advice Luqman gives to his son. Nor walk in and lower
Whate’er betide thee; for this insolence Thy voice; fo
Through the r th
Is firmness (of purpose) earth: Of sounds wi e harshest
b Read out the instruction and the virtues In (the conduct of ) affairs.
For Allah lo
veth not Is the brayin
thout doubt
Any arrogant g of the ass.
listed in the box. Explain the meaning boaster.

of the words that the students are not 78

106
 Unit 10 Stories

share their ideas with the rest of the class. Do they have
any pieces of advice in common? If yes, write them on
(10 mins) the board to emphasise their importance.
Ask the students to complete the table with
Luqman’s pieces of advice from the text. Go round (20 mins)
and offer help if necessary. Put students in groups. Students search for words of
wisdom. Students should be given enough time to
(15 mins)
report their ideas to the class.
Ask a student to read the rubric to the class.
Give students a few moments to find the relevant
sections in the text. Then invite a selection of
Lesson 3
Workbook pages 76 - 77, Reading
students to tell the class, in their own words, what
Luqman says. Workbook answer key – see page 151

Give them a few moments to write their answers.

Check answers as a class. Objectives
Skills At the end of the lesson,
(giving advice) students should be able to:
Reading ● read a story
(10 mins)
Writing ● write a moral for a story
Students should have their own copies of the
Holy Qur’an. Read out the question and put the Topic ● The businessman and the

students in pairs. Tell them to discuss and compare fisherman

the pieces of advice that their parents give them. Functions ● guess

Then, have them ● make suggestions

● describe morals

Student’s Book page Vocabulary chuckle (V), firmly (Adv),

fleet (N), retire (V)
Unit 10 Stories

Fill in the table using Luqman’s advice.

You should… You shouldn’t…

Use the table to write a short paragraph containing Luqman’s advice.

(giving advice)
Words to remember
What pieces of advice do your mother composure, constancy,
and father give you? enjoin, gratefulness,
injustice, insolence,
Work in groups. Find words of wisdom from the self-restraint
words of Luqman. Choose one of the
virtues from exercise 2b and give advice
from a parent to their son or daughter.

79
107
 Lessons 4 and 5 Tell the students to write the corresponding adverb
Objectives next to each adjective. If they have dictionaries, tell
Skills At the end of this pair of lessons, them to check their spelling. Put the students in
students should be able to: pairs to check each other’s answers.
b Ask the students to look at the picture and the
Reading read a story
●
title of the story. Ask them to guess what the story
Speaking discuss advantages and disadvantages of
●
is about. Then tell them to read the whole story
different forms of transport straight through without stopping at the gaps. Were
Grammar use adverbs of manner
●
their guesses right?
use use to / used to
●
Tell them to read it again, this time adding an
Topic Crossing the border
●
appropriate adverb to each gap, using some of the
Functions express opinions (agreement /
●
adjectives from question a. Go round and offer
disagreement) prompts where necessary.
state advantages and disadvantages
● Put the students in pairs to compare answers and
Vocabulary border (N), drop off (PhV), check each other’s spelling.
pick up (PhV), register (V), re-load (V), ● use to / used to
set off (PhV), smuggle (V), sudden (Adj),
(15 mins)
touch down (PhV), turn up (PhV)
a Read out the question and the three examples
Student’s Book pages 80 and 81 given. Ask the students if they know the difference
between use to and used to (use to is used in
Present the active vocabulary needed for each activity.
questions and negative sentences while used to is
used in affirmative sentences).
b Give the students a few minutes to complete the
● Adverbs of manner exercise, then ask them to check their answers with
a partner (1 use to; 2 use to; 3 used to).
(15-20 mins)
Ask a volunteer to define ‘Adverbs’. Tell Student’s Book page
them not to worry if they get it wrong and
help where necessary. Assist them by using
an adverb in a sentence (e.g. He walked Adverbs of manner Grammar reference page 135
around the class slowly / quickly) and ask Adverbs of manner are words which tell us how someone does something.

What do adverbs do? (They ‘describe’ the verb Note

◗ Most adverbs are formed by adding -ly to an adjective.
– i.e. they tell us how something is done.) Adjective: He’s a dangerous / careless driver.
Adverb: He drives dangerously / carelessly.
Read out the introduction for exercise 1 ◗ Some adverbs of manner are the same as adjectives.
and the first rule in the Note box. Then give Adjective: He’s a fast / hard worker.
Adverb: He works fast / hard.
the students one minute to think and write a Can you think of any more adverbs of manner? Which are not formed by adding -ly to
more examples of adverbs that end in –ly. an adjective?
b Where do we usually put adverbs of manner in sentences?
After one minute, call out STOP and ask
You are going to add adverbs to a story to make it more interesting.
them to count. The student with the most a Make adverbs from each of these adjectives.
adverbs reads out his / her list – are they angry calm careful cheerful curious polite
all correct? Read out the second rule. Tell quick rude secret slow sudden suspicious
the class that these two adverbs of manner b Now complete gaps 1–9 in this story with some of the adverbs.
Sometimes more than one answer is possible.
are very common even though their form is
irregular, so it is important to remember not Crossing the border
A man was hurrying across the US-Mexican border on his bicycle when (1) he
to add –ly to them! was stopped by a guard. The guard pointed to two bags on the man’s back, and asked
(2) ‘What’s in the bags?’
a Ask students to note down in their ‘Sand,’ said the cyclist (3) .
‘Get them off – we’ll have a look,’ said the guard (4) . The cyclist took the bags
notebooks all the adverbs of manner they off his back (5) and emptied them to show that they held only sand. Then
he re-loaded the bags (6) , put them on his shoulders and continued to cycle
can think of. Put the students in pairs to across the border.
The next week, the same thing happened. Again the guard demanded to see the two bags,
compare ideas, and ask them to identify which again contained nothing but sand. This went on every week for six months, until
one day the cyclist did not appear.
any adverbs that do not end in –ly. A few days later, the guard happened to meet the cyclist in the town. ‘Say friend, can you
b Ask students to tell you where we usually tell me something?’ asked the guard (7) . ‘We knew you were (8)
smuggling something across the border, but we didn’t know what. What were you
put adverbs of manner in sentences (at the smuggling?’
‘Bicycles!’ replied the man (9) .
end / after the verb).
use to / used to Grammar reference page 135
(20 mins) a Read the following sentences. Explain the difference between use to and used to.
a Read out the first adjective (angry) and ◗ Did you use to be in my geography class?
◗ I didn’t use to take the bus.
ask for the corresponding adverb (angrily). ◗ We used to go to school together every morning.
Write angry – angrily on the board. Ask b Complete the sentences.
1 Did Ahmed live in Qatar?
for examples of sentences containing each 2 The airport staff didn’t wear a uniform.
word. 3 We own a black sports car.

80
108
 Unit 10 Stories
(5 mins)
Ask students to tell or write similar short stories, or Put the students in pairs. Ask them to think of at
to tell each other about their favourite stories from least two alternatives for each situation. Ask different
childhood. students to share their ideas with the class.

Travel
(10 mins)
Ask several students How did you get to school this (10 mins)
morning? Put the students in pairs and allow them a Ask the students to look at the text and identify the
one minute to think of as many ways of travelling phrasal verbs. Then let them read it again and replace each
as they can. Then ask them to tell you their ideas. phrasal verb with the correct form of the verbs and phrases
Write correct words on the board. in the box. Do the first one together (set off = left).
Put the students in pairs to compare answers.
b Ask the students to look again at the phrasal verbs in the
original text in question a. Then read out the first sentence
(10 mins) and ask them to replace the verb (leaves) with the correct
a Put the students in pairs and ask them to match form of one of the phrasal verbs (takes off).
the verbs with words in the box. Tell them that some Allow time for the students to complete the task.
verbs go with several of the words – and one goes (stating advantages and
with all of them! disadvantages)
b Read out the question and ask for suggestions
(a driver: train, car, bus, taxi; a pilot: plane). (10 mins)
c Read out the question and ask for the answers Put the students in small groups to discuss
(a cyclist; a motorcyclist). the advantages and disadvantages of
these ways of travelling. Invite at least one
Student’s Book page student from each group to report back to
the class. Tell them your ideas too.
Unit 10 Stories

Quote
Travel
Ask students if they know the phrase find
yourself. Ask them what they think it means
a Work in pairs. Discuss which of the words in the list can be used and to justify their answer (find out who you
with these verbs.
train car bicycle motorbike bus plane taxi boat
really are, as an individual).
Read the quote to the class. Ask what
1 to go by 4 to catch 7 to drive
2 to ride 5 to get on / get off 8 to miss the writer meant. What is the difference
3 to travel on 6 to get into / get out of between the two ideas? Do the students
b Which of the words has a driver / a pilot?
c What are the words for people who go by bicycle and by motorbike? agree with him? Why/ Why not?
Background: George Bernard Shaw
How do you think these people usually travel?
a A king or president visiting another country (1856–1950) was an Irish dramatist and
b A businessman visiting an office on the other side of the city literary critic. He wrote over sixty plays.
c A student travelling to school every day
Words to remember He received the Nobel Prize for Literature
(1925), and an Oscar for Pygmalion.
border, drop off, pick up,
register, re-load, set off,
Read this description of somebody’s journey.
a Replace the phrasal verbs in 1–7 with the correct form of
smuggle, sudden,
touch down, turn up
Lesson 6
Workbook pages 78 - 79, Language
one of these words or phrases.
practice
land leave leave (the ground) let (someone) get out register stop to collect arrive Workbook answer key – see page 151

We (1) set off for the airport at 7.30 a.m. in the morning. As soon as we got to the
airport, we (2) checked in. Forty-five minutes later our plane (3) took off. We (4)
touched down on time. Unfortunately nobody had (5) turned up to meet us at Madrid Objectives
Airport, so we called a taxi. Ten minutes later the taxi (6) picked us up, drove us into the
city and (7) dropped us off right outside our hotel. Skills At the end of the lesson,
b Now replace each verb in bold in sentences 1–4 with one of the phrasal verbs in
question a. students should be able to:
1 Do you know when our plane leaves?
2 My father collected me from the station.
Grammar ● use adverbs of manner

3 The taxi driver said: ‘Where shall I let you out?’ ● use reported speech
4 When have we got to register at the airport?
● use use to / used to
(stating advantages and disadvantages)
● use phrasal verbs
Work in groups. Discuss the advantages and disadvantages of travelling by plane,
train, car, taxi and bicycle.

Quote “Life isn’t about finding yourself. Life is about creating yourself.”
George Bernard Shaw
81
109
 Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read a friendly letter
●
Listening listen to a radio news report
●
Speaking roleplay an interview
● suggestions if necessary, then allow time for the pairs
Writing write an informal letter
● to practise their interviews at the same time.
Topic Short stories
● d Tell the students to change roles and repeat the
Functions interview and be interviewed
● interview, with different questions. Ask different
begin a letter
● students to perform the role-play for the class.
end a letter
● e Ask pairs to read the whole interview that they
Vocabulary crazily (Adv), dreadful (Adj),
emotive (Adj), knock off (PhV),
monotonous (Adj), overtake (V),
recuperate (V), stacks of (N)
Pronunciation use word stress
●
Student’s Book pages 82 and 83
Present the active vocabulary needed for each activity.
Taking part in an interview
(15 mins)
Ask the students to look at the pictures.
Tell them not to worry about the story
yet, but ask for vocabulary. Write correct
words on the board and leave them there
for use later in the lesson. Make sure your
list includes the following:
nouns: banks flood helicopter rain
river road roof van water window
verbs: stop climb flood get stuck pull
rain rescue worry
adjectives: cold deep lucky stuck wet
a Ask the students to rearrange the
pictures to make a story that ends happily.
b Put the students in pairs to compare
ideas. Do not tell them the answers yet.
(10.1) (10 mins)
Ask them to listen to the story and check
their answers while you play recording
10.1.
Listening script 10.1 - see page 135
(10 mins)
a and b Tell them that they are going to
role-play an interview between the van
driver and a news reporter.
Ask the students to suggest some questions
the news reporter might ask the van driver
(e.g. Why did your van stop? What did you
do? What happened next? …) Ask them to
suggest a few adjectives to describe how
the driver felt. Put the students in pairs,
A and B. Each student reads his / her
110
instructions and prepares for the interview. Refer
them to the words on the board. Go round and
offer suggestions where necessary (allow about ten
minutes).
c Ask a confident pair to perform their interview
in front of the class. Invite comments and make
have devised (both questions and answers). Then
let them decide which role uses more emotive
language. Invite volunteers to share their answers
with the whole class. Remind students that they
have to justify their answers.
Word stress
(10.2) (10 mins)
First, ask the students to look at the first word
(motorbike). Then ask them to listen carefully while
you play the recording of the word (at the beginning
of recording 10.2). Ask them to repeat it and notice
that the stress is on the first syllable. Then ask them
Student’s Book page
Taking part in an interview
a Put these pictures into the correct order
to make a story with a happy ending. 1 2
b Compare your order with a partner.
(10.1) Listen to a radio news report and check
3 4
the order.
Work in pairs. A news reporter is going to
interview the van driver.
a Choose one of these roles:
5 6
A – the van driver
B – a news reporter
b Prepare for the interview.
A Look at the pictures again to remind
yourself what happened.
◗ What questions could the reporter ask you?
◗ How could you describe your feelings? Worried? Terrified?
B Write five questions to ask the driver.
c Do the interview.
d Change roles. Repeat the interview with different questions.
e Which role uses more emotive language? Why?
Word stress
(10.2) Underline the stressed part of the words you hear.
a motorbike c historical e helicopter
b bicycle d traditional f reporter
(10.3) Listen to the words in sentences and check your answers.
Now work with a partner. Read these sentences aloud to each other. Remember to
stress the right part of the long words.
a He was on a black motorbike.
b I’ve got a silver bicycle.
c It’s a traditional story.
82
 Unit 10 Stories
to listen and underline the stressed parts of words a Read out the five paragraph summaries. Then ask
b–f. Play recording 10.2 straight through, but do not them to read the text and match the paragraphs with
check their answers yet. the summaries. Then put the students in pairs to
Listening script 10.2 - see page 135 compare answers.
b Ask the students to look at the letter again and
(10.3) (5 mins) identify what makes it informal. Tell them to read the
Ask them to listen to the same words in sentences, four suggestions, and to discuss their ideas with a
and to check their answers. Play recording 10.3. partner.
Listening script 10.3 - see page 135
(5 mins)
Read out each of the sentences, with exaggerated (10-15 mins)
stress. Then put the students in pairs to practise Tell the students that they are going to reply to a letter.
reading the sentences. a Ask them to think of a good story to tell their ‘friend’-
it could be true or they could make it up. Ask for some
ideas and then allow about five minutes for them to
An informal letter
discuss ideas in pairs or small groups (they could make
up a story together, or discuss individual ideas).
b Tell them to plan at least four paragraphs - remind
(15 mins) them of the way the letter in their books was organised.
Ask the students to look at the picture. Tell them Go round and offer suggestions where necessary. Make
that they have just received a letter from this sure the letters have an introductory and a concluding
person and ask for some guesses about what it one.
says.

Student’s Book page

(20 mins)
Unit 10 Stories
a Allow about fifteen minutes for the
An informal letter task
You are going to write a letter to a friend, telling him /
students to write their final drafts.
her about a recent event. Remind them to use informal language,
This is a letter which a friend from an English-speaking country has written to you. and go round while they are writing to
a As you read the letter, match these summaries with the five paragraphs. check. Make sure the letters have an
◗ The situation now ◗ A greeting, an apology and an excuse
◗ A final request ◗ The result of the accident introductory paragraph and a concluding
◗ A description of the accident
one.
Hi …
1 How are you? Sorry I didn’t reply to your letter – I’ve been crazily busy. This week, I’ve got
b Tell the students to check their work
stacks of time. Why? Because I’m in hospital with a broken leg. I’ll tell you what happened. carefully for spelling, punctuation and
2 I was going to school as usual last Wednesday – on my bike. The traffic was dreadful. The
bus I was behind stopped at a bus stop and people got off. I started to overtake the bus, but
style.
suddenly it pulled out. You can guess what happened next. The bus knocked me off my bike Put the students in pairs to read each
and into the middle of the road. Thank goodness I was wearing a helmet!
3 Unfortunately a car was coming in the other direction. It couldn’t stop in time and it crushed other’s letters and then ask each other a
my leg. The next thing I remember is waking up in hospital with my leg in plaster. I may be
smiling, but it’s still very painful.
few more questions about their stories.
4 The doctor says I have to rest and recuperate for another week. It’s so monotonous – the Invite two or three volunteers to read
daytime TV programmes are terrible, so I’m writing letters to all my friends.
5 Please write soon and tell me your news. Hope you haven’t been as unlucky as me. out their letters to the class and invite
Bye comments.
Marcus
b What shows you that this is an informal letter? Think about:
Finally, collect the letters and return them
◗ verb forms ◗ missing words corrected as soon as possible.
◗ particular words or phrases ◗ punctuation

Lesson 9
Decide what to tell your friend in your letter.
a Choose something that happened to you or somebody else,
Workbook pages 80 - 81, Writing
or make up a story.
b Plan what you are going to write in each paragraph. Make Workbook answer key – see page 151

Words to remember
sure your story has a beginning, a middle and an end.

crazily, dreadful,
Objectives
a Now, write the letter using your notes. Make sure you emotive, knock off,
use an appropriate beginning and ending. monotonous, overtake, Skills At the end of the lesson,
b Now check your letter. Exchange letters with another
student and ask questions to find out more about the
recuperate, stacks of students should be able to:
story. Reading ● read an e-mail

USEFUL LANGUAGE Writing ● write a short story

Beginning a letter Ending a letter
Hi ... (informal) That’s all for now. Write back soon.
Dear ... (more formal) Bye / Love (informal) Functions ● compare and contrast
Best wishes / Regards / Yours sincerely (more formal)

83

111
MODULE 4: Fact and fiction

Unit 11 Messages
to the class (e.g. Samia texts her friends every day.
She sometimes uses e-mail. I never text people but I use
message boards a lot…)
Lessons 1 and 2
Tell the class your own answers to question d.
Objectives
Skills At the end of this pair of lessons, (10 mins)
students should be able to: Tell the students you are going to ask them to take
Reading read different types of messages
●
a message. Slowly read out the following text (as if
read a Factfile
●
you are someone on the phone leaving a message)
Listening listen to a radio programme
●
ONCE ONLY while they take notes. Then invite
Speaking discuss messages
● different students to read the message back to you.
describe a message in a bottle story
● (It need not be exactly the same – just the main
Topic Messages
● points!)
Functions understand different types of messages
● Note: There will be more opportunities to
express possibility
● practise taking messages later in the unit.
accept / reject invitations
● Hi. It’s (your name). Please could you take a message
visualise
● for Mohammed? Could you ask him to send me my spare
Vocabulary asap (Exp), colleague (N), current (N), glasses? I need them urgently because my others are
impromptu (Adj), rearrange (V), broken. They’re in the cupboard in the sitting room, on the
starvation (N), unreliable (Adj), top shelf. Tell him to wrap them up carefully! I really need
urgent (Adj), well-sealed (Adj) them. Thanks. Bye!

Student’s Book pages 84 and 85 Student’s Book page

Present the active vocabulary needed for
each activity. MODULE 4:
Fact and fiction

Unit 11
(about 20 mins)
Ask the students to look at the four
messages. Ask What kind of messages
are they? (text message, e-mail, post-it note,
message in a bottle).
Ask the students to work out what the first
message says (Thanks for texting me mate.
I’ll get back to you soon). Tell them they will
learn more about texting in English later in
the unit.
Messages
Grammar
Passive verbs (mixed tenses)
Look at the messages below and discuss these questions with
a partner.
a Where could you find each message?
b Who do you think wrote them and why?
c Who were they written to?
d Who do you send messages to? Who do you receive messages from?
1
2

a, b and c Put the students in pairs to Thx 4 txtng

discuss questions a-c. Go round and offer
suggestions where necessary.
Put pairs together to make small groups.
Tell them to compare ideas, then discuss
each question with the class.
d Ask the students if they ever write
messages like these, and if so how often.
Who do they write messages to, and who
sends them messages? What other ways
me m8, will gt
bac 2 u soon
Hussein
Thanks for letting me know in advance. I actually have the same
problem as you, and was just about to contact you.
Let’s rearrange things then. How about 27th March? My schedule
is pretty free that day so I will be able to travel to your office
instead.
Ahmed
Original message
Dear Ahmed,
I’m afraid I can’t make our meeting tomorrow afternoon. A
colleague is out of the office and I have to take his place. If we
could reschedule asap I would really appreciate it, as there are
many things to discuss about our forthcoming project.
Hussein

do they use to send messages? (e.g. Internet

message boards, answerphone messages and 3
Nadia
voicemail, notice boards…) Has anyone in the Reem phoned. Can you get back to her
as soon as possible – it’s urgent. She’ll be 4
class ever sent or found a message in a at home until 4.30. I am sending this message
out to sea to see if anyone
Dalia
bottle? will find it. If you are reading
this message, wherever you
Put the students in pairs and ask them to are in the world
... please send it back to me at ...
discuss these two questions. Then invite
two or three students to report back 84
112
 Unit 11 Messages
can survive conditions that ships can’t, and calls bottle messages
an unreliable means of communication, it does not expand on
(11.1) (20 mins) these pieces of information in the Factfile.)
Ask the students if they ever listen to radio Listening script 11.1 – see pages 135 - 136
programmes. What kind of programmes do they
enjoy?
Tell them they are going to hear part of a radio (15 mins)
programme. First, read out the three questions and Put the students in pairs to complete this task. First, ask
then play the whole of recording 11.1. them to read questions a and b. Allow time for them
Ask the students to discuss the answers to the three to decide their answers. Repeat this procedure with
questions, then play the whole recording again for questions c and d.
them to check. Pause and replay the recording as
necessary. (visualising)
(15 mins)
Listening script 11.1 – see pages 135 - 136 Put the students in pairs to read and discuss the
questions. Go round and offer suggestions where
(11.1) (20 mins)
necessary. Then EITHER ask different students to tell
Ask the students to read the Factfile. Explain any
the class their ideas OR give each student a slip of paper
difficult words, which might include well-sealed and and ask them to write a message on it! Collect them in
current. a box or similar then ask the students to pick one out
Put the students in pairs to discuss which of these randomly. Can they guess who wrote the message?
facts are relevant to the radio programme. Then
play the recording again for them to check their Quote
answers (the third fact; although the tape suggests bottles Read the quote to the class and check they
know the vocabulary (e.g. ‘impromptu’ =
Student’s Book page ‘unprepared’.) Ask students what Mark
Twain meant. (He carefully prepares speeches
which will seem unprepared to his audience,
Unit 11 Messages
and which everyone else will think he is making
up while he is talking.) Ask students why he
might have said this. Do they ever prepare
You are going to hear part of a radio programme called ‘Strange Stories’. Listen
(11.1) for a situation so that it seems natural? Ask
and answer these questions.
them to justify their answer.
a How many strange stories do you hear?
b What nationalities are the people in the stories? (We do not know the nationality of Background: Mark Twain (1835–1910)
one person.) was an American humourist, satirist, writer
c When does each story take place?
and lecturer. His most famous novels are
Which of the information in the Factfile below does the radio programme give
(11.1)
you more details about? Read the Factfile, then listen again. The Adventures of Huckleberry Finn and The
Factfile: Messages in bottles
Adventures of Tom Sawyer. He was a very
• A well-sealed bottle can survive hurricanes that
can sink ships. And glass lasts forever. popular figure, and known for his wit.
• It is impossible to predict the direction a bottle
will travel.
• The longest bottle voyage ever was 25,000
kilometres, a journey that took six and a half years.
Lesson 3
• If wind and current conditions are good, a bottle can Workbook pages 82 - 83, Reading
travel nearly 200 kilometres a day.

Words to remember
Workbook answer key – see pages 151 -
152
asap, colleague, current,
Choose the correct answer, A or B, for each question about
the stories.
impromptu, rearrange,
starvation, unreliable,
Objectives
a How did Matsuyama and his men die? urgent, well-sealed
A They drowned. B They had no food. Skills At the end of the lesson,
b What happened to the Lusitania in May 1915? students should be able to:
A It ended its voyage. B It started its voyage.
c The people who found the German scientists’ bottle didn’t break it. Why not? Reading ● read a text about carrier
A The glass was too strong. B They could read the message through the glass.
d Why did Paolina reply to the sailor’s message? pigeons
A As a joke. B Because she wanted to please her father.
Writing ● write a Factfile about
(visualising)
carrier pigeons
Imagine you are on the beach and you find an empty bottle.
● write a paragraph
◗ What message would you send in the bottle?
◗ Where could your bottle go to? expanding on a Factfile
◗ Would you like the finder to contact you?
◗ Why are ‘message in a bottle’ stories so memorable? Topic ● Five thousand year-old postal

service
Quote “It usually takes me more than three weeks to prepare a good
impromptu speech.” Vocabulary fasten (V), homing (Adj),
Mark Twain
illegally (Adv), instinct (N)

85
113
 Lessons 4 and 5 b Still in pairs, students read sentences 1, 2 and
Objectives 3. Together they decide whether the sentences
are true or false and justify their answers. Remind
Skills At the end of this pair of lessons,
students to correct the false sentences. Tell them
students should be able to: to write the correct versions in their notebooks. Go
Reading read a story
●
round and check their answers.
read a text about SIM cards
●

Grammar use passive verbs (mixed tenses)

●
(10 mins)
Topic Messages
●
Ask students to look at the first sentence and
Functions apologise
●
ask a volunteer to give an answer. Then ask the
give information
●
other students to offer suggestions until you have
Vocabulary activate (V), band (N), conference call (N), collected a broad range of possible answers from
deadline (N), flash (V), frequency (N), the class. Then give the class the correct answer
handy (Adj), harmony (N), hassle (N), and explain if necessary.
portable (Adj), slide (V), unlock (V),
upgrade (V)
Pronunciation use consonant clusters: /spr/, /skr/ or /str/
●

Student’s Book pages 86 and 87

Present the active vocabulary needed for each activity.

