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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
9
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
12
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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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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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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air conditioning civil engineer
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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
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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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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
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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.
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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?
Aqmn wr5| n -m|| |5 Dr 5|rn F||rq | Cxj5r1 Un|vrs||q |5 s| |r j5r
|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,'' '' '
''' (-,~) _-~ _' .
_
.' - _~ -'~.' -, _', .
' =~
' _,
'
..
_
.' _,,= _~
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,- _| .... >
...> < .... .. . _-| _. .,.| ..,.: _.. .:..
.'~.' =- _ '
' ' ,
') -,'
.' '-'
.'
'
.-',~
' --
' -,=
] )
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.
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
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 . . . . . . . . . . . . . . . . . . . . . .
where people mixed snow with
. . . . . . . . . . . . . . . . . . . . . .
b Ice cream was brought to Europe
by . . . . . . . . . . . . . . . . . . . . . . who was from
. . . . . . . . . . . . . . . . . . . . . . .
c One of Tom Walls . . . . . . . . . . . . . . . . . . . . . . began
making ice cream in . . . . . . . . . . . . . . . . . . . . . . .
d The owner of the factory was . . . . . . . . . . . . . . . . . . . . . .
that his ice cream was so popular.
e To get his ice cream to more people, he
employed workers to . . . . . . . . . . . . . . . . . . . . . .
f Italian people eat less ice cream
than . . . . . . . . . . . . . . . . . . . . . . but more than
. . . . . . . . . . . . . . . . . . . . . . .
Ch<i<n<a,
_ru<i<t ju<i<c.
a
b
c
d
e
LESSON 3
SB page 78 WB page 77
Review D
225
WORKBOOK page 77
1 Read the following passage, then answer
the questions.
1 Tell the students to read the text. Help them
with any vocabulary they dont understand.
2 Tell the students to go through the questions and
answer them.
3 Put the students into pairs to compare their
answers. Then go through the answers with the
class.
Answers:
1 Its a tall building which contains many
fats. (given)
2 They were built in the sixteenth century.
3 They are made of mud bricks.
4 The tallest tower blocks have eleven
storeys.
5 b
6 b
7 d
77
UNIT
RD RD
1 Read the following passage, then answer the questions.
1 What is a tower block?
Its a tall building which contains many flats.
2 When were the earliest tower blocks built?
3 What are these tower blocks made of?
4 How many storeys do the tallest of these tower blocks have?
5 How many tower blocks are there in Shibham?
a ve
b ve hundred
c thirty
d eleven
6 How many families lived in tower blocks with eleven storeys?
a one
b eleven
c twenty-two
d ve
7 Why were the Shibham tower blocks built in this way?
a The architects were doing an experiment.
b There was not much room in the city.
c People preferred living high up.
d To protect the people who lived in them.
Today, most people who live in cities live in tower blocks. These are tall buildings which contain
many ats. The rst tower blocks that we know about were built in the ancient city of Shibham in
Yemen in the sixteenth century. All the citys houses are made from mud bricks, and this includes
500 tower blocks. Some of these are over 30 metres high and have 11 storeys. Each storey is a
at for a single family to live in. The blocks were built in this way to protect people from attack by
enemies.
Although Shibham has been a city for more than 2,000 years, most of its houses were built
around 500 years ago. For this reason, people sometimes refer to Shibham as the oldest
skyscraper city in the world. It is denitely the earliest example we know of a town where the
architects built into the sky instead of only along the ground. Shibhams towers are the tallest
mud brick buildings in the world and the rst tower blocks in the Middle East.
226
Review D
1 Rewrite the following sentences
so that they have the same
meaning.
1 Tell the students to read through the
sentences. Look at the example with
the class and explain that they must
rewrite the sentences but keep the
meaning the same. The beginning of
each sentence is given.
2 Put the students into pairs to compare
their answers. Then go through the
answers with the class.
Answers:
a People think that the Chinese invented ice
cream in the fourth century BC. (given)
b Ice cream was immediately popular when
it was brought to Europe by (the Italian
explorer) Marco Polo.
c Nobody produced ice cream in large
quantities until the 19
th
century.
d The popularity of his ice cream was not
expected by Thomas Wall./was surprising
to Thomas Wall./surprised Thomas Wall.
e By the late 1930s, people could buy ice
cream from 8,500 bicycles around Britain.
2 Discuss these questions in pairs
1 Put the students into pairs. Tell them
to read the questions and then discuss
them.
2 Get some pairs to share their answers
with the class. Encourage class discussion of the
answers.
Suggested answers:
a People like ice cream because there are many types
and favours probably one Ior every taste. It is also
quite cheap and simple to make.
b Pizza and hamburgers are very popular around the
world. Many people drink cola and many people like
eating chocolate. Cheese is also popular in many
countries around the world. Most countries have
bread or something similar.
Critical thinking
1 Answer the following questions.
1 Tell the students to read all the questions and
then to write their answers.
2 When they have completed the exercise, put the
students into pairs.
3 Tell them to take turns to read out a question
and their answer.
4 Now go through the answers with the class.
79
D
Review
1
Rewrite the following sentences so that they have the same meaning.
a Ice cream was probably invented by the Chinese in the fourth century BC.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b The Italian explorer Marco Polo brought ice cream back to Europe, where it was immediately
popular. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c It was not until the 19th century that ice cream was produced in large quantities.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d Thomas Wall had not been expecting his ice cream to be so popular.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e By the late 1930s, there were 8,500 bicycles selling ice cream around Britain.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
Discuss these questions in pairs.
a Why do you think ice cream is so popular with so many people?
b What other types of food are popular with large numbers of people?
Peopl t<h<i<n<k t<h<a<t t<h Ch<i<n[e i<n<v}en<td i<c cr}ea<m i<n t<h _ou<t<h cn<t<u<ry BC.
Critical thinking
1
Answer the following questions.
a Who brought ice cream to the West?
b Where was Thomas Walls ice cream factory?
c How many bicycles were selling ice cream in Britain in the late 1930s?
d Why do you think it took such a long time before ice cream was made in large quantities?
e Can you think of any problems of selling ice cream from boxes on bicycles?
f Why do you think people in cold countries enjoy eating ice cream?
Ic cr}ea<m w>a< [ i<m<md<i<a<tl<y popu<l<a<r
Nobo+d<y pr>o+d<u<cd
Th popu<l<a<ri<t<y o_ h<i< [ i<c cr}ea<m
By t<h l<a<t 1930s, popl cou<l<d
2
Read this quotation from The history of ice
cream and answer the questions.
a Why do you think particular things are invented
at particular times?
b What important things rst came from Egypt?
c Are they still in use today? How have they
changed?
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
wit h people.
3
Discuss these questions in pairs.
a Which 20th and 21st century inventions do you think are particularly important?
b You and your partner are professional inventors. What would you like to invent?
Think of something important that the world needs.
LESSON 4
SB page 79
Review D
227
Answers:
a Marco Polo brought ice cream to the West.
b It was in London, England.
c 8,500 bicycles were selling ice cream in the late
1930s.
d (suggested) Perhaps because people didnt think
it would be very popular. Perhaps because it was
diIfcult to keep cold.
e (suggested) It is hard to keep the ice cream cold.
The cyclists can only carry a limited quantity and a
limited number oI favours.
f (suggested) It tastes nice and comes in many
favours. It is a Iun Iood and not very expensive.
2 Read this quotation from The history of
ice cream and answer the questions.
1 Tell the students to read the quotation, then to
look at the three questions.
2 Put the students into pairs to discuss the
questions.
3 Ask some pairs to share their answers with
the class. Encourage class discussion of the
answers.
Suggested answers:
a Things are invented for many reasons. It might be to
meet a need; it is sometimes an accident. Inventions
are often related to coincidence or the environment
at the time, so, for example, perhaps the Chinese had
lots of snow.
b black ink, the ox-drawn plough, the 365-day
calendar, paper, a system of writing (hieroglyphics),
sails, the shadoof, locks, clocks (sun and water), the
decimal system of counting
c Most of them are in use today, though some have
been modifed by technology paper is made Irom
wood pulp rather than papyrus, locks and clocks are
more sophisticated.
3 Discuss these questions in pairs.
1 Put the students into pairs. Tell them to read the
two questions and discuss the answers.
2 Tell them to think about any inventions they
know of from the 20
th
and 21
st
centuries.
3 Ask them to discuss what new inventions are
needed. Can they think oI any?
4 Ask some pairs to report back with their
answers to the class.
5 Encourage class discussion of the answers.
Suggested answers:
a computers, the internet, the mobile phone, the
television, for example.
b a source of energy that doesnt create pollution, a
way of growing healthy food easily, something that
makes cars fy.
228
Review D
1 Look at the pictures and do the
following.
1 Tell the students to look at the
pictures and say what they can see.
Write their answers on the board.
2 Tell the students to list the foods in
order, from healthy (1) to unhealthy
(8).
3 Go through the answers with them.
Answers:
a meat, fsh, rice, bread, pears (Iruit),
orange juice, cheese, sweets
b Students own answers
2 Now look at the pictures and
compare your order with a
partner, then discuss these
questions.
1 Put the students in pairs. Tell them to
compare their lists. Do they agree?
2 Encourage the students to talk about
their choices. Tell them to use the
language in the box to explain why
the different foods are healthy or
unhealthy.
3 Now ask them to think about how
nutrition information can be given to
buyers.
Suggested answers:
a Sweets: high in fat and sugar
cheese: high in protein and fat (unless its low-fat)
fsh: high in protein; low in Iat and sugar
meat: high in protein, some fat; low in sugar
rice: high in carbohydrates; low in fat and salt
pears: high in carbohydrates and vitamins; low in fat
bread: high in carbohydrates; low in sugar
orange juice: high in vitamin C; low in fat
b This information could be on the shelves next to the
product, on the product itself, on the wrapper or in a
leafet in the shop.
3 Look at the pictures and discuss these
questions.
1 Tell the students to look at the food packets.
Note the nutrition facts on the food packets.
Now tell them to read the two questions and
help them with any diIfcult vocabulary.
2 Put the students into pairs to discuss the
questions. Ask some pairs to report their
answers to the class. Encourage class
discussion.
Suggested answers:
a It is important that food is labelled so that we know
exactly what we are eating. People need to be able
to make informed choices because they might be
allergic, dieting, doing sports, etc.
b Students own answers
Communication
80
1 Look at the pictures and do the following.
a What are the items of food in the pictures?
b Put them in order from healthy (1) to unhealthy (8).
3
Look at the pictures and discuss these
questions.
a Do you think food companies should tell
people how much fat, protein, carbohydrate
etc., is in their food?
b Which of these ways of giving information do
you think is the best?
D
Review
Now look at the pictures and compare your order with a partner, then discuss these
questions.
a Why are these foods healthy/unhealthy? Use some of these words and phrases.
2
Its high/low in
carbohydrate/fat/
protein/salt/sugar.
It has a lot of
b What is the best way to give this information?
LESSON 5
Communication
SB page 80 WB page 78
Review D
229
78
UNIT
RD RD
1 Answer the following questions.
a What kinds of food did people eat thousands of years ago?
They ate animals and fish they had killed and nuts, roots and fruit they had collected.
b What happened to Captain Ahab when Moby Dick attacked his ship the rst time?
c Why do buildings in hot countries have thick walls?
d Do you think scientists will continue to change our food genetically in the future?
e Do you think Captain Ahab is a good man or not? Why or why not?
f How do you think people will try to insulate buildings in the future?
2 Write a paragraph of about 100 words about Egyptian food that
you would like people from other countries to try.
3 Translation
a Translate into Arabic:
A skyscraper is a very tall building with many oors, usually built in cities where the cost of land
is high. The rst skyscraper was built in New York in 1868, and now there are lots in other cities.
Can building skyscrapers in our cities be possible and will it help to solve the serious problem of
housing?
b Translate into English:
:' ,'' . -~='', _'= .,'' _''h '' _ '' ,' -1
. ,, _~' ' ;'-= ' _ = ,,'' _ :~'_ ~ -2
health, isnt it?
Putting a lot of/much sugar, salt and fat in our food is unhealthy/bad for (our/your)
WORKBOOK page 78
1 Answer the following questions.
1 Ask the students to read through all the
questions and write their answers.
2 Put the students into pairs to read out the
questions and their answers. Go through the
answers.
Answers:
a They ate animals and fsh they had killed and nuts,
roots and fruit they had collected. (given)
b Captain Ahab lost a leg.
c They have thick walls to keep the heat out.
d (Suggested) Probably, yes, because there is need to
fnd ways oI growing more Iood more
quickly and in poorer conditions.
e (suggested) I think he is not a good
man because he doesnt think about the
consequences of his actions. He doesnt
care about other people.
f (suggested) I think they will use mud
bricks or fnd new materials, or make
thick walls to insulate buildings.
2 Write a paragraph of about 100
words about Egyptian food that
you would like people from other
countries to try.
1 Ask the students to tell you the kinds
of food they usually eat. Write a list
on the board. Ask them which of the
listed foods they would recommend to
people from other countries and why.
2 Now ask the students to write a
paragraph about the food they would
recommend. Tell them to name
the food, describe it (give its main
ingredients), and say whether it is
good for people and why. Ask some
students to read out their answers.
3 Translation
1 Follow the same procedure for
translation as in the other review units.
2 Now put the students into pairs to
compare their answers. Go through
the answers with the class.
Answers:
a
b
1 Putting a lot of/much sugar, salt and fat in our food
is unhealthy/bad Ior (our/your) health, isn`t it?
2 Feel/Make yourself at home and help yourself to any
food or hot drink you want.
_ . _,',= -, '~ ,'~ _ _ '~'' -~='
.( ''' _='_
'/) _='_
.' _' ',, _,, _'' .'' _ _
;'~ - :_,,,, ( -, ) _ '~ -~=' ,
' .
,
. _ .
'
=~' .'
_
.' - _~ _ :' ~', ,
230
UNIT13
W i s e w o r d s
Objectives
Grammar
Zero, first, second and third
conditionals
Functions
Describe the morals of stories
Listening
Listen for gist, interpret meaning
Reading
Read for gist and for detail
Critical thinking
The importance of mobile phones
Writing
A narrative
SB page 81 WB page 79
Before using the book:
v On the board, write the following:
Being with family Studying
Being with friends Playing computer games
Watching TV Doing sports
Not doing anything Shopping
Listening to music Helping at home
v Now tell the students to put these things in a
list of importance, with the most important at
the top.
v Put the students into pairs to compare their
answers. Ask them to fnd out iI they have
similar lists.
v Ask how many hours the students think they do
each activity every week. Tell them to write the
number oI hours next to each activity.
v Ask some students to share their answers with
the class.
UNIT 13
WISE WORDS
13
Wise words
UNIT
81
Listening
Ar t wor k 13- 1
4
Now discuss these questions in pairs.
a Now, many of the students smiled. Why did they smile?
b What are the tennis balls in your life?
5
The sounds of English
a Listen to these three ways of saying the ending of plural nouns and complete the table.
accountants
adults ambitions
catalogues
civil engineers
edges sentences
spaces tanks
/s/
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
/z/
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
a<ccou<n<t<a<n<t< [ a<m<bi<t<i<on< [
b Say the plural of these words to your partner.
ambition include
meaningless pour silent
Check the meanings of these words
in your Active Study Dictionary.
1
Listen to an experiment. Are these sentences True or False? Correct the false ones.
a The professor put a bag of tennis balls into a tank. . . . . . . . . . . . . . . . .
b The tennis balls lled the tank. . . . . . . . . . . . . . . . .
c The golf balls fell between the tennis balls. . . . . . . . . . . . . . . . .
d Next, the professor poured water into the tank. . . . . . . . . . . . . . . . .
e The experiment proves that busy people can always do more things. . . . . . . . . . . . . . . . .
f The professor compares the sand and water to watching TV and shopping. . . . . . . . . . . . . . . . .
g The experiment proves that you must put the important things in your lives rst. . . . . . . . . . . . . . . . .
3
2
Discuss these questions in pairs.
a How do you spend your time on a
school day?
b Do you nd it easy to plan how you
spend your time?
Tru
/iz/
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d<ge[
Objectives
Grammar Zero, rst, second and
third conditionals
Functions Describe the morals of
stories
Listening Listen for gist, interpret
meaning
Reading Read for gist and for
detail
Critical thinking The importance
of mobile phones
Writing A narrative
P0hI I0K0II
Wc 4e ne! z| wzys
preneenrc wer4s
!hz! cn4 |n s w| !h
!hc /s/ seen4.
SB pages 81-85 WB pages 79-82
LESSON 1
UNIT13
W i s e w o r d s
231
Listening
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 them to explain any words they understand
to you.
2 Tell them to look up the words in their Active
Study Dictionary, check the meaning and mark
the stress on the words with more than one
syllable.
3 Go through the answers with the class.
Answers:
ambition: something that you have been wanting to
achieve for a long time
include: if a group or set includes something or
someone, it has that person or thing as one
of its parts
meaningless: without any purpose or meaning
pour: to make a substance, usually a liquid, fow
out of or into something
silent: not saying anything or making any sound
2 Discuss these questions in pairs.
1 Tell the students to read the two questions.
2 Put them into pairs to discuss the answers.
3 Ask some students to share their answers with
the class and encourage class discussion.
3 Listen to an experiment. 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
and they are going to listen to a story about a
professor.
3 Tell them to listen to fnd the inIormation to
decide if the sentences are true or false. Tell
them to correct any Ialse sentences. You may
need to play the tape several times.
4 Go through the answers with the class.
Answers:
a True (given)
b False. There was still room for golf balls, sand and
water.
c True
d False. Next, the professor put sand into the tank.
e False. It proves that we must put the important things
frst.
f True
g True
T A P E S C R I P T
Presenter: We all live busy lives sometimes we forget
what is most important to us. This story
may help you to remember.
Storyteller: One day, a professor came to talk about
time management to his students. Im
going to start with an experiment, he said,
opening a cupboard and taking out a large
glass tank which he put on his desk. Next,
he took out a bag of tennis balls and started
putting them into the tank. When there was
no more space in the tank, he asked the
students, Is the tank full?
Everyone replied, Yes.
The professor said nothing but took out a
bag of golf balls. Carefully, he put these
into the tank, then moved the tank around
until the golf balls fell between the tennis
balls to the bottom of the tank. Again, the
professor asked, Is the tank full?
Now, many of the students smiled and
replied, No.
Next, the professor took a bag of sand and
pourea it into the tank. The sana hllea the
spaces between the tennis balls and the golf
balls. Is the tank full? he asked again.
The students all said No!
Right, replied the professor. Next, he
took six large bottles of water and poured
water into the tank until it was full. If he
had put any more water in, it would have
come over the top of the tank. The professor
asked, What does this experiment prove?
One student replied, It proves that, even if
we are very busy, it is always possible to do
more.
The professor shook his head and said,
No, it proves that if we dont put all the
tennis balls in the tank hrst, we wont be
able to put them in later.
Everyone was silent.
The professor continued, What are the
tennis balls in your life? Your family?
232
UNIT13
W i s e w o r d s
Passing tests? Your ambitions? A good job?
Remember it is most important to include
the tennis balls in our lives. If we dont, our
lives will be meaningless. If people gave
too much importance to the sand and water,
things like watching TV or going shopping,
their lives would have no meaning. So ask
yourselves, What are the tennis balls in my
life? Then, make sure you put them in the
tank hrst.`
4 Now discuss these questions in pairs.
1 Put the students into pairs, then play the tape
one more time.
2 Now ask the pairs to read the questions and
answer them in pairs.
3 Get some of the pairs to suggest their answers
to the class.
4 Go through the answers with the class
Answers:
a They smiled because they realised that they
hadn`t answered the question correctly beIore and
they thought that maybe the proIessor would do
something else to show that the tank was not full.
b (possible) Family, Iriends, job, studies, health, etc.
5 The sounds of English
1 Tell the students to look at the list of words in
the blue box.
2 Explain that there are three ways oI
pronouncing the ending of plural nouns. Read
the three examples to the class: accountants,
ambitions, edges and make sure the students can
hear the three different pronunciations of the
word endings.
3 Play the tape and tell the students to listen to the
pronunciation of the word endings and to add
each word to the correct box. You may need to
play the tape more than once.
4 Go through the answers with the class.
5 Put the students into pairs and tell them to take
turns at the Iollowing activity: Student 1 points
to a box and Student 2 reads out the words in
that box.
Answers:
a
/s/
accountants
adults
tanks
/z/
ambitions
catalogues
civil engineers
/'W/
edges
sentences
spaces
T A P E S C R I P T
Voice:
accountants
adults
ambitions
catalogues
civil engineers
edges
sentences
spaces
tanks
W i s e w o r d s
233
WORKBOOK page 79
1 Match these words a-e with their
meanings 1-5.
1 Tell the students to read the lists of words and
defnitions.
2 Explain that they must match each word with
the correct defnition.
3 Go through the answers with the class.
Answers:
a 4 (given) b 3 c 5 d 1 e 2
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 words
from Exercise 1 to complete them.
3 Go through the answers with the class.
Answers:
a pour (given)
b includes
c ambition
d silent
e meaningless
3 Use your Active Study Dictionary
to answer these questions.
1 Tell the students to read through the
questions.
2 Tell them to use their Active Study
Dictionary to fnd the answers.
3 Put the students into pairs to compare
their answers.
4 Go through the answers with the class.
Answers:
a ambitious (given)
b inclusion
c meaningful
d silence
4 Choose the correct word.
1 Tell the students to read through the sentences.
2 Explain that they must choose the correct word
for each sentence, as in the example.
3 Go through the answers with the class.
Answers:
a silence (given) b ambitious
c meaningful d inclusion
UNIT13
UNIT
79
13 13
Wise words
1 Match these words ae with their meanings 15.
a ambition 1 move water, milk, oil, etc. out of or into something
b include 2 not making any noise
c meaningless 3 to have as one of its parts
d pour 4 a something you have been wanting to do for a long time
e silent 5 without meaning
2 Complete with the correct form of the words from Exercise 1.
a To make tea, you have to pour hot water onto tea leaves.
b Her job answering the telephone and writing to new customers.
c My is to become a surgeon.
d When he heard the news, he was . He said nothing.
e I didnt understand the lm on TV last night. It was completely to me.
3 Use your Active Study Dictionary to answer these questions.
a The noun is ambition. What is the adjective? ambitious
b The verb is include. What is the noun?
c The adjective is meaningless. What is the opposite?
d The adjective is silent. What is the noun?
4 Choose the correct word.
a I love the silent/silence of the desert.
b She is very ambition/ambitious and wants to be
a newsreader on TV.
c Its a traditional song, but its message is very
modern. Its words are still meaningless/
meaningful today.
d Hes quite a good player, but his includes/
inclusion in the national team is a surprise.
234
W i s e w o r d s
Language focus
Conditional sentences
1 Study these sentences from the
listening text.
1 Remind students of the grammar for
the different conditionals. Write the
following on the board:
zero conditional:
If + present + present
If you heat ice, it melts.
rst conditional:
If + present + future
,I,QGKLVWHOHSKRQHQXPEHU,ZLOO
SKRQHKLP
second conditional:
If + past simple + would (or other
helping verb) + innitive
,I,KDGWLPH,ZRXOGZULWHDERRN
third conditional:
If + past perfect + would (or other
helping verb) + present perfect
If she had seen the thief, she would
KDYHSKRQHGWKHSROLFH
2 Tell the students to read through the
sentences and underline the two verbs
that make up the conditional.
3 Ask them to work in pairs to say
which tenses are used and what type
of conditional each sentence is. Go
over the answers with the class.
Answers:
1 If he had put any more water in, it would have come
over the top of the tank.
If + past perfect + would + present perfect: third
conditional (given)
2 If we place all the tennis balls in the tank frst, we
will be able to put the other things in later.
If present Iuture: frst conditional
3 If people cared too much about unimportant things,
their lives would be meaningless.
If + past simple + would infnitive: second
conditional
4 If we place the tennis balls in frst, they ft.
If + present + present: zero conditional
2 Look at sentences 1-4 above again. In
which sentence (or sentences) does the
speaker talk about:
1 Tell the students to read through each sentence
again and decide iI it is best described by a, b,
c, or d.
2 Put the students into pairs to compare their
answers. Then go through the answers with the
class.
Answers:
a Sentence 1 b Sentence 2
c Sentence 3 d Sentence 4
UNIT13
82
13
UNIT
Conditional sentences
Grammar rev p130
Language focus
1
2
Look at sentences 14 above again. In which sentence
(or sentences) does the speaker talk about:
a an imagined action in the past? . . . . . . . . . . . . . . . . . . . . . . . . . .
b an action which we think is possible in the future?
. . . . . . . . . . . . . . . . . . . . . . . . . .
c an action which we think will probably not happen in
the future? . . . . . . . . . . . . . . . . . . . . . . . . . .
d an action which is usually true? . . . . . . . . . . . . . . . . . . . . . . . . . .
Study these sentences from the listening text.
a Underline the two verbs which form the conditional.
b Say which tenses are used in each sentence. Is it the zero, rst, second or third conditional?
4
Discuss these questions in pairs.
a If you wanted some advice about revising
for an exam, who would you ask?
b If you want some advice about your life,
who do you talk to in your family?
1 If he had put any more water in, it would have come over the top of the tank.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 If we place all the tennis balls in the tank rst, we will be able to put the
other things in later. . . . . . . . . . . . . . . . . . . . . . . . . . .
3 If people cared too much about unimportant things, their lives would be
meaningless. . . . . . . . . . . . . . . . . . . . . . . . . . .
4 If we place the tennis balls in rst, they t. . . . . . . . . . . . . . . . . . . . . . . . . . .
?\!pa< [t p_ct !w>ou<l<d !pr}e[en<t p_ct: Th<i<r>d con<d<i<t<i<on<a<l.
3 Complete these sentences with the words in brackets.
a If the professor had tried to put more tennis balls into the tank, (some/fall/the oor)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b If he hadnt moved the tank around, (golf balls/fall/bottom of the tank) . . . . . . . . . . . . . . . . . . . . . . . . . .
c If you listen carefully to the professor, (you/hear/a lot of interesting ideas) . . . . . . . . . . . . . . . . . . . . . . . . . .
d If you dont listen, (you/not learn anything) . . . . . . . . . . . . . . . . . . . . . . . . . .
e If you worked harder, (you/get/higher marks) . . . . . . . . . . . . . . . . . . . . . . . . . .
f If you work harder, (you/get/higher marks) . . . . . . . . . . . . . . . . . . . . . . . . . .
som w>ou<l<d h<a<v}e _a<l<ln on t<h _#l<o+or.
LESSON 2 SB page 82 WB page 80
W i s e w o r d s
235
3 Complete these sentences with the words
in brackets.
1 Ask the students to read the beginning of each
sentence and to complete the sentence. Tell
them that sometimes there is more than one
answer possible.
2 Have the students work in pairs to compare
their answers beIore you go over the answers
with the class. Discuss the difference in
meaning of different answers, and of e and f.
Answers:
a some would have Iallen on the foor. (given)
b the golf balls wouldnt have fallen to the bottom of
the tank.
c you will hear a lot oI interesting ideas. (something
possible to happen in the Iuture)/you hear
a lot of interesting ideas. (something that
usually happens)
d you won`t learn anything. (something
possible to happen in the Iuture)/you don`t
learn anything. (something that usually
happens)
e you would get higher marks. (You
probably won`t work harder in the Iuture.)
I you`ll get higher marks. (You might
work harder in the Iuture.)/you get higher
marks. (This usually happens when
someone works harder.)
4 Discuss these questions in pairs.
1 Tell the students to read the two
questions. Why do they use diIIerent
tenses? (In a, you might or might not
want advice about revising in the
future; in b, you usually/always want
advice about life.)
2 Put the students into different pairs to
discuss the answers. Tell them to think
about who they might ask Ior advice
in each situation, and why.
3 Encourage some pairs to share their
answers with the class. Encourage
class discussion.
Students own answers
WORKBOOK page 80
1 Correct the mistake in each
sentence.
1 Tell the students to read through the
sentences. Explain that there is a
mistake in each sentence and they
must correct it.
2 Go through the answers with the class.
Discuss different answers for b and c.
Answers:
a II you hadn`t taken those photos, I wouldn`t have
remembered our holiday. (given)
b II I Iound any money at school, I would take it to
one of the teachers. (It is not probable that I will hna
money.)/II I fnd any money at school, I`ll take it to
one of the teachers. (Someone has lost money, so I
might hna it.)
c I`ll tell you iI I see anything unusual. (I expect there
might be something unusual.)/I would tell you iI I
UNIT13
80
UNIT
13 13
1 Correct the mistake in each sentence.
a If you havent taken those photos, I wouldnt have remembered our holiday.
If you hadnt taken those photos, I wouldnt have remembered our holiday.
b If I found any money at school, Ill take it to one of the teachers.
c Ill tell you if I saw anything unusual.
d If I felt tired, I usually go to bed early.
2 Make conditional sentences to describe the situation.
a tree fall down/block road
If the tree fell down, it would block the road.
b block road/trafc accident
c accident/trafc jam
d trafc jam/everyone late for work
3 Use the same words to make conditional sentences to describe
the new situation.
a If the tree falls down, it will block the road.
b
c
d
Look at the tree. I think
its going to fall down.
Look at the tree.
It could fall down.
236
W i s e w o r d s
saw anything unusual. (I dont expect there
to be anything unusual.)
d If I feel tired, I usually go to bed early.
2 Make conditional sentences to
describe the situation.
1 Tell the students to look at the
situation in the picture. Make sure
they understand that the men are
talking about something that is
possible, but not probable.
2 Ask the students to read the word
cues.
3 Tell them to use the words to write
conditional sentences to describe the
situation.
4 Put the students into pairs to compare
their answers. Then go through the
answers with the class.
Answers:
a If the tree fell down, it would block the
road. (given)
b If it blocked the road, there would be a
traIfc accident.
c II there were a traIfc accident, there
would be a traIfc jam.
d II there were a traIfc jam, everyone
would be late for work.
3 Use the same words to make
conditional sentences to describe
the new situation.
1 Tell the students to look at the new
picture. Explain that the situation has
changed and it looks as if the tree will fall down
it is probable.
2 Tell the students to use the same words as in
Exercise 2 to make the sentences to describe
this situation.
3 Put the students into pairs to compare their
answers, then go through the answers with the
class.
Answers:
a If the tree falls down, it will block the road. (given)
b If it blocks the road, there will be an accident.
c II there is an accident, there will be a traIfc jam.
d II there is a traIfc jam, everyone will be late Ior
work.
SB page 83 WB page 81
Reading
1 Discuss in pairs.
1 Put the students into pairs. On the board draw a
train. Ask the students to discuss the advantages
and disadvantages oI travelling by train in
comparison to driving or fying.
2 Tell them to talk about any interesting train
journeys they have taken.
3 Ask some pairs to share their answers with the
class.
13
UNIT
83
Reading
3
Read the story and answer
these questions.
a What was the problem on
the train? . . . . . . . . . . . . . . . . . . . . . . . . . .
b Why did one passenger thank another at
the end of the story? . . . . . . . . . . . . . . . . . . . . . . . . . .
announcement chat (v) conductor
inform paramedic regret
1
Discuss in pairs.
a What are the advantages and
disadvantages of travelling by train,
compared with driving or ying?
b Tell each other about a train journey you
remember.
4
Complete these sentences about the story
with a word or phrase.
a The train was travelling from
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b One of the passengers on the train used
her mobile phone to . . . . . . . . . . . . . . . . . . . . . . . . . .
c An ambulance and two paramedics were
waiting at the station when . . . . . . . . . . . . . . . . . . . . . . . . . .
d The ambulance took the ill passenger to
hospital, where he . . . . . . . . . . . . . . . . . . . . . . . . . .
e The man stayed in hospital for . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . .
f When he came out of hospital, the man
phoned the passenger who called the
ambulance to . . . . . . . . . . . . . . . . . . . . . . . . . .
2
Check the meanings of these words in
your Active Study Dictionary.
Mobile phone
saves a mans life
The fast train from Cairo was half an hour away
from Alexandria. The passengers were chatting,
sleeping, reading or listening to music when
they heard this announcement: We regret to
inform you that one of our passengers is very ill.
If there is a doctor on the train, please could he
or she come to the front?
Unfortunately, there was not a doctor on the
train, but one of the passengers left her seat and
went to the front, where the ill passenger was.
She told the trains conductor, My brothers a
doctor in a hospital in Alexandria. I could phone
him on my mobile and ask him to arrange for an
ambulance to meet the train when it arrives.
Thank you, said the conductor. Thats a
very good idea.
The woman phoned her brother at the hospital
and told him what had happened.
When the train arrived in Alexandria, the
doctor was waiting with the ambulance and two
paramedics. The ill passenger was taken to
hospital, where he had to have an operation. A
week later, he was better and left the hospital.
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to contact the woman who had phoned for the
ambulance.
I want to thank you for saving my life, he
said. Without your call, I might have died.
I was happy to help, said the woman. My
mobile phone has never been so useful!
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Ca<i<r>o t<o Alxa<n<d<ri<a.
5
Discuss these questions in pairs.
a What would have happened if the woman
had not had a brother who was a doctor in
Alexandria?
b What would have happened if the
passenger had not had her mobile phone?
LESSON 3
UNIT13
W i s e w o r d s
237
Suggested answers:
a The students might suggest that train journeys are
more relaxing than driving or fying and that they
have more interesting views than the views from
roads or in a plane. They also pollute less. You can
get up and walk around much more than on a plane
or in a car.
b Students` own answers
2 Check the meaning of these words in
your Active Study Dictionary.
1 Tell the students to read the words in the box.
Ask iI any students can explain any oI the
words to the class.
2 Tell the students to look up the words in their
Active Study Dictionary and note the stressed
syllable.
3 Now explain that you are going to give a
defnition and the students must say which word
you are defning.
Example:
Teacher: To give people information.
Students: Inform.
4 Continue in this way with each oI the words.
Answers:
announcement: an important oIfcial statement about
something that has happened or will
happen
chat: to talk in a Iriendly and inIormal way
conductor: someone whose job is to collect
payments Irom passengers on a bus or
train
inform: to Iormally tell someone about
something
paramedic: someone who is trained to help people
who are ill or injured but is not a doctor
or nurse
regret: to be sorry and sad about a situation
3 Read the story and answer these
questions.
1 Tell the students to read the text.
2 Put them into pairs and tell them to read the
questions and discuss them together.
3 Go through the answers with the class.
Answers:
a There was a man on the train who was very ill.
b The man thanked the woman because she had helped
him by phoning her brother who was a doctor and
asking him to send an ambulance to meet the train at
the station.
4 Complete these sentences about the story
with a word or phrase.
1 Tell the students to read through the six
sentence beginnings.
2 Explain that they must re-read the story to
fnd the inIormation they need to complete the
sentences.
3 Put the students into pairs to compare their
answers.
4 Finally, go through the answers with the class.
Answers:
a Cairo to Alexandria. (given)
b phone her brother.
c the train arrived.
d had an operation.
e a week.
f thank her for her help.
5 Discuss these questions in pairs.
1 Put the students into pairs. Tell them to read the
two questions and to discuss the answers.
2 Ask some pairs to share their answers with the
class.
Suggested answers:
a If the woman had not had a brother who was a
doctor in Alexandria, the ambulance wouldnt have
been waiting at the station for the man. / the man
wouldn`t have been taken to hospital quickly. / the
man wouldnt have had the operation. / the man
might have died.
b If the woman had not had her mobile phone, the
man would have died./the woman would have used
another passengers phone to call her brother./the
train driver might have used the radio to call for
help.
UNIT13
238
W i s e w o r d s
WORKBOOK page 81
1 Complete these sentences with
the correct form of the words.
1 Tell the students to read the gapped
text. Explain that they must write
the correct form of the words in the
box to complete the text, as in the
example.
2 Go through the answers with the
class.
Answers:
a chatting (given) b announcement
c regret d inform
2 Complete these sentences in your
own words.
1 Ask the students to read through the
sentence beginnings.
2 Tell them to complete the sentences
with their own words.
3 Put the students into pairs to read out
the sentences they wrote to each other.
4 Ask some pairs to read their sentences
to the class.
Suggested answers:
a the other team scored a goal. (given)
b there is something important to know
about in the school.
c they heard the good news.
d they had all passed the exam.
e they saw that one oI the passengers
was ill.
3 Complete using the correct form of the
word in brackets.
1 Ask 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. Tell them to
use their Active Study Dictionary iI they are not
sure oI any words.
3 Go through the answers with the class.
Answers:
a meaningless (given) b information
c regrettable d announcement
4 Complete these sentences with your own
ideas.
1 Tell the students to read the sentence
beginnings.
2 Tell them to complete the sentences in their own
words.
3 Ask some students to read their answers to the
class.
Suggested answers:
a he or she would have helped the man.
b the ambulance wouldnt have met the train at the
station.
c the passengers wouldnt have known about the
ill man.
UNIT13
81
UNIT
13 13
1 Complete these sentences with the correct form of the words.
announcement inform regret chat
It was a sunny day and everyone was happily a chatting on the train to Luxor. Then
suddenly, the conductor made an b . He said, I c to say that the
train will be an hour late because of an accident on the line. Many passengers used their mobile
phones to d their friends and family of the new arrival time.
2 Complete these sentences in your own words.
a The footballer regretted his mistake when the other team scored a goal.
b The head teacher makes an announcement when
c The children chatted excitedly when
d The teacher informed the class that
e They called a paramedic when
3 Complete using the correct form of the word in brackets.
a Im not a scientist, so these numbers are meaningless . I dont understand them. (mean)
b The book is full of very useful . (inform)
c The driver said the accident was very . (regret)
d The policitian said she had an important . (announce)
4 Complete these sentences with your own ideas.
a If there had been a doctor on the train,
b If the woman hadnt phoned her brother,
c If the conductor hadnt made an announcement,
W i s e w o r d s
239
Critical thinking
1 Read this quotation from the story and
answer the questions.
1 Tell the students to read the quotation.
2 Put the students into pairs. Tell them to read the
questions and ask them to discuss their answers.
3 Get some pairs to share their answers with the
class.
