Grade 10

Teachers Guide
Liz Kilbey
State of Kuwait
Ministry of Education
ii
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
Module 1
Unit 1
Unit 2
Unit 3
Focus on
Project 1
Culture
We are what we eat
Respecting cultures
Inspiring architecture
Traditional dress in Kuwait
Planning a cultural holiday
33
34
40
46
52
53
Content map
Introduction
4
16
Literature time
Listening script
Extra listening
Workbook answer key
Glossary
Three Men in a Boat
Treasure Island
129
132
137
140
155
Module 2
Unit 4
Unit 5
Unit 6
Focus on
Project 2
Free time
Computer games
Sports psychology
Nature
Kuwait: a shoppers paradise
Planning a radio or TV
programme
57
58
64
70
76
77
Module 3
Unit 7
Unit 8
Unit 9
Focus on
Project 3
Power
Power the alternatives
The power of technology
Money
The National Assembly
Building
Doing a technology survey
81
82
88
94
100
101
Module 4
Unit 10
Unit 11
Unit 12
Focus on
Project 4
Fact and ction
Stories
Messages
Flying stories
Ahmed Meshari and the
National anthem
Creating a booklet
105
106
112
118
124
125
Contents
iii
Content map
i
v
Activities Vocabulary Functions Grammar Educational Objectives Unit
Answer questions about
healthy food
Read an article about diet
Listen to a talk about
vitamins and minerals
Have a group / pair
discussion about food
Complete a gap-ll
exercise about verb forms
Discuss what people were
doing yesterday
Put adjectives in the right
order
Pronunciation: reduce the
preposition from
Use a food pyramid
Complete a table
Match words and their
meanings
Answer questions about
healthy eating places
Make brief notes using a
spider diagram
Write an online guide to
eating places
Give a short talk
Punctuation exercise:
capital letters (WB)
absorb
antioxidant
appeal to
arthritis
atmospheric
boost (WB)
caffeine
calcium
cholesterol
combat
comprise (WB)
crammed
deciency
dehydration (WB)
dietician
digestive
eatery
fanatic
fatigue (WB)
bre
grilled
iron
irresponsibly
malnutrition
metabolise
metabolism
neutralise
nutrition
obesity (WB)
organic
pomegranate
probiotic
protein
RDA
salad bar
saturated fat
sodium
speciality
stimulant
supplement
unsaturated fat
vegetarian
vitamin
wholesome
Expressing preferences
Expressing personal
opinions
Talking about past events
Planning
Stating advantages and
disadvantages
Describing a place
Saying what one likes
about something
Making recommendations
Making comparisons
Introducing oneself
Expressing uncertainty
Asking questions to an
audience
Asking for permission
Using expressions in a
restaurant (WB)
Past simple
and past
continuous
Adjectives
Reading skills
Read an article about diet
Read a food pyramid
Read a notice
Read a guide to eating places
Read an article about how a healthy diet can
improve sport performance (WB)
Read a nutritional label (WB)
Read a website about healthy eating and Islam
(WB)
Listening skills
Listen to a talk about vitamins and minerals
Listen to a breakfast time story
Speaking skills
Discuss eating habits
Talk about healthy eating
Talk about what people were doing
Discuss nutrition
Plan and give a short talk
Writing skills
Write an online guide to healthy eating places
Write headings (WB)
Write an article (WB)
Cognitive goals
Develop linguistic skills
Develop understanding of food and cultural
traditions
Develop the skills of comparison and contrast
Develop taxonomic skills
Develop denition skills
Affective goals
Raise awareness of eating habits in Kuwait
Develop the imagination
Develop interactive skills
1 We are
what we eat
U i
Module 1
Content map
v
Activities Vocabulary Functions Grammar Educational Objectives Unit
Read a leaet
Answer questions about
the United Nations
Guess what the text is
about
True / False exercise
Talk about respect and
tolerance
Write sentences in the
present perfect tense
Complete a gap-
ll exercise about
prepositions
Use verbs with similar
meanings
Pronunciation: listen for
stress
Listen to a survey
Identify interviewing
techniques
Conduct a survey
Read book reviews
List facts and opinions
Write a book review
account
adorn (WB)
aspiration
calligraphy
commemorate (WB)
conduct
consistently
cover
creed
cursive (WB)
delegate
diverse
diversity
embellish (WB)
gure
ground-breaking
high-ranking
initiative
inspirational
interfaith
master
mentor
paraphrase (WB)
pilgrimage
relevant
review
richly
seminar
tolerance
Making suggestions
Expressing personal
opinions
Describing past
experiences
Conducting a survey
Interviewing
Starting a conversation
Asking permission to ask
questions
Agreeing
Thanking
Responding to thanks
Planning
Making recommendations
Using expressions
of gratitude /
congratulations / greetings
/ wishes (WB)
Reporting facts (WB)
Expressing opinions (WB)
Present perfect
Prepositions
[on, amongst, in,
for, of, with, at,
by]
Reading skills
Read a leaet
Read an article about the Culture of Peace
Read speech bubbles
Read book reviews
Read an article about a special postage stamp
(WB)
Read a book review (WB)
Listening skills
Listen to a survey
Speaking skills
Discuss mentoring
Talk about respect and tolerance
Talk about interesting experiences
Conduct a survey
Writing skills
Write about interesting or unusual experiences
Write survey questions
Write an informal book review
Write notes (WB)
Write information in a table (WB)
Write lists (WB)
Write a fact and opinion composition (WB)
Cognitive goals
Develop semantic skills
Develop analytical skills
Develop critical thinking
Develop linguistic skills
Develop communication skills
Develop decision-making skills
Develop understanding of culture
Affective goals
Develop appreciation of culture
Develop a collaborative spirit
Develop the ability to form well-rounded
opinions
2
Respecting
cultures
Unit
Module 1
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4
Introduction
16
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 Students Book, two CDs with listening material, a
Workbook and a Teachers Guide. These materials are based
on the Kuwaiti Ministry of Educations 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 exible and varied. By Grade
10, students should have developed sufcient uency and
condence 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.
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 Students 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 Teachers 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 specically
Kuwaiti themes. To take one example, Module 1, Project,
in the Students 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 Students Book, there is a
Literature Time segment consisting of two stories, Treasure
Island and Three Men in a Boat, each in ve episodes.
G Reference material
1 Grammar / Irregular verbs le
There is a grammar reference section: Grammar le, 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
difculty 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 Students 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 specic
Introduction
17
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 Teachers Guide.
III The Role of the Students Book and the
Workbook
The Workbook is designed to be written in and should be used
to complement the Students Book. It follows and exploits what
is in the Students 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 Students 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 Students 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 uency 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 uently 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 Krashens theories about second
language acquisition, in the early 1980s. The approach had a
lot in common with Ashers 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
information. This is found in the Teachers Guide and the
Students Book.
H Pronunciation
Over To You also includes regular Pronunciation sections
which provide practice and guidance in areas of difculty
for Arabic speakers.There are many difcult sounds
and sound combinations in English. Students will have
discovered that some of the sounds that are new for them
in English may be difcult 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 teachers 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 Students Book
The Students 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 Students
Book and is designed to be used in class to provide both
extra practice of the language and skills covered in the
Students 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 Students Book. Lesson
9 provides students with a Writing activity. In general, the
Workbook closely mirrors the grammar and vocabulary of
the Students 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 Teachers Guide
The Teachers Guide provides comprehensive guidance
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 uency 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 uency
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 uency. The
communicative approach stresses implicit and unconscious
learning activities without explicit instruction of the
structures. This implies stressing uency 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-
specied 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 prociency.
Students learn by carrying out specic 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 articial 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
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
identied 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 uency 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, inuenced 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 eld, 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 uency, 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
Introduction
19
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 signicance 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 identied
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 condence 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 Students
Book, though some are unseen texts that are only printed in
the Teachers 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 difcult
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
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 Krashens
theory that language acquisition is based on input that is
meaningful and understandable to the learner. Parallels
drawn between rst 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
prociency: basic interpersonal language skills and
cognitive academic language prociency. These two types
of prociency 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 uently
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 uency. 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
uency work. One involves PPP present, practise,
produce. This is basically a structural approach that
incorporates a nal 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 specic 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.
20
the CD as often as time allows;
endeavour to nurture the students natural desire to imitate
in order to help them progress in their learning.
1 Procedures for teaching listening
There are a variety of ways for a teacher to use a text for
listening purposes. Using so-called bottom-up skills, the
teacher can ask students to listen very carefully to a small
portion of the text several times to help them distinguish
between words that closely resemble each other, such as
tower and tour.
The opposite approach makes use of top-down skills,
whereby students listen to a longer text twice to ascertain
a general context, on a topic such as science or sport.
Exercises in Over To You use both procedures.
a The listening process
The teacher should follow the listening process (pre-
listening, listening and post-listening) in all listening activities.
Suggestions for such activities are the following:
i Pre-listening
These are the procedures that can be adopted:
Assess the students background knowledge of the topic
and the linguistic content of the text.
Provide any necessary background materials or information.
Make students aware of the purpose of the listening tasks,
such as listening for sounds or for new vocabulary, etc.
Vocabulary is an important feature of each unit. It is
presented in context and there is a wide range of types of
vocabulary exercise matching, gap-lling, categorising,
listing, identifying pictures, etc.
Predicting content
Before the students do the task, introduce the situation or
story in the book. Get them to discuss any pictures and elicit
relevant language and vocabulary. Put this on the board.
Present any new language or vocabulary using real objects,
mime, etc. Get them to anticipate what they are going to hear.
This will make the task easier and much more interesting for
them.
ii While-listening tasks
These are activities that can be completed as the students
listen. Sometimes students are expected to complete tables or
charts, answer multiple choice questions or tick information
while they listen. Explain the task before they begin.
Start the tape and complete the rst answer with the class, as
an example, if necessary. You may need to repeat the tape for
them to be able to answer. You can do this with books open
or closed. (For example, you can see what they can answer
with books closed, and then ask them to open their books for
them to check.) They should also be encouraged to compare
and discuss answers with a partner.
Listening for gist
Give students a general comprehension question before
they listen. This will give them a reason to listen and
motivate them to nd the information. Tell them they need
to listen to the whole tape to answer this question.
This will ensure that students listen right through to the end.
Play the tape. Students listen in order to answer the general
comprehension question and tell you what they have heard
(i.e. the gist of the text). You can do this with books closed.
Listening for specic information
Give the students more detailed comprehension questions.
(These are suggested in the individual lesson plan.)
Students listen carefully to nd specic answers such as
identifying speakers, dates, situations, and so on. This can
be achieved through repeated listening, with books open
or closed. You can also let the students listen to part of a
text to help them answer a particular question, or to work
out what they think is missing in a gapped dialogue. Pause
the tape after the relevant information to give them time to
answer.
iii Post-listening tasks
After the recording, get students to answer the
comprehension questions or do the follow-up work in
pairs or small groups. Get them to discuss their answers
(integration). Then discuss as a class. Put model answers on
the board.
b Pronunciation tasks
Students can listen to the recording and read at the same
time. This helps them to hear the accurate pronunciation of
the words in context, including their stress patterns.
Ask students to read the recorded texts aloud as they
appear on the page. Encourage them to duplicate the stress
and intonation patterns they hear on the recording. This
will help their pronunciation and uency.
You can also use the listening texts for more detailed
pronunciation work, such as identifying stress patterns in
words.
2 Procedures for teaching speaking
There are a variety of ways to help students to speak and
communicate in English both uently and accurately. The
teachers role in the classroom is to provide students with
activities that not only allow them to practise speaking but
also prepare them for real-life communication.
In order to achieve this, teachers can:
help students to use and apply correct rules for
pronunciation, intonation and word order;
encourage students to share ideas in conversation in order
to enhance language learning;
help students to acquire the implicit rules in conversation,
such as turn-taking, listening to others when they speak and
speaking clearly at a reasonable speed;
elicit the language from students that they will need in a
speaking activity.
Over To You provides teachers with classroom speaking
activities that allow students to develop both their
communicative competence and language accuracy. These
activities are designed to combine structured output activities
and communicative output activities. Structured output
activities practise specic features of the language that have
previously been taught, such as lling in missing information.
Communicative output activities help students to use the
language they know in order to communicate in situations
that resemble real life, such as roleplaying or participating in
dialogues. At this grade level, structured output activities help
students to develop language accuracy while communicative
output activities aid uency and sociolinguistic competence.
In both types of activities, it is vital for the teacher to
encourage all students to participate in tasks. The teacher
should also create a supportive atmosphere where students
feel able to make mistakes and be corrected by the teacher
without fear. They should also be able to express likes
/ dislikes, agreement/disagreement and opinion without
embarrassment. Tasks are varied to include whole-class work,
pair work and group work, as well as roleplaying and drama
activities. Consequently, learners then develop self-condence
and the motivation to learn. Cognitive goals within the
curriculum are also then achieved.
The Students Book contains some specic activities to
help develop students intonation and pronunciation. In
addition, the Teachers Guide will highlight new vocabulary
where students may need extra help with pronunciation;
for example, if the spelling of the word is not phonetic or is
Introduction
21
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 rst
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 difculties, 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 specic 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-ction that describes, explains,
denes, 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 specic information or directions
related to real-life situations. These include letters,
instructions, schedules, manuals, etc.
Persuasive texts are used for the purpose of inuencing 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 difcult 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 difculty in
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 sufcient 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. Specic pre-reading tasks are given in the
Teachers 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 rst 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 specic 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 Students Book.
22
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 Teachers Guide. Sometimes, exercises in the
Students 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 Students 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 ve 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 nd 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.
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 rst 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 nish their writing. Students should then
revise and check their work either individually or with their
peers.
Each unit contains a specic 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 lling,
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 rening 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 condence 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 nd this difcult, so you should go
around the class offering advice and encouragement to any
students who seem to be experiencing difculties.
Introduction
23
Brainstorming is also performed as a collaborative activity;
have students share ideas with one another in this way, as
preparation for their writing activity.
b While-writing
The Writing Stage consists of writing the rst draft or the
rough copy. Students should write their rst drafts in an
exercise book or a notebook. They should be selective in the
ideas that they include. They dont have to include everything
that was in their prewriting! Make sure the ideas relate to
each other and the topic. At this stage, encourage them to
concentrate on getting their message across successfully
rather than worrying about every detail of grammar, spelling
or punctuation. Let them write and not stop. Just let the
ideas ow.
Explain that students will have an opportunity to tidy up their
work later. Revising and editing come later. Tell them not to
count words. Before going to the next stage, let them make
sure they have enough content to work with. If they feel that
they lack content, they go back to the prewriting for more
ideas and details.
When students feel that they have completed their ideas, they
are then ready to go to the next stage. You could use some
of the reading passages in the Students Book as additional
model texts to demonstrate points of structure and style in
paragraph writing.
1 The topic sentence states the main idea, point, or opinion.
This sentence should use a strong verb and make a bold
statement.
2 The body includes supporting sentences that provide
explanations for the topic sentence and evidence for the topic
sentence. Supporting sentences that include facts, statistics
and logical reasoning are much more convincing than simple
statements of opinion.
3 The concluding sentence restates the main idea and
reinforces the point or opinion.
c Post-writing
The nal stage is the Editing / Rewriting Stage. First drafts are
necessarily followed by second, third and even fourth drafts.
Revising, changing and improving ones work are the norm,
not the exception. It takes effort to write well. Even famous
authors write many drafts before they are satised that the
work is nished; hardly anyone ever produces their best work
at the rst attempt.
The aim of revising is to: make decisions about how one
wants to improve the writing, look at the writing from a
different point of view and pick places where the writing
could be clearer, more interesting, more informative and
more convincing.
You may wish to vary the editing process by introducing
the concept of peer editing, in which students comment on
the content and organisation of each others work. Their
feedback to one another not only offers useful opportunities
to practise meaningful and purposeful English within a
real-life context, but also enables students to begin to see
how others (their audience) view their writing, which itself is a
form of socialisation.
Make sure that the students who are acting as editors of the
work of others say what they like about the piece, and what
they want to know more about. Only then should they say
what they nd problematic or confusing. Positive suggestions
for improvement are then appropriate.
Writing Rubric
5 = excellent 4 = good 3 = average
2 = poor 1 = unacceptable
5 4 3 2 1
Focuses on the purpose of the writing
task
Shows a clear awareness of the
intended audience
Employs an interesting, catchy
introduction
Organises content and ideas in a
logical way
Uses clear, well-worded topic
sentences
Includes appropriate details to clarify
ideas
Uses transitional devices to
strengthen organisation
Uses an appropriate conclusion
Demonstrates fluency in grammar
Demonstrates fluency in choice of
words
Demonstrates fluency in spelling
Demonstrates fluency in punctuation
Reading Rubric
5 = excellent 4 = good 3 =average
2 = poor 1 = unacceptable
5 4 3 2 1
Reads the text as a whole first
Uses the pictures or photos as clues
Identifies key words and concepts to
help find the needed information
Approaches the text in an inquiring
mode
Identifies the main ideas of the text
Demonstrates a thorough and
insightful understanding of the context
Generates informative and original
responses
Uses specific examples and quotations
skilfully from the text
Shows evidence of critical thinking
Demonstrates insight into content
Reflects on structure of the text
Supports opinion about what is read
D Spelling
Teaching spelling strategies to students learning English
as a foreign language is challenging for teachers. Many of
the inconsistencies of the English language with regards to
orthography and pronunciation are directly confronted by
students when they begin to put words on paper. Moreover,
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.
24
E Morphemic approach
Many English words use the same prexes or sufxes (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 sufx, 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 cant 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,
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
advice about going to graduate school.
H Rhyming
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 ones personal study style,
learning to manage ones time more efciently and learning
the best way to prepare for exams are just a few of the
study skills that improve students performance in school.
Effective study skills must be practised in order for students
to improve. It is not enough to simply think aboutstudying;
students have to actually do it, and in the process use
information from what you do to get better. Practice doesnt
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 rened. Note
taking, or the lack of it, is a constant deciency in the study
methods of many high school and college students. Learning
the ingredients of good note taking is rather easy; applying
them to ones 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 nd answers
to specic questions, and then trained in how to focus on
what is relevant and lter out what is irrelevant. Gap-ll
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 cant 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 Students 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 writers purpose in mind,
2 take notes by underlining the important ideas or writing
them down,
3 write the underlined notes in a paragraph keeping the
writers purpose in mind and
4 revise and edit the text for structural, grammatical, lexical
and mechanical accuracy.
VII Learner Characteristics
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, ipcharts 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 teachers body language and facial expression to
Introduction
25
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 benet 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 nd 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, xing, 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 gure 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.
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 peoples 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 peoples moods and feelings;
counselling; cooperating with groups; noticing peoples
moods, motivations and intentions; communicating both
verbally and non-verbally; building trust; peaceful conict
resolution and establishing positive relations with other
people.
G Intrapersonal Intelligence
This is the ability to self-reect and be aware of ones
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; reecting 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 dont receive much
reinforcement for them in school. Many of these kids, in fact,
end up being labeled learning disabled, ADD (attention
decit disorder) or simply underachievers, when their unique
ways of thinking and learning arent 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,
26
cooperative learning, art activities, role play, multimedia, eld
trips, inner reection, and much more. The good news is that
the theory of multiple intelligences has grabbed the attention
of many educators around the country, and hundreds of
schools are currently using its philosophy to redesign the
way it educates children. The bad news is that there are
thousands of schools still out there that teach in the same
old dull way, through dry lectures, and boring worksheets
and textbooks. The challenge is to get this information out to
many more teachers, school administrators, and others who
work with children, so that each child has the opportunity to
learn in ways harmonious with their unique minds.
So, knowing about our EFL learners, differing learner
characteristics allows us to cater for their individuality and
help them achieve better results in their learning tasks. Our
knowledge of Learning Styles and Multiple Intelligence helps
us in guiding our students to capitalise on their strengths and
nd
strategies to compensate for their weaknesses.
How to Teach or Learn Anything in eight Different Ways
One of the most remarkable features of the theory of multiple
intelligences is how it provides eight different potential
pathways to learning. If a teacher is having difculty reaching
a student in the more traditional linguistic or logical ways
of instruction, the theory of multiple intelligences suggests
several other ways in which the material might be presented
to facilitate effective learning. Whether you are a kindergarten
teacher, a graduate school instructor, or an adult learner
seeking better ways of pursuing self-study on any subject of
interest, the same basic guidelines apply. Whatever you are
teaching or learning, see how you might connect it with:
words (linguistic intelligence)
numbers or logic (logical-mathematical intelligence)
pictures (spatial intelligence)
music (musical intelligence)
self-reection (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 stomachs demand for food goes way up and
you get hungry (bodily-kinaesthetic and intrapersonal); and
/ or write a song (or nd an existing song) that demonstrates
the law.
You dont 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
well, using a tape recorder, having a group brainstorming
session, etc.).
IX How to Use the Course
Preparing for the lessons
Before teaching the Students Book unit, teachers should
read the objective box, which gives the main objectives of the
lesson, and identies the language focus. Optional materials
are sometimes given too they are suggestions for simple
teaching aids that will add interest to the lesson, for example,
photographs or pictures from magazines. The following is an
example.

Lessons 4 and 5
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read a food pyramid
Listening listen to a breakfast time story
Speaking talk about what people were doing
discuss nutrition
Grammar use past simple and past continuous
use adjectives
Topic The food pyramid
Functions talk about past events
Vocabulary deciency (N), grilled (Adj),
metabolism (N), organic (Adj),
pomegranate (N), RDA (Abbr),
sodium (N), supplement (N)
Pronunciation reducing the preposition from
Teachers should then read through the notes for the lesson,
making a note of any words identied as being potentially
difcult, 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 Teachers Guide, a lesson box will list
which of the objectives is being fullled 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, condently, uently 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 uently 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
27
B Listening
listen attentively to gain, comprehend, interpret and
communicate information.
listen and respond to instructions to nish a wide variety of
tasks.
apply skills and strategies of the process of listening to build
up comprehension of listened-to texts.
C Reading
read a range of ction and non-ction texts including
a wide variety of text types, such as newspaper articles,
e-mails, letters, stories and dialogues, with uency and
accuracy, applying a broad array of reading skills and
strategies when reading for information, comprehension,
interpretation, analysis and evaluation.
use phonological and phonemic awareness to read with
uency and accuracy.
show ability to understand how a broad range of
grammatical features of the English language affect
meaning.
use word analysis and vocabulary skills to increase reading
comprehension and uency.
use skills and strategies of the reading process to
comprehend a wide variety of ction and non-ction grade-
level texts.
D Writing
communicate in clear and appropriate written English
for a wide variety of purposes and audiences, and in the
appropriate register, producing various written forms and
genres.
use a variety of spelling strategies in order to spell words
individually and in context.
complete writing tasks to demonstrate understanding and
correct use of various language structures, punctuation and
word usage.
practise using interpretive, analytical, critical and problem-
solving skills, including higher-order thinking skills, to
inform a variety of writing modes: expressive, expository,
functional, persuasive and research-based.
develop a personal writing style of increasing uency and
elegance.
use the writing process to produce well-organised
composition of different modes and functions.
XI Competencies and Sub-competencies
As you do the lesson planning, consult the list of
competencies and sub-competencies to relate them to the
objectives in the lesson boxes in the Teachers Guide.
By the end of the course, students will be able to :
A Listening
Competencies
1 Understand most questions, statements, and conversation
on familiar topics at normal speed
2 Comprehend straightforward factual information about
common everyday or job related topics
3 Identify general meaning and specic details
4 Develop vocabulary based on non-academic and academic
topics
5 Understand the essential content of basic messages,
greetings, advertising, and public statements
6 Demonstrate comprehension of various literary genres
through verbal as well as written responses
7 Understand formal and informal language
8 Participate effectively in discussions if language complexity
suits students level
Sub-competencies:
1 Correctly follow multiple step oral directions
2 Follow a conventional conversational model
3 Listen for specic information
4 Listen to infer meaning
5 Listen and predict
6 Listen for main ideas / gist
7 Listen and understand text organisation
8 Listen to get the details of the text
9 Listen and solve problems
10 Listen to give opinions
B Speaking
Competencies:
1 Express himself / herself with relative ease on familiar topics
effectively without help
2 Participate effectively, sometimes with pauses in social and
academic conversations by asking / answering questions and
soliciting information
3 Use tone of voice and gestures to enhance meaning in
conversation
4 Recognise and begin to use appropriate stress and
intonation patterns
5 Apply common grammatical patterns in speech
6 Use new vocabulary in speech
7 Use oral communication to identify and organise academic
information
8 Use some cohesive words and phrases to link ideas when
speaking
9 Self-correct basic vocabulary and simple grammatical
structures while speaking
10 Instruct an audience in how to perform a simple task
11 Recognise the difference between formal and informal
speech
12 Begin to use common idiomatic expressions appropriately
13 Answer instructional questions with supporting details
14 Negotiate meaning by questioning, restating, and
describing
15 Retell important information from visual and oral
presentations
16 Restate the main idea of oral presentations, stories, and
simplied informational text
17 Prepare and deliver short oral presentations on topics
from a variety of common sources
Sub-competencies:
1 Exchange information on different topics
2 Talk about hobbies
3 Debate on an issue
4 Plan a day and talk about it
5 talk about personal achievements and ambitions
6 Exchange biographical information
7 Talk about a story from own view point
8 Talk about different life styles
9 Ask for further information
10 Give directions
11 Make plans / predictions
12 Make offers
13 Make suggestions
14 Make invitations
15 Ask for direction to places
16 Ask and give instructions to make things
C Reading
Competencies:
1 Read straightforward texts on subjects related to his / her
eld and interest with satisfactory level of comprehension
2 Read texts and draw inferences
3 Use various reading strategies to make predictions and
achieve comprehension
4 Read and identify basic textual clues or features (e.g., title,
table of contents, chapter headings, charts, graphics and
28
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 simplied 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 uency
15 Read aloud with uency and expression any text
appropriate for early independent readers
16 Skim efciently 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 specic 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, afxes, word classication, etc.
12 Identify elements of ction and non-ction 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
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
ll out an application form
At the end of each module, students should ll 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 difcult. Areas of difculty
can be revisited using the Grammar and Vocabulary les at
the back of the Students Book.
A Lessons 1 and 2
Students 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 Factle 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 rst, 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 condence 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 specic 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
Introduction
29
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 reected 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
teachers 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
rst 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 rst 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 denite time in the past? Which
questions asked about the persons 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.
There is a variety of practice exercises and a reference to the
Grammar File found at the back of the Students 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 nd 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 specic 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 dene the speakers or writers
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 speakers intention, i.e. the function
presented.
So, the teacher uses the technique, Lets learn the verb to
have
today, instead of Lets 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 teachers 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 denitions,
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-lling, 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 t between meaning and form. The greater
the gap between the presentation of a words form and its
meaning, the less likely it is that the student will make a
30
mental connection between the two.
The book follows the sequence: meaning rst, 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 rst.
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 Students 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 exible 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 its 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 prexes, 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 Students Book.
Encourage students to keep their own vocabulary books that
can be used in each lesson. Students can organise vocabulary
in any way they nd 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 anothers
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 condence to produce
uent 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 condence
in speaking throughout the teachers 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 specic Speaking activities in
the Workbook, teachers will nd 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.
Introduction
31
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 rst 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
difculty. If there are areas that the majority of students
nd difcult, 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 condent if
they are understood. If you over-correct their English, this will
damage their condence 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 condence: correct and practise as a class or in
groups. Sometimes students have difculty 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.
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 others 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 Teachers 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 efciently, 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 teachers notes.) It is a
good idea for the teacher to read the teachers notes and the
Grammar le 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 Students 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.
32
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 condence, one of the main attributes
of a uent 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 students 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 students true
ability.
If students are not used to the idea of working in pairs or
groups the teacher may need to explain the benets the rst
few times.
1 Large or class group activities
Even if the class is large, with xed 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
have a timer or stopwatch to prevent students drifting away
from the task, even if it seems that not everybody has nished.
(Note the times suggested in the Teachers Guide.)
2 Groups of four or ve
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 nished, the teacher should be
prepared to stop the activity. If one group nishes early, it
may be a good idea to set another related task to prevent
distraction or disruption. Its possible that there will be a
difculty with the task, in which case the teacher needs to
nd 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, condence / 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 others difculties
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
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 teachers 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, condence, 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
mixed ability classes, identify these problems, and deal with
them accordingly by nding solutions.
Over To You makes use of pair work and group work in the
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 dont feel
discouraged if you cant keep everyone fully satised 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 everyones
attention. Thats 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 nish 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
Students Book page
33
listen to a talk and a description
talk about past and present
actions and experiences
discuss advantages and
disadvantages of building a new
airport
carry out a survey
express opinions
present ideas and suggestions
write an online guide, a book
review and a formal report
You will be able to:
Outcomes
lk d d i i
Project 1: Where do you
recommend that tourists visit in
Kuwait? Why?
Unit 3: Inspiring architecture
Describe your favourite building.
Unit 1: We are what we eat
What do you eat? Do you eat healthy food?
Focus on:
Traditional dress in Kuwait
Unit 2: Respecting cultures
Who is this man? What is he famous for?
11
Module 1 Culture
Students Book page
Students Book page 11
Opener (15 minutes)
Tell the students that this page shows them what they
will be doing in the rst 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
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
know the answers to all of them, but ask them to guess when
they dont know the answers.
How many pictures were
there? (ve)
What healthy food was
there? (A veggie burger)
Which building was shown?
(The Sydney Opera House)
Where are these places?
(Kerala, Southern India/
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
speakers and ask students
what it means. (If you eat food
with a lot of fat in it, then you
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
Students Book.
Invite different students to
share their ideas with the class.
For Unit 2 you can help them
with the answers, but there is
no need to tell the students
the correct answers they
will nd them out as they work
through the module.
Unit 1 We are what we eat
34
MODULE 1: Culture

Lessons 1 and 2
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read an article about diet
Listening listen to a talk about vitamins and
minerals
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),
bre (N), iron (N), metabolise (V),
neutralise (V), nutrition (N), probiotic (Adj),
protein (N), saturated fat (N),
stimulant (N), unsaturated
fat (N), vitamin (N)
Students Book pages 12 and 13
Present the active vocabulary needed for
each activity.

(10 mins)
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.
(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.
(15 mins)
Read through questions a, b and c and check that
the students understand them.
Then tell the students to take turns to ask and
answer the questions in pairs. Go round the class
and listen to their work.
Grammar
Past simple and past continuous;
adjectives
Unit 1 We are what we eat
12
MODULE 1: Culture
12
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?
Diet insider
Its 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
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 its 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
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
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 benets 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
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,
its 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
benets of dark chocolate. Researchers found eating 100g of dark chocolate each day for 15
days could lower blood pressure. The University of LAquila team also found the bodys 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.
5
10
15
20
25
Students Book page
Unit 1 We are what we eat
35

(1.1) (10 mins)
Read out questions a and b, then play the rst paragraph
(up to heart disease) and ask for the answers. If necessary,
play it again. Do the same with the next paragraphs (up
to how its cooked) and questions c and d, then again with
the last two paragraphs and questions e and f. Finally,
play the whole recording straight through and have
students check their answers again.
Listening script 1.1 see page 132
(expressing preferences;
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.
Lesson 3
Workbook pages 4 5, Reading
Workbook answer key see page 140
Vitamins and minerals (10-15 mins)
(1.1) (10-15 mins)
Tell the students that they are going to listen to a
talk about the different vitamins and minerals that
foods contain.
a First, go through the list of words: read each one
aloud for the class to repeat and then have them
match the words to the appropriate pictures.
b Read out the question. With a partner, ask them
to talk about which food from the pictures has the
most health benets.
c Play recording 1.1 Ask which items of food were
mentioned and why they are healthy.
Listening script 1.1 see page 132
Unit 1 We are what we eat
13
Answer these questions with a partner.
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
You are going to hear a talk about the different vitamins and minerals food contains.
a Before you listen, try to match the pictures to the words below.
b Which food do you think has the most health benets?
iron bre vitamin A calcium protein vitamin B
sugars carbohydrate saturated fat unsaturated fat
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 benet of beans with coloured shells?
b What contains eight amino acids?
c Why can the nutritional value of sh vary?
d Which diseases can eating sh 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)
Work in pairs or groups.
a Describe the foods and properties a healthy
diet should include.
b Which of your favourite foods are the most
benecial to your health? Why?
ords to remember W
absorb, antioxidant,
arthritis, caffeine, calcium,
cholesterol, combat,
dietician, digestive,
bre, iron, metabolise,
neutralise, nutrition,
probiotic, protein,
saturated fat, stimulant,
unsaturated fat, vitamin
L
Students Book page
Objectives
Skills At the end of the lesson,
students should be able to:
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),
fatigue (N), obesity (N)
Students Book page
36

Adjectives
(10 mins)
Read out the question and tell the students that
theres a certain order they should follow when
theres a series of adjectives, as explained in the
Grammar File.
Ask them to complete the exercise, then to
compare their answers with a partner.
Check answers as a class while explaining the order
of adjectives.

(1.3) (5-10 mins)
Play the recording 1.3 once. Ask the students to listen
to the sentences. Then ask them to concentrate on
the word from. Play the CD again. Explain that from
is reduced in the rst sentence when it comes in the
middle. It is not reduced in the second sentence
because it comes at the end of the sentence.
Listening script 1.3 see page 132
(1.4) Play recording 1.4, pausing for the students
to repeat the sentence.
Listening script 1.4 see page 132

Lessons 4 and 5
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read a food pyramid
Listening listen to a breakfast time story
Speaking talk about what people were doing
discuss nutrition
Grammar use past simple and past continuous
use adjectives
Topic The food pyramid
Functions talk about past events
Vocabulary deciency (N), grilled (Adj),
metabolism (N), organic (Adj),
pomegranate (N), RDA (Abbr),
sodium (N), supplement (N)
Pronunciation reducing the preposition from
Students Book pages 14 and 15
Present the active vocabulary needed for each activity.

Past simple and past continuous tenses

(1.2) (10 mins)
Tell the students they are going to hear a
story. Ask them to look at the picture and
to describe what they can see (a family having
breakfast together. Theres a lot of food on the table).
Invite them to guess what happens in the
story (accept all ideas).
Ask what tenses they expect to hear in the
story (past tenses). Read out questions a and b,
then play the whole recording 1.2. Read out
each question again, ask students to provide
the answers, then play the recording again to
check.
Listening script 1.2 see page 132
(10 mins)
Tell the students to read extract a and ll
in the blanks. Then put them in pairs to
compare answers.
Ask the students to share their answers,
and write them on the board. Point to each
of these verbs in turn and ask the students
to tell you the innitive form.
Repeat the procedure with extracts b and c.
(10 mins)
Read out the example question and invite
a student to answer it (they can guess, of
course!). Make sure he / she replies with a
complete sentence (e.g. He was watching the
news.). Then invite the students to ask you
a question (e.g. What were you doing at 10
oclock yesterday morning?). Give your reply,
then put them in pairs or small groups to
practise asking and answering each other
questions.
14

Past simple and past continuous tenses Grammar reference pages 123-125
(1.2) Listen to this breakfast time story and answer these questions.
a Why did the speaker go to the shop?
b What happened at home while he was at the shop?
Read these extracts from the listening text and ll in the blanks with the correct form
of the verbs in brackets.
a Last week (be) a school holiday,
so I (wake up) late every day.
This morning, when I (get up),
my family (have) breakfast. My
mother and father (talk), and my
brothers and sisters (drink) tea, and
(eat) bread and cheese. My mother
(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
neighbours. They (stand) and (chat).
c There (be) no one at the table. I (sit) down, (cut) a
slice of bread and (reach) for the cheese.
Work in pairs or groups. Talk about what these people were doing at 10 oclock
yesterday morning. You may have to use your imagination to make a guess.
What was your father doing at 10 oclock yesterday morning?
a Your father c One of your teachers
b One of your brothers or sisters d Your friend
Adjectives Grammar reference page 124
Complete the phrases with the adjectives given. Make sure you put the adjectives in
the correct order.
a A building (grey, round, small)
b A vase (wooden, beautiful, blue)
c A man (athletic, tall, thin)
d A salad (green, huge, delicious)
(1.3) Listen and repeat these sentences. Notice when the preposition from becomes
reduced.
a Are you coming from the shop? b Where did you come from?
(1.4) Now listen and repeat this sentence.
Antioxidants from green tea are benecial. Where is green tea from?
Students Book page
Unit 1 We are what we eat
Students Book page
37
(10 mins)
Check that students know the meaning of all the
headings in the table an example is given for each one.
Put students in pairs and have them complete it with
healthy foods that they know. Then invite students to
check each others answers.
Tell the students to work with their partners to think of
more examples for each group. Go round and offer a
few suggestions if necessary.
(10 mins)
a Read out the rst word (organic) and ask them to
nd the correct denition on the right (b). Ask them to
suggest the benets of eating organic food.
Then put them in pairs to complete the exercise.
b Ask the students to tell you which healthy methods
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
not, explain. Are there any similar proverbs
in Kuwait?
Lesson 6
Workbook pages 6 7, Language practice
Workbook answer key see page 140
The food pyramid
(10 mins)
Ask students what their favourite food is. Do
they like healthy or nonhealthy food? Based on
their knowledge so far, what food group do they
think they should consume the most? Have they
ever seen a food pyramid before? If they have, ask
students to say where and why it is useful.
(10-15 mins)
Ask students about their lifestyles. Do they eat well
and do they get enough exercise? Are they aware of
the need to have a balanced diet? Ask the class if
they know of any problems caused by poor diet.
Ask the students to look at the food pyramid and
carefully read the bullet points. Put them in pairs
and ask them to talk about their daily diets and
how they compare to the guidelines given by the
food pyramid.
15
Unit 1 We are what we eat
The food pyramid
Read the food pyramid below. How
does the recommended food intake
compare to your daily diet?
Do a physical activity for at least 30
minutes most days of the week.
Switch at least half of your
carbohydrates to wholegrain.
Eat more dark green vegetables like
broccoli and spinach.
Vary your protein routine choose
more sh, peas, nuts and seeds.
Make most of your fat sources from
sh, nuts and vegetable oils.
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.
Respect your body. There are many verses in the Holy Quran that emphasise the
mutual relationship between your body and your soul.
Complete this table. Think of healthy foods and ingredients that you know. An
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.
1 organic a the chemical processes
by which food is turned
into energy
2 wholegrain b food produced without
the use of chemicals
3 supplement c a substance taken to add vitamins, etc. to a
persons diet
4 RDA d a lack or shortage
5 metabolism e the recommended daily allowance of nutrients
6 deciency 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
ords to remember W
deciency, grilled,
metabolism, organic,
pomegranate, RDA,
sodium, supplement
Students Book page
Objectives
Skills At the end of the lesson,
students should be able to:
Grammar use past simple and past
continuous
Functions use expressions in a
restaurant
Students Book page
38
b Read out the question, and put the students in
pairs to nd 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 nd 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.

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)
Students Book pages 16 and 17
Present the active vocabulary needed for
each activity.
An online guide to healthy eating
places
(20 mins)
First, start by discussing with the students
questions related to the text about to be
read. Ask the students if they ever go to
local cafs or restaurants. If they do, which
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 dont
understand every word. While they are
reading, write the names of the four places
(Palace Caf, 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
they think is the healthiest, and why. Then,
as a class, rank the other menus in order of
how healthy they are.
16
An online guide to healthy eating places

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?
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.
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
The healthiest thing about Caf X is
I really like Caf X because
Its my favourite caf because
Making recommendations
Id recommend the pitta bread at
If you come here, you should try the
task
You are going to write an
online guide recommending
healthy eating places for
visitors to your town in
Kuwait.
Eliza Blues Restaurant
Shawarma House
Kuwait Bay Grill
Palace Caf
Eliza Blues Restaurant
is right in the city
centre, and overlooks
the sea. This family
business has a great
reputation and the
food is completely
organic. Its famous
for its enormous
fried breakfasts, but
if youre not very
hungry, you can just
relax with a coffee,
a fruit juice or a light
snack.
Shawarma House is
close to the market.
Their speciality is
bread with shawarma
which you can ll up
with your choice of
chicken or meat. They
do not sell anything
else here, and its
always crammed,
especially at lunchtime.
Palace Caf is famous for its home-made
tomato soup. You can also get nice rolls
with goats cheese and the salad bar is
excellent. If you have dinner here, try their
lamb kebabs. Atmospheric setting, near to
the park. Its surprisingly cheap, too.
Kuwait Bay Grill is by the sea. It is my
favourite eatery, rst of all because the
food is delicious. Secondly, because it is
very fresh and healthy. Try their grilled
sh or steamed vegetables. Even the
inside looks like somewhere in nature
there are lots of plants. Its very calming!
Students Book page
Unit 1 We are what we eat
Students Book page
39
Tell the students to write the three headings in their
notebooks and to use a spider diagram to write down
their ideas.
(10-15 mins)
a Ask the students to look at the Useful Language box.
Then ask them to write one or two sentences about
each of their chosen places, using the ideas in their
notes and the Useful Language box. Go round and
make suggestions where necessary.
b Tell the students to check their sentences carefully
and to add more details if necessary. Go round the
class and make further corrections if required. Then
ask them to write a second draft of their guides.
Tell the students to exchange guides with a partner, if
possible somebody different than usual. Encourage
them to discuss each others guides.
Giving a short talk
(5 mins)
Ask students to study the menu. Check they know
all the vocabulary, then put them in pairs to tell
each other what they would choose. Go round as a
waiter / waitress and take their orders!
17
Unit 1 We are what we eat
Giving a short talk
a As you read this notice from a Kuwaiti magazine, make
brief notes under these headings:
The pros and cons of a vegetarian menu
Interesting ways to advertise your meal
Interesting ideas for healthy and vegetarian fast
food
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.
Continue planning your talk in groups of three.
a Each of you should prepare one topic vegetarianism,
advertising and fast food. Prepare a talk on your topic
lasting one minute. Use the ideas you have discussed
and the expressions from the Useful Language box.
b Now give your talk to your own group rst.
USEFUL LANGUAGE
Introducing oneself
Good morning / afternoon. My name is ..., this is
... and were here to talk about ...
Expressing personal opinions
In my opinion, the menu should include
I think the food should be high in protein.
I (really) dont think the packaging should be too
dark
Expressing uncertainty
Im not sure about the amount of fat.
Maybe there should be special menus for
vegetarians.
Its difcult to say how much the advertising will
cost.
Asking questions to an audience
Are there any questions?
Please ask any questions youd like to.
Heres what we have in mind
Following a vegetarian lifestyle
irresponsibly can lead to malnutrition and health problems. Many
vegetarians lack the RDA of iron, proteins, calcium and vitamin B12.
Were looking for wholesome and original ideas.
You probably already eat a lot of vegetarian food. Vegetable soups
and salads are an important part of any diet.
We want a menu that appeals to everyone: from non-vegetarians
to health food fanatics!
Record your ideas on video, CD or audio tape and send them to us at
PO Box 1330.
Were adding a brand new vegetarian
menu to our restaurant and we need
your ideas now!!!
ords to remember W
appeal to, atmospheric,
crammed, eatery,
fanatic, irresponsibly,
malnutrition, salad bar,
speciality, vegetarian,
wholesome
Sandwiches
Chicken, egg, lettuce
tomato
Falafel, tahini and
lettuce
Cheese and tomato

Desserts
Chocolate mousse
Fresh pineapple
with honey
Ice cream
MENU
Students Book page
a (5-10 mins)
Read out the notice and check that students know all
the vocabulary.
Point students attention to the three headings, and
ask for a few suggestions for each one. Encourage brief
discussions (e.g. can a vegetarian menu appeal to non-
vegetarians...?). Allow time for them to read the notice
again, then tell them to note down their ideas, using the
three headings.
b (10 mins)
Put the students in groups of three and tell them to
explain their ideas about pros and cons, advertising and
fast food.
(20 mins)
a Tell the students to decide who will talk about pros
and cons, advertising and fast food respectively.
Tell the students that each persons talk should
last about one minute, and allow time for them to
plan what to say. Remind them to look at the Useful
Language box before they start. While they are
working, go around and offer suggestions where
needed.
b Tell the groups to listen to each others talks
(one person in each group should time them) and
encourage them to make constructive comments.
Put the groups together to make groups of six. Tell
the students to give their talks again, to the wider
audience.
Finally, ask two or three students to recommend
a fellow students talk and ask those students to
give their talks to the class.
Lesson 9
Workbook pages 8 9, Writing
Workbook answer key see page 140
Objectives
Skills At the end of the lesson,
students should be able to:
Reading read a website about
healthy eating and Islam
Writing write headings
write an article
Unit 2 Respecting cultures
40
MODULE 1: Culture

Lessons 1 and 2
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read a leaet
read an article about the Culture of Peace
Speaking discuss mentoring
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)
Students Book pages 18 and 19
Present the active vocabulary needed for each activity.

