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Ministry o f Education
TO YOU
Grade
PEARSON
Longman
State of Kuwait
Ministry of Education
TO YOU
Grade 12
Teacher’s Guide
Liz Kilbey
E g yp tian In te rn a tio n a l Publishing C om pany - Longm an,
1 Oa Hussein Wassef Street,
Messaha Square,
Dokki,
Cairo,
Arab Republic o f Egypt
V
Jj
J
Module 1
Content ma
U nit Educational Objectives G ram m ar Functions Vocabulary Activities
1 The law Reading skills Present perfect D escribing a d o p tio n Use pictures as clues fo r a
• Read a paragraph a b o u t K uw aiti law sim ple and bench discussion
break in to (W B )
• Read an essay a b o u t m in o r litig a tio n c o n tin u o u s Discussing the law b rie f
• Read an a rticle a b o u t c o m p u te r crim es (W B ) case M a tc h w ords w ith th e ir
• Read an essay a b o u t the disadvantages o f C om pa rative and Expressing o p in io n civil m eanings
claim
co m p u te rs (W B ) co ntrastive
clog up
co nn ecto rs C o m p a rin g and code o f law Answ er questions
Listening skills c o n tra s tin g ideas c o n s u lta tio n
Present perfect and co nte nd Answ er m u ltip le choice
• Listen to a lecture a b o u t law -m a king
defence
present perfect M a k in g co nclusions define questions
Speaking skills
c o n tin u o u s (W B ) enforce
• Discuss pictures fake (W B )
Agreeing and disagreeing J u s tify T ru e o r False
• Discuss the law govern
grievance statem ents
• Give o p in io n s a b o u t laws
Expressing in te n tio n
• T alk a b o u t legal disputes gu ilty
h an dcu ffs D istinguish between
W ritin g skills im pose
Expressing o b lig a tio n present perfect sim ple
in fa v o u r o f
• W rite an essay in n o c e n t and present perfect
• W rite an essay to express o p in io n (W B ) Presenting argum ents intend c o n tin u o u s
invisible (W B )
ju d ic ia ry
Expressing absence o f ury W rite sentences
Cognitive goals
o b lig a tio n ,egal . c o n tra s tin g in fo rm a tio n
• Develop predictive skills
litig a tio n in a list
• Develop lin g u istic skills note
• Develop the a b ility to discern true fro m false Expressing o p in io n (W B ) p enalty
persuasion D iffe re n tia te d iffe re n t
• Develop sem antic skills
• Develop d e fin itio n skills S ta tin g w h a t people have Pe.tty. . m eanings o f the same
p rin c ip le
• Develop the skills o f co m p a riso n and c o n tra s t done (W B ) w o rd
p ro p e rty
prosecute
Affective goals G iving advice (W B ) prove Use a d ic tio n a ry / glossary
• Raise awareness o f the legal system regardless to check the d iffe re n t
• Develop interactive skills residential area
Expressing o p in io n (W B ) ro w m eanings o f w o rd s
• Develop a p p re cia tio n o f law speed lim it
• Develop the a b ility to fo rm w e ll-ro u n d e d spring Change nouns to th e ir
o p in io n s sue
s u p p o rte r adjectival fo rm
te c h n o - c rim in a l (W B )
to le ra n t M atch paragraphs in an
u ltim a te ly essay wit h l heir proper
violent e
w e ll.it e I ii-.M ling*.
w u rthi* • ( W lf
C o n t e n t m a
U nit Educational Objectives G ram m ar Functions Vocabulary Activities
2 M ig ratio n R eading skills Past perfect sim ple P redicting a ffo rd Use pictures as clues fo r a
• Read an a rticle a b o u t m ig ra tio n (after, before, by the a nim a te d discussion
• Read an a rticle a b o u t a nim al m ig ra tio n (W B ) time) G iving reasons a rd uo us
• Read a sto ry (W B ) boom
M a tch w ords to th e ir
Past sim ple and past Expressing o p in io n decim ate
L iste n in g skills d e fin itio n s
perfect (W B ) d e te rio ra te
• Listen to a ta lk on e m ig ra tio n
Discussing advantages and disg ru n tled
S p ea king skills disadvantages displace M a tch paragraphs and
• Discuss reasons fo r m ig ra tio n em igrate headings
• T alk a b o u t advantages and disadvantages o f D escribing past events engage in
m ig ra tio n fa m in e C om ple te a ta ble
• T alk a b o u t past events R em em bering a past event foreign
• T alk a b o u t im p o rta n t events in yo u r life hard-pressed
G iving reasons (W B ) high-tech Choose the co rre ct verb
W r itin g skills
instead (W B ) fo rm
• W rite an e-m ail a b o u t an life-changing event
• W rite a su m m ary a b o u t a nim al m ig ra tio n Expressing o p in io n (W B ) m a jo r
(W B ) mass C om ple te a gap fill
• W rite a d escrip tio n o f a sequence o f D escribing past events m eticu lo u s exercise
events(W B) (W B ) m ig ra n t
m in o r
C o g n itiv e g oals Explain s itu a tio n s
necessitate
• Develop guessing skills nervously
• Develop lin g u istic skills o b lite ra te C om ple te sentences
• Develop sem antic skills p e rio d ic (W B ) w ith a w o rd and an
• Develop the a b ility to re p o rt p erturb ed a p p ro p ria te prefix / suffix
• Develop the a b ility to reason p le nty o f (W B )
A ffe c tiv e g oa ls ren t
C om ple te sentences using
• Raise awareness o f m ig ra tio n issues reside
w o rd fa m ilies
• Develop interactive skills resort
• Develop the a b ility to fo rm w e ll-ro u n d e d r ift
o p in io n s seek P ro n u n c ia tio n : Id e n tify
• Develop p u b lic speaking skills strenuous stressed w ords
sw a llo w (W B )
take a breather
Fill in a ta ble
u n fo rtu n a te ly
C om ple te a m in i d ialogue
Module 2
Content ma
U n it Educational Objectives G ra m m a r Functions Vocabulary Activities
4 T h e Earth Reading skills Subordinate clauses Describing environmental arid Use pictures as cues for a
a t risk • Read an article about the spread o f the o f purpose and problems atmosphere discussion
desert result (in order to, at the expense
because, to + infinitive, o f (W B) Match words with their
• Read an e-mail about water shortages Expressing opinion
so that, to be the cause climate definitions
• Read an article about South American curtail
rainforests (W B) of, with the result that,
Giving explanations desertification
• Read an outline o f a speech about the to lead to) Choose correct sentence
devastating
preservation o f natural resources (W B) (W B) endings
Describing a problem and
Prefixes equator
Speaking skills its effects Justify True or False
erode
• Talk about environmental problems Subordinate clauses flooding statements
• Discuss the causes and effects o f ofpurpose and Expressing preference forecasting
environmental problems result (in order to, frigid Identify words that
• Talk about climate because, to + infinitive, Describing photographs graze introduce explanations
harsh
• Describe photographs so that, to be the cause
humid Write questions with Why
of, with the result that, Comparing and
W ritin g skills hurdle
to lead to) (W B) contrasting photographs implement
• Write a reply to an e-mail Answer questions using
increasingly
• Write a summary about South American explanation words
Making suggestions (W B) intrinsic
rainforests (W B) Relative pronouns
kill o ff
• Write a speech about the preservation o f (W B ) logger (W B) Identify words which link
Giving reasons (W B)
natural resources (W B) misbehave an action with a result
Persuading (W B) overcultivate
Cognitive goals Prefixes (W B )
paucity Complete sentences with
• Develop guessing skills permanently one’s own ideas
• Develop linguistic skills planting
• Develop semantic skills precipitate Discuss environmental
• Develop ability to link cause and effect preservation
problems
• Develop the ability to reason prevailing
prevail over
• Develop knowledge and understanding o f Complete a gap fill
productive
graphic organisers proportion exercise
• Develop taxonomic skills reclaim
scarcity Match prefixes with their
Affective goals soil meanings
• Raise awareness o f environmental problems spearhead
• Develop interactive skills treacherous Pronunciation: Rhythm(1)
• Develop the ability to form well-rounded unproductive
opinions unwarranted Describe photographs
vital (W B)
• Develop public speaking skills
wash away
Take notes
a _________ wildfire
Module 3
Content ma
U n it Educational Objectives G ra m m a r Functions Vocabulary Activities
7 Long Reading skills Direct and reported Making suggestions admiration Use pictures as cues for a
Lives • Read a short text about staying active questions / a ffe c tio n discussion
• Read a magazine article statements Giving reasons ailment
• Read an article about the importance o f sleep bestow Complete a table
(W B) Phrasal verbs with Discussing and comparing blizzard
• Read paragraphs extracted from three articles make and do cardiovascular
Choose the correct ending
centenarian
(W B ) Reporting questions and
chronic (W B)
Direct and reported statements Use a dictionary /
Listening skills commentary
speech (W B) glossary to find out the
• Listen to a journalist talking about old people conceal
Giving opinion cycle meanings o f words
she has met
Phrasal verbs with deprived o f
Speaking skills make and do (WB) Agreeing / disagreeing (WB) Complete a gap fill
• Discuss how to live a long life deserve exercise
• Talk about ways o f showing gratitude and both ...a n d ( WB) Giving advice dispute
respect to the elderly do away with Report questions /
• Talk about how to show respect to the elderly Expressing gratitude do up statements
• Discuss writing techniques do without
Expressing obligation / drowsy (W B)
W ritin g skills Fill in the blanks with the
due
• Write an article duty correct verb tense
elderly
• Write an outline for an article and complete it excuse
(W B) Giving opinion (W B) expectation Distinguish between make
fatal and do
Cognitive goals Reporting questions and frequently
• Develop linguistic skills statements (W B) genetic make Match phrasal verbs with
• Develop semantic skills up (W B) their meanings
• Develop taxonomic skills Making suggestions (WB) geriatric
• Develop the ability to reason honour Choose a title for an
• Develop the ability to give advice in spite o f article
integral
Affective goals
life expectancy
• Raise awareness o f how to treat the elderly Match paragraphs o f an
make up
• Develop interactive skills article with the proper
make up for
• Develop the ability to form well-rounded onerous heading
opinions restful (W B)
reverence
shallow (WB)
Module 3
Content ma