Suggested answers:
a She had saved his liIe by asking her brother to send
an ambulance to meet the train, so the ill man got to
hospital and had the operation as quickly
as possible.
II he hadn`t got to hospital so quickly, he
might have died.
b Mobile phones are very useIul, especially
in emergency situations or business
situations where you need to contact
someone quickly. They are very useIul iI
your car breaks down, etc.
2 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. Tell them
to take turns to read out the questions
and their answers.
3 Go through the answers with the class.
Answers:
a From Cairo. (given)/From Cairo to
Alexandria.
b The announcement asked for a doctor.
c The woman phoned her brother who was a
doctor in Alexandria.
d (suggested) They were probably worried
about the ill passenger.
e (suggested) The conductor probably Ielt
very happy because he was very worried
about the ill man and it helped to solve the
problem.
f (suggested) The conductor or driver
could have used the radio to call for an
ambulance to meet the train.
3 Choose one of the following morals for
the story and discuss your choice with a
partner.
1 Tell the students to read the three morals in
the box.
2 Put the students into pairs. Tell them to discuss
each of the morals with their partner. Tell them
to think, Ior example, about why it might be a
good idea to have a doctor on each train and
what problems, such as large costs, this might
cause. Ask them to think about situations in
which being a good neighbour could save lives
and to think oI ways, other than mobile phones,
in which technology can save lives.
84
13
UNIT
Critical thinking
1
Read this quotation from the story
and answer the questions.
2
Answer the following questions.
a Where were the train passengers travelling from? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b What did the announcement ask for? . . . . . . . . . . . . . . . . . . . . . . . . . .
c Who did the woman passenger phone? . . . . . . . . . . . . . . . . . . . . . . . . . .
d How do you think the passengers felt when they heard the announcement? . . . . . . . . . . . . . . . . . . . . . . . . . .
e How do you think the conductor felt when the woman said her brother was a doctor in
Alexandria? . . . . . . . . . . . . . . . . . . . . . . . . . .
f How could they have helped the ill passenger if the woman had not phoned her brother?
. . . . . . . . . . . . . . . . . . . . . . . . . .
3
Choose one of the following morals
for the story and discuss your choice
with a partner.
a How had the woman passenger
saved the others life?
b How useful are mobile phones, do
you think?
I want to thank you for saving my
life, he said. Without your call, I might
have died.
I was happy to help, said the woman.
My mobile phone has never been so
useful!
There should be a doctor on
every train.
Being a good neighbour can
save lives.
Technology can help save lives.
4
Discuss the following in groups of three.
a Think of situations in which you have
helped with a problem. How did you feel?
b In what other ways can mobile phones be
used in difcult situations?
From Ca<i<r>o.
LESSON 4
SB page 84
UNIT13
240
W i s e w o r d s
3 Now ask them to choose the best moral
Ior the story and to discuss why they
chose it.
4 Ask some pairs to share their answers
with the class.
Suggested answers:
A doctor on every train is too expensive
and doctors are needed at hospitals and in
more important places. Train accidents and
problems are not Irequent.
Being a good neighbour can save lives. For
example, iI you visit an ill neighbour each
day, when something bad happens you will
know and be able to get help.
Technology can save lives in many ways. The
technology that hospitals use Ior operations is
a good example.
Probably, Technology can help save lives is
the best moral Ior the story because that is
what happened as the woman used her mobile
phone to call ahead for help.
4 Discuss the following in groups
of three.
1 Put the students into groups of three.
2 Tell the groups to read the questions
and then discuss their answers.
3 Ask some groups to share their
answers with the class. Encourage
class discussion.
Suggested answers:
a The students should describe times when
they helped people and try to say how
they Ielt about it.
b Mobile phones can be used iI your car breaks down,
iI you can`t fnd a Iriend you are supposed to be
meeting somewhere, iI you need inIormation quickly
and to inIorm people iI you are going to be late Ior
something important.
Communication
1 Read these wise words and discuss what
the sayings mean with a partner.
1 Tell the students to read all the sayings. Help
them with any vocabulary they fnd diIfcult.
2 Put the students into pairs to discuss the
meaning oI each saying.
Communication
85
13
UNIT
Take turns to tell your story to a group of students.
a Talk for one or two minutes.
b When you have nished, answer questions from other students
and discuss the moral of the story. Use this language.
4
1
Read these wise words and discuss
what the sayings mean with a partner.
2
Choose one of the sayings above and think of a story
to illustrate it. Your story can be:
present day or historical.
fact: about someone you have heard of or someone
you know.
ction: a well-known story.
a story you have thought of yourself.
3
Plan your story. Write notes about:
the characters.
what happened.
the moral of the story.
The road to success is not straight.
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impossible to forget.
Some people are lonely because they build walls instead
of bridges.
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you dont do.
Life is not a race. Its a journey.
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remembered for these things.
,I \RXGRQWVXFFHHGWU\WU\DQGWU\DJDLQ
Questions
What is the story really about?
What do you think the moral is?
What do you think this story shows?
I think the moral of this story is... Do you agree?
Answers
Its really about
I think its that
Id say it shows that
Yes, I do./Not really. I think
UNIT13
LESSON 5
SB page 85 WB page 82
W i s e w o r d s
241
3 Now put the pairs together into groups of four
to discuss their answers.
4 Go through the answers with the class.
Suggested answers:
a At times, you will have diIfculties in your liIe; not
everything is easy.
b You don`t have many truly good Iriends in your liIe,
and when you have them they are Iriends Ior liIe.
c Some people cut themselves oII Irom other people
and isolate themselves, and Ior this reason they don`t
have friends.
d Do and experience as much as you can in your liIe.
e Don`t rush, be patient, it is a journey that you can
enjoy along the way. Rushing through liIe won`t
make you a winner.
f People dont forget the good things that other
people do.
g Never give up; keep trying and eventually you will
succeed.
2 Choose one of the sayings above and
think of a story to illustrate it. Your story
can be:
1 Tell the students to think about the sayings in
Exercise 1. Ask iI they can think oI a story in
their lives or one they have heard or read that
illustrates the point oI one oI the sayings.
2 To help them decide, tell them to read through
the suggestions Ior types oI story in the book
it can be fctional or something that has
happened to them or someone else.
Students own answers
3 Plan your story. Write notes about:
1 Explain to the students that they are going to
tell their story.
2 Tell them to prepare by making notes about the
character, what happened and, of course, the
moral oI the story the saying it relates to.
3 Tell the students to make notes that will help
them to tell the story.
4 Take turns to tell your story to a group of
students.
1 Explain that the students are going to tell their
stories to each other in small groups and, after
each story, the other students in the group will
ask questions about it.
2 Put the students into small groups and ask them
to tell their stories to each other.
3 AIter each story, tell them to look at the
language in the Questions and Answers boxes
and to ask and answer questions about the
stories.
4 Tell each group to choose the person who told
the most interesting story to tell their story to
the class.
Students own answers
UNIT13
242
UNIT13
W i s e w o r d s
WORKBOOK page 82
1 Respond to each of the following
situations.
1 Ask the students to read through the
Iour situations and to write what they
would say in each one.
2 Put the students into pairs to compare
their answers. Then ask some students
to read their answers to the class.
Suggested answers:
a What`s the story really about? (given)
b What does this story show?
c I think its about helping people.
d Im sorry to say that your child/ (friends
name) is ill.
2 Read this story and do the
following.
1 Tell the students to read the story and
then close their books.
2 Put the students into pairs and ask
them to try to remember and tell each
other as much as they can about the
story.
3 Now tell the students to open their
books, read the story again and
complete item a with one of the
conditionals.
4 Finally, ask them to complete item b
with one oI the sayings Irom Exercise
1 on page 85 oI the Student`s Book.
Answers:
a If I hadnt learned English
b Good Iriends are hard to fnd, harder to leave, and
impossible to forget.
3 Write the story you told the other
students in the Students Book.
1 Remind the students oI the story they told in
Exercise 4 on page 85 oI the Student`s Book.
Explain that they are going to use the notes they
made for Exercise 3 on that page.
2 Tell them to follow the paragraph plan and to
write three paragraphs, each giving information
to answer the questions in the plan.
3 When the students have fnished writing their
stories, put them into groups of four (not the
same groups as before) and tell them to read
their stories to each other.
4 Move around the class, listen and select one or
two students to read their story to the class.
82
UNIT
13 13
1 Respond to each of the following situations.
a You have just read a magazine story. You understand the story, but you are not sure what its real
subject is. What do you say?
Whats the story really about?
b Your class has read a short story. You are not sure what it shows. What do you ask your teacher?
c Your friend asks what the lm you have just seen together is really about. You think its about
helping people. What do you say?
d You have to phone a friends mother and tell her that her child is ill. What do you say?
2 Read this story and do the following.
a Complete a with one of the following.
s If I hadnt learned English s If I learn English s If I learned English
b Complete b with one of the sayings from the Students Book.
3 Write the story you told the other students in the Students Book.
a Make a paragraph plan.
Paragraph 1: Who are the characters?
What is the rst thing that happens?
Paragraph 2: What happens next?
How do the characters feel?
Paragraph 3: How does the story end?
How do the characters feel?
b Write your story in 120140 words.
W it th t t ld th th t d t i th St d t B k
A few years ago, Hassan went to Italy with his family for their summer holiday. They stayed in a
small village near the sea. Hassan watched some children from the village playing football. The
children called to him, but he did not understand what they said.
One day, he saw one of the boys from the football match on the beach. Hassan smiled and said,
Do you speak English?
Yes, said the boy, I speak English. My names Mario. Its nice to meet you. Come and play
football with us this afternoon. We like having new players.
Hassan joined in the match and soon he became good friends with Mario. At the end of his holiday,
he was sad to say goodbye.
a , I wouldnt have understood you! said Mario.
We must write to each other, said Hassan.
Hassan and Mario have written to each other for two years now. Next year, Mario wants to visit
Hassan in Egypt with his family. Im looking forward to seeing you again, Mario wrote.
It reminds me of the saying: b
UNIT13
W i s e w o r d s
243
Assessment
Target element: listen and revise key
language from the story about the professor
Write the following sentences on the board:
1 The professor put some sand in the tank.
2 The professor put some water in the
tank.
3 The student said, If we are busy we can
always do more.
4 It proves that if you dont put the tennis
balls in the tank rst, you wont be able
to put them in the tank later.
5 The professor put some tennis balls in
the tank.
6 The professor put some golf balls in the
tank.
Explain that the students are going to listen
to the story from Exercise 3 on page 81 of
the Students Book again. When they have
listened, tell them to put the sentences on the
board in the correct order.
Answers: 5 6 1 2 3 4
Target element: revise the language from the
story about the train journey
On the board, write these key words from the story:
train journey
announcement
passenger ill
doctor
no doctor
womans brother
mobile phone
at station
operation
phoned thank you
Put the students into pairs and tell them to take
turns to tell the story again.
Target element: revise the story and
vocabulary from a A trip to Italy
1 On the board, write the following sentences:
1 Hassan went to Italy with his wife.
2 They stayed in a big city near the sea.
3 Hassan can speak English.
4 Mario and Hassan became good friends.
5 Hassan wants to visit Mario in Italy next
year.
Ask the students to re-read the story Atrip
to Italy from Exercise 2 on page 82 of the
Workbook. Tell them to read the sentences on the
board and decide if they are true or false.
Answers:
1 False. Hassan went to Italy with his family.
2 False. They stayed in a small village near
the sea.
3 True
4 True
5 False. Mario wants to visit Hassan in Egypt
next year.
Target element: revise key vocabulary from
the unit
On the board, write the following words:
ambition
include
meaningless
silent
conductor
regret
announcement
Tell the students to choose three of the words and
to write a defnition Ior each oI them. When they
have done this, put the students into groups of four.
Tell them to take turns to read out a defnition
to the other members of the group, who must guess
which word it defnes. They must not guess until
the student has read the defnition.
Listening Task Reading Task
Speaking Task Writing Task
244
UNIT14
K i n g S o l o m o n s M i n e s
Objectives
Grammar
Prepositions after nouns, verbs and
adjectives
Functions
Ask for and agree to help people
Listening
Listen for gist and for detail, guess
the meanings of unknown words
Reading
Read to check what you know and for
specific information
Critical thinking
Why peoples home countries are
important to them
Writing
An e-mail asking for help
SB page 86 WB page 83
Before using the book:
v Tell the students that they are going to read
and learn about someone who wrote adventure
stories.
v Write the following questions on the board.
1 In what sorts of places do adventure stories
take place? In what periods past, present
or future? Are they usually modern?
2 What sorts of things usually happen in
adventure stories?
3 What adventure stories do you know?
4 What adventure lms do you know?
v Put the students into groups and tell them to
discuss the questions.
v Ask the groups to report back to the class
with their answers.
UNIT 14
KING SOLOMONS MINES
Listening
14
UNIT
86
King Solomons
Mines
civilisation reform (n)
Look at the pictures and
discuss with a partner.
How do you think someones life
would change if they moved from
England to South Africa?
Check the meanings of these words
in your Active Study Dictionary.
1
2
Listen to a conversation between two
students and answer the questions.
a Who are they talking about? . . . . . . . . . . . . . . . . . . . . . .
b What did this person do? . . . . . . . . . . . . . . . . . . . . . .
c Was he successful or not? . . . . . . . . . . . . . . . . . . . . . .
3
6
The sounds of English
a Listen to some compound nouns and
underline the main stress.
b Now listen again and repeat the words.
What do you notice about the stress?
Listen again and match to make sentences about Rider Haggard.
4
In pairs, guess the meanings of these
words from the listening.
5
1 homework
2 website
3 adventure story
Objectives
Grammar Prepositions after nouns, verbs
and adjectives
Functions Ask for and agree to help people
Listening Listen for gist and for detail,
guess the meanings of unknown words
Reading Read to check what you know
and for specic information
Critical thinking Why peoples home
countries are important to them
Writing An e-mail asking for help
a Rider Haggards rst job was
b When he returned to England,
c Before being a successful writer,
d In some of his stories,
e Rider Haggard spent only six weeks
f King Solomons Mines was popular
1 explorers found old civilisations in Africa.
2 for a year.
3 he got married.
4 he worked as a lawyer.
5 in South Africa.
6 writing King Solomons Mines.
bestseller explorer poet
a
4 bookshop
5 bathroom
6 diamond mine
SB pages 86-90 WB pages 83-86
LESSON 1
UNIT14
K i n g S o l o m o n s M i n e s
245
Listening
Suggested answers:
1 Adventure stories often take place in remote
places such as Africa or South America. However,
sometimes they are set in fantasy lands or even in
space. They often take place in the past, when the
world was less discovered and there were many
remote places.
2 It is usual in an adventure story that people are
looking for something or someone. They have to
overcome many problems and diIfculties to fnd
what or who they are looking for.
3 There are many. Gullivers Travels, which we have
come across, is a good example.
4 Indiana Jones is a popular adventure flm. Back to
the Future is another flm that is Iull oI adventures.
1 Look at the pictures and discuss with a
partner.
1 Ask the students what they know about England
and South Africa.
2 Ask them to say in what ways the two countries
are different.
3 Ask the students how they think their lives
would change if they moved from England to
South Africa. Write their ideas on the board.
Suggested answers:
The hotter climate would mean that you would be
outside much more. You would eat very different types
of food. You would probably have a bigger house and
more space. You would be able to go to the countryside
and see many wild animals
2 Check the meanings of these words in
your Active Study Dictionary.
1 Tell the class to look up the two words in their
Active Study Dictionary.
2 Ask the students to explain what they mean
in their own words.
3 Tell them to mark the main stress on the two
words.
Answers:
civilisation: a society that is well organised and
developed
reform: to change a law, system or organisation
so that it is fairer or more effective
3 Listen to a conversation between two
students and answer the questions.
1 Tell the students to read through the questions.
2 Put the students into pairs.
3 Explain that you are going to play the tape and
they must listen carefully for the information
to answer the questions, and then discuss the
answers with a partner. You may need to play
the tape several times.
4 Now go over the answers with the class.
Answers:
a They are talking about the life of Rider Haggard,
who was a writer.
b He did many things in his life. He went to work in
South Africa for a few years, returned to England,
married and had a family, became a lawyer, worked
Ior the British government and fnally became a
writer and wrote King Solomons Mines and other
adventure stories.
c Yes, he was. King Solomons Mines was a bestseller.
T A P E S C R I P T
Mustafa: Did you know, were going to read King
Solomons Mines at school soon?
Hany: Yes, I heard. Im looking forward to that.
Ana for homework we have to hna out about
Riaer Haggara who wrote the book.
Mustafa. What ao you know about him?
Hany: Not much. I know hes not alive and I think
he was English.
Mustafa. Shall we try ana hna out more?
Hany. OK. Lets look on the internet. There must be
a Riaer Haggara website.
Mustafa. Here he is. Riaer Haggara, born 1856, aiea
1925.
Hany. So hes been aeaa quite a long time. What
else does it say?
Mustafa: Well, you were right he was English his
father was a lawyer and his mother was a
poet.
Hany: When did he start writing?
Mustafa: Wait a minute. OK, it says he wasnt very
good at school so he didnt apply for
university. His father sent him to work in
South Africa.
246
UNIT14
K i n g S o l o m o n s M i n e s
Hany: Did he stay in South Africa?
Mustafa. Yes, for a few years, then he went back to
England, married and had a family.
Hany: So, when did he start writing?
Mustafa. Well, lets see. He became a lawyer hrst, but
he aiant ao very well because he was so keen
on his writing.
Hany. What were his books about?
Mustafa: They were adventure stories which took place
in Africa ana were about explorers
discovering ancient African civilisations
or looking for diamonds.
Hany: Was he successful as a writer?
Mustafa: Yes. King Solomons Mines, which it took
him only six weeks to write, was a bestseller
for a year.
Hany: What else did he write?
Mustafa: Lets see. She, about an ancient African
queen, ana Allan Quatermain are his best
known other books.
Hany: And did he go on working at the same time as
being a writer?
Mustafa: Yes, he worked for the British government.
He helped in the reform of agriculture. He
also travelled around the world.
Hany. Im interestea in learning more about him.
Mustafa: So am I, and Im really looking forward to
reading King Solomons Mines.
Hany: Me too.
4 Listen again and match to make sentences
about Rider Haggard.
1 Tell the students to read the sentence halves
in the box. Explain that they must match each
sentence beginning in the frst column with the
correct sentence ending in the second column.
2 Play the tape again and tell the students to listen
and then match the sentence halves.
3 Go through the answers with the class.
Answers:
a 5 (given) b 3
c 4 d 1
e 6 f 2
5 In pairs, guess the meaning of these
words from the listening.
1 Put the students into pairs.
2 Ask them to read the three words in the box and
to think about what they mean.
3 Ask some of the pairs to share their ideas with
the class. Write their ideas on the board.
4 Now tell the students to look up the words in
their Active Study Dictionary and see if they
were correct.
Answers:
bestseller. a book that a lot of people have bought.
explorer. someone who travels to places that
people have not visited before.
poet: someone who writes poems.
6 The sounds of English
a
1 Tell the students to look at the list of compound
nouns in the box. Ask if they know what the
words mean.
2 Tell them to listen to the tape and to mark the
stress on each word.
3 Put the students into pairs to compare their
answers.
b
4 Now play the tape again and tell the students to
check their work.
5 Play the tape once more and ask the students to
repeat the words.
Answers:
1 homework
2 website
3 adventure story
4 bookshop
5 bathroom
6 diamond mine
b It Ialls on the frst word in the compound noun each
time.
T A P E S C R I P T
Joice 1. One.
Joice 2. homework
Joice 1. Two.
Joice 2. website
Joice 1. Three.
Joice 2. aaventure story
Joice 1. Four.
Joice 2. bookshop
Joice 1. Five.
Joice 2. bathroom
Joice 1. Six.
Joice 2. aiamona mine
K i n g S o l o m o n s M i n e s
247
WORKBOOK page 83
1 Find the words in the puzzle to match the
denitions.
1 Tell the students to read through the defnitions.
2 Explain that they can fnd the word to match
each defnition in the puzzle.
3 Tell them to fnd the words in the puzzle and
write them in the spaces provided.
4 Go through the answers with the class.
Answers:
a bestseller (given)
b reform
c poet
d civilisation
e explorer
I F B E S T S E L L E R
L O U T P P E T F S L B
U P I Q O W E I V T B N
O O D T N M R E F O R M
K E E H Y M R P F E O K
E T E X P L O R E R E N
C I V I L I S A T I O N
2 Complete these sentences with
the words from Exercise 1.
1 Tell the students to read the 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 explorer (given)
b poet
c civilisation
d reform
e bestseller
3 Write compound nouns with
these meanings and mark the
main stress.
1 Tell the students to read the
defnitions.
2 Put the students into pairs to decide
which compound noun is being
defned. Tell them to read the Don`t
Forget box and to check in their Active
Study Dictionary to see how the word
is written.
3 Ask some students to share their
answers with the class, then go
through the answers with the class.
Answers:
a bookshop
b bathroom
c goldmine
d bus stop
e goalkeeper
f motorbike
g playground
UNIT14
UNIT
83
14 14
King Solomons Mines
1 Find the words in the puzzle
to match the denitions.
a a book that a lot of people have bought
bestsel l er
b change a system to make it fairer or more
effective
c a man or woman who writes poems
d society that is well organised and developed
e someone who travels to places that people have not visited before
2 Complete these sentences with words from Exercise 1.
a Marco Polo was an Italian expl orer who travelled to China.
b Shakespeare was one of Englands greatest s.
c Ancient Egyptian began around 5,000 years ago.
d The new educational s mean that children will start
learning English when they are ve years old.
e James Bond novels have been s since they were rst written.
3 Write compound nouns
with these meanings and
mark the main stress.
a a shop where you can buy books. a bookshop
b a room where you have a bath
c a mine where you can nd gold
d a place where you can catch a bus
e a footballer who stops the other team scoring goals
f a bike with a motor
g an area where school children play during breaks
I F B E S T S E L L E R
L O U T P P E T F S L B
U P I Q O W E I V T B N
O O D T N M R E F O R M
K E E H Y M R P F E O K
E T E X P L O R E R E N
C I V I L I S A T I O N
a bookshop
P0hI I0K0II
0hcrk |n yeer r!| vc 8!e4y P|r!|enzry !e scc |f !hc rempeen4
neen |s wr| !!cn zs enc wer4, ! we wer4s er ! we wer4s w| !h z
hyphcn.
248
K i n g S o l o m o n s M i n e s
Language focus
Prepositions after nouns, verbs and
adjectives
1 Study these sentences from the
listening text.
1 Tell the students to read through the
sentences.
2 Ask them to look at the example
and tell the students that they must
underline the verb, noun or adjective
that is followed by a preposition in
each sentence. They must write v + p,
a + p or n + p, as in the example.
3 Put the students into pairs to compare
their answers.
4 Go through the answers with the class.
Answers:
1 fnd out about v + p
2 good at a + p
3 apply for v + p
4 belonged to v + p
5 keen on a + p
6 were looking for v + p
7 reform of n + p
8 interested in a + p; learning ... about v + p
2 Choose the correct prepositions.
Check in your Active Study
Dictionary.
1 Tell the students to read through the
dialogues. Explain that they must choose the
correct preposition for each sentence.
2 If the students have problems, tell them to look
in their Active Study Dictionary.
3 Put the students into pairs to compare their
answers, then go through the answers with the
class.
Answers:
a for; of; at
b with; in
c for; of
d of
3 Discuss in pairs using the red phrases in
your answers.
1 Tell the students to read through the three
questions carefully.
2 Tell them to think about how to answer the
questions using the red phrases.
3 Write the list of phrases on the board to help
them:
interested in good at
worried about causes of
answer to apply for
4 Now put the students into pairs to discuss their
answers. Ask some pairs to share their answers
with the class.
UNIT14
Language focus
87
Grammar rev p132
14
UNIT Prepositions after nouns,
verbs and adjectives
1
Study these sentences from the listening text.
a Underline the noun, verb or adjective and the preposition that follows it.
b Note what each underlined word is (n = noun, v = verb, a = adjective, p = preposition).
3
Discuss in pairs using the red phrases in your
answers.
a Which subject are you most interested in at
school? Are you good at this subject?
b What environmental problem are you most
worried about? What are the causes of this
problem? What is the answer to the problem?
c Which university course do you intend to apply
for in the future?
2
Choose the correct prepositions. Check in your
Active Study Dictionary.
a A Whats the main reason for/with the popularity
from/of Rider Haggards books?
B He was so good at/for writing exciting stories.
b A Have Rider Haggards books always been
popular by/with readers?
B Yes. Theres been an increase in/about sales in
recent years.
c A I knew he was famous for/with King Solomons
Mines, but I didnt know Rider Haggards other
stories.
B Id never heard from/of him at all until last week.
d A How many children did Rider Haggard and his
wife have?
B They had four, but one of them died of/with a
childhood disease when he was only ten.
1 We have to nd out about Rider Haggard. . . . . . . . . . . . . .
2 He wasnt very good at school. . . . . . . . . . . . . .
3 He didnt apply for university. . . . . . . . . . . . . .
4 South Africa belonged to Britain at that time. . . . . . . . . . . . . .
5 He was so keen on writing. . . . . . . . . . . . . .
6 The explorers were looking for diamonds. . . . . . . . . . . . . .
7 He helped in the reform of agriculture. . . . . . . . . . . . . .
8 Im interested in learning more about him. . . . . . . . . . . . . .
v !p
P0hI I0K0II
Thcrc zrc ne re|cs z|ee! wh|rh
prcpes| !|ens fe||ew neens,
vcr|s zn4 z4jcr!| vcs. Yee hzvc
!e ne!c 4ewn zn4 |czrn czrh
phrzsc zs yee remc zrress | !.
LESSON 2 SB page 87 WB page 84
K i n g S o l o m o n s M i n e s
249
5 Go through some possible answers with the
class.
Suggested answers:
a I am most interested in languages. I am good at
languages, too.
b I am most worried about pollution. Some causes of
pollution are the cars and factories in the cities. The
answer to the problem is to have more buses and
trains.
c Im going to apply for a course in English.
WORKBOOK page 84
1 Choose the correct prepositions
to complete the sentences.
1 Ask the students to read through all
the sentences frst.
2 Tell them to choose the correct
preposition to complete each
sentence.
3 Put the students in pairs to compare
their answers. Then go through the
answers with the class.
Answers:
1 a (given) 2 a
3 b 4 b
5 a 6 b
7 d 8 a
9 b 10 a
2 Find the mistakes in these
sentences. (One sentence is
correct.)
1 Ask the students to read through the
sentences.
2 Tell them to look at the example
and explain that they must fnd and
correct the mistake in each sentence.
One sentence has no mistake.
3 Put the students into pairs to compare
their answers. Then go through the
answers with the class.
Answers:
a for at (given) b correct c for about
d at for e for with f for to
3 Complete these sentences with your own
ideas.
1 Tell the students to read through the sentence
beginnings. Explain that they must complete
each sentence with their own ideas.
2 Now put the students into groups and have them
read out their answers to each other.
3 Ask some students to read out their answers to
the class.
Suggested answers:
a the use of cars and the pollution from factories.
b its beautiful Pyramids and ancient cities.
c studying in a different country.
UNIT14
84
UNIT
14 14
1 Choose the correct prepositions to complete the sentences.
1 William Shakespeare is more famous for his plays than his poems.
a for b by c from d of
2 Nobody knows the real reason for the lms popularity viewers.
a with b to c for d of
3 Huda loves English, but shes not very good maths.
a for b at c by d with
4 When did you nd that you had won the prize?
a from b out c of d about
5 That little black car belongs my uncle.
a to b for c with d by
6 I play lots of sports, but Im not very keen watching sport on TV.
a to b on c for d at
7 When I nish university, Im going to apply a job abroad.
a to b with c at d for
8 In 1918, millions of people all over the world died Spanish u.
a of b for c at d with
9 You werent at school yesterday, so how did you nd out the homework?
a with b about c from d of
10 Azza is very interested medicine.
a in b to c of d for
2 Find the mistakes in these sentences. (One sentence is correct.)
a My brother was never very good for playing basketball. at
b You should apologise to your teacher for forgetting your homework.
c Dont worry for your exam. Im sure you will pass.
d Ive lost one of my school books. Can you help me look at it?
e Holidays in Egypt are popular for all kinds of tourists.
f We must nd an answer for the problem of climate change.
3 Complete these sentences with your own ideas.
a The main cause of global warming is
b Egypt is most famous for
c Id like to nd out more about
250
K i n g S o l o m o n s M i n e s
1 Check the meanings of these
words and phrases in your Active
Study Dictionary.
1 Tell the students to read the words in
the box. Ask if they can explain any of
the words to you.
2 Tell them to look up the words in their
Active Study Dictionary and note the
stressed syllable.
3 Now tell them that you are going to
give a defnition oI one oI the words
and they must tell you which word.
Example:
Teacher: It is when two armies hght
each other in one place.
Students: Battle.
4 Continue in the same way with all the
words.
Answers:
adviser: someone whose job is to give
advice about a subject
almost: nearly but not completely
battle: when two armies fght each
other in one place
eventually: after a long time
fortunately: used to say that it is a good thing
that something happens, is true
or exists
go missing: to become lost
oppose: to disagree with something and try
to stop it
trap: if you are trapped in a dangerous place or
an unpleasant situation, you cannot escape
from it
2 Discuss in pairs.
1 Tell the students to look at the pictures.
2 Ask them what they can remember from the
listening about King Solomons Mines. Write
their ideas on the board.
3 Now tell them to read the text on the right and
see if they were right.
3 Choose the correct answer A, B, C or D.
1 Tell the students to read through the text again.
2 Now tell them to read the questions and choose
the correct answers.
3 Go through the answers with the class.
Answers:
a C b D c A d D
4 Discuss these questions in pairs.
1 Tell the students to read through the questions.
2 Write the following questions on the board to
encourage the students to think about their
answers:
88
Reading
2
Discuss in pairs.
a Look at the pictures and remember the
listening about Rider Haggard. What do you
already know about King Solomons Mines?
b Now read to see if you were right.
1
adviser almost battle (n) eventually
fortunately (go) missing oppose trap (v)
Check the meanings of these words and
phrases in your Active Study Dictionary.
3
Choose the correct answer A, B, C or D.
a Why is Sir Henry Curtis in Africa?
A To nd diamonds.
B To meet Alan Quatermain.
C To nd his brother.
D To go hunting.
b Why dont the soldiers kill Sir Henry and
his friends?
A They have guns.
B They believe they are their friends.
C The king wants to meet them.
D They are frightened of them.
c Why did King Twala kill his brother?
A His brother was the king.
B His brother was a cruel man.
C He had strange and powerful forces.
D His brother was a criminal.
d What relation is King Twala to Ignosi
(Umbopa)?
A Hes his father.
B Hes his brother.
C Hes his son.
D Hes his uncle.
4
Discuss these questions in pairs.
a What do you like or dislike about stories
like King Solomons Mines?
b Have you read any books or seen any
lms like this?
c Why do you think stories like this are so
popular?
14
UNIT
An Englishman, Sir Henry Curtis, is in Africa
looking for his brother who has gone missing
while searching for King Solomons Mines. Alan
Quatermain, an adventurer and hunter who has a
map of the mines, agrees to help Sir Henry look
for his brother. A young African, Umbopa, travels
with them as their servant.
Walking across a desert, the group almost die
of thirst, but eventually reach mountains. They
cross the mountains into Kukuanaland, a country
in a hidden valley. Soldiers from the countrys
army capture Sir Henrys group and are going to
kill them, but suddenly become afraid when one
of the Englishmen behaves strangely. Soon the
Kukuanas believe that the men have strange and
powerful forces.
The Englishmen are taken to King Twala, a cruel,
violent man who kills anyone who opposes him.
King
Solomons
Mines
UNIT14
LESSON 3 SB page 88 WB page 85
Reading
K i n g S o l o m o n s M i n e s
251
What do you like about these types of
stories?
Does the story have any morals?
What dont you like about the story?
Which characters dont you like?
Can you think of any other stories like it?
Why is this type of story so popular?
3 Put the students into pairs to discuss their
answers.
4 Ask some pairs to share their answers with the
class. Then go over the answers with the class.
Students own answers
WORKBOOK page 85
1 Match these words a-h with their
meanings 1-8.
1 Tell the students to read through
the words in the frst column and the
defnitions in the second column.
2 Now tell the students to match each
word with the correct defnition.
3 Go through the answers with the
class.
Answers:
a 3 (given) b 7 c 2
d 5 e 8 f 1
g 6 h 4
2 Complete these sentences with
the correct form of the words in
Exercise 1.
1 Ask students to read through the
gapped sentences.
2 Tell them to use the correct form of
the words in Exercise 1 to complete
the sentences. If they need help,
tell them to look in their Active Study
Dictionary.
3 Go through the answers with the
class.
Answers:
a trapped (given); eventually
b almost
c opposing
d fortunately
e adviser
f gone missing
3 Use your Active Study Dictionary to
complete the sentences using the correct
form of the word in brackets.
1 Ask the students to read through the gapped
sentences.
2 Tell them to look at the words in brackets.
Explain that they must use these words to
complete the sentences. Tell them to think about
which form of the word they need. If they do
not know the correct form, they can look the
word up in their Active Study Dictionary.
3 Go through the answers with the class.
UNIT14
85
UNIT
14 14
1 Match these words a-h with their meanings 18.
a adviser 1 become lost
b almost 2 when two armies ght each other in one place
c battle 3 a someone who gives advice
d eventually 4 put someone in a position they cannot escape from
e fortunately 5 after a long time
f go missing 6 disagree with/be against
g oppose 7 nearly but not completely
h trap 8 happily
2 Complete these sentences with the
correct form of the words in Exercise 1.
a After the accident, the man was trapped in his car
for two hours, but someone heard him
and rescued him.
b I didnt know it was so late. Its 3 oclock.
c I think the man in the local shop is the
opening of the new supermarket.
d I didnt have much sleep last night, but I
dont have to go to school today.
e My uncle is an to the government on the economy.
f The crew of a small shing boat has during a storm at sea.
3 Use your Active Study Dictionary to complete the sentences using
the correct form of the word in brackets.
a Unfortunatel y, my brother failed his exam, even though he had worked very hard. (fortunately)
b There is growing in Europe to factories that make a lot of pollution. (oppose)
c If you visit Egypt, it is to wear a hat if you go out in the sun. (advice)
d Our football team beat the team 3-1. (oppose)
e We are to have one of the countrys best musicians visiting us today.
(fortunately)
252
K i n g S o l o m o n s M i n e s
UNIT14
Critical thinking
89
1
Answer the following questions.
a What was Sir Henry Curtiss brother doing in Africa? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b How did King Twala die? . . . . . . . . . . . . . . . . . . . . . .
c Where did they nd Sir Henry Curtiss brother? . . . . . . . . . . . . . . . . . . . . . .
d Why do you think Alan Quatermain agreed to help Sir Henry Curtis? . . . . . . . . . . . . . . . . . . . . . .
e Why do you think King Twala sent his brothers wife and son into the desert to die instead of
killing them? . . . . . . . . . . . . . . . . . . . . . .
f How do you think Umbopa/Ignosi felt about becoming king of his country? . . . . . . . . . . . . . . . . . . . . . .
2
Read this quotation from the story and
discuss the questions.
3
Read another quotation from the story
and discuss these questions.
a Why is it important to be tolerant of
people whose way of life is different
from our own?
b What can people of different
nationalities learn from each other?
They cross the mountains into Kukuanaland,
a country in a hidden valley. Soldiers from
the countrys army capture Sir Henrys
group and are going to kill them, but
suddenly become afraid when one of the
Englishmen behaves strangely. Soon the
Kukuanas believe that the men have strange
and powerful forces.
a What kind of strange behaviour might the
soldiers have been afraid of?
b What does this quotation tell us about the
relationship between white people and
Africans at this time?
c Two other popular stories at this time
were The Lost World and The Land That
Time Forgot. Why do you think such
stories about strange countries were so
popular?
14
UNIT
To become king, he killed his brother and sent his
brothers wife and son Ignosi into the desert to die.
The servant Umbopa now tells the Englishmen
that he is really Ignosi. Then, with his own soldiers
and his English friends, he attacks the kings army.
In the battle that follows, Twala is killed. Then,
one of the old kings advisers, Gagool, takes the
group to King Solomon`s Mines, where they fnd
rooms full of gold and diamonds. While they are
looking at the treasure, Gagool escapes and traps
the Englishmen in the mine without food or water.
Fortunately, after a few days, they manage to get
out of the mine, taking enough diamonds to make
them rich.
The Englishmen say goodbye to the new King
Ignosi and start their journey home. On their way,
they stop at an oasis, where they fnd Sir Henry`s
brother.
He was searchi ng for Ki ng Sol omon s Mi nes.
Ignosi tries to persuade Sir Henry and his
friends to stay in his country. He offers them
gifts and a home, but they tell him they must
leave because they miss their own country.
Ignosi says they will always be remembered
in Kukuanaland.
Answers:
a Unfortunately (given) b opposition
c advisable d opposing
e fortunate
Critical thinking
1 Answer the following questions.
1 Tell the students to read all the
questions and then to write their
answers.
2 Now put the students into pairs.
Tell them to take turns to read out a
question and their answer.
3 Go through the answers with the
class.
Answers:
a He was searching for King Solomons
Mines. (given)
b He was killed in the battle.
c At an oasis.
d (suggested) Because he had a map of the
mines and was an adventurer who liked
that sort of challenge.
e (suggested) Because he didnt want to be
blamed for their death. This way he could
say it was not him who did it.
f (suggested) He was happy to replace the
cruel king.
2 Read this quotation from the story and
discuss the questions.
1 Ask the students to read the quotation from the
story frst.
2 Then tell them to read through the questions and
think about the answers.
3 Put the students into pairs to discuss the
answers to the questions.
4 Ask some pairs to share their answers with the
class. Encourage class discussion.
Suggested answers:
a It could have been something that the Englishman
did to frighten the soldiers, but it would have been
something that was very different from the behaviour
in the soldiers own culture.
b Neither the white people nor the Africans knew
much about the others culture.
c They were popular because people did not know
much about other cultures and countries. They were
mysterious, faraway places and everything in them
seemed like an adventure.