(about 10 mins)
Ask students to read the leaet. Ask them
what the benets of mentoring might be.
Ask students if they have ever been
involved in mentoring or voluntary work.
(10-15 mins)
a, b and c. Ask the students to read the
leaet 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
(see below). Then ask different students to
report their ideas back to the class.
How important are these?
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).
(20 mins)
Tell the students to read the text and the factle on
page 19 and check their answers to the previous
questions. Invite the students to ask about any
difcult vocabulary. This may include: interfaith,
delegate, exemplar.
Grammar
Present perfect; prepositions [on, amongst, in, for, of, with, at, by]
Unit 2 Respecting cultures
18
MODULE 1: Culture
Mentoring matters
As a mentor, you will have the opportunity to:
mentor selected pupils from schools, hospitals and nursing
homes in your area;
collaborate on creative projects and learn new skills;
encourage individual aspirations for education and
employment;
break down barriers in your community.
Mentoring opened many doors for me. It made me realise the
different ways I could make use of my time and how fun it is to
work with others.
We are looking for successful professionals and
students to join our exciting initiative throughout
Kuwait.
Look at the leaet above and discuss these questions.
a Why are they looking for successful professionals and students?
b Who can benet 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 Factle and the
headings of the article on page 19. Dont 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 Factle. 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 Factle on page 19 and check your answers to question 2.
5
10
Students Book page
Unit 2 Respecting cultures
41
(expressing personal opinions)
(20 mins)
Read out the introductory sentence, then put the
students in pairs to consider questions a and b. Go
round and offer suggestions where needed.
Invite students to share their ideas with the class.
Lesson 3
Workbook pages 10 - 11, Reading
Workbook answer key - see pages 140 - 141

(10 mins)
Ask the students to read the article for a second
time, then put them in pairs to decide whether
sentences ad are true or false. Go round and
listen to them talking, offering help where needed.
Have students justify their answers.
Read out each sentence and check their answers.
(10-15 mins)
Read out the rst sentence. Ask the students to
nd the relevant sentence in the article and then
tell you what the missing word is (humanity). Tell
them to complete the sentences with words from
the article.
Put them in pairs to check each others answers.
19
Unit 2 Respecting cultures
Read the article again. Are these statements True (T) or False (F)? Justify your answer.
a The meetings 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
of moderation and understanding.
c Over 70 countries sent to the meeting.
d It is important to the followers of other .
(expressing personal opinions)
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?
The UN was
ofcially founded on
24th October, 1945.
At the time it
consisted of 51
member states.
Currently the UN
has 192 member
states.
The UN meets
to discuss
disagreements and
to agree on rules and
laws through which
countries can work
together and live
harmoniously.
The meeting for the
Culture of Peace was
held in New York on
the 12th and 13th of
November, 2008.
More than 70
heads of state
attended the
meeting.
Culture of Peace
On the 12th November 2008, world
leaders met in New York for a
UN General Assembly meeting on
the Culture of Peace. This meeting
emphasised the need for everyone to
respect different cultures, religions and
races. It also sought to emphasise our
common humanity and shared moral
values.
The participants of the meeting have
called for the promotion of a culture of
tolerance and mutual understanding.
They have suggested that the best
way this can be achieved is through
international, intellectual and interfaith
dialogue.
Kuwaits Role in the Conference
Kuwait was one of over 70 member
countries that sent delegates to the
conference. His Highness the Amir
of Kuwait Sheikh Sabah Al-Ahmad
Al-Jaber Al-Sabah addressed the
conference in a speech emphasising
the importance of dialogue between
different cultures. He called on leaders
of all countries and creeds to engage
in peaceful dialogue. By the end of
the conference, he had also met with
numerous world leaders in private
meetings.
What has Kuwait done to further the
Culture of Peace?
Kuwait has been a key innovator in
furthering the Culture of Peace. Kuwait
has organised conferences in London
and Washington to promote mutual
understanding and respect. Within
Kuwait, the government has arranged
seminars and programmes to raise
awareness and promote respect and
understanding amongst Kuwaiti citizens.
Kuwait has also sponsored many
regional and international conferences
about religious tolerance among
peoples and respect for the followers of
other religions.
With all of these activities, Kuwait is
an exemplar of the kind of tolerance,
dignity and respect that all people
should aspire to in the hope of making
the modern world a better place. As
Ban Ki-moon, the Secretary-General
of the UN has said, One of the great
challenges of our time must now surely
be to ensure that our rich cultural
diversity makes us more secure not
less.
ords to remember W
aspiration, creed,
delegate, diversity,
initiative, interfaith,
mentor, seminar,
tolerance
5
10
15
20
25
30
35
40
45
Students Book page
Objectives
Skills At the end of the lesson,
students should be able to:
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)
42
Then write a sentence of your own on the board (e.g.
Ive been to the Grand Mosque.)
c Now, have students use the same structure in
dialogue with each other.

Prepositions [on, amongst, in, for, of, with, at,

by]
(15 mins)
a Ask the students to complete the summary of the
article on page 19 with the appropriate preposition.
After they have completed the task, they may refer back
to the article to check their answers, if appropriate.
b Tell students that each preposition has a certain
function in the sentence. Ask them to tell you the
meaning of the prepositions used in question a.
Quote
Ask students what they know about T.S. Eliot.
Have they read any of his poems? Did they like
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?
Background: T.S. Eliot (1888-1965) was a poet,
dramatist and literary critic. In 1948 he won the
Nobel Prize for Literature.

Lessons 4 and 5
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read speech bubbles
Speaking talk about interesting experiences
Writing write about interesting or unusual
experiences
Grammar use present perfect
use prepositions [on, amongst, in, for, of, with, by]
Topic Interesting experiences
Functions describe past experiences
Vocabulary calligraphy (N), consistently (Adv),
diverse (Adj), inspirational (Adj),
master (V), richly (Adv)
Pronunciation listen for stress
Students Book pages 20 and 21
Present the active vocabulary needed for each activity.

Present perfect
(10-15 mins)
Tell the students that they are going to look at four
sentences taken from the article on page 19.
a Ask them to read all four sentences, then
put them in pairs to nd the difference
between the sentences (sentence 1 describes
what happened and when it happened, while
sentences 2-4 only describe what happened.)
b Ask students to write their own sentences,
then to share them with the class.
(10 mins)
Read out the paragraph. Then ask the
class question a (...which has run for over
30 years) and question b
(...since at least the 7th century).
On the board, write two headings: for and
since. Invite the class to suggest words or
phrases that could follow each word. Ask
different students to write correct suggestions
on the board under the appropriate heading.
for since
a long time
a minute
three years
a century
two weeks
my whole life
a day
yesterday
3 oclock
my birthday
he was born
last Friday
this morning
lunchtime
(about 20 mins)
a Ask the students to think for a few minutes
about two or three special experiences that
they have had related to Islamic culture. Tell
them to read through the list of suggestions.
b Ask the students to write sentences about
the experiences they have chosen, using the
present perfect as in the examples. Go round
and offer help where needed.
20

Present perfect Grammar reference pages 125126
Look at sentences 14 from the article on page 19.
a What is the difference between sentence 1 and sentences 2-4?
1 On the 12th November 2008, world leaders met in New York.
2 They have suggested that the best way this can be achieved is through dialogue.
3 Kuwait has organised conferences in London and Washington.
4 Kuwait has also sponsored many regional and international conferences.
b Write two sentences telling only that something happened and two sentences telling
that something happened and when it happened.
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
artists throughout the world and has been consistently produced since at least the 7th century.
You can nd out more information about Islamic art this week at the Kuwait Book Fair, which
has run for over 30 years.
a Which sentence in this paragraph introduces a length of time?
b Which sentence introduces a particular time?
a Think about any interesting experiences you have
had related to Islamic culture. For example:
a famous mosque you have visited or seen
different kinds of food you have eaten during
Ramadan
experiences of Islamic culture in other countries
difcult skills you have mastered
b Write sentences like this:
Ive seen a rare copy of the Holy Quran.
Ive visited the largest mosque in Europe.
c Now use them to make conversations with a
partner.
Prepositions [on, amongst, in, for, of, with, at, by] Grammar reference page 126
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
(5) Peace. Kuwait took part (6) the meeting.
(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
leaders in order (9) raise awareness of respect and understanding
(10) Kuwaiti citizens.
b What difference in meaning does each preposition have?
Quote
Great art can communicate before it is understood.
T.S. Eliot
Students Book page
Unit 2 Respecting cultures
43
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 someones behaviour). Read out
the rst 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
students to repeat the sentences, stressing the
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
Lesson 6
Workbook pages 12 13, Language
practice
Workbook answer key see page 141
Objectives
Skills At the end of the lesson,
students should be able
to:
Grammar use present perfect: for /
since
use prepositions
Functions use expressions
of gratitude /
congratulations /
greetings / wishes
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 trafc 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 rst 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).
21
Unit 2 Respecting cultures
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 peoples words with the correct form of hear or listen (to).
Complete these sentences with the correct form of look at, watch or see.
a those people over there. What are they doing?
b I cant very well without my glasses.
c The police a house in our street. They think
criminals are using it.
d If you my brother, tell him Ill phone him
tomorrow.
e You shouldnt the sun. It can damage your
eyes.
Complete these sentences with the correct form of say, tell or speak.
a Waleed: What did Bader ?
Ahmed: He hes learning to English.
b Waleed: She she used to live in Kuwait City. Is that true?
Ahmed: Yes, of course. She never lies.
c Waleed: Hello. This is Waleed. Can I to Omar, please?
Ahmed: Im sorry, hes out. Ill him you phoned.
d Waleed: Can you that again, please? I couldnt hear you.
Ahmed: The problem is, everyone in the room at the same time.

(2.1) Listen and repeat these sentences. Stress the underlined word.
a That was a good lm. c The story was excellent.
b That was a good lm! d The story was excellent!
(2.2) Now listen and repeat these sentences.
Turn the TV down.
I cant you
very well.
Are you
me? Did you
what I
said?
I always
the 9
oclock news.
! Did
you
that strange
noise?
I love
music when Im
travelling.
ords to remember W
calligraphy, consistently,
diverse, inspirational,
master, richly
Students Book page
44
Put the students in pairs to compare their answers,
then play it again to check. Ask them to read
questions d and e, then play the third interview.
Again, tell them to compare their answers, then
play it again to check.
Listening script 2.3 see page 132
Ask students to work in pairs to discuss the
two questions. Go round and offer help where
necessary. Invite volunteers to share their ideas
with the whole class.
(20 mins)
Put the students in pairs. Tell them they are going
to conduct their own surveys on the topic of
respect.
a Tell them to think of the questions they want
to ask (at least three) and to write them down,
leaving space to record peoples answers.
b Ask them to look at the Useful Language box and
then practise asking and answering their questions.
c Put pairs together and tell them to take turns to
interview each other and write notes.

Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read book reviews
Listening listen to a survey
Speaking conduct a survey
Writing write survey questions
write an informal book review
Topic Survey and review
Functions conduct a survey
interview
start a conversation
ask permission to ask questions
agree
thank
respond to thanks
plan
express personal opinions
make recommendations
Vocabulary account (N), conduct (V), cover (V),
gure (N), ground-breaking (Adj),
high-ranking (Adj), pilgrimage (N),
relevant (Adj), review (N)
Students Book pages 22 and 23
Present the active vocabulary needed for
each activity. each activ
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
rst interview again. Ask for the answer
(Ahmed thinks we should conduct ourselves with
respect) then tell the students they are
going to hear the same interviewer
speaking to a different person. Ask them
to read questions b and c, then play the
second interview.
22
Conducting a survey

(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 interviewers 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.
USEFUL LANGUAGE
Starting a conversation
Hello. / Good morning. / Excuse me.
Asking permission to ask questions
Could I ask you a few questions?
Is it okay if I ask you a few questions?
Would you mind if I
Agreeing to answer questions
Yes, thats ne. / Yes, sure. / Yes, okay.
Thanking
I appreciate it.
Im grateful.
Thanks for your time.
Responding to thanks
Thats all right.
Youre welcome.
Thats okay.
Students Book page
Unit 2 Respecting cultures
45
d Tell the students to nd another student on the
other side of the class and take turns to ask and
answer their questions (noting their answers).
When they have nished, 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. results
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 nished reading, invite them to ask
about any unknown words.
Ask the students to read the rst text again. Then
put them in pairs or small groups to discuss
questions a and b (about the rst text only).
While they are talking, go round and listen, giving
prompts if necessary.
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 nd
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 rst,
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 rst 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 students
review. They should check that the review
contains both facts and opinions, and
encourage them to ask each other further
questions if necessary.
Lesson 9
Workbook pages 14 15, Writing
Workbook answer key see pages 141 -
142
23
Unit 2 Respecting cultures
A review
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?
Find three facts and three opinions in each of the reviews.

a Choose which book to review. Why do you respect it?
b Use a mind map to make a list of important facts.
c Make a note of your opinions. Use another mind map
of adjectives and expressions you might use.
a Write a general review in about 150-170 words. Use your notes from exercise 4 and
the Useful Language box.
b Check your spelling, grammar, punctuation and style.
c Exchange reviews with another student. Does your partners review give you enough
information? If not, ask him / her questions.
USEFUL LANGUAGE
Expressing personal opinions
This is a book that everyone will enjoy.
It is a fascinating book.
It is well-written / organised.
Making recommendations
If you get the chance, read ...
This is an excellent account of ...
You will learn a lot from it.
task
You are going to write a review of a
book you have read.
Ibn Khaldun The Muqaddimah is one of the most important historical works ever
written. Ibn Khaldun, the author, was born in Tunis in 1332 CE and was a
high-ranking political gure. 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
wo worl rld! d!
Ibn Battutas 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 Battutas
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. lifetime of travelling.

Ibn Khaldun
ords to remember W
account, conduct,
cover, gure,
ground-breaking,
high-ranking, pilgrimage,
relevant, review
Students Book page
Objectives
Skills At the end of the lesson,
students should be able
to:
Reading read a book review
Writing write lists
write a fact and opinion
composition
Functions report facts
express opinions
Unit 3 Inspiring architecture
46
MODULE 1: Culture

Lessons 1 and 2
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read a description of a building
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)
Students Book pages 24 and 25
Present the active vocabulary needed for
each activity.
(10 mins)
If you have some pictures of famous
buildings, show them to the class. If you
dont have any, ask the students to suggest
the names of famous buildings around the
world. Write the names and locations of the
buildings on the board (e.g. The Bank of China
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?
Is it a museum? Is it big?). Put the students
in small groups to take turns to choose a
building while the others try to guess it in the
same way.
(15 mins)
Ask the students to look at the pictures.
Ask Have you ever been to any of these places? If
anyone answers yes, prompt other students
to ask more questions (e.g. When did you go
there? Who did you go with? etc.).
Then, put them in pairs to ll in the table.
Ask students if they know anything about the
National Assembly Building.
The Guggenheim /gugnheIm/ Museum
The Petronas /petrns/ Towers
(15 mins)
Point students attention to the Factle on page
25. Allow time for students to read it. Put them in
pairs to answer questions a and b. Invite volunteers
to share their answers with the rest of the class.
G
u
e
ss
!

Grammar
Comparatives and superlatives;
compound adjectives
Unit 3 Inspiring architecture
24
MODULE 1: Culture
G
u
ess
!
G
uu
sssss
!
Guess the photo and ll in the table with information about each famous modern building.
Photo Country Use
The Kingdom Centre
National Assembly Building
The Guggenheim Museum
The Petronas Towers
The Sydney Opera House
The Rose Tower
Read the Factle on page 25.
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 factle
for it.

(3.1) Listen and read the description on page 25.
a Which building is the person describing?
b Fill in the gaps with the correct adjective as you listen to the text.
d
a
e
b
c
f
Students Book page
Unit 3 Inspiring architecture
47
b Put the students in pairs. Ask them to discuss their
opinions on missing information in the text. What else
would they like to know?
Listening script 3.1 see pages 132 133
(5-10 mins)
Put students in pairs to decide whether the statement
are true or false. Ask them to justify their answers. Go
round and offer help where necessary. Check answers as
a class.
(describing; expressing likes and
dislikes; giving reasons)
(about 20 mins)
a Ask the students to look at the photographs again,
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
different students to complete them with their own
ideas.
Lesson 3
Workbook pages 16 - 17, Reading
Workbook answer key - see page 142
(3.1) (20 mins)
Tell the students they are going to quickly read a
description written by a tourist visiting a world
famous piece of architecture.
a Have students decide which piece of architecture
is being described, then compare their answers
with a partner. Invite students to check if their
ideas match any of the pictures on page 24.
b Tell the students they are now going to listen
to the complete description of the world famous
piece of architecture. They should listen to the
accompanying recording and ll in the gaps in the
text with the correct adjectives.
Listening script 3.1 see pages 132 133

(3.1) (15 mins)
a Tell the students that they are going to listen to
the recording again. Have them read the questions
and ask them to make notes while the CD plays.
Unit 3 Inspiring architecture
25
(3.1) Listen again and answer these questions.
a Make quick notes on the following.
1 How the building was constructed
2 Opinions about the building
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 isnt 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 Id 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?
1 million white tiles
10,000 or more organ pipes
2679 concert hall seats
645 kilometres of electrical cable
588 concrete pillars
183 metres long
A Celebrated Construction ...
Its denitely worth going to see this renowned piece of
(1) architecture. I went last year and its
absolutely (2) 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 its (3) to see why
it was made a UNESCO World Heritage Site in 2007. When I rst saw it, I thought the
geometric structure evoked the style of a ship. Thats because of the (4)
framework of concrete shells that are formed from different sections of a sphere. Its so
(5) 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
(6) . The venue interior is slightly (7) now: thats because
its over thirty years old. There are ve main performance venues: the Concert Hall, the
Opera Theatre, the Drama Theatre, the Playhouse and the Studio. The (8)
venue has 2679 seats, whilst the (9) has a maximum capacity of 400
people. Theres also a forecourt, which is sometimes used for open-air concerts. Going
to a performance in any of the venues is (10) , and its very difcult to get
tickets, but you can walk around some areas for free.
ords to remember W
concrete, design, drill,
evoke, expressionist,
forecourt, foundation,
framework, geometric,
renowned, slightly, studio,
venue
5
10
15
Students Book page
Objectives
Skills At the end of the lesson,
students should be able
to:
Reading read a text about 360
o
Kuwait
read a floor plan
Topic 360
o
Kuwait
Vocabulary boutique (N), brand (N),
edutainment (N),
gourmand (N),
mainstream (Adj),
state-of-the-art (Adj)
48
b Tell the students to read the examples and then,
with their partners, to write sentences comparing
the buildings, using the adjectives listed in question
a. Remind them to use both comparative and
superlative forms. Go round checking their work
and making suggestions where necessary. Invite
different students to share their sentences with the
class.

Compound adjectives
(10 mins)
Point students attention to the example, and then
ask them to write similar phrases using the cues
given. Go round checking their work and making
suggestions where necessary. Invite different
students to share their phrases with the class.
Buildings in Kuwait
(10 mins)
a Put the students in pairs to match the buildings
with the words in the box. Then put pairs together
to compare answers.

Lessons 4 and 5
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read a description of a building
Speaking talk about different buildings
describe a fantasy house or at in Kuwait
Writing write phrases and sentences of
comparison
Grammar use comparatives and superlatives
use compound adjectives
Topic Buildings in Kuwait
Functions make comparisons
express likes and dislikes
Vocabulary chic (Adj), governmental (Adj),
modernistic (Adj), public (Adj),
residential (Adj), spacious (Adj),
state (Adj), sturdy (Adj), substantial (Adj)
Pronunciation listen for stress
Students Book pages 26 and 27
Present the active vocabulary needed for each activity.

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 ve adjectives in the appropriate
places, according to how they are spelled.
One has already been completed as an
example. Put them in pairs to compare
their answers.
Then check their answers, and their
reasons. Have students write the
comparative and superlative forms of the
two irregular adjectives (good, better, the
best; bad, worse, the worst).
(15-20 mins)
Ask the students to look at the pictures
and suggest some adjectives to describe
each of the buildings.
Tell them they are going to make sentences
comparing them.
a Call out the rst word (spacious) and ask
the students to nd its opposite in the other
list (tiny). Then allow a few minutes for the
students to complete the task on their own.
Put them in pairs to check each others
answers.
26
Note

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 nance in the Gulf
region. It is a tall, modernistic building situated in a busy part of Kuwait City. The
main trading oor is substantial, and the big ofces are very spacious.

-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
short tall shorter taller the shortest the
tallest
thin thinner the thinnest
heavy heavier the heaviest
luxurious more luxurious the most
luxurious
ne ner the nest
What are the comparative and superlative forms of the irregular
adjectives good and bad?
You are going to compare the buildings on the right.
a First match adjectives 16 with the opposite adjectives af. You
may use the dictionary or the glossary at the end of the book.
1 spacious a modern / chic
2 affordable b weak
3 cosy c well-lit
4 dark d tiny
5 traditional e costly
6 sturdy f uncomfortable
b Now write sentences comparing the buildings using some of these
adjectives.
The at is more modern than the hut.
The villa is the most modern building.
Compound adjectives Grammar reference page 127
Look at this compound adjective and its meaning.
Its a seven-star hotel = Its a hotel with seven stars.
Now rewrite these phrases using compound adjectives:
a a journey of 20 kilometres
b a meal with three courses
c a block of 44 storeys
KWD 152,000
KWD 570,000
KWD 36,000
KWD 27,000
Students Book page
49
Unit 3 Inspiring architecture
tell them to explain their ideas to each other. Ask each
group to decide which pair has the most interesting
ideas, and then invite those students to present their
ideas to the class.
(20 mins)
(3.2) Play recording 3.2 once. 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 part in these words.
Listening script 3.2 see page 133
(3.3) Play recording 3.3, pausing for the students to
repeat each sentence.
Listening script 3.3 see page 133
Lesson 6
Workbook pages 18 19, Language
practice
Workbook answer key see page 142
b Read out the rst question and invite one or
two students to tell you their answers, and ask
them why. Tell the students your own answer, and
discuss whether it matches their answers or not.
Then, tell the students to discuss the three
questions with their partners, and then discuss
their answers as a class.
c Ask the students to work in pairs and try to
identify the correct parts of the hotel. Suggest
relevant vocabulary (entrance, steps, ground oor, roof
, balcony, swimming pool, garden, fountain, rst oor).
Then put pairs together to compare answers.

(15-20 mins)
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
Unit 3 Inspiring architecture
27
Buildings in Kuwait
a Use words from the box to describe the pictures.
residential commercial cultural governmental public state
private trade educational
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:
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 condential
b commercial d environmental f residential
(3.3) Now listen and repeat the words in sentences.
ords to remember W
chic, governmental,
modernistic, public,
residential, spacious,
state, sturdy, substantial
a
b
c d
Students Book page
Objectives
Skills At the end of the lesson,
students should be able
to:
Grammar use comparatives and
superlatives
50
(3.4) (510 mins)
Play the recording again. Have the students
compare the language that each speaker uses.
Listening script 3.4 see page 133
(20 mins)
Tell the students that they are going to perform
a role-play. Ask them to look at the Useful Language
box, then put them in groups of three. Tell them to
imagine that they are students in the area near Al
Wafra who have met to discuss the three points.
a Tell them to choose one person in each group
to note down the main points of the discussion,
then allow time for them to discuss their ideas. Go
round and listen to the groups. Prompt them to
use the language in the Useful Language box when
appropriate.
b Tell the groups to choose one person to present
one of the points listed in question a, then EITHER
put groups together to present ideas to each other
OR have each group present their ideas to the
class.

Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read a formal report
Listening listen to a conversation
Speaking discuss plans for a new airport
present ideas and suggestions
Writing write a formal report
Topic A new airport
Functions express likes and dislikes
make suggestions
agree / disagree with a suggestion
state ones purpose
give reasons
Vocabulary advocate (V), apprehensive (Adj),
benet (V), council (N), detrimental (Adj),
inux (N), objective (N), protable (Adj),
voice (V)
Students Book pages 28 and 29
Present the active vocabulary needed for each activity.
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
question 1 (Theyre planning to build a new
airport through the area.) and question 2
(500 metres from the area; the other side of the
oileld). Play the recording once more to
check.
Listening script 3.4 see page 133
28
Discussing plans for a new airport

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.
USEFUL LANGUAGE
Making suggestions
They could
Do you think it would be
a good idea to ?
What about ?
I / We suggest that ...
I / We recommend that ...
Agreeing with a suggestion
Thats a good idea. / That sounds
good. / Why not? / Brilliant idea! /
I agree.
Disagreeing with a suggestion
No, I dont think so.
Im not so sure.
I dont think thats a very good
idea.
Im not really keen on that idea.
Quote He is happiest, be he king or peasant, who nds peace at home.
Johann Wolfgang Von Goethe
Students Book page
51
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
ideas.
Quote
Ask students what they know about Johann Wolfgang
Von Goethe. Have they read any of his works? Read
the quote aloud to the class and ask what Goethe
meant. Do they agree? Ask them to justify their
answers.
Background: Goethe (1749-1832) was a German
who worked in a huge range of areas, including
poetry, drama, literature, science and painting.
He was considered one of the greatest thinkers
of his time, and had a huge inuence on German
philosophy.
A formal report
Remind students about the previous lessons role-play
discussions. Tell them that they are going to write
a formal report about the new airport, and that,
as before, they are to imagine that they live in the
affected town.
Ask them to imagine the location with airport
buildings and a large runway.
Unit 3 Inspiring architecture
29
A formal report

This is a report by a group of local business people who want the airport to be located in
Al Wafra, near the town.
a As you read the report, match these headings with the appropriate sections of the report.
Conclusion / recommendations The reason for writing
The benets The worries of a minority
To The Ministry of Transport
From The Al Wafra Council
Subject The proposed new airport
1
The objective of this report is to comment on the eect that the new airport
development will have on Al Wafra.
2
The majority of the council believe that the new airport is a protable idea. They think
it will create a valuable commuter link to other Gulf countries and strengthen the
economic growth of Al Wafra. This will benet all the inhabitants. In addition to this,
people will be able to commute to Kuwait City in 10 minutes by helicopter. Currently
this journey takes one hour by car.
3
A small group of people in the area are apprehensive about the eect the airport will
have on their lives. In particular, they think the school will be badly aected. Some
of the senior citizens have also voiced the concern that the airport will bring an
unwelcome inux of trac to the region.
4
This group welcomes the building of the new airport and looks forward to the benets
it will generate. However, we realise that the noise from the runway may have a
detrimental eect on the local school. For this reason, we advocate that a new school be
built in another location.
b Work in pairs. Look at the report again. What can you say about:
its appearance? the language: verb forms, etc.?
the beginning and the ending?
Now plan a report to the Ministry of Transport, giving your
groups opinions.
Decide what your section headings will be.
Think about the ideas your group previously discussed.
a Write your report in about 150-170 words, using your plan and the business report.
b Check spelling, grammar and punctuation carefully.
USEFUL LANGUAGE
Stating ones purpose
The purpose of this report is ...
This report will consider ...
Giving reasons
For this / these reason(s)
Because of this,
task
You are going to write a formal report to send to the city
council about building a new airport near to your town.
ords to remember W
advocate, apprehensive,
benet, council,
detrimental, inux,
objective, protable, voice
Students Book page
(about 15 mins)
Tell the students that they are rst going to read a
report written by a group of local businessmen, who are
in favour of the airport plans.
a Read out the four headings and check that students
know all the vocabulary. Ask them to read the report
and decide where the headings should go. While they are
reading, go round and answer any questions.
b Ask the students to read the three questions, then
put them in pairs to discuss their answers. Go round
making suggestions where necessary.
Invite different students to tell the class their ideas.
(15 mins)
Ask the students to return to the groups they were in for
the speaking activity in the previous lesson. Tell the note
takers to have their notes ready. Tell them to plan their
reports, using the ideas from their previous discussions.
Tell them to decide on the section headings for their
reports and then to note down the main ideas.
(20-25 mins)
a Ask students to read the Useful Language
box, then allow time for them to write their
reports, using their notes from exercise 2. Go
round while they are working and offer help
and suggestions where necessary.
b Tell them to check their spelling, grammar
and punctuation very carefully, then to read
another students report. Do they express the
same point of view?
Collect in the reports for correction then
you could ask students to produce
word- processed copies for a class display.
Lesson 9
Workbook pages 20 21, Writing
Workbook answer key see page 142

Objectives
Skills At the end of the lesson,
students should be able
to:
Reading read extracts from a report
Writing write a description of
local traffic
Functions describe
persuade
Preparation for the project
Tell the students they will be working on a
project called Planning a cultural holiday at the end
of the module. Ask them to work in pairs. They
should brainstorm what they think a cultural
holiday is and nd out about it. What are
popular locations? How do people spend their
time? Tell them to look in books, magazines, on
the Internet, etc. and to collect suitable pictures
which they would like to use. Ask them to bring
these pictures to the next lesson.
Focus on
52
Focus on
30
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
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 Gahah. 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 wearers desire.
The Igal
Igal is a doubled black cord that is used to secure the Ghutra in place. It is usually made from
tightly woven black goat-hair and sheeps wool.
The Gahah
The Gahah 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
Gahah 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.
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
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.
5
10
15
20
Students Book page
Students 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 nd
difcult.
Reading (20 mins)
Students read the text silently.
When they have nished, ask them some questions to
check their comprehension. For example:
1 How many items of clothing are
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.
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.
Project 1
53
Read
(15 mins)
Tell the students they are going to read a holiday
programme for tourists visiting Kerala in Southern
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
difcult words, which might include: sanctuaries, spices,
scenery.
Ask them if they have been to Kerala. If so, what did
they like best. If not, would they like to? Which day
would they enjoy most?
Discuss and decide
(20 mins)
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 benets 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.
Planning a cultural holiday
Students Book pages 31 and 32
Tell the class they are going to produce some
holiday programmes for tourists visiting their
country, and that the nal results will be used as a
classroom display.
Students can access these websites to obtain
more information:

www.keralatourism.org/kerala-glance.php
www.visit-kuwait.com
www.kuwaitiah.net/tourism.html
Project 1
31
Planning a cultural holiday
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?
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 lovers 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 ight
to your next destination.
task
You are going to work individually
and in groups to produce a holiday
programme for some visitors to a
place in Kuwait. The programme
will be used as a classroom display.
Students Book page
54
32
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 nal 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. Dont 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 others 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.
32
Try these websites for information:
www.keralatourism.org/kerala-glance.php
www.visit-kuwait.com
www.kuwaitiah.net/tourism.html
Students Book page
Module 1 Progress test
Workbook pages 22 27
Workbook answer key see pages 142 - 144
Extra listening page 137
Write the programme
(15-20 mins)
a Ask the groups to plan the outline for the
programmes 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
programmes. Tell them to read the ve
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.
Module 1
Students Book Answer key
55
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
sh protein, vitamin A, vitamin B, calcium,
unsaturated fat
cereal carbohydrate, bre
rice carbohydrate, bre
eggs protein, saturated fat
croissant carbohydrate, saturated fat
onion vitamin A
cheese calcium, protein, saturated fat, vitamin A
beans bre, iron, protein, sugars
yoghurt calcium, protein
bread carbohydrate, bre (if brown bread)
noodles carbohydrate, bre (if brown noodles)
Unit 1, page 13 exercise 4 b
(Students own answers)
Unit 1, page 13 exercise 4 c
The speaker mentions beans, sh and onions.
Unit 1, page 13, exercise 5
a They contain antioxidants.
b Soya beans.
c It depends on the type of sh 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 nished 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)
Unit 1, page 16, exercise 1 a
(Students own answers)
Unit 1, page 16, exercise 1 b (Suggested answers)
Palace Caf: 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
llings;
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 innitive 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
56
Unit 3, pages 24-25, exercise 3b
1 modern 2 impossible 3 easy 4 giant 5 large
6 smaller 7 old-fashioned 8 largest 9 smallest
10 expensive
Unit 3, page 25, exercise 5
a False. They are built by the same designer, but are
not similar.
b False This is the opinion of the speaker only.
c True. From the outside it might look huge, but
inside it seems much smaller.
d True. You can walk around some areas for free.
Unit 3, page 26, exercise 2
short: tall, taller, the tallest.
thin: big, bigger, the biggest.
heavy: busy, busier, the busiest.
luxurious: important, more important, the most important.
ne: large, larger, the largest.
Unit 3, page 26, exercise 3 a
1 d 2 e 3 f 4 c 5 a 6 b
Unit 3, page 26, exercise 3b
(Students own answers)
Unit 3, page 26, exercise 4
1 a 20-kilometre journey
2 a three-course meal
3 a 44-storey block.
Unit 3, page 27, exercise 1 a
a residential; private
b cultural; public; educational; state
c commercial; public; trade
d governmental; state; private
Unit 3, page 27, exercise 1b
(Students own answers)
Unit 3, page 27, exercise 1 c (Suggested answers)
entrance, ground oor, roof, balcony, swimming
pool, garden, fountain, rst oor
Unit 3, page 27, exercise 3
cultural governmental condential
commercial environmental residential
Unit 3, page 28, exercise 2
a building a new airport right through the area.
b the main runway 500 metres from the town; on the
other side of the oileld
Unit 3, page 28, exercise 3
Speaker 2 suggests that they build the airport on the
other side of the oileld. The other speaker replies
that it would be more expensive to do that.
Unit 3, page 29, exercise 1 a
1 The reason for writing 2 The benets
3 The worries of a minority 4 Conclusion /
recommendations
Unit 3, page 29, exercise 1 b (Suggested answers)
appearance: It is set out in a formal way (i.e.
typewritten, with a formal heading, and headings for
each paragraph)
language: The language is formal (i.e. There are no
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
Unit 2, page 21, exercise 3
a say / said / speak
b says / tells
c speak / tell
d say / is speaking
Unit 2, page 22, exercise 2
a Ahmed thinks we should always conduct ourselves with
respect.
b Because they say that respect doesnt mean as much as it
used to, while it means a lot to her and her friends.
c Considering strangers as neighbours and respecting
them even if they are different to her.
d Yes; because he thinks its important to learn from their
experience and wisdom.
e His family, education, history, people he doesnt know
and himself.
Unit 2, page 23, exercise 1
history the second one
travel writing the rst one
Unit 2, page 23, exercise 2 (First text)
a Its a very good review. b They thought it was fascinating;
They liked the descriptions; They thought it was very
memorable and an excellent account.
Unit 2, page 23, exercise 2 (Second text)
a Another very good review. b They liked the discussions
of serious ideas in a clear manner; They thought it was
well- organised, well-written; and something you learn from.
Unit 2, page 23, exercise 3 (Suggested answers)
Text 1
facts: a thirty-year journey; Ibn Battuta born in Tangier in
1304; left for Mecca at 20; travelled through 44 countries;
covered 75,000 miles
opinions: The book is fascinating; everyone will enjoy it; Ibn
Battuta has an amazing memory; an excellent account
Text 2
facts: Ibn Khaldun born in Tunis in 1332; political gure;
discussed several theories
opinions: one of the most important historical works ever
written; ground-breaking; not easy to read; well-written and
well-organised; it makes you think and changes your view of
the world
Unit 3, page 24, exercise 1
Kingdom Centre: c; KSA; Ofces
National Assembly Building: f; Kuwait; Parliament building
The Guggenheim Museum: e; Spain; Art museum
The Petronas Towers: a; Malaysia; Ofces
The Sydney Opera House: b; Australia; Opera house and
concert hall
The Rose Tower: d; Dubai; Hotel
Unit 3, page 24, exercise 2 a
The desciptions and the numbers refer to the materials and
measurements used in the design of the building that is
being described.
Unit 3, page 24, exercise 2 b
(Students own answers)
Unit 3, pages 24-25, exercise 3 a
The Sydney Opera House
Students Book page
57
Module 2 Free time
You will be able to:
Outcomes
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
ll out an application form
lk b h f li d
Project 2:
Planning a radio or TV programme.
Unit 6: Nature
Why is it important to protect wildlife?
Unit 4: Computer games
What might computer games be like in the future?
Focus on:
Kuwait: a shoppers paradise
Unit 5: Sports psychology
What do you know about the Paralympics?
33
Module 2 Free time
Students Book page
Students Book page 33
Opener (510 minutes)
Tell the students that this page shows them what they
will be doing in the second module. Ask them to read
the title (Free time) and to look at the pictures.
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).
Put the students in pairs and give them two minutes to note
down the names of as many parts of a computer or games
console as possible. Bring in some appropriate relia to inspire
the students ideas. Invite suggestions and write the correct
ones on the board.
Put students into small groups
to discuss the questions in the
Students Book and to note
down their ideas for each
one.
Invite different students to
share their ideas with the
class, giving their reasons
where possible.
Unit 4 Computer games
58
MODULE 2: Free time
Take a show of hands to nd out who likes
computer games and who dislikes computer
games. Then divide the class evenly into likes and
dislikes.You may have to overlook the students
own opinions to make the groups on even size.
Tell them to make notes for the debate. Go round
offering suggestions where necessary.
Ask a student to begin the debate by making one
point either for or against computer games. Then
say Yes, but and ask someone from the other side
to make a contrasting point. Continue like this,
or put the students into pairs (for and against) to
continue the debate.
(about 10 mins)
Read out the question, and ask the class to suggest
some vocabulary which they might need to discuss
their ideas. Write suggestions on the board (they
might include: technology, graphics, special effects,
sound effects, interactive, realistic...).

Lessons 1 and 2
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read an article about games in the future
Speaking talk about future games
talk about the effects of playing computer
games
Topic Fast forward to the future of games
Functions talk about the future
state advantages and disadvantages
express opinions (agreement/
disagreement)
Vocabulary anti-reective (Adj), Articial Intelligence
(AI) (N), compete (V), competitive (Adj),
console (N), convoluted (Adj), discourse
(N), employ (V), naturalistic (Adj),
perception (N), rival (Adj),
sensor (N), simulate (V),
speech recognition (N),
visual effects (N), wizard (N)
Students Book pages 34 and 35
Present the active vocabulary needed for
each activity.
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?
(15 mins)
Tell the students to read the question.
Then allow time for them to write their
answers to the appropriate two questions.
Put the students in pairs or small groups
and tell them to compare their answers.
(10-20 mins)
Put the students into different pairs or
groups.
Tell them they are going to take part
in a debate about the advantages and
disadvantages of computer games.
Grammar
The future tense / present continuous;
the more ... the more
Unit 4 Computer games
34
MODULE 2: Free time
Answer these questions about computer games.
Do you play computer games?
If your answer is Yes ... If your answer is No ...
1 How old were you when you played
your rst computer game?
2 How often do you play computer
games?
1 Why havent you played any computer
games?
2 Why do you think computer games are
so popular?
Compare your answers with a partner.
Discuss how you think computer games will change in the future.
You are going to read an article about future computer games. Before you read, match
words af with their meanings 16. You may use the dictionary or the glossary at the
end of the book.
a predict 1 artist who creates computer images
b enable 2 growth / expansion
c complex 3 living thing / animal
d animator 4 to make something possible
e creature 5 to say what you think will happen in the future
f increase (n.) 6 too difcult / complicated
Read the article on page 35 quickly and note how future computer games will be
different from the games we play now.
Students Book page
Unit 4 Computer games
Students Book page
59
(10-15 mins)
Tell the students that questions a-c only require
short answers. Ask them to read the article again
and note down their answers, then compare them
with a partners. If possible, have a set of dictionaries
for the students to consult, or have them use the
glossary at the end of the Students Book. Be ready to
explain difcult words, which may include: convoluted,
animators, visual, episode.
(10 mins)
Ask the students to quickly scan through the text and
look for hyphenated words used in gaming vocabulary.
(stating advantages and
disadvantages; expressing opinions)
(15 mins)
Put the students in pairs. Ask them to try to think
of arguments for both sides, and to note
down their main points. Go round and offer
suggestions where needed.
Invite students to share their ideas with the
class. Encourage suggestions for both sides of
the argument.
Finally, have another vote have any students
changed their minds?
Lesson 3
Workbook pages 28 29, Reading
Workbook answer key see page 144
Unit 4 Computer games
35

Read the article again and answer these questions.
a What will computer games be like in the future?
b Why do game characters have to become more intelligent?
c Why will game designers be working hard in the future?
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 reection of light
(stating advantages and disadvantages; expressing opinions)
What effects can playing computer games have on young people? Discuss good
and bad effects.
ords to remember W
anti-reective, Articial
Intelligence (AI), compete,
competitive, console,
convoluted, discourse,
employ, naturalistic,
perception, rival,
sensor, simulate, speech
recognition, visual effects,
wizard
Fast forward to the future of games
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
say, games will look much more realistic and computer-controlled characters will be
more naturalistic. This means that computer games players will undoubtedly spend
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
will denitely improve, but this may cause problems. Firstly, game studios will have
to employ hundreds of animators to simulate enough creatures to ll huge computer
worlds. Secondly, designers may spend too much time on visual effects and forget
about the quality of the games themselves.
One computer wizard said: When you move away from combat-based games,
character discourse will become much more important. We will have to develop
Articial 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
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 dont earn
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.
These constant changes make game technology a rapidly developing business. Rival
companies are just as competitive as their consumers. This competitive atmosphere
will always produce exciting new ways to play, and ensures future consoles wont fall
behind the times. Sonys latest hand-held console, the PSP, has recently been updated
with an anti-reective screen, as well as a built-in microphone for headset-free use.
And game designers will be working hard to compete with the success of the Nintendo
Wii, which has been ying off the shelves since its release. This is largely due to the
Wiis simple design and wand; a wireless controller that uses motion sensors to imitate
the movement of the player.
5
10
15
20
25
Students Book page
Objectives
Skills At the end of the lesson,
students should be able to:
Reading read a text about a new
way of playing computer
or video games
Writing write a summary
Topic Have fun and keep fit
Vocabulary idle (Adj), incredibly (Adv),
mundane (Adj),
out of shape (Exp)
Ask the students to discuss their ideas with their
partners. Then invite them to share their ideas with
the class.
(10 mins)
Tell the class they are going to read about
computer games in the future. Ask students to
remember their ideas from exercise 2.
Ask them to prepare for the text by looking at
words a-f and trying to match them with their
meanings. Allow a few minutes for this task, then
put them in pairs to compare answers.
(20 mins)
Read out the instruction, then allow time for the
students to read the text remind them not to
worry about every word they should just try
to answer the general question How will future
computer games be different? Put students in pairs
to identify the main ways in which future computer
games will be different. Then ask students to share
their suggestions with the class.
Students Book page
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 dont have to tell the truth!).
b Ask students to walk around the class asking the
same questions until they nd someone who is
doing the same thing. Then get students to write
sentences and to share their answers with the class.

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.