● Passive verbs (mixed tenses)

(15 mins)
On the board, write passive and ask the
class what the opposite is (active). Then
write this sentence on the board: Jaber
scored a goal. Ask What’s the verb? (scored)
Is it passive or active? (active).
Then ask for the ‘passive version’. Write it
on the board: A goal was scored by Jaber.
Remind the students that in an active
sentence, someone performs an action
(does something); passive means we are
interested in the result of the action, not
who did it. Ask what tense the sentence
is in (past simple). Remind them that the
passive can be in any tense, just the same
as the active.
(15 mins)
Put the students in pairs to read the
story and discuss which title is most
appropriate. Ask students why they think
Faisal is laughing at the end of the story.
Go round and offer help where necessary.
Then check their answers.
(15 mins)
a Put students in pairs. One student
roleplays a teacher, and the other acts as a
student.
The teacher explains the difference
between the active and the passive to the
students, who may ask questions if they
don’t understand. Then the two students
exchange roles. Finally, the two students
compare their ideas and reach agreement.
114
Student’s Book page
O Passive verbs (mixed tenses) Grammar reference pages 135–136
Read the story and choose the best title:
◗ Faisal and Ahmed ◗ Mixed messages ◗ Home alone
It’s the last lesson of the day and Faisal is hungry. He can’t wait for the family dinner at 3
o’clock. ‘I hope Mum makes a chicken curry, he thinks. As he leaves school, he sees his twin
brother Ahmed at the entrance. ‘I have to stay an hour late for football practice this afternoon.
So I’ll miss dinner,’ Ahmed tells Faisal.
5
‘Don’t worry, I’ll ask Mum to keep a plate warm for you.’ Faisal replies.
Faisal takes a long walk home, but when he arrives the house is empty. The answer machine
light is flashing red. ‘I hope it’s not bad news,’ he worries, and plays the message.
‘Hi, it’s Mum. I went to the supermarket but now I’m stuck in traffic. My phone battery is
nearly dead, too. I’ll be home at 5 o’clock.’
10
In his office, Faisal’s dad is really worried. He has a project deadline tomorrow, but he doesn’t
want to miss dinner. ‘Really sorry. Emergency conference call. I’ll be an hour late. Love Dad.’ he
types.
‘I hope somebody reads this e-mail,’ Dad thinks.
At exactly 5 o’clock, Ahmed, Mum and Dad all arrive at the house. ‘Sorry I’m late, did you get
15
my message?’ They apologise in perfect harmony. Faisal laughs and laughs.
The first in each pair of sentences below is active and the second is passive.
◗ Dad sent an e-mail. The e-mail was sent by Dad.
◗ Mum left an answer machine message. The answer machine message was
left by Mum.
a What is the difference between the two sentences in each pair?
b Are these statements True (T) or False (F)? Justify your answer in your notebooks.
1 Active and passive sentences give different information.
2 Active and passive sentences use different verb forms.
3 Active and passive sentences have different subjects or focuses.
How is the passive formed? Rewrite each sentence using the word in brackets.
a Last year, I painted my room. (had)
b My father is upgrading his phone tomorrow. (having)
c We’ve just installed an AC unit. (had)
d Nader will finish the construction project. (have)
e Mum had cooked a large meal for the family. (been)
f By the end of this year, I will have read ten books. (been)
86
 Unit 11 Messages

Verbs with more than one meaning: /spr/, /skr/ or /str/

take, make (11.2) (10 mins)
Tell the students that a lot of verbs in English have
Play the first word of recording 11.2 (secret) and
more than one meaning, but that it is usually easy
ask One syllable or two? (two). Then play the rest of
to work out the correct meaning from context.
recording 11.2 while the students note down 1 or 2 for
(5-10 mins) each word. Play the recording again to check.
a Read out the first sentence (He takes…) and ask Listening script 11.2 – see page 136
the class to choose the best meaning for take from
(11.3) (10 mins)
the verbs in the box (steal). Then put the students
in pairs to complete the task. Play recording 11.3, pausing for the students to repeat
b Ask the students to read and complete the each one.
exercise alone then compare their answers with a Listening script 11.3 – see page 136
partner.
(11.4) (10 mins)
(10 mins) Play recording 11.4, pausing after each sentence for the
Tell the students that they are going to read a text about students to repeat it.
the SIM card and complete it with the appropriate Listening script 11.4 – see page 136
verbs.
Read out the text. Then put the students in pairs
to complete the task. Go round and offer help if
necessary.

Lesson 6
Student’s Book page Workbook pages 84 - 85, Language
practice
Unit 11 Messages
Workbook answer key – see page 152
Verbs with more than one meaning: take, make
Objectives
We often need to read words in a sentence to understand the right meaning.
a What does the verb take mean in sentences 1–4? Choose meanings from this list. Skills At the end of the lesson,
carry steal (remove without permission) swallow travel by students should be able to:
1 He takes his father’s car without asking. Grammar ● passive verbs(mixed tenses)
2 I’m too tired to walk – let’s take a taxi.
3 You’d better take your coat. It might be cold later. Functions ● use expressions on the
4 I’ve got a bad headache so I’m going to take some tablets.
b What does the verb make mean in sentences 1–4?
telephone
attend earn force someone to produce

1 My parents made me tidy my room before I went

to bed.
2 They make Volvo cars in Sweden.
3 How much does he make a year?
4 I’m sorry, but I can’t make the meeting tomorrow.

Read the text. Fill the gaps with the correct form of the verbs below. One verb is used
twice.
upgrade hold slide activate run out unlock switch

Text me
A SIM card or Subscriber Identity Module is a portable memory chip. The SIM card
makes it easy to (1) to a new phone by simply (2) the SIM out of
one phone and into another. The SIM (3) personal identity information, your
phone book, text messages, photos and other data. It can be thought of as a mini hard
disk that automatically (4) the phone into which it is inserted. A SIM card can
come in very handy. For example, when your phone (5) of battery power at
a friend’s house. Also, if you (6) your phone there’s no hassle involved. Just
(7) it into the new phone and you’re good to go. You must (8) the
phone first, however, and operate on the carrier’s frequency or band. This is great for
international travellers.

/spr/, /skr/ or /str/

Words to remember
activate, band,
Listen to six words. How many syllables do they
(11.2) conference call,
have? deadline, flash,
Example: strong has one syllable surprise has two frequency, handy,
syllables harmony, hassle,
portable, slide,
(11.3) Repeat these one-syllable words. unlock, upgrade
(11.4) Now listen and repeat the sentences.
87

115
 Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons, (30 mins)
students should be able to:
Tell the students they are going to practise leaving
Reading ● read role-play cards
answerphone messages.
● read e-mails
a First, ask all the students to read the instructions
Listening ● listen to answerphone messages
for student A and prepare their messages, using the
Speaking ● roleplay answerphone messages
Useful Language box to help them. Then ask them
Writing ● write notes and messages
all to read each situation and prepare suitable
● reply to e-mails and text messages
messages, again using the Useful Language box. Go
Topic ● Messages
round and offer suggestions where necessary.
Functions ● give information
b Put the students in pairs, A and B. Student B
● leave / record a message
reads each situation, then ‘phones’ student A.
● e-mail
Student A reads out his / her prepared message,
● text message
student B then leaves a message.
Vocabulary alarm (V), answerphone (N),
briefly (Adv), confident (Adj), c Tell the students to change roles. Finally, invite
next of kin (N), ring (N), tone (N), two or three pairs (not necessarily students who
tutor (N) have been working together) to ‘perform’ for the
class.
Student’s Book pages 88 and 89
Present the active vocabulary needed for each activity.

Taking messages
Student’s Book page

(11.5) (15-20 mins) Taking messages

Ask students if they have voicemail or
an answering machine. How often do
they use it? Can they remember the last Listen to four answerphone messages and complete a form like this for each
(11.5)
message.
answerphone message they left or heard?
What was it about? Remind students that
answerphone messages are a relatively Phone message
Name of caller: Day / Time of call:
new form of communication, and discuss Message:
Action:
with the class the different ways it can
be used (at home, in school, for business,
etc.). Then, put students in groups. Ask Work in pairs. Choose who is student A and who is student B.

them to quickly make a list of situations a You are going to leave messages on each other’s answerphones.
A Make up a message that callers will hear when they phone you.
where it is more appropriate to leave an B Make up a message to leave on your partner’s answerphone.
answerphone message than to send a text Use the information below.

message, for example, when enquiring Situation 1 Situation 3

S
Situation 2
about a job advertisement. You arranged to go to the
You are a doctor in a hospital
Y have seen an advert
You
for a
librar y with your friend ssummer job in a restaura
nt in
First play message 1 and guide them this afternoon, but you
and an emergency patient has K
Kuwait City. Leave a mes
sage
arrived. Phone their next of kin for
fo the restaurant man
through the information to be written. cannot go because you ager.
and leave a message. Ask A
Ask
have to look after your for more details and
Play the other three messages, pausing him / her to ring back, and
little sister. Apologise to d ribe yourself briefly.
desc
Be
make sure not to alarm them.
your friend and suggest co
confident.
each time for the students to complete going tomorrow.
their forms. Tell them they might not need
to complete the action part every time. b Sit back to back with your partner.

Then put the students in pairs to compare
answers.
c Exchange roles and repeat steps a and b.
Listening script 11.5 – see page 136
B Make a ringing noise. When you hear the answerphone message, say your message.
A Say your answerphone message. Then when your partner speaks, make a note of
his / her message.
USEFUL LANGUAGE
Giving information in an answerphone message Leaving a message
This is ..., I can’t come to the phone at the moment. This is a message for (Anwar).
Please leave a message after the tone. Hi (Anwar) – this is (YOUR NAME).
Message received on (day and date) at (time + Can you give me a ring?
a.m. or p.m.)

88
116
 Unit 11 Messages
(10 mins)
Notes and messages
Tell the students to read the e-mail and then write their
own replies in their notebooks. Remind them that it’s
all right to leave out some words that don’t affect the
reader’s understanding, e.g. pronouns. Go round and
(15-20 mins) offer suggestions where necessary. Make sure that the
Ask the students how often they use e-mail. Then messages are concise and informal.
ask them to read the two messages. Ask two or three students to read out their messages to
a Read out the question and ask students what the class.
they think (We don’t know if Nasser is going to meet
Anwar – it depends on his parents.)
b Ask the students why it is common to leave
words out of sentences in e-mails (to save time; it’s (10 mins)
an informal way of communicating). Explain that English text messages are so often
Put the students in pairs to work out which words abbreviated that a new ‘language’ is developing. Ask
are missing. them to look at the first example of text language in
English (THX 4 CALLN). What do they think it means?
(Thanks for calling).
Refer the students to the ‘key’ and put them in pairs to
‘translate’ the rest of the messages .

(10 mins)
Student’s Book page
Ask the students to look at the key again, then
Unit 11 Messages
create their own text messages . Go round and
offer suggestions where necessary, or write your
Notes and messages task
You are going to write a reply to an
own message.
e-mail and a phone text message Put the students in pairs to exchange messages.
Can they work out each other’s messages?
Read the original e-mail and the reply to it.
a Is Nasser going to meet Anwar? Write your own message on the board and
invite students to write their replies!
Dear Nasser, Dear Anwar,
Good to see you again yesterday. Thanks for your e-mail.
Thanks for the lunch.
Must meet up again soon. Would you
Yes, we enjoyed your visit very much.
Very kind of you to invite me over.
Lesson 9
like to come to us next Sunday? Great idea! Will have to ask my parents. Workbook pages 86 - 87, Writing
Let me know. Will let you know as soon as possible.
Anwar Nasser Workbook answer key – see page 152
b In e-mails, words are often left out for speed. What words have Anwar and Nasser left
out of their e-mails? Show where words are missing.
1 Good to see you again 3 Will have to ask my parents Objectives
2 Must meet up again soon 4 Great idea!
Now reply to this e-mail. Skills At the end of the lesson,
students should be able to:
Writing ● write formal e-mails

● write instructions
Dear …
Functions ● identify the purpose of

letters
> Having a party next weekend. Hope you can make it. ● edit messages
>
>
Starts at 5.30 and should end about 10. Is that OK?
Most of the students in our class will be there. Words to remember ● give instructions for writing
> Let me know ASAP. alarm, answerphone, letters
> Your friend briefly, confident,
next of kin, ring,
tone, tutor
Read and ‘translate’ these phone text messages.
a THX 4 CALLN. b IM W8NG 4 U. c CU L8R

IM = I am PLZ = please 2DAY = today

L8R = later RU = are you 4 = for
THX or TKS = thanks CU = see you W8 = wait

Now write your own text messages and send them to a partner.

89
117
MODULE 4: Fact and fiction

Unit 12 Flying stories

Divide the class into two halves. One half are
‘for’ and the other half are ‘against’ working as a
pilot. Ask someone from the ‘for’ half to make a
Lessons 1 and 2 statement in favour, then invite someone from the
Objectives other half to make a contrasting point (tell them to
Skills At the end of this pair of lessons, use the notes they have just made).
students should be able to: Encourage students from each side to take turns to
Reading read a short biography
●
make a point – how long can they keep the debate
Speaking talk about travelling in a plane
●
going?
Topic A woman of distinction
●

Functions share personal experience

●

state advantages and disadvantages

●

compare achievements
●

Vocabulary aviation (N), coincide with (V),

exemplary (Adj), gliding (N),
instructor (N), intensely (Adv),
notably (Adv)
Student’s Book pages 90 and 91
Present the active vocabulary needed for each activity.

Student’s Book page

(30 mins)
Ask the students to look at the picture. MODULE 4:
Then invite suggestions of vocabulary Fact and fiction
connected with flying. Write correct words Unit 12 Flying stories
on the board (supply English words as Grammar
Relative clauses and pronouns [who, which, where, whose];
necessary). third conditional; phrasal verbs
Some suggestions: aeroplane / plane;
airport; attendant; cabin; cockpit; passenger;
pilot; to fly; to land; to take off
a Put the students in pairs to ask each Grammar
other the questions. Tell them to note relative pronouns (who, which, where, whose);
relative clauses; third conditional; phrasal verbs
down their partners’ answers. Go round
and listen; offer prompts where necessary.
Ask two or three students to tell the class
what their partners told them. (e.g. Najeeb
has been in a plane twice. He went to London the
first time and Paris the second time. The flights
were both about six hours. He enjoyed flying but
he didn’t like the airports much. The best thing Discuss these questions with a partner.
a Have you ever travelled anywhere by plane?
was watching a film on the plane and the worst
If your answer is Yes ... If your answer is No ...
thing was the food.) 1 Where did you fly to? 1 Would you like to travel in a plane?
b Read out the question and ask students 2 How long was the flight? 2 Where would you like to go?
3 Did you enjoy the experience? 3 What do you most look forward to
to raise their hands if their answer is yes. 4 What were the best and the worst about flying?
things about your flight? 4 Does anything worry you about flying?
Ask one or two students to explain the
attractions of being a pilot, and one or b Would you like to learn to be a pilot?
c Make a list of the advantages and disadvantages of working as a pilot.
two to explain why they wouldn’t like it.
c Put the students in small groups – if
possible with people of both opinions (see
question b). Allow about ten minutes for You are going to read a short biography about a young woman who became a pilot.
As you read, answer these questions.
them to list advantages and disadvantages a What was Munirah’s childhood dream?
of working as a pilot. Go round and offer b What is unusual about the story? Have you heard any similar stories before?

suggestions / supply vocabulary where

necessary. 90
118
 Unit 12 Flying stories

(comparing achievements)
(30 mins)
Ask the students if they have ever heard of Munirah (20 mins)
Mohammed Buruki. If necessary, explain that she Ask the students to read each question and note down
is a woman who became a pilot when she was some ideas for each one. Then put them in small groups
only 19. Read out questions a and b, then allow to discuss their ideas. Finally, ask one person from each
time for the students to read the text. Explain any group to tell the class about their discussions – did they
difficult words or expressions, which might include: all have the same opinions?
commercial; took her seriously; gliding; serviced
(engines); my heart was in my mouth; exemplary. Lesson 3
Put the students in pairs to discuss questions a and Workbook pages 88 - 89, Reading
b. Workbook answer key – see pages 152 - 153

Objectives
(15 mins) Skills At the end of the lesson,
Ask the students to read the text again and then students should be able to:
allow time for them to decide if each statement is Reading ● read the story of Amelia
true or false. Remind them to justify their answers. Earhart
When they are ready, put them in pairs to compare
answers. Topic ● Amelia Earhart

Check their answers and let them read the text Vocabulary biplane (N),
again to make sure. landmark (N), plague (V),
prejudicial (Adj),
rusty (Adj),
Student’s Book page
transcontinental (Adj)

Unit 12 Flying stories

A woman ooff distinction

1
T his is the
unusual
unusu
t storyy of an
Munirah Mohammed
M
n
woman:
ual yyoungg womman:
Buruki.
B
30 And that is w
Munirah
M
and
an
h had
what she did.
h to work
w intensely
g her private
nd forget p vate life to
priv
60 now,
n ow, II’m
’m a n
’m
I shalll su
willing.’
wi
w illing.
g..’
gg.’
ucc
natural.
ssucceed
atur
atural
al..
al
c eeeed again,
a n, God
agai
ag ai God
At the age
g off 19, Munirah
Munira has make her childhood dream a Captain
C
Ca ptaiin Nawwaf
Naw
Na wwwaff Qiblani,
l ni the
Qibbla th
he
5 become Kuwait’s first female
fem reality. She studied flight Royal Academy instructor,
pilot
p and one of the wor world’s 35 physics, learned how to use 65 was notably impressed by
youngest captains.
captains So how
ho aviation computers, improved Munirah’s commitment and
did this unusual story begin? her English, serviced aircraft determination throughout her
From a young age, Munirah engines and spent time flying. training. He said Munirah was
10 was fascinated by planes, and And the young woman had to an exemplary representation
told her father she wanted to 40 do all this away from home and 70 of what Kuwaiti women can
become a pilot. If Munirah’s her parents. achieve.
father had told her to go out Munirah’s efforts This unusual story
and play with her friends, certainly paid off. Following certainly proves that. As
15 she wouldn’t have been able her training on single engine a young girl, Munirah did
to achieve her aim. Instead, 45 and other planes, Munirah 75 not let her gender stand in
he took her seriously and graduated first in her class at her way. Now, Munirah’s
arranged for Munirah to go to the Jordanian Royal Academy, accomplishments are a victory
the best gliding school in the five months earlier than the rest and testimony to all Kuwaiti
20 region. Munirah’s childhood of her class. After qualifying women, and also coincide
fantasies soon turned into 50 for her private pilot’s licence, 80 with the appointment of the
adult ambitions, however, Munirah immediately began country’s first female minister,
when Munirah was travelling courses in commercial aviation. Dr Massouma Al-Mubarak.
with her family, and passed Now she is well on her way Both of the hard-working
25 through Kuwait International to becoming a commercial women should be role models
Airport. As soon as she saw the 55 aviation pilot too. She told 85 to the younger generation of
fantastic planes there, she knew her local Kuwaiti newspaper, Kuwaiti girls, whether they
she wanted to fly commercial ‘During my first solo flight decide to have a career as a
planes. my heart was in my mouth, professional or in the home.
especially when I took off. But

Read the article again. Are these statements True (T) or False (F)? Justify your answer.
a Munirah was the youngest Kuwaiti to become a pilot.

b Munirah’s father took his daughter’s idea seriously.

c Munirah only trained on a single-engined plane.

d It took Munirah five months more than the rest of her class to get her private pilot’s
licence.

e Munirah did not live with her parents while she was training.

Words to remember
(comparing achievements)
Discuss these questions.
aviation, coincide with
a Do you appreciate Munirah’s achievements? exemplary, gliding,
b Would you like to do what she did? instructor, intensely,
c What qualities and skills do you need to achieve your goals? notably

91
119
 Lessons 4 and 5
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read a joke
● their paragraphs. Then put them in pairs to read
Writing write a short paragraph about a friend or
● and comment on each other’s paragraphs.
family member
Grammar use relative clauses and pronouns [who,
● paragraphs to the class.
which, where, whose]
use the third conditional
●
Topic The wrong seat
●
Functions express opinions (agreement /
●
disagreement)
express feelings using body idioms
●
Vocabulary acclaimed (Adj), attendant (N),
cabin (N), confrontational (Adj),
corporation (N), courteously (Adv),
expression (N), mumble (V),
resemble (V), stern (Adj), stunned (Adj)
Pronunciation use ed endings
●
Student’s Book pages 92 and 93
Present the active vocabulary needed for each activity.
Student’s Book page
● Relative clauses [who, which, where, whose]
On the board, write who, which, whose and
where. Tell the class that these words are
not always question words – they can also
be relative pronouns.
(10 mins)
a Remind the students of the story they
read about Munirah (page 91). Read out
sentence 1 and ask the class what who
refers to (it refers back to Captain Nawwaf
Qiblani, who has already been mentioned.)
Explain that the information between the
commas (who was her instructor) is an
extra detail and that the sentence would
still make sense without it. It is linked to
the main sentence by the relative pronoun.
Allow a few minutes for the students
to complete the task, then check their
answers.
b Read out the questions one by one and
ask the class for the answers.
(10-15 mins)
Tell the students they are going to read a
funny story. Ask the students to look at the
picture and guess who the three people
are. Then ask them to read the text and
complete the gaps with the correct relative
pronouns (in the box).
120
(about 20 mins)
Read out the instruction, then tell the students to
spend a few minutes planning who to write about.
Allow about 5–10 minutes for the students to write
Finally, invite volunteers to read out their
●
Third conditional
(10 mins)
a Refer students to the article that they have read
on page 91. Put them in pairs and let them scan
the article to find a sentence that uses the third
conditional. (If Munirah’s father had told her to go out
and play with her friends, she wouldn’t have been able
to achieve her aim). Then, invite volunteers to share
their answer with the class.
b After students have agreed on the sentence, ask
them whether, according to this sentence, Munirah
has achieved her aim or not (Yes, she has). Invite two
or three answers from different students. Finally
give out the answer and explain if necessary.
c Ask students to brainstorm ideas about their
O Relative clauses and pronouns [who, which, where, whose] Grammar reference page 136
Note
The underlined parts of sentences 1–3 are relative clauses. Who, which and where are
relative pronouns.
a What do the words who, which and where refer to? For example, in sentence 1 who refers
to Captain Nawwaf Qiblani.
1 Captain Nawwaf Qiblani, who was her instructor, was impressed by her determination.
2 The gliding school, which was in the region, provided Munirah with her first training.
3 At the Jordan Royal Academy, where she studied, Munirah came top of her class.
b Relative clauses give extra information about people, things
or places. In 1–3, which relative pronouns refer to:
1 people? 2 things?
3 places?
Complete the joke below with these relative pronouns.
where which who whose
The wrong seat I have won many important
awards. I’m sitting here
An acclaimed film director, cabin, walks up to the film
until we get to Kuwait City,
(1) is wearing
(5) I have a very director and mumbles
an expensive suit, gets on a something in his ear. The
plane. He sits in the first class
important meeting.’ The
attendant, director stands up and goes
area, (2) is at the to his seat, (9) is
front of the plane. A flight
(6) doesn’t want
at the back of the plane. The
to be confrontational, doesn’t
attendant, (3)
knows the film director does
know what to do. The flight, attendant, (10)
completely stunned, asks the
is
(7) is already
not have a first class ticket,
15 minutes late, cannot get
pilot what he said. The pilot,
asks him courteously to move (11) face is now
to the economy area. The underway until everyone is
in their seat. Eventually the relaxed and smiling, says, ‘I
film director, (4)
expression suddenly becomes attendant calls the pilot, told him that his latest film is
only being shown in the rear
very stern, replies, ‘I’m an (8) is waiting to
important film director and take off. The pilot leaves his half of the plane.’
Write a short paragraph about your friends or members of your family. Use the four
relative pronouns: who, which, whose and where.
O Third conditional Grammar reference page 136
a Find a sentence in the article on page 91 that uses the third conditional.
b Did Munirah achieve her aim according to this sentence?
c Write a sentence using the third conditional about one of your own achievements.
92
 Unit 12 Flying stories
own achievements. After a while, ask them to
use their ideas to write a sentence using the third
conditional about one of their achievements. (5-10 mins)
Remind the students again of the story they read about
Phrasal verbs with take Munirah (page 91). Then read out the explanation of
My heart was in my mouth. Ask if the students can think
(10 mins) of a similar idiom in Arabic.
Invite students to explain what phrasal verbs are Put the students in pairs or small groups to try to
(two-part verbs) and give you some examples. match the English idioms with their meanings. Check
Read out the first phrasal verb (take after someone) their answers, and as you do so, ask if they can suggest
and ask the students to match it with its meaning anything similar in Arabic.
in the right hand list (d). Then put the students in ed endings
pairs to complete the task together (if they don’t
know the answers, tell them to have a guess!). (12.1) (10 mins)
(5 mins) Ask the class to form the past simple with regular verbs
Tell the students they are going to practise using and ask for some examples (you add -ed. e.g. jumped;
walked; climbed; called…)
some of these phrasal verbs in context. Ask the
Ask them to look at the first pair of words and play the
students to read the sentences and complete them first part of recording 12.1 (arrive / arrived). Pause the
with the correct form of the appropriate phrasal recording and ask how many syllables each word has
verb (from the list in exercise 1). Then put them in (they both have two syllables). Then play the rest of the
pairs to check their answers. recording, pausing each time to ask the same question.
Play it again and ask the students to repeat each pair of
words to check.
Listening script 12.1 – see page 136
Student’s Book page (12.2) (10 mins)
Unit 12 Flying stories
Play recording 12.2, pausing for the
students to repeat each sentence.
Phrasal verbs with take
Listening script 12.2 – see page 136
Match phrasal verbs 1–6 with their meanings a–f. You may use the dictionary or the
glossary at the end of the book. Quote
1 take after someone a start flying / leave the ground
2 take something back b start a new activity
Ask students if they know anything about
3 take off c go somewhere with someone socially George Eliot. Have they read any of her
4 take someone out d be or look like / resemble novels? Did they like them? Why / why not?
5 take something over e return something to where it is from
6 take something up f get control of something (e.g. a business)
Read the quote to the class. What does she
mean? Why is human choice so important
Complete sentences a–d with the correct part of a phrasal verb with take.
a When I have more time, I’m going to tennis.
to growing as a person? (e.g. learning by
b Mohammed his father. They’re both very good at maths. making mistakes; doing the things you are
c A big corporation is trying to our family business. interested in strengthens character and
d Our plane couldn’t on time because of strong winds.
ability).
Background: George Eliot (1819-1880)
In the article, Munirah Mohammed Buruki says My heart was in my mouth. This means was one of the leading writers of Victorian
she was nervous and frightened. England. Her novels are especially known
Match the sentence beginnings a–e with the endings 1–5, which give a definition of the body
for their realism and understanding of
W
idioms.
a If you pull someone’s leg, ords to remember psychology.
b If you twist someone round your little finger, acclaimed, attendant,
c If something makes your hair stand on end,
d If someone is a pain in the neck,
cabin, confrontational,
corporation,
Lesson 6
Workbook pages 90 - 91, Language
e If you can’t keep a straight face, courteously, expression,
practice
1 … it frightens you. mumble, resemble,
2 … it’s impossible to stop yourself from smiling or laughing. stern, stunned Workbook answer key – see page 153
3 … they are very annoying.
4 … you make them do everything you want.
5 … you laugh at them or make fun of them. Objectives
ed endings Skills At the end of the lesson,
Listen and repeat these pairs of verbs. In each case the first word is the present
(12.1)
simple and the second is the past simple of the verb. How many syllables does each
students should be able to:
word have? Grammar ● use relative clauses and
a arrive / arrived c learn / learned e want / wanted
b start / started d land / landed f change / changed pronouns [who, which where,
(12.2) Now listen and repeat the past tense verbs in sentences. whose]
● use third conditional
Quote “The strongest principle of growth lies in human choice.”
● use phrasal verbs
George Eliot
Functions ● make requests