3 Read another quotation from the story
and discuss these questions.
1 Ask the students to read the second quotation
from the story.
2 Ask them to read through the questions and to
discuss them in pairs.
LESSON 4
SB page 89
K i n g S o l o m o n s M i n e s
253
LESSON 5
3 Ask some pairs to share their answers with the
class. Put their ideas on the board and discuss as
a class.
Suggested answers:
a Ignosi and Sir Henry have very different ways of
life. Ignosi respects Sir Henrys wish to return to his
own land. Tolerance allows people to live together in
peace and makes the world a better place.
b They can learn new foods, new technologies,
different ways of solving problems, etc.
Communication
1 Complete this e-mail from Aisha
to her friend Leila.
1 Tell the students to read through the
gapped e-mail.
2 Ask them to tell you quickly what it is
about.
3 Now tell them to use the words in the
box to complete the text.
4 Go through the answers with the
class.
Answers:
a with (given)
b collect
c busy
d morning
e could
f if
2 In pairs, ask each other for help
and answer using language from
the box.
1 Tell the students that they are going to
practise asking each other for help.
2 Tell them to look at the language in
the boxes and go through it with them.
3 Put the students into pairs and tell
them to read through the four different
situations.
4 Tell them to take turns to ask for
information and respond.
5 Ask some of the students to perform
their dialogues for the class.
3 Discuss these questions in pairs.
1 Put the students into pairs.
2 Tell them to read through the questions and
discuss the answers.
3 Ask some pairs to share their answers with the
class.
1
Complete this e-mail from Aisha to her friend Leila.
2
In pairs, ask each other for help and answer using language from the box.
Communication
90
3
Discuss these questions in pairs.
a What kinds of things do you ask friends to help you with?
b What kinds of things do friends ask you to help them with?
Agreeing to help someone
Yes, of course
Yes, whats the problem?
Yes. What would you like me to do?
Id be happy to help.
Asking for helping
Please could you help me to ?
I wonder if you could help me with?
I cant (nd ). I dont suppose you could help me?
Would it be possible for you to help me?
a You want your partner to help you nd information about a
writer.
b You need help with a computer problem.
c You do not understand some homework you have to do for
tomorrow. Ask a friend to explain it to you.
d You have lost your watch. Ask a friend to help you look for it.
14
UNIT
busy collect could if morning with
Leila
Can you help?
Hi Leila,
How are t hings wit h you? I wonder if you could help me . . . . . . . . . . . . . . . . .
somet hing I have t o do next week?
The t hing is, I ve promised t o . . . . . . . . . . . . . . . . . money for a charit able
organisat ion in t he t own on Sat urday, but I m really . . . . . . . . . . . . . . . . . and
I cant spend all day in t own. I dont suppose you could help me? I could
collect money in t he . . . . . . . . . . . . . . . . . if you could do it in t he aft ernoon.
Please . . . . . . . . . . . . . . . . . you let me know as soon as possible? I know
youll help me . . . . . . . . . . . . . . . . . you can.
Love,
Aisha
a
b
c
d
e
f
wi <t<h
UNIT14
SB page 90 WB page 86
254
K i n g S o l o m o n s M i n e s
Suggested answers:
a Homework, fnding inIormation on the
internet, showing how to do something,
shopping
b Similar things such as how to do
something on the computer, choosing
clothes, looking for something.
WORKBOOK page 86
1 Respond to each of the following
situations.
1 Tell the students to read through the
situations. Explain that they must
think about what they would say in
each situation and write it down.
2 Put the students into pairs. Tell them
to read what they wrote for each
situation and fnd out iI they were the
same or different.
3 Go through suggested answers with
the class.
Suggested answers:
a Id never heard of this book before last
week. (given)
b I wonder if you could help me with the
cooking.
c Would it be possible for you to help me
because I was ill?
d Yes, of course. Whats the problem?
2 Make notes to plan a reply to the
e-mail in the Students Book.
1 Tell the students to look at page 90 of the
Students Book and to read the e-mail in
Exercise 1 again.
2 Explain that the students must make notes for
writing a reply. Tell them to look at the plan for
four paragraphs and to make notes under each
heading.
3 Put the students into pairs to compare their
notes and ideas.
3 Write your e-mail in about 100 words.
1 Tell the students to use their notes to write a
frst draIt oI their e-mail.
2 Ask them to read through their draft and check
it carefully for spelling and grammar mistakes.
Tell them to use their Active Study Dictionary if
they need help.
3 Now tell the students to write a second draft.
4 Display the reply e-mails on the classroom
walls.
5 Tell the students to go around the class and read
at least fve oI the replies.
6 Ask which one they like best and read out the
most popular reply to the whole class.
86
UNIT
14 14
1 Respond to each of the following situations.
a A friend tells you about King Solomons Mines. Say that you did not know the book before
last week.
I d never heard of the book before l ast week.
b You are making the family meal. You would like some help from your sister. What do you say?
c You have missed school because you were ill. You would like some help from your teacher.
What do you say?
d A friend asks if you can help him or her with a computer problem. You are happy to help, but
you want to know what the problem is. What do you say?
2 Make notes to plan a reply to the e-mail in the Students Book.
s Paragraph 1 Say how you are and what you have been doing recently.
s Paragraph 2 Ask which charitable organisation your friend is going to collect money for.
s Paragraph 3 Tell your friend that you would be happy to help, but you are only free in the
morning.
s Paragraph 4 Ask your friend to e-mail soon to say whether your offer will help.
3 Write your e-mail in about 100 words.
a Write your rst draft quickly, following your plan. Remember that you are writing to a friend, so
use informal language.
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 e-mail.
UNIT14
UNIT14
K i n g S o l o m o n s M i n e s
255
Assessment
Target element: revise key information from
the listening
On the board, write the following sentence
beginnings and tell the students to copy them
down.
1 Rider Haggard was born in ...
2 His mother was a ...
3 His father sent him to ...
4 King Solomons Mines was a bestseller for ...
5 While he was a writer, he worked for ...
Play the tape from Exercise 3 on page 86 of the
Students Book again and tell the students to listen
carefully for the information they need to complete
the sentences.
Answers:
1 1856.
2 poet.
3 South Africa.
4 one year.
5 the British government.
Target element: revise the life of Rider
Haggard
On the board, write Rider Haggard and the
following prompts:
Put the students into pairs and tell them to take
turns to say sentences about Rider Haggards life.
Target element: revise the text about King
Solomons Mines
On the board, write the following sentences:
1 Walking across the desert, the group hardly
die of thirst.
2 The Englishmen are taken to King Twala, a
bad man.
3 In the war that follows, Twala is killed.
4 They nd a room full of gold and jewellery.
5 On their way, they stop at a beach, where
they nd Sir Henry`s brother.
Ask the students to read the sentences and then
look at the text in the Students Book on pages
88 and 89. Tell them to fnd one mistake in each
sentence.
Answers:
1 hardly almost 2 baa cruel
3 war battle 4 jewellery diamonds
5 a beach an oasis
Target element: revise writing an e-mail
requesting help
Tell the students they are going to write an e-mail
to their friend. Tell them it should have four parts.
Write the plan on the board:
Part one: say hello and explain that you have
something to do tomorrow and need
your friends help
Part two: ask your friend to come over to
your house and help you with your
computer as it is not working
Part three: ask your friend to reply as soon
as possible
Part four: say goodbye
Ask some of the students to read out their e-mails
to the class.
Listening Task Reading Task
Speaking Task
Writing Task
born
English
dad
mum
school
South Africa
England
married
family
lawyer
writer
adventure
King Solomon
bestseller
other books
British government
died
256
UNIT15
O f f t h e b e a t e n t r a c k
Objectives
Grammar
Passive verbs
Functions
Persuade people and ask for
information
Listening
Listen for gist and for detail
Reading
Read for gist and for detail
Critical thinking
Learning from the past
Writing
Details for a poster
SB page 91 WB page 87
Before using the book:
Tell the students to make a list oI fve places in
Egypt that they have not visited but would like
to visit.
Ask some students to read their lists to the class.
Write them on the board and add any others the
rest oI the class listed.
Discuss with the students which is the most
popular place to visit.
Ask them to put the places into categories such
as cities, coastal towns, mountains, monuments,
etc. II it is not listed, ask iI anyone thought oI
visiting an oasis.
UNIT 15
OFF THE BEATEN TRACK
Off the
beaten track
Listening
15
UNIT
91
Look at the photos and discuss
these questions with a partner.
a Where are these places? Do you
know what they are called in
English?
b What can you see there?
1
Before you listen to a short talk, try to answer these questions.
a What is an oasis?
b What do you know about the Dakhla Oasis?
3
Objectives
Grammar Passive verbs
Functions Persuade people and ask
for information
Listening Listen for gist and for detail
Reading Read for gist and for detail
Critical thinking Learning from the
past
Writing Details for a poster
Listen to check your answers, then answer these questions.
a How many people live in Dakhla? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Why do more people visit Dakhla now than in the past? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Listen again and complete these sentences.
a Dakhla is not like other oases because it is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Dakhlas water comes from . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c People have lived in Dakhla for . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d People living in the old houses did not get hot in the summer because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e It is not difcult to get to Dakhla as long as . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
a<bov}e sea lv}el.
The sounds of English
a Listen and underline
the words you hear.
6
1 way why
2 may my
3 lake like
4 race rice
5 whale while
b Now listen and repeat the words.
c In pairs, take turns to say these phrases.
1 Why are you going that way?
2 May I tell you about my holiday at the lakes?
3 Dont eat rice before the race.
4 After a while we saw a whale.
d Listen and check your pronunciation.
2
Check the meanings of these words
and phrases in your Active Study
Dictionary.
abandon (off the) beaten (track)
inhabitant settlement
spring (n) supply (v)
1
2
3
4
5
SB pages 91-95 WB pages 87-90
LESSON 1
UNIT15
O f f t h e b e a t e n t r a c k
257
Listening
1 Look at the photos and discuss these
questions with a partner.
1 Tell the students to look at the photos. Ask them
to suggest words and phrases to describe the
fve pictures.
2 Put the students into pairs. Tell them to read the
questions and discuss them with their partner.
Answers:
a These places are in Egypt. (1) Temple oI Ramses,
Abu Simbel; (2) Temple oI Horus, EdIu; (3) Ibn
Tulun Mosque, Cairo; (4) El-Mursi Abu El-Abbas
Mosque, Alexandria; (5) water wheels, Fayoum.
b You can see ancient monuments and arteIacts and
beautiIul landscape and scenery.
2 Check the meanings of these words in
your Active Study Dictionary.
1 Tell the students to read the words in the box.
Ask iI they can explain any oI them in their own
words.
2 Tell them to look the meanings of the words up
in their Active Study Dictionary and note the
stressed syllable.
3 Now, explain that you are going to give them a
defnition and they must tell you the word.
Example:
Teacher: A person who lives somewhere.
Students: Inhabitant.
4 Continue in the same way with the other
defnitions.
Answers:
abandon: to leave someone or something for a long
time or Iorever, without intending to go
back and get them
(off the) beaten track: Iar away Irom places that people
usually visit
inhabitant: one oI the people who live in a particular
place
persuade: to make someone decide to do something
by explaining to them why it is a good
idea
settlement: a place where a group oI people live
spring: a place where water comes up naturally
from the ground
supply: to provide people with something
that they need, especially regularly over
a period of time
3 Before you listen to a short talk, try to
answer these questions.
1 Tell the students to read the questions.
2 Ask some students for their answers and
encourage class discussion.
3 Write the students` answers on the board.
Answers:
a An oasis is a place in a desert where there are trees
and water, which is normally provided by a spring.
People are able to survive in such a place.
b Dakhla is an oasis in Egypt. What students know
about Dakhla will vary.
4 Listen to check your answers, then
answer these questions.
1 Play the tape and ask the students to listen to
see iI their ideas about Dakhla were correct.
2 Now tell the students to read the two questions.
3 Play the tape again and tell the students to listen
for the information to answer the questions. You
may need to play the tape several times.
4 Put the students into pairs to discuss their
answers, then go over the answers with the
class.
Answers:
a 75,000 people
b Because it is easier to travel to Dakhla now as a road
has been built to get there across the desert.
T A P E S C R I P T
Voice: If youre one of those travellers who prefers a
holiday off the beaten track, why not visit the
Dakhla oasis? Youve probably never heard
of Dakhla because it is the furthest oasis from
Egypts main towns and cities.
Dakhla is an unusual oasis because it is above sea level
in fact 122 metres above sea level. If you think of an
oasis as a small pond with palm trees around it, you
may be persuaded to rethink your ideas if you visit this
oasis. Dakhla consists of fourteen different settlements,
including the towns of Mut and Al-Qasr, and has a
population of 75,000 people. The oasis is supplied
with water that comes from more than 520 springs
and ponds. It is known that people have lived here for
thousands of years, but before roads were built across
the desert, hardly any visitors came to Dakhla because it
was so aifhcult to get there.
The main thing which attracts visitors to Dakhla is the
258
UNIT15
O f f t h e b e a t e n t r a c k
town of Al-Qasr. Although most of the old part of the
town has been abandoned, you can still see clearly what
life was like here in the past. The houses were designed
to keep people cool and comfortable in the summer heat
I neednt explain that this was before electricity and
air conditioning were invented.
The ola town of Mut was the hrst settlement at Dakhla,
but today its main attractions are its hotels and
restaurants. There is still an old town here with its mud
brick houses and narrow streets. Most of the inhabitants
of Mut are ready to leave their old houses if they are
offerea a at in a moaern block.
Toaay, it is not aifhcult to get to Dakhla as long as you
dont mind a long bus or taxi journey. You should try it
its an experience youll never forget!
5 Listen again and complete these
sentences.
1 Tell the students to read through the sentence
beginnings.
2 Play the tape again and tell the students to listen
Ior the inIormation to complete the sentences.
3 When they have fnished the activity, put the
students into pairs to compare their answers.
Then go through the answers with the class.
Answers:
a above sea level. (given)
b 520 springs and ponds.
c thousands oI years.
d the houses were designed to be cool and
comIortable.
e you don`t mind a long bus or taxi journey.
6 The sounds of English
Part a
1 Get the students to look at the pairs of words in
the frst box.
2 Ask the class to read the pairs oI words out.
3 Explain that you are going to play the tape and
they must underline the correct word in each
pair, as in the example.
4 Go through the answers with the class.
Answers:
1 way (given) 2 may 3 like
4 rice 5 whale
T A P E S C R I P T
Narrator: One.
Voice: Way.
Narrator: Two.
Voice: May.
Narrator: Three.
Voice: Like.
Narrator: Four.
Voice: Rice.
Narrator: Five.
Voice: Whale.
Part b
5 Play the tape again and tell the students to listen
and repeat the words.
Part c
6 Tell the students to read through the sentences.
7 Put the students into pairs. Explain that Student
1 must point to one oI the sentences and Student
2 must read that sentence.
8 Tell them to take turns at pointing and reading.
T A P E S C R I P T
Narrator: One.
Voice: Why are you going that way?
Narrator: Two.
Voice: May I tell you about my holiday in the
lakes?
Narrator: Three.
Voice: Dont eat rice before the race.
Narrator: Four.
Voice: After a while we saw a whale.
Part d
9 Play the tape and ask the students to listen to the
sentences.
10 Play the sentences again, one at a time, and tell
the students to repeat.
11 Now let the students listen again to check their
pronunciation.
UNIT15
O f f t h e b e a t e n t r a c k
259
WORKBOOK page 87
1 Match these words and phrases a-f with
their meanings 1-6.
1 Tell the students to read the lists of words and
defnitions.
2 Explain that they must match each word with its
correct defnition, as in the example.
3 Go through the answers with the class.
Answers:
a 3 (given) b 4
c 5 d 1
e 6 f 2
2 Complete with the correct form
of the words from Exercise 1.
1 Ask the students to read through the
gapped sentences.
2 Tell them to use the words from
Exercise 1 to complete them. Explain
that they may have to change the Iorm
oI the word to ft the sentence.
3 Go through the answers with the class.
Answers:
a settlements (given)
b persuade
c inhabitants
d oII the beaten track
e abandon
f supplied
3 Use your Active Study Dictionary
to answer these questions.
1 Ask the students to read through the
questions.
2 Tell them to think careIully about the
form of the word. Tell them to use
their Active Study Dictionary to help
them answer the questions.
3 Put the students into pairs to compare
their answers, then go through the
answers with the class.
Answers:
a persuasion (given)
b An oIfcial agreement that ends an
argument or fghting.
c To start living in one place, and get
married or get a permanent job. Or to stop
moving around and give your attention to
doing something.
d Food, clothes and other necessary things,
especially those you take with you or use
for a limited period of time.
4 Now complete these sentences with words
from Exercise 3.
1 Tell the students to read through the gapped
sentences.
2 Explain that they must use the words Irom
Exercise 3 to complete them.
Off the beaten track
UNIT
87
15 15
1 Match these words and phrases af with their meanings 16.
a abandon 1 a place where a group of people lives
b inhabitant 2 far away from places people usually visit
c persuade 3 a to leave a person or place for a long time
d settlement 4 a person who lives in a place
e supply 5 to make someone agree or decide to do something
f (off the) beaten track 6 to provide people or places with something they need
2 Complete with the correct form of the words from Exercise 1.
a There are ancient Roman settlements all over Europe and the Middle East.
b Hamid tried to his friend to lend him his bike, but he refused.
c Many of the of cities live in large blocks of ats.
d Its quite difcult to nd my familys village.
Its really .
e In last years oods, thousands of people had
to their homes.
f Last year, farmers in our region the
supermarkets with all their milk, cheese and meat.
3 Use your Active Study Dictionary to answer these questions.
a The verb is persuade. What is the noun? persuasion
b Can you nd another meaning of the noun settlement?
c Can you nd the meaning of the verb to settle down?
d Can you nd the meaning of the plural noun supplies?
4 Now complete these sentences with words from Exercise 3.
a Many people settle down in their twenties or early thirties.
b Travellers have to take of food and water when they cross the Sahara Desert.
c The two families nally reached a after years of disagreements.
d Although he was quite busy, Ali didnt need much to come to the beach with us.
260
O f f t h e b e a t e n t r a c k
3 Go through the answers with the class.
Answers:
a settle down (given) b supplies
c settlement d persuasion
Passive verbs
1 Study these sentences from
the listening text and do the
following.
Part a
1 Tell the students to circle the passive
verbs and underline the active verbs in
the sentences.
2 Go through the answers with the class.
Answers:
1 is known; have lived
2 is supplied; comes
3 were built; came
4 has been abandoned; you see
5 were designed; to keep
Part b
1 Ask the students to read the
inIormation in the frst sentence
in the yellow box.
2 Make sure they understand that passive verbs
contain the verb be and it is this part that tells us
the tense.
3 Now tell the students to name the tense oI the
passive verbs in the sentences.
4 Go through the answers with the class.
Answers:
1 is known = present simple passive
2 is supplied = present simple passive
3 were built past simple passive
4 has been abandoned present perIect passive
5 were designed past simple passive
Part c
1 Ask the students to read the information in the
second sentence in the yellow box.
2 Explain that we oIten use by after the passive
verb to show the agent (who or what does the
action).
3 Tell the students to write down the agents oI the
actions. It can be a person or a thing.
4 Go through the answers with the class.
UNIT15
1 It is known that people have lived in Dakhla for
thousands of years.
2 The oasis is supplied with water that comes from more
than 520 springs and ponds.
3 Before roads were built across the desert, hardly any
visitors came to Dakhla.
4 Although most of the old part of the town has been
abandoned, you can still see clearly what life was like.
5 The houses were designed to keep people cool and
comfortable.
Language focus
92
1
Rewrite these sentences in the passive using the underlined verb.
a We know that people lived in Dakhla before they built roads across the desert.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b People know that archaeologists have found a
tomb near El-Minya. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c People say that the building of the Temple of Edfu
was started in 237 BC. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d People believe that the El-Mursi Abu El-Abbas
Mosque is the most beautiful mosque in Alexandria.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e People think that Abu Simbel was a young boy
who showed archaeologists where the Temple of
Ramses was. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
Grammar rev p133
Passive verbs
Study these sentences from the listening text and do the following.
3
In pairs, make your own sentences about
Egyptian history using these passive phrases.
a Circle the passive verbs and underline the active
verbs in these sentences.
b Write the tense of each passive verb.
c In your notebooks, write who or what is the missing
agent in each sentence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d Why are the agents not included in these sentences?
e Now, in your notebooks, rewrite the sentences using active verbs, making any changes that are
necessary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
present simple
Sen<tn<c 1: by everyone.
Sen<tn<c 1: Everyone knows that people have lived in Dakhla for thousands
of years.
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It is known that people lived in Dakhla before roads were built across the desert.
It is said that It is known that
It is believed that It is thought that
15
UNIT
LESSON 2
SB page 92 WB page 88
Language focus
UNIT15
O f f t h e b e a t e n t r a c k
261
Answers:
1 by everyone (given)
2 by springs and ponds
3 by road builders/the government
4 by the inhabitants
5 by the people/builders/designers/architects
Part d
1 Tell the students to read the question.
2 Ask them to suggest possible answers and
encourage class discussion.
Answers:
The agent, the person who did the action, is not
important, or is unknown Ior sure. The important thing
is the action itselI, so we oIten don`t include the agent in
the sentence.
Part e
1 Tell the students to rewrite the sentences using
active verbs in the place oI the passive ones,
and keeping the meaning the same.
2 Tell them to look at the example sentence and
explain that they should put the agent at the
beginning and make the sentence active.
3 Go through the answers with the class.
Answers:
1 Everyone knows that people have lived in Dakhla
Ior thousands oI years. (given)
2 More than 520 springs and ponds supply the oasis
with water.
3 BeIore road builders/the government built roads
across the desert, harly any visitors came to Dakhla.
4 Although the inhabitants abandoned the old part oI
the city, you can still see clearly what liIe was like.
5 (The) People/Builders/Designers/Architects designed
the houses to keep people cool and comIortable.
2 Rewrite these sentences in the passive
using the underlined verb.
1 Tell the students to read through the sentences.
2 Tell them to rewrite the sentences in the passive
voice.
3 Put the students into pairs to compare their
answers, then go through the answers with the
class.
Answers:
a It is known that people lived in Dakhla beIore roads
were built across the desert. (given)
b It is known that archaeologists have Iound a tomb
near El-Minya.
c It is said that the building oI the Temple oI EdIu was
started in 237 BC.
d It is believed that the El-Mursi Abu El- Abbas
Mosque is the most beautiIul mosque in Alexandria.
e It is thought that Abu Simbel was a young boy who
showed archaeologists where the Temple oI Ramses
was.
3 In pairs, make your own sentences about
Egyptian history using these passive
phrases.
1 Ask the students to look at the passive phrases
in the box.
2 Tell them to use the passive phrases to make
sentences about Egyptian history.
3 Ask some students to read out their examples to
the class.
Students own answers
262
UNIT15
O f f t h e b e a t e n t r a c k
WORKBOOK page 88
1 Change these sentences into the
passive.
1 Tell the students to read through
the sentences. Help them with any
vocabulary they do not know.
2 Explain that they must change the
sentences into passive sentences.
3 Go through the answers with the
class.
Answers:
a No one really knows why Stonehenge
was built. (given)
b It is thought that it took more than
thirty million hours of work to build
Stonehenge.
c Stonehenge was built 3,500 years ago.
d Stonehenge was made from large stones
brought Irom nearly 400 kilometres away.
e The stones were carried on boats and
overland by thousands of men.
f Stonehenge is visited by thousands of
people every year.
2 Change these sentences into the
active.
1 Tell the students to read through
the sentences. Help them with any
diIfcult vocabulary.
2 Explain they must rewrite the
sentences in the active Iorm.
3 Put the students into pairs get them to compare
their answers, then go through the answers with
the class.
Answers:
a People say that they built the new library at
Alexandria in the same place as the ancient library.
(given)
b We/Experts/People know that they/people used the
waterwheels at Fayoum Oasis to irrigate the felds.
c Scientists/People believe that people/they hunted
wolves and Ioxes in Sinai 3,000 years ago.
d You can still see the tombs that they/people cut into
the hills at Al-Minya.
e They built the high walls around St. Catherine`s
Monastery to protect the treasures inside.
88
UNIT
15 15
1 Change these sentences into the passive.
a No one really knows why they built Stonehenge.
No one really knows why Stonehenge was built.
b People think it took more than thirty million hours of work to build Stonehenge.
c They built Stonehenge 3,500 years ago.
d They made Stonehenge from large stones brought from nearly 400 kilometres away.
e Thousands of men carried the stones on boats and overland.
f Thousands of people visit Stonehenge every year.
2 Change these sentences into the active.
a It is said that the new library in Alexandria was built in the same place as the ancient library.
People say that they built the new library in Alexandria in the same place as the ancient library.
b It is known that the waterwheels at Fayoum Oasis were used to irrigate the elds.
c It is believed that wolves and foxes were hunted in Sinai 3,000 years ago.
d The tombs that were cut into the hills at El-Minya can still be seen.
e The high walls around St Catherines Monastery were built to protect the treasures inside.
UNIT15
O f f t h e b e a t e n t r a c k
263
1 Check the meaning of these words in
your Active Study Dictionary.
1 Tell the students to read the three words in the
box. Ask them iI they know what the words
mean and iI they can explain any oI them.
2 Tell them to look the words up in their Active
Study Dictionary.
3 Go over the answers with the class.
Answers:
landscape: a view across an area oI land
monastery: a building in which monks live
site: a place where something important or
interesting happened
2 Read and complete the article
with the correct form of the
words from Exercise 1.
1 Tell the students to read the article and
then close their books.
2 Put the students into pairs to tell each
other what they can remember about
the text.
3 Now ask the students to open their
books and read the text again. Tell
them to use the three words from
Exercise 1, in the correct Iorm, to
complete the text.
4 Go through the answers with the class.
Answers:
a sites (given) b landscape c monastery
3 Are these sentences True or
False? Correct the false ones.
1 Ask the students to read through the
sentences.
2 Tell them to decide whether they are
true or false.
3 Explain that iI the sentences are Ialse,
the students must correct them.
4 Go through the answers with the class.
Answers:
a False. It is about three places that most tourists to
Egypt do not visit. (given)
b False. It was built in the sixth century.
c True
d True
e False. Only the tombs that were cut into the hills
remain; the temples and palaces have gone.
I False. They took water Irom the river up to the
felds.
4 Complete these sentences using the
correct form of the words in brackets.
1 Ask the students to read through the gapped
sentences.
LESSON 3 SB page 93 WB page 89
Reading
1
Check the meanings of these words
in your Active Study Dictionary.
2
landscape monastery site
Read and complete the article with the
correct form of the words from Exercise 1.
3
Are these sentences True or False?
Correct the false ones.
a This article is about three places that
most tourists to Egypt visit.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b St Catherines Monastery was built 3,000
years ago. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c The treasures in St Catherines Monastery
are protected by high walls. . . . . . . . . . . . . . . . . . . . . . . .
d Akhnaton intended Tel El-Amarna to be
the capital of Egypt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e Today you can still see the temples,
palaces and tombs at Tel El-Amarna.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
f The waterwheels at Fayoum took water
from the elds down to the river.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Off the beaten track
Most travellers to Eg ypt visit the famous
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . in Cairo and Upper Eg ypt,
but the country has many other interesting historical
places. Here are three of them.
Sinai
A traveller once described Sinai as thirty thousand
square kilometres of nothing. In fact, Sinai has some
of the most beautiful . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in Egypt.
It is also home to wildlife such as the fox and the wolf,
just as it was 3,000 years ago. The . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
of St Catherine is located in the centre of Sinai. Built in
the sixth century when the Romans were in Egypt, this
is the oldest Christian monastery in the world. Its huge
walls, which are 1260 metres high, were built to protect
its treasures.
El-Minya
The area around El-Minya contains
tombs, temples and monasteries.
One of the most famous sites in this
area is Tel El-Amarna, which is 50
kilometres south of El-Minya on the
east bank of the Nile. The Pharaoh
Akhnaton built temples and palaces
here because he wanted it to be the capital of Egypt.
Today the temples and palaces have gone, but the tombs
that were cut into the hills remain.
Fayoum Oasis
Fayoum Oasis is a very fertile agricultural area which is
famous for its waterwheels. These were built in the third
century BC and were designed to lift water from the river
WRWKHOHYHORI WKHHOGVZKHUHLWZDVXVHGIRULUULJDWLRQ
There is a group of seven waterwheels to the north of
the city.
Reading
4
Complete these sentences using the
correct form of the words in brackets.
a Water from the Nile is used for
. . . . . . . . . . . . . . . . . . . . . . . . . . . (irrigate)
b There are thousands of . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
sites all over Egypt. (history)
c . . . . . . . . . . . . . . . . . . . . . . . . . . . . . from all over the world
visit Egypt every year. (travel)
d There are many . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
buildings to see. (beauty)
e The most . . . . . . . . . . . . . . . . . . . . . . . . . . . . . sites in Egypt
are the Pyramids of Giza. (fame)
f The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . land around the
Nile is very fertile. (agriculture)
Fa<l< [e. It i< [ a<bou<t t<h<r}e pl<a<c@ [ t<h<a<t
m<o[t t<ou<ri< [t< [ t<o Egypt d<o n<ot vi< [i<t.
i<rri<ga<t<i<on.
b
c
a
si<t[
15
UNIT
93
264
UNIT15
O f f t h e b e a t e n t r a c k
2 Tell them to complete the sentences using
the correct Iorm oI the words in
brackets.They can use their Active
Study Dictionary to help them.
3 Go through the answers with the
class.
Answers:
a irrigation (given) b historical/historic*
c travellers d beautiIul
e Iamous I agricultural
* These words are oIten used
interchangeably and dictionaries vary on
their usage.
WORKBOOK page 89
1 Complete the puzzle to nd a
word.
1 Ask the students to read through the
defnitions. Tell them to write a word
into the puzzle Ior each defnition.
2 Put the students into pairs to check
their answers, then go through the
answers with the class.
Answers:
a Iamous (given) b irrigate
c site d beautiIul
e landscape I history
g persuade h monastery
The vertical word: agriculture
2 Correct the grammar or
vocabulary mistake in each sentence.
1 Tell the students to read through the sentences.
Explain that there is a grammar or vocabulary
mistake in each sentence.
2 Tell the students to fnd and correct the
mistakes.
3 Put them into pairs to compare their answers.
Then go through the answers with the class.
Answers:
a visitor visitors (given) b are is
c lives live d Historical Agricultural
e have has
3 Complete these sentences about yourself.
1 Ask the students to read through the sentence
beginnings.
2 Tell them to fnish the sentences using their own
words.
3 Put the students into groups to read out their
sentences to each other.
4 Ask some students to read their sentences to the
class.
Students own answers
89
UNIT
15 15
1 Complete the puzzle to nd a word.
a known about by a lot of people
b to supply land or crops with water
c a place where something important
or interesting happened
d The noun is beauty. What is the adjective?
e a view across an area of land
f all things that happened in the past
g to make someone agree to do something
h a building in which monks live
The word in the boxes is .
2 Correct the grammar or vocabulary mistake in each sentence.
a Many visitor to Egypt are interested in the history of the Pyramids. visitors
b Water from the Nile are used to irrigate farmers elds.
c A monastery is a building where monks lives.
d Historical land is used for growing crops and keeping animals.
e Dakhla Oasis have a population of 75,000 people.
3 Complete these sentences about yourself.
a For me, the most beautiful landscape in the world is
b I have always been interested in the history of
c Egypt is most famous for
d I think agricultural land is very important because
__ __ __ __ __
__ __ __ __ __ __ __
__ __ __
__ __ __ __ __ __ __ __
__ __ __ __ __ __ __ __
__ __ __ __ __ __
__ __ __ __ __ __ __
__ __ __ __ __ __ __ __
a
b
c
d
e
f
g
h
Y
k
h
visitor
f a m o u s
UNIT15
O f f t h e b e a t e n t r a c k
265
Critical thinking
94
1
2
Answer the following questions.
a Which wild animals can be found in Sinai? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b How high are the walls around St Catherines Monastery?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c Where are the tombs at Tel El-Amarna? . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d Which of the three places described do you think foreign
tourists would nd most interesting: Sinai, El-Minya or
Fayoum Oasis? Why? . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e What is your idea of a beautiful landscape?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
f What do you think has happened to the temples
and palaces of Tel El-Amarna? . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Look at the photographs and discuss in pairs.
a Why are people so interested in visiting historical places?
b What can we learn about our ancestors by visiting places
like those shown in the photographs?
c Do you think visiting these places helps us to understand
life today? Why/Why not?
3
Discuss these questions in pairs.
a What makes a place attractive to tourists?
b Which places would you like to visit as a tourist in Egypt or in other countries? Why?
c Would you prefer to see the popular sites or to get off the beaten track? Why?
d Can we learn anything from places off the beaten track that popular sites cannot teach us?
Workers village at Luxor
Roman Amphitheatre in Alexandria
The House of Mizouni
in Rosetta
Hermopolis
15
UNIT
Fox<e=s a<n<d wol<ve<s.
Critical thinking
1 Answer the following questions.
1 Tell the students to read through the questions
and write down their answers.
2 Put the students into pairs to take turns to read
out their questions and answers.
3 Go through the answers with the class.
Answers:
a Foxes and wolves. (given)
b Twelve to sixty metres high.
c They are cut into the hills./They are near El-Minya.
d (suggested) It depends on what the tourist wants to
see. Sinai would be very interesting to nature and
wildliIe lovers, as well as those who study history
and buildings. El-Minya would be
interesting to tourists who like to see
ancient tombs. Fayoum Oasis would be
very interesting for people who like to
fnd out about ancient technology.
e Students` own answers
I (suggested) They could have been
destroyed by wars or earthquakes or, over
time, by the weather.
2 Look at the photographs and
discuss in pairs.
1 Tell the students to look at the pictures
and ask them to describe them to you.
2 Now tell the students to read the three
questions.
3 Put the students into pairs to discuss
the answers.
4 Ask some pairs to share their answers
with the class and encourage class
discussion.
Suggested answers:
a People like to know how we lived in the
past. That way they can understand more
about the present. The ancient past is
especially interesting because it is like
another world.
b We can learn lots: how they lived, what
they understood about the world, the
skills they had, the way they organised
themselves, etc.
c Yes, because we can see what we
have learnt Irom the past and we can
understand that many things have not
changed.
3 Discuss these questions in pairs.
1 Put the students into pairs.
2 Ask them to read through the questions. Make
sure they understand them.
3 Now, tell the students to discuss the answers in
their pairs.
4 Ask some pairs to share their answers with the
class and encourage class discussion.
Suggested answers:
a OIten it is a place that is beautiIul to look at. It
might be natural or man-made. Tourists like old
places, places that are very diIIerent Irom where they
LESSON 4
SB page 94
266
UNIT15
O f f t h e b e a t e n t r a c k
LESSON 5
normally live; they like to see and feel a
different way of life.
b Students` own answers
c Students` own answers
d We can oIten learn more Irom places
oII the beaten track because they are not
made for tourists; they are more real.
Communication
1 Think about somewhere in
Egypt that is off the beaten track
and do the following.
1 Tell the students to think oI a place
that is oII the beaten track in Egypt; a
place that they like but where tourists
might not go. II it is diIfcult to think
oI a place they know, they can choose
a place they have read about.
2 Tell them to read the sample notes in
the yellow box and then make similar
notes oI their own about their chosen
place.
3 Write the Iollowing questions on the
board to elicit the inIormation they
need to include in their notes:
What is the name of the place?
Where is it located?
What can you see there?
What can you do there?
What places can you visit there?
How can visitors travel to this place?
Where can visitors stay?
Why do you really like this place?
2 Roleplay this situation.
1 Tell the students that they are going to do
a role-play.
2 Put them into pairs and explain that Student A is
a travel agent who is trying to persuade a tourist
Student B to visit a place oII the beaten
track. Student A can use the notes Irom Exercise
1 about the place he or she chose oII the beaten
track, or he or she can use a place described in
the unit. Student A must use the language in
the frst blue box and his or her notes to try to
persuade Student B to visit the place.
3 Student B is the tourist. He or she wants to go
to the typical tourist places and does not know
about the places oII the beaten track. He or she
must ask questions like the ones in the second
blue box to fnd out more about the place
Student A is recommending.
4 Tell the students to read about their part in the
role-play and think about what they are going to
say. Give them time to prepare and make notes.
5 Now tell the students to do the role-play. Move
around the class and listen.
6 Choose two or three pairs to perIorm their role-
plays Ior the class.
Communication
95
15
UNIT
1
Think about somewhere in Egypt that is off
the beaten track and do the following.
a Choose a place you have read about in this
unit or another place you know.
b Make notes about the place, like the sample.
2
Roleplay this situation.
Student A You are a travel agent. Try to persuade a tourist (Student B) to visit a place which is off
the beaten track. Choose one of the places you have heard or read about in this unit or
another place you know. Use language from the box below.
1 The name and location of the place
2 What you can see and do there
3 How visitors can get to this place and where they can stay
4 The reason you are suggesting a visit to this place
The Dakhla Oasis, 350 km west of t he Nile Valley
Tradit ional st reet s and houses, wal k around t he sit es
By bus or t axi; hot el s in Mut
Ver y dif f erent, so f ar away f rom t owns and cit ies,
can see how people lived in t he past
Finding out more information
Can you tell me more about?
What would I see there?
What is special about?
How isdifferent from?
Persuading someone to do something
I recommend (going to)
You really must (visit)
Cant I persuade you to (go to)?
It would be a pity if you didnt (see)
Student B You are a foreign tourist. You are interested
in visiting the popular tourist sites in Cairo,
Luxor and Giza. You know nothing about
places which are off the beaten track. When
the travel agent (Student A) tries to persuade
you to go to places, try to nd out more
about them. Use language from the box
below.
SB page 95 WB page 90
UNIT15
O f f t h e b e a t e n t r a c k
267
WORKBOOK page 90
1 Respond to each of the following
situations.
1 Tell the students to read through the four
situations. Help them with any vocabulary they
fnd diIfcult.
2 Tell them to write their answers in the spaces
provided.