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
Grammar use the future tense/ present continuous
use the more... the more
Topic Computing
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
Students 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 + denitely,
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.
36

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.
Im buying a new computer game at the weekend. Its a new game, but it has already
had some great reviews. I can even play with a wireless keypad. Were nishing our old
game tomorrow after school. I wasnt the champion last time we played, but Im going
to win next time. Im going to beat the highest score. Its a driving game and the virtual
effects are brilliant the cars look really realistic. I prefer to play games with characters
and storylines, though. Im sure that soon computer characters will even simulate
conversations with each other. However, advances in technology mean new games
probably wont be as cheap as they are now. Im 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
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
denitely 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
your predictions: denitely / 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:
Im going to play football on Saturday. Im playing football on Saturday.
b Now nd other students who have the same plans or intentions as you.
Ask: What are you going to do at the weekend?
When you nd 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
PHOTOS
5
10
Students Book page
Unit 4 Computer games
Students Book page
61
(5-10 mins)
a Read out sentence 1 and ask students to look at
the verbs in the box. Ask them which one completes
sentence 1 (pay for). Point out that they might need
to change the form of the verbs, then allow time for
them to complete the sentences. Put them in pairs to
compare answers.
Tell the students to work with their partners to think of
more examples for each group. Go round and offer a
few suggestions if necessary.
b Put students in pairs to discuss questions 1-3. Then
ask different students to tell you their ideas.
(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
Lesson 6
Workbook pages 30 - 31, Language
practice
Workbook answer key see page 144
Computer-friendly
(5-10 mins)
Read out the following vocabulary for the students.
CD/DVD drive, control pad, power button, power /
hold button, screen, USB drive, volume control
a Ask the students to match the parts of the
console with the words in the box. Then put them
in pairs to check answers.
b Read out sentence 1, and ask the students to
complete it, choosing from the words in question
a. Then allow time for them to complete the
sentences. Put them in pairs to compare answers.
Unit 4 Computer games
37
Computer-friendly
Work in pairs.
a Find these console components in the picture:

power / hold button CD / DVD drive USB drive
control pad volume control
b Complete these sentences with words from the box above.
1 To turn on the console, press the .
2 To play a CD or a DVD, open the .
3 Push the lightly to adjust the sound level.
4 The can be used to transfer data.
5 Control the character on the screen by moving your thumb on the .
a Complete these sentences with the correct form of one of these verbs:
afford buy cost earn pay (for) save (up) spend (on)
1 I like the touchscreen on your new mobile phone. How
much did you it?
2 How much do you a week mobile
phone calls?
3 A: Laptops are quite cheap now. They dont
as much as they did a few years ago.
B: I know. I one for under KWD 270 last week.
4 Im for a wireless controller. Ill have enough money next month.
5 I have a part-time job in a shop in AlAhmadi, so I dont 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? Whats 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.
1
2
3
4
5
6
ords to remember W
analogue,
computer-friendly, drive,
hold button, touchscreen,
wireless
Students Book page
Objectives
Skills At the end of the lesson,
students should be able to:
Grammar use the future tense /
present continuous
use the more the more
62
Students Book page
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 doesnt
work properly). Repeat the procedure above.
e (4.5) (5 mins) Play the rst part of recording
4.5 (up to Good luck), then ask the students what
advice the assistant gave (Restart the computer. If this
doesnt 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?
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)
Students Book pages 38 and 39
Present the active vocabulary needed for each activity.
Giving advice
(4.3) (10 mins)
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 nd
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 ve 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
(the helpline assistants 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 doesnt 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.
38
Giving advice
(4.3) You are going to hear three callers phoning a
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 nd 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 dont 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 assistants 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
Hi. Im calling about
Hello. I hope you can help me.
I was (ing) when
Asking for advice
What do you think I should do?
What would you do if you were
me?
What would you do in my
position?
Giving advice and suggesting
solutions
(I think) you should
Why dont you ?
If I were you, Id
If I were in your position, Id
Have you tried ?
What about ?
Quote
Computers are magnicent tools for the realisation of our dreams,
but no machine can replace the human spark of spirit, compassion,
love and understanding.
Louis Gerstner
Students Book page
bbbbbbbbbbbbbbbbbbbbb
(t
eee
44444
Unit 4 Computer games
63
Students Book page
Quote
Ask students if they know anything about Louis
Gerstner. What might they expect him to think
about computers? Read the quote to the class. Ask
students why they think he might have said this.
Do we all rely on machines too much? Ask them to
justify their answer.
Background: Gerstner is credited with having saved
IBM from going out of business in the 1990s.
Game instructions
(10 mins)
Bring in some board games and show them to the
class. Also, ask the students to suggest the names
of some popular games in Kuwait and write them
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.
The winner is the person with the most money.)
Put the students in pairs. Tell them to choose
a game and give similar explanations to their
partners. Can their partners guess the game?
(10-15 mins)
Ask the students to look at the picture. Can they
tell you the name of the game? (Marble Madness
3D). Ask if anyone plays this game or knows it.
Unit 4 Computer games
39
Game instructions
As you read the instructions, answer these questions.
a What is the object of the game?
b How can the game be controlled?
c When does the game end in each mode?
Welcome to Marble Madness 3D!
Instructions
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.
3 Beware of edges and holes. Falling into space will cost you valuable
seconds.
4 Control the marble with the built-in motion sensor to obtain the classic marble
madness feeling. Alternatively you can use the joystick or keypad.
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
each level. After succeeding at all levels, you will earn a special bonus reward.

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.
Extras
Complete the game to earn the right to play an exclusive bonus level!
Work in pairs. Look at the game instructions again. What can you say about these
parts of the instructions?
a Appearance: headings, numbers, bullet points, etc.
b What kinds of verbs are used for the various types of instructions? Find the:
Imperative verbs hurry up
Innitive verbs to navigate
Future verbs will cost
c Vocabulary: Find the examples of game vocabulary.
Discuss and make notes in pairs.
a Decide on a simple game to write instructions for.
b Plan what the headings of each section will be.
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.
ords to remember W
arcade, bonus,
breathtaking, built-in,
caller, exclusive, helpline,
joystick, keypad, mode
task
You are going to write a list of instructions for
playing a game.

U i 4 C
Students Book page
Tell them they are going to read instructions for the
game; ask them to read questions a-c.
Allow time for them to read the instructions, then read
out the questions, inviting different students to give
their answers.
(10 mins)
Put the students in pairs. Tell them to read the
instructions again, then ask them to read the questions.
a Ask for their ideas (suggested answer: the instructions
are laid out in numbered steps, and additional information is
given under clear headings, with bullet points).
b Invite students to supply the answers.
c Ask the students to identify any special games
vocabulary (joystick; challenge; bonus).
(5-10 mins)
a Ask students to choose a simple paper and pen game
that doesnt need any special materials to play with, for
example noughts and crosses (drawing a line in a row
or column of X or O).
b Each pair of students should then plan how to write
the instructions for the game, for someone who has
never played it.
First ask them to think of appropriate section headings.
Then ask some students to read out their ideas and
write them on the board.
Suggested headings: Number of players;
Equipment; Object of the game; How to play
(10-15 mins)
a Now ask students to write their game
instructions using their headings.
b When they are ready, ask them to check
spelling, grammar and punctuation carefully.
c They should then exchange instructions with a
different partner to the one they worked with in
exercise 3, and check they can understand how
to play the game.
Lesson 9
Workbook pages 32 - 33, Writing
Workbook answer key see pages 144 -
145
Objectives
Skills At the end of the lesson,
students should be able to:
Reading read instructions
Grammar use sequence words
Writing write headings
write instructions
Functions talking about games
describe processes
Unit 5 Sports psychology
64
MODULE 2: Free time

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 ones 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)
Students 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
Birds 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 difcult
vocabulary. Then, tell them to take turns asking
each other the question. Then ask different
students to tell the class about their partners
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
ve 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 factle 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 Factle. 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 partners answers.
MODULE 2: Free time MODULE 2: Free ee t tim imeee
Grammar
Questions and imperatives; modal verbs
[can, could, should, would]
Unit 5 Sports psychology
40
MODULE 2: Free time
a Look at the picture. Can you guess the sporting event?
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 Paralympics matter
The Paralympics have come a long way
from their humble beginnings. Back in 1948,
the neurologist Sir Ludwig Guttman used
sport to rehabilitate his patients and began
organising competitions between them.
During the 1960 Olympic Games in Rome,
Guttman brought 400 wheelchair athletes
to the Olympic city to compete. The modern
Parallel Olympics (or Paralympics) were born.
Triumph over adversity
Now the Paralympics are the pinnacle of
competition for elite athletes with a disability
and challenge the accepted view of what
the human mind and body are capable of.
The paramount issue is getting people to
understand the high levels of performance
which the athletes are achieving. You can
watch athletes in wheelchairs complete
marathons in one hour and 20 minutes,
powerlifters lifting weights comparable to
their able-bodied counterparts and much
more besides.
Beijing Games 2008
In 2008, the thirteenth Paralympics took
place in Beijing, China. Athletes from 148
countries took part in 20 sports, including
equestrian and sailing events. Eight Kuwaiti
athletes attended, following their success at
the World Athletics Championship. The Kuwaiti
athletes drew press attention during the games
as they continued to observe the holy month of
Ramadan during the competition. Fasting trains
a person in the virtues of patience, sacrifice and
self-discipline important skills to any athlete.
Kuwaiti pioneers
Kuwait was the first country in the Gulf
region to develop a sport club specifically
for the disabled. Established in 1977, the
Kuwait Disabled Sports Club now has more
than 1,500 members. The track and field
stadium is equipped with a digital screen and
a physiotherapy section, and these are widely
known as the best facilities in the Middle East.
The club also contributes to the physical,
psychological and social rehabilitation of its
members. If Sir Ludwig Guttman could visit the
club today, he would surely be overwhelmed
by how his rehabilitation techniques have
become an international sporting phenomenon.

hy thhhe PPParalllympiiics matttter

Why the
Paralympics matter

5
10
15
20
25
30
35
40
45
Students Book page
Unit 5 Sports psychology
Students Book page
65
pausing after each section for them to record their
answers.
Put them in pairs or small groups to compare answers,
then play recording 5.2 again for them to check.
Listening script 5.2 see page 134
(5.3) (5 mins)
Tell the students they are going to practise saying dates
and numbers. Ask them to listen and repeat as you play
recording 5.3.
Listening script 5.3 see page 134
(5 mins)
Read out each of the phrases in turn, pausing for the
students to repeat the numbers or dates. Then put the
students in pairs to practise saying the numbers and
dates. Go round listening, and make corrections where
necessary.
(justifying your answer)
(15 mins)
Put the students in pairs or small groups. Ask half of
them to read and discuss question a, and the
other half question b. Go round and listen
to their discussions, offering prompts or
suggestions where necessary.
When they have nished, and if there is time,
ask them to discuss the other question too.
Finally, summarise the two discussions: ask
the students who discussed question a to raise
their hands if they enjoy watching big sporting
events. Which events are the most and the least
popular? Then ask the students who discussed
question b what the pressures are of being a
world champion. How many advantages and
disadvantages can they think of?
Lesson 3
Workbook pages 34 - 35, Reading
Workbook answer key see page 145
(20 mins)
Tell the students they are going to take part in a
sports quiz and that there are questions.
a (5.1) Ask them to look at the choice of three
answers for number one, then play the rst part of
recording 5.1 (up to C 1964). Allow time for the
students to choose their answer, then play the rest
of the recording, pausing after each question while
they decide on their answers.
Listening script 5.1 see pages 133 - 134
b Put the students in pairs to compare answers.
c (5.2) Play recording 5.2 while the students check
their answers.
Listening script 5.2 see page 134
(5.2) (10 mins)
Ask the students to read questions a-f, then play
recording 5.2 again. Allow about ve minutes for
them to note down some ideas, then play it again,
Unit 5 Sports psychology
41
Read the Factle on the right.
a What do the numbers suggest? Do you think there is any
purpose in highlighting them ?
b How do you expect the gures to change in the next Olympic
Games?
You are going to take part in a sports quiz.
a (5.1) Listen and choose the correct answer, A, B or C, for each
question.
1 A 1944 B 1953 C 1964
2 A Kuwait B Egypt C Algeria
3 A 2006 B 2007 C 2008
4 A Brazil B Germany C France
5 A Australia and B Norway and Sweden C Korea and
New Zealand Japan
6 A London B Paris C Athens
7 A about 150 B about 200 C about 250
b Compare answers with those of a partner.
c (5.2) Now listen to the answers to nd out your score.
(5.2) Listen again and answer questions af.
a In which city were the rst Pan Arab Games held in 1953?
b Approximately how many medals has Kuwait won in the Pan Arab Games?
c How many countries took part in the 2007 Pan Arab Games?
d Who did Brazil beat in the nal in Yokohama?
e When were the rst modern Olympic Games held?
f Exactly how many countries took part in the 2008 Olympic Games?
(5.3) Practise saying these dates and numbers, then listen and repeat the numbers you
hear.
35 venues thirty-ve venues
11,028 athletes eleven thousand and twenty-eight athletes
in 1953 in nineteen fty-three
in 2008 in two thousand and eight
Now say these dates and numbers with a partner.
a 28 sports e 21,500 journalists
b 76 students f 500,000 people
c 202 countries g in 1896
d 600 passengers h in 2007
(justifying your answer)
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?
Olympic Games Beijing
2008
28 sports
37 venues
43 new world records
11,028 athletes
100,000 volunteers
7 million spectators
4.7 billion TV viewers
c cccccccccc
a aaaaaaa
ords to remember W
able-bodied, adversity,
equestrian, neurologist,
observe, Paralympics,
phenomenon,
physiotherapy,
rehabilitation,
self-discipline, virtue
Students Book page
Objectives
Skills At the end of the lesson,
students should be able to:
Reading read a text about types of
racing
Topic Types of racing
Vocabulary interpersonal (Adj),
navigate (V), personal
trainer (N), stamina (N)
aaaaaaaaaaa
an
c
tth ttttttt
66
Students Book page
(15 mins)
a Read out the rst instruction, and ask the
students to identify the imperative (choose). Then
put the students in pairs to complete the task.
b Ask students to think of three or four instructions
about how to behave in an Islamic society, for a
foreign visitor. Have students write them, using the
imperatives from question 3a to help them. Then,
have different students share their instructions with
the class.

Modals Verbs [can, could, should, would]

(10 mins)
a Tell students to read the text on page 40 and to
look for examples of modal verbs tell them to
nd phrases with can, could, should and would.
b Put students into pairs and have them give one
another two examples of sentences using modal
verbs.

Lessons 4 and 5
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read a revision guide
Speaking discuss different psychological factors
Writing write questions
write instructions
Grammar use questions and imperatives
use modal verbs [can, could, should, would]
Topic Sports mentality
Functions give instructions
express opinions (agreement /
disagreement)
Vocabulary aggression (N), determination (N),
extrovert (N), feedback (N),
introvert (N), mentality (N),
motivation (N), opponent (N),
sportsmanship (N), stimulation (N),
teammate (N)
Students Book pages 42 and 43
Present the active vocabulary needed for each activity.

Questions and imperatives

(5 mins)
This is a quick revision exercise. Ask
the class to call out the question words
needed for a-e.
(15 mins)
a Tell students to write down six sports or
general knowledge questions (they must
know the answers!). Tell them to use one
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 others questions?
(15 mins)
Ask some volunteers to collect the
questions and create one big quiz, which
could be rewritten and then circulated to
other students in the school.
42
Questions and imperatives Grammar reference pages 128-129
Questions
Which question words or phrases do we use to ask about:
a a particular thing / a particular group of things?
b a place?
c a time?
d a number?
e a person?
a Write six sports or general knowledge questions.Use these six question words or phrases
once each.
How many What When Where Which Who



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 Dont 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.
Modal Verbs [can, could, should, would] Grammar reference page 129
a Refer to the text on page 40 and nd 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 cant accept not trying.
Michael Jordan
Students Book page
67
Unit 5 Sports psychology
Students Book page
(15 mins)
Ask the students to look at the pictures, rstly
identifying which sports they represent (football, golf,
basketball, tennis). Next, with reference to the text in
exercise 1, ask them to write a brief description of the
psychological strengths and factors needed for success
in each sport.
(15 mins)
a Put the students in pairs or small groups. Each person
makes one suggestion for each category, then they
choose the best idea.
When they are ready, ask someone from each group or
pair to tell the class their ideas. When all the ideas have
been shared, hold a class vote to nd a winner in each
category!
b Ask the students to discuss this question briey then
invite volunteers to share their experiences with the
class. Tell them about an exciting sporting event you
have attended, and why it was exciting.
Lesson 6
Workbook pages 36 37, Language
practice
Workbook answer key see page 145
Quote
Ask students what they know about Michael
Jordan. What sport is he famous for playing? Was
he successful? Read the quote to the class. Do they
agree? Why / Why not. Did this attitude work for
Michael Jordan?
Background: Michael Jordan (1963- ) is widely
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.
Sports mentality
(15 mins)
Start by explaining what a revision guide is used
for and be prepared to explain any unfamiliar
vocabulary. Then, read the question and ask
the students to read the extract about sports
psychology.
In pairs, have them discuss the motivations and
mental qualities required for different sports and
then encourage debate amongst the class.
Unit 5 Sports psychology
43
pitch
court 2
course
Sports mentality
Read this extract from a revision guide about sports psychology. What do different
sportsmen need to do to stay motivated?
Psychological factors are the mental factors that help or prevent sportspeople from being
in the right frame of mind to perform well.
In sport, you have to want to perform and to improve your performance. Your
determination to do this is called motivation. The intensity of it is called stimulation. If
training leads to boredom, you will lose motivation. Feedback is information about the
outcome of a performance and it can greatly affect future motivation and performance.
Your personality can affect your choice of sports and performance:
Extroverts are socially outgoing. They need high stimulation levels to perform. Coaches
and teammates need to keep them excited about performing. They prefer team games
with open skills and lots of unpredictability. Sportsmanship is also important. Some
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 ne
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



b d



Discuss these questions in pairs or groups.
a Which sports do you think are:
1 the most extrovert?
2 the most introvert?
3 the most skilful?
4 the most sportsmanlike?
b Which sport do you nd the most exciting? What are
the psy chological factors that make it exciting?
court 1
ords to remember W
aggression, determination,
extrovert, feedback,
introvert, mentality,
motivation, opponent,
sportsmanship,
stimulation, teammate
5
10
15
Students Book page
Objectives
Skills At the end of the lesson,
students should be able to:
Grammar use questions and
imperatives
use compound nouns
use questions tags
68
(10 mins)
Tell the students to write their own answers to the
questions on the form.
(15 mins)
a Put the students in pairs to read each others
answers.
b Pick up a students answers, and ask for some
details about section 2, (see example in Students
Book). Then allow time for the students to ask
their partners similar questions.
Choose three or four pairs to perform their
questions and answers for the class.
c Read out the rst question and ask for a few
suggestions. Then allow time for the students to
discuss all three questions with their partners.
Ask different students to share their ideas for
question 1 with the class, then ask for a show of
hands to see how many students would really like
to join this club. Ask those who raise their hands
how often they would go there.

Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read an application form
Listening listen to a telephone conversation to
check information
Speaking role-play for checking information
Writing ll in an application form
Topic New Kuwait Bay Sports Club
Functions express opinions (agreement /
disagreement)
check information
greet and enquire on the telephone
respond on the telephone
express gratitude
request politely
Vocabulary application (N), badminton (N),
gymnastics (N), member (N), sauna (N),
solarium (N)
Pronunciation ask questions
Students Book pages 44 and 45
Present the active vocabulary needed for each activity.
Completing an application form
(10 mins)
NOTE: to complete a form = to ll in a
form (ll it in).
On the board, write application form. Ask
the students to think of the last time they
completed one (e.g. joining a DVD library,
buying something online). Invite two or
three to tell the class, and ask them what
kind of information they had to provide.
Write their answers on the board.

(15 mins)
Ask the students to look at the application
form and tell you what it is for (New
Kuwait Bay Sports Club). Ask if anyone
belongs to a sports club, and if they do,
ask how long they have been members and
how often they go.
Allow a few minutes for the students to
read the form, then read out each item in
the Personal Details section, pausing after
each one to ask a student to supply his /
her own answer.
Ask the students to suggest different
words for Family name (surname, last name).
Ask the students to look at the rst word
in the list of sports (athletics) and rate
themselves beginner, intermediate or
advanced. Ask for a show of hands for
each level (rate yourself too!). Then ask
the students to look at the third section
and check they know the vocabulary.
44
Completing an application form

Look at this application form and check that you understand what to write in spaces
111.
New Kuwait Bay Sports Club
Personal Details:
Family name (1)
Middle name (2)
First name (3)
Age (4)
Home address (5)
Telephone number (6)
e-mail address (7)
Sports you would like to do (8)
(Please give level: Beginner / Intermediate / Advanced)
Athletics Football Judo Badminton
Golf Karate Baseball Gymnastics
Squash Basketball Hockey Tennis
Cycling Horse-riding
Which of these facilities would you be interested in using? (9)
Restaurant Snack bar Sauna Solarium
Signature (10)
Date (11)
Complete the application form with your own information.
Work in pairs.
a Read your partners answers to parts 111 of the form.
b Ask each other any questions you would like to know the answers to.
Where did you learn to ride a horse?
How long have you been doing athletics?
c Discuss these questions.
1 Is there any extra information you would like to know that is not on the form? How
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?
task
You are going to ll in an application
form to join a sports club in Kuwait.
PHOTO
Students Book page
69
Unit 5 Sports psychology
Students Book page
Checking information

(5.4) (5 mins)
Remind the students of the application form they
completed in the last lesson. Then tell them they
are going to hear the club secretary talking on the
phone to a club member.
Ask the students to read questions a and b, then
play recording 5.4. Put the students in pairs to
compare answers, then play it again to check.
Listening script 5.4 see page 134
Asking questions
(5.5) (10 mins)
First, play the recording once. Ask the students
to notice the rising intonation at the end of each
question. Then play the CD again. Finally, play
the CD once more, pausing after each question to
allow students to repeat.
Listening script 5.5 see page 134
Unit 5 Sports psychology
45
Checking information
(5.4) You are going to hear a conversation between
a secretary at the New Kuwait Bay Sports Club
and a club member.
a Why is the secretary telephoning the member?
b What extra information does he need?
Asking questions
(5.5) Listen and repeat these question tags.
a Didnt you? c Couldnt we? e Wont you?
b Isnt he? d Havent you? f Can you?
(5.6) Listen and repeat the question tags in sentences.
(5.7) Now work with a partner. Read these sentences aloud to each other. How can they
be stressed differently to become questions?
1 Youve already paid. 2 Theres only ten minutes left.
Work with the student who has already read your application form. Follow these
stages.
a Exchange application forms again, so that you have your
partners form.
b Imagine that you are the secretary and that the form has
got wet, so you cant read some of the information. Decide
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 nd out
the information. Make conversations like the one you have just listened to. In each
conversation, the secretary should start rst. You may use expressions from the Useful
Language box below for help.
USEFUL LANGUAGE
Greeting and enquiring on the telephone
Hello, could I speak to X, please?
(Hello), this is (Noura) from
Im ringing to (nd out)
So thats
Thank you very much.
Goodbye.
Responding on the telephone
Yes, this is X.
Yes, Ill get him / her for you.
No, Im afraid hes / shes not here.
Can I take a message?
Yes, of course, its
Thats right. / No, its
Goodbye.
ords to remember W
application, badminton,
gymnastics, member,
sauna, solarium
Students Book page
(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.
Listening script 5.6 see page 134
(5.7) (5 mins)
Put students in pairs. Ask them to read the sentences
aloud and discuss how they can be said differently to
ask questions.
Listening script 5.7 see page 134
(20-25 mins)
Put the students in pairs, with the partners who read
their application forms in the previous lesson. Ask
them to exchange their forms again. Tell them to
imagine that two of the pieces of information are
difcult to read, so they need to ask the questions
again. Explain that they are going to role-play phone
calls similar to the one they have just heard, to check
the missing information.
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.
Lesson 9
Workbook pages 38 - 39, Writing
Workbook answer key see page 145
Objectives
Skills At the end of the lesson,
students should be able to:
Reading read an application form
Writing fill in an application form
write a section of an
application form
Functions interview
Unit 6 Nature
Students Book page
70
MODULE 2: Free time

Lessons 1 and 2
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read an article about a nature reserve in
Kuwait
Speaking talk about nature reserves
share opinions about protecting wild
animals
Topic Al-Jahra Pools Nature Reserve
Functions express opinions (agreement/
disagreement)
Vocabulary conservation (N), deserve (V),
efuent (N), fauna (N), fence off (Ph),
ora (N), hectare (N), marsh (N),
propagation (N), sanctuary (N),
vegetation (N)
Students Book pages 46 and 47
Present the active vocabulary needed for
each activity.
(15 mins)
Ask the students to look at the animal
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 rst 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 theyre very clever.)
Ask the students who have pets to raise
their hands. Ask them what they are and
nd out what the most popular pet is.
Invite students to share their ideas about
question c with the class. Ask them
to suggest ways in which animals are
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
on TV, etc.
medical research: e.g. breeding
companionship: e.g. pets
(5 mins)
Put the students in pairs and ask them to describe
the needs of each animal. Ask them to discuss
the threats to them in their natural environments
(habitat destruction, hunting, climate change, etc).
(15 mins)
First, ask the students to close their books. Tell
them they are going to have a discussion about the
advantages and disadvantages of zoos and nature
reserves. Ask them to work in pairs or small groups
to prepare a list of arguments on both sides of
the discussion (tell them to try to put their own
opinions on one side while they do this!).
Write the two headings Advantages and
Disadvantages on the board, and invite one or
two suggestions for each list as examples (e.g.
Advantages: educational, can breed rare species;
Disadvantages: unnatural, usually animals do not
Grammar
Countable and uncountable nouns;
present perfect and present perfect continuous
Unit 6 Nature
46
MODULE 2: Free time
Discuss these questions in pairs or small groups.
a Have you ever been to a nature reserve? What did you nd particularly interesting there?
b Does your family have any pets?
c How important do you think animals are in the modern world?
Look at the pictures of the animals below. Describe the needs of each animal. What are
the threats to them in their natural environment?
Read the article on page 47 quickly and choose the best title:
An educational centre, not a tourist attraction
A safe home for birds in danger
A botanical garden
Students Book page
Unit 6 Nature
Students Book page
71
(15-20 mins)
First, ask the students to read sentences a-d and check
they understand what they mean. Then ask them to
read the text again and decide if sentences a-d are true
or false. Remind students that they have to justify their
answers. Allow about ten minutes for this task. Then
put the students in pairs to compare answers.
If necessary, go through each sentence and ask the
students to nd the place in the text which tells them
the answer.
(10 mins)
Ask the students to look at words a-e and match them
with their meanings 1-5. Allow about ve minutes for
them to complete the task. When they are ready, put
the students in pairs to compare answers.
(expressing opinions)
(15 mins)
Read out both questions, and ask for a
show of hands to see whose answer to
question b is yes. Ask one or two students
who raised their hands to give their
reasons. Then ask one or two students
who did not raise their hands to do the
same.
Put the students in small groups, if
possible with different people. Then ask
them to discuss both questions (the
second one leads on from the rst). While
they are talking, go round and listen if
necessary give prompts or ideas.
Finally, read out question b again, and
ask for another show of hands have any
students changed their minds?
Lesson 3
Workbook pages 40 - 41, Reading
Workbook answer key see page 146
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
try to give both sides equal weight.
Ask for two volunteers, one to argue for having
zoos / nature reserves and one to argue against
having zoos / nature reserves.
Invite them to come to the front of the class and
take turns to explain their arguments. Then open
the discussion to the class, with students raising
their hands to make a point.
As each point is made, note it down on the board
under the appropriate heading.
(20-25 mins)
Tell the students they are going to read an article
about Al-Jahra Pools Nature Reserve. Read out
each title, then ask the students to read the text
quickly and decide the best title. Tell students not
to worry about any difcult words at this stage.
When they have had a short time to read, ask
which they think is the best title for the article and
why (the second one there is a lot of information about
providing protection for birds)
47
Unit 6 Nature

Read the article again. Are these statements True (T) or False (F)? Justify your answer
in your notebooks.
a Al-Jahra Pools Nature Reserve ts into the local
landscape.
b Al-Jahra Pools Nature Reserve was formed articially.
c It is a crucial centre for 220 birds of prey.
d There is a wide variety of plants.
Match words a-e with their meanings 1-5. You may use the dictionary or the glossary
at the end of the book.
a hunting 1 keeping animals to produce young ones
b habitat 2 the natural environment where an animal lives
c propagation 3 the plants of a particular place or country
d ora 4 nding and killing animals
e hectare 5 a unit of land, equal to 10,000 square metres
(expressing opinions)
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?
Tirty kilometres west of Kuwait City is a truly remarkable place, where the low, wet greenery
is a striking contrast to the surrounding landscape. Tis is Al-Jahra Pools Nature Reserve -
Kuwaits only inland, and completely man-made, freshwater space. Ocially founded in 1990,
the 250 hectares of marshes were formed from euent waste owing from the nearby town of
Al-Jahra. Incredibly, this waste has now become a signicant environmental site.
Te reserve has become a crucial sanctuary for birds, with over 220 recorded species, including
17 birds of prey. Tis 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
buzzards, eagles, vultures and harriers. Autumn and spring are the best time for bird-watchers.
During these seasons, the area attracts an estimated total of 2000 to 3000 birds, who migrate
to refuel themselves on the reserves rich vegetation.
Al-Jahra Pools Nature Reserve oers vital protection for birds in Kuwait and the Middle East,
such as the globally-threatened lesser kestrel. A 70-hectare space has been fenced o to provide
a refuge from hunting and to protect the birds habitat from destruction. Two full-time guards
have been monitoring the reserve since 1993 to control trespassing. Tanks to this, the reserve
has been a crucial centre for conservation, propagation, education and research.
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 ora growing in the pools, especially
reeds. Te site has great value as a potential eld study area for all educational levels up to
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
certainly deserves your support.
5
10
15
20
ords to remember W
conservation, deserve,
efuent, fauna, fence off,
ora, hectare, marsh,
propagation, sanctuary,
vegetation
Students Book page
Objectives
Skills At the end of the lesson,
students should be able to:
Reading read profiles of three
endangered animals
Writing write summaries of key
points
Topic Endangered animals
Vocabulary call (N), genus (N), pesticide
(N), poacher (N), underpart
(N), widespread (Adj)
72
Students Book page

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
describe character
Vocabulary aggressive (Adj), erce (Adj),
herbivore (N), hostile (Adj),
proud (Adj), stubborn (Adj),
sustenance (N), tame (Adj)
Pronunciation use intonation in lists
Students Book pages 48 and 49
Present the active vocabulary needed for each activity.

Countable and uncountable nouns

(1015 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 difcult 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, trafc,
happiness,
pollution
Ask the students to nd ve 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
nd 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.
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
together and choose the correct words. Go round
and listen, offering help where needed. Then ask
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 nd the correct word and
ll 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.
48

Countable and uncountable nouns Grammar reference pages 129130
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 ve 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 youre an animal lover. (1) How many / How much pets do you
have at the moment?
Sara: Well, Ive got ve 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 dont 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 130131
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, havent they?
Students Book page
Unit 6 Nature
73
(15-20 mins)
a Read the names of the animals that are listed in the
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
(the names and / or the pictures) and to think of
adjectives to describe their appearance (e.g. Elephants
are huge and grey). Then ask them to choose three
animals, and write a description of their appearance
and character. Tell them not to write the name of the
animal (so their partners can guess them). They can
start It is....
c Put the students in pairs to read each others
descriptions and to guess the animals. Invite different
students to read out their descriptions for the class to
guess.
(5 mins)
Read out the beginning of the rst 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 nish, then tell them
the correct answers.
Intonation in lists
(6.1) (5-10 mins)
Read out the instruction and play the rst
sentence (the example) of recording 6.1. Pause
for the students to repeat it, then continue with
the rest of the sentences.
Play the CD again, pausing this time for
students to write sentences b, c and d in their
notebooks.
Play the recording a third time, and make sure
the students repeat each sentence with the
correct intonation as in the example.
Listening script 6.1 see page 134
Lesson 6
Workbook pages 42 - 43, Language
practice
Workbook answer key see page
146
c Tell the students to ll in the sentences using the
correct verb forms. Allow the students to complete
the exercise, giving any assistance if needed.
Animals
(15 mins)
Bring in some animal pictures, show them to the
class and ask what species each animal is. Also,
ask the students to name some animals. On the
board, write character adjectives. Ask the students to
suggest adjectives to describe the characters (not
appearance) of some of the animals (e.g. cats are
friendly, lions are brave...)
a Ask the students to look at the picture of an
ostrich and identify three character adjectives in
the sentence (clumsy, cowardly, hostile).
b Put the students in pairs to complete the task.
While they are working, go round and check
progress.
49
Unit 6 Nature
Animals
a Find the three adjectives that describe character in this sentence:
Ostriches have a reputation for being clumsy, cowardly animals, but they can be quite
hostile.
b Here are some more character-describing adjectives. Match them with a meaning and
write a word with the opposite meaning. Follow the example.
Character word Meaning Opposite
meaning
1 brave angry / aggressive 1 Cowardly
2 fierce you wont change your mind or ideas 2
3 proud gentle 3
4 shy ready to do dangerous things 4
5 stubborn happy because of something you have done 5
6 tame nervous / uncomfortable with other people 6
a Write the names of the different types of animals below under the correct headings.
Some can be in more than one list.
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
elephant buzzard horse cat
b Choose three of these animals and write a short description of them. Describe what
they look like and what their character is like.
c Exchange descriptions with a partner. Can you add anything?
Match these sentence beginnings with the correct endings.
a A busy bee is someone who 1 gets up before other people.
b A cold sh is someone who 2 is active and always has a lot of things to
do.
c A dark horse is someone who 3 shows no feelings.
d An early bird is someone who 4 doesnt tell other people what she / he is
doing.
Intonation in lists
(6.1) Listen and repeat these lists of animal characteristics.
Notice where the voice goes up and down.
Lions are brave, erce and proud.
th a meaning and
ords to remember W
aggressive, erce,
herbivore, hostile, proud,
stubborn, sustenance,
tame
Students Book page
Objectives
Skills At the end of the lesson,
students should be able to:
Reading read a text about the
arctic fox
Grammar use countable and
uncountable nouns
use adjectives and adverbs
use present perfect
and present perfect
continuous
Functions describe
74
Students Book page
lesson. Go round and offer suggestions where
needed.
(15-20 mins)
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
them to look at the Useful Language box; you could
also hold a one minutes silence to give them
an idea of how long a minute is! While they are
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. Its 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.

Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read information about wildlife
read a formal letter
Speaking discuss an action plan
give a talk to persuade
Writing write an action plan
write a formal letter
Topic What you can do to help
Functions form an action plan
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), nance (V), global (Adj),
imperative (Adj), mammal (N), nest (N),
on behalf (PhN), toxin (N), wasteland (N)
Students Book pages 50 and 51
Present the active vocabulary needed for each activity.
Presenting ideas; being
persuasive
(5 mins)
Read out the WWF factle, while the
students follow it in their books. Invite
them to ask about any difcult 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 leaet, 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
50
Presenting ideas; being persuasive

Read the Factle 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.
What you can do to help
Every decision you make, as an individual or as a family,
has an effect on the health of our planet. Your choice is simple.
Do you want to be part of the solution or part of the problem?
Here are a few things you can do to help protect wildlife in your area:
Look after birds by putting out some food, a bird bath or a bird house.
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.
Dont buy exotic birds from pet shops if they are from the wild.
Never bring home any wild animals you nd.
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, sh, 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)
because
The main reason we must (protect the birds) is that
they ...
Id like to explain why we shouldnt forget
(the insects)
If we dont do something soon,
The WWF
(World Wildlife
Fund) is a global
organisation which
works to stop the
destruction of the
natural world.
Quote
We never know the worth of water til the well is dry.
Thomas Fuller
Students Book page
Unit 6 Nature
75
Students Book page
d Read out the question, then allow a few minutes for
the students to discuss ideas with their partners.
Ask the students to identify formal verbs and suggest
how they could be rephrased to be less formal. Ask
them to identify other formal words or phrases.
Also point out that we do not usually use contractions
(e.g. Im, Theyre) in formal texts.
(10-15 mins)
Ask the students to nd the notes they made in the
Speaking lesson (see page 50, exercise 2b). Tell them
to look again at the letter in exercise 1, and then to use
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
suggestions where necessary.
(15 mins)
a Allow time for the students to write their nal letters,
using their plans. Remind them to use formal language.
b Tell the students to read through their letters
carefully, checking spelling, grammar and
punctuation. Put the students in pairs
to read each others letters. Encourage them to
make suggestions for improvement. Then collect
in the letters to correct and hand back as soon
as possible. Invite two or three strong students
to read out their letters to the class and invite
comments.
Lesson 9
Workbook pages 44 - 45, Writing
Workbook answer key see page 146
Objectives
Skills At the end of the lesson,
students should be able to:
Writing write a formal letter
write an informal reply
Functions describe
justify
Preparation for the project
Tell the students they will be working on
a project called Planning a radio or TV
programme at the end of the module in
which they will write a script for a radio
or TV programme. Ask them to work in
pairs, decide what aspects of a radio or TV
programme they enjoy the most and nd
any information they will need. Tell them
to research programmes from around the
world to help them brainstorm ideas. They
could also begin to research the topic of their
programme, such as local news stories. Ask
them to bring this research to the next lesson.
Quote
Read the quote to the class. Ask them what
Thomas Fuller meant (the quote is metaphorical:
we never miss something until it is gone or nished).
Ask students if they agree. Why / why not? How
does this relate to the issue of the environment?
Background: Thomas Fuller (1608-1661) was a
physician and an intellectual.
A formal letter
Tell the students they are going to write a formal
letter in this lesson. Remind them of the earlier
discussion about protecting wildlife, and ask them
to read the Task box.
(20 mins)
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
vocabulary. Then check the answers.
c Ask the students to look at the list of purposes
(a-e) and then tell them to read the text again,
matching each paragraph with the correct purpose.
Then put the students in pairs to compare answers.
51
Unit 6 Nature
A formal letter
Read this formal letter and answer the questions.
a Why are birds and butteries in danger?
b Why do the students need money?
Dear Sirs,
1 I am writing on behalf of a group of students to apply for funds to nance a plan to
protect animals.
2 We have studied our area and we would like to help protect birds and butteries here.
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
population looks after the animals that are affected by these changes. The lives of
animals will otherwise be damaged, without us even noticing.
3 The reason we have chosen birds and butteries is that ordinary people, including
students, can do something practical to help. One proposal is to use an area of
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 butteries.
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
our plan, if necessary. We are planning to complete the project in our next school
holiday.
5 We hope your organisation can help us, and we look forward to hearing from
you. Please feel free to contact us if you require any further information.
Yours sincerely,
c Now match each paragraph with a purpose.
Paragraph 1 a To explain why the group needs money.
Paragraph 2 b To give more details about the plan.
Paragraph 3 c To summarise what the writer hopes for next.
Paragraph 4 d To introduce the main purpose for writing.
Paragraph 5 e To describe the most important points of the plan.
d How do you know that this is a formal letter? Think about
verbs, the beginning and ending, and particular words
or phrases.
Look back at the notes you made in Speaking.
Plan what you are going to write about in each paragraph of
your letter. Make sure you use formal language.
a Write your formal letter following your paragraph plan.
b Check and correct your spelling, grammar, punctuation and style.
task
You are going to write a formal letter to a Kuwaiti
organisation asking for funds to help nance the action
plan on animal protection you suggested in Speaking.
ords to remember W
adjacent, bed out,
carbon monoxide, cleanup,
exotic, nance, global,
imperative, mammal, nest,
on behalf of, toxin,
wasteland
Students Book page
Focus on
Students Book page
76
Focus on
52
Kuwait: A Shoppers 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. Its little wonder a lot of people like to spend their free
time shopping when they can go to places like Villa Moda. Villa
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.
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
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 Kuwaits oldest souk. The souk location was chosen
specically to reect modern Kuwait as a state which both embraces modernity and honours its
traditional history.
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 oor space and helped to reect 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
used for communal eating whilst seated on the oor, are ipped 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.
So fantastic are the shopping experiences offered by Villa Moda that shoppers from around
the Gulf ock 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, its 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 couldnt 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.
5
10
15
20
25
30
Students Book page
Students Book page 52
Kuwait: A Shoppers 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 difcult 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.
Project 2
Students Book page
77
Read
(15 mins)
Ask the students to look at the photo and tell you what it
shows (a young man in a recording studio). Then ask them to
read the announcement and explain any difcult vocabulary,
which might include: creative, script, deadline, contract.
Read out each question and ask different students to tell you
the answers.
Discuss and decide
(20 mins)
Put the students in groups of three or four to plan their
programme.
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
members of the group. The whole group then
discusses each topic and makes suggestions
the students make notes for their own topics
only.
This should be both on content and on
approach (e.g. for sport, students could have
a round-up of recent matches, or an interview
with a sports player; for health, they could talk
about a new clinic, or give advice; etc.).
Note: If the groups nd it difcult to think of
ideas, have a class discussion rst about one or
two of the topics.
Plan each topic in more detail
(1520 mins)
a Tell the students to think about how they will
present their topic for example, they need a
catchy headline to introduce it, and a brief
introduction to keep the listeners attention.
Tell them to look at each others plans and
make suggestions for improving them.
b Tell the students to read their scripts to each
other, taking care with the timing, and make
suggestions for improvements. If you have
recording equipment, the students could then
record their presentations.
Planning a radio or TV
programme
Students Book pages 53 and 54
(5 mins)
Tell the class they are going to plan a radio or
TV programme for young people in Kuwait, and
present it to the class. Ask them if they listen to
any particular radio programmes if so, why do
they like them? If not, why not, and what kind of
programmes would they prefer to listen to?
Students can access these websites to
obtain more information:
http://radiohigh-djs.blogspot.com
www.ehow.com/how_2002078_write-radio-
script.html
Project 2
53
Planning a radio or TV programme
Read
Read this announcement about a competition and answer questions ac.