U n it Educational Objectives G ra m m a r Functions Vocabulary Activities
8 Tow n and Reading skills Inverted sentences G iving reasons advantageous Use pictures as cues fo r a
country • Read a te xt a b o u t the end o f village life a lm o n d discussion
• Read an e-m ail Inverted sentences G iving o p in io n a stounded
b u m p in to Predict w h a t th e a rticle is
• Read an e-m ail giving re co m m e n d a tio n s (W B )
c o n te n tm e n t about
• Read an a rticle a b o u t Silk C ity (W B ) S ta tin g advantages and (W B )
• Read d escrip tio ns o f places to live (W B ) Relative p ro no un s disadvantages crow n jew el (W B ) C om p le te a T -b a r
Listening skills (W B ) d e m a rca tio n
Presenting ideas (W B ) Use a d ic tio n a ry / glossary
• Listen to a conve rsa tion between tw o friends densely
C o m p a ra tive and to check the m eanings o f
Speaking skills d e p o p u la tio n
co ntrastive C o m p a rin g and deserted w ords
• T alk a b o u t w hy people move to the city co n n e cto rs (W B ) c o n tra s tin g d isturba nce
• T alk a b o u t city life Fill in the blanks w ith the
em barrassed
• T alk a b o u t advantages and disadvantages o f e xp o rt p ro p e r w ord
C o m p a rin g and e xplaining
living in the city choices fa r and w ide
g la m o u r Discuss questions
• C hoose su itab le places to live
h ub
W ritin g skills G iving reasons (W B ) Rearrange sentences so
g ra du ated
• W rite an e-m ail giving re co m m e n d a tio n s hustle and bustle th a t they are inverted
C o m p a rin g and in fra s tru c tu re
• W rite a su m m a ry o f the differences between
c o n tra s tin g (W B ) leafy Id e n tify the value o f
Silk C ity and o th e r m odern cities (W B )
• W rite an a dve rtise m e nt d escribing a place to make it y o u r ow n in v e rtin g sentences
Expressing o p in io n (W B ) m e tro p o lis
live (W B ) Create inverted sentences
narrate
Cognitive goals M a k in g p re d ic tio n s (W B ) odds and ends
o ve rcro w d in g M a tc h w o rd s w ith th e ir
• D evelop p redictive skills
p a la tia l d e fin itio n s
• D evelop lin g u istic skills p icturesque
• D evelop sem antic skills p lu c k up the C o m p le te sentences w ith
• D evelop the a b ility to reason courage the p ro p e r id io m
• D evelop ta x o n o m ic skills p u b lic services
• D evelop co m p a ra tive and c o n tra s tin g skills residents’ p arkin g C om p le te sentences using
reverse w o rd fam ilies
Affective goals rural
• Raise awareness o f rural d e p o p u la tio n skyline (W B ) P ro n u n c ia tio n : In to n a tio n
• D evelop interactive skills so c io e c o n o m ic
p a tte rn s (1)
tra n q u il
• D evelop the a b ility to fo rm w e ll-ro u n d e d u n e m p lo y m e n t
o p in io n s C o m p le te a ta b le a b o u t
va can t
• D evelop self-confidence ve rtica l village p e o ple ’ s d iffe re n t needs
(W B )
C om pa re and c o n tra s t
vice versa
places in p h o to g ra p h s
Module 3
Content ma
Unit Educational Objectives Grammar Functions Vocabulary Activities
9 New ways Reading skills Causative verbs D escribing a p p o in t Lise p ictu re s as clues fo r a
and old • Read a b io gra ph y (present / past / b elow par discussion
• Read an a rticle a b o u t Bayt Lothan (W B ) fu tu re ) T a lkin g a b o u t change b ill
• Read a b o o k review (W B ) b io g ra p h y M ake a list o f past and
Suffixes G iving examples call the shots present leisure activities
Listening skills c o m p e te n t
• Listen to three conversations a b o u t d iffe re n t c o n te m p o ra ry
Causative verbs C o m p a rin g Id e n tify w h a t a speaker is
ways o f d o in g things (W B )
(W B ) ta lk in g a b o u t
Speaking skills Discussing skills and cookery
• Discuss tra d itio n a l and m odern pastim es craftsm a n C o m p le te a m u ltip le
Used to (W B ) processes
• Talk a b o u t skills and processes (W B ) choice exercise
• Describe things you can have done c u s to m a rily
C o m p a rin g the past and
cu stom -m a de
• Talk a b o u t biographies present Justify True o r False
degree
sta te m e nts
W riting skills d o c to ra te
• W rite a b io gra ph y Explaining differences
fix
C om pa re sentences
• W rite a su m m ary a b o u t the changes in Bayt im m o b ile
Lothan (W B ) G iving b io g ra p h ica l in parallel (W B )
in fo rm a tio n W rite fo llo w -u p sentences
• W rite a b o o k review (W B ) m ail o rd e r
m ass-produced using causative verbs
Cognitive goals Planning m aste r’s degree
• Develop ling uistic skills A dd the a p p ro p ria te suffix
m in iste r
• Develop sem antic skills M a k in g inferences (W B ) neck and neck
• Develop the a b ility to reason p a rlia m e n t U nderline sports idio m s
• Develop co m p arative and predictive skills Expressing o p in io n (W B ) p la tfo rm (W B ) and m atch them w ith th e ir
Affective goals p o rtfo lio m eanings
• Raise awareness o f tra d itio n a l ways o f d o in g C o m p a rin g the past and p o tte ry (W B )
things present (W B ) p ro m o te (W B ) Id e n tify parts o f a
• Develop interactive skills p u t to b io g ra p h y
• Develop the a b ility to fo rm w e ll-ro u n d e d resign
o p in io n s seamlessly Focus on
(W B ) Reading: Games o f the
snooker past
socialise (W B ) Grammar: A p p o s itio n s
substandard
toe the line
Project: Design and
ung en tlem an ly
produce a poster
unique
ontent ma
U n it Educational Objectives G ra m m a r Functions Vocabulary Activities
1 0 Pushing Reading skills Past perfect simple Describing qualities afflicted Use photos as clues for a
the lim its Read a report about a Kuwaiti climber and continuous alight discussion
Read a scenario Stating difficulties and arson
Read an advert Past perfect simple problems ascend Record ideas in a word
Read an article about Steve Fossett (W B) and continuous assist map
Read an interview with an extreme sports (W B) Giving personal opinion attempt
enthusiast (W B) austere
Justify True or False
binoculars
.istening skills Such ... t h a t / s o ... that Discussing preparations statements
clamber (W B)
(W B)
Listen to quiz questions come across
Giving reasons come away with Suggest explanations
Speaking skills
come down
Talk about qualities needed for surviving in the Comparing lists come over Identify referents
Himalayas come round
Discuss climbing expeditions Being persuasive come up Write sentences using
Make difficult choices cope with verbs in the past perfect
Explaining a choice crave simple or the past perfect
W ritin g skills
dizzying continuous
• W rite a response to an advert for a place on
Agreeing and disagreeing elite
an expedition engulf
• Write a summary o f a timeline (W B) Match phrasal verbs with
entail
• Write an interview about the dangers o f Discussing pros and cons their correct meanings
exhaustion
extreme sports (W B) (W B) exhilarated
extreme Complete sentences with
Cognitive goals
Expressing opinion (W B) fatigued adjectives beginning with a
• Develop guessing / persuasion skills
feat
• Develop linguistic skills Making suggestions (W B) frost-bite Pronunciation: Intonation
• Develop semantic skills gruelling patterns (2)
• Develop ability to relate personal experience Persuading (W B) highlight
with a reading text manned (W B) Answer quiz questions
• Develop the ability to reason Giving advice (W B) mountaineer
• Develop knowledge and understanding o f perilous
Make a list o f items
graphic organisers reconstruction
needed on a journey
• Develop taxonomic skills scale
set a record (W B)
Affective goals strong-willed
• Raise awareness o f mountain climbing skills submerged (W B)
• Develop interactive skills summit
• Develop the ability to form well-rounded traverse
opinions unconscious
visible
Module 4
U n it Educational Objectives G ram m ar Functions Vocabulary Activities
11 The final Reading skills The passive w ith Id e n tify in g in fo rm a tio n a b h o rre n t Predict w h a t the to p ic o f
fro n tie r • Read a fa ctfile m od al verbs a b n o rm a l the u n it w ill be
G iving o p in io n a le rt
• Read a paragraph a b o u t M ars
a p p ro x im a te ly
• Read an a rticle a b o u t Space and the M uslim Either / or and neither M a tch w ords w ith th e ir
(W B )
w o rld / nor G iving examples a s tro n o m ic a l m eanings
• Read a re p o rt a b o u t space age te ch n o lo g y a w e -in spirin g
• Read an a rticle a b o u t the M o rn in g S tar (W B ) The passive w ith Justifying co n c e p t M a tc h o p in io n s w ith the
• Read notes a b o u t life in space (W B ) m od al verbs (W B ) conducive rig h t speaker
d ata
G iving examples
Listening skills d e trim e n t
M ixed tenses (W B ) d isp atch (W B ) Change passive sentences
• Listen to interview s a b o u t the pros and cons
Expressing o p in io n dual in to active and vice versa
o f space travel
d u rab le
Speaking skills G iving in fo rm a tio n econ om ical C om ple te sentences using
• T alk a b o u t the In te rn a tio n a l Space S ta tio n em ission either/ or and neither/ nor
excep tion ally
• Discuss space travel Expressing a pproval /
execute
• T alk a b o u t choices disapproval fro n tie r T urn m u ltip le sentences
• T alk a b o u t recent te ch n o lo g ica l advancem ents GPS in to single sentences using
Ju stifying answers (W B ) h a b ita tio n either/ or o r n e ith e r/n o r
W ritin g skills in tre p id
• W rite a paragraph describing Earth m ission
S u p p o rtin g o p in io n (W B ) Fill in the blanks w ith the
• W rite a re p o rt on space te ch n o lo g y m o n ito r
• W rite an a rg um en ta tive essay a b o u t space n atu ra l satellite p ro p e r w ord
(W B ) obscure (W B )
on boa rd Answ er questions a b o u t a
• W rite notes in fu ll sentences
o p p o rtu n ity re p o rt
Cognitive goals o rb it
perceivable
• Develop predictive skills
(W B )
• Develop lin g u istic skills revere
• Develop the a b ility to reason revo lu tio nise
• Develop ta x o n o m ic skills revolve a ro un d
rou g h ly
Affective goals scrutinise (W B )
• Raise awareness o f space te ch n o lo g y sentient
• Develop interactive skills solar system
• Develop the a b ility to fo rm w e ll-ro u n d e d sp ecifically
o p in io n s s p in -o ff
superb
take fo r granted
j£ .