3 Put the students into pairs to compare their
answers, then go through the answers with the
class.
Suggested answers:
a Can you tell me more about this place?
(given)
b It would be a pity iI you didn`t see it.
c What is special about it?
d You must visit the town, it is beautiIul.
2 Look at this poster and put the
headings in the correct order.
1 Tell the students to read through the
poster. Help them with any vocabulary
they fnd diIfcult.
2 Ask them to read the headings and
then tell them to write each heading
on the poster in the correct place.
3 Go through the answers with the class.
Answers:
a Where is Carmona? (given)
b What can you see and do in Carmona?
c How big is Carmona?
d How can you get to Carmona?
3 Plan your poster.
1 Remind the students of the notes they
made about a place oII the beaten
track in Egypt.
2 Tell them that they are going to use
the notes to make a poster to advertise
the place. They should use the same
headings as in the poster in Ex. 2.
3 Ask them to make a frst draIt.
4 Tell them to check through it and use
their Active Study Dictionary to check
the spellings.
5 Ask them to make a fnal, corrected
draft.
6 Display the posters on the classroom
walls.
7 Tell the students to move around, look
at the posters and choose one they
like. Have a vote to see which poster
the students like most.
90
UNIT
5 5
90
UNIT
15 15
1 Respond to each of the following situations.
a A friend is trying to persuade you to visit a place you have never heard of. Youd like more
information about this place. What do you say?
Can you tell me more about this place?
b You are trying to persuade a foreign friend to visit an interesting place which is off the beaten
track. You think your friend will regret it if he or she doesnt go. What do you say?
c A travel agent is trying to persuade you to go to a newly discovered tourist site. You want to
know why this place is better than another. What do you ask?
d You have met a foreign tourist who does not know your town. You think he or she would like this
place even though it is off the beaten track. What do you say to persuade him or her?
2 Look at this poster and put the headings in the correct order.
3 Plan your poster.
a Use your notes to plan a poster to attract people to the place you chose in the Students Book.
Use the same headings as the poster above.
b Write the rst draft of your text quickly in 80100 words. Design the poster to look interesting.
Add a photograph of the place if you can.
c Read what you have written very carefully. Look for grammar and spelling mistakes. Then write
the nal text for your poster.
3 Plan your poster
Do you enj oy get t i ng of f t he beat en t r ack?
Vi si t beaut i f ul Car mona
Where is Carmona? Carmona is located in Cantabria in the north of Spain. You will love
the beautiful mountain landscapes of the area and the warm Spanish climate.
You will see grand houses and farm buildings which
were all built in the traditional style of northern Spain. Have a drink or an ice
cream at the village caf, or try a traditional Spanish meal at the restaurant.
The village now has a population of about 200
people, but in the past it was an important centre for a big agricultural area
with a much larger population.
Carmona can easily be reached by car: Its a half-
hour drive from the main road.
a
b
c
d
s How big is Carmona?
s How can you get to Carmona?
s What can you see and do in Carmona?
s Where is Carmona?
268
UNIT15
O f f t h e b e a t e n t r a c k
Assessment
Target element: revise listening and language
from the unit
Write the Iollowing sentences on the board:
1 Dakhla is near the main towns and cities of
Egypt.
2 It is above sea level.
3 The main attraction is the town of Al-Qasr.
4 The rst settlement in Dakhla was Al-Qasr.
5 Today you can y directly to Dakhla.
Explain that the students are going to hear the
listening Irom Exercise 4 on page 91 oI the
Student`s Book again. Tell them to listen careIully
and decide iI the sentences on the board are true or
false.
Answers:
1 False 2 True 3 True
4 False 5 False
Target element: revise talking about favourite
tourist attractions
Put the students into pairs and ask them to talk
about a Iavourite place they enjoy visiting in
Egypt. It can be anywhere. On the board, write the
following questions to help them.
Where is it?
How can you get there?
What can you see there?
When is the best time to go?
Where can you stay?
What do you like there?
Target element: revise and use the language
to create tourist posters
On the board, write the Iollowing sentences:
1 You will love the beautiful mountain _______
of the area.
2 You will see grand houses and farm buildings
which were built in the __________ _______
of northern Spain.
3 The village now has a __________ of about
200 people.
4 Carmona can be __________ by car.
Tell the students to re-read the poster on page 90 oI
the Workbook and fnd the inIormation to complete
the sentences.
Answers:
1 landscapes
2 traditional style
3 population
4 reached
Target element: revising language used in a
travel agency
Tell the students to imagine that they work for a
travel agency and that they are trying to convince a
tourist to visit Egypt. Tell them that the tourist has
lots oI questions which they, as the travel agent,
must try to answer. Tell them to use the language in
the blue boxes on Student`s Book page 95 to help
them to write the dialogue between the travel agent
and the tourist.
Listening Task Reading Task
Speaking Task
Writing Task
Review E
269
SB page 96 WB page 91
1 Discuss these questions in pairs.
1 Tell the students to look at the three pictures.
Ask them to tell you what is happening in each.
2 Put the students into pairs. Tell them to read and
discuss the two questions.
3 Ask some pairs to share their answers
with the class and encourage class
discussion.
Suggested answers:
a Older people can teach younger people
lots of practical things how to tell time,
ride a bike, cook, drive, etc. and also
moral values because they have greater
life experience, and know more about the
past.
b Some young people think that the
past isnt important and they are only
interested in modern things. They think
that the experience of older people wont
help them. Other young people realise that
older people have a lot to offer and are
happy to ask for their help and advice.
2 Listen to three conversations and
answer these questions.
1 Tell the students to look at the table
and read the two questions in it.
2 Explain that they are going to hear
three conversations. Tell them to listen
carefully for the information they need
to answer the questions and complete
the table.
3 Play the tape and tell the students to
write in all the answers. You may need
to play the tape several times.
4 Put the students into pairs to compare
their answers, then go through the
answers with the class.
Answers:
Conversa--
tion 1
Conversa--
tion 2
Conversa--
tion 3
a Who are the
two people
in the
conversation?
1 grand-
daughter
1 teacher 1 father
2 grand-
mother
2 student 2 son
b What is the
subject
of their
conversation?
revising for
exams and
doing your
best
new boy in
the school
choosing a
job to do in
the future
Review E
SB pages 96-100 WB pages 91-94
LESSON 1
Listening
E
Review
Listening
96
Discuss these questions in pairs.
a What can older people teach younger people?
b Do some young people prefer not to take advice from older people? Why/Why not?
1
2
3
4
Discuss in pairs.
What helpful advice have your parents, grandparents and teachers given you?
Listen to three conversations and answer these questions.
The sounds of English
a Listen and complete these sentences.
5
1 His fathers company has . . . . . . . . . . . . . . . . . . . . all over the world.
2 . . . . . . . . . . . . . . . . . . . . is my favourite month.
3 What will you do . . . . . . . . . . . . . . . . . . . . youre . . . . . . . . . . . . . . . . . . . . ?
4 Their house has . . . . . . . . . . . . . . . . . . . . large . . . . . . . . . . . . . . . . . . . . .
5 . . . . . . . . . . . . . . . . . . . . do you want to know the . . . . . . . . . . . . . . . . . . . . to the . . . . . . . . . . . . . . . . . . . . ?
b Say the sentences to a partner.
a In the rst conversation, the girl is
worried about
b The older woman compares the girl
c In the second conversation, the boy
does not like the new student because
d The teacher suggests that the student
e In the third conversation, the older man
decided what to do
f The older man suggests that the boy
1
he speaks in a different way and wears
different clothes.
2
should talk to different people about
what they do.
3
when he was 18 years old.
4
exams at school the next day.
5
show the new student round the school.
6
to her own daughter (the girls mother).
a
o_ _i<c@ [
Conversation 1 Conversation 2 Conversation 3
a Who are the two people
in the conversation?
1 1 1
2 2 2
b What is the subject of
their conversation?
hy not?
Listen again and match to make sentences.
\ra<n<d<d<a<u<\h<t<e=r
270
Review E
T A P E S C R I P T
Voice: Conversation one.
Grandmother: You look worried. Whats the problem?
Granddaughter: Ive got exams at school tomorrow and
Im not very good at exams.
Grandmother: Have you revised all your subjects?
Granddaughter: Yes, of course, but it may not be
enough. I aont feel very conhaent.
Grandmother: Your mother was the same when she
was a girl.
Granddaughter: What do you mean?
Granamother. She wasnt conhaent about exams.
Granddaughter: But did she pass her exams?
Grandmother: Yes most of them.
Granddaughter: What did you tell her when she felt like
this?
Grandmother: I persuaded her to work as hard as she
could and just do her best.
Granddaughter: Ive done my best.
Granamother. Well thats hne. If youve aone your
best, no one can criticise you.
Voice: Conversation two.
Teacher: So why dont you like the new student
in the class?
Student: I dont really know. He talks in a
different way.
Teacher: Have you spoken to him yet?
Student: No, but Ive heard him talking to other
students.
Teacher: Are there any other problems?
Student: No, not really, but he wears unusual
clothes.
Teacher What do you mean by unusual?
Student: Well, not the same as mine.
Teacher Is that a good a reason for not liking
him?
Student: Not really, no.
Teacher Why aont you offer to help him hna his
way around the school? If you do that,
hell feel more comfortable, and maybe
youll become friends.
Student: Yes, youre right.
Voice: Conversation three.
Son: Dad, can I ask you a question?
Father: Of course. What is it?
Son: When did you decide what job you
wanted to do?
Father: When I was about eighteen years old, I
think. Why do you ask?
Son: Because I have no idea what I want to
do yet.
Father: Thats OK. Youre only sixteen. When I
was your age, there werent many jobs
to choose from.
Son: When do you think I should decide?
Father: Well, fortunately, you dont need to
decide until you choose your
university course.
Son: Thats in two years. I dont want to
choose something and then regret it
later.
Father: Why dont you chat to people you know
about their jobs? That may help you
to decide eventually. But dont worry
about it.
3 Listen again and match to make
sentences.
1 Tell the students to read through the sentence
beginnings in the frst column and the sentence
endings in the second column.
2 Explain that they are going to hear the
listening from Exercise 2 again. Tell them to
listen carefully and then match each sentence
beginning in the frst column with the correct
sentence ending in the second column, as in the
example.
3 Go through the answers with the class.
Answers:
a 4 (given) b 6 c 1
d 5 e 3 f 2
4 Discuss in pairs.
1 Put the students into pairs or small groups.
2 Ask them to think of any helpful advice they
have got in the past from their teachers, parents,
grandparents or other adults.
3 Ask some of the groups to share their answers
with the class.
Students own answers
5 The sounds of English
1 Tell the students to read through the gapped
sentences.
2 Explain that they are going to hear the sentences
on the tape and they must listen carefully and
write in the missing words. You may need to
play the tape several times.
3 Put the students into pairs to compare their
answers, then go through the answers with
them.
4 Put the students in pairs to take turns reading
the sentences to each other.
Answers:
1 oIfces (given) 2 May 3 while; away
4 three; bathrooms 5 Why; way; shops
Review E
271
T A P E S C R I P T
Narrator: One.
Joice. His fathers company has ofhces all over the
world.
Narrator: Two.
Voice: May is my favourite month.
Narrator: Three.
Voice: What will you do while youre away?
Narrator: Four.
Voice: Their house has three large bathrooms.
Narrator: Five.
Voice: Why do you want to know the way to the
shops?
WORKBOOK page 91
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.
Answers:
a Place: a school
Speaker A: a student
Speaker B: a/the teacher
b Place: a travel agency
Speaker A: a travel agent
Speaker B: a customer/someone who
wants to travel/a traveller
2 Choose the correct answer from
a, b, c or d.
1 Ask the students to read through all
the questions and then to choose the
best answer for each question.
2 Go through the answers with the class.
Answers:
1 b
2 c
3 b
4 c
5 a
6 c
7 a
8 d
9 d
10 a
UNIT
91
E E
Review
1 Say where each of the following two mini-dialogues takes place
and who the speakers are.
a A Could you tell me what our homework is, please?
B You have to nish the exercise we
started in class today.
A Thank you. When do you want to see it?
B I need it on Thursday, please.
b A When exactly do you want to travel?
B I have to leave on June 17. Id like two
tickets, please.
A OK, theres a ight at 14.55 on the seventeenth.
2 Choose the correct answer from a, b, c or d.
1 We to inform passengers that Flight 659 will be an hour late.
a sorry b regret c disappointed d apologise
2 My is to become a childrens doctor.
a want b announcement c ambition d beauty
3 He was naughty as a child, but now his is much better.
a behave b behaviour c behaving d behaved
4 While waiting for the train to leave, the passengers to each other.
a said b told c chatted d conversation
5 He writes great poems. Hes my favourite .
a poet b musician c pilot d singer
6 If the train down, I wouldnt have been late.
a didnt break b doesnt break c hadnt broken d wont break
7 The stones they used to build Stonehenge brought from Wales.
a were b was c is d are
8 If you had put the water in the freezer, it to ice.
a turned b turns c would turn d would have turned
9 It is believed that the Temple of Edfu was in the year 237 BC.
a start b starts c starting d started
10 The took the injured man into the emergency room.
a paramedics b engineers c patients d directors
Place: .............................................................................
Speaker A: .............................................................................
Speaker B: .............................................................................
Place: .............................................................................
Speaker A: .............................................................................
Speaker B: .............................................................................
272
Review E
Grammar review
1 Choose the correct verbs in these
conditional sentences.
1 Ask the students to read through the
sentences and to choose the correct
verb for each sentence.
2 Put the students into pairs to compare
their answers. Then go through the
answers with the class.
Answers:
a were (given) b turns
c would have played d see
e hadnt warned f wont
2 Complete the conversation with
the correct prepositions.
1 Tell the students to read through the
gapped dialogue.
2 Explain that they must complete each
gap in the dialogue with the correct
preposition from the box.
3 Put the students into pairs to compare
their answers, then go through the
answers with the class.
Answers:
a for (given) b from
c at d at
e for f on
g in
3 Change these sentences into the passive.
1 Ask the students to read through the sentences.
2 Tell them to change each one into a passive
sentence. Note that b and e have two verbs.
Either one or both can be made passive.
3 Put the students into pairs to compare their
answers. Ask some pairs to read out their
answers. Then go through the answers with the
class.
Answers:
a The Lighthouse oI Alexandria was fnished in the
third century BC. (given)
b It is known that a Greek artist made the Statue of
Zeus in about 432 BC./We know that the Statue of
Zeus was made by a Greek artist /It is known that
the Statue of Zeus was made by a Greek artist
c The Temple of Artemis at Ephesus was completed in
550 BC.
d The Colossus of Rhodes was destroyed by an
earthquake in the year 226 BC.
e It is believed that they built the Great Pyramid of
Giza as a tomb for the Pharaoh Khufu./We believe
that the Great Pyramid of Giza was built / It is
believed that the Great Pyramid of Giza was built
1
2
Complete the conversation with the correct prepositions.
3
Change these sentences into the passive.
a They nished the Lighthouse of Alexandria in the
third century BC. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b We know that a Greek artist made the Statue of
Zeus in about 432 BC. . . . . . . . . . . . . . . . . . . . .
c They completed the Temple of Artemis at Ephesus
in 550 BC. . . . . . . . . . . . . . . . . . . . .
d An earthquake destroyed the Colossus of Rhodes in
the year 226 BC.
e We believe that they built the Great Pyramid of
Giza as a tomb for the Pharaoh Khufu. . . . . . . . . . . . .
E
Review
97
Choose the correct verbs in these conditional sentences.
a I wouldnt go there alone if I had been/were you.
b If you leave ice in the sun, it turns/would turn to water
very quickly.
c If it hadnt been so hot, we would play/would have
played tennis.
d Ill tell Ali you are looking for him if I see/saw him.
e If you didnt warn/hadnt warned me, I wouldnt have
seen the car coming towards me.
f You wont/wouldnt be able to climb so quickly if you
take oxygen with you.
Grammar review
at for from in on
a Tarek Im looking . . . . . . . . . . . . . . . . . . . . Alis mobile phone number. I havent heard
. . . . . . . . . . . . . . . . . . . . him for ages. Do you know it?
Hassan Sorry, no. Cant you remember it?
Tarek No, Im terrible . . . . . . . . . . . . . . . . . . . . remembering phone numbers.
Hassan You could try his work number. He works . . . . . . . . . . . . . . . . . . . . the City Bank.
Tarek How long has he worked there?
Hassan For three days. He applied . . . . . . . . . . . . . . . . . . . . the job last week and started on Monday.
Tarek I know he wasnt keen . . . . . . . . . . . . . . . . . . . . his old job and I know he was interested
. . . . . . . . . . . . . . . . . . . . working for a bank. But thats really quick.
Hassan It is, isnt it?
c
d
e
f
g
b
_or
Th<e Li<\h<t<h<ou<s=e of Al<e=xa<n<d<ri<a
wa<s fi<n<i<s=h<e=d i<n t<h<e t<h<i<rd c=e=n<t<u<ry BC.
SB page 97 WB page 92
LESSON 2
Review E
273
WORKBOOK page 92
1 Correct the mistake in each sentence.
1 Tell the students to read through the sentences.
2 Explain that there is a mistake in each one and
the students must fnd and correct it, as in the
example.
3 Note that sentences a and b can be corrected in
two ways.
4 Go through the answers with the class. Discuss
the two possible answers for a and b and the
difference in meaning.
Answers:
a If we didnt hadnt run fast, we
wouldnt have caught the train.
(given) The mostly likely answer, this
3rd conditional is something in the
past that didnt happen. The speaker
did run fast and did catch the train.
If we didnt run fast, we wouldnt
have caught catch the train. This 2nd
conditional is about something in the
future that is possible but not very
probable.
b Ill tell you if I heard hear from
Hassan. This 1st conditional means
that I think theres a good chance that
I will hear from Hassan.
Ill Id tell you if I heard from Hassan.
This 2nd conditional means that I
think I probably wont hear from
Hassan.
c from for
d use used
2 Read the following passage, then
answer the questions.
1 Ask the students to read through the
passage in the box and then close their
books.
2 Put them into pairs to talk about what
they can remember from the passage.
3 Now tell the students to open
their books read through the text
again. Help them with any diIfcult
vocabulary.
4 Now ask them to answer the
questions.
5 Go through the answers with the class.
Answers:
1 c
2 b
3 b
4 deep under the earths surface.
5 India
6 South Africa
7 for industrial purposes (including cutting or
polishing metals)
92
UNIT
RE RE
1 Correct the mistake in each sentence.
a If we didnt run fast, we wouldnt have caught the train. hadnt
b Ill tell you if I heard from Hassan.
c Have you decided whether to apply from that job?
d In Ancient Egypt, waterwheels were use to irrigate elds.
2 Read the following passage, then answer the questions.
1 When were diamonds found in India?
a thirty-ve years ago
b hundreds of years ago
c thousands of years ago
d millions of years ago
2 What other word is used in the passage to mean diamond?
a rock b stone c jewellery d mine
3 Open mines can the landscape.
a help b damage c supply d polish
4 Where were diamonds formed?
5 In which country were the rst diamonds found?
6 Where do most diamonds come from now?
7 What are most diamonds used for today?
1 Wh di d f d i I di ?
Diamonds are the worlds hardest, most valuable stones. They were formed, over millions of years,
deep under the earths surface by great heat and by the weight of the rocks above. Now scientists
can also make diamonds in their laboratories.
The rst diamonds were found thousands of years ago in India. Since then, they have been found
in more than 35 countries, including Brazil, Russia and South Africa. Today, most of the worlds
supply of diamonds comes from South Africa. Most diamonds are from open mines where large
amounts of rock have to be removed so that people can get to the stones. This process can
damage landscapes and be bad for the environment.
Although most people think of diamonds as jewellery, only 20% of diamonds are worn as jewellery.
The other 80% are used for industrial purposes, including cutting or polishing metals.
274
Review E
Reading
1 Look at the picture of Rider
Haggard and discuss these
questions in pairs.
1 Ask students what they remember
about Rider Haggard.
2 In pairs, ask them to discuss King
Solomons Mines, then ask them to
share their information to revise the
sort of books Rider Haggard writes.
2 Read this introduction to
his book She and answer the
questions.
1 Tell students to read through the
introduction.
2 Put them into pairs and ask them to
discuss the two questions.
3 Ask one or two pairs to share their
answers with the class and encourage
class discussion.
Suggested answers:
a Both stories are about travelling to
strange or different countries and meeting
people from a different culture.
b Students own answers.
3 Read this summary of the story
and check your answers to
Exercise 2.
1 Tell students to read through the summary of
the story. Help them with any vocabulary they
fnd diIfcult.
2 Now ask the students to tell you what the text is
about.
3 Ask if they were right in their answers to
Exercise 2.
4 Complete these sentences using
information from the story.
1 Ask students to read through the incomplete
sentences and then to complete them. They can
use the text in Exercise 3 to help them.
2 Put the students into pairs to compare their
answers, then go through the answers with the
class.
Answers:
a 1887 (given)
b fnd out more about Vincey`s ancestors.
c an ancient pot.
d punishes them.
e walked through a special fre.
f her husband.
g does not believe what Ayesha says.
LESSON 3
SB page 98 WB page 93
3
Read this summary of the story and check your answers to Exercise 2.
1
Look at the picture of Rider Haggard and
discuss these questions in pairs.
a What do you remember about the writer?
b What sort of stories did he write?
98
E
Review
4
Complete these sentences using information from the story.
a Rider Haggard wrote She in . . . . . . . . . . . . . . . . . . . . . .
b Horace Holly and Leo Vincey go to Africa because they want to . . . . . . . . . . . . . . . . . . . . .
c The instructions they follow are written on . . . . . . . . . . . . . . . . . . . . .
d If people disagree with Ayesha, she . . . . . . . . . . . . . . . . . . . . .
e Ayesha will never grow old because many years before, she . . . . . . . . . . . . . . . . . . . . .
f Ayesha believes that Leo Vincey is . . . . . . . . . . . . . . . . . . . . .
g Vincey refuses to walk through the re because he . . . . . . . . . . . . . . . . . . . . .
Reading
1887.
Horace Holly, a Cambridge University professor,
DJUHHV WR KHOS D \RXQJHU PDQ /HR 9LQFH\ QG
out more about Vinceys ancestors. They discover
some instructions written on an ancient pot
which was left to Vincey when his father died.
The instructions lead them to a remote part of
the east coast of Africa.
After a long journey, they meet Ayesha, a beautiful
and powerful woman who is loved by her people.
But her people also fear her because they know
she will punish anyone who she dislikes or who
disagrees with her.
Holly and Vincey discover something very
strange about Ayesha: many years earlier, she
ZDONHG WKURXJK D VSHFLDO UH ZKLFK VWRSSHG KHU
from growing old. More than 2,000 years before,
She
she became furious with her husband, Kallikrates,
who then disappeared. She is now waiting for him
to return.
As soon as she sees Leo Vincey, she believes he
is Kallikrates who has come back to her. She tries
WRPDNH/HR9LQFH\ZDONWKURXJKWKHVSHFLDOUH
so that he, too, will never grow old. When Vincey
does not believe the story, Ayesha walks through
WKHUHIRUDVHFRQGWLPHWRVKRZKLPZKDWZLOO
happen. Suddenly, Ayesha changes and becomes
her true age over 2,000 years old.
2
Read this introduction to his book She
and answer the questions.
a In what ways do you think this story will be like King Solomons Mines?
b Do you think the Englishman wants to stay young forever? Why/Why not?
She was written by Rider Haggard in 1887. It
is still a very popular novel today and has been
made into many flms. It is about two Englishmen
who meet an African woman who seems to never
grow old and she wants one oI the Englishmen
to be the same.
Review E
275
WORKBOOK page 93
1 Answer the following questions.
1 Ask the students to read through all of the
questions and to answer them.
2 Now put the students into pairs. Tell them to
take turns to read out the questions and their
answers.
3 Go through the answers with the class.
Answers:
a The passengers were chatting, sleeping,
reading or listening to music. (given)
b The Pharaoh Akhnaton built the temples
and palaces.
c King Twala and his people lived in
Kukuanaland.
d He took the English explorers to King
Solomon`s Mines.
e Because the mines were full of gold and
diamonds.
f He was Ignosi, the son of King Twalas
brother.
g Because he became the new king of
Kukuanaland.
2 Find the mistake in each of the
following sentences, then write
them correctly.
1 Ask the students to read through the
sentences.
2 Tell them to fnd the mistake in
each sentence and then rewrite the
sentences correctly in the spaces
provided.
3 Put the students into pairs to compare
their answers, then go through the
answers with the class.
Answers:
a wouldnt II I don`t fnd my keys, I won`t
be able to get into my car. (given)
b havent There would have been an
accident if you hadnt seen the cyclist in
time.
c to You should apply for this job. Im sure
youd be good at it.
d open The Alexandria Library was opened
by the President in 2002.
93
UNIT
RE RE
1 Answer the following questions.
a What were the passengers in the train from Cairo to Alexandria doing before they heard the
announcement? They were chatting, sleeping, reading or listening to music.
b Who built the temples and palaces at El-Minya?
c Where did King Twala and his people live?
d How did Gagool help the English explorers?
e Why did Sir Henry Curtiss brother want to nd King Solomons Mines?
f Who was the servant Umbopa really?
g Why did Umbopa not come back with the group at the end of the story?
2 Find the mistake in each of the following sentences, then write
them correctly.
a If I dont nd my keys, I wouldnt be able to get into my car.
If I dont find my keys, I wont be able to get into my car.
b There would have been an accident if you havent seen the cyclist in time.
c You should apply to this job. Im sure youd be good at it.
d The Alexandria Library was open by the President in 2002.
276
Review E
1 Find words in the story with the
same meaning as the blue words
below.
1 Tell the students to read through the
sentences.
2 Explain that they must search the text
in Exercise 2 on Students Book page
98 for words which mean the same as
the blue words in the sentences, and
write them down, as in the example.
Warn them that they may need to
change the form of some of the words
to match the words in the sentences.
3 Put the students into pairs to compare
their answers, then go through the
answers with the class.
Answers:
a best-selling (given) b ancient c fear
d furious e return
2 Discuss this question in pairs.
1 Put the students into pairs and ask
them to read the question.
2 Tell them to discuss which book they
would prefer to read and why.
3 Ask some pairs to share their answers
with the class and encourage class
discussion.
Critical thinking
1 Answer the following questions.
1 Ask the students to read through all
the questions, then to write the answers to them.
2 Now put the students into pairs to take turns
reading out the questions and their answers.
3 Go through the answers with the class.
Answers:
a On an old pot which Vincey`s Iather leIt to him when
he died. (given)
b She was beautiIul and powerIul but not kind; people
were afraid of her.
c She thought that Leo Vincey was her husband who
had disappeared many years before.
d Ayesha is a very cruel person; she is probably used
to people agreeing with her.
e He is probably very surprised and maybe also
worried.
f He may be afraid, or perhaps he just thinks it is a
strange idea and that nothing will happen.
2 Read this quotation from the story and
answer the questions.
1 Tell the students to read the quotation, then to
read through the questions.
2 Put the students into pairs to discuss the
answers to the questions.
3 Ask some pairs to share their answers with the
class, and encourage class discussion.
Suggested answers:
a They want to learn about the past lives of people in
their family.
b Where they lived, what job they had, how many
99
E
Review
Critical thinking
1
Answer the following questions.
a Where were the instructions that Leo Vincey and Horace Holly followed?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b What sort of a person was Ayesha? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c What did Ayesha think when she rst met Leo Vincey? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d Why do you think Ayesha punishes people who do not agree with her? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e What do you think Vincey feels when he realises that Ayesha believes he is her husband?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
f What do you think Vincey feels when Ayesha asks him to walk through the special re?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Find words with the same meaning as the blue words below.
a Rider Haggard was one of the most popular writers of the late 19th century. . . . . . . . . . . . . . . . . .
b Arabic is a very old language. . . . . . . . . . . . . . . . . .
c Some people are afraid of the dark. . . . . . . . . . . . . . . . . .
d I was very angry with myself for failing a test at school. . . . . . . . . . . . . . . . . .
e I cant wait for my sister to come back from her holiday. . . . . . . . . . . . . . . . . .
2
Read this quotation from the story and discuss
the questions.
a Why do you think people want to nd out about
their ancestors?
b What kind of information do you think most
people want to know about their ancestors?
c How far would you travel to nd out about your
ancestors? What would you like to know?
3
Discuss in pairs.
Why do you think stories like King Solomons Mines and She are so popular even today?
best-selling
2
Discuss this question in pairs.
Would you prefer to read King Solomons
Mines or She? Give your reasons.
When Vincey heard that he might discover
new information about his ancestors, he
GHFLGHG WR WUDYHO WR $IULFD WR QG RXW DOO KH
could. If Horace did not want to go with him,
he would go alone.
On an old pot which Vinceys father left to him when he died.
LESSON 4 SB page 99
Review E
277
children they had, how old they lived, etc.
c Students own answers
3 Discuss in pairs.
1 Put students into pairs and give them a few
minutes to discuss the question.
2 Now encourage the class to discuss the
question.
Suggested answers:
They are both exciting stories. Although
they are in the past, the reader wants to
know how the people feel when they go to
strange countries and meet different people.
SB page 100 WB page 94
1 Look at these photographs
and descriptions of holiday
destinations.
1 Tell the students to look at the three
photographs. Ask them to describe the
three pictures and write their ideas on
the board.
2 Now put the students into pairs to read
and discuss their answers to the two
questions.
3 Ask some pairs to share their answers
with the class.
Suggested answers:
a In South Africa you can see wild animals,
camp outside, relax on the beach and
sunbathe.
b In northeast India you can walk in lots
of lovely landscapes. It is nice because it
is off the beaten track and there are not
crowds of people.
c At the Italian lakes you can go on a boat
and do water sports. You can relax by the
lake or walk around it.
2 Roleplay this situation with a
different partner.
1 Put the students into pairs and explain
that one student is Student Aand one
student is Student B.
2 Ask them to read their part of the role-play.
Make sure they understand that Student A must
convince Student B to go with him or her to the
place they chose in Exercise 1. Student B must
ask lots of questions about the place.
3 Tell the students to use the language and ideas
in the boxes to help them.
4 Allow the students some time to prepare and
make notes.
5 Tell the students to perform the role-play, and
go round and listen to them.
6 Ask two or three of the pairs to perform their
role-plays for the class.
LESSON 5
Communication
Communication
100
1 Look at these photographs and
descriptions of holiday destinations.
a Discuss with a partner what you
could see and do in each place.
b Decide which place you would
prefer to visit for a holiday.
m
E
Review
Roleplay this situation with a different partner.
Student A Try to persuade your partner to go with you to the place you have chosen in Exercise 1.
Use some of this language.
2
South Africa has blue skies and wonderful coasts. Come here to see
wild animals in their natural environment.
The Italian lakes are near the mountains so the water
is fresh and clean. Go sailing and walking in this
relaxing environment.
I recommend going to
Why dont we?
It would be a pity not to
Student B Ask questions to nd out more about
the place your partner suggests, then
decide where to go.
What would we see/do in
Whats special about?
Tell me more about
a
Northeast India has many ancient traditions
and beautiful landscapes. It does not have too
many tourists.
b
c
278
Review E
94
UNIT
RE RE
1 Write a paragraph of about 100 words describing a place that is
off the beaten track.
2 Translation
a Translate into Arabic:
Today tourism has become a huge business. It is a good source of national income for countries
on the Mediterranean coast. Hence, we have to attract more and more tourists to visit Egypt all
year round by building more comfortable hotels and making all tourist facilities available.
b Translate into English:
. =',.' _'' ;'-='' ','' = ., -_'.' _ '' , - 1
Lots of Africans die/starve as a result of/because of shortage/lack of water and food
and the spread of diseases.
. ~.' ;',~.' _ ' '~ ='' ' b G ~ ' - 2
WORKBOOK page 94
1 Write a paragraph of about 100
words about a place that is off
the beaten track.
1 Ask the students to think about a
place that is off the beaten track.
2 Write the following questions on the
board, to help them to focus on the
place.
Where is the place?
What is it like?
What can you do there?
What can you see there?
Where can you stay there?
How can you travel there?
What do you like about the place?
3 Tell the students to write a paragraph
about the place they have chosen and
to include as much information as
possible.
4 Put the students into groups and tell
them to take turns to read out their
paragraphs to the group.
5 Ask each group to choose one of the
paragraphs 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 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 Lots of Africans die/starve as a result of/because of
shortage/lack of water and food and the spread of
diseases. (given)
2 The Egyptian economy has greatly improved in
recent years.
_= _ '~= ',_'~ :~ ;,,'' -~','' .~=
' '
_= _'' / --','' ,' _,'' _~'' ( _'= _ ) ,~
',~ :'' / ,' _ . =,'' =,,
.' ,~'' _~' _~
_ ,,'' ', = _',,' _','' _ ,,'' ,,'' ~ .
'
. -,~','' :,,'' _,~ , -~,,'' J'''
UNIT16
T o u r i s m t o d a y
279
SB page 101 WB page 95
Before using the book:
v Put the students into pairs.
v Ask the students to think of as many countries
in the world as they can, and one famous city
and monument/place for each country. For
example: Egypt, Cairo and the Pyramids;
England, London and Big Ben.
v Write their suggestions on the board.
v Now fnd out which places the students have
already visited. Ask what they liked about the
places.
UNIT 16
TOURISM TODAY
EGYPT
Siwa Oasis
El-Alamein
Alexandria
Cairo
Hurghada
Sharm El-Sheikh
Luxor
Valley of the Kings
Aswan
N
i
l
e
V
a
l
l
e
y
Check the meanings of these words
in your Active Study Dictionary.
16
Tourism today
UNIT
101
Look at the map
showing popular
tourist sites. Discuss
these questions with a
partner.
a Which do you think are the ve most
popular places with tourists?
b What can tourists see and do in these
places?
c What other places would you suggest
adding to the map?
1
2
Three people talk about tourism. Listen
and match each speaker with only one
of these descriptions.
a He or she works in London.
b He or she is visiting Egypt with his or
her family.
c He or she is the manager of a large
hotel.
d He or she is a travel agent.
3
4
Listen again and match each speaker
with only one of these ideas.
a He or she has visited Egypt many
times before.
b He or she sometimes goes on visits
with tourists.
c He or she has been interested in
Egypt since he or she was very
young.
d He or she has discovered a lot about
life in Egypt in a short time.
Listening
Discuss these questions in pairs.
a Would you like to work in tourism?
Why/Why not?
b What do you think these phrases from the
listening text mean?
I want to make sure customers are
getting value for money.
We dont need to get up early. We can
just take it easy.
5
!
accommodation culture essential
pretend reputation staff
!
The sounds of English
a Listen and circle the part of each word
which has the main stress.
6
customer essential fantastic
important interesting manager
relaxing university
b Listen again and repeat the words correctly.
Objectives
Grammar Modal verbs of obligation have
to, must, need to
Functions Compromise and come to
agreements
Listening Listen to identify speakers and
to interpret information
Reading Read for specic information,
guess the meanings of unknown words
Critical thinking The importance of
tourism
Writing A formal e-mail
SB pages 101-105 WB pages 95-98
LESSON 1
Objectives
Grammar
Modal verbs oI obligation have to,
must, need to
Functions
Compromise and come to agreements
Listening
Listen to identify speakers and to
interpret information
Reading
Read for specific information, guess
the meanings of unknown words
Critical thinking
The importance of tourism
Writing
A formal e-mail
280
UNIT16
T o u r i s m t o d a y
1 Look at the map showing popular tourist
sites. Discuss these questions with a
partner.
1 Tell the students to look at the map and to name
the places marked on it.
2 Put the students into pairs and ask them to read
the questions and discuss the answers to them.
3 Ask some pairs to share their answers with the
class, and encourage class discussion.
4 Write on the board students the names of any
suggestions of places to add to the map.
Students own answers
2 Check the meanings of these words in
your Active Study Dictionary.
1 Tell the students to look at the six words in
the box.
2 Ask if they can explain any of them in their
own words.
3 Tell them to look the words up in their Active
Study Dictionary and note the stressed syllable.
4 Explain that you are going to give them a
defnition and they must tell you which oI the
words it defnes.
Example:
Teacher: It is something that is very
important and necessary.
Students: Essential.
5 Continue in the same way with the rest of the
words.
Answers:
accommodation: a place to live, stay or work in
culture: the art, belieIs, behaviour, ideas etc. oI
a particular society or group of people
essential: important and necessary
pretend: to behave as iI something is true when
you know it is not
reputation: the opinion that people have oI a
person, product, company, etc.
staff: the group of people who work for an
organisation
3 Three people talk about tourism. Listen
and match each speaker with only one of
these descriptions.
1 Tell the students to read through the
descriptions.
2 Explain that you are going to play the tape and
the students must listen carefully and match
each description with one of the three speakers.
They will not need one. You may need to play
the tape more than once.
3 Go through the answers with the class.
Answers:
a 3
b 1 (given)
c -
d 2
T A P E S C R I P T
Voice: Speaker one.
Man 1: Im here for a week with my wife and children.
Ive wanted to come here since I learnt about
Egypt at school. Were staying near Cairo
and while were here were going to see the
Pyramids at Giza, the Great Sphinx and other
ancient sites. My children have to study ancient
history at school next year, so this trip will
be very interesting for them. We must buy
souvenirs for our friends while were here, and
the children are hoping to spend a day or two
on the beach.
Voice: Speaker two.
Man 2: Im the manager of a travel agency in
Alexandria. I arrange accommodation and trips
for foreign visitors to Egypt. Of course, some
times of the year are busier than others for us.
There are parts of the year when my staff and I
have to work twelve hours a day for six days a
week, then other times are quieter, which means
that we dont have to work such long hours. I
enjoy my job especially when customers say
they have enjoyed the trips weve organised.
Sometimes I pretend to be a tourist and go on
the trips myself, because we must always make
sure that the customers are getting value for
money. It is essential for our reputation that we
look after tourists well. We mustnt forget that
tourism is very important for Egypt.
Voice: Speaker three.