Its Competition Time !
We want to hear YOUR VOICE
Were looking for creative ideas for a new radio or TV programme for teenagers in
Kuwait.
Programme guidelines
The programme will be broadcast weekly and will last 60 minutes.
Contents could include:
STORIES, NEWS, SCIENCE, SPORT, REVIEWS, PEOPLE, HEALTH.
Listeners will be teenagers with lots of different interests.
The programme must be: VARIED, LIVELY, FUN.
At least three people must plan and present the show.
What to do next
Plan a sample programme (60 minutes maximum) with a list of items and timings.
Write the detailed script for 34 items, each lasting 12 minutes.
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 rst prize?
task
You are going to work individually and
in groups to plan a weekly radio or TV
programme for young people in Kuwait.
Follow stages 15.
Students Book page
78
54
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 ction 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? / lms?
PEOPLE in the news? / famous historical gures?
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 todays 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:
http://radiohigh-djs.blogspot.com
www.ehow.com/how_2002078_write-a-radio-script.html
Students Book page
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 groups
recording was the most interesting / entertaining /
realistic.
Module 2 Progress test
Workbook pages 46 51
Workbook answer key see pages 146
- 147
Extra listening page 137
Students Book Answer key
79
Unit 4, page 34, exercise 3
a 5 b 4 c 6 d 1 e 3 f 2
Unit 4, pages 34 - 35, exercise 4
(Suggested answers)
more demanding; more realistic:
players will spend more time
playing them; better graphics; game
characters will be more intelligent;
more multi-player games, such as
on mobile phone networks; more
expensive (pay as you play).
Unit 4, page 35, exercise 5
a Computer games will be more difcult, realistic and
naturalistic in the future.
b Because character discourse is becoming more
important than combat-based games.
c They will be competing with the success of the
Nintendo Wii.
Unit 4, page 35, exercise 6
a multi-player b hand-held c anti-reective
Unit 4, page 36, exercise 1
am buying (present continuous); are nishing
(present continuous); am going to win (going to);
am going to beat (going to); will simulate (future
simple); wont be (future simple); am going to stop
(going to)
Unit 4, page 37, exercise 1 a
1 volume control
2 CD / DVD drive
3 power / hold button
4 control pad
5 USB drive
6 screen
Unit 4, page 37, exercise 1 b
1 power button / hold button 2 CD/DVD drive
3 volume control 4 USB drive 5 control pad
Unit 4, page 37, exercise 2 a
1 pay for 2 spend / on 3 cost / bought
4 saving up 5 earn 6 afford
Unit 4, page 37, exercise 2 b
(Students' own answers)
Unit 4, page 37, exercise 3
a computer d designer
b thermometer e animator
c kilometre f director
Unit 4, page 38, exercise 1
Caller 1: spilt lemonade over his keyboard
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
Unit 4, page 39, exercise 1
a To navigate the marble to the end
of the maze.
b By a built-in motion sensor.
c When the player has completed all the levels.
Unit 4, page 39, exercise 2 a
(Students' own answers)
Unit 4, page 39, exercise 2 b
Imperative verbs: hurry up, beware, control, collect,
complete
Innitive verbs: to navigate, to obtain, to play, to save, to
earn
Future verb: will cost, will earn
Unit 5, page 41, exercise 4
1 B 2 B 3 B 4 A 5 C 6 C 7 B
Unit 5, page 41, exercise 5
a Alexandria b 135 c 22 d Germany e 1896
f 202
Unit 5, page 41, exercise 7
a twenty-eight sports
b seventy-six students
c two hundred and two countries
d six hundred passengers
e twenty-one thousand and ve hundred journalists
f ve hundred thousand people
g in eighteen ninety-six
h in two thousand and seven
Unit 5, page 42, exercise 1
a What? b Where? c When? d How many?
e Who?
Unit 5, page 42, exercise 2 a (Suggested answers)
a When did the rst modern Olympic Games take place?
(1896)
b How many countries took part in the 2004 Olympic
Games? (202)
c Who is the most famous footballer in the world?
(Students own answers)
d Where did the 2002 Football World Cup take place?
(Korea and Japan)
e Which country has won the most gold medals in the Pan
Arab Games? (Egypt)
f What team did Kuwait beat in the football qualiers for
Beijing Olympics 2008? (Bahrain)
Unit 5, page 42, exercise 3 a
1 choose 2 Give 3 add up 4 Dont change 5 Be
Unit 5, page 42, exercise 3 b
(Students' own answers)
Unit 5, page 42, exercise 4 a
can watch, could visit, would surely be overwhelmed
Module 2
80
Unit 6, page 49, exercise 1 b
1 brave = ready to do dangerous things (cowardly,
etc.)
2 erce = angry / aggressive (peaceful, etc.)
3 proud = happy because of something you have
done (modest, etc.)
4 shy = nervous / uncomfortable with other people
(bold / condent, etc.)
5 stubborn = you wont change your mind or ideas
(easy-going, etc.)
6 tame = gentle (wild, etc.)
Unit 6, page 49, exercise 2 (Suggested answers)
wild animals: buzzard, eagle, elephant, fox, gerbil,
harrier, kestrel, lion, mouse, pigeon, rabbit, vulture
birds of prey: buzzard, eagle, harrier, kestrel, vulture
sports animals: camel, elephant, horse, pigeon
domesticated animals: canary, cat, donkey, gerbil,
horse, parrot, pigeon, rabbit
Unit 6, page 49, exercise 3
a 2 b 3 c 4 d 1
Unit 6, page 51, exercise 1
a because of air pollution in the city
b to hire professionals to help them with the project.
c 1 d 2 e 3 b 4 a 5 c
d (Students' own answers)
Unit 5, page 43, exercise 2
a Football; Extrovert direct aggression, high stimulation
levels, open skills.
b Golf; Introvert need for focus and calm, low
stimulation levels.
c Basketball; Extrovert direct aggression, high
stimulation levels, open skills.
d Tennis; Introvert need for indirect aggression, focus
and regular routines.
Unit 5, page 45, exercise 1
a He hasnt got all the information he needs.
b He wants to know George's address and his level at
tennis.
Unit 6, page 47, exercise 4
a False. Its a striking contrast to the surrounding
landscape.
b True. It is completely manmade.
c False. It is a crucial centre for 220 bird species, including
17 birds of prey.
d True. The reserve has extensive vegetation, including a
wide variety of ora.
Unit 6, page 47, exercise 5
a 4 b 2 c 1 d 3 e 5
Unit 6, page 48, exercise 1
day; pools; bird-watchers; variety; buzzards; eagles;
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
Students Book page
81
Module 3 Power
Students Book page 55
Opener (510 minutes)
Tell the students that these pages show them what they
will be doing in the third module. Ask them to read the
title (Power) and to look at the pictures.
Put them in pairs and ask each pair to choose one
picture. Allow ve minutes for them to write two or three
questions about the picture they have chosen. When they
are ready, invite the students to share their questions with
the class and see if anyone can answer any of them. Write
interesting suggestions on the board.
Put them in pairs and ask them to look at the three questions
and note down their ideas for each one. Go round and offer
prompts if necessary.
When they are ready, read
out each question in turn and
invite different students to
share their ideas with the class.
If students have thought of
an invention, encourage one
or two of them to give a brief
description of it and what it
does / would do.
If any students say that they
are saving money, ask if they
are saving for anything in
particular (e.g. a new phone / a
new game, etc.). Bring in some
realia of desirable items to
encourage a class discussion.
Ask students what is shown in
the picture for the project (a
pie chart). What does it show?
(Results from a survey about
technology). Ask if students
have used pie charts to show
information (e.g. in maths
lessons).
Put students in pairs and give
them two minutes to note
down any other ways to show
information visually, which
they know. Present different
options to the class, using
a laptop or OHP. Which do
they think is the most useful?
Which is the most attractive?
Invite different students to
share their ideas with the class.
W
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s
I
a
o
d
d
I
a
a
p
n
r
e
A
t
p
(
t
h
i
l
P
t
d
i
t
o
a
t
W
I
s
You will be able to:
Outcomes
listen to a programme and a talk
read about future inventions
discuss possibilities for future
technology
express opinions about global
issues
make suggestions
give a sales talk
reach agreement through
discussion
write a magazine article and an
opinion composition
d lk k
Project 3: Doing a technology
survey
Unit 9: Money
What do you spend your money on?
Unit 7: Power - the alternatives
Why is it important to save energy?
Focus on:
The National Assembly Building
Unit 8: The power of technology
Have you ever thought of an invention?
Module 3 Power
55
W
o
W
o
Students Book page
Unit 7 Power - the alternatives
82
MODULE 3: Power
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
cheapest and which is the most expensive, both in
the short-term and the long-term.
Ask the students to decide (in their pairs or
groups) which energy sources are the most popular
now, and which are likely to be the most popular
in fty years time. Then ask different students to
share their ideas with the class. Does everyone
agree?
(15 mins)
Explain to students that they are going to read an
article about oil energy. Invite students to volunteer
information they already know about how oil
energy is formed. Read out the question and allow
time for the students to read the text. Help students
with any difcult or unknown vocabulary. When
they have nished reading, read out the question

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 power of oil
Listening listen to a radio programme about world
energy
Speaking discuss the advantages and disadvantages
of the different kinds of energy
Topic The Power of Oil
Functions express opinions (agreement /
disagreement)
predict
state disadvantages
Vocabulary crude oil (N), entirely (Adv), nite (Adj),
fossil fuel (N), fractional distillation (N),
polymer (N), rening (N)
Students Book pages 56 and 57
Present the active vocabulary needed for
each activity.
(about 20 mins)
Ask the students to look at the picture and
tell you what the subject of the lesson is
(energy).
a Read the question and the list of energy
sources. Explain the meaning of the
different energy sources, then ask the
students which is the odd one out (nuclear)
and why (because the others are natural energy
sources).
b Now that the students know the meanings
of the energy sources mentioned in question
a, discuss with them the advantages and
disadvantages of each energy source.
Put the students in pairs or small groups.
Have students list the sources of energy
that they use in their homes. Ask them to
arrange them according to how expensive
they think they are (i.e. most expensive =
number 1, etc.).
Ask the students what they think expensive
means (in this context) and encourage a
discussion about short-term and long-
term costs (write these expressions on the
board).
Two examples:
Solar power is expensive in the short-term,
because the equipment is expensive to
install, but in the long-term, it is free.
Coal is cheap in the short-term, but 56
MODULE 3: Power
Grammar
If sentences: conditional
Unit 7 Power -
the alternatives
56
25
5
10
15
20
a Read the list of energy sources. Which is the odd one out? Why?
coal solar oil gas nuclear
b What are the advantages and disadvantages of the different kinds of energy?
Discuss these ideas with your partner.
costs the situation now and in the future the environment
Read the article below. What ideas did you mention in your discussion?
The Power of Oil
Now and the Future
Without oil, the world would be a very different place. In fact, youd
struggle to nd any area of modern life that doesnt involve oil in
some way. However, oil is a nite resource. Scientists have estimated
that if the world continues to use oil at a constant rate, oil supplies
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
of continuing discoveries, it is important that we develop new ways to provide energy.
Scientists are developing sustainable fuels for use worldwide. Currently, scientists are proposing that
motorists use renewable oils. These oils are derived from renewable sources such as grain, wood
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.
Unfortunately, the many other uses of oil make it extremely difcult to replace entirely.
The Environment
The use of oil and other fossil fuels is contributing to environmental damage and global warming.
Pollution from vehicles, factories and power stations has contributed to environmental problems.
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
has actually saved several animal species, such as the sperm whale, which was previously hunted
to make oil. Some oil companies also contribute towards environmental projects in an attempt to
limit the damage they cause.
Cost
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
extraction is relatively low. The real cost of oil is generally incurred by
the fractional distillation during oil rening. This is the process by which
crude oil is split into many different types of oil, which can then be used for
different purposes. For example, crude oil can be made into petrol
for cars, polymers for plastic and even tar for roads.
Students Book page
Unit 7 Power - the alternatives
83
(7.1) (1015 mins)
Tell them to listen again, this time for numbers. First,
read out the rst gapped sentence and play the rst
part of recording 7.1 again (as far as 220 years). Ask for
the missing numbers (60/220). Then play the rest of the
recording, pausing for them to record their answers.
Play it again to check.
Listening script 7.1 - see page 134
(10 mins)
a Ask the students to read each sentence and decide if it
is true or false (according to what they have just heard)
and to justify their answers. Tell them they will hear
the recording again, but for now they should just try
to remember. Then play recording 7.1 again, pausing
briey after each section for the students to write their
answers.
b (7.1) Put the students in pairs to compare answers,
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
advantages and disadvantages)
(1520 mins)
Put the students in pairs or small groups.
Either ask half of them to discuss question
a and half to discuss question b, or ask
them all to discuss both questions.
Go round and listen to the discussions,
offering ideas or prompts where
necessary.
Take each question (a and b) in turn, and
ask students to tell you the main ideas
resulting from their discussions.
Lesson 3
Workbook pages 52 - 53, Reading
Workbook answer key see page 147
again, and ask them to check whether there are any
ideas from the text they have already mentioned in
the discussion.

(5-10 mins)
Ask students to look at the list of some of the
words they have read, and try to match them with
their meanings (tell them to guess if they need to).
Then put the students in pairs to compare answers.
(7.1) (15 mins)
Tell the students they are going to hear a radio
programme about nine different types of energy.
Play recording 7.1. Did they hear all nine? Play it
again, then check their answers.
Listening script 7.1 - see page 134
57
Unit 7 Power - the alternatives
Match these energy words ae with their meanings 15. You may use the dictionary
or the glossary at the end of the book.
a nite 1 the process by which impurities are removed from a
substance
b contribute 2 limited
c rening 3 in natural or raw form; unprocessed
d crude 4 natural energy formed over a long period of time
e fossil fuel 5 aid in causing something to occur
(7.1) You are going to hear part of a radio programme about world
energy. Which types of energy do the speakers mention?
(7.1) Listen again and note the correct numbers for the gaps in these
sentences.
a Coal and oil will last for years. Natural gas will last for
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 worlds rst wind-powered generator was built in the year .
e In parts of Africa, women walk over kilometres a day to nd wood.
f The average American uses times as much energy as an Ethiopian.
Read the article again.
a Are these statements True (T) or False (F)? Justify your answer.
1 Reserves of coal and oil will last longer than reserves of natural gas.

2 The worlds largest oileld is in Saudi Arabia.

3 Wind, waves and the sun produce only ve per cent of the worlds energy needs.

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

b (7.1) Compare your answers with those of a partner, then listen again and check your
answers.
(predicting; discussing advantages and
disadvantages)
Discuss these questions in pairs or small groups.
a What are some possible consequences if the worlds
industry reduces its energy use?
b What are the disadvantages of natural sources of energy like
wind power, wave power and solar energy? Discuss.
b bbbbbbbbb
ords to remember W
crude oil, entirely, nite,
fossil fuel,
fractional distillation,
polymer, rening
Students Book page
Objectives
Skills At the end of the lesson,
students should be able to:
Reading read an article about
alternative energy
Writing write a list
Topic Invisible power
Vocabulary invisible (Adj), megawatt
(N), resolve (V), spoil (V)
b
t
84
answers (e.g. If Eman feels ill, she visits a doctor. If
Ayoub cant sleep, he listens to music.)

First conditional
(10 mins)
a Put the students in pairs. Ask them to read the
conversation and then discuss the two questions.
Allow about ve minutes, then ask for their
answers. Ask the students to explain how we know
these answers (because the sentences are in the rst
conditional, which is used to talk about future events that
are likely to happen.)
b Ask the class to suggest ways of completing the
rst sentence (e.g. Ill arrest you; youll have an
accident, etc.) then allow a few minutes for them
to complete both sentences with their own ideas.
Ask different students to tell the class their ideas,
and make sure they are in the correct tense (rst
conditional).
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?

Lessons 4 and 5
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Speaking make conversations using the conditional
discuss the consequences of environmental
change
Writing write sentences using the conditional
Grammar use if sentences: conditional
Topic Strong and heavy
Functions give conditions
giving warnings
Vocabulary actually (Adv), appliance (N),
breakdown (N), generate (V), last (V),
motoring (N), strong (Adj)
Pronunciation have uency in consonant-consonant and
consonant-vowel sounds
Students Book pages 58 and 59
Present the active vocabulary needed for each activity.

If sentences: conditional
(20 mins)
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.
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
three sentences in question a and to
consider how they differ in meaning. Then,
ask the students to match the words with
the sentences.

General conditional
(20 mins)
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
58

If sentences: conditional Grammar reference page 131
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 todays 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
General conditional
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 cant sleep at night, I .
c Make conversations in pairs. Take turns to ask the rst question.
A What do you do if you feel hungry? B I look in the kitchen.
First conditional
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, well 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 dont 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,
Students Book page
Unit 7 Power - the alternatives
85
Tell them that they are going to look at some examples of
nouns that often follow the adjectives heavy and strong.
Read out the question, then allow a few minutes for the
students to consider their answers. Ask the students to
complete the gaps. Then check answers.
(10 mins)
Put the students in pairs. Read out the rst sentence
and ask students to think about the words industry and
industrial and explain the difference to you (industry is a
noun, industrial is an adjective). Allow about ten minutes
for them to complete the task. Then check answers.
(7.2) (10 mins)
Tell the students to listen to recording 7.2 and repeat the
short phrases beginning with if. Ask students to listen
carefully to the way if is sounded in relation to the word
that follows. Ask them if they can notice the following
differences:
In a, c and d, if is followed by a consonant, and
the words are pronounced without a pause, as
if they were a single word.
In b and e, if is followed by a vowel, and there
has to be a short pause between the words.
In f, because if is followed by f, i.e. the same
consonant is repeated, the sound f is elongated.
Listening script 7.2 - see page 135
(7.3) (10 mins)
Tell students to listen to the same if phrases
in sentences. Play recording 7.3, pausing for
the students to repeat each sentence.
Listening script 7.3 - see page 135
Lesson 6
Workbook pages 54 55, Language
practice
Workbook answer key see pages 147 -
148

Second conditional
(10-15 mins)
a and b Ask the students to read the conversation in
pairs and then discuss questions a and b. Then check
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.
Ask students to work with their partners to make
more sentences following the same pattern. Make
sure that they write sentences about unlikely
situations.Then invite different students to read
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
ice at the poles melting. Then put them in pairs to
discuss the question.
Strong and heavy
(10 mins)
On the board, write collocations. Explain that this
means pairs of words that often go together.
Unit 7 Power - the alternatives
59
Second conditional
a Read this short conversation. Are A and B talking about past, present or future time?
A If we use our cars less, we will create less pollution.
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.
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 (nd) a way of using water instead of petrol, the cost of motoring
(fall).
2 If the cost of motoring (fall), everyone (use) their cars more
often.
3 If everyone (use) their cars more often, the roads (be) much
more crowded.
d Work in pairs. Discuss what would happen if sea levels around the world rose by two
metres next week.
Strong and heavy
Complete the sentences with one of these phrases.
strong lights heavy work heavy trafc strong coffee
heavy fall strong smell heavy ghting strong wind
1 Some people dont drink
at night because it stops
them from sleeping.
2 It took him two hours to drive there because of the
.
3 To play football at night, you need very
.
4 The boat sailed quickly because of the
.
5 My uncle broke his leg when he suffered a
.
6 There is a of curry coming from the kitchen.
7 The newspaper reports in
central Africa.
8 Building houses is .
Work in pairs. Complete this text with one of the words in
italics.
The British coal (1) industry / industrial employs just over
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.
ords to remember W
actually, appliance,
breakdown, generate,
last, motoring, strong
Students Book page
Objectives
Skills At the end of the lesson,
students should be able to:
Grammar use if sentences: conditional
use suffixes
Functions give advice
ask for information
86
Some ideas:
A Bad idea would lose a lot of business would
mean a reduction in prots
B Good idea would mean less trafc
C Bad idea couldnt afford it couldnt do
anything without a car
D Great idea good for the environment, good for
health
E Not sure good for the environment, but we
need cars
(15 mins)
a Ask the students to look at the Useful Language
box. Then read out the statement again. Tell the
students to take turns to voice the opinion of their
characters.
b The groups then discuss the topic more freely,
still in character.
c Each group votes on whether they agree or
disagree with the statement. Ask each group the
results of their vote. Then have a real vote are
the results similar?

Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read role cards
read a magazine article
Speaking discuss a statement from different points
of view
role-play
Writing write a magazine article
Topic Do you really have to drive?
Functions say why one is worried
say why one is pleased
introduce a topic with a question
give warnings
make suggestions
talk about feelings
Vocabulary asthma (N), congestion (N), consult (V),
diminish (V), end up with (PhV),
government (N), hazardous (Adj),
irreversible (Adj), motorist (N),
procure (V), recently (Adv),
self-employed (Adj), smog (N),
squander (V), waste (N)
Students Book pages 60 and 61
Present the active vocabulary needed for
each activity.
Expressing opinions
(30 mins)
Tell the students that they are going to take
part in a discussion which is also a
role-play.
a Put the students in groups of ve. Tell
them to read the ve role cards and take
one of the roles each. They then write their
titles (e.g. Petrol station owner) on pieces
of paper which they use as labels to
identify themselves.
b Read out the statement (To help save )
then ask the students to decide what they
think about it (remind them that their real
opinions are not required they are
role-playing). Allow about ve minutes
thinking time encourage them to make
notes then ask ve different students
(one A, one B, etc.) to share their ideas
with the class. If the students nd this
difcult, suggest a few ideas (see below).
Allow a few more minutes for the students
to note down more ideas.
60
Expressing opinions
You are going to discuss this statement in groups of ve.
To help save the worlds energy resources, the government should increase
the price of petrol by 100%.
a Each group chooses one of the roles AE.
b Read your role card and decide what you think about the statement.
Work in groups of ve A, B, C, D, E.
a First, each character should say what he / she thinks about the statement in exercise 1.
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.
b When everyone has expressed their opinions, have a general discussion.
c Finally, organise a vote to nd out whether your group agrees or disagrees with the
statement.
USEFUL LANGUAGE
Saying why one is worried
Im really worried about (the idea) because
Im afraid X would (happen) if they increased the price
of petrol.
Saying why one is pleased
Im really pleased
I think its a great idea.
It sounds good to me.
Quote Environmental protection doesnt happen in a vacuum. You cant separate the
impact on the environment from the impact on our families and communities.
Jim Clyburn
A Petrol station owner
You own a petrol station.
Most of your income
is from selling petrol
to local people and
companies.
B Someone who wants to protect nature
You think there is too much congestion on the
roads and that the smog is a danger to nature and
to peoples well-being.
You go everywhere by public transport or on foot
and you suffer from asthma.
C Car driver
You use your car every day: for
work, for shopping and to visit
friends.
You are self-em
ployed and for
m
ost of the week you have to
travel and consult different
com
panies.
D Teenage cyclist
You are too young to drive,
so you travel everywhere by
bicycle.
Your journey to work is
hazardous because the trafc
is very heavy in the mornings.
Cars have knocked you off your
bike twice.
E Student
At the moment you walk everywhere but youd like to procure a car when you leave university and get a job.
You are worried about the environment.
Students Book page
Unit 7 Power - the alternatives
87
Quote
Ask students how much time they spend in nature
(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
why nature is a source of curiosity, and why it is a
source of fullment. Do students agree? Why / why
not?
Background: James Enos (Jim) Clyburn (1940 -) is a
politician who believes in helping the environment.
He has worked in politics for many years and his
views are widely respected.
A magazine article
Tell the students that they are going to read a
magazine article, and then write a similar one.
(15 mins)
Ask students to look at the title of the article (Do
you really have to drive?). Ask them to guess what
the article is about (saving petrol / oil / energy /
alternative methods of transport).
61
Unit 7 Power - the alternatives
A magazine article
Read the magazine article below and answer these questions:
a What do you know about the writer and the readers of the article?
b How does the writer start and nish the article?
c Is the style formal or informal?
d What is the main purpose of the article?
Compare your answers to questions 1ad
in pairs.
a Brainstorm ideas in groups. Collect them
in a graphic organiser using the following
headings:
Think about electricity: lights, air-conditioning,
travelling, etc.
How could you save some energy at home?
What would be a suitable title for the article?
How could you start and nish 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.
b Now check your article and exchange it with a partner.
USEFUL LANGUAGE
Introducing a topic with a
question
Do / Have you ever ?
What are you doing to ? / What
could you do ?
Giving warnings
If we dont do , will happen.
It sounds good to me.
Making suggestions
We could (share cars).
If you have a big car you could
(replace it).
task
You are going to write an article for a school magazine
suggesting practical ways in which we could all save
energy.
Do you really have to drive?
When youre in your car, do you ever think,
Do I have to drive? or Could I travel by bus?
Recently, Ive asked myself these questions
more often. Sometimes I have good answers,
but not always.
When I drive to work, Im the only person in
my car. Most other cars on the road also carry
only one person. Were all going to the same
place in our own cars. What a waste of energy
and money! I dont enjoy my journey because
of all the trac, but Im more worried about
air pollution and the energy which motorists
like me are squandering.
So here are my suggestions for diminishing the
amount of energy we use in our cars. Firstly,
we could share cars with other people who are
going to the same place as us. Secondly, we
could use alternative modes of transportation.
And nally, if you have a big car, you could
replace it with a smaller one. If we dont do
something to save energy, well end up with
irreversible environmental problems. What are
YOU going to do to prevent this?
1
2
4
5
3
5
10
15
20
ords to remember W
asthma, congestion, consult,
diminish, end up with,
government, hazardous,
irreversible, motorist, procure,
recently, self-employed, smog,
squander, waste
Students Book page
Ask the students to read questions a-d. Tell them to
read the text and note down answers to the questions.
When they are ready, put them in pairs to compare
answers, then check them.
(15-20 mins)
a Put the students in small groups. Ask them to read
and discuss the questions one by one. Make use of the
pictures to guide students (1 washing machine, 2 toaster,
3 kettle, 4 TV set, 5 lamps). Encourage them to make
notes. Remind them to use the text in exercise 1 as a
model.
While they are talking, go round and offer ideas where
needed. Then invite different students to share their
groups ideas with the class.
b Tell the students to plan their article, using the
paragraph guide. Go round while they are working and
make suggestions where necessary.

(15-20 mins)
a Allow time for the students to write their
articles. Remind them to write about 150 - 170
words, to keep their style informal, as they are
writing for people of their own age and to use
some of the language in the Useful Language box.
b Ask the students to check their work carefully
for spelling, punctuation, grammar and style.
Put the students in pairs to read each others
articles and make suggestions for improvements.
Finally, collect the nished articles and return
them corrected as soon as possible.
Lesson 9
Workbook pages 56 - 57, Writing
Workbook answer key see page 148
Objectives
Skills At the end of the lesson,
students should be able to:
Reading read articles about energy
Writing write an article
Functions suggest solutions
Unit 8 The power of technology
Students Book page
88
MODULE 3: Power

Lessons 1 and 2
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read an article about inventions
Speaking talk about modern technology
discuss future inventions
Writing write a list
Topic Future shock
Functions predict
express opinions (agreement / disagreement)
Vocabulary contact lens (N), cure-all (N),
currently (Adv), draw (V),
gold-coated (Adj), innovate (V),
instantly (Adv), latest (Adj), micro-robot (N),
nanoshell (N), satnav (N),
shock (N), sophisticated (Adj),
tumour (N)
Students Book pages 62 and 63
Present the active vocabulary needed for
each activity.

(10 mins)
Collect some pictures of modern
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
ideas. Ask them to think of at least ten
items. Go round the class and listen
to their discussions, offer prompts /
vocabulary where needed.
Useful Vocabulary:
dishwasher, cooker, microwave oven, fridge,
freezer, toaster, sandwich maker, heater, electric
fan, air conditioning, CD player, MP3 player,
TV, computer, DVDs, car, plane, mobile phone,
etc.
Then ask the students to arrange the items
in their lists in order of usefulness the
most useful = 1.
Ask each group to tell the class their
number one item. Is there a clear
favourite?
(20-25 mins)
a Read out the question (What can human beings
do?) and the two examples.
Which modern inventions enable us to do these
two things? (The plane, the phone, the Internet) Ask for
two or three more similar sentences (referring to
different inventions), then ask the groups to look
at their lists and make a sentence referring to each
item.
When they are ready, invite different students
to read out a sentence can the class say which
invention is referred to?
b Have students read the short paragraph. It is
about why, and how, modern science is important.
Ask students to discuss in pairs why they believe
scientic exploration is important, and whether
they agree or disagree with this statement.
Then, have students close their books. Tell them
that they are going to read an article on page 63
that mentions new inventions. Can they think of a
good title for the article? What do they think the
main points of the article will be?
Grammar
Modals (can / could; must / should); wish + simple past / past perfect
Unit 8 The power of
technology
62
MODULE 3: Power
Work in pairs. Think about the power of technology.
a What can human beings do now that they couldnt do 100 years ago? Make a list.
We can travel around the world in a few hours.
We can talk to people thousands of kilometres away.
We can
b Read the following statement. Why do you think modern science is important?
An important part of modern science is to strive for clear understanding. Therefore,
scientic explanations are always welcomed as they help us to have a greater
understanding of the world. Thats why Islamic society has always respected and
had an interest in science.
Read the article on page 63 about some of the inventions scientists are working on now.
Predict inventions the writer will refer to.
As you read, note any of your ideas in exercise 1 which the writer mentions.
Match four of these headings with sections 14 in the article on page 63.
You do not need to use two of them.
A A smart future D In the home
B The world of work E Connections
C Cure-all F Clothes and fashion
Students Book page
Unit 8 The power of technology
Students Book page
89
(10 mins)
Ask students to read the article again and then answer
the questions. Put the students in pairs, then check their
answers.

(expressing opinions: agreement /

disagreement)
(20 mins)
Read out question a and ask for a few ideas from the
class. Tell them one or two of your own ideas! Then put
the students in pairs or small groups to tell each other
their ideas. Suggest that one person notes down the
main ideas of the discussion.
Repeat this procedure with question b.
Ask one person from each pair or group to tell the class
the main points of their discussions. Do the students
have similar opinions?
Lesson 3
Workbook pages 58 - 59, Reading
Workbook answer key see page 148
Put the students in pairs (if possible with new
people) to discuss ideas and note them down, then
invite different students to tell the class their ideas.

(20 mins)
Ask students to open their books at page 63. Ask
the students to look at the title of the article (Future
Shock) and make sure they know the meaning of
shock. Ask them to remember what they guessed
about the article, and then allow time for them to
read it.
When they are ready, ask Do you think its a good
title? Why (not)? Were you right about the main
points?
Answer questions about any difcult words, which
might include: currently, tumour, sophisticated,
swallow, organs.

(15 mins)
Ask the students to read headings A-F, then put
the students in pairs to match them with the
paragraphs. Remind them that there are two extra
headings.
Unit 8 The power of technology
63
Future Shock
Our grandparents thought they were fortunate because they could travel by car and they
could see lms at the cinema. Now, we think were very lucky because we have appliances
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
to where we are going; and we have AC systems which can keep our houses and ofces cool
when the weather is hot.
But in just a few years, these latest inventions will seem old-fashioned compared to things
that scientists are currently innovating. Here are a few of the ideas they are developing.
1
Within a few years, we will all be able to
watch 3D television without special glasses.
We will have more spare time because
robots will be doing almost any job in and
around our homes, including cleaning,
washing, gardening and mail delivery.
2
There will be big changes in medicine, too.
Gold-coated nanoshells are being
developed. They will be able to nd cancer
tumours and destroy them, using heat.
Within ten years, researchers will have
developed micro-robots which we can
swallow. These will be able to travel
through our bodies and repair organs that
are not working properly.
3
In the next ten years, we will be able to
buy intelligent or smart refrigerators
which will automatically inform us when
we are running out of food and will be able
to order supplies directly from an online
supermarket.
By 2020 we could see the end of trafc
jams and road accidents: cars will drive
themselves along smart roads. Some
people predict that we will even be able to
buy ying cars.
4
Mobile phones will continue to get smaller
and become more and more sophisticated.
We may be able to use our phones to pay
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.
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?
b How will housework change in the future?
c How will very small robots help doctors?
d Which future invention do you think is the most useful?
Summarise its benets.
(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?
5
10
15
20
25
ords to remember W
contact lens,
cure-all, currently, draw,
gold-coated, innovate,
instantly, latest,
micro-robot, nanoshell,
satnav, shock,
sophisticated, tumour
Students Book page
Objectives
Skills At the end of the lesson,
students should be able to:
Reading read a text about future
travel
Writing write an extra paragraph
write a summary
Topic Future travel
Functions give examples
Vocabulary bio-fuel (N), implement (V),
obstacle (N),
outlandish (Adj),
suspension (N),
windscreen wiper (N)
Students Book page
90

Lessons 4 and 5
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Speaking discuss future inventions
talk about abilities and possibilities
talk about difcult behaviour
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
Students Book pages 64 and 65
Present the active vocabulary needed for each activity.

Modals [can / could; must / should]

(5 mins)
Ask a student Can you cook? If the student
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
havent 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 cant
cook now. We havent got the right things in
the classroom, so it isnt 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 / shouldnt
do and what they must / mustnt do.
Have students note down the difference
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.
(10 mins)
Ask the students to look at the pictures. Ask What
can computers do? Invite different answers from
the class (e.g. They can nd information quickly; they
can play music). Then ask What can we do with
computers? (e.g. We can play games; We can talk to
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.
64

Modals (can / could; must / should) Grammar reference pages 131132
Complete the sentences with can / cant and could / couldnt.
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 nd 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 / shouldnt visitors do? What must / musnt they do?
Behaviour in public and at meetings Clothes / Appearance
3. You mustnt keep your shoes on when
you visit a mosque.
4. When you meet someone, you should
not shake hands with your left hand.
5. You should use the greeting Al-salaam
alaykum.
1. Visitors must cover most of their body.
2. Men should wear a tie for business
meetings.
3. Clothing should not attract attention
or be worn to show off.
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 cant 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 didnt?
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.
Wish + simple past / past perfect Grammar reference page 132
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.
Students Book page
Unit 8 The power of technology
Students Book page
91
c Ask students to check their answers to exercise 1b in a
dictionary if possible, or the Students Book glossary.Go
round and offer help if necessary.
d Read out sentence 1 and ask the students to supply
the missing word from the words in question b (untidy).
Then allow time for the students to complete all ve
with words from question b. Put the students in pairs to
compare answers.
(20 mins)
Put the students in pairs. Read out question a and tell
them they have two minutes to discuss it. After two
minutes, invite ideas from different students, and tell
them your own ideas too! Then repeat the procedure
with questions b and c.
(8.1) (10 mins)
Play the rst part of recording 8.1, and ask the students
to underline the stressed words. Continue, pausing for
the students to underline each stressed word. Do not
check their answers yet. Tell the students to practise
saying the sentences in pairs.
Listening script 8.1 see page 135
(8.2) (10 mins)
Play recording 8.2, pausing after each sentence
for the students to check their answers to
exercise 3. Then play it again, pausing after each
sentence for the students to repeat it.
Listening script 8.2 see page 135
Quote
Read the quote to the class. Check that
students understand it. (Essentially, it
means that machines cause more problems
than they solve.) Do students agree or not?
Ask them to give examples to justify their
answer.
Background: Antoine de Saint Exupry
(19001944) was a French writer and air
pilot. His most famous book is The Little
Prince.
Lesson 6
Workbook pages 60 - 61, Language
practice
Workbook answer key see pages 148
149

Wish + simple past / past perfect

(10 mins)
a and b Ask the students to study the example
sentences. Explain to the students that the rst
sentence uses the past perfect, and the second
sentence uses the simple past to discribe different
types of wishes. Then have them complete question
b.
Negative adjectives
(5 mins)
Indicate something in the room or outside the
window and ask for at least four adjectives to
describe it. Repeat this with one or two more
objects.
(10 mins)
a Read out the explanation and the example. Make
sure that students understand what a negative
meaning means.
Ask for more examples, e.g. (un)happy, (un)kind,
(un)usual, (un)able
b Tell students they are going to look at more
prexes. Ask them to read the notes in the box,
then work with a partner to decide the negative
form of the adjectives in the box.

65
Unit 8 The power of technology
Negative adjectives
Prexes are often used to give a negative meaning to an adjective.
Example: lucky unlucky
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
question c may help you.
formal frequent friendly honest legal legible
obedient patient polite regular relevant tidy
c Check your negative adjectives in a dictionary or the Students Book glossary.
Negative adjective prexes
un- is the most common negative prex
dis- is used with some adjectives
il- is used with some adjectives beginning with l ...
im- is used with some adjectives beginning with p ... or m ...
ir- is used with some adjectives beginning with r ...
in- is used with a few adjectives
d Complete these sentences with the negative form of some adjectives from question b.
1 My room is a bit . I wish I had a robot to clean up the mess.
2 It is to drive faster than the speed limit.
3 children should learn to do what their parents tell them.
4 People who live in cities often have a reputation for being , but I always
get on very well with them.
5 I cant read your writing. Its completely .
Answer these questions in pairs.
a What should parents say to their disobedient children?
b In what situations do you get impatient? Explain.
c What should companies do with dishonest employees? Elaborate.
(8.1) Listen and repeat. Underline the most stressed word in each sentence.
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) Listen to the sentences again. How have they changed?
Quote The machine does not isolate man from the great problems of
nature but plunges him more deeply into them.
Antoine de Saint Exupry
ords to remember W
bifocal, frequent,
instigate, legible,
obedient, patient,
reputation, software,
spot
Note
Students Book page
Objectives
Skills At the end of the lesson,
students should be able to:
Grammar use modals [can / could;
must / should]
use wish + simple past /
past perfect
use prefixes
Writing write wish sentences
Functions give examples
Students Book page
92

Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read a short article about smart clothes
read an advertisement
Speaking give a sales talk
discuss future inventions
Writing write a magazine advertisement for a new
invention
Topic Robomate
Functions support ideas
introduce a subject
state advantages
persuade
Vocabulary anniversary (N), heart rate (N),
recharge (V), remind (V), terminal (N),
torso (N), transmit (V), trespass (V),
wearer (N)
Students Book pages 66 and 67
Present the active vocabulary needed for each activity.
Selling an idea
(10 mins)
Write the words smart clothes on the
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.
Put the students in pairs to discuss which
of the smart clothes mentioned would be
the most useful. Ask for ideas, then hold a
class vote.
(about 15 mins)
Ask the students to look at the pictures.
Briey 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 writers
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
questions 1-4 and make notes. Encourage
them to be imaginative! Go round and
offer suggestions where necessary.
c Tell them to prepare a persuasive sales talk
about the item they have chosen, based on the
ideas they have noted down. Suggest that the
four sections are shared between members of the
group. Before they start, tell them to look at the
Useful Language box. Go round and offer help where
necessary.
(1015 mins)
a Put pairs or groups together if possible with
students selling different items.
Students take turns to give their sales talk to the
other pair or group. Go round and listen while they
are talking.
b Ask students in each group to comment on the
sales talk they have heard are they persuaded?
Invite two or three sets of students who have given
persuasive talks to give them again, to the whole
class.
66
Selling an idea

Read this short article about smart clothes of the future.
Which of the clothes do you think would be the most useful?
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 nd it particularly useful?
4 How would it improve the wearers life?
c Plan a sales talk to persuade other people to buy this article of clothing. Use your
answers to questions b14 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
Id like to tell you about our fantastic new invention.
Its a which can
This is the invention you have all been waiting for.
Its a which
Stating advantages
The best thing about (our new shoes) is
This is what our can do for you.
It isnt expensive. It only costs
Its available in these sizes / colours:
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
you wear on your torso. Other clothes will help to save lives
by checking the wearers heart rate and blood pressure and
transmitting this information to a doctor. Life-saving ski
jackets will heat up if the wearers body temperature falls too
low, and will transmit a message to a satellite to help rescue
teams to find the wearer.
5
10
Students Book page
Unit 8 The power of technology
Students Book page
93
An advertisement
(10 mins)
Bring in some magazine advertisements, and show
them to the class. Also, ask the students to think
of some other advertisements for household goods
they have seen on TV, in magazines or on posters.
Which advertisements do they think are effective
which ones are not? Why?
(10 mins)
Tell the students to look at the picture and then
read the advertisement. Go round and explain any
difcult vocabulary.
Put the students in pairs to discuss which of the
robomates abilities would be the most useful.
Ask the class to identify all the things it can do and
write them on the board (talk; do boring jobs; phone
you if someone breaks in; look after the house; remind you
of important dates; work for 48 hours). Hold a class
vote for the most useful ability.
67
Unit 8 The power of technology
An advertisement
Read this advertisement for a new household robot. Which of Robomates abilities
would you nd most useful?
ROBOMATE
Read the advertisement again and answer these questions.
a Why does the writer of the advertisement use the word you?
You can ask it to do jobs
b Why does the writer ask questions?
So, what are you waiting for?
c Is the style of writing formal or informal? What effect
does this have?
d Why does the writer use a list of bullet points []?
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
expensive, simple or complicated.
Write in the same style as the advertisement for Robomate.
Include the price of your invention.
b Now check your spelling, grammar, punctuation and style. Exchange advertisements
with another student.
R d h d i i d h i
This is Robomate and here are some
of the things it can do for you:
It can translate between languages.
You can ask it to do jobs around the
house for you. It particularly likes the
jobs you find boring.
It can look after the house when you go
out. If someone trespasses, Robomate
will phone you.
If you are away, and you want to check
everything is okay at home, you can
see whats going on through a special
webcam.
It can remember everything you tell it
and remind you about important dates
like birthdays and anniversaries. This is
particularly useful if you have a busy
life or a bad memory.
Its batteries last for 48 hours without
recharging.
So, what are you waiting for?
Order your own personal Robomate
today. Itll change your life!
Still not sure? Check our website and
watch Robomate in action!
ords to remember W
anniversary,
heart rate, recharge,
remind, terminal, torso,
transmit, trespass,
wearer
5
10
15
20
25
task
You are going to write a magazine advertisement
for a new invention.
Students Book page
(10 mins)
Read out the rst question and discuss the answer with
the class (the writer uses you to personalise the advertisement,
to make the reader imagine himself / herself actually using the
robot.) Put the students in pairs to discuss the rest of the
questions. Go round and offer suggestions where necessary.
Invite different students to tell the class their ideas for
questions b-d. Tell students to write their answers in
their notebooks.

(20 mins)
a Tell the students to read the advertisement in their
books again. Then read out the instructions and allow
about fteen minutes for them to plan their own
advertisements. Tell them to use a clean page in their
notebooks and set it out like a real advertisement. Go
round and offer suggestions where necessary.
b Tell the students to check their work carefully for
spelling, grammar, punctuation and style.
Put the students in pairs to read each others
advertisements and encourage them to suggest ways
of improving their partners work. Go round and make
corrections where necessary.
Invite different students to read out their
advertisements to the class.
Optional: Give each student a sheet of paper
and ask them to make a real poster, for use in
a classroom display.
Lesson 9
Workbook pages 62 - 63, Writing
Workbook answer key see page 149
Objectives
Skills At the end of the lesson,
students should be able to:
Reading read magazine
advertisements
Writing write an advertisement for
a new product
write a storyboard
Functions express possibility
Unit 9 Money
Students Book page
94
MODULE 3: Power

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 factle
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),
condentiality (N),
economics (N), insurance (N),
invest (V), investment (N),
loan (N), management (N),
transaction (N)
Students 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
cheques 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
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
difcult 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 denitions. Then allow
them time to go back to the text and try to nd a
word that matches each denition. Let them check
their answers in pairs.
Unit 9 Money
68
MODULE 3: Power
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 dont 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 didnt 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
and trustworthy and be able to respect condentiality. It is also important that you are
10
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 ofcially work 35-40
hours per week, but sometimes I work overtime to meet important clients.
Some people say that money is corrupting and causes greed, but
15
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!
Students Book page
Unit 9 Money
Students Book page
95
(9.1) (10 mins)
Ask the students to read the factle and decide which
of the facts are mentioned in the recording. Put the
students in pairs to compare answers, then play the
recording a nal time to check.
Listening script 9.1 see page 135
(expressing opinion; agreement /
disagreement; exchanging ideas)
(10 mins)
Put the students in pairs, if possible with different
people. Ask them to consider both questions.
Allow about ve minutes; go round and offer
suggestions where necessary.
Ask volunteers to tell the class their ideas.
Have a class vote to decide if a return to bartering
would be a good thing.
Lesson 3
Workbook pages 64 - 65, Reading
Workbook answer key see page 149

(9.1) (5-10 mins)
Tell the students that they are going to hear a
talk about the history of money. Explain that it is
quite long but they will hear it several times. Ask
the students to read the three questions, then play
recording 9.1 straight through. Students answer
questions individually.
Listening script 9.1 see page 135
(9.1) (10 mins)
Ask the students to read the four statements, then
play the whole recording again.
Then put the students in pairs to decide whether
each statement is true or false. Ask them to justify
their answers. When they are ready, play the
recording again and check their answers.
Listening script 9.1 see page 135
Unit 9 Money
69
Read the extract on page 68 again and nd a word to match each denition.
a a university qualication
b time that you spend working in addition to your normal working hours
c a selsh desire
(9.1) You are going to hear a talk about the history of
money.
As you listen, answer these questions.
a What did people barter with in the past? (Barter =
exchange things instead of using money. Examples:
animals, things they made, etc.)
b When and where were the rst coins made?
c When and where were the rst bank notes made?
(9.1) Listen to the talk again. Are these statements True (T) or False (F)? Justify your
answer.
a In parts of Africa shells are still used as money.

b The rst 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.

