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Introduction

1
This Introduction contains the following sections:
The main aim of Hello! English for Secondary Schools Year Two is to further equip
students of secondary school age with the necessary language, thinking and study skills
to communicate effectively and understand competently spoken and written English.
It aims to give students the necessary experience and confidence to apply these skills
both inside and outside the classroom and beyond school in their current and future
lives. New language, skills and topics are introduced gradually and practised thoroughly,
so that students have the chance to learn and use the language before they move on.
Critical thinking skills and awareness of strategies to improve language and learning
skills support the learning of the language and contribute to the development of a more
autonomous learner.
The approach
The course uses a standards-based communicative approach and methodology for
the teaching and learning of English. Students are presented with interesting topics
and meaningful situations to help them to progress in their secondary-level language
skills. They use and integrate the four language skills (listening, speaking, reading and
writing) in meaningful contexts and undertake realistic language tasks which they would
potentially undertake in future academic, professional or vocational situations. To do
this effectively, student-to-student interaction in class is necessary. Students need to
speak and work together cooperatively when asked, they need to help each other when
directed, and they need to develop a sense of independence and responsibility for their
own learning. Therefore they will need to be able to work together in pairs, as well as in
groups, and work on their own or as a whole class.
The course is standards-based and it aims to fulfil the standards set out in the Ministry
of Education Standards Document. It aims to assist students in the process of reaching
certain proficiency, behavioural and civic goals, not only in the English language, but in
the day-to-day interactions which they encounter all their lives.
Because students are expected to acquire tools and not simply ingest rules, standards
are valuable and effective supports for good learning. This is because they express clear
expectations for what all students should know and be able to do. Teachers become
aware that language is a means by which students achieve wider goals, and is not an end
in itself. In this context, rote learning as a framework for linguistic progress becomes
Introduction
The aims of the course
The developing learner
The role of the teacher
The course components
THE AIMS OF THE COURSE
Assessment
Introduction
2
ineffective because it is insufficient to help students to achieve those wider educational
standards.
When teachers apply standards-based curricula, language learning is more purposeful
and practical than in most other forms of curricula. Standards communicate shared
expectations for learning and provide a common language for talking about the process
of learning and teaching. As a result, community leaders and business people become
more effective partners in, and monitors of, young peoples education.
1
(El-Naggar,
et al., 2003, p. 144)
Hello! English for Secondary Schools Year Two is a newly revised course for secondary
schools in Egypt that takes into account individual developments and their educational
context.
Extending learners linguistic knowledge
The course develops and extends the language and skills which students acquired
through Hello! English for Secondary Schools Year One. Previous structures, lexis and
functions are built on and enriched. In the first units of the new materials, students are
helped to make the transition from the previous level by recycling previously studied
language and structures in a new context with even more mature content. This approach
is continued and intensified through succeeding units, and more new language, skills,
structures, functions, tasks and activities are brought in to add to and deepen learners
linguistic knowledge and skills.
1 Ministry of Education Egyptian Standards of Education, Vol. 2 Ministry of Education, 2003.
THE DEVELOPING LEARNER
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Introduction
3
Taking account of learner development
These materials were developed with secondary-age students in mind. Topics were
chosen to appeal to learners
developing physical and emotional identity
developing awareness of the self as an individual
interest and engagement in the world beyond the home and classroom
positive desire to make the world a better place
transition to greater maturity
increasing intellectual and emotional independence
need for positive models of behaviour and achievement.
Pointing learners towards the right direction
Activities, skills and tasks in the materials are designed to channel students developing
intellectual abilities and personalities towards
acquiring a solid knowledge of the linguistic systems of English
regularly consolidating and recycling knowledge and skills in new situations
using language in purposeful, realistic and meaningful contexts
fostering the ability to think logically, critically and constructively about a range
of topics
developing a sense of responsibility for acquiring language for themselves in
contrast to expecting teachers to do this work for them
acquiring the knowledge, skills, strategies and attitudes which underpin and
make possible learner independence
broadening their abilities to cooperate in acquiring language
broadening their awareness of educational and civic roles and responsibilities.
Taking into account individual differences in learning styles
Learners have individual differences in the way they approach learning new subjects.
These differences can be summarised in terms of visual, auditory and tactile learners.
Visual learners generally need to see things in order to fully understand them. They tend
to think in pictures and learn best from visual displays such as diagrams, illustrated text
books and charts. During a lecture or classroom discussion, visual learners often prefer
to write things down.
Auditory learners learn through listening. They learn best through discussions, talking
things through and listening to what others have to say. Written information may have
little meaning until it is heard. These learners often benefit from reading text aloud and
using a tape recorder.
Introduction
4
Tactile learners learn through a hands-on style. They explore the world around them.
They tend to touch things, make things, fit things together or take them apart. They may
find it hard to sit still and may seem distracted by their need for activity and exploration.
Hello! English for Secondary Schools Year Two makes provision for differences in
learning styles by including
a variety of exercise types and activities which appeal to different learning styles
various strategies for making learning apparent and accessible
comprehensive teaching notes with suggestions on how to present and extend
learning.
In the communicative classroom, a teacher has many roles. Below are ten roles a teacher
may perform each time he or she teaches using a communicative approach.
Planner: The teacher decides on the aims and anticipated outcomes of each lesson
in order to decide what is taught, how it is taught, and what equipment and
materials will be needed in the lesson.
Instructor: The teacher introduces the language to be learnt, gives instructions to
students, and decides what language and activities need to be practised.
Language model: The teacher provides a model of spoken and written English for
students, especially when new language is presented and practised.
Manager: The teacher organises the class in order to Iulfl the diIIerent activity
requirements. Sometimes this may mean putting learners into pairs or groups.
Controller: The teacher controls the pace and content of a lesson and the behaviour and
discipline of the students.
Decision maker: The teacher decides what activities students will engage in, which
students to ask questions to and how long each activity should last.
Advisor: The teacher monitors the progress of the class, deciding how learners are
perIorming and what extra input should be given, such as Iurther clarifcation
of the task or extra examples of language items.
Monitor: When the students are working individually, in pairs or in groups, the teacher
moves from group to group helping students or correcting mistakes.
Personal tutor: The teacher identifes individual students` areas oI diIfculty and fnds
ways of helping them.
THE ROLE OF THE TEACHER
Introduction
5
Assessor: At different points in a class the teacher may observe the performance and
progress of particular students with a view to awarding ongoing assessment
marks or marks for participation.
Teaching a communicative course
As previously noted, a communicative course imposes a number of different roles on
how you teach, depending on what you are teaching and at which stage you are in a
lesson. The next part discusses some recurring themes which emerge while teaching a
communicative course.
Preparation, planning and monitoring
As a teacher, you can make teaching and learning as effective and enjoyable as possible
at the beginning of the year by:
getting to know the course materials very well by reading them through in
advance
planning the academic year
getting to know individual students names
making sure you have any important information about students.
As the academic year progresses, regular time and effort will be needed to:
prepare individual lessons
learn new teaching methods, techniques and activities
refect on successes and constraints in the classroom
discuss teaching with colleagues
mark students written work
monitor individual students and assess their progress.
Using the course cassette
Always make sure that you wind the cassette to the correct section for your lesson before
your lesson actually starts.
If your cassette recorder has a counter, set it at zero each time before you play the
cassette. Then you will be able to find the correct place easily again when you have
played the cassette and need to repeat it.
Using your own initiative
The lesson notes in the Teachers Guide can provide a useful framework for presenting
the students learning materials. The notes are carefully thought out and well organised.
They should be read before a lesson and provide you with a valuable tool to help in your
teaching.
Introduction
6
Lesson notes can add to your skill and judgement as an individual teacher, but they
cannot replace them. The lesson notes here should not discourage you from using your
own initiative as a teacher with a unique knowledge of the needs and characteristics of
your own students.
Classroom language: mother tongue or English?
This is a widely debated topic, and teachers choose to take different approaches about
when to use the mother tongue. For example, in which language should you
give instructions
advise students
praise them
explain grammar
monitor understanding?
It is an area of foreign language teaching that has to be considered, and judgements have
to be made by individual teachers. They sometimes face a dilemma. Teachers wish to
maximise opportunities for students to hear and use English. At the same time they also
deal with different levels of ability and wish to ensure that as many students as possible
participate in a lesson. It is also generally agreed that the classroom situation provides
the natural context for the meaningful and repeated use of language, and the opportunity
to use English for these should not be missed. Also, as the classroom provides many
students with their only exposure to English, it should be used as much as possible,
except where learning will be impeded by its use.
Other considerations
Make sure that learners understand the rubrics in their books and make use of this language
when giving instructions for an activity. When setting up pair work and group work, use
the same instructions each lesson so that students become familiar with them.
Classroom management
The class can be organised in different ways according to the activity being taught at
different times of the lesson. This will be indicated in the detailed notes for each unit.
Teachers are encouraged to invest time and effort in training their classes to change from
one format to another in an effcient way.
Whole-class
For whole-class work, all the students face the teacher. This is useful when introducing
new language, using the board to teach new vocabulary, structures or writing patterns, or
introducing a new topic.
Individual students working alone
Students work on their own to complete a task. This is useful for simple tasks such as
paragraph writing, writing answers to questions, listening and note taking, and some
reading tasks.
Introduction
7
Pair work
Students work with a partner to complete tasks. This gives essential practice of oral
skills such as when learners engage in discussion activities, exchange ideas and opinions,
or complete exercises which involve exchanging information. It is a very natural form of
communication. It can also be used in activities when students need to help each other,
for example with planning writing tasks.
For some kinds of pair work, for example in controlled practice or when getting students
to model new language, students should first work in closed pairs before working in
open pairs.
Group work
Students work in groups of four or more to complete tasks. This allows an opportunity
for cooperative learning and for speaking in natural situations.
Cooperation
Students should be encouraged to help each other as much as possible. Research shows
that where students help each other, everyone learns better, both the faster and the slower
learners.
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When teaching a communicative course, you have to decide whether to focus on
language accuracy or language fluency. When learning and practising speaking English,
we want students to speak accurately and correctly, but we also want them to speak
naturally and at a reasonable speed. These two things can contradict each other. If a
student is trying to structure a sentence correctly, trying to remember vocabulary and
trying to pronounce words carefully, he or she might hesitate and speak slowly to give
lots of thinking time. Conversely, if a student is interested in what he or she is saying and
speaking quickly, then the number of language errors will probably increase. Generally,
try to balance accuracy and fluency. When practising and presenting new language, it
is perhaps more important to stress accuracy. During oral activities when students are
making use of language in a more life-like activity, you should stress fluency more, and
be prepared to tolerate errors more (and intervene in the lesson less!). In this way you
encourage students to be more responsible for their own learning.
Correcting mistakes
It is important to vary how and when you correct (and indeed sometimes if you correct)
work according to the kind of activity and the stage of the lesson. The important thing
is to maintain students enthusiasm to speak while at the same time helping them to
improve. One consideration is to vary how you correct mistakes. Do not always be
the source of corrections yourself. Highlight errors sometimes and give students or
their peers the opportunity to correct their own work. Another approach might be to
note consistent mistakes, and correct them the next time you review the language, for
example.
Introduction
8
The components of Hello! English for Secondary Schools Year Two are as follows:
1 One Students Book
2 One Workbook
3 One Course Cassette
4 A CD-ROM
5 A Website: www.longmansec.com.eg
6 A Course Reader
7 A Teachers Guide
1 The Students Book
The Students Book is the lead book of the Hello! English for Secondary Schools Year
Two course in that it is the principal means of presenting, contextualising, practising and
extending the language, topics and skills introduced at this stage.
The general aims of the Students Book are to:
v contextualise, present and practise target
language
v consolidate and extend students
knowledge of English structures, functions
and lexis
v extend students strategies to cope with
language skills and language learning
v develop students sense of independence,
autonomy and responsibility for their own
language learning
v develop students critical thinking skills
and ability to evaluate and form opinions
about and comment on a range of
subjects
v give opportunities to review recent
language
v expose students to a range of interesting and educationally valuable topics.
Format and content
The Students Book consists of 18 main units based on a structural and communicative
syllabus covering a range of topics intended to motivate and interest students.
The 18 main units are arranged into groups of three units; at the end of each group of
three units, there is a Review Unit. This makes a total of 24 units, 12 of which are to be
covered in the first semester and 12 in the second semester.
Simon Haines
Don Dallas
HELLO!
Year Two
FOR SECONDARY SCHOOLS
Student's Book
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Book Sector
THE COURSE COMPONENTS
Introduction
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New language is introduced in the context of a series of subjects and themes which
engage the attention of the learners and which are a worthwhile and lasting contribution
to learners broader intellectual and moral education.
For authenticity and appeal, past and present Egyptian and international personalities
with whom students can identify and through whose achievements they can be inspired
are used in the materials.
Photographs, graphics and life-like illustrations are used to contribute to an attractive
and colourful design which will appeal to the maturity of students of this age.
The first page of each main unit starts with a box which summarises the objectives of
the unit for the students and gives teachers an opportunity to outline the structures and
functions contained in the unit. The objectives box gives students a useful checklist
against which to monitor their progress at the end of a unit and to help them as they
come to revise for their end-of-year examinations.
All units cover the four language skills listening, speaking, reading and writing
and practise many key sub-skills such as reading for the main ideas of a text, listening
to identify the purpose of an oral text, and note taking.
All units contain tasks which, by their variety, take into account different learning styles
and which encourage students to develop independent learning strategies and habits and
critical thinking skills.
There are also supplementary grammar units at the end of the book. These highlight key
structures introduced in the book and act as an aid to revision. The individual sections of
the Grammar Review are highlighted in the unit colours to show the correlation between
the unit being studied and the relevant section of grammar.
Unit format and content
Each main unit contains five pages, each of which fulfils a different function.
Each five-page main unit in the Students Book is complemented by a four-page unit
in the Workbook. The first, second, third and fifth Students Book pages are always
accompanied by a corresponding page in the Workbook.
With its unit objectives box, mentioned above, the first page of a main unit sets the scene
for the whole unit and presents a listening activity. It also contains discussion or pair
work activities to start students thinking about the unit topic.
The second page, the Language Focus, concentrates on the structural content of the unit
and contains activities to present and practise target language.
The third page concentrates on Reading. It develops both the content of the unit and
students reading skills.
Introduction
10
The fourth page develops Critical Thinking skills. It is designed to encourage students to
think for themselves. It contains activities which encourage students to think about the
topic and practise language which will help to express their ideas.
The final page concentrates on Communication and develops students skills in talking
or writing about a topic in English. The Communication pages encourage students to
become more independent learners.
In this course, three of the Communication pages (from Units 4, 10 and 18) feature a
project. Each project is designed to encourage students to work together effectively and
come to decisions as a team. Each project is related to the units topic and encourages
students to use the language from the unit. Each project is extended upon in the
corresponding Workbook page.
After each group of three main units are the Review Units. These also have five pages.
They are designed to revise and consolidate the language learnt in the preceding three
units. They can also be used as an additional tool to assess the progress of the students
and identify any extra work that needs to be done on a particular language element.
2 The Workbook
The Workbook is intended to accompany the
Students Book, reinforcing the language and
grammatical structures that students have already
met. The purpose of the Workbook is therefore
primarily to consolidate language presented
in the Students Book and to provide students
with extra practice in reading, writing and
manipulating known language.
The general aims of the Workbook are to
practise and consolidate vocabulary
practise and consolidate word
derivations and families
practise and consolidate grammatical
structures
encourage and facilitate the use of a
dictionary
give opportunities to review recent
language
consolidate reading skills
encourage and consolidate thinking and discussion skills
develop students abilities to plan, write and proofread short texts.
Format and content
In order to correspond with the Students Book, there are 18 core units and a Review
Unit after every third unit, giving a total of 24 units in all. However as there are five
Simon Haines
Don Dallas
HELLO!
Year Two
FOR SECONDARY SCHOOLS
Workbook
ARAB REPUBLIC OF EGYPT
Ministry of Education
Book Sector
Introduction
11
pages in the Students Book and four pages in the Workbook, only four pages of the
Students Book will be complemented by a Workbook page.
Workbook exercises are designed for use in class as a follow-up to the Students
Book lesson. They can be started in class and then given to students to complete for
homework. The core units of the Workbook are not intended to test the students, but to
give them an opportunity to use and consolidate what they have learnt and so to feel a
sense of achievement, progress and confidence.
In the middle and at the end of the book, there are three Practice Tests, set according to
the specifications of the GSEC Examination. These Practice Tests not only indicate how
well students are progressing, but also prepare students for the examination they will sit
at the end of the year.
Unit format and content
Each unit, including Review Units, contains four pages to complement lessons one, two,
three and five of the Students Book.
Each unit of the Workbook includes tasks and activities which students should find
stimulating, challenging and motivating. These include
a variety of grammar practice exercises
a selection of different types of short reading texts
a variety of writing tasks and activities
dictionary exercises, word squares and crossword puzzles
pictures, photographs and topics to comment on and discuss.
The Review Units differ from those found in the Students Book as they follow the
format of the Practice Tests. Like the Practice Tests, they are specifically designed to
allow students to become more familiar with the testing format and content structure
of the GSEC Examination before students sit the exam at the end of the course. During
these tests it is more beneficial for the student to work alone and remain silent.
3 The Course Cassette
The cassette contains recorded dialogues and listening texts
from the Students Book and Workbook. Full tapescripts are
included in the Teachers Guide within the lesson notes.
4 A CD-ROM
The CD-ROM encourages revision outside the classroom,
through specifically designed activities and exercises. All the
exercises are directly related to key topics in the Students
Book and practise language functions, vocabulary, grammar
and reading. With the aid of the CD-ROM, students are able
to consolidate all aspects of the material presented in the
Students Book and Workbook.
HELLO
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Year Two
FOR SECONDARY SCHOOLS
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Introduction
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5 The Website
The website (www.longmansec.com.eg) is a new feature that provides support material
for teachers and students. It also encourages students to practise their computer and
internet skills. There is a Question & Answer section for everyone. The Teachers section
contains all recorded material, the Teachers Guide, and other materials and links to
other resources. The Students section contains new exercises for revision and practice
tests.
6 The Reader: The Spiders
The course Reader provides an excellent opportunity for students
to develop the habit of independent extensive reading in English.
The importance of fostering extended reading at this level cannot
be overemphasised, and the additional material provided in the
Reader enables the student to engage in such quality reading.
Students should be reminded at regular intervals to make use of
this resource.
The questions included in the Reader provide a means of
focusing and assisting students reading and of monitoring their
progress during the pre-reading, while-reading and post-reading process.
In accordance with the Test Specifications for the GSEC Examination, students will
be asked questions to test their understanding of plot, incident and character in the
prescribed Reader.
7 The Teachers Guide
Book format and content
The book begins with a scope and sequence table which
summarises the language content of the course, unit by unit, and
a general introduction to the course which includes a background
to the methodological approach, descriptions of the published
materials, and notes about useful and effective techniques and
activities.
The main part of the guide consists of detailed notes on how to
exploit the material and tasks presented in the Students Book
and Workbook effectively.
The Teachers Guide contains the answer keys to the Practice Tests which are located in
the Workbook.
At the end of the book, there is a word list which lists the words with the units in which
they first occur, and a glossary which contains words and phrases used in the Teachers
Guide and their Arabic (contextual) translation.
Teacher's Guide
HELLO!
Year Two
FOR SECONDARY SCHOOLS
ARAB REPUBLIC OF EGYPT Ministry of Education
Book Sector
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Hel l o ! Rea d er
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Introduction
13
Ongoing assessment
Together, the Review Units and the Practice Tests facilitate ongoing assessment of the
students within the classroom and also prepare them for their end-of-year examination.
The Workbook Review Units, which follow the test style and format of the GSEC
Examination, enable teachers to gauge the students progress and to identify any areas of
difficulty that may need extra teaching input. The Practice Tests also follow the style and
format of the GSEC Examination and can be given under test conditions, when students
work on their own and without books. Ensure that the students are facing the front of
the classroom and ask them to remain silent. At the end of the task, collect and mark the
students work. You can record their marks in a mark book.
Individual difficulties can be dealt with by talking with the student, or setting individual
exercises which may improve his or her confidence. Talk positively to the students even
about their mistakes. Show them that we learn through making mistakes!
14
UNIT1
T h e w o r l d o f w o r k
UNIT1
T h e w o r l d o f w o r k
15
Objectives
Grammar
Past and present tenses
Functions
Describe likes and dislikes
Listening
Listen for gist and specific
information
Reading
Read for gist
Critical thinking
The positive contributions older
people can make to society and the
value of charitable organisations
Writing
A report
SB page 1 WB page 1
Before using the book:
v As this is a new class, introduce yourself to the
students. Say Good morning or Good afternoon
and say your name.
v Tell the students to introduce themselves to
three or four students who are sitting near to
them. They should say Good morning or Good
afternoon and then Im ... .
Example: Student 1: Good morning. Im Ali.
Student 2: Good morning. Im
Sawsan.
v This unit is all about work. Put the students into
groups oI Iour or fve and tell them to think oI
all the jobs they know in English.
v Tell one student in each group to keep a list of
all the students ideas.
v Now get some of the students to read out their
lists of jobs.
UNIT 1
THE WORLD OF WORK
The world
of work
Listening
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1
UNIT
Objectives
Grammar Past and present
tenses
Functions Describe likes
and dislikes
Listening Listen for gist and
specic information
Reading Read for gist
Critical thinking The
positive contributions older
people can make to society
and the value of charitable
organisations
Writing A report
1
You will hear four people talking about
their jobs. Which speaker likes:
a computers?
b helping to improve their country?
c good training and a smart uniform?
d meeting important people?
2
Listen again and choose the correct answers.
a Speaker 1 works in a modern/historic building.
b Speaker 2 works inside/outside.
c Speaker 3 started her job 2/12 years ago.
d Speaker 4 rst became interested in computers
at university/school.
3
4 Read and answer the following questions.
a Which speaker does the job shown in the
photograph?
b Which jobs do the speakers do?
1
5 Imagine you have one of the above jobs. Tell a partner why you like it using this language.
6 The sounds of English
a Say these pairs of words. Which letters
are the same but sound different?
grandchildren Germany
countries count
leader headline
b Look up these pairs of words in your
Active Study Dictionary. How are they
pronounced?
c Listen and repeat the pairs of words.
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@ The reason I like this job is that I meet all kinds of people.
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@ The main reason is Im proud to be helping to make Egypt a better place.
air conditioning civil engineer
delegation grandchildren
research uniform
Check the meanings of these words
in your Active Study Dictionary. 1
SB pages 1-5
WB pages 1-4
LESSON 1
Listening
1 Check the meaning of these words in
your Active Study Dictionary.
1 Write the words on the board. Say them aloud
and get the students to repeat them.
2 Get the students to look up the words in their
Active Study Dictionary.
3 Make sure they understand the meaning of the
words. Tell them you are going to give a simple
explanation of a word and the students must tell
you what word it is.
Example:
Teacher: It is something you wear to work.
It helps to identify you.
Students: Uniform.
Teacher: It is the children of your son or
daughter.
Students: Grandchildren.
4 Continue in this way with all the words in the
exercise.
2 You will hear four people talking about
their jobs. Which speaker likes:
1 Tell the students to look at the book and read
the exercise.
2 Explain to the students that you are going to
play the tape, and they must write in the number
of the correct speaker.
3 You may need to play the tape more than once.
4 Afterwards, go through the answers with the
class.
Answers:
a 4 b 2 c 1 (given) d 3
T A P E S C R I P T
Voice: 1.
Woman 1: I enjoy my work. The company trains us
well and gives us a smart uniform to wear.
Its very comfortable working in a modern
building with air conditioning. People come
here from all over the world most of them
dont speak Arabic, so I use my English a lot.
,WVLPSRUWDQWWKDW,PIULHQGO\DQGHIFLHQW
that way theyll probably come back again.
Voice: 2.
Man 1: Its a hard job working outside in the heat
with the noise of heavy machines around you
all the time. But Im proud to be helping to
build a modern country. Our roads, bridges
and dams will help to make Egypt richer, and
that will be good for our children and our
grandchildren.
Voice: 3.
Woman 2: My work is very exciting. Since I started the
job two years ago, Ive met important people
from all over the world. A trade delegation
from Europe arrived in Egypt two weeks ago,
so last week I was reporting on that story
almost every day. I even met the leaders
of France and Germany. My report was
headline news in our paper at the weekend.
Yesterday, I was interviewing business
leaders in Cairo.
Voice: 4.
Woman 2: Ive wanted to do this kind of work since
,VDZP\UVWFRPSXWHUDWVFKRRO,QP\
opinion, computers are magical and Ive
worked and played with them ever since that
day at school. Now I work for a well-known
Egyptian company that writes computer
programs for important national and
international companies. At the moment, Im
doing research on a computer program for
an Australian company.
3 Listen again and choose the correct
answers.
1 Get the students to read the sentences frst.
2 Make sure they understand all the words written
in bold.
3 Explain that you are going to play the tape
again and the students must circle the correct
word for each sentence.
4 Afterwards, get them to compare their answers
with another student.
5 Go through the answers with the class.
Answers:
a modern (given)
b outside
c 2
d school
Each unit in the Teachers Guide starts with an Objectives box
which summarises the unit content.
Detailed step-by-step notes are provided on how to effectively
present and exploit the Students Book and Workbook exercises and
activities in the lesson, and how to manage the class effectively.
There are tapescripts of all
recorded materials.
Answers to all exercises
are provided.
A warm-up activity at the start
of each unit leads into the unit
content.
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Teacher's Guide
Year Two
Russell Stannard
Introduction by Steve Thompson
Egyptian International Publishing Company Longman
10a Hussein Wassef Street
Messaha Square
Dokki
Giza
Arab Republic of Egypt
Egyptian International Publishing Company Longman 2009
All rights reserved. No part of this publication may be
reproduced, stored in any retrieval system or transmitted by
any means, electronic, mechanical, photocopying, recording or
otherwise, without the prior written permission of the copyright
holder.
ISBN 977-16-1193-3
Deposit No. 5141/2009
C
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Introduction 1
Unit 1 Theworldofwork 14
Unit 2 GulliversTravels 27
Unit 3 Todaysmoney 40
Review A Revision 53
Unit 4 Teamwork 63
Unit 5 LordoftheFlies 76
Unit 6 Thatsamazing! 89
Review B Revision 103
Unit 7 Businessaroundtheworld 114
Unit 8 TheNecklace 127
Unit 9 TheOlympics 140
Review C Revision 155
First Term Practice Tests 167
Unit 10 Wheretodaysfoodcomesfrom 179
Unit 11 MobyDick 192
Unit 12 Aplacetolive 206
Review D Revision 219
Unit 13 Wisewords 230
Unit 14 KingSolomonsMines 244
Unit 15 Offthebeatentrack 256
Review E Revision 269
Unit 16 Tourismtoday 279
Unit 17 JurassicPark 291
Unit 18 Globalissues 304
Review F Revision 317
Second Term Practice Tests 327
Word List 339
Glossary 343
Unit Title Grammar Functions Listening Reading Critical thinking Speaking Writing
Unit 1 Theworldof
work
Pastandpresenttenses Describelikesand
dislikes
Fourpeopletalkingabouttheirjobs
Letterswithdifferentpronunciationsin
differentwords
Awebpageabout
ProfessorMagdiYacoub
Thepositivecontributionsolder
peoplecanmaketosociety
Thevalueofcharitableorganisations
Conductaninterview Areport
Unit 2 Gullivers
Travels
Linkingwords
(conjunctions)
Makesmalltalk AtalkaboutJonathanSwift
Differentspellingsofthesamesound
Asummaryandexplanation
ofpartof Gullivers Travels
Howtounderstandwhenthingsare
orarenotimportant
Giveatalkabouta
well-knownwriter
Anarrative
Unit 3 Todaysmoney Revisionofverbtenses Askandanswer
questions
Threepeoplediscussingwaystobuy
things
Thehardandsoftthsound
Atextaboutonline
shopping
Considertheadvantagesand
disadvantagesofinternetshopping,
bankingandmoney
Doashoppingsurvey Areportbasedonasurvey
Review A Revision Revision Fourpeopledescribinghowtheyuse
theinternet
AwebpageaboutLouis
Pasteur
Thevalueofhealthcharitiesand
medicalresearch
Doareadingsurvey Aparagraphaboutajob
Unit 4 Teamwork Futureverbforms:will,
going toandpresent
continuous
Askforandgiveadvice Aconversationaboutsports
Longandshortvowelsounds
Atextaboutcooperation Thebeneftsofcooperationand
tolerance
PROJECT1:Plananewmagazine
Writeawebpageadvertisementforamagazine
Unit 5 Lordofthe
Flies
Defniteandindefnite
articles
Giveopinions AdiscussionaboutWilliamGolding
Wordswithshortvowelsounds
Asummaryof Lord of the
Flies
Qualitiesneededforleadership Discussrules Asetofrules
Unit 6 Thatsamazing! Comparativeand
superlativeformsasas,
less/least, more/the most
Expresscertaintyand
uncertainty
Twopeopledoingaquiz
Wordswithlongvowelsounds
Atextaboutmountaineering Theimportanceofmotivation Describean
experience
Useidioms
Aninformale-mail
Punctuation:theapostrophe
Review B Revision Revision Atalkaboutmountains Anamusingstory Describewhatmakesyouhappyand
yourambitions
Giveatalkabouta
schoolchallenge
Atextaboutabookyouhave
enjoyed
Unit 7 Business
aroundthe
world
Relativeclausesand
relativepronounwhose
Politegreetings Businesspeopleintroducingeach
other
Pronunciationofschwa
Atextabouttheglobal
economy
Theimportanceofinternationaltrade Roleplaybusiness
introductions
Aformalbusinessletter
Unit 8 TheNecklace Used toforpasthabitsand
routines
Askquestions AradioprogrammeaboutGuyde
Moupassant
Silentconsonantsinsentences
Asummaryof The Necklace Howyoufeelaboutyoursituation
inlife
Describeapossession Adescriptionofanobject
Unit 9 TheOlympics Presentperfectsimpleand
continuous
Makesuggestions,agree
anddisagree
AconversationabouttheOlympics
Pronunciationofdiphthongs
AhistoryoftheOlympic
Games
Thebeneftsofinternationalsports Plannewsportsfor
theOlympics
Completeaquestionnaire
aboutanewOlympicgame
Review C Revision Revision Asportsquiz Thehistoryoftrade Thebeneftsoftrade Aninformalbusiness
phonecall
Aparagraphaboutformsof
exercise
Unit 10 Wheretodays
foodcomes
from
Questiontags Givingadviceand
instructions
Adiscussionaboutorganicand
modernfarming
Wordstressintagquestions
Atextaboutgenetically
modifedfood
Theusesofgeneticengineering PROJECT2:Completeasurveyabouthealthyfood
Writeanarticlegivingadviceaboutfood
Unit 11 MobyDick Pastperfectsimpleand
continuous
Makerecommendations AtalkaboutHermanMelville
Pronunciation://and/t/
AsummaryofMoby Dick Thedangersofbeingtooambitious Reviewabook Abookreview
Unit 12 Aplacetolive Pronouns,including
refexivepronouns
Askandanswerabout
dreamsandideals
Fourpeopledescribingwheretheylive
Pronunciation:/br/and/pr/
Atextaboutthepurposeof
buildings
Thevalueoftraditionalwaysof
building
Discussyourideal
home
Adescriptionofahouse
Punctuation:commasandcolons
Review D Revision Revision Aninterviewaboutshoppinghabits Thehistoryoficecream Thevalueofinventions Discussfoodlabels
andnutrition
Arecommendationofatype
offood
Unit 13 Wisewords Zero,frst,secondand
thirdconditionals
Describethemoralsof
stories
Adescriptionofascientifcexperiment
Pronunciationofpluralnouns
Anewspaperreportabout
anilltrainpassenger
Theimportanceofmobilephones Tellastorywitha
moral
Anarrative
Unit 14 King
Solomons
Mines
Prepositionsafternouns,
verbsandadjectives
Askforandagreetohelp
people
AconversationaboutRiderHaggard
Stressincompoundnouns
Asummaryof King
Solomons Mines
Whypeopleshomecountriesare
importanttothem
Askforhelpwitha
projectandagreeto
help
Ane-mailagreeingtohelp
withaproject
Unit 15 Offthebeaten
track
Passiveverbs Persuadepeopleandask
forinformation
AtalkaboutDakhlaoasis
Pronunciation:wayorwhy?
Atextaboutlesswell-
knownplacesinEgypt
Learnfromthepast Roleplayatravel
agentandtourist
Postertextforatourist
destination
Review E Revision Revision Threeconversationscontainingadvice AsummaryofShe
Theimportanceofourancestors
Discussaholiday
destination
Adescriptionofaplacethatis
offthebeatentrack
Unit 16 Tourismtoday Modalverbsofobligation
have to, must, need to
Compromiseandcometo
agreements
Threepeoplediscussingtourism
Wordstress
Atextabouttourism Theimportanceoftourism Chooseaholiday
destination
Aformale-mail
Unit 17 JurassicPark Passiveverbs Compareandcontrast
ideas
AtalkaboutMichaelCrichton
Pronunciationoflists
AsummaryofJurassic Park Theadvantagesanddisadvantages
ofscientifcresearch
Comparebooksor
flms
Aninformale-mail
Unit 18 Globalissues Modalverbsdescribing
ability/possibility
Askingforpermission Adiscussionaboutglobalproblems
Wordswhichsoundsimilar
Atextaboutglobalwarming Takingresponsibilityforglobal
problems
PROJECT3:Completeasurveyaboutclimatechange
Anarticleonclimatechange
Punctuation:invertedcommas
Review F Revision Revision Adiscussionabouttypesofholidays Atextaboutdinosaurs Theusefulnessofscience Atalkaboutanimal
conservation
Aparagraphabouthelpingthe
environment
Unit Title Grammar Functions Listening Reading Critical thinking Speaking Writing
Unit 1 Theworldof
work
Pastandpresenttenses Describelikesand
dislikes
Fourpeopletalkingabouttheirjobs
Letterswithdifferentpronunciationsin
differentwords
Awebpageabout
ProfessorMagdiYacoub
Thepositivecontributionsolder
peoplecanmaketosociety
Thevalueofcharitableorganisations
Conductaninterview Areport
Unit 2 Gullivers
Travels
Linkingwords
(conjunctions)
Makesmalltalk AtalkaboutJonathanSwift
Differentspellingsofthesamesound
Asummaryandexplanation
ofpartof Gullivers Travels
Howtounderstandwhenthingsare
orarenotimportant
Giveatalkabouta
well-knownwriter
Anarrative
Unit 3 Todaysmoney Revisionofverbtenses Askandanswer
questions
Threepeoplediscussingwaystobuy
things
Thehardandsoftthsound
Atextaboutonline
shopping
Considertheadvantagesand
disadvantagesofinternetshopping,
bankingandmoney
Doashoppingsurvey Areportbasedonasurvey
Review A Revision Revision Fourpeopledescribinghowtheyuse
theinternet
AwebpageaboutLouis
Pasteur
Thevalueofhealthcharitiesand
medicalresearch
Doareadingsurvey Aparagraphaboutajob
Unit 4 Teamwork Futureverbforms:will,
going toandpresent
continuous
Askforandgiveadvice Aconversationaboutsports
Longandshortvowelsounds
Atextaboutcooperation Thebeneftsofcooperationand
tolerance
PROJECT1:Plananewmagazine
Writeawebpageadvertisementforamagazine
Unit 5 Lordofthe
Flies
Defniteandindefnite
articles
Giveopinions AdiscussionaboutWilliamGolding
Wordswithshortvowelsounds
Asummaryof Lord of the
Flies
Qualitiesneededforleadership Discussrules Asetofrules
Unit 6 Thatsamazing! Comparativeand
superlativeformsasas,
less/least, more/the most
Expresscertaintyand
uncertainty
Twopeopledoingaquiz
Wordswithlongvowelsounds
Atextaboutmountaineering Theimportanceofmotivation Describean
experience
Useidioms
Aninformale-mail
Punctuation:theapostrophe
Review B Revision Revision Atalkaboutmountains Anamusingstory Describewhatmakesyouhappyand
yourambitions
Giveatalkabouta
schoolchallenge
Atextaboutabookyouhave
enjoyed
Unit 7 Business
aroundthe
world
Relativeclausesand
relativepronounwhose
Politegreetings Businesspeopleintroducingeach
other
Pronunciationofschwa
Atextabouttheglobal
economy
Theimportanceofinternationaltrade Roleplaybusiness
introductions
Aformalbusinessletter
Unit 8 TheNecklace Used toforpasthabitsand
routines
Askquestions AradioprogrammeaboutGuyde
Moupassant
Silentconsonantsinsentences
Asummaryof The Necklace Howyoufeelaboutyoursituation
inlife
Describeapossession Adescriptionofanobject
Unit 9 TheOlympics Presentperfectsimpleand
continuous
Makesuggestions,agree
anddisagree
AconversationabouttheOlympics
Pronunciationofdiphthongs
AhistoryoftheOlympic
Games
Thebeneftsofinternationalsports Plannewsportsfor
theOlympics
Completeaquestionnaire
aboutanewOlympicgame
Review C Revision Revision Asportsquiz Thehistoryoftrade Thebeneftsoftrade Aninformalbusiness
phonecall
Aparagraphaboutformsof
exercise
Unit 10 Wheretodays
foodcomes
from
Questiontags Givingadviceand
instructions
Adiscussionaboutorganicand
modernfarming
Wordstressintagquestions
Atextaboutgenetically
modifedfood
Theusesofgeneticengineering PROJECT2:Completeasurveyabouthealthyfood
Writeanarticlegivingadviceaboutfood
Unit 11 MobyDick Pastperfectsimpleand
continuous
Makerecommendations AtalkaboutHermanMelville
Pronunciation://and/t/
AsummaryofMoby Dick Thedangersofbeingtooambitious Reviewabook Abookreview
Unit 12 Aplacetolive Pronouns,including
refexivepronouns
Askandanswerabout
dreamsandideals
Fourpeopledescribingwheretheylive
Pronunciation:/br/and/pr/
Atextaboutthepurposeof
buildings
Thevalueoftraditionalwaysof
building
Discussyourideal
home
Adescriptionofahouse
Punctuation:commasandcolons
Review D Revision Revision Aninterviewaboutshoppinghabits Thehistoryoficecream Thevalueofinventions Discussfoodlabels
andnutrition
Arecommendationofatype
offood
Unit 13 Wisewords Zero,frst,secondand
thirdconditionals
Describethemoralsof
stories
Adescriptionofascientifcexperiment
Pronunciationofpluralnouns
Anewspaperreportabout
anilltrainpassenger
Theimportanceofmobilephones Tellastorywitha
moral
Anarrative
Unit 14 King
Solomons
Mines
Prepositionsafternouns,
verbsandadjectives
Askforandagreetohelp
people
AconversationaboutRiderHaggard
Stressincompoundnouns
Asummaryof King
Solomons Mines
Whypeopleshomecountriesare
importanttothem
Askforhelpwitha
projectandagreeto
help
Ane-mailagreeingtohelp
withaproject
Unit 15 Offthebeaten
track
Passiveverbs Persuadepeopleandask
forinformation
AtalkaboutDakhlaoasis
Pronunciation:wayorwhy?
Atextaboutlesswell-
knownplacesinEgypt
Learnfromthepast Roleplayatravel
agentandtourist
Postertextforatourist
destination
Review E Revision Revision Threeconversationscontainingadvice AsummaryofShe
Theimportanceofourancestors
Discussaholiday
destination
Adescriptionofaplacethatis
offthebeatentrack
Unit 16 Tourismtoday Modalverbsofobligation
have to, must, need to
Compromiseandcometo
agreements
Threepeoplediscussingtourism
Wordstress
Atextabouttourism Theimportanceoftourism Chooseaholiday
destination
Aformale-mail
Unit 17 JurassicPark Passiveverbs Compareandcontrast
ideas
AtalkaboutMichaelCrichton
Pronunciationoflists
AsummaryofJurassic Park Theadvantagesanddisadvantages
ofscientifcresearch
Comparebooksor
flms
Aninformale-mail
Unit 18 Globalissues Modalverbsdescribing
ability/possibility
Askingforpermission Adiscussionaboutglobalproblems
Wordswhichsoundsimilar
Atextaboutglobalwarming Takingresponsibilityforglobal
problems
PROJECT3:Completeasurveyaboutclimatechange
Anarticleonclimatechange
Punctuation:invertedcommas
Review F Revision Revision Adiscussionabouttypesofholidays Atextaboutdinosaurs Theusefulnessofscience Atalkaboutanimal
conservation
Aparagraphabouthelpingthe
environment
14
UNIT1
T h e w o r l d o f w o r k
Objectives
Grammar
Past and present tenses
Functions
Describe likes and dislikes
Listening
Listen for gist and specific
information
Reading
Read for gist
Critical thinking
The positive contributions older
people can make to society and the
value of charitable organisations
Writing
A report
SB page 1 WB page 1
Before using the book:
v As this is a new class, introduce yourself to the
students. Say Good morning or Good afternoon
and say your name.
v Tell the students to introduce themselves to
three or four students who are sitting near to
them. They should say Good morning or Good
afternoon and then Im ... .
Example: Student 1: Good morning. Im Ali.
Student 2: Good morning. Im
Sawsan.
v This unit is all about work. Put the students into
groups oI Iour or fve and tell them to think oI
all the jobs they know in English.
v Tell one student in each group to keep a list of
all the students ideas.
v Now get some of the students to read out their
lists of jobs.
UNIT 1
THE WORLD OF WORK
The world
of work
Listening
1
UNIT
Objectives
Grammar Past and present
tenses
Functions Describe likes
and dislikes
Listening Listen for gist and
specic information
Reading Read for gist
Critical thinking The
positive contributions older
people can make to society
and the value of charitable
organisations
Writing A report
1
You will hear four people talking about
their jobs. Which speaker likes:
a

computers?
b

helping to improve their country?
c

good training and a smart uniform?
d

meeting important people?
2
Listen again and choose the correct answers.
a Speaker 1 works in a modern/historic building.
b Speaker 2 works inside/outside.
c Speaker 3 started her job 2/12 years ago.
d Speaker 4 rst became interested in computers
at university/school.
3
4
Read and answer the following questions.
a Which speaker does the job shown in the
photograph?
b Which jobs do the speakers do?
1
5 Imagine you have one of the above jobs. Tell a partner why you like it using this language.
6 The sounds of English
a Say these pairs of words. Which letters
are the same but sound different?
grandchildren Germany
countries count
leader headline
b Look up these pairs of words in your
Active Study Dictionary. How are they
pronounced?
c Listen and repeat the pairs of words.
DON T FORGET
Spel l i ng does not al w ays hel p y ou t o k now
how t o pr onounce a w or d. Look at how a
w or d i s pr onounced i n t he di ct i on ar y. Thi s i s
show n i mmedi at el y af t er t he w or d.
@ The reason I like this job is that I meet all kinds of people.
@ The best thing about working here is the friendly people.
@ I enjoy/love working here because every day is different.
@ The main reason is Im proud to be helping to make Egypt a better place.
air conditioning civil engineer
delegation grandchildren
research uniform
Check the meanings of these words
in your Active Study Dictionary.
1
SB pages 1-5 WB pages 1-4
LESSON 1
UNIT1
T h e w o r l d o f w o r k
15
Listening
1 Check the meaning of these words in
your Active Study Dictionary.
1 Write the words on the board. Say them aloud
and get the students to repeat them.
2 Get the students to look up the words in their
Active Study Dictionary.
3 Make sure they understand the meaning of the
words. Tell them you are going to give a simple
explanation of a word and the students must tell
you what word it is.
Example:
Teacher: It is something you wear to work.
It helps to identify you.
Students: Uniform.
Teacher: It is the children of your son or
daughter.
Students: Grandchildren.
4 Continue in this way with all the words in the
exercise.
2 You will hear four people talking about
their jobs. Which speaker likes:
1 Tell the students to look at the book and read
the exercise.
2 Explain to the students that you are going to
play the tape, and they must write in the number
of the correct speaker.
3 You may need to play the tape more than once.
4 Afterwards, go through the answers with the
class.
Answers:
a 4 b 2 c 1 (given) d 3
T A P E S C R I P T
Voice: 1.
Woman 1: I enjoy my work. The company trains us
well and gives us a smart uniform to wear.
Its very comfortable working in a modern
building with air conditioning. People come
here from all over the world most of them
dont speak Arabic, so I use my English a lot.
,WVLPSRUWDQWWKDW,PIULHQGO\DQGHIFLHQW
that way theyll probably come back again.
Voice: 2.
Man 1: Its a hard job working outside in the heat
with the noise of heavy machines around you
all the time. But Im proud to be helping to
build a modern country. Our roads, bridges
and dams will help to make Egypt richer, and
that will be good for our children and our
grandchildren.
Voice: 3.
Woman 2: My work is very exciting. Since I started the
job two years ago, Ive met important people
from all over the world. A trade delegation
from Europe arrived in Egypt two weeks ago,
so last week I was reporting on that story
almost every day. I even met the leaders
of France and Germany. My report was
headline news in our paper at the weekend.
Yesterday, I was interviewing business
leaders in Cairo.
Voice: 4.
Woman 2: Ive wanted to do this kind of work since
,VDZP\UVWFRPSXWHUDWVFKRRO,QP\
opinion, computers are magical and Ive
worked and played with them ever since that
day at school. Now I work for a well-known
Egyptian company that writes computer
programs for important national and
international companies. At the moment, Im
doing research on a computer program for
an Australian company.
3 Listen again and choose the correct
answers.
1 Get the students to read the sentences frst.
2 Make sure they understand all the words written
in bold.
3 Explain that you are going to play the tape
again and the students must circle the correct
word for each sentence.
4 Afterwards, get them to compare their answers
with another student.
5 Go through the answers with the class.
Answers:
a modern (given)
b outside
c 2
d school
16
UNIT1
T h e w o r l d o f w o r k
4 Read and answer the following questions.
1 Ask the students to look at the picture. What job
does it show? Which speaker does this job?
2 Put the students into pairs and get them to
decide which job each of the speakers does. It is
not completely obvious so you may get different
answers.
Answers:
a Speaker 2: civil engineer
b Speaker 1: hotel receptionist
Speaker 2: civil engineer
Speaker 3: news reporter
Speaker 4: computer programmer
5 Imagine you have a job from this lesson. Tell
a partner why you like it using this language.
1 Read through the text in the box with the class.
2 Tell the students to choose one of the jobs of the
four speakers on the tape.
3 Put the students in groups of three or four.
4 Tell them to use the language in the box to take
turns to talk about their job to their group.
5 The other students must guess what job he/she
is talking about.
Example:
Student 1: The reason I like this job is that
it is different every day. Computers
are always changing. I enjoy
working here because I learn new
things all the time.
Student 2: Computer programmer.
6 Now another student can talk about the job he/
she has chosen.
7 Make sure each student has a turn.
6 The sounds of English
1 Ask the students to look at the words in the
boxes.
2 Ask different students to read out the words.
3 Ask the students to listen for letters which look
the same but sound different in different words.
4 Tell the students to look up the words in their
dictionary to check pronunciation.
5 Now play the tape and get the students to repeat
the words.
6 Organise the students to work in pairs, taking
turns at the roles. Student 1 points to a word and
Student 2 pronounces it.
Answers:
a g in grandchildren/Germany; ou in countries/count;
ea in leader/headline
T A P E S C R I P T
Voice: grandchildren, Germany
countries, count
leader, headline
T h e w o r l d o f w o r k
17
WORKBOOK page 1
1 What would you say in these situations?
1 Tell the students to read the Iour situations frst.
2 Tell them to think what they might say in each
of the situations.
3 Tell them to write their answers in the space
provided.
4 Get some of the students to read out their
ideas to the class. Students will have different
answers.
2 Answer the questions using
words from the box.
1 Ask the students to look at the words
in the word box.
2 Get the class to pronounce the words
aloud and then ask if they can explain
what the words mean.
3 Now tell the students to use the
words to complete the answers to the
questions.
Answers:
a It can send a delegation. (given)
b We call them our grandchildren.
c You can turn on the air conditioning.
d They wear a uniform.
3 Match the words with the same
sound. Check in your Active
Study Dictionary.
1 Ask the students to look in their
books. Tell them to read the words in
the frst column aloud and then the
words in the second column.
2 Now get them to match each word in
the frst column with the word with
the same sound in the second column.
3 Afterwards, organise the students to
work in pairs. Student 1 says a word
Irom the frst column and Student 2
says the word with the same sound
from the second column. Then
Student 2 says a word from the second
column.
Example:
Student 1: Keen.
Student 2: Mean.
Student 2: Country.
Student 1: Company.
Answers:
a keen, 2 mean b news, 4 uniform
c noise, 1 boys d company, 5 country
e dead, 3 head
UNIT1
1
1 1
The world of work
UNIT
1 What would you say in these situations?
a A friend wants to know what job you would like to do when you leave school.
Id like to be a civil engineer.
b A friend asks you why youd like to be a doctor.
c Your teacher asks you why you enjoy learning English.
d A relative wants to know the best thing about your school.
2 Answer the questions using words from the box.
a Who can a company send when it needs people to speak for it at a meeting?
It can send a delegation.
b What do we call the children of our children?
c What can you do in a modern building if it is too hot?
d How do you know a person is a police ofcer, a nurse or a reman?
air conditioning
grandchildren
uniform
delegation
3 Match the words with the same sound.
Check in your Active Study Dictionary.
a keen 1 boys
b news 2 a mean
c noise 3 head
d company 4 uniform
e dead 5 country
18
T h e w o r l d o f w o r k
Language focus
Past and present tenses
1 Study these sentences from the
listening text, then answer the
questions.
1 Put the students into pairs.
2 Tell them to read the sentences and
decide which time each sentence
refers to, present or past. Tell them to
name the tense for each sentence too.
3 Go through the answers with the class.
Answers:
a and b
1 Past: past simple/present perfect (given)
2 Past: past continuous
3 Present: present simple/present simple
4 Present: present continuous
2 Now study the sentences again
and answer these questions.
1 Put the students into pairs.
2 Tell the students to read the sentences
again and then get them to read the
questions.
3 Point to the frst example which has
been done for them.
4 Organise the students to work in pairs
to discuss the answers.
5 Go through the answers with the class.
Answers:
a
1 I started (past simple) (given)
2 I was interviewing (past continuous)
3 Ive met (present perfect)
b
4 I work/that writes (present simple)
5 Im doing (present continuous)
3 Choose the correct verbs to complete
these sentences.
1 Tell the students to read through all the
sentences frst.
2 Then get them to choose the correct verb for
each sentence.
3 Get them to compare their answers with a
student sitting near them.
4 Go through any problems with the class.
Answers:
a have wanted; was
b saw
c are making; Do you want
d were having; went out
e has always enjoyed; is training
UNIT1
No, I havent.
2
1
2
Now study the sentences again and
answer these questions.
a Which past verb refers to:
1 an action which started and nished in
the past? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 something that happened for a period
of time in the past? . . . . . . . . . . . . . . . . . . . . . .
3 something that is part of a persons
experience? . . . . . . . . . . . . . . . . . . . . . .
b Which present verb refers to:
1 a habit or repeated action?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 something happening around now?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Choose the correct verbs to complete
these sentences.
a I was wanting/have wanted to be a
doctor since I was/have been ten.
b When I was eight, I saw/was seeing a
programme about a famous Egyptian
doctor on television.
c We make/are making a card for my
brother. Do you want/Are you wanting
to help?
d We had/were having a meeting at work
this morning when suddenly all the ofce
lights went out/were going out.
e My sister has always enjoyed/was
always enjoying working with children.
At the moment, she trains/is training to
be a primary school teacher.
Grammar rev p121
1
UNIT
Study these sentences from the
listening text, then answer the questions.
a Which time does each sentence refer to:
the present or the past?
b What are the names of the tenses?
I st<a<td (p=a< [t si<m<pl)
Past and present tenses Language focus
1 Since I started the job two years
ago, Ive met important people from
all over the world.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 Yesterday I was interviewing
business leaders in Cairo. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 Now I work for a well-known
Egyptian company that writes
computer programs. . . . . . . . . . . . . . . . . . . . . . .
4 At the moment, Im doing research
on a computer program for an
Australian company. . . . . . . . . . . . . . . . . . . . . . .
Pa< [t: pa< [t si<m<pl/pr}e[en<t p_ct
4 Complete these questions, then ask your
partner.
a Have you ever met . . . . . . . . . . . . . . . . . . . . . . ?
b How long have you . . . . . . . . . . . . . . . . . . . . . . ?
c When was the last time you . . . . . . . . . . . . . . . . . . . . . . ?
d What are you doing . . . . . . . . . . . . . . . . . . . . . . ?
e What were you doing . . . . . . . . . . . . . . . . . . . . . . ?
Have you ever met my brot her ?
LESSON 2 SB page 2 WB page 2
T h e w o r l d o f w o r k
19
4 Complete these questions, then ask your
partner.
1 Get the students to focus on the question
beginnings.
2 Tell them to complete the questions. There are
no fxed answers. The students can think oI
different ways to complete the sentences.
3 Now tell the students to work in pairs. One
student asks the questions and the other student
answers. Once they have completed all the
questions they can swap roles.
WORKBOOK page 2
1 Complete with the correct form
of the word in brackets.
1 Tell the students to read through all
the sentences frst.
2 Now tell the students to write the
correct form of the verb in the space.
3 Afterwards, get the students to
compare their answers.
Answers:
a bought (given); have already taken
b works; has worked
c had; came
d was; fell; was watching
e doesnt often rain; is
2 Ask questions using these words
and the correct verb tense.
1 Ask the students to look at the
exercise.
2 Tell them to read through the words
and to think about how to form
questions correctly from the words.
3 Tell them to write the full questions
down.
4 Go through the answers with the class.
5 Afterwards, organise the students to
work in pairs, asking and answering
the questions to each other.
Answers:
a When did you frst meet your best Iriend? (given)
b Do you wear a school uniform?
c What were you doing at three oclock yesterday
afternoon?/What did you do at three oclock
yesterday afternoon?
d When did you start to learn English?
e What have you done since the weekend?
3 Now answer the questions in Exercise 2
about yourself.
1 Ask the students to look at the questions they
made in Exercise 2.
UNIT1
2
Artwork WB 1/3
Photo A girl of about 16 taking
photos on a smart digital camera
UNIT
1 1
1 Complete with the correct form of
the word in brackets.
a I only bought (buy) my new camera last week, but I
(already take) 300 photos with it.
b My father (work) in a bank in the city
centre. He (work) there for 15 years.
c My company (have) an important
meeting last month. A delegation
(come) from their ofce in Japan.
d I (be) so tired last night that I (fall) asleep while I
(watch) a lm on TV.
e At the moment we (do) a history project at school. It (be) very
interesting.
f It (not often rain) in Egypt. It (be) usually hot and sunny, so we
need air conditioning in many of our buildings.
2 Ask questions using these words and the correct verb tense.
a when/you rst meet/your best friend?
When did you first meet your best friend?
b do/wear/school uniform?
c what/do/three oclock yesterday afternoon?
d when/start to learn/English?
e what/you do/since the weekend?
3 Now answer the questions in Exercise 2 about yourself.
a I first met my best friend when we were both about three years old.
b
c
d
e
20
T h e w o r l d o f w o r k
2 Tell them to write answers to the questions.
3 Afterwards ask some of the students
to read out their answers to the class.
They will all have different answers.
SB page 3 WB page 3
Reading
1 Check the meanings of these
words in your Active Study
Dictionary.
1 Tell the students to look at the four
words in the box.
2 Write the words on the board and see
if the students can pronounce them.
3 Ask the students to look up the words
in the Active Study Dictionary.
4 Check that they understand the
meanings of the words. Explain
the words in English and see if the
students can guess what each word is.
Example:
Teacher: A person who performs
operations.
Students: Surgeon.
5 Continue in this way with all the words.
2 Discuss these questions in pairs.
1 Tell the students that they are going to read an
article about Professor Magdi Yacoub. Ask them
to tell you what they know about him.
2 Write the students ideas on the board. To get
them started, you can ask simple questions such
as What does he do? Where was he born? and
so on.
3 Ask the students what other things they would
like to know about the professor. Write their
ideas on the board.
4 Now tell the students to read the article quickly.
Ask them if the things they thought they knew
before were correct and if they found out the
other things they wanted to know.
3 Read the article again and put the
sentences in the order they happened.
1 Tell the students to read the sentences.
2 Explain that they must read the article and then
put the sentences in the correct order.
3 Tell the students to work in pairs to compare
their answers.
1
Check the meanings of these words
in your Active Study Dictionary.
2
3
operation qualify
surgeon transplant
Discuss these questions in pairs.
a What do you already know about Professor
Magdi Yacoub? What would you like to know?
b Read the article quickly. Were your ideas
mentioned? Did it answer your questions?
Read the article again and put the sentences
in the order they happened.
a

He retired as a surgeon.
b

He lived in many places around Egypt.
c

He worked at a university in the United States.
d

He studied medicine at university.
e

He qualied as a doctor.
f

He researched new treatments.
g

He was head of a transplant programme
at a hospital in Britain.
1
UNIT
1
Reading
3
4
Complete these sentences with the
correct form of make or do.
a Professor Magdi Yacoub was one
of the rst surgeons to . . . . . . . . . . . . . . . . . . . . . .
heart transplant operations.
b Professor Magdi Yacoub was part of
a team which . . . . . . . . . . . . . . . . . . . . . . new heart
parts from human cells.
c He believes his work can
. . . . . . . . . . . . . . . . . . . . . . a difference in peoples
lives.
d He . . . . . . . . . . . . . . . . . . . . . . a lot of important
work in his life.
Professor Magdi Yacoub
Professor Magdi Yacoub is a world- famous
heart sur geon. He was born in Egypt in
Belbis in 1935, t he son of a surgeon who
worked in different places around t he count ry.
The family had t o move every few years, so
Yacoub learnt t o adapt t o different sit uat ions
and enj oyed meet ing different people.
When his aunt died because of a heart
problem, Yacoub decided t o become a heart
surgeon. He st udied medicine at Cairo
Universit y and TXDOLHG as a doct or in 1957.
I n t he 1960s, he t aught at Chicago Universit y
in t he Unit ed St at es and worked wit h many of
t he worlds best heart surgeons.
Now Yacoub had the qualihcations and
experience t o do great t hings. I n 1973, he
became a heart surgeon at Hareheld Hospital
in England. Under his leadership, Hareheld
became t he most import ant t r anspl ant
cent re in t he count ry.
I n t he early 1980s, he was part of t he t eam
which did the hrst British heart transplant
oper at i on. At t his t ime, Yacoub t ravelled
t housands of kilomet res in small planes
and helicopters to hnd healthy hearts for
t ransplant s.
Yacoub became Professor of Heart Surgery at
London Universit y in 1986. Alt hough he ret ired
as a surgeon in 2001, Yacoub cont inued t o
research new t reat ment s. Recent ly he was
part of a t eam which made new heart part s
from human cells.
I f you ask why he cont inues t o work in his
70s, he will say t hat he believes he can make
a difference t o peoples lives. For t his reason,
he works for a charit y in Africa which helps
children wit h heart problems.
d<o
LESSON 3
UNIT1
T h e w o r l d o f w o r k
21
4 Go through the answers with the class.
Answers:
a 6 b 1 (given) c 4 d 2
e 3 f 7 g 5
4 Complete these sentences with the correct
form of make or do.
1 Ask the students to read through the sentences
frst.
2 Explain that they have to write the correct form
of the verb do or make in each sentence to
complete it.
3 Go through the answers with the class.
Answers:
a do (given) b made
c make d has done
WORKBOOK page 3
1 Match to make sentences about
Professor Magdi Yacoub.
1 Ask the students to quickly read the
text in the Students Book on page 3.
2 Explain that they have to match each
sentence in the frst column with a
sentence in the second column.
3 Put the students into pairs and get
them to compare their answers.
4 Go through the answers with the class.
Answers:
a 6 (given)
b 5
c 4
d 1
e 7
f 2
g 3
2 Choose the correct verbs.
1 Ask the students to read through the
sentences.
2 Explain that they must choose do
or make to complete each sentence
correctly.
3 Organise the students to compare their
answers in pairs.
4 Go through the answers with the class.
Answers:
a do (given)
b make
c makes
d makes
e did
f makes
UNIT1
3
UNIT
1 1
1 Match to make sentences about Professor Magdi Yacoub.
a Professor Yacoub did not spend his 1 he began working in an important heart
childhood in one place because hospital in Britain.
b He decided to be a heart surgeon after 2 he continued to do research.
c He went to Europe and America because 3 helps children with heart problems.
d In the 1970s, 4 he wanted to get work experience.
e He was a member of the team of doctors 5 his aunt died of a heart problem.
f When he retired in 2001, 6 a his father had to work in different parts of Egypt.
g The African charity he works for 7 that performed the rst heart transplant
operation in Britain.
2 Choose the correct verbs.
a Surgeons do/make operations on people in hospitals.
b My brother has a very difcult decision to do/make
next week.
c My sister, who works for a charitable organisation,
believes her work does/makes a difference to
peoples lives.
d Everyone does/makes mistakes when theyre
learning something new.
e Its been more than 20 years since surgeons did/
made the rst heart transplant operation in Britain.
f Theres a factory in our town which does/makes parts
for cars and buses.
Yacoub did not spend his 1 he began working in an important
22
T h e w o r l d o f w o r k
Critical thinking
1 Read this quotation from
the article about Professor
Magdi Yacoub and answer the
questions.
1 Ask the students to read the quotation
to the right of the questions.
2 Now put the students into pairs and
get them to discuss the questions.
3 Ask some pairs to say their answers
aloud to the rest of the class.
Suggested answers:
a Professor Yacoub has helped many people
in many countries with heart problems.
He has worked in the UK and the USA.
He has also travelled all over Egypt and
helped many people with heart problems
there, too. Now he works for a charity in
Africa which helps children.
b He has saved peoples lives and given
people the chance to live a normal life by
doing heart transplants.
c Because there are not many heart
surgeons in Africa and he believes he can
make a difference.
2 Answer the following questions.
1 Tell the students to read the questions.
Explain that they must ask another
student in the class the questions.
2 Organise the students to work in pairs, taking
turns to ask and answer. One student asks a
question and the other answers it.
3 They dont have to ask and answer the
questions in order.
Example:
Student 1: What did his father do?
Student 2: His father was a surgeon.
Student 2: Who has Professor Magdi Yacoub
helped since he retired?
Student 1: He has helped children in Africa.
Answers:
a He was born in 1935.
b His father was a surgeon.
c He has helped children with heart problems in
Africa.
d (Students own suggestions)
e He was very happy/proud.
f He believed he could make a difference to other
peoples lives.
3 Now discuss these questions in pairs.
1 Ask the students to read the questions.
2 Make sure they understand all the questions.
Critical thinking
4
1
UNIT
1
Read this quotation from the article about Professor
Magdi Yacoub and answer the questions.
a What kind of people has Professor Yacoub helped in
his life?
b What differences has he made to their lives?
c Why do you think Professor Yacoub chooses to help
children in Africa?
3
Now discuss these questions in pairs.
a What is the normal retirement age for
people in Egypt?
b Can society benet from people who
work in their 70s or 80s? Give reasons.
c What are peoples main reasons for
continuing to work when they are older?
d Do older people have any special
qualities that younger people do not
have? Give examples.
4
Discuss these questions with a different partner.
a What charitable organisations are important in Egypt? What do they do?
b How important a part do charities play around the world today? Use the language below.
If you ask why he cont inues t o wor k in
his 70s, he will say t hat he believes he
can make a difference t o peoples lives.
For t his reason, he wor ks for a char it y in
Afr ica which helps children wit h hear t
problems.
Expressing opinion with reasons:
@ I think/believe charities are important because
@ In my opinion/view, charitable organisations do
an excellent job, as they
@ If you ask me, people should give more money
to charity so that
2
Answer the following questions.
a When was Professor Magdi Yacoub born?
b What did his father do?
c Who has Professor Magdi Yacoub helped since he retired?
d Why do you think Professor Yacoubs father had to work in different places in Egypt?
e How do you think Professor Yacoub felt when his team did the rst heart transplant?
f Why did Professor Yacoub not stop working when he retired?
He w>a<s b=orn i<n 1935.
LESSON 4
SB page 4
UNIT1
T h e w o r l d o f w o r k
23
3 Put the students into pairs and get them to
discuss the questions.
4 When they have discussed all the questions, ask
some of them to share their answers with the
class.
Suggested answers:
a Sixty
b Students own answers. Possible answers: Yes,
because older people have lots of experience.
No, because older people dont learn to use new
technology. Also they have health problems and
might have accidents while working.
c They like seeing people. They like feeling useful.
They think they can make a difference to society.
d They have more experience. They often have more
knowledge. They are normally calmer and more
patient.
4 Discuss these questions with a different
partner.
1 Before starting this activity, make sure the
students know what charitable organisations
are. Ask them to think of some and write their
suggestions on the board.
2 Put the students into different pairs and tell
them to discuss the questions. Explain that
they can use the language in the box to help
them. Go through the box with the class. You
may want to do one or two examples using the
language to make it clear to the students what
to do.
Example:
Teacher: I think charities are important
because they help people who are
poor and dont have much money.
In my opinion, charitable
organisations do an excellent job
as they work all over the world.
Suggested answers:
a Students own answers.
b In my opinion, charities are more important than
ever as we have more and more problems with
diseases and food shortages, etc. I believe we need
them more than ever and the help they can provide
is very important. If you ask me, people should give
more money to charity so that these organisations
can help more people.
UNIT1
24
T h e w o r l d o f w o r k
Communication
1 Read these three job
advertisements and discuss the
questions below.
1 Ask the students to read the three
advertisements and help them with
any unknown vocabulary.
2 Now put the students into pairs and
ask them to discuss the questions.
3 Ask some of the students to report
their answers to the class.
2 When you ll in a job application
form, you have to answer
questions about yourself. Match
the form headings 1-8 with the
correct questions a-h.
1 Tell the students that the list in the
frst column in the box shows the
typical information you might be
asked to include in an application
form.
2 Help the students with any vocabulary
they dont know.
3 Ask them to match the words in the
frst column with the correct questions
in the second column.
4 Go through the answers with the class.
Answers:
a 8 b 1 (given)
c 5 d 3
e 6 f 2
g 4 h 7
3 Now ask your partner questions a-h
above and complete this form with their
answers.
1 Organise the students to work in pairs.
2 Explain to the students that they have to
complete the form by asking their partner
questions.
3 Go through the form with the class and make
sure they are clear what questions they need to
ask for each part of the form.
Example:
Teacher: What is your title, Mr, Mrs or
Miss?
What is your surname?
:KDWLV\RXUUVWQDPH"
4 Now get the students to work in pairs. Student 1
asks the questions and completes the form about
Student 2. AIter they have fnished, they can
swap roles.
Surgeon needed
at Central Hospital
This is a full-time job starting
in May.
Two years experience needed.
Apply online at:
www.centralhosp.org
Full-time junior
architect with
international
company
You will work on projects planning
a new school and designing an
important city centre ofce building.
Training will be given on the job.
Phone to arrange interview:
08954 740927
Part-time accountant
needed at Uni versi ty of Sci ence
(1015 hours a week).
)FYOUHAVEAQ UALIlCATIONINMATHSOR
some accounting experience, apply in
writing to: P.O . Box 43, Cairo.
Communication
When you ll in a job application form, you have to
answer questions about yourself. Match the form
headings 18 with the correct questions ah.
1 Surname a

Are you married or single?
2 First name b

What is your family name?
3 Date of birth c

Where do you live?
4 Nationality d

When were you born?
5 Address e

Which school do you go to?
6 Education f

What is your rst name?
7 Qualications g

Which country are you from?
8 Marital status h

What exams have you passed?
Read these three job advertisements and discuss the
questions below.
a Do people who do jobs like these help society? How?
b Which of these three jobs would you most like to do? Why?
2
5
1
UNIT
1
Now ask your partner
questions ah above and
complete this form with
their answers.
3
Title Mr/Mrs/Miss Surname First name
Marital status Date of birth
Nationality
Address
Education
Qualications
1
UNIT1
LESSON 5 SB page 5 WB page 4
25
T h e w o r l d o f w o r k
WORKBOOK page 4
1 Read and complete this application form.
1 Ask the students to think back to the jobs that
were advertised in the Students Book on page 5.
2 Ask different students which job they chose.
3 Go through the text in the box with the class and
ask different students to use the language to say
why they chose their job.
4 Now tell the students to complete the
application form. They can use the
language in the box to help them. Tell
them to write drafts on separate paper
for their answers to B and C before
completing these questions on the
form.
2 Check and correct your writing.
1 Tell the students to read through their
applications and make any necessary
corrections.
2 If they wrote a draft, tell them to
transfer their draft to the application
form in the book.
3 Now ask the students to place their
application forms on their tables. Tell
them to get up and move around the
room and to read what other students
wrote.
4 Tell them to fnd out how many other
students in the class chose the same
job that they chose.
4
25 El-Ahram Street, Roxy
Application Form
A Personal details
Surname
First name
Home address