Woman: Im here with my sister were sailing down the
Listening
UNIT16
T o u r i s m t o d a y
281
Nile from Luxor to Aswan. Its been a fantastic
journey so far. The views from the boat are
wonderful weve learnt a lot about the life
and culture of Egyptian people. Weve sailed
past the temples of Edfu and Kom Ombo. Were
hnaing it very interesting, but also relaxing.
Its a real change from our life in London. For
example, we dont need to get up or go to bed at
particular times we can just take it easy. We
have to be back in Cairo on Friday in time to
catch our ight back to Englana.
4 Listen again and match each speaker
with only one of these ideas.
1 Tell the students to read through the sentences
about the speakers.
2 Explain that you are going to play the tape
again and they must listen carefully and number
the sentences with the correct speakers number.
3 Go through the answers with the class.
Answers:
a -
b 2
c 1
d 3
5 Discuss these questions in pairs.
1 Put the students into pairs and ask them to read
the questions and discuss their answers.
2 Ask some pairs to report their answers to the
class.
3 Go through the answers with the class and
encourage class discussion.
Answers:
a Students own answers
b Value for money means that you get a good quality
oI service considering the amount you pay Ior it.
Take it easy means to relax and not let things such as
normal daily routine worry, stress or upset you.
6 The sounds of English
1 Ask the students to read the words in the box.
2 Tell them to look at the example and explain
that they must underline the part of the word
that has the main stress. Tell them to do this at
frst without listening.
3 Now play the tape and ask the students to listen
and check their answers.
4 Play the tape again and tell the students to
repeat the words.
Answers:
customer (given)
essential
fantastic
important
interesting
manager
relaxing
university
T A P E S C R I P T
Voice: customer, customer
essential, essential
fantastic, fantastic
important, important
interesting, interesting
manager, manager
relaxing, relaxing
university, university
282
UNIT16
T o u r i s m t o d a y
UNIT
95
16 16
Tourism today
1 Match these words ah with their meanings 18.
a accommodation 1 the group of people who work for an organisation
b culture 2 behave as if something is true when it is not
c essential 3 relax
d pretend 4 high quality considering the price
e reputation 5 o a place to stay
f staff 6 necessary, very important
g value for money 7 the beliefs, behaviour, art and ideas of a society
h take it easy 8 the opinion people have of someone
2 Complete with the correct form of the words from Exercise 1.
a When we went on holiday last year, we arranged our own
occoocot:oo in a small hotel.
b I really like at the weekends, as I work hard in the week.
c I want to be a doctor when Im older, so its that I go to a
good university.
d Our school has a of 40 people. Most of them are teachers.
e Our family dentist has a very good . Everyone says how
good he is.
f I enjoyed that meal and it didnt cost much. It was really good
.
g My brother and I used to play a game where we to be astronauts.
h When I go somewhere on holiday, I like to nd out about the of the people who live there.
3 Find the main stress, then complete the table using the words
below.
businessman discover education important manager
mathematics relaxing currency
customer
os:oessoo
fantastic reputation
WORKBOOK page 95
1 Match these words a-h with their
meanings 1-8.
1 Tell the students to read through the
list oI words in the frst column and
the list oI defnitions in the second
column. Help them with any diIfcult
vocabulary in the defnitions.
2 Tell the students to match each word
with its correct defnition.
3 Go through the answers with the
class.
Answers:
a 5 (given) b 7
c 6 d 2
e 8 f 1
g 4 h 3
2 Complete with the correct form
of the words from Exercise 1.
1 Tell the students to read through the
gapped sentences. Help them with any
vocabulary diIfculties.
2 Explain that they must use the correct
form of the words from Exercise 1
to complete the sentences, as in the
example.
3 Go through the answers with the
class.
Answers:
a accommodation (given)
b to take it easy/taking it easy
c essential
d staff
e reputation
I value Ior money
g pretended
h culture
3 Find the main stress, then complete the
table using the words below.
1 Tell the students to read the words in the blue
box and decide where the main stress falls on
each word.
2 Tell them to write the words into the correct
column according to where the main stress falls:
on the frst, second or third syllable.
3 Go through the answers with the class.
4 Put the students into pairs. Tell one student to
point to a column and the other to read out all
the words in that column.
Answers:
customer
businessman (given)
manager
currency
fantastic
discover
important
relaxing
reputation
education
mathematics
UNIT16
T o u r i s m t o d a y
283
Language focus
have to, must, need to
1 Study these sentences from the listening
text and circle the modal verb phrases.
1 Tell the students to read through the sentences.
2 Discuss what a modal verb is and write some
examples of must, need to and have to in
sentences on the board. For example I have to
go to school tomorrow. I must be on time for
school. I need to get up at half past six.
3 Look at the example in sentence a with the class
and explain that the students must circle the
modal verbs in the sentences.
4 Put the students into pairs to compare
their answers, then go through the
answers with the class.
Answers:
a have to study (given)
b must buy
c have to work
d don`t have to work
e dont need to get up
f mustnt forget
2 Answer these questions and give
examples from Exercise 1.
1 Ask the students to read through the
questions.
2 Tell them to answer the questions and
to give examples Irom Exercise 1.
3 Put the students into pairs to compare
their answers, then go through the
answers with the class.
Answers:
a don`t have to/don`t need to sentences d
and e (given)
b have to sentences a, c, d,
c must/ mustnt sentences b and f
3 Choose the correct modal verbs
in these sentences.
1 Tell the students to read through the
sentences and then to choose the
correct modal for each sentence.
2 Go through the answers with the class.
Answers:
a have to (given) b must c don`t need to
d mustn`t e don`t have to
4 Look at the picture and answer the
questions.
1 Ask the students to look at the picture and
describe it to you. Write their answers on the
board.
2 Now tell them to read the two questions and to
write down more questions and answers like the
examples.
1
Answer these questions and give examples from Exercise 1.
a Which two verbs can we use to refer to something that is not necessary?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Which verb do we use when we cannot choose whether or not to do something? . . . . . . . . . . . . . . . . . . . . . . . .
c Which verb do we use to express strong feelings or wishes? . . . . . . . . . . . . . . . . . . . . . . . .
16
UNIT
Study these sentences from the listening text and circle the modal verb
phrases.
a My children have to study ancient history at school next year.
b We must buy souvenirs for our friends while were here.
c My staff and I have to work 12 hours a day for six days a week.
d At other times its quieter we dont have to work such long hours.
e We dont need to get up or go to bed at particular times.
f We mustnt forget that tourism is very important for Egypt.
have to, must, need to
Grammar rev p134
Language focus
2
Choose the correct modal verbs in these sentences.
a I have to/must get up very early on school days.
b I have to/must phone my friend this evening. I promised him I would.
c In some countries, children mustnt/dont need to wear school uniform.
d You mustnt/dont have to drive fast in the city centre. Its very dangerous.
e We mustnt/dont have to give our homework to the teacher until next week.
3
coot |o.e totcoot oc to, e.q. seotoc c ooc e.
Look at the picture and answer the questions using the passive.
a These two engineers are planning to build a new tourist hotel on this site. What do they have to do?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b What needs/does not need to be done?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
:|e oc o:c:oqs |o.e to e |ooc|c cowo.
:|e tees coot oeec to e cot cowo t|eq coo e po-t oj t| |ot qoco.
102
LESSON 2 SB page 102 WB page 96
284
UNIT16
T o u r i s m t o d a y
3 Put the students into pairs to compare their
answers.
4 Ask some pairs to share their answers
with the class.
Suggested answers:
a The lorry has to be moved.
The trash/rubbish has to be taken away.
b The eletric wires need to be repaired.
The wires dont need to be put
underground.
WORKBOOK page 96
1 Choose the correct verbs in these
sentences.
1 Tell the students to read through the
sentences.
2 Explain that they must choose the
correct modal verb, as in the example.
3 Go through the answers with the
class.
Answers:
a have to (given) b mustn`t
c don`t need to d have to
e must I don`t have to
2 Rewrite these sentences using
the verbs from Exercise 1.
1 Ask the students to read through the
sentences.
2 Tell them to rewrite the sentences using the
modal verbs Irom Exercise 1, as in the example.
3 Put the students into pairs to compare their
answers, then go through the answers with the
class.
Answers:
a I want to go to university. I need to apply beIore the
end oI the week. (given)
b You must see your doctor. You look ill.
c I have to get to school beIore 8.30.
d You don`t have to go shopping with us.
e You dont need to buy that book. I can lend you
mine.
f You mustnt speak so loudly on your mobile phone.
It`s very annoying.
3 What would you say in the following
situations? Use the verbs from
Exercise 1.
1 Ask the students to read through the situations.
2 Tell them to write what they would say in each
situation, using the modal verbs Irom Ex. 1.
3 Go through the answers with the class.
Answers:
a We must leave now. The train leaves in fve minutes.
(given)
96
UNIT
16 16
1 Choose the correct verbs in these sentences.
a Most school children in Britain need/have to wear a school uniform.
b You mustnt/dont have to spend too much money. Youll want some for your holiday.
c You mustnt/dont need to take that book back to the library yet. You can keep it for another
week.
d You need to/have to pass your exams to go to university.
e I really must/have to phone Mazen. I promised Id phone him as soon as I had any news.
f You mustnt/dont have to take this train. Theres another one in ten minutes.
2 Rewrite these sentences using the verbs from Exercise 1.
a I want to go to university. Its necessary to apply before the end of the week.
t woot to qo to oo:.es:tq. t oeec to oppq ejoe t|e eoc oj t|e wee|.
b I really wish you would see your doctor. You look ill.
oo
c I cant choose what time to get to school. School starts at 8.30.
t
d Were going shopping, but you can stay at home if you want.
oo coot
e It isnt necessary for you to buy that book. I can lend you mine.
oo
f Dont speak so loudly on your mobile phone. Its very annoying.
oo
3 What would you say in the following situations? Use the verbs
from Exercise 1.
a Your train leaves in ve minutes. It takes at least four minutes to get to the station.
we ost eo.e oow. :|e to:o eo.es :o j:.e :ootes.
b Your friend offers to go to the dentist with you, but you tell her not to worry, you can go on your own.
t coo qo oo q owo. oo
c You dont have any tea left. Explain why you are going to the shop.
t qo:oq to t|e s|op ecoose t
d You are at your friends house. Your parents have told you to be home at ve oclock. Your friend
asks if you want to stay until eight oclock.
uo, t soq, t coot. t
UNIT16
T o u r i s m t o d a y
285
b I can go on my own. You dont need to come with
me.
c I am going to the shop because I need to buy some
tea.
d No, I`m sorry, I can`t. I have to be home at fve
oclock.
Reading
1 As you read this article, guess the
meaning of the bold words and
phrases.
1 Tell the students to read through the
text and to think about the meaning of
the words in bold. Explain that if they
are not sure of the meaning of a word,
its context (the words around it) may
help them to work it out.
2 Put the students into pairs to compare
their answers, then go through the
answers with the class.
Answers:
package tour: a holiday arranged by a
company Ior a fxed price that
includes your hotel and travel
hxea. already decided and impossible
to change
mass: involving or intended Ior a
large number of people
destinations: the places that someone or
something is going to
wear away: if something wears
away or is worn away, it
gradually becomes thinner and
disappears because it has been
rubbed or used a lot
currency: the type of money that a
country uses
2 Choose the correct answer fromA, B, C
or D.
1 Ask the students to read through the questions.
2 Tell them to think carefully and choose the best
answer for each.
3 Put the students into pairs to compare their
answers.
4 Go through the answers with the class.
Answers:
a B (given) b D c C d A
LESSON 3
SB page 103 WB page 97
People have visit ed Egypt ever since Greek
and Roman t imes, but modern t ourism
began when an Englishman, Thomas Cook,
arranged the hrst pack age t our in 1841.
Package t ours are holidays arranged by
a t ravel company which include t ravel,
accommodat ion and somet imes meals for a
xed price.
Mass tourism as we know it today hrst
became popular in t he 1960s, when air
t ravel became cheaper, and t oday t ourism
is a huge business. Millions of holiday-
makers are carried by air t o destinations
all over t he world. Count ries on t he
Medit erranean coast alone at t ract 100
million t ourist s every summer!
Count ries make a lot of money out of
t ourism, but t here are also disadvant ages.
For example, every minut e of every day,
about one hundred Europeans visit Not re
Dame cat hedral in Paris. Their feet w ear
aw ay the stone foors. The buses waiting
for t he t ourist s produce pollut ion t hat
damages t he out side of t he building.
During t he t ourist season, many of t he
worlds great cities are very difhcult to live
in. Try ordinary food shopping in Prague or
Florence in t he middle of summer! Tourist s
wit h cameras block your way. Shopping is
impossible!
For Egypt , t ourism is t he second most
import ant earner of foreign currency aft er
oil. The t ourist indust ry employs t housands
of people such as t ravel agent s, hot el
st aff and building workers. Egypt ian t ravel
agent s t hink t hat by t he year 2017, sixt een
million t ourist s will visit Egypt each year,
compared t o t he nine million who visit ed
in 2006. I f t his happens, new hot els and
roads will have t o be built and new parks
and resort s will need t o be planned.
Tourism today
1
As you read this article,
guess the meanings of the
bold words and phrases.
2
3
Choose the correct
answer from A, B, C or D.
a A package tour is
A a long journey to a place tourists do not
usually visit.
B a holiday which is planned by a company
for tourists.
C a tour to more than one country.
D a holiday in more than one city.
b Countries on the Mediterranean coast have
A fewer people living there during the
summer than during the winter.
B more people living there during the
winter than during the summer.
C as many people living there during the
summer as during the winter.
D more people living there during the
summer than during the winter.
c The writers opinion of the disadvantage of
mass tourism is that
A tourists take photographs of local people
whether they like it or not.
B tourists often make too much noise.
C too many tourists can make towns and
cities very crowded.
D tourists do not spend enough money in
the shops.
d The last paragraph of the article says that
in future,
A travel agents believe that millions more
tourists will come to Egypt.
B there will be enough hotels for the
tourists who come to Egypt.
C new tourists will not come to Egypt if
there are not more golf courses.
D fewer tourists will come to Egypt
because of pollution and trafc.
Discuss this question in pairs.
As a tourist, would you prefer to visit very well-
known places like Sharm El-Sheikh or Paris, where
there are thousands of other tourists, or places
that are off the beaten track and not so crowded?
16
UNIT
103
Reading
P0hI I0K0II
0sc !hc wer4s |cferc zn4
zf!cr z ncw wer4 !e hc|p yee
!e ]ecss | !s mczn|n], c.].
z frc4 pr|rc pr|rc wh|rh
rznne! rhzn]c |crzesc | ! hzs
|ccn z]rcc4 en.
286
T o u r i s m t o d a y
3 Discuss this question in pairs.
1 Put the students into pairs and tell them
to read the question.
2 Ask them to discuss their answer,
thinking about the advantages and
disadvantages oI each type oI place.
3 Ask some pairs to share their answers
with the class and encourage class
discussion.
Students own answers
WORKBOOK page 97
1 Complete the puzzle to nd a
word.
1 Tell the students to read through the
defnitions.
2 Tell them to write a word for each
defnition in the puzzle, and fnd the
new word.
3 Go through the answers with the class.
Answers:
a coast (given) b currency c wear
d fxed e destination I mass
The vertical word: tourism
2 Complete these sentences with
words from the puzzle.
1 Ask the students to read through the
gapped sentences.
2 Tell them to use the words from Exercise 1 to
complete the sentences.
3 Go through the answers with the class.
Answers:
a destination (given) b mass c coast
d Tourism e fxed I wear away
g currency
3 Use your Active Study Dictionary to
complete these sentences with the correct
form of these phrasal verbs with wear.
1 Tell the students that wear away is a phrasal
verb. Explain that we oIten join a verb and a
preposition in this way to create a phrasal verb.
2 Tell them to read the phrasal verbs in the blue
box which are all formed from wear and a
preposition.
3 Now ask the students to read through the
gapped sentences.
4 Tell them to complete the sentences with the
correct Iorm oI one oI the phrasal verbs Irom
the box.
5 Go through the answers with the class.
Answers:
a wore down (given) b wear out
c wore on d wear off
97
UNIT
16 16
1 Complete the puzzle to nd a word.
a an area of land next to the sea
b the type of money that a country uses
c away: make something
thinner or disappear by too much use
d impossible to change/already decided
e a place that people travel to
f involving a large number of people
The word in the boxes is .
2 Complete these sentences
with words from the puzzle.
a Luxor is a popular Egyptian cest:oot:oo
for many visitors to Egypt.
b In Europe, tourism began
in the 1960s, when air travel became
cheaper.
c Sharm El-Sheikh is on the Red Sea
.
d is important because it
brings money into countries.
e The cost of a ight from Europe to Egypt
is . It will not change until
next year.
f If children play football for too long, they
will the grass.
g The of Britain is the pound.
3 Use your Active Study Dictionary to complete these sentences
with the correct form of these phrasal verbs with wear.
wear down wear off wear on wear out
a In the second half, we woe cowo the other team and won the match 3-2.
b These shoes are going to soon. Ill have to buy some more.
c It was hard work and, as the day , I became more and more tired.
d If you take this medicine now, it wont until tomorrow.
__ __ __ __
__ __ __ __ __ __ __
__ __ __
__ __ __ __
__ __ __ __ __ __ __ __ __ __
__ __ __
a
b
c
d
t
e
f
c o o s t
UNIT16
UNIT16
T o u r i s m t o d a y
287
Critical thinking
1 Answer the following questions.
1 Ask the students to read through the questions
and to write the answers.
2 Now put the students into pairs. Tell them to
take turns to read a question and their answer to
each other.
3 Go through all the answers with the class.
Answers:
a He was English.
b The visitors wear away the foor by walking on it.
Also their buses cause pollution which damages the
building.
c Nine million tourists visited Egypt in 2006.
d (suggested) Because they are easy and
usually cheap. Everything is organised by
the company so the tourist can relax and
not worry about anything.
e (suggested) Because they are warm and
sunny with nice beaches, and there are
mountains nearby too.
I (suggested) Planes became cheaper and
here were more fights.
2 Read this quotation from the
article and discuss the questions.
1 Tell the students to read the quotation.
2 Now ask them to read through the
questions. Make sure they understand
what has to be discussed in each of
them.
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.
Suggested answers:
a BeIore the 1960s, tourism was a much
smaller industry and took place mostly
within a country. Far fewer people
travelled to other countries.
b Good eIIects: it creates lots oI jobs and
it allows many more people to visit more
faraway places. Bad effects: pollution,
noise and nuisance to local people
c Tourism creates jobs, helps to promote
the cultures of different countries, and
maintains and supports many historic and
famous monuments.
d The weather, the countryside, mountains,
historic buildings, beach, food, beautiful
scenery, museums, shops
3 Read the short news report, then discuss
the questions in pairs.
1 Tell the students to read through the news
report, then put the students into pairs and tell
them to tell each other what the text is about.
2 Tell the students to read the text again. Now
ask them to read the questions and discuss the
answers in their pairs.
3 Ask some pairs to share their answers with the
class and encourage class discussion.
LESSON 4
SB page 104
104
2
16
UNIT
Critical thinking
Read this quotation from the article and discuss the
questions.
a How was tourism before the 1960s different from
tourism today?
b What are the good and bad effects of cheap air travel?
c Tourism brings foreign currency into a country. What
other advantages are there for a country and its people?
d What makes particular tourist destinations popular?
Think of three or four reasons.
3
Read the short news report, then discuss the questions in pairs.
a What would you think if you read this news story in your local newspaper?
b Which groups of people would welcome this news? Why?
c Which groups may not be very happy about the new hotel? Why?
d What kind of foreign tourists do you think would stay in this hotel?
1
Answer the following questions.
a What nationality was Thomas Cook? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b How do visitors to Notre Dame in Paris damage the building? . . . . . . . . . . . . . . . . . . . . . . . .
c How many foreign tourists visited Egypt in 2006? . . . . . . . . . . . . . . . . . . . . . . . .
d Why do you think package tours became so popular? . . . . . . . . . . . . . . . . . . . . . . . .
e Why do you think so many tourists visit countries on the Mediterranean coasts? . . . . . . . . . . . . . . . . . . . . . . . .
f Why do you think air travel became cheaper? . . . . . . . . . . . . . . . . . . . . . . . .
Mass t ourism as we know it
today hrst became popular
in t he 1960s, when air t ravel
became cheaper, and t oday
t ourism is a huge business.
Millions of holiday- makers are
carried by air t o dest inat ions
all over t he world.
A large international hotel group
has plans to open a fve-star hotel
on the outskirts of our town next
summer. The manager of the new
hotel is now the manager of a small
hotel in Greece, but it is believed
that between one and two hundred
new staII will be needed when the
hotel opens. There will be work
Ior accountants, managers, trained
cooks, waiters and cleaners.
The new hotel is expected to
attract thousands oI Ioreign
tourists to our town every year.
Five-star hotel opening next summer
e wos coq:s|.
288
T o u r i s m t o d a y
Suggested answers:
a The students may be happy because it
would mean a lot oI new jobs and tourists
visiting their town. Or they may Ieel
negative about it because the hotel would
probably be built on green land and their
town would become much busier and
more crowded.
b Anyone working in hotels and tourism
would be happy, as well as builders who
might fnd work on the project, and local
shops and restaurants because the tourists
would bring them more business, too.
c People living in the town may not be
happy because building the hotel and then
the increased traIfc and crowds would
create a lot of noise and dirt. It would
make the town busier, too, and destroy
green land.
d People who want to relax and enjoy the
sun and swimming. Possibly families who
want a safe place for their children.
Communication
1 Discuss these questions in pairs.
1 Put the students into pairs and
tell them to read through the two
questions.
2 Make sure that they understand the
meaning of ecotourism.
3 Tell the pairs to discuss their answers.
4 Get some pairs to share their answers
with the class and encourage class
discussion.
Suggested answers:
a Tourists can add to problems of pollution,
overcrowding, the wearing away oI and damage to
historical monuments. Tourists can disrupt the life of
local people and change the feeling of the location.
b Students own answers
There is ecotourism in the deserts, along the Red
Sea, and in oases such as Siwa. Ecotourism is
different from other kinds of tourism because it tries
to respect the local environment. It looks careIully
at the consequences when creating tourist locations,
and considers the local countryside and wildlife as
well as eIIects on the lives oI the local community.
2 Roleplay the following.
1 Put the students into groups of three to do
a role-play.
2 Name the students in each group Student A, B
and C, and tell them each to read through
their role.
3 Now tell the groups to read through questions
a and b and then to read the advertisements.
Tell each student to choose the holiday they, as
A, B, or C, would like. Remind them to think
carefully about their role.
4 Give the groups time to think about their roles,
make notes and prepare their role-play. Tell the
students to look at and use the suggestions and
the language in the boxes to help them.
5 Move around and listen to the students as they
perform their role-play.
6 Ask one or two groups to perform their role-
play for the class.
1
Discuss these questions in pairs.
a What kinds of damage can tourists do to the
culture and environment of a country they
visit? Give some examples.
b Tourism which does not cause damage to the
culture or an environment is called ecotourism.
Do you know any examples of ecotourism in
Egypt? How popular is it? How is it different
from other kinds of tourism?
2
Roleplay the following.
Student A You want to take it easy. You are not really
interested in culture or the environment.
Student B You are an ecotourist. You will only choose
a holiday if it helps local people and does
not damage the environment.
Student C You are very interested in the local culture
of the places you choose for your holiday.
Communication
105
the effects of your visit on the environment
and culture of the place.
who or what will benet from your visit.
who or what may be damaged by your visit.
Ar t wor k 3- 8
16
UNIT
a Look at these three advertisements and choose
the holiday you would most like to go on. Before
you decide, think about the following:
b You would like to go on holiday with your two
partners. Tell your partners about your choice
and give your reasons. Try to agree on which
holiday to choose. Use some of the language
below.
Spend a week
i n Nepal
Each tour has only ten people.
Stay with a Nepalese family and
share their food.
See wildlife in its natural
environment.
Walk or go horse-riding.
Welcome to our
YHVWDUKRWHO
Enjoy international cooking at its best!
Visit all the popular tourist destinations.
Travel in our own air conditioned buses.
See real life in
Id prefer to go to, but Im happy to go
to instead.
Id like to go to, but its probably better
to go to...
Do we all agree? So were going to?
Thats good we all agree.
M or occo
xStay in local hotels or with
Moroccan families.
x Travel by public transport.
x Take a trip to an oasis.
x Try fresh local food.
UNIT16
LESSON 5
SB page 105 WB page 98
UNIT16
T o u r i s m t o d a y
289
WORKBOOK page 98
1 Respond to each of the following
situations.
1 Tell the students to read through the situations
and to write down what they would say in each
one.
2 Put the students into pairs to compare their
answers, then go through the answers with the
class.
Suggested answers:
a Id prefer to see , but Im happy see instead.
(given)
b That`s good we all agree to see that flm then.
c Id like to go to Spain, but its probably better to go
to Italy.
2 Read this e-mail and answer the
questions.
1 Ask the students to read through the
e-mail.
2 Put them into pairs and tell them to
read the three questions and then to
discuss the answers.
3 Go through the answers with the class.
Answers:
a Pete Barton wrote the e-mail. It was
written to an ecotourism company. Its
purpose is to enquire about ecotourism
holidays in Egypt.
b It is too informal.
c Hi Dear Ecotours,
I got your name from one of my friends,
who has been on one of your trips. I was
given your name by a Iriend who has been
on one of your holidays.
Im looking I am searching
do any damage harm
Im I am
want to would like to
Send me Please could you send
as quickly as possible promptly
I cant wait to hear I look forward to
hearing
Bye, Peter Barton Yours faithfully, Peter/
Pete Barton
3 Plan a reply to the e-mail
from Pete Barton. Include the
following information.
1 Tell the students to read through the
information they need to include in
their reply to Pete Bartons e-mail.
2 Tell them to make notes and write
down key phrases that might be useful
as they plan their reply e-mail.
4 Write your e-mail using formal language
in 60-90 words.
1 Tell the students to use the plan they made in
Exercise 3 to write a frst draIt oI their reply
e-mail.
2 Ask them to read through their draft and check
the spelling and grammar.
3 Now tell them to write a second, corrected draft.
4 Put the students into groups and tell them each
to read out their e-mail to their group. Ask each
group to choose one e-mail to read to the class.
98
UNIT
16 16
1 Respond to each of the following situations.
a You have just agreed to see a lm at the cinema with two friends. You are quite happy, but you
did not choose the lm. What do you say?
tc peje to see..., ot t |oppq to see... :osteoc.
b You and three friends have just decided which lm to see at the cinema. You are happy that the
decision has been made. What do you say?
c You chose a holiday to Spain, but your friends all chose Italy, which was cheaper. You think their
idea is probably better. What do you say?
2 Read this e-mail and answer the questions.
a Who wrote the e-mail? Who was it written to? What is its purpose?
b What is wrong with the way the e-mail is written?
c In your notebook, can you change the underlined parts of the the e-mail to make it more formal?
3 Plan a reply to the e-mail from Pete Barton. Include the following
information.
s Thank Mr Barton for his e-mail and his interest in your companys tours.
s Suggest destinations in Egypt and describe what tourists will see and do.
s Tell Mr Barton where he can nd more information, e.g. your website.
s Say you hope to hear from Mr Barton.
4 Write your e-mail using formal language in 6090 words.
a Use formal language. Check the correct spelling in your Active Study Dictionary.
b Read what you have written very carefully. Look for grammar and spelling mistakes.
c Correct the mistakes, then write the nal article.
Hi Ecotours,
I got your name from one of my friends whos been on one of your trips.
Im looking for a holiday in your country which wont do any damage to the environment. Im
also really interested in your culture and want to nd out about how people live in Egypt. Im
probably going to come next summer.
Send me some information as quickly as possible. I cant wait to hear from you.
Bye, Pete Barton
290
UNIT16
T o u r i s m t o d a y
Assessment
Target element: revise the listening and key
language from the unit
Write the following sentences on the board and ask
the students to copy them.
1 My children has to study ancient history at
school next year.
2 Im the manager for a travel agency in
Alexandria.
3 Sometimes I pretend to be a customer and go
on the trips myself.
4 Its been a fantastic holiday so far.
5 We`re nding it very interesting, but also
tiring.
Play the listening Irom Exercise 3 on page 101 oI
the Students Book again. Tell the students to listen
careIully and to fnd and correct the mistake in
each sentence.
Answers: 1 has have 2 for of
3 customer tourist 4 holiday journey
5 tiring relaxing
Target element: revise and use key language
from the unit
On the board, write the Iollowing:
pollution
jobs
building work
space
noise
wearing away monuments
foreign currency
spreading culture, etc
Put the students into pairs. Tell them to think about
the issues listed on the board and to discuss all the
reasons for and against the expansion of tourism in
the future.
Target element: revise the text and key
language from the unit
Ask the students to re-read the text Tourism
today on page 103 oI the Student`s Book. Write
the following sentences on the board and ask the
students to copy them:
1 The rst package holidays were organised
by ________.
2 Today, tourism is a huge ________.
3 More than 100 million people visit places on
the Mediterranean ________.
4 Buses create pollution that damage the
outside of ________.
5 For Egypt, tourism is the second most
important earner of foreign ________.
Tell the students to fnd and use the inIormation in
the text to complete the sentences.
Answers: 1 Thomas Cook 2 business
3 coast 4 buildings
5 currency
Target element: revise the text and write an
accompanying advert
Ask the students to re-read the news report
about the new fve star hotel in Exercise 3 on
page 104 oI the Student`s Book. Tell them to use
the information in the news report to write an
advertisement Ior the hotel, similar to the adverts
on page 105. Tell the students to think about the
facilities at the hotel and to write a set of key points
about the hotel. Remind them to allow space for a
picture, too. Display the students` adverts on the
classroom walls and ask the class to move around
and choose the best one.
Listening Task Reading Task
Speaking Task Writing Task
UNIT17
J u r a s s i c P a r k
291
SB page 106 WB page 99
Before using the book:
v Ask the students to name any English-speaking
flms they know. Ask iI they can give you the
titles in English. Write their answers on the
board.
v Ask the students to tell you the story oI any oI
the flms they have mentioned.
v Ask iI they can tell you the names oI any
Iamous English-speaking actors or actresses.
Again, write their answers on the board.
UNIT 17
JURASSIC PARK
Jurassic Park
Listening
106
17
UNIT
2
Listen again and choose the correct answer from A, B, C or D.
a How many books did Michael Crichton sell?
A 50,000 B 150,000 C 1,500,000 D 150,000,000
b What did Crichton train to be?
A a doctor B a lm director C a TV producer D a writer
c When was Michael Crichton born?
A 1932 B 1942 C 1952 D 1969
d Where did he teach anthropology?
A Chicago B Harvard C Cambridge D London
e What is The Andromeda Strain about?
A global warming B space travel C diseases from space D genetic engineering
f Which story is about genetic engineering going wrong?
A Jurassic Park B The Andromeda Strain C State of Fear D Rising Sun
3
4
Objectives
Grammar Passive verbs
Functions Compare and contrast ideas
Listening Listen for gist and for detail
Reading Read for gist and for specic information,
guess the meaning of unknown words
Critical thinking The advantages and
disadvantages of scientic research
Writing An informal e-mail
Discuss this question in pairs.
Which of the problems described in
Michael Crichtons books is most
serious? Give your reasons.
diseases from space
genetic engineering which
goes wrong
global warming
1 Michael Crichton was a doctor, a TV
producer, a lm director and a writer.
2 I play tennis, football, golf and squash.
3 I drink water, milk, orange juice and tea.
b Make a list of your own likes and say it to
your partner.
The sounds of English
a Listen and repeat how to say lists.
5
As you listen to a talk about the writer Michael Crichton, answer these questions.
a As well as writing, which of these jobs did Michael Crichton do?
Film director Medical doctor School teacher TV producer
b What was Michael Crichtons most famous book? When was it written? . . . . . . . . . . . . . . . . . . . . . . . .
1
Check the meanings of these words in your
Active Study Dictionary.
anthropology award (v) cautionary tale
director interfere producer remarkable
SB pages 106-110 WB pages 99-102
LESSON 1
Objectives
Grammar
Passive verbs
Functions
Compare and contrast ideas
Listening
Listen Ior gist and Ior detail
Reading
Read Ior gist and Ior specifc
inIormation, guess the meaning oI
unknown words
Critical thinking
The advantages and disadvantages oI
scientifc research
Writing
An inIormal e-mail
292
UNIT17
J u r a s s i c P a r k
Listening
1 Check the meanings of these words in
your Active Study Dictionary.
1 Tell the students to read the words in the box.
2 Ask iI they can explain any oI the words to you
in English.
3 Tell the students to look the words up in their
Active Study Dictionary and note the stressed
syllable.
4 Tell them that you are going to give a defnition
and they must say which word it defnes.
Example:
Teacher: To ofhcially give someone a pri:e
or money.
Students: Awara.
5 Continue in the same way with the other words.
Answers:
anthropology. the scientifc study oI people, their
customs, belieIs, etc.
awara. to oIfcially give someone a prize or
money
cautionary tale. a story that is intended to warn people
airector. someone who gives instructions to
actors and other people in a flm or play
interfere. to deliberately become involved in a
situation when you are not wanted or
needed
proaucer. someone who controls the making oI a
play, flm, etc.
remarkable. very unusual or noticeable in a way
that deserves admiration
2 As you listen to a talk about the writer
Michael Crichton, answer these
questions.
1 Ask the students to read through the two
questions in the book.
2 Tell them that as they hear the tape, they should
listen out Ior and write down the answers to the
questions.
3 Play the tape, then go through the answers with
the class.
Answers:
a a flm director and a TV producer (He trained as
a medical doctor, but the text doesn`t tell us iI he
practised as one; he worked as a university not a
school teacher)
b Jurassic Park; 1990
T A P E S C R I P T
Joice. Gooa afternoon. My talk toaay is about the
remarkable man Michael Crichton. Why is he
remarkable? Well, for several reasons. Firstly
because his books have sola more than 150
million copies. Seconaly, having trainea as
a aoctor, Crichton spent most of his career
working as a hlm airector, a TJ proaucer
ana, of course, a writer. Ana thiraly, although
many of his books are science hction stories
full of aaventure ana excitement, they are also
cautionary tales, warning how humans can
be affectea by science experiments which go
wrong.
Lets look at his life. Michael Crichton was
born in Chicago in 1942. He was a brilliant
stuaent at school ana went on to stuay
anthropology ana biology at Harvara. After
moving to Englana ana teaching anthropology
at Cambriage University, he went back to
Harvara to be trainea as a aoctor, but auring
this time he also wrote novels, using two names.
John Lange ana Jeffery Huason. Crichton was
awaraea a pri:e for one of these early novels.
One of the reasons Crichtons books were
so popular was that he wrote about science
ana scientihc problems in a way that coula
be unaerstooa by orainary people. In The
Andromeda Strain, written in 1969, Crichton
writes about humans who are infectea by germs
from space. In the 1990 novel Jurassic Park, he
consiaers the aangers of genetic engineering, of
human beings interfering with nature, ana his
2004 novel, State oI Fear, is about the aangers
of global warming.
Michael Crichton aiea in 2008, at the age of
sixty-six.
3 Listen again and choose the correct
answer fromA, B, C or D.
1 Ask the students to read through the questions.
2 Tell them to listen to the tape again and choose
the correct answer Ior each question.
3 Go through the answers with the class.
UNIT17
J u r a s s i c P a r k
293
Answers:
a D (given)
b A
c B
d C
e C
I A
4 Discuss this question in pairs.
1 Remind the students that many oI Michael
Crichton`s books talk about problems.
2 Tell the students to read the question and the
list oI three problems. Make sure the students
understand what each one means.
3 Put the students into pairs and tell them to
discuss the question and decide which problem
is the most serious and why.
4 Ask some pairs to share their answer with the
class, and encourage class discussion.
Suggested answers:
Global warming is perhaps the most serious because it is
actually happening now. Or perhaps genetic engineering
going wrong is the most serious, as it could easily
happen now with the research which is taking place.
Diseases Irom space are probably the least serious now,
but oI course they may become a problem iI space travel
increases.
5 The sounds of English
a
1 Ask the students to read the three sentences in
the box, then to practise reading them aloud.
2 Now play the tape and tell the students to Iollow
in their books. Tell them to listen careIully to
the intonation.
3 Play the tape again and ask the students to listen
and repeat.
b
4 Now tell the students to make their own lists oI
the things they like.
5 Put the students into pairs and tell them to take
turns to read their list to their partner. Ask some
pairs to read their lists to the class.
T A P E S C R I P T
Narrator. One.
Joice. Michael Crichton was a aoctor, a TJ
proaucer, a hlm airector ana a writer.
Narrator. Two.
Joice. I play tennis, football, golf ana squash.
Narrator. Three.
Joice. I arink, water, milk, orange fuice ana tea.
294
UNIT17
J u r a s s i c P a r k
WORKBOOK page 99
1 Answer the questions using
words from the box.
1 Ask the students to read through the
questions.
2 Tell them to use the words in the box
to answer the questions.
3 Put the students into pairs to compare
their answers, then go through the
answers with the class.
Answers:
a a producer (given)
b a director
c a cautionary tale
d interIere
e an award
I anthropology
g remarkable
2 Complete these sentences with
words from Exercise 1.
1 Ask the students to read through the
gapped sentences.
2 Tell them to use words Irom the
Exercise 1 to complete the sentences.
3 Go through the answers with the
class.
Answers:
a award (given)
b remarkable
c cautionary tale
d interIere
e director
I anthropology
g producer
3 Use your Active Study Dictionary to
complete these sentences, using the
correct form of the words in brackets.
1 Ask the students to read through the gapped
sentences.
2 Tell them to use the correct Iorm oI the words
in brackets to complete the sentences. They can
use their Active Stuay Dictionary to help them.
3 Go through the answers with the class.
Answers:
a remarkably (given)
b cautious
c anthropologist
d production
e interIerence
UNIT
99
17 17
Jurassic Park
1 Answer the questions using words from the box.
anthropology award cautionary tale
director interference producer remarkable
a What do you call someone who controls the making of a TV programme?
a producer
b What do you call someone who gives instructions to lm actors?
c What do you call a story that warns people of something?
d What do you call it when someone gets involved in a situation when they are not wanted?
e If you want to give someone a special prize, what can you give them?
f What do you call the study of people, their beliefs and customs?
g What do you call something that is very unusual in a good way?