conxent ma
U n it Educational Objectives G ram m ar Functions Vocabulary Activities
12 Geniuses Reading skills Relative clauses D escribing ta le n t a b s tra c t Use p h o to s as clues fo r a
Read an a rticle a b o u t ta len ted child re n accolade discussion
Read a le tte r o f a p p lic a tio n fo r an im a gin ary Verbs ending in -ing S ta tin g advantages and accusation
acquire (W B ) M a tc h w ords w ith th e ir
award disadvantages
agonise m eanings
Read an a rticle a b o u t K u w aiti inventors (W B ) C om pa riso n o f scale: aligned
... a s ... as Expressing p o s s ib ility / a rb itra rily Choose the best heading
Speaking skills
guessing a ttire (W B ) fo r each section o f an
Talk a b o u t p e o ple ’s special ta le n ts
Prepositions (W B ) audience a rtic le
Discuss the advantages and disadvantages o f b la d d e r
being a ch ild p ro d ig y G iving e xplanations C o m p le te a table
BSc
Verbs e nding in -ing Answ er questions a b o u t
Solve riddles d e p u ty (W B )
(W B ) Justifying d ig it child prodigies
W ritin g skills
W rite a letter a b o u t a genius you kn o w electrochem ical
G iving re co m m e n d a tio n s (W B ) Rewrite sentences using
W rite a su m m ary o f the a rticle a b o u t K uw aiti e te rn ity - ing fo rm o f verbs
inventors (W B ) extravagantly
W rite a personal sta te m e n t fo r a university Expressing praise W rite sentences using ... as
fo ru m (W B )
(W B ) genetics ... a s ...
M a k in g wishes (W B ) genius Fill in the blanks w ith
Cognitive goals g ifte d
the p ro p e r noun o r
Develop guessing skills Expressing surprise (W B ) h ig h-livin g
jocke y adjective
Develop lin g u istic skills
Develop sem antic skills m e d a llist (W B ) Use nouns w ith prefixes in
Expressing a p o lo g y (W B ) m o le c u la r
Develop persuasion skills m eaningful sentences
MSc
Develop the a b ility to reason M a k in g suggestions (W B ) n o m in a tio n C om ple te a text w ith the
Develop ta x o n o m ic skills non-invasive p ro p e r p re p o s itio n
Expressing fu tu re hopes o u ts ta n d in g
Affective goals
PhD P ro n u n c ia tio n : In to n a tio n
Raise awareness o f ch ild prodigies and plans (W B )
precocious patterns (3 )
Develop interactive skills p ro d ig y
D evelop the a b ility to fo rm w e ll-ro u n d e d G iving reasons (W B ) ra n d o m ly Answ er riddles
o p in io n s re a cto r (W B ) Focus on
recipie nt
Develop im a g in a tio n skills Reading: M ah a Al-
rep ud iate
researcher G h un aim
season G ram m ar: Suffixes
sewage (W B )
sp on sor (W B ) Project: A b a llo o n debate
ta le n t
to u r
unprecedented
(W B )
M o d u le 1 World issues
^ _
6 v c <
jicudent’s Book page 11 Introduce the u n it titles and invite the students
to explain th e ir ideas a b o u t the meanings o f the
Dpener (5 -1 0 minutes) titles.
eJI the students th a t this page shows them w h a t they Put the students in pairs and give them tw o
nil be d oing in the firs t m odule. Ask them to read the m inutes to note down as many o the r 'W o rld
de (W orld Issues) and loo k a t the pictures. issues’ as possible. Invite suggestions and w rite
the correct ones on the board.
Unit 2: Migration
Why do people move abroad?
U
/ « h The law
H°w does the |avvivor|t?
Focus on:
Foreign Diplomatic Institute
and values'
Project 1 :
Producing a set o f
recommendations
11
MODULE 1: World issues
Lessons 1 and 2
^ (1 0-1 5 mins)
O bjectives Read o u t the instru ction and i f possible distri
Skills: A t the end o f this pair o f lessons, students dictionaries. If dictionaries are unavailable,
should be able to: students can refer to the glossary at the back
Reading • read a paragraph a bo ut Kuw aiti law the Student's Book. Ask the class to match t f
Listening • listen to a lecture a bo ut law -m aking firs t w ord (enforce) w ith its meaning (9 ), ther
Speaking • discuss pictures allo w tim e fo r them to com plete the task in p
• discuss the law Go round and o ffe r help where necessary.
• give opinions a bo ut laws Listen
Topic • A tolerant society
Functions • describe (15 mins)
• discuss the law Read o u t the instru ction s and p u t the studen
• express opinion in pairs. EITHER ask the students to discuss
Vocabulary a d o ptio n (N ), civil (A d j), code o f law (N ), all fo u r questions OR divide the class into foi
consultation (N ), define (V), enforce (V), groups, a -d , and ask the pairs to discuss the
govern (V), guilty (A d j), impose (V), corresponding question. Ask them to note di
innocent (A d j), ju d ic ia ry (N ), ju ry (N ), th e ir ideas, especially i f they are discussing al
legal (A dj), penalty (N ), persuasion (N ), questions.
principle (N ), property (N ),
prove (V), to le ra n t (A dj),
violence (N ), welfare (N )
(1 0 mins)
On the board, w rite The law Put students in
pairs and ask them to look at the pictures,
then give them tw o m inutes to list as many
relevant w ords as possible. Then ask fo r
ideas and w rite correct w ords on the board.
W hich pair had the longest list o f correct
words?
Some suggestions:
c o u rt(ro o m ); judge; ju ry ; barrister; lawyer; a W hat happens in this place?
b W hat do you think the scales represent?
witness; defendant; defence; prosecution C W hat do you know about Ham m urabi’s code? How is it related to these pictures?
You are going to hear a ta lk a b o u t the law. Before you listen, m atch these w ords from
3, b and C Put the students in pairs o r small talk w ith th e ir meanings.
groups to discuss the questions. W hile 3 enforce (V) ....... 1 not responsible for a crime
b govern (V) ....... 2 something valuable which belongs to someone
they are ta lkin g, go round and listen. O ffe r C guilty ........ 3 group o f people in court who decide whether someone
is guilty
p ro m p ts i f necessary. d innocent ....... 4 rule / belief
e jury 5 control
Invite tw o o r three students to share
f legal 6 responsible for a crime
th e ir ideas w ith the rest o f the class g principle ....... 7 show that something is true
h property ....... 8 relating to the law
and encourage com m ents and fu rth e r i prove (V) 9 put into practice / carry out
listen
discussion.
K You are going to listen to a lecture ab o u t law -m aking. Before you listen, try to answei
Note: They w ill hear more in fo rm a tio n in questions. Discuss your answers w ith a partner.
exercise 3. a Can you th in k o f an action that everyone in every country thinks is wrong?
b How long ago do you think the first code o f law was made?
C W ho makes the laws in most societies?
d You are going to hear about three different types o f law, including crim inal law and ci'
W hat is the third type o f law the speaker mentions?
i i i Listen to the lecture and check the answers to the questions in exercise 3.
12)
The law
O bjectives
> Usten again and choose the correct answers to these questions
• How does the speaker d e fin e 'la w ’? Skills A t the end o f this lesson,
1 a special code students should be able
2 rules which control society
3 individual rules to:
4 the rules o f an organisation
Reading • read an a rticle a b o u t
b W ho makes sure people obey codes o f law?
1 governments c o m p u te r crimes
2 police and judges I • • •4
3 members o f the public petals to rem e m b er Topic • N ew crimes
4 juries adoption, civil,
c Which type o f law deals with murder and theft? code o f law, consultation,
Functions • express o p in io n
1 criminal law define, enforce, govern,
2 family law guilty, impose, innocent,
judiciary, jury, legal, Vocabulary break in to (PhV),
3 civil law
penalty, persuasion,
4 property law principle, property, prove,
fake (A d j), invisible (A d j),
-re the fo llo w in g statem ents True (T ) o r False (F)? Justify y our tolerant, violence, welfare te c h n o -c rim in a l (N ),
w orth le ss (A d j)
I Some actions have always been considered crimes. □
b n most legal systems, a person is presumed guilty until proven innocent. □
C Hamm urabi's code o f law consisted o f 272 laws.
-ead the text and discuss the questions below in pairs o r groups.
A tolerant society
Just like in the rest o f the world, Kuwaiti laws are made to protect the individual rights
o f the people living there. Kuwait has a well-structured and clearly-defined ju diciary,
composed o f summary, m ilitary and religious courts, amongst others. The Emir, in
consultation with the Justice M inistry, appoints judges in the regular courts. The law
is drawn from the teachings o f the Holy Q ur'an and protects the rights o f all people
o f all religious persuasions, ensuring a safe, just and tolerant society.
a W hat is the main purpose o f sending people to prison: to punish them, or to protect
society?
b How do Islamic values influence the system o f laws in Kuwait?