(9.1) Which facts in the Factle are mentioned by the speaker?
When you have made your choice, listen again and check your answers.
(expressing opinions:
agreement / disagreement;
exchanging ideas)
Discuss these questions in pairs.
a If people in your town had no money, how
could they get things they needed?
Could they barter? What could they
exchange?
b What could you and your friends exchange?
10 Money Dates
9000 BCE Cattle were the oldest
form of money.
6000 BCE The rst banks were in
Babylon in Mesopotamia.
1200 BCE Cowry shells were rst
used as money in China.
640 BCE The rst coins were
produced in Lydia.
550 BCE The Persians used gold coins,
but the Greeks used silver.
800 CE The rst paper money notes
were made in China.
1520 CE The Aztecs used gold dust
and cocoa beans as money.
1660 CE The rst 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.
ords to remember W
accounting, barter,
condentiality,
economics, insurance,
invest, investment,
loan, management,
transaction
Students Book page
Objectives
Skills At the end of the lesson,
students should be able to:
Reading read an article about
Warren Buffett
Topic Warren Buffett: Philanthropic
billionaire
Vocabulary billionaire (N),
charitable (Adj), inherit (V),
philanthropic (Adj),
tax return (N)
Students Book page
96
Money: rules or advice about spending money
Clothes: rules about what clothes are suitable in
different social situations and weather conditions
Public behaviour: rules about what to do and what
not to do in public places
Driving a car: rules or laws about driving in Kuwait
(10 mins)
Put pairs together to make small groups. Tell them
to explain their rules or laws to each other. Go
round and make sure they are using must / mustnt
; have to / dont have to; should / shouldnt. Finally,
invite different students to explain their rules to the
class, and encourage comments.

Reported speech
(15 mins)
Refer students to the article on page 68. Allow
them time to read the rst paragraph of the
article. Then put students in pairs and ask them
to complete the paragraph using reported speech.
Go round and offer help where necessary. Invite
volunteers to read aloud their nished paragraphs.
Correct as necessary.

Lessons 4 and 5
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Speaking discuss rules
describe objects for an online auction
Writing write a set of rules
Grammar use have to / should / must
use reported speech
Topic e-sell
Functions express obligation
express opinion (agreement /
disagreement)
discuss rules and laws
describe objects for sale
Vocabulary auction (N), complimentary (Adj),
login (N), shipping (N), tax (N)
Pronunciation reduce the preposition to in
sentences
Students Book pages 70 and 71
Present the active vocabulary needed for each activity.

have to / should / must

(10 mins)
Read out the rst sentence (Most people)
and ask the students to match it with one
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,
using one of the modal verbs in the box.
(You shouldnt 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 nd strange and / or
difcult to get used to? Then ask them to
imagine what it must be like for foreigners
who come to live and work in Kuwait.
What might they nd difcult 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

have to / should / must Grammar reference pages 132-133
Match the modal verbs in sentences ac with their meanings 13.
a Most people have to work to earn money.
b You shouldnt 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 mustnt shouldnt dont have to
a It isnt a good idea to carry lots of money around with you. You
b Its wrong to take things from shops without paying. You
c It isnt necessary to pay for these drinks. Theyre complimentary. You
d If you earn money, I think its right that you pay tax. If you earn money, you
e Its a good idea to put your money in a bank. You
f Its 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:
Money Clothes Public behaviour 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 / mustnt; have to / dont have to; should /
shouldnt.
Reported speech Grammar reference page 133-135
Complete the paragraph using the rst paragraph of the article on page 68.
A local bank manager said that when he had left school, he started working
Students Book page
Unit 9 Money
Students Book page
97
(9.2) (10 mins)
Play the rst 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 ones
character is important to maintain relationships.
Background: Samuel Johnson (1709-1784) was one of
the most important English literary gures. His most
important work was the rst authoritative English
dictionary. It took 10 years to complete and
was published in 1755.
Lesson 6
Workbook pages 66 - 67, Language
practice
Workbook answer key see page 149
Objectives
Skills At the end of the lesson,
students should be able to:
Grammar use have to / should / must
use adjective + to + verb
Functions participate in a dialogue
express opinions
(agreement / disagreement)
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 (Its hard to
imagine) and point out the pattern (adjective + to
+ innitive).
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.
71
Unit 9 Money
List and sell
Look carefully at this website for buying and selling goods.
a Describe three of the items for sale, following the information in the box.
Kuwaits Online Auction
b Work in pairs. Ask and answer questions about the objects.

Adjective + to + verb is a common pattern in English.
Its hard to imagine the world without money.
a Complete these beginnings.
1 Its hard to imagine
2 Its impossible to believe that
3 I nd it difcult to understand
4 Im lucky to have
b Compare answers with a partner, then think of one or two more ways of ending the
same sentences.
(9.2) Listen and repeat these sentences. Notice when the preposition to becomes reduced.
a Its hard to imagine. c Im going to tomorrow.
b You shouldnt have to. d They couldnt 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 mans business: to cultivate kindness is
a valuable part of life.
Samuel Johnson
1
2
5
6
4
3
Sell your rst item now! List:
Item title
Item description & history
How you would like to be paid
Shipping methods
e-Sell
ords to remember W
auction,
complimentary, login,
shipping, tax
Students Book page
Students Book page
98
Tell them to listen again, and notice how each
person explains his / her reasons. Play the
recording, pausing after each section, and ask
students to repeat the reasons
(A: to learn the birds. Itd be a fantastic feeling. People
in the future would thank us. B: It would be good for the
school, everyone could use it to learn. C: We could make a
lot of money).
Listening script 9.4 see page 135
(15 mins)
Put the students in small groups, if possible with
people who have made different choices.
a and b Tell them to discuss each option and to
explain the advantages of their rst two choices,
and the disadvantages of their third choice (using
their tables from exercise 2). Can the group agree
on a nal choice?
Remind them that they must reach an agreement.
Allow no more than fteen minutes.
Ask which groups have reached an agreement and
congratulate them!

Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read an opinion composition
Listening listen to a discussion
Speaking discuss advantages and disadvantages in
order to reach agreement
Writing write an opinion composition
Topic Does money make the world go round?
Functions express opinions (agreement /
disagreement)
reach agreement
state advantages and disadvantages
exchange ideas
agree / disagree
give reasons to support opinions
state ones purpose
express an opposite opinion
Vocabulary afuent (Adj), evil (Adj), extinct (Adj),
generosity (N), gross (V), in this sense (Exp),
prot (N), spur (V), success (N)
Students Book pages 72 and 73
Present the active vocabulary needed for
each activity.
Reaching agreement
(10 mins)
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
think about the choices and put them in
their own order of preference.
(5 mins)
Ask the students to complete the table
with their own ideas. Go round and offer
suggestions.
(9.4) (20 mins)
Ask the students to listen to three people
talking about what they would choose.
Play recording 9.4 straight through, then
ask what the three peoples rst choices
were (A: bird sanctuary; B: study centre; C:
hotel).
72
Reaching agreement
You and a group of friends have entered a competition together and you have won the
rst 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
choices below. Look at the choices and put them in your ideal order. (1 = your rst choice)
Make a list of the advantages of your rst and second choices and the disadvantages
of your third choice.
Choices Advantages Disadvantages
1 New school study centre Improve the school
2 New bird sanctuary
3 Hotel We could lose the money
A lot of hard work
(9.4) Before you have your discussion, listen to three people discussing the same
choices.
What is each speakers rst choice?
Work in groups.
a Discuss the three choices in turn. As each choice is discussed, describe the advantages
of your rst and second choices and the disadvantages of your third choice.
b If there is no agreement, try to persuade the others in the group that your rst choice is
the best.
Remember: You must reach agreement or you will not get the money!
Buy a hotel in your town
which is losing money. If you
make it a success you could
gross a prot for yourself.
Pay for the building of a
new sanctuary for a bird
that is nearly extinct in
Kuwait.
Pay for the building of a
new study centre at your
school.
Students Book page
Unit 9 Money
Students Book page
99
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 writers opinion. Ask them
to think about whether or not they agree with the
writers 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.
73
Unit 9 Money
An opinion composition
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
everyone would like to be more afuent than they are.
For some people, their main reason for doing anything is to make
money. However, there are other reasons.
Most people go to work because they need money to pay for food,
clothes and a home. Some people start businesses to make more
money for themselves and their families. These businesses pay their
employees. If a business closes, the employees lose their jobs and
cannot afford to buy anything. So in this sense, it is true to say that
Money makes the world go round.
On the other hand, some people believe that money has become too
important. They say that money spurs criminal behaviour and can
lead to wars between countries. These people think that family and
generosity are more important than money.
In my opinion, we need money to live, but life without friends would not be worth living.
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
make the world go round.
b Work in pairs. Do you and your partner agree with the writer?
c Now match these descriptions with the correct paragraphs.
Ideas which answer Yes to the question
The main idea of the composition
The writers own opinions
Ideas which answer No to the question
You are going to write your own four-paragraph composition.
Do you agree that love of money is the root of all evil?
Do you think that the best things in life are free?
Choose one of these subjects and plan your ideas with a partner.
a Write your composition in about 150-170 words, using your plan and the ideas you
have discussed.
b Now check your composition, exchange it with another student, and discuss any
opinions you and your partner disagree about.
USEFUL LANGUAGE
Stating ones purpose
I am going to write about
Expressing opinions
In my opinion,
I believe that
It seems to me that
Expressing an opposite
opinion
On the other hand, many
people think
task
You are going to write an opinion
composition about money.
D
o
e
s

m
o
n
e
y
m
a
k
e
r
o
u
n
d
?
the
w
o
rld
g
o
ords to remember W
afuent, evil, extinct,
generosity, gross, in
this sense, prot, spur,
success
15
5
10
Students Book page
(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 others compositions and
make comments based on the two questions.
Encourage them to discuss each others work do they
agree or disagree with their opinions? Finally, collect
the compositions and return them corrected as
soon as possible.
Lesson 9
Workbook pages 68 - 69, Writing
Workbook answer key see page 149
Objectives
Skills At the end of the lesson,
students should be able to:
Reading read extracts from a
composition about money
Writing write a list
write an opinion
composition
Functions justify opinions
give explanations
Preparation for the project
Tell the students they will be working on a
project called Doing a technology survey at
the end of the module. Ask them to work in
pairs, and to decide which type of technology
they would nd most interesting to conduct
a survey about and to nd out about it. Tell
them to look in books, magazines, on the
Internet, etc., for different types of questions
and surveys. Ask them to bring in this
research to the next lesson.
Focus on
Students Book page
100
Focus on
74
The National Assembly Building
This incredible white building houses the Kuwaiti parliament. The building is an
amazing combination of styles and draws its inuence from both the modernist architectural
movement and Islamic tradition. For example, the sloping roofs serve both a functional and
a gurative purpose. They provide shade for the parking area on one side of the building
and evoke the traditional Kuwaiti past by representing a traditional souk covered by a
tent. Although the style of the building is extremely contemporary, even 30 years after its
completion, it still evokes Kuwaits 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 ows 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 Kuwaits
National Assembly, otherwise known as the Majlis Al-Umma or House of the Nation. It is an
especially important building as it houses Kuwaits parliament, the only parliament in the Gulf.
The building also houses the ofces of Kuwaits leading politicians. Members of the
public can even go to hear Parliament in session and translation is available for those who
dont speak Arabic. These sessions are extremely interesting for anyone who wants to learn
about the governmental processes of Kuwait, and reect the open nature of Kuwaits 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 nishes 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:
OPPOSITION CAUSE AND EFFECT
although, even though, though, whereas,
while
because, since, as, as long as, so long as, due
to the fact that
Find in the text one cause / effect clause and one opposition clause.
Write similar adverb clauses with other subordinating conjunctions from the table.
5
10
15
20
25
Students Book page
Students 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
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.
Discuss in groups why you have chosen
each word in your list.
5 How old is Kuwaits parliament?
6 What is unusual about Kuwaits
parliament?
7 Do you like the design of the National
Assembly Building? Why / Why not?
Discussion (5 mins)
In pairs, students discuss the text.
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.
Project 3
Students Book page
101
Doing a technology survey
Students Book pages 75 and 76
Tell the class they are going to prepare and carry
out a survey about technology.
Design your own survey
(10 mins)
a Put the students in groups of three or four. Ask
them to choose one of the three topics for their
survey.
b Explain that there are different ways of asking
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.
c Allow time for the students to compose their
questions. Suggest that they write between 5 and 10
questions, relating to the topic they have chosen.
Go round and offer suggestions where necessary. Make
sure the questions relate to the topic chosen, and make
sure they are all the same type of question.
Students can access these websites to obtain
more information:
www.misterpoll.com/polls/237738
www.statpac.com/surveys
www.technologyquestions.com
Carry out the survey
(30 mins)
Put groups together. Tell them to take turns to
ask and answer the other groups questions
each student should take a turn at asking one or
two questions, and each student should answer
all the other groups questions.
Project 3
75
Doing a technology survey
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 Difcult
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.
You are going to work individually and in groups
to carry out a survey about the importance of
technology in peoples everyday lives. Work in
groups of 34 students, and follow stages 15.
task
Students Book page
Students Book page
102
76
Carry out the survey
Work with another group. Take turns to ask your questions.
Every student in the group should answer the other groups questions. Dont forget to
make a written note of the answers other students give to your questions.
Summarise your survey results
Work in your original groups again. Summarise the answers other students gave to
your questions.
Here are some different ways of presenting the summaries:
Type 1
Eighty-ve per cent of students use a camera.
Twenty-ve per cent of students strongly disagree that technology is becoming too
important.
Type 2 Tables of gures Type 3 Graphs or diagrams
4 3 2 1 Order of importance / Item of technology
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 groups ndings to the rest of the class.
You can do this presentation in a number of ways.
Speaking: read out the results of your survey.
Visual: display your results in writing or diagrams on the wall.
Speaking and visual: read and display.
Class discussion
Discuss these questions about the results of
your surveys.
a What facts stand out from your survey?
b Were there any differences of opinion
between different groups?
Try these websites for
information:
www.misterpoll.com/237738
www.statpac.com/surveys
www.technologyquestions,com m
Students Book page
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.
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.
Do the students think any of the question
types are much better or worse than the
others?
Module 3 Progress test
Workbook pages 70 75
Workbook answer key see pages 149
- 150
Extra listening pages 137 - 138
Students Book Answer key
103
Unit 7, page 57, exercise 3
a 2 b 5 c 1 d 3 e 4
Unit 7, page 57, exercise 4
coal, oil, natural gas, hydro-electric
power, wind power, wave power, solar
energy, wood (vegetation)
Unit 7, page 57, exercise 5
a 60 / 220 b 10 billion c 355
d 1890 e 10 f 340
Unit 7, page 57, exercise 6 a
1 False: Reserves of natural gas will last for 220 years
and reserves of coal and oil will only last for 60 years.
2 True: The Al-Ghawar oileld in Saudi Arabia is the
biggest in the world.
3 False: Wind, waves and the sun produce only 0.5
per cent of the worlds energy needs.
4 True: In some poor countries plants provide over
90% of all the fuel.
Unit 7, page 58, exercise 1 a
1 continue (to use): present simple; will last: future
simple. This is a rst conditional sentence.
2 walk: present simple; need: present simple. This is a
general conditional sentence.
3 were: past simple; would last: past. This is a second
conditional sentence.
Unit 7, page 58, exercise 1 b
Sentence 1 likely
Sentence 2 always
Sentence 3 unlikely
Unit 7, page 58, exercise 2 a
1 Yes, they have. 2 More than once.
Ask the students to explain how we know these
answers (because the sentences are in the present
simple, which can describe a habit or routine.)
Unit 7, page 58, exercise 2 b and c
(Students own answers)
Unit 7, page 58, exercise 3 a
1 the future 2 a breakdown is likely
Ask the students to explain how we know these
answers (because the sentences are in the rst
conditional, which is used to talk about future events
that are likely to happen.)
Unit 7, page 58, exercise 3 b and c
(Students own answers)
Unit 7, page 59, exercise 4 a and b
a future time b unlikely
Unit 7, page 59, exercise 4 c
1 found / would fall 2 fell / would use 3 used /
would be
Unit 7, page 59, exercise 4 d
(Students own answers)
Unit 7, page 59, exercise 1
1 strong coffee 2 heavy trafc 3 strong lights
4 strong wind 5 heavy fall 6 strong smell
7 heavy ghting 8 heavy work
Unit 7, page 59, exercise 2
1 industry (noun - industrial is an adjective) 2 production
(both nouns, but product is the thing that is made,
production is the process of making it) 3 generate (verb -
generator is a noun) 4 electrical (adjective - electricity is a
noun) 5 using (verb - useful is an adjective)
Unit 7, page 61, exercise 1
a they drive cars
b with questions for the reader
c informal
d to persuade the readers to use their cars less often
Unit 8, page 62, exercise 3
1 D 2 C 3 A 4 E
Unit 8, page 63, exercise 4
a because they could travel by car and they could see lms
at the cinema
b Robots will be doing all the housework.
c Micro-robots will be able to travel through the human
body and repair organs that are not working properly.
d (Students own answers)
Unit 8, page 64, exercise 1
a cant b can c can d could e couldnt
Unit 8, page 64, exercise 5 a
The rst sentence uses the past perfect to express a regret
(a wish that a past event had turned out differently).
The second sentence uses the simple past to express a
wish that something might happen, even though the
wished event is very unlikely to happen.
Unit 8, page 64, exercise 5 b
1 understood 2 had called 3 had listened 4 were
Unit 8, page 65, exercise 1 a (Suggested answers)
unhappy, unable, unacceptable, unasked, unavailable,
unaware
Unit 8, page 65, exercise 1 b and c
un: friendly, tidy im: patient, polite
dis: honest, obedient ir: regular, relevant
il: legal, legible in: formal, frequent
Unit 8, page 65, exercise 1 d
1 untidy 2 illegal 3 Disobedient 4 unfriendly
5 illegible
Unit 8, page 65, exercise 3
a nanoshells
b smart
c see
Module 3
104
Unit 9, page 73, exercise 1 a and b
(Students own answers)
Unit 9, page 73, exercise 1 c
paragraphs 2-3 ideas which answer Yes
paragraph 1 the main idea
nal paragraph the writers own opinions
paragraph 4 ideas which answer No
Unit 8, page 65, exercise 4
a are
b will
c will
Unit 8, page 67, exercise 2 (Suggested answers)
a to make the advert more personal
b to make the reader feel actively engaged with the advert
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 rst coins were made in Lydia in Turkey over two
and a half thousand years ago.
c The rst 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 rst 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
didnt have enough copper.
Unit 9, page 69, exercise 6
The facts mentioned are:
The rst coins The rst paper money
The Aztecs The rst cheque Fils and Dinars...
Unit 9, page 70, exercise 1
a 1 b 3 c 2
Unit 9, page 70, exercise 2 (Suggested answers)
a You shouldnt carry lots of money around with you.
b You mustnt take things from shops without paying.
c You dont have to pay for these drinks. Theyre
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 didnt 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.
105
Module 4 Fact and ction
Students Book page 77
Opener (510 minutes)
Tell the students that these pages show them what they
will be doing in the fourth module. Ask them to read the
title (Fact and ction) and look at the pictures.
Put them into pairs and ask each pair to choose one of
the pictures. Give them ve minutes to write down all the
words they know which are connected to their picture.
These could be words for items that they can actually see
in the pictures, or more abstract words which the picture
suggests to them.
When the time limit is up, ask the various pairs to share
their ideas with the class. Write suggestions for each picture
on the board.
Put students into small
groups to discuss the
questions in the Students
Book and note down their
ideas for each one.
Invite different students to
share their ideas with the
class, giving their reasons
where possible.
You will be able to:
Outcomes
listen to a programme and a description
read stories
give advice and share personal
experience
discuss advantages and disadvantages
of means of transportation
carry out an interview
express opinions
take and leave messages
write an informal letter and
a news story
gramme and a description express op
Project 4:
Creating a booklet
Unit 12: Flying stories
Do you know any stories about ying?
Unit 10: Stories
Do you like telling stories?
Focus on:
Ahmed Meshari Al-Adwani and the National
anthem
Unit 11: Messages
How do you communicate with different
people?
77
Module 4 Fact and fiction
Focus o
Students Book page
Unit 10 Stories
106

Lessons 1 and 2
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read instructions from the Holy Quran
Speaking discuss stories in the Holy Quran
give parental advice
Writing write Luqmans pieces of advice
Topic Luqmans words of wisdom in the Holy Quran
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)
Students Book pages 78 and 79
Present the active vocabulary needed for
each activity.
(10 mins)
Tell the students to read the verses
illustrated in Arabic. Ask them if they are
familiar with any of them. If they are, ask
them to explain them and to tell you to
what degree they act upon these pieces of
advice in their everyday life.
(15 mins)
Put the students in pairs. Tell them
to discuss questions a and b about
the different types of stories in the
Holy Quran and how they instruct us
differently. Go round and offer help where
necessary.
Then, discuss with them question c to
check if they know something about
Luqman and his wisdom.
(10-15 mins)
Ask the students to read the instructions.
Then allow them time to read the text.
Help them with any difcult vocabulary.
a Ask the students to read the question
and to skim through the text to extract the
pieces of advice Luqman gives to his son.
b Read out the instruction and the virtues
listed in the box. Explain the meaning
of the words that the students are not
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
answers as a class.
Grammar
Adverbs of manner; use to/used to; phrasal verbs
Unit 10 Stories
78
MODULE 4: Fact and
ction
a What different types of stories are there in the Holy Quran?
b How do you think they benet us?
c What do you know about Luqman and his wisdom?
Read the text on page 79 and answer these questions.
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:
Modesty Respectfulness Gratefulness Patience Self-restraint Composure
Although not a prophet, Luqman was granted enormous wisdom by Allah. The following are Luqmans
words of wisdom, as described in the Holy Quran. They are given as instructions to his son, but serve as
instructions to all humanity.
Verse 17
O my son! establish
Regular prayer, enjoin what is
Just, and forbid what is wrong:
And bear with patient constancy
Whateer betide thee; for this
Is rmness (of purpose)
In (the conduct of ) affairs.
Verse 13
Behold, Luqman said
To his son admonishing him
O my son!
Join not in worship
(Others) with Allah: for
False worship is indeed
The highest wrong-doing.
Verse 14
And We have enjoined on man
(To be good) to his parents:
In travail upon travail
Did his mother bear him.
And in years twain
Was his weaning: (hear
The command), Show gratitude
To Me and to thy parents:
To Me is (thy nal) Goal.
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.
Verse 19
And be moderate
In thy pace, and lower
Thy voice; for the harshest Of sounds without doubt Is the braying of the ass.
Students Book page
MODULE 4: Fact and ction
Unit 10 Stories
107
share their ideas with the rest of the class. Do they have
any pieces of advice in common? If yes, write them on
the board to emphasise their importance.
(20 mins)
Put students in groups. Students search for words of
wisdom. Students should be given enough time to
report their ideas to the class.
Lesson 3
Workbook pages 76 - 77, Reading
Workbook answer key see page 151

(10 mins)
Ask the students to complete the table with
Luqmans pieces of advice from the text. Go round
and offer help if necessary.
(15 mins)
Ask a student to read the rubric to the class.
Give students a few moments to nd the relevant
sections in the text. Then invite a selection of
students to tell the class, in their own words, what
Luqman says.
Give them a few moments to write their answers.
Check answers as a class.
(giving advice)
(10 mins)
Students should have their own copies of the
Holy Quran. Read out the question and put the
students in pairs. Tell them to discuss and compare
the pieces of advice that their parents give them.
Then, have them
Unit 10 Stories
79
Fill in the table using Luqmans advice.
You should You shouldnt
Use the table to write a short paragraph containing Luqmans advice.
(giving advice)
What pieces of advice do your mother
and father give you?
Work in groups. Find words of wisdom from the
words of Luqman. Choose one of the
virtues from exercise 2b and give advice
from a parent to their son or daughter.
ords to remember W
composure, constancy,
enjoin, gratefulness,
injustice, insolence,
self-restraint
Students Book page
Objectives
Skills At the end of the lesson,
students should be able to:
Reading read a story
Writing write a moral for a story
Topic The businessman and the
fisherman
Functions guess
make suggestions
describe morals
Vocabulary chuckle (V), firmly (Adv),
fleet (N), retire (V)
108
Tell the students to write the corresponding adverb
next to each adjective. If they have dictionaries, tell
them to check their spelling. Put the students in
pairs to check each others answers.
b Ask the students to look at the picture and the
title of the story. Ask them to guess what the story
is about. Then tell them to read the whole story
straight through without stopping at the gaps. Were
their guesses right?
Tell them to read it again, this time adding an
appropriate adverb to each gap, using some of the
adjectives from question a. Go round and offer
prompts where necessary.
Put the students in pairs to compare answers and
check each others spelling.

use to / used to
(15 mins)
a Read out the question and the three examples
given. Ask the students if they know the difference
between use to and used to (use to is used in
questions and negative sentences while used to is
used in afrmative sentences).
b Give the students a few minutes to complete the
exercise, then ask them to check their answers with
a partner (1 use to; 2 use to; 3 used to).

Lessons 4 and 5
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read a story
Speaking discuss advantages and disadvantages of
different forms of transport
Grammar use adverbs of manner
use use to / used to
Topic Crossing the border
Functions express opinions (agreement /
disagreement)
state advantages and disadvantages
Vocabulary border (N), drop off (PhV),
pick up (PhV), register (V), re-load (V),
set off (PhV), smuggle (V), sudden (Adj),
touch down (PhV), turn up (PhV)
Students Book pages 80 and 81
Present the active vocabulary needed for each activity.

Adverbs of manner
(15-20 mins)
Ask a volunteer to dene Adverbs. Tell
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
around the class slowly / quickly) and ask
What do adverbs do? (They describe the verb
i.e. they tell us how something is done.)
Read out the introduction for exercise 1
and the rst rule in the Note box. Then give
the students one minute to think and write
more examples of adverbs that end in ly.
After one minute, call out STOP and ask
them to count. The student with the most
adverbs reads out his / her list are they
all correct? Read out the second rule. Tell
the class that these two adverbs of manner
are very common even though their form is
irregular, so it is important to remember not
to add ly to them!
a Ask students to note down in their
notebooks all the adverbs of manner they
can think of. Put the students in pairs to
compare ideas, and ask them to identify
any adverbs that do not end in ly.
b Ask students to tell you where we usually
put adverbs of manner in sentences (at the
end / after the verb).
(20 mins)
a Read out the rst adjective (angry) and
ask for the corresponding adverb (angrily).
Write angry angrily on the board. Ask
for examples of sentences containing each
word.
80

Adverbs of manner Grammar reference page 135
Adverbs of manner are words which tell us how someone does something.
Most adverbs are formed by adding -ly to an adjective.
Adjective: Hes a dangerous / careless driver.
Adverb: He drives dangerously / carelessly.
Some adverbs of manner are the same as adjectives.
Adjective: Hes a fast / hard worker.
Adverb: He works fast / hard.
a Can you think of any more adverbs of manner? Which are not formed by adding -ly to
an adjective?
b Where do we usually put adverbs of manner in sentences?
You are going to add adverbs to a story to make it more interesting.
a Make adverbs from each of these adjectives.
angry calm careful cheerful curious polite
quick rude secret slow sudden suspicious
b Now complete gaps 19 in this story with some of the adverbs.
Sometimes more than one answer is possible.
Crossing the border
A man was hurrying across the US-Mexican border on his bicycle when (1) he
was stopped by a guard. The guard pointed to two bags on the mans back, and asked
(2) Whats in the bags?
Sand, said the cyclist (3) .
Get them off well have a look, said the guard (4) . The cyclist took the bags
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
across the border.
The next week, the same thing happened. Again the guard demanded to see the two bags,
which again contained nothing but sand. This went on every week for six months, until
one day the cyclist did not appear.
A few days later, the guard happened to meet the cyclist in the town. Say friend, can you
tell me something? asked the guard (7) . We knew you were (8)
smuggling something across the border, but we didnt know what. What were you
smuggling?
Bicycles! replied the man (9) .
use to / used to Grammar reference page 135
a Read the following sentences. Explain the difference between use to and used to.
Did you use to be in my geography class?
I didnt use to take the bus.
We used to go to school together every morning.
b Complete the sentences.
1 Did Ahmed live in Qatar?
2 The airport staff didnt wear a uniform.
3 We own a black sports car.
Note
Students Book page
109
Unit 10 Stories
(5 mins)
Put the students in pairs. Ask them to think of at
least two alternatives for each situation. Ask different
students to share their ideas with the class.
(10 mins)
a Ask the students to look at the text and identify the
phrasal verbs. Then let them read it again and replace each
phrasal verb with the correct form of the verbs and phrases
in the box. Do the rst 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 rst sentence
and ask them to replace the verb (leaves) with the correct
form of one of the phrasal verbs (takes off).
Allow time for the students to complete the task.
(stating advantages and
disadvantages)
(10 mins)
Put the students in small groups to discuss
the advantages and disadvantages of
these ways of travelling. Invite at least one
student from each group to report back to
the class. Tell them your ideas too.
Quote
Ask students if they know the phrase nd
yourself. Ask them what they think it means
and to justify their answer (nd out who you
really are, as an individual).
Read the quote to the class. Ask what
the writer meant. What is the difference
between the two ideas? Do the students
agree with him? Why/ Why not?
Background: George Bernard Shaw
(18561950) was an Irish dramatist and
literary critic. He wrote over sixty plays.
He received the Nobel Prize for Literature
(1925), and an Oscar for Pygmalion.
Lesson 6
Workbook pages 78 - 79, Language
practice
Workbook answer key see page 151
Ask students to tell or write similar short stories, or
to tell each other about their favourite stories from
childhood.
Travel
(10 mins)
Ask several students How did you get to school this
morning? Put the students in pairs and allow them
one minute to think of as many ways of travelling
as they can. Then ask them to tell you their ideas.
Write correct words on the board.
(10 mins)
a Put the students in pairs and ask them to match
the verbs with words in the box. Tell them that some
verbs go with several of the words and one goes
with all of them!
b Read out the question and ask for suggestions
(a driver: train, car, bus, taxi; a pilot: plane).
c Read out the question and ask for the answers
(a cyclist; a motorcyclist).
Unit 10 Stories
81
Travel
a Work in pairs. Discuss which of the words in the list can be used
with these verbs.
train car bicycle motorbike bus plane taxi boat
1 to go by 4 to catch 7 to drive
2 to ride 5 to get on / get off 8 to miss
3 to travel on 6 to get into / get out of
b Which of the words has a driver / a pilot?
c What are the words for people who go by bicycle and by motorbike?

How do you think these people usually travel?
a A king or president visiting another country
b A businessman visiting an ofce on the other side of the city
c A student travelling to school every day
Read this description of somebodys journey.
a Replace the phrasal verbs in 17 with the correct form of
one of these words or phrases.
land leave leave (the ground) let (someone) get out register stop to collect arrive
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-ve minutes later our plane (3) took off. We (4)
touched down on time. Unfortunately nobody had (5) turned up to meet us at Madrid
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.
b Now replace each verb in bold in sentences 14 with one of the phrasal verbs in
question a.
1 Do you know when our plane leaves?
2 My father collected me from the station.
3 The taxi driver said: Where shall I let you out?
4 When have we got to register at the airport?
(stating advantages and disadvantages)
Work in groups. Discuss the advantages and disadvantages of travelling by plane,
train, car, taxi and bicycle.
ords to remember W
border, drop off, pick up,
register, re-load, set off,
smuggle, sudden,
touch down, turn up
Quote Life isnt about nding yourself. Life is about creating yourself.
George Bernard Shaw
Students Book page
Objectives
Skills At the end of the lesson,
students should be able to:
Grammar use adverbs of manner
use reported speech
use use to / used to
use phrasal verbs
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 condent pair to perform their interview
in front of the class. Invite comments and make
suggestions if necessary, then allow time for the pairs
to practise their interviews at the same time.
d Tell the students to change roles and repeat the
interview, with different questions. Ask different
students to perform the role-play for the class.
e Ask pairs to read the whole interview that they
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 rst 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 rst syllable. Then ask them

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
Writing write an informal letter
Topic Short stories
Functions interview and be interviewed
begin a letter
end a letter
Vocabulary crazily (Adv), dreadful (Adj),
emotive (Adj), knock off (PhV),
monotonous (Adj), overtake (V),
recuperate (V), stacks of (N)
Pronunciation use word stress
Students 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 ood helicopter rain
river road roof van water window
verbs: stop climb ood 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
82
Taking part in an interview
a Put these pictures into the correct order
to make a story with a happy ending.

b Compare your order with a partner.

(10.1) Listen to a radio news report and check
the order.
Work in pairs. A news reporter is going to
interview the van driver.
a Choose one of these roles:
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? Terried?
B Write ve 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 Ive got a silver bicycle.
c Its a traditional story.
1 2
3 4
5 6
Students Book page
111
Unit 10 Stories
to listen and underline the stressed parts of words
bf. Play recording 10.2 straight through, but do not
check their answers yet.
Listening script 10.2 - see page 135
(10.3) (5 mins)
Ask them to listen to the same words in sentences,
and to check their answers. Play recording 10.3.
Listening script 10.3 - see page 135
(5 mins)
Read out each of the sentences, with exaggerated
stress. Then put the students in pairs to practise
reading the sentences.
An informal letter
(15 mins)
Ask the students to look at the picture. Tell them
that they have just received a letter from this
person and ask for some guesses about what it
says.
Unit 10 Stories
83
An informal letter
This is a letter which a friend from an English-speaking country has written to you.
a As you read the letter, match these summaries with the ve paragraphs.
The situation now A greeting, an apology and an excuse
A nal request The result of the accident
A description of the accident
Hi
1 How are you? Sorry I didnt reply to your letter Ive been crazily busy. This week, Ive got
stacks of time. Why? Because Im in hospital with a broken leg. Ill tell you what happened.
2 I was going to school as usual last Wednesday on my bike. The trafc was dreadful. The
bus I was behind stopped at a bus stop and people got off. I started to overtake the bus, but
suddenly it pulled out. You can guess what happened next. The bus knocked me off my bike
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 couldnt stop in time and it crushed
my leg. The next thing I remember is waking up in hospital with my leg in plaster. I may be
smiling, but its still very painful.
4 The doctor says I have to rest and recuperate for another week. Its so monotonous the
daytime TV programmes are terrible, so Im writing letters to all my friends.
5 Please write soon and tell me your news. Hope you havent been as unlucky as me.
Bye
Marcus
b What shows you that this is an informal letter? Think about:
verb forms missing words
particular words or phrases punctuation
Decide what to tell your friend in your letter.
a Choose something that happened to you or somebody else,
or make up a story.
b Plan what you are going to write in each paragraph. Make
sure your story has a beginning, a middle and an end.
a Now, write the letter using your notes. Make sure you
use an appropriate beginning and ending.
b Now check your letter. Exchange letters with another
student and ask questions to nd out more about the
story.
USEFUL LANGUAGE
Beginning a letter
Hi ... (informal)
Dear ... (more formal)
Ending a letter
Thats all for now. Write back soon.
Bye / Love (informal)
Best wishes / Regards / Yours sincerely (more formal)
ords to remember W
crazily, dreadful,
emotive, knock off,
monotonous, overtake,
recuperate, stacks of
task
You are going to write a letter to a friend, telling him /
her about a recent event.
Students Book page
a Read out the ve paragraph summaries. Then ask
them to read the text and match the paragraphs with
the summaries. Then put the students in pairs to
compare answers.
b Ask the students to look at the letter again and
identify what makes it informal. Tell them to read the
four suggestions, and to discuss their ideas with a
partner.
(10-15 mins)
Tell the students that they are going to reply to a letter.
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 ve minutes for them to
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
them of the way the letter in their books was organised.
Go round and offer suggestions where necessary. Make
sure the letters have an introductory and a concluding
one.
(20 mins)
a Allow about fteen minutes for the
students to write their nal drafts.
Remind them to use informal language,
and go round while they are writing to
check. Make sure the letters have an
introductory paragraph and a concluding
one.
b Tell the students to check their work
carefully for spelling, punctuation and
style.
Put the students in pairs to read each
others letters and then ask each other a
few more questions about their stories.
Invite two or three volunteers to read
out their letters to the class and invite
comments.
Finally, collect the letters and return them
corrected as soon as possible.
Lesson 9
Workbook pages 80 - 81, Writing
Workbook answer key see page 151
Objectives
Skills At the end of the lesson,
students should be able to:
Reading read an e-mail
Writing write a short story
Functions compare and contrast
Unit 11 Messages
112

Lessons 1 and 2
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read different types of messages
read a Factle
Listening listen to a radio programme
Speaking discuss messages
describe a message in a bottle story
Topic Messages
Functions understand different types of messages
express possibility
accept / reject invitations
visualise
Vocabulary asap (Exp), colleague (N), current (N),
impromptu (Adj), rearrange (V),
starvation (N), unreliable (Adj),
urgent (Adj), well-sealed (Adj)
Students Book pages 84 and 85
Present the active vocabulary needed for
each activity.

(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 rst
message says (Thanks for texting me mate.
Ill get back to you soon). Tell them they will
learn more about texting in English later in
the unit.
a, b and c Put the students in pairs to
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
do they use to send messages? (e.g. Internet
message boards, answerphone messages and
voicemail, notice boards) Has anyone in the
class ever sent or found a message in a
bottle?
Put the students in pairs and ask them to
discuss these two questions. Then invite
two or three students to report back
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)
Tell the class your own answers to question d.
(10 mins)
Tell the students you are going to ask them to take
a message. Slowly read out the following text (as if
you are someone on the phone leaving a message)
ONCE ONLY while they take notes. Then invite
different students to read the message back to you.
(It need not be exactly the same just the main
points!)
Note: There will be more opportunities to
practise taking messages later in the unit.
Hi. Its (your name). Please could you take a message
for Mohammed? Could you ask him to send me my spare
glasses? I need them urgently because my others are
broken. Theyre in the cupboard in the sitting room, on the
top shelf. Tell him to wrap them up carefully! I really need
them. Thanks. Bye!
Grammar
Passive verbs (mixed tenses)
Unit 11 Messages
84
MODULE 4:
Fact and ction
Look at the messages below and discuss these questions with
a partner.
a Where could you nd 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?
Hussein
Thanks for letting me know in advance. I actually have the same
problem as you, and was just about to contact you.
Lets rearrange things then. How about 27th March? My schedule
is pretty free that day so I will be able to travel to your ofce
instead.
Ahmed
Original message
Dear Ahmed,
Im afraid I cant make our meeting tomorrow afternoon. A
colleague is out of the ofce 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
Nadia
Reem phoned. Can you get back to her
as soon as possible its urgent. Shell be
at home until 4.30.
Dalia
I am sending this message
out to sea to see if anyone
will nd it. If you are reading
this message, wherever you
are in the world
... please send it back to me at ...
Thx 4 txtng
me m8, will gt
bac 2 u soon
1
2
3
4
Students Book page
MODULE 4: Fact and ction
Unit 11 Messages
113
can survive conditions that ships cant, and calls bottle messages
an unreliable means of communication, it does not expand on
these pieces of information in the Factle.)
Listening script 11.1 see pages 135 - 136
(15 mins)
Put the students in pairs to complete this task. First, ask
them to read questions a and b. Allow time for them
to decide their answers. Repeat this procedure with
questions c and d.
(visualising)
(15 mins)
Put the students in pairs to read and discuss the
questions. Go round and offer suggestions where
necessary. Then EITHER ask different students to tell
the class their ideas OR give each student a slip of paper
and ask them to write a message on it! Collect them in
a box or similar then ask the students to pick one out
randomly. Can they guess who wrote the message?
Quote
Read the quote to the class and check they
know the vocabulary (e.g. impromptu =
unprepared.) Ask students what Mark
Twain meant. (He carefully prepares speeches
which will seem unprepared to his audience,
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
for a situation so that it seems natural? Ask
them to justify their answer.
Background: Mark Twain (18351910)
was an American humourist, satirist, writer
and lecturer. His most famous novels are
The Adventures of Huckleberry Finn and The
Adventures of Tom Sawyer. He was a very
popular gure, and known for his wit.
Lesson 3
Workbook pages 82 - 83, Reading
Workbook answer key see pages 151 -
152
Objectives
Skills At the end of the lesson,
students should be able to:
Reading read a text about carrier
pigeons
Writing write a Factfile about
carrier pigeons
write a paragraph
expanding on a Factle
Topic Five thousand year-old postal
service
Vocabulary fasten (V), homing (Adj),
illegally (Adv), instinct (N)
(11.1) (20 mins)
Ask the students if they ever listen to radio
programmes. What kind of programmes do they
enjoy?
Tell them they are going to hear part of a radio
programme. First, read out the three questions and
then play the whole of recording 11.1.
Ask the students to discuss the answers to the three
questions, then play the whole recording again for
them to check. Pause and replay the recording as
necessary.
Listening script 11.1 see pages 135 - 136
(11.1) (20 mins)
Ask the students to read the Factle. Explain any
difcult words, which might include well-sealed and
current.
Put the students in pairs to discuss which of these
facts are relevant to the radio programme. Then
play the recording again for them to check their
answers (the third fact; although the tape suggests bottles
Unit 11 Messages
85
(11.1) You are going to hear part of a radio programme called Strange Stories. Listen
and answer these questions.
a How many strange stories do you hear?
b What nationalities are the people in the stories? (We do not know the nationality of
one person.)
c When does each story take place?
(11.1) Which of the information in the Factle below does the radio programme give
you more details about? Read the Factle, then listen again.
Choose the correct answer, A or B, for each question about
the stories.
a How did Matsuyama and his men die?
A They drowned. B They had no food.
b What happened to the Lusitania in May 1915?
A It ended its voyage. B It started its voyage.
c The people who found the German scientists bottle didnt break it. Why not?
A The glass was too strong. B They could read the message through the glass.
d Why did Paolina reply to the sailors message?
A As a joke. B Because she wanted to please her father.
(visualising)
Imagine you are on the beach and you nd an empty bottle.
What message would you send in the bottle?
Where could your bottle go to?
Would you like the nder to contact you?
Why are message in a bottle stories so memorable?
Factle: Messages in bottles
A well-sealed bottle can survive hurricanes that
can sink ships. And glass lasts forever.
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.
If wind and current conditions are good, a bottle can
travel nearly 200 kilometres a day.
ords to remember W
asap, colleague, current,
impromptu, rearrange,
starvation, unreliable,
urgent, well-sealed
Quote It usually takes me more than three weeks to prepare a good
impromptu speech.
Mark Twain
Students Book page
114
b Still in pairs, students read sentences 1, 2 and
3. Together they decide whether the sentences
are true or false and justify their answers. Remind
students to correct the false sentences. Tell them
to write the correct versions in their notebooks. Go
round and check their answers.
(10 mins)
Ask students to look at the rst sentence and
ask a volunteer to give an answer. Then ask the
other students to offer suggestions until you have
collected a broad range of possible answers from
the class. Then give the class the correct answer
and explain if necessary.