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121
 Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read a newspaper story
●
Listening listen to an eyewitness account
●
Speaking describe an eyewitness account
●
Writing write a news story
●
Topic Flying stories
●
Functions describe past experiences
●
identify background information:
●
setting the scene for a narrative
sequence information
● a, b and c Put students in pairs to tell each other
interview an eyewitness
● their stories – remind them that it is a conversation
plan and write a news story
● between the ‘listener’ and ‘storyteller’ not a speech.
Vocabulary altitude (N), aviate (V),
baby carriage (N), buzzing (Adj),
control (N), co-pilot (N),
custom-built (Adj), endeavour (V),
eyewitness (N), fog (N), headline (N),
incident (N), radar (N), velocity (N),
voice-activated (Adj)
Student’s Book pages 94 and 95
Present the active vocabulary needed for
each activity.
Describing what happened
(12.3) (10 mins)
Tell the students they are going to listen to
a story. Ask them to read the six sentences
and explain buzzing if necessary (buzzing
is an onomatopoeic word, i.e. the word
sounds like its meaning).
Explain that these sentences are in the
wrong order. Then play recording 12.3
straight through. Put the students in pairs
to discuss the order of the sentences.
When they are ready, play the recording
again for them to check their answers (b,
e, c, f, a, d).
Listening script 12.3 - see page 136
(10 mins)
Put students in pairs. Ask them to
brainstorm events they remember from
tapescript 12.3. After a few minutes ask
them to read their ideas.
How many ‘feeling words’ can they
remember? Invite volunteers to share their
answers with the class.
(about 15 mins)
a Read out the instructions. Then allow
about five minutes’ class discussion while
122
students suggest ideas. Encourage them to think
of things that really happened – but let them make
something up if necessary.
b Allow 10-15 minutes for the students to continue
thinking of a good story and to make notes.
c Ask them to make a plan for their story similar
to the one in their books. Explain that they do not
need to write a ‘speech’ – just decide what story to
tell and put the events in order.
(about 15 mins)
Go round and listen. Offer prompts and
suggestions if necessary. The listeners should be
asking questions about their partner’s stories
as they tell them. When the first storyteller has
finished, ask the pairs to swap roles.
Finally, choose two or three pairs of confident
students (not necessarily existing pairs) to tell each
other their stories while the other students listen.
Student’s Book page
Describing what happened
(12.3) You are going to hear an eyewitness account of a night-time incident. Listen to the
speaker and put these events in the correct order.
Note
An eyewitness is someone who sees something happen (an accident or a crime), but is
not involved.
a The bright light stopped above the speaker.
b There was a buzzing noise.
c The light came towards the speaker.
d The light followed the speaker.
e The bright light was in front of the speaker.
f The light vanished.
Can you remember any words the speaker used to describe how they felt during their
experience?
Think of an event that you were an eyewitness to. Your story does not have to be
connected with planes or air travel. Follow these steps.
a Choose an event that you saw.
b Make a note of any useful background information. For example, the time of day; what
you were doing; what other people were doing; weather conditions.
c What order did things happen in? Note the sequence of events like this:
1 2 3 4 5
going to school saw a mother pushing heard a loud car knocked the baby baby carriage was
a baby carriage crash carriage in the road full of shopping
Work in pairs.
a Tell your eyewitness account to a partner, using your notes and any expressions from
the Useful Language box below.
b When you are listening to your partner’s story, interrupt to ask questions.
c Change roles: the student who has just told their story is now the listener.
USEFUL LANGUAGE
Background information: Sequencing information Asking an eyewitness for
setting the scene for a Suddenly, … / All of a sudden, information
narrative … / Without warning, … What (exactly) happened?
It was last Thursday night.
I was walking home from work.
Next, … / Then … / What happened next?
94
 Unit 12 Flying stories

A news story d Read out the question and ask the class to suggest the
answer (paragraphs 1 and 2).

(10-15 mins) (15 mins)

Tell the students they are going to read a a Tell the students that they are going to write a similar
newspaper story. First, ask them to look at the newspaper story. First, ask them to read the headlines
picture and the headline. Can they guess what the (remind them that newspaper headlines are usually in
story is about? (A blind pilot who is attempting a flight the present simple). Check that they understand the
round Britain) meaning of each headline, then ask them to choose one
Put the students in small groups to think of two for their story.
b Tell them to plan their stories, noting down the main
questions they would like to ask the pilot. Ask facts.
one student from each group to tell the class their Note: If they find this stage difficult, let them discuss
questions. ideas with partners – but they must write their own
stories.
(20 mins)
c Ask them to think about ‘extra information’ to make
a Tell the students to read the story. When they their stories more interesting.
have finished, ask if their questions were answered. d Tell them to organise their ideas into three or four
b Put the students in pairs to make notes of the paragraphs (i.e. make a paragraph plan). Finally, allow
main facts in the story. Invite a student to share about 15-20 minutes for them to write their stories. Go
his / her notes with the other students. Do the round and offer suggestions where necessary.
others agree that they are the main points?
c Then ask them to note down ‘extra information’
and invite two students to read out their notes. (10 mins)
a Tell the students to check their
Student’s Book page work carefully for spelling, grammar,
punctuation and style.
Unit 12 Flying stories
b Put the students in pairs to read and
A news story task
You are going to write a news story
check each other’s stories. They should tell
their partners what was interesting about
based on a headline. their stories and suggest how to improve
Look at the headline, then think of two questions you would like to ask the pilot. them. Invite two or three volunteers to
a Read the story. Can you find the answers to your questions?
read out their stories to the class and
invite comments.
Lesson 9
Blind pilot will fly round Britain Workbook pages 92 - 93, Writing
A British man, who lost his sight at the age of 12, took off in a small plane Workbook answer key – see page 153
from an airport in southern England yesterday. He is endeavouring to
become the first blind pilot to fly around Britain. His journey will take five
days.
Steve Cunningham, who is 41, is flying a plane with custom-built computer
Objectives
equipment which calculates his altitude, his velocity and is equipped with a
voice-activated radar to locate his position. This technology allows Steve Skills At the end of the lesson,
to aviate without the assistance of eyesight.
Vince Coultan, who is Steve’s co-pilot, will not pilot the controls during students should be able to:
the flight. Steve Cunningham says, ‘Vince is coming to watch out for other
planes in the sky. Pilots who can see normally often have to fly ‘blind’ at
night, or in fog. What I’m doing is not very different.’
Reading ● read a story

b Make a note of all the facts in the story. Writing ● write a list of causes and
Steve Cunningham has been blind since the age of 12.
c What other information is in the story? Find sentences which give explanations or effects
reasons, or make a comparison. ● write a travel story
d Which paragraphs contain the most important information?
● write a summary

a Choose one of these headlines.

Functions ● identify a problem

● describe causes and

Helicopter makes Plane turns Sporting hero effects

emergency
back after bird wins gold medal Preparation for the project
landing on beach
flies into engine Tell the students they are going to make a
b Plan an outline story and decide on facts to include in
Words to remember booklet about Kuwait in their next project
each paragraph. altitude, aviate, at the end of the module. Ask them to work
baby carriage,
c Give explanations or reasons for any of the facts in your
buzzing, control,
in pairs and discuss what they would like to
story.
d Write your story in 150–170 words using your plan.
co-pilot, custom-built, include in their booklet. Tell them to do their
endeavour, eyewitness,
fog, headline, incident,
research using books, tourist leaflets, the
a Check spelling, grammar, punctuation and style.
radar, velocity, internet, etc. and ask them to bring in to the
voice-activated
b Exchange stories with another student. Read their story next lesson whatever they found useful for
and suggest one improvement.
95 their booklet.
123
 Focus on
Student’s Book page 96

Ahmed Meshari Al-Adwani and

the National Anthem
Pre-reading (5 mins)
Point to the flag. Ask students about what it symbolises.
Ask students if they recognise what is written in Arabic.
Guide students to talk about the topic: Ahmed Meshari
Al-Adwani; the writer of the National anthem.

Reading (20 mins)

Guided by the discussion, students read the text silently.
Afterwards, aid their comprehension by asking questions,
such as:
1 Draw a timeline. Write on it significant dates and events
in the life of Ahmed Meshari Al-Adwani.
Student’s
Student’s Book
Book page
page
2 What is his most famous work?
3 In what other ways has Al-Adwani helped
Kuwait?
4 Find the following words in the text and
give a definition or a synonym for each.
Focus on
a found
b funding AHMED MESHARI AL-ADWANI AND THE NATIONAL
c ceased ANTHEM
Ahmed Meshari Al-Adwani was a Kuwaiti poet, writer and
d setback teacher. He was born in 1923 in Kuwait. He went to school
e countless in Kuwait then left to go to Egypt to study at the College
of Arabic Language Studies at Al-Azhar University. After
f transform graduating in 1949 with the title of Sheikh he went on to
5

co-edit Al-Be’thah a monthly magazine based in Cairo.

g penmanship Despite this setback in 1952 Al-Adwani helped to establish
h anthem Al-Ra’ed magazine published by the Kuwait Teachers Club.
Throughout his life he helped to establish countless other
i extensive magazines.10

j posthumous In his commitment to Arabic culture Al-Adwani helped to

transform Kuwait into an important cultural, social and
artistic capital in the Middle East. He helped with the
5 What are the advantages and establishment of the Fine Arts Gallery, the Department of
disadvantages of choosing a career as a 15 Arabian Culture and the Department of Musical Culture, but
perhaps his most well-known contribution to Kuwait is his
writer? skilful penmanship of the Kuwaiti national anthem, which
was first broadcast on 25 February 1978.
Discussion (10 mins) ensive collection
Al-Adwani died in 1990, at the age of 67. He left behind an extensive
of unpublished and unedited stories, poems and scripts. Since his death, many of these have
In pairs, students discuss the biographical been printed in posthumous collections.
text. Using Commas
The comma is a valuable, useful punctuation device because it separates the structural
Using Commas elements of sentences.
1 Use commas after introductory
(10 mins) a clauses, b phrases or c words that come before the main clause.
◗ Having ¿nished the test, he left the room.
Read the explanation about the four uses 2 Use a pair of commas in the middle of a sentence to set off clauses, phrases, and words that
are not essential to the meaning of the sentence.
of commas and the examples. ◗ This restaurant has an exciting atmosphere. The food, on the other hand, is rather bland.
3 Use commas to separate three or more words, phrases, or clauses written in a series.
(10 mins) ◗ The Constitution establishes the legislative, executive and judicial branches of government.
4 Use commas wherever necessary to prevent possible confusion or misreading.
Put students in pairs to do exercises 1 and ◗ To Anwar, Al-Adwani had been a sort of idol.

2. Then students share answers. 1 The first paragraph in bold in the text has missing commas. Add them.
2 Now, give every comma you add a number from one to four depending on the case it
matches in the explanation.

96

124
Project 4
Creating a booklet Students can access these websites to obtain
more information:
Student’s Book pages 97–98 www.jeitagrotto.com
www.ehow.com/how_2307803_write-booklet.
html

Make decisions www.asiarooms.com/travel-guide/kuwait/index.

html
(10 mins)
www.lonelyplanet.com/kuwait
Tell the students they are going to create a
classroom booklet about Kuwait.
Put the students in small groups and ask them to
Do research
focus on one of the options given in question a.
Then ask them to choose two or three points to (20 mins)
focus on, using the suggestions in their books Discuss with the class different information sources
and / or their own ideas. that are available to them (e.g. books – their own or
from the library – brochures, the Internet and perhaps
provide photographs, etc.).
Tell the groups to share out tasks so that each person
is responsible for one area of research. Go round and
offer suggestions where necessary; make sure
Student’s Book page that the students all have access to information
in some way.
Allow time for the research to take place.

Project 4 Note: This might take place in lesson time

if there are enough sources of information
task available, and / or the students could carry out
Creating a booklet You are going to work individually and in
groups to make a booklet about Kuwait.
their research for homework.
Tell the groups to show each other the results
of their research and make decisions about
Jeita Grotto: The Wonder of Lebanon what to include. Who will be responsible for
Few caves in the world approach either the astounding beauty or dimensions of Jeita producing each part of the booklet?
Grotto. Located 20 kilometres north of Beirut, Lebanon, the caves were rediscovered in
1836. They have now become a major tourist attraction, and were recently voted the
22nd wonder of the world.
5
Discuss
The grotto consists of two large caves, formed by deposits from water dripping for
millions of years onto limestone rock. The upper gallery is 9000m long, and filled with
a multitude of rock formations. The stalactites and stalagmites create a remarkable
(20 mins)
underground canyon of various sizes, colours and shapes. And they are sculpted entirely Read out questions a and b and invite ideas
by nature.
10
from the class. Then ask students to quickly
Incredibly, the upper cave is still forming today. If you journey 800 metres into the cave’s
opening, you can see the ‘Pantheon’ rock. This is where explorers, who rediscovered the make two lists referring to their research to
cave in the mid-nineteenth century, wrote their names on a piece of paper, sealed it in a
bottle and placed it on top of a stalagmite. Water hitting the rock has since covered the answer question c. Encourage students to use
bottle with a white film, permanently fixing it to the stone. their ideas when choosing information for their
15
The lower cave is equally magnificent. The dramatic subterranean lake is actually a
tunnel for a 6230m long underground river. The cave can only be viewed via a boat
booklet.
ride, and is closed completely during the winter when the water level becomes too high.
The caves are well-protected against damage from tourists. No photography is
permitted whilst visiting either cave, to preserve their beauty for generations to come.

97

125
 Writing the booklet
(30 mins)
Give each group the materials they require to
produce their final booklet. If possible, writing
should be
word-processed. Encourage them to add pictures
(with appropriate captions) to their displays.
Tell them to decide on some headings for each
section – but before they do, ask them to look at the
example in their books; read out the heading and
then ask them to suggest ideas for an alternative
title.

Presentation
(30 mins)
Ask each group to show their booklet to the class
and briefly explain what each section is about. Then
ask them to set up their displays around Student’s Book page
the classroom.

Module 4 Progress test Make decisions

Workbook pages 94 – 99 a Read the extract from a booklet about Jeita Grotto, Lebanon. In small groups, decide
on the focus of your project: an area of culture, a place or an event in Kuwait.
Workbook answer key – see pages b Choose some important and interesting points to focus on. These could be
153 - 154 ◗ Important facts
◗ Information for tourists
Extra listening page 138 ◗ Historical events with key dates

Do research
a Each member of the group should choose
an area to research.
b Do the research using books, the Internet,
tourist leaflets, etc.
c Decide, as a group, what to include in each
part of your booklet, and who is going to
produce each part of the booklet. It’s good
to outline the booklet before you start.

Discuss
a What did you find most interesting in your
research?
b How has your knowledge changed?
c Make a list of the most important
information you would include to educate students from an Arabic country. How
would the list change if the students were not from an Arabic country?

Writing the booklet

a Write up your research. Include pictures, together with descriptions of what they show.
b Make sure to review your written work carefully. Watch out for spelling and grammar
mistakes, and edit any unnecessary information.

Presentation
Display your booklet in the classroom. Make it as attractive and interesting as possible.

Try these websites for information:

● www.jeitagrotto.com

● www.ehow.com/how_2307803_write-booklet.html

● www.asiarooms.com/travel-guide/kuwait/index.htmll

● www.lonelyplanet.com/kuwait

98

126
 Student’s Book Answer key
Unit 10, page 78, exercise 1
(Suggested answers)
a There are three different types of
stories in the Holy Qur’an: stories of
previous prophets and messengers;
stories about what happened to
previous nations and some pious
individuals who were not prophets;
stories related to incidents which
took place in the life of Prophet
Mohammed.
b (Students’ own answers)
c (Students’ own answers)
Unit 10, page 78, exercise 2 a
Verse 13: Don’t associate anything with Allah
because association to Allah is unjust.
Verse 14: Be grateful to your parents.
Verse 17: Keep praying regularly, enjoin what is just,
and forbid what is wrong; tolerate whatever happens
to you with patience and constancy.
Verse 18: Don’t be proud and insolent because Allah
doesn’t like arrogant people.
Verse 19: Be moderate in your pace and lower your
voice.
Unit 10, page 78, exercise 2 b
Modesty: Verse 18: “And swell not thy cheek [for
pride] at men, Nor walk in insolence through the
earth: For Allah loveth not any arrogant boaster.”
Respectfulness: Verse 13: “… do not associate
anything with Allah. Indeed, association [with Him]
is great injustice.”
Gratefulness: Verse 14: “Be grateful to Me and your
parents; to Me is the [final] destination.”
Patience: Verse 17: “And bear with patient constancy
whate’er betide thee …”
Self-restraint: Verse 18: “And swell not thy cheek [for
pride] at men, nor walk in insolence”
Composure: Verse 19: “And be moderate in thy pace,
and lower thy voice …”
Unit 10, page 79, exercise 3
You should: be grateful to your parents; keep praying
regularly; enjoin what is just; forbid what is wrong;
tolerate whatever happens to you with patience and
constancy; be moderate in your pace; lower your
voice
You shouldn’t: associate anything with Allah; be
proud and insolent; be an arrogant boaster
Unit 10, page 79, exercise 4 (Suggested answers)
Luqman advises his son in Verse 13 not to associate
anything with Allah because association to Allah
is unjust. Then, in Verse 14, he advises him to be
grateful to his parents. In Verse 17, Luqman tells his
son to keep praying regularly, to do what is just, and
forbid what is wrong; he should tolerate whatever
happens to him with patience and constancy. In Verse
18, he advises his son not to be proud and insolent
because Allah doesn’t like arrogant people. Finally, in
Verse 19, Luqman asks his son to be moderate in his
pace and to lower his voice.
Module 4
Unit 10, page 80, exercise 1 a (Suggested answers)
hard; cheerfully; angrily; honestly; loudly; wisely; easily
Unit 10, page 80, exercise 1 b
Adverbs are usually at the end / after the verb.
Unit 10, page 80, exercise 2 a
angrily; calmly; carefully; cheerfully; curiously; politely;
quickly; rudely; secretly; slowly; suddenly; suspiciously
Unit 10, page 80, exercise 2 b (Suggested answers)
1 suddenly 2 suspiciously 3 politely 4 rudely 5 calmly
6 carefully 7 curiously 8 secretly 9 cheerfully
Unit 10, page 81, exercise 1 a
1 all of the words in the box 2 bicycle; motorbike
3 train; bus; plane; boat 4 train; bus; plane; taxi
5 train; bicycle; motorbike; bus; plane; boat 6 car; taxi;
boat 7 train; car; bus; taxi 8 train; bus; plane; boat
Unit 10, page 81 exercise 1 b
a driver: train, car, bus, taxi,
a pilot: plane
Unit 10, page 81 exercise 1 c
bicycle: cyclist / motorbike: a motorcyclist
Unit 10, page 81 exercise 2 (Suggested answers)
a by limousine; by private plane
b by car; by taxi
c by car; by bus; by bicycle
Unit 10, page 81, exercise 3 a
1 left 2 registered 3 left the ground 4 landed 5 arrived
6 stopped to collect 7 let (us) get out
Unit 10, page 81, exercise 3 b
1 takes off 2 picked me up 3 drop you off
4 check in
Unit 10, page 82, exercise 2
5, 1, 3, 4, 6, 2
Unit 10, page 82, exercise 4 and 5
a motorbike b bicycle c historical d traditional
e helicopter f reporter
Unit 10, page 82, exercise 6
a He was on a black motorbike.
b I’ve got a silver bicycle.
c It’s a traditional story.
Unit 10, page 83, exercise 1 a
The situation now: 4; A final request: 5; A description of
the accident: 2; A greeting, an apology and an excuse: 1;
The result of the accident: 3
Unit 10, page 83, exercise 1 b
The verbs are active - the passive is more often associated
with formal English; Contractions are used; Some
pronouns are omitted (e.g. Sorry… Hope you haven’t…);
Direct questions; Phrasal verbs are often associated with
less formal style; Punctuation – use of exclamation marks;
Informal words and expressions: Thank goodness / You can
guess... / It’s so monotonous... / terrible...
127
Unit 11, page 84, exercise 1 (Suggested answers)
a 1 a mobile phone; 2 a computer; 3 next to any
telephone; 4 on a beach
b and c 1 from a young person to a friend; 2 two
businessmen; 3 from one friend or family member to
another; 4 a passenger on a ship to anyone at all
d (Students’ own answers)
Unit 11, page 85, exercise 2
a four
b the first story: Japanese; the second story: we don’t
know; the third story: German; in the fourth story:
Swedish and Italian
c the first story: 1784-1935; the second story: 1915;
the third story: 1929-1935; the fourth story: 1956-1958
Unit 11, page 85, exercise 4
aB bA cB dA
Unit 11, page 86, exercise 1
Mixed messages
Unit 11, page 86, exercise 2
a The active sentences tell us about the person who
performed the action, and the action itself; the second
sentences focus on the action and the person who
performed it isn’t so important.
b 1 False (although passive sentences might not tell us
who performed the action) 2 True 3 True
Unit 11, page 86, exercise 3
a Last year, I had my room painted.
b My father is having his phone upgraded tomorrow.
c We’ve just had an AC unit installed.
d The construction project will have been finished by
Nader.
e A large meal had been cooked for the family by Mum.
f Ten books will have been read by the end of this year.
Unit 11, page 87, exercise 1 a
1 steal 2 travel by 3 carry 4 swallow
Unit 11, page 87, exercise 1 b
1 forced me to 2 produce 3 earn 4 attend
Unit 11, page 87, exercise 2
1 switch 2 sliding 3 holds 4 activates
5 runs out 6 upgrade 7 slide 8 unlock
Unit 11, page 87, exercise 3
a2 b1 c1 d2 e2 f1
Unit 11, page 88, exercise 1
Message 1:
Name of caller: Faris
Day / Time of call: Monday 17th May 11.25 a.m.
Message: He can’t play tennis tomorrow – he’s hurt his
wrist – has to rest it. Maybe play at the weekend?
Action: ring him
Message 2:
Name of caller: Reem
Day / Time: Wednesday 7th July 8.05 a.m.
Message: Can you bring the CD she lent you to school
today – she needs it.
Action: Take CD to school
Message 3:
Name of caller: Music Unlimited
Day / Time: Friday 22nd November 3.15 p.m.
Message: Guitar ready for collection. They are open until
6.00 p.m. today and all day tomorrow.
Action: Collect guitar
Message 4:
Name of caller: University Chemistry Department
Day / Time: Tuesday 31st January 3.15 p.m.
128
Message: Time of interview changed from 10.30 a.m.
to 3.45 p.m.
Action: If new time is inconvenient, call them on
03572 564635.
Unit 11, page 89, exercise 1a
We don’t know if Nasser is going to meet Anwar - it
depends on his parents.
Unit 11, page 89, exercise 1 b
1 It was 2 We 3 I 4 That’s a / What a
Unit 11, page 89, exercise 3
a Thanks for calling. b I’m waiting for you. c See
you later.
Unit 12, page 90, exercise 2 (Suggested answers)
a to become a pilot
b (Students’ own answers)
Unit 12, page 91, exercise 3
a False: She was Kuwait’s first female pilot.
b True: He arranged for her to go to a gliding school.
c False: She trained on single-engined planes and
other planes too.
d False: Munirah got her private pilot’s licence five
months earlier than the rest of her class.
e True: She lived in Jordan so she could study.
Unit 12, page 92, exercise 1 a
1 Captain Nawwaf Qiblani 2 the gliding school
3 the Jordan Royal Academy
Unit 12, page 92, exercise 1 b
1 who and whose 2 which 3 where
Unit 12, page 92, exercise 2
1 who 2 which 3 who 4 whose 5 where 6 who
7 which 8 who 9 which 10 who 11 whose
Unit 12, page 93, exercise 1
1d 2e 3a 4c 5f 6b
Unit 12, page 93, exercise 2
1 take up 2 takes after 3 take over 4 take off
Unit 12, page 93, exercise 3
a5 b4 c1 d3 e2
Unit 12, page 93, exercise 4
a 2,2 b 1,2 c 1,1 d 1,2 e 1,2 f 1,1
Unit 12, page 94, exercise 1
b, e, c, f, a, d
Unit 12, page 94, exercise 2 (Suggested answers)
I was shocked..., I was too interested..., ... made me
feel quite safe.
Unit 12, page 95, exercise 2 a
(Students’ own answers)
Unit 12, page 95, exercise 2 b
Facts: Steve Cunningham is 41; he’s been blind since
12; he took off from southern England yesterday;
it will take 5 days; his plane has special equipment;
Vince Coultan is going with him but won’t touch any
controls.
Unit 12, page 95, exercise 2 c
Other information:
He is trying to become the first blind pilot to fly
round Britain; Vince is coming to watch out for other
planes in the sky; what Steve is doing is not very
different from what sighted pilots do when they fly at
night.
Unit 12, page 95, exercise 2 d (Suggested answers)
Paragraphs 1 and 2
 Literature Time
Three Men in a Boat and Treasure Island
Literature time! for Grade 10 features abridged
versions of the classic English novels Three Men in
a Boat by Jerome K. Jerome and Treasure Island by
Robert Louis Stevenson.
Students will have already come across an
abridged version of a classic novel in Target English
Grade 9, Literature time!, where students read
and studied Around the World in Eighty Days by Jules
Verne.
About the Novels
When Jerome K. Jerome began to pen Three Men in
a Boat, he intended it to be a serious travel guide.
However, Jerome’s comic tone and wit soon took
over, and today the popular novel is known for
its humour, as well as its unique insight into the
local history of the River Thames. Three Men in
a Boat was first published in 1889, and follows
three friends on a boating holiday on the River
Thames, from Kingston to Oxford. The river had
long been used as a commercial waterway for
trading goods in and out of London. However,
as trade declined in the 1880s, it was replaced by
a new craze for ‘boating’. People took leisurely
trips on boats down the river, often stopping to
picnic at local sites. In Three Men in a Boat Jerome
describes his own experiences, and the three
characters are based on him and his two friends
George Wingrave and Carl Hentschel. The dog,
Montmorency, is entirely fictional.
Jerome’s success led him to write a follow-
up, entitled Three Men on the Bummel, a similar
humorous travelogue about a cycling tour in
Germany. However, although he wrote all his life,
Three Men in a Boat remains Jerome K. Jerome’s
most popular work.
Treasure Island is a classic adventure tale. It is also
a ‘coming of age’ novel, in which we see the main
character, Jim Hawkins, mature from a boy to a
man as a result of his experiences.
Scottish-born Robert Louis Stevenson began
writing the story after seeing a young relative of
his paint a treasure map in watercolours. It was
then serialised in a children’s magazine named
Young Folks, and was published as a whole work
in 1883. Treasure Island was Stevenson’s first major
success as a writer, and is still popular today.
Stevenson’s descriptions of the pirates, such as Long
John Silver, have defined how we imagine ‘life at sea’
during the eighteenth century, including images such
as treasure maps marked with an ‘X’, and one-legged
seamen with parrots on their shoulders.
Stevenson’s Treasure Island has also inspired over 10
film adaptations, and heavily influenced the recent
box office success Pirates of the Carribean. Stevenson
later went on to write other classic novels, such as
Kidnapped, The Strange Case of Dr Jekyll and Mr Hyde
and many travelogues. According to a recent poll,
Stevenson is ranked the 25th most translated author
in the world, ahead of fellow nineteenth-century
writers Charles Dickens and Edgar Allan Poe.
Literature time! for Grade 10 is an episodic
adaptation of two classic stories. This format
corresponds to and builds on the structure used in
Grade 9 of the Target English series. The inclusion of
two longer texts is intended to reflect your students’
enhanced understanding of the English language, and
to challenge them as their language skills progress.
At this level, students should be able to approach
a longer, continuous text confidently, and indeed
benefit from the linguistic challenges it presents
them with. Its division into episodes also allows
students greater opportunity to revise what has gone
before, and predict what will follow, developing both
language and cognitive skills in the process.
129
Three Men in a Boat Short story analysis
Before reading 1
1 No, the story revolves around three main characters:
(Students’ own answers) George, William Harris and the narrator.