Telephone number
Marital status
Date of birth
Education
Qualications
B Why would you like to do this job? (Write 50 words)
C What qualities would make you good at the job? (Write 50 words)
Please sign and date this form and return it to the above address.
UNIT
1 1
1 Read and complete this application form.
a Write down the job that you chose to do in Students Book
Exercise 1.
b Complete this job application form for the job with your own
details. Use some of the language from the box.
My main reason for choosing
this job is that
I am very interested in
I think I would be good at this
job because
I have some experience in ...
2 Check and correct your writing.
a Read what you have written very carefully. Look particularly for mistakes in the information
you have given in parts B and C.
b Correct the mistakes and write a nal draft if necessary.
UNIT1
26
Assessment
Target element: vocabulary and language
from the unit
Write these gapped sentences below on the board
and ask the students to read through them. Tell
the students that you are going to play the tape
again for Exercise 2 on page 1 of the Students
Book. Remind them that they will hear four
people talking about their jobs. Tell the students to
complete the gapped sentences with the missing
words by listening carefully to the four speakers.
1 The company ________ us well and
________ us a smart uniform to wear.
2 People ________ here from all over the
world most of them ________ speak
Arabic, so I ________ my English a lot.
3 But Im proud to be helping to ________ a
modern ________.
4 I even ________ the leaders of France and
Germany.
5 Now I work for a well-known Egyptian
company that ________ computer programs
for important national and international
companies.
Answers:
1 trains; gives 2 come; dont; use
3 build; country 4 met
5 writes
Target element: job language in context
In Lesson 5, Workbook page 4 Exercise 1, the
students each flled out an application for a job.
Organise the students to work in pairs and tell
them to show each other their application form so
each student knows what job the other applied for.
Write the following questions on the board and
explain that the students are going to interview
each other about the job they applied for. Student
1 interviews Student 2 about his/her job and then
Student 2 interviews Student 1 about his/her job.
Move around and listen to the interviews. Ask the
most confdent students to perform their interviews
in front of the class.
1 What is your name?
2 How old are you?
3 What is your nationality?
4 What is your marital status?
5 Why would you like the job?
6 What qualities have you got for this job?
7 What are your hobbies?
Target element: language from the unit
Tell the students to look again at the text about
Professor Magdi Yacoub on page 3 of the Students
Book. Explain that they must each write six
sentences about Professor Magdi Yacoub. Three
of the sentences must be true and three of the
sentences must be false. Now organise the students
to work in pairs and tell them to give each other
their sentences to read and decide which are true
and which are false. They should write T by the
sentences they think are true and F by sentences
they think are false. Afterwards, they can give the
sentences back for their answers to be checked.
Target element: tenses used in the unit
Write these sentences on the board and tell the
students to copy and complete them. Get some of
the students to read out their completed sentences
to the class. The rest of the class must listen. If they
wrote the same thing they must stand up and read
the sentence again.
Yesterday at 2 oclock I was
Yesterday afternoon I
I have visited
I have never
A city in Egypt that I have not visited is
Listening Task
Reading Task
Speaking Task
Writing Task
UNIT1
T h e w o r l d o f w o r k
UNIT2
G u l l i v e r s T r a v e l s
27
SB page 6 WB page 5
Before using the book:
v Ask the students the names of any countries
they know in the world.
v Write their ideas on the board. Now ask them
what countries they want to visit.
v Move around the class and ask different
students to tell you.
Example:
Student 1: I want to visit England.
Student 2: I want to visit the USA.
v Find out which is the most popular country for
the students to want to visit.
UNIT 2
GULLIVERS TRAVELS
Gullivers Travels
Listening
6
2
UNIT
2
Listen to a talk about Jonathan Swift and
check your answers.
3
4
Objectives
Grammar Linking words
(conjunctions)
Functions Make small talk
Listening Listen for gist and for
detail
Reading Read for gist and detail and
to guess the meanings of unknown
words
Critical thinking How to understand
when things are or are not important
Writing A narrative
Listen again and complete these sentences.
a Jonathan Swifts mother was English, but
his father . . . . . . . . . . . . . . . . . . . . . . . .
b Jonathan Swifts father died . . . . . . . . . . . . . . . . . . . . . . . .
c In England, Swift worked as a secretary to
. . . . . . . . . . . . . . . . . . . . . . . .
d As soon as Gullivers Travels was published,
it was . . . . . . . . . . . . . . . . . . . . . . . .
e Today, some people think Gullivers Travels
was the rst . . . . . . . . . . . . . . . . . . . . . . . .
f Gullivers Travels was Jonathan Swifts most
. . . . . . . . . . . . . . . . . . . . . . . .
w>a< [ Iri< [h.
1 although brought enough plough
2 cow borrow suffer port
b Listen, check your answers and repeat the words.
The sounds of English
a Match the words in 1 with a word in 2 that
has the same sound.
5
Read these sentences about the writer Jonathan
Swift. Can you choose the correct answer?
a Jonathan Swift was French/Russian/Irish.
b He was born in 1667/1867/1967.
c As well as being a writer, he was a doctor/
politician/farmer.
1
Check the meanings of these words in your
Active Study Dictionary.
commentary diplomat explanation
imaginative politician politics publish
6
Read and complete this conversation.
A Are you reading Gullivers Travels?
B Yes, . . . . . . . . . . . . . . . . . . . . . . . . I havent nished
it yet.
A What do you . . . . . . . . . . . . . . . . . . . . . . . . of it?
B Its really exciting and very funny.
A Id love to read it. Could
I . . . . . . . . . . . . . . . . . . . . . . . . it when youve
nished?
B . . . . . . . . . . . . . . . . . . . . . . . . course. Ill give you a
ring when Ive nished it.
A Thats very . . . . . . . . . . . . . . . . . . . . . . . . of you.
Thanks.
Listen and check your answers.
a a<l<t<h<ou<gh
b
c
d
e
SB pages 6-10 WB pages 5-8
LESSON 1
Objectives
Grammar
Linking words (conjunctions)
Functions
Make small talk
Listening
Listen for gist and for detail
Reading
Read for gist and detail and to guess
the meanings of unknown words
Critical thinking
How to understand when things are
not important
Writing
A narrative
28
UNIT2
G u l l i v e r s T r a v e l s
1 Check the meanings of these words in
your Active Study Dictionary.
1 Introduce the students to the words in the box.
Tell them you are going to say the frst and last
letter of each word and they have to tell you
what word it is.
Example:
Teacher: C and y.
Students: Commentary.
Teacher: I and e.
Students: Imaginative.
2 Help the students with any problems they have
with the pronunciation of the words.
3 Now get the students to look up the words in
their Active Study Dictionary.
4 Ask them to work in pairs. Student 1 says a
word and Student 2 explains what it means in
English.
Example:
Student 1: Politician.
Student 2: A person who works in politics.
2 Read these sentences about the writer
Jonathan Swift. Can you choose the correct
answer?
1 Ask the students to read the sentences.
2 Tell them to choose what they think is the
best answer. It does not matter if they dont
know the answers, as they will listen to some
information about the writer afterwards.
3 Go through the sentences with the class and fnd
out which answers the students chose. Dont tell
them the correct answers. They can correct the
work themselves in the next part.
Answers:
a Irish b 1667 c politician
3 Listen to a talk about Jonathan Swift and
check your answers.
1 Tell the students that they are going to listen to
a radio presentation about Jonathan Swift.
2 Explain that this is a chance for them to correct
the answers they gave in the previous exercise.
3 You may want to play the tape more than once.
4 Go through the answers with the students.
T A P E S C R I P T
Female radio presenter:
You may already know the story of Gullivers Travels,
but how much do you know about its author, Jonathan
Swift? Do you know where and when he was born and
what he did as well as being an important writer? In
this talk you will nd the answers to these questions and
more from todays guest, Professor James Smith.
Professor Smith:
Thank you. Well, lets start at the beginning. Jonathan
Swift was born in 1667 in Dublin, Ireland, when that
country belonged to England. His father, who died
before Jonathan was born, was Irish and his mother was
English. Although he spent his early years in England,
he returned to Ireland to go to school and university.
He found work in England as a secretary to a retired
diplomat. While he was working as a secretary, Swift
started to write. He later had other jobs, working as
DSROLWLFLDQDQGDFKXUFKPDQDQGKHQDOO\JRWDQ
important job at St Patricks Cathedral in Dublin.
In 1726, Gullivers Travels was published and became
a great success. Different people have different
explanations for this. To some it was an imaginative
childrens story, to others it was a clever commentary
on the politics of the day. Some people today see it as
the rst science ction novel. In my opinion, the book
succeeds because it has these different meanings.
Jonathan Swift wrote other books, but none were as
successful as Gullivers Travels. Jonathan Swift died in
1745.
If youre interested in knowing more about the author
of Gullivers Travels, I have a list of web pages you can
look at.
4 Listen again and complete these
sentences.
1 Tell the students to read all the sentences.
2 Tell them that you are going to play the tape
again and they must listen carefully and
complete the sentences.
3 You may need to play the tape more than once.
Listening
UNIT2
G u l l i v e r s T r a v e l s
29
4 Organise the students to work in pairs and ask
them to compare their answers.
5 Go through the answers with the students.
Answers:
a was Irish. (given)
b before Jonathan Swift was born.
c a diplomat.
d a great success.
e science fction novel.
f successful book.
5 The sounds of English
1 Ask the students to look at the two lists of
words.
2 Ask them to read the words aloud. Help them
with any diIfculties in pronunciation.
3 Play the tape and tell the students to listen and
repeat.
4 Organise the students to work in pairs and
explain the activity to them. Student 1 reads out
a word from row 1 and Student 2 reads out a
word from row 2 that has the same sound.
Example:
Student 1: Plough.
Student 2: Cow.
T A P E S C R I P T
Voice: One.
Although, brought, enough, plough.
Two.
Cow, borrow, suffer, port.
Answers:
although - borrow
brought - port
enough - suffer
plough - cow
6 Read and complete this conversation.
1 Tell the students to read through the whole
conversation.
2 Ask the students to think about which words
they need to complete the conversation and tell
them to write the words in.
3 Put the students in pairs and tell them to
compare their answers.
4 Now play the tape and get the students to check
their answers, and then go through the answers
with the students.
5 Tell the students to practise reading out the
conversation in pairs.
Answers:
a although (given) b think c borrow
d Of e kind
T A P E S C R I P T
A: Are you reading Gullivers Travels?
B: Yes, although I havent nished it yet.
A: What do you think of it?
B: Its really exciting and very funny.
A: Id love to read it. Could I borrow it when
youve nished?
B: Of course. Ill give you a ring when Ive
nished it.
A: Thats very kind of you. Thanks.
30
UNIT2
G u l l i v e r s T r a v e l s
UNIT
5
2 2
Gullivers Travels
1 Match these words af with their meanings 16.
a commentary 1 a person who works in politics
b diplomat 2 the reason why something happens
c explanation 3 a person who is employed by a government to live in
another country and to speak for the government
d imaginative 4 written opinions about and descriptions of a subject
e politician 5 print and make available for people to buy
f publish 6 containing new and interesting ideas
2 Complete these sentences with
words from Exercise 1.
a I cant think of an explanation for the team
playing so badly.
b Gullivers Travels was ed in 1726.
c Some people enjoy Gullivers Travels, but do not
realise that it is a on European politics.
d When I was a child, I couldnt think of interesting ideas, so my stories werent very .
e s are meeting to discuss relations between our two countries.
f Winston Churchill was a famous British .
3 What would you say in these
situations?
a Your friend bought a new DVD last
week. You want to know if he or she has
watched it. What do you say?
Have you watched the DVD yet?
b You want to know your friends opinion of the DVD. What do you say?
c You want to know if you can watch the DVD when he or she has watched it. What do you say?
d Your friend says Yes. You are very pleased. What do you say?
a
Have you watched
the DVD yet?
WORKBOOK page 5
1 Match these words a-f with
their meanings 1-6.
1 Tell the students to look at the words
in the frst column.
2 Revise the pronunciation of the words
with the class and tell the students
that you are going to call out a letter
from a to f, and they must call out
the word next to that letter in the
column. Correct any problems with
pronunciation as you go along.
Example:
Teacher: F.
Students: Publish.
3 Continue in the same way with all the
words.
4 Tell the students to read the sentences
in the second column. Look at the
example and explain that the students
must write the letter next to each
word in column 1 beside the correct
defnition Ior that word in column 2.
5 Put the students in pairs and get them
to compare their answers.
6 Go through the answers with the
class.
Answers:
a 4 (given) b 3 c 2 d 6 e 1 f 5
2 Complete these sentences with
words from Exercise 1.
1 Ask the students to read through the sentences
frst and help them with any unknown
vocabulary.
2 Tell the students to use words from Exercise 1
to complete the sentences.
3 Put the students into pairs and ask them to
compare their answers.
4 Go through the correct answers with the class.
Answers:
a explanation (given) b publish
c commentary d imaginative
e Diplomat f politician
3 What would you say in these situations?
1 Ask the students to look at the picture on the
right.
2 Ask them to say what they can see happening in
the picture.
3 Explain that the students must read the
sentences and then decide what they would
say in each situation. Make sure they fully
understand the situations.
UNIT2
G u l l i v e r s T r a v e l s
31
4 Ask them to write down their ideas.
5 Tell the students to work in pairs and compare
their ideas.
6 Go through the answers with the class.
Suggested answers:
a Have you watched the DVD yet? (given)
b What do you think of the DVD?
c Could I borrow the DVD when you have fnished?
d Thats very kind of you. Thanks.
Language focus
Linking words (conjunctions)
1 Read these sentences from the
listening text.
1 Tell the students to read through the
words in the box. Check that they use
correct pronunciation.
2 Ask them to read through the
sentences and then to choose the
correct word from the box to complete
each sentence.
3 Play the tape and get the students to
correct their work by listening to the
sentences.
Answers:
a Although (given) b While
c because d but e If
T A P E S C R I P T
Voice 1: One.
Voice 2: Although he spent his early years in
England, he returned to Ireland to
go to school and university.
Voice 1: Two.
Voice 2: While he was working as a
secretary, Swift started to write.
Voice 1: Three.
Voice 2: In my opinion, the book succeeds
because it has these different
meanings.
Voice 1: Four.
Voice 2: Jonathan Swift wrote other books,
but none were as successful as
Gullivers Travels.
Voice 1: Five.
Voice 2: If youre interested in knowing
more about the author, I have a list
of web pages you can look at.
2 Now match the linking words you added
to Exercise 1 with their meanings. Check
in your Active Study Dictionary.
1 Tell the students to read all the sentences and
explain that each sentence refers to a word from
Exercise 1.
2 Tell the students to choose the correct word
a Ive heard of Jonathan Swift. I didnt know that he wrote Gullivers Travels.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b You like science ction novels. You will like Gullivers Travels.
c I know that Gulliver meets some very small people. Ive never read the book.
d It took me a long time to read Gullivers Travels. It is a very long book.
e I fell asleep. I was watching a long lm.
1 . . . . . . . . . . . . . . . . . . . . . . . . he spent his early years in England, he returned to
Ireland to go to school and university.
2 . . . . . . . . . . . . . . . . . . . . . . . . he was working as a secretary, Swift started to write.
3 In my opinion, the book succeeds . . . . . . . . . . . . . . . . . . . . . . . . it has these
different meanings.
4 Jonathan Swift wrote other books, . . . . . . . . . . . . . . . . . . . . . . . . none were as
successful as Gullivers Travels.
5 . . . . . . . . . . . . . . . . . . . . . . . . youre interested in knowing more about the author, I
have a list of web pages you can look at.
1
while if but because although
2
Now match the linking words you added to Exercise 1 with their
meanings. Check in your Active Study Dictionary.
a used in the middle of a sentence before something that is different,
or opposite from something that has come earlier . . . . . . . . . . . . . . . . . . . . . . . .
b for the reason that . . . . . . . . . . . . . . . . . . . . . . . .
c during the time that something is happening . . . . . . . . . . . . . . . . . . . . . . . .
d in spite of the fact that something is true . . . . . . . . . . . . . . . . . . . . . . . .
e used to talk about something that might happen . . . . . . . . . . . . . . . . . . . . . . . .
3
Rewrite these sentences in your exercise books using one of the linking words.
Grammar rev p123
2
UNIT
7
Read these sentences from the listening text.
a Complete the sentences with these words.
Linking words (conjunctions)
Language focus
Al<t<h<ou<gh
4
Complete these sentences with your own ideas.
a I like reading novels, but . . . . . . . . . . . . . . . . . . . . . . . .
b While I was coming to school today, . . . . . . . . . . . . . . . . . . . . . . . .
c Although Ive heard a lot about England, . . . . . . . . . . . . . . . . . . . . . . . .
d If I want to nd out about a famous writer, . . . . . . . . . . . . . . . . . . . . . . . .
e I enjoy studying English because . . . . . . . . . . . . . . . . . . . . . . . .
Iv}e ha<r>d o_ Jon<a<t<h<a<n Swi<_, bu<t I d<i<d<nt k<n<ow t<h<a<t h wr>ot Gu<l<l<i<v}ers Tr>a<v}el< [.
b Listen and check your answers.
bu<t
although because but if while
LESSON 2
SB page 7 WB page 6
32
UNIT2
G u l l i v e r s T r a v e l s
from Exercise 1 for each sentence.
3 Put the students into pairs and ask
them to compare their answers.
4 Go through the answers with the
class.
Answers:
a but (given) b because c while
d although e if
3 Rewrite these sentences in your
exercise books using one of the
linking words.
1 Ask the students to read the sentences.
2 Ask the students to look at the
example and explain that they must
use a word from the box to join each
pair of sentences in the same way.
3 When they have completed the
exercise, put the students into pairs to
compare their answers.
4 Go through the answers with the
class.
Answers:
a Ive heard of Jonathan Swift, but I didnt
know that he wrote Gullivers Travels.
(given)
b If you like science fction novels, you will
like Gullivers Travels.
c I know that Gulliver meets some very
small people although Ive never read the
book.
d It took me a long time to read Gullivers
Travels because it is a very long book.
e I fell asleep while I was watching a long
flm.
4 Complete these sentences with your
own ideas.
1 Tell the students to read through the sentence
beginnings frst and then to complete them with
their own ideas.
2 Ask some of the students to read out their
sentences. If others in the class have written the
same sentences, they should stand up.
Example:
Student 1: I like reading novels, but I dont have
time.
Students: (stand up if they wrote the same
sentence)
Student 2: I enjoy studying English because I can
listen to English songs.
Students: (stand up if they wrote the same
sentence)
WORKBOOK page 6
1 Choose the correct linking words in these
sentences.
1 Tell the students to read through the sentences
carefully.
2 Ask them to look at the example and explain
that they must choose the correct linking word
for each sentence.
6
UNIT
2 2
a He thought he would miss the train, but
b Although he ran as fast as he could,
c While they were having breakfast,
d If you want to be an archaeologist,
e He wants to go to Egypt for his holiday
because
f Id like to see the new lm, but
1 the phone rang six times.
2 you should visit Egypt.
3 he wants to be an archaeologist.
a 4 it was late, so he caught it.
5 none of my friends wants to go
with me.
6 he was only third in the race.
1 Choose the correct linking words in these sentences.
a I need to learn English, but/because I want to work for an international company.
b Although/If my brother works very hard, he doesnt earn much money.
c Ive been trying to contact my sister, although/but she isnt answering her phone.
d If/While you need to remember a date, write it in your diary.
e The phone rang while/because I was having a shower.
2 Match to make sentences using linking words.
3 Complete these sentences with a linking word.
a I fell off my bicycle while I was going round a corner.
b Ali and his family have visited many countries, theyve never been to Europe.
c you dont like hot weather, dont come to Egypt in July.
d Ive seen that lm twice already, Id love to see it again.
e Im working hard I want to get a high mark in the test.
2/3 Photo of a train at a
station [In Egypt preferable]
UNIT2
G u l l i v e r s T r a v e l s
33
3 Go through the answers with the class.
Answers:
a because (given) b Although c but
d If e while
2 Match to make sentences using linking
words.
1 Ask the students to look at the exercise in
the book.
2 Tell them to read the sentence beginnings in
column one and then the sentence endings in
column two.
3 Explain that they have to match each sentence
beginning with a sentence ending.
4 Put the students into pairs. Student
1 reads a sentence beginning from
column one and Student 2 reads the
sentence ending from column two.
Example:
Student 1: He thought he would miss
the train, but
Student 2: it was late, so he caught it.
Student 2: Although he ran as fast as
he could,
Student 1: he was only third in the
race.
Answers:
a 4 (given) b 6 c 1
d 2 e 3 f 5
3 Complete these sentences with a
linking word.
1 Tell the students to read through all
the sentences.
2 Tell the students to look at the
example and explain that, for each
sentence, they must write in a linking
word.
3 Go through the answers with the class.
Answers:
a while (given) b but c If
d Although e because
Reading
1 Check the meanings of these words in
your Active Study Dictionary.
1 Write the fve words in the box on the board.
2 Point to the words and ask the students to
pronounce them.
3 Ask the students to look at the words in their
Active Study Dictionary. Make sure they know
what the words mean.
4 Ask students to come to the board to mark the
main stress on the words with more than one
syllable.
LESSON 3
SB page 8 WB page 7
1
Check the meanings of these words
in your Active Study Dictionary.
2
Gullivers voyage
to Lilliput
represent ridiculous
steal tie (v) voyage
Read this part of Gullivers Travels and answer
these questions.
a How is Gulliver different from the people of
Lilliput? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Who or what is Belfusco? . . . . . . . . . . . . . . . . . . . . . . . .
c Why is the king angry? . . . . . . . . . . . . . . . . . . . . . . . .
d Who or what is Brobdingnag? . . . . . . . . . . . . . . . . . . . . . . . .
2
UNIT
After a storm at sea, Lemuel Gulliver, a
ships doctor, is shipwrecked on the island
of Lilliput. The people of Lilliput are only
15 centimetres tall so they think Gulliver
is a giant sent by their enemies from the
neighbouring island of Belfusco. They are
frightened, so they capture him and tie him
to the ground to stop him from escaping.
Gulliver tells the people his story and
promises to help them in their fght against
Belfusco. He soon becomes a favourite of
the king. Gulliver then helps them to beat
their enemies by stealing all their ships, but
he does not agree with the idea of punishing
the people of the island. This makes the king
angry and he decides that Gulliver must die.
Luckily, a friend helps Gulliver to escape to
Belfusco and he sails home.
8
Reading
3
Choose the correct meanings of these words from A, B or C.
a giant A foreigner B a very small man C a very big man
b neighbouring A next B friendly C beautiful
c make fun of A explain B describe C laugh at
4
Read the story again. Are these sentences True or False? Correct any false statements.
a The people of Lilliput are taller than Gulliver.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b The people of Lilliput believe that their enemies sent Gulliver. . . . . . . . . . . . . . . . . . . . . . . . .
c The King of Lilliput rewards Gulliver for helping him to win his war. . . . . . . . . . . . . . . . . . . . . . . . .
d For Swift, the people of Lilliput are like European politicians. . . . . . . . . . . . . . . . . . . . . . . . .
e The people of Brobdingnag are the same size as Gulliver. . . . . . . . . . . . . . . . . . . . . . . . .
Fa<l< [e: Th popl o_ Li<l<l<i<pu<t a<r}e sh<otr t<h<a<n Gu<l<l<i<v}er.
He i< [ m<u<ch t<a<l<lr.
34
G u l l i v e r s T r a v e l s
Answers:
represent, ridiculous, voyage
2 Read this part of Gullivers
Travels and answer these
questions.
1 Ask the students to read the text about
Gullivers voyage to Lilliput. Help
them with any vocabulary they cant
understand.
2 Tell the students to read the questions
in Exercise 2.
3 Tell them to look at the example and
explain that the students must write the
answers to the remaining questions.
4 Put the students into pairs and tell them
to compare their answers.
5 Go through the answers with the class.
Answers:
a He is much taller. (given)
b It is an island.
c Because Gulliver doesnt agree with the
idea of punishing the people of the island.
d It is a place where the people are very big.
3 Choose the correct meanings of
these words from A, B or C.
1 Read the three words with the class and
explain that the students must choose
the correct meaning for each word from
the three alternatives given for each, A,
B or C.
2 Go through the answers with the class.
Answers:
a C (given) b A c C
4 Read the story again. Are these sentences
True or False? Correct any false
statements.
1 Tell the students to read the sentences and
decide if they are true or false.
2 Tell the students to look at the example and
explain that they must mark the sentences True
or False and correct the false sentences.
3 Go through the answers with the class.
Answers:
a False: The people of Lilliput are shorter than
Gulliver. (given)
b True
c False: The king is angry with Gulliver and decides
he must die.
d True
e False: The people of Brobdingnag are much taller
than Gulliver.
WORKBOOK page 7
1 Complete the puzzle to nd a word.
1 Tell the students to read the clues frst. Explain
that each clue is a defnition Ior another word or
words.
7
UNIT
2 2
1 Complete the puzzle to nd a word.
a very silly
b a long journey on a ship
c near the place you are talking about
d laugh at (3 words)
e take something that does not
belong to you
f attach something with string or rope
g a very big person
The word in the boxes is
2 Complete these sentences with words from the puzzle.
a The Titanic sank on its rst voyage after it hit an iceberg.
b To the people of Lilliput, Gulliver was
a .
c It is always wrong to
things that belong to other people.
d Children get upset if their friends
them.
e Egypt and Libya are
countries.
f You should that plant
to the wall to stop it from falling over.
g In a dictionary, the letter v
s the word verb.
h In the past, some people believed the
earth was at. What a idea!
3 Use your Active Study Dictionary to complete these sentences
using the correct form of the word in brackets.
a The police found the stolen car 50 kilometres from where it was taken. (steal)
b The people in our street are very . They always help each other. (neighbouring)
c My uncle is a for an international oil company. (represent)
d You should not people who have different ideas from you. (ridiculous)
__ __ __ __ __ __ __ __ __
__ __ __ __ __
__ __ __ __ __ __ __ __ __ __ __
__ __ __ __ __ __ __ __
__ __ __ __
__ __
__ __ __ __
a
b
c
d
e
f
g
p
j
h _ Z _ Y k b e k i
UNIT2
UNIT2
G u l l i v e r s T r a v e l s
35
2 Explain that the students must complete the
puzzle by writing in the correct word for each
defnition. When they have done this, they will
fnd the vertical word marked by the column oI
boxes.
3 Put the students into pairs and tell them to
compare their answers.
4 Now go through the answers with the class.
Answers:
a ridiculous b voyage c neighbouring
d make fun of e steal f tie
g giant
vertical word: represent
2 Complete these sentences with
words from the puzzle.
1 Explain to the students that they must
use the words from the puzzle in
Exercise 1 to complete the sentences
in Exercise 2.
2 Tell them to read through the
sentences frst and help them with any
diIfcult vocabulary.
3 Go through the answers with the class.
Answers:
a voyage (given) b giant
c steal d make fun of
e neighbouring f tie
g represent h ridiculous
3 Use your Active Study Dictionary
to complete these sentences using
the correct form of the word in
brackets.
1 Tell the students to read the four
sentences and to look up the words
in brackets in their Active Study
Dictionary to fnd the correct verb
form for each.
2 Tell them to write the words in the
spaces provided.
3 Put the students into pairs and ask
them to compare their sentences.
4 Go through the answers with the class.
Answers:
a stolen (given) b neighbourly
c representative d ridicule
Critical thinking
1 Answer the following questions.
1 Tell the students to read through all the
questions frst. Help them with any diIfcult
vocabulary.
2 Explain to the students that they may need to
refer back to the text to answer the questions.
3 Go through the answers to all the questions with
the class.
LESSON 4
SB page 9
Critical thinking
1 Answer the following questions.
a What was Gullivers job on the ship? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Why did the people of Lilliput tie Gulliver to the ground? . . . . . . . . . . . . . . . . . . . . . . . .
c How tall were the people of Brobdingnag? . . . . . . . . . . . . . . . . . . . . . . . .
d Why do you think Jonathan Swift writes about the war between two islands and not the war
between countries in Europe? . . . . . . . . . . . . . . . . . . . . . . . .
e In your opinion, what does Jonathan Swift think about politicians at this time? . . . . . . . . . . . . . . . . . . . . . . . .
f How do you think Gulliver felt when he arrived in Brobdingnag? . . . . . . . . . . . . . . . . . . . . . . . .
2
2
UNIT
9
Read this quotation from the story and answer the questions.
a What does this quotation show about the
difference in character between Gulliver and the
King of Lilliput?
b Why do you think Gulliver does not agree
with the idea of punishing the people of the
neighbouring island after they have been beaten?
c What is Swifts message in this story?
Gulliver then helps them to beat the people
of Belfusco by stealing all their ships, but
he does not agree with the idea of punishing
the people of the island. This makes the king
angry and he decides that Gulliver must die.
3
Discuss this question in pairs.
Disagreeing about whether to break a boiled egg at the big end or the small end is an example
of a ridiculous argument. What other ridiculous subjects do people sometimes argue about?
In the story of Gulliver in Lilliput, Jonathan
Swift is making fun of European politics.
The war between the islands represents the
war between old enemies within Europe.
Swift also makes fun of the ridiculous things
politicians argue about. He shows this by
giving the people of Lilliput small minds as
well as small bodies. In the story, they cannot
agree about whether you should break a
boiled egg at the big end or the small end.
On his second voyage, Gulliver sails to
Brobdingnag, where the people are 18 metres
tall. He has more exciting adventures. Only
this time, Gulliver feels very small.
He w>a<s a d<oc=t<or.
36
G u l l i v e r s T r a v e l s
Suggested answers:
1 He was a doctor. (given)
2 They thought he was sent by their enemy
and they were frightened of him.
3 They were 18 metres tall.
4 He wants to make fun of European
politics without getting into trouble for it.
5 He thinks they are ridiculous.
6 He felt very scared.
2 Read this quotation from the
story and answer the questions.
1 Tell the students to read the quotation
in the box.
2 Put the students into groups. Tell them
to read the questions.
3 Make sure that the students
understand all the questions.
4 Tell the students to discuss the
answers to the questions in their
groups.
5 Go through the answers with the
class.
Suggested answers:
a Unlike the king, Gulliver is not cruel or
unfair.
b Because Gulliver thought that losing the
war was punishment enough and he didnt
feel they needed to suffer any more.
c That you must forgive people.
3 Discuss this question in pairs.
1 People often argue about silly things. In the
story Gulliver highlights the example of arguing
about which end to break a boiled egg.
2 Put the students into groups and ask them to
discuss any other ridiculous things that people
sometimes argue about.
3 Get the groups to report their ideas to the class.
Students own answers
Communication
1 You are going to talk about a famous
writer. Choose a writer you like and
make notes to answer these questions.
1 Tell the students to read the questions. Help
them with any diIfcult vocabulary and make
sure they understand the questions.
2 Explain to the students that they must think of a
writer they like and make notes about him/her
Use the example to make notes about your writers life and work.
1
2
10
2
UNIT
Communication
Work in small groups.
a Take turns to tell the other students in the group about the
writer you have chosen. Use the notes you have made in
Exercise 2 above.
b After each student has spoken, other students in the group
who know this writer can say what they think of him or her.
3
You are going to talk about a famous writer. Choose a writer
you like and make notes to answer these questions.
a What is the writers name and nationality? . . . . . . . . . . . . . . . . . . . . . . . .
b Is he or she living now? . . . . . . . . . . . . . . . . . . . . . . . .
c If the answer to b is No, when did the writer live? . . . . . . . . . . . . . . . . . . . . . . . .
d What is the writers most famous book? . . . . . . . . . . . . . . . . . . . . . . . .
e What is this book about? . . . . . . . . . . . . . . . . . . . . . . . .
f What other books did this person write? . . . . . . . . . . . . . . . . . . . . . . . .
g What do you like about this writer? . . . . . . . . . . . . . . . . . . . . . . . .
Begi nni ng Jon at han Sw i f t (JS), I r i sh. Li ved 1 6 6 7 1 7 4 5
M i ddl e Famous book : Gul l i ver s Tr avel s
A dven t ur es of doct or
Sai l s t o Li l l i put (i sl and of smal l peopl e) and
Br obdi ngn ag (gi an t s)
Ot her book s: A M odest Pr oposal, A Tal e of a Tub
End St or i es exci t i ng, f unny, w i t h i n t er est i ng
message
DON T FORGET
You can pr obabl y
VL t he i nf or mat i on
y ou need i n a l i br ar y
or on t he i n t er net .
UNIT2
LESSON 5
SB page 10 WB page 8
UNIT2
G u l l i v e r s T r a v e l s
37
based on the questions in the exercise.
You may ask the students to do this activity for
homework.
3 Tell the students to write their answers to the
questions.
4 Move around the class and help the students as
they work.
2 Use the example to make notes
about your writers life and
work.
1 Tell the students to look at the example
notes about Jonathan Swift. Explain
that they are going to use their
answers to the questions in Exercise
1 to write notes about their own
chosen author in the same way.
2 Move around the class and help the
students with their notes and any
vocabulary they need.
3 Work in small groups.
1 Put the students into small groups of
Iour or fve.
2 Tell the students to take turns to talk
to the other members of their group
about their chosen author, using their
notes to help them.
3 You can get the students to practise on
their own frst Ior homework, beIore
they present their author to their
group.
4 The other students in the group should
listen carefully and think of questions
to ask or comments to add if they also
know about the author.
WORKBOOK page 8
1 Find and correct the mistakes
in each sentence of this article
about Jonathan Swift.
1 Tell the students to read the sentences
in the article frst.
2 Explain that there is a mistake in
each sentence and ask them to look
at the example. Tell the students that
they must fnd the mistake in each
sentence, cross it out and write the
correct word in the space provided.
3 Put the students into pairs and tell
them to compare their answers.
4 Go through the answers with the class.
8
UNIT
2 2
1 Find and correct the mistakes in each sentence of this article
about Jonathan Swift.
Jonathan Swift was born in Dublin, the larger
a largest
city in Ireland, in 1667.
Ireland belonged from Britain at that time.
b
Swift died on 1745, at the age of 78.
c
His most famous book was Gullivers Travels,
which were published in 1726.
d
He also wrote other famous book, including
e
A Modest Proposal.
I like Gullivers Travels although Gulliver has
f
exciting adventures.
It is also very funny to reading about the small
g
people of Lilliput.
A next book I am going to read is A Modest Proposal. h
2 Now write the article about the writer you discussed in groups.
a Plan your article using the notes you made in the Students Book.
b Write a rst draft quickly in 100120 words.
s Use the text about Jonathan Swift in Exercise 1 above to help.
s Include some linking words (although, because, but, if, while).
c Read what you have written carefully. Look for mistakes in grammar, vocabulary, spelling and
punctuation. Check spellings in your Active Study Dictionary.
d Correct any mistakes and write the nal article.
38
UNIT2
G u l l i v e r s T r a v e l s
Answers:
a larger largest (given) b from to
c on in d were was
e book books f although because
g reading read h A The
2 Now write the article about the writer
you discussed in groups.
1 Tell the students that they are going to use the
notes they made for their talk about a favourite
writer (Students Book page 10, Lesson 5,
Exercise 2) to write an article.
2 Ask them to write a draIt article frst and
explain that they can use the text about Jonathan
Swift in Exercise 1 on page 8 of the Workbook
to help them. Ask them to use linking words
such as but, if, while, because and although in
their writing.
3 When they have completed their frst draIt, tell
the students to check it carefully and correct any
mistakes. They can look up any spellings they
are unsure of in their Active Study Dictionary.
4 Tell the students to write a fnal copy oI their
corrected article.
5 Number the articles and display them on the
classroom walls.
6 Tell the students to move around the class and
read any fve articles. Tell them to decide which
article they like most.
7 Ask the students which articles they liked most.
Read one or two of the best articles to the class.
39
Assessment
Target element: listen for accuracy and revise
language from the unit
Write the following sentences on the board
(without the answers in brackets) and tell the
students to copy them.
1 Jonathan Swift was born in 1667 in Dublin,
Ireland, when that country belonged to
America. (America England)
2 Although he lived his early years in England,
he returned to Ireland to go to school and
university. (lived spent)
3 While he was working as a secretary, Swift
started to paint. (paint write)
4 Gullivers Travels was published and was a
great success. (was became)
5 Jonathan Swift wrote other stories, but none
were as successful as Gullivers Travels.
(stories books)
Explain that these sentences are taken from the
listening passage in Exercise 3 on page 6 of the
Students Book, but that there is an incorrect
word in each sentence you have written. Tell the
students to listen carefully to the presentation about
Jonathan Swift again to fnd the incorrect word in
each sentence. Tell them to cross out the incorrect
word and write in the correct word.
Target element: revise and use language based
around the story of Lilliput
On the board, write the following basic structure
to the story of Lilliput from Gullivers Travels.
Explain that the students must use the structure to
retell the story. Organise the students to work in
small groups and to take turns to retell the story to
the group.
storm shipwreck island
found by islanders enemy
tie story
help favourite
steal ships not punish
angry die
friend escape
Target element: revise and expand
understanding of the text from the unit
Write the following sentences (without the answers
in brackets) from the story of Lilliput on the board.
1 He has been sent by our enemies. (the people
of Lilliput)
2 We must capture him and tie him down.
(the people of Lilliput)
3 I dont think we should punish the people
from the island of Belfusco. (Gulliver)
4 I can help you to hght against Belfusco.
(Gulliver)
5 I am very angry with Gulliver. We should
kill him. (the King of Lilliput)
6 I think politicians in England are ridiculous.
(Gulliver)
Explain that the students must read the sentences
and decide who said them:
Gulliver
the King of Lilliput, or
the people of Lilliput.
Tell the students that they can read the text on
pages 8 and 9 of the Students Book to help them.
Target element: revise linking words
Write the following sentences on the board
(without the answers in brackets) and tell the
students to copy and complete them.
1 ________ I was tired, I hnished my
homework before going to bed. (Although)
2 The boy didnt go to school ________ he was
ill. (because)
3 ________ I was watching TV, I did my
homework. (While)
4 ________ I have time, I will come and see
you tomorrow. (If)
5 Gulliver escaped from the island ________
the king wanted to kill him. (because)
Listening Task Reading Task
Speaking Task
Writing Task
UNIT2
G u l l i v e r s T r a v e l s
40
UNIT3
T o d a y s M o n e y
Objectives
Grammar
Revision of past verb tenses
Functions
Ask and answer questions
Listening
Listen for gist and detail
Reading
Read for gist and specific information
Critical thinking
Consider the advantages of internet
shopping, banking and money
Writing
A report based on a survey
SB page 11 WB page 9
Before using the book:
v On the board, write the names of different
currencies around the world:
dollar pound euro yen
Ask the students which countries they can fnd
this money in. Some of the currencies can be
found in more than one country.
Answers:
Dollar: Australia, Canada, Hong Kong, New Zealand,
USA and other countries
Pound: United Kingdom, Egypt
Euro: more than 20 countries in Europe: Andorra,
Austria, Belgium, Cyprus, Finland, France, Germany,
Greece, Ireland, Italy, Kosovo, Luxembourg, Malta,
Monaco, Montenegro, Netherlands, Portugal, San
Marino, Slovenia, Spain, Vatican City. More are likely
to be added in coming years.
Yen: Japan
v Ask if the students can think of any ways, other
than with money, of paying for things.
UNIT 3
TODAYS MONEY
3
Todays money
UNIT
11
Check your vocabulary.
a Match the pictures to these
ways of paying for things.
1 debit card 3 credit card
2 cash 4 cheque
b Now check the meanings of these
words in your Active Study Dictionary.
Listen to three friends talking about buying things and answer the questions.
a Which three ways of paying for things do they talk about? . . . . . . . . . . . . . . . . . . . . . . . .
b Which two places to buy things from do they talk about? . . . . . . . . . . . . . . . . . . . . . . . .
1
2
Listen again and complete these sentences with a word or phrase.
a Omar has bought a camera for . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b He bought the camera from . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c After he had bought it, he found the same camera for less money while he was . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d Hanys father buys things online because he doesnt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to go shopping.
e Omar prefers to buy things from . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
f The guitar Alis father ordered from the internet was . . . . . . . . . . . . . . . . when it arrived.
3
4
Discuss these questions in pairs, using language from the box.
a How do people you know pay for things?
b Where do people you know like to buy things from?
Listening
a bargain online surf the internet
Most/Not many people I know
prefer to
pay by (cash/credit card).
buy/get things from (supermarkets) because
like to
would rather
The sounds of English
a The th sound can be soft /2/ or hard /"/.
Listen and write S for soft or H for hard.
1 this 4 them
2 that 5 three
3 thing 6 birthday
5
Ca< [h,
h<i< [ si< [tr
b Listen and repeat these sentences.
1 Their brother is older than my brother. Hes 33.
2 We meet on the third Thursday of each month.
3 Its my birthday. Thanks for the present.
4 Things in the shops cost more than they did this
time last year.
H
a
c
b
c
d
Objectives
Grammar Revision of past
verb tenses
Functions Ask and answer
questions
Listening Listen for gist and
detail
Reading Read for gist and
specic information
Critical thinking Consider
the advantages of internet
shopping, banking and money
Writing A report based on a
survey
SB pages 11-15 WB pages 9-12
LESSON 1
UNIT3
T o d a y s M o n e y
41
1 Check your vocabulary.
1 Ask the students to look at the pictures and to
name the things they can see.
2 Tell them to look at the example and to write
the correct picture letter next to the other words.
3 Go through the answers with the class.
Answers:
1 c debit card (given)
2 b cash
3 d credit card
4 a cheque
4 Tell the students to look up the words in the box
and check their meanings in their Active Study
Dictionary.
5 Check they understand the meanings of the
words. Tell the students that you are going to
give an explanation of a word and they must
call out the correct word.
Example:
Teacher: Something that is cheap.
Something that is a good price.
Pupils: Bargain.
Teacher: To be connected to the internet.
Pupils: Online.
v Continue with all the words at random several
times, asking the class, groups and individual
students.
2 Listen to three friends talking about
buying things and answer the questions.
1 Tell the students that they are going to listen to
three friends talking about buying things.
2 Before they listen, tell the students to read the
questions and to listen for the answers when
you play the tape.
3 You may need to play the tape more than once.
4 Put the students into pairs and tell them to
compare their answers.
5 Go through the answers with the class.
Answers:
a Cash (given), debit card, credit card
b shop in town, internet
T A P E S C R I P T
Omar: Hany, look at this camera I bought for my sister
yesterday. Its her birthday tomorrow.
Hany: Wow! Thats fantastic, Omar! Where did you
buy it?
Omar: I got it from a shop in town. I was really
pleased with it, until later. Last night, while I
was surhng the internet, I founa the camera was
much cheaper to buy online less than half the
price I had paid for it, even though I paid in
cash.
Ali: Really? I know you can get some really good
bargains on the internet, but thats incredible,
Omar!
Hany: Yes, Ali. My father used to go into town every
week, but now he doesnt have time to go
shopping. Now he buys lots of things online.
Hes often told me to look on the internet
because things are often less expensive online.
Ali: The problem is that you have to have a credit
card or a debit card to buy things from the
internet and you cant get one until you are an
adult.
Hany: My father sometimes buys things for me online
with his card.
Omar: Well, Hany, I prefer to buy things from markets
or shops, because you can look at them and
pick them up thats impossible on the internet.
Hany: Id rather buy books and CDs online because
theyre the same whether you buy them in a
shop or on the internet.
Ali: But things can go wrong, Hany. My father
ordered a guitar for me from an internet shop
last year. It took three weeks to arrive and when
we opened the box, it was broken. My father
contacted the company, but they refused to give
him his money back.
Hany: Thats true. But Im sure your sister will love
the camera youve bought her, Omar.
3 Listen again and complete these
sentences with a word or phrase.
1 Tell the students to read the six incomplete
sentences.
2 Tell them to guess what words they might need
to complete the sentences.
3 Explain that you are going to play the tape
again, and the students must listen and
Listening
42
UNIT3
T o d a y s M o n e y
complete the sentences.
4 You may need to play the tape more than once.
5 Go through the answers with the class.
Answers:
a his sister (given) b a shop in town
c surfng the internet d have time
e markets or shops f broken
4 Discuss these questions in pairs, using
language from the box.
1 Organise the students to work in pairs.
2 Ask them to think about their friends and how
they spend their money.
3 Tell the students to look at the language in the
box and explain that they can use it to talk about
how most people they know pay for things and
where they like to buy things.
4 Do an example for the students before they
work in pairs.
Example:
Teacher: Most people I know prefer to
pay by credit card.
Most of my friends like to buy things
from the internet because they are
much cheaper.
5 Now tell them to continue in the same way,
working in pairs.
5 The sounds of English
1 On the board, write the words this and thing.
Say the two words and ask the students if they
can hear the diIIerence in the frst sound oI each
word. Even though the sounds are spelt the
same (th), they sound different.
2 Point out that the letters th can have a
soft sound as in thing (shown as Q in their
dictionary), or a hard sound as in this (shown as
"in their dictionary).
3 Tell the students to look at the list of words in
the exercise.
4 Look at the example with the class. Explain
that you are going to play the tape and that the
students must listen carefully to each word
and write S for soft or H for hard next to it,
depending on the sound made by the letters th
in the word.
5 You may need to play the frst part oI the
recording twice.
6 Go through the answers with the class.
Tell the students to practise the sounds in pairs.
Student 1 says a number from one to six and
Student 2 says the corresponding word in the
exercise, with the correct th sound.
Example:
Student 1: Number six.
Student 2: Birthday.
Student 2: Number one.
Student 1: This.
Answers:
1 H 2 H 3 S 4 H 5 S 6 S
T A P E S C R I P T
Voice: One. This
Two. That
Three. Thing
Four. Them
Five. Three
Six. Birthday
7 Play the second part of the recording and tell
the students to follow the sentences in their
book.
8 Play the tape again and tell the students to
repeat the sentences.
9 Organise the students to work in pairs, taking
turns. Student 1 says a number and Student 2
repeats the corresponding sentence.
T A P E S C R I P T
Voice: One. Their brother is older than my brother.
Hes thirty-three.
Two. We meet on the third Thursday of each
month.
Three. Its my birthday. Thanks for the present.
Four. Things in the shops cost more than they
did this time last year.
T o d a y s M o n e y
43
WORKBOOK page 9
1 Complete the puzzle to hnd a word.
1 Tell the students to read the defnitions.
2 Explain that they have to think of a word
meaning the same as each defnition and write it
in the space provided.
3 Organise the students to work in pairs to
compare their answers.
4 Go through the answers with the class. Make
sure the students know how to pronounce the
words.
Answers:
a debit (given) b cash c surf

d bought e adult f credit
g online vertical word: bargain
2 Make sentences using these
words from the listening text.
1 Look at the example with the class
and make sure that the students
understand the task. They must write
complete sentences using the words
provided. All the sentences come from
the listening text for Exercise 2 in the
Students Book.
2 When the students have completed the
exercise, go through the answers with
the class.
Answers:
a Thats fantastic. Where did you buy it?
(given)
b I prefer to buy things from markets or
shops because you can look at them and
pick them up.
c Id rather buy books or CDs online
because theyre the same whether you buy
them in a shop or on the internet.
d My father ordered a guitar for me from an
internet shop last year.
e It took three weeks to arrive and when we
opened the box, it was broken.
3 Play the tape again, sentence by
sentence, and tell the students to put
up their hands when they hear the
sentences.
3 Make sentences with I prefer/Id rather
and a verb to say which of the two things
you like.
1 Point out to the students that when we use I
prefer we add to before the following verb (Id
prefer to buy from a shop), but with Id rather
we put the verb immediately after, without to
(Id rather buy from a shop).
2 Ask the students to read the sentences and think
about the choices.
3 Tell them to complete the sentences.
4 Organise the students to work in pairs and read
out their answers to each other. Ask how many
sentences they wrote which were the same.
UNIT3
UNIT
9
Todays money
3 3
1 Complete the puzzle to nd a word.
a debit card = plastic money. When you use this card,
money leaves your bank immediately.
b money we carry in our pockets
c look for information (on the internet)
d the past simple of buy
e fully grown person (not a child)
f card = plastic money. When you use this card,
you can buy things and pay later.
g buy things = by being connected to the internet
The word in the boxes is
2 Make sentences using these words from the listening text.
a that/fantastic./where/buy it?
Thats fantastic. Where did you buy it?
b I prefer/buy things/markets or shops because/look at them and pick/up
c I/rather buy/books/CDs online because/same whether/buy/in/shop or/the internet
d my father/ordered/guitar/internet shop last year
e took three weeks/arrive/when/opened/box/broken
3 Make sentences with I prefer/Id rather and a verb to say which of
the two things you like.
a I have to go on a long journey. (plane or train?)
When I go on a long journey, I prefer to travel by plane.
b Im very thirsty. (water or orange juice?)
When
c I want to relax. (TV or read?)
When
d I want to do a team sport. (basketball or football?)
When
e I want to communicate with a friend in another town. (e-mail or telephone?)
If
__ __ __ __
__ __ __
__ __ __
__ __ __ __ __
__ __ __ __
__ __ __ __ __
__ __ __ __ __
a
b
c
d
e
f
g
Z [ X _ j
44
T o d a y s M o n e y
5 Go through the possible answers with the class.
Answers:
a When I go on a long journey, I prefer to
travel by plane. (given)
b When Im thirsty, I prefer to/Id rather
drink water/orange juice.
c When I want to relax, I prefer to/Id rather
watch TV/read.
d When I do a team sport, I prefer to/Id
rather play tennis/football.
If I want to communicate with a friend in
another town, I prefer to/Id rather (send
an) e-mail/(call on the) telephone.
Language focus
1 Discuss the difference in
meaning between these pairs of
sentences with your partner.
1 Tell the students to read the pairs
of sentences and think about the
difference in meanings in each pair.
2 Organise the students to work in pairs
and get them to share their ideas about
the differences.
3 Ask some pairs to share their ideas
with the rest of the class.
Answers:
a I fnished a completed action that happened at
8 oclock
I was fnishing describing the situation at
8 oclock; what was happening at that moment but
not completed
b my Iather leIt he leIt at the moment I woke up
my Iather had leIt he leIt beIore I woke up
c learnt a completed action that took place in the
past, that is last year
has learnt an action that happened in an undefned
moment in the past
I thought I thought he was tall at the time I saw
him
I had thought I thought he was tall beIore I saw
him
2 Now read these sentences from the
listening text and choose the correct
verbs.
1 Tell the students to read the sentences frst.
Explain that they are from the listening text for
Exercise 2 on page 11 of the Students Book.
2 Tell the students to choose the correct verb
forms in each sentence.
3 Now play the tape so that the students can
check to see if their answers are correct.
Answers:
a bought (given) b was surfng; Iound; had paid
c Hes often told d youve bought
12
1
Now read these sentences from the listening text
and choose the correct verbs.
a Look at this camera I have bought/bought for my
sister yesterday.
b Last night, while I surfed/was surng the internet,
I found/was nding the camera was much
cheaper to buy online less than half the price I
was paying/had paid for it.
c He often telling/Hes often told me to look on the
internet.
d Im sure your sister will love the camera youve
bought/you buy her.
Listen to the sentences again to check your
answers.
3
UNIT
Discuss the difference in meaning between these pairs of
sentences with your partner.
a I nished my homework at eight oclock last night.
I was nishing my homework at eight oclock last night.
b When I woke up, my father left.
When I woke up, my father had left.
c My brother learnt to drive last year.
My brother has learnt to drive.
d I saw my cousin again last year. I thought he was tall.
I saw my cousin again last year. I had thought he was tall.
Revision of past verb tenses
Grammar rev p123
Language focus
P0hI I0K0II
8emc vcr|s, serh
zs !h|nk, |c||cvc
zn4 knew, zrc
ne! esez||y esc4
|n !hc ren!|neees
!cnsc.
2
Read these sentences and complete them with your own ideas.
a At 7.15 yesterday evening, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Before I was ve years old, I had . . . . . . . . . . . . . . . . . . . . . . . .
c When I arrived at school this morning, I . . . . . . . . . . . . . . . . . . . . . . . .
d By the age of ten, I . . . . . . . . . . . . . . . . . . . . . . . .
e I have never . . . . . . . . . . . . . . . . . . . . . . . .
3
I w>a< [ h<a<vi<n<g d<i<n<nr wi<t<h m<y _a<m<i<l<y.
In pairs, tell each other about the
following.
a Things you thought or believed when
you were 7 years old.
b Things you had done by the age of 12.
c Things you have never done, but would
like to do in the future.
d Things you were doing at this time
yesterday.
4
UNIT3
SB page 12 WB page 10
LESSON 2
Revision of past verb tenses
T o d a y s M o n e y
45
T A P E S C R I P T
Narrator: a.
Omar: Look at this camera I bought for my sister
yesterday.
Narrator: b.
Omar. Last night, while I was surhng the internet, I
found the camera was much cheaper to buy
online less than half the price I had paid
for it.
Narrator: c.
Hany: Hes often told me to look on the internet.
Narrator: d.
Hany: Im sure your sister will love the camera
youve bought her.
3 Read these sentences and
complete them with your own
ideas.
1 Tell the students to read the fve
sentence beginnings.
2 Explain that they must complete the
sentences with their own ideas.
3 Put the students into small groups and
tell them to read out their ideas to each
other.
4 Move around the groups, listen,
encourage and note any problems.
Students own answers
4 In pairs, tell each other about the
following.
1 Read through the instructions with the
class.
2 Make sure the students understand the
activity by doing some examples with
them.
Example:
Teacher: When I was seven, I thought
that everyone spoke Arabic.
I didnt understand that there
were other languages.
By the age of twelve, I had
learnt to swim and also to play
the piano a little.
I have never own in a
helicopter and I have never
been to Australia, but I would
like to do both of these things
one day.
Yesterday at this time, I was
watching TV.
3 Put the students into small groups and
tell them to discuss the four questions.
4 Ask some of the groups to report their
answers to the whole class.
WORKBOOK page 10
1 Correct the grammar mistake in each
sentence. (One has no mistake.)
1 Tell the students to read the sentences.
2 Explain that there is a grammar mistake in all of
the sentences except one.
UNIT3
10
UNIT
3 3
1 Correct the grammar mistake in each
sentence. (One has no mistake.)
a Id just seen my friend Nadia. Shes going shopping
with her mother. Ive
b Ive sent you an e-mail earlier this morning.
c When my father come home, I was nishing my
homework.
d Mahmoud gave me back my book today. It has taken
him only two days to read it.
e In June 2006, Ive visited my uncle in Australia.
2 Choose the correct verbs.
a In the past, people thought/were thinking the earth was at.
b By the time my father was 18, he has/had been at work for
two years.
c What were you/have you been doing when I called?
d I didnt see my friend. When I arrived at her house, she gone/
had gone out.
e My sisters really happy. She has just won/just won the school
maths prize.
f I have never visited/never visiting Europe.
3 Write your own answers to these questions.
a What were you studying at school last week?
b Where was the last place you spent a holiday?
c What have you done recently that you are proud of?
At school today, we made
a model of the Earth.
46
T o d a y s M o n e y
3 Tell them to fnd and cross out the mistake
and then write the correct word, as in
the example.
4 When they have completed the
exercise, put the students into pairs
and tell them to compare their
answers.
5 Go through the answers with the class.
Answers:
a Id Ive (given) b Ive I sent
c come came d no mistakes
e Ive I visited
2 Choose the correct verbs.
1 Tell the students to read the sentences.
2 Explain that they must choose the
correct verb for each sentence and
circle it, as in the example.
3 Go through the answers with the class.
Answers:
a thought (given) b had been
c were you d had gone
e has just won f have never visited
3 Write your own answers to these
questions.
1 Ask the students to read the questions.
2 Tell them to write their answers.
3 Organise the students to work in pairs.
Student 1 asks the three questions;
Student 2 answers. Afterwards, they
can change roles.
Students own answers
Reading
1 Choose the correct meanings for these
words.
1 Write the three words on the board (broadband,
traditional, user-friendly).
2 Make sure the students can pronounce them
correctly. Point out where the main stress is in
each word underline the stressed part as above.
3 Now tell the students to look at the book and
choose the correct defnition oI each word.
4 Go through the answers with the class.
Answers:
a fast (given) b not using c easy
2 Use your Active Study DictionaryWRQG
the correct meaning of the words in bold.
1 Tell the students to read the sentences.
2 Ask them to say what they think the words in
bold mean.
3 Tell them to look in their Active Study
Dictionary to check the meanings of the words.
Remind them that, for each word, they need
to read all the meanings and decide which is
the correct meaning for the word in the given
sentence.
People use computers for many
different activities, from
reading online newspapers to
listening to music, but the fastest-
growing areas of computer use
are online shopping and internet
banking.
Until recently, shoppers had
two choices: they could buy
things from shops, or they could
order them by post or phone
from a catalogue. What has
made internet shopping so
popular is the increase in the
number of broadband internet
connections. To attract customers,
many online shops and
The gr owth of
onl ine shopping
companies now have interesting,
user-friendly websites which
make buying things easier
than traditional ways of
shopping. With just a few clicks
of the mouse, you can order
almost anything you can nd
in ordinary shops. In some
countries, people order their
food online and have it delivered
by supermarkets to their homes.
In Britain, experts believe that in
the next year, online shopping
will increase.
As well as being easier for
people with busy lives, internet
shopping also helps people to
look for things they cannot nd in
their own area and to nd them at
the cheapest prices. Interestingly,
researchers have found that
the largest increase in online
shopping is among men.
People are also changing to
internet banking. In the past,
everyone used to go into their
bank to put money into their
accounts or to arrange to
borrow money. Now, more and
more people are doing all their
banking activities online. Some
people never visit a real bank
when they need cash, they get it
from a cash machine.
1
Choose the correct meanings for these
words.
a broadband: a fast/slow internet
connection
b traditional: using/not using modern
ideas
c user-friendly: good/easy to use
2
3
Use your Active Study Dictionary to nd the
correct meaning of the words in bold.
a My sister wants to open a bank account.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b What activities do you enjoy at the
weekend? . . . . . . . . . . . . . . . . . . . . . . . .
c Click on the mouse to
get onto the internet.
. . . . . . . . . . . . . . . . . . . . . . . .
d You can nd lots of new
furniture in this catalogue.
. . . . . . . . . . . . . . . . . . . . . . . .
Answer these questions, then read the
article to check your ideas.
a If someone cannot get to a shop, how
could they buy something before there
was online shopping?
b Why do you think online shopping has
become so popular?
3
UNIT
13
Reading
4 Are these sentences True or False?
Correct the false ones.
a There are now fewer broadband
connections than in the past.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Food can be delivered to people who
have ordered it online. . . . . . . . . . . . . . . . . . . . . . . . .
c Online companies send people attractive
catalogues to persuade them to order
online. . . . . . . . . . . . . . . . . . . . . . . . .
d The greatest increase in online shopping
is among women. . . . . . . . . . . . . . . . . . . . . . . . .
e People who do internet banking go to
their banks to arrange to borrow money.
. . . . . . . . . . . . . . . . . . . . . . . .
P0hI I0K0II
Kcz4 z|| !hc
mczn|n]s |n yeer
4|r!|enzry zn4
4cr|4c en !hc
mczn|n] yee ncc4.
Fa<l< [e Thr}e a<r}e m<or}e.
Mea<n<i<n<g 2: a<n a<rr>a<n<gemn<t t<h<a<t a<l<l<ow>[
you t<o kp you<r m<ony i<n a ba<n<k.
5
Discuss these questions in pairs.
a Would you prefer internet banking or to
go to a traditional bank?
b Would you agree to put all your bank
details onto a website? Why/Why not?
UNIT3
SB page 13 WB page 10
LESSON 3
T o d a y s M o n e y
47
4 Go through the answers with the class.
5 Now tell the students that you are going to
defne a word and they must tell you what word
it is.
Example:
Teacher: It is something you can use to
navigate around your computer.
Pupils: Mouse.
6 Continue in the same way with defnitions Ior
all the words.
3 Answer these questions, then read the
article to check your ideas.
1 Get the students to look at the book. Tell them
to read the questions and think about their
answers.
2 Organise the students to work in pairs
to discuss the answers.
3 Ask some of the pairs to share their
answers with the class.
4 Now tell the students to read the
article.
4 Are these sentences True or
False? Correct the false ones.
1 Tell the students to read through the
sentences. Explain that they must
decide if the sentences are true or
false.
2 Tell them to mark the true sentences
True and the false sentences False
and to correct the false ones.
3 Put the students into pairs to compare
their answers.
4 Go through the answers with the class.
Answers:
a False There are more. (given)
b True
c False They have interesting, user-
friendly websites.
d False It is among men.
e False They do it on the internet.
5 Discuss these questions in pairs.
1 Tell the students to read the questions
and to think about their answers.
2 Organise them to work in pairs to
discuss their answers.
3 Ask one or two students to share their
answers with the class.
Students own answers
WORKBOOK page 11
1 Complete these sentences using words
from the box. (You do not need one
word.)
1 Ask the students to look at the words in the box.
2 Call out the words and see if the students can
tell you what they mean.
3 Now tell the students to read the sentences.
4 Explain that they must use the words in the box
to complete the sentences.
UNIT3
11
UNIT
3 3
1 Complete these sentences using
words from the box. (You do not
need one word.)
account activity attract
broadband catalogue traditional
a The postman brought a new clothes catalogue
this morning. It has more than a thousand pages
and is very heavy.
b If you have a connection, you can
connect to the internet very quickly.
c My uncle has had a bank since he was 18 and he has saved a lot of money.
d Companies have interesting websites to try to more customers.
e Many people prefer the way of buying things from shops and markets.
2 Complete using the correct form of the words in brackets.
a Do you prefer modern or traditional music?
(tradition)
b I cant send e-mails because theres a problem
with my internet . (connect)
c There has been a real in the number
of people with broadband. (grow)
d One day, Id like to work for a
organisation. (charity)
e many people prefer to use
traditional banks rather than online banking.
(interesting)
3 Finish these sentences with your own ideas.
a In my opinion, internet shopping is
b In the future, I think more people will use their computers to
c My favourite websites are ones which
Artwork 2WB 3/5
Photo of a bustling local
market [different to sb],
ideally in Egypt.
48
T o d a y s M o n e y
5 Go through the answers with the class.
Answers:
a catalogue (given) b broadband
c account d attract
e traditional
2 Complete using the correct form
of the word in brackets.
1 Tell the students to read the gapped
sentences.
2 Explain that they must use the words
in brackets, in the correct form, to
complete the sentences.
3 Go through the answers with the class.
Answers:
a traditional (given) b connection
c growth d charitable
e Interestingly
3 Finish these sentences with your
own ideas.
1 Tell the students to look carefully at
the sentence beginnings.
2 Explain that they must complete each
sentence with their own idea.
3 When they have completed the
exercise, put the students into small
groups and tell them to take turns to
read out their ideas to the rest of the
group.
4 Ask some of the students to share
their ideas with the class.
Suggested answers:
a In my opinion, internet shopping is much cheaper
and easier than traditional shopping. / In my opinion,
internet shopping is much more dangerous and less
exciting than traditional shopping.
b In the future, I think more people will use their
computers to buy the things they need, like clothes,
food, tickets and books. / In the future, I think more
people will use their computers to share information
with others.
c My favourite websites are ones which are user-
friendly and attractive. / My favourite websites are
ones which have videos.
Critical thinking
1 Answer the following questions.
1 Tell the students to read the questions.
2 Organise the students to work in pairs. Student
1 asks his/her questions and Student 2 answers.
They then swap roles.
3 Go through all the answers with the class.
Suggested answers:
a Because now they can buy things online. (given)
14
2
3
UNIT
Critical thinking
Answer these questions.
a What advantages are there for companies that sell their things online?
b What advantages are there for their customers?
c Can you think of any disadvantages to online shopping?
3
Look at the following information about people who complained about
internet shopping and discuss the questions in pairs.
1
Answer the following questions.
a Why do fewer people use catalogues to buy things today?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b What change in computer technology has made online shopping more popular? . . . . . . . . . . . . . . . . . . . . . . . .
c Which group of people have increased their internet shopping the most? . . . . . . . . . . . . . . . . . . . . . . . .
d Do you think there will be fewer banks in the future? . . . . . . . . . . . . . . . . . . . . . . . .
e What do you think makes a user-friendly website? . . . . . . . . . . . . . . . . . . . . . . . .
f What groups of people do you think order their food online and have it delivered to their homes?
. . . . . . . . . . . . . . . . . . . . . . . .
a How do you think people can avoid these problems?
b Would you have the same problems if you bought
something from a shop?
42% of people complained that they did not get what they ordered.
30% of people complained that what they ordered was never delivered.
11% of people complained that what they ordered was broken or damaged.
10% of people complained that they gave their bank account details to a false company.
4
Discuss these questions in pairs or small groups.
a People have used many different things for money
in the past, for example salt, coins, bank notes
and plastic cards. What other things have been
used for money?
b Why do you think money has changed over the
years?
c How do you think people will pay for things in the
future?
Be=c=a<u<s=e n<ow t<h<ey c=a<n b=u<y t<h<i<n<\s on<l<i<n<e.
UNIT3
SB page 14
LESSON 4
T o d a y s M o n e y
49
b The introduction of broadband internet connections.
c Men have increased their internet shopping the most.
d Probably, because more and more people are using
internet banking.
e It is easy to use and it looks good with lots of
pictures.
f People with busy lives and old or disabled people.
2 Answer these questions.
1 Organise the students to work in small groups.
2 Tell them to read the questions and to think
about them. Encourage them to think about
price, delivery costs, shop overheads, size of
market, convenience, etc.
3 Get them to discuss the answers
4 Ask some of the groups to explain their answers
to the whole class. You can write up their ideas
on the board.
Suggested answers:
a Companies have a bigger market; they can sell
anywhere in the world. They dont need to spend
money on shops and places to sell their products;
they only need to have a website. This way they can
sell the products more cheaply. It is easier for people
to set up their businesses.
b Things are cheaper for customers to buy and they
have more choice because they can shop in many
different places, looking for the cheapest prices.
They can buy everything online and shop from
home. They dont have to go to the shops, so it is
quick and convenient.
c For customers, it can be risky because of credit card
fraud. You can only buy online if you have a credit
card, so children oIten fnd it hard to shop online.
Also, older people and people who dont have
experience using a computer might fnd it diIfcult.
You cannot actually see the products, only pictures
of them. You dont buy them and take them away.
The products might be delivered late and you have
to wait for them. Sometimes the wrong products are
sent or they arrive damaged or do not arrive at all.
3 Look at the following information about
people who complained about internet
shopping and discuss the questions in
pairs.
1 Tell the students to read the information. Help
them with any diIfcult vocabulary and make
sure they understand the information.
2 Tell the students to look at questions a and b
and to think about their answers.
3 Organise the students to work in small groups to
discuss their answers.
4 Ask some students to share their answers with
the class.
Suggested answers:
a People must be very careful when ordering an item
online. They must avoid mistakes in writing order
numbers, etc. and they must write their address
and postcode clearly. They must use only trusted
companies and not give their bank information to
anyone else. The companies must package the goods
adequately to protect them when they send them.
b Some of the problems can be avoided if you buy
from a shop, though the shop can still take your bank
details. If you buy in a shop, you can check that the
product is not damaged and, of course, you know
exactly what you have bought.
4 Discuss these questions in pairs or small
groups.
1 Ask the students to read the questions. Help
them with any diIfcult vocabulary and make
sure they understand the questions.
2 Encourage the students to think about the ways
that people exchanged things in the past and
why they think money has changed. You can
give them some basic ideas to get them going if
they are having problems.
3 Now put the students into pairs or small groups
and tell them to discuss their answers.
4 Ask some of the groups to share their answers
with the class.
Suggested answers:
a People used to exchange anything they had. Gold
was very popular, and items of value like tigers
teeth and ivory from elephants, etc. People have
basically used anything that other people thought
had value.
b Because the way we can buy things has also
changed. We need quicker and easier ways to pay for
things.
c I think cash will be less and less important. In the
future, we will carry small electronic chips which we
can use to pay for things.
UNIT3
50
T o d a y s M o n e y
Communication
1 You are going to ask someone
about their shopping habits. Read
WKHVXUYH\DQGDGGDQDOTXHVWLRQ
of your own.
1 Tell the students to read carefully
through the questions in the survey and
help them with any diIfcult vocabulary.
2 Make sure they understand all the
questions.
3 Tell them to add one more question
of their own. It can be any question
connected with shopping. For example,
about their favourite shops, about the
future of shopping, about the things
they want to buy, etc. You can give them
some ideas to help them.
4 Ask some students to read out their
extra question to the class.
2 Ask another student to complete
the survey and note down their
answers. Use this language.
1 Explain that the students are going to
complete the shopping survey for each
other.
2 Go through the language in the boxes
with the class and explain that they can
use this language when they are asking
each other the survey questions.
3 Choose a confdent student and do an example
survey with him/her. Use the language in the
boxes when asking the questions and make
notes of the students answers to show the
students how to conduct the survey correctly.
Example:
Teacher: Excuse me, could I ask you some
questions about shopping, please?
Student: Yes, of course.
Teacher: Coula you tell me your hrst name
and your surname, please?
Student: Yes, certainly. (says frst name and
surname)
Teacher: (notes the answers down) Could you
tell me, what was the last thing you
bought in a shop?
Student: I bought an exercise book.
Teacher: Where did you buy it?
Student: In the shop near my house.
4 Organise the students to work in pairs to
conduct the survey on each other. Remind them
to use the language in the boxes and to take
notes of their partners answers.
5 Move around, listen to and encourage the
students and make a note of any mistakes.
3 Check your notes.
1 Tell the students to read through the notes they
took when doing the shopping survey with a
partner.
UNIT3
3
UNIT
1
You are going to ask someone about their shopping habits.
Read the survey and add a nal question of your own.
2
Ask another student to complete the survey and note down their answers. Use this language.
Communication
3
Check your notes.
a Read the notes you made about your partners answers and check
what you have written. You will need to use these notes later.
b Check for spelling mistakes, using your Active Study Dictionary
if necessary.
15
Shopping survey
First name: . . . . . . . . . . . . . . . . . Surname: . . . . . . . . . . . . . . . . . . . .
IN SHOPS 1 What was the last thing you bought in a shop? . . . . . . . . . . . . . . . . . . . . . . . .
2 Where did you buy it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 How did you pay for it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ON LIN E 4 Have you ever bought anything online? YES/ NO
If YES, what was it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How did you pay for it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5 Has another person bought anything online for you? YES/ NO
If YES, what was it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How did this person pay for it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
THE FUTURE 6 When you are older, will you buy things online? YES/ NO
If YES, what is your main reason? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
If NO, why not? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7 Do you have any worries about buying things online? YES/ NO
If YES, what are your worries? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
If NO, why not? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8 Will you do internet banking? YES/ NO
Why?/ Why not? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Answer: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Replies (Giving information)
Yes, of course.
Yes, thats ne.
Yes, certainly.
Id rather not answer that question.
Youre welcome.
Now answer your partners questions.
Interviewer language (Asking for information)
Excuse me, could I ask you some questions about?
Could you tell me?
Can you say why/why not?
Thank you for your time.
LESSON 5 SB page 15 WB page 12
UNIT3
T o d a y s M o n e y
51
12
UNIT
3 3
2 Complete this sample report based on a shopping survey.
account banking bought cash complain
cost credit survey online website
3 Write a report using the information from your survey and the
report above.
Introduction
The information in this report is based on a a survey completed by a 16-
year-old student, Ali, earlier this year. Ali was asked questions about his shopping
habits. Most of the things he bought were from the shops in his town, although his
parents had also bought him one or two things b
on their computer.
In shops
The last thing Ali c
was a book. He got it from a shop in the city
centre. The book d
LE 50 and he paid in e
.
Online
Ali has never bought anything online, but his father bought him a DVD from an
internet f
last month. He paid with his g
card.
The future
When he is older, Ali thinks he will buy things online because it is easy and
sometimes cheaper. He is not worried about internet shopping, but he says he will
h
if there are any problems. He does not think he will do internet
i
because he wants to be able to go into a real bank.
Final question
I asked Ali if he was looking forward to having a bank j
and he
said that he was.
1 What would you say in these situations?
a You would like to ask someone about the subjects they are studying at school. What do you say?
Excuse me, could I ask you some questions about the subjects you are studying at school?
b You want to ask this person which subject they like best.
c You want to ask the same person the reason why they like this subject best.
d It is the end of your interview. You would like to thank the person for answering your questions.
2 Make sure they understand their notes and tell
them to look up any words they are not sure
about in their Active Study Dictionary.
3 Explain that they will need the notes for a
Workbook activity.
WORKBOOK page 12
1 What would you say in these situations?
1 Tell the students to read through the four
situations and to think about what they would
say in each of the situations.
2 Tell them to write their answers. The frst one
has been done for them as an example.
3 When they have completed the
exercise, organise them to work in
pairs to read out their answers to each
other.
4 Ask some of the students to read
their answers to the class and then go
through the answers with the class
Suggested answers:
a Excuse me, could I ask you some
questions about the subjects you are
studying at school? (given)
b Could you tell me which subject you like
best?
c Can you say why you like this subject?
d Thank you for your time.
2 Complete this sample report
based on a shopping survey.
1 Tell the students to read through the
gapped report.
2 Help them with any diIfcult
vocabulary.
3 Ask them to read the words in the box
and make sure they understand them.
4 Tell the students to use the words in
the box to complete the report.
5 Go through the answers with the class.
Answers:
a survey (given) b online c bought
d cost e cash f website
g credit h complain i banking
j account
3 Write a report using the information
from your survey and the report above.
1 Tell the students to look at the notes they
made for the survey they did on page 15 of the
Students Book.
2 Tell them to write a report based on their notes.
Explain that they can use the example from
Exercise 2 about Ali to help them. For example,
they should use headings to make the report
more organised and easier to write.
3 After they have written their reports, organise
the students to work in groups oI Iour or fve.
Tell the students they must each read their
report to the group. The group should then
choose one of their reports to read to the class.
52
UNIT3
T o d a y s M o n e y
Assessment
Target elements: practise the language from
the survey and get the students to listen,
take notes and complete sentences
Tell the students that they are going to interview
you as a class about your shopping habits. They
can use the shopping survey on page 15 of the
Students Book. Not all the students have to ask
you questions but they must all listen and take their
own notes. Tell the students to use the notes from
your answers to the shopping survey to write six
sentences about their teachers shopping. Ask some
of the students to read out their sentences.
Target element: talking about shopping
and buying things in the context of clothes
shopping
Write the following questions on the board.
When did you buy your ?
How much did you pay for it/them?
Where did you buy it/them?
How did you pay for it/them?
Put the students into pairs. Explain that they are
going to interview each other about four different
objects or pieces of clothing. Tell them to ask each
other the questions about their clothes and/or any
other objects they have with them. Monitor the
students as they work.
Target element: revise the meaning of new
vocabulary and practise defnitions
Write the following incomplete defnitions on the
board, without the answers in brackets. Tell the
students to read them and then complete them.
1 Awebsite that is easy to use is
(user-friendly)
2 When you buy things online, you have to use
a debit card or a (credit card)
3 Going to shops and buying from catalogues
are more ways of shopping; modern
ways are on the internet. (traditional)
4 Most people keep their money in a bank
(account)
5 Online shopping is growing quickly. There
will be a in internet shopping in Britain
next year. (growth)
Listening and Writing Tasks
Speaking Task
Reading Task
Review A
53
SB page 16 WB page 13
1 Listen to four people talking about how
they use the internet. Match each speaker
1-4 with one of these subjects. (You do
not need one.)
1 Tell the students that they are going to listen to
four people talking about how they
use the internet.
2 Tell them to read the list of uses for
the internet.
3 Explain that they must write the
number of the correct speaker next to
each use, as in the example.
4 You may need to play the tape more
than once.
5 Go through the answers with the class.
Answers:
a 2 b 3
c not needed d 1 (given)
e 4
T A P E S C R I P T
Voice: One.
Woman: Its one of my grandchildrens
birthdays soon and Im trying to
buy him a book of short stories. Ive
looked in all the bookshops in the
city but I cant hna what Im looking
for, so Im going to try and buy the
book online. You can sometimes
hna really gooa bargains on the
internet and its so simple to pay. I
normally use my credit card. I dont
go shopping much these days. If you
have broadband, its so quick and
easy to get things online.
Joice. Two.
Man 1: I sometimes surf the internet for
fun, but I mainly use my computer
for sending e-mails. I have friends
in aifferent towns ana cities, ana I
also keep in touch with people in
other countries. My best friend is
studying medicine in France hes
very clever. He wants to be a heart
surgeon when he hnishes his stuaies.
Im training to be an accountant.
When I start work, Ill probably ao
most of my business online.
Review A
SB pages 16-20 WB pages 13-16
LESSON 1
Listening
16
A
Review
Listen again and complete these sentences with a word or phrase.
a The rst speaker wants to buy a present for one of her . . . . . . . . . . . . . . . . . . . . . .
b The second speaker is going to be an . . . . . . . . . . . . . . . . . . . . . . when he nishes his training.
c The third speaker doesnt buy CDs. He listens to music . . . . . . . . . . . . . . . . . . . . . .
d The fourth speaker would like to work abroad as a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
2
Complete these conversations.
a A Excuse me, could I ask you some
questions about holidays youve had?
B Yes, . . . . . . . . . . . . . . . . . . . . . .
b A I need to contact one of my friends
quickly but he lives in Australia.
B If you ask me, . . . . . . . . . . . . . . . . . . . . . .
c A You can borrow this magazine when I
have nished reading it.
B Thats very . . . . . . . . . . . . . . . . . . . . . .
3
4
Finish these sentences with your own ideas, then compare
your ideas in pairs.
a Most people I know prefer to watch lms
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b The best thing about buying things online is . . . . . . . . . . . . . . . . . . . . .
c Some people would prefer to pay for things by credit card
because . . . . . . . . . . . . . . . . . . . . .
Listening
qoocc|:ceo.
c-to:oq.
oo t.: :oo o ot t| c:oo.
5
The sounds of English
a Listen and repeat the three sentences
you hear.
b Listen again and write the three
sentences.
A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Listen to four people talking about
how they use the internet. Match each
speaker 14 with one of these subjects.
(You do not need one).
a