Q 7
pn.» .i,n y,rr *
O bjectives t (1 0 mins)
Ask students to loo k a t the lists and d ire ct th e ir
Skills: A t the end o f this pair o f lessons, students
a tte n tio n to the com parative w ords and phrases
should be able to:
Ask a student to read o u t the example sentences
Gram m ar . use present perfect simple and continuous
and e licit a few more examples fro m the class.
. use com parative and contrastive connectors
Students then w o rk ind ivid ua lly w ritin g th e ir ow
Topic • Law making
com parative and co ntrastin g sentences.
Functions . com pare and co ntrast ideas
Go round the class o ffe rin g help where necessar
Vocabulary bench (N ), b rie f (N and A d j), case (N ),
defence (N ), handcuffs (N ), note (N and V), If there is tim e, ask a few students to read th e ir
prosecute (V), row (N and V), spring (N and V) sentences to the class.
^ (5 -1 0 mins)
Explain to students th a t the present perfect can be
used to link the past and the present.
Read o u t the question and ask the students to discuss
the pairs o f sentences w ith a partner. Invite suggestions
from the students (in each case, the second sentence
suggests a continuous activity that may not be finished,
whereas the first one tells us about a recent
activity that is finished but is related to the
present).
(1 0 mins)
Read the task to the class and the firs t
(grammar
question and answer. Go round the class • P re s e n t p e r fe c t s im p le and c o n tin u o u s
G ram m ar reference page 122
and ask a few students to provide sentences
using the present perfect. Then ask students W h a t is the difference in m eaning between the underlined verbs in these pairs o f sentenc
a Mishari has studied law and history this year,
to w rite tw o o f th e ir own sentences fo r each Mishari has been studying law and history fo r fo u r years,
question. Go round and o ffe r help where b Lamia has written tw o essays this morning.
Lamia has been w riting an essay all morning.
necessary. I f there is tim e, ask students to C The police have interviewed tw o people so far today.
The police have been interviewing people all week.
read a few o f th e ir answers to the class.
W rite tw o diffe re n t answers to each o f these questions.
• Comparative and contrastive connectors a W hat have you done so fa r this week?
I’ve played tennis three times. / I’v e ------ -------------------- ---------------------------------------- ...........
(5 -1 0 mins) b Whac are some o f the things you’ve been doing fo r a length o f time?
I've been playing the piano. / I’ve been..................... ------ ----------------------- -------------------------
Read o u t the question and sentence a. c H ow long have you been doing these things?
Ask students to ide ntify the relevant w ord I’ve been playing the piano since I was 13 / fo r 3 years. / I’ve been........................................
o r phrase ( Instead o f... like his ...). A llo w • C o m p a ra tiv e and c o n tr a s tiv e c o n n e c to rs G ram m ar reference page 122
to discuss sentences 3a-c. Go round and W h a t is being com pared o r contrasted in each o f the sentences in exercise 3 above?
o ffe r help where needed. In sentence 3a the w riter is comparing the career choice o f a son compared with that o f his
father.
W rite sentences contrasting o r com paring the in fo rm a tio n in these lists. Use the w ords
phrases:
on the other hand, instead of, in comparison, but, whereas
P o lic e m e n L a w y e rs
a arrest crim inals prosecute criminals
Policemen arrest criminals, whereas lawyers prosecute criminals.
Instead of prosecuting criminals, like lawyers, policemen arrest criminals.
b carry handcuffs carry briefcases
C have to be very f it have to be very intelligent
d are paid by che governmenc are paid by cheir clients
36
J
Unit 1 The law
tudent s BouK
c (1 5-20 mins) Ask the students to complete the
sentences with the correctform of the words in
brackets. Encourage them to use dictionaries if
necessary. Put them in pairs to compare answers.
Unit 1 The law
Lesson 6
Vocabulary
Workbook pages 6 -7 , Language practice
W ords witt m o re than one m eaning
M atch th e defin itio n s below to the w o rds in a-e. Then, read the tw o example sentences fo r Workbook answer key page - see 1 <40
each w o rd . W hich one uses the w ord according to the definition?
a jud ge
1 The judge handed down a fair sentence.
2 You shouldn't judge a book by its cover,
b sentence
O bjectives
1 The ten-year sentence was described as fair.
2 She w rote a complex sentence. Skills A t the end o f this lesson,
C defence students should be able
1 The defence asked fo r more tim e to prepare their arguments.
2 The army provided the country’s defence.
to:
d case
Gram m ar • use present perfect
1 The prosecution presented their case to the jury.
2 I packed my belongings into a case, and present perfect
e brief
continuous
1 It was a b rie f holiday.
2 The b rie f set ou t their points and arguments. Functions • state what people have
Definitions
> the action by which something resists attack
done
I the punishment imposed on a crim inal by a court • give advice
> a container in which clothes and other belongings may be stored
> a defendant’s representative in a legal dispute
I a legal dispute to be settled in a co u rt o f law
, cv 1/ S7TO u / VAC v
> to form an opinion abo ut something w .
erds to remember 1
> o f short duration bench, brief, case, defence,
> a public official appointed to preside over legal disputes . handcuffs, note, prosecute, n } T It
> a group o f words, norm ally containing a subject and ro w , s p rr n g
C C om plete these sentences w ith adjectives related to the nouns in brackets. You m ay need
to use a dictionary.
a M any people believe th a t the worst crimes are murder and o th e r_______ ______ acts.
(violence)
b There would be a ........................... situation in society ifthere were n o ............................ system.
(chaos / law)
C He le ft co u rt a free man because he had proved th a t he w a s.............................
The ju ry said he was n o t ....................... . ( innocence / guilt)
( 1S
Lessons 7 and 8
Think and S p e a k
O bjectives
Skills: A t the end o f this pair o f lessons, students (15-20 mins)
should be able to:
Put students in pairs or small groups. EITHER
Reading .read an essay about minor litigation
divide the class into three (a, b and c) and ask the
Speaking .ta lk about legal disputes
students to discuss the corresponding question
W ritin g .write an essay
OR ask the students to discuss all questions.
Topic • Legal disputes
Go round and listen, offering prompts where
Functions . make conclusions
necessary. Join in the discussions if you want to.
.agree and disagree
Finally, invite different students to report back to
.express intention
the class. Encourage comments and questions.
. express obligation
. present arguments
. express opinion
. express absence o f obligation
Vocabulary claim (V), clog up (PhV), contend (V),
grievance (N ), in favour o f (Exp), intend (V),
litigation (N ), petty (Adj), regardless (Adv),
residential area (N ), speed limit (N ), sue (V),
supporter (N ), ultimately (Adv)
^ (1 5 -2 0 mins)
Reading Legal disputes
Read out the instructions and questions
with the class. Tell them they should £ Read the fo llo w in g essay and discuss these questions.
ask them to read the essay individually. The am ount o f litigation brought against everyday people has increased dram atically in
recent years. A key example is the case o f a man in Yorkshire who is suing his neighbour
Then, ask them to discuss the questions after falling on his pathway. He contends th a t his neighbour was responsible for
in pairs. Go around and offer help and m aintaining the path. The neighbour claims th a t the man w ould have fallen regardless,
s They are now locked in a b itter court case th a t looks set to drag-on for m onths and
encouragement where necessary. Bring cost both men substantial amounts o f m oney.-----------
the class together and elicit responses
The main argument against such cases is th a t they are a reflection o f an emerging
from some o f the pairs. Encourage other ‘culture o f blame.’ People search for someone to blame fo r accidents that, in the past,
they would have sim ply taken responsibility fo r themselves. Indeed, ordinary people
students to join in the discussion. io suing each other has become so com monplace that countless firms o f lawyers have
sprung up specifically to deal with these cases. These petty grievances clog up the
(5 -1 0 mins) courts and prevent prosecutions against ‘ real’ c rim inals.-----------
Explain to the students that they are going However, supporters o f litigation argue that the increase in court cases actually shows
our courts are working. As M ark Shields, spokesperson fo ra pro-litigation group,
to match each paragraph with its heading. is states, The increase in legal cases reflects a growing desire in society to protect
everyone from the effects o f crim inal neglect.’ For them, the opp ortunity for people to
Ask them to read the essay and answer
hold others accountable fo r their own everyday grievances is a key feature o f any good
individually. society.-----------
Ultimately, I believe we must take care to ensure that m inor issues, which could
20 norm ally be resolved w ith o u t the assistance o f the courts, do not prevent ou r legal
system from operating efficiently. For everyday grievances, the courts should be the very
last resort, rather than the first po rt o f c a ll.-----------
c a
Read the essay again. M atch each paragraph w ith one o f these headings.
j D
V .
The laui
Writing C h € C k (1 0 mins)
4 Lesson 9
Workbook pages 8 -9 , Writing
Wrillni O bjectives
The car in the pho tograph has been stopped fo r driving to o fast in a
Skills A t the end o f this lesson,
residential area. Discuss these questions w ith a partner, students should be able
a Should there be speed lim its in areas like this? W hy o r why not? to:
b W hat should happen to m otorists w ho break these speed limits?
Reading • read an essay about
You are going to w rite an essay in answer to this question:
Should motorists who drive too fast in residential areas be banned from driving?
the disadvantages o f
a Decide what your opinions are on this subject. Is your answer ‘Yes', ‘N o ’ computers
o r ‘ It depends’?
b Plan your essay in fo u r paragraphs, using the essay on the previous page as a model. W rite W riting • write an essay to express
notes under these headings:
P a ra g ra p h 1 Background to the topic
opinion
P a ra g ra p h 2 Arguments fo r
Functions • express opinion
P a ra g ra p h 3 Arguments against
P a ra g ra p h 4 Your opinion
USEFUL LANGUAGE
Expressing intention: Saying what you intend to write Presenting arguments
□bout The main point / argument for / against...
In this essay l intend to look at / consider 1discuss some of Another point / argument .
ihe arguments for and against .. Expressing opinions
First of all. 1will look at / consider / discuss the arguments In my opinion / view,...
in favour of / against... (In fad! it's my view 1hat...