2
Episode One The conflict is internal. Each of the three friends
believes that he is working harder than the other
1 two and each one thinks he is the best.
During supper, the three men thought they needed to
get away from London. 3
The story is told by a first-person narrator since
2 the writer is the one who tells it.
a Mrs Poppets
b Harris and the narrator 4
c the narrator (Students’ own answers)
d George and Harris
e George 5
General theme: Man is by nature egotistic.
Episode Two Underlying theme: Cooperation is the key to success
a 4 and achieving one’s aims.
b 5
c 1
d 6
e 3
f 2

Episode Three
a 2
b 3
c 5
d 4
e 1

Episode Four
a True
b True
c True
d True
e False. He thought it was a wonderful sound.

Episode Five
(Students’ own answers)

130
 Literature Time

Treasure Island Episode Five

Before Reading a False. Jim didn’t tell anyone that he was going to
(Students’ own answers) look for Ben’s boat.
b False. Ben Gunn’s boat was hidden under the white
Episode One rock.
c True
a Black Dog d True
b Pew, the blind man e False. Hands threw his knife and pinned Jim’s
c Jim shoulder to the mast
d Black Dog f False. Dr Livesey put the map in his pocket and
e Captain Bill walked off through the trees.
Episode Two Short story analysis
1 (Students’ own answers) 1 (Suggested answer)
2 (Suggested answer) The author uses two narrators to tell the story from
He thinks his actions are not mature enough. two points of view, i.e. to relate what was happening
in all the scenes. Hence, Dr Livesey continues the story
Episode Three in order to relate what was happening on board when
1 Jim went ashore with the crew. Then Jim goes on with
Long John Silver reminded Jim of old Bill when he the narration since he was present in the remaining
started singing the same song that Bill sang: ‘Fifteen scenes.
men on the dead man’s chest – ‘Yo- ho- ho!’
2
2 (Students’ own answers)
The crew liked and obeyed Long John because they
had plenty to eat and drink. Moreover, they trusted 3
him for being an experienced seaman. (Students’ own answers)
3 4
When he was fetching an apple one evening, Jim (Students’ own answers)
learned that Long John Silver was planning with his
men to kill the doctor and the squire after finding
the treasure.

Episode Four
a Long John Silver
b Ben Gunn
c Long John Silver
d Long John Silver

131
 Listening script
Unit 1
1.1
1
Beans are a great form of protein
and actually have two or three times
more protein than rice. Beans are a
good source of several other nutrients,
including iron, vitamin B, folic acid
and carbohydrate. Beans with coloured
shells contain antioxidants. They are
a rich source of fibre, which helps to
reduce cholesterol levels in the blood.
Soya beans are the stars of the bean
world. They are the only beans to
contain all eight amino acids necessary
to make a ‘complete’ protein. They can
also reduce the chances of heart disease.
2 respect them.
Most fish are low in fat and cholesterol
and are a good source of protein,
which makes them a good choice for a
healthy diet. All fish are a good source
of vitamin B, and oil-rich fish are high
in vitamins A and D. Many fish also
provide a good source for calcium.
Fish is low in calories and many types
of fish do not contain any unsaturated
fat. Eating fish regularly can reduce the
chances of heart diseases and arthritis,
and some experts believe it can prevent
cancer. But the nutritional value of fish
can vary, depending on the type of fish
and how it’s cooked!
3 c I’m going to the shop.
The health benefits of onions are
frequently overlooked or even unknown,
but the humble onion does offer far
more benefits than most vegetables
owing to its potent antioxidant, its
probiotic effects and its high levels
of vitamin C. It is one of the most
widely eaten vegetables, and one of
the oldest. In ancient Greece, athletes
ate large quantities of onion because it
was believed that it would lighten the
balance of blood.
Now, experts still believe that eating as
little as two to three onions per week
can have a significantly positive impact
on health. And even better news, onions
don’t lose their nutritional value when
cooked.
1.2
Last week was a school holiday, so I
woke up late every day. This morning
when I got up, my family were having
breakfast.
My mother and father were talking, and
my brothers and sisters were drinking
tea, and eating bread and cheese. My
mother made me some tea.
132
‘There’s no bread left,’ my mum said.
‘Can you go to the shop to get some?’
‘Sure, Mum,’ I said and ran out of the
house. I was hungry.
I bought the last loaf of bread in the
shop, paid and left. While I was walking
home, I met two of my neighbours. They
were standing and chatting.
‘Hi,’ one of them said, ‘You’re in a
hurry.’
‘I’m hungry,’ I explained. ‘I came to buy
some bread.’
I got back home. There was no one at
the table. I sat down, cut a slice of
bread and reached for the cheese.
I couldn’t believe it. It was all gone!
1.3
a Are you coming from the shop?
b Where did you come from?
1.4
Antioxidants from green tea are
beneficial.
Where is green tea from?
Unit 2
2.1
a That was a good film.
b That was a good film!
c The story was excellent.
d The story was excellent!
2.2
a I’m going to the shop.
b I’m going to the shop.
d When is your next piano class?
e When is your next piano class?
f When is your next piano class?
2.3
1 should respect everything – our
Int Hello. Do you mind if I ask you a
few questions?
Ahmed Sure, what about?
Int Well, the topic is ‘respect’. Is that
ok?
Ahmed Of course.
Int Ok. First of all, what does ‘respect’
mean to you?
Ahmed Hmmm… for me, respect is a way
of life. No matter where we are
or what we are doing we should
always act respectfully.
Int I see.
Ahmed Respect is about admiring each
other’s differences, and not
disrespecting each other.
Int Thank you. And my second
question is - what do you think we
need to respect more?
Ahmed I always respect the environment as
much as I can. I think it’s important
to respect nature’s resources, as
well as our history and culture.
Int Thank you very much.
Ahmed That’s alright.
2
Int Good morning. Is it okay if I ask
you a few questions?
Samia Yes, that’s fine, but you’ll have to be
quick. I haven’t got much time.
Int Thank you, it won’t take long.
Could you tell me please, what does
‘respect’ mean to you?
Samia Interesting question! I know some
people say respect doesn’t mean as
much as it used to, but I think they
are wrong. I’m a young person and
respect means a lot to me and my
friends. You might not like everyone
and everything, but you should
Int Thank you. I have another question,
if you have time?
Samia Sure.
Int Thank you. Ok, so what do you
think we need to respect more?
Samia I think it’s important to respect
our neighbours. Whenever I meet
somebody new I always consider
them as my ‘neighbour’. They might
be different to me but I still respect
them, it’s about tolerance.
3
Int Excuse me. Would you mind if I
asked you some questions?
Fahad No, not at all. What would you like
to know?
Int Firstly, I’d like to know what the
word ‘respect’ means to you.
Fahad That’s easy. For me, respect is what
brings our society together. We
family, our education, our history,
even people we don’t know. But
most of all, we should respect
ourselves.
Int Thank you. Second of all, what do
you think we need to respect more?
Fahad I always respect my elders. I know a
lot of people who are older than me
and I consider them as my friends,
not as ‘old people’.
Int Why’s that?
Fahad Because I think it’s important
to learn from other people’s
experience and wisdom.
Int That’s a good point. Thanks for
your time.
Fahad That’s okay.

Unit 3
3.1
It’s definitely worth going to see this
renowned piece of modern architecture.
I went last year and it’s absolutely
impossible to imagine the harbour
without it. The design style is called
‘expressionist’ and is very distinctive. The
same architect who built the National
Assembly Building in Kuwait designed
it, and it’s easy to see why it was made
a UNESCO World Heritage Site in
2007. When I first saw it, I thought the
geometric structure evoked the style
of a ship. That’s because of the giant
framework of concrete shells that are
formed from different sections of a
sphere. It’s so large that engineers had
to drill 588 concrete pillars into the
sea to secure its foundation. From the
outside it might look huge, but inside it
seems much smaller. The venue interior
is slightly old-fashioned now: that’s
because it’s over thirty years old. There
are five main performance venues: the
Concert Hall, the Opera Theatre, the
Drama Theatre, the Playhouse and the
Studio. The largest venue has 2679
seats, whilst the smallest has a maximum
capacity of 400 people. There’s also
a forecourt, which is sometimes used
for open-air concerts. Going to a
performance in any of the venues is
expensive, and it’s very difficult to get
tickets, but you can walk around some
areas for free.
3.2
a cultural
b commercial
c governmental
d environmental
e confidential
f residential
3.3
a Let’s watch a film at the cultural
centre.
b It was first built for commercial
purposes.
c A governmental organisation has
helped me with my studies.
d The floods caused major
environmental damage.
e Be discreet; that information is
confidential.
f I’d like to live somewhere less
residential.
3.4
Speaker 1 I thought it might be something
like that. I’ve heard rumours.
Speaker 2 Not bad news, is it?
Speaker 1 I’m afraid so.
Speaker 3 What’s the problem?
Speaker 1 They’re planning to build a new
airport right through Al Wafra.
Speaker 2 That sounds like good news to
me.
Speaker 1 Unfortunately, the main runway
of the airport is only about 2 km
from the town.
Speaker 3 How will that affect us?
Speaker 1 Well, the aircraft will be
very noisy and they will have
to destroy some beautiful
countryside to make the
runways.
Speaker 2 Could they change the location?
Speaker 3 They could build the airport on
the other side of the oilfield.
Speaker 1 That would be more expensive,
because the land is worth more.
Speaker 2 But it would be better for the
town.
Speaker 1 Yes, you’re right.
Unit 4
4.1
a computer
b thermometer
c kilometre
d designer
e animator
f director
4.2
a Bader lent me a new computer game.
b First, you should check the
thermometer.
c Dad’s going to run 10 kilometres for
charity.
d I don’t like designer labels.
e Animators should adapt to new
technology quickly.
f The director is demanding a higher
budget.
4.3
Caller 1
Hi. I’ve just done a really stupid thing. I
was playing on my computer. The game
was getting really exciting and I was
quite thirsty. So I paused my game and
went to get some lemonade. When I
started playing again, I forgot about my
drink. Then I knocked my lemonade
over the keyboard. What do you think I
should do?
Helpline assistant
Okay, listen carefully…
Caller 2
Hi. I’m calling about a very simple
problem: I’ve just installed a new game
on my computer and now nothing
works. What do you think I should do?
Helpline assistant
Okay, the first thing is this…
Caller 3
Hello. I hope you can help me. My
mouse has almost stopped working.
It moves very slowly and sometimes
it doesn’t move at all. Do you think I
should buy a new one?
Helpline assistant
No, no. You don’t need to buy a new
one. It’s…
Listening script
4.4
Caller 1
Hi. I’ve just done a really stupid thing. I
was playing on my computer. The game
was getting really exciting and I was
quite thirsty. So I paused my game and
went to get some lemonade. When I
started playing again, I forgot about my
drink. Then I knocked my lemonade
over the keyboard. What do you think I
should do?
Helpline assistant
Okay, listen carefully. Turn the computer
off. Unplug the keyboard, turn it over
and pour out all the liquid. Then let it
dry and plug the computer in again. If
the
keyboard does not work you’ll probably
have to buy a new one.
You could try taking the letters off and
cleaning under them with a warm damp
cloth; that sometimes works.
If I were you, I’d buy a plastic cover to
protect the keyboard in the future.
4.5
Caller 2
Hi. I’m calling about a very simple
problem: I’ve just installed a new game
on my computer and now nothing
works. What do you think I should do?
Helpline assistant
Okay, the first thing is this. If your
computer was okay before you installed
the game, then the game is the cause
of the problem, not the computer. The
first thing you do is switch off and then
restart your computer. You often have to
do this when you install new software.
If that doesn’t work, I would phone the
game company’s helpline. They will be
able to tell you if the game normally
works on computers like yours. Good
luck.
Caller 3
Hello. I hope you can help me. My
mouse has almost stopped working.
It moves very slowly and sometimes
it doesn’t move at all. Do you think I
should buy a new one?
Helpline assistant
No, no. You don’t need to buy a new
one. It’s just dirty. You’ve got two
choices. You could take it to a shop and
ask them to clean it for you. It won’t
cost very much. On the other hand, if I
was in your position, I’d clean it myself.
You just unplug the mouse, turn it over,
take off the round plastic piece, then
take out the rubber ball. Clean the ball
and rollers inside. Put the mouse back
together again and you’ll find it works
perfectly. You should really do this every
two or three weeks.
133
Unit 5
5.1
Okay, here’s this week’s Sports quiz. As
usual there are seven questions. For each
question, choose the correct answer – A,
B or C. Are you ready?
Question 1 When did the first Pan Arab
Games take place? Was it...
A 1944
B 1953 or
C 1964?
Question 2 Which country has won the
most
gold medals in the Pan Arab
Games?
A Kuwait
B Egypt
C Algeria
Question 3 In which year was the Pan Arab
Games held in Egypt?
A 2006
B 2007
C 2008
Question 4 Which country has won the
Football World Cup most often?
A Brazil
B Germany
C France
Question 5 Where did the 2002 Football
World Cup take place?
A Australia and New Zealand
B Norway and Sweden
C Korea and Japan
Question 6 Where were the first modern
Olympic Games held?
A London
B Paris
C Athens
Question 7 How many countries took part
in
the 2008 Olympic Games?
A about 150
B about 200
C about 250
OK, that’s the end of the quiz.
5.2
Okay, here are the answers to this week’s
Sports quiz. Give yourself a point for
each right answer. Don’t change your
answers! Be honest!
Question 1 – The first Pan Arab Games
took place in 1953, in Alexandria. So the
correct answer is B.
Question 2 – The country with the most
gold medals in the Pan Arab Games
is Egypt with over 400 gold medals.
Second is Morocco with over 200 gold
medals. So, that’s answer B, Egypt.
Question 3 – Pan Arab Games were
held in Egypt in 2007. Athletes from 22
countries took part in 32 sports.
The answer to question 4 – Which
country has won the Football World
Cup most often? – is of course A, Brazil.
The most recent occasion was in Japan
in 2002.
The answer to question 5 – Where did
134
the 2002 Football World Cup take
place? – is C, Korea and Japan. The final
was played in Yokohama between Brazil
and Germany.
C is the answer to question 6. The first
modern Olympic Games took place in
1896 in Athens.
And finally, B is the answer to question
7. In fact 202 countries took part in the
2008 Olympic Games in Beijing.
Okay, now add up your score. How did
you do?
If you got more than 5 answers correct,
here is a bonus question for you! How
many medals has Kuwait won in the Pan
Arab Games?
A 67
B 99
C 135
Made your mind up? The answer is 135.
Kuwait has won 135 medals in the Pan
Arab Games. Thanks for taking part!
5.3
a thirty-five venues
b eleven thousand and twenty-eight
athletes
c in nineteen fifty-three
d in two thousand and eight
5.4
Secretary Hello. Could I speak to George
Pennington, please.
George Yes, this is George.
Secretary Oh hello Mr Pennington, this
is Ahmed at the Sports Club.
Thank you for your application
to join the New Kuwait Bay
Sports Club. I’m ringing to ask
you a couple of questions.
George Yes, of course. What would you
like to know?
Secretary Well, you haven’t given us your
address.
George Sorry; it’s because we are going
to move in two weeks.
Secretary Do you know your new address?
George Yes, I know it now. It’s Al-Hilali
street, Kuwait. Isn’t it?
Secretary Could you spell the road name,
please?
George Yes, it’s A - L - H - I - L - A - L - I.
Secretary Thank you. And the other thing
is, you didn’t tell us your level at
tennis, did you?
George Oh, sorry. I’m intermediate.
Secretary Thanks.
George Fine. Thank you for calling.
Secretary That’s okay. Goodbye.
George Bye.
5.5
a Didn’t you?
b Isn’t he?
c Couldn’t we?
d Haven’t you?
e Won’t you?
f Can you?
5.6
a You remembered the car keys, didn’t
you?
b Faisal is originally from Al-Doha, isn’t
he?
c We could stop at the supermarket on
our way back, couldn’t we?
d You’ve already stretched and warmed
up, haven’t you?
e You’ll bring the extra racket, won’t
you?
f You can’t play squash today, can
you?
5.7
a You’ve already paid.
b You’ve already paid?
c There’s only ten minutes left.
d There’s only ten minutes left?
Unit 6
6.1
a Lions are brave, fierce and proud.
b Donkeys are stubborn, determined
and annoying.
c Foxes are fierce, aggressive and wild.
d Cats are proud, playful and lazy.
Unit 7
7.1
Presenter
Today’s ‘World of Facts’ programme
is about energy. People have strong
opinions about this, but how much do
we really know? Here are some key facts.
Speaker 1
If we continue to use coal and oil at
today’s speed, it will last for 60 years,
and natural gas will last for 220 years.
Speaker 2
Saudi Arabia has the largest oil reserves
in the world today. The world’s largest
oilfield is Al-Ghawar, in Saudi Arabia. It
produces about five million barrels of oil
a day – that’s about 6% of the world’s
total oil.
Speaker 1
Natural gas supplies over 20% of the
world’s energy needs; coal supplies 30%,
but oil is the most important energy
source. It supplies nearly 40% of our
needs.
Speaker 2
Hydro-electric power supplies 7% of our
needs. The Aswan Dam on the Nile in
Egypt produces over 10 billion kilowatts
of electricity every year. The highest dam
in the world is Rogun in Tajikistan. It is
355m high.
Speaker 1
The world’s first wind-powered
generator was built in 1890. But today,
alternative energy, like wind power, wave
power and solar energy together produce
only 0.5% of the world’s energy needs.
Speaker 2
In some poor countries, wood and other
vegetation provides over 90% of all the