to e-mail friends
b

to nd out sports information
c

to study a language
d

to buy things
e

to nd a new job
!
54
Review A
Voice: Three.
Boy: I mostly go online to listen to music. I dont buy
many CDs anymore you can hna everything
you want on the internet. Im also really keen
on sport so I often go online to hna out the
scores in international matches. This week,
Germany beat Greece 3-1 in football.
Voice: Four.
Man 2: Well, Im looking for a job abroad, so Ive
done some research on the internet. Im a civil
engineer ana Ia like to work in another country
for a few years. Im in contact with a Chinese
company at the moment Ia like to work for
them. Ill be heaa of a profect builaing new
buildings, bridges and things like that in other
countries.
2 Listen again and complete these
sentences with a word or phrase.
a Tell the students to read the four gapped
sentences and encourage them to guess what the
missing words are.
b Explain that you are going to play the tape
again and they must listen carefully and write in
the four missing words.
c You may need to play the tape more than once.
d Go through the answers with the class.
Answers:
a grandchildren (given)
b accountant
c online/on the internet
d civil engineer
3 Finish these sentences with your own
ideas, then compare your ideas in pairs.
1 Get the students to read the sentence
beginnings.
2 Tell them to look at the example and then to
fnish the next two sentences with their own
ideas.
3 Put the students into pairs to read their
sentences to each other.
4 Ask one or two students to read their sentences
to the class.
Students own answers
4 Complete these conversations
1 Tell the students to read through the three
incomplete conversations.
2 Tell them to try to complete them.
3 Put the pupils into pairs to compare their
answers.
4 Now go through the answers with the class.
There are several possibilities.
Suggested answers:
a Yes, certainly.
b If you ask me, an e-mail would be quickest.
c Thats very kind of you.
5 The sounds of English
1 Play the tape and tell the students to listen
carefully.
2 Play the tape again and tell the students to
repeat the sentences.
3 Now play the tape again. This time, tell the
students to write the sentences down.
4 Go through the answers with the class by
writing the sentences on the board.
5 Ask some of the students to read them to the
class.
Answers:
a Although they thought theyd brought enough
clothes, they were cold at night.
b This week, Germany beat Greece 3-1 in football.
c Ill be head of a project building new buildings,
bridges and things like that in other countries.
T A P E S C R I P T
Voice: A.
Man 1: Although they thought theyd brought enough
clothes, they were cola at night.
Voice: B.
Boy. This week, Germany beat Greece 31 in
football.
Voice: C.
Man 2. Ill be heaa of a profect builaing new builaings,
bridges and things like that in other countries.
Review A
55
WORKBOOK page 13
1 Say where each of the following two
mini-dialogues takes place and who the
speakers are.
1 Tell the students to read through the two
dialogues.
2 Explain that they must frst think about where
the dialogues are taking place, then decide who
the two speakers are in each situation.
3 When they have completed the activity, put the
students into pairs to read the dialogues aloud.
4 Ask some of the pairs to read their
dialogues to the class.
Suggested answers:
a Place: interview in an oIfce
Speaker A: the interviewer
Speaker B: the person who wants/has
applied for a/the job
b Place: a clothes shop
Speaker A: a shop assistant
Speaker B: a customer
2 Choose the correct answer from
a, b, c or d.
1 Explain to the students that they must
read the gapped sentences and choose
the correct word to complete each.
2 Tell them not to rush and to think
carefully about the four possible
answers.
3 Once they have completed the activity,
put them into pairs to compare their
answers.
4 Now go through the answers with the
class.
Answers:
1 c (given)
2 b
3 b
4 d
5 b
6 a
7 d
8 b
9 b
10 c
UNIT
13
A A
Review
1 Say where each of the following two mini-dialogues takes place
and who the speakers are.
a A Good morning, Mr Mohamed. Please sit
down. First of all, could you tell me why
you are interested in working for us?
B Well, Ive done this kind of work before and I have always enjoyed working with people.
b A That shirt is 50 pounds, sir.
B Can I pay by debit card?
A Yes, certainly.
2 Choose the correct answer from a, b, c or d.
1 I nd it very difcult to decisions quickly.
a do b get c make d come
2 Scientists are still into making cars safer.
a doing b researching c retiring d trying
3 I was out shopping, I saw three of my friends from school.
a Because b While c If d Although
4 My uncle does not enjoy in big cities.
a drive b to drive c driven d driving
5 All my sisters are married, but my brother is still .
a one b single c alone d free
6 It is not kind to fun of people because of the way they speak.
a make b do c have d laugh
7 You have to study for a long time you want to train to be a doctor.
a while b but c although d if
8 Have you ever a famous person?
a meet b met c meeting d meets
9 While I home, I saw some of my friends.
a am walking b was walking c had walked d walk
10 The people of Lilliput Gulliver to the ground so that he couldnt escape.
a put b fell c tied d made
Place: .............................................................................
Speaker A: .............................................................................
Speaker B: .............................................................................
Place: .............................................................................
Speaker A: .............................................................................
Speaker B: .............................................................................
56
Review A
Grammar review
1 Look at the pictures. Write what
people with this job do and what
this person is doing now.
1 First, tell the students to look at the
pictures and ask them to say what jobs
they think the four people have.
2 Tell them to read what the four jobs
are to see if they are right.
3 Now, ask the students to think about
what the four people are doing now
and to write the answers in the spaces
provided.
4 Go through the answers with the
class.
Suggested answers:
a Architects design houses and other
buildings.
Mohanad is taking photographs of new
building project. (given)
b Surgeons perform operations.
Anwar is washing his hands.
c Civil engineers work on big building
projects like bridges and tunnels.
Ahmed is looking at some plans.
d Accountants keep the accounts of
companies.
Habiba is talking on the telephone.
2 Choose the correct linking words
in this conversation.
1 First, ask the students to read through the
conversation.
2 Then tell them to decide which is the correct
linking word for each sentence.
3 Go through the answers with the class.
Answers:
a although (given) b because
c If d but
e while
3 Complete the sentences with the correct
past forms of the verbs in brackets.
1 Ask the students to read through the two gapped
paragraphs.
2 Tell them to think about the verbs in brackets
and to choose the correct verb form for
each gap.
3 Go through the answers with the class.
Answers:
a 1 went (given) 2 decided
3 had travelled 4 had been
b 1 bought 2 paid 3 had used/used
4 became 5 didnt want 6 invented
7 changed
1
2
Choose the correct linking words in this conversation.
Mahmoud Would you like to go swimming tomorrow morning?
Adel Sorry I cant, although/while Id love to. But I have work to do.
Mahmoud You work very hard.
Adel Thats because/if I want to go to a good university.
Mahmoud If/While you ask me, you need to relax sometimes.
Adel I know that, because/but I only have to work for two more weeks.
Mahmoud I expect you think about work although/while youre asleep, dont you?
3
Complete the sentences with the correct past forms of the verbs in brackets.
a Last summer I . . . . . . . . . . . . . . . . . . . . . . . . (go) to Alexandria for my holiday. I . . . . . . . . . . . . . . . . . . . . . . . .
(decide) to go by train because I . . . . . . . . . . . . . . . . . . . . . . . . (travel) there by road the summer before
and it . . . . . . . . . . . . . . . . . . . . . . . . (be) very hot and uncomfortable.
b Thirty years ago, when people . . . . . . . . . . . . . . . . . . . . . . . . (buy) expensive things, they
. . . . . . . . . . . . . . . . . . . . . . . . (pay) by cheque. Before that, most people . . . . . . . . . . . . . . . . . . . . . . . . (use)
cash. Cheques . . . . . . . . . . . . . . . . . . . . . . . . (become) popular because people . . . . . . . . . . . . . . . . . . . . . . . .
(not want) to carry coins and notes around with them. Then they . . . . . . . . . . . . . . . . . . . . . . . . (invent)
credit and debit cards and everything . . . . . . . . . . . . . . . . . . . . . . . . (change).
A
Review
17
Look at the pictures. Write what people with this job do
and what this person is doing now.
a Mohanad is an architect.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Anwar is a surgeon. . . . . . . . . . . . . . . . . . . . . . . . . . .
c Ahmed is a civil engineer. . . . . . . . . . . . . . . . . . . . . . . . . . .
d Habiba is an accountant. . . . . . . . . . . . . . . . . . . . . . . . . . .
Which of these four jobs would you prefer to do? Why? Discuss
in pairs.
Grammar review
~c|:tct c:qo |oo e ooc ot| o:c:oqs.
to|oooc : to|:oq p|otoqop| oj o ow o:c:oq poect.
a
b
c
d
e
1 2
3
4
1
2 3
4 5
6
7
a b
c
d
weot
SB page 17 WB page 14
LESSON 2
Review A
57
WORKBOOK page 14
1 Correct the underlined mistakes in the
following paragraph.
1 Tell the students to read the paragraph.
2 Help them with any vocabulary they dont
understand.
3 Tell the pupils to think about the underlined
words and to correct them.
4 Go through the answers with the whole class.
Answers:
a left b reading c thought d scientists
2 Read the text below, then write
WKHZRUGZKLFKEHVWWVHDFK
space.
1 Tell the students to read through the
gapped paragraph quickly.
2 Now tell them to close their books and
ask them what the text is about. Ask
what they can remember about it. Put
the students into pairs to share their
ideas.
3 Now, tell the pupils to open their
books and read the text again and
then to write the missing words in the
spaces.
4 Tell them to compare their answers
with their partner.
5 Go through the answers with the class.
Answers:
a currency (given)/ money b forget
c help d collect
e bank f charitable
3 Answer the following questions.
1 Tell the students to read through all
the questions.
2 Help them with any vocabulary or
other problems they have.
3 Now tell them to write the answers.
4 Put the students into pairs. Explain
that they must tell each other what
their answers are.
5 Ask a few students to share their
answers with the class.
6 Go through all the answers with the
class.
Suggested answers:
a When his aunt died because of a heart problem.
(given)
b To fnd healthy hearts Ior heart transplants.
c Yes, because they can help many people and they
have special knowledge and skills.
d Because it is not important.
e Because of the much quicker broadband internet
connections.
f Because it is cheaper and easier and they can do it
from home.
14
UNIT
RA RA
1 Correct the underlined mistakes in the following paragraph.
Michael Faraday was born in England in 1791.
He leaves school at 14 and worked in a bookshop. a ejt
But he preferred read books to selling them. Soon b
he was thinking he wanted to be a scientist. So he c
left the bookshop and became an assistant to one
of the most brilliant scientist of that time. d
2 Read the text below, then write the word which best ts each
space.
Most people who go abroad come back with some foreign money. It is easy to change foreign
coeocq into Egyptian money, but people sometimes that they
cannot change coins into Egyptian money. Now, some air companies ask passengers for their
coins so they can give this money to a charity to poor people. Because air
companies can a lot of coins from one country in this way, they can get the
coins changed into Egyptian money at a . They then give this money to
organisations around the country.
3 Answer the following questions.
a When did Professor Magdi Yacoub rst decide to be a heart surgeon?
w|eo |:s ooot c:ec ecoose oj o |eot poe.
b Why did Professor Yacoub travel thousands of miles in small planes and helicopters?
c Do you think people like Professor Yacoub should be able to work after they retire?
Give a reason for your answer.
d Why do you think it is ridiculous for people to argue about how to break an egg?
e Why has internet shopping increased in popularity in recent years?
f Why do you think more and more men are shopping online?
a b
c
d
e
f
58
Review A
Reading
1 Complete the article about the
French scientist Louis Pasteur
with the correct form of these
words.
1 Tell the students to look at the words
in the box.
2 Ask them to pronounce the words.
3 Ask the students what the words mean
and, if they dont know, tell them
to look the words up in their Active
Study Dictionary.
4 Now ask the pupils to read through
the text about Louis Pasteur quickly.
5 Tell them to close their books and
ask what they can remember from the
text. Write their ideas on the board.
6 Tell the pupils to open their books,
read the text again and try to complete
it using the words in the box.
Answers:
a imaginative (given)
b qualifcations
c research
d explanation
e surname
2 In pairs, use these words and
phrases to ask and answer
questions about Louis Pasteur.
1 Organise the students to work in pairs and ask
them to try to make questions from the words
and phrases provided, as in the example.
2 When they have done this, ask and answer the
questions with a confdent student in Iront oI the
class as an example.
Example:
Teacher: How can you kill germs in milk?
Student: You can boil it.
Teacher: When was Louis Pasteur born?
Student: He was born in 1822.
3 Tell the pupils to continue in this way in
their pairs, taking turns to ask and answer the
questions in any order.
Answers:
a A When was Louis Pasteur born?
B He was born in 1822.
b A Where was Louis Pasteur born?
B He was born in France.
c A When did his life change?
B It changed when a new (and imaginative)
chemistry teacher arrived at his school.
d A Where did he become Professor of Chemistry?
B He became Professor of Chemistry at the
University of Lille (in northern France).
LESSON 3
SB page 18 WB page 15
1
Complete the article about the French
scientist Louis Pasteur with the
correct form of these words.
2
In pairs, use these words and phrases to
ask and answer questions about Louis
Pasteur.
a When/born?
A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Where/born?
c When/life change?
d Where/become/Professor of Chemistry?
e How/kill germs in milk?
f What/show?
g How/germs/infect us?
h What/discover?
18
A
Review
explanation imaginative
qualications research surname
Reading
w|o wo too: ro to oo
e wo oo :o !szz.
Louis Past eur,
18221895, Scient ist
Louis Past eur was a world- famous scient ist ,
who was born in 1822 int o an ordinary
French family.
When he hrst went to school, he was a lazy
st udent , but his life changed when a new
and . . . . . . . . . . . . . . . . . . . chemist ry t eacher
arrived. From t hat t ime, he became very
excit ed about t he subj ect and he left school
wit h good . . . . . . . . . . . . . . . . . . . .
He st udied in Paris and, in 1854, aft er doing
. . . . . . . . . . . . . . . . . . . for a number of years,
he became Professor of Chemist ry at t he
Universit y of Lille in nort hern France. Part of
his work t here was t o help companies wit h
t heir problems. For example, he showed a
food company t hat t hey could kill germs in
milk by boiling it and cooling it again. This
made t he milk safe t o drink.
Aft er t his, he showed t hat people could
cat ch diseases from ot her people who were
carrying germs. He also gave people an
. . . . . . . . . . . . . . . . . . . as t o how germs can
infect people. He described t he t hree
different ways: t hrough t he air, t hrough
our skin and in t he food we eat . Lat er, he
discovered ways of prevent ing diseases
from passing from person t o person.
I n 1888, he st art ed a special school for t he
st udy of diseases. The school t ook it s name
from his . . . . . . . . . . . . . . . . . . . : it was called
t he Past eur I nst it ut e. Past eur died in 1895
at t he age of 72. Thanks t o his discoveries,
more people live healt hy lives and fewer
people die from common diseases.
a
b
c
d
e
:oq:oot:.e
Review A
59
e A How can you kill germs in milk?
B You can boil it.
f A What did Pasteur show?
B He showed a food company how to kill germs in
milk./He showed that people could catch diseases
from other people who were carrying germs.
g A How do germs infect us?
B Germs can infect us through the air, through our
skin, and in the food we eat.
h A What (other things) did Pasteur discover?
B He discovered ways of preventing diseases from
passing from person to person.
WORKBOOK page 15
1 Read the following passage, then
answer the questions.
1 Ask the students to look at the picture.
2 Ask them to say what they can see and
write their ideas on the board.
3 Ask them what they think the article
might be about.
4 Tell the students to read the article.
Help them with any vocabulary they
dont know.
5 Tell the students to answer the
questions.
6 When they have completed the
activity, put the students into pairs to
compare their answers.
7 Go through the answers with the class.
Answers:
1 c in a bank account (given)
2 b It was very heavy.
3 d Europe (Italy is in Europe.)
4 They gave something they owned in
exchange for it.
5 Everybody accepted it and it looked
beautiful.
6 (suggested) Because it was not so heavy
as gold.
7 (suggested) Because it didnt have any
value like gold.
15
UNIT
RA RA
1 Read the following passage, then answer the questions.
1 Where do most people keep money these days?
a in their pockets
b under their bed
c in a bank account
d in a box
2 What was the problem with gold?
a There wasnt enough for everyone.
b It was very heavy.
c Some people didnt think it was real money.
d People preferred banknotes.
3 Where did Marco Polo come from?
a China b Turkey c Lydia d Europe
4 Thousands of years ago, what did people do if they wanted something?
5 Why did people choose gold as a kind of money?
6 Why do you think the Chinese used paper money?
7 Why do you think Marco Polo was surprised to see paper money?
1 Where do most people keep money these days?
The story of money
Today, most people put their cash into a bank account.
Thousands of years ago, people did not use money at all. If they
wanted to have something, they gave the owner something that
belonged to them. Later, many different things were used as
money in different parts of the world, including sharks teeth.
In time, people decided to use gold as money because
everybody accepted it and it looked beautiful. The rst gold
coins were made in Lydia (now western Turkey). But gold was
very heavy.
The Chinese were the rst people to make and use paper
money. When the Italian explorer Marco Polo went to China in
the thirteenth century, he was surprised to see people using
paper money. Later, in Europe, people started to leave their
gold in banks and paid for things with notes from their bank.
Today, people still use coins and banknotes, but there are
many other ways of paying, including cheques, credit cards
and online payments.
60
Review A
1 Match a verb with a word or
phrase. Then use the correct
form of these words to complete
the sentences.
1 Tell the students to look at the words
in the boxes. Explain that they must
match a verb Irom the frst box with
words from the second box to make a
phrase. Encourage them to do this and
write their correct suggestions on the
board (make fun of someone, publish
a novel, research information, steal
money, surf the internet).
2 Tell the student to read the list of
gapped sentences on the right.
3 Explain that they must use the correct
form of the phrases they made to
complete the sentences on the right.
4 Go through the answers with the
class.
Answers:
a make fun of someone (given)
b steal money
c research information
d surf the internet
e publish; novel
Critical thinking
1 Read this quotation from the
article about Pasteur and answer
the questions.
1 Ask the students to look at the picture and say
what they can see.
2 Tell them to read the extract from the text about
Pasteur.
3 Now put the students into pairs to discuss the
questions.
4 Ask some of the students to share their answers
with the class.
Suggested answers:
a People can catch diseases from each other in
different ways. Through the air, through their skin
and through the food they eat.
b As a result of Pasteurs work, we know much more
about hygiene. We know much more about the way
diseases are passed around and how they can be
prevented. People live healthier lives and few people
die from infectious diseases.
2 Discuss these questions in pairs, then
write short answers.
1 Put the students into pairs to read the questions
carefully and to think about their answers. Point
out that some questions already have a possible
answer, but the students can think of more.
2 Tell the students to discuss their answers and to
write them down.
3 Put pairs of students together into groups of
four to compare their answers.
19
1
Read this quotation from the article about Pasteur
and answer the questions.
A
Review
a Nobody likes people who . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
for making a mistake.
b You will lose your job if you . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
from the company you work for.
c My teacher told me to use the library to . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . about the Ancient Egyptians.
d If you have a computer, you can . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . to nd information online.
e I hope you will . . . . . . . . . . . . . . . my . . . . . . . . . . . . . . . after you
have read it.
o| joo oj soeooe
1
Match a verb with a word or phrase. Then use the correct form of these words to complete
the sentences.
make
publish
research
steal
surf
information
money
fun of someone
the internet
a novel
Aft er t his, he showed t hat people could
cat ch diseases from ot her people who were
carrying germs. . . Lat er, he discovered ways
of prevent ing diseases from passing from
person t o person.
2
Discuss these questions in pairs, then write short answers.
a Which charitable organisations help people to stay healthy?
Make a list of organisations you know about.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b What kinds of things do these organisations do to help people?
Make a list of some of their activities.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c How can richer countries help poorer countries with their health problems?
Write a short list of suggestions.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d Why is it important for countries to work with each other in doing
medical research? Note down one or two reasons.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Compare your notes with another pair and discuss any points you disagree about.
:|q |p peop :ooc :o wo.
:|q coo |p to to:o t|: cocto.
Critical thinking
a How can people catch diseases from each other?
b How has Pasteurs work helped people today?
LESSON 4
SB page 19
Review A
61
4 Ask some groups to share their answers with the
class.
Possible answers:
a Students own answers.
b They help people injured in wars. (given) They
provide food, shelter and clothing. They give advice.
c They can help to train their doctors. (given) They
can provide medicines, advice, materials, nurses,
doctors and other workers and medical facilities.
d It is important because they can share ideas and
experience. Some countries will have knowledge
in one area and others will have knowledge in
other areas. Problems of health are not restricted to
borders; they affect the whole world.
SB page 20 WB page 16
1 Answer the questions to
complete this reading survey.
1 Explain that the students are going to
complete a survey about reading. Tell
them to read the questions and help
them with any diIfcult vocabulary.
2 Tell them to write their answers in the
spaces provided.
2 Work in pairs. Compare your
answers to the survey questions.
1 Put the students into pairs to compare
their answers to the survey.
2 Tell the students to read the two
additional questions in the book and to
discuss their answers
3 Each student should give a short
summary of any books they have read
but their partner has not read.
3 Discuss in pairs.
1 Organise the students to work in pairs.
2 Tell them to choose a book they both
like and write about it. Tell them to
think about who the book was written
for, why they like the book, where the
story takes place, the main characters,
the story, etc.
3 You may want to write some ideas on the board
to help them to think about the book and what
they are going to write.
4 Tell them to take notes together. One or both of
the students in each pair will use the notes to
give a presentation about the book.
4 Work in groups of four.
1 Put pairs from the last exercise together into
groups of four.
2 Tell the students to look at the language in the
box. Explain that each pair must use some of
the language in the box to give a presentation
LESSON 5
Communication
20
1
Answer the questions to complete this reading survey.
A
Review
Communication
The reason I enjoyed this book
is that it
The best thing about this book
is
I like this writer because
Although this book (was written
40 years ago), it is
Reading survey
1 How old were you when you learnt to read? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 What was the rst book you read? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 How many books a year do you read now? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 What kind of books do you like best? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5 Who is your favourite writer? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6 Which books have you read by this writer? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7 When and where do you read? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8 What are you reading at the moment?
or What was the last book you read? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Work in groups of four.
a Pairs should give a short talk telling another pair about the book
they talked about in Exercise 3. Use some of this language.
2
Work in pairs. Compare your answers to the
survey questions.
a Which books have you both read? Tell your
partner about any books that he/she has not read.
b Tell each other about books you read when you
were children.
3
Discuss in pairs.
Choose a book each and agree on which one you
would rather/prefer to read.
Make brief notes saying what the book is about.
Make notes saying why you like the book.
b After each book has been described,
students can ask and answer questions.
62
Review A
16
UNIT
RA RA
1 Write a paragraph about a job you would like to do when you
nish your education.
2 Translation
a Translate into Arabic:
Louis Pasteur, the French scientist, has done really great services to humanity. He managed to
discover how people could catch diseases. He also devised ways of preventing diseases from
passing from one person to another.
b Translate into English:
-,,='' -=-'' ''G :'=G _ -~' ' '' . _ - 1
co qoo owoqs qo sw::oq w:t| qoo j:eocs co:oq t|e soe |o:coq
.- __G _'~ _,G .' . .', .=, ' '~ - 2
about the book they chose to the other pair in
their group.
3 Tell them to use the notes they
made in the last exercise. One of
the students in the pair can give the
presentation, or they can share it.
4 Encourage the listening pair to ask
questions.
5 Ask some of the students to present
their book to the class.
WORKBOOK page 16
1 Write a paragraph about a job
you would like to do when you
QLVK\RXUHGXFDWLRQ
1 Tell the students to think carefully
about the job they would like to.
Write the following questions on the
board to get them thinking:
What job would you like to do?/
What skills do you need to do this
job?/ Why do you like the job?/
Can you travel with this job?/Do
you have to study a lot to get this
job?/Do you know anyone who does
this job?/ Where do you work if you
have this job?
2 Get the students to write a paragraph
about the job. They dont have to
answer the questions; they are just to
guide them.
3 Put the students into groups oI Iour or fve and
ask them to read their paragraphs to each other.
Each group chooses one paragraph to read to
the class.
2 Translation
a
1 Tell the students to read the English paragraph,
translate it into Arabic and write the
translation.
b
2 Draw students` attention to how the frst
Arabic sentence is translated. Tell the students
to read the next Arabic sentence, translate it
into English and write the translation down.
3 Put the students into pairs to compare their
answers. Go through the answers with the class.
Answers:
a
b
1 Do you always go swimming with your friends
during the summer holiday? (given)
2 When I woke up yesterday, my father had left for his
oIfce.
/-,~ '~ _,'' )'-'' - ' ,,'

' ' '~


''' -'=
_
' -,, '' _ _ . -,'
_
:' -,=~
_ =',

.' _' ',= '=,

' _~' /,' -

' ' . =',



.'
. ,~

' _
_
' =~ _ ,'.'
UNIT4
T e a m w o r k
63
UNIT 4
TEAMWORK
Teamwork
Listening
w
4
UNIT
21
Listen again and match the phrases
below to the sports they describe.
3
4
In pairs, take turns to ask each other for advice about what
sport you should do, using this language.
basketball squash hockey football
a You have to beat the person you are playing
alone. . . . . . . . . . . . . . . . . . . . . . . . .
b You cant play it on your own. . . . . . . . . . . . . . . . . . . . . . . . .
c You need to be very tall. . . . . . . . . . . . . . . . . . . . . . . . .
d I already play that. . . . . . . . . . . . . . . . . . . . . . . . .
e Im sure youll enjoy it. . . . . . . . . . . . . . . . . . . . . . . . .
S|u<a< [h
Asking for advice Giving advice
I like team games/individual sports.
Im (not) very tall. Which sport do
you think I should choose?
I want to keep t/meet other people.
Which sport would you do?
If you ask me, you should
If I were you, Id go for
I think you should
Why dont you?
I really would/wouldnt
1 t

feet
2 bit

beat
3 his

hes
4 will

wheel
b Now listen and repeat these sentences.
1 My running shoes dont t my feet.
2 He beat me because hes a bit faster.
3 Hes playing in his tennis tournament.
4 Will the wheel fall off?
Discuss these questions
with a partner.
a Which of these sports
have you played? Which
would you like to play?
b Which are team games?
Which can be played as
individual sports?
1
The sounds of English
a Listen and tick the word you hear from
each pair.
5
Listen to a conversation about
sports and answer these questions.
a Which four sports do Ali and his brother
Omar talk about? . . . . . . . . . . . . . . . . . . . . . . . .
b What kind of sports does Ali prefer?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
S|u<a< [h,
2
Objectives
Grammar Future verb forms: will,
going to and present continuous
Functions Ask for and give advice
Listening Listen for gist and
detailed information
Reading Read for gist and
specic information
Critical thinking Discuss the
benets of cooperation and
tolerance
Writing An advertisement for a
magazine

SB pages 21-25 WB pages 17-20


LESSON 1
Objectives
Grammar
Future verb forms: will, going to and
present continuous
Functions
Ask for and give advice
Listening
Listen for gist and detailed
information
Reading
Read for gist and specific information
Critical thinking
Discuss the benefits of cooperation
and tolerance
Writing
An advertisement for a magazine
SB page 21 WB page 17
Before using the book:
v Put the students into pairs.
v Ask them to think of a list of things they usually
do on their own and a list of things they usually
do in teams. It doesnt have to be sports; it can
be other activities too.
v Ask some of the students for their suggestions
and write them on the board.
v Discuss why it is often harder for people to do
things in teams than on their own. Write their
ideas on the board.
64
UNIT4
T e a m w o r k
1 Discuss these questions with a partner.
1 Tell the students to look at the pictures of the
people doing sports. Have them also look at the
picture at the bottom of the page.
2 Ask them to name the sports (volleyball, [hela{
hockey, squash, baaminton, running). Write
their ideas on the board.
3 Tell the students to read the questions.
4 Put the students into pairs to answer the
questions together.
5 Ask some of the students to share their answers
with the class.
Answers:
a Students own answers
b Hockey and volleyball are team games; squash,
badminton and running can be played as individual
sports
2 Listen to a conversation about sports and
answer these questions.
1 Tell the students to read the questions before
they listen.
2 Tell them that they are going to listen to Ali and
his brother talking about four sports.
3 Play the tape.
4 Organise the students to work in pairs to discuss
the answers to the questions.
5 Go over the answers with the class.
Answers:
a Squash, basketball, football, hockey
b Team games/Sports involving other people of his
age, so he is going to try hockey.
T A P E S C R I P T
Ali. Theyre starting lots of sports at our sports
centre soon. I cant aeciae what to try.
Which sport ao you think I shoula choose?
Omar. Theyre all really exciting sports, but it
aepenas on why you want to ao sport.
Ali. What ao you mean?
Omar. Well, ao you want to keep ht, or to prove
how gooa you are at something, or fust to
mix with other people?
Ali. I aont really know its a combination of
all three, but the main reason is because I
want to ao something with other people of
my own age.
Omar. OK, well that makes your aecision a bit
easier, aoesnt it?
Ali. Does it?
Omar. Of course. You see, sports like squash are
inaiviaual sports you have to beat the
person you are playing alone.
Ali. Yes, I see. Ana basketball is a team sport.
Omar. Thats right. You cant play it on your own
you neea a team of hve people, ana you
cant win team games without working with
those other people. If you ask me, I think
youa enfoy a team sport like basketball
more than an inaiviaual sport.
Ali. So ao you think I shoula choose basketball?
Omar. No, I aont you neea to be very tall to be
a gooa basketball player. What other team
games can you ao at the sports centre?
Ali. Theres football, but I alreaay play that.
Ana theres hockey.
Omar. Well, why aont you try hockey? Im sure
youll enfoy it.
Ali. Thanks, Omar. Im aehnitely going to try
hockey.
Omar. A gooa choice. I think youll be very gooa
at it.
3 Listen again and match the phrases
below to the sports they describe.
1 Write the four sports listed in the box on the
blackboard and make sure the students can
pronounce them correctly.
2 Tell the students to read the fve sentences.
3 Explain that you are going to play the tape
again and they must write the correct sport next
to each sentence, as in the example.
4 Go through the answers with the class.
Answers:
a Squash (given)
b Basketball (also possible: hockey, football)
c Basketball
d Football
e Hockey
Listening
UNIT4
T e a m w o r k
65
4 In pairs, take turns to ask each other for
advice about what sport you should do,
using this language.
1 Ask the students to read through the language
table. Help them with any diIfcult vocabulary.
2 Organise the students to work in pairs, taking
turns to ask each other for advice about doing
sports.
3 Choose a student and do an example with him/
her to make the activity clear.
Example:
Teacher: I like team games. Which sport ao
you think I shoula choose?
Student: If you ask me, you shoula ao football
or basketball. Or you coula ao
hockey.
Teacher: Im not very tall.
Student: I really woulant ao basketball then.
You shoula ao football or hockey.
4 Now get the students to do the same activity in
their pairs.
5 The sounds of English
1 Tell the students to look at the pairs of words in
the box.
2 Ask them to read the words aloud. Help them
with any problems with the pronunciation.
3 Explain that you are going to play the tape and
the students must tick the correct word.
4 Go through the answers with the class.
Answers:
1 ft
2 beat
3 hes
4 will
T A P E S C R I P T
Narrator. One.
Joice. Fit ht
Narrator. Two.
Voice: Beat beat
Narrator. Three.
Voice: Hes hes
Narrator. Four.
Voice: Will will
5 Tell the students to look at the sentences in
part b.
6 Tell them that you are going to play the tape and
they must repeat the sentences.
7 Organise the students to work in pairs, taking
turns to say a number and to read the sentence
aloud.
Example:
Student 1: Three.
Student 2: Hes playing in his tennis
tournament.
T A P E S C R I P T
Narrator. One.
Joice. My running shoes aont ht my feet.
Narrator. Two.
Joice. He beat me because hes a bit faster.
Narrator. Three.
Joice. Hes playing in his tennis tournament.
Narrator. Four.
Joice. Will the wheel fall off?
66
UNIT4
T e a m w o r k
UNIT
17
4 4
Teamwork
1 Find four team sports and four individual sports in the puzzle.
B B L S W I M M I N G O
A A V I O H O C K E Y P
S D V O L L E Y B A L L
K M F R B I T E L E I R
E I O T N A V A S A A K
T N O C Y C L I N G H E
B T B E B R A T I O N B
A O A L S Q U A S H O A
L N L A N A I R M A N L
L L L F O O T B A L L T
2 Complete these sentences with the correct words.
Ali Theyre starting lots of sports at our sports a centre soon. I cant decide
what to try. Which sport do you think I should b ?
Omar Theyre all really c sports, but it d on why you want to do
sport.
Ali What do you mean?
Omar Well, do you want to e t, or to f how good you are at
something or just to g with other people?
Ali I dont really know its a h of all three, but the main i is
because I want to do something with other people of my own age.
Omar OK, well that makes your j a bit easier, doesnt it?
Now listen and check your answers.
3 What would you say in these situations?
a A friend wants to cook the family meal this evening, but cant decide what to make. Give advice.
If I were you, Id cook something they all like.
b Your friend asks for your advice about where to go on holiday. What do you reply?
c Advise a friend who wants to take a younger brother out for the day but cant decide where to go.
d A friend asks your advice about the best way to keep t. What do you reply?
Individual sports
swimming
Team sports
centre
combination
choose
decision
depends
exciting
keep
mix
reason
prove
WORKBOOK page 17
1 Find four team sports and four
individual sports in the puzzle.
1 Remind the students that individual
sports are played alone and team
sports are played with a group of
people.
2 Tell the students to look at the puzzle
and fnd Iour team sports and Iour
individual sports, circle the words and
write them in the spaces on the right.
3 Go through the answers with the
class. Make sure the students can
pronounce the names of the sports
correctly.
Answers:
B B L S W I M M I N G O
A A V I O H O C K E Y P
S D V O L L E Y B A L L
K M F R B I T E L E I R
E I O T N A V A S A A K
T N O C Y C L I N G H E
B T B E B R A T I O N B
A O A L S Q U A S H O A
L N L A N A I R M A N L
L L L F O O T B A L L L
Individual sports: swimming, cycling,
squash, badminton
Team sports: basketball, hockey, football,
volleyball
2 Complete these sentences with
the correct words.
1 Ask the students to look at the words
in the box.
2 Go through them and make sure the students
know the words and the correct pronunciations.
3 Tell the students to read through the dialogue. It
is an extract from the listening text between Ali
and his brother.
4 Explain that the students must use the words in
the box to complete the dialogue.
5 Play the tape so that the students can correct
their answers. You may need to play the tape
several times.
Answers:
a centre (given) b choose c exciting
d depends e keep f prove
g mix h combination i reason
j decision
3 What would you say in these situations?
1 Tell the students to read through the situations.
2 Explain that they must decide what they would
say in each situation and tell them to write their
answers in the spaces provided.
3 Put the students into pairs to compare their
answers.
4 Ask one or two of the students to read their
answers to the class.
Students own answers
UNIT4
T e a m w o r k
67
Language focus
Future verbs forms
1 Read these sentences from the listening
text and answer the questions.
1 Ask the students to look at the three sentences
from the listening in the box.
2 Now tell them to read the questions and write
their answers.
3 Go through the answers with the class.
Answers:
a Sentence 2: youll be good at it (given)
b Sentence 3: I`m defnitely going to try hockey.
c Sentence 1: Theyre starting lots of sports at our
sports centre soon.
2 Choose the best future forms to
complete these conversations.
1 Tell the students to read the sentences.
2 Explain that for each sentence they
have to choose the correct future verb
form.
3 When they have completed the
exercise, put the students into pairs to
compare their answers.
4 Go through the answers with the class.
Answers:
a A: Im going to go B: ll get
b A: Im going B: will
c A: are you doing B: Ill spend
d A: are getting B: will win
3 What is the difference between
these two sentences that make
predictions?
1 Tell the students to look at the two
pictures and to read the speech
bubbles.
2 In both pictures a person is making a
prediction, but one is different from
the other. Ask the students if they can
see the difference. Tell them to make
suggestions.
Answers:
In picture a, this is simply a prediction but
there is no clear evidence, so we use will. In
picture b, there is evidence to help make the
prediction, so we use going to. The evidence
is that there are no clouds; the sky is clear.
4 Write what you would say in these
situations, then compare answers with a
partner.
1 Tell the students to read the four sentences.
2 Tell them to think about what they would say in
each example. They can write their answers in
the spaces provided. Remind the students that
we use going to when there is evidence to help
us predict the future.
3 Put the students into pairs to compare their
answers.
4 Go through the answers with the class.
22
Grammar rev p124
4
UNIT
Language focus
In which sentence does the speaker:
a make a prediction? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . .
b refer to a denite decision or an intention?
. . . . . . . . . . . . . . . . . . . . . . . .
c talk about a plan or arrangement? . . . . . . . . . . . . . . . . . . . . . . . .
1
1 Theyre starting lots of sports at
our sports centre soon.
2 I think youll be very good at it.
3 Im denitely going to try
hockey.
2
Choose the best future forms to complete these conversations.
a A This year, Im going to go/Ill go swimming every day.
B Thats a good idea. Youll get/re getting very t.
b A Im going/I will go on holiday tomorrow.
B Im sure you are going to/will enjoy it.
c A What do you do/are you doing at the weekend?
B I dont have any plans, but I expect
Ill spend/Im spending some time with my friends.
d A My football team are getting/get two new players for next year.
B Great. I think the team are going to win/will win more matches.
3
What is the difference between these two sentences that make predictions?
Read these sentences from the listening text and answer the questions.
Future verb forms
Sen<tn<c 2: youl<l b go+o+d
4
Write what you would say in these situations, then compare answers with a partner.
a Youve just decided what to do this evening. Tell someone. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Think about the next seven days. What are your arrangements? . . . . . . . . . . . . . . . . . . . . . . . .
c Look out of the window and make a prediction about tomorrows weather. . . . . . . . . . . . . . . . . . . . . . . . .
d Think about this time next year. Make a prediction about your future. . . . . . . . . . . . . . . . . . . . . . . . .
Im goi<n<g t<o...
I t hink t he weat her in England
will be col d and rainy.
b a
Theres not a cloud in t he sky it s
going t o be anot her ver y sunny day.
a<t i<t.
LESSON 2
SB page 22 WB page 18
68
UNIT4
T e a m w o r k
Suggested answers:
a Im going to
b I`m (defnitely) going to go to the gym
every day. / Im cooking lunch for my
family every day. / I think Ill (just) relax
all week.
c (I think) It will / Its dusty today.
Tomorrow its going to
d (I think) Ill
WORKBOOK page 18
1 Complete with the correct future
form of the verbs in brackets.
1 Tell the students to read the sentences.
2 Tell them to write in the correct future
form to complete the sentences.
3 Go through the answers with the
class.
Answers:
a Im going to visit (given)
b is starting
c will be
d going to go/going
2 Complete these predictions using
the words in brackets.
1 Remind the students to use going
to for future predictions when there
is evidence to show something will
happen.
2 Tell them to read through the
situations and to write the correct predictions in
the spaces provided.
3 Put the students into pairs to compare their
answers.
4 Go through the answers with the class.
Answers:
a Theres going to be a sandstorm. (given)
b I am sure he/she will feel better after a good nights
sleep.
c Perhaps one day people will live on the moon.
d Shes going to cry.
e You can tell it is going to rain.
f Im sure you will enjoy it.
3 Match the situations a-d with what
somebody may say 1-4, then complete the
sentences.
1 Tell the students to read the situations frst.
2 Explain that they must match each situation
with what somebody might say in that situation.
The students have to complete the gapped
sentences, too.
3 When they have completed the activity, put the
students into pairs to compare their answers.
4 Go through the answers with the class.
18
UNIT
4 4
1 Complete with the correct future form of the verbs in brackets.
a Ive decided what to do at the weekend. Im going to visit (visit) my uncle.
b My school (start) a new project about keeping t soon.
c Theres a TV programme about wildlife in Egypt. I think it (be) good.
d Were (go) to the Red Sea this summer. Ive already bought a guide book.
2 Complete these predictions using the
words in brackets.
a The wind is getting stronger. (there/be/sandstorm)
Theres going to be a sandstorm.
b Your friend has had a very tiring day. (sure/he or she/feel better/after a good nights sleep)
c The earth is getting very crowded. (perhaps one day/people/live on the moon)
d My little sister looks very sad. (she/cry)
e Look at those black clouds. (you can tell/rain)
f I hear youre starting your university course soon. (Im sure/you/enjoy it)
3 Match the situations ad with what somebody may say 14, then
complete the sentences.
a You cant see your friend at the weekend. 1 I think rain.
b Someone asks your opinion about the weather. 2 I to Luxor.
c Someone asks you about your plans for your 3 I study Japanese.
next holiday.
d Someone asks what you want to study at university. 4 a Sorry, I m visiting relatives.
a The wind is getting stronger (there
,76<.7:/-<
1N\PMZMQ[IOWWLZMI[WVNWZUISQVO
\PMXZMLQK\QWV][MOWQVO\W.
1NQ \[R][\IVWXQVQWV][M_QTT.
UNIT4
T e a m w o r k
69
Answers:
a-4You cant see your friend at the weekend. Sorry, Im
visiting relatives. (given)
b-1Someone asks your opinion about the weather. I
think it will rain.
c-2Someone asks you about your plans for your next
holiday. Im travelling to Luxor.
d-3Someone asks what you want to study at university.
Im going to study Japanese.
Reading
1 Check the meanings of these
words in your Active Study
Dictionary.
1 Write the words in the box on the
board.
2 Help the students to pronounce the
words by underlining the part of the
word where the main stress falls in
each: attach, bring up, cooperate,
pack, situation, string, tolerance.
3 Get the students to look the words up
in their Active Stuay Dictionary.
4 Check that the students know the
meanings of the words. Tell them
that when you say a word defnition,
they must say which word you are
describing.
Example:
Teacher: When you work together
with another person.
Students: Cooperate.
5 Continue in this way with the
defnitions Ior all the words.
Answers:
attach: to fasten or join one thing to another
bring up. to look after children until they are
adults
cooperate. to work with someone else in
order to achieve what you both want
pack. a group of wild animals that hunt
together
situation: the combination of all the things
that are happening and all the conditions that
exist at a particular time and place
string. a thin rope made of several threads
twisted together, used for tying things
tolerance. when people allow other people to
do or believe what they want, without
critising or punishing them
2 Discuss these questions in pairs. Then
read the article and check your ideas.
1 Tell the students to read the two questions.
LESSON 3
SB page 23 WB page 19
4
UNIT
Reading
23
1
Check the meanings of these words in
your Active Study Dictionary.
2
Cooperati on
attach bring up cooperate
pack (n) situation string tolerance
Discuss these questions in pairs. Then read
the article and check your ideas.
a How do members of sports teams cooperate?
Why do they do this?
b Can you think of ways in which animals such
as lions cooperate with each other?
A friend who is playing in an important football
match this afternoon asks for advice. What will
you say? I think you should try to score lots
of goals? This is helpful, but perhaps the best
advice is Dont forget youre part of a team.
Pass the ball to other players.
There are many situations where groups of
people need to cooperate to succeed, for
example, surgeons, who work with a team of
doctors and nurses to help patients; or scientists
who have to work in large, complex teams to
send people into space.
Animals also cooperate. For example, lions hunt
their prey in packs, and elephants live in family
groups to bring up their young and protect ill
members. In a recent experiment, scientists
showed that even birds can cooperate on
complex jobs. Two birds were put into a cage
with a box of food outside. The birds could see
the food, but they had to pull pieces of string
attached to the box to get the food into their
cage. If only one bird pulled a string, the box
did not move. However, if both birds pulled the
strings at the same time, they moved the box and
got the food.
To be a successful team member, you may need
to cooperate with people who are very different
from you and who you may not like. To succeed,
you will have to show tolerance and work with
these people. Imagine what would happen if a
nurse refused to help a doctor.
3
Read again and complete these sentences.
a Footballers, nurses and scientists are all
examples of people who . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Lions and elephants are examples of animals
which . . . . . . . . . . . . . . . . . . . . . . . .
c The experiment with the two birds shows that
even birds can . . . . . . . . . . . . . . . . . . . . . . . .
d Tolerance is needed by people who
. . . . . . . . . . . . . . . . . . . . . . . .
4
Discuss these questions in pairs.
a How is the work of surgeons,
doctors and nurses different?
b How do they cooperate?
co+opr>a<t wi<t<h
Ar t wor k 2-7
n
h
r
h
o
i
h
t
a
d
r
o
o
to
ea<ch ot<hr t<o b su<cc@ [s_u<l.
70
UNIT4
T e a m w o r k
2 Put them into pairs to discuss their answers.
3 Ask some pairs to share their answers
with the class.
4 Now tell the students to read the
article. Help them with any diIfcult
vocabulary.
3 Read again and complete these
sentences.
1 Tell the students to read the four
sentence beginnings.
2 Explain that they must re-read the
article and fnd the inIormation to
complete the sentences.
3 When they have completed the
exercise, put the students into pairs to
compare their answers.
4 Go through the answers with the class.
Answers:
a cooperate with each other to be successful.
(given)
b cooperate (to succeed).
c cooperate on complex jobs.
d have to cooperate with people who are very
different or who they do not like.
4 Discuss these questions in pairs.
1 Put the students into pairs or small
groups.
2 Tell them to read the two questions and
discuss their answers.
3 Ask two or three of the students to
share their answers with the class.
Suggested answers:
a Surgeons are qualifed to perIorm operations; they
specialise in this. Doctors are qualifed to practise
medicine and nurses are trained to care for sick
people, following the doctors instructions.
b They all work as a part of a team, each taking
responsibility for their part of the whole. They work
together to achieve the same goals to help sick
people to become well again.
WORKBOOK page 19
1 Correct the grammar or vocabulary
mistake in each sentence.
1 Tell the students to read the sentences.
2 Explain that they must cross out the mistake in
each sentence and write in the correct answer at
the end, as in the example.
3 When they have completed the activity, go
through the answers with the class.
Answers:
a win score (given) b has have
c bringing bring d experience experiment
e him it f learn teach
19
UNIT
4 4
1 Correct the grammar or vocabulary mistake in each sentence.
a Football players pass the ball to each other until one player can win a goal. score
b Space scientists has to work in large, complex teams to send people into space.
c Elephants and gorillas live in large family groups to bringing up their young.
d In a recent experience, scientists showed that birds can cooperate on complex jobs.
e The birds could see the food, but to get him into their cage, they had to pull pieces of string
attached to the box.
f Scientists found that they could successfully learn many pairs of birds to get their food in this
way.
2 Cross out the word that does not belong, then underline the word
which tells you the subject.
a doctor health surgeon nurse teacher
b enormous large size small strong
c football goalkeeper score student team
d cat elephant lion wild animal wolf
3 Complete using the correct form of the word in brackets.
a For animals and humans, cooperation is important for survival. (cooperate)
b A good business person can quickly make an important . (decide)
c My is that you will be a successful engineer. (predict)
d Her is to pass all of her exams next year. (intend)
e The of the wind and rain made driving very difcult. (combine)
4 Complete the sentences with a word from the box.
a several people or things that are all together in the same
place, or that are connected in some way, e.g.
Everyone please get into groups of four.
b wild animals that hunt together, e.g. Wolves
usually hunt in a .
c people who play a sport or game
together, or people who work together
to do a particular job, e.g. He was
saved by a of doctors.
team groups pack
UNIT4
T e a m w o r k
71
2 Cross out the word that does not belong,
then underline the word which tells you
the subject.
1 Ask the students to look at each line of words
to fnd the word which defnes the subject area.
Tell them to underline the word.
2 Now tell them to cross out the one word which
does not belong to the subject group.
3 Go through the answers with the class.
Answers:
a health teacher (given) b size strong
c football student d wild animal cat
3 Complete using the correct form
of the word in brackets.
1 Tell the students to read the sentences.
2 Explain that the students must change
the form of the word in brackets to
complete each sentence.
3 When they have completed the
activity, put the students into pairs to
compare their answers.
4 Go through the answers with the class.
Answers:
a cooperation (given) b decision
c prediction d intention
e combination
4 Complete the sentences with a
word from the box.
1 Tell the students to read the three
words in the box.
2 Ask them to say the meanings of the
three words.
3 Tell the students to read the sentences
and then to use the three words in the
box to complete them.
4 Go through the answers with the class.
Answers:
a groups (given) b pack c team
Critical thinking
1 Answer the following questions.
1 Ask the students to read all the questions.
2 Tell them to write their answers to the
questions.
3 When they have completed the exercise, put the
students into pairs and tell them to take turns
to read out their questions and answers to each
other.
LESSON 4
SB page 24
4
UNIT
24
Critical thinking
1 Answer the following questions.
a Who works in a team with surgeons? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b How do elephants cooperate with each other? . . . . . . . . . . . . . . . . . . . . . . . .
c What did the birds in the cage have to do to get the food? . . . . . . . . . . . . . . . . . . . . . . . .
d Why do you think lions hunt in packs? . . . . . . . . . . . . . . . . . . . . . . . .
e Do you think that the scientists were surprised that the birds cooperated? . . . . . . . . . . . . . . . . . . . . . . . .
f What would happen if people did not show tolerance to people they did not like? . . . . . . . . . . . . . . . . . . . . . . . .
3
Look at the pictures
and discuss the
questions in pairs.
a How can people
of different ages
benet from
cooperating with
each other?
b How would life be different if family
members did not show tolerance towards
each other?
c How can neighbours improve their
quality of life through tolerance and by
cooperating with each other?
2
Read this quotation from the article and
discuss the questions.
To be a successful team member, you may
need to cooperate with people who are very
different from you and who you may not like.
To succeed, you will have to show tolerance
and work with these people. Imagine what
would happen if a nurse refused to help a
doctor.
a What could go wrong if a nurse refused
to help a doctor?
b Sometimes footballers refuse to pass the
ball. Why do they do this?
c Think of other people, like doctors and
nurses, who have to work in teams. How
do the different members of these teams
help each other?
d Why is it difcult for some people to show
tolerance towards others?
e How is showing tolerance towards people
different from liking them? Give some
examples from your personal experience.
Doc=t<ors a<n<d n<u<rs=e=s d<o.
72
T e a m w o r k
4 Go through the answers to all the questions with
all the class.
Suggested answers:
a Doctors and nurses do. (given)
b Elephants cooperate to bring up their young and
protect ill family members.
c They had to cooperate to pull the string at the same
time to move the box.
d Hunting is easier, and they can work together and
catch more animals.
e Possibly yes, as cooperation shows a high degree of
intelligence; or possibly no, as it seems that many
animals cooperate.
f It would be very hard for people to work together
and not many things would be achieved.
2 Read this quotation from the article and
discuss the questions.
1 Tell the students to read the text in the box.
Help them with any diIfcult vocabulary.
2 Ask the students to read through the questions.
Make sure they understand them.
3 Now put the students into small groups to
discuss the questions.
4 Ask some students to share their answers
with the rest of the class and encourage class
discussion.
Suggested answers:
a If a nurse refused to help a doctor, the doctor would
not be able to do his/her job properly and patients
could be affected. It could put peoples lives in
danger.
b They want to score the goals themselves. They are
greedy and not thinking about cooperation. They are
not putting the importance oI the team frst.
c They each do different parts that together help the
team to achieve a goal. Each member does his/her
part, which makes the work of the whole group
easier.
d Tolerance may be very diIfcult Ior some people
if they hold strong ideas and beliefs that are very
different from those of the people they have to
work with, and if they and/or the other people are
infexible.
e When you show tolerance to people you cooperate
with them and work with them even though,
sometimes, you dont like them. It can happen in
school, in a team or group. It can even happen with
the people you study with in your class.
3 Look at the pictures and discuss the
questions in pairs.
1 Tell the students to look at the pictures and say
what they can see and what is happening in
each. Write their answers on the board.
2 Put the students into pairs. Tell them to read the
three questions related to the pictures and to
discuss their answers.
3 Ask some of the pairs to share their answers
with the class and encourage class discussion.
Suggested answers:
a Older people can pass on their experiences and their
knowledge to younger people; younger people can
use their strength and energy to help older people.
Both have something valuable to contribute.
b Some families would break down. It is natural that
not all people get on and agree all the time. Families
are like teams and they need to show tolerance
towards each other at times.
c They can make the neighbourhood a better and more
friendly place to live in. They can work as a team to
make life better for everyone.
UNIT4
T e a m w o r k
73
Communication
1 Read this situation, then discuss the
questions in pairs.
1 Tell the students to read the situation in the box
on the right.
2 Ask them what content they would expect to
fnd in a magazine Ior their school.
3 Put the students into pairs and ask them to read
through the three questions and discuss their
answers.
4 Ask some pairs to share their answers with
the class.
2 Which of these jobs would you
like to do? Discuss with your
partner.
1 Before they look at the exercise in the
book, ask the students to think of the
different jobs that need to be done to
produce a magazine.
2 Write their ideas on the board.
3 Now, ask the students to look at the
jobs and the job descriptions in the
book.
4 Organise the students to work in the
same pairs as for the last exercise and
ask them to discuss which job they
would like to do and why.
5 Ask some students to share their
answers with the class.
3 Now discuss these questions.
1 Explain that two people are not
enough to produce a magazine, so
each pair has to choose two other
people to join their team and decide
on the jobs they will do.
2 Still working in the same pairs, ask
the students to read through the
questions and discuss their answers.
3 Ask some pairs to share their answers
with the class.
4
UNIT
25
Communication
Which of these jobs would you like to do? Discuss with your partner.
1
2
Project 1 Starting a local magazine
Now discuss these questions.
a You can have two more people to work in
your team. Which jobs are they going to do?
Can anyone do more than one job?
b How are you going to choose the extra
people you need?
c How are you going to make sure your
magazine group works well as a team?
3
Job Job description
Editor
Decide what should be in the magazine.
Improve the quality of writing.
Find out what the readers want.
Writer Write news stories, interesting articles and ction.
Illustrator Draw pictures and cartoons.
Photographer Take photographs.
Designer Decide what the magazine should look like.
Business manager
Decide on the price.
Sell and deliver the magazine to readers.
Sit uat ion
You and your par t ner have decided
t o st ar t a magazine f or young people
in your school or your local area.
Neit her of you have done anyt hing
like t his bef ore, so you decide t o
get a t eam t oget her t o wor k on t he
proj ect wit h you. Bef ore you begin,
you need t o make some decisions.
Read this situation, then discuss the questions in pairs.
a Who would you like to read the magazine
students, children, adults, older people?
b What are you going to put in your magazine
stories, news, pictures, facts, jokes, reports
on sports, lms, politics, books?
c How often is it going to be published
daily, weekly or monthly?
UNIT4
LESSON 5
SB page 25 WB page 20
74
UNIT4
T e a m w o r k
WORKBOOK page 20
1 You are going to describe your
magazine for a web page.
1 Explain to the students that they are
going to display information on a web
page for people who might want to
join their magazine team.
2 Ask them to work in their pairs to
read the questions and discuss their
answers.
3 Tell them to write notes in answer to
the questions in the spaces provided.
4 Ask one or two students to share their
answers with the class.
2 Now write notes about the new
team members.
1 Explain that the students need to think
about the new team members they
want.
2 Working together in their pairs,
they must decide what jobs the new
members will do and what their
responsibilities will be.
3 Tell them to discuss the questions and
to make notes to answer them.
3 Complete this description on the
web page using your notes.
1 Ask the students to look at the form displayed
on the web page in the book. Explain that, on
the form, they can give information about their
magazine team and the type of people they are
looking for.
2 Tell the students to work in their pairs to
complete the information about their magazine
team. For the last part, tell them to describe
the kind of work for each job title they are
advertising.
3 Once the students have completed the form, put
pairs together into groups of four for each pair
to share their work with the other.
4 Ask some pairs to share their forms with the
class.
20
UNIT
4 4
1 You are going to describe your magazine for a web page.
This will be read by people who are interested in joining your team. Before you start, write notes in
answer to these questions.
a Who is going to read your magazine?
b What are you going to put in your magazine?
c How often is it going to be published?
d What are the jobs of the people already in your team?
2 Now write notes about the new team members.
a What is the name of the job they can do?
b What is the person going to have to do in this job?
3 Complete this description on the web page using your notes.
We are going to publish a new magazine for young
people in
We hope that you will be interested in helping us
produce an exciting magazine.
Who is the magazine for?
We think hundreds of people will read
our magazine, but it is mainly written for
What is going to be in the magazine?
We are going to have all kinds of articles, such as
as well as
How often is it going to be published?
It is going to come out every
Who is going to be in the team?
We already have a and
a , but we
are now looking for people to do these jobs:
This is the kind of work the
(job title) is going to do:
Interested in joining our team?
UNIT4
T e a m w o r k
75
Assessment
Target element: key vocabulary and phrases
from the unit
Write the following phrases on the board.
1 I cant decide
2 I want to do something with
3 You cant play it on your own you need
4 What other team games can you do
5 Well, why dont
Tell the students to copy them down. Explain that
you are going to play the tape with the discussion
between Ali and his brother again and the students
must listen carefully and complete the sentences.
Play the tape at least twice.
Answers: 1 what to try.
2 other people of my own age.
3 a team of hve people.
4 at the sports centre?
5 you try hockey?
Target element: revise some of the key
vocabulary for sports and teams
On the board, write the names of the following
sports:
tennis football cycling
hockey basketball badminton
Tell the students to choose one of the sports and
to make notes to describe it, without naming the
sport. Put the students into small groups and tell
them to take turns to describe their chosen sport to
the group. The other students must listen and, at the
end of the description, name the sport.
Example:
Student: It is a very popular sport. Boys ana
men usually play it, but it is more ana
more popular with girls, too. You neea
to be very ht to ao this sport. It is cheap
to play. You only neea a ball ana some
goals. This sport is playea in teams.
Each team has eleven people.
Target element: language and structures for
writing and reading about jobs and the skills
needed to do them
Tell the students to imagine that they have got a
school magazine, but they need an editor for it. Tell
them to design and write an advertisement for the
post of Magazine Editor to go in the next edition
of the magazine. Tell them to describe the job, the
type of person they are looking for, the type of
work the editor will have to do, the hours they will
need to work, etc. Tell them to write their name at
the top of the paper.
Take in all the completed advertisements and then
hand them out to different students in the class. Tell
the students to read the advertisement they have
been given and write a reply saying why they think
they could do the job, what skills they have, why
they are good at working in teams, etc.
Collect each advertisement and its reply and give
both back to the student who originally wrote the
advertisement. Tell the students to read the replies
and decide if they think the person would be good
for the job.
Listening Task Writing and Reading Task
Speaking Task
76
UNIT5
L o r d o f t h e F l i e s
Objectives
Grammar
Definite and indefinite articles
Functions
Give opinions
Listening
Listen for detail and identify points of
view
Reading
Read for gist and recognise attitude
Critical thinking
Qualities needed for leadership
Writing
Rules
SB page 26 WB page 21
Before using the book:
v Bring in a selection of books. They can be
novels, reference books, course books, etc.
v Show the students the covers and write the titles
(or a translation of the titles) on the board.
v Ask what the students think each of the books
might be about.
v If the book is a novel, ask what they think the
story might be about.
v Ask the students if they read at home. Find out
how many students have read a book in English.
Ask what books students are reading at the
moment.
UNIT 5
LORD OF THE FLIES
2
Before you listen, check the meanings of these words in your
Active Study Dictionary.
cruel literature navy optimistic pessimistic shocked
Lord of the Flies
Listening
Listen again and choose the correct answer.
a How did Karim know about William Golding?
A He saw a TV programme. B He read a book. C He heard a radio programme.
b Where did Golding teach?
A at Oxford University B in a primary school C in a secondary school
c What did Golding do during the Second World War?
A He was a soldier. B He was a sailor. C He was a pilot.
d When did Golding start to write?
A in the 1930s B in the 1940s C in the 1950s
e What did Golding nd out about people during the war?
A They could be very cruel. B They could be very kind. C They didnt like children.
26
5
UNIT
Discuss these questions in pairs.
a What is the last book you read?
b Did you enjoy it? Why?/Why not?
1
Listen to two people discussing the novel Lord of the Flies and
complete these sentences about the author, William Golding.
a William Golding was born in . . . . . . . . . . . . . . . . . . . . . . . . and died in . . . . . . . . . . . . . . . . . . . . . . . .
b Before he became a teacher, he worked as an . . . . . . . . . . . . . . . . . . . . . . . .
c Golding believed that everyone could be . . . . . . . . . . . . . . . . . . . . . . . .
3
5
The sounds of English
a Listen and repeat sentences 1-4.
b Now complete the table with the
matching short vowel sounds.
4
1911
1 Have you read any of his other novels?
2 Its not a happy story, but it makes you think.
3 Golding studied at Oxford.
4 Then he went to teach in a secondary school.
1 have /X/ read /B/ his /'/ novels /u/ other //
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
h<a<ppy t<h<i<n<k n<ot bu<t
Objectives
Grammar Denite and
indenite articles
Functions Give opinions
Listening Listen for detail
and identify points of view
Reading Read for gist and
recognise attitude
Critical thinking Qualities
needed for leadership
Writing Rules
.
SB pages 26-30 WB pages 21-24
LESSON 1
UNIT5
L o r d o f t h e F l i e s
77
Listening
1 Discuss these questions in pairs.
1 Put the students into pairs.
2 Tell them to look at the questions and discuss
them in their pairs.
3 Ask some of the students to share their answers
with the whole class.
2 Before you listen, check the meanings
of these words in your Active Study
Dictionary.
1 Ask the students to look at the words in the box.
2 Write the words on the board and help the
students to pronounce them correctly.
3 Tell the students to look up the words in their
Active Study Dictionary.
4 Tell them that you are going to describe a word
and they must tell you which word you are
describing.
Example:
Teacher: To be unkind, not to be nice to
someone. To try and hurt them.
Students: Cruel.
5 Continue in this way with each of the words, in
random order.
Answers:
cruel deliberately making people or animals feel
pain or sadness
literature books, poems, plays etc. that are considered
to be very good or important; printed
information about something
navy the people and ships that a country has for
fghting a war on the sea
optimistic believing that good things will happen in the
future
pessimistic believing that bad things will happen in
the future
shock when something very bad happens that you
did not expect, or the feeling you have when
this happens
3 Listen to two people discussing the novel
Lord of the Flies and complete these
sentences about the author, William
Golding.
1 First, tell the students to read through the
gapped sentences.
2 Explain that you are going to play the tape
and the students must listen carefully for
the information they need to complete the
sentences.
3 You may need to play the tape several times.
4 Go through the answers with the class.
Answers:
a 1911; 1993
b actor
c cruel
T A P E S C R I P T
Karim. Have you hnishea reaaing Lord of the Flies,
Ahmed?
Ahmed: Yes, I have its not a very happy story.
Karim: No, but it makes you think, doesnt it?
Ahmea. Yes, it aoes. Do you know anything about the
writer, William Golaing?
Karim. Yes, I heara a raaio programme about him. He
was born in 1911 and he died in 1993.
Ahmed: What did he do before he was a writer?
Karim: He was a student at Oxford University, where
he stuaiea English Literature. The hrst fob he
did was in the theatre: he was an actor. Then
he became an English teacher in a seconaary
school.
Ahmea. When aia he start writing books?
Karim. Not until the 1950s. During the Secona Worla
War, Golaing was a sailor in the British navy.
After the war, he went back to teach in the same
school. He wrote Lord of the Flies in 1953
that was his hrst novel.
Ahmed: Why did he write a book about such cruel
children?
Karim. Thats an interesting question. I reaa an article
which saia that Golaing was shockea by things
he haa seen auring the war. He saw how cruel
people could be.
Ahmea. But Lord of the Flies is about children, isnt it?
Karim. Yes, but Golaing believea that everyone coula
be cruel, incluaing chilaren.
Ahmea. Thats a very pessimistic thought.
Karim. I agree, but this is why Golaing wrote Lord of
the Flies.
Ahmed: Did he write other novels?
Karim: Yes, he did, but many people think Lord of the
Flies is the best novel he wrote.
78
UNIT5
L o r d o f t h e F l i e s
4 Listen again and choose the correct
answer.
1 Tell the students to read the questions and the
answer choices. Tell them they can think about
the correct answers but they must not write
anything yet.
2 Play the tape again, and tell the students to
listen and choose the correct answers. You may
need to play the tape at least twice.
3 Go through the answers with the class.
4 Now, tell the students to close their books. Ask
them what they now know about the author,
William Golding, and write their answers on the
board.
Answers:
a C He heard a radio programme. (given)
b C in a secondary school
c B He was sailor.
d C in the 1950s
e A They could be very cruel.
5 The sounds of English
1 Ask the students to read the four sentences in
the box.
2 Tell them that you are going to play the tape and
they must listen and repeat the sentences.
3 Point out to the students that the underlined
sounds are short vowels.
4 Ask them to look at the table and tell them to
add the underlined words from the sentences
into the correct place in the table.
5 Go through the answers with the class.
6 Organise the students to work in pairs. Student
1 points to a column and Student 2 reads the
words in that column.
Answers:
b
1
have
X
read
B
his
'
novel
u
other

2 happy Then think not but


3 at went in Oxford studied
4 secondary
T A P E S C R I P T
Voice 1: One.
Voice 2: Have you read any of his other novels?
Voice 1: Two.
Voice 2: Its not a happy story, but it makes you think.
Voice 1: Three.
Joice 2. Golaing stuaiea at Oxfora.
Voice 1: Four.
Voice 2: Then he went to teach in a secondary school.
L o r d o f t h e F l i e s
79
WORKBOOK page 21
1 Complete the sentences with the correct
words.
1 Ask the students to look at the words in the box.
2 Make sure they can pronounce them correctly.
3 Tell the students to read the gapped sentences
below the box.
4 Explain that they must use the words in the box
to complete the sentences.
5 Go through the answers with the class.
Answers:
a navy (given)
b literature
c cruel
d pessimistic
e optimistic
2 Rewrite these sentences using the
words in brackets.
1 Tell the students to read the sentences.
2 Explain to the students that they must
use the words in brackets to rewrite
the sentences. The frst one has been
done as an example.
3 Now put the students into pairs and
tell them to read out their sentences to
each other.
4 Go through the answers with the class.
Suggested answers:
a My uncle was in the navy during the war.
(given)
b Golding found that people could be cruel
during the war.
c I am pessimistic about the weather this
weekend.
d This novel is the writers best novel.
e What did you fnd out in the lesson?
3 Match to make sentences about
William Golding.
1 Tell the students to read the phrases.
2 Explain that they must match a phrase
in the frst column with a phrase in
the second column to form complete
sentences about William Golding.
3 Go through the answers with the class.
Answers:
a 3
b 4
c 2
d 5
e 1
UNIT5
UNIT
21
5 5
Lord of the Flies
1 Complete the sentences with the correct words.
cruel literature navy optimistic pessimistic
a My grandfather loved ships and the sea. When he was a
young man, he spent ve years in the navy .
b Ive read a lot of Arabic poems and novels, but I dont
know much about French .
c Some people think it is to
keep animals in zoos.
d My cousin is always and
thinks something bad is going to happen.
e I am always and think life is going to be good!
2 Rewrite these sentences using the words in brackets.
a My uncle was a sailor during the war. (navy)
My uncle was in the navy during the war.
b Golding found that people could show great cruelty during the war. (cruel)
c I am not very optimistic about the weather this weekend. (pessimistic)
d This novel is better than the writers other novels. (best)
e What did you learn in the lesson? (nd out)
3 Match to make sentences about William Golding.
a At university, Golding studied 1 what he had seen in the war.
b Before he became a teacher, 2 in the navy.
c He became a sailor 3 a English literature.
d He wrote his rst novel 4 he was an actor.
e Golding was shocked by 5 after the war.
80
L o r d o f t h e F l i e s
Language focus
Denite and indenite articles
1 Read these sentences from the
listening text.
1 Tell the students to read the sentences
in the box.
2 The articles in the frst sentence have
been underlined. Tell the students
to underline the articles in the other
sentences.
3 Ask the students to say when an is
used instead of a.
Answers:
a 1 He became an English teacher in a
secondary school. (given)
2 During the Second World War,
Golding was a sailor in the British
navy.
3 After the war, he went back to teach in
the same school.
4 I read an article which said that
Golding was shocked by things he had
seen.
b We use an when it is followed by a word
beginning with a vowel sound.
2 Complete the sentences with a,
an or the and give examples from
Exercise 1.
1 Tell the students to read the sentences.
2 Organise the students to work in pairs
to discuss the answers and write them.
3 Go through the answers with the class.
Answers:
a the, e.g. Sentence 3, the war/the same school. (given)
b a/an, e.g. Sentence 1, an English teacher and
Sentence 2, a sailor.
c a/an, e.g. Sentence 1, a secondary school and
Sentence 4, an article.
d the, e.g. Sentence 2, the Second World War, the
British navy.
e a/an, e.g. Sentence 1, a secondary school and
Sentence 4, an article
3 Discuss the following in pairs.
1 Ask the students to read the two questions.
2 Have the students discuss the answers in pairs.
3 Go through the answers with the class.
Answers:
a
1 The frst sentence reIers to all children; the second
sentence refers only to the children in Lora of the
Flies, not all children.
2 The frst sentence reIers only to the teachers at the
writers school; the second sentence refers to all
teachers.
b When we are referring to everyone in that group, for
example teachers, politicians, children, etc.
4 Choose the correct articles (or no article)
to complete the beginning of Lord of the
Flies.
1 Tell the students to read through the text.
UNIT5
1
1 He became an English teacher in a secondary school.
2 During the Second World War, Golding was a sailor in the British navy.
3 After the war, he went back to teach in the same school.
4 I read an article which said that Golding was shocked by things he had seen.
a Underline all the articles.
b When do we use an instead of a?
2
Complete these sentences with a, an or the and give
examples from Exercise 1.
a For a person or thing we have already talked about,
use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b To refer to someones job or position, use
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c To talk about one of many people or things, use
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d For a person or thing there is only one of, use
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e To refer to a person or thing for the rst time, use
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
UNIT
27
Read these sentences from the listening text.
'HQLWHDQGLQGHQLWHDUWLFOHV
3
Discuss the following in pairs.
a What is the difference in meaning between
these sentences?
1 Children can be cruel.
The children in Lord of the Flies are cruel.
2 The teachers at my school work very hard.
Teachers work very hard.
b When do we use no article with plural nouns?
4
Choose the correct articles (or no article) to
complete the beginning of Lord of the Flies.
t<h, e.g. Sen<tn<c 3, t<h w>a<r/t<h sa<m sch<o+ol.
Language focus
A/the group of -/the boys is escaping from a/-
terrible war, when their plane is shot down. -/The boys
manage to reach a/an small island. Although there is no
one living on an/the island, there are a lot of -/the things
to eat and -/the good places to sleep. Soon after they arrive,
-/the boys make a/the re to signal to -/the
ships which may pass an/the island, but one of -/the
boys lets a/the re go out. A/The ship passes an/
the island without seeing a/the boys.
a b c
d
e
f
h
g
i j k
l m
n o p
q
5
Now complete the table
with the following.
Europe Jordan River Ganges
Mediterranean Africa Nile
Pacic Ocean European Union
United Arab Emirates Australia
with the
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
t<h Ri<v}er Ga<n<ge[
without the
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Eu<r>op
River Ganges
P0hI I0K0II
Wc esez||y esc t he
w| !h !hc nzmcs ef
sczs, r| vcrs, erczns,
er]zn|sz!|ens zn4
semc p|zrcs, c.]. !hc
!|zn!|r Orczn.
Grammar rev p125
LESSON 2 SB page 27 WB page 22
L o r d o f t h e F l i e s
81
2 Tell them to choose and circle the correct article
in each pair of alternatives. Remind them that
sometimes no article may be needed.
3 Go through the answers with the class.
Answers:
a A (given) b c a d The e a
f the g h i the j a
k l the m the n the o A
p the q the
5 Now complete the table with the
following.
1 Tell the students to focus on the box.
2 Tell them to think about which words require
articles and which ones dont.
3 Get them to write in their answers.
4 Put the students into pairs and get
them to compare their answers.
5 Go through the answers with the
students.
Answers:
with the: the River Ganges, the
Mediterranean, the Nile, the Pacifc Ocean,
the European Union, the United Arab
Emirates
without the: Europe, Jordan, Africa, Australia
WORKBOOK page 22
1 Complete this text about William
Golding with a/an, the or no
article .
1 Tell the students to read through the
text and to ask about any problems
with vocabulary.
2 Tell them to complete the text with the
correct articles or with none.
3 Go through the answers with the class.
Answers:
a a (given) b a c a d an e a
f a g the h the i a j
k l the mthe
2 Correct the mistakes in these
sentences about islands.
1 Tell the students to read the three
sentences.
2 Organise the students to work in pairs
and tell them to discuss the mistakes
in the sentences.
3 Now, tell them to rewrite the
sentences correctly.
4 Go through the answers with the class.
Answers:
a Crete is the an island in the Mediterranean Sea and
is a popular place with the tourists. It is a the largest
Greek island. (given)
b Japan is a large group oI islands in the Pacifc Ocean
about 300 kilometres from a the east coast of Russia.
UNIT5
22
UNIT
5 5
1 Complete this text about William Golding with a/an, the or no article .
William Golding was a a very famous English writer. After b university
education, c rst job he did was to work in the theatre as d actor.
Then he went to work as e teacher in a secondary school. After that, he was
f sailor in g British Navy during h Second World War.
In 1953, he wrote Lord of the Flies, i story about how cruel j children
can be to each other. k many people were surprised at how cruel l
children in m book were.
2 Correct the mistakes in these sentences about islands.
a Crete is the island in Mediterranean Sea and is
a popular place with the tourists. It is a largest
Greek island.
Crete is an island in the Mediterranean Sea
and is a popular place with tourists. It is the
largest Greek island.
b Japan is large group of islands in Pacic Ocean about 300 kilometres from a east coast of Russia.
The 125 million people live on islands.
c Australasia consists of the large island of Australia and a number of the smaller islands. A capital
of Australia is Canberra.
3 Read these sentences, then make similar sentences of your own.
a The Nile is in Egypt. (Amazon/South America)
The Amazon is in South America.
b The Gobi is a huge desert in Asia. (Sahara/Africa)
c Britain is part of the United Kingdom. (France/European Union)
d The Mediterranean Sea is between Europe and Africa. (Red Sea/Africa and Asia)
Crete
82
L o r d o f t h e F l i e s
The 125 million people live on the islands.
c Australasia consists of the large island
of Australia and a number of the smaller
islands. A The capital of Australia is
Canberra.
3 Read these sentences, then make
similar sentences of your own.
1 Tell the students to read through the
sentences.
2 Explain that they must use the prompt
words to make similar sentences of
their own, as in the example.
3 When they have completed the
activity, put the students into pairs to
compare their answers.
4 Finally, go through the answers with
the class.
Answers:
a The Amazon is in South America. (given)
b The Sahara is a huge desert in Africa.
c France is part of the European Union.
d The Red Sea is between Africa and Asia.
SB page 28 WB page 23
Reading
1 Choose the correct meaning of
these words, then check in your
Active Study Dictionary.
1 Write the words in the box on the board.
2 Ask the students if they know what the words
mean. Tell them to choose and circle one of the
two defnitions provided Ior each word in the
book.
3 Tell them to look the words up in their Active
Study Dictionary.
4 Go through the answers with the class.
Answers:
shelter: a place to keep you dry and safe (given)
split: to divide
violent: wanting to hurt people
2 Read this summary of Lord of the Flies
and complete with the correct form of the
words from Exercise 1.
1 Tell the students to read the gapped text on the
right.
2 Help them with any vocabulary they fnd
diIfcult.
3 Tell them to use the words from Exercise 1 to
complete the text.
4 Go through the answers with the class.
Answers:
a shelters (given) b split c violent
3
Read the story again. Are these sentences True or
False? Correct the false sentences.
a The boys make a re to keep warm.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ; . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b They hope they will be seen by a plane ying above the
island. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c The boys choose Ralph as their leader. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d All the boys believe there is a frightening animal on the
island. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e Some boys join Jacks group because they dont like
Ralph. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
f Three of Ralphs group are captured in the ght between
the groups. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
g Jack wants to stop Ralph from escaping, so he sets re
to the island. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Choose the correct meanings of these words, then
check in your Active Study Dictionary.
2
shelter: a place to keep you dry and safe/a hotel
split: to add to/to divide
violent: wanting to help/wanting to hurt people
Read this summary of Lord of the Flies and complete it
with the correct form of the words from Exercise 1.
5
UNIT
LORD OF T
Lord of the Flies starts when
a plane carrying a group of
British boys crashes near an
island. The boys realise they
must look after themselves on
the island until they are rescued.
The boys choose a leader and
start to organise their new life.
The leader, Ralph, tells them
they must work together. They
make a re which may be seen
by a passing ship.
At rst, the boys cooperate
with each other and everything
goes well. Some look for
food and water, others build
. . . . . . . . . . . . . . . . to sleep in. But
then there are problems. First,
the re goes out. Then Jack, who
wanted to be the leader, tells
the boys there is a frightening
wild animal on the island. After
some disagreements, the boys
. . . . . . . . . . . . . . . . . . into two
groups. Jacks group believe the
wild animal is around and want
28
Reading
Fa<l< [e. Thy m<a<k a _i<r}e so t<h<a<t sh<i<p@ [ wi<l<l se t<hm.
shl<tr>[
a
4
Complete these sentences using the correct form of the
words in brackets.
a The boys choose Ralph as their . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (lead)
b At rst, the boys . . . . . . . . . . . . . . . . . . . . . . . . . . . . with each other.
(cooperation)
c But then the boys start to have a . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(disagree)
d Some boys believe there is a . . . . . . . . . . . . . . . . . . . . . . . . . . . . animal on
the island. (frighten)
e Ralph is saved by the . . . . . . . . . . . . . . . . . . . . . . . . . . . . of a ship. (arrive)
b
leader
LESSON 3
UNIT5
L o r d o f t h e F l i e s
83
3 Read the story again. Are these sentences
True or False? Correct the false
sentences.
1 Ask the students to read the sentences and
decide if they are true or false.
2 Tell them to correct the false sentences.
3 When they have completed the exercise, put the
students into pairs to compare their answers.
4 Go through the answers with the class.
Answers:
a False. They make a fre so that ships will see them.
b False. They hope they/the fre will be seen by a ship.
c True
d False. Only some of the boys believe there is a
frightening animal on the island.
e False. They join Jacks group because he
promises to protect them from the wild
animal.
f False. Two of the group are captured.
g True
4 Complete these sentences using
the correct form of the words in
brackets.
1 Tell the students to read the gapped
sentences.
2 Tell them to write the correct form of
the word in brackets to complete each
sentence.
3 Go through the answers with the class.
Answers:
a leader (given) b cooperate
c disagreement d frightening
e arrival
WORKBOOK page 23
1 Complete the puzzle to nd a
word.
1 Tell the students to look at the
defnitions and think about which
words they describe.
2 Tell them to write the words into the
puzzle.
3 Go through the answers with the class.
Make sure the students can pronounce
the words correctly.
Answers:
a navy (given) b split c shocked
d shelter e steal f frightening
g capture vertical word: violent
2 Complete using the correct form of the
words from Exercise 1.
1 Tell the students to read the gapped sentences.
2 Explain that they have must use the correct
form of the words from Exercise 1 to complete
the sentences.
3 Go through the answers with the class.
Answers:
a captured (given) b steal c shelter d violent e split
UNIT5
23
UNIT
5 5
1 Complete the puzzle to nd a word.
a sailors and ships a country has for ghting at sea
b divide into groups
c upset and very surprised
d a place that protects people from weather
e to take something that does not belong to you
f something that makes you feel afraid is
g to catch someone or something in order to keep them
The word in the boxes is
2 Complete using the correct form of the words from Exercise 1.
a The men captured the animal and took it to the zoo.
b You must not . Its wrong to take things that do not belong to you.
c The rst thing we did was to build a to protect ourselves from the wind and rain.
d It was a very match. Some of the players hit each other.
e The tourists wanted to do different things, so they into three different groups.
3 Choose the correct verbs.
a When the boys arrived on the island, they did/made a re.
b Later, they chose/decided Ralph as their leader.
c Some boys built/did shelters while others looked/watched for food.
d They tried to think of ways of getting/escaping from the island.
e Jack made/set re to the island.
__ __ __
__ __ __ __
__ __ __ __ __ __
__ __ __ __ __ __
__ __ __ __
__ __ __ __ __ __ __ __ __ __
__ __ __ __ __ __
a
b
c
d
e
f
g
d W l o
84
L o r d o f t h e F l i e s
3 Choose the correct verbs.
1 Tell the students to read the sentences.
2 Explain that they must choose the
correct verb form for each sentence.
3 Go through the answers with the class.
Answers:
a made b chose c built; looked
d escaping e set
SB page 29
Critical thinking
1 Read this quotation from Lord
of the Flies and answer the
questions.
1 Tell the students to read the quotation.
2 Put them into pairs and ask them to
read the three questions and discuss
their answers.
3 Ask some pairs to share their answers
with the class.
Suggested answers:
a They will have to fnd Iood, organise
shelters and choose a leader. They will
have to cooperate.
b They need someone to follow, to look
up to, to make decisions and to help the
group to cooperate and work together.
c They need to work together to be able to do all
the things they need to do. They need to get food,
build shelters, protect themselves and make a fre. II
they dont cooperate they wont be able to do these
things.
2 Answer the following questions.
1 Tell the students to read through all the
questions and think about answers to them.
2 Tell them to write the answers to them.
3 Now put the students into pairs. Tell them to
read the questions and then give their answers.
4 Go through the answers with the class.
Suggested answers:
a A plane carrying a group of boys crashes near an
island. (given)
b They try to attract passing ships by making a fre.
c They want to use his glasses to make a fre.
d They choose Ralph because he can help the children
to cooperate and work together. He had the right
qualities to be a good leader.
e They want to seem aggressive and frightening.
f Because the adults take control and the children do
not have to make decisions or fend for themselves
anymore.
1
5
UNIT
2
Read this quotation from Lord of the Flies and answer the
questions.
Answer the following questions.
a How does the story of Lord of the Flies begin?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b How do the boys try to attract passing ships?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c Why does Jacks group want Poggys glasses?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d Why do you think the group choose Ralph as their leader?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e Why do you think the boys in Jacks group paint their faces?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
f Why do you think the arrival of the adults changes the way
the boys behave?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
29
a What will the children have to do to look after themselves in
this situation?
b Why do you think the boys want a leader?
c Why do the boys need to work together? What may happen
if they do not?
3
Work in pairs. How would you choose a leader if you and
your friends were on an island?
a Write a list of the most important qualities that a leader
should have. Use language from the box. Check any of the
adjectives you do not know in your Active Study Dictionary.
THE FLI ES
to go hunting. Ralphs group just
want to escape from the island.
More boys join Jacks group
because he promises to protect
them from the wild animal and
give them meat.
Jacks boys paint their faces and
become very . . . . . . . . . . . . . . . . . . . .
They think one of the other
boys is the frightening animal
and they attack him. Then they
attack Ralphs camp and steal
the glasses of a boy called Poggy.
They wanted to use the glasses
to make a re. Ralphs group try
to get the glasses back but Poggy
is hurt. Jack captures two others
and Ralph is left alone. Jack then
sets re to the island to try to stop
Ralph from escaping. A passing
ship sees the re and comes to
rescue the boys. Finally, with the
arrival of adults on the island, the
ghting stops.
Critical thinking
The boys realise they must look after themselves until
they are rescued. The boys choose a leader and start to
organise their new life. The leader, Ralph, tells them
they must work together.
I n my opinion,
a leader shoul d
be honest and
sensible.
He/She
should
be
brave/calm/honest/
intelligent/imaginative/
kind/optimistic/patient/
respected/sensible/
tolerant/strong/
understanding
must
would need to
A (good) leader is someone who is
b Compare lists with a partner and discuss your ideas.
c
A p=l<a<n<e ca<rr{i<n<g a \rou<p of b=o{s cra<s=h<e=s n<e=a<r a<n
i<s=l<a<n<d.
I t hink a good
leader is someone
who is pat ient
and respect ed.
LESSON 4
UNIT5
L o r d o f t h e F l i e s
85
3 Work in pairs. How would you choose a
leader if you and your friends were on an
island?
1 Discuss the qualities of a good leader with the
class. Write their ideas on the board.
2 Tell them to look at the table in the exercise.
Read through the text and tell them to look
up any unknown words in their Active Study
Dictionary. Make sure everyone understands all
the words.
3 Ask the students to imagine that they are on an
island and they need to choose a leader. Tell
them to write down the qualities they think a
good leader should have. They can use
the language in the table to do this.
Make one or two example sentences
with the class frst.
4 Put the students into pairs to compare
their ideas.
5 Finally, ask some students to share
their ideas with the class.
Suggested answers:
They should be calm. They need to be
intelligent and patient. A good leader is
someone who is understanding. They can
talk to people easily.
SB page 30 WB page 24
Communication
1 Discuss these questions in pairs.
1 Put the students into pairs to talk about
rules. Tell them to read the questions
and think about their ideas.
2 Now put the pairs together into groups
of four to share and discuss their
answers.
3 Ask as many groups as possible to
share their answers with the class.
Suggested answers:
a Rules are important because they help
people to work together and to cooperate.
They help to make sure things run
smoothly and that people know what
other people will do in certain situations.
They help to make it possible to organise
things. For example, in families there may
be rules about bedtime, doing homework,
helping with chores; in school there
may be rules about uniform, meal times,
play times, etc. and when driving a car
there are rules about speed, traIfc lights,
roundabouts, etc.
b If there are no rules, or people break the
rules, people dont know what others will
do in certain situations and it makes life
unpredictable. People can get hurt, cars
can crash and there could be a complete
lack of order.
UNIT5
5
UNIT
Communication
30
1
Discuss these questions in pairs.
a Why are rules important in families/in
schools/when driving a car?
b What can happen in situations where
there are no rules, or where people
break the rules?
2
If you were the leader of a group of
children on a desert island, what rules
would you make? Write one suggestion
under each of these headings.
Headings Suggestions
Relationships with others
Planning for the future
Finding and preparing food
Solving problems
Escaping from the island
Be t<olr>a<n<t, t<ry a<n<d get on wi<t<h ea<ch ot<hr
3
Discuss and compare your ideas.
a Discuss your ideas with a partner and
make a list of rules you both agree on.
b Compare the rules you have agreed on
with the rules of another pair of students.
LESSON 5
86
L o r d o f t h e F l i e s
2 If you were the leader of a group of
children on a desert island, what
rules would you make? Write
one suggestion under each of
these headings.
1 Ask the students to imagine that they
are leading a group of children on a
desert island.
2 Tell them to look at the table in the
book and to think about what rules
and suggestions they would make for
each of the headings to make life on
the island work well.
3 Tell the students they must all write
at least one rule or suggestion in each
section.
Suggested answers:
a Be tolerant, try and get on with each
other. (given) Dont make fun of anyone.
b Organise groups to fnd materials to build
shelters, build shelters.
c Organise a group to search for food on
the island each day; take turns preparing
meals.
d If there are any disagreements, the people
involved must speak to the leader about
their problems.
e Make a fre so that people might see and
rescue us, and keep the fre burning all
the time. Build a boat or a raft; organise a
group to work on the boat each day.
3 Discuss and compare your ideas.
1 Put the students into pairs to discuss their
ideas and make a list of the best rules.
2 Now, put pairs together to make groups of
four to discuss the rules.
3 Ask groups to share their ideas with the class.
WORKBOOK page 24
1 What would you say in these situations?
1 Tell the students to read about the situations and
think about what they would say in each.
2 Tell them to write their answers in the spaces
provided.
3 Now put the students into pairs to compare their
answers.
4 Finally, go through the answers with the class.
24
UNIT
5 5
1 What would you say in these situations?
a You are at an interview for university. The interviewer asks you what qualities you think are
important to be a successful student. What do you reply?
A successful student is someone who enjoys learning and works hard.
b You and a group of friends are discussing what makes a good friend. One of the group asks
what you think. What do you reply?
c A friend asks you what you think makes a good teacher. What is your opinion?
d You and a group of friends are discussing what you need to do to be a successful sportsman. It
is your turn to express an opinion. What do you say?
2 You are going to write rules for life on an island. First, plan how to
organise your rules.
a Start by choosing ve short headings, for example, Food.
b Decide which rules to include. Do not write more than two rules for each heading.
3 Write your rules clearly. Use your notes in the Students Book and
the following language.
4 Check your writing.
a Read what you have
written very carefully. Look
for grammar and spelling
mistakes.
b Check spellings in your
Active Study Dictionary.
c Correct the mistakes as you
write the nal draft.
Everyone must/should always
You must/must not
Nobody must
Dont
We must all
Never
Remember to/Dont forget to
FOOD
O Everyone must help to look for food.
O Remember to share the food you find with other people.
O
O
O
O
O
O
ESCAPE
O
O
UNIT5
L o r d o f t h e F l i e s
87
Suggested answers:
a A successful student is someone who enjoys learning
and works hard. (given)
b (I think) A good friend is someone who shares what
he/she thinks with you and listens to you. / (I think)
A good friend helps you when you need something.
c (I think/In my opinion) A good teacher is someone
who makes the students interested. / (I think/In my
opinion) A good teacher is fair to the students.
d (I think/In my opinion) A successful sportsman
needs dedication. / (I think/In my opinion) You need
to work hard to be a successful sportsman.
2 You are going to write rules for life on an
island. First, plan how to organise your
rules.
1 Ask the students to think of some headings
for rules for living on an island, such as food,
shelter, defence, escape, etc. Write their
suggestions on the board.
2 Tell them to choose fve headings and think
about one or two rules for each.
3 Put the students into pairs to compare their
categories and talk about their rules.
Suggested answers:
a Possible headings: food, shelter, protection,
problems, escape, exploring the island, cooking, etc.
b Possible rules:
No one can travel alone on the island.
All problems must be discussed with the leader.
Each day, two people must look for food.
The shelter(s) must be cleaned every day.
Food must be shared by all the people.
Two people must work on the garden each day (to
grow food).
One person must guard the entrance to the shelter(s)
at all times.
3 Write your rules clearly. Use your notes
in the Students Book and the following
language.
1 Tell the students to look at the table.
2 Explain that they must write in the section
headings and then write in the rules they have
for each section.
3 They can use the language in the box to help
them.
4 Check your writing.
1 Tell the students to look carefully through their
work, checking for any grammar and spelling
mistakes. Tell them to check spellings in their
Active Study Dictionary.
2 Tell the students to make a fnal draIt.
3 Put the students into groups oI Iour or fve
to share their ideas and fnd out iI they have
chosen different categories and rules for each
category.
4 Ask some students to read out their tables to the
class.
5 Display the tables in the classroom.
Students own answers
UNIT5
88
UNIT5
L o r d o f t h e F l i e s
Assessment
Target element: revise the listening activity
about William Golding and listen for detail
Write the following sentences on the board and ask
the students to copy them.
1 Karim heard a television programme about
William Golding.
2 Golding was a student at London University.
3 He studied French literature.
4 He became a teacher in a primary school.
5 Lord of the Flies was his second novel.
6 William Golding was very optimistic.
Tell the students that each sentence has one
incorrect piece of information in it. Explain that
you are going to play the tape with the listening
text about William Golding again, and they must
correct the mistake in each sentence.
Answers:
1 television radio
2 London Oxford
3 French English
4 primary secondary
5 second frst
6 optimistic pessimistic
Target element: revise what the students know
about William Golding
Put the students into groups and get them to
remember everything they can about William
Golding. One member of the group should write
down all the groups ideas and then share them
with the class.
Target element: revise the story of Lord of
the Flies and activate the new vocabulary
Write the following sentences about Lora of the
Flies on the board. Tell the students to read them
and then put them in the correct order.
1 A passing ship sees the re.
2 A plane carrying a group of British boys
crashes.
3 After a while, the group splits into two
groups.
4 The boys realise that they need a leader and
they choose Ralph.
5 More children join Jacks group.
6 1ack sets re to the island.
7 Jacks group tries to steal Poggys glasses.
8 At rst the children cooperate with each
other.
Answers:
2, 4, 8, 3, 5, 7, 6, 1
Target element: use new vocabulary related
to personal vocabulary and think in greater
depth about the story
Ask the students to think about the characters
of Jack and Ralph in the story Lora of the Flies.
Ask them to think about the qualities and types of
personality the children have. Tell them to think
about the adjectives they would use to describe the
boys. Now, ask them to write a short description
about each of the boys.
Suggested answer:
Jack wants to be the leader. He is not tolerant.
He likes to be aggressive and to use violence. He
makes the group split.
Ralph is a good leader. He encourages the boys
to cooperate and organises them to make a fre to
attract help, to build shelters and to look for food
and water.
Listening Task Reading Task
Speaking Task
Writing Task
UNIT6
T h a t s a m a z i n g !
89
SB page 31 WB page 25
Before using the book:
v Get the students thinking about things which
are the biggest and the smallest. Explain the two
concepts to the students, then ask them to name
the following things. You may need to translate
one or two of them.
The biggest object in the classroom.
The biggest city in Egypt.
The biggest animal they know how to say in
English.
The smallest object on their table.
The smallest coin in the Egyptian currency.
The smallest person in their family. (Smallest
here can mean youngest or smallest in size.)
UNIT 6
THATS AMAZING!
Thats amazing!
Listening
6
UNIT
31
Ask and answer in pairs. Make a note of your answers.
a