Expressing obligation: Something you are legally I believe / think lhat...
required to da Expressing an absence at obligation:
Motorists are obliged to / need to / must / ought to / Something you are not legally required to da
should always. Drivers need not/ are not obligedto / don't haveto
Quote f “I* ls tbe sp irit and n o t the form o f law th a t keeps justice alive. ’
Earl W arren
GE
( 39
MODULE 1: World issues
_ Unit 2 M igration
Lessons 1 and 2
Read
O bjectives
Skills: A t the end o f this pair o f lessons, students
should be able to: t (5 -1 0 mins)
(2 0 -2 5 mins)
R ind
Extension
Before you read the article on page 19, m atch the w o rds a -g w ith th e ir meanings.
a boom _____ 1 great hunger
Ask the class to think about migrants who b development .......... 2 economic activity concerned w ith production material
live in Kuwait: Where do they come from? C deteriorate ....... - 3 serious shortage o f food leading to great hunger
d emigrate _____ 4 a period o f great wealth
Why have they come? What problems C famine 5 the process o f modernisation
might they encounter? f industry 6 leave your country to live in a foreign country
g starvation ........... 7 get worse
Put them in small groups to discuss and
make notes, then ask them to report back. Read the article very quickly and m atch these headings w ith the correct parts.
J l)
Uni. j M igra tio n
(1 5 -2 0 mins)
Read o u t the three questions. Put the students in
pairs and then divide the class in three - a, b and
c. Ask the students to discuss the corresponding
question w ith th e ir partners. Go round and listen,
offe ring p rom pts i f necessary and adding your own
ideas i f you wish.
K ir a H ii W hen they are ready, invite tw o or three students
■ to re p o rt back th e ir ideas fo r each question to
the class. Do the o the r students agree w ith them?
Unit 2 M igration °
^ W h a t do the w o rd s and phrases in italics in these extracts fro m the article refer to?
a The farmers were poo r and they used old-fashioned methods ____________________
b Because they heard th a t they could earn four times as much in America __________
C ... thousands o f them moved to the re g io n _________ _______________ ___________
d These workers, from countries such as the United Kingdom . .. .......... ..... ......................
and speak E xp re s s in g o p in io n
o
(15 mins)
Read o u t the firs t situation and the example
O bjectives
explanation. Then p u t the students in new
Skills: A t the end o f this pair o f lessons, students
pairs and ask them to discuss and w rite down
should be able to:
explanations fo r each situ atio n, using the verbs
Speaking .ta lk a b o u t past events
brackets and the past perfect. Go round and lis
Gram m ar . use past perfect simple (after, before, by the time)
m aking corrections i f necessary.
Topic . Migration
Functions . describe past events
Vocabulary disgruntled (A d j), displace (V), mass (A d j),
m eticulous (A d j), m igrant (N ), obliterate (V),
perturbed (A d j), resort (N ), rift (N )
Pronunciation: . using stress fo r emphasis
(1 0 mins)
Read o u t the firs t sentence, pausing fo r the students
to tell you the correct form o f the verb (had visited).
Then p u t the students in pairs to compare
answers before checking w ith the text.
(1 0 mins)
Read o u t sentences a1 and a2 ; invite
the students to tell you the difference
& rammar
in m eaning (in sentence 1, we are told what
• Past p e r fe c t s im p le ( a f te r , before, b y th e tim e ) G ram m ar reference pages 123 - 124
happened in 1854. In sentence 2, we are told
Choose the corre ct fo rm o f the verbs in the sentences below.
what happened in the years leading up to 1854). a By the end o f their holiday, Jaber and Yaser (visited / had visited) many interesting places,
In pairs, students then discuss question b. b He suddenly noticed th a t his brother (ate j had eaten) all the food in the house.
C By tw o o ’clock I (finished j had finished) my English hom ew ork and (started / had started) on
Go round and o ffe r help i f needed. my Maths.
d The expedition required m eticulous planning before they (le ft / had left).
(1 5 mins) W o rk w ith a partner. Discuss the difference in m eaning between these pairs o f sentences,
Ask students to read the text through and a 1 In 1854 a quarter o f the population o f Ireland emigrated to America.
2 By 1854 a quarter o f the population o f Ireland had emigrated to America,
then com plete it w ith the correct past form b 1 Irish people emigrated because so many were dying o f starvation.
o f the verb in brackets. Remind them th a t 2 Irish people emigrated because so many had died o f starvation.
they only need the past perfect to show C om plete this s h o rt text w ith the c o rre c t fo rm o f the past sim ple o r past perfect fo rm o f
the verbs in brackets.
th a t the action happened before another
On April 18th 1906, an enormous earthquake ( 1 ) ............................(hit) the C alifornian city o f
action. Go round and listen, m aking San Francisco- Although it ( 2 ) ........................ (last) only sixty seconds, it ( 3 ) ....................... (be)
corrections i f necessary. the w orst disaster in the history o f the United States. By the end o f th a t m inute, m ost o f the
city’s buildings and tran sport systems ( 4 ) ............................(be obliterated) and thousands o f
W hen they are ready, p ut them in pairs to families ( 5 ) ............................(become) refugees. Later studies ( 6 ) ................ -...........(show) th a t the
ground ( 7 ) ............................ (split) open fo r m ore than 430 kilometres along the San Andreas
com pare answers. rift. The land to the east o f the rift ( 8 ) ............................. (m ove) seven metres to the south. Tha t
move ( 9 ) ............................(kill) 3,000 people, ( 1 0 ) .............................(injure) 225,000 others and
displaced many more.
T h in k o f an explanation fo r these situatio ns. Your explanation should include the w ords in
brackets and a verb in the past perfect.
a H ussein felt perturbed when he arrived a t the airp o rt, (never fly before)
He'd n e v e r flo w n b e fo re .
b Boushra d id n ’t feel very confident about taking her driving test, (fail twice)
d Faisal found it d iffic u lt to get up this morning, (work late the night before)
e When Laila read the letter, she couldn’t stop smiling, (pass exams)
42
Unit \ M igra tio n
Unit 2 M igration
Play the recording again, pausing after each one
Vocabulary fo r the students to repeat B’s replies.
Words with prefixes a n d suffixes
Listening scrip t 2.1, TG, page 132
c Com plete these sentences with the w ords in brackets and an appropriate prefix.
a The seats on the plane were very hard. It made the jo u rn e y .......... ................ (comfortable).
Lesson 6
b He w ould become extremely disgruntled i f he had to w a it fo r anything. He was very
...........................(patient).
Workbook pages 1 2 -1 3 , Language practice
c When I was younger, I never exercised. I was very................. ......... (/jc).
d He was very — ..................... (happy) w ith his results. He was extremely__________ ___ Workbook answer key - see pages
(please).
1 4 0 -1 4 1
t Complete these sentences w ith the words in brackets and an appropriate suffix.
a They w ere........................... ( celebrate) their exam results when their friends arrived
....................... ... (unexpected). O bjectives
b The student felt th a t he had been trea ted _______ _____ _ (unfair).
C Failaka is a very................ ...........(desire) holiday destination. Skills A t the end o f this lesson,
d She had been feeling-------------------- - (misery) all week since her friend said it was
................... ........(unlike) they could go shopping.
students should be able
e They said they’d had a ------------- --------- (wonder) time on holiday. The resort was very to:
........................... (peace).
Gram m ar • use past sim ple and past
Word fanllloft
perfect
Com plete these sentences with w ords related to the w ord s in
brackets, You can check your answers in a dictionary.
a My weekly.......... ............(earn) are twice as much as they were
w. ords to remember
disgruntled, displace,
Functions • describe past events
last year. mass, meticulous,
b A huge earthquake caused th e ___________ (destroy) o f Sa n migrant, obliterate, *
• perturbed, resort, rift •
Francisco in 1 906.
c T w o ....................... (disaster) potato crops led to mass starvation
in Ireland.
d T h e ------------------- (major) o f the w o rld ’s migrants move to find a better life.
e The people o f Tristan da Cunha le ft because o f volcanic........................ . «c<)
f Spanish — ......................(civil) were killed between 1936 and 1939.
g Some refugees m oved...... _J............... (permanent) to Britain,
U s in g stre ss fo r e m p h a s is
(2.i) We often stress p articular w ords in sentences to give them emphasis o r to correct w h at
som eone else has said. Listen to the conversations between speaker A and speaker B then
w rite the w ords th a t are stressed in B’s replies.
a No, they're from Ireland._____ _______________________
b No, they live in America_________ _______________ ____
C No, bu t I've visited Ireland___________________ ___ _____
d No, it started in 1936__________ ______ _____ . ..
# 5 (2.i) Listen to the conversations again and repeat B’s replies. Make sure you stress the
correct word.
43
(2.2) (10 mins)
O bjectives D irect students’ a tte n tio n to the table on the
Skills: A t the end o f this pair o f lessons, students Ask them to read the labels fo r each row. Bef<
should be able to: playing the recording again, tell students they
Listening • listen to a ta lk on em igration should listen specifically fo r in fo rm a tio n need
Speaking *ta lk a bo ut im p o rta n t events in their lives to com plete the table. Play the recording and
W riting .a n e-mail a b o u t a life-changing event students tim e to fill in th e ir tables. Students t
Functions .rem e m b er a past event com pare answers w ith those o f a partner.
Vocabulary anim ated (A d j), arduous (A d j),
engage in (PhV), m ajor (A d j), m in o r (A d j), Listening script 2.2, TG, page 132
nervously (Adv), rent (V), reside (V),
(10 mins)
strenuous (A d j), take a breather (Exp)
Explain to the students th a t they are going to
Student’s Book pages 22 and 23 com plete an incom plete dialogue. They have
given the structure as a guide. As an example
Present active vocabulary needed fo r each activity.
a student to read o u t the firs t line o f d ia lo g s
supply an appropriate response, e.g. Well, 11\
^ p e a k in g Talking about important events in your life
that i t ?s a great chance to see somewhere new and e
What about you?