fuel. In parts of Africa, women walk over
10km every day if they need wood for
fuel.
Speaker 1
The average American uses 340 times as
much energy as the average Ethiopian.
Speaker 2
These are just some of the facts. It will
be interesting to see how the world
replaces the old sources of energy which
are running out. Are we developing
new sources of energy quickly enough?
Would today’s energy sources last
longer if we were more careful? These
are important questions. Here’s an
interesting fact to end with: If the
world’s industrial energy users cut their
energy use by 1%, we would save 55
million barrels of oil, worth 1 billion
dollars a year. That’s something to think
about.
7.2
a If you
b If I
c If we
d If the
e If oil
f If Faisal
7.3
a If you switch off all your appliances,
you’ll save electricity.
b If I take the bus every day, I’ll use less
petrol.
c If we take the next left, we’ll get there
faster.
d If the weather is good tomorrow, I’ll
go to the beach.
e If oil runs out, the world will turn
upside down.
f If Faisal decides to leave early, I’ll get
a lift with him.
Unit 8
8.1
a Gold-coated ‘nanoshells’ are being
developed.
b We will be able to buy ‘smart’
clothes.
c According to scientists we will be
able to ‘see’ these with our eyes
closed.
8.2
a Gold-coated ‘nanoshells’ are being
developed.
b We will be able to buy ‘smart’
clothes.
c According to scientists we will be
able to ‘see’ these with our eyes
closed.
9.2
Unit 9
9.1
Today, money plays such an important
part in our lives that it’s hard to imagine
the world without it. But there was a
time when money didn’t exist. Before
the invention of money, people had to
get food, clothes and other items by
bartering. In those days, the world’s
population was much smaller than
it is today, so people didn’t have to
go very far to barter. For example, a
farmer could take some of his corn and
exchange for material to make clothes.
The problem was that bartering only
worked if both people wanted to barter
at the same time. If the cloth-maker
didn’t want any corn, then the farmer
couldn’t have any cloth. So something
new began to happen. In most countries,
there was often one thing that was
valuable to everyone. This valuable thing
was usually hard to find or very rare.
People began to give this valuable thing
in exchange for things they needed.
Animals, shells, beads, leather, corn
and tobacco were some of the valuable
Unit 10
things that people bartered with. In
parts of Africa cowry shells were used
as money until the middle of the 20th
century.
The earliest metal coins were made
in Lydia, in modern-day Turkey, over
two and a half thousand years ago.
They were made of electrum, a natural
mixture of gold and silver. From here
coins quickly spread to Greece, where
they had used long iron nails as money,
and to the rest of the world. Gold and
silver were the most common metals for
coins, but in some countries they used
less valuable metal, like copper. Twelve
hundred years ago a Chinese emperor
started making paper money, because of
a shortage of copper for making coins.
This paper money was the first form of
bank notes.
For the next few hundred years, some
people continued to barter. For example
the Aztecs used cocoa beans and gold.
In 1660 some British people started
paying for things by cheque.
From that time on, everyone knows the
story: during the past 50–100 years,
cheques and then credit cards became
popular ways of paying for things.
Currencies also changed. For example
fils and dinars were introduced in Kuwait
in 1961. Now, early in the twenty-first
century, most international transactions
are made electronically.
In our everyday lives, of course, we still
use coins and notes, but how long will
this continue?
Unit 11
a It’s hard to imagine.
b You shouldn’t have to.
c I’m going to tomorrow.
d They couldn’t afford to.
Listening script
9.3
I only want to pay separately if you want
to.
I only want to pay separately if you want
to.
9.4
A My first choice is the bird sanctuary.
The main reason would be to save
these lovely birds. It’d be a fantastic
feeling to stop the birds from
becoming extinct. People in the
future would thank us for it.
B The bird sanctuary is my second
choice. My first choice is the study
centre because it would be so good
for our school – everyone could use it
to learn.
C I don’t agree with either of you. I’d
go for the hotel. If we worked hard
and it was a success, we could make
a lot of money out of it.
10.1: Radio news report
The driver of a white van was on his way
home yesterday evening. It was raining
heavily as the man drove through the
town centre. The water in the river was
very high. He left the town and drove
along a country road by the river. Then,
with no warning, the water came over
the river bank and flooded the road. The
man continued driving but the water
quickly became deeper. Finally, water
got into the engine and the van stopped.
The driver started to worry as water
came inside his van. Then he heard the
sound of a helicopter overhead coming
to rescue him. He climbed on to the roof
of his van and waited. The helicopter
dropped a rope to him and pulled him
to safety. The driver said later: ‘I’m a very
lucky man. The helicopter arrived just in
time.’
10.2
a motorbike / motorbike
b bicycle / bicycle
c historical / historical
d traditional / traditional
e helicopter / helicopter
f reporter / reporter
10.3
a He was on a black motorbike.
b I’ve got a silver bicycle.
c It was an important historical event.
d It’s a traditional story.
e He was rescued by a helicopter.
f The reporter interviewed him on TV.
11.1
Have you ever found a message in a
bottle? Who was it written by? Why
was it written? How far had it travelled
135
 before you found it? In today’s edition
of Strange Stories we hear about some
cases of this most unreliable means of
communication.
The strangest story was perhaps
the case of Matsuyama, a Japanese
seaman. He was shipwrecked with his
crew of 44 in 1784, but before they all
died of starvation on a Pacific island,
Matsuyama scratched the story of their
tragedy on a piece of wood, put it into a
bottle, and threw it into the sea. It was
washed up 150 years later in 1935 at the
seaside village where Matsuyama himself
had been born.
Probably the saddest letter was from a
passenger on the Lusitania, which sank
in the Atlantic Ocean in May 1915.
The writer was calm enough to write a
message and put it into a bottle, as the
ship was sinking. He wrote, ‘I’m still on
deck with a few people. We are sinking
fast. The end is near. Maybe this note
will…’ This is how the letter ended;
obviously, the writer had put it into the
bottle as the ship sank. The bottle was
picked up by a fisherman.
Another bottle voyage lasted over six
years. A bottle was put into the sea
by German scientists in 1929 in the
Indian Ocean. Inside was a message
which could be read without breaking
the bottle. It asked the finder to report
where he found it and to throw it back
into the sea. The bottle was found,
and thrown back several times and
was eventually washed up in western
Australia in 1935. It had covered 25,000
kilometres in 2,447 days!
We’ll end today’s programme with a
happy story. It’s about Paolina and
Ake Viking, who were married in Sicily
in 1958, thanks to a bottle. Two years
earlier, Ake, a bored Swedish sailor on
a ship at sea, had dropped a bottle
overboard with a message asking any girl
who found it to reply. Paolina’s father, a
fisherman, found the bottle and passed
it to his daughter for a joke. Just for fun,
Paolina wrote a note to the sailor. They
continued writing to each other, until
finally Ake visited Sicily. Their wedding
took place soon after their first meeting.
11.2
a secret
b string
c scrap
d citrus
e separate (Adj) (2 syllables)
f scream
136
11.3
a strange / strange
b scratch / scratch
c spray / spray
d street / street
e screen / screen
f spring / spring
11.4
a A strange noise came from the street.
b There’s a scratch on the TV screen.
c You can feel the spray from the sea.
d Go straight along this street.
e The computer screen has got stripes
on it.
f Spring is my favourite season.
11.5
Message 1
Message received on Monday 17th May
at 11.25 a.m.
This is a message for Thamer.
Hi Thamer – this is Faris. I’m sorry, but I
won’t be able to play tennis with you
tomorrow; I’ve hurt my wrist. It’s
nothing serious but the doctor says I’ve
got to
rest it for a few days. Sorry. Let’s play
another day – perhaps at the weekend.
Can you give me a ring?
Bye.
Message 2
Message received on Wednesday 7th July
at 7.05 a.m.
Hi Sara – it’s me, Reem. You know that
CD I lent you last week? Well, I need
it back today. If you get this message
before you leave home, can you bring it
with you to school please? Thanks. See
you later.
Message 3
Message received on Friday 22nd
November at 3.15 p.m.
This is a message for Mr Hussein. This is
Music Unlimited. The guitar you left to
be repaired is now ready for collection.
We are open until 6.00 p.m. today and
all day tomorrow.
Message 4
Message received on Tuesday 31st
January at 3.15 p.m.
This is the Chemistry Department at the
University with a message for Nadia.
We have had to change the time of your
interview tomorrow from 10.30
in the morning to 3.45 in the afternoon.
We’re sorry about this but one of our
tutors is ill. If the new time is a problem,
please call us on 03572 564635. If we
do not hear from you, we will assume
the new time is convenient.
Unit 12
12.1
a arrive / arrived
b start / started
c learn / learned
d land / landed
e want / wanted
f change / changed
12.2
a We arrived at the airport 2 hours
early.
b Munirah started to fly at a young
age.
c Munirah learned to fly in Jordan.
d She was excited when she took off
and landed.
e Munirah always wanted to be a pilot.
f Munirah’s ambitions have not
changed.
12.3
Q Was this the first time you’ve seen
this thing?
A Yes, and I’ll never forget it as long as
I live. It was last Friday night. It was a
cold clear night – at about 11o’clock.
Q What exactly happened?
A Well, I was walking home – looking
forward to going to bed. Suddenly, I
heard a buzzing noise above me – a
bit like a noisy insect. I looked up
and I saw a bright light right in front
of me. At first it didn’t move, but
then it started coming towards me.
Q And then?
A It just disappeared, it vanished
completely. I was shocked of course,
but I continued walking home. I was
nearly there when the light came
back – but this time it was much
higher than before. It stopped right
above me this time.
Q What do you think it was?
A I’ve no idea. The problem was I
could see the light, but I couldn’t see
exactly where the light was coming
from.
Q Were you frightened?
A No. Not really. I was too interested.
Q So then what happened?
A I went on walking towards my house
and it sort of followed me. I was
walking in a pool of bright light. It
was strange, but it made me feel
quite safe.
 Extra Listening Material
Teacher’s Notes
There is one extra listening exercise at the end of each module.
Each exercise follows the same sequence. The teacher’s
instructions are as follows:
Part 1
1 Ask the students to listen carefully to the text.
2 Tell the students they will hear five questions and that you will
then play the text again. At this stage, students should not write
anything.
3 Ask the students to listen again while you play the text a second
time.
4 Play each question, pausing after each one for the students to
write their answers. If necessary, repeat the questions.
5 Put the students in pairs to check each other’s work.
Part 2
Play the words, pausing in between each word for the students to
write down the definition. The definition should correspond to
how each word is used within the exercise. Play the words again,
then put the students in pairs to check each other’s work.
Module 1
1 Listen carefully
Dr Lamia is a ground-breaking dietician. Every day this week, she
raided the lunch boxes of four Kuwaiti students. Here are her
results:
Dr Lamia There is excellent stuff here, like probiotic drinks, fresh
fruit and grilled chicken sandwiches. One student even
had a pomegranate, which is high in antioxidants. But
a lot of the foods are crammed with sugar, caffeine
and saturated fats. Fatty favourites should always
be swapped for organic and nutritious alternatives,
especially if you’re studying.
2 Now listen to five questions. Then I’ll play the text again.
1 Who is Dr Lamia?
2 What healthy sandwiches were the students eating?
3 What is high in antioxidants?
4 What should be swapped?
5 Discuss why it is important to eat healthily while you are
studying.
3 Check all your answers with a partner.
Key
1 a ground-breaking dietician
2 grilled chicken
3 pomegranates
4 fatty favourites that are high in sugar, caffeine and saturated
fats
5 student’s own answers
Module 2
1 Listen carefully
When an athlete gets injured it’s important to keep motivation
levels high. Don’t be proud or stubborn and focus on
rehabilitation instead. Think of your new free time as ‘bonus’
time. Clear out your inbox or make a list of future goals. Try
something new such as learning about physiotherapy or visiting
a sauna. And always watch your teammates play - you could
provide important feedback. Playing a cutting-edge game on the
latest console can also boost stimulation levels!
2 Now listen to five questions. Then I’ll play the text again.
1 What is important when an athlete gets injured?
2 What shouldn’t they be?
3 Who should they watch? Why?
4 Why can playing a computer game help?
5 Discuss other ways injured athletes can use their new free time
as ‘bonus’ time.
3 Check all your answers with a partner.
Key
1 to keep motivation levels high
2 proud or stubborn
3 their teammates; to give important feedback
4 it boosts stimulation levels
5 student’s own answers
Module 3
1 Listen carefully
New solar cars have recently surprised Australian motorists. We
interviewed the designer, Mark from Brisbane.
Int: Tell us about your innovating invention Mark?
Mark: In Brisbane, normal car congestion is creating an
irreversible smog. It’s extremely hazardous, especially if you
have asthma.
Int: Interesting. But aren’t solar cars unreliable?
Mark: Yes. They breakdown if you don’t recharge them. I am
looking for an investment to improve the design right now.
I want every car to have the latest software, including
satnav.
Int: Wow, good luck!
Mark: Thanks.
2 Now listen to five questions. Then I’ll play the text again.
1 Who has been surprised?
2 Who is Mark?
3 What is creating an irreversible smog?
4 Why are the cars unreliable?
5 Discuss the advantages and disadvantages of solar cars.
3 Check all your answers with a partner.
Key
1 Australian motorists
2 a designer from Brisbane
3 normal car congestion
4 they breakdown if they aren’t recharged
5 students’ own answers
Module 4
1 Listen carefully
The ancient library of Alexandria was the most important of
the ancient world. It was founded in the 4th century BCE, and
contained half a million manuscripts, including acclaimed epics,
allegories and maxims by famous philosophers and writers from
the period. Tragically, the library was destroyed by fire in 391
AD. Nearly two millennia later, in October 2002, the new hi-tech
Bibliotecha Alexandria was opened thanks to the goodwill of
the Egyptian government. This exemplary library now includes
a planetarium, a rare-books reading room and a custom-built
multimedia library.
137
2 Now listen to five questions. Then I’ll play the text again.
1 What happened in the 4th century BCE?
2 Did the library contain more than 600,000 manuscripts?
3 How many years exactly are there between the dates the library
was destroyed and rebuilt?
4 What is the reading room for?
5 Discuss why the library of Alexandria is described as exemplary.
3 Check all your answers with a partner.
Key
1 the ancient library of Alexandria was founded in the 4th century
BCE
2 no, it contained half a million, or 500,000
3 1611
4 reading rare books
5 student’s own answers
Extra Material
A Job Interview
1 Hamad is going for a job interview with a major computing
company. Listen to his interview.
(Knock)
Salma: Hello. Good morning. Come in and take a seat.
Hamad: Good morning. Thank you.
Salma: My name is Salma. I’m the personnel manager here at
Intelligent Computing. And you are Hamad?
Hamad: That’s right.
Salma: OK, I see you’re applying for a junior manager position
with us. What do you think makes you qualified for this
job?
Hamad: Well, I studied computing at university so I’d be
extremely comfortable with the work that goes on here.
I’m also extremely hard working and quick to learn, and
I get on well with people.
Salma: OK, but this position also involves taking care of a large
team. Do you have any experience relevant to this?
Hamad: Well, at my last job I started off at a fairly low level,
but for the last eight months I’ve been responsible for
overseeing the day-to-day activities of a small team. I
organised who was working on which projects, kept
track of deadlines and dealt with any general problems
my team had. I became very skilled at seeing what my
team’s strengths were and giving them tasks accordingly.
This really made my department work better and more
efficiently together, and also helped with morale in the
company.
Salma: OK, what made you decide to apply for this position?
Hamad: Intelligent Computing is a very well-known and
respected company, but also I heard that they have an
excellent record for employee welfare and advancement.
I’ve alreadyproven myself as a manager and would like
the chance to further my career.
Salma: OK, and is there anything you’d like to ask me?
Hamad: Yes, there are a few things that weren’t entirely clear
on the application. Could you explain exactly what
my duties would be and what the balance between
managerial duties and other work would be?
Salma: Of course. Essentially you’d be a low-level manager, so
you’d be responsible for overseeing a team of five or six.
Having said that you’d also be working on your own
projects whilst organising your team, so it is a very busy
position. I’d say you’d probably spend half your time
organising your team and half your time working on
your own projects, but of course you need to be flexible.
138
Hamad: That sounds great. Do you have any more questions for
me?
Salma: No, I think that’s it. We have a few more people to
interview so we’ll get in touch with you later in the week.
Hamad: Ok, thank you for your time. Goodbye
Salma: Goodbye.
2 Are the following statements True or False? Justify your
answers.
1 This is Hamad’s first job after university.
2 Hamad is comfortable with computers because he studied
computing.
3 Hamad is the last person to be interviewed.
4 Salma is the founder of Intelligent Computing.
5 Hamad has already learnt how to assess a team’s strengths and
manage them accordingly.
3 Check your answers with a partner
Key
1 False. Hamad has already worked in another company since
leaving university.
2 True.
3 False. Salma is interviewing a few more people after Hamad.
4 False. Salma is the personnel manager at Intelligent Computing.
5 True.
4 Now answer the following questions in pairs. Then check your
answers.
1 Do you think Hamad was successful in his application? Why /
Why not?
2 Is there anything Hamad could have done to improve his
chances at interview?
3 How does Hamad express opinion and attempt to persuade
Salma?
Key
(Suggested Answers)
1 Hamad was probably successful. He was polite, expressed
himself clearly and had the right personal qualities and
experience for the position.
2 Hamad seemed well prepared, but practising what he was
going to say may have helped. He could also have benefited
from getting a good nights sleep the night before and dressing
smartly.
3 Hamad expresses what may be opinions about himself as
facts. For example, I’m extremely hard working and I became very
skilled are relative, in that other people may not believe Hamad
is hard working or skilled in comparison to others. However,
because Hamad expresses these as facts it shows a great level
of personal confidence and makes his statements extremely
persuasive.
5 Write a small advert advertising the position that Hamad
applied for. Use any information you heard during the
interview, along with your own ideas.
A Radio Show
1 Listen carefully to the interview from a radio show called
Literature Now!
Omar: Hello and welcome to this week’s edition of Literature
Now! Today, we’re talking to Professor Andrew Black,
an expert in English Literature. Professor Black has
penned over 25 books and today we’re going to discuss
the subject of his latest work, the author Daniel Defoe.
Professor, thanks for joining us today.
 Extra Listening Material

Black: Thank you Omar. It’s a pleasure to be here.
Omar: Your latest book, The Unauthorised Biography of Daniel Defoe,
is published later this month. Can you tell us briefly
exactly what first interested you in writing about Defoe?
Black: Well, I’ve always loved literature and one of my earliest
memories is reading Robinson Crusoe as a young boy. Ever
since then I’ve really respected Defoe and the more I’ve
found out about him the more fascinated I’ve become.
Omar: What exactly do you find fascinating about him?
Black: Well, throughout his life Defoe had many jobs. He was
a merchant, a manufacturer, a journalist, an insurer,
a political speaker. He was really gifted at almost
everythinghe turned his hand to, most of all his writing.
Omar: Could you briefly say why you enjoy his writing so much?
Black: Defoe was a really great innovator. Robinson Crusoe is
often regarded as the first English novel so Defoe is at
least partly responsible for creating the modern form of
storytelling. I think it’s fair to say that every author writing
today owes a huge debt to Defoe.
Omar: OK, so technically he was very gifted, but what about his
style?
Black: Defoe’s style is very easy to read. It might not be as
comfortable as a modern novel, because he uses language
that modern readers might occasionally find antiquated,
but his stories never contain a dull moment. They’re real
page-turners, the kind of stories that you don’t want to
put down.
Omar: Is there anything else you can tell us about Defoe?
Black: Only that Defoe led an extremely interesting and varied
life, and that it’s reflected in his stories. He survived an
outbreak of the plague, the Great Fire of London, and
was determined to print what he thought were important
issues and opinions. He really was an incredible man.
Omar: OK, Professor, that’s almost all the time we have. Do you
have any last words for our listeners?
Black: I urge you all to go out and read any Defoe you can get
your hands on. You really won’t regret it.
Omar: Thank you Professor.
Black: Thanks for having me on the show.
4 Answer the following questions.
1 What does Professor Black mean when he says ‘every author
working today owes a huge debt to Defoe’?
2 Professor Black uses the following common expressions in his
interview. What do they mean?
a …turned his hand to…
b I think it’s fair to say…
c They’re real page-turners…
5 Check your answers with a partner.
Key
1 Defoe helped to pioneer the novel as a major literary form. This
changed the way stories were written and presented and, as
such, every author working today is working, to some degree,
under his influence.
2 a a task or activity which someone is attempting.
b It’s a reasonable claim to make (of something which may not
be wholly true but, based on the available evidence, appears to
be so)
c In describing a book, one which is so entertaining that the
reader feels compelled to continue reading.
6 Imagine you are next week’s guest on Literature Now! Think
of an author you know and respect and prepare notes for an
interview with them. You should include information on:
What first interested you in them
Their life
Their best work
Their influence
And any other information you think is useful / interesting.
Remember to write notes, NOT an essay.

2 Are the following statements True or False? Justify your

answers.
1 Literature Now! is broadcast weekly.
2 Professor Black has written 20 books.
3 Defoe printed unimportant issues and opinions.
4 Defoe only had success as a writer.
5 Defoe is wholly responsible for creating the modern form of
storytelling.

3 Now check your answers with a partner.

Key
1 True
2 False. Professor Black has written over 25 books.
3 False. Defoe was determined to print important issues and
opinions.
4 False. Defoe was successful in many jobs during his lifetime.
5 False. Defoe is partly responsible for creating the modern form
of storytelling.

139
 Workbook Answer key
Module 1 Culture b Do you have any vegetarian dishes?
c Is it possible we could move to a larger table? Two more
Unit 1 guests are joining us soon.
We are what we eat d Do you have any dishes without pepper? I’m allergic to
pepper.
Reading e Why don’t you order something with less fat, Dad?

Exercise 1 Exercise 3
a carbohydrates, proteins, vitamins, minerals and water 2 went
b (Students’ own answers) 3 watched
c fats 4 did
5 were you doing
Exercise 2 6 phoned
Nutrient Foods Effects on performance 7 was helping
Carbohydrates Pasta, cereal, Provide main source of 8 did you get up
potatoes energy 9 woke up
Fats Olive Fuel our brain power, 10 didn’t get up
oil, dairy provide slow-releasing 11 were you doing
products, energy 12 was having
nuts, fish Exercise 4 (Self-assessment)
Proteins Meat, pulses, Build and repair muscles a baked
eggs, fish b steam
Vitamins Juices, Help concentration, c grill
smoothies, promote calmness and d boiling
vitamin quick decision-making e frying
supplements Exercise 5
a Mr Smith, who’s a vegetarian, should always supplement his
Minerals Fruit, Strengthen bones and diet.
vegetables, support our bodies, b There are plenty of healthy eating restaurants in Kuwait City.
fish, soya prepare our bodies for c The label says, ‘Orange juice has 60% of your RDA of vitamin
milk energy production, help C.’
prevent fatigue d My brother Ahmed developed diabetes last September so he
follows a low-sugar diet.
Water Water, sports Prevents dehydration, e This summer, I ate too many fatty foods such as French fries.
drinks flushes out toxins.
Sports drinks replace Writing
water, glucose and (Students’ own answers)
sodium.

Exercise 3 Unit 2
a nutrition facts Respecting cultures
b Serving size
c 28 percent Reading
d carbohydrate ... dietary fibre Exercise 2
e calorie b 4
f protein c 6
g A ... C d 1
h Daily values e 7
i servings ... serving cup ... 456g f 2
j sodium
Exercise 3
Language practice ‘... in celebration of both Eid Al-Fitr and Eid Al-Adha. These are
Exercise 1 the two most important festivals in the Islamic calender. The
a were ordering text reads...
b was carrying ... history and practice of Islamic calligraphy. Zakariya was
c were coming trained in the Middle East, but is now based in Arlington,
d was taking Virginia. The type of script chosen ...
e was preparing ... and aged for more than a year. The aging process gives the
f was bringing design a unique texture.
... using a unique computer programme. The programme
Exercise 2 (Suggested answers) allows designers to choose the perfect colouring. The colours
a Excuse me, could I have another fork, please? chosen ...’
140
 Workbook Answer key
Exercise 4 Exercise 4
A 3
Word Meaning Synonym B 2
Honour To show respect Commemorate C 4
for someone or D 2
something E 2
Calligraphy Handwriting, often Script F 1
decorative Exercise 5
Design An artistic Composition a started
arrangement b ended
c end / finishing
Embellish To make Adorn
d finish / beginning
something
d ending / begun
more attractive,
especially with Exercise 6
decorative details a in
b on
Exercise 5 c By
a 2 d for
b 1 e through
c 4 f of
g amongst
Exercise 6
h in
a It (thuluth) is a large, elegant and cursive script, and first
i for
appeared in medieval times.
b Sometimes respect between cultures happens in the smallest
Writing
forms.
c The stamp design was created using carefully considered Exercise 1
traditional methods and instruments. Sons of Sindbad
d The Eid stamp was designed by Zakariya, a calligrapher In 1938, Alan Villiers embarked on a remarkable journey. He
who specialises in the art, history and practice of Islamic joined a crew of the best Kuwaiti sailors, and described his entire
calligraphy. journey from the East African coast to the Arabian Gulf. The full
title is Sons of Sindbad: Sailing with the Arabs in their Dhows, in the Red
Language practice Sea, Round the Coasts of Arabia, and to Zanzibar and Tanganyika – the
Shipmasters and the Mariners of Kuwait. I thought it was fascinating!
Exercise 1
He used traditional sailing techniques and sailed by dhow. Isn’t
a ? Have you bought a new stamp?
that incredible! His account gives an important insight into sea
- I haven’t bought a new stamp.
travel in the past. He also took amazing photographs of his
b + He has visited the museum every year.
journey, which accompany the book.
- He hasn’t visited the museum every year.
For me, the adventures were more interesting than the nautical
c + They have written a book recently.
research, especially experiencing monsoon winds and pearl
? Have they written a book recently?
diving. Alan Villiers is so enthusiastic about his travels that now
d ? Have you eaten your dinner?
I want to learn how to sail too! I can’t wait to read more books
- I haven’t eaten my dinner.
by him. I am sure that they are all fantastic .
e + I’ve watched the news today.
- I haven’t watched the news today.
Arabian Sands
f + She passed her exam.
I have been a fan of Wilfred Thesiger since I was very young. As
? Did she pass her exam?
far as I am concerned, he is one of the best writers ever – and
Exercise 2 this is one of his best books. It describes his unique journey
a since through the deserts of Arabia. His writings are brilliant, and
b since there are a thousand anecdotes that make you feel as if you are
c for travelling by his side!
d since Wilfred Thesiger wrote Arabian Sands in 1959, but it is still very
e since exciting to read today because it is so dramatic. Wilfred Thesiger
f for studied at Oxford University before becoming one of the first
g for British explorers to write about Arabia. Later, other explorers
h since wrote similar books, but in my opinion only a few of these
i for authors are as interesting .
j since And why was life in Arabia better than in Britain, according to
Wilfred Thesiger?
Exercise 3 (Self-assessment) You will have to read the book to find out!
a has played … for Exercise 2 Facts
b have been … for Alan Villiers’ journey began in 1938.
c has written … for He sailed with a crew of Kuwaiti sailors.
d has read … since He sailed from the East African coast to the Arabian Gulf.
e has visited … since He used traditional sailing techniques and sailed by dhow.
He took photographs of the journey.

141
 Arabian Sands describes a journey through the deserts of Arabia. c I think this new theatre studio is well-equipped, spacious
Wilfred Thesiger wrote Arabian Sands in 1959. and well-lit.
Wilfred Thesiger studied at Oxford University before becoming d I always meet Mariam, Fatma and Aisha after school.
an explorer. Exercise 4
Later, other explorers wrote similar books. a greatest
Exercise 3 and 4 (Students’ own answers) b shorter, oldest
c longer
d old
Unit 3 e higher, longer, more modern
Inspiring architecture Exercise 5
1 recommend
Reading 2 I suggest
Exercise 1 (Suggested answers) 3 I’m afraid
a 360o Kuwait is described as “monumental” because it 4 The difficulty
contains large department stores, small boutiques and 5 we require
other shops that sell sports, music, electronics and 6 you’re interested
games equipment. It is also a leisure, entertainment and 7 as soon as possible
edutainment centre, not to forget the restaurants of different
cuisines. Writing
b It is educational in that it features the latest edutainment Exercise 1
technology for the education of children through television a
programmes, video games and music. 0 I’m writing this report to tell you about the results of a survey
c It can appeal to all ages due to the variety of shops, my friends and I did at school.
restaurants and activities. 2 We talked to about 100 people and asked them what they
Exercise 2 thought about all the thousands of cars that drive into the
a Restaurants…cafés city every day.
b eighty-two…square 3 Most people we interviewed said there was more traffic than
c fourth there was last year and it was getting harder and harder to
d hypermarket drive through the city centre.
e bowling 4 Everything was worse early in the morning and in the evening
Exercise 3 when people were going to work and going home.
a gourmand 5 Here are some of the ideas people suggested: make drivers
b redefining pay money to come into the city on weekdays, and have
c transform more buses and trains.
d copious 6 I think that the council should build a big car park near the
e edutainment town and then put buses on so that people who work in
the city leave their cars in the car park and catch the bus to
Exercise 4
where they work.
a 15-storey building
b three-bedroom apartment b (Suggested answers)
c ten-minute walk 1 We interviewed about 100 people and asked their opinions
d six-lane motorway about the daily traffic.
e 90-minute game 2 The majority of people we interviewed said that traffic had
increased and it was getting more difficult to drive through
Language practice the city centre.
Exercise 1 3 They said that the situation was worse during the rush hours
a interesting, interested in the morning and in the evening.
b terrified 4 A number of suggestions were made including charging
c tiring drivers to come into the city on weekdays, and increasing the
d excited number of buses and trains.
e bored 5 In my opinion, the council should build a large car park near
f amusing the town and then provide public transport to take people to
Exercise 2 their workplace.
1 larger Exercise 2 (Students’ own answers)
2 more fashionable
3 better Progress test 1
4 bigger
5 fitter Reading
6 healthier
Exercise 1
7 warmer
Of the National Council for Culture, Arts and Letters (NCCAL)
8 cosier
is in the major organiser of cultural events in Kuwait. First was
Exercise 3 organised in 1973, at the request of had HH the Crown Prince
a Cultural buildings include museums, art galleries and and Prime Minister, the council preserves Kuwait’s cultural
theatres. heritage while most supporting and encouraging its cultural
b I spent yesterday searching the Net, taking notes and writing and future. Architecture, the art, craftsmanship, theatre and
my report.