2 Complete these sentences
with words from Exercise 1.
a They always award medals to the
rst, second and third athletes in the race.
b He is still writing books at the age of 80.
He is a man.
c When I was a child, my father once told me a about a boy who didnt tell the truth.
d It is not a good idea to when two of your friends are arguing.
e Alfred Hitchcock is one of the worlds most famous lm s.
f Im interested in peoples beliefs: Thats why I want to study at university.
g Id like to be a television . Ive got some ideas for new programmes.
3 Use your Active Study Dictionary to complete these sentences,
using the correct form of the words in brackets.
a I dont know why, but the roads were remarkably quiet this morning. (remarkable)
b My father is a very driver. He never drives dangerously. (cautionary)
c When I leave university, Id like to be an or a biologist. (anthropology)
d Id like to work for a television company. (producer)
e The television picture was bad because of caused by the windy weather. (interfere)
UNIT17
J u r a s s i c P a r k
295
Language focus
Passive verbs
1 Study these sentences from the listening
text and do the following.
1 Tell the students to read through the sentences
frst and then through the questions.
2 Make sure they understand what they have
to do. For part a, tell them to underline the
passive verb in each sentence frst, and then go
back to circle the agent in each sentence iI it is
included.
3 Put the students into pairs to compare their
answers, then go through the answers
with the class.
Answers:
a
1 can be aIIected by science experiments
(given)
2 to be trained
3 was awarded
4 could be understood by ordinary
people
5 are inIected by germs Irom space
b
Sentence 1: can be aIIected
Sentence 2: to be trained
Sentence 4: could be understood
c
Because it is a person who always does that
action, i.e. dying; the person is always the
agent. (The verb aie is intransitive; it doesn`t
take a direct object. Only transitive verbs can
be made passive.)
2 Rewrite the sentences in Exercise
1 using active verbs.
1 Tell the students to rewrite the
sentences Irom Exercise 1 in the
active Iorm. The beginning oI each
sentence is given to help them.
2 Put the students into pairs to compare
their answers, then go through the
answers with the class.
Answers:
a Science experiments which go wrong can aIIect
people. (given)
b He went back to Harvard where he trained as a
doctor.
c They awarded Crichton Ior one oI his novels.
d He wrote about science and scientifc problems in a
way that ordinary people could understand.
e Crichton writes about germs Irom space inIecting
humans.
1 Humans can be affected by science experiments which go wrong.
2 He went back to Harvard to be trained as a doctor.
3 Crichton was awarded a prize for one of these early novels.
4 He wrote about science and scientic problems in a way that could
be understood by ordinary people.
5 Crichton writes about humans who are infected by germs from space.
1
2
Rewrite the sentences in Exercise 1 using active verbs.
a Science experiments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b He went back to Harvard, where . . . . . . . . . . . . . . . . . . . . . . . .
c They . . . . . . . . . . . . . . . . . . . . . . . .
d He wrote about science and scientic problems in a way that . . . . . . . . . . . . . . . . . . . . . . . .
e Crichton writes about germs . . . . . . . . . . . . . . . . . . . . . . . .
3
Rewrite these sentences using passive verbs where possible.
a You can nd information about genetic engineering on the internet.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Scientists often use language that is too difcult for ordinary people. . . . . . . . . . . . . . . . . . . . . . . . .
c Michael Crichton wanted to write about global warming in a way that ordinary people
could understand. . . . . . . . . . . . . . . . . . . . . . . . .
d This is one of the reasons why he wrote State of Fear. . . . . . . . . . . . . . . . . . . . . . . . .
e In the same way, Jurassic Park introduced many people to the dangers of genetic
engineering. . . . . . . . . . . . . . . . . . . . . . . . .
Grammar rev p 134
107
Study these sentences from the listening text and do the following.
Passive verbs
Language focus
4
Discuss these questions in pairs.
a Have you ever been awarded a
prize for doing something well?
b In what good or bad ways can
humans be affected by science?
In<_orm<a<t<i<on a<bou<t gent<i<c en<gi<nri<n<g ca<n b _ou<n<d on t<h i<n<trnt
a Underline the passive verbs and circle the agent if it is included.
b In which sentences are the innitive forms of the passive used? . . . . . . . . . . . . . . . . . . . . . . . .
c Why is it impossible to change this sentence into the passive? . . . . . . . . . . . . . . . . . . . . . . . .
Michael Crichton died in 2008 at the age of 66.
w#h<i<ch go wr>on<g ca<n a<_*_ct h<u<m<a<n<s.
17
UNIT
P0hI I0K0II
|n!rzns| !| vc vcr|s
4e ne! hzvc e|jcr!s
|er z]cn!sI zn4
rznne! |c esc4 |n
!hc pzss| vc ferm.
LESSON 2 SB page 107 WB page 100
296
UNIT17
J u r a s s i c P a r k
3 Rewrite these sentences using passive
verbs where possible.
1 Tell the students to read through the sentences.
2 Tell them to rewrite them in the passive Iorm.
3 Go through the answers with the class.
Answers:
a InIormation about genetic engineering can be Iound
on the internet. (given)
b Language that is too diIfcult Ior ordinary people is
oIten used by scientists.
c Michael Crichton wanted to write about global
warming in a way that could be understood by
ordinary people.
d This is one oI the reasons why State of Fear was
written.
e (In the same way,) Many people were introduced to
the dangers oI genetic engineering by Jurassic Park.
4 Discuss these questions in pairs.
1 Put the students into pairs and ask them to read
the questions and discuss the answers.
2 Ask some pairs to share their answers with the
class, and encourage class discussion.
Answers:
a Students` own answers
b (Suggested) Good ways: We can improve health,
Iood production, education, travel and nearly every
aspect oI our lives.
Bad ways: We might create bigger problems than
what we try to overcome. For example, nuclear
energy is a good thing but nuclear radiation and
nuclear waste can have serious eIIects on our liIe.
UNIT17
J u r a s s i c P a r k
297
100
UNIT
17 17
1 Choose the correct active or passive verb.
a More than 150 million copies of Michael Crichtons books have sold/have been sold.
b John Lange was one of the names which used/was used by Michael Crichton.
c Crichton often included/was often included scientic subjects in his stories.
d The Andromeda Strain wrote/was written in 1969.
e It is a frightening story about ordinary people who caught/were caught diseases from space.
2 What has happened now the dinosaurs have escaped? Write
passive sentences using these nouns and verbs.
Nouns: car doors people trees windows
Verbs: break rescue knock over smash turn over
a The doors have been broken.
b
c
d
e
WORKBOOK page 100
1 Choose the correct active or passive verb.
1 Tell the students to read through the sentences.
2 Explain that they must choose either the passive
or the active verb in each sentence.
3 Go through the answers with the class.
Answers:
a have been sold (given)
b was used
c oIten included
d was written
e caught
2 What has happened now the
dinosaurs have escaped? Write
passive sentences using these
nouns and verbs.
1 Tell the students to look at the
pictures.
2 Explain that they must make passive
sentences to say what has happened
now that the dinosaurs have escaped.
Tell them to use the nouns and verbs
in the box to say what has happened.
Help them with any vocabulary that
they don`t understand.
3 Put the students into pairs to compare
their answers.
4 Go through the answers with the class.
Answers:
(in any order)
a The doors have been broken. (given)
b The windows have been smashed.
c The people have been rescued.
d The trees have been knocked over.
e The car has been turned over.
298
UNIT17
J u r a s s i c P a r k
Reading
1 Use your Active Study Dictionary to
check the meanings of these words.
1 Tell the students to look at the words
in the box.
2 Ask iI there are any words that they
know and iI they can explain them in
English.
3 Tell the students to look up the words
in their Active Stuay Dictionary and
note the stressed syllable.
4 Now ask them to explain all oI the
words to you.
Answers:
proauce. to grow or make something;
to make something happen or
develop
fence. a line oI upright wooden posts
with wire or wood in between,
used to divide or enclose an area
oI land
set up. to start a company or organisation
survivor. someone who continues to live
aIter an accident, illness, etc.
2 Discuss in pairs.
1 Put the students into pairs.
2 Ask them to look at the pictures and
think about what they have already
read about Michael Crichton. Tell
them to discuss what they already
know about the story Jurassic Park.
3 Ask some pairs to report their answers to the
class, and encourage class discussion.
4 Now tell the pairs to read the story to see iI they
were right and to fnd out more.
5 Ask them what else they can tell you about the
story now.
3 Read the story again. Are these sentences
True or False? Correct the false ones.
1 Tell the students to read through the sentences.
2 Ask them to read the text again and decide
on their answers. They must correct any Ialse
sentences.
3 Go through the answers with the class.
Answers:
a False. It takes place on an island oII the coast oI
Costa Rica. (given)
b False. Alan Grant is a paleontologist but Ellie Sattler
is a student.
c True
d False. One oI the scientists turns oII all the alarms so
he can steal some dinosaur eggs.
e False. Alan Grant is put in prison aIter planes destroy
the park.
I True
4 Answer the questions to help you guess
the meanings of these words from the
story.
1 Tell the students to read the words and the two
questions.
1
Use your Active Study Dictionary to
check the meanings of these words.
2
Jur assi c Par k
produce fence (n)
set up (v) survivor
Discuss in pairs.
a Look at the pictures and remember the
listening about Michael Crichton. What do
you already know about Jurassic Park?
b Read the story to see if you were right.
The story begins with reports of attacks by strange
animals on Isla Nublar, an island in the Pacic
Ocean off the coast of Costa Rica. Alan Grant, a
paleontologist (a scientist who studies prehistoric forms
of life), and a student, Ellie Sattler, are taken to the
island by its owner, the billionaire John Hammond,
to visit a special park which he has set up there.
When they arrive, they nd that the park is inhabited
by dinosaurs which have been produced by genetic
engineering. The animals are kept safely behind
electric fences and cannot escape. But then one of
the scientists who works at the park turns off all the
alarms so that he can steal some dinosaur eggs to
sell to another organisation. While the electricity is off,
108
Reading
3
Read the story again. Are these sentences True or False?
Correct the false ones.
a The story takes place in mainland Costa Rica.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Alan Grant and Ellie Sattler are paleontologists. . . . . . . . . . . . . . . . . . . . . . . . .
c When Alan Grant arrives, the dinosaurs cannot escape. . . . . . . . . . . . . . . . . . . . . . . . .
d One of the workers helps the dinosaurs to escape from the park. . . . . . . . . . . . . . . . . . . . . . . . .
e Before planes destroy the park, Alan Grant is put in prison. . . . . . . . . . . . . . . . . . . . . . . . .
f Some of the dinosaurs escape from the island and reach mainland Costa Rica. . . . . . . . . . . . . . . . . . . . . . . . .
4
Answer the questions to help you guess the meanings of these words
from the story.
a alarm What does an alarm clock do? Why do some buildings have
re alarms? . . . . . . . . . . . . . . . . . . . . . . . .
b billionaire What does billion mean? What would John Hammond need
to produce dinosaurs and start a new park? . . . . . . . . . . . . . . . . . . . . . . . .
Fa<l< [e. It t<a<k[ pl<a<c on a<n i< [l<a<n<d o_ f t<h co+a< [t o_ Co[t<a Ri<ca.
17
UNIT
5
Discuss this question in pairs.
If you had the chance to visit Jurassic Park, would you go? Why/Why not?
LESSON 3 SB page 108 WB page 101
UNIT17
J u r a s s i c P a r k
299
2 Put the students into pairs and tell them to
discuss their answers.
3 Go through the answers with the class.
Answers:
a We use an alarm clock to wake us up with a noise at
a particular time. Some buildings have fre alarms to
warn people iI a fre starts.
b A billion means a thousand million: 1,000,000,000.
John Hammond would need a great deal oI money to
produce the dinosaurs and set up a park.
5 Discuss this question in pairs.
1 Put the students into pairs and tell them to read
the question.
2 Tell them to discuss their answer and give
reasons Ior it.
3 Ask some pairs to share their answer
with the class and encourage class
discussion.
Students own answers
WORKBOOK page 101
1 Find the words in the puzzle to
match the denitions.
1 Tell the students to read through the
defnitions.
2 Tell them to fnd a word in the puzzle
to match each defnition and to write it
next to the correct defnition.
3 Go through the answers with the class.
Answers:
a billionaire (given) b set up
c survivor d produce
e Ience I alarm
2 Complete these sentences with
the correct form of words from
Exercise 1.
1 Ask the students to read through the
gapped sentences.
2 Tell them to use the words Irom Exercise 1 to
complete the sentences. Remind them to put the
words in the correct Iorm Ior the sentences.
3 Go through the answers with the class.
Answers:
a billionaire (given) b setting up c alarm
d survivors e produced I Iences
3 Cross out the word that does not belong
and say why.
1 Tell the students to read the lists oI words.
2 Tell them to choose the word in each list that
101
UNIT
17 17
1 Find the words in the puzzle to match the denitions.
B I L L I O N A I R E
I F N P B S E T U P Q
K A O R U F C G A P F
I L R O M E G E L T E
C A W D O L K I A R N
U R Q U E I V T B N C
O M P R O D U C E R E
T Q E S U R V I V O R
a someone who has a billion or more pounds or dollars billionaire
b start a company or other organisation
c someone who continues to live after an accident
d make something happen or develop
e wood or metal to enclose an area of land
f a loud noise or light which warns people of danger
2 Complete these sentences with the
correct form of words from Exercise 1.
a Hes very rich, but I dont think he is a billionaire yet.
b This year, my brother is a computer repair business.
c We have a smoke in our kitchen, to warn us in case of re.
d There were over 100 of the crash, but 50 people died.
e Ramses Naguib Wa Islamah and many other interesting lms.
f Zoos have to keep animals in and to keep people out.
3 Cross out the word that does not belong and say why.
a coast island boat mainland
The other words are all places.
b billionaire engineer paleontologist scientist
c attack destroy escape kill
d fence door wall tree
B I L L I O N A I R E
I F N P B S E T U P Q
K A O R U F C G A P F
I L R O M E G E L T E
C A W D O L K I A R N
U R Q U E I V T B N C
O M P R O D U C E R E
T Q E S U R V I V O R
300
UNIT17
J u r a s s i c P a r k
does not belong to the group and write
why it does not belong.
3 Put the students into pairs to compare
their answers, then go through the
answers with the class.
Answers:
a boat The other words are all places.
(given)
b billionaire The other words are all jobs.
c escape The other words are all connected
with violence.
d tree The other words are all man-made.
Critical thinking
1 Answer the following questions.
1 Tell the students to read through
the questions. Help them with any
vocabulary they don`t know.
2 Tell them to write answers to the
questions.
3 Put the students into pairs. Tell them
to take turns to read out the questions
and their answer.
4 Go through the answers with the
class.
Answers:
a He is the billionaire who started the park.
(given)
b Because he wants to steal some dinosaur
eggs.
c Because he put people`s lives in danger.
d (suggested) Because many people are interested in
dinosaurs. Perhaps he thought he could make a lot oI
money Irom getting people to visit the island to see
the dinosaurs.
e (suggested) Because they are worth a lot oI money
and he could sell them to another organisation.
I (suggested) The dinosaurs which have escaped and
got to the mainland.
2 Read this quotation from the article and
discuss the questions.
1 Ask the students to read the quotation in the
box.
2 Now tell them to read through the questions.
Help them with any vocabulary they fnd
diIfcult. Make sure they understand what each
question is asking.
3 Put the students into small groups and ask them
to discuss their answers.
4 Go through the answers with the class.
Suggested answers:
a It is probably not possible now, but it could be in the
Iuture.
b It might be important Ior animals threatened with
extinction. Perhaps it is not right to bring back
animals such as dinosaurs that belong to a past era.
c I think that many people would visit it because many
people are Iascinated by dinosaurs.
Critical thinking
1 Answer the following questions.
a Who is John Hammond? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Why does one of the scientists at the park turn off the alarm system? . . . . . . . . . . . . . . . . . . . . . . . .
c Why is Alan Grant put in prison? . . . . . . . . . . . . . . . . . . . . . . . .
d Why do you think someone wanted to produce genetically engineered dinosaurs? . . . . . . . . . . . . . . . . . . . . . . . .
e Why do you think someone wanted to steal dinosaur eggs? . . . . . . . . . . . . . . . . . . . . . . . .
f What do you think the pack of unknown animals at the end of the story refers to? . . . . . . . . . . . . . . . . . . . . . . . .
2
1
109
Read this quotation from the story and discuss the questions.
a Do you think that it is possible for scientists to produce
dinosaurs by genetic engineering? Why?/Why not?
b Do you believe that it is right for scientists to produce types
of animals, like dinosaurs, that are no longer living naturally?
c If there was a zoo which kept animals like this, do you think
many people would want to visit it? Why/Why not?
When they arrive, they nd
that the park is inhabited
by dinosaurs which have
been produced by genetic
engineering. The animals are
kept safely behind electric
fences and cannot escape.
3
Discuss these questions in pairs or small groups.
a Can scientic research help us to understand the past and make improvements for the future?
Give some examples.
b Jurassic Park is a science ction story, but does it describe any real dangers related to genetic
engineering?
some of the dinosaurs escape and start attacking and
killing humans. Alan Grant and a group of children
he is looking after are lost on the island and are in
great danger.
Scientists and engineers try to make the park safe
again, but it is too late. Some of the most dangerous
dinosaurs have escaped and are on a boat that is
sailing towards the mainland of Costa Rica.
To avoid more damage, the park is destroyed by
planes from Costa Rica. Then some of the survivors,
including Alan Grant, are put in prison for putting
peoples lives in danger. Later, it is reported that
a pack of unknown animals is eating crops and
attacking animals in Costa Rica.
This is the end of Jurassi c Par k, but the story continues
in Michael Crichtons next novel, The Lost Wor l d.
17
UNIT
He i< [ t<h bi<l<l<i<on<a<i<r}e w#h<o st<a<td t<h pa<k.
LESSON 4
SB page 109
UNIT17
J u r a s s i c P a r k
301
3 Discuss these questions in pairs or small
groups.
1 Put the students into diIIerent pairs or small
groups and tell them to read through the
questions.
2 Help them with any vocabulary they fnd
diIfcult and make sure they understand what
they have to discuss.
3 Tell them to discuss the answers in their groups.
4 Ask some groups to share their answers with the
class, and encourage class discussion.
Suggested answers:
a Yes, by studying the past, scientifc researchers can
tell us what to do or not to do in the present and the
Iuture. For example, when researchers
discover why/ how certain diseases
develop or spread, we can avoid/control
those diseases.
b Yes. It is diIfcult to control genetic
engineering. For example, scientists will
try to produce new breeds. Perhaps the
animals they produce will carry new
diseases or be very dangerous.
Communication
1 Take notes to complete this
questionnaire.
1 Tell the students to read through the
questions about flms and books.
Make sure they understand what they
are being asked in each question.
2 Tell them to write their answers in the
spaces provided and explain that they
will be using the answers in the next
exercise.
Students own answers
2 Compare your questionnaire
answers with your partner.
1 Put the students into pairs and tell
them to read through the questions
and the language in the blue boxes.
2 First, ask them to compare and discuss
their answers to the questionnaire in
Exercise 1.
3 Now ask them to compare a book with
a flm oI that book. Tell them to use
the language in the blue boxes to help
them.
4 Finally, ask the pairs to compare books and
flms in general, again making use oI the
language in the boxes.
5 II necessary, do an example oI each task with a
student to make each activity clear to the class.
6 Move around the class and listen to the
students` dialogues.
7 Choose one or two pairs to discuss their
answers in Iront oI the class.
8 Encourage class discussion.
Students own answers
17
UNIT
Communication
Compare your questionnaire answers with
your partner.
a Compare books you have both read or lms
you have both seen.
b Compare a book and a lm that has been
made of the same book.
c Compare books and lms in general, using the
language below.
1
2
110
Take notes to complete this questionnaire.
I think that
In my opinion,
If you ask me,
Its a fact that
lms are more exciting than books.
lms cant include the details of books.
the lm wasnt as good as the book.
Compared to books, lms are really fast moving.
You cant compare books and lms. Books are much more/less interesting.
Theres no comparison. Films are much more/less exciting.
Films Books
1 What kinds of lms do you most enjoy? 1 What kinds of books do you most enjoy?
2 Where do you prefer to see lms, at home or
at the cinema?
2 When and where do you like reading books?
3 What was the last lm you saw? 3 What was the last book you read?
4 What did you enjoy about it? 4 What did you enjoy about it?
5 What did you not like about it? 5 What did you not like about it?
Ad<v}en<t<u<r}e _i<l<m< [ Hi< [t<ori<ca<l n<ov}el< [
LESSON 5
SB page 110 WB page 102
302
UNIT17
J u r a s s i c P a r k
WORKBOOK page 102
1 Respond to each of the following
situations.
1 Tell the students to read through the
situations and to write down what
they would say in each one.
2 Put the students into pairs to compare
their answers.
3 Ask some pairs to report their answers
to the class, then go through the
answers with the class.
Suggested answers:
a II you ask me, the flm was not as good as
the book. (given)
b You can`t compare books and flms. Films
are much more exciting than books.
c I don`t agree. In my opinion, he/she is not
a very good director.
d What do you like about his/her flms?
2 Complete this e-mail from a
friend.
1 Tell the students to read through the
gapped e-mail.
2 Put them into pairs and ask them to
discuss what the e-mail is about.
3 Ask them iI it is a Iormal or an
inIormal e-mail (informal).
4 Now tell them to complete the e-mail
together.
5 Go through the answers with the class.
Answers:
a island (given) b wild c Iences
d liked/enjoyed e soon
3 Plan your reply to this e-mail. Here are
some ideas.
1 Tell the students they are going to plan a
reply to Lisa`s e-mail. Tell them to read the
instructions careIully and to ask Ior help iI there
is anything they don`t understand.
2 Tell them to make notes Ior the plan, making
sure they cover the inIormation listed.
4 Write your e-mail in 100-120 words.
1 Ask the students to write a quick frst draIt oI
their reply e-mail, using the notes they made in
Exercise 3.
2 Tell them to read through their draIt to check
the grammar and spellings, using their Active
Stuay Dictionary iI they need to.
3 Tell them to write a fnal, corrected e-mail.
4 Put the students into groups and ask them to
read out their e-mails to each other.
5 Ask each group to choose one e-mail to read to
the class.
102
UNIT
17 17
1 Respond to each of the following situations.
a You have just seen the lm of a book you like. You did not enjoy the lm as much as the book.
A friend asks you what you thought of the lm.
If you ask me, the film was not as good as the book.
b Someone asks you to compare books and lms. You dont think its possible to compare the
two. Films are much more exciting for you. What do you say?
c A friend asks your opinion about a lm director he or she likes. You dont agree with your friend.
d You want to know what your friend likes about this directors lms. What do you say?
2 Complete this e-mail from a friend.
3 Plan your reply to this e-mail. Here are some ideas.
s Start by telling Lisa it was good to receive her e-mail.
s Say something about her visit to the wildlife park.
s Describe what you have been doing recently.
4 Write your e-mail in 100120 words.
a Write your rst draft quickly, following your plan. Remember to use informal language.
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 e-mail.
Ive just come back from a visit to a fantastic wildlife park on an a island in the
Mediterranean. I went with my family. It was very interesting. When we arrived, I couldnt
believe my eyes. There were b animals walking around everywhere - not in
cages or behind c . They were very friendly and you could touch them.
We took photographs of the most interesting animals. Inside, there were some crocodiles that
look a bit like small dinosaurs. Perhaps theyre related in some way.
They also had farm animals like cows and goats. My little brother really d
feeding them.
E-mail me back e and tell me what youve been doing recently.
Yours,
Lisa
UNIT17
J u r a s s i c P a r k
303
Assessment
Target element: revise the listening activity
and key language from the unit
On the board, write the Iollowing sentences and
ask the students to read them:
1 Firstly because his books have sold more
than 150 million examples.
2 He was a brilliant student at school and went
on to study anthropology and paleontology at
Harvard.
3 Crichton was awarded a trophy for one of
these early novels.
4 State of Fear is about the dangers of global
commerce.
Explain that there is a mistake in each sentence
and tell the students that you are going to replay
the listening about Michael Crichton Irom Exercise
2 on page 106 oI the Student`s Book. Ask them
to listen careIully and correct the mistake in each
sentence on the board.
Answers: 1 examples copies
2 paleontology biology
3 trophy pri:e
4 commerce warming
Target element: talk about Crichtons life and
use the language from the unit
Ask the students to think Ior a Iew minutes about
what they can remember about Michael Crichton`s
liIe. Write some ideas on the board to get them
started:
birthplace
studies
jobs
books
successes
lms
writing themes and topics
why popular
Put the students into pairs and ask them to take
turns to talk about Michael Crichton, each saying
one sentence at a time. Monitor the pairs as they
work.
Target element: revise and rework language
from the text about Jurassic Park
On the board, write the Iollowing gapped sentences
and ask the students to read them:
1 Jurassic Park was set up by ______________.
2 The park is ____________ by dinosaurs.
3 Some of the eggs are stolen by ____________.
4 The park is destroyed by ______________.
5 Alan Grant _____ put in prison.
6 _____________ animals are reported to be
eating crops and attacking animals in Costa
Rica.
Now ask the students to re-read the article about
Jurassic Park on pages 108 and 109 oI the
Student`s Book. Tell them to fnd the inIormation
to complete the gapped sentences on the board.
Answers: 1 the billionaire, John Hammona
2 inhabitea
3 one of the scientists who works at
the park
4 planes from Costa Rica
5 is
6 Unknown
Target element: revise writing e-mails
Ask the students to imagine that they are the
student who arrived on the island with Alan Grant.
Tell them to write an e-mail to their Iriends at
home telling them what they have seen. Write the
Iollowing list on the board and explain that the
students must organise their e-mail into these parts:
1 Say hello to your Iriends and tell them you are
well.
2 Explain where you are and describe the park.
3 Describe the amazing things you have seen,
including the dinosaurs.
4 Tell your Iriends that you will write soon and
tell them more.
Ask some oI the students to read their e-mails to
the class.
Listening Task Reading Task
Speaking Task
Writing Task
304
UNIT18
G l o b a l i s s u e s
SB page 111 WB page 103
Before using the book:
v On the board write the following words
global warming hunger
air pollution oil crisis
v Tell the students that each item in the list deals
with a problem. Ask them if they know what
any of the words mean and what problems they
refer to.
v Now ask which they think is the biggest
problem.
Answers:
Global warming is the increase in the earths
temperature due to increase in carbon dioxide.
Hunger is people not having enough, or any, food to eat.
Air pollution is smoke from cars and factories.
The oil crisis is a shortage in the amount of oil available
in the world.
UNIT 18
GLOBAL ISSUES
18
Global issues
UNIT
111
Listening
4
Listen again and complete with the correct form of the words from Exercise 2.
a Azza suggests cars could be . . . . . . . . . . . . . . . . . . . . . . . . . . from cities.
b There would be less . . . . . . . . . . . . . . . . . . . . . . . . . . for oil if people travelled by public transport.
c The two students believe that this would . . . . . . . . . . . . . . . . . . . . . . . . . . global warming.
d The worlds . . . . . . . . . . . . . . . . . . . . . . . . . . on oil and gas would be reduced if we used more energy
from the wind and the sun.
e The two students agree that worlds most serious problem is . . . . . . . . . . . . . . . . . . . . . . . . . . .
Listen to a conversation between two students and answer the questions.
a Do they believe that there are answers to global problems? . . . . . . . . . . . . . . . . . . . . . . . . . .
b What do they suggest? . . . . . . . . . . . . . . . . . . . . . . . . . .
3
5
Work in pairs. Which of the following students suggestions do you agree with? Why?
Objectives
Grammar Modal verbs describing
ability/possibility and permission
Functions Asking for permission
Listening Listen for gist, identify
points of view
Reading Read for detail and
inference
Critical thinking Taking
responsibility for global problems
Writing An essay about climate
change
ban (v) demand (n) dependence hunger reduce run out of
Check the meanings of these words in your Active Study Dictionary.
2
1
Look at the pictures and
discuss these questions in pairs.
a What global problems do these photographs show?
b How serious do you think these problems are?
They are all problems we can solve.
Countries cant do much on their own.
Theres plenty of food in the world.
We could end hunger if we thought it was important enough.
ba<n<nd
The sounds of English
a Listen and tick the word you hear
in each pair. (The second sound in
these diphthongs is schwa //.)
b Now listen and repeat the phrases
that use these words.
6
1 here
hair
2 air
ear
3 fair
fear
4 were
wear
5 chair
cheer
SB pages 111-115 WB pages 103-106
LESSON 1
Objectives
Grammar
Modal verbs describing ability/possibility
and permission
Functions
Asking for permission
Listening
Listen for gist, identify points of view
Reading
Read for detail and inference
Critical thinking
Taking responsibility for global problems
Writing
An essay about climate change
UNIT18
G l o b a l i s s u e s
305
1 Look at the pictures and discuss these
questions in pairs.
1 Ask the students to look at the pictures and tell
you what they can see.
2 Ask them which problems are represented by
the pictures and which problems they think are
serious.
3 Encourage class discussion.
2 Check the meanings of these words in
your Active Study Dictionary.
1 Tell the students to read the words in the box.
2 Ask them which words they already know and
if they can explain any of them in English.
3 Tell the students to look up all the words in their
Active Study Dictionary and note the stressed
syllable.
4 Now ask the students to explain all the words
to you.
Answers:
ban: to oIfcially say that something must not
be done, used, etc.
demand: if there is a demand for something, people
want to buy it
dependence: the state of needing someones or
somethings help in order to live or
continue
hunger: the feeling you have when you want or
need to eat; a severe lack of food,
especially for a long period of time
reduce: to make something become less in size,
amount, price, etc.
run out of: to use all of something so that there is
none left
3 Listen to a conversation between two
students and answer the questions.
1 Tell the students to read through the two
questions.
2 Explain that you are going to play the tape and
the students must listen for the information to
answer the questions.
3 Go through the answers with the class.
Answers:
a They believe there are answers to the problems, but
all the countries of the world must work together.
b They suggest using electric cars and banning cars
from cities, or allowing people to use their cars
only on certain days and making people use public
transport. They suggest using more energy from
wind, waves and the sun.
T A P E S C R I P T
Nadia: The problems in these photos are quite
worrying, arent they, Azza?
Azza: Yes, but they are all problems we can solve.
Nadia: I suppose so, but well only succeed if all the
countries of the world work together.
Azza: Thats right. Countries cant do much on their
own.
Naaia. So what about pollution from trafhc in cities?
Azza: Well, there are lots of things we could do. We
could ban cars from cities and make people use
public transport you know, trains or buses.
Nadia: There are some places where people cant use
their cars every day of the week. For example,
if your car number plate ends in 0, 2, 4, 6 or 8,
you can only drive it in your city on Mondays,
Wednesdays or Fridays.
Azza: Thats a really good idea. If every city in the
worla aia that, we coula cut trafhc pollution by
hfty per cent.
Nadia: And that would help reduce global warming
and climate change, wouldnt it?
Azza: Yes. The other thing we could do is reduce
our dependence on fuels like gas and oil, by
increasing our use of energy from wind, waves
and the sun.
Nadia: But can we do that before we run out of oil?
Azza: Good question. I dont know, but there are
already cars which can use electricity that
will reduce the demand for oil.
Nadia: Personally, I think hunger is the worst problem.
I mean, its terrible that some people dont have
enough food to eat.
Azza: I agree, but theres actually plenty of food in the
world. We can feed everyone.
Nadia: So we could end world hunger if we thought it
was important enough.
Azza: I think so, yes.
Listening
306
UNIT18
G l o b a l i s s u e s
4 Listen again and complete with the
correct form of the words from
Exercise 2.
1 Tell the students to read through the gapped
sentences.
2 Tell them that you are going to play the tape
again. Ask them to listen and complete the
sentences using the correct form of the words
from Exercise 2.
3 Go through the answers with the class.
Answers:
a banned (given)
b demand
c reduce
d dependence
e hunger
5 Work in pairs. Which of the following
students suggestions do you agree with?
1 Tell the students to read through the opinions in
the box.
2 Put the students into pairs. Ask them to decide
which sentences they agree with. Ask them to
say why they agree (or disagree).
3 Ask some pairs to share their answers with the
class and encourage class discussion.
6 The sounds of English
Part a
1 Tell the students to look at the pairs of words.
2 Write them on the board.
3 Point to each pair of words and tell the students
to read them out aloud. Make sure their
pronunciation is correct for each word.
4 Explain that when they listen to the tape, they
will hear one word from each pair and they
must tick the word they hear in each pair.
5 You may need to play the tape twice.
6 Go over the answers with the class.
Answers:
1 here (given) 2 air 3 fair
4 were 5 cheer
T A P E S C R I P T
Voice 1: One.
Voice 2: here, here.
Voice 1: Two.
Voice 2: air, air.
Voice 1: Three.
Voice 2: fair, fair.
Voice 1: Four.
Voice 2: were, were.
Voice 1: Five.
Voice 2: cheer, cheer.
Part b
7 Tell the students that you are going to play the
tape and they must listen and repeat the phrases.
8 Do this several times.
9 Now see if the students can remember the
phrases without you playing the tape.
T A P E S C R I P T
Voice 1: One.
Voice 2: Hes here.
My hair.
Voice 1: Two.
Voice 2: Warm air.
My ear.
Voice 1: Three.
Voice 2: Not fair.
No fear.
Voice 1: Four.
Voice 2: Were here.
Wear your hat.
Voice 1: Five.
Voice 2: Its my chair.
Be cheerful.
UNIT18
G l o b a l i s s u e s
307
UNIT
103
18 18
Global issues
1 Complete the puzzle to nd a word.
a need for something or someone
b nd an answer to a problem
c fuel which is used to make petrol
d if there is a for something,
people want to buy or use it
e say that something must not be done
f use all of something so that there is none left
(3 words)
g you feel this when you need to eat
The word in the boxes is
2 Complete these
sentences with words
from Exercise 1.
a Unlike oil and gas, we will never
run out of energy from the
wind and sun.
b The for bottles of
water increases in hot weather.
c If there is not enough food, people
can die of .
d Countries should meet together
to the problem of
global warming.
e Some people believe we should cars near schools.
f In the future, more cars will use electricity instead of .
3 Use your Active Study Dictionary to answer these questions.
a The noun is hunger. What is the adjective? hungry
b The noun is dependence. What are the adjective and verb?
c The verb is solve. What is the noun?
d The noun is climate. What is the adjective?
e The verb is reduce. What is the noun?
__ __ __ __ __ __ __ __ __ __
__ __ __ __
__ __
__ __ __ __ __
__ __
__ __ __ __ __ __ __
__ __ __ __ __
a
b
c
d
c
e
f
e d e n
g
d e p n e
WORKBOOK page 103
1 Complete the puzzle to nd a word.
1 Tell the students to read through the defnitions.
2 Tell them to work out the word for each
defnition and to write it in the puzzle.
3 Go through the answers with the class.
Answers:
a dependence (given)
b solve
c oil
d demand
e ban
f run out of
g hunger
The vertical word: climate
2 Complete these sentences with
words from Exercise 1.
1 Tell the students to read through the
gapped sentences.
2 Explain that the students must use
words from Exercise 1 to complete
the sentences. Tell them that they may
need to change the forms of the words
and they can use their Active Study
Dictionary to help them.
3 Go through the answers with the class.
Answers:
a run out of (given)
b demand
c hunger
d solve
e ban
f oil
3 Use your Active Study Dictionary
to answer these questions.
1 Tell the students to read through the
questions.
2 Tell them to write the correct words
to answer the questions. Remind them
that they can use their Active Study
Dictionary to fnd the correct Iorms.
3 Go through the answers with the class.
Answers:
a hungry (given)
b dependent, depend
c solution
d climatic
e reduction
308
UNIT18
G l o b a l i s s u e s
Language focus
Can/could for ability/possibility and
permission
1 Check the meaning of these
words in your Active Study
Dictionary.
1 Tell the students to read the three
words in the box.
2 Ask them to look the words up in
their Active Study Dictionary.
3 Now tell them that you are going to
defne one oI the words and they must
tell you which word you defned.
Example:
Teacher: Something that may
happen or may be true.
Students: Possibility.
4 Continue in the same way with the
other words.
Answers:
ability: the mental skill or physical
power to do something
permission: if you have permission to do
something, someone in
authority allows you to do it
possibility: something that may happen or
may be true
2 Study these sentences from the
listening text and answer the questions.
1 Ask the students to read through the sentences.
2 Tell them to underline the form of can and the
infnitive verb that Iollows it in each sentence.
3 Now ask the students to decide what the use
of the can verb in each sentence is. Tell them
to write A if it is used to show ability, PO if it
is used to show possibility, or P if it is used to
show permission.
4 Go through the answers with the class.
Answers:
a and b
1 can solve A (given) 2 could ban PO
3 cant use P 4 can only drive P
5 can use A 6 can feed A
7 could end PO
3 Do the underlined verbs in these
sentences tell us about ability (A),
possibility (PO) or permission (P)? Do
they refer to the past, the future or
any time?
1 Tell the students to read through the sentences.
2 Ask them to decide if each sentence shows
ability, possibility or permission and to which
time each sentence refers.
3 Put the students into pairs to discuss the
answers together.
112
18
UNIT
Modal Verbs: Can/ Could for
ability/ possibility and permission
Grammar rev p135
Language focus
2
3 Do the underlined verbs in these sentences tell us about ability (A), possibility (PO) or
permission (P)? Do they refer to the past, the future or any time?
a By the age nine, I could swim 100 metres, but I couldnt go swimming on my own. . . . . . . . . . . . . . . . . . . . . . . .
b I cant see very well without glasses. . . . . . . . . . . . . . . . . . . . . . . . . . .
c In my country, you cant go on public roads until you are 18, even if you can drive. . . . . . . . . . . . . . . . . . . . . . . . .
d We could run out of oil in the next 20 years. . . . . . . . . . . . . . . . . . . . . . . . . . .
e You can borrow my car tomorrow as long as you drive carefully. . . . . . . . . . . . . . . . . . . . . . . . . . .
f A hundred years ago, many people couldnt read or write. . . . . . . . . . . . . . . . . . . . . . . . . . .