^ (1 0 -1 5 mins)
Ask the students to look at the pictures and tell you
w ha t they can see. Ask them to guess which countries
the pictures are from (England and Australia). Elicit
relevant vocabulary from the students, supplying new
w ords as necessary. f
Suggested vocabulary:
crowds, rush hour, com m uters, train ,
station;
lake, yachts, parks, trees, skyline S p o a it t llt t T a l k i n g a b o u t i m p o r t a n t e v e n t s i n y o u r lif e
listening & (2.2) Listen and check the ideas you discussed w ith your pa rtn e r in exercise 1.
# 3 (2.2) Listen again. Fill in the table below w ith in fo rm a tio n a b o u t the speaker and her m#
(2.2) (1 0 mins) abroad. Then, check your answers w ith your partner.
Ask the students to listen w hile you play Age she le ft England
the recording straight through. Were they
right? Play it again and discuss the 'co rre ct’ W here she moved to and why
answers to la -c .
Length o f intended stay/actual stay
Look at the incom plete m ini-dialogue below. Com plete it w ith a partner.
A W hat do you chink are the advancages o f moving abroad?
B W ell, I chink........................................................................................................ W hat about y
A I believe..................... ...................................................................................
B Do you th in k there are no disadvantages?
A Oh, yes. There are........................................................................................................
B OK. I agree / disagree........................................................................................................
~22~>)
4 4 )
U nit 7. M igra tio n
t (1 0 -1 5 mins)
a Ask the students to read the instructions carefully
the tim e and how they feel a b o u t it now. Remind them
th a t e-mails to friends usually use inform al language,
and a llo w tim e fo r them to th in k a b o u t w ha t they c Ask the students to loo k a t the Useful Language box. For
w ill w rite about. A llo w them to discuss ideas in vocabulary, the students should use the glossary, as well
pairs o r small groups. as vocabulary from the unit.
b Tell the students to make notes using the
Check
questions as a guide. Go round and make
suggestions i f necessary. ^ 4 (1 0 mins)
€ (1 0 mins)
a and b Students look a t the Useful Language box
a Ask the students to read th eir e-mails through
carefully, checking fo r spelling, g ram m ar and
and then practise giving th eir talks to a partner. Go p un ctua tio n. Go round and o ffe r help and suggestions
round and make suggestions where necessary, and where necessary.
encourage them to ask each o the r questions. b Tell them to read the e-mail o f the person sittin g
Finally, invite d ifferen t students to tell the whole
next to them . Encourage them to make com m ents and
class th e ir stories; encourage questions from the
suggestions. C ollect th e ir w o rk in and, i f there is tim e,
class.
ask one o r tw o students to read o u t th e ir e-mails to the
(2 0 mins) class.
a Using the notes taken from exercise 1 , and the
conversations from exercise 2, tell students to w rite
Q u o te
Ask the students w h a t they know a b o u t R obert
down a b rie f o utline o f a tw o-paragraph e-mail to
Louis Stevenson. Have they read any o f his
a friend.
w ritings? Read the quote to the class. Do they
Student s
agree w ith the author? W hy o r w hy not?
U n i t 2 M ig r a t io n Background: R obert Louis Stevenson (1850 -
1894) was a Scottish novelist, poet, essayist
I *r U o j A n e - m a il v, -*. »il j i and travel w riter. In 1867, he entered Edinburgh
You are g o in g t o ta lk a b o u t an event w h ic h changed y o u r life in som e way. University to study engineering, b u t changed to
a Choose the event you are going to ta lk about. It could be a m ajor change, like the speaker’s law. Instead o f practising law, he devoted him self
move to Australia, o r a m ore m inor event. Examples:
» Your firs t day a t school I Your firs t holiday
to w ritin g travel sketches, essays and sh ort stories
► Changing schools I An interesting journey fo r magazines. Stevenson became fam ous w ith
h M ake a few notes in answer to these questions.
1 W h o was involved? 2 W here were you?
the adventure story Treasure Island. A m ong his
3 H ow did you feel? 4 W h a t happened? o the r pop ular w orks are Kidnapped, The Strange
N o w w o rk in pairs. Case ofDr.Jekyll and Mr. Hyde and The Master
a Take turns to tell your story, referring to your notes and using some o f the phrases in the ofBallantrae. He is greatly adm ired by many
Useful Language box below.
b Ask each o ther questions to find o u t more in form ation. authors.
You are go in g to w rite an e-m ail t o a frie n d and tell them a b o u t the event you talked a b o u t
* in exercise 2. Lesson 9
a Using your notes from exercise 1, w rite a rough paragraph plan fo r your e-mail. You should
to w rite around 200-220 words. Workbook pages 14 -1 5 , Writing
0 Briefly describe the event, before telling your friend how you felt a b o u t it a t the tim e and Workbook answer key see - page 1 4 1
how you feel a b o u t it now.
C Use vocabulary both from the u n it and from the glossary a t the
end o f this book. Make sure th a t your friend knows h o w you
w ratetr rerhcmi-er
feel a b o u t what happened. Use the Useful Language box below to animaced, arduous,
help you describe the event, engage in, major, minor, O bjectives
D o n ’t forget th a t e-mails are usually w ritten inform ally. nervously, rent, reside,
Check
strenuous, Skills A t the end o f this lesson,
take a breather
students should be able
W hen you have finished w ritin g , check y o u r e-m a il carefully,
a Check spelling, gram m ar and punctuation.
to:
b Exchange e-mails w ith the person s ittin g next to you and make suggestions and com ments Reading • read a s to ry
to them.
( 23
GE
MODULE 1: World issues
O bjectives
(2 0 -2 5 mins)
Skills: A t the end o f this pair o f lessons, students
Point students to the w ord map on the page and
should be able to:
explain the concept to them . The w ord map doe?
Reading .rea d an article on shared human values
n o t have to be detailed, though they can record
Speaking .ta lk a bo ut human rights and values
examples if they wish. Tell them to make th e ir ov
Topic • Our shared humanity
w ord map, com pleting it w ith ideas from th eir
Functions .describe
discussions in exercise 1 and th e ir own ideas. If
• give examples
you wish, students could make a large w ord maf
• give opinions
fo r you to display in the classroom.
• agree and disagree
(15 mins)
Vocabulary abuse (N ), a nth ro p o lo g ist (N ),
Read the question o u t loud to the class, then asl
apparent (A d j), a ttrib u te (N ),
them to read through the text individually. W hei
charitable (A d j), compassion (N ),
they have finished reading p u t them in pairs o r
discrim ination (N ), diversity (N ),
groups to discuss the question. W hen they are
em pathy (N ), ethnographer (N ),
ready, ask a student from each group to re p o rt
impulse (N ), incapable (A d j),
back to the class. Does everyone agree?
inevitable (A d j), legislation (N ), liberty (N )
m in o rity (N ), overview (N ),
tolerance (N ), universal (A d j),
value (N and V)
V
Hum an ualues
Student’s Book pages 24 and 25 G ra m m a r
Present active vocabulary needed fo r each Adverbs o f manner; I f conditionals type 0, type 1,
type 2 and type 3
activity.
Discuss
( 2 5 -3 0 mins)
a On the board w rite Human Values. Then,
d irect students to look a t the pictures in
the S tudent’s Book. Ask them to give th e ir
ideas a b o u t w h a t the photos show. Accept
any sensible answers.
(The picture on the left shows fan
emergency m e d ic a ljgam p e rfo rm ing
surgery, ^ h e picture on the rig h t shows Look at the pictures. W hat do yoflW iink is happening?
W hat do you understand by the term human values? How im portant are human values?
( old-fashioned w eighing scales th a t are
How do governments protect basic human rights? Give examples.
o ften used as the sym bol fo r justice.^ W hich human values are especially im portant in Islam?
groups and ask them to discuss w h a t Before reading, th in k o f as many hum an values and hum an rights as you can. Use the title
o f the u n it, the pictures illustrate d, and the tide and headings in the reading text to provide
is m eant by the term Human Values. ideas. Record y o u r ideas on a w o rd m ap, like the one shown below.
Go round and listen, p ro vid ing new
vocabulary and adding yo u r own ideas, i f
you like. Then, ask d iffe re n t students to
re p o rt th e ir ideas back to the class. A t this
p o in t, you could also ask students how the
p hotos relate to Human Values.
C and d Still in th e ir pairs o r groups,
students discuss the questions. Go round As you read the text on the o pp osite page th in k o f an answer to this question.
o ffe rin g help where necessary. Bring the W h a t d o you th in k is the m e rit o f id entifying universal hum an values?
Lesson 3
Workbook pages 1 6 - 1 7 , Reading
O bjectives
£ < 4 Find sentences th a t mean the sam e, o r im p ly the same, as the sentences given below.
In w hat ways does Islam teach us im p o rta n t human values? Give examples.
In y our op in io n , are these statements True (T) o r False (F)? Justify your answers.
1 Cultures share several basic tra its and values. □
2 Freedom means doing whatever you w a nt to do. □
3 A ll countries lack legislation to protect minorities. □
Qs
O bjectives (1 5 -2 0 mins)
Skills: A t the end o f this pair o f lessons, students a Read the firs t sentence fro m exercise 3. Ask
should be able to: students which type it is (type 3). In pairs,
Gram m ar . use adverbs o f manner students then go th ro ug h the sentences fro m
• use //c o n d itio n a ls type 0, type 1, type 2 and exercise 3 discussing w hich they th in k are type 0,
type 3 type 1, type 2 and type 3. Check answers as a class
Topic . Human rights and values and discuss any disagreements.
Functions .ta lk a b o u t possibilities
Vocabulary aggressive (A d j), com passionately (Adv), b Ask students to w rite a sentence fo r each type,
cry over sp ilt m ilk (id io m ), enfranchisement w o rk in g individually. Check answers as a class.
(N ), extravagant (A d j), frail (A d j), Extension
over a barrel (id io m ), over the hill (id io m ),
I f you have tim e, ask students to w rite a few
over the to p (id io m ), suffrage (N ),
m ore //sentences in each tense. Ask them to
tide someone over (id io m )
illu strate th e ir sentences and tu rn th e ir w o rk into
classroom display.
Student’s Book pages 26 and 27
Present active vocabulary needed fo r each activity.