Lessons 4 and 5
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read a story
read a text about SIM cards
Grammar use passive verbs (mixed tenses)
Topic Messages
Functions apologise
give information
Vocabulary activate (V), band (N), conference call (N),
deadline (N), ash (V), frequency (N),
handy (Adj), harmony (N), hassle (N),
portable (Adj), slide (V), unlock (V),
upgrade (V)
Pronunciation use consonant clusters: /spr/, /skr/ or /str/
Students 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 Whats 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
dont understand. Then the two students
exchange roles. Finally, the two students
compare their ideas and reach agreement.
86

Passive verbs (mixed tenses) Grammar reference pages 135136
Read the story and choose the best title:
Faisal and Ahmed Mixed messages Home alone
Its the last lesson of the day and Faisal is hungry. He cant wait for the family dinner at 3
oclock. 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 Ill miss dinner, Ahmed tells Faisal.
5
Dont worry, Ill 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 ashing red. I hope its not bad news, he worries, and plays the message.
Hi, its Mum. I went to the supermarket but now Im stuck in trafc. My phone battery is
nearly dead, too. Ill be home at 5 oclock.
10
In his ofce, Faisals dad is really worried. He has a project deadline tomorrow, but he doesnt
want to miss dinner. Really sorry. Emergency conference call. Ill be an hour late. Love Dad. he
types.
I hope somebody reads this e-mail, Dad thinks.
At exactly 5 oclock, Ahmed, Mum and Dad all arrive at the house. Sorry Im late, did you get
15
my message? They apologise in perfect harmony. Faisal laughs and laughs.
The rst 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 Weve just installed an AC unit. (had)

d Nader will nish 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)

Students Book page
Unit 11 Messages
115
/spr/, /skr/ or /str/
(11.2) (10 mins)
Play the rst word of recording 11.2 (secret) and
ask One syllable or two? (two). Then play the rest of
recording 11.2 while the students note down 1 or 2 for
each word. Play the recording again to check.
Listening script 11.2 see page 136
(11.3) (10 mins)
Play recording 11.3, pausing for the students to repeat
each one.
Listening script 11.3 see page 136
(11.4) (10 mins)
Play recording 11.4, pausing after each sentence for the
students to repeat it.
Listening script 11.4 see page 136
Lesson 6
Workbook pages 84 - 85, Language
practice
Workbook answer key see page 152
Objectives
Skills At the end of the lesson,
students should be able to:
Grammar passive verbs(mixed tenses)
Functions use expressions on the
telephone
Verbs with more than one meaning:
take, make
Tell the students that a lot of verbs in English have
more than one meaning, but that it is usually easy
to work out the correct meaning from context.
(5-10 mins)
a Read out the rst sentence (He takes) and ask
the class to choose the best meaning for take from
the verbs in the box (steal). Then put the students
in pairs to complete the task.
b Ask the students to read and complete the
exercise alone then compare their answers with a
partner.
(10 mins)
Tell the students that they are going to read a text about
the SIM card and complete it with the appropriate
verbs.
Read out the text. Then put the students in pairs
to complete the task. Go round and offer help if
necessary.
Unit 11 Messages
87
Verbs with more than one meaning: take, make
We often need to read words in a sentence to understand the right meaning.
a What does the verb take mean in sentences 14? Choose meanings from this list.
carry steal (remove without permission) swallow travel by
1 He takes his fathers car without asking.
2 Im too tired to walk lets take a taxi.
3 Youd better take your coat. It might be cold later.
4 Ive got a bad headache so Im going to take some tablets.
b What does the verb make mean in sentences 14?
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 Im sorry, but I cant 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 friends house. Also, if you (6) your phone theres no hassle involved. Just
(7) it into the new phone and youre good to go. You must (8) the
phone rst, however, and operate on the carriers frequency or band. This is great for
international travellers.
/spr/, /skr/ or /str/
(11.2) Listen to six words. How many syllables do they
have?
Example: strong has one syllable surprise has two
syllables
(11.3) Repeat these one-syllable words.
(11.4) Now listen and repeat the sentences.
ords to remember W
activate, band,
conference call,
deadline, ash,
frequency, handy,
harmony, hassle,
portable, slide,
unlock, upgrade
Students Book page
116
(30 mins)
Tell the students they are going to practise leaving
answerphone messages.
a First, ask all the students to read the instructions
for student A and prepare their messages, using the
Useful Language box to help them. Then ask them
all to read each situation and prepare suitable
messages, again using the Useful Language box. Go
round and offer suggestions where necessary.
b Put the students in pairs, A and B. Student B
reads each situation, then phones student A.
Student A reads out his / her prepared message,
student B then leaves a message.
c Tell the students to change roles. Finally, invite
two or three pairs (not necessarily students who
have been working together) to perform for the
class.

Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read role-play cards
read e-mails
Listening listen to answerphone messages
Speaking roleplay answerphone messages
Writing write notes and messages
reply to e-mails and text messages
Topic Messages
Functions give information
leave / record a message
e-mail
text message
Vocabulary alarm (V), answerphone (N),
briey (Adv), condent (Adj),
next of kin (N), ring (N), tone (N),
tutor (N)
Students Book pages 88 and 89
Present the active vocabulary needed for each activity.
Taking messages
(11.5) (15-20 mins)
Ask students if they have voicemail or
an answering machine. How often do
they use it? Can they remember the last
answerphone message they left or heard?
What was it about? Remind students that
answerphone messages are a relatively
new form of communication, and discuss
with the class the different ways it can
be used (at home, in school, for business,
etc.). Then, put students in groups. Ask
them to quickly make a list of situations
where it is more appropriate to leave an
answerphone message than to send a text
message, for example, when enquiring
about a job advertisement.
First play message 1 and guide them
through the information to be written.
Play the other three messages, pausing
each time for the students to complete
their forms. Tell them they might not need
to complete the action part every time.
Then put the students in pairs to compare
answers.
Listening script 11.5 see page 136
88
Taking messages

(11.5) Listen to four answerphone messages and complete a form like this for each
message.
Work in pairs. Choose who is student A and who is student B.
a You are going to leave messages on each others answerphones.
A Make up a message that callers will hear when they phone you.
B Make up a message to leave on your partners answerphone.
Use the information below.
b Sit back to back with your partner.
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.
c Exchange roles and repeat steps a and b.
USEFUL LANGUAGE
Giving information in an answerphone message
This is ..., I cant come to the phone at the moment.
Please leave a message after the tone.
Message received on (day and date) at (time +
a.m. or p.m.)
Leaving a message
This is a message for (Anwar).
Hi (Anwar) this is (YOUR NAME).
Can you give me a ring?
Situation 3
You have seen an advert for a
summer job in a restaurant in
Kuwait City. Leave a message
for the restaurant manager.
Ask for more details and
describe yourself briey. Be
condent.
Phone message
Name of caller: Day / Time of call:
Message:
Action:
Situation 1
You arranged to go to the
library with your friend
this afternoon, but you
cannot go because you
have to look after your
little sister. Apologise to
your friend and suggest
going tomorrow.
S
Y
s
K
fo
A
d
co
Situation 2
You are a doctor in a hospital
and an emergency patient has
arrived. Phone their next of kin
and leave a message. Ask
him / her to ring back, and
make sure not to alarm them.
Students Book page
Unit 11 Messages
117
Notes and messages
(15-20 mins)
Ask the students how often they use e-mail. Then
ask them to read the two messages.
a Read out the question and ask students what
they think (We dont 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; its
an informal way of communicating).
Put the students in pairs to work out which words
are missing.
(10 mins)
Tell the students to read the e-mail and then write their
own replies in their notebooks. Remind them that its
all right to leave out some words that dont affect the
readers understanding, e.g. pronouns. Go round and
offer suggestions where necessary. Make sure that the
messages are concise and informal.
Ask two or three students to read out their messages to
the class.
(10 mins)
Explain that English text messages are so often
abbreviated that a new language is developing. Ask
them to look at the rst 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)
Ask the students to look at the key again, then
create their own text messages . Go round and
offer suggestions where necessary, or write your
own message.
Put the students in pairs to exchange messages.
Can they work out each others messages?
Write your own message on the board and
invite students to write their replies!
Lesson 9
Workbook pages 86 - 87, Writing
Workbook answer key see page 152
Objectives
Skills At the end of the lesson,
students should be able to:
Writing write formal e-mails
write instructions
Functions identify the purpose of
letters
edit messages
give instructions for writing
letters
Unit 11 Messages
89
Notes and messages
Read the original e-mail and the reply to it.
a Is Nasser going to meet Anwar?
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
2 Must meet up again soon 4 Great idea!
Now reply to this e-mail.
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.

task
You are going to write a reply to an
e-mail and a phone text message
Dear Nasser,
Good to see you again yesterday.
Thanks for the lunch.
Must meet up again soon. Would you
like to come to us next Sunday?
Let me know.
Anwar
Dear Anwar,
Thanks for your e-mail.
Yes, we enjoyed your visit very much.
Very kind of you to invite me over.
Great idea! Will have to ask my parents.
Will let you know as soon as possible.
Nasser
Dear
> Having a party next weekend. Hope you can make it.
> Starts at 5.30 and should end about 10. Is that OK?
> Most of the students in our class will be there.
> Let me know ASAP.
> Your friend
ords to remember W
alarm, answerphone,
briey, condent,
next of kin, ring,
tone, tutor
Students Book page
Unit 12 Flying stories
118

Lessons 1 and 2
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read a short biography
Speaking talk about travelling in a plane
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)
Students Book pages 90 and 91
Present the active vocabulary needed for each activity.
(30 mins)
Ask the students to look at the picture.
Then invite suggestions of vocabulary
connected with ying. Write correct words
on the board (supply English words as
necessary).
Some suggestions: aeroplane / plane;
airport; attendant; cabin; cockpit; passenger;
pilot; to y; to land; to take off
a Put the students in pairs to ask each
other the questions. Tell them to note
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
rst time and Paris the second time. The ights
were both about six hours. He enjoyed ying but
he didnt like the airports much. The best thing
was watching a lm on the plane and the worst
thing was the food.)
b Read out the question and ask students
to raise their hands if their answer is yes.
Ask one or two students to explain the
attractions of being a pilot, and one or
two to explain why they wouldnt like it.
c Put the students in small groups if
possible with people of both opinions (see
question b). Allow about ten minutes for
them to list advantages and disadvantages
of working as a pilot. Go round and offer
suggestions / supply vocabulary where
necessary.
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
statement in favour, then invite someone from the
other half to make a contrasting point (tell them to
use the notes they have just made).
Encourage students from each side to take turns to
make a point how long can they keep the debate
going?
Grammar
Relative clauses and pronouns [who, which, where, whose];
third conditional; phrasal verbs
Unit 12 Flying stories
90
MODULE 4:
Fact and ction
Grammar
relative pronouns (who, which, where, whose);
relative clauses; third conditional; phrasal verbs
Discuss these questions with a partner.
a Have you ever travelled anywhere by plane?
If your answer is Yes ... If your answer is No ...
1 Where did you y to?
2 How long was the ight?
3 Did you enjoy the experience?
4 What were the best and the worst
things about your ight?
1 Would you like to travel in a plane?
2 Where would you like to go?
3 What do you most look forward to
about ying?
4 Does anything worry you about ying?
b Would you like to learn to be a pilot?
c Make a list of the advantages and disadvantages of working as a pilot.
You are going to read a short biography about a young woman who became a pilot.
As you read, answer these questions.
a What was Munirahs childhood dream?
b What is unusual about the story? Have you heard any similar stories before?
Students Book page
MODULE 4: Fact and ction
Unit 12 Flying stories
119
Unit 12 Flying stories
91
T
his is the story of an
unusual young woman:
Munirah Mohammed Buruki.
At the age of 19, Munirah has
become Kuwaits frst female
pilot and one of the worlds
youngest captains. So how
did this unusual story begin?
From a young age, Munirah
was fascinated by planes, and
told her father she wanted to
become a pilot. If Munirahs
father had told her to go out
and play with her friends,
she wouldnt have been able
to achieve her aim. Instead,
he took her seriously and
arranged for Munirah to go to
the best gliding school in the
region. Munirahs childhood
fantasies soon turned into
adult ambitions, however,
when Munirah was travelling
with her family, and passed
through Kuwait International
Airport. As soon as she saw the
fantastic planes there, she knew
she wanted to fy commercial
planes.
And that is what she did.
Munirah had to work intensely
and forget her private life to
make her childhood dream a
reality. She studied fight
physics, learned how to use
aviation computers, improved
her English, serviced aircraf
engines and spent time fying.
And the young woman had to
do all this away from home and
her parents.
Munirahs eforts
certainly paid of. Following
her training on single engine
and other planes, Munirah
graduated frst in her class at
the Jordanian Royal Academy,
fve months earlier than the rest
of her class. Afer qualifying
for her private pilots licence,
Munirah immediately began
courses in commercial aviation.
Now she is well on her way
to becoming a commercial
aviation pilot too. She told
her local Kuwaiti newspaper,
During my frst solo fight
my heart was in my mouth,
especially when I took of. But
now, Im a natural.
I shall succeed again, God
willing.
Captain Nawwaf Qiblani, the
Royal Academy instructor,
was notably impressed by
Munirahs commitment and
determination throughout her
training. He said Munirah was
an exemplary representation
of what Kuwaiti women can
achieve.
Tis unusual story
certainly proves that. As
a young girl, Munirah did
not let her gender stand in
her way. Now, Munirahs
accomplishments are a victory
and testimony to all Kuwaiti
women, and also coincide
with the appointment of the
countrys frst female minister,
Dr Massouma Al-Mubarak.
Both of the hard-working
women should be role models
to the younger generation of
Kuwaiti girls, whether they
decide to have a career as a
professional or in the home.
his is t
unusu
Munirah M
At the age of 19, Munira
become Kuwaits frst fem
gg
pilot and one of the wor
youngest captains So ho
p
A of
n
man:
Buruki.
M
an
the story of an
ual young wom
y
Mohammed B
y g y g
f
oof woman
what she did.
work intensely
vate life to
make her childhood dreama
g p g p
nno nn w, I Im m mm a aa n nnat atur ural al al. .
I IIIII shall l ssssu su uucc cc c ee e e d dd ag ag ag agai ai a n, n, GGod od od
wi wwwwi ww lling. g. . g.
Ca CC ptaiinnn Na NNNa Na aww www w af af af af f af QQQQQib ib ibbla la la ll ni ni ni ni th th th th th thhhhheeeeeeee
gg
that is w
Munirah had to w
nd forget her priv
And
h h
distinction
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 Munirahs father took his daughters idea seriously.

c Munirah only trained on a single-engined plane.

d It took Munirah ve months more than the rest of her class to get her private pilots
licence.

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

(comparing achievements)
Discuss these questions.
a Do you appreciate Munirahs achievements?
b Would you like to do what she did?
c What qualities and skills do you need to achieve your goals?
ords to remember W
aviation, coincide with
exemplary, gliding,
instructor, intensely,
notably
1
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
Students Book page
(comparing achievements)
(20 mins)
Ask the students to read each question and note down
some ideas for each one. Then put them in small groups
to discuss their ideas. Finally, ask one person from each
group to tell the class about their discussions did they
all have the same opinions?
Lesson 3
Workbook pages 88 - 89, Reading
Workbook answer key see pages 152 - 153
Objectives
Skills At the end of the lesson,
students should be able to:
Reading read the story of Amelia
Earhart
Topic Amelia Earhart
Vocabulary biplane (N),
landmark (N), plague (V),
prejudicial (Adj),
rusty (Adj),
transcontinental (Adj)
(30 mins)
Ask the students if they have ever heard of Munirah
Mohammed Buruki. If necessary, explain that she
is a woman who became a pilot when she was
only 19. Read out questions a and b, then allow
time for the students to read the text. Explain any
difcult words or expressions, which might include:
commercial; took her seriously; gliding; serviced
(engines); my heart was in my mouth; exemplary.
Put the students in pairs to discuss questions a and
b.
(15 mins)
Ask the students to read the text again and then
allow time for them to decide if each statement is
true or false. Remind them to justify their answers.
When they are ready, put them in pairs to compare
answers.
Check their answers and let them read the text
again to make sure.
120
(about 20 mins)
Read out the instruction, then tell the students to
spend a few minutes planning who to write about.
Allow about 510 minutes for the students to write
their paragraphs. Then put them in pairs to read
and comment on each others paragraphs.
Finally, invite volunteers to read out their
paragraphs to the class.

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 nd a sentence that uses the third
conditional. (If Munirahs father had told her to go out
and play with her friends, she wouldnt 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

Lessons 4 and 5
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading read a joke
Writing write a short paragraph about a friend or
family member
Grammar use relative clauses and pronouns [who,
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
Students Book pages 92 and 93
Present the active vocabulary needed for each activity.

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).
92

Relative clauses and pronouns [who, which, where, whose] Grammar reference page 136
The underlined parts of sentences 13 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 rst 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 13, which relative pronouns refer to:
1 people? 2 things?
3 places?
Complete the joke below with these relative pronouns.
where which who whose
Write a short paragraph about your friends or members of your family. Use the four
relative pronouns: who, which, whose and where.
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.



The wrong seat
An acclaimed lm director,
(1) is wearing
an expensive suit, gets on a
plane. He sits in the rst class
area, (2) is at the
front of the plane. A ight
attendant, (3)
knows the lm director does
not have a rst class ticket,
asks him courteously to move
to the economy area. The
lm director, (4)
expression suddenly becomes
very stern, replies, Im an
important lm director and
I have won many important
awards. Im sitting here
until we get to Kuwait City,
(5) I have a very
important meeting. The
attendant,
(6) doesnt want
to be confrontational, doesnt
know what to do. The ight,
(7) is already
15 minutes late, cannot get
underway until everyone is
in their seat. Eventually the
attendant calls the pilot,
(8) is waiting to
take off. The pilot leaves his
cabin, walks up to the lm
director and mumbles
something in his ear. The
director stands up and goes
to his seat, (9) is
at the back of the plane. The
attendant, (10) is
completely stunned, asks the
pilot what he said. The pilot,
(11) face is now
relaxed and smiling, says, I
told him that his latest lm is
only being shown in the rear
half of the plane.
Note
Students Book page
Unit 12 Flying stories
121

(5-10 mins)
Remind the students again of the story they read about
Munirah (page 91). Then read out the explanation of
My heart was in my mouth. Ask if the students can think
of a similar idiom in Arabic.
Put the students in pairs or small groups to try to
match the English idioms with their meanings. Check
their answers, and as you do so, ask if they can suggest
anything similar in Arabic.
ed endings
(12.1) (10 mins)
Ask the class to form the past simple with regular verbs
and ask for some examples (you add -ed. e.g. jumped;
walked; climbed; called)
Ask them to look at the rst pair of words and play the
rst part of recording 12.1 (arrive / arrived). Pause the
recording and ask how many syllables each word has
(they both have two syllables). Then play the rest of the
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
(12.2) (10 mins)
Play recording 12.2, pausing for the
students to repeat each sentence.
Listening script 12.2 see page 136
Quote
Ask students if they know anything about
George Eliot. Have they read any of her
novels? Did they like them? Why / why not?
Read the quote to the class. What does she
mean? Why is human choice so important
to growing as a person? (e.g. learning by
making mistakes; doing the things you are
interested in strengthens character and
ability).
Background: George Eliot (1819-1880)
was one of the leading writers of Victorian
England. Her novels are especially known
for their realism and understanding of
psychology.
Lesson 6
Workbook pages 90 - 91, Language
practice
Workbook answer key see page 153
Objectives
Skills At the end of the lesson,
students should be able to:
Grammar use relative clauses and
pronouns [who, which where,
whose]
use third conditional
use phrasal verbs
Functions make requests
own achievements. After a while, ask them to
use their ideas to write a sentence using the third
conditional about one of their achievements.
Phrasal verbs with take
(10 mins)
Invite students to explain what phrasal verbs are
(two-part verbs) and give you some examples.
Read out the rst phrasal verb (take after someone)
and ask the students to match it with its meaning
in the right hand list (d). Then put the students in
pairs to complete the task together (if they dont
know the answers, tell them to have a guess!).
(5 mins)
Tell the students they are going to practise using
some of these phrasal verbs in context. Ask the
students to read the sentences and complete them
with the correct form of the appropriate phrasal
verb (from the list in exercise 1). Then put them in
pairs to check their answers.
Unit 12 Flying stories
93
Phrasal verbs with take
Match phrasal verbs 16 with their meanings af. You may use the dictionary or the
glossary at the end of the book.
1 take after someone a start ying / leave the ground
2 take something back b start a new activity
3 take off c go somewhere with someone socially
4 take someone out d be or look like / resemble
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)
Complete sentences ad with the correct part of a phrasal verb with take.
a When I have more time, Im going to tennis.
b Mohammed his father. Theyre both very good at maths.
c A big corporation is trying to our family business.
d Our plane couldnt on time because of strong winds.
In the article, Munirah Mohammed Buruki says My heart was in my mouth. This means
she was nervous and frightened.
Match the sentence beginnings ae with the endings 15, which give a denition of the body
idioms.
a If you pull someones leg,
b If you twist someone round your little nger,
c If something makes your hair stand on end,
d If someone is a pain in the neck,
e If you cant keep a straight face,
1 it frightens you.
2 its impossible to stop yourself from smiling or laughing.
3 they are very annoying.
4 you make them do everything you want.
5 you laugh at them or make fun of them.
ed endings
(12.1) Listen and repeat these pairs of verbs. In each case the rst word is the present
simple and the second is the past simple of the verb. How many syllables does each
word have?
a arrive / arrived c learn / learned e want / wanted
b start / started d land / landed f change / changed
(12.2) Now listen and repeat the past tense verbs in sentences.
Quote The strongest principle of growth lies in human choice.
George Eliot
ords to remember W
acclaimed, attendant,
cabin, confrontational,
corporation,
courteously, expression,
mumble, resemble,
stern, stunned
Students Book page
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)
a, b and c Put students in pairs to tell each other
their stories remind them that it is a conversation
between the listener and storyteller not a speech.
Go round and listen. Offer prompts and
suggestions if necessary. The listeners should be
asking questions about their partners stories
as they tell them. When the rst storyteller has
nished, ask the pairs to swap roles.
Finally, choose two or three pairs of condent
students (not necessarily existing pairs) to tell each
other their stories while the other students listen.

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
interview an eyewitness
plan and write a news story
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)
Students 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 ve minutes class discussion while
94
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.
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
a baby carriage
heard a loud
crash
car knocked the baby
carriage in the road
baby carriage was
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 partners story, interrupt to ask questions.
c Change roles: the student who has just told their story is now the listener.
USEFUL LANGUAGE
Background information:
setting the scene for a
narrative
It was last Thursday night.
I was walking home from work.
Sequencing information
Suddenly, / All of a sudden,
/ Without warning,
Next, / Then /
Asking an eyewitness for
information
What (exactly) happened?
What happened next?
Note
Students Book page
Unit 12 Flying stories
123
Unit 12 Flying stories
95
A news story
Look at the headline, then think of two questions you would like to ask the pilot.
a Read the story. Can you nd the answers to your questions?
Blind pilot will y round Britain
A British man, who lost his sight at the age of 12, took off in a small plane
from an airport in southern England yesterday. He is endeavouring to
become the rst blind pilot to y around Britain. His journey will take ve
days.
Steve Cunningham, who is 41, is ying a plane with custom-built computer
equipment which calculates his altitude, his velocity and is equipped with a
voice-activated radar to locate his position. This technology allows Steve
to aviate without the assistance of eyesight.
Vince Coultan, who is Steves co-pilot, will not pilot the controls during
the ight. Steve Cunningham says, Vince is coming to watch out for other
planes in the sky. Pilots who can see normally often have to y blind at
night, or in fog. What Im doing is not very different.
b Make a note of all the facts in the story.
Steve Cunningham has been blind since the age of 12.
c What other information is in the story? Find sentences which give explanations or
reasons, or make a comparison.
d Which paragraphs contain the most important information?
a Choose one of these headlines.
Helicopter makes
emergency
landing on beach
Plane turns
back after bird
ies into engine
Sporting hero
wins gold medal
b Plan an outline story and decide on facts to include in
each paragraph.
c Give explanations or reasons for any of the facts in your
story.
d Write your story in 150170 words using your plan.
a Check spelling, grammar, punctuation and style.
b Exchange stories with another student. Read their story
and suggest one improvement.
task
You are going to write a news story
based on a headline.
ords to remember W
altitude, aviate,
baby carriage,
buzzing, control,
co-pilot, custom-built,
endeavour, eyewitness,
fog, headline, incident,
radar, velocity,
voice-activated
Students Book page
A news story
(10-15 mins)
Tell the students they are going to read a
newspaper story. First, ask them to look at the
picture and the headline. Can they guess what the
story is about? (A blind pilot who is attempting a ight
round Britain)
Put the students in small groups to think of two
questions they would like to ask the pilot. Ask
one student from each group to tell the class their
questions.
(20 mins)
a Tell the students to read the story. When they
have nished, ask if their questions were answered.
b Put the students in pairs to make notes of the
main facts in the story. Invite a student to share
his / her notes with the other students. Do the
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.
d Read out the question and ask the class to suggest the
answer (paragraphs 1 and 2).
(15 mins)
a Tell the students that they are going to write a similar
newspaper story. First, ask them to read the headlines
(remind them that newspaper headlines are usually in
the present simple). Check that they understand the
meaning of each headline, then ask them to choose one
for their story.
b Tell them to plan their stories, noting down the main
facts.
Note: If they nd this stage difcult, let them discuss
ideas with partners but they must write their own
stories.
c Ask them to think about extra information to make
their stories more interesting.
d Tell them to organise their ideas into three or four
paragraphs (i.e. make a paragraph plan). Finally, allow
about 15-20 minutes for them to write their stories. Go
round and offer suggestions where necessary.

(10 mins)
a Tell the students to check their
work carefully for spelling, grammar,
punctuation and style.
b Put the students in pairs to read and
check each others stories. They should tell
their partners what was interesting about
their stories and suggest how to improve
them. Invite two or three volunteers to
read out their stories to the class and
invite comments.
Lesson 9
Workbook pages 92 - 93, Writing
Workbook answer key see page 153
Objectives
Skills At the end of the lesson,
students should be able to:
Reading read a story
Writing write a list of causes and
effects
write a travel story
write a summary
Functions identify a problem
describe causes and
effects
Preparation for the project
Tell the students they are going to make a
booklet about Kuwait in their next project
at the end of the module. Ask them to work
in pairs and discuss what they would like to
include in their booklet. Tell them to do their
research using books, tourist leaets, the
internet, etc. and ask them to bring in to the
next lesson whatever they found useful for
their booklet.
Students Book page
124
Focus on
Students Book page 96
Ahmed Meshari Al-Adwani and
the National Anthem
Pre-reading (5 mins)
Point to the ag. 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 signicant dates and events
in the life of Ahmed Meshari Al-Adwani.
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 denition or a synonym for each.
a found
b funding
c ceased
d setback
e countless
f transform
g penmanship
h anthem
i extensive
j posthumous
5 What are the advantages and
disadvantages of choosing a career as a
writer?
Discussion (10 mins)
In pairs, students discuss the biographical
text.
Using Commas
(10 mins)
Read the explanation about the four uses
of commas and the examples.
(10 mins)
Put students in pairs to do exercises 1 and
2. Then students share answers.
Focus on
96 96
AHMED MESHARI AL-ADWANI AND THE NATIONAL
ANTHEM
Ahmed Meshari Al-Adwani was a Kuwaiti poet, writer and
teacher. He was born in 1923 in Kuwait. He went to school
in Kuwait then left to go to Egypt to study at the College
of Arabic Language Studies at Al-Azhar University. After
graduating in 1949 with the title of Sheikh he went on to
co-edit Al-Bethah a monthly magazine based in Cairo.
Despite this setback in 1952 Al-Adwani helped to establish
Al-Raed magazine published by the Kuwait Teachers Club.
Throughout his life he helped to establish countless other
magazines.
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
establishment of the Fine Arts Gallery, the Department of
Arabian Culture and the Department of Musical Culture, but
perhaps his most well-known contribution to Kuwait is his
skilful penmanship of the Kuwaiti national anthem, which
was rst broadcast on 25 February 1978.
Al-Adwani died in 1990, at the age of 67. He left behind an extensive collection
of unpublished and unedited stories, poems and scripts. Since his death, many of these have
been printed in posthumous collections.
Using Commas
The comma is a valuable, useful punctuation device because it separates the structural
elements of sentences.
1 Use commas after introductory
a clauses, b phrases or c words that come before the main clause.
Having nished the test, he left the room.
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.
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.
The Constitution establishes the legislative, executive and judicial branches of government.
4 Use commas wherever necessary to prevent possible confusion or misreading.
To Anwar, Al-Adwani had been a sort of idol.
1 The rst 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.
ensive collection
5
10
15
Students Book page
Project 4
125
Students can access these websites to obtain
more information:
www.jeitagrotto.com
www.ehow.com/how_2307803_write-booklet.
html
www.asiarooms.com/travel-guide/kuwait/index.
html
www.lonelyplanet.com/kuwait
Do research
(20 mins)
Discuss with the class different information sources
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
that the students all have access to information
in some way.
Allow time for the research to take place.
Note: This might take place in lesson time
if there are enough sources of information
available, and / or the students could carry out
their research for homework.
Tell the groups to show each other the results
of their research and make decisions about
what to include. Who will be responsible for
producing each part of the booklet?
Discuss
(20 mins)
Read out questions a and b and invite ideas
from the class. Then ask students to quickly
make two lists referring to their research to
answer question c. Encourage students to use
their ideas when choosing information for their
booklet.
Creating a booklet
Students Book pages 9798
Make decisions
(10 mins)
Tell the students they are going to create a
classroom booklet about Kuwait.
Put the students in small groups and ask them to
focus on one of the options given in question a.
Then ask them to choose two or three points to
focus on, using the suggestions in their books
and / or their own ideas.
Project 4
97
Creating a booklet
You are going to work individually and in
groups to make a booklet about Kuwait.
task
Jeita Grotto: The Wonder of Lebanon
Few caves in the world approach either the astounding beauty or dimensions of Jeita
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
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 lled with
a multitude of rock formations. The stalactites and stalagmites create a remarkable
underground canyon of various sizes, colours and shapes. And they are sculpted entirely
by nature.
10
Incredibly, the upper cave is still forming today. If you journey 800 metres into the caves
opening, you can see the Pantheon rock. This is where explorers, who rediscovered the
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
bottle with a white lm, permanently xing it to the stone.
15
The lower cave is equally magnicent. The dramatic subterranean lake is actually a
tunnel for a 6230m long underground river. The cave can only be viewed via a boat
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.
Students Book page
126
Writing the booklet
(30 mins)
Give each group the materials they require to
produce their nal 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 briey explain what each section is about. Then
ask them to set up their displays around
the classroom.
Module 4 Progress test
Workbook pages 94 99
Workbook answer key see pages
153 - 154
Extra listening page 138
98
Make decisions
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.
b Choose some important and interesting points to focus on. These could be
Important facts
Information for tourists
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 leaets, 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. Its good
to outline the booklet before you start.
Discuss
a What did you nd 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.html
www.lonelyplanet.com/kuwait
l
Students Book page
Module 4
Students Book Answer key
127
Unit 10, page 78, exercise 1
(Suggested answers)
a There are three different types of
stories in the Holy Quran: 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: Dont 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: Dont be proud and insolent because Allah
doesnt 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 [nal] destination.
Patience: Verse 17: And bear with patient constancy
whateer 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 shouldnt: 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 doesnt like arrogant people. Finally, in
Verse 19, Luqman asks his son to be moderate in his
pace and to lower his voice.
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 Ive got a silver bicycle.
c Its a traditional story.
Unit 10, page 83, exercise 1 a
The situation now: 4; A nal 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 havent);
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... / Its so monotonous... / terrible...
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 dont 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 Thats a / What a
Unit 11, page 89, exercise 3
a Thanks for calling. b Im 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 Kuwaits rst 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 pilots licence ve
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
1 d 2 e 3 a 4 c 5 f 6 b
Unit 12, page 93, exercise 2
1 take up 2 takes after 3 take over 4 take off
Unit 12, page 93, exercise 3
a 5 b 4 c 1 d 3 e 2
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; hes 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 wont touch any
controls.
Unit 12, page 95, exercise 2 c
Other information:
He is trying to become the rst blind pilot to y
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 y at
night.
Unit 12, page 95, exercise 2 d (Suggested answers)
Paragraphs 1 and 2
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 rst story: Japanese; the second story: we dont
know; the third story: German; in the fourth story:
Swedish and Italian
c the rst story: 1784-1935; the second story: 1915;
the third story: 1929-1935; the fourth story: 1956-1958
Unit 11, page 85, exercise 4
a B b A c B d A
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 isnt 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 Weve just had an AC unit installed.
d The construction project will have been nished 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
a 2 b 1 c 1 d 2 e 2 f 1
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 cant play tennis tomorrow hes 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.
Literature Time
129
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, Jeromes 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 rst 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 ctional.
Jeromes 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. Jeromes
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 childrens magazine named
Young Folks, and was published as a whole work
in 1883. Treasure Island was Stevensons rst major
success as a writer, and is still popular today.
Stevensons descriptions of the pirates, such as Long
John Silver, have dened 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.
Stevensons Treasure Island has also inspired over 10
lm adaptations, and heavily inuenced the recent
box ofce 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 reect 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 condently, and indeed
benet 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.
130
Three Men in a Boat
Before reading
1
(Students own answers)
Episode One
1
During supper, the three men thought they needed to
get away from London.
2
a Mrs Poppets
b Harris and the narrator
c the narrator
d George and Harris
e George
Episode Two
a 4
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)
Short story analysis
1
No, the story revolves around three main characters:
George, William Harris and the narrator.
2
The conflict is internal. Each of the three friends
believes that he is working harder than the other
two and each one thinks he is the best.
3
The story is told by a first-person narrator since
the writer is the one who tells it.
4
(Students own answers)
5
General theme: Man is by nature egotistic.
Underlying theme: Cooperation is the key to success
and achieving ones aims.
Literature Time
131
Episode Five
a False. Jim didnt tell anyone that he was going to
look for Bens boat.
b False. Ben Gunns boat was hidden under the white
rock.
c True
d True
e False. Hands threw his knife and pinned Jims
shoulder to the mast
f False. Dr Livesey put the map in his pocket and
walked off through the trees.
Short story analysis
1 (Suggested answer)
The author uses two narrators to tell the story from
two points of view, i.e. to relate what was happening
in all the scenes. Hence, Dr Livesey continues the story
in order to relate what was happening on board when
Jim went ashore with the crew. Then Jim goes on with
the narration since he was present in the remaining
scenes.
2
(Students own answers)
3
(Students own answers)
4
(Students own answers)
Treasure Island
Before Reading
(Students own answers)
Episode One
a Black Dog
b Pew, the blind man
c Jim
d Black Dog
e Captain Bill
Episode Two
1 (Students own answers)
2 (Suggested answer)
He thinks his actions are not mature enough.
Episode Three
1
Long John Silver reminded Jim of old Bill when he
started singing the same song that Bill sang: Fifteen
men on the dead mans chest Yo- ho- ho!
2
The crew liked and obeyed Long John because they
had plenty to eat and drink. Moreover, they trusted
him for being an experienced seaman.
3
When he was fetching an apple one evening, Jim
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
Listening script
132
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 bre, 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
Most sh are low in fat and cholesterol
and are a good source of protein,
which makes them a good choice for a
healthy diet. All sh are a good source
of vitamin B, and oil-rich sh are high
in vitamins A and D. Many sh also
provide a good source for calcium.
Fish is low in calories and many types
of sh do not contain any unsaturated
fat. Eating sh regularly can reduce the
chances of heart diseases and arthritis,
and some experts believe it can prevent
cancer. But the nutritional value of sh
can vary, depending on the type of sh
and how its cooked!
3
The health benets of onions are
frequently overlooked or even unknown,
but the humble onion does offer far
more benets 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 signicantly positive impact
on health. And even better news, onions
dont 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.
Theres 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, Youre in a
hurry.
Im 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 couldnt 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
benecial.
Where is green tea from?