Where is the oldest tree in the world and how old is it?
b

Which is the highest mountain in the world?
c

How far above sea level is it?
d

Who was the rst Egyptian to reach the summit of this
mountain?
e

Where is the deepest part of all the oceans?
2
You are going to listen to two girls answering the same questions.
a Listen to Part 1 and put the questions in Exercise 2 in the order
you hear them.
b Now listen to Part 2 and check the answers you wrote for Exercise 2.
3
4
Underline the phrases which show how sure the speakers are
about their answers. Which do you think is the most/least sure?
a I think its in the Pacic Ocean, but Im not sure.
b About nine thousand metres, maybe?
c I know that! It was denitely Omar Samra.
d I have an idea its in Canada.
1
The sounds of English
a Listen and repeat these sentences which include
ve long vowel sounds.
b Listen again and complete the table with the
matching vowel sounds in your exercise books.
5
1 Its the worlds deepest ocean.
2 For me, it was an important event.
3 Part two is more difcult.
4 We learned about the trees root.
start />:/ sea /F:/ turn /y:/ course /-:/ who /R:/
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
dp@ [t w>ol<ds
Check the meanings of these words
in your Active Study Dictionary.
1
above amazing deep
sea level summit
Objectives
Grammar Comparative and superlative
forms less/the least, more/the most,
(not) as as
Functions Express certainty and
uncertainty
Listening Listen for gist and specic
information
Reading Read for gist and distinguish
fact from opinion
Critical thinking The importance of
motivation
Writing An informal e-mail
SB pages 31-35 WB pages 25-28
LESSON 1
Objectives
Grammar
Comparative and superlative forms
less/the least, more/the most,
(not) as as
Functions
Express certainty and uncertainty
Listening
Listen for gist and specific
information
Reading
Read for gist and distinguish fact
from opinion
Critical thinking
The importance of motivation
Writing
An informal e-mail
90
UNIT6
T h a t s a m a z i n g !
1 Check the meanings of these words in
your Active Study Dictionary.
1 Ask the students to look at the words in the box.
2 Tell them to look up the words in their Active
Study Dictionary and then to mark the main
stress in each word in the box.
3 Write the words on the board and show where
the stress falls on each word.
above
amazing
deep (no stressed syllable as only one syllable)
sea level
summit
Answers:
above: in or to a higher position than something else
amazing: making someone feel very surprised
deep: if something is deep there is a long distance
from the surface to the top
sea level: the average level of the sea, used as a standard
for measuring the height of an area of land
summit: the top of a mountain
2 Ask and answer in pairs. Make a note of
your answers.
1 Tell the students to read through the questions
and help them with any diIfcult vocabulary.
2 Ask them to make notes of their answers to the
questions.
3 Now put the students into pairs. They can take
turns to ask and answer questions, using the
notes they made.
4 If the student does not know the answer, he
or she should simply say I dont know. The
students will hear the answers in the next
exercise.
3 You are going to listen to two girls
answering the same questions.
a
1 Tell the students that you are going to play the
tape.
2 They should listen and number the questions in
Exercise 2 in the order they hear them.
3 Play the frst part oI the tape and have students
write the answers.
b
4 Tell the students that they must listen now to the
answers to the questions in Exercise 2.
5 Have them write the answers they hear next to
the answers they wrote in Exercise 2.
6 Play the second part of the tape. You might have
to play it a second time.
7 Have the students work in pairs to compare
their answers to the answers on the tape. How
many did they have correct?
Answers:
a
a 5 b 2 c 3 d 4 e 1 (given)
b
a Sweden; (nearly) 10,000 years
b Everest
c 8,850 metres above sea level
d Omar Samra
e Challenger Deep, Pacifc Ocean (more than 11,000
metres)
T A P E S C R I P T
Voice 1: Part one.
Leila: Hi, Abeer. Would you like to do this magazine
quiz with me?
Abeer: Yes. Whats the subject?
Leila: Its called The highest, deepest and oldest.
Its about the natural world.
Abeer: Interesting! Lets start.
Leila: OK. First question: Where is the deepest part of
all the oceans?
Abeer. Hmm thats aifhcult. Do you know?
Leila. I think its in the Pacihc Ocean, but Im not
sure.
Abeer: Does it tell you the answer?
Leila: No, you have to phone a special number to hear
the answers.
Abeer: Next question?
Leila: This has three parts. First, which is the highest
mountain in the world? I think Everest or
Kilimanjaro.
Abeer: Everest is higher than Kilimanjaro!
Leila: I agree. Part two: How far above sea level is it?
Abeer: About nine thousand metres maybe?
Leila: Hmm Everests not as high as that. Its about
seven and a half thousand. OK, third part: Who
Listening
UNIT6
T h a t s a m a z i n g !
91
was the hrst Egyptian to reach the summit of
this mountain in 2007?
Abeer: I know that! If the mountain is Everest, it was
aehnitely Omar Samra.
Leila: Yes, it was amazing. I read all the news stories
about him.
Abeer: Yes, for me his climb was the most important
sporting event of 2007.
Leila: OK. Next question. Where is the oldest tree in
the world and how old is it?
Abeer. I think its about hve hunarea years ola, but Im
not sure where it is. Do you know?
Leila: Its older than that I think its about two
thousand years old. I have an idea its in
Canada.
Abeer: Lets phone up for the answers.
Leila: OK.
Voice 1: Part two.
Voice 2: This is Quizline. Here are the answers to The
highest, deepest and oldest quiz.
Question one: Challenger Deep is the deepest
part of the oceans its part of the Mariana
Trench in the Pacihc. It is over eleven
kilometres deep.
Question two, part one: Everest is the worlds
highest mountain. Part two: Everest is eight
thousana, eight hunarea ana hfty metres above
sea level. And part three: The Egyptian climber
who reached the summit of Everest in 2007 was
Omar Samra.
Ana hnally, the olaest tree in the worla is nearly
ten thousand years old. Its in Sweden.
4 Underline the phrases which show
how sure the speakers are about their
answers. Which do you think is the most/
least sure?
1 Ask the students to read through the sentences.
2 Tell them to underline the words that show
the level of certainty with which the person is
saying things.
3 Ask them to say in pairs which speaker they
think is the most sure and which is the least
sure.
4 Go through the answers with the class.
Answers:
a I think; Im not sure (given)
b maybe
c I know that; defnitely
d I have an idea
the most sure: speaker c I know that; defnitely
the least sure: answers will vary. Probably speaker a is
the least sure I think; Im not sure.
5 The sounds of English
1 Tell the students to look at the sentences in the
blue box on the right.
2 Play the tape and ask the students to follow the
sentences in the blue box.
3 Play the tape again and tell the students to
repeat. Explain that the underlined letters are
long vowel sounds.
4 Play the tape several times to allow the students
to become familiar with the sounds.
5 Ask them to look at the table in the book.
6 Explain that they must write the underlined
words from the sentences into the correct
columns, as in the examples.
7 Go through the answers with the class.
8 Organise the students to work in pairs, taking
turns. Student 1 points to a column on the table
and Student 2 says the words in that column.
Example:
Student 1: (points to the /R/ column)
Student 2: Who, two, root
Answers:
start
//
sea
/F/
turn
/8/
course
/-/
who
/R/
1 part deepest worlds for two
2 me learned important root
3 tree more
T A P E S C R I P T
Voice 1: One.
Voice 2: Its the worlds deepest ocean.
Voice 1: Two.
Voice 2: For me, it was an important event.
Voice 1: Three.
Joice 2. Part two is more aifhcult.
Voice 1: Four.
Voice 2: We learned about the trees root.
92
UNIT6
T h a t s a m a z i n g !
UNIT
25
6 6
Thats amazing!
1 Find the words in the puzzle to match the denitions.
a the average height of the sea
sea level
b very surprising
c in a higher position
d a long distance from the top to
the bottom, for example of water
e the top of a mountain
2 Complete these sentences with
words from Exercise 1.
a There are 14 mountains which are more than
8000 metres above sea level .
b This side of the swimming pool is too
to stand up in.
c I couldnt believe how beautiful the island was.
It was absolutely .
d The of this mountain is covered
with snow for most of the year.
3 What would you say in these situations?
a Someone asks you which city is the capital of Britain. What do you reply?
I know that! Its definitely London.
b Someone asks you how long the River Nile is. What do you answer?
c A tourist asks you which is the second largest city in Egypt. What do you say?
d Your younger brother or sister asks you how old the Pyramids at Giza are. What do you answer?
S E A L E V E L A J T Q
P O V I O O P L S V R R
T E U H W X A P U M Q E
O B W R B I M E M E C Z
A B O V E A A A M A K I
T Y L O P M Z F I E Q S
C H J E B R I T T O N E
E O S L P Y N R M O O L
H P P A N A G D E E P Y
B W A B O Z T T O N I S
WORKBOOK page 25
1 Find the words in the puzzle to
match the denitions.
1 Ask the students to look at the list of
defnitions a to e.
2 Ask them to suggest the words they
defne and tell them to fnd and circle
the words in the puzzle.
3 Go through the answers with the
class.
Answers:
S E A L E V E L A J T Q
P O V I O O P L S V R R
T E U H W X A P U M Q E
O B W R B I M E M E C Z
A B O V E A A A M A K I
T Y L O P M Z F I E Q S
C H J E B R I T T O N E
E O S L P Y N R M O O L
H P P A N A G D E E P Y
B W A B O Z T T O N I S
2 Complete these sentences with
words from Exercise 1.
1 Ask them to read the gapped
sentences.
2 Tell them use the words they found in
Exercise 1 to complete the sentences.
3 Go through the answers with the
class.
Answers:
a sea level (given)
b deep
c amazing
d summit
3 What would you say in these situations?
1 Tell the students to read through the situations
and to look at the example answer.
2 Ask them to think about what they would say in
each situation and to write in their answers.
3 Now put the students into pairs and to compare
their answers.
4 Go through the answers with the class.
Suggested answers:
a I know that. It`s defnitely London. (given)
b Maybe about 6,000 kilometres.
c Im not sure. Maybe Alexandria.
d I have an idea they are about 3,000 years old.
UNIT6
T h a t s a m a z i n g !
93
Language focus
Comparative and superlative forms
1 Choose the correct words in these
sentences from the listening text.
1 Ask the students to read through the sentences
frst.
2 Tell them to decide which is the correct word to
complete each sentence and to circle it.
3 Go through the answers as a class.
Answers:
a deepest b higher c as
d more e most f oldest
2 Now match the phrases which
have the same meaning.
1 Ask the students to look at the
phrases.
2 Tell them to match a phrase on the left
with one that means the same on the
right.
3 Go through the answers with the class.
Answers:
a-3 more diIfcult less easy
b-5 the most unpopular the least popular
c-2 not as modern less modern
d-1 less interesting more boring
e-4 the least Iormal the most inIormal
3 Make sentences comparing these
mountains.
1 Ask the students to look at the table.
2 Make sure they understand that the
table compares three aspects of three
different mountains: beauty, danger
and popularity. Make sure they
understand that the number of dots
represents the degree of the quality,
so three dots is the most beautiful and
one dot is the least beautiful; three
dots is the most dangerous and one
dot is the least dangerous; three dots
is the most popular and one dot is the
least popular.
3 Look at the example with the class
and tell the students to complete the
sentences using the word cues, the
information on the table and the words
in the box.
4 Put the students into pairs to compare
their answers.
5 Go through the answers with the class.
Answers:
a Mount Fuji is more beautiful than the Matterhorn.
b Annapurna is less beautiful than the Matterhorn.
c Annapurna is the most dangerous.
d Annapurna is not as popular as Mount Fuji.
e Mount Fuji is the least dangerous.
a Mount Fuji/beautiful/the Matterhorn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Annapurna/beautiful/the Matterhorn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c Annapurna/dangerous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d Annapurna/not popular/Mount Fuji . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e Mount Fuji/dangerous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
32
1
Now match the phrases which have the same meaning.
2
Grammar rev p126
6
UNIT
Comparative and superlative forms
Choose the correct words in these sentences from the listening text.
a Challenger Deep is the deeper/deepest part of all the oceans.
b Everest is higher/highest than Kilimanjaro.
c Everest is not as high as/than that.
d Part two is more/most difcult than part one.
e For me, his climb was the more/most important sporting event of 2007.
f The older/oldest tree in the world is nearly 10,000 years old.
3
Make sentences comparing these mountains.
Language focus
Mou<n<t Fu<ji i< [ m<or}e ba<u<t<i<_u<l t<h<a<n t<h Ma<<h<orn.
a more difcult 1

more boring
b the most unpopular 2

less modern
c not as modern 3

less easy
d less interesting 4

the most informal
e the least formal 5

the least popular
a
less
the least
more
the most
not as as
Name Annapurna (Nepal) Mount Fuji (Japan) the Matterhorn (Switzerland/Italy)
Beauty " """ ""
Danger """ " ""
Popularity " "" """
4
In pairs, compare two cities, towns, tourist attractions or
buildings you both know. Use these adjectives.
beautiful famous interesting expensive popular
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I t<h<i<n<k Lon<d<on i< [ m<or}e expn< [i<v}e t<h<a<n Ca<i<r>o.
LESSON 2
SB page 32 WB page 26
94
UNIT6
T h a t s a m a z i n g !
4 In pairs, compare two cities, towns,
tourist attractions or buildings
you both know. Use these
adjectives.
1 Get the class to think of different pairs
of cities, towns, tourist attractions or
buildings that they can compare.
2 Write the pairs on the board. For
example:
Cairo - Alexandria
Red Sea - Mediterranean Sea
Encourage them to think of as many
as they can.
3 Now put the students into pairs to
choose and compare two things.
4 Afterwards ask some pairs to share
their sentences with the class.
Example:
Student 1: London is more beautiful
than Amsterdam.
Student 2: The Red Sea is smaller
than the Mediterranean
Sea.
WORKBOOK page 26
1 Make sentences.
1 Tell the students to look at the word
cues and explain that they are going to
use them to make sentences.
2 Look at the word cues and the model
answer in a with the class. Make
sure the students understand how the
sentences have been formed from the
word cues.
3 Tell them to Iollow the model in the frst
example and to write similar sentences for the
other word cues.
4 Put the students into pairs to compare their
answers.
5 Go through the answers with the class.
Answers:
a Climbing is more dangerous than cycling. Climbing
is the most dangerous sport in the world. (given)
b The Pacifc Ocean is deeper than the Indian Ocean.
The Pacifc Ocean is the deepest ocean in the world.
c The Nile is longer than the Amazon. The Nile is the
longest river in the world.
d Everest is higher than Kilimanjaro. Everest is the
highest mountain in the world.
2 Correct the mistake in each sentence.
1 Tell the students to read through the sentences
and look for the mistake in each.
2 Explain that the students must re-write the
sentences correctly.
3 Go through the answers with the class.
Answers:
a Thats the least interesting book Ive ever read.
(given)
b The tallest building in our city is the Central Bank.
c English is easier to learn than Chinese.
26
UNIT
6 6
1 Make sentences.
a Climbing/dangerous/cycling. dangerous/the world
Climbing is more dangerous than cycling. Climbing is the most dangerous sport in
the world.
b Pacic Ocean/deep/Indian Ocean. deep/the world.
c Nile/long/Amazon. long/the world
d Everest/high/Kilimanjaro. high/the world
2 Correct the mistake in each sentence.
a Thats least interesting book Ive ever read.
Thats the least interesting book Ive ever read.
b The most tall building in our city is the Central Bank.
c English is more easier to learn than Chinese.
3 Ask questions using these words and the correct superlative.
a old/building/your town
What is the oldest building in your town?
b big/city/your country
c beautiful/building/your town
d popular/food/your family
4 Now answer the questions in Exercise 3.
a The oldest building in my town is the library.
b
c
d
UNIT6
T h a t s a m a z i n g !
95
3 Ask questions using these words and the
correct superlative.
1 Ask the students to look at the words in each
line and explain that they are going to make a
question from them.
2 Tell them to use the example answer as a model.
3 Put the students into pairs to compare their
answers.
4 Go through the answers with the class.
Answers:
a What is the oldest building in your town? (given)
b What is the biggest city in your country?
c What is the most beautiful building in your town?
d What is the most popular food in your family?
4 Now answer the questions in
Exercise 3.
1 Tell students to look at the questions
they wrote in the last exercise.
2 Put them in pairs to discuss their
answers to the questions.
3 Tell them to write their answers in the
spaces provided.
4 Ask some students to read their
answers to the class.
Answers:
a The oldest building in my/our town is ...
b The biggest city in my/our country is ...
c The most beautiful building in my town
is ...
d The most popular food in my family is ...

Reading
1 Check the meaning of these
words in your Active Study
Dictionary.
1 Ask the students to look at the words
in the box.
2 Tell them to check the meanings
of the words in their Active Study
Dictionary.
3 Explain that you are going to defne
a word and they must say what word
you have defned.
Example:
Teacher: It is a word to describe a
young child.
Students: Toddler.
4 Continue in this way with all the
words.
Answers:
challenge: something new, exciting or diIfcult that
needs a lot of skill or effort to do
conquer: to win control of a country or defeat an
enemy by fghting a war
lifelong: continuing all through your life
mountaineer: a climber of mountains
slightly: a little
LESSON 3
SB page 33 WB page 27
challenge conquer lifelong
mountaineer slightly toddler
1 2
33
Check the meanings of these words in
your Active Study Dictionary.
Discuss in pairs.
Why do people climb
mountains like Everest?
6
UNIT
Reading
4
Read the article again and discuss these questions in pairs.
a Why do you think people often ask mountaineers, Why do you climb mountains?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Who do you think pays professional climbers? Why do they pay them?
c Why do you think Omar Samra leaves an Egyptian ag at the summits of the
mountains he climbs?
d Why do you think the Italian climber wanted to climb 14 different mountains?
Beca<u< [e t<hy ca<n<n<ot u<n<dr>[t<a<n<d w#h<y a<n<yon w>a<n<t< [ t<o d<o somt<h<i<n<g so d<a<n<ger>ou< [.
3
Read the article quickly. Does it include any of the reasons you discussed in Exercise 2?
5
Discuss in pairs.
a Which of these sentences are facts (F) and which are opinions (O)?
1

Professional mountaineers climb for money.
2

Between 1922 and 2006, Everest was climbed by about 3,000 people.
3

Most people want to conquer something during their life.
4

When someone has climbed it, they feel fantastic.
b Make a statement of fact about mountains.
c Express an opinion about mountaineers.
Why do t hey do i t ?
A question which people often ask mountaineers is
Why do you climb mountains? The most common
answer is Because they are there. But this does not
tell us the real reasons why people choose this exciting
hobby.
Professional mountaineers climb for money, but for
many others, climbing a great mountain is a lifelong
ambition. For example, Omar Samra, the Egyptian
who reached the summit of Everest in 2007, says that
he had dreamed of climbing mountains since he was a
toddler. He even had photos of Everest on his bedroom
walls. But Omar does not just climb for himself. He
always takes an Egyptian ag with him and leaves it on
the mountains.
Some mountaineers say that their hobby is no different
from other hobbies, but most people do not understand
this because the hobby is so dangerous. Between 1922
and 2006, Everest was climbed by about 3,000 people,
but more than 200 of these climbers lost their lives. So
perhaps we should ask a slightly different question:
Why do people climb dangerous mountains? Many
mountaineers say the answer is simple: most people
want to conquer something during their life. A
dangerous mountain is a challenge; when someone
has climbed it, they have reached their goal and they
feel fantastic.
The Italian climber Reinhold Messner was the rst
mountaineer in the world to climb the 14 mountains
which are over 8,000 metres high. What is even more
amazing is that he was the rst man to reach the summit
of Everest without the use of oxygen cylinders!
F
96
T h a t s a m a z i n g !
toddler: a young child who has just learned to
walk
2 Discuss in pairs.
1 Ask the students to read and think about the
question.
2 Put the students into pairs to talk about what
motivates people to climb high and dangerous
mountains. Ask them if they think everybody
would like to climb Everest.
3 Ask pairs to share their suggestions and write
them on the board.
Suggested answer:
The most obvious reason is because it is a challenge. It
is something unique that only a few thousand people in
the whole world have managed to do. It is an ambition
that many people but not all have.
3 Read the article quickly. Does it include
any of the reasons you discussed in
Exercise 2?
1 Tell the students to read through the article
Why do they do it? quickly.
2 Ask them if any of the reasons for climbing
high mountains that they thought of in Exercise
2 are mentioned in the article.
3 Ask the students for any reasons for climbing
high mountains that were included in the article
that they didnt think of in Exercise 2.
Answers:
Reasons why mountaineers climb mountains included in
the article:
v because they are there
v for money
v to Iulfl a liIelong ambition
v for their country
v as a hobby
v because its a challenge to conquer
v because it makes them feel good
4 Read the article again and discuss these
questions in pairs.
1 Put the students into pairs to discuss the
questions and then write down their answers.
2 Go through the answers with the class.
Suggested answers:
a Because they cannot understand why anyone wants
to do something so dangerous. (given)
b Sponsors normally pay the climbers. Sponsors are
often the people who make the clothes they wear, the
bags they carry, the boots they wear, the equipment
they use, etc. It gives them good publicity and
advertising.
c Because he is very proud of his country and he wants
to honour his country by his climbing achievements.
d Because he wanted to be the frst to do it. It was
something that no other man had done. It was a great
challenge.
5 Discuss in pairs.
1 Discuss the difference between a fact and an
opinion with the students. Explain that a fact is
something that is true and can be proven, and an
opinion is someones personal thoughts about
something.
2 Put the students into pairs to read through
the sentences and decide if they are facts or
opinions.
3 Go through the answer with the class.
4 Now ask the pairs to give a fact about
mountains and then express an opinion about
mountaineers.
5 Ask pairs to share the fact and opinion with the
class.
Answers:
a 1 F 2 F 3 O 4 O
b (suggested answer) There are 14 mountains
over 8,000 metres.
c (suggested answer) Mountaineers are very brave
people.
UNIT6
T h a t s a m a z i n g !
97
WORKBOOK page 27
1 Match these words a-f with their
meanings 1-6.
1 Tell the students to look at the column of words
on the leIt and the column oI defnitions on the
right.
2 Tell them to match each word with its correct
defnition.
3 Go through the answers with the class.
Answers:
a 5 (given)
b 6
c 4
d 2
e 1
f 3
2 Complete these sentences with
words from Exercise 1.
1 Tell the students to read the gapped
sentences.
2 Explain that they must use the words
from Exercise 1 to complete the
sentences.
3 Go through the answers with the class.
Answers:
a toddler (given)
b mountaineers
c lifelong
d challenge
e conquer
3 Which are these sentences are
facts (F) and which are opinions
(O)? For each opinion sentence,
write a fact.
1 Make sure that the students
understand the difference between an
opinion and a fact.
2 Tell them to read the sentences and
decide which ones are facts and which
ones are opinions.
3 Look at the example answer with the
class and explain that if the sentences
are opinions, the students must write a
fact about the same topic.
4 Go through the answers with the
students.
Suggested answers:
a O Mountaineers need to be very ft. (given)
b F
c O The Red Sea borders Egypt.
d F
e O Everest is the highest mountain in the world.
f O Most children can walk before they are two years
old.
27
UNIT
6 6
1 Match these words af with their meanings 16.
a challenge 1 a little
b conquer 2 people who climb mountains
c lifelong 3 a child who has just started walking
d mountaineers 4 continuing through your whole life
e slightly 5 a something difcult or new that needs effort or skill
f toddler 6 get control over a problem or a feeling
2 Complete these sentences with words
from Exercise 1.
a I dont remember what it was like being a toddler .
It was so long ago.
b Some climb mountains without using
oxygen.
c My brother has had a wish to be a doctor.
d Climbing would be a real for me. I dont
like heights.
e I cant swim. I wish I could my fear of water.
3 Which of these sentences are facts (F) and which are opinions
(O)? For each opinion sentence, write a fact.
a O I think mountaineers are incredibly brave people.
Mountaineers need to be very fit.
b Sir Edmund Hilary was the rst man to climb Everest.
c I think the Red Sea is the most beautiful sea in the world.
d It is possible to climb mountains without oxygen.
e To me, Everest looks like a frightening mountain.
f Children should be taught to swim when they are very young.
UNIT6
98
T h a t s a m a z i n g !
Critical thinking
1 Answer the following questions.
1 Tell the students to read through all
the questions and help them with any
vocabulary they fnd diIfcult.
2 Explain that they have to answer the
questions and ask them to write their
answers.
3 Now organise the students to work
in pairs and take turns to read out a
question and give their answer.
4 When they have done this, go through
the answers to all the questions with
the class.
Answers:
a For money. (given)
b In 2007.
c 3,000
Suggested answers:
d Because climbing Everest was something
he wanted to do for a long time and
something he dreamed about doing.
e People falling off the mountain, exposure
to the cold, the snow falling off the
mountain, snow storms.
I He wanted to be the frst to do it. He
wanted to meet the challenge and prove
that he could overcome all the obstacles.
2 Read what some mountaineers have
said about climbing, then discuss the
questions.
Parts a and b
1 Tell the students to read the frst quote.
2 Help them with any vocabulary they dont
understand.
3 Put the students into pairs or groups to discuss
the questions.
Suggested answers:
a They want to climb even after an accident because
they love the experience and the challenge of it.
Perhaps they like the comradeship of being with
other climbers.
b Perhaps the climber doesnt want to be away from
family and friends.
Parts c and d
4 Tell the students to read the second quote and
help them with any diIfcult vocabulary.
5 Discuss the questions with the class.
Suggested answers:
c The climber means that even the smallest mistake
can lead to death. You have to do everything
correctly because the dangers are very high. Not
UNIT6
LESSON 4
SB page 34
34
1
6
UNIT
2
Answer the following questions.
a Why do professional mountaineers climb mountains? . . . . . . . . . . . . . . . . . . . . .
b When did Omar Samra climb Everest? . . . . . . . . . . . . . . . . . . . . .
c How many people climbed Everest between 1922 and 2006? . . . . . . . . . . . . . . . . . . . . .
d Why do you think Omar Samra had photos of Everest on his bedroom walls? . . . . . . . . . . . . . . . . . . . . .
e What do you think are the main causes of accidents on mountains? . . . . . . . . . . . . . . . . . . . . .
f Why do you think the Italian climbed Everest without oxygen cylinders? . . . . . . . . . . . . . . . . . . . . .
Read what some mountaineers have said about
climbing, then discuss the questions.
3
Discuss these ideas in pairs.
a Would you like to climb a mountain
like Everest? Why/Why not?
b If you could interview a successful
mountaineer, what questions
would you ask him or her?
Critical thinking
a Why do you think people want to climb even after
an accident?
b Why do you think this climber does not want to be
away from home for months?
Everest is amazing, but it s a f r ight ening
mount ain. I st ill want t o climb af t er my
accident but I am more ner vous of t he really
big mount ains now. I dont want t o go away
and leave home f or mont hs eit her.
c What does this climber mean when he says There is
no room for mistakes?
d How do you think climbing equipment has changed?
Do you think mountaineering is safer now?
Everest is a ver y dangerous mount ain. There
is no room f or mist akes. Big mount ains t ake
lives. The danger s have never changed -
only t he equipment has changed.
e What does this mean?
I t is not t he mount ain we conquer but our selves.
f What does the speaker mean by national pride?
I ve always been inspired by st or ies of great
explorer s and all t he men who were mot ivat ed
by somet hing great er t han t hemselves. For me,
t his has always been nat ional pr ide.
For m<on<e=y.
T h a t s a m a z i n g !
99
only can you put yourself in danger but also the team
of climbers who work with you.
d The equipment is better now. For example, the
communication equipment has changed. It is easier
to communicate with people on the ground. The
materials are lighter, the clothing is warmer, etc.
Part e
6 Ask the students to read the third quote.
7 Make sure the students understand the word
conquer. Tell them to look it up in their Active
Study Dictionary.
8 Discuss the quote with the class.
Suggested answers:
e The real test is the human one. It is overcoming the
fear and the worry of climbing. It is not climbing the
mountain that is the hardest thing; it is actually what
is in the mind thinking about the dangers, missing
family and friends, spending many hours alone,
pushing yourself to work hard. This is the biggest
challenge.
Part f
9 Tell the students to read the fnal quote.
10 Help them with any vocabulary they fnd
diIfcult; tell them to look up words in their
Active Study Dictionary.
11 Ask the students to read the question and then
discuss the answer with the class.
Suggested answers:
f The climber believes that when someone climbs a
big mountain it is something to celebrate as a nation.
It is not just success for the individual, but for the
whole country.
3 Discuss these ideas in pairs.
1 Tell the students to read the questions and help
them with any vocabulary they fnd diIfcult.
2 Put the students into pairs to discuss the two
questions. Write some words on the board to
encourage them to think about different ideas.
For example: danger, challenge, family,
friends, cold, lonely, unique, conquer,
lifelong dream, etc. The students could ask
lots of questions. Guide them to think about the
various aspects of climbing such as preparation,
time away from family, dangers, challenge,
reasons for climbing, when the dream started,
and so on.
3 Go over the answers with a class and get some
of the pairs to share their answers.
Suggested answers:
a Yes, because I enjoy diIfcult challenges. No,
because I would miss my family and friends too
much and I wouldnt want them to worry about me.
b When did you start to think about climbing? What
do you like most about it? What do you like least
about it? What is your favourite mountain? What
was the frst mountain you climbed? What mountain
are you going to climb next?
UNIT6
100
UNIT6
T h a t s a m a z i n g !
Communication
1 Read this e-mail from someone
who has been diving in the Red
Sea and answer these questions.
1 Tell them to read through the e-mail
very quickly and then close their
books. Put the students into pairs
to discuss what they can remember
about the e-mail they read.
2 Ask some students to talk about
the e-mail to the class. Now tell the
students to open their books again and
read the e-mail a second time.
3 Tell them to look at the questions
and discuss the answers in pairs. Go
through the answers with the class.
Answers:
a Ahmed is writing to his friend. We can
tell this because he uses their frst names
and writes as he would speak to his
friend.
b The e-mail is informal. Ahmed uses
informal language such as Hi and See you
soon.
2 Look at the idioms in red above.
1 Tell the students to read questions a
and b. Put them in pairs to discuss the
answers, then go through the answers
with the class.
2 Ask the students to study the table.
Ask them to work in pairs to think of
another sentence which uses each of
the idioms.
Answers:
a Out of the blue means suddenly and unexpectedly.
b Made my day means made me very happy.
c (suggested) That mountaineer almost fell to his death
it was a close call. He lost his footing but he kept
his cool. When his tent got lost, he was in a tight
corner.
3 You are going to write an e-mail telling
a friend about something you have just
done that you are proud of.
1 Ask the students to think of something they
have done that they are proud of, (or imagine
they did something that made them proud).
2 Ask them to look at the questions and sample
answers in part b. Tell them to make similar
notes to answer the questions about the thing
they did. Explain that they will be using the
notes in an exercise in the Workbook.
4 In pairs, take turns to tell your stories.
Use some of the idioms above.
1 Put the students into pairs to tell each other
the story of what they did. They can use the
notes they wrote in Exercise 3b to help them.
Encourage them to use idioms when they speak,
and write the following on the board:
out of the blue made my day a close call
to keep your cool in a tight corner
2 Select some pairs and ask them to read their
stories to the class.
Communication
35
6
UNIT
1
Read this e-mail from someone who has been diving
in the Red Sea and answer these questions.
a Who is the person writing to? How do you know?
b Is the e-mail formal or informal? How do you know?
2
Look at the idioms in red above.
a Does out of the blue mean suddenly and unexpectedly or quietly?
b Does made my day mean made me worried or made me very happy?
c Now look at the following idioms.
3
You are going to write an e-mail telling a friend about something you have just done that you
are proud of.
a Choose something that really happened to you, or ction. If it is ction, choose something you
would really like to do one day.
b Write notes in answer to these questions.
1 What did you do? diving in Red Sea
2 When did you do it? last weekend
3 Why did you do it? to raise money for charity
4 How did it make you feel? slightly worried but excited and proud
Hi Tamer,
I ve j ust done somet hing very special! Last weekend I went diving in t he Red Sea
wit h my family. We went t o Dahab and dived in t he Blue Hole t hat s t he deepest
part of the Red Sea. It was quite dark, and we saw some enormous hsh. It was a
real challenge for me. We went wit h t wo professional divers.
Diving in deep wat er can be dangerous, so I was slight ly worried. Somet hing
dangerous can happen out of t he blue. My mot ivat ion wasnt personal pride: I did
it for charit y. The money I collect ed goes t o help children who dont have parent s.
The experience really made my day. I hope I ll do it again one day.
See you soon,
Ahmed
Idiom Example Meaning
a close call That was a close call. Something bad nearly happened.
to keep your cool
I was in a dangerous situation but
I kept my cool.
To stay calm and not get upset or
nervous.
in a tight corner
We were in a very tight corner.
Escape looked impossible.
To be in a difcult situation with not
many choices.
4
In pairs, take turns to tell your stories. Use some of the idioms above.
LESSON 5
SB page 35 WB page 28
UNIT6
T h a t s a m a z i n g !
101
28
UNIT
6 6
2 Order the e-mail in Exercise 1.
3 Read the e-mail again and nd the following.
a four idioms out of the blue,
b language and expressions that show it is informal Hi, Im writing,
4 Write your e-mail to a friend.
a Plan your e-mail using the notes you made in Exercise 3 of your Students Book.
s Think of a rst and a last sentence. Think clearly about the order of events in your story.
b Write your e-mail in 120140 words.
s Read what you have written very carefully. Correct any grammar and spelling mistakes.
s Check that you have used apostrophes in the right places.
1 Read about the apostrophe, then
insert the missing apostrophes in
this e-mail to a friend.
a Apostrophes are used for two reasons:
s to show that something belongs to someone:
This is Ahmeds house. (= This is the house which belongs to Ahmed.)
s to show that a letter or letters are missing. Apostrophes are often used in short verb forms:
Ahmeds my best friend. Youd like him. (= Ahmed is my best friend. You would like him.)
b Write in the ve apostrophes missing in the e-mail above.
Hi David
Suddenly, out of t he blue, t he wind st art ed t o blow us t owards some
t rees. I t hought we were about t o hit t hem, but t he pilot t old us t o keep
our cool. He said everyt hing would be OK.
Here I am in Sout h Africa and I love it ! I m writ ing t o t ell you about
somet hing I did yest erday t hat I m very proud of it really made my day.
See you soon, Pet er
What happened was I went up in a hot air balloon wit h my family. We t ook
off at four oclock in t he aft ernoon so t he sun wasnt t oo hot .
You should t ry going up in a balloon. Youd love it .
The fight lasted nearly two hours. It was amazing seeing the animals
below us. We even saw our pilot s house.
He was right , of course, and we were safe, but it was a close call!
1
WORKBOOK page 28
1 Read about the apostrophe, then insert
the missing apostrophes in this e-mail to
a friend.
1 Tell the students to read the rules below the
e-mail and make sure they understand that there
are two reasons for using apostrophes: to show
possession or to indicate missing letters.
2 Write some examples on the board then tell the
students to read through the e-mail and insert
the fve missing apostrophes.
Answers:
See page image above.
2 Order the e-mail in Exercise 1.
1 Ask the students to look again at the
e-mail. Explain that the sentences are
in the wrong order. Tell them to read
the sentences and then decide the
correct order.
2 Put the students into pairs to compare
their answers, then go through the
answers with the class.
Answers:
4, 1, 7, 2, 6, 3, 5
1 Here I am in South Africa ...
2 What happened was I went up ...
3 The fight lasted nearly two hours ...
4 Suddenly, out of the blue, the wind
started ...
5 He was right, of course, ...
6 You should try ...
7 See you soon, Peter
3 Read the e-mail again and nd
the following.
1 Put the students into pairs to fnd Iour
idioms and fve expressions that show
that the e-mail is informal, then go
through the answers with the class.
Answers:
a out of the blue (given), keep our cool,
made my day, a close call
b Hi, Im writing, (given) OK, see you soon,
youd love it.
4 Write your e-mail to a friend.
1 Remind the students of the e-mail they
planned in the SB, p. 35, Ex. 3.
2 Tell them they are going to use the
otes they wrote to plan their e-mail.
Tell them to think about the order of
events. Write a model based on the
e-mail in the WB on the board to help
them.
Salutation
where I am and why I am writing
Tell story part 1
Tell story part 2
Finish story
Say goodbye
3 Ask the students to write their e-mails. Tell
them to read their writing carefully and correct
all the mistakes. Remind them to check their
apostrophes.
4 Put the students into groups to read out their
e-mails. Ask each group to choose one e-mail to
read to the class.
102
UNIT6
T h a t s a m a z i n g !
Assessment
Target element: revise questions for
comparatives and superlatives
Write the following questions on the board:
1 Where is the ______ all the oceans?
2 ______ is the highest mountain ______?
3 How far above ______?
4 Where is the oldest ______and ______ it?
Tell the students you are going to play the frst
part of the listening for Unit 6, page 31, Exercise 3
again, and they must listen carefully and complete
the gapped questions.
Answers:
1 Where is the deepest part of all the oceans?
2 Which is the highest mountain in the world?
3 How far above sea level is it?
4 Where is the oldest tree in the world and how
old is it?
Target element: practise and use language
from the e-mail
On the board, write some of the key words as
prompts to the story in the Workbook about the boy
in the hot air balloon:
South Africa
family
hot air balloon
4 oclock
2 hours animals, pilots house
wind blew
pilot OK
Put the students into pairs and ask them to tell the
story to each other, using the key words.
Target element: revise the text and practise
key vocabulary
On the board, write the following:
1 For many, climbing a great mountain is a
________ ambition.
2 When Omar was a ________ he liked to
climb stairs.
3 Most people want to _______________
something during their life.
4 Some mountaineers say that their hobby is
no different from other ________.
5 When someone climbs a mountain they have
________ their goal.
Ask the students to read the gapped sentences and
to complete them. Tell them that they will fnd the
missing words in the text in Exercise 3 on page 33
of the Students Book.
Answers:
1 lifelong 2 toddler
3 conquer 4 hobbies
5 reached
Target element: revising comparatives and
superlatives
Write the following words on the board:
Cairo Alexandria big
Challenger Deep deep ocean
Mount Fuji Matterhorn beautiful
London Cairo expensive
Amazon Nile long
tree old world Sweden
Tell the students to write sentences to compare the
things in each line. They should use the adjective
as a cue to help them.
Suggested answers:
Cairo is bigger than Alexandria.
Challenger Deep is the deepest place in the ocean.
Mount Fuji is more beautiful than the Matterhorn.
London is more expensive than Cairo.
The Nile is longer than the Amazon.
The oldest tree in the world is in Sweden.
Listening Task Reading Task
Speaking Task
Writing Task
Review B
103
SB page 36 WB page 29
1 Discuss these questions with a partner.
1 Tell the students to read the questions.
2 Put them into pairs to discuss their answers.
3 Tell the students to listen carefully and check
their ideas as you play the tape.
Answers:
a There is always snow at the top of high
mountains because it never gets hot
enough there for the snow to melt.
b The heat of the sun doesnt turn the snow
to water because, at high levels, there is
little oxygen and the air is so thin that it
can hold hardly any heat, so the water
always turns to snow and ice and does not
melt.
T A P E S C R I P T
Scientist: Hello. Today were going to ask
ourselves a scientihc question.
Why is there always snow and
ice on the summits of the highest
mountains? The summit of Everest,
which is nearly 9,000 metres above
sea level, is the nearest place on
the earth to the sun, so why doesnt
the heat of the sun turn the snow
to water? If you take a piece of
ice out of your fridge at home and
leave it in the sun, it turns into
water in just a minute or two, so
why doesnt this happen to the
snow on high mountains?
Heres the answer. The air at the
bottom of mountains like Everest
holds the heat of the sun. This
means that the temperature is
quite hot. However, at the top of
mountains, there is less oxygen.
This means the air is much thinner.
The air here does not hold the suns
heat so easily. So the higher you
go, the less heat there is in the air,
so of course the temperature gets
colder and colder. Above a certain
height, called the snow line, the
snow never turns to water.
2 Listen again and complete the sentences.
1 Tell the students to read the gapped sentences.
2 Explain that the words in the box are the words
Review B
SB pages 36-40 WB pages 29-32
LESSON 1
Listening
36
Discuss these questions with a partner.
a Why is there always snow on the top of
high mountains?
b Why does the heat of the sun not turn the
snow into water?
Now listen to a talk and check your ideas.
Listen again and complete the sentences.
1
2
The sounds of English
a Are the underlined vowels in sentences 13 long
or short? Listen and complete the table.
3
a The . . . . . . . . . . . . . . . . . . . . of Everest is nearly
9000 metres . . . . . . . . . . . . . . . . . . . . sea level.
b The temperature at the bottom of . . . . . . . . . . . . . . . . . . . . like Everest
is hot because the air holds the heat of the . . . . . . . . . . . . . . . . . . . . .
c The . . . . . . . . . . . . . . . . . . . . at the top of mountains is thinner than
the air at the bottom.
d The . . . . . . . . . . . . . . . . . . . . you go, the less heat there is in the air.
This means that the temperature gets . . . . . . . . . . . . . . . . . . . . .
e The snow . . . . . . . . . . . . . . . . . . . . turns to water . . . . . . . . . . . . . . . . . . . . the
snow line on mountains.
su<m<m<i<t
above colder higher mountains
never above summit sun air
a<bov}e
1 Theres always snow on the summit.
2 The sun doesnt turn the snow to water.
3 The air is much thinner at the top.
Short vowels
. . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . .
on
su<m<m<i<t
b Listen. Which word in each group sounds
different from the other two?
1 t his heat
2 wheel hill meal
3 eat it hit
Long vowels
. . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . .
a<l<w>a<ys
B
Review
Listening
104
Review B
needed to complete the fve sentences. Tell the
students to guess which words complete which
sentences.
3 Now play the tape or read the tapescript again
and tell the students to listen carefully, check
their answers and write the correct words in the
gaps if they guessed incorrectly.
4 Go through the answers with the class.
Answers:
a summit; above (given)
b mountains; sun
c air
d higher; colder
e never; above
3 The sounds of English
Part a
1 Tell the students to read the sentences.
2 Put them in pairs and tell them to read the
sentences aloud to each other.
3 Now play the tape. Tell the students to decide
whether the underlined words are short vowels
or long vowels and write them in the correct
box.
4 Go through the answers with the class.
Answers:
Short vowels Long vowels
on always
summit turn
sun water
doesnt
much
thinner
top
T A P E S C R I P T
Voice 1: One.
Voice 2: Theres always snow on the summit.
Voice 1: Two.
Voice 2: The sun doesnt turn the snow to water.
Voice 1: Three.
Voice 2: The air is much thinner at the top.
Part b
5 Tell the students to look at the box with three
lists of words.
6 Explain that the students must listen carefully
and circle the word in each list that uses a
different vowel sound.
7 Play the tape.
8 Go through the answers with the class.
9 Ask the students to read the words aloud to
practise the short and long vowel sounds.
10 Put the students into pairs to take turns.
Student 1 says a number, one, two or three and
Student 2 reads the words in that list.
Answers:
1 heat (is long; the others are short)
2 hill (is short; the others are long)
3 eat (is long; the others are short)
T A P E S C R I P T
Voice 1: One.
Joice 2. ht, his, heat
Voice 1: Two.
Voice 2: wheel, hill, meal
Voice 1: Three.
Voice 2: eat, it, hit
Review B
105
WORKBOOK page 29
1 Respond to each of the following
situations.
1 Tell the students to read through the situations.
2 Tell them to write down what they would say in
each situation.
3 Put the students into pairs to compare their
answers.
4 Go through the answers with the class and ask
some students to share their answers with the
class.
Suggested answers:
a Why dont you play tennis? (given)
b You need someone who can cooperate
with other people.
c I know this. Its English.
d Maybe fve thousand kilometres.
2 Choose the correct answer from
a, b, c or d.
1 Ask the students to read through all
the questions frst.
2 Now tell them to read again and
choose the correct answer for each
question.
3 Go through the answers with the class.
Answers:
1 a (given)
2 b
3 a
4 a
5 c
6 d
7 c
8 c
9 d
10 d
UNIT
29
B
Review
1 Respond to each of the following situations.
a A friend says he or she wants to do an individual sport to keep t. Give advice.
Why dont you play tennis?
b A friend asks how he or she should choose a new leader for their sports team. What do you say?
c A friend asks you what language they speak in Australia. What do you answer?
d Your teacher asks you, How far is it from Cairo to London? You guess the answer.
2 Choose the correct answer from a, b, c, or d:
1 Football and hockey are sports.
a team b group c individual d pack
2 I want to become doctor when I nish university.
a an b a c the d any
3 Im hoping to study French at university.
a literature b books c novel d writers
4 My brother is quite a/an person. He always thinks the worst is going to happen.
a pessimistic b unhappy c optimistic d cruel
5 Next Saturday, Im going my aunt.
a for visit b visit c to visit d visiting
6 People who from shops should be punished.
a nd b borrow c capture d steal
7 The north of Egypt is on Mediterranean Sea.
a a b an c the d its
8 Theres a history programme on TV tonight. I think you it.
a are enjoying b enjoy c will enjoy d are going to enjoy
9 Azza is the student in our class.
a intelligent b more intelligent c less intelligent d most intelligent
10 I think its absolutely that people climb mountains without oxygen.
a surprising b tiring c unusual d amazing
B
106
Review B
Grammar review
1 Choose the correct future form to
complete the conversation.
1 Ask the students to read through the
dialogue.
2 Explain that they must choose the
correct future form to complete the
conversation.
3 Go through the answers with the class.
Answers:
a Are you doing? (given)
b Im going to
c Im meeting; Hes coming
d well have
2 Complete with a, an, the or (no
article)
1 Ask the students what they can
remember about the author William
Golding.
2 Write their ideas on the board.
3 Tell them to read the text and write in
the correct articles.
Answers:
a the b c the
d a e the f the
g h i
j the k a l the
m the
3 Look at the information about ve birds
and make sentences.
1 Tell the students to study the table.
2 Make sure they understand how it works, with
the number of dots representing the degree of
the quality, so fve dots is the most common
and one dot is the least common; fve dots is
the biggest and one dot is the smallest; fve dots
is the longest wings and one dot is the shortest
wings.
3 Explain any vocabulary the students dont
understand or give them time to look it up in
their Active Study Dictionary.
4 Tell the students to use the cues and the
information in the table to make sentences using
the superlative, as in the example.
5 Go through the answers with the class.
Suggested answers:
a Bird 5 is the smallest bird. (given)
b Bird 1 is the least common.
c Bird 4 has the longest wings.
d Bird 2 is the biggest bird.
1
2
Complete with a, an, the or (no article).
3
Look at the information about ve birds and make sentences.
B
Review
Choose the correct future form to complete the conversation.
Mahmoud Hi, Adel. Are you doing/Will you do anything this weekend?
Adel Yes, Im going to/I will watch the hockey match on TV. What about you?
Mahmoud I will meet/Im meeting my brother at the airport. He will come/Hes coming
home for the weekend.
Adel Great! Lets meet somewhere. Im sure well have/were having a lot to talk about.
Mahmoud Good idea.
4
Now compare the birds using these words.
a Bird 1/bird 4 (big) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Bird 5/bird 3 (common) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c Bird 3/bird 1 (long wings) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d Bird 4/bird 2 (small) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Grammar review
37
William Golding, . . . . . . . . . . . . . . . . . . author of Lord of the Flies, and his wife Ann visited
. . . . . . . . . . . . . . . . . . Egypt in 1984. They travelled up . . . . . . . . . . . . . . . . . . Nile in . . . . . . . . . . . . . . . . . .
boat. On . . . . . . . . . . . . . . . . . . journey, they went to . . . . . . . . . . . . . . . . . . famous places that most
. . . . . . . . . . . . . . . . . . foreign tourists go to, but they also visited . . . . . . . . . . . . . . . . . . small villages
where . . . . . . . . . . . . . . . . . . peoples lives had not changed for many years. After . . . . . . . . . . . . . . . . . .
trip, Golding wrote . . . . . . . . . . . . . . . . . . travel book called An Egyptian Journey. In . . . . . . . . . . . . . . . . . .
book, Golding wrote about some of . . . . . . . . . . . . . . . . . . things they had seen.
a
b
g
e f
c d
h
i j
k l
t<h
1 Spixs
Macaw
2 Ostrich 3 Red
Junglefowl
4 Andean
Condor
5 Bee
Hummingbird
Common " """" """"" "" """
Size "" """"" """ """" "
Long wings """ """" "" """"" "
Bi<r>d 1 i< [ n<ot a< [ bi<g a< [ bi<r>d 4.
a Bird 5 (size) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Bird 1 (common) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c Bird 4 (long wings) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d Bird 2 (size) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Bi<r>d 5 i< [ t<h sm<a<l<l[t bi<r>d.
m
a
b
c
e
d
SB page 37 WB page 30
LESSON 2
Review B
107
4 Now compare the birds using these
words.
1 Tell the students to look at the word cues
and the model sentence. Tell them to use the
cues and the information in the table to write
comparative sentences like the example.
2 Go through the answers with the class.
Answers:
a Bird 1 is not as big as bird 4. (given)
b Bird 5 is not as common as bird 3.
c Bird 1 has longer wings than bird 3. /Bird 3s wings
are not as long as bird 1s wings.
d Bird 4 is smaller than bird 2.
WORKBOOK page 30
1 Rewrite the following sentences,
using the word(s) in brackets, to
give the same meaning.
1 Tell the students to read the sentences.
2 Look at the example with the class
and explain that the students must
rewrite the sentences using the
word(s) in brackets to give the same
meaning as the original sentences.
3 Go through the answers with the class.
Answers:
a Everest is less dangerous than Annapurna.
(given)
b The India Ocean is not as deep as the
Pacifc Ocean.
c If I were you, I would work very hard.
d In my opinion, mountaineers are very
brave people.
2 Correct the underlined mistakes
in the following paragraph.
1 Tell the students to read through the
text quickly.
2 Ask them what the text is about and
write their ideas on the board.
3 Tell them to look at the underlined
words and to correct them.
4 Go through the answers with the class.
Answers:
a The (given)
b as
c bigger
d the
3 Read the text below, then write the word
which best ts each space.
1 Tell the students to read the gapped text quickly.
2 Put them in pairs and tell them to explain to
each other what the text is about.
3 Tell the students to read through the text again
30
RB RB
1 Rewrite the following sentences, using the word(s) in brackets,
to give the same meaning.
a Annapurna is more dangerous than Everest. (less)
Everest is less dangerous than Annapurna.
b The Pacic Ocean is deeper than the Indian Ocean. (not as as)
c My advice is this: Work very hard. (if I)
d I think mountaineers are very brave people. (opinion)
2 Correct the underlined mistakes in the following paragraph.
Wise words: The hsherman and the little hsh
An old fsherman had caught nothing all day. He decided
to try a little longer and soon he caught a little fsh. A fsh a The
said, 'I`m not as big than the other fsh. Throw me back now. b
Then, when I am biger, you will be able to catch me again. c
'Oh, no, said a fsherman. 'I may never catch you again. d
Many people have tried to climb Everest. George Mallory may have been the rst
a one/man to make it to the top of the worlds b
mountain in
1924. Some people believe that Mallory reached the c
and died on his
way down. Mallory was never seen again. People believe that one day his camera will be
found and then we will know if he reached the top. But until now, no one has found his
camera or the d
he took with it. This means that we will probably never
e
whether or not Mallory was the rst man to f
Everest.
3 Read the text below, then write the word which best ts each
space.
108
Review B
and try to complete it with the best words
for the spaces.
d Go through the answers with the class.
Answers:
a one/man (given) also possible:
mountaineer/climber/person
b highest
c summit
d pictures/photos
e know
f conquer/climb
Reading
1 Complete this story with the
correct form of these words.
1 Tell the students to read the text and
then to close their books.
2 Put them into pairs to discuss what the
text is about.
3 Tell the students to open their books
again and read the text a second time.
4 Explain that they must use the words
in the box to complete the text.
5 Go through the answers with the class.
Answers:
a intelligent (given)
b literature
c honest
d situation
2 Choose the correct answer from A, B, C
or D
1 Remind the students about the article they read
in Exercise 1.
2 Tell them to read all the questions carefully.
3 Explain that they must choose the correct
answer from the alternatives given.
4 Go through the answers with the class.
Answers:
a A
b B
c A
d C
1
Complete this story with the correct
form of these words.
2
a When will Nadia start university?
A next year
B in two years
C in one year
D the next day
b Why did Nadia need to phone Azza?
A She was a lazy student.
B She had not been at school when the
teacher gave the homework.
C She was ill during the holidays.
D She had forgotten to do it.
38
B
Review
A simple mistake
Nadia was an . . . . . . . . . . . . . . . . . . . . student and wanted to study English . . . . . . . . . . . . . . . . . . . . at
uniersity. It was nearly the end o her nal year at school and Nadia was starting her last piece
o homework. She had missed the last Lnglish lesson because she had been ill, so she phoned her
riend Azza and asked what homework they had been gien. Azza said that the teacher wanted
them to write an article. 1he title which Nadia heard her riend say was: T he best things in life are
three.
Nadia thought about the strange title and did not know what to write. She thought about her
parents. 1here were only two o them. But she had our brothers and sisters. She thought about
all the things that made her happy in her lie. 1o be . . . . . . . . . . . . . . . . . . . . . . ,` she said to hersel,
there are too many to count.`
During her next Lnglish lesson, Nadia`s teacher asked her to read her article to the class. Nadia
stood up and began. I`m going to talk about why the best things in lie are NO1 three,`
she said. At rst, the other students said nothing, then they started to laugh. It was a dicult
. . . . . . . . . . . . . . . . . . . . . . . Ater a ew seconds, her teacher said, Nadia, the title o the article was 1he
best things in life are free, not three.`
Reading
honest intelligent
literature situation
a i<n<tl<l<i<gen<t
c What did Nadia think about the article?
A She didnt understand what it meant.
B She thought she had to write about her family.
C She thought it was about things you cannot
count.
D She thought it was about maths.
d Why did the other students in the class laugh?
A They were making fun of her.
B Nadia looked strange.
C Nadia had written about the wrong subject.
D Nadia had written about her family.
Choose the correct answer from A, B, C or D.
b
c
d
LESSON 3
SB page 38 WB page 31
Review B
109
WORKBOOK page 31
1 Read the following letter, then answer the
questions.
1 Ask the students to read through the letter
quickly.
2 Tell them to close their books. Now ask them to
tell you what the letter is about and write their
ideas on the board.
3 Tell the students to open their books, read the
letter again and answer the questions below.
4 Put them in pairs to compare their answers.
5 Go through the answers with the class.
Answers:
1 He describes one lesson.
2 Afriend of his parents was his teacher.
3 At 10 oclock.
4 AIter the frst 30 minutes (halI an
hour)./At about 10.30.
5 b
6 c
7 c
31
UNIT
RB RB
1 Read the following letter, then answer the questions.
1 How many ying lessons does Andrew describe? He describes one lesson.
2 Who taught his grandfather to y?
3 When did they take off?
4 When did his grandfather take over the controls?
5 How long did his grandfather y the plane for?
a half an hour b about 60 minutes c two hours d all morning
6 How did his grandfather feel when he started ying?
a terried b very frightened c a little frightened d not frightened at all
7 How easy did his grandfather nd ying the plane?
a very easy b more difcult than he had expected
c easier than he had expected d as difcult as he had expected
Hi Jack,
I must tell you about my grandfather. He was a pilot and today he told
me about his rst ying lesson. It was an amazing experience which hell
never forget.
His ying instructor was a friend of his parents and he was an excellent
teacher. They took off in a small plane at ten oclock in the morning and
were in the air for nearly two hours. For some of the time they were ying
above the sea. The instructor ew to start with, explaining everything he
was doing. After about half an hour, he asked my grandfather if he would
like to y the plane.
Of course, he said yes, and after that he was in control for about an hour.
He said it was slightly frightening at rst, but not as difcult as he had
thought it would be.
After he landed, his instructor said, Well done! Youve passed your rst
test! My grandfather now wanted to become a pilot. He said, Im going
to work really hard to make sure that I succeed.
Best wishes,
Andrew
110
Review B
1 Find words in the story to
answer these questions.
1 Tell the students that they can fnd
the words they need in the story in
Exercise 1 on page 38.
2 Tell them to read through the
questions and then to write their
answers.
3 Go through the answers with the
class.
Answers:
a intelligent (given)
b happy
c count
d honest
2 Now complete the following with
a word from Exercise 1.
1 First, tell the students to read all the
sentences.
2 Explain that they must use words
Irom the frst exercise to complete
sentences in Exercise 2.
3 Go through the answers with the
class.
Answers:
a countable (given) b happiness
c intelligent d honest
Critical thinking
1 Answer the following questions.
1 Tell the students to read through all the
questions.
2 Now tell them to write down their answers.
3 Put the students into pairs to take turns to read
out the questions and give their answers.
4 Go through all the answers with the class.
Answers:
a She wants to study English literature at university.
b She didnt hear the question properly and mistook
free for three.
c During the next English lesson.
d (suggested): Her family (parents, brothers and
sisters) and other things, perhaps friends, music,
books, etc.
e (suggested): Friendship, family, ambition,
imagination, the countryside.
f (suggested): Generally yes. Friendship, good family
relations and good health are all things that come
free. However there are many nice things that
cost money, too. For example travelling, a good
education, etc.
B
Review
1
Answer the following questions.
a What does Nadia want to do after she leaves school?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b What problem did she have on the phone?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c When did she read out her article?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d What do you think were the things that made Nadia happy in her life?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e Give some examples of good things in life that are free.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
f Do you agree that The best things in life are free? Why or why not?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
39
2
Complete these sentences.
a The best things in my life are . . . . . . . . . . . . . . . . . . . . . .
b For me, happiness is . . . . . . . . . . . . . . . . . . . . . .
c Money cant buy . . . . . . . . . . . . . . . . . . . . . .
d When I leave school, I want to . . . . . . . . . . . . . . . . . . . . . .
Critical thinking
1
Find words in the story to answer these questions.
a The noun is intelligence. What is the adjective? . . . . . . . . . . . . . . . . . . . . . .
b The noun is happiness. What is the adjective? . . . . . . . . . . . . . . . . . . . . . .
c The adjective is countable. What is the verb? . . . . . . . . . . . . . . . . . . . . . .
d The noun is honesty. What is the adjective? . . . . . . . . . . . . . . . . . . . . . .
i<n<tl<l<i<gen<t
2
Now complete the following with a word from Exercise 1.
a We use How many with . . . . . . . . . . . . . . . . . . . . . . nouns.
b She felt great . . . . . . . . . . . . . . . . . . . . . . when she saw her exam results.
c The most . . . . . . . . . . . . . . . . . . . . . . students go to the best universities.
d Hassan is very . . . . . . . . . . . . . . . . . . . . . . he always tells the truth.
cou<n<t<a<bl
Sh<e wa<n<t<s t<o st<u<d<y En<\l<i<s=h l<i<t<e=ra<t<u<re a<t u<n<i<ve=rs=i<t<y.
LESSON 4
SB page 39
Review B
111
2 Complete these sentences.
1 Tell the students to read the sentence
beginnings.
2 Tell them to complete the sentences truthfully
for themselves.
3 Ask some of the students to read their sentences
to the class. There is no single correct answer.
Students own answers
SB page 40 WB page 32
1 What would you say in these
situations?
1 Tell the students to read through the
situations and think about what they
would say.
2 Tell them to write their answers in the
spaces provided.
3 Put the students into pairs to compare
their answers.
4 Go through the answers with the class.
There is no one correct answer for
each sentence.
Students own answers
2 Read the poster and discuss these
questions in pairs.
1 Tell the students to look at the poster
and ask them the following questions.
Discuss the answers as a class to help
them understand the poster.
What is the poster about? (an activity
day to raise money for charities)
What is going to happen? (Children
will take part in sports activities to
raise money.)
When will it happen? (next month)
Who can participate? (all children
from 5 to 15)
What activities can you do? (running,
swimming, walking)
2 Now put the students into pairs to
discuss the two questions in the book.
3 Go through the answers with the class.
Answers:
a They suggest three different activities: running,
swimming or walking. You can also do something
special and collect money, so these are also activities
you can do.
b You can be as young as fve.
LESSON 5
40
1
What would you say in these situations?
a A friend asks for your advice about what he/she can do for charity.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Someone asks you what you think makes a good charity worker.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c A friend asks you how long it takes for someone to run 10,000 metres.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
You would like to help the School Challenge. Make notes to answer these questions.
a What will you do? Chose one of the activities on the poster or another activity you can do well.
b How will you prepare for this challenge? For example, if you decide to run 5,000 metres, how will
you train for the event?
c How will you collect money for the charities?
B
Review
Communication
4
Work in groups. Tell other students what you have decided to do.
a Talk for about a minute, referring to your notes.
b Ask questions about each others plans.
School Chal l enge
Activity day next month
Local char it ies need your help.
W hat can YO U do?
Can you
r un 5,000 met res?
swim 500 met res?
walk for 5 hour s?
do somet hing special?
To all children:
It doesnt mat t er whet her youre 5 or 15. If you can spend all
or par t of next Sat urday r unning, swimming or walking and
collect ing money, you will be helping local char it ies.
Ring the school ofce, or just come along to the Sports Centre for more
information.
2
Read the poster and discuss these questions in pairs.
a How many different activities do the organisers suggest?
b How old do you have to be to help the organisation?
If I w}er}e you
In m<y opi<n<i<on
Im n<ot su<r}e. I t<h<i<n<k
Communication
112
Review B
32
UNIT
RB RB
1 Answer the following questions.
a Why do elephants live in family groups?
So they can protect ill members and bring up their young.
b In Lord of the Flies, how did the boys try to attract passing ships?
c Why do people need oxygen to climb very high mountains?
d Why do you think it is important for members of teams to work together?
e In Lord of the Flies, why do you think the boys behaved so badly?
f What is your opinion of people who climb mountains without oxygen?
2 Write a paragraph of seven (7) sentences about a book that you
have enjoyed reading.
3 Translation
a Translate into Arabic:
All living creatures need to cooperate in order to achieve their goals. Teamwork, which means
the ability of a group to work well together, is something we cannot do without. Teamwork,
together with tolerance, is essential for the success of any project.
b Translate into English:
:' ,'' . '~'_'' ,_ _ -,,-= ' ,'~' _ - 1
Mountain climbing is more difficult than cycling, isnt it?
. ,~ . ___ -,~ _~ ,~ :,~ _'' __' '~ .S - 2
3 You would like to help the School
Challenge. Make notes to answer
these questions.
1 Tell the students to read through the
three questions.
2 Now ask them to think about the
questions and make notes to answer
them.
3 Explain that they will need the notes for
the next activity.
4 Go through the answers with the class.
Suggested answers:
a The students can either choose one of
the activities from the poster, or they can
choose another activity they like. Make sure
they have a reason for choosing the activity,
such as being good at it or being able to do
it for a long time, etc.
b The students would probably want to train
in preparation, so they will do the activity
better. Tell them to say how often they will
train and where.
c The students must say how they will
organise collecting money from the friends
and family who sponsor them.
4 Work in groups. Tell other
students what you have decided
to do.
1 Put the students into groups to talk
about what they are going to do, how
they are going to prepare and how they
are going to collect the money. They can use
the notes they made in the last exercise to help
them.
2 Tell the students to think of questions they can
ask each other about their plans. Write their
suggestions on the board, for example:
Are you going to train alone?
Where are you going to train?
Why did you choose that activity?
How will you collect the money?
WORKBOOK page 32
1 Answer the following questions.
1 First, ask the students to read through all the
questions.
2 Now tell them to write down their answers.
3 Put the students into pairs to compare their
answers. The students should each read out the
questions and then give their answers.
4 Go through all the answers with the class.
Review B
113
Answers:
a So they can protect ill members and bring up their
young. (given)
b By making a fre.
c Because the higher up they climb, the thinner the air
gets and there is very little oxygen.
d Because if they cooperate, they can achieve their
teams goals.
e (suggested) It might be human nature; it might be
because other people wanted to be the leader; it
might be because Ralph was not a good leader and
lost the respect of the group. There could be many
reasons.
f (suggested) I think they are very brave but I would
never do it.
2 Write a paragraph of seven (7) sentences
about a book you have enjoyed reading.
1 Start by telling the students about a book you
have enjoyed reading.
2 Write the name of the book on the board and
tell the basic story to the class.
3 Explain to the students that they must think of
a good book they have read. Tell them to write
seven sentences about it.
4 Put the students into groups to read out their
sentences to each other.
5 Tell each group to choose the book in their
group that they found the most interesting.
6 Ask the students whose books have been chosen
to read out their sentences to the class.
3 Translation
a
1 Tell the students to read the English paragraph,
translate it into Arabic and write the translation
down.
b
2 Draw students` attention to how the frst Arabic
sentence is translated. Tell the students to
read the next Arabic sentence, translate it into
English and write the translation down.
3 Now put the students into pairs to compare their
answers.
4 Go through the answers with the class.
Answers:
a
b
1 Mountain climbing is more diIfcult than cycling,
isn`t it? (given)/ Mountaineering is more diIfcult
than cycling, isnt it?
2 We are going (are going to go) to the hospital
tomorrow where my grandmother will have a heart
transplant operation.
.','