(1 5 mins)
^ .
First, check the students all understand w h a t is m eant
by an adverb o f m anner (An adverb o f
m anner shows how som ething is done.) t u c le n t s B o o k p a g e
question. (The child was behaving badly.) a The child was behaving very bad.
b The dog was barking aggressive a t the children playing noisy.
Tell students to com plete the exercise C His car drove sm ooth after the mechanic fixed his engine,
d You can’t talk loud in the library. Tha t would be behaving unacceptable.
individually.
Rew rite these se n te n c e s b y re p la c in g the b o ld p a rts w ith an a p p ro p ria te a d ve rb o f m ann er.
Y o u will need to c h a n g e n o u n s to adjectives.
^ (1 0 mins)
People in need should be treated with compassion.
^ D ire ct students’ a tte n tio n to the example. People in need should be treated compassionately.
Tell students they may need to change the
a ‘D on’t run so fast,’ the teacher shouted w ith anger
w o rd o rd e r to make correct sentences. b New born babies should be held w ith care
Students com plete the exercise individually. C The play was very sad. The final scene ended in a tragic manner
d My new shoes are a very com fortable fit.
Go round and o ffe r help where necessary. € M y mum is a fantastic cook. She creates culinary delights like a master
Bring the class to ge th er to check answers. • I f c o n d itio n a ls ty p e 0, ty p e I , ty p e 1 and ty p e 3 G ram m ar reference page 123
fo u r co nd itio na ls. Then, tell them they have 3 Identify w hich o f the sentences in exercise 3 are type 0, type 1, type 2 and type 3.
to m atch the beginnings o f the sentences b W rite a sentence o f y o u r own fo r each type.
w ith the correct endings. Read the firs t type 0 : ................................. ........ ........ .................................— ----------------------------------------------------
c (1 0 -1 5 mins)
Explain to students that many words in English
words from exercise 1 with similar words from the box.
Ask a student to match lib e rty with the correct word
(freedom). Students then match the words in pairs.
After a few minutes, bring the class together and ask
have multiple meanings. However, it is always
possible to work out the meaning of the word students to explain any differences in meaning between
from its context. Explain in context (considering the words in exercise 1 and those in exercise 2. Ask
something in relation to its surrounding words and students to explain their answers.
circumstances). Explain that each o f the words in
If there is time, check students’ understanding by
this exercise has been given two meanings. The
asking them to provide brief sentences using the words
students’ task is to look at the definitions and
from exercise 1 and 2.
work out which is the most suitable definition in
the context of the unit. Read the first word and Idioms with over
its two possible definitions and ask students to
(1 5 -2 0 mins)
identify which defintion is more appropriate in
Read out the first sentence in full and ask the class to
relation to human values ( a2 ).
provide the correct idiom in the correct form
Then, in pairs, students go through the other pairs
(...crying over s p ilt m ilk). Students work in pairs, reading
of definitions, choosing the more appropriate one.
the sentences to each other and providing the correct
If there are any disagreements, ask students to
idiom to replace the words in bold. Go round offering
explain why.
help where necessary. Then, bring the class together to
(1 5 mins) check answers. Discuss any disagreements.
Tell students they are going to match the correct If there is time, ask students to write new sentences
using the idioms they have just learnt. Ask a few
Stude nt s B o o K page
students to read them to the class. The class
decide if they have used the idioms correctly. If
U n it3 H u m a n va lu es
you like, have a class vote on the best sentences.
Vocabulary H u m a n rig h ts and values
Lesson 6
^ Choose the a p p ro p ria te d e fin itio n fo r each o f these w ords. The corre ct d e fin itio n should be
related to the u n it title Human values.
Workbook pages I B - I S , Language practice
Match the w ords fro m exercise 1 w ith sim ilar w ords fro m the lis t below. Explain w ith a
partner the differences, i f there are any, in meaning.
Replace the bold parts o f these sentences w ith th e corre ct id io m fro m the box. M ake sure
the id io m s are in the corre ct tense.
a He didn’t get the results he wanted, but we told him there was no use c o m p la in in g a b o u t
so m e th in g tha t c o u ld n ’t be cha ng ed now.
b By the time we had realised o u r mistakes, the opp ositio n already had us in a difficult
position.
c W h ilst it w as a great goal, the footballers’ celebration w as
really u n n e c e ssa r y a n d e xtra v a g a n t.
W * ...................
»rds te rmiemlur
d I asked my boss fo r an advance on my salary to
t e m p o ra r ily s u p p o r t m e till payday, aggressive, compassionately,
cry over spilt milk,
e He apologised for his previous behaviour and said that he
enfranchisement,
w as w orkin g hard to c h a n g e his life fo r the better, extravagant, frail,
f A lthough som e people thought he was o ld a n d frail, he over a barrel, over the hill, '
told us he felt as energetic a s when he had been a young over the top, suffrage,
man, tide someone over
Speak
O bjectives
Skills: A t the end o f this pair o f lessons, students (1 0 -1 5 mins)
should be able to: Put students back into their pairs or groups and
Reading • read a newsletter tell them to read the questions. Explain that
Listening • listen to a charity radio advert they are going to perform their adverts to each
other and should use the questions to evaluate
Speaking • present a radio advert
each other’s performances. Allow students a few
W riting .write a newsletter minutes to discuss each others’ adverts. If there is
Topic • A humanitarian appeal time, ask a few students to perform their advert to
Functions • plan the class. The class can then discuss these adverts
• ask for help and decide whose is best.
• persuade
Q u o te
• present information
Draw students’ attention to the Quote box. Ask
Vocabulary alleviate (V), appeal (N ), avert (V), them to paraphrase it in their own words. Do
campaign (N ), commitment (N ), dire (Adj), they agree with the quote’s message, that through
donate (V), extensive (Adj), humanitarian (Adj), aiding others we also aid ourselves?
in leaps and bounds (Exp), Thomas Browne (1605 - 1682) was an English
underprivileged (Adj) author who wrote on many diverse subjects
including philosophy, medicine, morality and
Student’s book pages 28 and 29
science. His writings show a deep interest in the
Present active vocabulary needed for each activity. natural world and man’s place within it. He was
one of the earliest writers to embrace the new
Speaking A humanitarian appeal
scientific methodology.
Listen
Stud e nt s Book page
#1 (3.1) ( 1 5 mins)
Explain to students that they are going to S p e a k b t f A h u m a n it a r ia n a p p e a l
U S tM
hear a radio broadcast by a charity asking
for donations. Ask a student to read the #1 (3.i) Listen to a ra d io advert fo r a charity. As you listen to the
advert, answer the fo llo w in g questions.
questions to the class. Remind students 3 The purpose o f the advert is to ...
that they should listen for the information 1 give inform ation about struggling people woridwide.
2 highlight the w ork the charity is doing.
requested in the questions. 3 raise money fo r a hum anitarian appeal,
b The speaker uses extreme contrasts to ...
Play the recording once through and ask 1 highlight the small sacrifices donations w ould involve.
students to provide answers. If they are 2 com plain about how expensive the modern world has
become.
struggling, or if there are disagreements, 3 provide inform ation on fundraising events.
play the recording through again for Prepare to present yo u r ow n ra d io broadcast asking fo r d on a tio n s to a charitable appeal.
The charitable appeal can be real o r fic titio u s . T hink a b o u t the follow ing:
students to check their answers.
• W hat the appeal is concerned wich (hunger, disease, poverty, disaster victims)
Listening scrip t 3.1, TG, page 132 • The name o f the appeal
• W hat you are asking people to do (send money, donate clothing, organise events)
^ (1 0 mins)
Put students in pairs or small groups.
W rite a b rie f plan o f w h a t you are going to say in note fo rm . M ake sure to use some o f the
Explain that they are going to produce devices and techniques you identified in exercise 1.
their own radio broadcast. First, however, Speak
they need to decide what the appeal will be ^ Perform y o u r ra d io broadca st to y o u r pa rtn e r and then let them perform to you. As they
about. In their pairs students discuss what read th e ir ra d io broadcast, ask yourself the fo llo w in g questions.
they want to talk about. Explain that they Is their advert s message effective? Does ic create interest in the appeal?
Does it give necessary inform ation about how you can help?
will be producing their adverts individually, Is there anything missing in the advert?
but that this group work will give them USEFUL LANGUAGE
the opportunity to discuss ideas and Asking for help F^ersuoding
We desperately need your help How would you feel if ?
gather other people’s opinions. Make sure Small changes in your Me Just think whal would happen 1
The things we take lor granted Surely if is unacceptable I r f
students discuss all three bullet points. You con realty help / moke a difference by Wilh only KWD TO. you could
For the price of you con For (he cost of you could
Have you heard ol the conditions in GrventhcH you should
Planning You con help averl a humonctonon tragedy
Just a few KW0 will
(1 0 mins)
8y compassion we make others' misery our ow n, and s
Having talked to other students about Quote" we relieve ourselves also. **__________________________
Thomas Browne
their plans students begin to plan their
broadcasts individually. Remind them to JL)
take into account the opinions of the other
students, as these students are their 'target
audience’.
50
: (2 0 mins)
W r itin g A newsletter
Still in their small groups, students plan and write a
^ (1 5 mins)
newsletter. They can use the radio broadcasts from
page 28 as guidance, but combine all of their appeals
Explain newsletters to the students. Do they ever
into one larger appeal. If you wish, students could
receive newsletters? If so, who from? Instruct
each write a paragraph about their appeal, copying
students to read the newsletters. Explain that each
the style of the newsletter in the Student’s Book.
paragraph should have a heading, taken from the
Remind students that the newsletter should provide
list above the newsletter. Ask students if they can
information, rather than simply ask for donations.
match a heading with paragraph A (Improving
Make sure students check their letters thoroughly for
sanitation). Then, give students time to match the
spelling and grammatical errors. If there is time, ask a
other paragraphs with the headings.
few groups to read their newsletters to the class. Ask
£ (20 mins) the class to provide feedback.