142
 Workbook Answer key
poetry are just all some of the arts Kuwait has to offer them. c interesting and crowded.
The Qurain festival is an annual cultural festival in organised by d local and other Arabs.
the NCCAL, and it will has become a highly anticipated event. e worldwide.
A variety of creativity is on offer by artists by and orchestras
Exercise 4
from Kuwait and the Arab World. It is a is great place to see
a the major organise of cultural events in Kuwait.
the best Kuwaiti talents on your show, and is popular with
1 1973.
locals and an international tourists. The Kuwait Book Fair is
2 Kuwait’s cultural heritage.
another also thriving festival organised by the NCCAL, and has
3 architecture, craftsmanship, theatre and poetry.
it been running for over 30 years time. Last year 538 publishing
houses from 23 countries participated, with 11,891 books b by the NCCAL.
were presented. However, the NNCAL do emphasises that it 1 creativity is on offer by artists and orchestras.
is not just a best place for exhibiting and selling books - the 2 the best Kuwaiti talents.
atmosphere of this exciting and the busy festival is very amazing. 3 international tourists attend it.
There are seminars, poetry recitals and an art exhibition showing c is a thriving festival, too.
every work by 20 female Kuwaiti artists. The Arabic heritage 1 from 23 countries participated.
exhibition also displays true original calligraphy and a rare 2 seminars, poetry recitals, and an art exhibition showing
copies of the Holy Qur’an. The exhibition shows a NCCAL’s female Kuwaiti artists.
strong emphasis on values and culture, not past and present. 3 NCCAL’s strong relationship between values and culture.
These extra festivals are just two examples of the NCCAL’s work
that is gaining all international attention. From modern film- Language practice
making to traditional ship-building, although the arts of Kuwait Exercise 1
to offer something for everyone. 1 were driving
1 of 2 were listening
2 in 3 was reading
3 was 4 was driving
4 had 5 saw
5 most 6 slowed down
6 and 7 stopped
7 all 8 was standing
8 them 9 were coming
9 in 10 were putting out
10 will 11 continued
11 by Exercise 2
12 is a arrived
13 your b have lived … for
14 an c have read
15 also d went out
16 it e was walking
17 time f have eaten
18 were
19 do Exercise 3
20 best a No, it was the most expensive.
21 the b No, it was the funniest.
22 very c No, it is the most boring.
23 every d No, it is the noisiest.
24 true e No, he is the meanest.
25 a f No, it is the worst.
26 a g No, it is the slowest.
27 not Exercise 4
28 extra a I’ve just grilled some chicken.
29 all b A part-time job is a good way of supplementing a student’s
30 although income.
31 to c Waleed has been mentoring teenagers for 10 years.
Exercise 2 d The blue silk was embellished with gold embroidery.
a False. NCCAL stands for the National Council for Culture, Exercise 5 (Students’ own answers)
Arts and Letters.
b False. The NCCAL is 36 years old. Exercise 6
c False. The Qurain festival welcomes locals and international a during
tourists. b at
d True c before
e True d at
f False. The Arabic heritage exhibition displays original e in
calligraphy and rare copies of the Holy Qur’an. f at

Exercise 3 Exercise 7
a its cultural future. a tell
b every year. b speaking / hear

143
 c Look Exercise 7 (Students’ own answers)
d saw
Language practice
e watch
f said Exercise 1
a I’m travelling there by bus on Monday.
Exercise 8
b I will probably be very nervous at the interview.
1 h
c I’m going to work really hard when I’m at university.
2 e
d I expect the work will be quite hard.
3 a
e I’m definitely going to be a doctor when I leave university.
4 b
5 c Exercise 2 (Self-assessment)
6 j 2 are flying
7 d 3 are staying
8 f 4 are going to spend
9 g 5 am going to buy
10 i 6 is going to take
7 will see
Writing 8 are travelling
9 are going to see
Exercise 1 (Students’ own answers)
10 will have
Exercise 2 (Students’ own answers) 11 are going to have
12 will send
Module 2 Free time 13 will phone
Exercise 3
Unit 4 a 4
Computer games b 6
Reading c 1
d 7
Exercise 1 (Suggested answers) e 3
a This game is different because it builds the muscles of the
players, who should move their whole body in order to use Exercise 4
the joystick. a The more books I read, the more I want to learn.
b The writer generalises an opinion by using such structures b The more consoles are improved, the more we spend to stay
as “Many people… do not want…”; “The majority of up-to-date.
people… use their thumbs…”; “People get tired of them very c The more dangerous it is, the more precautions we should
quickly…” take.
c The writer reports an opinion by using the structure X say(s): Exercise 5
“they say…”; “The game’s designers say…”; “People who 1 went
have played the game say…” 2 bought
Exercise 2 3 looked
b: Have fun and keep fit 4 work
5 returned
Exercise 3 6 writing
a 6
b 4 Exercise 6
c 1 a I bought two new pairs of jeans and neither of them fit.
d 7 b Everybody says the PSP is fun, stylish and advanced, but it is
e 2 expensive.
f 5 c He’s going to have an accident one of these days.
d In my new computer game, there are many different levels.
Exercise 4 e The graphics in the game I am playing are very advanced.
a mundane
b faster Writing
c upper
d backwards Exercise 1
e idle a/b
f out of shape A Picture 4: Street directions
g quickly B Picture 1: Food recipe
h giant C Picture 5: Driving instructions
i traditional D Picture 2: Game instructions
E Picture 3: Ordering something on the Internet
Exercise 5
a 2 Exercise 2
b 3 a
c 3 A Leave the motorway at Junction 17 and follow signs to the
d 1 town centre. Go straight on at the first roundabout and then
turn right at the second. Our car park is the third turning on
Exercise 6 (Students’ own answers) your left.

144
 Workbook Answer key
B To start with, prepare all the ingredients. Break the eggs into c Where do people play tennis?
a bowl, grate some cheese and chop an onion. Next, heat the d What do boxers need to be?
oil in a frying pan. Mix all the ingredients together and when e When were the first Paralympics?
the oil is hot, pour the mixture into the pan. Turn the heat f How do you score in football?
down and cook for 3-4 minutes. g Why do swimmers wear goggles?
C First of all, make sure the handbrake is on and the gearstick h How long is a football match?
is in neutral or park. Then turn the ignition key to start the i What is your favourite sport?
engine. Put the car into gear and indicate. Finally, check
Exercise 2
in your rear-view mirror that there are no cars behind you,
a try … enjoy
release the handbrake and move off.
b practise
D Take turns to move one of your pieces along the lines on the
c Respect … give
board. You can make either a ‘taking’ move or an ordinary
d Celebrate … ridicule
move. To take one of your opponent’s pieces jump over it
e dribble / kick
into the empty space on the other side of it.
E First, find the item you want to buy and add it to your Exercise 3
Shopping Basket. Next, fill in an order form giving us your a hockey stick and (Students’ own answers)
personal details and address for delivery. After that, add your b horse race and (Students’ own answers)
credit card details and lastly, press the Order Now button. c baseball player and (Students’ own answers)
b
Exercise 4
To begin In the To end 1 When is the basketball practice?
middle 2 …doesn’t it?
First then Lastly 3 … don’t you?
First of After that 4 What other activities do you offer?
all 5 what
To start Next Finally 6 …isn’t it?
with 7 …don’t you?
8 Where is the football practice?
Exercise 3
First of all, you have to install the game on your computer. Exercise 5
Before installing, make sure the game is compatible with your Sport Venue Equipment Personality
computer system. After that, insert the disc into your CD/DVD type
drive. It should take a few minutes to load. Finally, restart your
tennis court racket introvert
computer. Now you are ready to play.
football pitch ball extrovert
Unit 5 baseball pitch ball sportsmanlike
Sports psychology golf course club introvert

Reading
Exercise 6
Exercise 1(Students’ own answers) In sport, motivation is everything. All sports have leaders or
coaches who influence those around them and give useful
Exercise 2
feedback to improve performance. They will have one or more
a navigate
of the following qualities: outstanding ability in the sport,
b breakneck
enthusiasm and the ability to motivate. Most coaches also plan
c courageous
training programmes to improve fitness techniques and skills,
d competitive
and decide the strategies to be used in competition.
e willpower
f interpersonal
Writing
g personal trainer
h glory-seeker Exercise 1
i stamina 1 Answer
2 leave
Exercise 3
3 write
a False. Marathon runners receive less recognition than other
4 Use
athletes.
5 write
b False. Formula One drivers race at extremely fast, dangerous
6 cross
speeds.
7 Spell
c False. Marathon runners aren’t allowed any help from
8 check
personal trainers during races.
9 Be
d True
10 Give
e True
f True Exercise 2 (Students’ own answers)
g False. Formula One is dangerous despite all the safety Exercise 3 (Students’ own answers)
precautions. Exercise 4 (Students’ own answers)
Language practice Exercise 5 (Students’ own answers)
Exercise 1 (Self-assessment)
b How many players are there in a football team?

145
 Unit 6 Exercise 5
a Birds of prey have a fierce character and rapidly beating
Nature wings.
Reading b The parrot is a talkative bird with vividly coloured feathers.
Exercise 1 c The penguin is a flightless seabird with black upper parts and
Lesser kestrel: destruction of their habitat; pesticides white underparts.
Siberian tiger: forests are disappearing; poachers and forest fires d Sadly, many endangered animals are threatened by hunting
Ostrich: hunting and habitat destruction.
e Pandas are often known as the laziest animals.
Exercise 2
a underpart Exercise 6
b wingspan a 1
c decline b 4
d stripes c 3
e handsome Exercise 7 (Suggested answers)
f poachers a Some animals have been given protection by governments.
g feather b Charities have attempted to protect animals.
h predators c I have raised money to save the tiger.
i escape d Many species have become extinct because of human
Exercise 3 actions.
a Lesser kestrel
b Lesser kestrel Writing
c Lesser kestrel; Siberian tiger Exercise 1
d Ostrich b I’ve just seen a golden 2 I have …
Exercise 4 eagle. 3 I would be grateful if you
a True c I’d ... could send …
b False. The Lesser kestrel is vulnerable despite being so d Please send me stuff about 4 Please send me
widespread. what you are doing at the information about your
c False. The ostrich is the fastest creature on land with two moment. (current) activities.
legs. e I’m interested in horses 5 The main reason for my
d True because ... interest in horses is …
e False. The biggest threat to the Siberian tiger is loss of its f My friends said “You 6 My friends told me I
habitat. should get ...” should ...
g One of my friends said, 7 One of my friends asked
Exercise 5 ‘Please join.’ me to join.
a 3 h Hi, / Hello, / Dear 8 Dear Sir / Madam,
b 1 Jameela, 9 Yours sincerely, / Yours
c 3 i Love from, / Best wishes, faithfully,

Language practice
1 Exercise 2 (Example answer)
Countable nouns: fox, temperatures, ears, legs, animals, parts, Dear Sir / Madam,
body / bodies, feet, winter, colour, people I have just seen your television advertisement and would like to
join your organisation. My main reason is that I’m interested
Uncountable nouns: heat, fur, hair, ice, snow
in saving animals. I would be grateful if you could send me an
Exercise 2 application form, and I would also like to know if there is a local
2 a lot group in my area. One of my friends would also like to join.
3 - I look forward to hearing from you.
4 - Yours faithfully,
5 a few Mr Ahmed ...
6 Many
Exercise 3 (Example answer)
7 a
Hi, (name)
8 Some
Good news - there is a local group in our area. They’ve sent us
9 how many
two application forms and some stuff about what they’re doing
10 some
at the moment.
Exercise 3 (Suggested answer) See you soon!
Seabirds are threatened by people taking up a lot of their space (name)
and collecting their eggs. They’re also threatened by oil pollution
Exercise 4 (Students’ own answers)
and fishing.
Exercise 4 (Self-assessment) Progress test 2
a proud
b stubborn Reading
c shy Exercise 1
d fierce a six
b space

146
 Workbook Answer key
c because every fossil is different i phenomenon
j exotic
Exercise 2
Exercise 6
Word Meaning Synonym Paralympics - champion - self-discipline - exclusive - spectators
Pastime An activity done regularly for Hobby Writing
enjoyment, rather than work Exercise 1 (Students’ own ideas)
Exercise 2 (Students’ own ideas)
Rare Particularly remarkable or Unique
uncommon Module 3 Power
Valuable Worth a lot of money Expensive Unit 7

Popular Done or enjoyed by many Common

Power – the alternatives
people Reading
Exercise 1
Exercise 3 Britain has a long coastline.
a 2
b 2 Exercise 2
c 3 a solar power
d 1 b fossil fuel
c wave farm
Exercise 4 d testing device
One of the most common pastimes for children and adults is
Exercise 3
collecting. It’s important to collect something you can enjoy. It
Advantages: the sea could provide enough power for the whole
is possible to collect almost anything.
planet; wave farms will be invisible
Disadvantages: could be a danger to ships and fish; may put
Language practice
tourists off; expensive
Exercise 1
a are you going to Exercise 4
b will meet a 4
c are visiting b 3
d will do c 3 (Some people think wave farms will have detrimental
e will enjoy effects on fish stocks and tourists, but this is not known.)
f is going to work d 2
e 1
Exercise 2
a a few Exercise 5 (Students’ own ideas)
b much Language practice
c a little
d some Exercise 1
e some ... any a are
f much b eats
c are
Exercise 3 d travels
a two slices / pieces of bread OR some bread e release ... will buy
b correct f don’t find ... will use
c enough food g won’t be ... reads
d that meat
e many pens Exercise 2
f much shopping a will go
b will fall
Exercise 4 c will block
a cost d will become
b spend e will wait
c saving up f will stop
d earn
e spends ... earns Exercise 3 (Suggested answers)
1 really worried
Exercise 5
2 It’s really important
a herbivore
3 are you going to do?
b extrovert
4 a good idea
c tame
d virtue Exercise 4
e motivation a 6
f hostile b 8
g equestrian c 5
h competitive d 2

147
 e 3 e innovation
f 4 f bio-fuel
g filter
Exercise 5 h emit
a rained i conserve
b won’t go / will take / finds out / were / would go Exercise 3
c offer / offer … will have to
Giving examples Summarising
Exercise 6 (Self-assessment)
a heavy For example To summarise
b strong For instance In short
c heavy Namely In conclusion
d strong
e strong Exercise 4
b, d, f
Exercise 7
a careful Exercise 5 (Students’ own answers)
b electrical Exercise 6 (Students’ own answers)
c useful
Exercise 7 (Students’ own answers)
Exercise 8 (Suggested answers)
a Without electricity, the world as we know it would stop Language practice
functioning.
b Once upon a time, there lived a brave and wise man. Exercise 1
c In the early days, the city of Rome was calm, peaceful and a haven’t been able to … won’t be able to
quiet. b Can … can … Could / can … can’t
c Can … could
Writing d can … could … can … to be able to … can ... Could ... can
Exercise 1 Exercise 2 (Suggested answer)
a (Example answers) People need to wear glasses for different reasons. For example,
1 How we don’t do enough to save energy some people feel completely lost without their glasses. Others
2 How to save more energy only need them for watching TV or reading. In short, every
3 Alternative sources of energy eye problem is different. Advancements in technology, such as
4 Buildings which use solar power the development of the contact lens, are helping people repair
5 The disadvantages of wind farms their eyesight. For instance, more and more people now have
b the option of permanent operations, namely, laser surgery.
A 2 In conclusion / to summarise, modern science means that
B 1 ordinary glasses may soon become a thing of the past.
C 4 Exercise 3
D 5 a were
E 3 b had known
Exercise 2 c had felt
a B, E d found
b B, C e were
c A Exercise 4 (Suggested answers)
d D a I wish we had played this weekend; we could’ve won the
Exercise 3 (Students’ own answers) match.
b I wish you hadn’t done that; it was really irritating.
Exercise 4 (Students’ own answers) c I wish I had studied harder; I would’ve passed the exam.
Unit 8 d I wish the teacher hadn’t given us any homework; I would’ve
The power of technology relaxed tonight.
e I wish I hadn’t missed the bus, I would’ve arrived on time and
Reading not been told off.
f I wish I had entered the competition; I would’ve won a prize.
Exercise 1 (Suggested answers) g I wish you had told me about your problems; I could’ve
a Cars are becoming more intelligent, being able to drive helped you.
themselves in order to avoid danger and obstacles. h I wish I hadn’t stayed up late last night; I wouldn’t have been
b Vegetable oil can be reused to power cars after it has been tired today.
filtered and cleaned. i I wish I hadn’t spent all my money; I would have bought that
c Bio-fuel is preferable to petrol as a fuel source because it new book.
emits less pollution, reduces wasted oil and is completely j I wish I had gone shopping for a new game; I wouldn’t have
renewable . felt bored.
Exercise 2 Exercise 5 (Self-assessment)
a outlandish a polite … impolite
b high-end b honest … dishonest
c suspension c friendly … unfriendly
d sensor d tidy … untidy
148
 Workbook Answer key
e comfortable … uncomfortable 9 couldn’t
f happy … unhappy 10 being able to
11 mustn’t
Writing
12 can
Exercise 1 Exercise 3
Mini-bouncer: b / c 1 Do you agree
Talky-Walky: c 2 I believe / I think that
Red alert security camera: a / e 3 I think that / I believe
Dr CD: a / d 4 consider
Exercise 2 (Students’ own answers) 5 do you think
6 In my opinion
Exercise 3 (Students’ own answers) 7 hard to imagine
Unit 9 8 difficult to interact
9 I don’t know about that
Money
10 easy to interact
Reading Exercise 4
Money is everywhere! People even utter expressions using
Exercise 1 this word. Although most of us agree that money is the root
a Buffett’s fortune has been estimated in 2008 at over $60 of all evil, we couldn’t care less about this fact. On top of
billion. this, although we care a lot for money, most of us can’t stop
b undervalued stock ourselves from throwing our money around. Isn’t it ironic? I
c $50,000 believe that we should not give money too much importance
d $37 billion and should spend it appropriately.
Exercise 2 Exercise 5
B Making a fortune a lucky … be
C Buffett’s family b easy … wake up
D The largest charitable donation ever c difficult … understand
Exercise 3 d hard … lift
a amass; 5
Writing
b modest; 1
c foolish; 6 Exercise 1
d immense; 3 A I believe; In my opinion
e generous; 4 B I agree with this
C I really think that; To me; I firmly believe that
Exercise 4
a False. Warren Buffett became the richest man in the world in Exercise 2 (Students’ own answers)
2008. He replaced Bill Gates, who had been the richest man
Exercise 3 (Students’ own answers)
for the last 15 years.
b False. Buffett used to buy undervalued stock to make money. Exercise 4 (Students’ own answers)
c True
d False. Buffet lives a fairly modest life and doesn’t spend his Progress test 3
money on extravagant possessions.
e True Reading
f False. Because Buffet was donating his money in shares the Exercise 1
amount he is giving to charity could go up or down. Life before electricity was hard. After the son went down in the
evening it was dark. Inside the streets there were gas lamps but
Language practice in peoples homes there were no electric lights, so everyone used
Exercise 1 oil lamps, candles and fire-light. In general, they went to bed
a mustn’t earlier and got up as soon as the sun come up and they could
b must see everything again.
c don’t have to In many homes there was no running water four cooking,
d shouldn’t drinking or washing. In towns there wear pumps, but in the
e should country people had to carry water from wells or stream’s.
f shouldn’t Because there were no machines, people had to do everything
g don’t have to buy hand. This meant that household jobs all took longer.
h must Washing cloths, especially, took a lots of time and energy.
i don’t have to Home entertainment was also very different from today: they’re
j must no television to watch; no personal steroes, CD players or radios
to listen to the news or you’re favourite music, and of course,
Exercise 2 (Self-assessment) no computer games or the Internet. Familes made their own
1 be able to entertainment: playing bored games, chatting to each other and
2 couldn’t making their own music. For dairy farmers, there were no fridges
3 must to keep their milk cheese and butter fresh This meant that they
4 could could not make much money because they had to cell their
5 can’t products soon after they were made.
6 must Some people still call these times the good-old days.
7 be able to
1 sun
8 mustn’t
2 In
149
 3 people’s a informal
4 firelight b dishonest
5 came c impatient
6 for d illegal
7 were e unreliable
8 streams
Exercise 4
9 by
1 heavy smoker
10 clothes
2 strong position
11 lot
3 heavy heart
12 there were
4 heavy clouds
13 stereos
5 strong belief
14 your
15 Families Exercise 5
16 board 1 technology
17 milk, cheese 2 use
18 fresh. This 3 computers
19 sell 4 social
20 good old 5 survive
Exercise 2 Exercise 6
a They used oil lamps, candles and firelight. a know
b They got up as soon as the sun came up. b suggest
c They got their water from wells or streams. c believe
d Washing clothes took a long time. d imagine
e They played board games, chatted to each other and made e think
their own music. Exercise 7 (Students’ own answers)
f They produced milk, cheese and butter. Exercise 8 (Students’ own answers)
g There were no fridges.
Exercise 3 Writing
a 3 not man-made Exercise 1
b 2 not a use of water
1900 Nowadays
c 4 not a past tense of verb
d 1 not a dairy project Communication Handwritten E-mails and text
e 4 not a regular plural of noun letters sent in the messages are used
f 2 not a four-letter word post or delivered
g 1 not only used for listening - also used for watching by messengers
h 3 not a noun
Exercise 4 Information Information Information is
a 1 was collected in collected mainly
b 3 libraries on the Internet
c 4
d 2 School Teachers used Lessons are given
e 4 blackboards and in a classroom
f 2 gave some lessons using laptops and
g 3 outside projectors
h 1
i 3 Shopping Towns and cities Towns and cities
j 2 had markets have malls
Language practice where different
Exercise 1 items could be
a speak traded
b feel Travel Overland by horse By aeroplane
c were and over the sea
d am by boat
e practised
f ask 1 libraries
g took 2 letters
Exercise 2 3 hand
a Can / can / have been able to 4 horse
b can / can’t / could 5 boat
c should 6 cities
d mustn’t Exercise 2 (Students’ own answers)
e don’t have to Exercise 3 (Students’ own answers)
f shouldn’t
Exercise 3

150
 Workbook Answer key
Module 4 Fact and fiction Exercise 4
2 check in
Unit 10 3 set off
Stories 4 dropped me off
Reading 5 check in
6 take off
Exercise 1 and 2 7 took off
a (Students’ own answers) 8 go back
b (Students’ own answers) 9 touched down
Exercise 3 10 pick us up
a He is on holiday. Exercise 5
b He has enough fish for his family. a silently
c He walks to the village, has some tea with his friends and b desperately
plays chess. c formally
d The fisherman would catch more fish. d joyfully
e Fifteen or twenty years e rapidly
f He’d have to sell his company.
g He would be able to retire and move to a small fishing Exercise 6
village. He would be able to sleep late, fish a little, play with a ‘Don’t worry,’ he said, ‘a ship will rescue us soon’.
his grandchildren, talk to his wife, walk to the village, have b If I moved to Europe, I would miss Kuwait terribly.
some tea with his friends and play chess. c ‘Did you hear that noise?’ asked the pilot.