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' -,~' '''' _,~ _'~
_~ -~'~ / -~,~ _-, '' _~'~' _-''
. -~ '-.' _,= . _ , ',=- _ ,~' _-''

' _'~' .',= _''' _


_
' -'=
_
.' _~'~' _-''
. _
114
UNIT7
B u s i n e s s a r o u n d t h e w o r l d
Objectives
Grammar
Relative clauses, relative pronoun
whose
Functions
Polite greetings
Listening
Listen to check predictions and for
detail
Reading
Read for gist, for detail and in order
to understand reference words
Critical thinking
Appreciating the importance of
international trade
Writing
A formal business letter
SB page 41 WB page 33
Before using the book:
v Ask the students what things Egypt produces
and sells in other countries. Do they know the
name of the objects in English?
v What things does Egypt buy from other
countries?
v Now, on the board, write the names of the
following companies:
Mercedes Orascom
Sony Microsoft
Fulla Gucci
v Ask if the students can tell you which countries
they come from.
Answers:
Mercedes Germany Orascom Egypt
Sony Japan Microsoft USA
Fulla Saudi Arabia Gucci Italy
UNIT 7
BUSINESS AROUND THE WORLD
Business around
the world
Objectives
Grammar Relative clauses, relative
pronoun whose
Functions Polite greetings
Listening Listen to check
predictions and for detail
Reading Read for gist, for detail
and in order to understand reference
words
Critical thinking Appreciating the
importance of international trade
Writing A formal business letter
Listening
o
7
UNIT
Check the meanings of these words in your Active Study Dictionary.
2
1
Listen to Fruco employees welcoming visitors and answer the questions.
In which conversation
a does a meeting take place at the ofce of Fruco? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b do two scientists meet? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c do two Fruco employees meet an Asian visitor? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d have the two speakers met before? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
4
Now complete the conversations.
chain (of supermarkets) chief (buyer) representative yield (n)
The sounds of English
a Listen and repeat these words which include the most
common English vowel sound called schwa //. What do
you notice about the underlined parts of these words?
5
41
Fruco is an important company which grows
and exports fresh vegetables and fruit to
Asia, Europe, Africa and the Middle East.
Con<v}er>[a<t<i<on 2
a Mr Latif Mr Wong, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mr Karmi?
Hes our sales manager.
Mr Wong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , Mr Karmi.
b Receptionist Good morning. How . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?
Miss OConnor Morning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . with Mr Latif.
c Ibrahim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to Egypt, Tom.
Tom Hi, Ibrahim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . again. How are things?
can I help you Pleased to meet you I have an appointment
Its good to see you may I introduce Welcome back
b Listen and underline
the parts that have a
schwa sound.
1 Mr Wong has just arrived from China.
2 I have an appointment to meet Mr Latif.
3 Can you come to our ofce tomorrow?
arrived introduce vegetables
attack petrol welcome
Read about the export company
Fruco. What kinds of fruit and
vegetables do you think it exports?
m<a<y I i<n<t<r>o+d<u<c
SB pages 41-45 WB pages 33-36
LESSON 1
UNIT7
B u s i n e s s a r o u n d t h e w o r l d
115
Listening
1 Check the meanings of these words in
your Active Study Dictionary.
1 Tell the students to look at the four words in the
box. Point out that the word representative has
the stress on the third syllable.
2 Ask if the students can explain any of the words
in English.
3 Tell them to look up the words in their Active
Study Dictionary.
Answers:
chain: a group of shops, hotels, etc. that are
owned by the same person or company
chief: highest in rank
representative: someone who is chosen to do things,
speak, vote, etc. for someone else
yield: the amount of money or the quantity
of something that another thing
produces
2 Read about the export company Fruco.
What kinds of fruit and vegetables do
you think it exports?
1 Tell the students to read the text in the box.
2 Ask them to tell you what the company exports
(fresh vegetables and fruit) and which regions
they export to (Asia, Europe, Africa, the Middle
East).
Suggested answers:
Fruit: grapes, peaches, oranges, melons,
dates, pomegranates, mangoes, lemons,
watermelons
Vegetables: green beans, garlic, onions, tomatoes,
courgettes, potatoes, aubergines, peppers
3 Listen to Fruco employees welcoming
visitors and answer the questions.
1 Tell the students that they are going to listen to
employees talking to visitors about the company
they work for, Fruco.
2 Ask the students to read the questions before
they listen. Then play the tape.
3 Put the students into the pairs to discuss the
answers.
4 Play the tape a second time and tell the students
to write the answers in the spaces provided.
Answers:
a Conversation 2 (given) b Conversation 3
c Conversation 1 d Conversation 3
T A P E S C R I P T
Voice: One.
Presenter: Mr Wong, who has just arrived in
Egypt, is the representative for a
Chinese import company. He is
visiting Fruco for the hrst time. He is
at Cairo airport where Mr Latif, the
manager of Fruco, is meeting him.
Listen to their conversation.
Mr Latif: You must be Mr Wong.
Mr Wong: Yes, thats right. Im very pleased to
meet you, Mr Latif.
Mr Latif: Mr Wong, may I introduce Mr Karmi?
Hes our sales manager.
Mr Wong: Pleased to meet you, Mr Karmi.
Voice: Two.
Presenter: Miss OConnor, whose company buys
fruit and vegetables from Fruco, has
made an appointment to meet Mr Latif
at his ofhce. Miss OConnor is the
chief buyer for an Irish supermarket
chain. She has just arrived at the
main reception desk. Listen to her
conversation with a receptionist.
Receptionist: Good morning. How can I help you?
Miss OConnor: Morning. I have an appointment with
Mr Latif.
Receptionist: May I have your name, please?
Miss OConnor: Its Miss OConnor.
Receptionist: Thank you, Miss OConnor. Would you
like to take a seat?
Miss OConnor: Thanks.
Receptionist: Ill tell Mr Latif youre here. Hell be
with you in a minute.
Miss OConnor: Thank you.
Voice: Three.
Presenter: Ibrahim Abaza, who works for
Fruco as a scientist, is meeting Tom
Masters, a research scientist from the
University of Edinburgh in Scotland.
116
UNIT7
B u s i n e s s a r o u n d t h e w o r l d
Listen to their conversation at Cairo
airport.
Ibrahim: Welcome back to Egypt, Tom.
Tom: Hi, Ibrahim. Its good to see you
again. How are things?
Ibrahim. Fine, thanks. How was your ight?
Tom: Very comfortable, thanks. It went
quite quickly. I spent most of the time
studying the reports you sent me about
the low yield problems that you are
having with some of your vegetables.
Ibrahim: Dont worry about that now. We can
discuss the reports at our meeting.
Can you suggest a time when you can
come to our ofhce tomorrow?
Tom: I can come any time.
4 Now complete the conversations.
1 Tell the students to look at the phrases in
the box.
2 Help them with any words they dont
understand; they can use their Active Study
Dictionary, too.
3 Tell them to read through the sentences below
the box and try and use the phrases from the
box to complete them. The conversations are
from the dialogues the students listened to in
Exercise 3.
4 Play the tape again so that the students can
check their work.
5 Now go through the answers with the class.
Answers:
a may I introduce (given); Pleased to meet you
b can I help you; I have an appointment
c Welcome back; Its good to see you
5 The sounds of English
Part a
1 Ask the students to look the words in the box.
2 Write the words on the board, underlining the
same sounds as in the Students Book.
3 Say the words to the students. Ask them what
they notice about the sound in each word that is
underlined.
Answer:
The sounds are not stressed. Schwa sounds are always in
unstressed syllables.
T A P E S C R I P T
Voice: Arrived, arrived
Introduce, introduce
Vegetables, vegetables
Attack, attack
Petrol, petrol
Welcome, welcome
Part b
4 Tell the students to look at the three sentences
in the box.
5 Explain that you are going to play the tape and
they must listen to the sentences and underline
the schwa sounds in each.
6 You may need to play the tape several times.
7 Write the sentences on the board and go through
the answers with the students.
8 Finally, put the students into pairs to practise
reading the sentences. Student 1 points to a
sentence and Student 2 reads it. Then they swap
over.
Answers:
a Mr Wong has just arrived from China. (given)
b I have an appointment to meet Mr Latif.
c Can you come to our oIfce tomorrow?
T A P E S C R I P T
Voice 1: One.
Voice 2: Mr Wong has just arrived from China.
Voice 1: Two.
Voice 2: I have an appointment to meet Mr Latif.
Voice 1: Three.
Joice 2. Can you come to our ofhce tomorrow?
B u s i n e s s a r o u n d t h e w o r l d
117
WORKBOOK page 33
1 Complete using words from the box.
1 Ask the students to look at the words in the box.
2 Tell them to read through the sentences below
and to use the words from the box to complete
them.
3 Go through the answers with the class. Note
that the fnal answer must begin with a capital
letter as it starts the sentence.
Answers:
a yield
b chains
c chief
d Representatives
2 Use your Active Study Dictionary
to answer these questions.
1 Tell the students to read the three
questions.
2 Help to explain if they dont
understand the instructions. Make sure
they use their Active Study Dictionary
to answer the questions. For question
c, they can also look back at Exercise
5 on page 41 of the Students Book
and at Exercise 1 in the Workbook.
3 Put the students into pairs to compare
their answers.
4 Then go through the answers.
Answers:
a It can also be used to mean a type of
jewellery a chain you wear around
your neck or a chain you use to
connect things.
b to represent
c concern, reporter, buyer, engineer
3 What would you say in these
situations?
1 Tell the students to read through the
Iour situations frst.
2 Ask them to think about what they
would say in each situation and to
write in their answers.
3 Put the students into pairs to compare
their answers.
4 Now go through the answers with the
class.
Suggested answers:
a Hello. Welcome to Egypt. (given)
b Can I help you (with anything)?
c Its good to see you again.
d Where have you been? How are things?
UNIT7
UNIT
33
7 7
Business around the
world
1 Complete using words from the box.
chains chief representatives yield
a Our fruit yield has increased since we
started watering our plants more often.
b The three biggest supermarket are
used by 75% of the population.
c My uncle has an important job. He is the
engineer for a car company.
d of countries which export oil are
meeting to discuss the economic situation.
2 Use your Active Study Dictionary to answer these questions.
a What are two other meanings for the word chain?
b What is the verb related to representative?
c Name two nouns that can follow the adjective chief.
3 What would you say in these situations?
a You meet a visitor to your country at the airport. You want to make him or her feel at home. What
do you say?
Hello. Welcome to Egypt.
b A person you do not know arrives in your school. Ask if you can help them.
c You meet a friend who you have not seen for a long time. What do you say?
d In class, you see a school friend who has been away for several weeks. What do you say?
118
B u s i n e s s a r o u n d t h e w o r l d
Language focus
Relative clauses and relative
pronoun whose
1 Study these sentences from the
listening text.
1 Tell the students to read the sentences.
2 Tell them to look at the example, then
to circle the relative pronoun (the
connecting word, like who, which,
that, etc.) in each sentence in the same
way.
3 Now ask them to look at the example
again and tell them to underline the
relative clause(s) (which refer to the
object/person/thing referred to by the
relative pronoun) in each sentence
in the same way. Tell them that one
sentence has more than one relative
clause.
4 Put the students into pairs to compare
their answers.
5 Finally, go through the answers with
the class.
Answers:
a
1 who (given) 2 where 3 whose
4 which; that 5 that 6 when
Whose shows that something belongs to
or is connected to someone.
b
1 who has just arrived in Egypt (given)
2 where Mr Latif is meeting him
3 whose company buys fruit and vegetables
from Fruco
4 which you sent me; that you have
5 that Ibrahim met at the airport
6 when you can come to our oIfce
2 Now complete the sentences about
relative clauses.
1 Tell the students to read through the rules about
relative clauses.
2 Tell them to write in the correct words to
complete the rules.
3 Go through the answers with the class.
Answers:
a when - 6 b who; that - 1, 5
c where - 2 d which; that - 4
e whose - 3
3 Study these sentences and answer the
questions.
1 Tell the students to read the three sentences in
the box.
2 Now tell them to read the questions below the
sentences and think about the answers.
3 Put the students into pairs to discuss their
answers.
4 Go through the answers with the class.
UNIT7
42
1
a Circle the relative pronouns. Which one shows that something belongs to or is connected
with someone?
b Underline the relative clauses. (Sentences may have more than one.)
2
Now complete the sentences about relative clauses.
3
Study these sentences and answer the questions.
Grammar rev p127
7
UNIT
Study these sentences from the listening text.
Relative clauses and relative
pronoun whose
a Use . . . . . . . . . . . . . . . . . . . . . . to refer to a time, e.g. sentence . . . . . . . . . . . . . . . . . . . . . .
b Use . . . . . . . . . . . . . . . . . . . . . . or . . . . . . . . . . . . . . . . . . . . . . to refer to people, e.g. sentences . . . . . . . . . . . . . . . . . . . . . .
c Use . . . . . . . . . . . . . . . . . . . . . . to refer to a place, e.g. sentence . . . . . . . . . . . . . . . . . . . . . .
d Use . . . . . . . . . . . . . . . . . . . . . . or . . . . . . . . . . . . . . . . . . . . . . to refer to things, e.g. sentences . . . . . . . . . . . . . . . . . . . . . .
e Use . . . . . . . . . . . . . . . . . . . . . . to say that something belongs to someone, or that something
is connected with someone.
w#hn 6.
a In which sentence do the underlined words give us information that we
do not need to understand the meaning? . . . . . . . . . . . . . . . . . . . . . .
b In which two sentences do the underlined words help us understand
who or what the sentences are about? . . . . . . . . . . . . . . . . . . . . . .
Language focus
that
which
who
where
when
whose
1 Miss OConnor, whose company buys fruit and vegetables from
Fruco, has made an appointment to meet Mr Latif.
2 The supermarket chain that she works for is the largest in Ireland.
3 The person who shes visiting is the manager of Fruco.
4
Join these pairs of sentences using a relative clause.
a Fruco is an important Egyptian export company. Fruco was started in 1985.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Mr Latif has worked for Fruco for 25 years. Mr Latif is the manager of Fruco. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c Tom Masters comes from Edinburgh. He works as a research scientist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d The company imports cotton from Egypt. I work for this company. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e Miss OConnor travels all over the world. Miss OConnors home is in Ireland. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fru<co, w#h<i<ch w>a< [ st<a<td i<n 1985, i< [ a<n i<m<pot<a<n<t Egypt<i<a<n expot com<pa<n<y.
5
Complete these sentences with a relative pronoun and your own ideas.
a When Im older, Id like to work for a company . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b A queen is someone whose husband . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c In my opinion, a good business person is someone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1 Mr Wong, who has just arrived in Egypt, is the chief buyer for a Chinese import company.
2 He is at Cairo airport, where Mr Latif is meeting him.
3 Miss OConnor, whose company buys fruit and vegetables from Fruco, has made an
appointment to meet Mr Latif.
4 I spent most of the time studying the reports which you sent me about the low yield
problems that you have.
5 The man that Ibrahim met at the airport was from Edinburgh in Scotland.
6 Can you suggest a time when you can come to our ofce tomorrow?
LESSON 2 SB page 42 WB page 34
B u s i n e s s a r o u n d t h e w o r l d
119
Answers:
a The clause in sentence 1 gives us extra information;
it is not necessary to understand the meaning of the
sentence.
b Sentences 2 and 3 require the information in the
clauses to make it clear which supermarket and
which person they are referring to.
4 Join these pairs of sentences using a
relative clause.
1 Ask the students to read the sentences carefully.
Tell them they must make the two sentences
in each pair into one sentence, using a relative
clause.
2 Put the students into pairs or small
groups to compare their answers.
3 Go through the answers with the class.
Answers:
a Fruco, which was started in 1985, is an
important Egyptian export company.
(given)
b Mr Latif, who is the manager of Fruco,
has worked for Fruco for 25 years.
c Tom Masters, who works as a research
scientist, comes from Edinburgh.
d The company which I work for imports
cotton from Egypt.
e Miss OConnor, whose home is in Ireland,
travels all over the world.
5 Complete these sentences with a
relative pronoun and your own
ideas.
1 Tell the students to read the sentence
beginnings.
2 Tell them to write down their own
ideas to complete the sentences.
3 Put the students into groups and tell
them to read out their completed
sentences to each other.
4 Ask if any of the students wrote the
same sentences.
5 Invite some students from each group
to read their sentences to the class.
Suggested answers:
a that/which exports products to other
countries.
b is the king of a country.
c who always sees opportunities to make
money.
WORKBOOK page 34
1 Complete these sentences with a relative
pronoun. (Two answers may be possible.)
1 Ask the students to read the gapped sentences
through.
2 Tell them to add a relative pronoun to complete
each sentence.
3 Go through the answers with the class.
Answers:
a when/that (given) b that/which c where
d whose e who/that f which
UNIT7
34
UNIT
7 7
1 Complete these sentences with a relative pronoun. (Two answers
may be possible.)
a 1970 was the year when/that my mother was born.
b The company my father works for exports goods to Europe and Asia.
c Port Said, his business is located, is an hours drive from our house.
d The companys Sales Manager, home is in Alexandria, studied economics at
university.
e The person the company belongs to is an accountant.
f The exports, include cotton and metal goods, come from all over Egypt.
2 Correct the mistake in each sentence.
a My brother went to Oxford University
which he studied economics.
where
b My cousin, that is a research chemist,
works in the food industry.
c Greg, who father lives in London, has
been in Cairo for six months.
d The university which my uncle works
is in Cairo.
e The university where I want to go to is
near my uncle.
3 Complete the sentences with a relative pronoun and your own
ideas.
a My uncle Ahmed, who is a businessman,
lives in Tanta.
b Tanta, is Egypts fth largest city,
c Ahmed, has many customers in India,
often
d Ahmeds clothes company, he started
in 1950,
e The clothes, are made of Egyptian
cotton,
f Ahmed, business is very successful,
.
Oxford University
120
B u s i n e s s a r o u n d t h e w o r l d
2 Correct the mistake in each sentence.
1 Explain to the students that there is
a mistake in the relative pronoun in
each sentence.
2 Ask them to read through the
sentences and fnd the mistakes, then
correct each sentence in the space
provided.
3 Go through the answers with the class.
Answers:
a which where (given) b that who
c who whose d which where
e where which
3 Complete the sentences with a
relative pronoun and your own
ideas.
1 Tell the students to read through the
sentence parts.
2 Explain that they must add a relative
pronoun and complete the main clause
of each sentence.
3 Put the students into pairs to read out
their sentences to their partner.
4 Ask some of the students to read out
their sentences to the class.
Suggested answers:
a My uncle Ahmed, who is a businessman,
lives in Tanta.
b Tanta, which is Egypt`s fIth largest city,
has many mosques.
c Ahmed, who has many customers in
India, often goes there for holidays.
d Ahmeds clothes company, which he started in 1950,
exports all over the world.
e The clothes, which are made of Egyptian cotton, are
very good quality.
f Ahmed, whose business is very successful, exports
goods all over the world.
SB page 43 WB page 35
Reading
1 Before you read the article, check the
meaning of these words in your Active
Study Dictionary.
1 Tell the students to look at the words in the box.
Ask if they can explain any of them to you.
2 Tell them to look the words up in their Active
Study Dictionary.
3 Ask the students to mark the stress in each
of the words with more one than one syllable
(afford, corporation, distribute*, economy,
employ, global, technology, wages). *Some
dictionaries give distribute as a possible British
pronunciation.
Answers:
afford: to have enough money to pay for
something
corporation: a large business organisation
distribute: to supply goods to shops and companies
1
Before you read the article, check the meanings
of these words in your Active Study Dictionary.
2
3
43
afford corporation distribute economy
employ global goods technology wages
Discuss in pairs.
a The title of the article below
is about the global economy.
What does this phrase mean?
b Read the article quickly to
check your answers.
Match to make sentences about the global economy.
7
UNIT
Reading
People describe t odays world as a gl obal
econom y . This means t hat a company in
one count ry sells what it produces t o ot her
count ries around t he world. Of course
count ries have been t rading in t his way for
t housands of years. What is different now is
t hat comput er t echnol ogy has complet ely
changed t he ways in which companies produce
and di st r i but e t heir goods and communicat e
wit h each ot her and t heir cust omers.
Websit es and e- mail have made it possible
for companies of all sizes t o sell t heir goods
cheaply and quickly all over t he world.
But t he global economy is more t han t his.
I t also means t hat companies do not need
t o st ay in one count ry. Large int ernat ional
cor por at i ons, like Japanese car companies,
4
What do these words and phrases in bold from the reading refer to?
a A company in one country sells what it produces to other countries
around the world. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Because these goods can be made more cheaply in China, more
people can afford them. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c This increase means that more people can buy more goods, which in turn
means that more people all over the world have jobs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
t<h com<pa<n<y
1 large international corporation.
2 to produce and sell their goods
more easily.
3 for thousands of years.
4 trade increases because more
people can afford them.
5 are buying more things made
in China.
a Countries have been trading with
each other
b Today, computer technology helps
companies
c A Japanese car company is an
example of a
d European and African customers
e If goods are produced more cheaply,
a
can set up in almost any locat ion, em pl oy
local workers t o produce goods t here and
t rade wit h ot her count ries in t he same region.
I t also means t hat people can buy goods
from count ries where w ages are lower. For
example, many t hings t hat are sold in Europe
and Africa are now made in China. Because
t hese goods can be made more cheaply in
China, more people can af f or d t hem.
The advant age of t his economic syst em is t he
increase in int ernat ional t rade t hat it brings.
This means t hat more people can buy more
goods, which in t urn means t hat more people
all over t he world have j obs.
This is somet imes called a win- win sit uat ion,
because everyone wins!
Were living in a global economy
LESSON 3
UNIT7
B u s i n e s s a r o u n d t h e w o r l d
121
in a particular area
economy: the way that money, business and products
are organised in a country or area
employ: to pay someone to work for you
global: affecting or including the whole world
goods: things that are produced in order to be
sold
technology: a combination of all the knowledge,
equipment, methods, etc. that are used in
scientifc or industrial work
wages: all the amount of money that someone
is paid every week by their employer,
especially someone who works in a
factory or a shop
2 Discuss in pairs.
1 Tell the students to read the article
title. Ask them what they think the
phrase global economy means.
2 Put the students into pairs to discuss
their ideas.
3 Now tell the students to read the
article and see if they understood the
title.
Answers:
a The phrase global economy refers to the
fact that countries economies are
interconnected. Companies from one
country often trade in many other
countries, so if the economy goes bad in
one country, it affects another.
3 Match to make sentences about
the global economy.
1 Tell the students to read the sentences.
2 Explain that they must match each
sentence beginning Irom the frst
column with a sentence ending from
the second column.
3 When they have completed the
exercise, put the students into pairs to
take turns to read out their answers.
4 Go through the answers with the class.
Answers:
a 3 (given) b 2 c 1 d 5 e 4
4 What do these words and
phrases in bold from the reading
refer to?
1 Ask the students to read through the
sentences.
2 Explain that they must decide what the words in
bold relate to.
3 Put the students into pairs to discuss and write
down the answers.
4 Go through the answers with the class.
Answers:
a it = the company (given)
b them = goods
c which = more people can buy more goods
UNIT7
35
UNIT
7 7
1 Find the words in the puzzle to match the denitions.
E M P L O Y I M T O N T
C O R P O R A T I O N E
T E U O W X A P U M A C
O C W R A I M E G E G H
A O O P G A A A O A L N
F N L O E M Z F O E O O
F O J E S R I T D O B L
O M E Q P L O Q S A A O
R Y P A N A G R D P L G
D D I S T R I B U T E Y
a pay someone to work for you employ
b knowledge and equipment used in scientic or industrial work
c the money that someone is paid every week by their employer
d have enough money to pay for something
e supply goods to shops and companies in a particular area
f a large business organisation
g affecting or including the whole world
h the way that money, businesses and products are organised in a country
i things that are produced to be sold
2 Complete using the correct form of the words in brackets.
a The global economy has increased international trade. (nation)
b The situation in our country is improving. (economy)
c New businesses will hundreds of people in the city. (employment)
d Companies can now goods all around the world. (distribution)
e E-mails help to improve the way companies with their customers. (communication)
3 What do the words and phrases in bold refer to?
a China has a population of 1.3 billion people. This is growing by 15 million every year.
the population of China
b Eighty percent of the people live in half the area of the country. Most of them live in small
villages.
c Agriculture, which employs most of the population, is mainly in the east of the country.
d Beijing is the capital of China, but Shanghai is its largest city.
122
B u s i n e s s a r o u n d t h e w o r l d
WORKBOOK page 35
1 Find the words in the puzzle to
match the denitions.
1 Tell the students to look at the puzzle.
2 Tell them to read the defnitions below
the puzzle and think of the words that
match the defnitions.
3 Explain that they must fnd the words
in the puzzle.
4 Put the students into pairs to compare
their answers.
5 Go through the answers with the class.
Answers:
a employ b technology c wages
d afford e distribute f corporation
g global h economy i goods
E M P L O Y I M T O N T
C O R P O R A T I O N E
T E U O W X A P U M A C
O C W R A I M E G E G H
A O O P G A A A O A L N
F N L O E M Z F O E O O
F O J E S R I T D O B L
O M E Q P L O Q S A A O
R Y P A N A G R D P L G
D D I S T R I B U T E Y
2 Complete using the correct form
of the words in brackets.
1 Tell the students to read the gapped
sentences. Explain that they must use
the words in brackets to complete the
sentences.
2 Go through the answers with the class.
Answers:
a international b economic c employ
d distribute e communicate
3 What do the words and phrases in bold
refer to?
1 Tell the students to read through the sentences.
Each sentence has a word in bold. Tell the
students they must decide what the word in
bold refers to.
2 Put the students into pairs to compare their
answers.
3 Go through the answers with the class.
Answers:
a This = the population of China
b them = 80 percent of the people
c which = agriculture
d its = Chinas Critical thinking
Critical thinking
1 Answer the following questions.
1 Tell the students to read all the questions.
Critical thinking
44
1
7
UNIT
2
Answer the following questions.
a Why do some companies set up in other countries?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b How has the internet helped global trade?
c Where are many goods now made that are sold in African and European countries?
d Do you think it is good that more people can afford to buy things that are made in
other countries? Why / Why not?
e What do you understand by the phrase a win-win situation?
f Do you agree that everyone wins in a global economy? Why/Why not?
Read this short article, then discuss the questions.
3
Port Said
Port Said is a big city in the
northeast of Egypt. It has a number
of industries, including fshing and
chemicals. It is also an important
harbour for the export of rice and
cotton and as the place where ships
passing through the Suez Canal can
get fuel.
a Why are many exports carried from one country to another by ship?
b What are the advantages and disadvantages of sea travel?
c What kinds of goods need to be taken by air?
d Why is the Suez Canal so important to world trade? How was the situation different before
the canal was built?
Discuss in pairs.
A company is starting a chemical business in Port Said.
What would be the advantages and disadvantages for
the local people? Think about the following.
Peoples everyday lives
Jobs and wages
The environment
The local and national economies
So t<h<a<t t<h<e=y ca<n h<i<re l<oc=a<l work<e=rs a<n<d t<ra<d<e wi<t<h n<e=a<rb=y cou<n<t<ri<e=s.
LESSON 4
SB page 44
UNIT7
B u s i n e s s a r o u n d t h e w o r l d
123
2 Explain that they must write the answers.
3 Now put the students into pairs. The students
should take turns to read out a question and then
give the answer.
4 Go over the answers to all the questions with
the class.
Suggested answers:
a So that they can hire local workers and trade with
nearby countries.(given)
b It makes it easier to trade and sell products in other
countries, to distribute goods, etc.
c Many goods sold in African and European countries
are now made in China. Another emerging country is
India.
d Yes, because more people can enjoy many more
things. Or no, because big corporations move to
where they can make goods most cheaply, and local
producers lose business and people lose jobs.
e Everyone wins: companies make more proft (that
is, they sell more products around the world) and at
the same time, they create more jobs for countries all
over the world.
f Yes, because there are more jobs, more products for
people to enjoy and more money for companies. Or
no, because in some countries the workers are paid
very low wages so that the companies can sell goods
at very low prices around the world. Also, global
trading causes pollution as products are shipped
around the world.
2 Read this short article, then discuss the
questions.
1 Tell the students to read the article about Port
Said quickly and then to close their books.
2 Put the students into pairs and tell them to take
turns explaining to their partner what the article
is about.
3 Tell them to open their books again and to read
the article a second time.
4 Put them into pairs again and tell them to read
and answer the questions.
5 Go through the answers with the class.
Suggested answers:
a Some products cannot be moved by plane or by
other forms of transport. For example, it is not
possible to move millions of barrels of petrol from
one country to another by plane or road. Ships can
carry much bigger loads.
b Sea travel is slower than air travel, and if there is an
accident it can lead to pollution in the sea. Sea travel
is better in that ships can carry much larger cargoes,
and it is better for transporting very heavy cargo
such as large lorries, tractors or things like oil and
minerals.
c Goods which are perishable, such as fruit, vegetables
and fowers, need to be transported by air so they are
still fresh at the point of sale. If these goods were
taken by road or sea, they would perish before they
could be sold.
d The Suez Canal allows ships in the Mediterranean
to access India and beyond without having to travel
all the way around Africa. Before the Suez Canal
was built, ships had to travel right around Africa
before travelling on to China, India and many other
countries.
3 Discuss in pairs.
1 Tell the students to read the situation.
2 Ask them what is meant by chemical business.
Make sure they understand what type of
industry it is and what it does.
3 Tell them to read the question.
4 Put the students into pairs to discuss the
question. Tell them to cover each of the points
in the box.
5 Ask some pairs to share their answers with the
rest of the class.
Suggested answers:
A chemical business might be positive for peoples
everyday lives because it would create jobs and
investment in the area.
It could create a lot of jobs for local people, which
would mean more money for other businesses in the
area.
It may not be good for the environment; it may
create pollution and there could be such dangers as
fre and accidents.
It could be good for the national economy as well
as the local one. If the chemicals are sold in other
countries, it will create wealth for the country.
UNIT7
124
B u s i n e s s a r o u n d t h e w o r l d
Communication
Communication
1 Read this letter and answer the
questions.
1 Ask the students to read the letter.
2 Check that they understand all the
vocabulary. If there are any words
they are unsure of, tell them to
look them up in their Active Study
Dictionary.
3 Ask the students to explain what the
letter is about.
4 Tell them to read the questions above
the letter.
5 Put the students into pairs to answer
the questions.
6 Go through the answers with the class.
Answers:
1 Chief buyer (given)
2 She wrote the letter on 14th June 2009.
3 She suggests meeting at 9.30 on
Wednesday.
4 She is staying at the Cairo Tower Hotel.
2 Roleplay the rst few minutes of
a conversation between these two
people when they meet in Cairo.
Use some of the language below.
1 Put the students into pairs. Tell them
to imagine that they are having a business
meeting. One student will take role A and the
other will take role B. Tell them to read about
their roles.
2 Tell the pairs to make a dialogue for the
business meeting. Explain that they can use the
language in the box to help them.
3 Tell them to write out their dialogue and then to
try to memorise it. They will need to practise it
several times.
4 Now, choose pairs of students to perform their
dialogues for the rest of the class. Encourage
them to say the dialogue without looking at the
script.
45
7
UNIT
1
Read this letter and answer the questions.
a What is Miss OConnors job at her company? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b When did she write this letter? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c When does she suggest a meeting? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d Where is she staying while she is in Cairo? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Communication
Ch<if Bu<yer@
2
Roleplay the rst few minutes of a conversation between
these two people when they meet in Cairo. Use some of
the language below.
Student A You are a chief buyer from Superval, a European
supermarket chain which wants to buy fruit and
vegetables from Fruco.
Student B You are the sales manager at Fruco.
oleplay the rst few minutes of a conversation between
Mr Maher Karmi
Sales Manager, Fruco
10b Hussein Wassef Street
Messaha Square, Dokki
Giza
Arab Republic of Egypt
14 June 2009
Dear Mr Karmi,
Following our recent telephone conversation, I am writing to arrange a
meeting with you to discuss our future fruit order from Fruco.
In our rst year, we would like to buy oranges and lemons. If our business
relationship is successful, we may order other fruits and vegetables from you.
I will bring details of quantities of each fruit that we need to our meeting.
I am arriving at Cairo airport next Tuesday at 14.30 and will be staying at the
Cairo Tower Hotel. I suggest that we meet the following morning at 9.30.
I look forward to meeting you.
Yours sincerely,
Helen OConnor
Chief Buyer, Superval
l0l, lng's Street
DLLlN l
IRELAND
vvv.supervu.co.e
SUPERVAL
Pleased to meet you.
Welcome to Fruco.
Did you have a good ight?
Its good to be here.
Thank you for arranging the meeting.
Id like to discuss
Can you offer?
Well need to have
We can offer you
UNIT7
LESSON 5 SB page 45 WB page 36
B u s i n e s s a r o u n d t h e w o r l d
125
WORKBOOK page 36
1 Rewrite this business letter using more
formal language.
1 Tell the students to read the letter on the left.
2 Explain that the letter is informal but that when
we write a letter in business we use more formal
language.
3 Ask the students to identify some of the phrases
that make it informal. (Hi, great talking to you,
if things are OK, about half past 3, after about
10 oclock, See you soon, Best wishes)
4 Tell the students to re-write the letter
using more formal language. The
letter on page 45 of the SB can help
them.
5 Put the students into small groups to
read out their letters to each other. Tell
each group to choose the best letter
in their group and to read it out to the
class.
Suggested answer:
Dear Mr Latif,
Following our recent telephone conversation,
I am writing to arrange a meeting to discuss
our future order.
This year we would like to buy beans
and onions. If our business relationship is
successful, we may order fruit as well.
I am arriving at Cairo airport next Monday at
15.30 and will be staying at the Main Hotel. I
suggest that we meet the following morning
at 10. I look forward to meeting you.
Yours sincerely,
Pete Stamp
Chief Buyer
2 Write a business letter on
your own, using the following
information.
1 Tell the students they are going to
write a business letter. Ask them to
read the situation outlined in part a of
the exercise.
2 Tell them to think about the style of
the letter, how they will open and
close it, and what they should include
in the content.
3 Ask the students to write a frst draIt,
then check it carefully for grammar
and spelling mistakes.
4 Put the students into pairs to read and
comment on their partners draft. Then
each student should rewrite his/her
letter.
5 Put the students into small groups and
tell them to read every letter in their
group.
Students own answers
36
UNIT
7 7
1 Rewrite this business
letter using more formal
language.
2 Write a business letter of your own, using the following information.
a You are a student who is doing a project on Egyptian export companies. First, plan the letter to
Mr Gamil, Manager, Port Said Chemical Corporation.
You want to arrange a visit to ask about the company.
You can visit the company any time next week.
b Write your rst draft quickly in 80100 words.
Remember to use formal phrases and expressions.
Read what you have written carefully. Look for grammar and spelling mistakes.
Check the correct spelling in your Active Study Dictionary.
c Correct the mistakes, then write the nal letter.
Hi Mr Latif,
Great talking to you on the phone. I said
I d write to you about ordering some
vegetables from you so that s what I m
doing.
To start with, we ll probably want to buy
beans and onions this year and then, if
things are OK, we may want your fruit
as well.
I m getting to the airport in Cairo next
Monday afternoon about half past
three. I m staying at the Main Hotel. Can
we meet in the morning after about
10 o clock?
See you soon.
Best wishes,
Pete Stamp
Chief Buyer
Dear Mr Latif,
Following our recent telephone conversation,
UNIT7
126
UNIT7
B u s i n e s s a r o u n d t h e w o r l d
Assessment
Target element: revise the listening activity
and roles within business
Write the following table on the board and ask the
students to copy it.
Mr Wong
Chief buyer for an Irish
supermarket
Mr Karmi Scientist at Fruco
Miss OConnor Sales manager
Ibrahim Abaza
Representative of Chinese
import company
Tom Masters
Scientist at the University
of Scotland
Tell the students to listen to the tape and to match
the jobs with the people. Play the tape again from
Lesson 1 Exercise 3.
Answers:
Mr Wong
Chief buyer for an Irish
supermarket
Mr Karmi Scientist at Fruco
Miss OConnor Sales manager
Ibrahim Abaza
Representative of Chinese
import company
Tom Masters
Scientist at the University of
Scotland
Target element: revise and use key vocabulary
from the unit
Tell the students to imagine that a power company
from the USA is planning to build a nuclear power
station about 30 km from their town. On the board
write the following categories:
Jobs and employment
The building industry
Safety
Pollution
Local shops and businesses
Language schools
Put the students into pairs to think of the positive
and negative aspects of this form of investment.
They can make notes but they should not write out
their ideas in full. Tell them to present their ideas to
the rest of the class.
Target element: revise and understand the
formalities in a letter
Tell the students to read the letter on page 45 of the
Students Book. Write the following questions on
the board and ask the students to answer them.
1 What is Mr Karmis position in the
company?
2 What is the name of the company Helen
OConnor works for?
3 What is Helen OConnors job?
4 Where do you write the name of the
company you are writing to?
5 What is the internet address (URL) of
Superval?
6 Where is the date normally written?
Answers:
1 Sales Manager
2 Superval
3 Chief buyer
4 on the left at the top of the page
5 www.superval.co.ie
6 The date is normally written on the left, underneath
the address of the company that you are writing to.
Target element: revise key phrases for formal
business letters
Write the following phrases on the board:
1 Best wishes
2 See you soon
3 Hi, Mr Thomas
4 To start with
5 Im getting to the airport
6 I want to chat about future orders
7 If our business idea goes well
Ask the students to think of more formal phrases to
replace each one with.
Possible answers:
1 Yours sincerely
2 I am looking forward to meeting you.
3 Dear Mr Thomas
4 Firstly
5 I arrive at the airport
6 I want to discuss future orders
7 If our business relationship is successful
Listening Task Reading Task
Speaking Task
Writing Task
UNIT8
T h e N e c k l a c e
127
SB page 46 WB page 37
Before using the book:
v Ask the students to think of as many expensive
objects as they can. Write their ideas on the
board.
v Ask the students to guess how much the objects
would cost to buy.
v Ask which things the students would like to
have.
UNIT 8
THE NECKLACE
46
8
UNIT
Listen again. Are these sentences True or False? Correct the false ones.
a Maupassant started writing at the age of 42.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Maupassant wrote three novels and 600 short stories. . . . . . . . . . . . . . . . . . . .
c When he was a boy, Maupassant went shing. . . . . . . . . . . . . . . . . . . .
d He enjoyed working as a clerk in Paris. . . . . . . . . . . . . . . . . . . .
e After the success of Boule de Suif, he wrote all the time. . . . . . . . . . . . . . . . . . . .
f Une Vie was Maupassants second novel. . . . . . . . . . . . . . . . . . . .
g He travelled to have a rest from writing. . . . . . . . . . . . . . . . . . . .
3
6
Objectives
Grammar Used to to refer to
completed past habits
Functions Ask questions
Listening Listen for gist and to
guess the meaning of unknown
words
Reading Read to check predictions
and for specic information
Critical thinking How you feel
about your situation in life
Writing A description of an object
The sounds of English
a Listen and underline the consonant that
you do not hear in these phrases from
the listening.
Guess the meaning of the words in bold
from the listening.
a His life was very boring, except on
Sundays. . . . . . . . . . . . . . . . . . . . . .
b He wrote continuously, as many as four
collections of short stories a year.
. . . . . . . . . . . . . . . . . . . . .
c His rst novel sold 25,000 copies in the
rst year. . . . . . . . . . . . . . . . . . . . . .
4
Discuss in pairs.
Why do you think Maupassant found writing
stories more interesting than working as a clerk?
5
The Necklace
Listening
1 the rst thing
2 he went to college
3 in his short life
4 he used to enjoy shing
5 he moved to Paris
6 he loved travelling
b Now listen and repeat the phrases.
Listen to a radio programme about the writer Guy de
Maupassant and complete these questions.
a . . . . . . . . . . . . . . . . . . . . . . . . . . . telling us about Maupassants life?
b . . . . . . . . . . . . . . . . . . . . . . . . . . . tell us about his early life?
c Was he . . . . . . . . . . . . . . . . . . . . . . . . . . . school?
d . . . . . . . . . . . . . . . . . . . . . . . . . . . he use to do anything else
as well as writing?
2
Wou<l<d you m<i<n<d
Fa<l< [e. Ma<u<pa< [sa<n<t d<id a<t t<h a<ge o_ 42.
act (v) army
canoeing collection
Check the meanings of
these words in your Active
Study Dictionary.
1
n<ot i<n<cl<u<d<i<n<g
SB pages 46-50 WB pages 37-40
LESSON 1
Objectives
Grammar
Used to to refer to completed
past habits
Functions
Ask questions
Listening
Listen for gist and to guess the
meaning of unknown words
Reading
Read to check predictions and for
specific information
Critical thinking
How you feel about your situation
in life
Writing
A description of an object
128
UNIT8
T h e N e c k l a c e
1 Check the meanings of these words in
your Active Study Dictionary.
1 Ask the students to look at the words in the box.
2 Write the words on the board and mark the
stress on the words with more than one syllable:
act, army, canoeing, collection
3 Model the pronunciation for the class.
4 Tell the students to look up the meanings of the
words in their Active Study Dictionary.
Answers:
act: to perIorm as a character in a play or flm
army: the part of a countrys military force that
is trained to fght on land
canoeing: the sport or activity of using a canoe
collection: a set of similar things that you keep
together, especially because they are
interesting or attractive
2 Listen to a radio programme about the
writer Guy de Maupassant and complete
these questions.
1 Tell students to read through the gapped
sentences in the Students Book.
2 Tell them they are going to listen to a radio
programme about a writer called Guy de
Maupassant. Explain that they must listen
carefully to the tape for the correct words to
complete the sentences.
3 Play the tape.
4 Go through the answers with the class.
Answers:
a Would you mind telling us about Maupassants life?
(given)
b Could you tell us about his early life?
c Was he good at school?
d Did he use to do anything else as well as writing?
T A P E S C R I P T
Presenter: Good evening. Welcome to Nineteenth
Century Writers. In this programme,
were looking at the life and work
of Guy de Maupassant. Our guest
is Professor Richard Hillery, who
teaches French literature at a
university in Australia. Professor,
would you mind telling us about
Maupassants life?
Professor Hillery. Yes, the hrst thing to say about
Maupassant is that he died when he
was only forty-two. But in his short
life he wrote six novels, three hundred
short stories, three books on travel
and a collection of poems.
Presenter: Amazing! Could you tell us about his
early life?
Professor Hillery: Well, Guy de Maupassant was born in
1850 in Dieppe in northern France.
Until he was thirteen, he lived happily
with his mother in a large house near
the sea. In those days, he used to
enfoy hshing.
Presenter: Was he good at school?
Professor Hillery. Not at hrst. He aiant enfoy school
until he went to the college in Rouen,
where he acted in plays and studied
poetry. He left in 1870, joined the
army and fought for France in a
European war. In 1871, he moved to
Paris where he worked as a clerk. His
life was very boring, except when he
used to go canoeing on the river on
Sundays.
Presenter: When did he start writing?
Professor Hillery: Well, in 1878 he started writing for
newspapers. It was also then that he
began writing stories. His friends
said he used to spend all his free time
writing.
Presenter: Did he make money from writing?
Professor Hillery. He certainly aia. His hrst short story,
Boule de Suif, was very successful
and made him famous. After that, he
wrote continuously, as many as four
collections of short stories a year. In
1883, he wrote his hrst novel, Une
Vie, which means A Life. It sold
twenty-hve thousana copies in the hrst
year.
Presenter: Did he use to do anything else as well
as writing?
Professor Hillery: Not much he didnt use to enjoy
staying at home and he loved
travelling, and on every journey he
wrote new stories. However, when he
got older, he didnt use to leave his
house very often and spent most of his
time alone. He died in 1893.
Listening
UNIT8
T h e N e c k l a c e
129
presenter: Was he a happy man?
Professor Hillery: No. In fact, he said, I have wanted
everything, and enjoyed nothing.
3 Listen again. Are these sentences True or
False? Correct the false ones.
1 Tell the students to read through the sentences
and help them with any diIfcult vocabulary.
2 Explain that you are going to play the tape again
and they must decide whether the sentences are
true or false.
3 Tell them that if the sentences are incorrect,
they should correct them.
4 Play the tape. You may need to play it twice.
5 Go through the answers with the class.
Answers:
a False. Maupassant died at the age of 42. (given)
b False. He wrote six novels, three hundred short
stories, three books on travel and a collection of
poems.
c True
d False. He was bored when he was working as a clerk
in Paris.
e True
I False. It was his frst novel.
g False. He wrote new stories when he travelled.
4 Guess the meaning of the words in bold from
the listening.
1 Tell the students to read the three sentences.
2 Ask them what they think the words in bold
mean.
3 Put the students into pairs to discuss what they
think the three words mean.
4 Ask some of the students to share their answers
with the class.
5 Go through the answers with the class.
Answers:
a not including (given)
b non-stop, without stopping
c books, prints of the book
5 Discuss in pairs.
1 Put the students into pairs.
2 Tell the students to read the question and
discuss it in pairs.
3 Ask some of the pairs to share their answer with
the class.
Suggested answer:
Working as a clerk was ordinary and boring. Writing is
more imaginative and Maupassant could travel and write
different things including travel books, poems, etc.
6 The sounds of English
1 Explain to students that sometimes sounds
merge when speaking in phrases and sentences.
2 Tell the students to read the six phrases in
the box.
3 Tell them that when you play the tape,
they must listen careIully to fnd out which
consonants they do not hear separately. Play
the tape.
4 Go through the answers with the class.
5 Put the students in pairs to take turns to say the
phrases exactly as they heard them on the tape.
Answers:
1 the frst thing
2 he went to college
3 in his short life
4 he used to enjoy fshing
5 he moved to Paris
6 he loved travelling
T A P E S C R I P T
Voice 1: One.
Joice 2. the hrst thing
Voice 1: Two.
Voice 2: he went to college
Voice 1: Three.
Voice 2: in his short life
Voice 1: Four.
Joice 2. he usea to enfoy hshing
Voice 1: Five.
Voice 2: He moved to Paris
Voice 1: Six.
Voice 2: he loved travelling
130
UNIT8
T h e N e c k l a c e
UNIT
37
8 8
The Necklace
1 Match these words af with their meanings 16.
a act 1 part of a countrys military force that ghts on land
b army 2 a set of similar things that are kept together
c canoeing 3 not including
d collection 4 a perform in a play
e continuously 5 activity or sport using a long narrow boat
f except 6 without stopping
2 Complete these sentences with
words from Exercise 1.
a Many people have holidays canoeing on
rivers or lakes.
b This shop is open every day for
Fridays.
c The city is ooded because it has rained for the last three days.
d In some countries, young men have to join the and train for a year.
e There is a wonderful of old books in our town library.
f Before you can be in a lm or play, you have to learn to .
3 What would you say in these situations?
a You are interviewing an older person about their education. What do you ask?
Were you good at school?/What did you study?
b You want to know when this person began their rst job. What do you ask?
c You are interviewing one of your grandparents for a school project. You want to know what his
or her life was like when he or she was young. What do you ask?
d You want to know if this grandparent did anything when he or she was not working.
WORKBOOK page 37
1 Match these words a-f with their
meanings 1-6.
1 Tell the students to look at the words
in the column on the left and their
defnitions in the column on the right.
2 Help them with any vocabulary they
fnd diIfcult.
3 Tell the students to match each word
to its meaning.
4 Go through the answers with the
class.
Answers:
a 4 (given) b 1 c 5
d 2 e 6 f 3
2 Complete these sentences with
words from Exercise 1.
1 First, tell the students to read through
all the sentences and help them with
any diIfcult vocabulary.
2 Explain that the students must use the
words from Exercise 1 to complete
the sentences.
3 Tell them to write the correct words to
complete the sentences.
4 Go through the answers with the
class.
Answers:
a canoeing (given) b except
c continuously d army
e collection f act
3 What would you say in these situations?
1 Tell the students to read through the four
situations.
2 Tell them to write down what they would say in
each situation.
3 Put the students into pairs to read out their
answers to each other.
4 Ask some of the students to read out their
answers to the rest of the class.
5 Go through the possible answers with the class.
Suggested answers:
a Were you good at school?/What did you study?
(given)
b When did you start your frst job? / When did you
start working Ior the frst time? / Could you tell me
about your frst job?
c What was your early life like? Could you tell me
what your life was like when you were young?
d What did you use to do when you were not working?
/ Did you do anything when you werent working? /
What did you (use to) do in your free time?

UNIT8
T h e N e c k l a c e
131
Language focus
Used to
1 Study these sentences from the listening
text and do the following.
1 Tell the students to read the fve sentences in
the box.
2 Put students into pairs to read through the
questions and discuss the answers.
3 Ask some of the students to explain their
answers to the whole class.
4 Go through the answers with the class.
Answers:
a 1 he used to enjoy
2 he used to go canoeing
3 he left, joined, fought
4 he used to spend
5 died
b 3 left, joined, fought
5 died
c used to enjoy, used to go canoeing,
used to spend
d Sentences 1, 2 and 4 above are in the
aIfrmative and use used to. Sentence 1
below is in the question form and
sentence 2 below is in the negative
form. Both of these forms use did and
use to (not used to).
2 Look at these photos of Paris 100
years ago and Paris now.
1 Ask the students to look at the two
pictures of Paris and make sure they
understand that one shows Paris
a hundred years ago and the other
shows Paris now.
2 Ask them to describe the two pictures.
Ask what they can see and what things
they can see people doing, etc.
3 Put the students into pairs to talk
about how people used to live and
how they live now.
4 Do some examples with the class to
make the activity clear.
Example:
People used to walk or to travel with
a horse but now they travel by car or
bus.
5 When they have done this, ask the students to
think about Egypt. Ask how the people used to
live and how they live now?
Suggested answers:
People used to work very long hours but now they dont
work so many hours.
The cities used to be smaller but now theyre much
bigger.
People used to travel by horse and cart but now they
travel by car.
1
Study these sentences from the listening text and do the following.
3
In pairs, discuss your life in the past
using used to and the following ideas.
Grammar rev p128
8
UNIT
47
Used to
2
Look at these photos of Paris 100 years ago and Paris now.
a Compare peoples lives using used to.
People used to walk, but now they travel by car or bus.
b Now compare peoples lives in Egypt 100 years ago with
their lives now.
When I was young, we used t o live in
Luxor, but now we live in Cairo.
Language focus
1 In those days, he used to enjoy shing.
2 He used to go canoeing on the river on Sundays.
3 He left in 1870, joined the army and fought for France in a war against Prussia.
4 He used to spend all his free time writing.
5 Maupassant died in 1893.
a Underline all the verbs which refer to the past.
b Which of the underlined verbs refer to things which happened once?
c Which of the underlined verbs refer to things that happened more than
once, but do not happen now?
d How are the past verbs in the sentences below different from the past
verbs in sentences 1, 2 and 4 above?
1 Did he use to do anything else as well as writing?
2 He didnt use to enjoy staying at home.
home school clothes
games music family
holidays TV programmes
LESSON 2
SB page 47 WB page 38
132
UNIT8
T h e N e c k l a c e
3 In pairs, discuss your life in the past
using used to and the following
ideas.
1 Tell the students to look at the words
in the box.
2 Explain that they must compare their
lives in the past with their lives today
in relation to the topics in the box.
3 Put the students into pairs to make
sentences.
4 Ask some of the students to share
their answers with the class.
Suggested answers:
When I was young, I used to live in ... but
now I live in ...
I used to watch TV every day but now I only
watch once or twice a week.
I used to play the piano but now I play the
violin.
I didnt use to play computer games but now
I play them occasionally.
I used to walk to school but now I go by bus.
WORKBOOK page 38
1 Complete with the correct form
of used to.
1 Explain that we use used to plus the
infnitive to talk about activities we
did repeatedly in the past which have
now fnished.
2 Tell the students to read the sentences and the
following sentence beginnings.
3 Tell them to complete the sentence beginnings
using used to.
4 Put the students into pairs to compare their
answers.
5 Go through the answers with the class.
Answers:
a I used to walk to school every day. (given)
b he used to want to be a freman.
c she didnt use to like going to bed early.
d use to live?
e I used to go swimming every weekend.
2 John Pools life changed when he got
a good job. Write sentences about the
changes in his life.
1 Ask the students to look at the table. Make sure
they understand that it gives information about
a man called John Pool. Explain that it tells us
about John Pools life before and after he got a
good job.
2 Tell the students they must use the information
in the table to write sentences about John Pool
comparing his life before he got the job with his
life after he got the job. They must write about
what he used to do and what he does now.
3 Put the students in pairs to read their sentences
to each other.
38
UNIT
8 8
1 Complete with the correct form of used to.
a I dont walk to school every day now. When I was younger, I used to walk to school every day.
b My brother doesnt want to be a reman now. When he was a boy,
c My sister likes going to bed early now. When she was little,
d I havent always lived in Egypt. Where did you
e I dont go swimming every weekend now. When I was younger
2 John Pools life changed when he got a good job.
Write sentences about the changes in his life.
Before After
Car
a 10-year-old small car
b repair it himself
new big car
best garage in town
House
c small at (2 bedrooms)
d no guests
large house (5 bedrooms)
weekend parties
Holidays
e camping
f once a year
best hotels
three times a year
a John Pool used to drive a ten-year-old small car, but now he drives a big new car.
b He
c
d
e
f
3 Rewrite the bold verbs in these sentences using used to if you can.
a Last week, my brother worked 20 hours. In the past, people worked much longer hours.
Last week, my brother worked 20 hours. In the past, people used to work much longer hours.
b My father lived in Alexandria when he was a boy. When he got married, he moved to Cairo.
c When I rst met Lisa, she wore glasses, but last year she stopped wearing them.
d I know you went abroad for your holidays last year, but where did you go when you were a child?
UNIT8
T h e N e c k l a c e
133
4 Go through the answers with the class.
Answers:
a John Pool used to drive a ten-year-old small car, but
now he drives a new big car.
b He used to repair his car himself, but now he takes
his car to the best garage in town.
c He used to have a small fat (with two bedrooms),
but now he has a large house (with fve bedrooms).
d He didnt use to have any guests, but now he has a
party/parties every weekend.
e He used to go camping for holidays, but now he
stays in the best hotels.
f He used to go on holiday once a year, but now he
now goes three times a year.
3 Rewrite the bold verbs in these
sentences using used to if you
can.
1 Tell the students to read through the
four sentences.
2 Tell them to look at the example and
to rewrite the sentences using the
verbs in bold and used to.
3 Go through the answers with the class.
Answers:
a Last week, my brother worked 20 hours.
In the past, people used to work much
longer hours. (given)
b My father used to live in Alexandria when
he was a boy. When he got married he
moved to Cairo.
c When I frst met Lisa, she used to wear
glasses, but last year she stopped wearing
them.
d I know you went abroad for your holidays
last year, but where did you use to go
when you were a child?
Reading
1 Check the meaning of these
words in your Active Study
Dictionary.
1 Tell the students that they are going
to read a story and they need to
understand the words in the box.
2 Tell them to look up the meanings of
the words in the box in their Active
Study Dictionary.
3 Tell them that you are going to say
the meanings of the words and the
students must call out the word which
has that meaning.
Example:
Teacher: It is the money you dont
spend but keep in the
bank.
Students: Savings.
Teacher: It is something that is
worth a lot of money.
Students: Valuable.
LESSON 3
2
Look at the pictures. What do you think
The Necklace is about?
1
8
UNIT
Read the story
and check your
predictions.
3
48
admire ball (dance) debt identical
manual (work) necklace savings valuable
4
Match to make correct sentences about the story.
Check the meanings of these words in your Active
Study Dictionary.
Reading
The
Necklace
because she does not have a good
enough dress to wear. Loisel knows
how much his wife wants to go to
the ball, so he gives her some of
his savings to buy a new dress. He
suggests that she borrow valuable
jewellery from a rich friend, Jeanne
Forestier. Mathilde goes to see her
friend and borrows a beautiful
diamond necklace.
Everyone at the ball admires
Mathilde and she has a wonderful
evening. When the couple arrive
home, however, they no longer have
the diamond necklace!
Mathilde is too ashamed to tell
Jeanne, so they decide to buy an
5
Discuss this question with a partner.
How do you feel about Loisel and Mathilde at the end of the story? Why?
a Loisel and his wife are not as rich
b Loisel gives his wife enough money
c Mathilde borrows jewellery
d Mathilde probably loses the necklace
e Loisel and Mathilde buy a replacement
f Loisel and Mathilde have to work for ten
years
1 to buy a new dress for the ball.
2 on the way home from the ball.
3 which is much more valuable than the
necklace Mathilde borrowed.
4 to repay the money they borrowed.
5 from a friend who is richer than she is.
6 as they would like to be. a
Loisel works as a government clerk
and does not earn much money. His
wife Mathilde is very beautiful, but
she cannot afford the kind of life she
would like.
One day, Loisel receives an invitation
to a ball. At rst, Mathilde refuses to go
SB page 48 WB page 39
134
T h e N e c k l a c e
Answers:
admire: to look at someone or something and think
how beautiful or impressive they are
ball: a large formal occasion where people dance
debt: money that you owe to someone
identical: exactly the same
manual: working using your hands, especially doing
hard physical work
necklace: a piece of jewellery that you wear around
your neck
savings: all the money that you have saved
valuable: worth a lot of money
2 Look at the pictures. What do you think
The Necklace is about?
1 Tell the students to look at the picture and
describe the things they can see. Write their
ideas on the board.
2 Ask them what they think the story might
be about and write any suggestions on the
board. There are no correct answers; it is just
important to get the students to use any clues
in the pictures to make predictions. Accept all
reasonable suggestions.
3 Read the story and check your
predictions.
1 Tell the students to read through the story
quickly.
2 Discuss with the class how close their
predictions were to the story they have read.
3 Ask what they can remember about the story
after reading it once. Write their ideas on
the board.
4 Match to make correct sentences about
the story.
1 Tell the students to read the sentence beginnings
on the left and then the sentence endings on the
right.
2 Explain that they must match each beginning in
column 1 with the correct ending in column 2 to
make complete sentences.
3 Go through the answers with the class.
Answers:
a 6
b 1
c 5
d 2
e 3
f 4
5 Discuss this question with a partner.
1 Tell the students to read the question.
2 Ask them why the ending of the story is
surprising. Ask them how they feel about the
ending. Ask if they have learnt anything from
the story.
3 With the class, discuss how the students feel
about Loisel and Mathilde at the end of the
story.
Students own answers
UNIT8
T h e N e c k l a c e
135
WORKBOOK page 39
1 Complete the puzzle to nd a word.
1 Tell the students to read through the defnitions
from a to g.
2 Tell them to think of the words that are being
defned, write the words into the crossword and
fnd the hidden word.
3 Go through the answers with the class.
Answers:
a savings (given)
b admire
c necklace
d manual
e act
f ball
g identical
vertical word: valuable
2 Complete these sentences with
words from the puzzle.
1 Tell the students to read through the
gapped sentences.
2 Explain that they must use the words
from Exercise 1 to complete the
sentences.
3 Go through the answers with the class.
Answers:
a identical (given)
b necklace; valuable
c Manual
d admire
e savings
3 Complete these sentences with
the correct prepositions.
1 Tell the students to read through the
gapped sentences and the words in the
box.
2 Tell them to use the correct
preposition from the box to complete
each sentence.
3 Go through the answers with the class.
Answers:
a to (given)
b from
c for
d of
e as
39
UNIT
8 8
1 Complete the puzzle to nd a word.
a all the money that you have not spent
b have a very good opinion of someone
c a piece of jewellery worn around the neck
d type of work done by people using their hands
e be a character in a lm or play
f large formal occasion when people dance
g exactly the same
The word in the boxes is .
2 Complete these sentences with words from the puzzle.
a My cousins look exactly the same. They are identical twins.
b I bought my sister a gold as a wedding present. It is quite
and it looks beautiful.
c work can be very tiring. And it is not very well paid.
d I really my grandfather. He has spent his whole life working to look
after his family.
e She is going to spend some of her on a new car.
3 Complete these sentences with the correct prepositions.
a This morning, I received an invitation to a meeting at my college.
b Im going to borrow a dictionary one of my friends.
c Her grandparents had to work hard years before they could afford their own car.
d The shirt I am wearing is made cotton.
e Before he retired, my uncle worked a hospital doctor.
__ __ __ __ __ __
__ __ __ __ __
__ __ __ __ __ __ __
__ __ __ __ __
__ __
__ __ __
__ __ __ __ __ __ __ __
a
b
c
d
e
f
g
as for from of to
s a v i n g s
e
ctly the same They are identical
UNIT8
136
T h e N e c k l a c e
Critical thinking
1 Answer the following questions.
1 Tell the students to read through all
the questions, then to answer them.
2 Put the students into pairs to read out
the questions and their answers to
each other.
3 Go through all the answers with the
class.
Answers:
a He was a government clerk.
b He gives his wife some of his savings.
c Because she is proud that she has paid
back all her debt.
d (suggested) He loves her a lot. He knows
she wants to go to the ball and so he gives
her some of his savings. He thinks his
wife is very beautiful.
e (suggested) Because her friend had lent
it to her and trusted her, and she feels
ashamed that she has lost it.
f (suggested) She feels very bad because
she knows the necklace wasnt worth
much money. / She feels shocked and sad
because Mathilde has worked very hard
for a necklace that wasnt worth much
money.
2 Read this quotation from the
story and discuss the questions.
1 Tell the students to read the quotation.
2 Put them into small groups to read through and
discuss the questions.
3 Ask each group to share their answers with
the class.
4 Go through the answers with the class.
Suggested answers:
a Perhaps she feels a bit disappointed because she
hasnt got nice clothes or nice jewellery. She wants
to have a better life.
b She is excited. She wants to go. She wants to wear
a lovely dress and enjoy the evening. She wants to
mix with people who have more money or perhaps a
higher social status than her.
c It is important so that she looks as good as everyone
else. She doesnt want to look different.
d He knows that his wife is unhappy because they
do not have much money and she cannot have the
beautiful things she would like. He saw that she was
excited by the invitation but then was disappointed
and refused to go when she remembered that she
didnt have a good enough dress to wear.
e For Mathilde, money, nice things and appearances
are very important. For Loisel, his wife and her
happiness are the most important things.
3 Discuss these questions in pairs.
1 Put the students into pairs to read and discuss
the sentences. Ask them which ones they agree
with and why.
UNIT8
Critical thinking
8
UNIT
1
Answer the following questions.
a What was Loisels job? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b How does Loisel afford to buy a new dress for the ball? . . . . . . . . . . . . . . . . . . .
c Why does Mathilde feel pleased ten years later? . . . . . . . . . . . . . . . . . . .
d What do you think Loisel feels for his wife? . . . . . . . . . . . . . . . . . . .
e Why do you think Mathilde is too ashamed to tell her friend the truth about the
necklace immediately? . . . . . . . . . . . . . . . . . . .
f How do you think Jeanne Forestier feels when she hears Mathildes story? Why? . . . . . . . . . . . . . . . . . . .
2
Read this quotation from the story and discuss
the questions.
49
3
Discuss these questions in pairs.
a Which of the following ideas are important in The
Necklace? Which do you agree with? Why?
identical diamond necklace as a
replacement. The cost 36,000 francs
is more than they can afford. They
have to borrow 18,000 francs, leaving
themselves with heavy debts. For the
next ten years, Loisel and his wife
spend all their time working to earn
enough money to pay their debts.
After ten years of hard manual work,
Mathilde looks old and exhausted.
Although she has lost her beauty, she
feels proud that she has paid all her
debts. When she meets her friend
Jeanne Forestier, she tells her the story
of the lost necklace. Jeanne is shocked
and tells Mathilde that the necklace
she wore to the ball was really made of
glass. It cost only 500 francs.
Loisel works as a government clerk and does not earn
much money. His wife Mathilde is very beautiful, but
she cannot afford the kind of life she would like.
One day, Loisel receives an invitation to a ball. At
rst, Mathilde refuses to go because she does not
have a good enough dress to wear. Loisel knows how
much his wife wants to go to the ball, so he gives her
some of his savings to buy a new dress.
Poor people should try to improve themselves.
It is best to be honest at all times.
Money makes people happy.
People should be happy with what they have.
Hard work is the way to real happiness.
b What advice would you give to someone like
Mathilde, who thinks that money and things can
make her life better?
a How do you think Mathilde feels about her life?
b How do you think she feels about the ball?
c Why do you think it is so important for Mathilde
to wear an expensive dress?
d How do you think Loisel knows that Mathilde
wants to go to the ball?
e What does this quotation tell us about the
characters of Loisel and Mathilde?
He wa<s a \ove=rn<m<e=n<t cl<e=rk.
LESSON 4
SB page 49
T h e N e c k l a c e
137
2 Ask what advice they would give to a person
like Mathilde who thinks that money and things
can make life better.
3 Ask some pairs to share their answers with
the class.
Suggested answers:
a It is best to be honest at all times.
People should be happy with what they have.
The story perhaps suggests that money is not the
most important thing, but even more, that things are
not what they really seem (that is, the necklace was
not really valuable, but they assumed it was).
b Everything may not really be what you think it is,
and you should be happy with the life you have got
and be proud of what you have got.
Communication
1 Read this description of a piece
of missing jewellery. Which of
the pictures does it describe?
1 Ask the students to look at the pictures
of the three pieces of jewellery.
2 Ask them to suggest words to describe
each one and write their suggestions
on the board.
3 Tell the students to read the
description in the box and to decide
which necklace it describes.
Answer:
It describes necklace c because it is
attached to the chain in only one place and it
has two circles joined by Roman numbers.
2 Work with a partner. Take
turns to describe the other two
necklaces.
1 Put the students into pairs to take
turns to say sentences to describe
the other two necklaces. Student 1
says a sentence describing one of
the necklaces and Student 2 guesses
which necklace is being described.
They then swap roles.
Example:
Student 1: It is connected to the chain
in two places which are
very close together at
the top.
Student 2: Necklace a.
2 Get the students to continue in this way, taking
turns to describe a necklace.
3 You are now going to describe something
of yours.
1 Tell the students that they are going to describe
an object of their own. It must be something
that they like but it doesnt have to be valuable.
Look at the pictures with the class and ask
for suggestions to give the students ideas for
objects to describe.
2 Tell them to think about their object and to use
50
8
UNIT
1
Read this description of a piece of missing jewellery. Which of the pictures does it describe?
3
You are now going to describe something of yours.
a First choose something you like. It need not be
valuable. For example, it could be a book that you
have read several times or a toy that you liked
playing with as a child.
b Make notes in answer to these questions.
Communication
This beautiful piece of jewellery is very valuable because it is made of gold and diamonds. The main part
of the necklace is round and is attached to the chain in one place only. This main part consists of two
circles: the smaller, inside circle is joined to the larger, outside circle by the Roman numbers for twelve,
three, six and nine. This makes the necklace look like the face of a traditional clock or watch.
2
Work with a partner. Take turns to describe the other two necklaces.
What shape is it?
What does it look like?
What is it made of and how was it made?
How many parts are there?
What is it used for?
c Now take turns to describe the thing to your
partner. Do not name it. Your partner has to
guess what it is.
4
Tell other pairs about the things you
described to your partner.
a b c
You can list en t o
music wit h t his ...
UNIT8
LESSON 5
SB page 50 WB page 40
138
UNIT8
T h e N e c k l a c e
the questions in the box to help them
describe it.
3 Tell them to make notes of their answers to
the questions in box. Explain that they
can use the notes to write a description
of the object, but they must not name
the object.
4 Now put the students into pairs to take
turns to read their description to their
partner, who must try to guess the
object. Then they swap roles.
4 Tell other pairs about the things
you described to your partner.
1 Put the pairs of students together to
make groups of four.
2 Tell each student to read out their
description for the other pair to guess.
3 Invite some students to read their
description to the class for everyone to
guess.
WORKBOOK page 40
1 Answer the questions and add a
question of your own.
1 Tell the students to look at the table.
Ask them to name the objects pictured
across the top (clock, laptop computer,
mobile phone).
2 Tell them to read the questions, on the
left, about the three objects.
3 Ask them to add one more question, for
example Where ao you normally hna it
or see it?
4 Now tell the students to complete the
table.
Suggested answers:
Questions clock laptop computer mobile phone
a What shape
is it?
round
(given)
rectangular
rectangular (with
rounded corners)
b How big
is it?
as big as a
plate (given)
as big as a small
briefcase
about 10 cm high,
5 cm wide and 1cm
deep
c What is it
made of?
metal and
glass (given)
plastic and metal metal and plastic
d What is it
used for?
to tell the
time (given)
writing
documents, surfng
and downloading
from the internet,
playing computer
games, listening to
music
making phone
calls, sending
text messages,
surfng the internet,
downloading and
listening to music,
taking photographs
e Where do
you normally
fnd it or see
it?
indoors on
a wall at
home/oIfce/
school, etc.
at home, at school,
in oIfces and
businesses
in most peoples
pocket
2 Write a description of the thing you
described in the Students Book.
1 Remind the students about the object they
described in Ex. 3 p.50 of the Students Book.
2 Tell them to write a draft description of their
object. They can use the example in Ex. 1 in the
Students Book and the language in the table
above to help them.
3 Tell them to check the vocabulary, grammar and
spelling.
4 Put the students into groups to take turns to read
out their descriptions. Ask each group to choose
one description to read to the class.
40
UNIT
8 8
1 Answer the questions and add a question of your own.
Questions
a What shape
is it?
round
b How big
is it?
as big as a plate
c What is it
made of?
metal and glass
d What is it
used for?
to tell the time
e
?
2 Write a description of the thing you described in the Students Book.
a Use the notes you made in the Students Book and the notes above.
b Write a rst draft quickly in 75100 words, using the description of the necklace in the Students
Book as an example.
c Read what you have written very carefully. Look for mistakes of grammar, vocabulary, spelling
and punctuation. Check spellings in your Active Study Dictionary.
d Correct any mistakes and write the nal description.
UNIT8
T h e N e c k l a c e
139
Assessment
Target element: further comprehension of the
listening activity on Guy de Maupassant
On the board, write the following sentence
beginnings and tell the students to copy them.
1 Professor Richard Hillery teaches _________
2 He works at a university in __________
3 Guy de Maupassant was born in __________
4 In 1871 he moved to __________
5 His friends said he used __________
6 On every journey he __________
Explain that you are going to play the listening
from Exercise 2 on page 46 of the Students Book
again. Tell the students to listen carefully and to
use the information to complete the sentences. Play
the tape.
Answers:
1 French literature. 2 Australia. 3 1850.
4 Paris.
5 to spend all his free time writing.
6 wrote new stories.
Target element: revise used to and the present
simple to talk about habits
Draw the following table on the board.
Toms life
In the past Now
Eating eat in restaurants eat at home
Sports play football every day watch TV
Money earn 9000 a week earn 500 a week
Work play football write about football
Car drive a Mercedes drive a Toyota
Put the students into pairs to take turns to use
information from the table to say sentences
comparing Toms life in the past with his life now.
Tell them to talk about what he used to do and what
he does now.
Answers:
Tom used to eat in restaurants, but now he eats at
home.
He used to play football every day, but now he
watches TV.
He used to earn 9,000 a week, but now he earns
500.
He used to play football for work but now he writes
about football for work.
He used to drive a Mercedes but now he drives a
Toyota.
Target element: revise key language from the
reading
Write the following sentences on the board and ask
the students to copy them.
1 Loisel works as a government engineer.
2 One day Loisel receives an invitation to a
party.
3 Mathilde goes to see her friend and buys a
beautiful diamond necklace.
4 Mathilde borrows a beautiful diamond
watch.
5 They decide to buy a similar diamond
necklace as a replacement.
Explain that each sentence has a factual mistake.
Tell them to read the story called The Necklace on
pages 48 and 49 of the Students Book again and
to fnd the mistakes. Tell them to cross the wrong
words out and write the correct word at the end of
each sentence.
Answers: 1 engineer clerk 2 party ball
3 buys borrows 4 watch necklace
5 similar identical
Target element: revise the language of
descriptions
Remind the students of the questions they
answered to complete the table about three objects
on page 40 of the Workbook. Write the questions
on the board.
What shape is it?
How big is it?
What is it made of?
What is it used for?
Where do you normally nd or see it?
Now place three objects at the front of the class.
Tell the students to choose one of the objects and
to write a description of it. Tell them to make sure
that all the questions on the board are answered
in the description, but that they dont mention the
name of the object. Ask some of the students to
read their descriptions to the class and see if the
class can guess what the objects are.
Listening Task
Reading Task
Speaking Task
Writing Task
(year)
140
UNIT9
T h e O l y m p i c s
Objectives
Grammar
Present perfect simple and continuous
Functions
Make suggestions, agree and disagree
Listening
Listen for gist and specific
information
Reading
Read for gist and guess the meaning
of unknown words
Critical thinking
The benefits of international sports
Writing
A questionnaire
SB page 51 WB page 41
Before using the book:
v Ask the students to imagine that the Olympic
Games are going to be held in their country.
v Put them into groups and ask them to discuss
what things would need to be built and what
things would need to be done to run the
Olympic Games.
v Write the following ideas on the board to help
them:
accommodation for athletes/visitors
water sports football
athletics swimming
local transport information
airport security
entertainment
v Ask students from each group to share their
answers.
v Ask if the students know where the last
Olympic Games were held (China, 2008).
UNIT 9
THE OLYMPICS
Listening
9
UNIT
51
The Olympics
bronze medal exercise
judo take part in (something)
Discuss these questions in pairs.
a What is the subject of these photographs?
b Who is the man in the photograph?
What did he do in 2008?
c What do people think of what he did?
Check the meanings of these words and
phrases in your Active Study Dictionary.
1
2
Listen and answer these questions.
a List all the sports you hear in the conversation between these two friends. . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Why wont Tamer take part in the 2012 Olympic Games? . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
6
The sounds of English
a Many English vowels are made of two sounds
(dipthongs). Listen and decide how many vowel
sounds you hear.
Listen again and complete these sentences.
a At the 2008 Olympic Games, Hesham Mesbah won the . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Egypt had not won a medal for judo . . . . . . . . . . . . . . . . . . . . . . . . . . .
c Hesham Mesbah . . . . . . . . . . . . . . . . . . . . . . . . . . . the Olympic Games in 2004.
d Between 2004 and 2008, Hesham Mesbah . . . . . . . . . . . . . . . . . . . . . . . . . . . really hard.
e Tamer plays two sports: . . . . . . . . . . . . . . . . . . . . . . . . . . . and . . . . . . . . . . . . . . . . . . . . . . . . .
f Tamer enjoys playing squash and it helps him to . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Discuss these questions in pairs.
a Why do you think the Olympic
Games are so important for
sportsmen and sportswomen?
b Did you watch the last Olympic
Games on television? If you did,
what did you like and dislike? Why?
5
1 t . . . . . . . . . . . . ght . . . . . . . . . . . .
2 bake . . . . . . . . . . . . back . . . . . . . . . . . .
3 phone . . . . . . . . . . . . fun . . . . . . . . . . . .
4 town . . . . . . . . . . . . ten . . . . . . . . . . . .
5 John . . . . . . . . . . . . join . . . . . . . . . . . .
br>o@@nze md<a<l _@o@@@@r ju<d<o.
Objectives
Grammar Present perfect
simple and continuous
Functions Make suggestions,
agree and disagree
Listening Listen for gist and
specic information
Reading Read for gist
and guess the meaning of
unknown words
Critical thinking The benets
of international sports
Writing A questionnaire
1 2
SB pages 51-55 WB pages 41-44
LESSON 1
UNIT9
T h e O l y m p i c s
141
1 Discuss these questions in pairs.
1 Put the students into pairs and tell them to look
at the pictures.
2 Tell the pairs to read the questions and discuss
the answers.
3 Ask some students to share their answers with
the class.
Answers:
a The pictures introduce the theme of the Olympic
Games.
b The man is Hesham Mesbah. He won the bronze
medal for judo in the 2008 Olympic Games in
Beijing, China.
c Egyptian people feel very proud of him for his
achievements.
2 Check the meanings of these words and
phrases in your Active Study Dictionary.
1 Tell the students to look at the words in the box.
Ask them if they can explain the meanings of
any of the words.
2 Tell them to look up the meanings of the words
in their Active Study Dictionary.
3 Now, ask them again to explain what the words
mean.
Answers:
bronze medal: the prize that you get for coming third
in a race or competition
exercise: physical activity that you do in order to
stay strong and healthy
judo: a sport from Japan in which you try to
throw your opponent onto the ground
take part in: to do something together with other
people
3 Listen and answer these questions.
1 First, ask the students to think of all the sports
they know and write their ideas on the board.
2 Now, tell them to read the two questions before
they listen carefully to two friends talking about
the Olympic Games.
3 Play the tape.
4 Put the students into pairs to discuss the
answers to the questions.
5 Go through the answers with the class.
Answers:
a judo, football, squash
b Because squash is not an Olympic sport.
T A P E S C R I P T
Magdy: Hello. Magdy speaking.
Tamer: Hi, Magdy. Its Tamer. What have you been
doing? Ive been trying to phone you since this
morning.
Magdy: Sorry, my phone was turned off. Ive been
watching the Olympic Games all day.
Tamer: Its great, isnt it? Did you see Hesham Mesbah
when he won the bronze medal for judo?
Magay. Fantastic, wasnt it? Its the hrst meaal Egypt
has won for judo since 1984.
Tamer: He looked so proud when he received his medal,
didnt he?
Magdy: He certainly did he couldnt stop smiling.
Tamer: He should feel proud of himself. Hes been
training really hard since the Olympic Games
in Athens in 2004.
Magdy: How well did he do there?
Tamer: He came seventeenth.
Magdy: Have you ever done judo?
Tamer: No, I havent.
Magay. Neither have I, but I hna it very interesting. Ive
watched all the judo at the Olympics this year.
What sports do you do?
Tamer: Well, Ive been playing football for as long as I
can remember, but for the last few months Ive
been playing squash regularly.
Magdy: Do you enjoy it?
Tamer: Yes, I do and its very good exercise, so its
helpea me to keep ht. I foinea a squash club last
year and Im now in one of the adult teams.
Magay. Egyptian squash players usually ao very well in
internationals, dont they?
Tamer: Yes, they do.
Magdy: So will we see you taking part in the London
Olympics in 2012?
Tamer: No, Im afraid you wont. Unfortunately squash
isnt an Olympic sport at the moment.
4 Listen again and complete these
sentences.
1 Tell the students to read through the gapped
sentences.
2 Explain that you are going to play the listening
from Exercise 3 again and they must listen
carefully and complete the sentences with the
correct words.
Listening
142
UNIT9
T h e O l y m p i c s
3 Go through the answers with the class.
Answers:
a bronze medal for judo. (given)
b since 1984.
c came seventeenth in
d trained
e football and squash.
I keep ft.
5 Discuss these questions in pairs.
1 Put the students into pairs and tell them to read
through the questions.
2 Tell them to discuss the questions in their pairs.
3 Ask some of the students to share their answers
with the class.
Suggested answers:
a It sets them a target. It is the highest award they
can receive. It is a challenge. It is a goal for them to
achieve and their chance to make history.
b Students might talk about the different sports they
watched, or about the opening or closing ceremony,
etc. Encourage them to say why they liked or
disliked something they saw.
6 The sounds of English
1 Explain that there are eight vowel sounds,
called diphthongs, which are made up of two
vowel sounds each: /B'/ as in day, />'/ as in sky,
/-'/ as in boy, /'/ as in fear, /B/ as in bear,
/3/ as in tour, /3/ as in go, />3/ as in cow.
2 Play the tape and tell the students to decide
which words contain diphthongs.
3 Tell the students to write 1 after the words that
contain one vowel sound, and 2 after the words
that contain two vowel sounds, i.e., a diphthong.
4 Go through the answers with the class.
5 Ask the students to work in pairs to practise the
sounds. Student 1 says a word and Student 2
says if it includes a diphthong or not. Then they
swap roles.
Example:
Student 1: Fight.
Student 2: Yes.
Student 2: Fit.
Student 1: No.
Answers:
1 ft - 1 fght - 2 (given)
2 bake - 2 back - 1
3 phone - 2 Iun - 1
4 town - 2 ten - 1
5 John - 1 join - 2
T A P E S C R I P T
Voice 1: One.
Joice 2. Fit, hght. Fit, hght.
Voice 1: Two.
Voice 2: Bake, back. Bake, back.
Voice 1: Three.
Voice 2: Phone, fun. Phone, fun.
Voice 1: Four.
Voice 2: Town, ten. Town, ten.
Voice 1: Five.
Voice 2: John, join. John, join.
T h e O l y m p i c s
143
WORKBOOK page 41
1 Complete the puzzle to nd a word.
1 Tell the students to read the defnitions oI the
words and one phrase.
2 Explain that they must write the words and
the phrase into the puzzle to complete it and
then fnd the new word.
3 Go through the answers with the class.
Answers:
a take part (given) b exercise
c bronze d regularly
e judo
vertical word: proud
2 Complete with a word or phrase
from Exercise 1.
1 Tell the students to read through the
fve gapped sentences.
2 Explain that they must use words from
Exercise 1 to complete the sentences.
3 Go through the answers with the class.
Answers:
a regularly (given) b proud
c exercise d bronze
e judo
3 Match the words which have the
same vowel sound. Check in your
Active Study Dictionary.
1 Tell the students to look at the two
columns of words. Explain that they
must match a word in column one
with a word with the same vowel
sound in column two.
2 If they are unsure, tell the students to
check the pronunciation in their Active
Study Dictionary.
3 Go through the answers with the class.
Answers:
a - 2 b - 1
c - 4 d - 3
4 Make sentences using the two
matching words in Exercise 3.
1 Tell the students to write sentences using the
pairs of words from Exercise 3. Ask them to
look at the example to help them.
2 Put the students into groups to read out their
sentences to each other. Tell them to think
carefully about the pronunciation of the words.
3 Ask some students to read their sentences to the
class.
Suggested answers:
a His daughter is fourteen. (given)
b The clothes will be dry when it is light.
c There is a phone at the side of the road.
d I will be late because of the rain.