Unit 2
2.1
a That was a good lm.
b That was a good lm!
c The story was excellent.
d The story was excellent!
2.2
a Im going to the shop.
b Im going to the shop.
c Im 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
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
others 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 its important
to respect natures resources, as
well as our history and culture.
Int Thank you very much.
Ahmed Thats alright.
2
Int Good morning. Is it okay if I ask
you a few questions?
Samia Yes, thats ne, but youll have to be
quick. I havent got much time.
Int Thank you, it wont take long.
Could you tell me please, what does
respect mean to you?
Samia Interesting question! I know some
people say respect doesnt mean as
much as it used to, but I think they
are wrong. Im a young person and
respect means a lot to me and my
friends. You might not like everyone
and everything, but you should
respect them.
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 its 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, its 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, Id like to know what the
word respect means to you.
Fahad Thats easy. For me, respect is what
brings our society together. We
should respect everything our
family, our education, our history,
even people we dont 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 Whys that?
Fahad Because I think its important
to learn from other peoples
experience and wisdom.
Int Thats a good point. Thanks for
your time.
Fahad Thats okay.
Listening script
133
Unit 3
3.1
Its denitely worth going to see this
renowned piece of modern architecture.
I went last year and its 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 its easy to see why it was made
a UNESCO World Heritage Site in
2007. When I rst saw it, I thought the
geometric structure evoked the style
of a ship. Thats because of the giant
framework of concrete shells that are
formed from different sections of a
sphere. Its 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: thats
because its over thirty years old. There
are ve 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. Theres also
a forecourt, which is sometimes used
for open-air concerts. Going to a
performance in any of the venues is
expensive, and its very difcult to get
tickets, but you can walk around some
areas for free.
3.2
a cultural
b commercial
c governmental
d environmental
e condential
f residential
3.3
a Lets watch a lm at the cultural
centre.
b It was rst built for commercial
purposes.
c A governmental organisation has
helped me with my studies.
d The oods caused major
environmental damage.
e Be discreet; that information is
condential.
f Id like to live somewhere less
residential.
3.4
Speaker 1 I thought it might be something
like that. Ive heard rumours.
Speaker 2 Not bad news, is it?
Speaker 1 Im afraid so.
Speaker 3 Whats the problem?
Speaker 1 Theyre 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 oileld.
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, youre 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 Dads going to run 10 kilometres for
charity.
d I dont like designer labels.
e Animators should adapt to new
technology quickly.
f The director is demanding a higher
budget.
4.3
Caller 1
Hi. Ive 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. Im calling about a very simple
problem: Ive just installed a new game
on my computer and now nothing
works. What do you think I should do?
Helpline assistant
Okay, the rst 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 doesnt move at all. Do you think I
should buy a new one?
Helpline assistant
No, no. You dont need to buy a new
one. Its
4.4
Caller 1
Hi. Ive 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 youll 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, Id buy a plastic cover to
protect the keyboard in the future.
4.5
Caller 2
Hi. Im calling about a very simple
problem: Ive just installed a new game
on my computer and now nothing
works. What do you think I should do?
Helpline assistant
Okay, the rst 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
rst thing you do is switch off and then
restart your computer. You often have to
do this when you install new software.
If that doesnt work, I would phone the
game companys 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 doesnt move at all. Do you think I
should buy a new one?
Helpline assistant
No, no. You dont need to buy a new
one. Its just dirty. Youve got two
choices. You could take it to a shop and
ask them to clean it for you. It wont
cost very much. On the other hand, if I
was in your position, Id 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 youll nd it works
perfectly. You should really do this every
two or three weeks.
134
Unit 5
5.1
Okay, heres this weeks 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 rst 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 rst 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, thats the end of the quiz.
5.2
Okay, here are the answers to this weeks
Sports quiz. Give yourself a point for
each right answer. Dont change your
answers! Be honest!
Question 1 The rst 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, thats 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
the 2002 Football World Cup take
place? is C, Korea and Japan. The nal
was played in Yokohama between Brazil
and Germany.
C is the answer to question 6. The rst
modern Olympic Games took place in
1896 in Athens.
And nally, 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-ve venues
b eleven thousand and twenty-eight
athletes
c in nineteen fty-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. Im ringing to ask
you a couple of questions.
George Yes, of course. What would you
like to know?
Secretary Well, you havent given us your
address.
George Sorry; its because we are going
to move in two weeks.
Secretary Do you know your new address?
George Yes, I know it now. Its Al-Hilali
street, Kuwait. Isnt it?
Secretary Could you spell the road name,
please?
George Yes, its A - L - H - I - L - A - L - I.
Secretary Thank you. And the other thing
is, you didnt tell us your level at
tennis, did you?
George Oh, sorry. Im intermediate.
Secretary Thanks.
George Fine. Thank you for calling.
Secretary Thats okay. Goodbye.
George Bye.
5.5
a Didnt you?
b Isnt he?
c Couldnt we?
d Havent you?
e Wont you?
f Can you?
5.6
a You remembered the car keys, didnt
you?
b Faisal is originally from Al-Doha, isnt
he?
c We could stop at the supermarket on
our way back, couldnt we?
d Youve already stretched and warmed
up, havent you?
e Youll bring the extra racket, wont
you?
f You cant play squash today, can
you?
5.7
a Youve already paid.
b Youve already paid?
c Theres only ten minutes left.
d Theres only ten minutes left?
Unit 6
6.1
a Lions are brave, erce and proud.
b Donkeys are stubborn, determined
and annoying.
c Foxes are erce, aggressive and wild.
d Cats are proud, playful and lazy.
Unit 7
7.1
Presenter
Todays 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
todays 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 worlds largest
oileld is Al-Ghawar, in Saudi Arabia. It
produces about ve million barrels of oil
a day thats about 6% of the worlds
total oil.
Speaker 1
Natural gas supplies over 20% of the
worlds 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 worlds rst 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 worlds energy needs.
Speaker 2
In some poor countries, wood and other
vegetation provides over 90% of all the
135
Listening script
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 todays energy sources last
longer if we were more careful? These
are important questions. Heres an
interesting fact to end with: If the
worlds industrial energy users cut their
energy use by 1%, we would save 55
million barrels of oil, worth 1 billion
dollars a year. Thats 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,
youll save electricity.
b If I take the bus every day, Ill use less
petrol.
c If we take the next left, well get there
faster.
d If the weather is good tomorrow, Ill
go to the beach.
e If oil runs out, the world will turn
upside down.
f If Faisal decides to leave early, Ill 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.
Unit 9
9.1
Today, money plays such an important
part in our lives that its hard to imagine
the world without it. But there was a
time when money didnt exist. Before
the invention of money, people had to
get food, clothes and other items by
bartering. In those days, the worlds
population was much smaller than
it is today, so people didnt 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
didnt want any corn, then the farmer
couldnt 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 nd 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
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 rst 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 50100 years,
cheques and then credit cards became
popular ways of paying for things.
Currencies also changed. For example
ls and dinars were introduced in Kuwait
in 1961. Now, early in the twenty-rst
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?
9.2
a Its hard to imagine.
b You shouldnt have to.
c Im going to tomorrow.
d They couldnt afford to.
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 rst choice is the bird sanctuary.
The main reason would be to save
these lovely birds. Itd 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 rst choice is the study
centre because it would be so good
for our school everyone could use it
to learn.
C I dont agree with either of you. Id
go for the hotel. If we worked hard
and it was a success, we could make
a lot of money out of it.
Unit 10
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 ooded 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: Im 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 Ive got a silver bicycle.
c It was an important historical event.
d Its a traditional story.
e He was rescued by a helicopter.
f The reporter interviewed him on TV.
Unit 11
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
136
before you found it? In todays 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 Pacic 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, Im 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 sherman.
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 nder 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!
Well end todays programme with a
happy story. Its 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. Paolinas father, a
sherman, 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
nally Ake visited Sicily. Their wedding
took place soon after their rst meeting.
11.2
a secret
b string
c scrap
d citrus
e separate (Adj) (2 syllables)
f scream
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 Theres 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. Im sorry, but I
wont be able to play tennis with you
tomorrow; Ive hurt my wrist. Its
nothing serious but the doctor says Ive
got to
rest it for a few days. Sorry. Lets 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 its 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.
Were 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 y at a young
age.
c Munirah learned to y in Jordan.
d She was excited when she took off
and landed.
e Munirah always wanted to be a pilot.
f Munirahs ambitions have not
changed.
12.3
Q Was this the rst time youve seen
this thing?
A Yes, and Ill never forget it as long as
I live. It was last Friday night. It was a
cold clear night at about 11oclock.
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 rst it didnt 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 Ive no idea. The problem was I
could see the light, but I couldnt 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
137
Teachers Notes
There is one extra listening exercise at the end of each module.
Each exercise follows the same sequence. The teachers
instructions are as follows:
Part 1
1 Ask the students to listen carefully to the text.
2 Tell the students they will hear ve 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 others work.
Part 2
Play the words, pausing in between each word for the students to
write down the denition. The denition should correspond to
how each word is used within the exercise. Play the words again,
then put the students in pairs to check each others 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 youre studying.
2 Now listen to ve questions. Then Ill 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 students own answers
Module 2
1 Listen carefully
When an athlete gets injured its important to keep motivation
levels high. Dont 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 ve questions. Then Ill play the text again.
1 What is important when an athlete gets injured?
2 What shouldnt 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 students 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. Its extremely hazardous, especially if you
have asthma.
Int: Interesting. But arent solar cars unreliable?
Mark: Yes. They breakdown if you dont 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 ve questions. Then Ill 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 arent 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 re 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.
138
2 Now listen to ve questions. Then Ill 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 students 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. Im the personnel manager here at
Intelligent Computing. And you are Hamad?
Hamad: Thats right.
Salma: OK, I see youre applying for a junior manager position
with us. What do you think makes you qualied for this
job?
Hamad: Well, I studied computing at university so Id be
extremely comfortable with the work that goes on here.
Im 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 Ive 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
teams strengths were and giving them tasks accordingly.
This really made my department work better and more
efciently 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.
Ive alreadyproven myself as a manager and would like
the chance to further my career.
Salma: OK, and is there anything youd like to ask me?
Hamad: Yes, there are a few things that werent 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 youd be a low-level manager, so
youd be responsible for overseeing a team of ve or six.
Having said that youd also be working on your own
projects whilst organising your team, so it is a very busy
position. Id say youd probably spend half your time
organising your team and half your time working on
your own projects, but of course you need to be exible.
Hamad: That sounds great. Do you have any more questions for
me?
Salma: No, I think thats it. We have a few more people to
interview so well 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 Hamads rst 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 teams 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 beneted
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, Im 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 condence 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 weeks edition of Literature
Now! Today, were talking to Professor Andrew Black,
an expert in English Literature. Professor Black has
penned over 25 books and today were going to discuss
the subject of his latest work, the author Daniel Defoe.
Professor, thanks for joining us today.
Extra Listening Material
139
Black: Thank you Omar. Its a pleasure to be here.
Omar: Your latest book, The Unauthorised Biography of Daniel Defoe,
is published later this month. Can you tell us briey
exactly what rst interested you in writing about Defoe?
Black: Well, Ive always loved literature and one of my earliest
memories is reading Robinson Crusoe as a young boy. Ever
since then Ive really respected Defoe and the more Ive
found out about him the more fascinated Ive become.
Omar: What exactly do you nd 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 briey say why you enjoy his writing so much?
Black: Defoe was a really great innovator. Robinson Crusoe is
often regarded as the rst English novel so Defoe is at
least partly responsible for creating the modern form of
storytelling. I think its 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: Defoes 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 nd antiquated,
but his stories never contain a dull moment. Theyre real
page-turners, the kind of stories that you dont 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 its reected 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, thats 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 wont regret it.
Omar: Thank you Professor.
Black: Thanks for having me on the show.
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.
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 its fair to say
c Theyre 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 inuence.
2 a a task or activity which someone is attempting.
b Its 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 weeks 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 rst interested you in them
Their life
Their best work
Their inuence
And any other information you think is useful / interesting.
Remember to write notes, NOT an essay.
Workbook Answer key
140
Module 1 Culture
Unit 1
We are what we eat
Reading
Exercise 1
a carbohydrates, proteins, vitamins, minerals and water
b (Students own answers)
c fats
Exercise 2
Nutrient Foods Effects on performance
Carbohydrates Pasta, cereal,
potatoes
Provide main source of
energy
Fats Olive
oil, dairy
products,
nuts, sh
Fuel our brain power,
provide slow-releasing
energy
Proteins Meat, pulses,
eggs, sh
Build and repair muscles
Vitamins Juices,
smoothies,
vitamin
supplements
Help concentration,
promote calmness and
quick decision-making
Minerals Fruit,
vegetables,
sh, soya
milk
Strengthen bones and
support our bodies,
prepare our bodies for
energy production, help
prevent fatigue
Water Water, sports
drinks
Prevents dehydration,
ushes out toxins.
Sports drinks replace
water, glucose and
sodium.
Exercise 3
a nutrition facts
b Serving size
c 28 percent
d carbohydrate ... dietary bre
e calorie
f protein
g A ... C
h Daily values
i servings ... serving cup ... 456g
j sodium
Language practice
Exercise 1
a were ordering
b was carrying
c were coming
d was taking
e was preparing
f was bringing
Exercise 2 (Suggested answers)
a Excuse me, could I have another fork, please?
b Do you have any vegetarian dishes?
c Is it possible we could move to a larger table? Two more
guests are joining us soon.
d Do you have any dishes without pepper? Im allergic to
pepper.
e Why dont you order something with less fat, Dad?
Exercise 3
2 went
3 watched
4 did
5 were you doing
6 phoned
7 was helping
8 did you get up
9 woke up
10 didnt get up
11 were you doing
12 was having
Exercise 4 (Self-assessment)
a baked
b steam
c grill
d boiling
e frying
Exercise 5
a Mr Smith, whos a vegetarian, should always supplement his
diet.
b There are plenty of healthy eating restaurants in Kuwait City.
c The label says, Orange juice has 60% of your RDA of vitamin
C.
d My brother Ahmed developed diabetes last September so he
follows a low-sugar diet.
e This summer, I ate too many fatty foods such as French fries.
Writing
(Students own answers)
Unit 2
Respecting cultures
Reading
Exercise 2
b 4
c 6
d 1
e 7
f 2
Exercise 3
... in celebration of both Eid Al-Fitr and Eid Al-Adha. These are
the two most important festivals in the Islamic calender. The
text reads...
... history and practice of Islamic calligraphy. Zakariya was
trained in the Middle East, but is now based in Arlington,
Virginia. The type of script chosen ...
... and aged for more than a year. The aging process gives the
design a unique texture.
... using a unique computer programme. The programme
allows designers to choose the perfect colouring. The colours
chosen ...
Workbook Answer key
141
Exercise 4
Word Meaning Synonym
Honour To show respect
for someone or
something
Commemorate
Calligraphy Handwriting, often
decorative
Script
Design An artistic
arrangement
Composition
Embellish To make
something
more attractive,
especially with
decorative details
Adorn
Exercise 5
a 2
b 1
c 4
Exercise 6
a It (thuluth) is a large, elegant and cursive script, and rst
appeared in medieval times.
b Sometimes respect between cultures happens in the smallest
forms.
c The stamp design was created using carefully considered
traditional methods and instruments.
d The Eid stamp was designed by Zakariya, a calligrapher
who specialises in the art, history and practice of Islamic
calligraphy.
Language practice
Exercise 1
a ? Have you bought a new stamp?
- I havent bought a new stamp.
b + He has visited the museum every year.
- He hasnt visited the museum every year.
c + They have written a book recently.
? Have they written a book recently?
d ? Have you eaten your dinner?
- I havent eaten my dinner.
e + Ive watched the news today.
- I havent watched the news today.
f + She passed her exam.
? Did she pass her exam?
Exercise 2
a since
b since
c for
d since
e since
f for
g for
h since
i for
j since
Exercise 3 (Self-assessment)
a has played for
b have been for
c has written for
d has read since
e has visited since
Exercise 4
A 3
B 2
C 4
D 2
E 2
F 1
Exercise 5
a started
b ended
c end / nishing
d nish / beginning
d ending / begun
Exercise 6
a in
b on
c By
d for
e through
f of
g amongst
h in
i for
Writing
Exercise 1
Sons of Sindbad
In 1938, Alan Villiers embarked on a remarkable journey. He
joined a crew of the best Kuwaiti sailors, and described his entire
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
Sea, Round the Coasts of Arabia, and to Zanzibar and Tanganyika the
Shipmasters and the Mariners of Kuwait. I thought it was fascinating!
He used traditional sailing techniques and sailed by dhow. Isnt
that incredible! His account gives an important insight into sea
travel in the past. He also took amazing photographs of his
journey, which accompany the book.
For me, the adventures were more interesting than the nautical
research, especially experiencing monsoon winds and pearl
diving. Alan Villiers is so enthusiastic about his travels that now
I want to learn how to sail too! I cant wait to read more books
by him. I am sure that they are all fantastic.
Arabian Sands
I have been a fan of Wilfred Thesiger since I was very young. As
far as I am concerned, he is one of the best writers ever and
this is one of his best books. It describes his unique journey
through the deserts of Arabia. His writings are brilliant, and
there are a thousand anecdotes that make you feel as if you are
travelling by his side!
Wilfred Thesiger wrote Arabian Sands in 1959, but it is still very
exciting to read today because it is so dramatic. Wilfred Thesiger
studied at Oxford University before becoming one of the rst
British explorers to write about Arabia. Later, other explorers
wrote similar books, but in my opinion only a few of these
authors are as interesting .
And why was life in Arabia better than in Britain, according to
Wilfred Thesiger?
You will have to read the book to nd out!
Exercise 2 Facts
Alan Villiers journey began in 1938.
He sailed with a crew of Kuwaiti sailors.
He sailed from the East African coast to the Arabian Gulf.
He used traditional sailing techniques and sailed by dhow.
He took photographs of the journey.
142
Arabian Sands describes a journey through the deserts of Arabia.
Wilfred Thesiger wrote Arabian Sands in 1959.
Wilfred Thesiger studied at Oxford University before becoming
an explorer.
Later, other explorers wrote similar books.
Exercise 3 and 4 (Students own answers)
Unit 3
Inspiring architecture
Reading
Exercise 1 (Suggested answers)
a 360
o
Kuwait is described as monumental because it
contains large department stores, small boutiques and
other shops that sell sports, music, electronics and
games equipment. It is also a leisure, entertainment and
edutainment centre, not to forget the restaurants of different
cuisines.
b It is educational in that it features the latest edutainment
technology for the education of children through television
programmes, video games and music.
c It can appeal to all ages due to the variety of shops,
restaurants and activities.
Exercise 2
a Restaurantscafs
b eighty-twosquare
c fourth
d hypermarket
e bowling
Exercise 3
a gourmand
b redening
c transform
d copious
e edutainment
Exercise 4
a 15-storey building
b three-bedroom apartment
c ten-minute walk
d six-lane motorway
e 90-minute game
Language practice
Exercise 1
a interesting, interested
b terried
c tiring
d excited
e bored
f amusing
Exercise 2
1 larger
2 more fashionable
3 better
4 bigger
5 tter
6 healthier
7 warmer
8 cosier
Exercise 3
a Cultural buildings include museums, art galleries and
theatres.
b I spent yesterday searching the Net, taking notes and writing
my report.
c I think this new theatre studio is well-equipped, spacious
and well-lit.
d I always meet Mariam, Fatma and Aisha after school.
Exercise 4
a greatest
b shorter, oldest
c longer
d old
e higher, longer, more modern
Exercise 5
1 recommend
2 I suggest
3 Im afraid
4 The difculty
5 we require
6 youre interested
7 as soon as possible
Writing
Exercise 1
a
0 Im writing this report to tell you about the results of a survey
my friends and I did at school.
2 We talked to about 100 people and asked them what they
thought about all the thousands of cars that drive into the
city every day.
3 Most people we interviewed said there was more trafc than
there was last year and it was getting harder and harder to
drive through the city centre.
4 Everything was worse early in the morning and in the evening
when people were going to work and going home.
5 Here are some of the ideas people suggested: make drivers
pay money to come into the city on weekdays, and have
more buses and trains.
6 I think that the council should build a big car park near the
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
where they work.
b (Suggested answers)
1 We interviewed about 100 people and asked their opinions
about the daily trafc.
2 The majority of people we interviewed said that trafc had
increased and it was getting more difcult to drive through
the city centre.
3 They said that the situation was worse during the rush hours
in the morning and in the evening.
4 A number of suggestions were made including charging
drivers to come into the city on weekdays, and increasing the
number of buses and trains.
5 In my opinion, the council should build a large car park near
the town and then provide public transport to take people to
their workplace.
Exercise 2 (Students own answers)
Progress test 1
Reading
Exercise 1
Of the National Council for Culture, Arts and Letters (NCCAL)
is in the major organiser of cultural events in Kuwait. First was
organised in 1973, at the request of had HH the Crown Prince
and Prime Minister, the council preserves Kuwaits cultural
heritage while most supporting and encouraging its cultural
and future. Architecture, the art, craftsmanship, theatre and
143
Workbook Answer key
poetry are just all some of the arts Kuwait has to offer them.
The Qurain festival is an annual cultural festival in organised by
the NCCAL, and it will has become a highly anticipated event.
A variety of creativity is on offer by artists by and orchestras
from Kuwait and the Arab World. It is a is great place to see
the best Kuwaiti talents on your show, and is popular with
locals and an international tourists. The Kuwait Book Fair is
another also thriving festival organised by the NCCAL, and has
it been running for over 30 years time. Last year 538 publishing
houses from 23 countries participated, with 11,891 books
were presented. However, the NNCAL do emphasises that it
is not just a best place for exhibiting and selling books - the
atmosphere of this exciting and the busy festival is very amazing.
There are seminars, poetry recitals and an art exhibition showing
every work by 20 female Kuwaiti artists. The Arabic heritage
exhibition also displays true original calligraphy and a rare
copies of the Holy Quran. The exhibition shows a NCCALs
strong emphasis on values and culture, not past and present.
These extra festivals are just two examples of the NCCALs work
that is gaining all international attention. From modern lm-
making to traditional ship-building, although the arts of Kuwait
to offer something for everyone.
1 of
2 in
3 was
4 had
5 most
6 and
7 all
8 them
9 in
10 will
11 by
12 is
13 your
14 an
15 also
16 it
17 time
18 were
19 do
20 best
21 the
22 very
23 every
24 true
25 a
26 a
27 not
28 extra
29 all
30 although
31 to
Exercise 2
a False. NCCAL stands for the National Council for Culture,
Arts and Letters.
b False. The NCCAL is 36 years old.
c False. The Qurain festival welcomes locals and international
tourists.
d True
e True
f False. The Arabic heritage exhibition displays original
calligraphy and rare copies of the Holy Quran.
Exercise 3
a its cultural future.
b every year.
c interesting and crowded.
d local and other Arabs.
e worldwide.
Exercise 4
a the major organise of cultural events in Kuwait.
1 1973.
2 Kuwaits cultural heritage.
3 architecture, craftsmanship, theatre and poetry.
b by the NCCAL.
1 creativity is on offer by artists and orchestras.
2 the best Kuwaiti talents.
3 international tourists attend it.
c is a thriving festival, too.
1 from 23 countries participated.
2 seminars, poetry recitals, and an art exhibition showing
female Kuwaiti artists.
3 NCCALs strong relationship between values and culture.
Language practice
Exercise 1
1 were driving
2 were listening
3 was reading
4 was driving
5 saw
6 slowed down
7 stopped
8 was standing
9 were coming
10 were putting out
11 continued
Exercise 2
a arrived
b have lived for
c have read
d went out
e was walking
f have eaten
Exercise 3
a No, it was the most expensive.
b No, it was the funniest.
c No, it is the most boring.
d No, it is the noisiest.
e No, he is the meanest.
f No, it is the worst.
g No, it is the slowest.
Exercise 4
a Ive just grilled some chicken.
b A part-time job is a good way of supplementing a students
income.
c Waleed has been mentoring teenagers for 10 years.
d The blue silk was embellished with gold embroidery.
Exercise 5 (Students own answers)
Exercise 6
a during
b at
c before
d at
e in
f at
Exercise 7
a tell
b speaking / hear
144
c Look
d saw
e watch
f said
Exercise 8
1 h
2 e
3 a
4 b
5 c
6 j
7 d
8 f
9 g
10 i
Writing
Exercise 1 (Students own answers)
Exercise 2 (Students own answers)
Module 2 Free time
Unit 4
Computer games
Reading
Exercise 1 (Suggested answers)
a This game is different because it builds the muscles of the
players, who should move their whole body in order to use
the joystick.
b The writer generalises an opinion by using such structures
as Many people do not want; The majority of
people use their thumbs; People get tired of them very
quickly
c The writer reports an opinion by using the structure X say(s):
they say; The games designers say; People who
have played the game say
Exercise 2
b: Have fun and keep t
Exercise 3
a 6
b 4
c 1
d 7
e 2
f 5
Exercise 4
a mundane
b faster
c upper
d backwards
e idle
f out of shape
g quickly
h giant
i traditional
Exercise 5
a 2
b 3
c 3
d 1
Exercise 6 (Students own answers)
Exercise 7 (Students own answers)
Language practice
Exercise 1
a Im travelling there by bus on Monday.
b I will probably be very nervous at the interview.
c Im going to work really hard when Im at university.
d I expect the work will be quite hard.
e Im denitely going to be a doctor when I leave university.
Exercise 2 (Self-assessment)
2 are ying
3 are staying
4 are going to spend
5 am going to buy
6 is going to take
7 will see
8 are travelling
9 are going to see
10 will have
11 are going to have
12 will send
13 will phone
Exercise 3
a 4
b 6
c 1
d 7
e 3
Exercise 4
a The more books I read, the more I want to learn.
b The more consoles are improved, the more we spend to stay
up-to-date.
c The more dangerous it is, the more precautions we should
take.
Exercise 5
1 went
2 bought
3 looked
4 work
5 returned
6 writing
Exercise 6
a I bought two new pairs of jeans and neither of them t.
b Everybody says the PSP is fun, stylish and advanced, but it is
expensive.
c Hes going to have an accident one of these days.
d In my new computer game, there are many different levels.
e The graphics in the game I am playing are very advanced.
Writing
Exercise 1
a / b
A Picture 4: Street directions
B Picture 1: Food recipe
C Picture 5: Driving instructions
D Picture 2: Game instructions
E Picture 3: Ordering something on the Internet
Exercise 2
a
A Leave the motorway at Junction 17 and follow signs to the
town centre. Go straight on at the rst roundabout and then
turn right at the second. Our car park is the third turning on
your left.
145
Workbook Answer key
B To start with, prepare all the ingredients. Break the eggs into
a bowl, grate some cheese and chop an onion. Next, heat the
oil in a frying pan. Mix all the ingredients together and when
the oil is hot, pour the mixture into the pan. Turn the heat
down and cook for 3-4 minutes.
C First of all, make sure the handbrake is on and the gearstick
is in neutral or park. Then turn the ignition key to start the
engine. Put the car into gear and indicate. Finally, check
in your rear-view mirror that there are no cars behind you,
release the handbrake and move off.
D Take turns to move one of your pieces along the lines on the
board. You can make either a taking move or an ordinary
move. To take one of your opponents pieces jump over it
into the empty space on the other side of it.
E First, nd the item you want to buy and add it to your
Shopping Basket. Next, ll in an order form giving us your
personal details and address for delivery. After that, add your
credit card details and lastly, press the Order Now button.
b
To begin In the
middle
To end
First
First of
all
To start
with
then
After that
Next
Lastly
Finally
Exercise 3
First of all, you have to install the game on your computer.
Before installing, make sure the game is compatible with your
computer system. After that, insert the disc into your CD/DVD
drive. It should take a few minutes to load. Finally, restart your
computer. Now you are ready to play.
Unit 5
Sports psychology
Reading
Exercise 1(Students own answers)
Exercise 2
a navigate
b breakneck
c courageous
d competitive
e willpower
f interpersonal
g personal trainer
h glory-seeker
i stamina
Exercise 3
a False. Marathon runners receive less recognition than other
athletes.
b False. Formula One drivers race at extremely fast, dangerous
speeds.
c False. Marathon runners arent allowed any help from
personal trainers during races.
d True
e True
f True
g False. Formula One is dangerous despite all the safety
precautions.
Language practice
Exercise 1 (Self-assessment)
b How many players are there in a football team?
c Where do people play tennis?
d What do boxers need to be?
e When were the rst Paralympics?
f How do you score in football?
g Why do swimmers wear goggles?
h How long is a football match?
i What is your favourite sport?
Exercise 2
a try enjoy
b practise
c Respect give
d Celebrate ridicule
e dribble / kick
Exercise 3
a hockey stick and (Students own answers)
b horse race and (Students own answers)
c baseball player and (Students own answers)
Exercise 4
1 When is the basketball practice?
2 doesnt it?
3 dont you?
4 What other activities do you offer?
5 what
6 isnt it?
7 dont you?
8 Where is the football practice?
Exercise 5
Sport Venue Equipment Personality
type
tennis court racket introvert
football pitch ball extrovert
baseball pitch ball sportsmanlike
golf course club introvert
Exercise 6
In sport, motivation is everything. All sports have leaders or
coaches who inuence those around them and give useful
feedback to improve performance. They will have one or more
of the following qualities: outstanding ability in the sport,
enthusiasm and the ability to motivate. Most coaches also plan
training programmes to improve tness techniques and skills,
and decide the strategies to be used in competition.
Writing
Exercise 1
1 Answer
2 leave
3 write
4 Use
5 write
6 cross
7 Spell
8 check
9 Be
10 Give
Exercise 2 (Students own answers)
Exercise 3 (Students own answers)
Exercise 4 (Students own answers)
Exercise 5 (Students own answers)
146
Unit 6
Nature
Reading
Exercise 1
Lesser kestrel: destruction of their habitat; pesticides
Siberian tiger: forests are disappearing; poachers and forest res
Ostrich: hunting
Exercise 2
a underpart
b wingspan
c decline
d stripes
e handsome
f poachers
g feather
h predators
i escape
Exercise 3
a Lesser kestrel
b Lesser kestrel
c Lesser kestrel; Siberian tiger
d Ostrich
Exercise 4
a True
b False. The Lesser kestrel is vulnerable despite being so
widespread.
c False. The ostrich is the fastest creature on land with two
legs.
d True
e False. The biggest threat to the Siberian tiger is loss of its
habitat.
Exercise 5
a 3
b 1
c 3
Language practice
1
Countable nouns: fox, temperatures, ears, legs, animals, parts,
body / bodies, feet, winter, colour, people
Uncountable nouns: heat, fur, hair, ice, snow
Exercise 2
2 a lot
3 -
4 -
5 a few
6 Many
7 a
8 Some
9 how many
10 some
Exercise 3 (Suggested answer)
Seabirds are threatened by people taking up a lot of their space
and collecting their eggs. Theyre also threatened by oil pollution
and shing.
Exercise 4 (Self-assessment)
a proud
b stubborn
c shy
d erce
Exercise 5
a Birds of prey have a erce character and rapidly beating
wings.
b The parrot is a talkative bird with vividly coloured feathers.
c The penguin is a ightless seabird with black upper parts and
white underparts.
d Sadly, many endangered animals are threatened by hunting
and habitat destruction.
e Pandas are often known as the laziest animals.
Exercise 6
a 1
b 4
c 3
Exercise 7 (Suggested answers)
a Some animals have been given protection by governments.
b Charities have attempted to protect animals.
c I have raised money to save the tiger.
d Many species have become extinct because of human
actions.
Writing
Exercise 1
b Ive just seen a golden
eagle.
c Id ...
d Please send me stuff about
what you are doing at the
moment.
e Im interested in horses
because ...
f My friends said You
should get ...
g One of my friends said,
Please join.
h Hi, / Hello, / Dear
Jameela,
i Love from, / Best wishes,
2 I have
3 I would be grateful if you
could send
4 Please send me
information about your
(current) activities.
5 The main reason for my
interest in horses is
6 My friends told me I
should ...
7 One of my friends asked
me to join.
8 Dear Sir / Madam,
9 Yours sincerely, / Yours
faithfully,
Exercise 2 (Example answer)
Dear Sir / Madam,
I have just seen your television advertisement and would like to
join your organisation. My main reason is that Im interested
in saving animals. I would be grateful if you could send me an
application form, and I would also like to know if there is a local
group in my area. One of my friends would also like to join.
I look forward to hearing from you.
Yours faithfully,
Mr Ahmed ...
Exercise 3 (Example answer)
Hi, (name)
Good news - there is a local group in our area. Theyve sent us
two application forms and some stuff about what theyre doing
at the moment.
See you soon!
(name)
Exercise 4 (Students own answers)
Progress test 2
Reading
Exercise 1
a six
b space
147
Workbook Answer key
c because every fossil is different
Exercise 2
Word Meaning Synonym
Pastime An activity done regularly for
enjoyment, rather than work
Hobby
Rare Particularly remarkable or
uncommon
Unique
Valuable Worth a lot of money Expensive
Popular Done or enjoyed by many
people
Common
Exercise 3
a 2
b 2
c 3
d 1
Exercise 4
One of the most common pastimes for children and adults is
collecting. Its important to collect something you can enjoy. It
is possible to collect almost anything.
Language practice
Exercise 1
a are you going to
b will meet
c are visiting
d will do
e will enjoy
f is going to work
Exercise 2
a a few
b much
c a little
d some
e some ... any
f much
Exercise 3
a two slices / pieces of bread OR some bread
b correct
c enough food
d that meat
e many pens
f much shopping
Exercise 4
a cost
b spend
c saving up
d earn
e spends ... earns
Exercise 5
a herbivore
b extrovert
c tame
d virtue
e motivation
f hostile
g equestrian
h competitive
i phenomenon
j exotic
Exercise 6
Paralympics - champion - self-discipline - exclusive - spectators
Writing
Exercise 1 (Students own ideas)
Exercise 2 (Students own ideas)
Module 3 Power
Unit 7
Power the alternatives
Reading
Exercise 1
Britain has a long coastline.
Exercise 2
a solar power
b fossil fuel
c wave farm
d testing device
Exercise 3
Advantages: the sea could provide enough power for the whole
planet; wave farms will be invisible
Disadvantages: could be a danger to ships and sh; may put
tourists off; expensive
Exercise 4
a 4
b 3
c 3 (Some people think wave farms will have detrimental
effects on sh stocks and tourists, but this is not known.)
d 2
e 1
Exercise 5 (Students own ideas)
Language practice
Exercise 1
a are
b eats
c are
d travels
e release ... will buy
f dont nd ... will use
g wont be ... reads
Exercise 2
a will go
b will fall
c will block
d will become
e will wait
f will stop
Exercise 3 (Suggested answers)
1 really worried
2 Its really important
3 are you going to do?
4 a good idea
Exercise 4
a 6
b 8
c 5
d 2
148
e 3
f 4
Exercise 5
a rained
b wont go / will take / nds out / were / would go
c offer / offer will have to
Exercise 6 (Self-assessment)
a heavy
b strong
c heavy
d strong
e strong
Exercise 7
a careful
b electrical
c useful
Exercise 8 (Suggested answers)
a Without electricity, the world as we know it would stop
functioning.
b Once upon a time, there lived a brave and wise man.
c In the early days, the city of Rome was calm, peaceful and
quiet.
Writing
Exercise 1
a (Example answers)
1 How we dont do enough to save energy
2 How to save more energy
3 Alternative sources of energy
4 Buildings which use solar power
5 The disadvantages of wind farms
b
A 2
B 1
C 4
D 5
E 3
Exercise 2
a B, E
b B, C
c A
d D
Exercise 3 (Students own answers)
Exercise 4 (Students own answers)
Unit 8
The power of technology
Reading
Exercise 1 (Suggested answers)
a Cars are becoming more intelligent, being able to drive
themselves in order to avoid danger and obstacles.
b Vegetable oil can be reused to power cars after it has been
ltered and cleaned.
c Bio-fuel is preferable to petrol as a fuel source because it
emits less pollution, reduces wasted oil and is completely
renewable .
Exercise 2
a outlandish
b high-end
c suspension
d sensor
e innovation
f bio-fuel
g lter
h emit
i conserve
Exercise 3
Giving examples Summarising
For example To summarise
For instance In short
Namely In conclusion
Exercise 4
b, d, f
Exercise 5 (Students own answers)
Exercise 6 (Students own answers)
Exercise 7 (Students own answers)
Language practice
Exercise 1
a havent been able to wont be able to
b Can can Could / can cant
c Can could
d can could can to be able to can ... Could ... can
Exercise 2 (Suggested answer)
People need to wear glasses for different reasons. For example,
some people feel completely lost without their glasses. Others
only need them for watching TV or reading. In short, every
eye problem is different. Advancements in technology, such as
the development of the contact lens, are helping people repair
their eyesight. For instance, more and more people now have
the option of permanent operations, namely, laser surgery.
In conclusion / to summarise, modern science means that
ordinary glasses may soon become a thing of the past.
Exercise 3
a were
b had known
c had felt
d found
e were
Exercise 4 (Suggested answers)
a I wish we had played this weekend; we couldve won the
match.
b I wish you hadnt done that; it was really irritating.
c I wish I had studied harder; I wouldve passed the exam.
d I wish the teacher hadnt given us any homework; I wouldve
relaxed tonight.
e I wish I hadnt missed the bus, I wouldve arrived on time and
not been told off.
f I wish I had entered the competition; I wouldve won a prize.
g I wish you had told me about your problems; I couldve
helped you.
h I wish I hadnt stayed up late last night; I wouldnt have been
tired today.
i I wish I hadnt spent all my money; I would have bought that
new book.
j I wish I had gone shopping for a new game; I wouldnt have
felt bored.
Exercise 5 (Self-assessment)
a polite impolite
b honest dishonest
c friendly unfriendly
d tidy untidy
149
Workbook Answer key
e comfortable uncomfortable
f happy unhappy
Writing
Exercise 1
Mini-bouncer: b / c
Talky-Walky: c
Red alert security camera: a / e
Dr CD: a / d
Exercise 2 (Students own answers)
Exercise 3 (Students own answers)
Unit 9
Money
Reading
Exercise 1
a Buffetts fortune has been estimated in 2008 at over $60
billion.
b undervalued stock
c $50,000
d $37 billion
Exercise 2
B Making a fortune
C Buffetts family
D The largest charitable donation ever
Exercise 3
a amass; 5
b modest; 1
c foolish; 6
d immense; 3
e generous; 4
Exercise 4
a False. Warren Buffett became the richest man in the world in
2008. He replaced Bill Gates, who had been the richest man
for the last 15 years.
b False. Buffett used to buy undervalued stock to make money.
c True
d False. Buffet lives a fairly modest life and doesnt spend his
money on extravagant possessions.
e True
f False. Because Buffet was donating his money in shares the
amount he is giving to charity could go up or down.
Language practice
Exercise 1
a mustnt
b must
c dont have to
d shouldnt
e should
f shouldnt
g dont have to
h must
i dont have to
j must
Exercise 2 (Self-assessment)
1 be able to
2 couldnt
3 must
4 could
5 cant
6 must
7 be able to
8 mustnt
9 couldnt
10 being able to
11 mustnt
12 can
Exercise 3
1 Do you agree
2 I believe / I think that
3 I think that / I believe
4 consider
5 do you think
6 In my opinion
7 hard to imagine
8 difcult to interact
9 I dont know about that
10 easy to interact
Exercise 4
Money is everywhere! People even utter expressions using
this word. Although most of us agree that money is the root
of all evil, we couldnt care less about this fact. On top of
this, although we care a lot for money, most of us cant stop
ourselves from throwing our money around. Isnt it ironic? I
believe that we should not give money too much importance
and should spend it appropriately.
Exercise 5
a lucky be
b easy wake up
c difcult understand
d hard lift
Writing
Exercise 1
A I believe; In my opinion
B I agree with this
C I really think that; To me; I rmly believe that
Exercise 2 (Students own answers)
Exercise 3 (Students own answers)
Exercise 4 (Students own answers)
Progress test 3
Reading
Exercise 1
Life before electricity was hard. After the son went down in the
evening it was dark. Inside the streets there were gas lamps but
in peoples homes there were no electric lights, so everyone used
oil lamps, candles and re-light. In general, they went to bed
earlier and got up as soon as the sun come up and they could
see everything again.
In many homes there was no running water four cooking,
drinking or washing. In towns there wear pumps, but in the
country people had to carry water from wells or streams.
Because there were no machines, people had to do everything
buy hand. This meant that household jobs all took longer.
Washing cloths, especially, took a lots of time and energy.
Home entertainment was also very different from today: theyre
no television to watch; no personal steroes, CD players or radios
to listen to the news or youre favourite music, and of course,
no computer games or the Internet. Familes made their own
entertainment: playing bored games, chatting to each other and
making their own music. For dairy farmers, there were no fridges
to keep their milk cheese and butter fresh This meant that they
could not make much money because they had to cell their
products soon after they were made.
Some people still call these times the good-old days.
1 sun
2 In
150
3 peoples
4 relight
5 came
6 for
7 were
8 streams
9 by
10 clothes
11 lot
12 there were
13 stereos
14 your
15 Families
16 board
17 milk, cheese
18 fresh. This
19 sell
20 good old
Exercise 2
a They used oil lamps, candles and relight.
b They got up as soon as the sun came up.
c They got their water from wells or streams.
d Washing clothes took a long time.
e They played board games, chatted to each other and made
their own music.
f They produced milk, cheese and butter.
g There were no fridges.
Exercise 3
a 3 not man-made
b 2 not a use of water
c 4 not a past tense of verb
d 1 not a dairy project
e 4 not a regular plural of noun
f 2 not a four-letter word
g 1 not only used for listening - also used for watching
h 3 not a noun
Exercise 4
a 1
b 3
c 4
d 2
e 4
f 2
g 3
h 1
i 3
j 2
Language practice
Exercise 1
a speak
b feel
c were
d am
e practised
f ask
g took
Exercise 2
a Can / can / have been able to
b can / cant / could
c should
d mustnt
e dont have to
f shouldnt
Exercise 3
a informal
b dishonest
c impatient
d illegal
e unreliable
Exercise 4
1 heavy smoker
2 strong position
3 heavy heart
4 heavy clouds
5 strong belief
Exercise 5
1 technology
2 use
3 computers
4 social
5 survive
Exercise 6
a know
b suggest
c believe
d imagine
e think
Exercise 7 (Students own answers)
Exercise 8 (Students own answers)
Writing
Exercise 1
1900 Nowadays
Communication Handwritten
letters sent in the
post or delivered
by messengers
E-mails and text
messages are used
Information Information
was collected in
libraries
Information is
collected mainly
on the Internet
School Teachers used
blackboards and
gave some lessons
outside
Lessons are given
in a classroom
using laptops and
projectors
Shopping Towns and cities
had markets
where different
items could be
traded
Towns and cities
have malls
Travel Overland by horse
and over the sea
by boat
By aeroplane
1 libraries
2 letters
3 hand
4 horse
5 boat
6 cities
Exercise 2 (Students own answers)
Exercise 3 (Students own answers)
151
Workbook Answer key
Module 4 Fact and ction
Unit 10
Stories
Reading
Exercise 1 and 2
a (Students own answers)
b (Students own answers)
Exercise 3
a He is on holiday.
b He has enough sh for his family.
c He walks to the village, has some tea with his friends and
plays chess.
d The sherman would catch more sh.
e Fifteen or twenty years
f Hed have to sell his company.
g He would be able to retire and move to a small shing
village. He would be able to sleep late, sh a little, play with
his grandchildren, talk to his wife, walk to the village, have
some tea with his friends and play chess.
Exercise 4
a on the coast
b port
c eventually
d market
e wealthy
f retire
g move
h chess
Exercise 5 (Students own answers)
Exercise 6 (Students own answers)
Language practice
Exercise 1 (Self-assessment)
a both work hard
b rmly
c very loudly
d happily
e smiles cheerfully
f innocently
g politely
Exercise 2 (Example answer)
The businessman started talking to the sherman. The
businessman congratulated the sherman on the sh he had
caught and asked how long it had taken him to catch them.
The sherman replied that it had not taken him very long. The
businessman then asked why the sherman didnt stay at sea
longer and catch more sh. The sherman replied it was because
he had already caught enough sh for his family.
The businessman asked how the sherman spent the rest of his
time. The sherman said that he slept late, shed a little, played
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
and played chess. Finally, the sherman said that he had a very
busy life.
Exercise 3
1 use to
2 used to
3 use to
4 used to
5 use to
6 used to
Exercise 4
2 check in
3 set off
4 dropped me off
5 check in
6 take off
7 took off
8 go back
9 touched down
10 pick us up
Exercise 5
a silently
b desperately
c formally
d joyfully
e rapidly
Exercise 6
a Dont worry, he said, a ship will rescue us soon.
b If I moved to Europe, I would miss Kuwait terribly.
c Did you hear that noise? asked the pilot.
Writing
Exercise 1
a 5
b 7
c 4
d 6
e 3
f 1
g 2
Exercise 2
a
Paragraph 1: I am Im; it has its taken;
it has its been; I had Id spent
Paragraph 2: I did not I didnt; I would Id
Paragraph 3: I could not couldnt sleep
Paragraph 4: did not didnt know
Paragraph 5: I had Id; I am Im sorry
Paragraph 6: They could not couldnt believe I had Id been
Paragraph 7: that is thats; I have not havent replied
b
1 why
2 got
3 got to
4 had to
5 left
6 Thanks
7 sorry
8 got
9 the evening before
10 got to
11 the next day
12 See you
3 (Students own answers)
Unit 11
Messages
Reading
Exercise 1
a 20,000 pigeons were killed
b 15-20 years - healthy pigeons life
c 1,000 km - maximum distance a healthy pigeon ies in one
ight
152
d 30 British pigeons - they were given medals for bravery in the
First World War.
e 5,000 year-old postal service
Exercise 2
a military
b medal
c smuggle
d unique
e nest
f light
g release
Exercise 3
a regular pigeon post
b too dangerous
c fteen and twenty
d y back to
e tied to
Exercise 4
a 2
b 4
c 1
Exercise 5 (Students own answers)
Exercise 6 (Students own answers)
Exercise 7 (Students own answers)
Language practice
Exercise 1
a was used by the Chinese mainly for ofcial documents.
b were sent using re and smoke.
c was organised by the Romans.
d was developed with many places were passed by tired
riders to other fresh riders.
e Messages were sent by the Romans 270 kilometres in 24
hours by this system.
f The rst postage stamps were introduced in Britain in 1840.
g Homing pigeons were used by the Greeks so that messages
could be delivered.
Exercise 2
a ... make phone calls to friends wherever they are.
b ... send text messages over very long distances very cheaply.
c ... write these messages very quickly and their friends receive
them a few seconds later.
d More and more businesses are using e-mail.
e In some organisations, e-mail has replaced traditional letters
or memos.
Exercise 3 (Self-assessment)
a makes
b make
c taken
d take
e take
f making
g made
Exercise 4
a 5
b 7
c 2
d 1
e 4
Exercise 5
a 2
b 5
c 6
d 3
e 4
f 1
Exercise 6 (Students own answers)
Writing
Exercise 1
a no message
b no message
c no message
d B
e C
f A
Exercise 2 (Example answers)
A
Dear Riadh,
Can we get together at 4.00 p.m. on Wednesday, in Room 293?
We need to discuss yesterdays sales gures.
Please get back to me as soon as possible.
Hameed
B
Dear Maha
Well done! Itll be a fantastic job - Im sure youll enjoy it. Lucky
you!
When does it start?
I wish you all the best!
Huda
C
Dear All,
Well be in Turkey from Nov 9 to Jan 4. Our contact details are:
Phone: 00 66 7187 4243 (mobile)
Text messages: Jaber 07795 203498; Abeer 07795 203499
E-mail: abeerjaber@blah.com
Were looking forward to seeing you in the new year.
Jaber and Abeer
Exercise 3
1 paragraph 1: d
paragraph 2: b
paragraph 3: c
paragraph 4: a
2 (Students own answers)
3 (Students own answers)
Unit 12
Flying stories
Reading
Exercise 1 and 2
It was taken in 1930.
Exercise 3
Date Event Record
broken
January 3, 1921 First ying lesson
July 1921 Bought her rst plane,
named Canary
October 1922 Set rst womens
record
Altitude
of 4,300
metres
153
Workbook Answer key
June 17, 1928 Flew from
Newfoundland to
Wales
21 hours
May 20, 1932 Flew from
Newfoundland to
Ireland
August 24-25,
1932
Flew from
Newfoundland to
Paris, set womens
transcontinental speed
record
19hrs 5min
June 1, 1937 Began ight around
the world
July 2, 1937 Plane vanished
Exercise 4
a impressed
b altitude
c nicknamed
d transcontinental
e satised
Exercise 5
a 4
b 5
c 8
d 3
e 1
f 2
g 9
Language practice
Exercise 1 (Self-assessment)
a where
b which
c whose
d which
e whose
f where
g which
Exercise 2
a The pilot, who was wearing a smart uniform, welcomed the
passengers on board.
b The passengers sat down in their seats, which had no
numbers.
c The cabin crew, who spoke good English, brought snacks
round.
d The ight, which was delayed by snow, nally left at 10
oclock.
e The plane arrived in Rome, where it was warm and sunny,
two hours late.
Exercise 3
1 would you ever consider
2 really love to
3 What if you crashed
4 Its safer than driving
5 Really
6 Im a good driver
7 Lets both get lessons
8 that would be great
Exercise 4
a take off
b take up
c take after
d taken over
Exercise 5
Its always good to be prepared, and we want you to have the
best journey possible when you travel with us. There are some
things you can do before you get to the airport like check in
online, or you can just browse through some of our useful
information. You can also access our arrivals and departures
information to make sure your ight is on time.
Exercise 6
a keep c pull
b give d learn
Exercise 7
a hadnt had ... wouldnt have missed
b hadnt broken down ... wouldnt have bought
c had visited ... would have found
d hadnt complained ... wouldnt have upgraded
e hadnt seen ... wouldnt have invited
Exercise 8
a 3
b 2
c 4
Writing
Exercise 1
One of the tyres was at. They tried tp replace or inate the tyre,
but failed to do so.
Exercise 2
a Plane tyre was at; machine to inate tyres broken; no spare
tyre; ight abandoned
Exercise 3 (Students own answers)
Exercise 4 (Students own answers)
Progress test 4
Reading
Exercise 1
Pompeii and Herculaneum were fashionable in southern Italian
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
have the dinner when there was a terrifying crash. Mount
Vesuvius had erupted, in covering the surrounding the areas
with ash and lava. Most of the people of Herculaneum were
escaped, but unfortunately the people of Pompeii were not so
lucky. But many of them decided to wait for and get together
their most valuable possessions, or hide from in their cellars
until the eruption was over. They all died, either because of they
were poisoned by fumes or were buried by ash. In all, 15,000
of people of Pompeii died in the eruption. The two cities they
were not disturbed by for more than sixteen hundred years.
When archaeologists started to investigate in 1709, they found
out that how the ancient Romans really lived. They uncovered
the houses of Pompeii one by one and wrote it down everything
they found inside. They found in people doing all kinds of
everyday things. One woman, who was been cooking when
Vesuvius erupted, still had bread in her hands. And a dog died
of because it was tied up and could not escape from. According
to scientists, Vesuvius has erupted for over thirty times since 79
BCE.
1 in
2 in
3 of
4 be
5 the
154
6 in
7 the
8 were
9 But
10 for
11 from
12
13 of
14 of
15 they
16 by
17
18 that
19
20 it
21 in
22 been
23
24 of
25 from
26 for
Exercise 2
a eruption ... surrounding
b fumes
c possessions
d Unfortunately
Exercise 3
a 1
b 1
c 2
Exercise 4
a Most of them died because they decided to wait and get
together their most valuable possessions or hide in their
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 wasnt 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
d which
Exercise 3
a My brother, whose house is in Kuwait City, has a great view
of the bay.
b Faisal, who is in Ahmeds class at school, lives in the at next
to ours.
c Our at, which is on the fourth oor, has four bedrooms.
d My father, who is a businessman, is at a conference.
e Natasha, who has lost her keys, is very angry.
Exercise 4
a She has just caught a bus.
b Hes missed the train.
c She is getting out of a taxi.
d He is driving a car.
e He is riding a bike.
Exercise 5
a Take
b are made
c took
d make
e made
Exercise 6
a upgrade
b slide
c run out
d switch
e unlock
Exercise 7
a take after
b take up
c take over
d took off
Writing
Exercise 1, 2 and 3 (Students own answers)
Glossary
155
A
able-bodied /eIbl"bdid/ adjective p.40
t, strong and healthy; not physically
disabled
absorb /b"sOb/
verb p.12
to take in or soak up (energy, or a
liquid or other substance) by chemical
or physical action
acclaimed /"kleImd/
adjective p.92
highly praised
account /"kaUnt/
noun p.23
a report or description of an event or
experience
accounting /"kaUntIN/
noun p.68
the action or process of keeping
nancial accounts
activate /"ktIveIt/
verb p.87
to make (something) active and able to
operate
actually /"ktSuli/
adverb p.59
as the truth or facts of a situation;
really
adjacent /"dZeIsnt/
adjective p.51
next to or adjoining something else
adorn /"dOn/
verb WB p.10
to make more beautiful or attractive
adversity /d"vsti/
noun p.40
difculties; misfortune
advocate /dvkeIt/
verb p.29
to publicly recommend or support
afuent /"flunt/
adjective p.73
having a great deal of money; wealthy
affordable /""fOdbl/
adjective p.26
having a reasonable price
aggression /"greSn/
noun p.43
hostile or violent behaviour or attitudes
towards another; readiness to attack or
confront
aggressive /"gresIv/
adjective p.49
behaving in an angry, threatening
way, as if you want to ght or attack
someone
alarm /"lArm/
verb p.88
to cause someone to feel frightened,
disturbed or in danger
altitude /"ltItjud/
noun p.95
the height of a plane in relation to sea
level
analogue /"nlg/
adjective p.37
(of technology) using physical
quantities such as voltage, often
contrasted to digital technology
anniversary /nI"vsri/
noun p.67
the date on which an event took place
in a previous year
animator /"nImeIt/
noun p.34
an artist who creates computer images
annoy /"nOI/
verb Literature Time
to make (someone) a little angry
answerphone /"AnsrfUn/ noun p.88
another term for answer machine
antioxidant /"nti"ksIdnt/
noun p.12
a substance in some foods that cleans
the body and protects it from diseases
anti-reective /ntirI"flektIv/
adjective p.35
incapable of reecting light or other
radiation
appeal to /"pil tu/
verb p.17
attract to ones interest
appliance /"plaIns/
noun p.59
a device or piece of equipment designed
to perform a specic task, typically at
home
application /plI"keISn/
noun p.44
a formal, usually written, request
for something such as a job or club
membership
apprehensive /prI"hensIv/
adjective p.29
anxious or fearful that something bad
will happen
arcade /A"keId/
noun p.39
a type of computer game that was rst
popular in amusement arcades (an
amusement arcade is a place where
one plays games by putting coins in
machines)
arthritis /A"TraItIs/
noun p.12
a disease that causes painful
inammation and stiffness of the joints
Articial Intelligence (AI)
/AtI"fISl In"telIdZns/
noun p.35
the theory and development of
computers to things that usually
require human intelligence
asap /eI es eI"pi/
expression p.84
as soon as possible
aspiration /spI"reISn/
noun p.18
a hope or ambition of achieving
something
asthma /"zm/
noun p.60
a medical condition that causes
difculties in breathing
atmospheric /tms"ferIk/
adjective p.16
(of a mood) pleasurable and interesting
or exciting
attendant /"tendnt/
noun p.92
a person employed to provide a service
to the public, such as on a ight
auction /"OkSn/
noun p.71
a public sale in which goods or
property are sold to the highest bidder
aviate /"eIvieIt/
verb p.95
to pilot or y in an aeroplane
aviation /eIvi"eISn/
noun p.91
the ying or operating of aircraft
156
B
baby carriage /"beIbi krIdZ/
noun p.94
a four-wheeled carriage for a baby,
pushed by a person on foot
badminton /"bdmIntn/
noun p.44
a game with rackets in which a
shuttlecock is played back and forth
across a net
band /bnd/
noun p.87
the wavelength of a radio or digital
signal
bargain /"bAgIn/
verb Literature Time
to negotiate the terms and conditions
of a transaction
barter /"bAt/
verb p.69
to exchange (goods or services) for
other goods or services without using
money
beach /bitS/
verb Literature Time
to run or pull by force (a boat or ship)
onto a beach
bed out /bed aUt/
verb p.51
to transfer (a plant) from a pot or seed
tray to a garden plot
bend /bend/
noun Literature Time
a curve, especially a sharp one, in a
road, river, racecourse or path
benet /"benfIt/
verb p.29
receive an advantage; prot; gain
bifocal /baI"fUkl/
adjective p.64
(of special glasses) having two different
focal lengths, one for distant vision and
one for near vision
billionaire /bIlj"ne/
noun WB p.64
someone who has assets more than a
billion dollars or pounds
bio-fuel /baIU"fjul/
noun WB p.58
fuel made from living matter
biplane /"baIpleIn/
noun WB p.88
an early type of aeroplane with two
pairs of wings
bird of prey /bd v preI/
noun WB p.38
a predatory bird, distinguished by a
hooked bill and sharp claws
bonus /"bUns/
adjective p.39
describing something extra, especially as
a reward for good performance
boost /bust/
verb WB p.4
to help or encourage (something) to
increase or improve
border /"bOd/
noun p.80
a line separating two geographical
areas, especially countries
boutique /bu"tik/
noun WB p.16
a small store selling fashionable items
brand /brnd/
noun WB p.16
a product made and sold by a particular
store
brave /breIv/
adjective WB p.43
not afraid of danger
breakdown /"breIk`daUn/
noun p.58
a mechanical failure
breakneck /"breIknek/
adjective WB p.34
dangerously or extremely fast
breathtaking /"breTteIkIN/
adjective p.39
astonishing or awe-inspiring in quality,
so as to take ones breath away
briey /"brifli/
adverb p.88
of short duration
built-in /bIlt"In/
adjective p.39
forming a necessary part of a structure
or device
buzzing /"bzIN/
adjective p.94
low, continuous humming or
murmuring
C
cabin /"kbIn/
noun p.92
the area for passengers in an aircraft
caffeine /"kfin/
noun p.12
a stimulant found in tea and coffee that
can cause health problems
calcium /"klsim/
noun p.13
a metallic element that forms and
strengthens bones and teeth
call /kOl/
noun WB p.40
the characteristic sound of a bird or
other animal
caller /"kOl/
noun p.38
a person who makes a telephone call
calligraphy /k"lIgrfi/
noun p.20
decorative handwriting or handwritten
lettering
carbohydrate /kAbU"haIdreIt/
noun WB p.5
a substance in foods such as sugar,
bread, potatoes, etc. which provides
ones body with heat and energy
carbon monoxide /kAbn m"nksaId/
noun p.51
a poisonous gas produced when carbon,
especially in petrol, burns in a small
space
charitable /"tSrItbl/
adjective WB p.64
relating to giving help to those in need
chess /tSes/
noun WB p.76
a board game of strategic skill for two
players
chic /Sik/
adjective p.26
elegantly and stylishly fashionable
chime /tSaIm/
verb Literature Time (of a bell or clock)
to make melodious ringing sounds,
typically to indicate the time
cholesterol /k"lestrl/
noun p.12
a chemical substance found in your
blood, causing heart diseases
chuckle /"tSkl/
verb WB p.76
to laugh, especially quietly or inwardly
cleanup /"klinp/
noun p.50
the removal of waste and rubbish from
land and returning it to its natural state
coincide with /kUIn"saId wID/
verb p.91
to happen at the same time as
something else, especially by chance
157
Glossary
colleague /"klig/
noun p.84
a person with whom one works,
especially in a profession or business
combat /"kmbt/
verb p.12
to take action to reduce, destroy or
prevent
commemorate /k"memreIt/
verb WB p.10
to recall and show respect for (someone
or something) in a ceremony
compete /km"pit/
verb p.35
to make efforts to win something by
defeating others who are trying to do
the same
competitive /km"pettIv/
adjective p.35
of, relating to, or characterised by
competition
complimentary /kmplI"mentri/
adjective p.70
something given for free
composition /kmp"zISn/
noun WB p.11
an artistic creation or arrangement
composure /km"pUZ/
noun p.78
the state or feeling of being calm and in
control of oneself
comprise /km"praIz/
verb WB p.4
to be made up of
computer-friendly /kmpjut"frendli/
adjective p.37
able to use or be used by a computer
concrete /"kNkrit/
adjective p.25
a substance used for building that is
made by mixing sand, very small stones,
cement and water
conduct /kn"dkt/
verb p.22
to organise and carry out
conference call /"knfrns kOl/
noun p.86
a linking of several telephones, so that
people in different places can speak
condent /"knfIdnt/
adjective p.88
feeling assured about something
condentiality /knfIdenSi"lIti/
noun p.68
where someone is trusted to keep
private information a secret
confrontational /knfrn"teISnl/
adjective p.92
likely to seek argument or
disagreements
congestion /kn"dZestSn/
noun p.60
the state of being congested full of
trafc
conservation /kns"veISn/
noun p.47
the protection of natural things, such
as animals, to prevent them from being
destroyed
consistently /kn"sIstntli/
adverb p.20
continuing to happen or developing in
the same way
console /"knsUl/
noun p.35
a computer especially designed for
playing games on
constancy /"knstnsi/
noun p.79
the quality of being faithful and
dependable
consult /kn"slt/
verb p.60
to ask for information or advice
contact lens /"kntkt lenz/
noun p.63
a thin plastic lens placed directly on
the surface of the eye to correct visual
defects
control /kn"trUl/
noun p.95
the switch or devices by which a
machine is operated
convoluted /"knvlutId/
adjective p.35
complicated and difcult to understand
co-pilot /"kUpaIlt/
noun p.95
a second pilot in an aircraft, assisting
the pilot
copious /"kUpis/
adjective WB p.17
existing or being produced in large
quantities
coracle /"krkl/
noun Literature Time
a small, round boat made of
wickerwork covered with a watertight
material, propelled with a paddle
corporation /kOp"reISn/
noun p.93
a big company or a group of companies
cosy /"kUzi/
adjective p.26
giving a feeling of comfort, warmth and
relaxation
council /"kaUnsl/
noun p.29
an advisory, deliberative or legislative
body of people formally constituted and
meeting regularly
courageous /k"reIdZs/
adjective WB p.34
extremely brave
courteously /"ktisli/
adverb p.92
said or done in a polite manner
cove /kUv/
noun Literature Time
a small sheltered bay
cover /"kv/
verb p.23
to travel a particular distance
cowardly /"kaUdli/
adjective WB p.43
lacking courage
crammed /krmd/
adjective p.16
full of healthy properties
crazily /"kreIzIli/
adverb p.83
to a great degree
creature /"kritS/
noun p.34
a living thing / animal
creed /krid/
noun p.19
a faith
crude oil /krud OIl/
noun p.56
oil in its natural condition, before it is
separated into different products
crutch /krtS/
noun Literature Time
a long stick with a crosspiece at the top,
used as a support under the armpit by a
lame person
cure-all /"kjurOl/
noun p.62
a medicine or product that can cure a
wide variety of problems
158
current /"krnt/
noun p.85
a body of water or air moving in a
denite direction
currently /"krntli/
dverb p.63
at the present time
cursive /"ksIv/
adjective WB p.10
written with the characters joined
custom-built /kstm"bIlt/
adjective p.95
(of a product) made for a customers
special order
D
deadline /"dedlaIn/
noun p.86
the latest time or date by which
something should be completed
decline /dI"klaIn/
verb WB p.40
to decrease; to become fewer or smaller
deciency /dI"fISnsi/
noun p.15
a lack of the nutrients that our bodies
need
dehydration /dihaI"dreISn/ noun WB
p.4
the loss of a large amount of water
from the body
delegate /"delIgIt/
noun p.19
a person sent or authorised to represent
others, in particular an elected
representative sent to a conference
deserve /dI"zv/
verb p.47
to be worthy of something especially as
a reward or punishment
design /dI"zaIn/
noun p.25
the way that something has been
planned and made
desperate /"dezprIt/
adjective Literature Time
a plan or drawing produced to show
the look and function or workings of
a building, garment or other object
before it is built or made
determination /dItmI"neISn/
noun p.43
rmness of purpose; resoluteness
detrimental /detr"mentl/
adjective p.29
damaging
dietician /daI"tISn/
noun p.12
a professional who advises on healthy
eating
digestive /daI"dZestIv/
adjective p.12
of or relating to the process of digesting
food
diminish /d"mInIS/
verb p.61
to get smaller
discourse /"dIskOs/
noun p.35
speaking and conversation
dishonest /dIs"nIst/
adjective p.65
not faithful and true to people
disobedient /dIs"bidint/
adjective p.65
refusing to obey rules or someone in
authority
diverse /daI"vs/
adjective p.20
showing a great deal of variety
diversity /daI"vsIti/
noun p.19
the state of being diverse; variety
draw /drO/
verb p.63
to take
dreadful /"dredfl/
adjective p.83
very bad
drill /drIl/
verb p.25
to make a hole in something
drive /draIv/
noun p.37
device that allows a computer to read
discs
drop off /drp f/
phrasal verb p.81
to transport and leave someone
somewhere
E
easy-going /izi"gUIN/
adjective WB p.43
not easily upset or annoyed
eatery /"itri/
noun p.16
a restaurant or other place where
people can be served food
economics /ek"nmIk/
noun p.68
relating to trade, industry and the
management of money
edutainment /edjU"teInmnt/
noun WB p.16
a form of entertainment that is also
educational
efuent /"eflunt/
noun p.47
liquid waste or sewage discharged into
a river or the sea
embellish /Im"belIS/
verb WB p.10
to make (something) more attractive
by the addition of decorative details or
features
emotive /I"mUtIv/
adjective p.82
making people have strong feelings
employ /I"mploI/
verb p.35
to hire for work
enable /I"neIbl/
verb p.34
to give (someone or something) the
authority or means to do something
endeavour /In"dev/
verb p.95
to try or attempt
end up with /end p wID/
phrasal verb p.61
to be in a situation that you did not
intend or want to be in because of
something that has happened to you or
something you have done
enjoin /In"dZOIn/
verb p.79
to instruct or urge (someone) to do
something
entirely /In"taIli/
adverb p.56
completely
equestrian /Ik"westrin/
adjective p.40
relating to horseriding
evil /"ivl/
adjective p.73
very bad, harmful or wicked
159
Glossary
evoke /I"vUk/
verb p.25
to produce a strong feeling in someone
exclusive /Iks"klusIv/
adjective p.39
restricted or limited to the person,
group or area concerned
exemplary /Ig"zemplri/
adjective p.91
excellent, providing a good example to
others
exotic /Ig"ztIk/
adjective p.50
unusual and related to a foreign
country
expression /Iks"preSn/
noun p.92
the look on someones face that shows
a particular emotion
expressionist /Iks"preSnIst/
noun p.25
(of a style of building / art) seeking to
express emotions
extinct /Ik"stINkt/
adjective p.72
(of a species, family or other larger
group) having no living members
extrovert /"ekstrvt/
noun p.43
an outgoing personality
eyewitness /"aIwItnIs/
noun p.94
a person who has seen something
happen and so can give a rst-hand
description of it
F
fanatic /f"ntIk/
noun p.17
someone who likes a particular thing or
activity very much
fasten /"fsn/
verb WB p.82
to x or join securely
fatigue /f"tig/
noun WB p.4
extreme tiredness
fauna /"fOUn/
noun p.47
the animals of a particular region,
habitat or geological period
feather /"feD/
noun WB p.40
one of the soft, light things that covers
a birds body
feedback /"fidbk/
noun p.43
advice or information about something
done
fence off /"fens of/
phrasal verb p.47
to enclose a space with a fence
bre /"faIb/
noun p.13
important nutrient found in wholegrain
products like brown rice
erce /fIs/
adjective p.49
angry or ready to attack
gure /"fIg/
noun p.23
person of a particular kind, often
important
nance /"faInns/
verb p.51
to provide funding for a person or
enterprise
nite /"faInaIt/
adjective p.56
having limits or bounds
rmly /"fmli/
adverb WB p.76
strongly and clearly
ash /flS/
verb p.86
to shine a bright light on and off
eet /flit/
noun WB p.76
a group of boats belonging to one
company
ora /"flOr/
noun p.47
the plants of a particular region, habitat
or geological period
fog /fg/
noun p.95
thick cloud which is difcult to see
through
forecourt /"fOkOt/
noun p.25
an open area in front of a large building
fossil fuel /"fsl fjul/
noun p.56
a natural fuel such as coal or gas,
formed from the remains of living
organisms
foundation /faUn"deISn/
noun p.25
the solid layer of cement, bricks, stones,
etc. that is put under a building to
support it
fractional distillation /"frkSnl
dIstIleISn/
noun p.56
separation of a liquid mixture into
fractions by boiling at different
temperatures
framework /"freImwk/
noun p.25
the main supporting parts of a building
frequency /"frikwnsi/
noun p.87
the wavelength of a radio or digital
signal, see band
frequent /"frikwnt/
adjective p.65
happening or doing something often
fry /fraI/
verb WB p.7
to cook something in hot fat or oil
G
gasp /gsp/
verb Literature Time
to inhale suddenly with the mouth open,
out of pain or astonishment
generate /"dZenreIt/
verb p.59
to make electricity
generosity /dZen"rsIti/
noun p.73
the quality of being kind and sharing
genus /"dZins/
noun WB p.40
one of the groups into which scientists
divide animals or plants; it is smaller
than a species and larger than a family
geometric /dZi"metrIk/ adjective p.25
of or relating to geometry, or according
to its methods
gliding /"glaIdIN/
noun p.91
the sport of ying in a light engineless
aircraft
global /"glUbl/
adjective p.50
of or relating to the whole world
glory-seeker /"glOri"sik/
noun WB p.34
someone who seeks glory or fame
160
gold-coated /gUldkUtd/
adjective p.63
covered with gold
gourmand /"gUmnd/
noun WB p.16
a person who enjoys eating, especially
good food
government /"gvmnt/
noun p.60
the governing body of a nation, region
or community
governmental /`gv"mentl/
adjective p.27
of a government
gratefulness /"greItflns/
noun p.78
feeling or showing an appreciation of
kindness; thankfulness
greenery /"grinri/
noun p.47
green foliage, growing plants or
vegetation
grilled /grIld/
adjective p.15
cooked over the re in a grill
gross /grUs/
verb p.72
to produce or earn (an amount of
money) as total prot or income
ground-breaking /"graUnd `breIkIN/
adjective p.23
innovative; involving new discoveries
gymnastics /dZIm"nstIks/
noun p.44
exercises developing or displaying
physical agility and coordination
H
handsome /"hnsm/
adjective WB p.40
attractive
handy /"hndi/
adjective p.87
convenient to handle or use; useful
harmony /"hAmni/
noun p.86
agreement or concord
hassle /"hsl/
noun p.87
irritating inconvenience
hazardous /"hzds/
adjective p.60
risky; dangerous
headline /"hedlaIn/
noun p.95
a heading at the top of an article or
page in a newspaper or magazine
heart rate /hAt reIt/
noun p.66
the speed of your heart beat
hectare /"hektA/
noun p.47
a metric unit of square measure, equal
to 100 acres (2.471 acres or 10,000
square metres)
helpline /"helplaIn/
noun p.38
a telephone service providing help with
problems
herbivore /"hbvO/
noun p.48
an animal that feeds on plants
high-ranking /haIrNkIN/
adjective p.23
great, or greater than normal, in
quantity, size or intensity
hold button /hUld btn/
noun p.37
a button that pauses the game and
prevents the game from being used
momentarily
homing /"hUmIN/
adjective WB p.82
relating to an animals ability to y
home from a great distance
honour /"Anr/
verb WB p.11
to show respect for someone or
something; to revere; to venerate
hostile /"hstaIl/
adjective p.49
unfriendly; antagonistic
howl /haUl/
verb Literature Time
a make a long, loud, sorrowful cry
hunting /"hntIN/
noun p.47
the activity of chasing and killing wild
animals
I
idle /"aIdl/
adjective WB p.28
lazy, especially avoiding work
illegal /I"ligl/
adjective p.65
contrary to or forbidden by law
illegally /I"ligli/
adverb WB p.82
against the law
illegible /I"ledZbl/
adjective p.65
not clear enough to be read
imperative /Im"pertIv/
adjective p.51
of vital importance; crucial
implement /"Implimnt/
verb WB p.58
to put an action or a change into effect
impromptu /Im"prmptju/ adjective
p.85
done without being planned, organised
or rehearsed
incident /"Insidnt/
noun p.94
an event, especially one that is unusual
incredibly /In"kredibli/
adverb WB p.28
extremely or unusually
increase /"Inkris/
noun p.34
a rise in number, amount or degree
inux /"Inflks/
noun p.29
an arrival or entry of large numbers of
people or things
informal /In"fOml/
adjective p.65
unofcial; casual
infrequent /In"frikwntli/
adjective p.65
not occurring often; rare
impolite /`Imp"laIt/
adjective p.65
not having or showing good manners
inherit /In"hert/
verb WB p.64
to receive money or property from
someone who has died
initiative /I"nIStIv/
noun p.18
the ability to assess and initiate things
independently
injustice /In"dZsts/
noun p.79
lack of fairness or justice
innovate /"InveIt/
verb p.63
to make changes in something
established
161
Glossary
insolence /"Inslns/
noun p.79
showing a rude and arrogant lack of
respect
inspirational /`Insp"reISnl/
adjective p.20
providing or showing creative or
spiritual inspiration
instantly /"Instntli/
adverb p.63
at once; immediately
instigate /"InstgeIt/
verb p.64
to bring about or initiate (an action or
event)
instinct /"InstINkt/
noun WB p.82
a natural or intuitive way of behaving
instructor /In"strkt/
noun p.91
a person who teaches something
insurance /In"SUrns/
noun p.68
an arrangement with a company
in which you pay small amounts of
money to guarantee loss of property or
damage
intensely /In"tensli/
adverb p.91
strongly; in a high degree
interfaith /"IntfeIT/
adjective p.19
of, relating to, or between different
religions or members of different
religions
interpersonal /`Int"psnl/
adjective WB p.34
of or relating to relationships or
communication between people
in this sense /In DIs sens/ expression
p.73
a way in which an expression or a
situation can be interpreted
introvert /"Intrvt/
noun p.43
a shy and typically self-centred person
invest /In"vest/
verb p.68
to buy shares, property or goods
because you hope the value will increase
and you can make a prot
investment /In"vestmnt/
noun p.68
the sum of money invested to make a
prot
invisible /In"vIzbl/
adjective WB p.52
cannot be seen
iron /"aIn/
noun p.13
a mineral found in food
irregular /I"regjl/
adjective p.65
not even or balanced
irrelevant /I"relvnt/
adjective p.65
not connected with or relevant to
something
irresponsibly /`IrI"spnsIbl/
adverb p.17
in an irresponsible manner
irreversible /`IrI"vsIbl/
adjective p.61
not able to be undone or changed
J
joystick /"dZOI `stIk/
noun p.39
a lever that can be moved in several
directions to control the movement of
an image on a computer
K
keypad /"kipd/
noun p.39
a miniature keyboard or set of buttons
used to control an electronic device
knock off /"nkf/
phrasal verb p.83
to fall off after a collision
L
landmark /lndmAk/
noun p.88
a feature of a landscape or town that
is easily seen and recognised from a
distance
last /lAst/
verb p.58
to continue for a specied period of
time
latest /"leItst/
adjective p.63
the most recent
legible /"ledZbl/
adjective p.65
(of handwriting or print) clear enough
to read
light /laIt/
adjective WB p.82
not heavy
loan /lUn/
noun p.68
a thing that is borrowed, especially a
sum of money, that is expected to be
paid back
lock /lk/
noun Literature Time
a short conned section of a canal or
other waterway in which the water level
can be changed by the use of gates and
sluices, used for raising and lowering
vessels between two gates
login /lgIn/
noun p.70
a process of starting a computer system
luggage /"lgIdZ/
noun Literature Time
suitcases or other bags in which to pack
personal belongings for travelling
M
mainstream /"meInstrim/
adjective WB p.16
related to the most popular or
dominant trend
malnutrition /mlnj"trISn/
noun p.17
the lack of proper nutrition
mammal /"mAml/
noun p.50
a warm-blooded animal
management /"mnIdZmnt/
noun p.68
the process of dealing with or
controlling things or people
market /"mAkIt/
noun WB p.76
a place where the public can buy food
and other things
maroon /m"run/
verb Literature Time
to leave (someone) trapped and
isolated in an inaccessible place,
especially an island
marsh /mAS/
noun p.47
an area of low-lying land that is ooded
in wet seasons or at high tide, and
typically remains waterlogged at all
times
mast /mAst/
noun Literature Time
a tall upright post, spar, or other
structure on a ship or boat, in sailing
vessels generally carrying a sail or sails
162
master /"mAst/
verb p.20
to acquire complete knowledge or skill
in an accomplishment, technique or art
maze /meIz/
noun Literature Time
a network of paths and hedges designed
as a puzzle through which one has to
nd a way
medal /"medl/
noun WB p.82
a round metal coin which soldiers are
given for being brave
megawatt /"megwt/
noun WB p.52
a unit of power equal to one million
watts
member /"memb/
noun p.45
an individual belonging to a group such
as a club or team
mentality /men"tliti/
noun p.43
attitude or way of thinking
mentor /"mentO/
noun p.18
an experienced and trusted advisor
metabolise /mI"tblaIz/
verb p.12
to change food in your body into energy
metabolism /mI"tblIzm/ noun p.15
the chemical processes by which food is
changed into energy in your body
micro-robot /maIkrU"rUbAt/ noun
p.63
a tiny robot
military /"mIlItri/
adjective WB p.82
describing soldiers and the army
mode /mUd/
noun p.39
an option allowing a change in the
method of operation of a device
modernistic /md"nIstIk/ adjective p.26
of or associated with modernism, a style
that is more modern than traditional
monotonous /m"ntns/ adjective
p.83
dull, tedious and repetitious
motivation /mUtiveISn/
noun p.43
the general desire of someone to do
something
motoring /"mUtrIN/
noun p.59
the activity of driving a car
motorist /"mUtrIst/
noun p.61
the driver of a car
move /muv/
verb WB p.76
to change ones place of residence or
work
mumble /mmbl/
verb p.92
to say something quietly, making it too
difcult for others to hear
mundane /mnd"en/
adjective WB p.28
lacking interest or excitement
mutiny /"mjutIni/
noun Literature Time
an open rebellion against the proper
authorities, especially by soldiers or
sailors against their ofcers
N
nanoshell /nnSel/
noun p.63
an extremely tiny case implanted in the
body to ght disease
naturalistic /ntSr"lIstIk/ adjective p.35
derived from or imitating real life
navigate /"nvIgeIt/
verb WB p.34
to travel on a set route, especially
carefully or with difculty
nest /nest/
noun p.51
a structure made by a bird for laying
eggs and sheltering its young
neurologist /njUr"ldZIst/ noun p.40
a doctor who studies the nervous
system
neutralise /"njutrlaIz/
verb p.12
to make a substance chemically neutral
next of kin /nekst v kIn/
noun p.88
a persons closest living relative
notably /"nUtbli/
adverb p.91
especially; in particular
nutrition /nju"trISn/
noun p.12
the process of providing the food
necessary for good health and growth
O
oar /Or/
noun Literature Time
a pole with a at blade, pivoting in an
oar lock, used to row or steer a boat
through the water
obedient /"bidint/
adjective p.65
obeying commands
obesity /U"bisti/
noun WB p.4
the state of being unhealthily
overweight
objective /b"dZektIv/
noun p.29
aim or goal
observe /b"zv/
verb p.40
to notice or perceive (something) and
register it as being signicant
obstacle /"bstkl/
noun WB p.58
a thing that blocks ones way
on behalf /n bI"hAf/
phrasal noun p.51
in the interests of a person, group or
principle
on the coast / n D kUst/ adjective
WB p.71
by the sea
opponent /"pUnnt/
noun p.43
someone who competes against or
ghts another in a contest, game or
argument
organic /O"gnIk/
adjective p.15
produced without the use of chemicals
outlandish /aUt"lndIS/
adjective WB p.58
looking or sounding strange or
unfamiliar
out of shape /aUt v SeIp/ expression
WB p.28
unt and unhealthy
overtake /Uv"teIk/
verb p.83
to catch up with and pass while
travelling in the same direction
163
Glossary
P
Paralympics /pr"lImpIks/ noun p.40
an international athletic competition for
disabled athletes
paraphrase /"prfreIz/
verb WB p.10
express the meaning of something said
or written by using different words
patient /"peISnt/
adjective p.65
able to wait without becoming annoyed
or anxious
perception /p"sepSn/
noun p.35
the ability to see, hear or become aware
of something through the senses
personal trainer
/"psnl treIn/
noun WB p.34
a tness coach who works
one-on-one
pesticide /"pestisaId/
noun WB p.40
a chemical substance used to kill insects
and small animals
phenomenon /fI"nmInn/
noun p.40
a fact or situation that is observed to
exist or happen, especially one whose
cause or explanation is in question
philanthropic /fIln"TrpIk/ adjective
WB p.64
(of a person or organisation) donating
money to good causes and promoting
the welfare of those in need
physiotherapy /fIziU"Terpi/ noun
p.40
a treatment that uses special physical
exercises to treat injuries and diseases
pick up /"pIk p/
phrasal verb p.81
to go somewhere to collect someone,
typically in ones car
pilgrimage /"pIlgrImIdZ/
noun p.23
a journey to a holy place for religious
purposes
plague /pleIg/
verb WB p.88
to cause continual trouble or distress to
a group of people
poacher /"pUtS/
noun WB p.40
a person who hunts animals illegally
polished /"plISt/
adjective WB p.11
made shiny by being rubbed; buffed;
burnished
polymer /"plIm/
noun p.56
a substance that has a molecular
structure consisting chiey or entirely of
a large number of similar units bonded
together, e.g. many synthetic organic
materials used as plastics and resins
pomegranate /"pmgrnIt/ noun p.15
a round fruit that has a red skin and
juicy red seeds
port /pOt/
noun WB p.76
a town by the sea where ships arrive and
leave from
portable /"pOtbl/
adjective p.87
easily carried
predator /"predt/
noun WB p.40
an animal that tries to eat other animals
predominance /prI"dmInns/ noun
p.29
the greater number or amount
prejudicial /predZUdISl/ adjective WB
p.88
having a bad effect on something
probiotic /prUbaI"tk/ adjective p.12
containing good bacteria to improve
health
procure /pr"kjU/
verb p.60
to obtain something
prot /"prfIt/
noun p.72
a nancial gain, especially the difference
between the amount earned and the
amount spent
protable /"prfItbl/
adjective p.29
producing a nancial gain
propagation /prp"geISn/ noun p.47
the breeding of plants and animals by
natural processes
protein /"prUtin/
noun p.13
a natural substance that exists in foods
such as meat, eggs and beans and
which the body needs in order to grow
healthily
proud /praUd/
adjective p.49
feeling of happiness as a result of
something you have achieved
public /"pblIk/
adjective p.27
open to all people
pull away /pUl "weI/
phrasal verb Literature Time
(a vehicle) to start moving away from
the place where it has stopped
R
radar /"reId/
noun p.95
a system for detecting the speed and
position of aircrafts
RDA / di eI/
abbreviation p.15
recommended daily allowance
rearrange /ri"reIndZ/
verb p.84
to change the position, time or order of
something
recently /"risntli/
adverb p.61
a short time ago, in the past few days /
weeks / months, a little while back
recharge /ri"tSAdZ/
verb p.67
to restore electrical power in a device
recuperate /rI"kjupreIt/
verb p.83
to recover from illness or exertion
redene /ridI"faIn/
verb WB p.17
to dene again or differently
rening /rI"faInIN/
noun p.56
the removal of impurities or unwanted
elements from a substance, typically as
part of an industrial process
register /"redZIst/
verb p.81
to enter your name and details on an
ofcial list
rehabilitation /rihbIlI"teISn/ noun
p.40
the helping of someone to live a healthy
life again
relaxing /rI"lksIN/
adjective WB p.17
making one feel relaxed
164
relevant /"relvnt/
adjective p.23
closely connected or appropriate to the
matter at hand
re-load /ri"lUd/
verb p.80
to load something again
remind /rI"maInd/
verb p.67
to cause (someone) to remember
someone or something
reminiscent /remI"nIsnt/ adjective WB
p.11
tending to remind one of something;
evocative
renowned /rI"naUnd/
adjective p.25
known and admired by a lot of people,
especially for a special achievement or
quality
reputation /repjU"teISn/
noun p.64
the beliefs or opinions that are generally
held about someone or something
resemble /rI"zembl/
verb p.93
to look or seem like
residential /rezI"denSl/ adjective p.27
designed for people to live in
resign /rI"zaIn/
verb Literature Time
to voluntarily leave a job or other
position
resolve /rI"zlv/
verb WB p.52
to settle or nd a solution
retire /rI"taI/
verb WB p.76
to stop working (usually because you
are a certain age)
review /rI"vju/
noun p.23
a critical evaluation of a book
richly /"rItSli/
adverb p.20
in an elaborate, generous or plentiful
way
ring /rIN/
noun p.88
an informal term for a telephone call
rival /"raIvl/
adjective p.35
competing with a person or thing for
the same objective or for superiority in
the same eld of activity
rusty /"rsti/
adjective WB p.88
(of a metal object) covered in a reddish-
brown substance, mostly formed when
iron or steel gets wet
S
salad bar /"sld bA/
noun p.16
a place in a restaurant with different
vegetables that you can choose to make
your own
sanctuary /"sNktSuri/
noun p.47
a place of refuge or safety
satnav /"stnv/
noun p.63
navigation that uses information from
satellites
saturated fat /"stSreItId ft/ noun
p.13
a type of fat from meat and milk
products that is thought to be less
healthy than other kinds of fat from
vegetables or sh
sauna /"sOn/
noun p.44
a small room using hot-air for cleaning
and refreshing the body
sea-chest /"sitSest/
noun Literature Time
a sailors storage chest
self-discipline /self"dIsplIn/ noun p.40
the ability to focus and achieve your
goals and resist temptations
self-employed /selfIm"plOId/ adjective
p.60
working for oneself rather than for a
company
self-restraint /selfrI"streInt/ noun p.78
restraint imposed by oneself on ones
own actions; self-control
seminar /"semInA/
noun p.19
a conference or other meeting for
discussion or training
sensibly /"sensIbli/
adverb Literature Time
wisely
sensor /"sens/
noun p.35
a device that detects or measures a
physical property and records, indicates
or otherwise responds to it
set off /set f/
phrasal verb p.81
to begin a journey
shipping /"SIpIN/
noun p.71
the transport of goods by sea or other
means
shock /Sk/
noun p.63
a sudden upsetting or surprising event
or experience
shy /SaI/
adjective WB p.43
nervous or uncomfortable with other
people
simulate /"sImjUleIt/
verb p.35
to imitate the character or feeling
slide /slaId/
verb p.87
to move smoothly over a surface
slightly /"slaItli/
adverb p.25
a little bit
smash /smS/
verb Literature Time
to completely defeat, destroy or foil
smog /smg/
noun p.60
fog that is lled with pollution
sodium /"sUdim/
noun p.15
a chemical found in salt
software /"sftwe/
noun p.64
the programs used by a computer
solarium /sU"lerim/
noun p.44
a room with tanning beds, used for an
articial suntan
solar power /sUl paU/
noun WB p.52
power of the sun
sophisticated /s"fIstIkeItId/ adjective
p.63
(of a machine, system or technique)
developed to a high degree of
complexity
165
Glossary
spacious /"speISs/
adjective p.26
having plenty of space
spare /spe/
verb Literature Time
to refrain from killing, injuring or
distressing
speciality /speSi"lIti/
noun p.16
a type of food that a person or
restaurant is famous for making well
speech recognition
/spitS rekg"nISn/
noun p.35
the ability of a computer to identify
and respond to the sounds produced in
human speech
spoil /spOIl/
verb WB p.52
to damage or destroy the value of
something
sportsmanship /"spOtsmnSIp/ noun
p.43
behaviour in sport that is fair, honest
and polite
spot /spt/
noun p.64
a particular place or point
spur /sp/
verb p.73
to encourage
squander /"skwnd/
verb p.61
to waste or lose something foolishly
stacks of /stks v/
noun p.83
a pile of objects, typically one that is
neatly arranged
stamina /"stmIn/
noun WB p.34
physical and mental strength over a
long period of time
starvation /stA"veISn/
noun p.85
lack of food
state /steIt/
adjective p.27
related to the civil government of a
country
state-of-the-art /steIt v Di At/
adjective WB p.16
modern and cutting-edge
steam /stim/
verb WB p.7
to cook something by hot mist that
water produces when it is boiled
stern /stn/
adjective p.92
serious and unrelenting
stimulant /"stImjUlnt/
noun p.12
a substance that increases nervous
activity in the body
stimulation /stImjU"leISn/ noun p.43
the interest or motivation in something
stockade /st"keId/
noun Literature Time a barrier formed
from upright wooden posts or stakes,
especially as a defense against attack
stripes /straIps/
noun WB p.40
long, narrow lines of colour
strong /strN/
adjective p.59
great or powerful
stubborn /"stbn/
adjective p.49
determined not to change your mind,
especially in spite of a good reason to
do so
studio /"stjudiU/
noun p.25
a small room used for performances
stunned /stnd/
adjective p.92
astonished or shocked
sturdy /"stdi/
adjective p.26
strongly and solidly built
substantial /sb"stnSl/ adjective p.26
of considerable importance, size or
value
success /sk"ses/
noun p.72
achievement
sudden /"sdn/
adjective p.80
done quickly without warning
supplement /"splImnt/
noun p.15
a substance taken to add vitamins, etc.
to a persons diet
suspension /ss"penSn/
noun WB p.58
a part attached to the wheels of
a vehicle to cushion it from road
conditions
sustenance /"sstnns/
noun p.48
food and drink regarded as a source of
strength; nourishment
T
take after /teIk ft/
phrasal verb p.93
to resemble someone
take back /teIk bk/
phrasal verb p.93
to return something to where it is from
take out /teIk aUt/
phrasal verb p.93
to go somewhere with someone socially
take over /teIk Uv/
phrasal verb p.93
to get control of something (e.g. a
business)
tame /teIm/
adjective p.49
not dangerous or frightening;
domesticated
tax /tks/
noun p.70
a compulsory payment to the
government, used to pay for public
services
tax return /tks rI"tn/
noun WB p.64
a form used to calculate the amount of
tax owed
tea /ti/
noun WB p.71
a hot drink
teammate /"timeIt/
noun p.43
a fellow member of a team
terminal /"tmInl/
noun p.66
a device at which a user enters data for
a computer system and that displays
the received output
testing device /testIN dI"vaIs/ noun WB
p.52
something used to check an experiment
thunder /"Tnd/
verb Literature Time
to make a loud, deep resounding noise
especially whilst travelling
166
tolerance /"tlrens/
noun p.19
the ability or willingness to tolerate
something, in particular the existence
of opinions or behaviour that one does
not necessarily agree with
tone /tUn/
noun p.88
a musical note or sound used as a
particular signal on a telephone or
answering machine
torso /tOsU/"
noun p.66
the trunk of the human body
touch down /ttS daUn/
phrasal verb p.81
to make contact with the ground in
landing
touchscreen /"ttSskrin/
noun p.37
a display device that allows a user to
interact with a computer by touching
areas on the screen
toxin /"tksIn/
noun p.50
chemical that has a negative effect on
the body
transaction /trn"zkSn/
noun p.69
an instance of buying or selling
something
transcontinental
/trnzkntI"nentl/
adjective WB p.88
crossing a continent, especially a
transport route
transmit /trnz"mIt/
verb p.66
to send an electric signal
trespass /tres"ps/
verb p.67
to enter the owners land or property
without permission
truce /trus/
noun Literature Time
an agreement between enemies or
opponents to stop ghting or arguing
for a certain time
tumour /"tjum/
noun p.63
a swelling of a part of the body
turn up /tn p/
phrasal verb p.81
to arrive somewhere, especially when
you are expected there
tutor /"tjut/
noun p.88
a private teacher, typically one who
teaches a single student or a very small
group
U
underpart /"ndpAt/
noun WB p.40
the underside of an animals body
unfriendly /n"frendli/
adjective p.65
not kind and pleasant
unique /junik/
adjective WB p.82
particularly remarkable, special or
unusual
unlock /n"lk/
verb p.87
to make a phone accessible to the user
unreliable /nrI"laIbl/ adjective p.85
untrustworthy, irresponsible
unsaturated fat
/n"stSreItId ft/
noun p.13
describing the unhealthy fats found in
food
untidy /n"taIdi/
adjective p.65
not arranged neatly and in order
upgrade /p"greId/
verb p.87
to raise (something) to a higher
standard
urgent /"dZnt/
adjective p.84
requiring immediate action or attention
V
vegetarian /vedZ"terin/ adjective p.17
of or relating to the exclusion of meat or
other animal products from the diet
vegetation /vedZ"teISn/
noun p.47
plants considered collectively, especially
those found in a particular area or
habitat
velocity /vI"lsIti/
noun p.95
the speed of something in a given
direction
venue /"venju/
noun p.25
the place where something happens,
especially an organised event such as a
concert, conference or sports event
virtue /"vtSu/
noun p.40
behaviour showing high moral
standards
visual effects /vIZul I"fekt/ noun p.35
the graphics, sound, etc. used in lms
and computer games
vitamin /"vItmIn/
noun p.13
a chemical substance in food that is
necessary for good health
vividly /"vIvIdli/
adverb WB p.43
lively and vigorously