Exercise 4 Writing
a on the coast Exercise 1
b port a 5
c eventually b 7
d market c 4
e wealthy d 6
f retire e 3
g move f 1
h chess g 2
Exercise 5 (Students’ own answers) Exercise 2
Exercise 6 (Students’ own answers) a
Paragraph 1: I am I’m; it has it’s taken;
Language practice it has it’s been; I had I’d spent
Exercise 1 (Self-assessment) Paragraph 2: I did not I didn’t; I would I’d
a both work hard Paragraph 3: I could not couldn’t sleep
b firmly Paragraph 4: did not didn’t know
c very loudly Paragraph 5: I had I’d; I am I’m sorry
d happily Paragraph 6: They could not couldn’t believe I had I’d been
e smiles cheerfully Paragraph 7: that is that’s; I have not haven’t replied
f innocently b
g politely 1 why
Exercise 2 (Example answer) 2 got
The businessman started talking to the fisherman. The 3 got to
businessman congratulated the fisherman on the fish he had 4 had to
caught and asked how long it had taken him to catch them. 5 left
The fisherman replied that it had not taken him very long. The 6 Thanks
businessman then asked why the fisherman didn’t stay at sea 7 sorry
longer and catch more fish. The fisherman replied it was because 8 got
he had already caught enough fish for his family. 9 the evening before
10 got to
The businessman asked how the fisherman spent the rest of his
11 the next day
time. The fisherman said that he slept late, fished a little, played
12 See you
with his children and talked to his wife. He added that in the
evening he walked to the village, had some tea with his friends 3 (Students’ own answers)
and played chess. Finally, the fisherman said that he had a very
busy life. Unit 11
Exercise 3 Messages
1 use to
Reading
2 used to
3 use to Exercise 1
4 used to a 20,000 pigeons were killed
5 use to b 15-20 years - healthy pigeon’s life
6 used to c 1,000 km - maximum distance a healthy pigeon flies in one
flight

151
 d 30 British pigeons - they were given medals for bravery in the c 6
First World War. d 3
e 5,000 year-old postal service e 4
f 1
Exercise 2
a military Exercise 6 (Students’ own answers)
b medal Writing
c smuggle
d unique Exercise 1
e nest a no message
f light b no message
g release c no message
d B
Exercise 3 e C
a regular pigeon post f A
b too dangerous
c fifteen and twenty
Exercise 2 (Example answers)
d fly back to
A
e tied to
Dear Riadh,
Exercise 4 Can we get together at 4.00 p.m. on Wednesday, in Room 293?
a 2 We need to discuss yesterday’s sales figures.
b 4 Please get back to me as soon as possible.
c 1 Hameed
B
Exercise 5 (Students’ own answers)
Dear Maha
Exercise 6 (Students’ own answers) Well done! It’ll be a fantastic job - I’m sure you’ll enjoy it. Lucky
you!
Exercise 7 (Students’ own answers)
When does it start?
I wish you all the best!
Language practice
Huda
Exercise 1 C
a … was used by the Chinese mainly for official documents. Dear All,
b … were sent using fire and smoke. We’ll be in Turkey from Nov 9 to Jan 4. Our contact details are:
c … was organised by the Romans. Phone: 00 66 7187 4243 (mobile)
d … was developed with many places … were passed by tired Text messages: Jaber 07795 203498; Abeer 07795 203499
riders to other fresh riders. E-mail: abeerjaber@blah.com
e Messages were sent by the Romans 270 kilometres in 24 We’re looking forward to seeing you in the new year.
hours by this system. Jaber and Abeer
f The first postage stamps were introduced in Britain in 1840.
g Homing pigeons were used by the Greeks so that messages Exercise 3
could be delivered. 1 paragraph 1: d
paragraph 2: b
Exercise 2
paragraph 3: c
a ... make phone calls to friends wherever they are.
paragraph 4: a
b ... send text messages over very long distances very cheaply.
2 (Students’ own answers)
c ... write these messages very quickly and their friends receive
3 (Students’ own answers)
them a few seconds later.
d More and more businesses are using e-mail.
e In some organisations, e-mail has replaced traditional letters Unit 12
or memos. Flying stories
Exercise 3 (Self-assessment)
a makes Reading
b make
c taken Exercise 1 and 2
d take It was taken in 1930.
e take Exercise 3
f making Date Event Record
g made broken
Exercise 4
January 3, 1921 First flying lesson
a 5
b 7 July 1921 Bought her first plane,
c 2 named ‘Canary’
d 1
e 4 October 1922 Set first women’s Altitude
Exercise 5 record of 4,300
a 2 metres
b 5

152
 Workbook Answer key

June 17, 1928 Flew from 21 hours d taken over

Newfoundland to Exercise 5
Wales It’s always good to be prepared, and we want you to have the
May 20, 1932 Flew from best journey possible when you travel with us. There are some
Newfoundland to things you can do before you get to the airport like check in
Ireland online, or you can just browse through some of our useful
information. You can also access our arrivals and departures
August 24-25, Flew from 19hrs 5min information to make sure your flight is on time.
1932 Newfoundland to
Exercise 6
Paris, set women’s
a keep c pull
transcontinental speed
b give d learn
record
June 1, 1937 Began flight around Exercise 7
the world a hadn’t had ... wouldn’t have missed
b hadn’t broken down ... wouldn’t have bought
July 2, 1937 Plane vanished c had visited ... would have found
d hadn’t complained ... wouldn’t have upgraded
Exercise 4 e hadn’t seen ... wouldn’t have invited
a impressed
Exercise 8
b altitude
a 3
c nicknamed
b 2
d transcontinental
c 4
e satisfied
Exercise 5 Writing
a 4
Exercise 1
b 5
One of the tyres was flat. They tried tp replace or inflate the tyre,
c 8
but failed to do so.
d 3
e 1 Exercise 2
f 2 a Plane tyre was flat; machine to inflate tyres broken; no spare
g 9 tyre; flight abandoned
Exercise 3 (Students’ own answers)
Language practice
Exercise 4 (Students’ own answers)
Exercise 1 (Self-assessment)
a where
b which
Progress test 4
c whose
Reading
d which
e whose Exercise 1
f where Pompeii and Herculaneum were fashionable in southern Italian
g which seaside in towns at the foot of Mount Vesuvius. On 24 August
79 of BCE, the people who lived there were just about to be
Exercise 2
have the dinner when there was a terrifying crash. Mount
a The pilot, who was wearing a smart uniform, welcomed the
Vesuvius had erupted, in covering the surrounding the areas
passengers on board.
with ash and lava. Most of the people of Herculaneum were
b The passengers sat down in their seats, which had no
escaped, but unfortunately the people of Pompeii were not so
numbers.
lucky. But many of them decided to wait for and get together
c The cabin crew, who spoke good English, brought snacks
their most valuable possessions, or hide from in their cellars
round.
until the eruption was over. They all died, either because of they
d The flight, which was delayed by snow, finally left at 10
were poisoned by fumes or were buried by ash. In all, 15,000
o’clock.
of people of Pompeii died in the eruption. The two cities they
e The plane arrived in Rome, where it was warm and sunny,
were not disturbed by for more than sixteen hundred years.
two hours late.
When archaeologists started to investigate in 1709, they found
Exercise 3 out that how the ancient Romans really lived. They uncovered
1 would you ever consider the houses of Pompeii one by one and wrote it down everything
2 really love to they found inside. They found in people doing all kinds of
3 What if you crashed everyday things. One woman, who was been cooking when
4 It’s safer than driving Vesuvius erupted, still had bread in her hands. And a dog died
5 Really of because it was tied up and could not escape from. According
6 I’m a good driver to scientists, Vesuvius has erupted for over thirty times since 79
7 Let’s both get lessons BCE.
8 that would be great
1 in
Exercise 4 2 in
a take off 3 of
b take up 4 be
c take after 5 the

153
 6 in d which
7 the Exercise 3
8 were a My brother, whose house is in Kuwait City, has a great view
9 But of the bay.
10 for b Faisal, who is in Ahmed’s class at school, lives in the flat next
11 from to ours.
12 ✓ c Our flat, which is on the fourth floor, has four bedrooms.
13 of d My father, who is a businessman, is at a conference.
14 of e Natasha, who has lost her keys, is very angry.
15 they
Exercise 4
16 by
a She has just caught a bus.
17 ✓
b He’s missed the train.
18 that
c She is getting out of a taxi.
19 ✓
d He is driving a car.
20 it
e He is riding a bike.
21 in
22 been Exercise 5
23 ✓ a Take
24 of b are made
25 from c took
26 for d make
e made
Exercise 2 Exercise 6
a eruption ... surrounding a upgrade
b fumes b slide
c possessions c run out
d Unfortunately d switch
e unlock
Exercise 3 Exercise 7
a 1 a take after
b 1 b take up
c 2 c take over
d took off
Exercise 4
a Most of them died because they decided to wait and get Writing
together their most valuable possessions or hide in their Exercise 1, 2 and 3 (Students’ own answers)
cellars until the eruption was over.
b They found out how the Romans really lived.
c They show us exactly what the people were doing when they
died.
Exercise 5
a False. They were preparing for dinner.
b True
c True
d True
e False. They were at the seaside on the foot of the mountain.
f False. They uncovered the houses one by one.
g False. Some of them died by being buried by ash and lava.

Language practice
Exercise 1
a The two cities were covered by ash and lava.
b Some of the people of Pompeii were poisoned by fumes.
Others were buried by ash and lava.
c Pompeii wasn’t disturbed for more than sixteen hundred
years, then it was excavated by archaeologists.
d The houses of Pompeii were uncovered and everything they
found inside was written down.
e A woman was found hiding under a table, and a dog which
had been tied up.
Exercise 2
a who
b whose
c where

154
 Glossary
A apprehensive /ÆœprI"hensIv/
able-bodied /eIb´l"bÅdid/ adjective p.40 aggressive /´"gresIv/ adjective p.29
fit, strong and healthy; not physically adjective p.49 anxious or fearful that something bad
disabled behaving in an angry, threatening will happen
way, as if you want to fight or attack
absorb /´b"sO…b/ someone arcade /A…"keId/
verb p.12 noun p.39
to take in or soak up (energy, or a alarm /´"lA…rm/ a type of computer game that was first
liquid or other substance) by chemical verb p.88 popular in amusement arcades (an
or physical action to cause someone to feel frightened, amusement arcade is a place where
disturbed or in danger one plays games by putting coins in
acclaimed /´"kleImd/ machines)
adjective p.92 altitude /"œltItju…d/
highly praised noun p.95 arthritis /A…"TraItIs/
the height of a plane in relation to sea noun p.12
account /´"kaUnt/ level a disease that causes painful
noun p.23 inflammation and stiffness of the joints
a report or description of an event or analogue /"œn´lÅg/
experience adjective p.37 Artificial Intelligence (AI)
(of technology) using physical /ÆA…tI"fIS´l In"telIdZ´ns/
accounting /´"kaUntIN/ quantities such as voltage, often noun p.35
noun p.68 contrasted to digital technology the theory and development of
the action or process of keeping computers to things that usually
financial accounts anniversary /ÆœnI"v‰…s´ri/ require human intelligence
noun p.67
activate /"œktIveIt/ the date on which an event took place asap /ÆeI es eI"pi…/
verb p.87 in a previous year expression p.84
to make (something) active and able to as soon as possible
operate animator /"œnImeIt´/
noun p.34 aspiration /ÆœspI"reIS´n/
actually /"œktSu´li/ an artist who creates computer images noun p.18
adverb p.59 a hope or ambition of achieving
as the truth or facts of a situation; annoy /´"nOI/ something
really verb Literature Time
to make (someone) a little angry asthma /"œzm´/
adjacent /´"dZeIs´nt/ noun p.60
adjective p.51 answerphone /"A…ns´rf´Un/ noun p.88 a medical condition that causes
next to or adjoining something else another term for answer machine difficulties in breathing

adorn /´"dO…n/ antioxidant /"œnti"ÅksId´nt/ atmospheric /Æœtm´s"ferIk/

verb WB p.10 noun p.12 adjective p.16
to make more beautiful or attractive a substance in some foods that cleans (of a mood) pleasurable and interesting
the body and protects it from diseases or exciting
adversity /´d"v‰…s´ti/
noun p.40 anti-reflective /ÆœntirI"flektIv/ attendant /´"tend´nt/
difficulties; misfortune adjective p.35 noun p.92
incapable of reflecting light or other a person employed to provide a service
advocate /œdv´keIt/ radiation to the public, such as on a flight
verb p.29 appeal to /´"pi…l tu…/
to publicly recommend or support auction /"O…kS´n/
verb p.17
noun p.71
attract to one’s interest
affluent /"œflu´nt/ a public sale in which goods or
adjective p.73 appliance /´"plaI´ns/ property are sold to the highest bidder
having a great deal of money; wealthy noun p.59
a device or piece of equipment designed aviate /"eIvieIt/
affordable /"´"fO…d´b´l/ to perform a specific task, typically at verb p.95
adjective p.26 home to pilot or fly in an aeroplane
having a reasonable price
application /ÆœplI"keIS´n/ aviation /ÆeIvi"eIS´n/
aggression /´"greS´n/ noun p.44 noun p.91
noun p.43 a formal, usually written, request the flying or operating of aircraft
hostile or violent behaviour or attitudes for something such as a job or club
towards another; readiness to attack or membership
confront
155
B bird of prey /b‰…d ´v preI/ calcium /"kœlsi´m/
baby carriage /"beIbi kœrIdZ/ noun WB p.38 noun p.13
noun p.94 a predatory bird, distinguished by a a metallic element that forms and
a four-wheeled carriage for a baby, hooked bill and sharp claws strengthens bones and teeth
pushed by a person on foot
bonus /"b´Un´s/ call /kO…l/
badminton /"bœdmInt´n/ adjective p.39 noun WB p.40
noun p.44 describing something extra, especially as the characteristic sound of a bird or
a game with rackets in which a a reward for good performance other animal
shuttlecock is played back and forth
across a net boost /bu…st/ caller /"kO…l´/
verb WB p.4 noun p.38
band /bœnd/ to help or encourage (something) to a person who makes a telephone call
noun p.87 increase or improve
the wavelength of a radio or digital calligraphy /k´"lIgr´fi/
signal border /"bO…d´/ noun p.20
noun p.80 decorative handwriting or handwritten
bargain /"bA…gIn/ a line separating two geographical lettering
verb Literature Time areas, especially countries
to negotiate the terms and conditions carbohydrate /ÆkA…b´U"haIdreIt/
of a transaction boutique /bu…"ti…k/ noun WB p.5
noun WB p.16 a substance in foods such as sugar,
barter /"bA…t´/ a small store selling fashionable items bread, potatoes, etc. which provides
verb p.69 brand /brœnd/ one’s body with heat and energy
to exchange (goods or services) for noun WB p.16
other goods or services without using a product made and sold by a particular carbon monoxide /ÆkA…b´n m´"nÅksaId/
money store noun p.51
a poisonous gas produced when carbon,
beach /bi…tS/ brave /breIv/ especially in petrol, burns in a small
verb Literature Time adjective WB p.43 space
to run or pull by force (a boat or ship) not afraid of danger
onto a beach charitable /"tSœrIt´b´l/
breakdown /"breIk`daUn/ adjective WB p.64
bed out /bed aUt/ noun p.58 relating to giving help to those in need
verb p.51 a mechanical failure
to transfer (a plant) from a pot or seed chess /tSes/
tray to a garden plot breakneck /"breIkÆnek/ noun WB p.76
adjective WB p.34 a board game of strategic skill for two
bend /bend/ dangerously or extremely fast players
noun Literature Time
a curve, especially a sharp one, in a breathtaking /"breTÆteIkIN/ chic /Si…k/
road, river, racecourse or path adjective p.39 adjective p.26
astonishing or awe-inspiring in quality, elegantly and stylishly fashionable
benefit /"ben´fIt/ so as to take one’s breath away
verb p.29 chime /tSaIm/
receive an advantage; profit; gain briefly /"bri…fli/ verb Literature Time (of a bell or clock)
adverb p.88 to make melodious ringing sounds,
bifocal /baI"f´Uk´l/ of short duration typically to indicate the time
adjective p.64
(of special glasses) having two different built-in /ÆbIlt"In/ cholesterol /k´"lest´rÅl/
focal lengths, one for distant vision and adjective p.39 noun p.12
one for near vision forming a necessary part of a structure a chemical substance found in your
or device blood, causing heart diseases
billionaire /ÆbIlj´"ne´/
noun WB p.64 buzzing /"bøzIN/ chuckle /"tSøk´l/
someone who has assets more than a adjective p.94 verb WB p.76
billion dollars or pounds low, continuous humming or to laugh, especially quietly or inwardly
murmuring
bio-fuel /ÆbaI´U"fju…´l/ cleanup /"kli…nøp/
noun WB p.58 C noun p.50
fuel made from living matter cabin /"kœbIn/ the removal of waste and rubbish from
noun p.92 land and returning it to its natural state
biplane /"baIpleIn/ the area for passengers in an aircraft
noun WB p.88 coincide with /Æk´UIn"saId wID/
an early type of aeroplane with two caffeine /"kœfi…n/ verb p.91
pairs of wings noun p.12 to happen at the same time as
a stimulant found in tea and coffee that something else, especially by chance
can cause health problems
156
 Glossary
colleague /"kÅli…g/ confidentiality /ÆkÅnfIdenSi"œlIti/ wickerwork covered with a watertight
noun p.84 noun p.68 material, propelled with a paddle
a person with whom one works, where someone is trusted to keep
especially in a profession or business private information a secret corporation /ÆkO…p´"reIS´n/
noun p.93
combat /"kÅmbœt/ confrontational /ÆkÅnfr´n"teIS´n´l/ a big company or a group of companies
verb p.12 adjective p.92
to take action to reduce, destroy or likely to seek argument or cosy /"k´Uzi/
prevent disagreements adjective p.26
giving a feeling of comfort, warmth and
commemorate /k´"mem´reIt/ congestion /k´n"dZestS´n/ relaxation
verb WB p.10 noun p.60
to recall and show respect for (someone the state of being congested – full of council /"kaUns´l/
or something) in a ceremony traffic noun p.29
an advisory, deliberative or legislative
compete /k´m"pi…t/ conservation /ÆkÅns´"veIS´n/ body of people formally constituted and
verb p.35 noun p.47 meeting regularly
to make efforts to win something by the protection of natural things, such
defeating others who are trying to do as animals, to prevent them from being courageous /k´"reIdZ´s/
the same destroyed adjective WB p.34
extremely brave
competitive /k´m"pet´tIv/ consistently /k´n"sIst´ntli/
adjective p.35 adverb p.20 courteously /"k‰…ti´sli/
of, relating to, or characterised by continuing to happen or developing in adverb p.92
competition the same way said or done in a polite manner

complimentary /ÆkÅmplI"ment´ri/ console /"kÅns´Ul/ cove /k´Uv/

adjective p.70 noun p.35 noun Literature Time
something given for free a computer especially designed for a small sheltered bay
playing games on
composition /ÆkÅmp´"zIS´n/ cover /"køv´/
noun WB p.11 constancy /"kÅnst´nsi/ verb p.23
an artistic creation or arrangement noun p.79 to travel a particular distance
the quality of being faithful and cowardly /"kaU´dli/
composure /k´m"p´UZ´/ dependable adjective WB p.43
noun p.78
lacking courage
the state or feeling of being calm and in consult /k´n"sølt/
control of oneself verb p.60 crammed /krœmd/
to ask for information or advice adjective p.16
comprise /k´m"praIz/
full of healthy properties
verb WB p.4 contact lens /"kÅntœkt lenz/
to be made up of noun p.63 crazily /"kreIzIli/
a thin plastic lens placed directly on adverb p.83
computer-friendly /k´mÆpju…t´"frendli/ the surface of the eye to correct visual to a great degree
adjective p.37 defects
able to use or be used by a computer
creature /"kri…tS´/
control /k´n"tr´Ul/ noun p.34
concrete /"kÅNkri…t/ noun p.95 a living thing / animal
adjective p.25 the switch or devices by which a
a substance used for building that is machine is operated creed /kri…d/
made by mixing sand, very small stones,
noun p.19
cement and water convoluted /"kÅnv´lu…tId/ a faith
adjective p.35
conduct /k´n"døkt/ complicated and difficult to understand crude oil /Ækru…d “OIl/
verb p.22
noun p.56
to organise and carry out co-pilot /"k´UÆpaIl´t/ oil in its natural condition, before it is
noun p.95 separated into different products
conference call /"kÅnf´r´ns ÆkO…l/ a second pilot in an aircraft, assisting
noun p.86 the pilot crutch /krøtS/
a linking of several telephones, so that
noun Literature Time
people in different places can speak copious /"k´Upi´s/ a long stick with a crosspiece at the top,
adjective WB p.17 used as a support under the armpit by a
confident /"kÅnfId´nt/ existing or being produced in large lame person
adjective p.88 quantities
feeling assured about something
cure-all /"kju…rO…l/
coracle /"kÅr´k´l/ noun p.62
noun Literature Time a medicine or product that can cure a
a small, round boat made of wide variety of problems
157
 detrimental /Ædetr´"ment´l/ eatery /"i…t´ri/
current /"kør´nt/ adjective p.29 noun p.16
noun p.85 damaging a restaurant or other place where
a body of water or air moving in a people can be served food
definite direction dietician /ÆdaI´"tIS´n/
noun p.12 economics /Æek´"nÅmIk/
currently /"kør´ntli/ a professional who advises on healthy noun p.68
dverb p.63 eating relating to trade, industry and the
at the present time management of money
digestive /daI"dZestIv/
cursive /"k‰…sIv/ adjective p.12 edutainment /ÆedjU"teInm´nt/
adjective WB p.10 of or relating to the process of digesting noun WB p.16
written with the characters joined food a form of entertainment that is also
educational
custom-built /Ækøst´m"bIlt/ diminish /d´"mInIS/
adjective p.95 verb p.61 effluent /"eflu´nt/
(of a product) made for a customer’s to get smaller noun p.47
special order liquid waste or sewage discharged into
discourse /"dIskO…s/ a river or the sea
D noun p.35
deadline /"dedÆlaIn/ speaking and conversation embellish /Im"belIS/
noun p.86 verb WB p.10
the latest time or date by which dishonest /dIs"ÅnIst/ to make (something) more attractive
something should be completed adjective p.65 by the addition of decorative details or
not faithful and true to people features
decline /dI"klaIn/
verb WB p.40 disobedient /ÆdIs´"bi…di´nt/ emotive /I"m´UtIv/
to decrease; to become fewer or smaller adjective p.65 adjective p.82
refusing to obey rules or someone in making people have strong feelings
deficiency /dI"fIS´nsi/ authority
noun p.15 employ /I"mploI/
a lack of the nutrients that our bodies diverse /daI"v‰…s/ verb p.35
need adjective p.20 to hire for work
showing a great deal of variety
dehydration /Ædi…haI"dreIS´n/ noun WB enable /I"neIb´l/
p.4 diversity /daI"v‰…sIti/ verb p.34
the loss of a large amount of water noun p.19 to give (someone or something) the
from the body the state of being diverse; variety authority or means to do something

delegate /"delIgIt/ draw /drO…/ endeavour /In"dev´/

noun p.19 verb p.63 verb p.95
a person sent or authorised to represent to take to try or attempt
others, in particular an elected
representative sent to a conference dreadful /"dredf´l/ end up with /Æend “øp wID/
adjective p.83 phrasal verb p.61
deserve /dI"z‰…v/ very bad to be in a situation that you did not
verb p.47 intend or want to be in because of
to be worthy of something especially as drill /drIl/ something that has happened to you or
a reward or punishment verb p.25 something you have done
to make a hole in something
design /dI"zaIn/ enjoin /In"dZOIn/
noun p.25 drive /draIv/ verb p.79
the way that something has been noun p.37 to instruct or urge (someone) to do
planned and made device that allows a computer to read something
discs
desperate /"dezp´rIt/ entirely /In"taI´li/
adjective Literature Time drop off /ÆdrÅp “Åf/ adverb p.56
a plan or drawing produced to show phrasal verb p.81 completely
the look and function or workings of to transport and leave someone
a building, garment or other object somewhere equestrian /Ik"westri´n/
before it is built or made adjective p.40
E relating to horseriding
determination /dIÆt‰…mI"neIS´n/ easy-going /Æi…zi…"g´UIN/
noun p.43 adjective WB p.43 evil /"i…v´l/
firmness of purpose; resoluteness not easily upset or annoyed adjective p.73
very bad, harmful or wicked

158
 Glossary
evoke /I"v´Uk/ the solid layer of cement, bricks, stones,
verb p.25 feedback /"fi…dÆbœk/ etc. that is put under a building to
to produce a strong feeling in someone noun p.43 support it
advice or information about something
exclusive /Iks"klu…sIv/ done fractional distillation /"frœkS´n´l
adjective p.39 dIstIÆleIS´n/
restricted or limited to the person, fence off /"fens of/ noun p.56
group or area concerned phrasal verb p.47 separation of a liquid mixture into
to enclose a space with a fence fractions by boiling at different
exemplary /Ig"zempl´ri/ temperatures
adjective p.91 fibre /"faIb´/
excellent, providing a good example to noun p.13 framework /"freImw‰…k/
others important nutrient found in wholegrain noun p.25
products like brown rice the main supporting parts of a building
exotic /Ig"zÅtIk/
adjective p.50 fierce /fI´s/ frequency /"fri…kw´nsi/
unusual and related to a foreign adjective p.49 noun p.87
country angry or ready to attack the wavelength of a radio or digital
signal, see band
expression /Iks"preS´n/ figure /"fIg´/
noun p.92 noun p.23 frequent /"fri…kw´nt/
the look on someone’s face that shows person of a particular kind, often adjective p.65
a particular emotion important happening or doing something often

expressionist /Iks"preS´ÆnIst/ finance /"faInœns/ fry /fraI/

noun p.25 verb p.51 verb WB p.7
(of a style of building / art) seeking to to provide funding for a person or to cook something in hot fat or oil
express emotions enterprise

extinct /Ik"stINkt/ finite /"faInaIt/ G

adjective p.72 adjective p.56 gasp /gÅ…sp/
(of a species, family or other larger having limits or bounds verb Literature Time
group) having no living members to inhale suddenly with the mouth open,
firmly /"f‰…mli/ out of pain or astonishment
extrovert /"ekstr´v‰…t/ adverb WB p.76
noun p.43 strongly and clearly generate /"dZen´ÆreIt/
an outgoing personality verb p.59
flash /flœS/ to make electricity
eyewitness /"aIÆwItnIs/ verb p.86
noun p.94 to shine a bright light on and off generosity /ÆdZen´"rÅsIti/
a person who has seen something noun p.73
happen and so can give a first-hand fleet /fli…t/ the quality of being kind and sharing
description of it noun WB p.76
a group of boats belonging to one genus /"dZi…n´s/
company noun WB p.40
F one of the groups into which scientists
fanatic /f´"nœtIk/ flora /"flO…r´/ divide animals or plants; it is smaller
noun p.17 noun p.47 than a species and larger than a family
someone who likes a particular thing or the plants of a particular region, habitat
activity very much or geological period geometric /ÆdZi…´"metrIk/ adjective p.25
of or relating to geometry, or according
fasten /"fœs´n/ fog /fÅg/ to its methods
verb WB p.82 noun p.95
to fix or join securely thick cloud which is difficult to see gliding /"glaIdIN/
through noun p.91
fatigue /f´"ti…g/ the sport of flying in a light engineless
noun WB p.4 forecourt /"fO…ÆkO…t/ aircraft
extreme tiredness noun p.25
an open area in front of a large building global /"gl´Ub´l/
fauna /"fOUn´/ adjective p.50
noun p.47 fossil fuel /"fÅs´l Æfju…l/ of or relating to the whole world
the animals of a particular region, noun p.56
habitat or geological period a natural fuel such as coal or gas, glory-seeker /"glO…ri"si…k´/
formed from the remains of living noun WB p.34
feather /"feD´/ organisms someone who seeks glory or fame
noun WB p.40
one of the soft, light things that covers foundation /faUn"deIS´n/
a bird’s body noun p.25
159
gold-coated /g´Uldk´Ut´d/ headline /"hedlaIn/ illegally /I"li…g´li/
adjective p.63 noun p.95 adverb WB p.82
covered with gold a heading at the top of an article or against the law
page in a newspaper or magazine
gourmand /"gU´m´nd/ illegible /I"ledZ´b´l/
noun WB p.16 heart rate /hA…t reIt/ adjective p.65
a person who enjoys eating, especially noun p.66 not clear enough to be read
good food the speed of your heart beat
imperative /Im"per´tIv/
government /"gøv´m´nt/ hectare /"hektA…/ adjective p.51
noun p.60 noun p.47 of vital importance; crucial
the governing body of a nation, region a metric unit of square measure, equal
or community to 100 acres (2.471 acres or 10,000 implement /"Impli…m´nt/
square metres) verb WB p.58
governmental /`gøv´"mentl/ to put an action or a change into effect
adjective p.27 helpline /"helplaIn/ impromptu /Im"prÅmptju…/ adjective
of a government noun p.38 p.85
a telephone service providing help with done without being planned, organised
gratefulness /"greItf´ln´s/ problems or rehearsed
noun p.78
feeling or showing an appreciation of herbivore /"h‰…b´vO…/ incident /"Insi…d´nt/
kindness; thankfulness noun p.48 noun p.94
an animal that feeds on plants an event, especially one that is unusual
greenery /"gri…n´ri/
noun p.47 high-ranking /haIrœNkIN/ incredibly /In"kredi…bli/
green foliage, growing plants or adjective p.23 adverb WB p.28
vegetation great, or greater than normal, in extremely or unusually
quantity, size or intensity
grilled /grIld/ increase /"Inkri…s/
adjective p.15 hold button /h´Uld “bøtn/ noun p.34
cooked over the fire in a grill noun p.37 a rise in number, amount or degree
a button that pauses the game and
gross /gr´Us/ prevents the game from being used influx /"Infløks/
verb p.72 momentarily noun p.29
to produce or earn (an amount of an arrival or entry of large numbers of
money) as total profit or income homing /"h´UmIN/ people or things
adjective WB p.82
ground-breaking /"graUnd `breIkIN/ relating to an animal’s ability to fly informal /In"fO…m´l/
adjective p.23 home from a great distance adjective p.65
innovative; involving new discoveries unofficial; casual
honour /"A…n´r/
gymnastics /dZIm"nœstIks/ verb WB p.11 infrequent /In"fri…kw´ntli/
noun p.44 to show respect for someone or adjective p.65
exercises developing or displaying something; to revere; to venerate not occurring often; rare
physical agility and coordination
hostile /"hÅstaIl/ impolite /`Imp´"laIt/
H adjective p.49 adjective p.65
handsome /"hœns´m/ unfriendly; antagonistic not having or showing good manners
adjective WB p.40
attractive howl /haUl/ inherit /In"her´t/
verb Literature Time verb WB p.64
handy /"hœndi/ a make a long, loud, sorrowful cry to receive money or property from
adjective p.87 someone who has died
convenient to handle or use; useful hunting /"høntIN/
noun p.47 initiative /I"nIS´tIv/
harmony /"hA…m´ni/ the activity of chasing and killing wild noun p.18
noun p.86 animals the ability to assess and initiate things
agreement or concord independently
I
hassle /"hœs´l/ idle /"aIdl/ injustice /In"dZøst´s/
noun p.87 adjective WB p.28 noun p.79
irritating inconvenience lazy, especially avoiding work lack of fairness or justice
innovate /"In´veIt/
hazardous /"hœz´d´s/ illegal /I"li…g´l/ verb p.63
adjective p.60 adjective p.65 to make changes in something
risky; dangerous contrary to or forbidden by law established