UNIT9
UNIT
41
9 9
The Olympics
1 Complete the puzzle to nd a word.
a do an activity with other people
b physical activity which helps people stay healthy
c a medal for being third in an Olympic race
d often; every day, every week, every month, etc.
e a sport in which two people try to throw each other
onto the ground
The word in the boxes is .
2 Complete with a word or phrase from Exercise 1.
a I play tennis regul arl y at least twice a week.
b Most people feel when athletes from their country do well in the Olympics.
c Swimming and cycling are very good forms of .
d The swimmer hoped he would win the race, but he came third and won the
medal.
e is a Japanese sport which is a kind of ghting.
3 Match the words which have the same vowel sound. Check in
your Active Study Dictionary.
a daughter 1 dry
b light 2 a fourteen
c phone 3 late
d rain 4 road
4 Make sentences using the two matching words in Ex. 3.
a Hi s daughter i s fourteen.
b
c
d
__ __ __ __ __ __ __
__ __ __ __ __ __ __
__ __ __ __ __
__ __ __ __ __ __ __ __
__ __ __
a
b
c
d
e
a [ f W h j j W
144
T h e O l y m p i c s
Language focus
Present perfect simple and
continuous
1 Study these sentences from the
listening text.
1 Tell the students to read the sentences
taken from the listening for Exercise 3
on Students Book page 51.
2 Tell them to read the instructions in
a and b and to circle examples of
present perfect continuous verbs and
underline examples of present perfect
simple verbs.
3 Now tell them to look at the question
in c and to think about how the two
tenses are formed.
4 Go through the answers with the class.
Answers:
a 1 ve been trying (given)
3 ve been watching
4 s been training
6 ve been playing
b 2 has won (given)
5 ve watched
7 has helped
c Present perfect simple = have/has + past
participle
Present perfect continuous = have/has
been -ing form
2 Discuss the difference in meaning
between these sentences.
1 Put the students into pairs and ask them to read
the three groups of sentences.
2 Ask them what the difference between the
sentences in each group is.
3 Go through the answers with the class.
Answers:
a 1 Completed actions done over the last twenty
years
2 Duration of a completed activity during this week
b 1 An action that has been done and completed, but
it is not clear when
2 An action that has just been done/recently
fnished
c 1 A past activity (not done any more)
2 A past activity (but it may still be done now)
3 An activity that has just been done/recently
fnished
3 Choose the correct verbs to complete this
conversation.
1 Tell the students to read through the
conversation.
2 Explain that they must choose the correct verb
from the given alternatives to complete each
sentence.
Language focus
52
Grammar rev p128
9
UNIT
Present perfect simple and continuous
1
Study these sentences from the listening text.
4
Discuss in pairs.
Talk to each other about something you have done for
a long time. Tell your partner why you enjoy doing it,
when and how you started it and describe some of your
experiences.
2
Discuss the difference in meaning between these sentences.
a 1 Ive watched the Olympic Games for the last 20 years.
2 Ive been watching the Olympic Games all week.
b 1 Ive read the sports news.
2 Ive been reading the sports news.
c 1 I played squash for two years.
2 Ive played squash for two years.
3 Ive been playing squash thats why Im so tired.
3
Choose the correct verbs to complete this conversation.
Randa Hi, Leila. Its Randa.
Leila Hi, Randa. Ive tried/Ive been trying to contact you
for ages. What have you done/have you been doing?
Randa Im sorry I was/Ive been really busy recently. And
my phone didnt work/hasnt worked very well since
I dropped/Ive dropped it last week.
Leila Its good to hear from you.
Randa Would you like to come to my house and watch the
Olympic Games with me? Ive watched/Ive been
watching it on my own all week.
Leila Thatd be great. Shall I come now?
Randa No, it has nished/has been nishing for today.
Come tomorrow.
I ve been playing volleyball
f or f our year s and I love it.
1 Ive been trying to phone you since this morning.
2 Its the rst medal Egypt has won for judo since 1984.
3 Ive been watching the Olympic Games all day.
4 Hes been training really hard since the last Olympic Games.
5 Ive watched all the judo at the Olympics this year.
6 For the last few months, Ive been playing squash regularly.
7 Squash has helped me to keep t.
a Circle the present perfect
continuous verbs.
b Underline the present
perfect simple verbs.
c How are the two tenses
formed?
a
b
c
d
e
f
g
UNIT9
SB page 52 WB page 42
LESSON 2
T h e O l y m p i c s
145
3 Go through the answers with the class. Make
sure they understand why they made their
choices.
Answers:
a Ive been trying (given) b have you been doing
c Ive been d hasnt worked
e I dropped f Ive been watching
g has fnished
4 Discuss in pairs.
1 Ask the students to think about things they have
been doing for a long time. It might be hobbies,
sports, interests, clubs they are part of, etc. Ask
them to make some suggestions and write their
ideas on the board.
2 Now put the students into pairs to talk
about their activities. Tell them to look
at the example in the Students Book
and do another example to make sure
it is clear what they have to do.
Example:
I have been playing football for about
ten years. I have scored lots of goals
and played football in many different
places. I have played for four different
teams. I like playing football because
I like being part of a team and it gives
me good exercise.
WORKBOOK page 42
1 Complete with the present
perfect simple or present perfect
continuous form of the verbs in
brackets.
1 Tell the students to read through the
gapped dialogues.
2 Explain that they must use the verbs
in brackets to complete the sentences
and they should use either the present
perfect simple or the present perfect
continuous tense.
3 Go through the answers with the class.
Answers:
a have been reading (given); has written;
havent seen
b Have you been waiting; have been
standing
c have you been doing; I have had; have
been serving; havent even had
d have you been doing; have been travelling;
have visited
2 Ask and answer questions using the past
simple, present simple or present perfect
continuous.
1 Tell the students to look at the four question
prompts. Tell them to make questions from the
prompts, as in the example, and then to answer
them.
2 Put the students into pairs to compare their
answers.
UNIT9
42
UNIT
9 9
1 Complete with the present perfect simple or present perfect
continuous form of the verbs in brackets.
a A I have been readi ng (read) that book you lent me and Im really enjoying it.
B Yes, I enjoyed it, too. The same author (write) three other novels,
but I (not see) any of them in the shops.
b A I cant wait any longer for the bus. Im going to walk.
B (you wait) a long time?
A Yes, I (stand) here for nearly two hours.
c A You look tired. What (do)?
B I (have) a busy day. I arrived at the shop at seven
oclock this morning and I (serve) customers all day.
I (have not) even time for lunch.
d A What (you do) since we last met?
B I (travel) round Europe. I (visit)
France, Italy and Spain.
2 Ask and answer questions using the past simple,
present perfect or the present perfect continuous.
a How long/you/learn/English?
How l ong have you been l earni ng Engl i sh?
I ve been l earni ng Engl i sh si nce I was ei ght years ol d.
b When/you start/learning English?
c What/you study/in geography recently?
d How long/your father/work for/his company?
3 Correct the grammar mistake in each sentence. (One is correct.)
a Ive been drinking three cups of tea this morning. I ve drunk
b Theyve playing squash all morning thats why they look so tired.
c My brother has just passed his university exams thats why he looks so happy.
d My father has been travelling abroad six times in the last two months.
146
T h e O l y m p i c s
3 Go through the answers with the class.
Suggested answers:
a How long have you been learning
English?
I have been learning English since I was
eight years old. (given)
b When did you start learning English?
I started learning English in 2000.
c What have you been studying in
geography recently?
I have been studying the creation of
mountains.
d How long has your father been working
for his company?
He has been working for them for about
two years.
3 Correct the grammar mistake in
each sentence. (One is correct.)
1 Tell the students to read through the
sentences.
2 Explain that there is a mistake in three
of the sentences. Tell the students to
cross out the mistake and write the
correct answer, as in the example.
3 Go through the answers with the class.
Answers:
a Ive been drinking Ive drunk (given)
b Theyve playing Theyve been playing
c Correct
d has been travelling has travelled
Reading
1 Before you read, check the meaning
of these words in your Active Study
Dictionary.
1 Tell the students to look at the words in the box.
Ask if they can tell you the meaning of any of
the words in the box.
2 If necessary, tell them to look up the words in
their Active Study Dictionary.
3 Ask the students to explain the words again.
Answers:
beneht. iI something benefts someone, it helps
them
boxing: a game in which two men fght by hitting
each other wearing big leather gloves
career: the period of time in you life that you
spend working
professional: doing a sport or activity as your job;
professional sports are played by people
who are paid
take place: to happen
9
UNIT
53
Reading
2
What do you know about the
history of the Olympic Games?
Write down one or two facts.
1
Now read the article quickly.
Does it include any of the facts
you wrote?
3
benet boxing career
professional take place
festival
4
Match these headings with the
correct paragraphs.
a The Olympics become
amateur again
b How ordinary people benet
from the Olympics
c The new professionals
d The rst Olympic Games
e The Olympic Games today
Before you read, check the
meanings of these words in your
Active Study Dictionary.
The Olympic Games
1
The Olympic Games, an international sports festival
which takes place every four years, are particularly
famous for athletics. But they also include individual
sports, like swimming, and team sports, like football and
hockey. For sportsmen and sportswomen everywhere,
taking part in the Games is usually the highlight of
their careers.
2
At rst, the Olympic Games were part of a religious
festival in ancient Greece. The only sport at that time
was a running race. Later, longer races were added,
together with boxing. The Romans conquered Greece
during the second century BC and, soon after, the Games
lost their religious meaning. Athletes were only interested
in money, so, in 349, the Games were stopped.
3
Fifteen hundred years later, archaeologists
discovered the ancient Olympic stadium, which had
been destroyed in an earthquake. This discovery gave
people an idea. They thought that individual athletes
would benet if the Olympic Games started again. They
also believed that the Games would help the world to be
a more peaceful place. So, in 1896, the rst modern
Games took place in Greece. Again, the Olympics were
only for amateurs; no one was paid to take part.
4
Although competitors are still not paid to take part,
some countries now train and pay future professional
Olympic athletes, so they are not really amateurs. Some
say this is not fair.
5
Since the modern Olympics began over a hundred
years ago, athletes have been getting faster and
stronger and, at every Games, world records have been
broken. This is good not only for individual athletes, but
also for ordinary people. Watching Olympic athletes
makes some people want to try new sports themselves.
5
Guess the meanings of the words in
bold, then answer these questions.
a What other kinds of festivals
are there other than the Olympic
Games? . . . . . . . . . . . . . . . . . . . . . .
b Do you think highlight has a
positive or negative meaning?
Look at the two parts of the word.
. . . . . . . . . . . . . . . . . . . . . .
c How do earthquakes destroy
buildings? . . . . . . . . . . . . . . . . . . . . . .
d Look at the seven words which
follow amateur. What do you think it
means? . . . . . . . . . . . . . . . . . . . . . .
6
Discuss this question in pairs.
How do you think countries can
help their athletes to prepare for the
Olympic Games?
1
UNIT9
SB page 53 WB page 43
LESSON 3
T h e O l y m p i c s
147
2 What do you know about the history of
the Olympic Games? Write down one or
two facts.
1 Put the students into pairs. Ask them to think
of anything they know about the history of the
Olympic Games. Tell them to write their ideas
down. They can think about where the games
started, which sports have been involved, where
the games have taken place, etc.
2 Now ask some of the pairs to share their ideas.
3 Now read the article quickly. Does it
include any of the facts you wrote?
1 Tell the students to read through the article
quickly.
2 Ask if the facts they thought of in the last
exercise were included in the article.
3 Ask them if they have learnt any more facts
about the history of the Olympics from reading
the article.
4 Match these headings with the correct
paragraphs.
1 Tell the students to read the list of titles. Explain
that one title is suitable for each paragraph.
2 Tell the students to match each title to one of
the paragraphs from the article.
3 Put the students into pairs to compare their
answers.
4 Go through the answers with the class.
Answers:
a 3
b 5
c 4
d 2
e 1 (given)
5 Guess the meanings of the words in bold,
then answer these questions.
1 Tell the students to fnd the words in bold in the
reading text.
2 Tell them to think about what the words in bold
italics mean.
3 Put the students into pairs to discuss the
meanings of the words.
4 Go through the answers with the class.
Answers:
a festival = a time when people celebrate something;
an occasion when there are a lot oI concerts, flms,
or performances, which happens in the same place
every year. (Suggested): Sham el-Naseem, Cairo
International Film Festival, Tourism and Shopping
Festival
b highlight = the most important, interesting, or
enjoyable part of something. It has a positive
meaning.
c destroy = to damage something very badly, so
that it cannot be repaired. Earthquakes shake the
foundations of buildings and weaken or break them
so that the buildings fall.
d amateur = someone who does something because
they enjoy it and not as a job; the opposite of
professional
6 Discuss this question in pairs.
1 Put the students into pairs and ask them to talk
about how countries can help their athletes to
prepare for the Olympic Games.
2 Tell them to think about things such as trainers,
facilities, equipment, food, accommodation,
travel, etc.
3 Ask some of the students to share their answers
with the whole class.
Suggested answer:
Governments can provide sports facilities for sportsmen
and sportswomen. They can pay for their equipment and
sports clothes. They can also help to pay for their travel
to attend events, for the special foods they need and
their accommodation near to the best sports centres, etc.
UNIT9
148
T h e O l y m p i c s
WORKBOOK page 43
1 Find the words in the puzzle to
match the denitions.
1 Tell the students to read the
defnitions and think which words
they defne.
2 Ask them to write each word next to
its defnition.
3 Then tell the students to look at the
puzzle and try to fnd the words.
Answers:
a amateur (given)
b destroy
c professional
d highlight
e career
f festival
g beneft
h boxing
I R D A M A T E U R N B
B L E P C R A T I O N E
O E S O A X A P U M A N
X F T R R A X A T U R E
I R R P E A L K O B K F
N O O O E M Z F O E O I
G Y Y M R L O Y S A A T
P R O F E S S I O N A L
R Y P A F E S T I V A L
D H I G H L I G H T E Y
2 Match these take verbs with their
meanings.
1 Ask the students to look at the two columns of
words.
2 Tell them they must match each phrasal verb on
the left with its correct meaning on the right.
3 Go through the answers with the class.
Answers:
a 3 (given) b 4 c 1
d 5 e 2
3 Complete with the correct form of take
verbs from Exercise 2.
1 Ask the students to read through the gapped
sentences.
2 Tell them to use the phrasal verbs from Exercise
2 to complete the sentences.
3 Put the students into pairs to compare their
answers.
4 Go through the answers with the class.
Answers:
a took place (given) b took off c take care of
d take turns e take part
UNIT9
43
UNIT
9 9
1 Find the words in the puzzle to match the denitions.
I R D A M A T E U R N B
B L E P C R A T I O N E
O E S O A X A P U M A N
X F T R R A X A T U R E
I R R P E A L K O B K F
N O O O E M Z F O E O I
G Y Y M R L O Y S A A T
P R O F E S S I O N A L
R Y P A F E S T I V A L
D H I G H L I G H T E Y
a someone who does something because they enjoy it (the opposite of c) amateur
b damage something very badly
c someone who earns money from doing an activity
d the most interesting, enjoyable part of something
e the period of time in your life you spend working
f a time when people celebrate something
g be helped by something
h a sport in which two men wearing gloves hit each other
2 Match these take verbs with their meanings.
a take care of 1 happen
b take turns 2 go up into the air (planes)
c take place 3 a look after
d take part 4 do something one after the other
e take off 5 do something together with other people
3 Complete with the correct form of take verbs from Exercise 2.
a In 2008, the Olympic Games took pl ace in Beijing.
b Last night, our plane two hours late
because of bad weather.
c On school trips, the older children usually
the younger ones.
d In our English class, the students usually
to answer the teachers questions.
e I couldnt in the race because I had broken
my leg.
T h e O l y m p i c s
149
Critical thinking
1 Answer the following questions.
1 Start by asking the students to think about all
the things they know about the Olympic Games.
2 Now tell them to read all the questions.
3 Put the students into pairs and tell them to take
turns to read out a question and then give the
answer.
4 Go through all the answers with the class.
Answers:
a It was a religious festival. (given)
b The games were stopped because the
athletes were only interested in money.
c It was destroyed in an earthquake.
d (suggested) Because winning the
Olympics can bring a lot of prestige and
pride to a country.
e (suggested) They can train harder, get
better people to help and train them,
and use the best equipment and the best
techniques.
f (suggested) It can bring a lot of attention
to the country and lots of money from the
visitors, TV coverage, etc.
2 Read this quotation from The
Olympic Games and discuss the
questions.
1 Tell the students to read the
quotation in the box. Check that they
understand the meaning. Ask them
why the Olympic Games started again
(because they thought individual
athletes woula beneht) and what it
was hoped they would achieve (that
they would help the world to become a
more peaceful place).
2 Now put the students into small
groups. Tell them to read the three
questions and discuss their answers.
3 Ask some groups to share their
answers with the class.
Suggested answers:
a The Olympic Games are a way for people to have
contact with other nations and come together.
Through them, countries can learn about the
heroes of other places in the world. Countries
have to collaborate and cooperate for a successful
Olympic Games, and so they have helped to develop
understanding and respect between nations.
b It is hard for the Olympic Games to stay amateur
because the athletes need to train a lot to be good
enough to compete and so they do not have time to
work. So it is probably fair to say that, in the current
situation, it is nearly impossible.
c If they were never paid, fewer people would
participate and possibly fewer records would be
broken. It is the money and training that drive the
sport forward.
Zola Budd
In the 1984 Olympics,
the runner Zola Budd
broke the world record
for the womens 5,000
metres and won a medal
for Britain. However,
Zola Budd was South African, not British. But
1984 was a year when South Africa could not
be in the Olympic Games. Was this fair?
Critical thinking
54
9
UNIT
1
Answer the following questions.
a What kind of festival was the Olympic Games at rst? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Why did the Romans stop the Olympic Games in 349? . . . . . . . . . . . . . . . . . . . . .
c What happened to the original Olympic stadium? . . . . . . . . . . . . . . . . . . . . .
d Why do you think some countries in the 20th century started to train and pay their athletes?
. . . . . . . . . . . . . . . . . . . . .
e How can sportsmen and sportswomen win more Olympic medals? . . . . . . . . . . . . . . . . . . . . .
f Why do people want the Olympic Games to take place in their country? . . . . . . . . . . . . . . . . . . . . .
2
Read this quotation from The Olympic Games and discuss the questions.
3
Now discuss these questions in pairs.
a What qualities are needed to be a successful international athlete? Think about athletes
characters as well as their health and tness.
b Do you think international sport brings people together? Give reasons for your answer.
c How do countries benet from international sport?
They thought that individual athletes would
benet if the Olympic Games started again. They
also believed that the Games would help the
world to be a more peaceful place. So, in 1896,
the rst modern Games took place in Greece.
Again, the Olympics were only for amateurs; no
one was paid to take part.
a Do you think international sports events like
the Olympic Games have helped the world
to be a peaceful place? Why/ Why not?
b Do you think all Olympic athletes should be
amateurs? Why/Why not?
c What would happen to the Olympic Games
if sportsmen and sportswomen were never
paid?
4
Discuss these questions in small groups.
a Why are fair play and honesty so important in international sports?
b Read about two Olympic athletes. Do you think what they did was fair and honest?
Abebe Bikila
In the 1960 Olympics,
the Ethiopian runner
Abebe Bikila won the
gold medal for running
but he ran without
shoes. Some people
said this was not fair.
What do you think?
It wa<s a re=l <i <\ i <ou<s fe=s=t<i <va<l .
UNIT9
SB page 54 LESSON 4
150
T h e O l y m p i c s
3 Now discuss these questions in pairs.
1 Put the students in pairs and ask them to read
through the three questions.
2 Make sure they all understand the questions,
then ask them to discuss the questions in their
pairs.
3 Get some pairs to share their answers with the
class.
Suggested answers:
a Athletes need to be determined and willing to
make large sacrifces, including not having much
contact with their families, training for long hours,
travelling, eating healthily and being very organised.
So selI-motivation, Iocus and selI-discipline are all
very relevant characteristics.
b Yes, because it allows cultures to come into contact.
It allows people to appreciate athletes from other
countries. It means people travel and meet and are
exposed to other cultures.
c They beneft because the host nations get lots oI
publicity (such as China when it hosted the 2008
Olympic Games) and so a lot of attention is focused
on them. International sport also allows smaller
or poorer nations to excel (Ior example the long-
distance runners from Ethiopia).
4 Discuss these questions in small groups.
1 Tell the students to read about the two athletes.
Make sure they understand the two stories
fully. Ask what Abebe Bikila wore on his feet
(nothing). Ask where Zola Budd was born
(South Africa), why she ran for Britain (South
Africa could not be in the Olympic games in
1985) and who she won the medal for (Britain).
2 Now, put the students into small groups and tell
them to read and discuss the questions.
3 Ask some of the group members to share their
answers with the class.
Suggested answers:
a Fair play and honesty are important in international
sports because all competitors and countries must be
seen to have an equal chance. It must be certain that
no one has an unfair advantage.
b Abebe Bikila: Most people would probably think
that it is harder to run with no shoes, and this was
actually a disadvantage which he chose for himself.
Zola Budd: Students may feel that Zola Budds
winning the medal for Britain was not fair because
she was not born in the UK and was not a resident of
the UK. Perhaps people should compete only for the
country they were born in ( but what if they were
born in one country but their parents were born in
another?).
UNIT9
UNIT9
T h e O l y m p i c s
151
LESSON 5 SB page 55 WB page 44
Communication
1 The ve activities in the pictures are not
part of the Olympic Games now, but may
be in the future. Discuss the questions in
pairs.
1 Tell the students to look at the pictures. Ask if
they know of all the games.
2 Ask which of these games are normally done
in teams and which ones are normally done
individually.
3 Explain that these games are not part of the
Olympic Games at present.
4 Tell the students to read the four
questions. Then put the students into
pairs to discuss the questions.
5 Ask some pairs to share their answers
with the class.
6 Go through the answers with the class.
Suggested answers:
a
v Chess is a game for two people played
with sixteen pieces each, including two
kings, on a chessboard with black and
white squares. The winner is the person
who gets the opponents king into a
position where it cannot be moved.
v Water skiing is a sport in which a motor
boat pulls a person along while they are
standing on skis, skimming the surface of
the water.
v Netball is a team game played with a ball
on a court in which the players usually
girls or women score points by throwing
a ball through a high horizontal ring with
a net hanging from it. There are seven
players in each team.
v Climbing as a sport uses permanent
anchors fxed to a wall or rock, especially
bolts, for the climbers protection. The
climber progresses from the bottom to the
top of the climbing face. The sport tests
the climbers gymnastic ability, strength
and endurance.
v Squash is a game for two players who
use rackets to hit a small, fairly soft ball
against the walls of an indoor closed
court.
b All of these sports are played in Egypt, but squash
is the most popular of them. Egyptian international
squash players have been very successful in
worldwide competitions for many years. They are
some of the best in the world circuit.
c The Russians would do well in chess because the
game is played widely and taken very seriously in
Russia. It is sponsored by the State and young people
showing a talent for chess are trained by professional
coaches and, if they succeed at the game, can
achieve a high social status. The Australians tend
to be very good at water sports like water skiing
because Australia has many beaches perfect for the
1
The ve activities in the pictures are not part of
the Olympic Games now, but may be in the future.
Discuss the questions in pairs.
a What do you know about these games? Have you ever
played or watched any of them? Which do you like?
b Which of these games are played in Egypt? How good
are your international players of these games?
c Which countries do you think would do well in these
games? Why?
d Which of these games would you like to be part of the
Olympic Games in the future? Why?
2
In groups, discuss these games using language from the boxes.
Communication
55
9
UNIT
3
Now discuss this question.
Are there any games that you think should
never be part of the Olympics?
Disagreeing with suggestions
Im not sure about that.
I dont agree.
No, Id prefer to have
I wouldnt choose
Making suggestions
If you ask me, (chess)
should
What about having?
I think itd be a good
idea to have
Agreeing with suggestions
Thats a good idea.
Ill go along with that.
I agree.
Thats what I think.
a Take turns to suggest that one of the
ve games be part of a future Olympics.
b When all students in the group have
made their suggestions, the group
should discuss and decide which three
games should be in the Olympics.
chess
climbing
water skiing
netball
squash
152
UNIT9
T h e O l y m p i c s
sport, and warm or hot weather for most of the year
in which to practise. The British might be good
at netball, as it is a sport often played in British
schools.
d The students should justify their choices, explaining
why they have chosen a particular sport.
2 In groups, discuss these games using
language from the boxes.
1 Tell the students to look at the language in the
three boxes.
2 Tell them to decide which activity from the
fve in Exercise 1 should be included in Iuture
Olympic Games. Tell them to think of their
arguments why they think it is a good idea,
using language from the boxes.
3 Put the students into groups. Each member
of the group should present his/her idea for
the sport they think should be part of the next
Olympic Games. The other students in the
group must say if they agree or disagree, and
why.
4 Do an example to make the activity clear.
Example:
A: I think it would be a good idea to have
water skiing in the Olympics. Its a great
sport that requires a lot of skill.
B. I agree, I think it is a very aifhcult sport
and people need to work hard to learn it.
C: I disagree. Its not fair. What about
countries that dont have access to a lot of
water to practise on?
5 Finally, ask each group to choose and present to
the class three sports which they think should
go into the next Olympics.
3 Now discuss this question.
1 Ask the students if there are any sports which
they think should never be a part of the
Olympic Games.
2 Tell them to give reasons for their choices.
Suggested answers:
Darts is a sport that many in England think should be
included in the Olympic Games, but most people say
that it is not a sport but a game and so should not be
included.
Cricket should not be included either, as it is played
largely only by the countries from the British
Commonwealth.
Rugby is a very popular sport but is played only by a
limited number of countries and so therefore should not
be included
Chess, like darts, is not really a sport but a game and so
also should not be considered..
UNIT9
T h e O l y m p i c s
153
44
9 9
1 Complete this questionnaire about the sports your group chose to
be part of the next Olympics.
2 What would you say in these situations?
a Someone suggests going to the shops this afternoon. You agree to go. What do you say?
That s a great i dea.
b A school friend suggests going to the beach tomorrow. You dont want to go to the beach, but
would like to play chess. What do you say?
c You would like to go on a family trip to Alexandria. Make this suggestion to your father.
d You and your brother or sister are discussing what to buy your mother for her birthday. Suggest
an idea to your brother or sister.
2 Wh t ld i th it ti ?
New Ol ympi c Games
s Which three games do you think should be part of the Olympic Games in the future?
New Game 1
What is your main reason for choosing this game?
New Game 2
What is your main reason for choosing this game?
New Game 3
What is your main reason for choosing this game?
s Which sport do you think should NOT be part of the Olympics in future?
What is your main reason for choosing this sport?
WORKBOOK page 44
1 Complete this questionnaire about the
sports your group chose to be part of the
next Olympics.
1 Tell the students to read through the
questionnaire.
2 Remind the students of the groups they worked
in for Exercise 2 in the Students Book when
they chose sports to put forward for the
Olympic Games.
3 Put the students in their groups again and tell
them to complete the questionnaire.
They have to write in the sports their
group chose and their reasons for
choosing them. They should also
choose one sport that they dont think
should be included in the Olympics.
4 Ask one person from each group to
stand up and read out the information
on the completed questionnaire.
2 What would you say in these
situations?
1 Ask the students to read through the
four situations carefully.
2 Tell them to decide what they would
say in each situation and to write their
answers in the spaces provided.
3 Put the students into pairs to compare
their answers.
4 Now go through the possible answers
with the class.
Suggested answers:
a Thats a great idea (given)
b Im not sure about that. What about
playing chess?
c I think it would be a good idea to have a
family holiday in Alexandria.
d If you ask me, we should get her a
necklace.
154
UNIT9
T h e O l y m p i c s
Assessment
Target element: revise key grammar from the
listening
On the board, write the following gapped sentences
and ask the students to copy them down.
1 Its Tamer. What have __________________?
2 Ive been watching _____________________.
3 Hes been __________________________
since the Olympics Games in Athens in 2004.
4 Have you _______________ judo?
5 For the last few months Ive ______________
regularly.
Tell the students that you are going to play the
tape for the listening activity from page 51 of the
Students Book again. They must listen carefully
and complete the sentences.
Answers: 1 you been doing
2 the Olympic Games all day
3 training really hard
4 ever done
5 been playing squash
Target element: revise the history of the
Olympic Games
On the board, write these key words about the
history of the Olympic Games:
originally religious festival races and boxing
Romans in Greece no money stopped
destroyed earthquake
modern games 1896 peace amateur
today countries pay more sports
athletes train hard new records motivate
people big business
Put the students into pairs and ask them to discuss
the topics. Monitor the pairs as they work.
Target element: revise key language from the
Olympic Games text
Write the following sentences on the board:
1 The Olympic Games take place every four
years.
2 Football is not included in the Olympic
Games sports.
3 After the Romans conquered Greece, the
religious meaning of the Olympics was lost.
4 The Olympic Stadium was destroyed by the
Romans.
5 The modern Olympic Games started in 1986.
6 The Olympics can make people want to try
sport for the rst time.
Tell the students to re-read the article about the
Olympic Games on page 53 of the Students Book
and decide if the sentences are true or false. Tell
them to rewrite the false ones correctly.
Answers: 1 True
2 False. Football is included in the
Olympic Games sports.
3 True
4 False. The Olympic stadium was
destroyed by an earthquake.
5 False. The modern Olympic Games
started in 1896.
6 True
Target element: revise the qualities and
characteristics of different sports
Tell the students to choose a sport which they
think should be included in the Olympic Games.
Tell them to write down their ideas in a short
presentation. They should:
v Describe the sport and say whether it is an
individual or a team sport.
v Say what characteristics and sporting qualities
people need to do this sport.
v Explain why they think it is a good sport to
choose.
Finally, ask some of the students to read out their
presentations.
Listening Tasks
Speaking Task
Reading Task
Writing Tasks
Review C
155
SB page 56 WB page 45
1 Can you do this sports quiz in pairs?
1 First, ask the students to name all the sports
they can. Write their ideas on the board, making
two lists: one of individual sports and one of
team sports.
2 Put the students into pairs. Tell them to read
the quiz questions and to discuss their
answers. It doesnt matter if they cant
answer all the questions.
3 Ask some pairs to share their answers
with the class.
4 Play the tape and tell the students to
check if their answers are correct.
5 Go through the answers with the class.
Answers:
a They took place in Athens, Greece, in
2004. (given)
b There are fve circles in the Olympic sign.
c Each circle represents a continent: Africa,
the Americas, Asia, Europe and Oceania
(Australia and Pacifc islands).
d Italy won it in 2006.
e They took place at Wimbledon in
England.
f They took place in Cairo in 2007.
T A P E S C R I P T
Teacher: OK. Today were going to do a
quiz about international sport.
Team A, heres your hrst question.
Where did the Olympic Games take
place in 2004?
Ali: Er, was it London?
Teacher: No, it wasnt. Team B, do you know
the answer?
Nadia: I think it was Athens.
Teacher: Correct! Thats one point to Team
B. Now its Team Bs question:
How many circles are there in the
Olympic Games sign?
Samy. I know that. There are aehnitely
hve circles.
Teacher: Thats right. And now Team A
again. What are the hve Olympic
circles?
Mona: Are they Asia, Africa, Europe, the
Americas and Oceania?
Teacher. Right' Youve scorea your hrst
point. Team B: Who won the
football World Cup in 2006?
Review C
SB pages 56-60 WB pages 45-48
LESSON 1
Listening
C
Review
Listening
Can you do this sports quiz in pairs?
a Where did the Olympic Games take place in 2004?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b How many circles are there in the Olympic sign? . . . . . . . . . . . . . . . . . . . . .
c What are these circles? . . . . . . . . . . . . . . . . . . . . .
d Who won the football World Cup in 2006? . . . . . . . . . . . . . . . . . . . . .
e Where did the rst international tennis matches take place? . . . . . . . . . . . . . . . . . . . . .
f Where did the Pan Arab Games take place in 2007? . . . . . . . . . . . . . . . . . . . . .
Now listen to check your answers.
56
Listen again and complete these notes.
a All the quiz questions are on the subject of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b In the football World Cup in 2006, France lost in . . . . . . . . . . . . . . . . . . . . .
c The student in team A knew where the Pan Arab Games took
place in 2007 because he . . . . . . . . . . . . . . . . . . . . .
d The rst international tennis matches took place in the
year . . . . . . . . . . . . . . . . . . . . .
e In the class quiz, both teams scored . . . . . . . . . . . . . . . . . . . . .
1
2
Discuss this question in pairs.
If you could have a free ticket to any international
sport, which would you choose? Why?
3
4
The sounds of English
a Work in pairs. Read these sentences to your
partner, then underline the schwa sounds.
:|q too| poc :o ~t|o , cec, :o zoo.
:otoot:ooo spo-t.
1 Were going to do a quiz.
2 Italy beat France at the weekend.
3 Thats a good photograph of you.
4 Who won the squash tournament last year?
5 The pupil studied for a long time.
6 I am going to the theatre this summer.
b Now listen and check your answers.
h
156
Review C
Nadia: Was it France?
Teacher: No, Im sorry, it wasnt. Team A, do you know?
Ali: Yes, it was Italy they beat France in the
hnal.
Teacher: Thats two points each. OK, Team A, this is
your last question: Where did the Pan Arab
Games take place in 2007?
Nadia: Cairo. I know that because I watched it on
television.
Teacher: Correct. Thats three points. Well done! Now
Team B, heres your last question: Where did
the hrst international tennis matches take
place?
Noha: I know it was England. Was it a place called
Wimbledon?
Teacher: Youre right. They started there in 1877.
2 Listen again and complete these notes.
1 Tell the students to read through the notes.
Make sure that they understand the vocabulary.
Tell them to look up any diIfcult words in their
Active Stuay Dictionary.
2 Explain that the students must listen to the
dialogue again and complete the notes.
3 Play the tape again and tell them to write their
answers.
4 Go through the answers with the class.
Answers:
a international sport. (given)
b the fnal.
c watched it on TV.
d 1877.
e three points.
3 Discuss this question in pairs.
1 Write on the board a list of the big sporting
events that students might dream of attending,
for example:
The Olympic Games
The Pan Arab Games
The Football World Cup
The European Football Champions League
nal
The World Athletics Championships
2 Put the students into pairs and tell them to
read the question. Tell them to imagine that
they could choose to attend any international
sporting event at all. Ask them to discuss which
one they would choose and why.
3 Ask some pairs to share their answers with the
class.
4 The sounds of English
1 Remind the students of the schwa sounds in
words like to, the, for when they are in the
middle of sentences.
2 Tell them to look at the sentences and to think
about where they think the schwa sounds might
be. Tell them to underline the schwa sounds.
3 Now play the tape and tell the students to check
their work.
4 Go through the answers with the class.
Answers:
1 Were going to do a quiz.
2 Italy beat France at the weekend.
3 Thats a good photograph of you.
4 Who won the squash tournament last year?
5 The pupil studied for a long time.
6 Im going to the theatre this summer.
T A P E S C R I P T
Voice 1: One.
Voice 2: Were going to do a quiz.
Voice 1: Two.
Voice 2: Italy beat France at the weekend.
Voice 1: Three.
Voice 2: Thats a good photograph of you.
Voice 1: Four.
Voice 2: Who won the squash tournament last year?
Joice 1. Five.
Voice 2: The pupil studied for a long time.
Voice 1: Six.
Voice 2: Im going to the theatre this summer.
Review C
157
WORKBOOK page 45
1 Say where each of the following two
mini-dialogues takes place and who the
speakers are.
1 Tell the students to read through the two
dialogues.
2 Explain that they must frst think about where
the dialogues are taking place, then decide who
the two speakers are in each situation.
3 When they have completed the activity, put the
students into pairs to read the dialogues aloud.
4 Ask some of the pairs to read their
dialogues to the class.
Suggested answers:
a This conversation is in a sports club.
Speaker Ais a person/someone who
would like to join. Speaker B is a/the
secretary.
b This conversation is on a radio
programme/in a radio studio.
Speaker Ais a radio journalist/
presenter and speaker B is a scientist.
2 Choose the correct answer from
a, b, c or d.
1 First, tell the students to read through
all the sentences. Explain that for each
question they have to choose a given
answer, a, b, c or d.
2 Go through the answers with the class.
Answers:
1 c (given)
2 b
3 d
4 d
5 a
6 c
7 b
8 d
9 c
UNIT
45
Review
C C
1 Say where each of the following two mini-dialogues takes place
and who the speakers are.
a A Hello. Id like to join, please. Im particularly interested in basketball and football.
B Do you have any friends who already
belong here?
A Yes, three or four of my school friends
are members.
B OK. Could you tell me your name and age, please?
b A Good afternoon. Welcome to Radio 9
and todays World of Science.
B Thanks. Its good to be here.
A I wonder if you could introduce todays
subject to our listeners?
B Well, Im going to talk about the research Ive been doing recently.
2 Choose the correct answer from a, b, c or d.
1 Ahmed is at the station hes meeting his grandfather.
a who b which c where d when
2 The rst person spoke English to me was my uncle.
a which b that c he d what
3 My cousin, father is my mothers brother, is three years younger than me.
a who b whos c which d whose
4 When he was ve years old, my brother watch all the childrens TV
programmes.
a use b uses c used d used to
5 Where did you use to play when you were a/an ?
a toddler b adult c parent d leader
6 Some countries have with each other for thousands of years.
a sold b bought c traded d business
7 International corporations workers in many different countries.
a buy b employ c distribute d take
8 My cousin hopes to take in the next Olympic Games.
a place b care c off d part
9 International sport can individuals and their countries.
a afford b admire c benet d distribute
Place: .............................................................................
Speaker A: .............................................................................
Speaker B: .............................................................................
Place: .............................................................................
Speaker A: .............................................................................
Speaker B: .............................................................................
158
Review C
Grammar review
1 Match a-e with 1-5 and complete
with a relative pronoun.
1 Tell the students to read the sentence
beginnings and endings in the two
columns. Explain that they must
decide which ending matches which
beginning, and which relative pronoun
to use to connect them.
2 Put the students into pairs to compare
their answers.
3 Go through the answers with the
class.
Answers:
a 3 which (given) b 1 where
c 5 whose d 2 where
e 4 who
2 Complete these denitions with
a relative clause and your own
ideas.
1 Tell the students to read through all
the sentence beginnings. Explain that
they have must use a relative clause
and then fnish each sentence.
2 When they have completed the
activity, put the students into pairs to
read their answers to each other.
3 Ask pairs to share their answers with the class.
Suggested answers:
a which sells many different things. (given)
b who trains to do their job.
c which is very formal.
d which is still not part oI the Olympics.
3 Rewrite these sentences like the example
using used to.
1 Tell the students to read through the sentences.
2 Explain that they must rewrite them using used
to. Remind the students that we use used to to
talk about past habits or states.
3 Ask them to look at the example and use it as
a model. Tell them to read the sentences again
carefully and to write their answers.
4 Go through the answers with the class.
Suggested answers:
a In the past, they used to travel by sea. (given)
b In the past, they used to pay (with/in/by) cash.
c In the past, they used to write letters.
d In the past they used to travel around Africa.
e In the past they used to get a job.
4 Complete with the correct form of the
verbs in brackets.
1 Tell the students to read through the text and
then to close their books.
Two years ago, I . . . . . . . . . . . . . . . . . . . . . . . (watch) a TV programme about
China and its growing economy. Since I . . . . . . . . . . . . . . . . . . . . . . . (see) that
programme, I . . . . . . . . . . . . . . . . . . . . . . . (become) very interested in China and
I . . . . . . . . . . . . . . . . . . . . . . . (read) everything I could nd about the country and
its people. When I . . . . . . . . . . . . . . . . . . . . . . . (tell) my parents about my interest,
they . . . . . . . . . . . . . . . . . . . . . . . (suggest) that I should write to a student of my
age in China. I . . . . . . . . . . . . . . . . . . . . . . . (nd) a pen friend on the internet. He
lives in Shanghai and we . . . . . . . . . . . . . . . . . . . . . . . (start) writing to each other
nearly a year ago. Since then, we . . . . . . . . . . . . . . . . . . . . . . . (write) to each
other every month. Of course, we . . . . . . . . . . . . . . . . . . . . . . . (never visit) each
others country, but we hope to in the future.
Grammar review
1
a Shanghai is a modern Chinese city
b Today, many electrical goods are
made in China
c At the Beijing Olympics, China
was the country
d Greece was the country
e In 2008, Egyptians were very
proud of Hesham Mesbah,
2
Complete these denitions with a relative clause and your own ideas.
a A supermarket is a large shop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b A professional is someone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c A ball is a dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d Water skiing is a sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Complete with the correct form of the verbs in brackets.
C
Review
57
Match ae with 15 and complete with a relative pronoun.
3
Rewrite these sentences like the example using used to.
a Today, people usually travel by air when they go abroad.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Today, people buy things with their credit cards. . . . . . . . . . . . . . . . . . . . . . . .
c Today, people contact their friends by e-mail or mobile phone. . . . . . . . . . . . . . . . . . . . . . . .
d Today, ships can sail through the Suez Canal. . . . . . . . . . . . . . . . . . . . . . . .
e Today, many students go to university when they leave school. . . . . . . . . . . . . . . . . . . . . . . .
a
b
e
c
d
f
1

they can be produced very cheaply.
2

the Olympic Games rst took place.
3

has a population of 20 million
people.
4

won the bronze medal for judo at
the Beijing Olympics.
5

athletes won the most medals.
w|:c| o
w|:c| se ooq c:jjeot t|:oqs.
g
h
i
to t| po t, t|q o c to to.e q seo.
wotc|c
j
SB page 57 WB page 46
LESSON 2
Review C
159
2 Put the students into pairs and ask them to
discuss what the text is about.
3 Now tell the students to open the book again
and complete the text using the correct form of
the verbs in brackets.
4 Go through the answers with the class.
Answers:
a watched (given) b saw c have become
d have read e told f suggested
g found h started i have written
j have never visited
WORKBOOK page 46
1 Rewrite the following sentences,
using the word(s) in brackets, to
give the same meaning.
1 Tell the students to read through the
sentences. Explain that they must
rewrite each sentence using the words
in brackets and that the meaning must
stay the same.
2 Ask some students to share their
sentences with the class.
3 Go through the answers with the class.
Answers:
a I havent seen my cousin since the last
school holiday. (given)
b I have been phoning you since eight
oclock this morning.
c Where did you use to live?
d My sister always used to help me with my
science homework when I was little.
2 Correct the underlined mistakes
in the following paragraph.
1 Tell the students to read through the
paragraph. Then ask them to tell you
what it is about.
2 Tell them that in some of the lines
there is a mistake which is underlined.
3 Tell them to cross out the mistakes
and to write in the correct words in the
spaces provided.
Answers:
a were was (given) b making make
c than that d a the
3 Read the text below, then write the word
which best ts each space.
1 Tell the students to read through the gapped
paragraph.
2 Put them into pairs and ask them to tell each
other quickly what the text is about.
3 Now tell the pairs to complete the text with the
best word for each space.
46
UNIT
RC RC
1 Rewrite the following sentences using the word(s) in brackets
to give the same meaning.
a The last time I saw my cousin was during the last school holiday. (since)
t |o.eot seeo q coos:o s:oce t|e ost sc|oo |o:coq.
b I started phoning you at eight oclock this morning. (been)
c Where did you live before? (use)
d My sister always helped me with my science homework when I was little. (used)
2 Correct the underlined mistakes in the following paragraph.
3 Read the text below, then write the word which best ts
each space.
Tin is a metal which looks like silver. Because it were
a wos
easy to work with, it was one of the earliest metals used
by man. We use tin to making bronze.
b
We believe than European tin was frst found in the west of c
England 4,000 years ago, but there is none left there today.
Now a worlds largest producer of tin is China.
d
One of the sportsmen in the rst modern Olympic a coes
was John
Boland. In the spring of 1886, he went to Athens to b
a friend. When
this friend told him that the Games were taking c
, Boland decided
to go and watch a tennis match. Because Boland played this d
himself, he decided he wanted to take e
in the tennis. To everyones
surprise, he won the gold f
.
160
Review C
4 Go through the answers with the class.
Answers:
a Games b visit c place
d sport e part f medal
Reading
1 Discuss this question in pairs.
1 Ask a student to read the question
to the class. Make sure the students
understand the meaning of
international trade (trade between
countries).
2 Put the students into pairs to discuss
the question. Tell them to think about
transport, languages, cooperation and
modern technology, and how all these
things have affected international
trade.
3 Ask pairs to report to the class with
their ideas and write them on the
board.
Suggested answer:
Over the last century, trade has increased as
transport and communication have improved
and as the internet has opened markets and
allowed greater commerce. Also, more and
more people communicate in English and
there is greater cooperation and exchange of
ideas.
2 As you read the article, make lists of the
following.
1 Tell the students to read the question and to
look at the list headings in their book.
2 Tell them to read the article and to make a list
after each heading.
3 Explain that this is a skimming activity and that
they do not need to understand everything in the
article but just look over it quickly. Tell them to
be careful though they dont have to write
down the names of continents!
4 Go through the answers with the class.
Answers:
a Cities: Babylon (given), Venice, Genoa
b Countries: China (given), India, Spain, Portugal,
Britain, America
c Things you can eat: crops (given), food, wheat,
spices, sugar, rice, potatoes
d Other goods: gold (given), diamonds, silk, tin,
jewellery, tobacco
LESSON 3
SB page 58 WB page 47
Reading
3
Read the article again. Are these
statements True or False? Correct the
false sentences.
a Traders from Babylon had little space for
food because they had to carry goods.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b The Romans took silk to China and wheat
to Africa. . . . . . . . . . . . . . . . . . . . . . .
c In the twelfth century, Italy became an
important centre of trade. . . . . . . . . . . . . . . . . . . . . . .
d Arab traders started travelling to
the Far East in the fteenth century.
. . . . . . . . . . . . . . . . . . . . . .
e European countries exported potatoes and
tobacco to America. . . . . . . . . . . . . . . . . . . . . . .
f World trade has increased during the last
hundred years because transport has
improved. . . . . . . . . . . . . . . . . . . . . . .
1
Discuss this question in pairs.
Why do you think international trade has
grown so quickly in the last hundred years?
2
As you read the article, make lists of the
following.
a Cities: . . . . . . . . . . . . . . . . . . . . . . .
b Countries: . . . . . . . . . . . . . . . . . . . . . .
c Things you can eat: . . . . . . . . . . . . . . . . . . . . . .
d Other goods: . . . . . . . . . . . . . . . . . . . . . .
58
a C
Review
How t rade began
For t housands of years, people produced
most of what t hey needed t hemselves.
They grew crops and hunt ed for food.
However, t hey learned t hat t hey could
have more goods if t hey t raded wit h
ot her count ries. Groups of t raders from
Babylon t ravelled t housands of kilomet res
on camels in caravans. But because t hey
had t o carry food for t hemselves and
t heir animals, t here was lit t le space for
goods. For t his reason, t hese t raders
carried small, valuable t hings like gold
and diamonds.
During Roman t imes, t rade became very
import ant . The Romans t raded wit h China
and brought silk t o Europe. Roman ships
also brought t in from Brit ain, wheat from
Africa and j ewellery from t he East . Aft er
t he Romans, t here was less t rade, but in
t he t welft h cent ury, it increased again.
The I t alian cit ies of Venice and Genoa
became t he worlds most import ant t rade
cent res. From Venice, t raders t ravelled
t o China, bringing back spices and silk.
I n t he fourt eent h cent ury, Arab t raders
visit ed I ndia and China.
In the hfteenth and sixteenth centuries,
global t rade increased. Great t raders from
Spain and Port ugal opened many new
sea rout es. Lat er, European companies
in America started exporting sugar, rice,
pot at oes and t obacco t o Europe and
importing expensive goods like silk and
j ewellery.
I n t odays global economy, it is easy
t o carry goods quickly and cheaply by
air, road and railway. For more t han a
hundred years, world t rade has been
increasing and, as t he world becomes a
smaller place, t rade bet ween count ries
will cont inue t o increase.
soqoo,
c|:oo,
cop ,
qoc,
ro e :oc jo soqoo |oc
::: spoc jo qooc ecoo e
t|q |oc to coq jooc.
Review C
161
3 Read the article again. Are these
statements True or False? Correct the
false sentences.
1 Tell the students to read through the statements.
Now tell them to read the article again.
2 Explain that they must decide if the statements
are true or false. If a statement is false they
must correct it.
3 Put the students into pairs to compare their
answers.
4 Go through the answers with the class.
Answers:
a False. Traders from Babylon had little
space for goods because they had to carry
food. (given)
b False. The Romans took the silk from
China to Europe and the wheat from
Africa.
c True
d False. Arab traders visited India and China
in the Iourteenth century. / In the fIteenth
century, Spanish and Portuguese traders
opened many new sea routes.
e False. Potatoes and tobacco were exported
fromAmerica to Europe.
f True. (There are other reasons too.)
WORKBOOK page 47
1 Read the following passage, then
answer the questions.
1 Tell the students to read through the
passage, to underline any diIfcult
vocabulary and to look the words up
in their Active Stuay Dictionary.
2 Tell them to read through the
questions and then answer them.
3 Put the students into pairs to discuss
their answers.
4 Ask pairs to share their answers with
the class.
5 Go through the answers with the class.
Answers:
1 In Sumeria, which is now part of Iraq.
(given)
2 the wheel, paper, the bicycle, the camera
3 The front wheel was much bigger than the
back one.
4 It was too big to be carried from place to
place./It was very big.
5 c
6 b
7 c
47
UNIT
RC RC
1 Read the following passage, then answer the questions.
1 Where was the wheel invented?
to soe:o, w|:c| :s oow pot oj toq.
2 Which inventions do you read about in the passage?
3 How were the rst bicycles different from the bicycles we use today?
4 How big was the rst camera?
5 Why did the invention of the wheel change the world?
a Because it was invented in Iraq.
b Because people could travel to Iraq more easily.
c Because people could carry goods longer distances.
d Because it was invented in 4,000 BC.
6 Who rst invented paper?
a the Arabs
b the Chinese
c the Egyptians
d the Europeans
7 When did the Arabs learn how to make paper from wood?
a in 4000 BC
b in 250 BC
c in the 8
th
century
d in the 19
th
century
1 Wh th h l i t d?
As international trade increased, people from different countries met for the rst time. As well as
trading goods, they traded ideas and taught each other many things.
The wheel was invented in 4,000 BC in Sumeria, now part of Iraq. With the wheel, people could
travel further and carry goods more easily.
Paper was invented in China in the second century. Arabs learned how to make paper from wood
and cotton in the eighth century. The Europeans then learned this from the Arabs.
Bicycles were invented in the 19th century by the Germans. The rst bicycles had a big wheel at
the front and a small wheel at the back. There are now many kinds of bicycles.
A type of camera was invented by the Iraqi Ibn al-Haytham in around 1020. The rst camera that
was small enough to be carried from place to place was designed by the German scientist Johann
Zahn in 1685. However, his design was not used to take photographs until 150 years later.
162
Review C
1 Complete these sentences with
the correct form of the verbs in
brackets.
1 Tell the students to read through the
gapped sentences. Explain that they
must use the correct form of the verbs
in the brackets to complete them.
2 After they have completed the
exercise, go through the answers with
the class.
Answers:
a were (given) b have traded
c has been found d have visited
e have eaten f has grown
2 Discuss this question in pairs.
1 Read the question with the class and
explain that as a result of world trade,
many people eat and drink the same
things.
2 Put the students into pairs to discuss
whether they think this is a good
consequence of world trade or a bad
one.
3 Ask some pairs to share their ideas
with the rest of the class, then discuss
as a class.
Suggested answers:
It is good because it gives people equal
opportunities. Or it is bad because countries
may lose their separate identities and become too
similar. People may spend more on imported
foods. Many of the things we all eat and drink
are unhealthy, such as hamburgers and cola.
Critical thinking
1 Answer the following questions.
1 Tell the students to read through all the
questions and then to write the answers. Explain
that they may fnd it helpIul to read the article
about trading on page 58 of the Students Book
again.
2 Put the students into pairs to take turns to read
out the questions and their answers. Tell them to
discuss their answers.
3 Now ask some students to share their answers
with the class.
4 Go through the answers to all the questions with
the class.
Answers:
a They carried small, valuable things like gold and
diamonds. (given)
b They brought tin.
c They imported sugar, rice, potatoes and tobacco.
d (suggested) Because they had to carry lots of
valuable things with them and they could protect
each other.
59
C
Review
Critical thinking
1
Answer the following questions.
a What kind of goods did the early traders from Babylon carry?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b What did the Romans bring from Britain? . . . . . . . . . . . . . . . . . . . . . .
c What goods did the Europeans import from America? . . . . . . . . . . . . . . . . . . . . . .
d Why do you think the traders from Babylon travelled in caravans? . . . . . . . . . . . . . . . . . . . . . .
e Why do you think traders from Europe and the Middle East wanted to trade with India
and China? . . . . . . . . . . . . . . . . . . . . . .
f Why was it important that the Spanish and Portuguese traders opened up new sea routes?
. . . . . . . . . . . . . . . . . . . . . .
2
Read this quotation from the article and answer the questions.
a Why was it difcult to move goods in the past?
b How were goods carried from place to place in the past?
c Which of the three types of transport trains, lorries and planes
do you think has made the greatest difference to trade?
d Why do you think trade has continued to grow for more than
a hundred years?
e What does it mean when people say that the world is
becoming a smaller place?
1
Complete these sentences with the correct form of the verbs in brackets.
a People from Babylon . . . . . . . . . . . . . . . . . . . . . . (be) the rst to trade with other countries.
b Europeans . . . . . . . . . . . . . . . . . . . . . . (trade) with China since Roman times.
c Tin . . . . . . . . . . . . . . . . . . . . . . (nd) in Britain since Roman times.
d Arab traders . . . . . . . . . . . . . . . . . . . . . . (visit) India and China since the fourteenth century.
e People in Europe . . . . . . . . . . . . . . . . . . . . . . (eat) potatoes since the seventeenth century.
f The world economy . . . . . . . . . . . . . . . . . . . . . . (grow) continuously for more than a hundred years.
wee
2
Discuss this question in pairs.
Today many people around the world eat the same food and drink the same drinks.
Do you think this is a good thing? Why?/Why not?
I n t odays global
economy, it is easy t o
carry goods quickly and
cheaply by air, road and
railway. For more t han
a hundred years, world
t rade has been increasing,
and as t he world becomes
a smaller place, t rade
bet ween count ries will
cont inue t o increase.
3
Discuss these questions in pairs.
a What things do you and your family use that are made
in other countries? Think about the following: food,
drinks, clothes and electrical equipment.
b Why do people buy things which are imported from
other countries?
:|eq co:ec so, .oooe t|:ogs :|e goc ooc c:ooocs.
LESSON 4
SB page 59
Review C
163
e (suggested) Because China and India had things they
wanted such as silk, jewellery and spices.
f (suggested) Because it made trading easier and
quicker, and so increased trade. It created a new
trading route to America.
2 Read this quotation from the article and
answer the questions.
1 Tell the students to read the quotation in the
box. Make sure they understand its meaning
by checking that they know all the vocabulary
and asking them some questions. For example,
What is a global economy? How has transport
changed in the last hundred years?
2 Tell the students to read through the questions.
3 Put them in pairs and ask them to discuss their
answers.
4 Ask some pairs to share their answers with
the class.
5 Go through the answers with the class.
Suggested answers:
a Because there were no cars, trains or planes to move
products. For example, in early trading, groups of
people had to travel by camel in caravans and take
along all the food they would need for the journey,
etc.
b By camel, donkey, horse, wagon before motorised
transport existed.
c They have all had an impact. It depends on what you
are transporting, but planes have radically changed
the speed at which goods can be transported.
d Because of continual improvements to transport and
communication technology.
e It means that the world seems smaller because it
is much easier and quicker to travel around it and
because communication across the world is so much
quicker and easier, especially with the internet.
3 Discuss these questions in pairs.
1 Put the students into pairs and ask them to read
through the two questions.
2 Tell them to work in their pairs to make a list of
things their families use which come from other
countries. Ask them to think about why things
are imported.
3 Now put the pairs together in groups of four to
compare their answers.
4 Ask some groups to share their answers with
the class.
5 Discuss the answers with the class.
Suggested answers:
a cars, electronic goods, clothes, shoes, etc.
b Because imported goods might be cheaper, or
because they are products that are not made in their
own country, or because they are very good quality
or have a good reputation.
164
Review C
SB page 60 WB page 48
1 Change the underlined words and
phrases in this e-mail using more
formal language. Use the words in
this box.
1 Tell the students to read through the
e-mail.
2 With the class, discuss how some of the
language in the e-mail is very informal.
Explain that the idea is to make the
e-mail more formal.
3 Ask the students to read through the
formal phrases in the box.
4 Tell them to make the e-mail more
formal by using phrases from the box to
replace the underlined words in the
e-mail.
Answers:
a Im gI am (given)
b I came to gI visited
c The other day glast week
d It was fun gIt was good
e Ive gI have
f its git has
g Itll gIt will
h I can gpossible
i send us gplease could you let us have
j Made gproduced
k Write soon gI look forward to hearing
from you
l Bye gYours sincerely
2 Read your e-mail to another student. Do
you agree on the answers?
1 Put the students in pairs and tell them to take
turns to read out their revised e-mails and see if
they are the same.
2 Go through the answers with the class.
3 Discuss these questions in pairs.
1 Make sure the students understand what a
business letter/e-mail is.
2 Put the students into pairs and ask them to read
through the questions and discuss their answers.
3 Go through the answers with the class.
Suggested answers:
a All details, such as dates, times and agreements,
must be clear and precise in a business letter to make
sure there can be no misunderstandings. Imprecise
dates, times, etc. could cause confusion.
b It is important to give a professional, business-like
image, so it is not good to sound too friendly, as the
relationship is based on business and not friendship.
4 Roleplay a telephone conversation
between Mr Jenkins and Mr Fawzi.
1 Put the students into pairs and explain that they
are going to roleplay a telephone conversation.
Tell the students in each pair to decide who is
Communication
60
1
Change the underlined words and phrases in this e-mail using more formal language. Use
the words in this box.
m
C
Review
Read your e-mail to another student. Do you agree on the answers?
2
Discuss these questions in pairs.
a Why are most business letters and e-mails written in formal language?
b Why is it better that business letters and e-mails do not sound too friendly?
3
Roleplay a telephone conversation between Mr Jenkins
and Mr Fawzi.
Student A You are Mr Jenkins. You could not send your
e-mail to Mr Fawzi because there was
something wrong with your computer. Give
your partner the information from your
e-mail, but speak informally. Start and end the
conversation in a friendly way.
Student B You are Mr Fawzi. You are happy to get a
phone call from Mr Jenkins. As he gives you
information, ask him questions.
4
It was good I have I visited it has last week I am
I look forward to hearing from you possible produced
Yours sincerely It will please could you let us have
Mr Fawzi
Meet ing
Dear Mr Fawzi,
I m . . . . . . . . . . . . . . . . . writ ing t o t hank you for your warm welcome when
I came t o . . . . . . . . . . . . . . . . . your Alexandria ofhce t he ot her day . . . . . . . . . . . . . . . . . .
I t was fun . . . . . . . . . . . . . . . . . t o meet you and I found our meet ings very useful.
I ve . . . . . . . . . . . . . . . . . now hnished writing my report and it s . . . . . . . . . . . . . . . . . been
sent to the head ofhce in London. I t ll . . . . . . . . . . . . . . . . . be discussed at the end of next
week. Of course I will let you know any news as soon as I can . . . . . . . . . . . . . . . . . .
Before our meet ing, send us . . . . . . . . . . . . . . . . . t he following informat ion.
1 Where will most of t he machines be made . . . . . . . . . . . . . . . . . ? I n Egypt or Brit ain?
2 How will t he machines be dist ribut ed around t he count ry?
3 How many workers will be employed on t his work?
Writ e soon . . . . . . . . . . . . . . . . . .
Bye . . . . . . . . . . . . . . . . . ,
Mr Jenkins
a
b c
d
e f
g
h
i
j
k
l
t o
LESSON 5
Communication
165
48
UNIT
RC RC
1 Answer the following questions.
a Why are so many of the worlds goods now made in China?
secoose :t :s c|eope to pococe t|e t|ee.
b What was the only sport in the ancient Olympic Games?
c Do you think the increase in international trade is a good thing? Why?/Why not?
d Which sport do you think is the best form of exercise? Give a reason.
e What nationality was the writer of The Necklace?
f Why do you think Mathilde Loisel borrowed her friends necklace?
2 Write a paragraph of seven (7) sentences about a form of exercise
that you enjoy doing.
3 Translation
a Translate into Arabic:
In the past, trade - the buying and selling of large quantities of goods - was on a small scale.
Today trade has greatly developed and increased. Goods are now transported quickly and
safely by air, sea, road and railway.
b Translate into English:
'',' _ -',,, .,_' _~ ,'' _, .' _'' _ _ - 1
coo ooe c: tooot c.eest eos:q tocoqtoowocoqs
. ;'~ _ _ __'~' __' ,~' '~'' _ '' ':, _ o J - 2
Aand who is B and then ask them to read their
parts.
2 Remind the students that they must imagine that
the e-mail is not working and so they have to
speak on the phone. Tell the students that they
will have to give the information from the
e-mail in Exercise 1.
3 Ask them to think about the information they
need to give. Tell them to look again at the
e-mail and list the information Mr Jenkins
needs to pass to Mr Fawzi. Explain that they
need to think of questions for Mr Fawzi to ask
Mr Jenkins, to make it a dialogue. Write their
answers on the board, for example:
Mr Jenkins thanks Mr Fawzi for his
welcome at their last meeting.
Mr Fawzi says he hopes the meeting
was helpful.
Mr Jenkins tells Mr Fawzi it was an
enjoyable and useful meeting.
Mr Fawzi asks Mr Jenkins if he has
written his report.
Mr Jenkins tells Mr Fawzi hes
nished his report and has sent it to
the head ofce.
Mr Fawzi asks Mr Jenkins when it
will be discussed.
Mr Jenkins tells Mr Fawzi the
report will be discussed at the end
of next week.
Mr Fawzi tells Mr Jenkins he will
be very interested to hear about any
decisions made.
Mr Jenkins tells Mr Fawzi he will
let him know any news as soon as
possible.
Mr Jenkins asks Mr Fawzi for
information about:
- where the machines will be made
(Mr Fawzi tells him in Egypt)
- how they will be distributed (Mr
Fawzi tells him by train)
- how many workers will be
employed on the work (Mr Fawzi
tells him 200)
4 Tell the pairs to practise their
conversation, remembering to speak
informally.
5 Ask some pairs to perform their
conversation for the class.
WORKBOOK page 48
1 Answer the following questions.
1 Tell the students to read through all the
questions, then to write their answers.
2 Put the students into pairs and tell them to take
turns to read out one of the questions and the
answer they gave.
3 Go through the answers to all the questions with
the class.
Answers:
a Because it is cheaper to produce them there. (given)
b Arunning race was the only sport.
166
Review C
c (suggested) It is good in many ways because it
creates jobs, tolerance and cooperation but it might
be bad for the environment because of pollution, and
it might mean that countries increasingly lose their
individuality.
d (suggested) Swimming is the best form of exercise
because you have to use most of the major muscle
groups. This gives your body a good workout and, if
you swim fast you get a good aerobic workout, too.
e The writer was French.
f (suggested) She wanted to look rich and as good as
all the other women at the ball. She wanted to give
the appearance of being richer than she really was.
2 Write a paragraph of seven (7) sentences
about a form of exercise that you enjoy
doing.
1 Tell the students to think about a form of
exercise they like doing.
2 Write the following questions on the board:
How long have you been doing it?
What equipment do you need to do it?
What do you have to do?
Why is it good for you?
Why would you recommend it to other
people?
3 Now tell the students to write seven sentences
about their chosen exercise. Tell them to use the
questions on the board to help them but not to
answer them directly.
4 Ask some students to read their paragraphs to
the class.
Example answer:
I have been walking for exercise for four years now.
You dont need much to get started just a strong,
comfortable pair of shoes or walking boots and suitable
clothing for the weather. All you have to do is to plan
your route and walk along it at a reasonable pace.
Walking is good for you, especially if you walk at a
fast pace or uphill, because it exercises your heart and
lungs and works the muscles of the lower body. I would
recommend walking to other people because it is simple
and cheap; you can do it alone or with friends and you
can enjoy beautiful scenery at the same time.
3 Translation
a
1 Tell the students to read the English paragraph,
translate it into Arabic and write the translation
down.
b
2 Draw students` attention to how the frst Arabic
sentence is translated. Tell the students to
read the next Arabic sentence, translate it into
English and write the translation down.
3 Now put the students into pairs to compare their
answers.
4 Go through the answers with the class.
Answers:
a
b
1 Can one climb Mount Everest easily today/
nowadays? (given) OR Is it possible Ior someone/
one to climb Mount Everest easily today/nowadays?
2 Our country exports lots oI good products
(abroad) every year.
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,= -,,'' '

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' -~ .

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167
G L O S S A R Y
G L O S S A R Y
First Term Practice Tests
51
b A friend asks you a question you would prefer not to answer.
c You want to know a friends opinion of a book you have both read.
d You want to know which subject your uncle enjoyed most when he was a student.
2 Say where these mini-dialogues take place and who the speakers
are:
a A For homework, please do Exercises A and B on page 20.
B Could you repeat that, please?
A Certainly. Do exercises A and B on page 20.
b A How would you like to pay for it, sir?
B By credit card, please.