voice /vOIs/
verb p.29
to express (something) in words
voice-activated
/vOIs"ktIveItId/
adjective p.95
(of a device) can be controlled by voice
167
Glossary
W
waste /weIst/
noun p.61
the careless, extravagant or purposeless
use of something
wasteland /"weIstlnd/
noun p.50
an unused area of land that has become
barren or overgrown
wave farm /"weIv fAm/
noun WB p.52
a collection of 40 wave machines
wealthy /"welTi/
adjective WB p.71
rich
wearer /"wer/
noun p.66
the person wearing something,
especially clothing
well-sealed /wel"sild/
adjective p.85
closed very securely
wholegrain /"hUlgreIn/ adjective p.15
made with or containing unprocessed
grain
wholesome /"hUlsm/
adjective p.17
conducive to or suggestive of good
health and physical well-being
widespread /"waIdspred/ adjective WB
p.40
found or distributed over a large area
willpower /"wIlpaU/
noun WB p.34
the faculty by which a person decides
on and initiates action
windscreen wiper
/"wIndskrin waIp/
noun WB p.58
a rubber blade used to clear rain from a
windscreen
wingspan /"wINspn/
noun WB p.40
the maximum distance across the
wings of an aircraft, bird or other ying
animal, measured from tip to tip
wireless /"waIls/
adjective p.36
lacking or not requiring wires
wizard /"wIzd/
noun p.35
a person who is very skilled in a
particular eld or activity
168
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