Study these sentences from the listening text and answer the questions.
4
Discuss these questions in pairs.
a What can happen if there are too
many cars in city centres?
b What could happen if climate
change gets worse?
1 These are problems we can solve. . . . . . . . . . . . . . . . . . . . . . . . . . .
2 We could ban cars from cities. . . . . . . . . . . . . . . . . . . . . . . . . . .
3 In some places, people cant use their cars every day. . . . . . . . . . . . . . . . . . . . . . . . . . .
4 If your number ends in two, you can only drive on Mondays. . . . . . . . . . . . . . . . . . . . . . . . . . .
5 There are cars which can use electricity. . . . . . . . . . . . . . . . . . . . . . . . . . .
6 Theres plenty of food. We can feed everyone. . . . . . . . . . . . . . . . . . . . . . . . . . .
7 We could end world hunger if we thought it was important enough. . . . . . . . . . . . . . . . . . . . . . . . . . .
A
A!P, pa< [t
a Underline the sentences with a form of can and its verb.
b Is the meaning of the underlined phrase ability (A), possibility (PO) or permission (P)?
Write A, PO or P.
ability permission possibility
1
Check the meanings of these words in
your Active Study Dictionary.
LESSON 2
SB page 112 WB page 104
UNIT18
G l o b a l i s s u e s
309
4 Go through the answers with the class.
Answers:
a A + P, past (given) b A, any time
c P + A, any time d PO, future
e P, future f A, past
4 Discuss these questions in pairs.
1 Ask the students to look at the picture and tell
you what they can see.
2 Put them into pairs and tell them to discuss the
questions.
3 Ask some pairs to share their answers with the
class, and encourage class discussion.
Suggested answers:
a Too many cars in city centres can create
pollution, traIfc noise and congestion.
b We could see a rise in sea level, foods,
food shortages and migration on a very
big scale. In Egypt, the delta and the north
coast could get smaller.
WORKBOOK page 104
1 Write sentences about these
animals abilities using can and
cant.
1 Ask the students to look at the
pictures.
2 Put them into pairs and tell them to
name the animals. Tell Student 1 to
point to an animal and Student 2 to
name it. Tell them to swap roles.
3 Now tell the students to write
sentences about what the animals can
and cant do, as in the example.
4 Put the students into pairs to compare
their answers.
5 Ask some pairs to share their answers
with the class, then go through the
answers with the class.
Suggested answers:
a Cats can catch birds and mice, but they
can`t fy. (given)
b Lions can climb trees, but they can`t fy.
c Whales can swim, but they cant walk.
d Birds can fy, but they can`t talk.
e Elephants can run, but they can`t fy.
f Snakes can move in the grass, but they
cant speak English!
2 Use can/cant, could/couldnt and your
own ideas to answer the questions.
1 Explain that the questions and answers together
form short dialogues.
2 Ask the students to read through the questions.
3 Tell them to write the answers, using can/cant,
could/couldnt and their own words in each
sentence.
4 Put the students into pairs to compare their
104
UNIT
18 18
1 Write sentences about these animals abilities using can and cant.
a Cats can catch birds and mice, but they cant fly.
b Lions
c Whales
d Birds
e Elephants
f Snakes
2 Use can/cant, could/couldnt and your own ideas to answer
the questions.
a A Whats that dark thing in the sky?
B It could be a bird or a small plane.
b A What shall we do at the weekend?
B We
c A Is there a free room in school for our English club to meet?
B Yes, we
d A I need to tell Hassan where were meeting.
B You
3 Look at the signs and write sentences using can or cant.
a You cant go more than 40 kph.
b
c
310
G l o b a l i s s u e s
answers, then ask some pairs to read their
answers.
Students own answers
3 Look at the signs and write
sentences using can or cant.
1 Tell the students to look at the
pictures and tell you what each of the
signs means.
2 Tell them to write their answers, as in
the example.
3 Put the students into pairs to compare
their answers.
4 Go through the answers with the
class.
Answers:
a You cant go more than 40 kph. (given)
b You cant play (any) ball games in the
park/here.
c You cant smoke here.
Reading
1 Use your Active Study Dictionary
to check the meaning of these
words and phrases.
1 Tell the students to read the words in
the box.
2 Ask them to explain any of the words they
know in English.
3 Tell the students to look up the words in their
Active Study Dictionary and note the stressed
syllable.
4 Now explain that you are going to defne a word
and the students must tell you which word you
defned.
Example:
Teacher: the stopping of heat escaping
from the earth, which increases the
earths temperature
Students: greenhouse effect
5 Continue in the same way with the other words.
Answers:
atmosphere: the mixture of gases that surrounds
the earth
carbon dioxide: the gas produced when animals
breathe out or when carbon is burned
in air (CO
2
)
erupt: if a volcano erupts, it sends out smoke
and fre into the sky
greenhouse effect:The trapping of heat in the earths
atmosphere by carbon dioxide and
other gases
melt: to change from solid to liquid, or to
make something do this by heating it
volcano: a mountain that sometimes explodes
and makes smoke and hot melted rock
come out of the top
LESSON 3
SB page 113 WB page 105
18
UNIT
113
Reading
2
Before you read the article, discuss these
questions in pairs.
a The temperature of the earths surface is
getting hotter. What are the reasons for this?
b How could this affect the world?
atmosphere carbon dioxide erupt
greenhouse effect melt
3
Read How hot can the earth get? and
check your answers to Exercise 2.
1 Use your Active Study Dictionary to check
the meanings of these words and phrases.
Most people now accept the fact that the
worlds climate is changing. But why is this
happening and what can we do about it?
Scientists believe that there are a number
of natural reasons for climate change. One
could be changes in how much heat we get
from the sun. Another could be volcanoes.
When a volcano erupts, it sends dust
into the atmosphere. This stops some of
the suns light and can make our climate
cooler.
We have also been adding gases like
carbon dioxide to the atmosphere. These
greenhouse gases stop heat escaping,
which increases the earths temperature.
This is called the greenhouse effect.
The carbon dioxide in the atmosphere is
increasing mainly because we burn fuels
such as oil and gas. The fact that we
continue to destroy the rainforests (which
take in carbon dioxide and produce
oxygen) makes matters worse. If the carbon
dioxide in the atmosphere continues to
increase, scientists believe that by 2050,
the temperature of the earths surface
could go up by 2C.
How will global warming affect the
world? It is now known that the ice at the
Arctic and the Antarctic is melting. If this
continues, sea levels will rise and some
parts of the world will be ooded, making
many people homeless.
So what can be done? Countries must
stop destroying the rainforests and produce
less carbon dioxide. And, as individuals,
we must all reduce the carbon dioxide we
produce. This can be done by people using
cars only when they have to or by turning
down air conditioning in the summer.
4
Choose the correct answers from A, B, C or D.
a The earths surface temperature is increasing
because
A of increases in sea level.
B oxygen is escaping into the atmosphere.
C more trees are being grown.
D of greenhouse gases like carbon dioxide.
b Trees are important because they
A keep the earth cool.
B take in carbon dioxide and produce oxygen.
C protect the earth from the sun.
D take in oxygen and produce carbon dioxide.
c Scientists say that if the earths surface
temperature increases by two degrees,
A some places will disappear under water.
B some places will be ooded.
C there will be more rain.
D more volcanoes will erupt.
d The writer says that the best way for
individuals to help solve the problem is to
A stop cutting down trees.
B produce more carbon dioxide.
C use less electricity and fuel.
D drive electric cars.
5
Discuss this question in pairs.
What might happen in Egypt if global warming
continues?
How hot can
the earth get?
G l o b a l i s s u e s
311
2 Before you read the article, discuss these
questions in pairs.
1 Tell the students to read through the questions.
2 Put the students into pairs and ask them to
discuss the answer together.
3 Ask some pairs to share their answers with the
class, and encourage class discussion.
Suggested answers:
a It is possibly due to the carbon dioxide in the air
which increases the temperature of the earths
atmosphere. Pollution adds carbon dioxide to the air.
b It could melt the snow and ice at the poles and cause
the sea levels to rise. It could mean that the weather
changes. There could be serious storms and extremes
of weather all around the world.
3 Read How hot can the earth
get? and check your answers to
Exercise 2.
1 Tell the students to read the text.
2 Discuss with the students whether
their answers to Ex. 2 were correct.
4 Choose the correct answers from
A, B, C or D.
1 Ask the students to read the questions,
then to read the text again and then
choose the correct answers.
2 Go through the answers with the class.
Answers:
a D b B c A d C
5 Discuss this question in pairs.
1 Put the students into pairs and ask
them to read and discuss the question.
2 Ask some pairs to share their answers
with the class, and encourage class
discussion.
Suggested answer:
Coastal areas along the seas and the delta
might disappear under the water.
WORKBOOK page 105
1 Match these words a-e with their
meanings 1-5.
1 Ask the students to read through the lists of
words and defnitions.
2 Tell them to match each word with its correct
defnition.
3 Go through the answers with the class.
Answers:
a 4 (given) b 5 c 1 d 2 e 3
2 Label the picture with these words and
phrases.
1 Ask the students to read the words in the box
and look at the picture.
2 Tell them to label the picture with the words in
the box.
105
UNIT
18 18
1 Match these words ae with their meanings 15.
a atmosphere 1 a mountain that sends out smoke and re
b carbon dioxide 2 send out smoke and re
c volcano 3 change from solid to liquid because of heat
d erupt 4 a mixture of gases that are round the earth
e melt 5 gas from animals and when fuel is burned
2 Label the picture with these words and phrases.
carbon dioxide forests pollution
greenhouse gases heat and light sun
3 Use your Active Study Dictionary to complete these sentences
using the correct form of the words in brackets.
a The ight was late because of the atmospheric conditions. (atmosphere)
b When our car broke down, it left marks on the road. (oil)
c The of the volcano lasted for nearly three days. (erupt)
d That old factory is the air in our city. (pollution)
e After a sandstorm, everything is very . (dust)
5
2 3
4 6
1 forests
UNIT18
312
UNIT18
G l o b a l i s s u e s
3 Go through the answers with the class.
Answers:
1 forests (given) 2 carbon dioxide
3 pollution 4 greenhouse gases
5 heat and light 6 sun
3 Use your Active Study Dictionary
to complete these sentences using
the correct form of the words in
brackets.
1 Tell the students to read through the
gapped sentences.
2 Tell them that they can use their
Active Study Dictionary to help them
fnd the correct Iorm oI the words in
brackets to complete the sentences.
3 Go through the answers with the
class.
Answers:
a atmospheric (given) b oily
c eruption d polluting
e dusty
Critical thinking
1 Answer the following questions.
1 Ask the students to read through the
questions and help them with any
diIfcult vocabulary.
2 Tell the students to answer the questions.
3 Now put the students into pairs and tell them
to take turns to read out a question and their
answer.
4 Go through the answers to all the questions with
the class.
Answers:
a It sends dust into the atmosphere. (given)
b We are burning fuels such as oil and gas.
c It is melting because of global warming.
d (suggested) Because man is producing more carbon
dioxide with cars and factories, and is cutting down
rain forests.
e (suggested) We can build barriers to hold the water
out or fnd them new places to live, but the best way
is to stop producing so much carbon dioxide.
f (suggested) Yes. The ice caps are melting, forests are
reducing rapidly and sea levels are rising.
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 and tell them to read
through the questions and discuss them.
3 Ask some pairs to share their answers with the
class.
4 Go through the answers with the class and
encourage class discussion.
LESSON 4
SB page 114
114
18
UNIT
Critical thinking
2
Read this quotation from the article and discuss
the questions.
a Why are rainforests being cut down?
b What is the land used for after the trees have gone?
c How can countries be persuaded to stop cutting
down the rainforests?
d Do you think people should turn down their air
conditioning? Why?/Why not?
e What do you think would persuade people to travel
by public transport more often?
1
Answer the following questions.
a What happens when a volcano erupts? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b What is the main reason for the increase in carbon dioxide? . . . . . . . . . . . . . . . . . . . . . . . . . .
c What is happening to the ice in the Arctic and the Antarctic? . . . . . . . . . . . . . . . . . . . . . . . . . .
d Why do you think the climate is changing more quickly than in the past? . . . . . . . . . . . . . . . . . . . . . . . . . .
e How do you think we can help people who live in parts of the world which may ood in
the future? . . . . . . . . . . . . . . . . . . . . . . . . . .
f Should people be worried about climate change? Why/Why not? . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Discuss these questions in pairs or small groups.
a Look at the following pictures. Which do you think could be used as a fuel for cars?
So what can be done? Countries
must stop destroying the rainforests
and produce less carbon dioxide. And,
as individuals, we must all reduce the
carbon dioxide we produce. This can
be done by people using cars only
when they have to or by turning down
air conditioning in the summer.
b Do you think petrol, oil and gas will be our main fuels in the future?
What other forms of energy could we use?
1
2
3
4
5
It sends dust into the atmosphere.
UNIT18
G l o b a l i s s u e s
313
Suggested answers:
a The trees are used for their wood. Sometimes trees
are cut down to make way for land to grow crops.
b Some is used to raise cattle for meat, some is planted
with crops.
c They might be persuaded if they understand
the dangers Ior the Iuture, and iI they can fnd
alternatives to using the trees. If people stopped
eating so much meat and using so much wood or
other crops, the trees would not need to be cut down.
d Yes, this will help as it means less power will be
used.
e Public transport should be cheaper, quicker, more
comfortable and convenient, and go to more places.
3 Discuss these questions in pairs
or small groups.
1 Ask the students to look at the pictures
and tell you what they see (sugar
cane, cooking oil, a waterfall, the sun,
vegetable peelings/food waste).
2 Tell the students to read through the
two questions.
3 Put the students into pairs or small
groups and tell them to discuss the
questions.
4 Ask some pairs/groups to share their
answers with the class and encourage
class discussion.
Suggested answers:
a Car fuel can be produced from alcohol
or oil from plants (1, 2 and 5). Cars with
solar panels can use energy from the sun
(4).
b Students own answers
Communication
1 Listen and complete these
conversations.
1 Ask the students to read through the
gapped conversations.
2 Tell them you are going to play the tape and
they must listen carefully and complete the
sentences.
3 Put the students into pairs to compare their
answers, then go through the answers with the
class.
4 Now, play the tape again and then ask the
students to practise the conversations in their
pairs.
Answers:
a can (given); course
b mind; fne/OK
c could; sorry
Project 3 Complete a survey on climate change. g
Sit uat ion
You and your par t ner are
KSMRKXSRHSYXTISTPIW
STMRMSRWSRGPMQEXIGLERKI
ERH[LEXGERFIHSRIEFSYX
MX&IJSVI]SYFIKMRHSXLI
JSPPS[MRK
Communication
115
18
UNIT
1
Listen and complete these conversations.
a A Im doing a project on climate change.
. . . . . . . . . . . . . . . . . . . . . . . . . . I ask you some questions?
B Yes, of . . . . . . . . . . . . . . . . . . . . . . . . . . .
b A Im doing a project on trafc in cities. Would you
. . . . . . . . . . . . . . . . . . . . . . . . . . answering some questions?
B No, thats . . . . . . . . . . . . . . . . . . . . . . . . . . .
c A Im doing a project on peoples driving habits. I
wonder if I . . . . . . . . . . . . . . . . . . . . . . . . . . ask you some questions?
B No, Im . . . . . . . . . . . . . . . . . . . . . . . . . . , Im very busy at the moment.
2
Discuss these questions in pairs.
a Which of As questions is most formal? . . . . . . . . . . . . . . . . . . . . . . . . . .
b Which of As questions is most friendly? . . . . . . . . . . . . . . . . . . . . . . . . . .
3
You are going to ask people about their opinions on
climate change.
a Decide what subject related to climate change you can
ask questions about, e.g.
What individuals can do.
What towns or cities can do.
b Write down three questions you can ask on the subject
you have chosen, e.g.
Could you travel by public transport more often?
Could you use less electricity at home?
4
Now work with two other students.
a Take turns to ask each other your questions.
b Make a note of the answers your partners give you.
5
Work in different pairs.
a Tell your partner the answers the other students
gave to your questions in Exercise 4.
b You have been asked to write about solving the
problem of climate change. Discuss some ideas
that you can include.
Ca<n
LESSON 5
SB page 115 WB page 106
314
UNIT18
G l o b a l i s s u e s
T A P E S C R I P T
Narrator: A.
Voice A: Im doing a project on climate change. Can
I ask you some questions?
Voice B: Yes, of course.
Narrator: B.
Joice A. Im aoing a profect on trafhc in cities.
Would you mind answering some
questions?
Joice B. No, thats hne.
Narrator: C.
Voice A: Im doing a project on peoples driving
habits. I wonder if I could ask you some
questions.
Voice B: No, Im sorry. Im very busy at the moment.
2 Discuss these questions in pairs.
1 Put the students into pairs.
2 Ask them to read the two questions and discuss
their answers.
3 Go through the answers with the class.
Answers:
a C
b A
3 You are going to ask people about their
opinions on climate change.
1 Tell the students to think about the area of
climate change they want to ask about, for
example, what individuals can do, or what local,
national, or regional governments can do.
2 Tell the students to think of at least three
questions, but they can ask more if they want.
Suggested answers:
Could you change to energy-eIfcient light bulbs in your
home?
Could you walk to school or work?
Could you buy your electricity from a company which
uses wind power, for example?
Could you recycle paper, plastic, glass and cans?
4 Now work with two other students.
1 Put the students into groups of three and tell
them to take turns to ask each other their
questions.
2 Tell them to make notes of the answers they
receive.
5 Work in different pairs.
1 Put the students into pairs and make sure they
are working with different students than they
worked with in the previous exercise.
2 Ask them to tell each other the answers they
received to their questions.
3 Now tell them to discuss ideas they could use
when writing about solving the problem of
climate change.
UNIT18
G l o b a l i s s u e s
315
106
UNIT
18 18
1 Respond to each of the following situations.
a You are doing a project on public transport. You want to nd out information from a friend. What
do you ask?
Can I ask you some questions?
b A friend asks if they can interview you to nd out your opinions on the environment. You are
happy about this. What do you say?
c You are doing a project on your local environment. You want some information from an
important person in your town. What formal question do you ask?
d Someone asks if they can interview you. Unfortunately, you have too much to do. What do you say?
2 Punctuation: Inverted commas
a Inverted commas, or speech marks, are used to show the words people speak. They are at the
beginning and the end of these words.
b They are often used with phrases like said/asked, etc.:
Do you think climate change is the worlds most serious problem? she asked.
Yes, I do, he replied.
3 You are going to write an article about solving climate change.
a Write notes following this paragraph plan.
b Use your own ideas and ideas you have heard and read about. Include inverted commas if you
use words people have spoken.
s Paragraph 1: Introduce the subject. Briey describe the problem of climate change.
s Paragraph 2: Explain your rst idea for solving the problem.
s Paragraph 3: Explain your second idea for solving the problem.
s Paragraph 4: End by saying what could happen if we do not solve this problem.
4 Write your article in 125150 words.
a Write your rst draft quickly. Follow the notes you made in your plan.
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.
WORKBOOK page 106
1 Respond to each of the following
situations.
1 Tell the students to read the questions, then
write down what they would say in each
situation.
2 Put the students into pairs to compare their
answers, then go through the answers with the
class.
Suggested answers:
a Can I ask you some questions? (given)
b Yes, oI course./Yes, that`s fne.
c Would you mind answering some
questions about climate change?
d No, Im sorry. Im busy at the moment.
2 Punctuation: Inverted commas
1 Ask the students to read through the
information in part a.
2 Make sure they understand that
inverted commas are placed at the
beginning and at the end of the actual
words someone says.
3 Tell them to look at the examples in
part b and make sure they can see that
inverted commas are often used with
verbs such as say, ask, explain, reply,
etc.
3 You are going to write an article
about solving climate change.
1 Tell the students that the article they
write about climate change should
have four paragraphs, as outlined in
the exercise.
2 Tell them to look carefully at the
structure given for the article and to
write notes for each paragraph.
3 Tell them that they can use ideas
from the interviews they gave and the
discussions they had in Exercises 4
and 5 of the Students Book.
4 Write your article in 125-150
words.
1 Tell the students to write a frst draIt
of their article, using the notes they
made in Exercise 3.
2 Ask them to read through the draft
to check their work for any mistakes.
Tell them to use their Active Study
Dictionary.
3 Now tell them to rewrite the piece,
correcting any mistakes.
4 Display the students articles on the
classroom walls.
5 Ask the students to move around the
class and read at least fve articles,
then to choose their favourite article.
6 Ask some students to read out their
choice to the class.
316
UNIT18
G l o b a l i s s u e s
Assessment
Target element: revise the listening and use
key language from the unit
Write the following sentences on the board:
1 Countries cant do much on their ________.
2 If every city in the world did that, we could
cut ________ pollution by fty percent.
3 But can we do that before we _______ oil?
4 Personally, I think ________ is the worst
problem.
5 I agree, but there is actually ________ of food
in the world.
Tell the students that you are going to replay
the listening from Exercise 3 on page 111 of the
Students Book. Ask them to listen carefully and to
complete the sentences.
Answers: 1 own
2 trafhc
3 run out of
4 hunger
5 plenty
Target element: revise and use key vocabulary
from the unit
Put the students into pairs. Tell them to make a list
of all the global problems they can think of. Now,
ask them to take turns to read out a problem from
their list and say what the solution might be for it.
Example:
Student 1: There are too many cars.
Student 2: Yes, we must walk or use public
transport more.
Student 2: We use too much electricity.
Student 1: Yes, we must use energy-efhcient light
bulbs.
The pupils continue in this way with the other
global problems they have listed.
Target element: revise the text and check
detailed comprehension
On the board, write the following questions:
1 What happens when the dust from a volcano
goes into the atmosphere?
2 What are gases like carbon dioxide
sometimes called?
3 How much hotter might the earth be in
2050?
4 What is happening to the ice at the Arctic
and the Antarctic?
5 List two ways to reduce carbon dioxide.
Tell the students to re-read the text on page 113 of
the Students Book and to answer the questions.
Answers: 1 It stops some of the suns light and can
make the earths climate cooler.
2 They are called greenhouse gases.
3 It could be two degrees Celsius hotter.
4 It is melting.
5 Stop destroying the rainforests.
Produce less carbon dioxide. Reduce
the use of cars. Cut down on air
conditioning.
Target element: revise the language from the
unit to make a poster about global warming
On the board, write the following:
What is the title of your poster?
What picture(s) can you use to attract
attention?
What tips will you list?
Tell the students to plan and make a poster that
gives people some tips about things they can do
to reduce the problem of global warming. When
they are planning, ask them to think of a title, of
pictures they can use and a list of the tips they can
give. Tell them to think about things like cutting
their use of cars, walking more, using more public
transport, turning off air conditioning, etc.
Display the fnished posters on the classroom
walls. Ask the students to move around, look at the
posters and choose the best one.
Listening Task Reading Task
Speaking Task Writing Task
Review F
317
SB page 116 WB page 107
1 What are the most important things
when you go on holiday?
1 Ask the students to read the list in the box of
things to consider when going on holiday.
2 Help them with any vocabulary they dont
understand.
3 Tell the students to put the items in the
box in order of importance to them.
The most important should be number
1 and the least important should be
number 6.
4 Now put the students into pairs. Tell
them to compare their choices and to
explain why they made their choices.
5 Tell the pairs to decide if they would
have an enjoyable holiday together.
Explain that if their choices of
importance are the same or nearly the
same, they would probably have a
nice time together, but if they are very
different, it would probably be best
not to holiday together.
2 Listen to two families trying to
decide where to go on holiday
and answer the questions.
1 Explain to the students that they
are going to listen to two families
trying to decide where to go for their
holidays.
2 Ask them to read the two questions in
the book. Tell them to listen carefully
to the tape and write the answers.
3 Go through the answers with the class.
Answers:
a 1 Alexandria, Egypt; 2 London, England
b 1 May; 2 July
T A P E S C R I P T
Narrator: Conversation one.
Mr Stewart: We should decide where to go on holiday
next summer.
Mrs Stewart: I know, I hope we havent left it too late.
Any ideas?
Mr Stewart: Weve always wanted to go to Egypt. Why
dont we go there?
Mrs Stewart: Youre right, but isnt Egypt very hot? Id
Review F
SB pages 116-120 WB pages 107-110
LESSON 1
Listening
F
Review
Listening
116
What are the most important
things when you go on holiday?
a Put the following in order of
importance for you
(1 = the most important).
b Compare your list with another
student. Could you spend a
holiday together, or are your
ideas too different?
1
2
3
4
Discuss this question in pairs.
If you could choose, when and where would you go on holiday? Why?
Listen to two families trying to decide where to go on holiday and answer the questions.
a Where does each family decide to go? 1 . . . . . . . . . . . . . . . . . . . . 2 . . . . . . . . . . . . . . . . . . . .
b When are they going to go? 1 . . . . . . . . . . . . . . . . . . . . 2 . . . . . . . . . . . . . . . . . . . .
a Listen and complete these sentences with the words you hear.
1 . . . . . . . . . . . . . . . . . . . . going to . . . . . . . . . . . . . . . . . . . . our best clothes for
the party.
2 My father has been an accountant, a . . . . . . . . . . . . . . . . . . . . and a
businessman.
3 The audience got out of their . . . . . . . . . . . . . . . . . . . . to . . . . . . . . . . . . . . . . . . . .
the speaker.
4 We had a . . . . . . . . . . . . . . . . . . . . holiday. We went swimming,
. . . . . . . . . . . . . . . . . . . . and sightseeing.
b Now listen again and repeat the sentences.
5
the destination
the people I am with
the accommodation
value for money
the weather
things to see and do
Listen again and match to make sentences.
Alxa<n<d<ri<a
1
for a long time.
2
more people want to go on
holiday at that time.
3
the man will have to ask
permission from his manager.
4
these are usually cheaper.
5
that Egypt might be too hot.
6
their children are still at school.
a The woman is worried
b Before the couple can make their nal plans,
c The woman suggests going on a package
tour because
d Mr and Mrs Ibrahim have not been to
England
e They cant go on holiday in June because
f Prices of holidays in July are higher because
a
Nuweiba
Sharm El-Sheikh
The sounds of English
318
Review F
prefer somewhere cooler.
Mr Stewart: It depends where and when you go.
Its usually cooler on the coast and its
probably better to go in the spring April
or May.
Mrs Stewart: But can you have time off work in the
spring?
Mr Stewart: I can ask my manager next week. Im sure
it will be OK. Most of the staff prefer to
take their holidays in the summer.
Mrs Stewart: We could stay in Alexandria. People say it
KDVDORYHO\FOLPDWH6KDOOZHWU\DQGQG
a package tour? Theyre usually cheaper.
Mr Stewart: We could, but Id rather book our own
LJKWDQGKRWHO
Mrs Stewart: OK, I dont mind.
Mr Stewart: Thats good we agree. Well have a week
in Alexandria in May.
Narrator: Conversation two.
Mrs Ibrahim: Id love to have a holiday in England.
Mr Ibrahim: So would I. Its years since weve been to
England.
Mrs Ibrahim: And the children have never been. They
would love London.
Mr Ibrahim: Ill have to check my work diary to see
what the best time would be. I think June
or July is probably the best time.
Mrs Ibrahim: Wed have to wait until July the children
are still at school in June so we couldnt
go then. And the prices are higher in July
because of the increased demand.
Mr Ibrahim: Thats OK we can afford to go for a
week in July.
Mrs Ibrahim: Great Ill look on the internet and book
DLJKWDQGDKRWHO,FDQWZDLW,OOWHOO
the children.
3 Listen again and match to make
sentences.
1 Tell the students to read through the two
columns of sentence halves.
2 Explain that they must match each sentence
beginning in column one with the correct
sentence ending in column two, to make
complete sentences.
3 Play the tape again and tell the students to listen
for the information they need to match the
sentence halves correctly. You may need to play
the tape several times.
4 Go through the answers with the class.
Answers:
a 5 (given) b 3
c 4 d 1
e 6 f 2
4 Discuss this question in pairs.
1 Put the students into pairs.
2 Tell them to read and discuss the question. Tell
them to give reasons for their choice of holiday
destination. Ask them to discuss where they
would go on holiday, why they would choose
that place, what they would do there and when
they would like to go.
3 Ask some of the pairs to report back to the
class.
Students own answers
5 The sounds of English
1 Tell the students to read through the sentences.
2 Ask them to listen and complete the sentences with
the words they hear. This will help them to revise
words with confusing sounds and lists.
3 Go over their answers as a class.
4 Play the tape again, and ask students to repeat
the sentences using the correct pronunciation and
intonation.
Answers:
1 Were, wear 2 manager
3 chairs, cheer 4 fantastic, walking
T A P E S C R I P T
Narrator: One.
Voice: Were going to wear our best clothes for the
party at the weekend.
Narrator: Two.
Voice: My father has been an accountant, a
manager and a businessman.
Narrator: Three.
Voice: The audience got out of their chairs to cheer
the speaker.
Narrator: Four.
Voice: We had a fantastic holiday. We
went swimming, walking and sightseeing.
Review F
319
WORKBOOK page 107
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.
Answers:
a Place: someones/Alis/a home
Speaker A: mother/father/parent
Speaker B: a student (Ali)
b Place: a zoo
Speaker A: a school friend (of B)
Speaker B: a school friend (of A)
2 Choose the correct answer from
a, b, c or d.
1 Ask the students to read through all
the gapped sentences.
2 Tell them to think carefully about
the correct choice to complete each
sentence.
3 Go through the answers with the class.
Answers:
1 b (given)
2 c
3 c
4 b
5 b
6 c
7 d
8 b
9 a
10 c
UNIT
107
Review
F F
1 Say where each of the following two mini-dialogues takes place
and who the speakers are.
a A Youre working very hard this evening, Ali.
B Yes, Ive got an important test tomorrow.
A Well, dont go to bed too late. You dont want to be tired for your test.
b A We learned about giant pandas at school
last year; do you remember?
B Yes, but I dont really like seeing them
in cages like this.
A Its not easy to see them in China though, is it?
2 Choose the correct answer from a, b, c or d.
1 The company my father works for has a of 250 people.
a group b staff c crew d population
2 That man should stop . It has nothing to do with him.
a disagreeing b saying c interfering d discussing
3 Crichton some fantastic books.
a produced b acted c wrote d built
4 We would all be healthier if cars were from city centres.
a stopped b banned c driven d refused
5 We could global warming if we used more energy from the sun.
a save b reduce c help d make
6 If they want to book a ight to London, they to do it soon. Flights to London
are very busy.
a must b could c need d mustnt
7 Its difcult to get into a good university. You work really hard.
a need b should c can d must
8 The information you are looking for can on the internet.
a nd b be found c nds d found
9 At school, we are how to revise for our exams.
a being taught b teaching c been taught d been teaching
10 I wonder if I your camera this afternoon?
a borrows b borrow c could borrow d would borrow
Place: .............................................................................
Speaker A: .............................................................................
Speaker B: .............................................................................
Place: .............................................................................
Speaker A: .............................................................................
Speaker B: .............................................................................
320
Review F
Grammar review
1 Choose the correct modal verb
from A, B, C or D.
1 Briefy remind the students about
modal verbs and their uses.
2 Tell the students to read through the
gapped sentences and to choose and
write the correct modal verb for each
one.
3 Go through the answers with the
class.
Answers:
a C (given)
b A
c D
d B
e B
f C
g C
h A
2 Change the underlined active
verbs into the passive form.
1 Tell the students to read through the
sentences.
2 Ask them to rewrite the sentences,
changing the active verbs into passive
verbs. Remind them that the sense of
the sentences must stay the same.
3 Put the students into pairs to compare their
answers.
4 Go through the answers with the class.
Answers:
a For thousands of years, the Nile has been used to
carry goods and people inside Egypt. (given)
b Today, all the most important towns and cities are
joined by roads and railways.
c The famous Cairo underground railway was opened
in 1987.
d 75,000 passengers an hour can be carried by it.
e 700 buses would be needed to carry the same
number of people on the streets.
1
2
Change the underlined active verbs into the passive form.
F
Review
117
Choose the correct modal verb from A, B, C or D.
a If you want to go to Jordan for a holiday, you . . . . . . . . . . . . . . . . . . . . y or
go by boat.
A need B mustnt C can D cant
b We . . . . . . . . . . . . . . . . . . . . to go to school tomorrow. Its a public holiday.
A dont have B couldnt C need D mustnt
c You . . . . . . . . . . . . . . . . . . . . stay at home on a school day unless youre ill.
A can B must C dont have to D cant
d I . . . . . . . . . . . . . . . . . . . . revise for the English test. Its really important
that I pass.
A need B must C dont need to D mustnt
e Heres an idea: we . . . . . . . . . . . . . . . . . . . . all turn down our air
conditioning in the summer.
A could B can C have to D need
f You . . . . . . . . . . . . . . . . . . . . use your mobile phone while youre driving. Its against the law.
A dont have to B neednt C mustnt D cant
g In Britain, you . . . . . . . . . . . . . . . . . . . . take your driving test until youre 17 years old.
A can B must C cant D mustnt
h You . . . . . . . . . . . . . . . . . . . . wear anything special for the party, but you can if you want.
A neednt B mustnt C cant D have to
Grammar review
Transport in Egypt
For thousands of years, we
have used the Nile to carry
goods and people inside Egypt.
Today, roads and railways join
all the most important towns
and cities.
They opened the famous Cairo
underground railway in 1987.
It can carry 75,000 passengers
an hour.
They would need 700 buses
to carry the same number of
people on the streets.
a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
For t<h<ou< [a<n<d< [ o_ yea<r>[, t<h Ni<l h<a< [ bn u< [d
t<o ca<rry go+o+d< [ a<n<d popl i<n< [i<d Egypt.
b . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
SB page 117 WB page 108
LESSON 2
Review F
321
WORKBOOK page 108
1 Correct the mistake in each sentence.
1 Ask the students to read through the sentences.
2 Tell them to fnd the mistake in each sentence
and write in the correct word, as in the example.
3 Go through the answers with the class.
Answers:
a dont have to mustnt (given)
b mustnt dont have to
c seen been seen
d couldnt cant
2 Read the following article, then
answer the questions.
1 Tell the students to read through the
text quickly.
2 Ask them to tell you what it is about.
3 Now, tell the students to read through
the questions below the text.
4 Finally, tell them to read the text a
second time and write their answers to
the questions.
5 Go through the answers with the class.
Answers:
1 They destroyed the traditional Arishi
culture. (given)
2 They are businesswomen producing/
They produce traditional carpets and other
goods for tourists.
3 The pollution-free environment attracts
them.
4 b
5 a
108
UNIT
RF RF
1 Correct the mistake in each sentence.
a You dont have to take things that dont belong to you. musnt
b You mustnt go to bed early tonight. There is no school tomorrow.
c That lm has already seen by more than ve million people.
d I broke my leg three years ago and now I couldnt run very fast.
2 Read the following article, then answer the questions.
1 What did the Turkish and Roman armies do when they came to North Sinai? They destroyed
the traditional Arishi culture.
2 What do some Bedouin women do now?
3 What attracts tourists to North Sinai now?
4 What is special about El-Arish?
a It is an important industrial centre. b It is a door into Egypt.
c It has many historic sites. d It is a Bedouin centre.
5 How have the lives of the North Sinai Bedouins changed in the last few years?
a They now mostly live in one place. b They work in local industries.
c They do not have ordinary jobs. d They live in ordinary houses.
North Sinai attracts ecotourists
El-Arish, a city in North Sinai, has always been one of the most important entrances to Egypt.
It was the way into Egypt for the Turkish and Roman armies, who destroyed the traditional
Arishi culture.
Now North Sinai is being improved, but there will be no new cities or industrial areas. Agriculture,
shing and tourism will be the most important activities.
The North Sinai Bedouins have not been travellers for many years. Today, many own farms on land
which used to be desert. Others are shermen on Lake Bardawil. The lives of Bedouin women
have also changed. They used to look after their families, but now some are businesswomen,
producing traditional carpets and other goods for tourists.
Although there are no historic sites in North Sinai, it is a pollution-free environment. This attracts
ecotourists, and ecotourism will help the area and protect its culture.
322
Review F
Reading
1 Look at the pictures and discuss
these questions in pairs.
1 Ask the students to read through the
two questions.
2 Put them into pairs and tell them to
discuss their answers. Tell them to
look at the pictures on page 119 also.
3 Ask some pairs to share their answers
with the class.
Answers:
a Dinosaurs lived millions of years ago.
b Birds and dinosaurs are genetically
related. Some dinosaurs had feathers
like birds, and in the egg, some baby
birds have very small teeth and tails like
dinosaurs.
2 Read this article. Does it include
any of the ideas you discussed?
1 Tell the students to read through the
article.
2 Ask if they think they answered the
questions correctly in Exercise 1.
3 Help the students with any vocabulary
that they fnd diIfcult.
4 Ask the students to explain to you
what the article says.
3 Complete these sentences using
information from the article.
1 Ask the students to read through the gapped
sentences.
2 Tell them to re-read the article to fnd the
information they need to complete the
sentences. Tell them to write their answers, as in
the example.
3 Go through the answers with the class.
Answers:
a lifting the skeleton (given)
b something soft
c they realised that the work would take too long
d birds
e very small teeth and tails like dinosaurs
f produce new dinosaurs
4 What do these words and phrases in bold
from the article refer to?
1 Tell the students to read through the sentences.
2 Explain that they must decide and write down
what the words in bold refer to, as in the
example.
3 Put the students into pairs to discuss their
answers, then go through the answers with the
class.
Answers:
a producing new dinosaurs (given)
b the dinosaur skeleton
c scientists
d a soft part inside the dinosaur bone
LESSON 3
SB page 118 WB page 109
2
Read this article. Does it include any of the ideas you discussed?
1
Look at the pictures and discuss these questions in pairs.
a How long ago did dinosaurs live?
b In what ways are dinosaurs like birds?