A Thats ne, sir. Shall I put it in a bag for you?
B No, thank you. Its starting to rain, so I think Ill wear it now.
B Vocabulary and Structure
3 Choose the correct answer from a, b, c or d:
1 My father has just bought a camera .
a by internet b by website c online d on computer
2 Id be a doctor than a dentist.
a rather b prefer c want d like
3 I have a very important decision to next week.
a make b have c come d do
4 In the evenings, I like the internet.
a surng b travelling c going d running
5 Scientists are doing into new kinds of energy.
a study b research c work d experiment
6 people live with their families before they are married.
a Single b Individual c Alone d Professional
Place: .............................................................................
Speaker A: .............................................................................
Speaker B: .............................................................................
Place: .............................................................................
Speaker A: .............................................................................
Speaker B: .............................................................................
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Practice Test 1
Practice Test 1
A Language Functions
1 Respond to each of the following situations:
a A friend asks you why you enjoy reading newspapers.
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:as ||q | m a1|1 b5a| || w5r|1 r5an1 m./:as 1 ||| |5
r1 b5a| s5r|s nws.
168
G L O S S A R Y
G L O S S A R Y
First Term Practice Tests
52
PT1
PT1
7 Application forms often ask people about their status.
a married b waiting c marital d famous
8 My father works very hard, and he working even when he doesnt feel well.
a gets on b goes back c gets up d goes on
9 Surgeons operations to help people get better.
a do b make c take d bring
10 Professor Magdi Yacoub is a famous heart surgeon.
a change b move c transport d transplant
11 Mother Teresa really a difference in peoples lives.
a making b made c did d does
12 Its OK to mistakes when we are learning something for the rst time.
a do b have c take d make
13 My father is a . He works in politics.
a diplomat b politician c surgeon d pilot
14 Can you give me an for being late to class today?
a example b imagination c explanation d invitation
15 I studied as hard as I could, I only scored 70% on my exam.
a Although b If c Because d However
16 Its to think that horses can y!
a famous b ridiculous c available d traditional
4 Find the mistake in each of the following sentences, then write
them correctly.
1 This car factory does parts for cars and buses.
2 Have you ever meet a famous person?
3 When you pay with money, you pay in credit.
4 I dont like meat. I prefers to eat sh.
5 Something that contains new and interesting ideas is traditional.
6 The children of our children are called our grandparents.
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169
G L O S S A R Y
G L O S S A R Y
First Term Practice Tests
b Choose the correct answer from a, b, c or d:
4 What is the opposite of pass?
a succeed b fail c lose d miss
5 What kind of things are most people successful at?
a Things that are easy. b Things that are difcult.
c Things that they enjoy doing. d Things they work hard at.
PT1
PT1
C Reading
5 Read the following passage, then answer the questions:
a Give short answers to the following questions:
1 What is this passage about?
2 What should you do when you have written your goal on paper?
a Give short answers to the following questions:
A goal is something you want to achieve. First, decide what your goal is. For example, do you want to pass
a test? Do you want to be a doctor? When you have decided on your goal, write it down on paper and look at it
every day. Then decide what you must do to succeed.
Some people never reach their goal because they think it is impossible. But you must always believe that your
goals are possible. Don`t think, 'This test is diffcult. I`ll probably fail. Instead, think, 'This test is diffcult, but
I`ve worked hard and I will pass it.
Most people are successful at things they enjoy. So always try to enjoy your work. Keep looking at the goal
you wrote on paper and think how happy you will be when you succeed. Think about that happiness while you are
working and you will enjoy your work.
3 Why do some people not reach their goal?
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2 What did the writer think about what he had seen?
3 What does the word most refer to in but most walked past?
53
b Choose the correct answer from a, b, c or d:
4 Why was the mans hat in front of him?
a It had fallen off his head.
b It was there on the pavement before he sat down.
c He put it there for people to throw money into.
d He had taken it off because it was a hot day.
5 Why didnt the man in the suit go to buy petrol?
a There was already petrol in his car. b He was going to buy petrol later.
c He didnt have a car. d He had lied about why he needed money.
55m 5| 15n`| r:| |||r 5| b:as ||q
|||n| || |s |m5ss|b|.
6 Read the following passage, then answer the questions:
a Give short answers to the following questions:
1 How did the two men look different?
g q
One day, I was waiting for a friend in town when I saw two men. One was sitting on the pavement wearing old
clothes. He had a hat in front of him. As people passed, he said, 'Can you give me money, please? Some people
threw coins into his hat, but most walked past. The other man, who was wearing a suit, stopped people and asked
them politely to lend him money to buy petrol for his car. Most people happily gave him coins or notes. During the
ten minutes I was watching him, he collected a lot of money. He put it all in his pocket, but did not go to buy petrol.
I soon realised that both men just wanted money. The one in the old clothes needed money more than the one in the
suit, but the one in the suit got more money. Isn`t that strange?
170
G L O S S A R Y
G L O S S A R Y
First Term Practice Tests
{Answrs w||| vrq.1
b Complete the following to make meaningful sentences:
1 The men found treasures in the rooms using a machine called
2 The pilot thought the four men had died of
c Read the quotation and answer the questions:
Wed better get on the radio, said the engineer.
Those words saved the pilots life. He left the car and went back to the helicopter and the radio.
1 Why did the helicopter crew need to get on the radio?
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s:|| a|mn| ||| :5a|1 s ||r5a| w||s s5 ||| ||q :5a|1 as || |5 ]n1 ||
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PT1
PT1
7 The Reader (The Spiders)
a Answer the following questions:
1 Why did the mens car move without lights and with a silent engine?
2 Why were the men carrying special equipment that could see through walls?
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|5 as || r1|5, || ||5| w||1 wq jr5m || :r w|r || 11|q s|1r ws
r1q |5 b|| ||m.
54
D Writing
8 Write a paragraph of about 100 words about a job that you would
like to do when you nish your education.
Translation
9 a Translate into Arabic:
Egyptians are proud of Professor Magdi Yacoub. Thanks to his high qualications, he has become
the pioneer of heart transplant operations. Though he is in his 70s, he is still making great efforts
for the sake of children with heart problems.
bTranslate into English:
<.. .,-.. _. .-, .., _ ,:|
,: _. ..| | .,| _,.-| .., | .. _,.
'~',~ ' _=

'/'~ ,,'' -: , _= .,-, ~ ,'' .,,='' ,~,


_ -,=~ '

,,~ ,, ,'' .,-'' _ _''' -'' _ -

' _ ,~,'' _~ ..'' -~'


..'' _ =, _ .,'-, _,'' ,'=

.' _~

'
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1 |vn`| v|s||1 nq {j5r|n1 :5an|rq |n Far5 5r Amr|: bj5r.
2 How did the engineers words save the pilots life?
171
G L O S S A R Y
G L O S S A R Y
First Term Practice Tests
Practice Test 2
Practice Test 2
A Language Functions
1 Respond to each of the following situations:
a You want to know a friends opinion of a tennis match you both went to.
b Someone asks for your advice. They want to know what you would do to keep t.
c A friend asks you what you know about Omar Samra.
d Someone asks your opinion about what makes a successful swimmer.
W|| 15 q5a |||n| 5j || |nn|s m|:|?/D|1 q5a |||/nj5q || |nn|s m|:|?
1 w5a|1 | ||||q 1|| n1 xr:|s |5|.
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n1 j5||5w || || |ns|ra:||5ns 5j ||s/|r/q5ar sw|mm|n :5:|.
55
2 Say where these mini-dialogues take place and who the speakers
are.
a A Im sure our listeners would like to hear how you rst became interested in heart surgery.
B Well, my father was a surgeon so I grew up watching him save peoples lives. But I really
became interested in heart surgery when my aunt died of a heart problem.
A And why do you continue to work today, even though you can take lots of time off?
B Well, I believe that I can really make a difference in peoples lives.
A Well, thats all we have time for. Thank you very much, Professor.
Place: .............................................................................
Speaker A: .............................................................................
Speaker B: .............................................................................
b A How long have you been feeling unwell?
B Since Thursday.

A I see. Well, you need to go to bed, keep warm and rest for a few days. Take one of these
tablets three times a day.
B Thank you.
Place: .............................................................................
Speaker A: .............................................................................
Speaker B: .............................................................................
B Vocabulary and Structure
3 Choose the correct answer from a, b, c or d:
1 It isnt very polite to make of people.
a laugh b joke c funny d fun
2 If you are a policeman, you have to wear a special .
a shirt b dress c uniform d trousers
3 In most shops, you can pay by , cheque or credit card.
a cash b money c debit d coin
R1|5 r5rmm/s|5w/s|a1|5
Fr5jss5r I1| Y:5ab
R1|5 |5s|/rsn|r
H5s|||/C||n|:
D5:|5r
F||n|
172
G L O S S A R Y
G L O S S A R Y
First Term Practice Tests
PT2
PT2
4 Squash is sport.
a a team b a single c an individual d a personal
5 To be successful, the members of a sports team must with each other.
a cooperate b leave c pass d prove
6 They have just a good decision.
a done b made c found d brought
7 Hes very . He always thinks the worst is going to happen.
a sensible b happy c pessimistic d intelligent
8 Shakespeare and Dickens are two of the most famous names in English .
a music b books c writers d literature
9 My brothers ambition is to climb Mount Everest.
a lifelong b life c long d wrong
10 While I was doing the shopping, I one of my teachers.
a was meeting b met c have met d am meeting
11 I could sleep anywhere I was extremely tired.
a while b although c because d however
12 As soon as I got to the station, I realised that I my train.
a had missed b missed c have missed d miss
13 author of Lord of the Flies is William Golding.
a An b A c The d No article
14 Europe is not as large Asia.
a as b than c to d so
15 Next Monday, I my brother for lunch. Weve already booked the restaurant.
a meet b met c will meet d am meeting
16 Go and see that lm. Im sure you it.
a will enjoy b enjoy c are going to enjoy d are enjoying
4 Find the mistake in each of the following sentences, then write
them correctly:
a Ali is the faster runner in our school.
b Id like to be the doctor when Im older.
c Mona jogs the internet for long hours every day.
d Egypt, Greece and Italy are all on a Mediterranean Sea.
e My father was a sailor in the army.
56
f The children in Lord of the Flies were kind to each other.
A|| |s || js|s| rannr |n 5ar s:|55|.
1`1 ||| |5 b 15:|5r w|n 1`m 5|1r.
I5n sarjs || |n|rn| j5r |5n |5ars vrq 1q.
Fq|, Cr: n1 1||q r || 5n || I1||rrnn 5.
Iq j||r ws s||5r |n || nvq./Iq j||r ws s5|1|r/n 5j]:r |n ||
rmq.
T| :|||1rn |n !5r1 5j || F||s wr :ra| |5 :| 5||r.
173
G L O S S A R Y
G L O S S A R Y
First Term Practice Tests
PT2
PT2
C Reading
5 Read the following passage, then answer the questions:
a Give short answers to the following questions:
1 On what surfaces is hockey played?
2 What do hockey players use to hit the ball?
a Give short answers to the following questions:
Hockey is a very old team sport which is popular all over the world. Hockey is normally played on grass, but
there is also ice hockey.
Men and women can play hockey, and in some countries they play together in mixed teams. Like football, there
are eleven players in a hockey team. Players carry sticks which they use to control the ball either to pass it to
other players on their team, or to hit it into a net and score goals. The goalkeeper is the only player who can kick
the ball.
Hockey can be a dangerous game. The ball, which is small and very hard, can break bones if it hits a player, and
players can hurt each other with their sticks. One of the important rules of the sport is that players cannot lift their
sticks above their shoulders.
b Choose the correct answer from a, b, c or d:
4 How do players score goals in hockey?
a They kick the ball into the net. b They hit the ball into the net with a stick.
c They throw the ball into the net. d They carry the ball into the net.
5 How is a hockey ball different from a football?
a It is softer. b It is larger. c It is smaller. d It is not round.
6 Read the following passage, then answer the questions:
a Give short answers to the following questions:
1 What did the writers friends do before they went climbing?
a Give short answers to the following questions:
Two of my friends went on a three-week climbing holiday in Switzerland last year. They had climbing lessons
for six months before they left and took ropes and other important equipment.
On the frst day of their holiday, they started climbing one of the easy mountains. It was a bright, sunny day
and they did not fnd climbing diffcult. When it was nearly dark, they stopped and ate some of the food they had
brought with them, then they made beds for themselves on a large piece of rock. The mountain side provided
shelter from the wind.
During the night, it became very cold and started to snow. Unfortunately, when my friends woke up in the
morning, the snow was still falling and they decided to come down the mountain. But there was too much snow
and they had to wait for fve hours to be rescued.
3 What can goalkeepers do that ordinary players cannot do?
2 What was the weather like when they started climbing?
3 How did the story end?
57
b Choose the correct answer from a, b, c or d:
4 How long was the writers friends holiday?
a six weeks b six months c three weeks d a year
5 When did the two people decide to stop climbing?
a on the second morning b on the rst evening
c during the rst night d on the rst morning
H5:|q |s |q1 5n rss n1 |:.
H5:|q |qrs as s||:|s w||:| ||q :rrq |5 |||
|| b||.
C5||rs :n ||:| || b||,
5r1|nrq |5:|q |qrs :nn5|/:n`|.
T| wr||r`s jr|n1s |1/|55| :||mb|n
|ss5ns j5r s|x m5n||s {n1 |55| r5s n1 5||r |m5r|n| a|mn| w||| ||m bj5r
||q wn| :||mb|n1.
T| w||r ws br||| n1 sannq w|n
||q s|r|1 :||mb|n.
T|q wr anb| |5 :5n||na b:as sn5w ws j|||n. T|q |1
|5 w|| j5r ]v |5ars |5 b rs:a1.
174
G L O S S A R Y
G L O S S A R Y
First Term Practice Tests
Answrs w||| vrq.
PT2
PT2
7 The Reader (The Spiders)
a Answer the following questions:
1 Why did Ayman write an e-mail to Dr Shereen Fakhry at Oxford University?
2 What did the spider do when it found a quiet dark place?
b Complete the following to make meaningful sentences:
1 To research about the spider, Ayman used the
2 The spider needed a safe place for its family because
c Read the quotation and answer the questions:
The story of the spiders may just be a story. Good luck with identifying your spider.
1 What was the story of the spiders?
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|nj5rm||5n b5a| || s|rn s|1r | sw/|1 sn r||r.
W|n || s|1r j5an1 a|| 1r| |:, || ||1 ?, s ||n w||1.
|n|rn|.
|| s|1r ws jm| n1 || ws r1q
|5 |q ||s s.
T| s|5rq 5j || s|1rs |s b5a| |5wn |n n:|n| Fq| {:||1 w|||1. 1|s 5|
|1 |5 barn || 15wn b:as || ws ja|| 5j 11|q s|1rs.
{Answrs w||| vrq.1
2 Do you think Ayman is pleased or disappointed when he hears that the story may not be true?
Give a reason for your answer.
D Writing
8 Write an e-mail of about 100 words to your friend Hassan telling
him about a book you have read recently. Tell your friend why you
liked or disliked it. Your name is Wessam Ahmed.
Translation
9 a Translate into Arabic:
Internet shopping has greatly grown nowadays. Lots of shops and companies now have user-
friendly websites to make buying easier, cheaper and more interesting. In this way, more and more
people are attracted to online shopping.
,~'''/:~'' _ .-',

.' ', .
_
.' _,,= _~/ ~ J,'' '' '
''' (-,~) _-~ _' .
_
.' - _~ -'~.' -, _', .

.' ',,' '''


/ ~ J,' ''' _

' ~ ~, -,,='' , .-':' ''


_
'

' =~

' _,

'
..
_
.' _,,= _~
58
bTranslate into English:
.... ,| .-.,. .. .L. ..L ... _..
.:| ..,- _,. _| -| _. .... _ _| .. _... _| ..,; ..,..
W|n w||| || |n r:| R5m. |n || m5rn|n 5r vn|n?
W || mas|/|v |5 :55r| |5||r n1 b m5r |5|rn| |n 5r1r |5 |1
b||r ||j.
175
G L O S S A R Y
G L O S S A R Y
First Term Practice Tests
59
Practice Test 3
Practice Test 3
A Language Functions
1 Respond to each of the following situations:
a You are sitting on a bus and the person next to you starts to smoke.
b Someone asks your opinion about what makes a good team player.
c You have just been introduced to Mrs Brown, a person you have not met before.
d Youve just met a friend who you havent seen for a year. You want to know about your friends
activities since you last met.
2 Say where these mini-dialogues take place and who the speakers
are:
a A Helwan, please.
B Certainly, sir. But it will take a long time
because the roads are crowded.
A Yes, I understand.
B (after an hour) Here we are, sir. That will be twenty pounds.
A Thank you. Here you are.
b A Welcome to this famous Egyptian site.
It was built by Salah El Din Al Ayyoubi.
B When was it built?

A It was built in 1176. It was built to protect Cairo from enemies.
B Its amazing!
B Vocabulary and Structure
3 Choose the correct answer from a, b, c or d:
1 We went to Italy by sea. Our took two days.
a ight b drive c crew d voyage
2 Its quite safe to swim here. The waters not very .
a deep b high c tall d long
3 The of that mountain is always covered in snow.
a head b bottom c summit d height
4 My fathers company people from many different countries.
a plays b works c keeps d employs
5 Im afraid we cant a holiday this year.
a buy b pay c afford d earn
Place: .............................................................................
Speaker A: .............................................................................
Speaker B: .............................................................................
Place: .............................................................................
Speaker A: .............................................................................
Speaker B: .............................................................................
C5a|1 q5a |s n5| sm5|?/D5 q5a m|n1 a|||n 5a| || :|r||?
1 |||n| 551 |m |qr :55r|s w||| ||s m|s n1 |qs |5 w|n.
F|s1/N|: |5 m| q5a./H5w 15 q5a 15?/1|`s |sar |5 m| q5a.
H5w |v q5a bn {|| |||s ||m1?/W|| |v q5a bn 15|n?
5|r|/Tx|
Tx| ssnr/Cas|5mr
Tx| 1r|vr
C|r5 C||1|/ T| C||1|
T5ar Ca|1
T5ar|s|
176
G L O S S A R Y
G L O S S A R Y
First Term Practice Tests
60
d People describe todays world as a local economy.
e Diamond necklaces are cheap pieces of jewellery.
f People who come third in a race win a gold medal.
PT3
PT3
6 There are many pictures in the museum. Some are 1,000 years old.
a valuable b cheap c rich d high
7 Id love to take in the Olympic Games, but Ill never be good enough.
a place b care c turn d part
8 The of the year for my family was my sisters wedding.
a height b highlight c benet d worst
9 Have you ever a dangerous spider?
a see b saw c seen d seeing
10 I was so tired that I fell asleep I was doing my homework.
a while b because c if d but
11 That was one of books Ive ever read.
a best b the best c better d good
12 I expect it sunny and warm tomorrow.
a will be b is being c is d is going to be
13 A supermarket is a large shop you can buy many different things.
a who b what c which d where
14 In the past, many people to pay for things in cash.
a use b uses c using d used
15 The rst person I spoke to this morning was my sister.
a which b that c what d when
16 Where ................. your brother use to live?
a does b do c did d doing
4 Find the mistake in each of the following sentences, then write
them correctly:
a How long are you been learning English?
b What is the more enjoyable thing about learning English?
c In the past, Egyptian children didnt used to learn English until they were 11 or 12 years old.
H5w |5n |v q5a bn |rn|n Fn||s|?
W|| |s || m5s| nj5qb| |||n b5a| |rn|n Fn||s|?
1n || s|, Fq||n :|||1r 1|1n`| as |5 |rn Fn||s| an||| ||q wr // 5r
/? qrs 5|1.
F5| 1s:r|b |51q`s w5r|1 s |5b| :5n5mq.
D|m5n1 n:||:s r xns|v |:s 5j jw||rq.
F5| w|5 :5m |||r1 |n r: w|n br5nz m1|./F5| w|5 :5m ]rs| |n
r: w|n 5|1 m1|.
177
G L O S S A R Y
G L O S S A R Y
First Term Practice Tests
3 Why did people come into Paris by railway?
PT3
PT3
C Reading
5 Read the following passage, then answer the questions:
a Give short answers to the following questions:
1 When did Maupassant move to Paris?
2 What does the word These mean in These were much healthier?
a Give short answers to the following questions:
When Guy de Maupassant arrived in the French capital during the early 1870s, Paris was one of the most
exciting cities in the modern world. Many of its narrow streets, with their old houses in the poorer parts of the
city, had been knocked down in the 1840s and replaced by wide streets with beautiful new buildings. These were
much healthier for people to live in. New railway lines brought thousands of people into the city every day to
work in the growing industries.
The Eiffel Tower opened in 1889 and brought thousands of tourists into Paris, which was already an important
centre for artists and writers. The frst line of the Paris Metro opened in 1890, attracting even more visitors.
b Choose the correct answer from a, b, c or d:
4 When were parts of Paris rebuilt?
a in the 1840s b in the 1870s c in the 1880s d in the 1890s
5 What does the word Metro mean?
a private transport b a meeting place c a bus route d an underground railway
6 Read the following passage, then answer the questions:
a Give short answers to the following questions:
1 Where was the man on the bicycle travelling to?
2 What did the guard expect to nd in the bag?
a Give short answers to the following questions:
A man was going from Greece into Turkey on his bicycle when a guard stopped him. The guard asked, Whats
in the bag on your back?
'Sand, said the man.
'Take it off. I want to have a look, said the guard.
The man took the bag off and opened it to prove he was only carrying sand. Then he closed the bag, put it on
his back and continued into Turkey.
The next week, the same thing happened. Again, the guard wanted to see inside the bag, but again there was
only sand. This continued for six months, but then one week the man did not come.
Some years later, the guard saw the man in the town and said, 'You can tell me the truth now. I knew you were
bringing something into our country, but I didn`t know what.
'It was bicycles, said the man, smiling.
3 What does This mean in This continued for six months?
61
b Choose the correct answer from a, b, c or d:
4 How many journeys did the man make?
a between one and ten b between 11 and 20 c between 21 and 30 d between 31 and 40
5 Where did the guard nd out the truth?
a in a Turkish town b in a Greek town c between Greece and Turkey d We dont know.
Iassn| m5v1 |5 Fr|s 1ar|n || r|q /7s.
"T|s mns || ba||ja|
nw ba||1|ns {ba||| |n |: 5j || 5|1 |5ass |n || 55rr r|s 5j || :||q1.
F5| :m |n|5 Fr|s bq r||wq |5 w5r| |n ||
r5w|n |n1as|r|s {||r1.
T| mn 5n || b|:q:| ws |rv|||n |5 Tar|q.
T| ar1 x:|1 |5 ]n1 s5m|||n |||| |n
|| b.
"T||s mns || mn 5|n jr5m
Cr: |5 Tar|q n1 || ar1 |55||n |ns|1 ||s b n1 ]n1|n 5n|q sn1.
178
G L O S S A R Y
G L O S S A R Y
First Term Practice Tests
Answrs w||| vrq.
PT3
PT3
7 The Reader (The Spiders)
a Answer the following questions:
1 What did Dr Fakhry receive from the archaeologist in Egypt?
2 In her computer conversation with Ayman, what does Dr Fakhry suggest he does if he sees the
spider again?
b Complete the following to make meaningful sentences:
1 Ayman thinks that if he tells the police that hes seen a big dangerous spider, they will
2 Some species of spiders lay
c Read the quotation and answer these questions:
Businesses in the town would lose money. Everyone would be furious, Ayman wished he had
never started this.
1 Why would businesses in town lose money?
Dr F||rq r:|v1 n -m|| w|||
|:|ar 5j 11|q s|1r |n n:|n| Fq| jr5m || r:|5|5|s| |n Fq|.

1n |r :5ma|r :5nvrs||5n w||| Aqmn, Dr F||rq sas|s ||| |
|5|5r| || s|1r nx| ||m | ss ||.
|a| | ||m.
|5| 5j/mnq/m5r ||n ?, s.
as|nsss |n |5wn w5a|1 |5s m5nq b:as
5| w5a|1 b||v Aqmn`s s|5rq b5a| 1nr5as s|1rs. T|q w5a|1 n5|
s|q |n || |5wn`s |5||s, | |n ||s rs|arn|s, 5r baq ||s j551 r51a:|s.
Fvrq5n w5a|1 b jar|5as b:as ||q w5a|1 b |5s|n m5nq n1 ||v|n :5s|s
w5a|1 b vrq 1|j]:a|| j5r ||m |5 jj5r1.
62
2 Why would everyone be furious?
D Writing
8 Write a paragraph of about 100 words about an object that you
like. It could be a mobile phone, a necklace, a watch or any other
cheap or expensive object.
Translation
9 a Translate into Arabic:
The Olympic Games rst started in Ancient Greece, where they were part of some religious
celebration. Since then they have become international sports festivals which are held in a different
city every four years. In these games, the winning competitors get gold, silver or bronze medals.
b Translate into English:
.. l,- _. .... :| .. l,- _| .... >
...> < .... .. . _-| _. .,.| ..,.: _.. .:..
.'~.' =- _ '

,~ .' :,~ -'' .',,'' _ (

' ' ,

') -,'

.' '-'

.'

'
.-',~

' --

' _ -~ -, _ -' -,' -,=', ''~,, .~=

' :' -/,' .-,,''


.-,,,

' -,=

' -, ','', _~ .,''' .,''' _=~, '-'



.' _
D5 q5a |||n| || F:|]: C:n |s 1r ||n || 1n1|n C:n?
W |rv||1 |5 5a1n n1 sn| |w5 w|s w||| mq br5||r, w|5 w5r|s | ||
Fq||n Fmbssq ||r.
UNIT10
Wh e r e t o d a y s f o o d c o m e s f r o m
179
UNIT 10
WHERE TODAYS FOOD COMES FROM
Where todays
food comes from
Listening
10
UNIT
61
Discuss these questions in pairs.
a What do the photographs show about
agriculture?
b How do fertilisers help farmers?
1
Listen and answer these questions.
a Which of the speakers, Hassan or Ali,
prefers organic farming?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b What are some of the disadvantages of
organic farming? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Objectives
Grammar Question tags
Function Giving advice and instructions
Listening Listen for gist and specic
information
Reading Read to check predictions and for
detail
Critical thinking The uses of genetic
engineering
Writing A magazine article
Listen again and choose the correct words to complete these sentences.
a Ali says that pesticides can be poisonous/good for the soil.
b Ali says that natural/chemical fertilisers are organic.
c Hassan thinks that it is more difcult/easier for farmers to use chemical fertilisers.
d Hassan says that modern farming makes less/more money than organic farming.
e Ali says that organic farmers have/dont have to buy expensive fertilisers and pesticides.
f They will/wont discuss genetically modied crops another day.
4
2 Check the meanings of these words
in your Active Study Dictionary.
fertile genetically modied
organic pesticide spray (v)
Discuss this question in pairs.
Do you think there is any difference between organic and non-organic foods? Why/Why not?
5
The sounds of English
a Listen to these sentences. Do the speakers voices go up
or down at the end? (Write [] or [

] )
1 It was very interesting, wasnt it? [

]
2 Organic food is better for you, isnt it?
3 Organic food is more expensive to produce, isnt it?
4 Its a very difcult subject, isnt it?
5 Farming is very hard work, isnt it?
b Now listen and repeat the sentences.
6
P0hI I0K0II
Yeer ve|rc ]ecs ep z! !hc cn4 |f
yee zrc zsk|n] z rcz| ecs!|en.
Be! |f yee wzn! !e rhcrk !hz!
semc!h|n] yee zrc szy|n] |s !rec,
yeer ve|rc ]ecs 4ewn.
SB pages 61-65 WB pages 63-66
LESSON 1
Objectives
Grammar
Question tags
Function
Giving advice and instructions
Listening
Listen for gist and specific
information
Reading
Read to check predictions and for
detail
Critical thinking
The uses of genetic engineering
Writing
A magazine article
SB page 61 WB page 63
Before using the book:
v Ask the students to tell you the names of all
the foods they know, such as apples, peppers,
cheese, meat, and so on, and write the words on
the board.
v Now ask the students which of these foods are
produced in Egypt and which ones come from
other countries.
v Ask the students which of the foods listed on
the board come from plants.
v Ask them where we normally grow food.
180
UNIT10
Wh e r e t o d a y s f o o d c o m e s f r o m
1 Discuss these questions in pairs.
1 Tell the students to look at the two pictures.
2 Ask them to describe the pictures to you. Write
some of the words they use on the board.
3 Explain to the students that the farmers are
using pesticides and fertilisers.
4 Ask the students to read the two questions.
5 Discuss the answers with the whole class.
Answers:
a The pictures show that modern technology is used
in agriculture to put fertilisers and pesticides on the
land, and that there are different ways to do it. They
show that fertilisers and pesticides are important in
agriculture.
b They help the crops to grow.
2 Check the meanings of these words in
your Active Study Dictionary.
1 Ask the students to look at the words in the box.
2 Tell them to use their dictionary to look up the
meanings and to fnd out and mark where the
stress falls in the words with more than one
syllable.
3 Now see if the students can pronounce the
words.
Answers:
fertile: fertile land or soil produces plenty of good crops
genetically modihea. (not in Active Study Dictionary
search under separate words) when crops are
genetically modifed, scientists change their genetic
structure to improve them, for example to make them
disease resistant
organic: using farming methods that do not use
chemicals that are harmful to the environment, or
produced by these methods
pesticide: a chemical substance used to kill insects that
damage crops
spray: to make liquid come out of a container in a
stream of very small drops
3 Listen and answer these questions.
1 Tell the students to read the questions.
2 Play the tape and tell the students to listen for
the answers to the questions.
3 Put the students into pairs to discuss the
answers to the questions.
4 Now ask some pairs to share their answers with
the class. Encourage class discussion fnd
out who agrees with Ali and who agrees with
Hassan. Encourage the students to give reasons.
Answers:
1 Ali prefers organic farming. He thinks it is the best
way to farm.
2 Organic farms dont produce the same quantity of
food. It is more expensive to produce the food that
way. It is probably quicker and easier to spray the
crops, too.
T A P E S C R I P T
Hassan: Did you read that newspaper article about
farming, Ali?
Ali: Yes, I did, Hassan. It was very interesting,
wasnt it?
Hassan: What do you think about the idea of organic
farming?
Ali: I think its the best way to farm.
Hassan: Really? I dont. Why do you think that?
Ali: Well, the main reason is that I dont like the
idea of eating fruit and vegetables that
have been sprayed with pesticides. I mean
pesticides can be poisonous, cant they?
Hassan. I suppose so. In the past, the Nile ooaea ana
left fertile soil on the helas, so we aiant neea
chemical fertilisers then, did we?
Ali: Quite right, Hassan. I know that doesnt
happen now, but as far as Im concerned,
the answer isnt to continuously spray the
land with chemicals.
Hassan: What is the answer, then?
Ali: In my opinion, we should improve the
quality of the soil by adding natural, organic
fertilisers.
Hassan: But surely its much quicker and easier for
farmers to spray their crops with chemical
fertilisers and pesticides, isnt it?
Ali: Yes, but that would be more expensive than
using organic fertilisers, wouldnt it?
Hassan: What about the quantity of crops farmers get,
though? Id say that modern farming makes
more money than organic farming, Do you
agree?
Ali: Well, its true that organic farms dont
produce the same quantities as modern farms,
so they dont make quite as much money. But
Listening
UNIT10
Wh e r e t o d a y s f o o d c o m e s f r o m
181
it seems to me that organic food is better for
you.
Hassan: Do you think so? Im not so sure. Of course
we havent talkea about genetically moaihea
crops yet, have we?
Ali: We should leave that discussion until another
day, shouldnt we?
Hassan: Good idea.
4 Listen again and choose the correct
words to complete these sentences.
1 Tell the students to read through the sentences.
2 Explain that you are going to play the tape and
they must listen and choose the correct word
from the alternatives given in each sentence.
3 You may need to play the tape several times.
4 Go through the answers with the class.
Answers:
a poisonous (given) b natural
c easier d more
e dont have f will
5 Discuss this question in pairs.
1 Put the students into pairs to read the question
and discuss the answer.
2 Tell them to think about the cost of producing
the food, the amount of food produced, the
quality of the products, and so on.
3 Ask some of the pairs to share their answers
with the class.
Answers:
The students might discuss differences of cost and of
product quality, taste and appearance.
6 The sounds of English
1 Tell the students you are going to play the tape
and ask them to listen carefully to hear if the
sentences go up or down at the end. Tell them to
mark each sentence with an up or a down arrow,
as in the example.
2 Go over their answers.
3 Ask the students to read the Dont Forget box
and then to look at the sentences again.
4 Play the tape again and ask the students to
repeat the sentences, being especially careful to
reproduce the correct intonation.
Answers:
1 () (given)
2 ()
3 ()
4 ()
5 ()
T A P E S C R I P T
Narrator: One
Voice: It was very interesting, wasnt it? [down]
Narrator: Two
Voice: Organic food is better for you, isnt it? [up]
Narrator: Three
Voice: Organic food is more expensive to produce,
isnt it? [up]
Narrator: Four
Joice. Its a very aifhcult subfect, isnt it? [aown{
Narrator: Five
Voice: Farming is very hard work, isnt it? [down]
182
UNIT10
Wh e r e t o d a y s f o o d c o m e s f r o m
UNIT
63
10 10
Where todays
food comes from
[Add photo of a
farm in Egypt]
1 Complete the puzzle to nd a word.
a the work of growing crops and feeding animals
b a type of crop changed by scientists
c make liquid come out in a stream of very small drops
d a thing which farmers put on soil to help plants to grow
e a chemical which is used to kill insects on crops
The word in the boxes is
2 Complete with the correct form of the words from Exercise 1.
a Farmers earn their money from agriculture .
b Look at the planes. They are the elds from the air.
c Some people believe that fruit and vegetables are better for you than ones
grown with chemical fertilisers.
d Some people are worried that crops will bring diseases.
e Farmers use chemical to kill insects which attack their crops.
3 Complete the table with words which have the same sound.
air chair cheer clear care dear hair here
near pair share their ear there wear were year
B '
chair cheer
__ __ __ __ __ __ __ __ __ __
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ __ __ __
__ __ __ __ __ __ __ __ __
__ __ __ __ __ __ __ __
a
c
d
e
b
e
h

d
W ] _ Y k b j k h [
WORKBOOK page 63
1 Complete the puzzle to nd a
word.
1 Tell the students to read through
the defnitions and make sure they
understand them.
2 Tell the students to think of the
words they defne and to use them to
complete the puzzle.
3 Put the students into pairs to compare
their answers.
4 Go through the answers with the
class.
Answers:
a agriculture b genetically modifed
c spray d fertiliser
e pesticide
The vertical word: organic
2 Complete with the correct form
of the words from Exercise 1.
1 Tell the students to read the gapped
sentences.
2 Explain that they must use the correct
form of the words from Exercise 1 to
complete the sentences.
3 Go through the answers with the
class.
Answers:
a agriculture (given)
b spraying
c organic
d genetically modifed
e pesticides
3 Complete the table with words which
have the same sound.
1 Tell the students to look at the table.
2 Explain that they must sort the words into those
that have the same vowel sound as chair and
those that have the same vowel sound as cheer.
3 Tell them to write each word in the correct box.
4 Now put the students into pairs to compare their
answers.
5 Go through the answers with the class.
6 Now tell the students to take turns in their pairs
to practise saying the words. Student 1 points to
a word and Student 2 says it.
Answers:
/e/ /'/
chair (given)
air
care
hair
pair
share
their
there
wear
cheer (given)
clear
dear
here
near
ear
were
year
UNIT10
Wh e r e t o d a y s f o o d c o m e s f r o m
183
Language focus
Question tags
1 Study these sentences from the listening
text and underline the question tags.
Which words in the sentences do the tags
match?
1 Tell the students to read through the sentences.
Give them time to identify and underline the
question tags and to work out which words they
match.
2 Ask students to work in pairs to compare and
discuss their answers.
3 Go through the answers with the class.
Answers:
1 You read that newspaper article about
farming, didnt you? (given)
2 It was very interesting, wasnt it?
3 Pesticides can be poisonous, cant they?
4 We didnt need chemical fertilisers then,
did we?
5 Its much quicker and easier for farmers to
spray their crops with chemical fertilisers
and pesticides, isnt it?
6 We havent talked about the subject of
genetically modifed crops yet, have we?
7 We should leave that discussion for
another day, shouldnt we?
2 Discuss these questions in pairs.
1 Get students to discuss the questions
in pairs. Then go over the answers as a
class.
2 Do the same with the second question.
Make sure they are clear about the
formation of question tags with
present and past simple verbs.
Answers:
a The question tag verb is not the same. You
have to add an auxiliary verb (do/does/
dont/doesnt/did/didnt) as you do to form
the negative or the question form of a verb
in the past or present simple.
b In the other sentences, the question tag is
negative if the verb in the main sentence
is aIfrmative, and aIfrmative iI the main
verb in the sentence is negative. The word
order also changes, so it is verb + subject
in the question tag when the main verb
has subject + verb.
3 Complete this conversation with the
correct question tags.
1 Get the students to complete the question tags
on their own.
2 In pairs, they compare and discuss their
answers.
3 Go over the answers as a class.
4 Ask students to read the dialogue in pairs,
making sure they use the correct intonation for
each question tag.
62
1
3
Complete this conversation with the correct question tags.
Hamid We shouldnt spray the crops with chemical fertilisers, . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?
Ibrahim Why not? They help us to grow more food, . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?
Hamid Yes, but it isnt good for our health, . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?
Ibrahim Youre not suggesting we do nothing, . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?
Hamid No, Im suggesting we use organic fertilisers. Theyre healthier, . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?
Ibrahim Yes, they are, but most farmers prefer to use chemicals, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?
Ibrahim Yes, but they should give their customers what they want, . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?
Hamid I suppose so.
2
Discuss these questions in pairs.
a Look at sentence 1 above. Is the tag question verb the same as the main sentence verb?
What happens?
b In the other sentences, how does the tag question verb change?
Grammar rev p129
10
UNIT
Study these sentences from the listening text and underline the question
tags. Which words in the sentences do the tags match?
Question tags Language focus
1 You read that newspaper article about farming, didnt you?
2 It was very interesting, wasnt it?
3 Pesticides can be poisonous, cant they?
4 We didnt need chemical fertilisers then, did we?
5 Its much quicker and easier for farmers to spray their crops with chemical fertilisers
and pesticides, isnt it?
6 We havent talked about the subject of genetically modied crops yet, have we?
7 We should leave that discussion until another day, shouldnt we?
should we
You dont like
WLHS]SY#
2S-HSRX=SYPMOI
ZIKIXEFPIWHSRX]SY#
4
Work in pairs. Ask what food your
partner likes and dislikes.
P0hI I0K0II
|f yee wzn! !e zsk fer
|nfermz!|en, mzkc
yeer ve|rc ]e ep z!
!hc cn4.
a
b
c
d
e
f
g
LESSON 2
SB page 62 WB page 64
184
UNIT10
Wh e r e t o d a y s f o o d c o m e s f r o m
Answers:
a should we? (given) b dont they?
c is it? d are you?
e arent they? f dont they?
g shouldnt they?
4 Work in pairs. Ask what food
your partner likes and dislikes.
1 Spend a few minutes brainstorming
the names of food and put these on
the board.
2 In pairs, students ask and answer
about the food items, as in the
example. Make sure they use the
correct intonation in their question
tags.
3 Get a few pairs to demonstrate their
dialogues to the class.
WORKBOOK page 64
1 Choose the correct question tag.
1 Ask the students to read through
the six sentences and to choose the
correct question tag.
2 They can compare and discuss their
answers with a partner.
3 Go through the answers as a class.
Get students to read out the sentences
aloud, using the correct intonation.
Answers:
a could we (given) b isnt it
c arent they d shouldnt we
e doesnt it f do they
2 Complete these sentences with the correct
question tags.
1 Ask the students to complete each sentence with
the correct question tag.
2 They can compare and discuss their answers
with a partner.
3 Go through the answers as a class. Again, get
students to read out the sentences aloud, using
the correct intonation.
Answers:
a dont they (given) b have you
c wouldnt you d isnt it
e dont they f do they
3 Now answer each question in Exercise 2,
starting with the word given.
1 Encourage students to say each sentence to their
partner, then to write the appropriate reply using
the prompts given.
2 Go over their answers as a class.
Answers:
a they do. (given) b I havent. c I would.
d it is. e they do. f they dont.
4 Find the mistake in each of the following
sentences, then write it correctly.
1 Explain to the students that the mistake might
be in grammar or vocabulary.
64
UNIT
10 10
1 Choose the correct question tag.
a We couldnt live without food and water, can we/could we?
b Its very important that we eat healthy food, isnt it/dont we?
c Some pesticides are more dangerous than others, isnt it/arent they?
d We should wash vegetables before we eat them, should we/shouldnt we?
e Food grown with chemicals costs less than organic food, doesnt it/does it?
f Some children dont like vegetables, do they/dont they?
2 Complete these sentences with the correct question tags.
a Your grandparents grow vegetables in their garden, dont they?
b Youve never tried growing fruit or vegetables,
c Youd like to grow things,
d Growing vegetables is quite easy,
e Things you grow yourself always taste better,
f And they dont cost very much,
3 Now answer each question in Exercise 2, starting with the word
given.
a Yes, they do.
b No,
c No,
d Yes,
e Yes,
f No,
4 Find the mistake in each of the following sentences, then write it
correctly.
a In organic farming, fruits are sprayed with chemical pesticides.
b The stems of all living things control what they will be like.
c When tomatoes ripen, after a while they will starve and have a bad smell.
d That pepper is genetically modied, doesnt it?
UNIT10
Wh e r e t o d a y s f o o d c o m e s f r o m
185
2 Ask the students to underline the mistakes and
write each sentence correctly.
3 If there is time, ask the students to work in pairs
to compare their answers before you go over the
answers with the class. In some cases there may
be more than one way to correct the sentence.
Answers:
a In modern farming, fruits are sprayed with chemical
pesticides./In organic farming, fruits are sprayed
with natural pesticides.
b The genes of all living things control what they will
be like.
c When tomatoes ripen, after a while they will rot and
have a bad smell.
d That pepper is genetically modifed, isnt it?
Reading
1 Check the meanings of these
words and phrases in your Active
Study Dictionary.
1 Tell the students to look at the words
in the box.
2 Ask if they can explain any of the
words in English.
3 Tell them to look up the meanings
of the words in their Active Study
Dictionary.
4 Explain that you are going to give a
defnition and the students must tell
you which word you are defning.
Example:
Teacher: When someone becomes
ill or dies because they do
not have enough to eat.
Students: Starvation.
5 Continue in this way with the other
words.
Answers:
gene: a part of a cell of a living thing which
controls what it will be like and how it will
develop, which is passed from parent to child
genetic engineering: (not in Active Study
Dictionary search under separate words)
the work of changing the genetic structure of
crops or animals in order to improve them
ingredient: one of the things from which a
type of food is made
ripen: if food or crops ripen, or if the sun
ripens them, they become ripe (= ready to eat)
rot: to decay or to make something decay
seed: a small hard thing produced by plants
that a new plant will grow from
starvation: when someone becomes ill or
dies because they do not have enough to eat
2 Now read and answer these questions.
1 Tell the students to read the title of the text and
ask what they think it is about.
LESSON 3
1
Check the meanings of these words and
phrases in your Active Study Dictionary.
3
63
gene genetic engineering
ingredient ripen rot
seed (n) starvation
Match to make sentences.
10
UNIT
2
Now read and answer these questions.
a What advantages of genetic engineering
are described? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Why do some people worry about eating
genetically modied food?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Reading
1

there will be new diseases.
2

they had collected from the best
plants from the year before.
3

people have been eating for a
long time.
4

they rot more slowly.
5

they had hunted and killed. a
a Once, people ate animals which
b Early farmers used the seeds that
c Scientists have modied the genes of
some tomatoes so that
d Because of genetic engineering, some
people are afraid that
e There are genetically modied
ingredients in some of the foods that
4
Join these sentences using whose.
a Once, people were hunters. Their food came from animals and sh.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Later, these hunters became farmers. Their method of getting food was to
grow crops. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c There are many families. They have got GM foods inside their cupboards.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
On<c, popl w}er}e h<u<n<tr>[ w#h<o[e _o+o+d ca<m _r>om a<n<i<m<a<l< [ a<n<d _i< [h.
Shoul d sci enti sts
modi fy our food?
Thousands of years ago, most people were hunters
whose food came from the animals and sh they had
killed and from nuts, roots and fruit they had collected.
Later, these hunters lived in one place and became
farmers whose method of getting food was to grow
crops from the seeds of wild plants. Over time, they
noticed that some plants were better than others. They
saved the seeds from these plants and so the yields and
quality of their crops improved.
Like plants, all other living things contain genes which
control what they will be like. Modern scientists can
put genes into plants and animals in their laboratories,
and this means they can modify their genes in order
to change what they are like. This is called genetic
engineering.
A type of tomato is an example of this. When normal
tomatoes ripen, one of their genes produces a chemical
that makes the fruit rot. Scientists can modify this gene
so that the tomatoes do not rot so quickly. This is one way
in which genetically modied (GM) crops can improve
agriculture. Scientists know that this technology can
also protect people from starvation in countries where
insects or diseases destroy crops. For example, fruit and
vegetables have been modied so that they are not
damaged by the diseases that kill normal plants.
However, many people believe that modied food is
unnatural and fear that genetic engineering may bring
new diseases in the future. So should we eat genetically
modied food or not? Surprisingly, biscuits, cakes and
many other foods that we have been eating for years
already contain genetically modied ingredients. Have
they done us any damage?
P0hI I0K0II
Wc esc whose zs !hc
pesscss| vc ferm fer
|e!h who zn4 whi ch
|n rc|z!| vc r|zescs.
8cc 0rzmmzr Kcv|cw
p.12-128.
SB page 63 WB page 65
186
Wh e r e t o d a y s f o o d c o m e s f r o m
2 Tell them to read the two questions and then the
text.
3 Put the students into pairs to discuss the
answers.
4 Ask some pairs to suggest their answers to the
class.
5 Go through the answers with the class.
Answers:
a Genetic engineering can be used to stop tomatoes
from rotting so quickly. It can also be used to protect
people from starvation by modifying fruit and
vegetables so they are not damaged by the diseases
that normally kill them.
b They think that modifed crops are unnatural and
that, in the future, they may cause new forms of
disease.
3 Match to make sentences.
1 Tell the students to look at the sentences in the
box.
2 Explain that they must match each sentence
beginning Irom the frst column with a sentence
ending from the second column to make a
complete sentence.
3 Put the students into pairs to compare their
answers.
4 Go through the answers with the class.
Answers:
a 5
b 2
c 4
d 1
e 3
4 Join these sentences using whose.
1 Explain that we use whose to show possession.
Look at the frst example with the class and
explain that whose shows that the food was the
possession of the people.
2 Tell the students to join the other two sentences
in the same way.
3 Go through the answers with the class.
Answers:
a Once, people were hunters whose food came from
animals and fsh. (given)
b Later, these hunters became farmers whose method
of getting food was to grow crops.
c There are many families whose cupboards have got
GM foods inside.
UNIT10
Wh e r e t o d a y s f o o d c o m e s f r o m
187
WORKBOOK page 65
1 Find the words in the puzzle to match the
denitions.
1 Tell the students to read the gapped defnitions
and think of the words they need to complete
them.
2 Tell them to look in the puzzle, fnd and circle
the words and then write them in the defnitions.
3 Go through the answers with the class.
Answers:
a genes (given) b genetic
c ripen d ingredient
e rots f modify
g starvation h seeds
I L F R G E N E S O N S
N O E X O R I P E N L T
G E M O D I F Y U G A A
R H W R A I M E G E L R
E L S W Q A C R O N A V
D J L O E M Z F O E U A
I P E Q R O T S V T B T
E N G T W S U N V I A I
N Z P H S A I R M C L O
T E I S E E D S U T E N
2 Use your Active Study Dictionary
to complete, using the correct
form of the word in brackets.
1 Tell the students to read through the
gapped sentences.
2 Tell them to use the correct form of
the words in brackets to complete the
sentences.
3 If they dont know the correct form,
they can use their Active Study
Dictionary to help them.
4 Go through the answers with the class.
Answers:
a genetics b Ripened c rotten
d modifcations e starve
3 Complete these sentences with who is or
whose.
1 Tell the students to read the gapped sentences
carefully.
2 Explain that they must write who is or whose to
complete each sentence. Remind them that we
use whose to show possession.
3 Go through the answers with the class.
Answers:
a who is (given)
b whose
c who is
d whose
65
UNIT
10 10
1 Find the words in the puzzle to match the denitions.
a I get my brown hair and eyes from my parents theyre in my genes .
b is the adjective. The noun is gene.
c Fruit is ready to eat when it has been ed by the sun.
d The main of the meal Im cooking is cheese.
e When fruit or other food , it is too bad to eat.
f Scientists can crops by adding or removing certain genes.
g People who do not have enough food to eat may die of .
h If you want to grow vegetables, you have to put in the ground.
I L F R G E N E S O N S
N O E X O R I P E N L T
G E M O D I F Y U G A A
R H W R A I M E G E L R
E L S W Q A C R O N A V
D J L O E M Z F O E U A
I P E Q R O T S V T B T
E N G T W S U N V I A I
N Z P H S A I R M C L O
T E I S E E D S U T E N
2 Use your Active Study Dictionary to complete, using the correct
form of the word in brackets.
a My brother wants to study genetics at university. (genetic)
b fruit usually tastes sweet. (ripen)
c This tomato is . I cant eat it. (rot)
d Scientists have made genetic to some vegetables. (modify)
e Many people were very hungry after the storm. Some even began to . (starvation)
3 Complete these sentences with who is or whose.
a Leila is the student who is working on this project with me.
b That is the boy sister is a teacher.
c My friend, a pilot, has always loved ying.
d My brother, friend is a Libyan engineer, is going to work in Tripoli.
UNIT10
188
Wh e r e t o d a y s f o o d c o m e s f r o m
Critical thinking
1 Answer the following questions.
1 Tell the students to read through all
the questions and to think about the
answers.
2 Ask them to write their answers, then
put the students into pairs to take turns
to read out their questions and the
answers they wrote.
3 Go through all the answers.
Answers:
a They saved the seeds of the good/best
plants. (given) They used these to plant/
grow food.
b They can change what plants or animals
are like by modifying their genes./They
can put genes into plants and animals in
their laboratories.
c They can develop crops that are not
destroyed by insects or diseases.
d (suggested) They chose places where food
was easy to grow, near water, for example
along the Nile.
e (suggested) We should be, because it is
not clear what the long-term changes will
be.
f (suggested) This depends. It is not clear
that the modifcations which took place
in the past are exactly the same as the
modifcations that are now taking place.
2 Read this quotation from
Should scientists modify our
food? and discuss the questions.
1 Tell the students to read the quotation, then
ask them to read through the questions.
2 Put the students into groups to discuss their
answers. Ask some groups to explain their
answers to the whole class, then go through the
answers with the class.
Suggested answers:
a It has genetically modifed the crops so that they are
not affected by the diseases and insects in the same
way as they were before.
b It could be used to protect people from different
diseases by modifying their genes. It could be used
to protect all sorts of animals and plants.
c I think they should, but they must guarantee that the
modifed Iood is saIe./I think they shouldn`t because
we dont know what damage we may cause in the
future.
3 Read the following and discuss the
question below in pairs.
1 Put the students into pairs.
2 Tell them to read the information in the box.
3 Tell them to read the question below the box
and discuss the answer in pairs.
Suggested answer:
UNIT10
Critical thinking
64
2
10
UNIT
Read this quotation from Should
scientists modify our food? and discuss
the questions.
a How has modern science changed the
way farmers protect their crops from
attacks by insects and diseases?
b What other uses do you think there will
be for GM technology in the future?
c Should scientists modify our food?
Why/Why not?
3
Read the following and discuss the question below in pairs.
1
Answer the following questions.
a Which plant seeds did the early farmers
save? What did they use these seeds for?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b How can scientists change what plants or
animals are like? . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c How can scientists protect people from
starvation? . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d Why do you think early farmers decided to
live in particular places? . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e Are you worried about what may happen in
the future because of genetic engineering?
Why/Why not? . . . . . . . . . . . . . . . . . . . . . . . . . . . .
f If you had known that some of your food
already contained genetically modied
ingredients, would you have eaten it?
Why/Why not? . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Scientists know that this technology can also
protect people from starvation in countries where
insects or diseases destroy crops. For example,
fruit and vegetables have been modied so that
they are not damaged by the diseases that kill
normal plants.
However, many people believe that modied food
is unnatural and fear that genetic engineering
may bring new diseases in the future.
People in some remote areas do not have enough food. Their health is
getting worse.
Scientists can give these people GM seeds which will produce plants with
high food yields. This will give the people enough food.
It is possible that the new food will bring a new disease.
Should the people depend on the high yield seeds or should they use their normal
seeds and move to an area where food is easier to grow?
Th<e=y sa<ve=d t<h<e se=e=d<s of t<h<e \ood/b=e=s=t
pl<a<n<t<s.
LESSON 4
SB page 64
There is no clear answer. It is not easy to move people
because of country borders or restrictions on their
movements or because they dont want to move.
Sometimes people cant move, so the only way to help
them is to provide them with high-yield crops. GM
foods might bring a new disease or it might not. We
dont really know.
Wh e r e t o d a y s f o o d c o m e s f r o m
189
Communication
1 Check the meanings of these words in
your Active Study Dictionary.
1 Tell the students to look at the three words in
the box.
2 Ask them to try to explain them in English. If
they need help, tell them to look up the words in
their Active Study Dictionary.
3 Ask the students to pronounce the words. Make
sure they put the stress in the correct place in
the words with more than one syllable.
Answers:
carbohydrate: a substance in some foods that provides
your body with heat and energy.
fat: a substance contained in foods such as milk,
cheese, butter, etc.
protein: a substance in food such as meat and
eggs, which helps your body to grow and be
healthy
2 Look at the different types of
food and complete the table.
1 Ask the students to look at the table.
2 Help them with any diIfcult
vocabulary in it.
3 Now tell them to fll in the table. You
may need to help them by discussing
what the different foods contain.
Answers:
1 Students own answers.
2
Types of
food
meat/sh
fruit and
vegetables
butter and
cheese
bread/pasta
Which
of these
things
does
this food
contain?
carbohydrate
fat
protein
carbohydrate
fat
protein
carbohydrate
fat
protein
carbohydrate
fat
protein
3 Work in pairs.
1 Put the students into pairs to compare
their answers.
2 Tell them to fnd out iI they eat similar
or different types of food. Ask pairs to
report to the class.
3 Ask them to discuss whether they eat
a healthy diet. Ask different pairs to
report to the class.
4 Discuss with the class what a healthy
diet is.
4 Discuss this question in pairs.
1 Tell the students to look at the language in the
boxes.
2 Put the students into different pairs to discuss a
healthy diet using the language in the boxes.
3 You may want to do some examples to make the
activity clear.
Examples:
Teacher: You should eat meat, as it has lots
of protein, but not every day.
Student 1: You mustnt eat too much cheese or
butter, as they have a lot of fat.
Student 2: You need pasta and bread, but
dont eat too much of them.
65
10
UNIT
2
Look at the
different types of
food and complete
the table.
Communication
1
Check the meanings of these words
in your Active Study Dictionary.
carbohydrate fat (n) protein
I of t en eat meat.
I t has lot s of prot ein.
Project 2 Finding out about healthy food
4
Discuss this question in pairs.
What advice would you give to people to make
sure they eat the right quantities of carbohydrate,
fat and protein? Use language from the box.

Eat (meat) regularly. It has lots of


(protein).
Make sure you eat plenty of
(cheese and milk). They have...

You need, but dont eat too


much.
You mustnt eat too much Its
bad for you.
Types of food meat/sh fruit and
vegetables
butter and
cheese
bread/pasta
1 How often do
you eat this
type of food?

often

sometimes

never

often

sometimes

never

often

sometimes

never

often

sometimes

never
2 Which of these
things does this
food contain?

carbohydrate

fat

protein

carbohydrate

fat

protein

carbohydrate

fat

protein

carbohydrate

fat

protein
3
Work in pairs.
a Compare your answers with your partner.
Do you eat the same types of foods?
b How healthy are the foods you both eat
most frequently?
y
Sit uat ion
You and your par t ner are going
XSRHSYXEFSYXHMJJIVIRXX]TIW
of f ood and how healt hy t hey are.
=SYGERRHMRJSVQEXMSRSRXLI
PEFIPWSJWSQIJSSHWSV]SYGER
RHMRJSVQEXMSRMRVIJIVIRGIFSSOW
or on t he int er net.
UNIT10
LESSON 5
SB page 65 WB page 66
190
UNIT10
Wh e r e t o d a y s f o o d c o m e s f r o m
WORKBOOK page 66
1 What would you say in these
situations?
1 Tell the students to read through the
situations, decide what they would
say in each situation and write it
down.
2 Put the students into pairs to read
out their answers to each other. Go
through the possible answers with the
class.
Suggested answers:
a You mustnt eat too much fat. Its bad for
you. (given)
b In my opinion, you should eat more fruit.
c You need to get more exercise.
d Make sure you drink milk regularly.
2 Read this advertisement and
answer the questions.
1 Tell the students to read the
advertisement. Help them with
diIfcult vocabulary.
2 Ask the students what the
advertisement is asking them to do
(write an article); what it wants them
to write about (food) and where the
article is going to go (Good Food
magazine).
3 Tell the students to read the questions
below the advertisement, then discuss
the answers with the class.
Answers:
a It should be no more than 120 words.
b You can e-mail or post the article.
c You can give some advice to readers.
3 Use the questionnaire from the Students
Book to plan what to write.
1 Tell the students to plan their article. Explain
that they must write one paragraph to cover
each of the three topics.
2 Suggest that they write a list of useful
vocabulary to help them with the article.
Remind them to use the expressions of advice
and instructions that they have been practising
in the unit, and to refer to the questionnaire on
page 65 of the Students Book.
Students own answers
4 Write your article in no more than 120
words.
1 Tell the students to read the instructions for
writing the article in the advertisement again
before writing a draft.
2 When their draft is complete, tell the students
to read carefully through their article and check
any grammar and spellings they are unsure of in
their Active Study Dictionary.
3 Tell them to correct any mistakes and to
write the fnal article.
4 Ask some students to read their articles to
the class.
5 The class can vote for their favourite
article.
66
UNIT
10 10
a How many words should your article be?
b How can you send it to the magazine?
c What can you nish your article with?
3 Use the questionnaire from the Students Book to plan what to write.
s Remember to use the expressions giving advice and instructions from the unit.
s Write three paragraphs, one for each point above.
4 Write your article in no more than 120 words.
a Write your rst draft quickly. Remember to write about everything in the advertisement.
b Read what you have written very carefully. Look for grammar and spelling mistakes. Check the
correct spelling in your Active Study Dictionary.
c Correct the mistakes, then write the nal article.
2 Read this advertisement and answer the questions.
"SFZPVJOUFSFTUFEJOXIBUZPVFBU
We would like to know:
1 your favourite type of food and how often you eat it.
2 what this food contains (proteins, fats or carbohydrates)
and why it is good or not so good for you.
End with some advice for our readers.
We are looking for short articles for our Good
Food magazine. If you have something to say
that will be interesting for other young people,
write it down and e-mail or post it to us.
E-mail your article to goodfoodmag@publ.aa.
or post to Good Food, P.O. Box 1265, Cairo.
But
remember!
No more
than 120
words!
1 What would you say in these situations?
a One of your friends eats food with too much fat in it. What do you say to him or her?
You mustnt eat too much fat. Its bad for you.
b A friend who has been ill asks for advice about food. Suggest fruit.
c One of your friends says he is always tired. You think he needs more exercise.
d A friend of yours has poor teeth. Tell her to drink milk regularly.
UNIT10
Wh e r e t o d a y s f o o d c o m e s f r o m
191
Assessment
Target element: revise key language
Write the following gapped sentences on the board
and tell students to copy them:
1 It was very interesting,
2 Organic food is better for you,
3 Organic food is more expensive to produce,
4 It`s a very difcult subject,
5 Farming is very hard work,
Explain that you are going to play the listening
from Lesson 1 Exercise 6 of the Students Book
again. Tell the students to listen carefully and to
complete the sentences,
Answers:
1 wasnt it?
2 isnt it?
3 isnt it?
4 isnt it?
5 isnt it?
Target element: practise talking about healthy
diets
Put the students into pairs and ask the students
to tell their partner what they normally eat for
breakfast, lunch and dinner. Tell them that they
must say what is contained in the food they eat
and, fnally, explain whether they think their diet is
healthy and why.
Example:
Student 1: I eat eggs for breakfast. For lunch I
usually have things like meat or hsh with pasta. At
night I eat pasta with vegetables and sometimes
I have ice cream afterwards. I think my diet is
healthy. I eat different things but I dont eat too
much fat and I eat lots of protein.
Target element: revise the language and
vocabulary from the key text
Write the following sentences on the board:
1 Thousands of years ago, man didnt stay in
one place.
2 Farmers noticed that some plants grew more
food than others.
3 When tomatoes ripen and become rotten,
they are better to eat.
4 People like genetically modied food because
it is natural.
5 Many people dont realise that they are
already eating genetically modied food in
things like biscuits and cakes.
Tell the students to read the text in Exercise 2 on
page 63 of the Students Book. Tell them to decide
if the sentences are true or false and to correct the
false ones.
Answers:
1 True.
2 True.
3 False. When tomatoes are rotten they are bad to
eat.
4 False. Genetically moaihea fooa is not natural.
5 True.
Target element: revise language giving advice
and instruction
Tell the students that the problem of starvation
affects many places in the world. Ask them to
write some sentences advising governments about
what to do to help solve the problem. Tell them
to think about things like giving money, helping
the farmers, supplying equipment and allowing
scientifc experiments with genes, etc. Encourage
them to use the expressions of advice and
instructions that they have learnt in the unit.
Example answers: We mustnt let people starve.
We need to give more money to poor countries. We
must make sure that genetic moaihcation can help
grow crops in dry parts of the world. Give farmers
help and make sure they have modern equipment.
Listening Task Reading Task
Speaking Task
Writing Task
192
UNIT11
M o b y D i c k
Objectives
Grammar
Past perfect simple and continuous
Functions
Make recommendations
Listening
Listen for detail and interpret
information
Reading
Read for detail and between the lines
Critical thinking
The dangers of being too ambitious
Writing
A book review
SB page 66 WB page 67
Before using the book:
v Ask the students to think about the different
reasons for going to sea (cargo shipping,
hshing, off-shore arilling, working in a
passenger ship, hghting in the navy, aoing
scientihc research, etc.) and different types of
jobs you can do at sea.
v Write their ideas on the board.
v Discuss why some people love working at sea.
v Ask the students to explain why they would or
wouldnt like to have a job at sea.
UNIT 11
MOBY DICK
Moby Dick
11
UNIT
Listening
66
Check the meanings of these words in
your Active Study Dictionary.
Discuss these questions in pairs.
a When do you think this scene took place?
b How would this scene be different today?
2
1
Listen and answer these questions about
Herman Melville, who wrote a story about
whaling called Moby Dick.
a How many of Herman Melvilles novels does
the speaker talk about? . . . . . . . . . . . . . . . . . . . . . . . . .
b What happened on these dates?
1819 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1839 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1847 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1851 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1891 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
5
Discuss this question in pairs.
How do you think Melvilles life on the
remote Pacic islands was different from
his life in New York?
ashore primitive remote
serious whaling
Objectives
Grammar Past perfect simple and
continuous
Functions Make recommendations
Listening Listen for detail and
interpret information
Reading Read for detail and
between the lines
Critical thinking The dangers of
being too ambitious
Writing A book review
Listen again. Are these sentences True or
False? Correct the false ones.
a Herman Melville wrote three novels before
Moby Dick.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b When he was 12 years old, Melvilles mother
died. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c Melvilles rst work was as a sailor on a ship.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d His rst novel was about a man who lived on
an island. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e Readers really liked Melvilles rst two novels.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
f Readers thought Moby Dick was more exciting
than Melvilles earlier novels. . . . . . . . . . . . . . . . . . . . . . . . . . . .
g Melville nished Billy Budd just before he died.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Mel<vi<l<l w>a< [ born.
Fa<l< [e. H wr>ot t<w>o n<ov}el< [.
The sounds of English
a Listen and repeat these words which
start with the /1/ sound.
shirt shop short should
b Now listen and repeat these words
which start with the /t1/ sound.
change chess child China
c Listen and tick the word that you hear
in each pair.
1 chair share
2 cheap sheep
3 cheese shes
4 choose shoes
d Now listen and repeat the sentences
that use these words.
6