160
 Glossary
insolence /"Ins´l´ns/ invisible /In"vIz´b´l/ loan /l´Un/
noun p.79 adjective WB p.52 noun p.68
showing a rude and arrogant lack of cannot be seen a thing that is borrowed, especially a
respect sum of money, that is expected to be
iron /"aI´n/ paid back
inspirational /`Insp´"reIS´n´l/ noun p.13
adjective p.20 a mineral found in food lock /lÅk/
providing or showing creative or noun Literature Time
spiritual inspiration irregular /I"regj´l´/ a short confined section of a canal or
adjective p.65 other waterway in which the water level
instantly /"Inst´ntli/ not even or balanced can be changed by the use of gates and
adverb p.63 sluices, used for raising and lowering
at once; immediately irrelevant /I"rel´v´nt/ vessels between two gates
adjective p.65
instigate /"Inst´geIt/ not connected with or relevant to login /lÅgIn/
verb p.64 something noun p.70
to bring about or initiate (an action or a process of starting a computer system
event) irresponsibly /`IrI"spÅnsIb´l/
adverb p.17 luggage /"løgIdZ/
instinct /"InstINkt/ in an irresponsible manner noun Literature Time
noun WB p.82 suitcases or other bags in which to pack
a natural or intuitive way of behaving irreversible /`IrI"v‰…sIb´l/ personal belongings for travelling
adjective p.61
instructor /In"strøkt´/ not able to be undone or changed M
noun p.91 mainstream /"meInstri…m/
a person who teaches something J adjective WB p.16
joystick /"dZOI `stIk/ related to the most popular or
insurance /In"SU´r´ns/ noun p.39 dominant trend
noun p.68 a lever that can be moved in several
an arrangement with a company directions to control the movement of malnutrition /Æmœlnj"trIS´n/
in which you pay small amounts of an image on a computer noun p.17
money to guarantee loss of property or the lack of proper nutrition
damage K
keypad /"ki…pœd/ mammal /"mA…m´l/
intensely /In"tensli/ noun p.39 noun p.50
adverb p.91 a miniature keyboard or set of buttons a warm-blooded animal
strongly; in a high degree used to control an electronic device
management /"mœnIdZm´nt/
interfaith /"Int´feIT/ knock off /"nÅkÅf/ noun p.68
adjective p.19 phrasal verb p.83 the process of dealing with or
of, relating to, or between different to fall off after a collision controlling things or people
religions or members of different
religions L market /"mA…kIt/
noun WB p.76
landmark /lœndmA…k/
a place where the public can buy food
interpersonal /`Int´"p‰…s´n´l/ noun p.88
and other things
adjective WB p.34 a feature of a landscape or town that
of or relating to relationships or is easily seen and recognised from a maroon /m´"ru…n/
communication between people distance verb Literature Time
to leave (someone) trapped and
in this sense /In DIs sens/ expression last /lA…st/ isolated in an inaccessible place,
p.73 verb p.58 especially an island
a way in which an expression or a to continue for a specified period of marsh /mA…S/
situation can be interpreted time noun p.47
an area of low-lying land that is flooded
introvert /"Intr´v‰…t/ latest /"leIt´st/ in wet seasons or at high tide, and
noun p.43 adjective p.63 typically remains waterlogged at all
a shy and typically self-centred person the most recent times
invest /In"vest/ legible /"ledZ´b´l/ mast /mA…st/
verb p.68 adjective p.65 noun Literature Time
to buy shares, property or goods (of handwriting or print) clear enough a tall upright post, spar, or other
because you hope the value will increase to read structure on a ship or boat, in sailing
and you can make a profit vessels generally carrying a sail or sails
light /laIt/
investment /In"vestm´nt/ adjective WB p.82
noun p.68 not heavy
the sum of money invested to make a
profit
161
master /"mA…st´/ motoring /"m´Ut´rIN/ O
verb p.20 noun p.59 oar /O…r/
to acquire complete knowledge or skill the activity of driving a car noun Literature Time
in an accomplishment, technique or art a pole with a flat blade, pivoting in an
motorist /"m´Ut´rIst/ oar lock, used to row or steer a boat
maze /meIz/ noun p.61 through the water
noun Literature Time the driver of a car
a network of paths and hedges designed obedient /´"bi…di´nt/
as a puzzle through which one has to move /mu…v/ adjective p.65
find a way verb WB p.76 obeying commands
to change one’s place of residence or
medal /"medl/ work obesity /´U"bi…s´ti/
noun WB p.82 noun WB p.4
a round metal coin which soldiers are mumble /mømb´l/ the state of being unhealthily
given for being brave verb p.92 overweight
to say something quietly, making it too
megawatt /"meg´wÅt/ difficult for others to hear objective /´b"dZektIv/
noun WB p.52 noun p.29
a unit of power equal to one million mundane /mønd"e¸n/ aim or goal
watts adjective WB p.28
lacking interest or excitement observe /´b"z‰…v/
member /"memb´/ verb p.40
noun p.45 mutiny /"mju…tIni/ to notice or perceive (something) and
an individual belonging to a group such noun Literature Time register it as being significant
as a club or team an open rebellion against the proper
authorities, especially by soldiers or obstacle /"Åbst´k´l/
mentality /men"tœli…ti/ sailors against their officers noun WB p.58
noun p.43 a thing that blocks one’s way
attitude or way of thinking N
nanoshell /nœn´Sel/ on behalf /Ån bI"hA…f/
mentor /"mentO…/ noun p.63 phrasal noun p.51
noun p.18 an extremely tiny case implanted in the in the interests of a person, group or
an experienced and trusted advisor body to fight disease principle
metabolise /mI"tœb´laIz/ naturalistic /ÆnœtS´r"lIstIk/ adjective p.35 on the coast / Ån D´ k´Ust/ adjective
verb p.12 derived from or imitating real life WB p.71
to change food in your body into energy by the sea
navigate /"nœvIgeIt/
metabolism /mI"tœb´lIz´m/ noun p.15 verb WB p.34 opponent /´"p´Un´nt/
the chemical processes by which food is to travel on a set route, especially noun p.43
changed into energy in your body carefully or with difficulty someone who competes against or
fights another in a contest, game or
micro-robot /ÆmaIkr´U"r´UbAt/ noun nest /nest/ argument
p.63 noun p.51
a tiny robot a structure made by a bird for laying organic /O…"gœnIk/
eggs and sheltering its young adjective p.15
military /"mIlIt´ri/ produced without the use of chemicals
adjective WB p.82 neurologist /ÆnjU´r´"lÅdZIst/ noun p.40
describing soldiers and the army a doctor who studies the nervous outlandish /aUt"lœndIS/
system adjective WB p.58
mode /m´Ud/ looking or sounding strange or
noun p.39 neutralise /"nju…tr´laIz/ unfamiliar
an option allowing a change in the verb p.12
method of operation of a device to make a substance chemically neutral out of shape /aUt ´v SeIp/ expression
WB p.28
modernistic /ÆmÅd´"nIstIk/ adjective p.26 next of kin /nekst ´v kIn/ unfit and unhealthy
of or associated with modernism, a style noun p.88
that is more modern than traditional a person’s closest living relative overtake /Æ´Uv´"teIk/
verb p.83
monotonous /m´"nÅt´n´s/ adjective notably /"n´Ut´bli/ to catch up with and pass while
p.83 adverb p.91 travelling in the same direction
dull, tedious and repetitious especially; in particular

motivation /Æm´Uti…veIS´n/ nutrition /nju…"trIS´n/

noun p.43 noun p.12
the general desire of someone to do the process of providing the food
something necessary for good health and growth

162
 Glossary
P polished /"pÅlISt/ proud /praUd/
Paralympics /Æpœr´"lImpIks/ noun p.40 adjective WB p.11 adjective p.49
an international athletic competition for made shiny by being rubbed; buffed; feeling of happiness as a result of
disabled athletes burnished something you have achieved

paraphrase /"pœr´freIz/ polymer /"pÅlIm´/ public /"pøblIk/

verb WB p.10 noun p.56 adjective p.27
express the meaning of something said a substance that has a molecular open to all people
or written by using different words structure consisting chiefly or entirely of
a large number of similar units bonded pull away /pUl ´"weI/
patient /"peIS´nt/ together, e.g. many synthetic organic phrasal verb Literature Time
adjective p.65 materials used as plastics and resins (a vehicle) to start moving away from
able to wait without becoming annoyed the place where it has stopped
or anxious pomegranate /"pÅm´grœnIt/ noun p.15
a round fruit that has a red skin and R
perception /p´"sepS´n/ juicy red seeds radar /"reIdÅ…/
noun p.35 noun p.95
the ability to see, hear or become aware port /pO…t/ a system for detecting the speed and
of something through the senses noun WB p.76 position of aircrafts
a town by the sea where ships arrive and
personal trainer leave from RDA /ÆÅ… di… “eI/
/"p‰…s´n´l ÆtreIn´/ abbreviation p.15
noun WB p.34 portable /"pO…t´b´l/ recommended daily allowance
a fitness coach who works adjective p.87
one-on-one easily carried rearrange /Æri…´"reIndZ/
verb p.84
pesticide /"pesti…saId/ predator /"pred´t´/ to change the position, time or order of
noun WB p.40 noun WB p.40 something
a chemical substance used to kill insects an animal that tries to eat other animals
and small animals predominance /prI"dÅmIn´ns/ noun recently /"ri…s´ntli/
p.29 adverb p.61
phenomenon /fI"nÅmIn´n/ the greater number or amount a short time ago, in the past few days /
noun p.40 weeks / months, a little while back
a fact or situation that is observed to prejudicial /ÆpredZUdIS´l/ adjective WB
exist or happen, especially one whose p.88 recharge /Æri…"tSA…dZ/
cause or explanation is in question having a bad effect on something verb p.67
to restore electrical power in a device
philanthropic /ÆfIl´n"TrÅpIk/ adjective probiotic /Æpr´UbaI"Åt¸k/ adjective p.12
WB p.64 containing ‘good’ bacteria to improve recuperate /rI"kju…p´reIt/
(of a person or organisation) donating health verb p.83
money to good causes and promoting to recover from illness or exertion
the welfare of those in need procure /pr´"kjU´/
verb p.60 redefine /ri…dI"faIn/
physiotherapy /ÆfIzi´U"Ter´pi/ noun to obtain something verb WB p.17
p.40 to define again or differently
a treatment that uses special physical profit /"prÅfIt/
exercises to treat injuries and diseases noun p.72 refining /rI"faInIN/
a financial gain, especially the difference noun p.56
pick up /"pIk øp/ between the amount earned and the the removal of impurities or unwanted
phrasal verb p.81 amount spent elements from a substance, typically as
to go somewhere to collect someone, part of an industrial process
typically in one’s car profitable /"prÅfIt´b´l/
adjective p.29 register /"redZIst´/
pilgrimage /"pIlgrImIdZ/ producing a financial gain verb p.81
noun p.23 to enter your name and details on an
a journey to a holy place for religious propagation /ÆprÅp´"geIS´n/ noun p.47 official list
purposes the breeding of plants and animals by
natural processes rehabilitation /Æri…h´bIlI"teIS´n/ noun
plague /pleIg/ p.40
verb WB p.88 protein /"pr´Uti…n/ the helping of someone to live a healthy
to cause continual trouble or distress to noun p.13 life again
a group of people a natural substance that exists in foods
such as meat, eggs and beans and relaxing /rI"lœksIN/
poacher /"p´UtS´/ which the body needs in order to grow adjective WB p.17
noun WB p.40 healthily making one feel relaxed
a person who hunts animals illegally

163
relevant /"rel´v´nt/ rival /"raIv´l/ sensor /"sens´/
adjective p.23 adjective p.35 noun p.35
closely connected or appropriate to the competing with a person or thing for a device that detects or measures a
matter at hand the same objective or for superiority in physical property and records, indicates
the same field of activity or otherwise responds to it
re-load /Æri…"l´Ud/
verb p.80 rusty /"røsti/ set off /Æset “Åf/
to load something again adjective WB p.88 phrasal verb p.81
(of a metal object) covered in a reddish- to begin a journey
remind /rI"maInd/ brown substance, mostly formed when
verb p.67 iron or steel gets wet shipping /"SIpIN/
to cause (someone) to remember noun p.71
someone or something S the transport of goods by sea or other
salad bar /"sœl´d bA…/ means
reminiscent /ÆremI"nIs´nt/ adjective WB noun p.16
p.11 a place in a restaurant with different shock /SÅk/
tending to remind one of something; vegetables that you can choose to make noun p.63
evocative your own a sudden upsetting or surprising event
or experience
renowned /rI"naUnd/ sanctuary /"sœNktSu´ri/
adjective p.25 noun p.47 shy /SaI/
known and admired by a lot of people, a place of refuge or safety adjective WB p.43
especially for a special achievement or nervous or uncomfortable with other
quality satnav /"sœtnœv/ people
noun p.63
reputation /ÆrepjU"teIS´n/ navigation that uses information from simulate /"sImjUleIt/
noun p.64 satellites verb p.35
the beliefs or opinions that are generally to imitate the character or feeling
held about someone or something saturated fat /"sœtS´reItId fœt/ noun
p.13 slide /slaId/
resemble /rI"zemb´l/ a type of fat from meat and milk verb p.87
verb p.93 products that is thought to be less to move smoothly over a surface
to look or seem like healthy than other kinds of fat from
vegetables or fish slightly /"slaItli/
residential /ÆrezI"denS´l/ adjective p.27 adverb p.25
designed for people to live in sauna /"sO…n´/ a little bit
noun p.44
resign /rI"zaIn/ a small room using hot-air for cleaning smash /smœS/
verb Literature Time and refreshing the body verb Literature Time
to voluntarily leave a job or other to completely defeat, destroy or foil
position sea-chest /"si…tSest/
noun Literature Time smog /smÅg/
resolve /rI"zÅlv/ a sailor’s storage chest noun p.60
verb WB p.52 fog that is filled with pollution
to settle or find a solution self-discipline /Æself"dIs´plIn/ noun p.40
the ability to focus and achieve your sodium /"s´Udi´m/
retire /rI"taI´/ goals and resist temptations noun p.15
verb WB p.76 a chemical found in salt
to stop working (usually because you self-employed /ÆselfIm"plOId/ adjective
are a certain age) p.60 software /"sÅftwe´/
working for oneself rather than for a noun p.64
review /rI"vju…/ company the programs used by a computer
noun p.23
a critical evaluation of a book self-restraint /ÆselfrI"streInt/ noun p.78 solarium /s´U"le´ri´m/
restraint imposed by oneself on one’s noun p.44
richly /"rItSli/ own actions; self-control a room with tanning beds, used for an
adverb p.20 artificial suntan
in an elaborate, generous or plentiful seminar /"semInA…/
way noun p.19 solar power /Æs´Ul´ “paU´/
a conference or other meeting for noun WB p.52
ring /rIN/ discussion or training power of the sun
noun p.88
an informal term for a telephone call sensibly /"sensIbli/ sophisticated /s´"fIstIkeItId/ adjective
adverb Literature Time p.63
wisely (of a machine, system or technique)
developed to a high degree of
complexity

164
 Glossary
spacious /"speIS´s/ steam /sti…m/ suspension /s´s"penS´n/
adjective p.26 verb WB p.7 noun WB p.58
having plenty of space to cook something by hot mist that a part attached to the wheels of
water produces when it is boiled a vehicle to cushion it from road
spare /spe´/ conditions
verb Literature Time stern /st‰…n/
to refrain from killing, injuring or adjective p.92 sustenance /"søst´n´ns/
distressing serious and unrelenting noun p.48
food and drink regarded as a source of
speciality /ÆspeSi"œlIti/ stimulant /"stImjUl´nt/ strength; nourishment
noun p.16 noun p.12
a type of food that a person or a substance that increases nervous T
restaurant is famous for making well activity in the body take after /ÆteIk “œft´/
phrasal verb p.93
speech recognition stimulation /ÆstImjU"leIS´n/ noun p.43 to resemble someone
/spi…tS Ærek´g"nIS´n/ the interest or motivation in something
noun p.35 take back /ÆteIk “bœk/
the ability of a computer to identify stockade /stÅ"keId/ phrasal verb p.93
and respond to the sounds produced in noun Literature Time a barrier formed to return something to where it is from
human speech from upright wooden posts or stakes,
especially as a defense against attack take out /ÆteIk “aUt/
spoil /spOIl/ phrasal verb p.93
verb WB p.52 stripes /straIps/ to go somewhere with someone socially
to damage or destroy the value of noun WB p.40
something long, narrow lines of colour take over /ÆteIk “´Uv´/
phrasal verb p.93
sportsmanship /"spO…tsm´nSIp/ noun strong /strÅN/ to get control of something (e.g. a
p.43 adjective p.59 business)
behaviour in sport that is fair, honest great or powerful
and polite tame /teIm/
stubborn /"støb´n/ adjective p.49
spot /spÅt/ adjective p.49 not dangerous or frightening;
noun p.64 determined not to change your mind, domesticated
a particular place or point especially in spite of a good reason to
do so tax /tœks/
spur /sp‰…/ noun p.70
verb p.73 studio /"stju…di´U/ a compulsory payment to the
to encourage noun p.25 government, used to pay for public
a small room used for performances services
squander /"skwÅnd´/
verb p.61 stunned /stønd/ tax return /tœks rI"t‰…n/
to waste or lose something foolishly adjective p.92 noun WB p.64
astonished or shocked a form used to calculate the amount of
stacks of /stœks ´v/ tax owed
noun p.83 sturdy /"st‰…di/
a pile of objects, typically one that is adjective p.26 tea /ti…/
neatly arranged strongly and solidly built noun WB p.71
a hot drink
stamina /"stœmIn´/ substantial /s´b"stœnS´l/ adjective p.26
noun WB p.34 of considerable importance, size or teammate /"ti…meIt/
physical and mental strength over a value noun p.43
long period of time a fellow member of a team
success /s´k"ses/
starvation /stA…"veIS´n/ noun p.72 terminal /"t‰…mIn´l/
noun p.85 achievement noun p.66
lack of food a device at which a user enters data for
sudden /"sødn/ a computer system and that displays
state /steIt/ adjective p.80 the received output
adjective p.27 done quickly without warning
related to the civil government of a testing device /ÆtestIN dI"vaIs/ noun WB
country supplement /"søplIm´nt/ p.52
noun p.15 something used to check an experiment
state-of-the-art /steIt ´v Di A…t/ a substance taken to add vitamins, etc.
adjective WB p.16 to a person’s diet thunder /"Tønd´/
modern and cutting-edge verb Literature Time
to make a loud, deep resounding noise
especially whilst travelling

165
tolerance /"tÅl´rens/ tutor /"tju…t´/ virtue /"v‰…tSu…/
noun p.19 noun p.88 noun p.40
the ability or willingness to tolerate a private teacher, typically one who behaviour showing high moral
something, in particular the existence teaches a single student or a very small standards
of opinions or behaviour that one does group
not necessarily agree with visual effects /ÆvIZu´l I"fekt/ noun p.35
U the graphics, sound, etc. used in films
tone /t´Un/ underpart /"ønd´pA…t/ and computer games
noun p.88 noun WB p.40
a musical note or sound used as a the underside of an animal’s body vitamin /"vIt´mIn/
particular signal on a telephone or noun p.13
answering machine unfriendly /øn"frendli/ a chemical substance in food that is
adjective p.65 necessary for good health
torso /ÆÚtO…s´U/" not kind and pleasant
noun p.66 vividly /"vIvIdli/
the trunk of the human body unique /ju…ni…k/ adverb WB p.43
adjective WB p.82 lively and vigorously
touch down /tøtS daUn/ particularly remarkable, special or
phrasal verb p.81 unusual voice /vOIs/
to make contact with the ground in verb p.29
landing unlock /øn"lÅk/ to express (something) in words
verb p.87
touchscreen /"tøtSÆskri…n/ to make a phone accessible to the user voice-activated
noun p.37 /ÆvOIs"œktIveItId/
a display device that allows a user to unreliable /ÆønrI"laI´b´l/ adjective p.85 adjective p.95
interact with a computer by touching untrustworthy, irresponsible (of a device) can be controlled by voice
areas on the screen
unsaturated fat
toxin /"tÅksIn/ /øn"sœtS´reItId fœt/
noun p.50 noun p.13
chemical that has a negative effect on describing the unhealthy fats found in
the body food

transaction /trœn"zœkS´n/ untidy /øn"taIdi/

noun p.69 adjective p.65
an instance of buying or selling not arranged neatly and in order
something
upgrade /øp"greId/
transcontinental verb p.87
/ÆtrœnzkÅntI"nentl/ to raise (something) to a higher
adjective WB p.88 standard
crossing a continent, especially a
transport route urgent /"‰…dZ´nt/
adjective p.84
transmit /trœnz"mIt/ requiring immediate action or attention
verb p.66
to send an electric signal V
vegetarian /ÆvedZ´"te´ri´n/ adjective p.17
trespass /tres"pœs/ of or relating to the exclusion of meat or
verb p.67 other animal products from the diet
to enter the owner’s land or property
without permission vegetation /ÆvedZ´"teIS´n/
noun p.47
truce /tru…s/ plants considered collectively, especially
noun Literature Time those found in a particular area or
an agreement between enemies or habitat
opponents to stop fighting or arguing
for a certain time velocity /vI"lÅsIti/
noun p.95
tumour /"tju…m´/ the speed of something in a given
noun p.63 direction
a swelling of a part of the body
venue /"venju…/
turn up /Æt‰…n “øp/ noun p.25
phrasal verb p.81 the place where something happens,
to arrive somewhere, especially when especially an organised event such as a
you are expected there concert, conference or sports event

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 Glossary
W
waste /weIst/
noun p.61
the careless, extravagant or purposeless
use of something

wasteland /"weIstlœnd/
noun p.50
an unused area of land that has become
barren or overgrown

wave farm /"weIv ÆfA…m/

noun WB p.52
a collection of 40 wave machines

wealthy /"welTi/
adjective WB p.71
rich

wearer /"we´r´/
noun p.66
the person wearing something,
especially clothing

well-sealed /Æwel"si…ld/
adjective p.85
closed very securely

wholegrain /"h´UlÆgreIn/ adjective p.15

made with or containing unprocessed
grain

wholesome /"h´UlÆs´m/
adjective p.17
conducive to or suggestive of good
health and physical well-being

widespread /"waIdÆspred/ adjective WB

p.40
found or distributed over a large area

willpower /"wIlÆpaU´/
noun WB p.34
the faculty by which a person decides
on and initiates action

windscreen wiper
/"wIndskri…n ÆwaIp´/
noun WB p.58
a rubber blade used to clear rain from a
windscreen

wingspan /"wINspœn/
noun WB p.40
the maximum distance across the
wings of an aircraft, bird or other flying
animal, measured from tip to tip

wireless /"waI´l´s/
adjective p.36
lacking or not requiring wires

wizard /"wIz´d/
noun p.35
a person who is very skilled in a
particular field or activity

167
List of websites to use through the course:

- www.keralatourism.org/kerala-glance.php
- www.visit-kuwait.com
- www.kuwaitiah.net/tourism.html
- http://radiohigh-djs.blogspot.com
- www.ehow.com/how_2002078_write-a-radio-script.html
- www.misterpoll.com/polls/237738
- www.statpac.com/surveys
- www.technologyquestions.com
- www.jeitagrotto.com
- www.ehow.com/how_2307803_write-booklet.html
- www.asiarooms.com/travel-guide/kuwait/index.html
- www.lonelyplanet.com/kuwait

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