118
F
Review
3
Complete these sentences using information from the article.
a The dinosaurs bone broke when scientists were . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . out of the ground.
b The scientists were surprised when they found . . . . . . . . . . . . . . . . . . . . . inside the broken bone.
c Scientists did not try to produce dinosaurs from the old bones because . . . . . . . . . . . . . . . . . . . . .
d Instead, they decided to study . . . . . . . . . . . . . . . . . . . . .
e Before they come out of their eggs, baby birds have . . . . . . . . . . . . . . . . . . . . .
f Not everyone thinks it is a good idea to . . . . . . . . . . . . . . . . . . . . .
Reading
l<i<_<i<n<g t<h sklt<on
Fo r m an y ye ar s, sci e n t i st s h ave b e e n t r yi n g t o d i sco ve r
ge n e t i c i n fo r m at i o n ab o u t t h e d i n o sau r s w h i ch l i ve d
o n t h e e ar t h m i l l i o n s o f ye ar s ago .T h e y b e l i e ve t h at b y
u si n g ge n e t i c e n gi n e e r i n g, t h e y m ay b e ab l e t o p r o d u ce
n e w d i n o sau r s.
3RIKVSYTSJWGMIRXMWXW[IVIGSRHIRXXLEXXLMW[SYPH
b e a p o ssi b i l i t y af t e r a 6 8 - m i l l i o n - ye ar- o l d d i n o sau r
ske l e t o n w as d i sco ve r e d . A s i t w as b e i n g l i f t e d f r o m
t h e gr o u n d , o n e o f t h e b o n e s b r o ke an d t h e y fo u n d
so m e t h i n g so f t i n si d e t h at w as n o t st o n e . T h i s w as a
r e m ar k ab l e d i sco ve r y fo r sci e n t i st s, w h o h ad b e l i e ve d
t h at e ve r y p ar t o f a d i n o sau r s b o d y w o u l d h ave t u r n e d
t o st o n e af t e r su ch a l o n g t i m e .
A l t h o u gh t h i s d i sco ve r y m e an t t h at d i n o sau r s co u l d b e
p r o d u ce d , as i n Ju r assi c Par k , sci e n t i st s r e al i se d t h at t h e
Are dinosaurs coming back?
w o r k w o u l d t ake t o o l o n g an d d e ci d e d t o l o o k fo r
o t h e r w ays t o b r i n g b ack d i n o sau r s.
T h e i r n e x t i d e a w as t o l o o k at b i r d s. Pal e o n t o l o gi st s
k n o w t h at b i r d s b e l o n g t o t h e sam e ge n e t i c f am i ly as
d i n o sau r s, so st u d yi n g b i r d s ge n e s m ay b e t h e b e st w ay
t o p r o d u ce t h e se an ci e n t gi an t s. A d i sco ve r y i n C h i n a
sh o w e d t h at so m e d i n o sau r s h ad fe at h e r s l i ke b i r d s.
M o r e su r p r i si n gly, i t h as b e e n d i sco ve r e d t h at i n t h e
e gg, so m e b ab y b i r d s h ave ve r y sm al l t e e t h an d t ai l s
l i ke d i n o sau r s.
A l t h o u gh sci e n t i st s n o w b e l i e ve t h at i t i s p o ssi b l e t o
w ake t h e sl e e p i n g ge n e s i n b i r d s an d p r o d u ce n e w
d i n o sau r s, m an y p e o p l e o p p o se t h e i d e a. T h e y b e l i e ve
XLEXHMRSWEYVWWLSYPHVIQEMRXLIWYFNIGXSJPQWERH
b o o k s o n ly.
4
What do these words and phrases in bold from the article refer to?
a American scientists were condent that this would be possible. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b As it was being lifted from the ground . . . . . . . . . . . . . . . . . . . . .
c they found something inside that was not stone. . . . . . . . . . . . . . . . . . . . . .
d This was a remarkable discovery for scientists. . . . . . . . . . . . . . . . . . . . . .
e Many people oppose the idea. . . . . . . . . . . . . . . . . . . . . .
p=rod<u<c=i<n<g nw d<i<n<o[a<u<r>[
Review F
323
e (waking the sleeping genes and) producing new
dinosaurs
WORKBOOK page 109
1 Answer the following questions.
1 Ask the students to read through the questions.
2 Tell them to write in their answers. Ask them
to try to do the exercise without looking the
answers up, but iI they have diIfculty, tell them
that they can fnd the answers in Units 16 to 18
of the Students Book.
3 Go through the answers with the class.
Answers:
a Because air travel became cheaper.
(given)
b Ascientist who worked at the park turned
off all the alarms.
c It sends dust into the atmosphere, which
stops some of the suns light getting to
the earth, and this can make the climate
cooler.
d Some scientists say it will/might/could
increase by 2 degrees C.
2 Read this quotation and answer
the questions.
1 Tell the students to read through the
quotation.
2 Ask them to read through the three
questions and to write their answers
down.
3 Put the students into pairs to compare
their answers.
4 Go through the answers with the class.
Answers:
a The strange animals were dinosaurs.
b It was a large park where dinosaurs were
kept behind electric fences.
c He was put in prison.
3 Rewrite the following sentences,
using the word(s) in brackets, to
give the same meaning.
1 Ask the students to read through the
sentences.
2 Tell them to rewrite the sentences using the
words in brackets and being careful to keep the
original meaning.
3 Put the students into pairs to compare their
answers.
4 Go through the answers with the class.
Answers:
a You must drive more slowly. (given)
b We neednt give our homework in until next week.
c That newspaper is bought by three million people
every day.
d Could we use public transport to get there?
109
RF RF
1 Answer the following questions.
a Why did mass tourism become popular in Europe in the 1960s?
Because air travel became cheaper.
b How did the dinosaurs escape from their fenced areas in Jurassic Park?
c When a volcano erupts, how does this damage the environment?
d How much will the earths temperature go up by the year 2050?
2 Read this quotation and answer the questions.
a What were the strange animals referred to in the rst line of the quotation?
b What kind of park was it?
c What happened to Alan Grant at the end of the story?
3 Rewrite the following sentences, using the word(s) in brackets, to
give the same meaning.
a You mustnt drive so fast. (slowly)
You must drive more slowly.
b We dont have to give our homework in until next week. (neednt)
c Three million people buy that newspaper every day. (bought)
d Would it be possible for us to use public transport to get there? (could)
a What were the strange animals referred to in the rst line of the quotation?
The story begins with reports of attacks by strange animals on Isla Nublar, an island in the Pacic
Ocean off the coast of Costa Rica. Paleontologist Alan Grant and a student, Ellie Sattler, are taken to
the island by its owner, the billionaire John Hammond, to visit the park which he has set up there.
324
Review F
1 Complete these sentences with
the correct form of the word in
brackets.
1 Ask the students to read through the
gapped sentences.
2 Explain that they must use the correct
form of the words in brackets to
complete the sentences, as in the
example. Tell the students to use their
Active Study Dictionary to help them.
3 Go through the answers with the
class.
Answers:
a surprised (given) b discovery
c genetic d Surprisingly
e possibility
2 Discuss this question in pairs.
1 Ask the students to read through the
question.
2 Put them into pairs and tell them to
discuss the question. Tell them that
they must give the reasons for their
answers.
3 Go round and monitor as they work.
4 Ask some pairs to share their answer
with the class and encourage class
discussion.
Students own answers
Critical thinking
1 Answer the following questions.
1 Ask the students to read through all the
questions and to write down their answers.
2 Put the students into pairs. Tell them to take
turns to read out a question and their answer.
3 Go through the answers with the class.
Answers:
a By genetic engineering, using the soft part they had
found inside the dinosaur skeleton.
b It was 68 million years old.
c They say that birds are genetically related to
dinosaurs.
d (suggested) Because dinosaurs existed such a long
time ago and are so impressive and strange to us.
e (suggested) Because they are very large and strange
and no one has seen a living one.
f (suggested) I think it is possible. The question is
whether they should do it or not.
2 Read this quotation from the article and
answer the questions.
1 Ask the students to read through the quotation
and the three questions.
2 Put the students into pairs to discuss the
questions. Encourage them to think about the
ethical issues.
3 Ask some pairs to share their answers with the
class and encourage class discussion.
Students own answers
119
F
Review
Critical thinking
1
Answer the following questions.
a How did scientists say they could produce dinosaurs? . . . . . . . . . . . . . . . . . . . . .
b How old was the skeleton they found? . . . . . . . . . . . . . . . . . . . . .
c What do paleontologists say about birds? . . . . . . . . . . . . . . . . . . . . .
d Why do you think scientists want to produce dinosaurs? . . . . . . . . . . . . . . . . . . . . .
e Why do you think people are so interested in dinosaurs? . . . . . . . . . . . . . . . . . . . . .
f Do you think scientists will ever succeed in producing dinosaurs? Why?/Why not?
. . . . . . . . . . . . . . . . . . . . .
1
Complete these sentences with the correct form of the word in brackets.
a Scientists were . . . . . . . . . . . . . . . . . . . . . when they found something softer than bone in the dinosaur
skeleton. (surprise)
b Their . . . . . . . . . . . . . . . . . . . . . made them think they could produce dinosaurs. (discover)
c We do not yet understand everything about . . . . . . . . . . . . . . . . . . . . . engineering. (gene)
d . . . . . . . . . . . . . . . . . . . . . , birds and dinosaurs are from the same genetic family. (surprise)
e Many people think it is a . . . . . . . . . . . . . . . . . . . . . that dinosaurs will once more live on
the earth. (possible)
2
Read this quotation from the article and answer the
questions.
a Do you think it is useful for scientists to spend their time
nding ways to produce animals that no longer live?
b Are there more useful things that scientists could be doing?
c Why do you think some people oppose the idea of bringing
dinosaurs back to life?
3
Discuss in pairs.
a What should scientists spend their time doing? Write a list of the most useful things.
b Compare your list with another pair.
su<rpri< [d
2
Discuss this question in pairs.
Would you like to work as a scientist trying to
produce new dinosaurs? Why?/Why not?
A l t h o u gh sci e n t i st s n o w b e l i e ve t h at
i t i s p o ssi b l e t o w ake t h e sl e e p i n g
ge n e s i n b i r d s an d p r o d u ce n e w
d i n o sau r s, m an y p e o p l e o p p o se t h e
i d e a. T h e y b e l i e ve t h at d i n o sau r s
WLSYPH VIQEMR XLI WYFNIGX SJ PQW
an d b o o k s o n ly.
LESSON 4 SB page 119
Review F
325
3 Discuss in pairs.
1 Ask the students to think of all the ways that
scientists could spend their time usefully, and to
write a list.
2 Put the students into pairs to compare their lists.
Ask them to decide together which things on
their lists they think are the most important.
3 Ask some pairs to read their lists to the class,
and encourage class discussion.
Students own answers
SB page 120 WB page 110
1 Read these newspaper headlines
and discuss the questions in
pairs.
1 Tell the students to read through the
newspaper headlines.
2 Put them into small groups and ask
them to discuss the two questions. For
part a, make sure they consider all the
factors listed in the question.
3 Ask some groups to report back to the
class and encourage class discussion.
Students own answers
2 Discuss these questions in pairs.
1 Ask the students to look at the pictures
and name the animals they can see
(panda, walrus, tiger).
2 Tell them to read through the
questions.Then put the students into
pairs and tell them to discuss the
questions.
3 Ask some pairs to share their answers
with the class, and encourage class
discussion.
Students own answers
3 Work in small groups.
1 Ask the students to think of an animal
they want to save. (They can do some
research in books or on the internet
before class.)
2 Tell them to look at the example notes in the
book and to make similar notes about their
chosen animal.
3 Put the students into groups of three or four.
Explain that each student is going to give a
presentation about the animal they want to save.
Tell them to use the notes they made to help
them.
4 Ask each group to choose the best presentation
and ask these students to give their
presentations to the class.
LESSON 5
Communication
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Sampl enot es
1 Whi chani malhavey ouKPW[MV' \PMwal r us
2 Wher edoest hi sani malTQ^M' \PMBer i ngSeabet ween
war mer
Communication
120
1 Read these newspaper headlines and
discuss the questions in pairs.
a How do global warming and human activities
affect wild animals and plants? Think about
the following:
the weather
food supplies
pollution
farming methods
the growing human population
F
Review
Work in small groups.
a Choose an animal you would like to save. Find out
about this animal and make notes like this example.
3
2 Discuss these questions in pairs.
a These pictures show some of the animals
that could disappear in the next few years.
Why do you think they are disappearing?
b What do you think could be done to stop
their disappearance?
b Give a short talk to your group, telling them
about the animal you have chosen.
c Tell the group why we must stop animals and
plants from disappearing.
e
t
2.5 degree rise in
temperature will kill
thousands of animals
We must
help animals and
plants to adapt to
climate change
n
w
aring?
W
ust
Chi nese ri ver
dol phi n has
di sappeared
mals and
Animals that
have lasted
millions of
years could
disappear in
months
326
Review F
110
UNIT
RF RF
1 Write a paragraph of about 100 words explaining how you think
people could protect the environment in your town or city.
2 Translation
a Translate into Arabic:
The worlds climate is changing. Scientists believe that this is due to a number of natural
reasons, like heat from the sun, volcanoes and the increase in carbon dioxide. Global warming
will cause ice in some regions to melt, sea levels will rise, there will be oods and lots of people
will be homeless.
b Translate into English:
. kGHCG J CG '' J='' ,, .G :~= G -1
You should always/I advise you to always tell the truth and never lie/tell lies.
. -,' ,, =_' _',~ -~_ _'_' _''' - -e -2
WORKBOOK page 110
1 Write a paragraph of about
100 words about how you
think people could protect the
environment in your town or
city.
1 Tell the students to think about any
environmental problems such as
pollution, overcrowding and the small
number of green spaces in their own
town or city. Ask them to think about
what needs to be done to protect the
environment.
2 Tell them they are going to write a
paragraph explaining how people can
protect the environment.
3 Write the following questions on
the board and tell the pupils to
organise their paragraph to answer the
questions.
What is the name of the town?
What are the environmental
problems in the town?
What can people do to protect the
environment?
4 Tell them to write their paragraph.
5 Put the students into pairs. Tell them
to exchange paragraphs and to read
their partners paragraph.
6 Tell them to correct any mistakes they
fnd.
2 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 You should always/I advise you to always tell the
truth and never lie/tell lies. (given)
2 The problem of climate change and global warming
is a major threat to the environment.
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m| || n||vn5m jr5m ||1.
331
G L O S S A R Y
G L O S S A R Y
Second Term Practice Tests
Practice Test 5
Practice Test 5
A Language Functions
1 Respond to each of the following situations:
a A friend wants to know what your dream job would be and why.
b You are standing in a queue and someone steps in front of you without permission. Comment
politely.
1`1 ||| |5 w5r| s . b:as . CR 1`1 ||| |5 b .
Fx:as m. C5a|1 q5a |s s|n1 |n || ||n? CR W5a|1 q5a m|n1 m5v|n
|5 || b:| 5j || ||n?
Hv q5a sn mq mz|n? {1 :n`| ]n1 || nqw|r.1
55rrq, 1 :n`|. 1 |v |5| 5j s|a1q|n |5 15 | |5m.
Cr/as/C5:|
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W||r
Cas|5mr
.............................................................................................................................................................................................
117
c You are looking for a magazine you have lost. Ask a friend about it.
d Your cousin suggests spending the weekend at Helwan. Politely refuse, giving a reason.
2 Say where these mini-dialogues take place and who the speakers
are:
a A May I have your attention, please? I hope you are enjoying the beautiful view of the Sinai
desert. We will soon be arriving at the monastery of St Catherine.
B When was the monastery built?
A It was built in the sixth century by the
Roman Emperor Justinian.
B Thank you.
b A May I take your order, sir?
B Yes, Ill have sh, please.
A How would you like it, sir?
B Fried, please.
A Certainly, sir. Any vegetables?
B Vocabulary and Structure
3 Choose the correct answer from a, b, c or d:
1 Most houses in countries where it rains a lot have roofs.
a straight b sloping c at d long
2 If you want to keep t, go running. Its a very good form of .
a exercise b practice c food d work
3 My friends father is the of our local newspaper.
a politician b diplomat c man d editor
4 This CD was a . It cost less than two pounds.
a cheap b bargain c credit d value for money
5 Our cat has . We havent seen him for a week.
a missed b come c gone missing d abandoned
Place: .............................................................................
Speaker A: .............................................................................
Speaker B: .............................................................................
Place: .............................................................................
Speaker A: .............................................................................
Speaker B: .............................................................................
332
G L O S S A R Y
G L O S S A R Y
Second Term Practice Tests
.............................................................................................................................................................................................
.............................................................................................................................................................................................
PT5
PT5
6 We to inform passengers travelling to Cairo that their train will be 20 minutes late.
a suggest b announce c refuse d regret
7 There is no airport on the island, so boats food and other goods.
a sail b supply c give d carry
8 My is to be a journalist for an international news magazine.
a ambition b hero c idea d announcement
9 As soon as I met him, I knew I him somewhere before.
a had seen b saw c have seen d see
10 I didnt realise it was late I was concentrating so hard on what I was doing.
a if b and c because d but
11 I my brothers car all morning and he says its still dirty.
a have cleaned b clean c am cleaning d have been cleaning
12 Many cars in Egypt.
a made b are made c is made d make
13 If it was cold in the evening, you warm clothes.
a will need b needed c would need d would have needed
14 Im not very good remembering peoples names.
a in b at c with d on
15 The Colossus of Rhodes was destroyed an earthquake.
a from b to c by d at
16 It that people have lived here for centuries.
a know b known c is known d has known
4 Find the mistake in each of the following sentences, then write them
correctly:
a If the lm hadnt been funny, I wouldnt laugh.
b I enjoy history, but Im not so keen in geography.
c My fathers lost glasses was found in the garden.
1j || ]|m |1n`| bn jannq, 1 w5a|1n`| |v |a|1.
1 nj5q ||s|5rq, ba| 1`m n5| s5 |n 5n 5r|q.
Iq j||r`s |5s| |sss wr j5an1 |n || r1n. CR Iq j||r`s |5s| |r
5j |sss ws j5an1 |n || r1n.
W w||| ran 5a| 5j 5|| |n |wn|q qrs.
T| |r|n`s :5n1a:|5r s|1 j5r mq |r|n ||:||.
Tw5 rm1|:s rn 5a| 5j || mba|n: n1 :rr|1 mq s|:| jr|n1 |n|5
|| |5s|||.
118
d We will keep out of oil in twenty years.
e The trains pilot asked for my train ticket.
f Two farmers ran out of the ambulance and carried my sick friend into the hospital.
333
G L O S S A R Y
G L O S S A R Y
Second Term Practice Tests
.........................................................................................................................................
b Choose the correct answer from a, b, c or d:
4 Where can tourists see a collection of temples?
a in Takayama b on a mountain c in Tokyo d in a village
5 Yamadera is a collection of
a educational buildings b tourist hotels c religious buildings d mountains
6 Read the following passage, then answer the questions:
a Give short answers to the following questions:
1 Why did the wise man stop?
2 Why did the traveller want the valuable stone?
a Give short answers to the following questions:
A wise man, who was travelling in the mountains, found a valuable stone in a river where he had stopped to catch
fsh to eat. The next day, the man met another traveller who was poor and hungry, so he opened his bag to share his
food. The hungry traveller saw the valuable stone and asked for it. The man happily gave it to him.
The traveller left knowing that the stone was so valuable that he would be rich for the rest of his life. But a few days
later, he returned and gave the stone back to the wise man. Ive been thinking, he said. I know how valuable this
stone is, but Im giving it back in the hope that you can give me something even more valuable. Can you give me
what you have that made it possible for you to give me the stone?
PT5
PT5
C Reading
5 Read the following passage, then answer the questions:
a Give short answers to the following questions:
1 Where can visitors see two markets?
2 What does off the beaten track mean?
a Give short answers to the following questions:
Everyone knows that Tokyo, the capital of Japan, is one of the largest and busiest modern cities in the world. But for
travellers to Japan, there are many interesting places which are not too full of tourists. Here are two which are off
the beaten track.
Takayama is a beautiful old town in the mountains. It still has an ancient street market as well as a farmers market
along the river. Some of the buildings in Takayama are more than four hundred years old. A few of the oldest houses
are now museums where visitors can see what life in Japan was like in the past. Near to Takayama is an old village
where you can still see traditional carpenters at work.
Yamadera is a collection of temple buildings on the side of a mountain. It is diffcult to climb up to the temple, but
the view is beautiful.
119
3 What does it mean in Im giving it back
b Choose the correct answer from a, b, c or d:
4 Why did the wise man open his bag?
a To put the valuable stone in. b To take the valuable stone out.
c To take food out for the other traveller d So that the traveller could see the stone.
5 Why did the traveller give the stone back?
a He realised that the stone was not really valuable.
b He realised that generosity was more valuable than the stone.
c He realised that the wise man needed the stone more than he did.
d He didnt want to be rich.
........................................................................................................................................
.................................................................................................................................
.................................................................................................................................................................................................................
.................................................................................................
.......................................................................................................
....................................................................................................................................................................................................
...................................................................................................................
T| w|s mn s|51 |5 :|:| ]s| |5 |.
T| |rv||r wn|1 || v|ab| s|5n
b:as | ws 55r n1 n11 m5nq.
"1| mns || v|ab| s|5n.
V|s||5rs :n s |w5 mr||s |n T|qm.
"Cjj || b|n |r:| mns |n|rs||n |:s
w||:| r n5| |55 ja|| 5j |5ar|s|s.
"Tw5 rjrs |5 |w5 5j || |:s 5jj
|| b|n |r:|. .................................................................................................................................................................................................................
3 What does the word two refer to in Here are two which
334
G L O S S A R Y
G L O S S A R Y
Second Term Practice Tests
.............................................................................................................................................................................................
..............................................................................................................................................................................................
..............................................................................................................................................................................................
..............................................................................................................................................................................................
b Complete the following to make meaningful sentences:
1 A female spider is a thousand times more dangerous
2 Spiders live for only
c Read this quotation and answer these questions:
Wafaa climbed onto the third car, opened the door, and carried the plants back to the captains
car. Then she drove off fast.
1 Why did she climb onto the car?
||n m| 5n.
jw w|s.
5| :||mb1 5n|5 || :r b:as || |1 r5||1 5n{|51 ||s s|1 {w|n |r
||| ||1.
5| n11 || |n|s |5 m| n n||vn5m |5 |v |5 Aqmn {w|5 ws b|||n
bq || 11|q s|1r1.
PT5
PT5
7 The Reader (The Spiders)
a Answer the following questions:
1 What made the journey with the plants so difcult for the three cars?
2 Why was it so important that this journey was successful?
120
2 Why did she need the plants?
D Writing
8 Write a paragraph of about 100 words about a building in your
town or city that you think tourists would enjoy visiting.
Translation
9 a Translate into Arabic:
Lots of people admire Jules Verne. He was a French writer who was born in 1828 and died in
1905. He wrote many novels in which he introduced scientic technological marvels such as the
submarine, space travel and television.
bTranslate into English:
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..,. .L. .,,: g. <.L. ..> _ ..> .L.., ..,. _... _... .
Answrs w||| vrq.
o J/ eh 1 8 2 8 ;'~/_ '
'
,, '
. .1 9 0 5 ;'~/_
._''' '='' _
_
' ,'' -='
,-''
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s||a|1 5n || R1 5 :5s|.
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CR Crs r n5| ||5w1 |5 w|| |r b:as |||s |s n5-r||n r.
.............................................................................................................................................................................................
Hvq r|n m1 || j5arnq w||| || |n|s 1|[[|:a|| j5r || ||r :rs.
1| ws |m5r|n| ||| |||s j5arnq b sa::ssja| b:as || w5a|1 br|n ||
F:||n: Nr |n| |5 Aqmn |5 sv ||m jr5m || 11|q b|| 5j || s|1r.
335
G L O S S A R Y
G L O S S A R Y
Second Term Practice Tests
Tr|n
{Tr|n1 C5n1a:|5r
Fssnr
Amba|n:
F||n|
Frm1|:
121
Practice Test 6
Practice Test 6
A Language Functions
1 Respond to each of the following situations:
a Someone asks your opinion about good holiday weather.
b A friend thinks that travelling by plane is dangerous. Express your opinion.
c You are going to interview someone you dont know. What do you say?
d Someone stops you in the street and wants to ask you questions about when and where your
family goes shopping. You do not have time to answer any questions.
2 Say where these mini-dialogues take place and who the speakers
are:
a A Your tickets, please, sir.
B Here you are. What time do we arrive
at Banha?
A In half an hour or so.
B Will we stop at Tanta?
A No. We are going straight to Alexandria after that.
b A Thank you for rescuing me. I could have died.
B Youre going to be OK. This oxygen
mask will help you breathe.
A Where are we going?
B Were on our way to Kasr Al Aini Hospital.
The doctors will take care of you there.
B Vocabulary and Structure
3 Choose the correct answer from a, b, c or d:
1 A shop in our city was completely by re last night.
a hurt b injured c destroyed d ooded
2 I can really this book. I couldnt put it down.
a recommend b build c admire d wish
3 I hope I the maths test at school tomorrow.
a pass b succeed c win d do well
4 Last year, we visited the of an ancient settlement in the desert.
a place b view c area d site
Place: .............................................................................
Speaker A: .............................................................................
Speaker B: .............................................................................
Place: .............................................................................
Speaker A: .............................................................................
Speaker B: .............................................................................
1 nj5q :55| a|amn w||r. CR 1 ||| 5|n |5 || b:| w|n || |s |5| n1 1rq.
A:|a||q, |rv|||n bq |n |s sjr ||n |rv|||n bq :r.
W5a|1 q5a m|n1 nswr|n s5m as||5ns, |s?
55rrq, ba| 1`m vrq basq r||| n5w.
336
G L O S S A R Y
G L O S S A R Y
Second Term Practice Tests
122
PT6
PT6
5 If you pour hot water onto ice, it .
a runs b melts c oods d freezes
6 You cant enjoy your holiday if you dont have good .
a hotel b room c accommodation d stay
7 My favourite holiday destination is a small shing village on the .
a sea b edge c ocean d coast
8 When I was a child, I remember reading a/an tale about a lazy student.
a dangerous b warning c advising d cautionary
9 Banks are places you can keep your money safe.
a which b where c that d when
10 Before the invention of cars, people to walk more.
a used b use c are used d have used
11 She looked at in the mirror to see what the new dress was like.
a she b her c herself d himself
12 So far today, I e-mails to six of my friends to tell them the good news.
a wrote b am writing c have been writing d have written
13 Ive decided that I for that job as soon as I can.
a am going to apply b applying c am applying d apply
14 I have an idea: we all go in one car. That would save us money.
a have to b need c could d would
15 There are always children near the school, so you drive very carefully.
a can b must c mustnt d need
16 Survivors of this mornings accident to the citys main hospital.
a have been taken b have taken c took d have been taking
4 Find the mistake in each of the following sentences, then write
them correctly:
a You neednt take things that dont belong to you.
b Today, almost any information you need must be found on the internet.
c When we arrived home, we saw that our lights have been left on.
d When a volcano disappears, it sends dust into the atmosphere.
e Ice at the Antarctic and the Arctic is freezing because of global warming.
f Michael Crichton wrote a book about phonetic engineering.
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T51q, |m5s| nq |nj5rm||5n q5a n1 :n/mq b j5an1 5n || |n|rn|.
W|n w rr|v1 |5m, w sw ||| 5ar ||||s |1 bn |j| 5n.
W|n v5|:n5 ra|s, || sn1s 1as| |n|5 || |m5s|r.
1: | || An|r:||: n1 || Ar:||: |s m|||n b:as 5j |5b| wrm|n.
I|:|| Cr|:||5n wr5| b55| b5a| n||: n|nr|n.
337
G L O S S A R Y
G L O S S A R Y
.......................................................................................................................................................
...............................................................................................................
...............................................................................................
.............................................................................................................................................................................................................
.............................................................................................................................................................................................................
......................................................................................................................
.............................................................................................................................................................................................................
.............................................................................................................................................................................................................
.............................................................................................................................................................................................................
.............................................................................................................................................................................................................
PT6
PT6
C Reading
5 Read the following passage, then answer the questions:
a Give short answers to the following questions:
1 Who is this text written for?
2 What is special about the Selous Wildlife Park?
g q
The fantastic Selous Wildlife Park in the south of Tanzania is the largest wildlife area in the world and a great place
to see lions, elephants, giraffes, crocodiles and other wild animals. We stay in comfortable accommodation by the
Rufji River. From there we can drive into the park to look at the wildlife and take boat trips along the river. When it
is dark, we can watch the animals come down to the river to drink.
Then we fy to the island of Zanzibar. Here we can wander through the narrow streets of the old town with its
beautiful mosques and busy markets. We spend our last few days relaxing on Jambiani Beach, where we can go
swimming and diving.
This 14-day holiday costs from only 1,500 per person. Flights, all other travel and meals are included in the price.
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T| 5|5as W||1||j Fr| |s || |rs|
w||1||j r |n || w5r|1.
T| n|m|s :5m 15wn |5 || r|vr
|5 1r|n| w|n || |s 1r|.
b Choose the correct answer from a, b, c or d:
4 How do visitors travel to Zanzibar from Tanzania?
a by road b by sea c by air d on foot
5 What does its refer to in with its beautiful mosques?
a Zanzibars b the narrow streets c the islands d the towns
6 Read the following passage, then answer the questions:
a Give short answers to the following questions:
1 Why didnt the writer travel to work by bus?
a Give short answers to the following questions:
I always used to drive to work alone. The journey never took more than 30 minutes, even when it was busy. One
morning last month, I couldnt start my car and I had to use public transport. I waited at the bus stop. I couldnt get
on the frst bus because it was full, so I started walking. Ali, a friend from work, saw me from his car and stopped.
Whats happened to your car? he asked.
It wouldnt start, I said.
Ill take you, Ali said.
Thanks. Thats very kind, I said.
Ali drove me to work and back every day that week. I wanted to pay him for petrol, but Ali refused to take my
money. You can drive me to work next week, he said.
Now Ali and I always travel together. We take turns to drive. It costs less and I enjoy travelling with a friend.
3 When do the animals come down to the river to drink?
T| wr||r 1|1n`| |rv| |5 w5r| bq bas
b:as | |1 ||s 5wn :r {w||:| | as1 |5 1r|v |5 w5r|1.
A|| |s || wr||r`s jr|n1 jr5m w5r|.
A|| 1|1n`| || || m5nq || wr||r 5jjr1 ||m |5 b 5||| n1 b:as |
||5a|| || w5a|1 b b||r |j || wr||r w5a|1 1r|v ||m |5 w5r| nx| w|.
2 Who is Ali?
3 Why didnt Ali take the money the writer offered him?
123
b Choose the correct answer from a, b, c or d:
4 How long did it take the writer to drive to work in his car?
a more than 30 minutes b 30 minutes exactly c 30 minutes or less d less than 30 minutes
5 How does the writer travel to work now?
a Ali takes him in his car. b He drives his own car and takes Ali.
c He goes by bus. d Sometimes Ali takes him and sometimes he takes Ali.
Second Term Practice Tests
338
G L O S S A R Y
G L O S S A R Y
Second Term Practice Tests
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124
b Complete the following to make meaningful sentences:
1 As a thank-you gift, Professor Jones gave Ayman a
2 When Ayman was bitten by the spider the rst time, his body
c Read this quotation and answer these questions:
But tonight, people throughout Egypt are not only praising Ayman; they are also celebrating.
1 Who said this and where?
2 Why are people praising Ayman?
D Writing
8 Write an e-mail to your friend Nur Ahmed saying why tourism is
important to your town. Your name is Hemmat Nazmy.
Translation
9 a Translate into Arabic:
Ice cream is frozen sweet food made of milk or cream and sugar. The Chinese were the rst people
to invent ice cream in the fourth century BC. It is surprising that the amounts of ice cream eaten in
cold European countries are more than those eaten in hot countries.
bTranslate into English:
<,. ..... <,. . ..-. .>. _. ..... :
...,: <.- . . _. ..,. .. _| _,L..
Answrs w||| vrq.
T| nwsr r5r| s|1 ||| Aqmn |1 sv1 |an1r1s 5j ||vs.
!m| |||n|s ||| || s|1rs |n || 1sr| s|5a|1 n5| b ||||1 b:as
||q 5n|q |ar| 5| w|n 5| 1|s|arb ||m.
:mr
m1 |5|s 5j n||vn5ms.
A r5r|r s|1 |||s |n ||v|s|5n/TV r5r|.
F5| r r|s|n Aqmn b:as ||q b||v Aqmn`s |n||||n: n1
brvrq sv1 mnq {||5asn1s 5j1 5| jr5m 1q|n.
PT6
PT6
7 The Reader (The Spiders)
a Answer the following questions:
1 What did the newspaper report say about Ayman?
2 Why does Lamia think that the spiders in the desert should not be killed?
,
.' _~' _ ,
( )
(
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343
344
g l o s s a r y
g l o s s a r y
Glossary
dialogue ..........................................................
dictation ..........................................................
disagreement ....................................
discourse ...........................................
discuss (v) ...........................................
dispute .................................................
disruption ...........................
distinguish (v) .....................................
dramatic .......................
drill (v) ..............
effective ..........................................................
effective techniques .....................
elaborate ..................................
elicit ...............
e-mail ....................................................
emphasising ..............................
enable .............
encourage ......................................................
engage in ..................................
enthusiasm ...................................................
event ..............................................................
exaggerate (v) .......................................
exchange ...............................................
existing ................................................
exploit (n) ..................................................
exploit (v) ......................................................
exposure ........................................
express (v) ..............................
expression (facial) ...................................
extend (v) .........................................................
extension (n) ..................................................
facilitate .........................................................
familiarise .........................................
fexible .............................................................
focus on (v) ................................................
follow up ..............................................
format ...........................................................
framework .................
free practice ....
free writing ...................................
frequently ...........................
fulfl .................................................................
function (n) ........
gaps ...............................................
gender ....................................
generate (v) ..............................................
genuine ................................................
gesture ...............................
gist ...................................
gradually ......................................................
guessing ........................................................
guidance ..............................................
guide (v) .................................................
habits ...............
hiccup .........................................
highlight ....................................
household vocabulary ..........
identify .....................................................
imaginary .............................................
imitate ....................................................
immerse ........................................................
impede .............................................
independent thinking .............................
indicate ........................................................
individual (adj) ............................................
individual (n) ................................................
information technology ..................
input (n) .......................................................
instructor ........................................................
integrate ..........................................................
intend ....................................................
interact ...........................................................
interlocutor .......................................
interpersonal ................................................
irregular ...............................................
irregular verb .................
joined-up handwriting
jumble ..........................................................
keep a check ...................
knowledge .................................
label (v) ............................................................
landmark ............................
leading questions ..............
learning strategies ......................
leisure ......................................................
lexical content ...............
literary .............................................................
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345
g l o s s a r y
g l o s s a r y
Glossary
main units ............................................
make up (v) ..........................................
manage .............................................................
manager ...........................................................
meaning ..........................................................
meaningful ..................................................
medium (adj) ..................................................
mental note .............................................
method ...........................................................
mix up..........................................................
model (n) ................
motivate (v) ....
objective ........................................................
occur .....................................................
odd one out .....
omit (v) ........................................................
ongoing .........................................................
ongoing assessment ..............................
open pairs ......
opportunity ....................................
orally .............................................................
organisational ...............................................
pace .....................................................
paraphrase (v) ..........................................
participate .....................................................
particular .........................................................
pause (v) ..........................................
peer correction .....
peers ...............................................................
performance ......
permanently ...................................
personal tutor .........................................
phonic pattern ........................................
phonics .................................
phrasal verb..
practice (n) ..................
praise (v) .......................................
predict .....................................................
preference .....................................................
pre-questions ...........
pre-reading ..........
present (v) ............................................
presentation (n) .........
private pair work = closed pairs ......
problem-solving ........
procedure ...............................
process (n) .....................
progress (v) .............................................
project (n) .....................................................
pronunciation ....................................
public pair work ...
purpose ...........................................................
put on display ................................................
puzzle (n) ...................................
questionnaire ..........................................
random ..................
realia ..................................................
realistic ...........................................................
realistic situation ............................
recap ....................................................
recite ..........................................................
recognise ....................................
recognition .............................................
reconstruct ....................................................
recycling ............
reduced reproductions .................
refer to ......................
regular verb
reinforce ................................................
relate to .......................................
reluctant ..........................................................
request (n) .......................................................
requirements ................................................
resource ..........................................................
respond .......................................................
response .......................................................
responsibility ................................................
retrieval ............................................
revision .........................................................
rewind (v) ....................
( -
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(
) ...
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346
g l o s s a r y
g l o s s a r y
Glossary
rhyme (n) ................................................
rhythm .....
riddle .................................................................
role-play (n) ............
rubric ........
safeguard ........................................................
scan ......................................
scanning ...............................
scientifc thinking .................................
scold ...............................................................
seek ................................................................
selectively ...................................
self-evaluation ......
self-expression ...................................
self-study skills ..........................
sequence (n) .........................................
sequence (v) ...................................................
situation .................................................
skill ...........
skim .....................................................
skimming ...............
snapshot ................................................
sound out (v) .....................
specifc .........................................
specifcations ............................................
speech bubble ..........
standards ...............................................
storage ..........................................................
stress (n) .......
strict .........
structural .........................................................
structural syllabus ........
structure ..............................................
student-centred ...
study skill ....................
substitute (n) ...................................................
substitute (v) ................................................
successful .......................................................
summarise .....................................................
summary ......................................................
support (v) ....................................
survey (n) .................................
swap (v) ..........................................
systematically ...............................
tackle (v) .........................................................
tactic ...................................................
talk positively .....................................
tapescript ...........................
target work ....................
task ......................................
teacher-centred ..................
teaching aids/materials ...........
technique ......................................................
text ................................................
topic ............................................................
trace (v)
transfer information (v) ........................
trigger (v) .........................................................
upcoming ........................
use (n) ........
useful .......................................................
utilise ................................................
variety ...........................................................
variety of ....................................................
vary .....................................................
verifcation .....................
vice versa ..........................................
visual aids .............
vowel ....................................................
warm-up (n) ....................
work out (v) ..........................
writing patterns .......................................
(
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