SB pages 66-70 WB pages 67-70


LESSON 1
UNIT11
M o b y D i c k
193
Listening
1 Discuss these questions in pairs.
1 Ask the students to look at the picture on the
right of Exercise 1.
2 Ask them to describe what they can see in it and
what is happening. Then ask them to say when
they think the scene took place.
3 Now ask the students to say how they think the
picture would be different today. Discuss any
ideas as a class.
Answers:
a The students need to focus on the whale, the men
rowing the boat, the sailing ship, etc. The scene took
place a long time ago; we know this from the old
ship, etc.
b Today, the men would be in modern motorised boats,
able to move about in the water more quickly and
easily.
2 Check the meanings of these words in
your Active Study Dictionary.
1 Ask the students to look at the words in the box.
Ask if they can explain the meaning of any of
them.
2 Tell the students to look up the meanings of the
words in their Active Stuay Dictionary and to
mark the stress on each of them.
3 Go through the answers with the class.
Answers:
ashore: onto or towards the side of a lake, river, sea or
ocean
primitive. belonging to an early stage of the
development of humans or animals
remote: far away in distance or time
serious. a serious problem, situation etc. is bad or
worrying
whaling. the activity of hunting whales
3 Listen and answer these questions about
Herman Melville, who wrote a story
about whaling called Moby Dick.
1 Tell the students to look at the questions.
2 Explain that you are going to play the tape
and they must listen carefully and answer the
questions. You may need to play the tape more
than once.
3 Go through the answers with the class.
Answers:
a Four (Typee, Omoo, Moby Dick ana Billy Buaa)
b 1819: Melville was born.
1839: He went to sea.
1847: Melville married Elizabeth Shaw.
1851: Moby Dick came out.
1891: Melville died without fnishing his fnal novel.
T A P E S C R I P T
Joice. When his novel, Moby Dick, came out in 1851,
Herman Melville haa been writing for hve
years. He haa alreaay written two books callea
Typee ana Omoo, ana was popular in Britain
ana America. Toaay, Moby Dick is his most
famous novel but at hrst people aiant like it.
But lets start at the beginning ana look at what
Herman Melville haa aone before he wrote his
greatest work.
Melville was born into a gooa New York family
in 1819. His father, who importea gooas from
France, aiea when Herman was twelve. After he
haa left school, the young boy workea in very
orainary fobs in ofhces ana on farms.
By the age of twenty, Herman was borea with
the fobs he haa been aoing ana aeciaea to
look for aaventure, so, in 1839, he went to sea
hrst on a whaling ship, ana later on a navy
ship. During one of his voyages he went ashore
on the Maquesas Islanas ana livea for a few
months with the primitive Typee people. In his
mia-twenties, Melville returnea to live with his
mother ana write about his aaventures. Tom, the
hero of his novel Typee, spenas four exciting
months with a group of islana people. His
secona novel, Omoo, was about Melvilles life
on islanas in the Pacihc Ocean. People lovea
reaaing about the unusual life Melville haa
been living in these strange, remote places, ana
so both these novels were very successful.
In 1847, Melville marriea Eli:abeth Shaw ana
they bought a farm. Here, Melville workea for
eight hours a aay on his thira novel, Moby
Dick, which came out in 1851. This was a
serious book ana many of his reaaers were
aisappointea because it was not the exciting
aaventure story his hrst two novels haa been.
Melville continuea to write short stories ana
a collection of poems, but wrote nothing
important except a story callea Billy Budd.
Melville haa not hnishea this hnal novel about
life at sea at the time of his aeath in 1891.
4 Listen again. Are these sentences True or
False? Correct the false ones.
1 Ask the students to read through the sentences.
Explain that they must decide if the sentences
are true or false.
194
2 Play the tape again. Tell the students that if they
think any of the sentences are false, they must
correct them.
3 Go through the answers with the class.
Answers:
a False. He wrote two novels. (given)
b False. His father died.
c False. He worked in oIfces and on Iarms.
d True.
e True.
f False. They were disappointed because it did not
have exciting adventures.
g False. He never completed his fnal novel.
5 Discuss this question in pairs.
1 Ask the students to think about the differences
in Melvin`s liIe on the islands in the Pacifc
Ocean and his life in New York.
2 Write these ideas on the board to help them:
food
job
daytime activities
living conditions
language
3 Put the students into pairs to discuss their
answers.
4 Ask some pairs to share their answers with the
class and encourage class discussion.
Answers:
Students will answer that his life was very different on
the island. He would have eaten different food, lived in
a different type of house, had different friends, spoken
a different language and done different things in the
daytime.
6 The sounds of English
Part a
1 Tell the students to look at the words in the box.
2 Tell them you are going to play the tape and
they must listen and repeat the words they hear.
3 Ask the students which sound all the words
begin with /1/.
T A P E S C R I P T
Joice. shirt shop short shoula
Part b
4 Tell the students to look at the words in the box.
5 Tell them you are going to play the tape and
they must listen and repeat the words they hear.
6 Ask the students which sound all the words
begin with /1/.
T A P E S C R I P T
Joice. change chess chila China
Part c
7 Tell the students to look at the pairs of words in
the box. Explain that you are going to play the
tape and they must listen and choose the correct
word, as in the example given. You may need to
play the tape several times.
8 Go through the answers with the class.
Answers:
1 share 2 cheap 3 cheese 4 shoes
T A P E S C R I P T
Joice 1. One.
Joice 2. share, share
Joice 1. Two.
Joice 2. cheap, cheap
Joice 1. Three.
Joice 2. cheese, cheese
Joice 1. Four.
Joice 2. shoes, shoes
Part d
9 Tell the students that you are going to play the
tape with some sentences with examples of /1/
and /1/sounds.
10 Ask them to listen and repeat the sentences,
making sure they pronounce the sounds
correctly.
T A P E S C R I P T
Joice 1. One.
Joice 2. Im going to change my shirt.
Joice 1. Two.
Joice 2. You shoula play chess.
Joice 1. Three.
Joice 2. She bought cheese from the shop.
Joice 1. Four.
Joice 2. Shes wearing cheap shoes.
UNIT11
M o b y D i c k
M o b y D i c k
195
WORKBOOK page 67
1 Match these words a-e with their
meanings 1-6. (You do not need one.)
1 Tell the students to read the words and the
defnitions. Explain that they must match
each word with a defnition, and there is one
defnition that they do not need.
2 Go through the answers with the class.
Answers:
a 3 (given) b 6 c 1 d 5 e 2
2 Complete with the words from
Exercise 1.
1 Tell the students to read the gapped
sentences. Explain that they must use
the words from Exercise 1 to complete
the sentences.
2 Go through the answers with the class.
Answers:
a whaling (given) b remote
c ashore d serious
e primitive
3 Which of these adverbs mean the
following? Use your Active Study
Dictionary.
1 Tell the students to look at the words
in the box. If they dont know what
any of the words mean, tell them
to look them up in the Active Stuay
Dictionary.
2 Tell the students to match each word
with the correct defnition on the right.
3 Go through the answers with the class.
Answers:
a ashore (given) b abroad
c above d ahead
e aboard
4 Use your Active Study Dictionary
to answer these questions.
1 Tell the students to read the three
questions. If they dont know the
answers, tell the students to look
the words up in their Active Stuay
Dictionary.
2 Go through the answers with the class.
Answers:
a seriousness
b remoteness
c The use of radio waves to control something, such as
a television, from a distance.
UNIT11
67
UNIT
11 11
Moby Dick
1 Match these words ae with their meanings 16.
(You do not need one.)
a whaling 1 very simple or old-fashioned
b ashore 2 not funny
c primitive 3 a the activity of hunting whales
d remote 4 on a ship
e serious 5 far away from other places
6 onto land by the side of the sea
2 Complete with the words from Exercise 1.
a Ahab was the captain of the Perquod, which was a whaling ship.
b My cousin and his family live in a part of the country, 50 kilometres from the
nearest town.
c As soon as their ship arrived in the port, all the passengers went .
d I dont really like funny lms or books. I prefer ones.
e The cave painting was painted by people thousands of years ago.
3 Which of these adverbs mean the following?
Use your Active Study Dictionary.
a onto land by the side of the sea ashore
b in or to a foreign country
c in a higher position
d in front
e on or onto a ship or train
4 Use your Active Study Dictionary to answer these questions.
a The adjective is serious. What is the noun?
b The adjective is remote. What is the noun?
c What does remote control mean?
aboard
above
abroad
ahead
ashore
196
M o b y D i c k
Language focus
Past perfect simple and continuous
1 Study these sentences from
the listening text, then do the
following.
1 Refer the students to the yellow box
on the right hand side to remind them
of when we use the past perfect tense
to talk about an event that happened
before another past event.
2 Tell the students to read through the
sentences in the blue box. Tell them to
choose and circle the correct verb for
each sentence.
3 Put the students into pairs to compare
their answers.
4 Now play the tape and have the
students listen to check their answers.
Answers:
1 had been writing (given)
2 had already written
3 had left
4 had been doing
5 had been living
6 had not fnished
T A P E S C R I P T
Joice 1. One.
Joice 2. When his novel Moby Dick came out
in 1851, Herman Melville haa been
writing for hve years.
Joice 1. Two.
Joice 2. He haa alreaay written Typee ana Omoo.
Joice 1. Three.
Joice 2. After he haa left school, the young boy workea
in very orainary fobs.
Joice 1. Four.
Joice 2. By the age of twenty, Herman was borea with
the fobs he haa been aoing ana aeciaea to look
for aaventure.
Joice 1. Five.
Joice 2. People lovea reaaing about the unusual life
Melville haa been living in these strange remote
places.
Joice 1. Six.
Joice 2. Melville haa not hnishea his hnal novel about
life at sea at the time of his aeath.
2 Discuss in pairs.
1 Remind the students that there is a difference
between the use of the past perfect simple and
the past perfect continuous tenses.
2 Tell them to read the two questions.
3 Put the students into pairs to decide on their
answers. Then ask some pairs to explain their
answers to the class.
Answers:
a The past perfect continuous is usually used to
describe long duration of an activity or an activity
interrupted by another event. For example, He haa
been talking on the phone for an hour when the aoor
bell rang.
UNIT11
1 Study these sentences from the listening text, then do the following.
Grammar rev p129
11
UNIT
67
Past perfect simple and continuous
2
Discuss in pairs.
a Which verb form, past perfect simple or continuous, is used to
describe something which happened for a length of time in the past?
b Which verb form, past perfect simple or continuous, is used to
describe something which was completed in the past?
4
Work in pairs. Suggest reasons for the following.
a Mohanad looked very tired when I saw him yesterday.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Leila looked really happy when I saw her at the weekend. . . . . . . . . . . . . . . . . . . . . . . . . .
c Hassan sounded very angry when I spoke to him this morning. . . . . . . . . . . . . . . . . . . . . . . . . .
d Dalia sounded unhappy when I phoned her yesterday. . . . . . . . . . . . . . . . . . . . . . . . . .
a Choose the correct verb: past perfect simple or continuous.
b Compare answers with a partner, then listen to check your answers.
3
Complete with the past perfect simple or continuous
form of the verb in brackets.
A Why did Herman Melville go to sea when he was twenty?
B Because he was bored with the jobs he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (do) before that.
A Twenty is quite young to go to sea, isnt it?
B Yes, but dont forget that he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (leave) school at the age of 12.
A He started writing in his mid twenties, didnt he?
B Thats right. By then he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (travel) all over the world.
He . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (be) a sailor on a whaling ship and a navy ship.
A And he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (visit) some islands in the Pacic Ocean.
B Yes. In fact before he nally went back to America, he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (live)
with a group of very primitive people for four months.
Language focus
1 When his novel Moby Dick came out in 1851, Herman Melville
had written/had been writing for ve years.
2 He had already written/had already been writing Typee and
Omoo.
3 After he had left/had been leaving school, the young boy
worked in very ordinary jobs.
4 By the age of 20, Herman was bored with the jobs he had done/
had been doing and decided to look for adventure.
5 People loved reading about the unusual life Melville had lived/
had been living in these strange, remote places.
6 Melville had not nished/had not been nishing his nal novel
about life at sea at the time of his death.
,76<.7:/-<
TPMXI[\XMZNMK\Q[][ML\W\ITS
IJW]\I\QUMJMNWZMIVM^MV\QV
\PMXI[\1\Q[WN\MV][ML\WOQ ^M
IZMI[WVNWZ\PMM^MV\
TPMJ][PILJZWSMVLW_V
TPI\[_Pa4MQTI_I[TI\MNWZ
[KPWWTaM[\MZLIa
TPMZM_MZMWWL[JMKI][MQ \PIL
JMMVZIQVQVONWZ\PZMMLIa[
a
b
c
d
e
f
Peh<a<p@ [ hd bn w>ok<i<n<g h<a<r>d. Peh<a<p@ [ h h<a<d slpt ba<d<l<y t<h n<i<gh<t b_or}e.
h<a<d bn d<oi<n<g
LESSON 2 SB page 67 WB page 68
M o b y D i c k
197
b The past perfect simple is usually used to describe
completed actions in the past. For example, He haa
(alreaay) passea his ariving test when he bought the
car.
3 Complete with the past perfect simple or
continuous form of the verb in brackets.
1 Tell the students to read through the gapped
sentences.
2 Explain that they must decide whether to
complete each sentence with the past perfect
simple or the past perfect continuous form of
the word in brackets.
3 Go through the answers with the class.
Answers:
a had been doing (given) b had left
c had travelled d had been
e had visited f had been living
4 Work in pairs. Suggest reasons
for the following.
1 Read the frst situation and the
example answer to the students and
discuss it with the class.
2 Put the students into pairs and tell
them to read the other situations and
discuss in the same way what might
have happened before the event in
each case.
3 Ask some pairs to share their answers
with the class. Then go through the
answers with the class.
Suggested answers:
a Perhaps hed been working hard. Perhaps
he had slept badly the night before.
(given)
b Perhaps she had been talking to a friend.
Perhaps she had won a prize.
c Perhaps he had been fghting with his little
brother. Perhaps he had received some
bad news.
d Perhaps she had been watching a sad flm.
Perhaps she had lost her job.
WORKBOOK page 68
1 Complete with the past perfect
simple or continuous form of the
verb in brackets.
1 Tell the students to read through the gapped
sentences.
2 Remind them that we use the past perfect
continuous to show duration of an activity in the
past and that we use past perfect simple to show
completed actions.
3 Tell them to write the correct verb form in each
sentence.
4 Go through the answers with the class.
Answers:
a had been studying (given)
b had been reading; had read
c had already sent
UNIT11
68
UNIT
11 11
1 Complete with the past perfect simple or continuous form of the
verb in brackets.
a When Ali went to university, he had been studying (study) English for ten years.
b I was tired yesterday morning because I (read) until late the night before. By the
time I went to sleep, I (read) a hundred pages.
c The manager decided to change the date of the conference, even though she
(already/send) out 20 invitations.
d Unfortunately, although he (train) for six months, Ali didnt win the race.
e We (think) about staying in Alexandria for our holiday, but nally decided to go
to the Red Sea, although we (go) there twice already.
2 Complete the sentences with the past perfect simple or
continuous form of these verbs.
drink give talk try study nish
a My friend and I had been talking for more than an hour before I put the phone down.
b Ali wasnt feeling well yesterday. He hard all weekend. He to
nish an essay the teacher him last week.
c By the time he reading the report, he two bottles of water.
3 This picture shows a town after a storm. What had the people
been doing just before the storm?
a The tall man had been riding his bicycle.
b
c
d
a
b
c
d
198
M o b y D i c k
d had been training
e had been thinking; had gone
2 Complete the sentences with the
past perfect simple or continuous
form of these verbs.
1 Tell the students to read through the
gapped sentences.
2 Explain that they must use the words
in the box in either the past perfect
continuous or the past perfect simple
form to complete the sentences.
3 Go through the answers with the class.
Answers:
a had been talking (given)
b had been studying; had been trying; had
given
c had fnished; had drunk
3 This picture shows a town after a
storm. What had the people been
doing just before the storm?
1 Tell the students that the picture in
the box shows a town after a storm.
Explain that the four pictures outside
the box show what the people had
been doing when the storm started.
Tell them to look at the example
sentence for picture a and to write
about the other people in the same
way.
2 When they have fnished writing, put the
students into pairs to compare their answers.
3 Ask some students to read their answers to the
class. Then go through the answers with the
class.
Answers:
a The tall man had been riding his bicycle. (given)
b The children had been making sandcastles/playing in
the sand.
c The boys had been playing football.
d The old man had been swimming.
SB page 68 WB page 69
Reading
1 Check the meaning of these words in
your Active Study Dictionary.
1 Tell the students to look at the words in the box.
Ask if they can explain any of them to you.
2 Tell them to look up the meanings of any
words they do not know in their Active Stuay
Dictionary.
3 Now explain that you are going to give a
Read this summary of Moby Dick and nd
out what or who these are.
a Ishmael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Moby Dick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c the Perquod . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d Ahab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
UNIT
68
Ishmael, the novels storyteller, went
to sea on a whaling ship called the
Perquod. The ships captain, Ahab, had
lost a leg when his ship was attacked
by a great white whale called Moby
Dick on his last voyage. Ahab told his
men that the purpose of their voyage
was to hunt and kill Moby Dick and
he offered a gold coin to the rst
sailor who saw him.
The Perquod sailed round the
continent of Africa into the Indian
Ocean. Whenever they met other
ships which had been whaling in the
area, Ahab asked their captains if they
had seen Moby Dick. A sailor from
one of these ships predicted that
anyone who tried to kill Moby Dick
would die. After this, there were many
accidents on the Perquod, but nothing
3
Complete these sentences with information from
the story.
a On his last voyage, Captain Ahab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b On this voyage, Captain Ahab was determined
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c The rst sailor to see Moby Dick would . . . . . . . . . . . . . . . . . . . . . . . . .
d Captain Ahab tried to nd information about Moby Dick
by . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e Men with harpoons went out in small boats to
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
f The third time they tried to catch Moby Dick, the whale
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
g The crew of the Perquod drowned when . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
h Only Ishmael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1 Check the meanings of these words in
your Active Study Dictionary.
t<h st<orytl<lr o_ t<h n<ov}el
Reading
2
armed continent crew determined
harpoon purpose ram (v) whenever
w#hn Moby Di<ck a<<<a<ckd h<i< [ sh<i<p.
4
Discuss these questions in pairs.
a Africa is the second largest of the worlds continents.
What is the largest continent? What are the other
continents?
b The Perquod went round Africa to reach the Indian
Ocean. Which quicker route could a ship travel today?
5
Work in pairs. Find out the following information.
a Why did people hunt whales in the past? Why do
they hunt them now?
b Why are some people against whaling?
THE STORY
OF
MOBY DICK
h<a<d l<o[t h<i< [ lg
LESSON 3
UNIT11
M o b y D i c k
199
defnition and they must say which word you
are defning.
Example:
Teacher: Carrying weapons.
Students: Armea.
4 Continue in this way with the other words.
Answers:
armea. carrying weapons
continent. one of the main areas of land in the world,
such as Africa, Asia or Europe
crew. the people that work together on a ship,
plane, etc.
aeterminea. wanting to do something very much so
that you will not let anyone or anything
stop you
harpoon: a weapon like a spear used for hunting
whales
purpose. what you want to achieve when you do
something
ram: to crash into something with a lot of force
whenever. every time
2 Read this summary of Moby Dick and
nd out what or who these are
1 Tell the students to look at the four names
connected with the story of Moby Dick.
2 Tell them to read the text and fnd out and write
down who or what they are.
3 Put the students into pairs to compare their
answers.
4 Go through the answers with the class.
Answers:
a the storyteller of the novel (given)
b a whale (which attacked Ahabs ship on his last
voyage and which Ahab is determined to hunt and
kill)
c a whaling ship
d the ships captain
3 Complete these sentences with
information from the story.
1 Ask the students to read through the gapped
sentences. Tell them to read through the text
again to fnd the inIormation to complete the
sentences.
2 When they have fnished writing, put the
students into pairs to compare their answers.
3 Ask some of the students to share their answers
with the class. Then go through the answers
with the class.
Answers:
a had lost his leg when Moby Dick attacked his ship.
(given)
b to hunt and kill Moby Dick.
c get a gold coin.
d asking the captains of other ships if they had seen
Moby Dick.
e kill Moby Dick.
f rammed and sank the ship.
g the ship sank.
h survived to tell the story.
4 Discuss these questions in pairs.
1 Tell the students to read through the two
questions. Make sure they understand what the
questions are asking.
2 Put the students into pairs to discuss their
answers.
3 Ask some pairs to share their answers with the
class. Then go through the answers with the
class.
Answers:
a Asia is the largest continent. The other continents
are Europe, Australia, North America and South
America.
b Through the Suez Canal.
5 Work in pairs. Find out the following
information.
1 Tell the students to read through the two
questions.
2 Make sure they understand them.
3 Put the students into pairs to answer the
questions.
4 Go through the answers with the class.
Answers:
a In the past, whales were hunted and killed for
their meat, their teeth, for oil and blubber to make
candles. Whale meat is still very popular in some
countries like Japan, and the oil and fat from whales
is used in the production of things like soap.
b Some people are against whaling because there are
low numbers of many kinds of whales in the world,
and some kinds have already become extinct. These
people argue that whales do not provide anything
essential to man and that they play a vital role in the
ecology of marine life, so they should not be hunted.
UNIT11
200
M o b y D i c k
WORKBOOK page 69
1 Complete the puzzle to nd a
word.
1 Tell the students to read the
defnitions. Explain that they must
write the words belonging to the
defnitions in the puzzle.
2 Go through the answers with the
class.
Answers:
a harpoon (given)
b left; went
c ram
d crew
e determined
The vertical word: armed
2 Choose the correct verb to
complete these sentences.
1 Tell the students to read through the
gapped sentences. Explain that they
must use the words in brackets to
complete the sentences.
2 Go through the answers with the
class.
Answers:
a sank; drowned (given)
b left; went
c attacked; destroyed
d hunted; caught
e offered; gave
3 Answer the questions to describe the
difference in meaning.
1 Put the students into pairs. Tell them to read
through the sentences and discuss their answers.
2 Now put two pairs together to compare their
answers.
3 Go through the answers with the class.
Answers:
a People drown, a boat sinks. (given)
b A ship is usually bigger than a boat.
c It would be worse to be destroyed. If you are
attacked, you still have a chance to fght back and
win; if you are destroyed, you have no chance.
d To hunt something means to follow it; you might
catch something at the end of the hunt.
e OIIering usually comes frst; giving happens when
an offer has been accepted. Cr
UNIT11
69
UNIT
11 11
1 Complete the puzzle to nd a word.
a sharp metal used for hunting whales
b what you want to achieve when you do something
c crash into something with great force
d the people that work together on a ship
e wanting to do something so much that you will not let anyone or anything stop you
The word in the boxes is
2 Choose the correct verb to complete these sentences.
a In the storm, the boat sank and two people drowned. . (drowned/sank)
b The sailors their ship and ashore in a small boat.(left/went)
c The elephant the hunters and completely their car.
(attacked/destroyed)
d They the lion for three days and nally it while it was
sleeping. (caught/hunted)
e Ahab a gold coin to the rst sailor to see Moby Dick. As soon as one of the
men saw the whale, Ahab him the coin. (gave/offered)
3 Answer the questions to describe the difference in meaning.
a What or who drowns and sinks? People drown, a boat sinks.
b Which is usually bigger, a boat or a ship?
c Would it be worse to be attacked or to be destroyed?
d Which word means to follow: to hunt or to catch?
e Which usually comes rst, giving or offering?
__ __ __ __ __ __
__ __ __ __ __ __
__ __
__ __ __
__ __ __ __ __ __ __ __ __
a
b
c
d
e
^ W h f e e d
M o b y D i c k
201
Critical thinking
1 Answer the following questions.
1 Tell the students to read through the questions.
Help them with any words they dont
understand.
2 Tell them to write their answers.
3 Put the students into pairs to take turns to read
out the questions and their answers.
4 Go through all the answers with the class.
Answers:
a He lost it when his ship was attacked by Moby Dick.
(given)
b He predicted that anyone who tried to kill Moby
Dick would die.
c He held onto a piece oI foating wood
until he was rescued by another whaling
ship.
d (suggested) He was very stubborn and
only thought about killing the whale. He
didnt think about his crew.
e (suggested) He was an intelligent whale.
f (suggested) No. Moby Dick was trying to
protect himself. Captain Ahab was trying
to kill Moby Dick. If he hadnt tried to kill
Moby Dick then Moby Dick would not
have tried to kill him.
2 Read this quotation from the
story and discuss the questions.
1 Tell the students to read the quotation
from the story. Make sure that they
understand it.
2 Put the students into pairs to read the
questions and discuss the answers.
3 Go through the answers with the class.
Suggested answers:
a He wanted to get revenge because he had
lost his leg when Moby Dick attacked his
ship.
b No, he was not his enemy but Captain
Ahab only thought of killing him and had
made Moby Dick his enemy in his mind.
Moby Dick was only trying to protect
himself.
c Yes, he could have saved the lives of his
crew by not sending them out in boats
a second and third time. He didnt save
their lives because the only thing he was
interested in was killing Moby Dick.
d Yes, the message is not to get too ambitious about
something. You must always think of the others
around you, too, because the consequences of your
actions may affect many people.
3 Discuss the following ideas. Give
examples of people you know.
1 Discuss with the class how determination can
be both a good thing and a bad thing. Talk about
how Captain Ahab was determined, but how the
results of this were very negative.
2 Tell the students to read through the three ideas
carefully.
11
UNIT
1
Answer the following questions.
a How did Captain Ahab lose his leg? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b What did the sailor on another ship predict? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c How did Ishmael avoid drowning? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d How would you describe the character of Captain Ahab? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e What do you think was special about Moby Dick? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
f Do you think the whale was trying to kill Captain Ahab? Give your reasons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
69
2
Read this quotation from the story and discuss
the questions.
3
Discuss the following ideas. Give examples of people
you know.
stopped Ahab. He was determined
to kill the whale which he thought of
as his enemy.
Suddenly, a storm hit the Perquod
and one of the sailors fell to his death
from the ship. Soon after this, they
saw Moby Dick and Ahab sent out
men armed with harpoons in a
small boat, but the whale destroyed
the boat. The next day, more boats
were sent out and, although a
harpoon hit the whale, Moby Dick
was strong enough to attack the
Perquod. On the third day, boats
were sent out again and this time
the whale rammed and sank the
ship. Captain Ahab was pulled out
on a harpoon rope and died attached
to the whale. The boat sank and all
the crew drowned except Ishmael,
who held onto some oating wood.
He was rescued by another whaling
ship and lived to tell the story.
a Why do you think Captain Ahab was so determined to
hunt and kill Moby Dick?
b Do you believe that Moby Dick was really Captain
Ahabs enemy? Why/Why not?
c Do you think that Ahab could have saved the lives of
his crew? Why didnt he?
d Do you think the story of Moby Dick has a message? If
so, what is it?
Critical thinking
Whenever they met other ships which had been
whaling in the area, Ahab asked their captains
if they had seen Moby Dick. A sailor from one
of these ships predicted that anyone who tried
to kill Moby Dick would die. After this, there
were many accidents on the Perquod, but nothing
stopped Ahab from hunting Moby Dick. He was
determined to kill the whale which he thought of
as his enemy.
People need to be determined if they
want to reach their goals in life.
I t i s possi bl e t o be ambi t i ous and
det er mi ned wi t hout hur t i ng ot her peopl e.
:VTLWLVWSLHYL[VVKL[LYTPULK
[VYLHJO[OLPYNVHSZ
He l<os=t i<t wh<e=n h<i<s sh<i<p wa<s a<t<t<a<c=k<e=d b=y Mob=y Di<c=k.
LESSON 4
SB page 69
UNIT11
202
M o b y D i c k
3 Put them into pairs to discuss what they
think of each idea.
4 Ask some pairs to share their thoughts
with the class.
5 Discuss each of the ideas with the
class.
Suggested answers:
Idea one is true, but it is important to do this
with balance.
Idea two is true: It is important to think of
other people and the consequences of your
actions. You must not think only of yourself
and your goals.
Finally, determination is sometimes
dangerous because you dont see alternative
routes to achieving your goals.
Communication
1 Read these readers reviews
of Moby Dick and answer the
questions.
1 Tell the students to read the two
reviews of Moby Dick. Help them
with any words they do not know.
2 Now tell them to read the two
questions and put them into pairs to discuss the
answers.
3 Ask some pairs to share their answers with the
class. Then go through the answers with the
class.
Answers:
a The frst writer has not yet fnished reading the book.
It sounds as if the second reader has read the book;
he or she wants to read it again.
b No, they completely disagree. The frst reviewer
does not like the book because it is too slow;
the second reviewer loves all the details and the
characters within the book.
2 Make a list of the good and bad things
the reviewers say about Moby Dick.
1 Tell the students to look at the reviews in
Exercise 1 again and to make lists of all the
good things and all the bad things the reviewers
say about the book.
2 Put the students into pairs to compare their
answers.
3 Go through the lists with the class and write the
students ideas on the board.
Make a list of the good and bad things the reviewers say about Moby Dick.
70
11
UNIT
1
Read these readers reviews of Moby Dick and answer the questions.
a Have both reviewers read Moby Dick?
b Do the two reviewers agree?
2
Communication
Plan a review of a book you have
enjoyed reading.
a Make notes about the book. Say
why you enjoyed it. Think about
the following.
the characters
the story
the language
how easy it was to read and
understand
b Decide how many stars to
give the book
(+ = you did not enjoy it,
+++++ = you loved it).
3
Work in pairs.
Recommend a book for your partner to read. Tell
them why they should read it using this language.
4
Thi s w eek s book r evi ew
Moby Di ck by Her man Mel vi l l e +
Moby Dick is not my kind of book and I do not know if I will hnish it. People say it is
one of the worlds greatest books, but things happen so slowly. The voyage of the
Perquod does not start until you have read 150 pages, and we do not meet the whale
until page 250. And you know exactly what is going to happen: either Ahab will kill
Moby Dick, or Moby Dick will kill Ahab. At the moment, it doesnt matter who wins.
J Smi t h ( UK)
Moby Di ck by Her man Mevi l l e +++++
Moby Dick is a book that everyone can enjoy. Once you start reading it, you cannot
stop. I love all the details about the characters, especially Captain Ahab, and about
the Perquod. You really feel that you are on the ship yourself. Moby Dick is like
another human character. He is incredible. You really want him to win his hght with
Ahab. This really is my favourite book. I will dehnitely read it again.
A Br ow n ( Canada)
Go+o+d t<h<i<n<\s
Ba<d t<h<i<n<\s
Moby Di<ck i<@@@[ a bo+o@k t<h<a<t ev}er@@yo@@n ca<n en<jo@y. Moby Di<ck i<@@@[ n<ot m<y k<i<n<d o_@@@@@@@@ bo+o@k.
Making recommendations
Im sure youd enjoy/love this book.
You really should read this book.
I can (really) recommend this book (to you).
Reasons
Its a very exciting/interesting story.
The characters are so real.
You wont be able to put it down.
Its so easy to read.
UNIT11
LESSON 5
SB page 70 WB page 70
M o b y D i c k
203
Answers:
Good Bad
Moby Dick is a book that
everyone can enjoy.
Moby Dick is not my
kind of book.
Once you start reading it,
you cannot stop.
I do not know if I will
fnish it.
I love all the details
about the characters ...
and about the Perquod.
Things happen so slowly.
You really feel that you
are on the ship yourself.
The voyage of the
Perquod does not start
until you have read 150
pages.
Moby Dick is like
another human character.
We do not meet the
whale until page 250.
This really is my
favourite book.
You know exactly what
is going to happen.
I will defnitely read it
again.
It doesnt matter who
wins.
3 Plan a review of a book you have enjoyed
reading.
1 Tell the students that they are going to review a
book. Ask them to think of a book they enjoyed
reading.
2 Write these pointers on the board to help them
to think about:
the characters
the story
where the story took place
the language
how easy it was to understand the story
the message of the book
3 Tell the students to make notes using the
pointers you have listed on the board.
4 Finally, ask them how many stars they would
give the book.
4 Work in pairs.
1 Tell the students that they are going to work in
pairs to recommend books to each other and to
give reasons for their recommendations.
2 Tell them to read the language in the boxes.
Make sure they understand both the language
for making recommendations and for giving
reasons.
3 Put the students into pairs. Tell them to take
turns, referring to their notes and the language
in the boxes, to recommend the book they
like to their partner, and to give reasons for
recommending it.
4 Afterwards, ask the students if any of them
will be reading the book that their partner
recommended.
5 Ask some students to recommend their chosen
book to the class.
UNIT111
204
UNIT11
M o b y D i c k
WORKBOOK page 70
1 Respond to each of the following
situations.
1 Tell the students to read through the
situations, then to write down what
they would say in each.
2 Put the students into pairs to compare
their answers. Go through the answers
with the class.
Suggested answers:
a Whats the name of the book youre
reading and who wrote it? (given)
b Yes, Im really enjoying this book and I
recommend it to you./that you read it.
c I recommend it because its so easy to
read.
d You really should listen to this CD its
great.
2 Read these reviews and indicate
how much the writer liked the
book.
1 Explain that reviewers often show
how much they liked a book by using
stars. Five stars show that they liked
the book a lot, while one star shows
that they didnt like it.
2 Ask the students to read the reviews
and to decide how many stars they
think the reviewer would give the
book. Go through the answers with
the class.
Suggested answers:
a *** (given) b ***** c * d ***
3 Plan a book review using your notes
from the Students Book.
1 Explain that the students are going to plan a
review of the book they liked. Tell them to refer
to the notes they made for Ex. 3 on p. 70 of the
Students Book.
2 Tell them to make sure they have the title, the
name of the writer, when the book was written
and when they read it.
3 Now tell the students to read carefully through
questions b, c and a.
4 Tell them to think about some sentences they
can write about the story, its location, the
characters and why they liked the book.
4 Write your review in 100-120 words.
1 Tell the students to write a frst draIt oI their
review, following the plan they made in
Exercise 3. They can use language from Ex. 3
and Ex. 1 on p. 70 of the Students Book.
2 When they have completed their drafts, tell the
students to read them over to check for spelling
and grammar. Ask them to use their Active
Stuay Dictionary.
3 Tell the students to write a fnal draIt with all
mistakes corrected.
4 Put the students into groups oI Iour or fve. Tell
the students to read their review to their group.
5 Now ask each group to choose one review to be
read to the rest of the class.
70
UNIT
11 11
2 Read these reviews and indicate how much the writer liked the book.
1 Respond to each of the following situations.
a You see a friend reading a book. Ask your friend what the book is called and who wrote it.
Whats the name of the book youre reading and who wrote it?
b A friend asks if you are enjoying your book. Say that you are and recommend it to your friend.
c Your friend asks why you would recommend the book. Give a reason.
d You have just bought a new CD by your favourite singer. Recommend it to a friend.
3 Plan a book review using your notes from the Students Book.
a Start with the main details of the book. In your notebook, write about:
s the title. s the writer. s when the book was written. s when you read it.
b What is the book about? Write one or two sentences about the story.
c Who are the main characters? Write a sentence about one or two characters.
d What did you like about the book?
4 Write your review in 100120 words.
a Write your rst draft quickly.
s Follow the plan above. Use the notes you have already made.
s Use some of the language from the reviewers comments above and from the reviews in the
Students Book.
b Read what you have written very carefully. Look for grammar and spelling mistakes. Check in
your Active Study Dictionary.
c Correct the mistakes, then write the nal review.
***** = liked *** = liked some things but not others * = did not like
a I thought Moby Dick was very well written, but it is not really my kind of book. It was too
long and slow. * * *
b I love sea stories and, for me, Moby Dick had everything: excitement and adventure. I
know it is a long book, but I could not put it down. I was sorry when I nished it.
c I have read other novels by Melville, but this one was too serious for me. I found it
difcult to nish.
d I found it quite difcult to read some of the sentences are very long, but it is one of the
most interesting books I have ever read.
UNIT11
M o b y D i c k
205
Assessment
Target element: revise language from the
listening
Write the following sentence beginnings on the
board and ask the students to copy them.
1 Moby Dick came out in __________________
2 At rst people __________________________
3 Melville worked in ordinary jobs in _______
4 His second novel, Omoo, was about ________
5 In 1847, Melville married Elizabeth Shaw
and ___________________________
Tell the students that you are going to play the
listening from page 66 of the Students Book
again and they must listen for the information and
complete the sentences.
Answers: 1 1851.
2 aiant like it.
3 ofhces ana on farms.
4 Melvilles life on islanas in the Pacihc
Ocean.
5 they bought a farm.
Target element: retell the story from the unit
and revise key vocabulary
Write this set of key words for the story about
Moby Dick on the board.
ship Perquod
whaling
attacked
Captain Ahab lost leg
purpose of new voyage
gold coin
around Africa
asked captains
If you try to kill Moby Dick
saw Moby Dick
boats
third day sank boat
Captain Ahab died
only one survivor Ishmael
Put the students into pairs and tell them to take
turns to use the key words to retell the story to each
other. Monitor and encourage the students as they
work.
Target element: revise reading from the unit
and read for detail
Write these sentences on the board:
1 Moby Dick is a great blue whale.
2 The Perquod sailed around Africa and then
into the Indian Ocean.
3 Many of the captains of other ships had seen
Moby Dick.
4 One sailor on the Perquod died after a storm.
5 The sailors couldnt hit Moby Dick with their
harpoons.
6 Captain Ahab drowned when the ship sank.
Tell the students to read through the sentences and
then to read the story of Moby Dick again. Tell
them they must decide if the sentences are true or
false and ask them to correct the false ones.
Answers: 1 False. Moby Dick is a great white
whale.
2 True.
3 False. We aont know how many haa
seen Moby Dick.
4 True.
5 False. A harpoon hit the whale.
6 False. Captain Ahab was pullea out
of the ship on a harpoon rope ana aiea
attachea to the whale.
Target element: Write a review of a good
book, a bad book and a fair book
Remind the students about the star rating which
reviewers often give to a book. Tell them to write
three separate reviews, each of a different book, to
match these different star ratings:
* = dont like
*** = some good things and some bad things
***** = a great book
Listening Task
Reading Task
Speaking Task
Writing Task
206
UNIT12
A p l a c e t o l i v e
SB page 71 WB page 71
Before using the book:
v Put the students into pairs and ask them to think
about their dream house. Tell them to think
about where it would be, how many rooms it
would have and what things it would have, for
example a swimming pool, a garden, a gym,
and so on.
v Write some ideas on the board to get the
students started.
v Ask some pairs to share their ideas with the
class.
UNIT 12
A PLACE TO LIVE
A place to live
Listening
e
12
UNIT
71
Look at the photos of different homes and work in pairs.
a Describe each of these houses with a short phrase.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Which of these homes would you most like to live in? Why?
1
5
Objectives
Grammar Pronouns and reexive
pronouns
Functions Ask and answer about
dreams and ideals
Listening Listen for detail,
recognise a speakers attitude
Reading Read to check predictions
and to interpret reference words
Critical thinking Understand the
value of traditional ways of building
Writing Describe a place
Discuss this question in pairs.
What makes a good home?
You are going to hear four people describing where they live.
a

As you listen, match each speaker 14 with the pictures ad.


b Listen again and match each speaker 14 with the following.

He or she would like to spend more time at home.

He or she nds some things about home annoying.

He or she is very excited about home.

He or she is happy and does not want to move.


3
1
Pi <ct<u<r}e a sh<o@w>[ m<o+dr@n sk<yscr>a<pr>[ na<r a r@i <v}er.
2
Check the meanings of these words in your
Active Study Dictionary.
balcony block (n) detached outskirts
overlook storey thick view
Listen again and complete these sentences.
a

The rst speaker lives in a at on the . . . . . . . . . . . . . . . . . . . . . . . . . . . .


of a skyscraper near the . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b He has a great view across the city from
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c The second speaker lives with . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in an
old house which is made of . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d It is cool inside her house because . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e The third speaker lives in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . on the
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
f He does not spend much time at home because
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
g The fourth speaker lives in a at on the . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
of a block of ats close to . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
t<w}en<t<i t<h _@@@@@@@@@#l <o+o@@@@r

brain

pray

price

prize

bright

promise

brother

prefer

broken

proud
b Read these sentences with
a partner.
1 He broke his promise.
2 Im proud of my brother.
3 I prefer bright colours.
c Now listen and repeat the
sentences.
The sounds of English
a Listen, repeat and tick the
words you hear.
6
a
1
a
b c
d
SB pages 71-75 WB pages 71-74
LESSON 1
Objectives
Grammar
Pronouns and reflexive pronouns
Functions
Ask and answer about dreams and
ideals
Listening
Listen for detail, recognise a
speakers attitude
Reading
Read to check predictions and to
interpret reference words
Critical thinking
Understand the value of traditional
ways of building
Writing
Describe a place
UNIT12
A p l a c e t o l i v e
207
1 Look at the photos of different homes
and work in pairs.
1 Tell the students to look at the pictures and ask
them to describe the different homes they can
see. Write their ideas on the board.
2 Ask the students to write a phrase about each
house.
3 Put the students into pairs to compare their
phrases and to discuss which house they would
most like to live in and why.
4 Ask some of the pairs to share their answers
with the class.
5 Encourage class discussion about which house
would be the most popular choice and why.
2 Check the meanings of these words in
your Active Study Dictionary.
1 Tell the students to look at the words in the box
and then look up their meanings in their Active
Study Dictionary.
2 Tell them that when you give a defnition, they
must say which word it is.
Example:
Teacher: The parts of a city or town that are
furthest from the centre.
Students: Outskirts.
3 Continue in the same way.
Answers:
balcony: a small area outside an upstairs window,
where you can sit or stand
block: a large building with many homes or oIfces
in it
detached: a detached house is not joined to another
house
outskirts: the parts of a city or town that are furthest
from the centre
overlook: if a building, room, window, etc. overlooks
something, you can see that thing from the
building
storey: a level of a building
thick: if something is thick, there is more than usual
between its opposite surfaces
view: everything that you can see from a place
3 You are going to hear four people
describing where they live. As you listen,
match each speaker 1-4 with the pictures
a-d.
Part a
1 Explain that each of the speakers lives in one
of the homes shown in the four pictures. Tell
the students that they must listen carefully and
match each speaker with the correct picture.
2 You may need to play the tape more than once.
Answers:
a 1 b 4 c 2 d 3
Part b
3 Tell the students to read the four sentences.
4 Explain that you are going to play the tape
again and the students must listen and write
the correct number of the speaker next to each
sentence.
5 Go through the answers with the class.
Answers:
speaker 3: sentence 1 speaker 4: sentence 2
speaker 1: sentence 3 speaker 2: sentence 4
T A P E S C R I P T
Voice: Speaker one.
Young man: I live with my family near the centre
of the city. We live on the twentieth
oor of a very moaern thirty-storey
skyscraper which overlooks the
river. We have a kitchen, a living
room, three bedrooms and a large
bathroom. There are fantastic views
from all the bedroom windows
from mine I can see right across
the city. Its quite noisy because of
the trafhc, especially when people
are driving to and from work.
Voice: Speaker two
Elderly woman: Weve lived in this little house since
we got married forty years ago. We
brought up our three children here.
They are adults now and have their
own children my grandchildren.
So we live here by ourselves now.
Our house is very old and is made of
bricks. It has small windows, so its
Listening
208
UNIT12
A p l a c e t o l i v e
quite dark inside. We dont have air
conditioning but the walls are thick,
so its cool inside. Our children want
us to move into a moaern at, but
this is our home, and were too old
to move now.
Voice: Speaker three.
Miaale-agea man. My family ana I live in a large
detached house on the outskirts of
the city. We have six bedrooms, three
of them are for us and the others
are for our guests. We have a large
garden with a lot of trees. I often
have to travel abroad on business,
so unfortunately I dont spend much
time during the week with my family.
My wife works as a teacher, but my
children go to university and are
old enough to look after themselves.
I get home most weekends and we
always enjoy our time together.
Voice: Speaker four.
Young woman: I live with my parents and two
brothers in a at on the thira oor of
a block of ats close to a main roaa
which goes into the city. We have a
balcony, but for most of the day its
too hot to sit out on it. Sometimes
the air is very dusty then we have
to keep the doors and windows
closea. Our at is not very big but
its a real home.
4 Listen again and complete these
sentences.
1 Tell the students to read through the gapped
sentences.
2 Explain that you are going to play the tape and
they must listen for the correct information to
complete the sentences. You may need to play
the tape several times.
3 Go through the answers with the class.
Answers:
a twentieth foor (given); city centre./river.
b his bedroom window.
c her husband; bricks.
d the walls are thick.
e a detached house; outskirts oI the city.
f he has to travel abroad on business.
g third foor; a main road.
5 Discuss this question in pairs.
1 Tell the students to read the question.
2 Write some suggestions of things to think about
on the board, such as location, type of house,
number of rooms, air conditioning, modern/
old, garden, quiet/noisy.
3 Put the students into pairs to discuss the
question and make a list of things that make a
good home.
4 Ask some of the pairs to share their answers
with the class. Encourage class discussion.
Suggested answer:
Students might suggest such things as a modern home,
large rooms, a garden, quiet, near the countryside/city
centre, air conditioning, etc.
6 The sounds of English
Part a
1 Ask the students to read the words in the box.
2 Tell them that you are going to play the tape.
They must listen carefully, repeat each word
they hear and tick it, as in the example.
3 Play the tape again. Ask the students to repeat
the words and check their answers.
4 Go through the answers with the class.
Answers:

brain

pray

price

prize
bright promise

brother prefer

broken

proud
T A P E S C R I P T
Voice: brain pray price prize
brother broken proud
Part b
5 Read through the sentences with the class.
6 Put the students into pairs and explain that
Student 1 must point to a sentence and Student
2 must read it. After a while they can change
roles.
UNIT12
A p l a c e t o l i v e
209
UNIT
71
12 12
A place to live
1 Find the words in the puzzle to match the denitions.
a the opposite of thin thi ck
b a small area outside an upstairs window where
people can sit or stand
c everything you can see from a place
d a level of a building
e parts of a city that are furthest from the centre
f be able to see something from the window of a
building
g not joined to another house
h large building with many homes in it
2 Complete these sentences with words from Exercise 1.
a In hot countries, buildings often have thi ck walls to keep people cool.
b On cool evenings, people who live in ats like to sit out on their and read.
c The of ats where my cousin lives has eight s.
d Many supermarkets are built on the of towns and cities.
e Ive always wanted to live in a building that s a football ground so that I can
watch matches without leaving the at.
f My aunt and uncle dont have any close neighbours. They live in a house with
a huge garden.
3 Use your Active Study Dictionary to answer these questions.
a What is a multi-storey car park? a car park wi th many l evel s
b What is the noun of the adjective thick?
c What is another meaning of the verb overlook (e.g. to
overlook a mistake)?
d What is a semi-detached house?
e What is a block of wood/concrete?
I T H I C K N E T O N S
O O U T S K I R T S L B
V E D O D K U F C G A A
E H E R O O M E G E L L
R L T W K P O L K I A C
L J A O E M Z F O E U O
O P C Q T V I E W T B N
O N H T W S T O R E Y Y
K Z E H J A Q Y R V U N
T E D K C O L B L O C K
Part c
7 Play the tape again and ask the students to listen
and repeat.
T A P E S C R I P T
Voice 1: One.
Voice 2: He broke his promise.
Voice 1: Two.
Voice 2: Im proud of my brother.
Voice 1: Three.
Voice 2: I prefer bright colours.
WORKBOOK page 71
1 Find the words in the puzzle to
match the denitions.
1 Tell the students to read the
defnitions.
2 Tell them to think about the words
they need, write them next to the
defnitions, then fnd and circle them
in the puzzle, as in the example.
3 Go through the answers with the class.
Answers:
a thick (given) b balcony c view
d storey e outskirts f overlook
g detached h block
I T H I C K N E T O N S
O O U T S K I R T S L B
V E D O D K U F C G A A
E H E R O O M E G E L L
R L T W K P O L K I A C
L J A O E M Z F O E U O
O P C Q T V I E W T B N
O N H T W S T O R E Y Y
K Z E H J A Q Y R V U N
T E D K C O L B L O C K
2 Complete these sentences with
words from Exercise 1.
1 Tell the students to read the gapped
sentences.
2 Explain that they must use the words
from Exercise 1 to complete them.
3 Go through the answers with the class.
Answers:
a thick (given) b balcony c block; storey
d outskirts e overlook f detached
3 Use your Active Study Dictionary to answer
these questions.
1 Tell the students to read through the questions
and then use their Active Dictionary to fnd the
answers.
2 Put the students into pairs to compare their
210
UNIT12
A p l a c e t o l i v e
answers. Then go through the answers
with the class.
Answers:
a a car park with many levels (given)
b thickness
c to not notice something or to not realise
how important it is
d a semi-detached house is joined to
another house by one shared wall
e a piece of solid wood or concrete with
straight sides
Language focus
Pronouns and reexive pronouns
1 Study these sentences from
the listening text and circle the
pronouns.
1 Revise pronouns with the students.
Tell them to read the Dont Forget
note to remind them what they are.
2 Tell the students to read through the
sentences and circle all the examples
of pronouns in them.
3 Go through the answers with the
class.
Answers:
1 mine (given); I
2 They; their; we; ourselves
3 My; I
4 We; them; us; our
5 My; themselves
2 Write lists of pronouns which could replace
the underlined pronouns.
1 The object of this exercise is to get the students
to think about all the pronouns within a group.
2 Tell the students to read the sentences.
3 Look at the example with the class and make
sure they understand the activity.
4 Tell them to think of the other pronouns that
could be used in the other sentences and write
them down.
5 Go through the answers with the class.
Answers:
a you, him, her, it, us, them (given)
b yours, his, hers, ours, theirs
c yourself, himself, herself, itself, ourselves,
yourselves, themselves
3 Change the underlined parts to
pronouns.
1 Tell the students to read through the sentences.
72
1
Write lists of pronouns which could replace the
underlined pronouns.
a Ali saw me. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b That car is mine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c I didnt buy it. I made it myself. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
Grammar rev p130
12
UNIT
3URQRXQVDQGUHH[LYHSURQRXQV
Study these sentences from the listening text and circle the pronouns.
3
Change the underlined parts to pronouns.
a Our house is not as modern as your house. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Yes, but your gardens bigger than our garden. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b My wife and I have just bought a new at. The new at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . is near to where
my wife and I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . live now.
c Johns neighbours TV was broken. John did not need his TV, so John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . lent the
TV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to Johns neighbours . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d A Is this your sisters bedroom?
B No, its my bedroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . My sisters bedroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . is downstairs.
e If you see Ali, can you tell Ali . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to phone his mother?
His mother . . . . . . . . . . . . . . . . . . . . . . . . . . . . . needs to ask Ali . . . . . . . . . . . . . . . . . . . . . . . . . . . . . something.
Complete with a reexive pronoun and the correct form of these verbs.
4
yo@u<r>[
you, hi m, her, i t, us, them
Language focus
1 There are fantastic views from all the bedroom windows. From mine I can see right
across the city.
2 They are adults now and have their own children. So we live here by ourselves now.
3 My family and I live in a large detached house on the outskirts of the city.
4 We have six bedrooms, three of them are for us and the others are for our guests.
5 My children go to university and are old enough to look after themselves.
P0hI I0K0II
preneen |s z wer4 wc esc
|ns!cz4 ef z neen |fer z
pcrsen er !h|n]I. rccr| vc
preneen |s z preneen !hz!
cn4s |n -sc|f er -sc| vcs.
cut design hurt protect repair see
a The child looked surprised when he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in the
mirror.
b We didnt get an architect to design our house.
We . . . . . . . . . . . . . . . . . . . . . . . . . . . . . it . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c Samira fell down the stairs, but she didnt . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d A Nick, did you and Matt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the broken
window . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?
B Yes, we did, but I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . on a piece of glass.
e People live in houses to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . from the
weather.
sa<w h<i <m<s=e=l <f
see
LESSON 2
SB page 72 WB page 72
UNIT12
A p l a c e t o l i v e
211
2 Look at the example with the class and explain
that the students must change the underlined
words to pronouns.
3 When they have completed the activity, put the
students into pairs to compare their answers.
Then go through the answers with the class.
Answers:
a yours (given); ours b It; we c he; it; them
d mine; Hers e him; She; him
4 Complete with a reexive pronoun and
the correct form of these verbs.
1 Tell the students to read through the gapped
sentences.
2 Look at the example with the class
and explain that the students must use
the correct form of a verb from the
box together with a refexive pronoun
to complete each sentence.
3 When they have completed the
exercise, put the students into pairs to
compare their answers.
4 Go through the answers with the class.
Answers:
1 saw himselI (given)
2 designed, ourselves
3 hurt herself
4 repair, yourselves; cut myselI
5 protect themselves
WORKBOOK page 72
1 Complete this story using
reexive pronouns.
1 Tell the students to read through
the text quickly and then close their
books.
2 Put them into pairs to tell each other
what the text is about.
3 Now ask the students to open their
books and read through the text
again. Tell them to complete it using
refexive pronouns as in the example.
4 Go through the answers with the class.
Answers:
a myselI (given) b yourselI
c himself d herself
e itself f ourselves
g themselves h myself
2 Rewrite the following sentences, using
pronouns, so they have the same
meaning.
1 Tell the students to read through the sentences.
Look at the example with the class and explain
that the students must write another sentence for
each one, with the same meaning.
72
UNIT
12 12
1 Complete this story using reexive pronouns.
My father decided he wanted some new cupboards in the garage. Are you going to get a
carpenter to make them? asked my uncle. No, he replied. Im going to make them
a mysel f .
Youre going to make them b ? said my uncle, very surprised. He could remember
the last time my father had tried to make something c . It was a new cupboard in the
bedroom. It looked very good, but every time someone opened it, the door fell off. My mother had
tried to x it d , but it was no good the door just
kept falling off. The kitchen cupboard that Dad had made was
no better. You couldnt close the door. Whenever you tried to
close it, it opened by e . In the end, we all gave
up trying and left the door open. But the cupboard wasnt
straight and things sometimes fell out. Once, a packet of
biscuits fell on my fathers head. Then everyone was worried
that my younger brothers and I would hurt f
when we were in the kitchen. My brothers had already hurt
g once before on the broken door.
You should buy a new cupboard, my uncle said.
Dont worry, said my father. Ill repair it h as soon
as it breaks!
2 Rewrite the following sentences, using pronouns, so they have
the same meaning.
a Do these keys belong to you?
Are these keys yours?
b Excuse me. Thats my pen.
Excuse me.
c Is he the owner of that red car?
Is that
d I think those books belong to us.
I think those books
e The at overlooking the park belongs to Mr and Mrs Aziz.
It doesnt belong to us. It belongs
212
UNIT12
A p l a c e t o l i v e
2 When they have fnished the exercise,
put the students into pairs to compare
their answers. Then go through the
answers with the class.
Answers:
a Are these keys yours? (given)
b Excuse me, that`s mine./that pen`s mine.
c Is that red car his?
d I think those books are ours.
e It belongs to them.

Reading
1 Check the meanings of these
words in your Active Study
Dictionary.
1 Tell the students to look at the words
in the box. Ask if they know the
meaning of any of them and if they
can explain them in English.
2 Now tell the students to look up the
words in their Active Study Dictionary
and note the stressed syllable.
3 Go through the meanings with the
class and encourage the students to
explain them in their own words.
Answers:
concrete: a substance used for building that
is made by mixing sand, water,
small stones and cement
conduct: if something conducts electricity or heat, it
allows the electricity or heat to travel along
or through it
at. smooth and level, without any raised, curved
or hollow parts
high-tech: using the most modern machines, equipment
and methods
insulated: an insulated building is covered or protected
so that electricity, sound, heat, etc. cannot get
in or out
lock: to fasten something with a lock, or to be
fastened with a lock
sloping: to be higher at one end than at the other
2 Discuss these questions in pairs.
1 Ask the students to read the questions.
2 Put the students into pairs to discuss the
questions. Tell them to think about such things
as the weather, local materials, the danger of
such things as foods and earthquakes.
3 Ask some pairs to share their answers with the
class and encourage class discussion.
LESSON 3
SB page 73 WB page 73
1
Check the meanings of these words in
your Active Study Dictionary.
2
Discuss these questions in pairs.
a Why do houses in some places have
sloping roofs and houses in other
places have at roofs?
b Why are some houses in Japan made
of wood?
12
UNIT
Building for people
1
The main purpose of buildings has always
been t o prot ect people from bad weat her. I n
count ries wit h hot and cold seasons, i nsul at ed
buildings keep out heat and cold. I n hot , dry
areas, buildings wit h t hick walls or t hose wit h
small windows keep out t he heat . I n places
where t here is a lot of rain or snow, buildings
have sl opi ng roofs, whereas in Egypt , where
t here is lit t le rain, most houses have DW roofs.
2
Geography is also import ant in building
design. Many houses in Japan, for example,
are made of wood because Japan has a lot of
eart hquakes, and buildings made of bricks and
concr et e can be dangerous if t hey fall down.
3
Many modern buildings are made of met al,
concret e and glass, but some are st ill made
from mud bricks. These houses are part icularly
suit able for hot climat es because t hey do not
conduct heat well, so t he inside st ays cool.
They are also easy and cheap t o const ruct .
4
Today, t echnology also affect s how buildings
are designed. Modern houses can be very
hi gh- t ech. Some buildings can be cont rolled
from a mobile phone. So if t he owners are out ,
t hey can l ock or unlock t heir doors, t urn t heir
light s on and off and even cook t heir meals
wit hout being t here t hemselves.
5
The world- famous Egypt ian archit ect Hassan
Fat hy realised t he value of t radit ional ways
of building. He found t hat one of t he oldest
buildings in Ancient Egypt , near Luxor, had
been built in t he same way as people build
houses in Upper Egypt t oday.
6
Discuss this question in pairs.
Would you like to be able to control things
in your home from a mobile phone? Why/
Why not?
73
Reading
4
Match these headings with the correct
paragraphs.
a

Location makes a difference
b

Todays architects follow old traditions
c

The importance of climate
d

Mud bricks are still useful
e

Remote control homes
5
What do these words and phrases in bold
from the reading refer to?
a In hot areas, buildings with thick walls or
those with small windows keep out the
heat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b They are also easy and cheap to
construct. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d They can lock or unlock their doors and
even cook their meals without being
there themselves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
bu<i <l <d<i <n<gs
concrete conduct (v) at (adj)
high-tech insulated lock (v) sloping
3
Read this article and check your answers.
UNIT12
A p l a c e t o l i v e
213
Answers:
a Houses with sloping roofs are usually in places
where there is a lot of snow or rain. When the snow
or rain falls, it runs down the slope and off the roof.
Houses with fat rooIs are usually Iound in places
where there is little rain or snow, where water wont
lie on them for a long time.
b Japan has many earthquakes, and wood is not as
dangerous as many other building materials if the
houses fall down. Also wood may withstand an
earthquake better.
3 Read this article and check your answers.
1 Tell the students to read the article and to fnd
out the reasons it gives Ior fat and sloping rooIs
and for wooden houses.
2 Discuss if their ideas were correct.
3 Ask the students to tell you other things the
article says about the way in which houses are
built.
4 Match these headings with the correct
paragraphs.
1 Ask the students to read the list of titles for the
different paragraphs of the article.
2 Tell them to read the article again and to decide
which title goes with which paragraph.
3 Go through the answers with the class.
Answers:
a 2
b 5
c 1
d 3
e 4
5 What do these words and phrases in bold
from the reading refer to?
1 Tell the students to read the three sentences. Go
through the example with the class.
2 Put the students into pairs to discuss what the
words in bold refer to. Remind them that they
may need to look at the words in the context of
the text to understand what they refer to.
3 Ask some pairs to share their answers with the
class and go through the answers with the class.
Answers:
a those buildings (given)
b They = buildings made from mud bricks
c They = the owners of the high-tech modern houses
there = in their homes
6 Discuss this question in pairs.
1 Discuss with the class how it is now possible to
control things in a house from a distance with a
mobile phone. For example, you can turn on the
heating or air conditioning, turn the cooking on
or off, and so on.
2 Put the students into pairs to think about the
advantages and disadvantages of being able to
do this.
3 Ask pairs to report back to the class and
encourage full class discussion.
Suggested answer:
Advantages: remote control could save energy because
you could turn off any lights you had left on by mistake
and turn on the heating just before you got home. You
could save time because your dinner would be ready
when you got home.
Disadvantages: It might be expensive and if you lost
your phone, someone else could enter your house.
214
UNIT12
A p l a c e t o l i v e
73
UNIT
12 12
1 Match these words ag with their meanings 17.
a concrete 1 level, without any high areas
b conduct 2 a sand, water, cement, etc., used for building
c at 3 close something (e.g. a door or a car) so that it cannot be opened
d high-tech 4 going from high at one end to low at the other
e insulated 5 allow heat of electricity to travel along or through
f lock 6 covered or protected so that heat or cold cannot get in or out
g sloping 7 using the most modern techniques, machines and methods
2 Use your Active Study Dictionary to complete using the correct
form of the word in brackets.
a We couldnt get into our house because the doors were l ocked and wed lost the keys. (lock)
b Some old houses in Britain are cold because they have no roof . (insulate)
c The whole area was by the storm. (at)
3 What do the words and phrases in bold refer to?
a I = Sal l y ( the l etter wri ter)
b the one =
c we =
d It =
e those =
f them =
g there =
S l l ( h l i )
Dear Sarah,
As you know, Peter and a I have been looking for a
house in the country. Well, at last, we think we have
found b the one c we want. Its an old farmhouse with
incredible views over the beautiful countryside. d It needs
a lot of repairs, but we can probably do most of e those
ourselves. Upstairs, there are two large bedrooms with a
small bathroom between f them.
You must come and stay as soon as we are actually living g there.
Love,
Sally
WORKBOOK page 73
1 Match these words a-g with their
meanings 1-7.
1 Tell the students to look at the lists
oI words and defnitions. Look at the
example with the class and explain
that the students must match each
word with a defnition in the same
way.
2 When they have completed the
exercise, go through the answers with
the class.
Answers:
a 2 (given)
b 5
c 1
d 7
e 6
f 3
g 4
2 Use your Active Study Dictionary
to complete using the correct
form of the word in brackets.
1 Tell the students to read the gapped
sentences.
2 Look at the example with the class
and explain that the students must
use the correct form of the words
in brackets to complete the other
sentences.
3 If they need help to do this, tell them to look up
the word in their Active Study Dictionary.
4 Go through the answers with the class.
Answers:
a locked (given)
b insulation
c fattened
3 What do the words and phrases in bold
refer to?
1 Tell the students to read the letter. Quickly ask
them what it is about.
2 Now ask them to think carefully about the
words in bold and to write down what they refer
to in the letter.
3 Put the students into pairs to compare their
answers. Then go through the answers with the
class.
Answers:
a I Sally (the letter writer) (given)
b the one = the house
c we = Peter and Sally
d It = the old farmhouse
e those = the repairs that need doing
f them = the two large bedrooms
g there = the old farmhouse in the country
UNIT12
A p l a c e t o l i v e
215
Critical thinking
1 Answer the following questions.
1 Ask the students to read through all of the
questions.
2 Tell them to write down their answers.
3 Put the students into pairs and tell them to take
turns to read out the questions and then their
answer.
4 Go through the answers with the class.
Answers:
a In countries with hot and cold seasons. (given)
b Metal, concrete and glass.
c He was a world-famous Egyptian architect.
d (suggested) A house is a place to store
your possessions, to study, to sleep, to
cook, to relax, to be private, etc.
e (suggested) Mud bricks will wash away
in very wet countries. Maybe they have
insects in them.
I (suggested) There is always the danger oI
fres in houses made oI wood. Insects can
eat the wood.
2 Read this quotation from the
article and discuss the questions.
1 Ask the students to read the quotation.
2 Put the students into pairs to read the
questions and discuss the answers.
3 Ask some pairs to report their answers
to the class.
4 Go through the answers with the class.
Suggested answers:
a The Ancient Egyptians were intelligent
and had advanced ways of building.
b The people who build houses from
mud bricks today are following ancient
traditions of building. They think in a
similar way to their ancestors.
c Writing systems (alphabets) and counting
have been used for many centuries. Floor
heating, which the Ancient Romans used,
is still used today, for example.
d For example, in Siwa they build with
mud as they did 2,500 years ago, to rent
to tourists in order to generate work and
provide incomes to the local community.
3 Discuss this question in pairs.
1 Tell the students to look at the pictures of the
school at Fares.
2 Ask them to describe the school and write their
ideas on the board.
3 Now put the students into pairs and get them to
read and answer the question.
4 Go through the answers with the class.
Students own answers
LESSON 4 SB page 74
Critical thinking
74
1
12
UNIT
Answer the following questions.
a In what sorts of areas do buildings have thick
walls? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b What three things are many modern buildings
made of? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c Who was Hassan Fathy? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d If the main purpose of buildings is to protect
people from the weather, what other purposes
are there? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e What do you think are the disadvantages of
building with mud bricks? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
f What problems could there be with houses
made of wood? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
Read this quotation from the article and discuss
the questions.
a What does Hassan Fathys discovery tell us about
the Ancient Egyptians?
b What does it tell us about people who build houses
from mud bricks today?
c Think of traditional ways of doing things that are
still used today. What other lessons have we learnt
from the past?
d Do you know of any traditional ways of doing things
that once disappeared but have now come back?
The world-famous Egyptian architect
Hassan Fathy realised the value of
traditional ways of building. He found
that one of the oldest buildings in
Ancient Egypt, near Luxor, had been
built in the same way as people build
houses in Upper Egypt today.
3
Discuss this question in pairs.
Look at these photographs of a school at Fares designed by Fathy in 1957. How is it different from
your school?
In c=ou<n<t<ri <e=s wi <t<h h<ot a<n<d c=ol <d
se=a<s=on<s.
216
UNIT12
A p l a c e t o l i v e
Communication
1 Make notes on the following.
1 Ask the students to look at the
pictures and to describe some of the
houses to you.
2 Tell them to think about which house
they would like to live in and why.
3 Now tell them to think about which
house they would choose to stay in for
a holiday and why.
4 Put the students into pairs to tell each
other which house they would choose
to live in and which house they would
choose for a holiday, and why.
Students own answers
2 Work in pairs.
Parts a and b
1 Tell the students to work in their pairs
to look at all the houses in the picture
again and to discuss what makes each
house different, and what they like
and dislike about each house.
Part c
2 Read through the language in the
boxes with the class, and then tell the
students to use it to discuss, in their pairs, what
their dream house would be like. Explain that
one student must ask questions and the other
student must answer, then they can swap roles.
Part d
3 Now ask the students to discuss with their
partner how their dream house is related to their
character. Tell them to use the words in the box
to help them, as in the example.
Suggested answer:
My dream house is in the city. I think it is because I like
to be busy all the time and to have an exciting life.
WORKBOOK page 74
1 Respond to each of the following
situations.
1 Tell the students to read through the four
situations.
2 Look at the example with the class.
3 Tell the students to write what they would say
in each of the other situations.
4 Now put the students into pairs to compare their
answers.
5 Ask some pairs to read their answers to the
class, then go through the answers with the
class.
12
UNIT
1
Make notes on the following.
a Which of these houses would you like to live in? Why?
b Which would you like to spend a holiday in? Say why.
75
Communication
2
Work in pairs.
a Compare your ideas about the pictures with a partner.
b Discuss what makes each house different or unusual and say what you like
and dislike about each house.
c Tell each other about your own dream house. Use some of these expressions.
d What do you think your dream
house says about your character?
Use some of these words.
Questions
If you could have any type of house
you liked, what would you choose?
Where would your dream house be?
Would it be modern or traditional?
Would you prefer a house or a at?
ambitious calm careful
cheerful condent exciting
peaceful relaxed unusual
I t hink your dream house shows
you are a relaxed, cheer f ul per son.
Answers
Id choose a modern, high-tech
house because.
My dream house would be in/near/
not far from the sea/city centre as...
Itd denitely be modern/traditional.
Id really like ....
a
b
c
d
e
UNIT12
LESSON 5
SB page 75 WB page 74
UNIT12
A p l a c e t o l i v e
217
Suggested answers:
1 Where would your dream house be? (given)
2 My dream house would be modern. I like big
windows and modern materials.
3 What type of house would you like to live in?
4 It would be in the countryside.
2 Read these two descriptions. Which one
is easier to read? Why?
1 Tell the students to read the two descriptions.
2 Put the students into pairs to decide which
description is easier to read. Tell them to discuss
why.
Answer:
The frst description is easier to read because
it has punctuation that helps us to read and
make sense of the text.
3 Punctuation: the comma and the
colon
1 Tell the students to read the
information about commas and
colons.
2 Go through some examples on the
board to make the rules clear.
3 Tell the students to work through the
second description and to add in the
commas and colons where they are
needed.
4 Go through the answers with the class.
Answers:
My fat is on the Iourth foor oI a fve-storey
block on the outskirts of the city. It is very
modern and has a sitting room, a kitchen, two
bedrooms, a bathroom and an oIfce. These
are the best things about my fat: the view, the
sitting room and the oIfce. When you visit
me, use the lift: It is quicker.
4 Write a description of your
dream house in about 75 words.
1 Tell the students that they are going
to write a description of their dream
house.
2 Ask them to tell you any words they would use
to describe their dream house and write their
ideas on the board.
3 Now tell the students to write their descriptions.
4 Ask them to check their work and make sure all
the punctuation is correct. Tell them to check
any spellings they are unsure of in their Active
Study Dictionary.
5 When they have corrected their mistakes, tell
them to write a fnal copy oI their descriptions.
6 Put the students into groups to read their
descriptions to each other.
7 Ask each group to choose one description to
read to the class.
74
UNIT
12 12
3 Punctuation: the comma and the colon
a Commas (,) are used:
s in lists: The best things about my house are the location,
the bedrooms, the garden and the garage.
s after clauses which start with if, when, after, although, etc.:
If you come by car, you can park in my garage.
b Colons (:) are used:
s at the beginning of lists: These are the best things about
my house: the location, my bedroom
s to introduce an explanation: You can park in my garage: It
is safer than parking on the road.
c Complete the second description with colons and commas.
4 Write a description of your dream house in about 75 words.
a Write your rst draft quickly. Use the two descriptions above as examples.
s Check that you have included commas and colons in the correct places.
s Look for grammar and spelling mistakes. Check in your Active Study Dictionary.
b Correct any mistakes, then write the nal description.
1 Respond to each of the following situations.
a You want to know where your friend would really like to live. What is your question?
Where woul d your dream house be?
b Your friend asks you whether your dream house would be modern or traditional. What do you answer?
c You want to know what type of home your friend would choose. What do you ask?
d Your friend wants to know where your dream house would be. What do you answer?
2 Read these two descriptions. Which one is easier to read? Why?
1 My home is a semi-detached house in the city centre. Downstairs there is a sitting room, a
dining room, a toilet and a kitchen. Upstairs there are three bedrooms and a bathroom. These
are the best things about my house: the location, my bedroom, the garden and the garage. If
you come by car, you can park in my garage: Its safer than parking on the road.
2 My at is on the fourth oor of a ve-storey block on the outskirts of the city. It is very modern and
has a sitting room a kitchen two bedrooms a bathroom and an ofce. These are the best things
about my at the view the sitting room and the ofce. When you visit me use the lift it is quicker.
218
UNIT12
A p l a c e t o l i v e
Assessment
Target element: revise and listen for detail
from four house descriptions
Write the following sentences on the board.
Speaker 1: We live on the twentieth oor of a
very modern thirty-storey
skyscraper which overlooks the city.
Speaker 2: Our house is very old and is made of
wood.
Speaker 3: We have a large garden with lots of
owers.
Speaker 4: Our house is not very big but its a
real home.
Tell the students to listen again carefully to the
four speakers describing their houses in the
listening from Exercise 3 on Students Book page
71. Explain that there is a mistake in each of the
sentences on the board and the students must
fnd and correct it. You may need to play the tape
several times.
Answers: speaker 1: city river
speaker 2: wood bricks
speaker 3: owers trees
speaker 4: house at
Target element: describe a building and revise
the key vocabulary of the unit
Tell the students to think of a building in their
town which they like. It can be their home, a
shop, a library, a sports centre, a theatre, etc. Tell
them to make some notes as a basis for describing
the building. Now put the students into pairs to
describe their chosen buildings to each other.
Target element: revise and understand the
text Building for people
Write the following sentences on the board:
1 Another way of keeping out the heat is to
have small windows.
2 Sloping roofs protect you from the snow as
well as the rain.
3 Japan has many earthquakes.
4 Most modern buildings are made of mud.
5 Mud brick houses are very expensive to
make.
6 Houses in Ancient Egypt used similar
methods to houses in Upper Egypt today.
Tell the students to read the article, Building for
people, on page 73 of the Students Book again.
Then tell them to read the sentences on the board
and decide if they are true or false.
Answers: 1 True 2 True
3 True 4 False
5 False 6 True
Target element: revise rules for punctuation
On the board, write the following text:
i forgot my bag this morning it had everything
in it that i needed for my exam today my
books my pencil and my calculator i had to
do the maths exam without my calculator and
work out all the sums myself i answered three
questions 1 5 and 7
Tell the students to correct the text by writing it
with the capital letters, commas, colons and full
stops needed.
Answer:
I forgot my bag this morning. It had everything in
it that I needed for my exam today: my books, my
pencil and my calculator. I had to do the maths
exam without my calculator and work out all the
sums myself. I answered three questions: 1, 5
and 7.
Listening Task Reading Task
Speaking Task
Writing Task
Review D
SB page 76 WB page 75
1 Discuss these questions in pairs.
1 Ask the students to look at the three pictures
and to describe them. Write their ideas on the
board.
2 Ask the students where they buy most of their
food and why they buy it there. Ask if they
think it is better to buy in a grocers
shop, a large supermarket or a street
market. Discuss with them the
advantages and disadvantages of each.
2 Listen and match each speaker
1-3 with the pictures which show
where they buy most of their
food.
1 Tell the students they are going
to listen to interviews with three
different people.
2 Explain that they must listen to fnd
out where each speaker gets most
of their food and then match each
speaker with one of the pictures.
3 Go through the answers with the class.
Answers:
Speaker 1: picture b (supermarket)
Speaker 2: picture c (market)
Speaker 3: picture a (grocers)
T A P E S C R I P T
Voice: Interview one.
Interviewer. Were aoing a survey to hna out
where people buy their food.
Would you mind answering a
few questions?
Woman 1: OK.
Interviewer. Well, hrst of all, where ao you
buy most of your food?
Woman 1: At the supermarket.
Interviewer: What is the main reason for
shopping at the supermarket?
Woman 1: Its easier and quicker than
going to lots of small shops.
You can get everything in one
place.
Interviewer: Do you buy everything at the
supermarket?
Woman 1: No, we buy our fruit and
vegetables at the street market.
Interviewer: Why is that?
Woman 1: I think they are fresher and they
taste better than supermarket
fruit and vegetables.
Review D
SB pages 76-80 WB pages 75-78
LESSON 1
Listening
D
Review
Listening
76
Discuss these questions in pairs.
a What can you see in these pictures?
b Which of these places do you buy food from?
c Which kind of place do you prefer? Why?
1
2
Listen again. Are these sentences True or False?
a The rst speaker shops at the supermarket because it is cheaper.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b She grows her own fruit and vegetables. . . . . . . . . . . . . . . . . . . . .
c The second speaker does most of his shopping at the street
market. . . . . . . . . . . . . . . . . . . . .
d He does not like the supermarket because there are not
enough things to choose from. . . . . . . . . . . . . . . . . . . . .
e The shopkeeper at the grocers shop is friendly. . . . . . . . . . . . . . . . . . . . .
f The third speaker cant buy any fresh fruit at the grocers. . . . . . . . . . . . . . . . . . . . .
3
4
Discuss these questions in pairs.
a What are the advantages and disadvantages of supermarkets?
b In the future, do you think more or fewer people will produce their own food?
Listen and match each speaker 13 with the picture which
shows where they buy most of their food.
Fa<l< [e. Its bca<u< [e i<ts ea< [ir a<n<d |u<i<ckr.
The sounds of English
a Work in pairs. Read these sentences to your partner.
5
1 Shes wearing brown shoes.
2 He never breaks his promise, does he?
3 My brother won the prize for being the brightest student.
4 The bright red cars your fathers, isnt it?
b Listen and repeat to check your pronunciation.
aper
a
b
c
1
219
220
Review D
Interviewer: Thank you.
Voice: Interview two.
Interviewer: Good morning. Im doing a food survey.
Could I ask you some questions?
Man: Certainly.
Interviewer: Thanks. Could you tell me where you buy
most of your food?
Man: We buy different food in different places,
but Id say we buy most in the street
market.
Interviewer: Do you prefer the market to the
supermarket?
Man. Yes, aehnitely. Supermarket prices are
quite high and there is too much choice.
Interviewer: Too much choice?
Man: Yes. If we go to the supermarket, it always
takes us a long time to decide what to buy.
In the street market, there is less choice
ana most things are cheaper. So we save
money and we spend less time shopping.
Interviewer: Thank you. Thats very interesting.
Voice: Interview three
Interviewer: Good morning. Were doing a survey
to hna out where people buy their
food. Would you mind answering a few
questions?
Woman 2. No, thats hne.
Interviewer: OK. Can I start by asking you where you
get most of your food?
Woman 2: I sometimes go to the supermarket, but I
buy most of my food for the family from
the grocers shop.
Interviewer: Whats you main reason for going to a
grocers?
Woman 2: Well, it doesnt have everything I want, but
its very near to where I live and it
has most of the food I need. Also, the
shopkeeper is always very helpful and
friendly. I sometimes meet people I know at
the grocers and we usually chat there.
Interviewer: Is there anything you cant get at your
local grocers?
Woman 2. I cant buy hsh ana fresh fruit there, so if I
want those, I go to the supermarket.
Interviewer: Thats very interesting. Thanks very much.
3 Listen again. Are these sentences True or
False? Correct the false ones.
1 Tell the students to read through the sentences.
2 Explain that you are going to play the tape
again and the students must listen carefully and
decide if the sentences are true or false. If they
are false, they should correct them.
3 Go through the answers with the class.
Answers:
a False. Its because it is easier and quicker. (given)
b False. She buys them at the street market.
c True
d False. He doesnt like it because there is too much
choice and it takes a long time to decide what to buy.
e True
f True
4 Discuss these questions in pairs.
1 Put the students into pairs.
2 Tell them to read the questions and discuss
them.
3 Ask some pairs to share their answers with the
class.
4 Now go through the answers with the class.
Suggested answers:
a Supermarkets have a lot more choice and you
can buy everything in one place. They also have
many things that they import from other countries.
However, they can be expensive, they tend to use
lots of packaging which is bad for the environment,
and they are often on the outskirts of cities so you
need to use a car.
b Probably more people will grow their own food.
Some people will grow their own food because they
can grow it organically without pesticides. Others
will do so because it is cheaper. People can even
grow vegetables on the roofs of block buildings.
5 The sounds of English
1 Get the students to read the sentences in silence.
2 Put them into pairs and tell them to take turns to
read the sentences to each other.
3 Now play the tape and ask the students to repeat
the sentences.
4 Get them to practise the sentences in pairs
again.
Review D
221
T A P E S C R I P T
Voice 1: One.
Joice 2. Shes wearing brown shoes.
Voice 1: Two.
Voice 2: He never breaks his promise, does he?
Voice 1: Three.
Voice 2: My brother won the prize for being the brightest
student.
Voice 1: Four.
Voice 2: The bright red cars your fathers, isnt it?
WORKBOOK page 75
1 Respond to each of the following
situations.
1 Tell the students to read through the
four situations.
2 Ask them to think about what they
would say in each situation and write
down their ideas.
3 Now put the students into pairs to
compare their answers.
4 Ask some pairs to read their answers
to the class. Then go through the
answers with the class.
Answers:
a You like fsh, don`t you? (given)
b I really recommend the new DVD I
bought about space travel.
c The main reason is that it is full of lots of
new and interesting information.
d My dream holiday would be a beach
holiday in a nice warm country.
2 Choose the correct answer from
a, b, c or d.
1 Tell the students to read the gapped
sentences.
2 Now tell them to read the sentences
again and decide on the correct
answer.
3 Go through the answers with the class.
Suggested answers:
1 b (given)
2 b
3 d
4 a
5 a
6 b
7 c
8 b
9 a
10 c
UNIT
75
D D
Review
1 Respond to each of the following situations.
a You think your friend likes sh, but you want to check.
You like fish, dont you?
b You have just bought a new DVD about space travel. Recommend it to a friend.
c Your friend asks why you would recommend this DVD. State a reason.
d A friend wants to know where your dream holiday would be to. You really enjoy beach holidays.
What do you say?
2 Choose the correct answer from a, b, c or d.
1 Make you eat plenty of fresh fruit and vegetables.
a up b sure c do d like
2 Lisa, in my class at school, is very good at English.
a who b whos c whose d that
3 Rice is the main of tonights dish.
a food b crops c fruit d ingredient
4 Ahmed had a very busy morning. By the time he stopped for lunch, he 17 phone calls.
a had made b made c has made d had been making
5 Thats the person mobile phone I borrowed when I lost mine.
a whose b whos c which d who
6 How long before your train arrived?
a had you wait b had you been waiting
c have you been waiting d have you waited
7 We all went when our ship came to port.
a aboard b abroad c ashore d ahead
8 Children sometimes hurt when they are playing.
a them b themselves c himself d ourselves
9 Theyre building hundreds of new houses on the of the city.
a outskirts b centre c roads d blocks
10 My friend lives in a at which the market. Its always very noisy.
a sees b watches c overlooks d looks
222
Review D
SB page 77 WB page 76
a Modern supermarkets are too big, . . . . . . . . . . . . . . . . . . . .
b You prefer small shops, . . . . . . . . . . . . . . . . . . . .
c Some people dont go shopping every day, . . . . . . . . . . . . . . . . . . . .
d The price of food has increased recently, . . . . . . . . . . . . . . . . . . . .
e Everything in this shop is expensive, . . . . . . . . . . . . . . . . . . . .
1
2
Complete these sentences with the correct question tags.
3
Make sentences with questions tags on these subjects,
then discuss your sentences in pairs.
D
Review
77
Match ae with 15 and complete with the past perfect simple or continuous.
4
Complete the postcard
with the correct pronouns.
arent they?
Grammar review
a Ali was exhausted when he arrived
home yesterday.
b Sue was carrying two heavy bags.
c The little boy was crying and
holding his leg.
d When we woke up this morning,
the streets were wet.
e When I saw Leila, she was
laughing.
1

She . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (watch) a funny
lm on TV.
2

He . . . . . . . . . . . . . . . . . . . . . . . . . . . . (play) with his
friends and . . . . . . . . . . . . . . . . . . . . . . . . . . . . (fall) over.
3

She . . . . . . . . . . . . . . . . . . . . . . . . . . . (do) the shopping at
the supermarket.
4

He. . . . . . . . . . . . . . . . . . . . . . . . . . . . (work) hard all
afternoon.
5

It . . . . . . . . . . . . . . . . . . . . . . . . . . . . (rain) during the night.
h<a<d bn w>ok<i<n<g a
street markets skyscrapers modern cities trafc
me you him her
it us them
mine yours his
hers ours theirs
myself yourself
himself herself
itself ourselves
themselves
Hi Jo,
Were really enj oying . . . . . . . . . . . . . . . . . . . . in Scot land, but
t he weat her has been quit e col d. Yest er day I wore my
coat all day. Janes braver t han . . . . . . . . . . . . . . . . . . . . . She
hasnt wor n . . . . . . . . . . . . . . . . . . . . all week. She says I shoul d
keep . . . . . . . . . . . . . . . . . . . . war m by moving around. The hot el
were st aying in is excellent. Fr iends recommended
. . . . . . . . . . . . . . . . . . . . t o . . . . . . . . . . . . . . . . . . . . .
We hope ever yt hing is OK at home. Are my younger
brot her s behaving . . . . . . . . . . . . . . . . . . . . ?
Thanks f or wr it ing t o . . . . . . . . . . . . . . . . . . . . last week.
See . . . . . . . . . . . . . . . . . . . . on Sat ur day.
Gemma
a
b
c
d
e
f
g
h
i
o@u<r>[el<v}e[
POSTCARD
ourselves
LESSON 2
Grammar review
1 Match a-e with 1-5 and complete
with the past perfect simple or
continuous.
1 Tell the students to read sentences a
to e and explain that these sentences
describe the situation. Now, tell them
to read the gapped sentences 1 to
5 which say what happened or was
happening before the situation.
2 Tell the students to complete the
second set of sentences with the
correct form of the verbs in brackets.
3 Now tell them to match the sentences
in the frst part with the sentences in
the second part.
4 Put the students into pairs to compare
their answers.
5 Go through the answers with the
class.
Answers:
a 4 had been working (given)
b 3 had done
c 2 had been playing; had fallen
d 5 had been raining
e 1 had been watching
2 Complete these sentences with
the correct question tags.
1 Look at the example and explain that
they must complete each sentence
with the correct question tag. Remind them that
positive sentences end with negative question
tags and vice versa.
2 Put the students into pairs to read their answers
to each other. Then go over their answers with
the class.
Answers:
a aren`t they? (given)
b don`t you?
c do they?
d hasn`t it?
e isn`t it?
3 Make sentences with questions tags on
these subjects, then discuss your
sentences in pairs.
1 Give students a few minutes to write sentences
using the word prompts and the appropriate
question tag.
2 Put students into pairs and ask them to say
their sentences to each other. Encourage them
to use the correct intonation and to answer
appropriately.
3 Ask some students to read their sentences to the
class.
Students own answers
Review D
223
4 Complete the postcard with the correct
pronouns.
1 Tell the students to read through the gapped
postcard quickly, then close their books.
2 Put the students into pairs to talk about the
contents of the postcard.
3 Now tell the students to open their books, read
the text a second time and complete it with the
correct pronouns from the box.
4 Go through the answers with the class.
Answers:
a ourselves (given) b me c hers
d myself e it f us
g themselves h us/me i you
WORKBOOK page 76
1 Rewrite the following sentences,
using the word(s) in brackets, to
give the same meaning.
1 Tell the students to read through the
sentences.
2 Explain that they must rewrite each
sentence, using the words in brackets,
and keep the same meaning.
3 Put the students into pairs to compare
their answers, then go through the
answers with the class.
Answers:
a You must drink plenty of water every day.
(given)
b As a young man, Herman Melville lived
on a remote island.
c The children cooked their meals (by)
themselves.
d That dark green car is ours.
2 Correct the underlined mistakes
in the following paragraph.
1 Tell the students to read through the
text.
2 Explain that they must correct each
underlined word by writing the correct
word in the space at the end of the
line.
3 Go through the answers with the class.
Answers:
a became b had c ingredients d many
3 Read the text below, then write the word
ZKLFKEHVWWVHDFKVSDFH
1 Tell the students to read through the gapped
text.
2 Ask them to add the word in each space which
completes the text best.
3 Go through the answers with the class.
76
UNIT
RD RD
1 Rewrite the following sentences, using the word(s) in brackets,
to give the same meaning.
a You must drink plenty of water every day. (sure)
Make sure you drink plenty of water every day.
b As a young man, Herman Melville lived on an island which was a long way from other places.
(remote)
c The children cooked their meals without any help. (themselves)
d That dark green car belongs to us. (ours)
2 Correct the underlined mistakes in the following paragraph.
3 Read the text below, then write the word which best ts each
space.
Read the te t belo then rite the ord hich best ts each
Pizza is one of the most popular foods in the world today.
It become an international food in the early twentieth
a became
century. Before that, it was been eaten mainly in Italy.
b
The main ingredient of pizza were always bread, tomatoes c
and cheese. Now pizza makers add much different
d
ingredients, such as meat or fsh.
My uncle lives on the outskirts of Cairo. He has a large detached a house
there. He also owns a b
in London on the fth c
of a twenty-storey block which d
the city. From the balcony, there is
a wonderful e
of the River Thames. There is a kitchen, a large sitting
room, a bathroom and three f
which my brother and I sleep in when
we visit our uncle.
224
Review D
Answers:
a house (given) b fat
c foor d overlooks
e view f bedrooms
Reading
1 Discuss in pairs.
a Tell the students to look at the pictures
of different ice creams.
b Put the students into pairs to discuss
which one they each like best and to
fnd out iI they like the same or
different ones.
2 Before you read, do the following
quiz in pairs.
1 Tell the students not to look at the text
about the history of ice cream yet.
2 Explain that before they read the text,
they must answer the quiz questions.
3 Read the article and check your
answers to Exercise 2.
1 Now tell the students to read the text.
2 Tell them to check their answers to the
quiz in Exercise 2.
3 Go through the answers with the class.
Answers:
1 a
2 c
3 b
4 Complete the sentences with information
from the article.
1 Ask the students to read the gapped sentences.
Tell them to use information from the text to
complete the sentences.
2 Put the students into pairs to compare their
answers.
3 Go through the answers with the class.
Answers:
a China; fruit juice (given)
b Marco Polo; Italy
c factories; 1922
d surprised
e ride around on bicycles with ice cream to sell
f northern Europeans and New Zealanders; the
Chinese
2
Before you read, do the following quiz in pairs.
1 When was snow and fruit juice rst used for
ice cream?
a 301-400 BC b 301-400 c 1301-1400
2 Where was it invented?
a In Italy. b In the USA. c In China.
3 When did the rst English ice cream factory
open?
a In 1892. b In 1922. c In 1952.
1
Discuss in pairs.
a Look at the different types of ice cream.
Which do you like best?
b Do you both like the same ones?
78
D
Review
3
Read the article and check your answers
to Exercise 2.
The Chinese invent ed ice cream in
t he fourt h cent ury BC, using only
t wo ingredient s: snow and fruit j uice.
Cent uries lat er, t he I t alian explorer Marco
Polo brought it back t o Europe, where
it was immediat ely popular. However,
it was not unt il t he 19t h cent ury t hat it
was produced in large quant it ies by t he
American Jacob Fussell.
I n t he summer of 1922, Thomas Wall,
who had been t he owner of a food
company for many years, decided t hat
his fact ory in London would st art t o
make ice cream. The public loved it and
soon t he fact ory was making 700 lit res
of ice cream a week. Thomas Wall had
not been expect ing his ice cream t o be
so popular. At hrst, the ice cream was
sold only in shops, but t hen Thomas Wall
had anot her good idea. He bought a lot
of special bicycles and put boxes of ice
cream on t he front wit h an advert isement
which said St op Me and Buy One. Walls
workers rode from st reet t o st reet around
London selling ice cream. By t he lat e
1930s, t here were 8, 500 bicycles selling
ice cream around Brit ain.
I ce cream is not only eat en where t he
weat her is hot . People in cold count ries
love it , t oo. I n 2002, people in nort hern
Europe at e 14 lit res each. I t is surprising
t hat t he I t alians, who are famous for t heir
delicious ice cream, at e only nine lit res
each. However t he people of New Zealand
at e t he most : 22 lit res each, and t he
Chinese, who invent ed ice cream, at e only
t wo lit res!
Reading
4
Complete the sentences with information
from the article.
a Ice cream was invented in . . . . .