Put the students in small groups to discuss the
Extension
questions. If you wish, you could provide extra
questions for guidance, e.g. Is the newsletter formal Ask students to exchange newsletters with other groups
or informal? Is the language emotive? Why is each for comment and feedback. Students then produce
campaign named? large versions of their newsletters for display, taking
into account the views and opinions o f the other
Go round and offer help where necessary. Then, groups.
bring the class together to share ideas.
Lesson 9
Workbook pages SO-S1, Reading
Stude nt s B o o k p a g e Workbook answer key - see page 1 4 2
O bjectives
Unit 3 H u m a n values
Skills A t the end o f this lesson,
You are going to produce a radio appeal th a t
A n e w s le tte r w ill be used as p a rt o f an advertising cam paign
students should be able
^ This is a new sletter fo r an English charity
asking fo r do n a tio n s fo r a hum anita rian project. to:
organisation. Charities use such letters to Reading • read an advert asking for
keep their m embers u p-to-d ate w ith projects and events. w< 'onJfi to remember
volunteers for the KRCS
Read the new sletter and m atch the paragraphs w ith the correct alleviate, appeal, avert,
headings. There are m ore headings than you need. campaign, commitment,
dire, donate, extensive, W riting • write an advert asking for
Progress made in Africa Im proving sanitation humanitarian, in
Full stomachs, sm iling faces W h a t s till needs to be done? leaps and bounds,
volunteers
N atural disasters Providing hospitals w orldw ide underprivileged
W h a t still needs to be done Functions • justly
D e ar M r Abdulham eed, • persuade
A ____________________
Thanks to the incredible response to our Campaign for Clean Water we’ve now successfully provided
clean water to over 500 villages and towns, supplying over 15,000 people with safe drinking water. This
campaign saw the construction o f wells and pumps, combined with an educational programme about Preparation for the project
the importance o f making water safe for consumption.
Tell the students they will be working on a
Our Fair Treatment projects have come along in leaps and bounds this quarter, An unprecedented
contribution from the public helped us raise over £5 million for the construction o f state-of-the-art project called Producing a set o f recommendations
hospitals in underprivileged areas worldwide. Construction has already begun on four sices, through
which the health care o f entire regions will be revolutionised. at the end of the module. Explain that they will
be making recommendations about protecting
The Halt Hunger campaign continued to make gains this year, with an increase in donations following
an extensive television appeal. This has allowed us to distribute food and aid to over 3 m illion people in human rights and values. In pairs, students
the most dire conditions. The distribution o f food alleviates many problems other than simple hunger.
Halting hunger allows the poor to provide for their families, defends bodies against illness and puts a discuss what human rights are, methods to
smile on children’s faces.
protect them and any human rights which they
W hilst the progress made this quarter has been encouraging, there is still a huge am ount o f work to
believe are threatened. Tell them to look in
be done. Every five seconds a child dies from lack o f nutrition. More than one in eight people have no books, magazines, on the Internet, etc., and
access to clean water. Over 1/6 o f the world’s population struggle simply to exist. We simply cannot
stress enough the need for your continued support and contributions. to collect any interesting articles or ideas they
Thank you for taking the time to read our newsletter. We really do appreciate the commitment you
make to our projects. W ithout your support we would be unable to positively affect the lives o f so many. would like to use. Ask them to bring this material
Together, we can make this world a fairer place.
Thank you again. to the next lesson.
Jack Jones
(Press manager)
Discuss the le tte r in sm all groups. W h a t techniques does the w rite r use? W h a t are the
benefits o f producing a charity new sletter fo r members?
\ N ow , in sm all groups, plan and w rite a new sletter to be sent to people w ho donated to
y our radio advert. You can com bine each other's adverts under one charity. Take the
fo llo w in g po in ts in to account:
I The newsletter should m ention successes your charity has made.
I It should be linked to y o u r radio advert b u t should n £ i repeat all the in fo rm a tio n .
f 29
Focus on
Student’s Book page 30
M atch w ords fro m colum n A w ith w ords fro m colum n B to fo rm com poun d words:
A 1 bitter B a aged .
2 rail b way .
3 fo o t c light .
high . d sweet .
m id d le . e ball .
a and b Still in pairs o r small groups, students look a t the
educing a set o f recom m endations photographs on the page as well as any resources you may
choose to provide and discuss the state o f hum an rights
-te n t's Book pages 31 and 32 across the globe. Ask them to make notes as shown. W hile
M die class they are going to produce a set o f they are ta lkin g, w rite the tw o headings on the board,
e m e n d a tio n s fo r p ro tectin g hum an values, and then go round and listen to th eir discussions, supplying
they w ill be presenting th e ir recom m endations to vocabulary and o ffe ring ideas i f necessary.
T-e class. W hen they are ready, ask d iffe re n t students to come to the
board to w rite notes under the a p p ro priate headings.
Sc-dents can access these websites to obtain
-ore information: Some ideas:
UNfoundation.org Current problems - u n fa ir im prisonm ent; starvation;
www.hrw.org disease •
read o u t the task. Put the students in pairs o r Stage 2 Reading and discussing (20-25 mins)
5?"all groups to discuss some in itia l ideas.
3 Ask the students to read the letter on page 32. Ask
them to make a note o f any d iffic u lt w ords, and
explain them to the class when they have all
finished reading.
Read o u t the question and ask the class to tell
you w hich issues are com plained a b o u t in the
letter.
b In sm all groups, students loo k a t the table on
page 31 again and decide the benefits o f raising
awareness o f h um anitarian issues. Go round and
a Discuss the State o f human rights in the w orld. The photographs on this page w ill give you
make suggestions i f necessary.
some ideas. You may also use other resources, such as newspapers, magazine clippings, etc
b Make notes under these headings: Ask the groups to share ideas and have a b rie f
Current problems Proposals and solutions class discussion. W rite key points on the board.
p u p i
B
(2L_7
M odule 1 Progress Test
Stage 3 Agreeing on recommendations Workbook pages SS-SS
3and b In pairs, students prepare a list and discuss w Extra listening page 1 3 6
how hum an rights could be protected. M ake sure they
note dow n th e ir ideas.
C Refer the students to the letter again and then ask
them to w rite th e ir recom m endations, in pairs o r
individually. Go round and make corrections and
suggestions as necessary.
M a n y thanks
W a le e d
Stags 3 A g re e in g on re c o m m e n d a tio n s
a List five ways in which human rights could be protected and maintained,
b Discuss ideas th a t m ight help with this improvement.
C W rite a recommendation fo r each o f the five aspects.
~ T R Y T H E S E W E B S IT E S F O R I N F O R M A T I O N :
Student's B oo k Answ er Key
Module 1
H U nit 1, page 12, exercise 1 U nit 1, page 16, exercise 2
(Students’ own answers)' a paragraph 4
b paragraph 3
U nit 1, page 12, exercise 2
• a 9 b 5 c 6 d 1 e3 f8
c paragraph 2
d paragraph 1
M , g4 h2 i7
U nit 2, page 18, exercise 2 L\. 2.
Unit 1, page 12, exercise 4 a 4 b 5 c 7 d 6 e3 f2 g1
a theft; murder b 4,000 years ago
U nit 2, page 18, exercise 3
c governments d family law
A Economic necessity B Economic boom
Unit 1, page 13, exercise 5
a 2 b2 c 1
C conflict
Unit 2, page 19, exercise 4 (suggested answers)
Unit 1, page 13, exercise 6
aT: Crimes such as murder and theft Text Nationality Place they Reasons for
migrated to migration
have been considered crimes almost
everywhere. A Irish U nited States S o m e fo r e co n o m ic
b F: A basic principle o f most systems of o f A m erica benefit.
law is that someone is innocent O th e rs to escape
unless proven guilty, starvation a n d seek a
Student’s Book page 33 Put them in pairs and ask each o f them to choose one
picture. A llo w five m inutes fo r them to w rite tw o o r three
Opener ( 5 - 1 0 mins) questions a b o u t the picture they have chosen. W hen they
Tell students th a t this page shows them w h a t they w ill are ready, invite students to share th e ir questions w ith
De doing in the second m odule. Ask them to read the the class and see i f anyone can answer them . W rite good
title ( N atural world) and look at the pictures. questions and answers on the board.
Project 2
flet on environmental
issues
r$ 7
MODULE 2: Natural uuorld
f
Discuss MODUie 2: N atural uuorld
ask students to m atch it w ith the correct a W hat kinds o f areas do these photos show? W hat differences can you see?
b How easy do you think life would be fo r people and animals living in areas <e these?
m eaning (2). Then p u t them in pairs to C W hat environmental problems are associated with these areas? W hat are the causes o f these
problems?
com plete the task, using dictionaries o r the
These w ords are from the article opposite. M atch each w o rd w ith its correct meaning. Use
glossary at the end o f the S tud en t’s Book a d ic tio n a ry o r the glossary a t the end o f this b oo k to help you check y our answers.
a climate 1 destroy slowly
if necessary; encourage them to find the 2 weather conditions in an area over a period o f time
b overcultivate
w ords in the text. C erode 3 what plants need to grow in
d graze 4 fire th a t spreads very quickly
Go round and o ffe r help where necessary, e soil 5 put animals in a field so th a t they can eat the grass
f w ildfire 6 use land for growing crops so much rt can no longer be
then check th e ir answers. used
ZD
58
Unit- The Earth at the risk
(1 0 mins) (1 0 -1 5 mins)
Read o u t the instru ction and the firs t incom plete Put the students in pairs o r small groups to discuss the
sentence. Ask students to ide ntify the correct question. Go round and listen, o ffe ring ideas where
ending and read the com pleted sentence. A llo w necessary.
tim e fo r the students to com plete the task alone,
Some suggestions:
then p u t them into pairs to check th e ir answers.
irrig a tio n ; p la ntin g shrubs and trees to nourish soil and
to reduce w ind erosion; crop ro ta tio n ; local reduction
£ (5 -1 0 mins) o f greenhouse gases
Read o u t sentence a and ask students i f they th in k W hen the students are ready, ask the students to
it is True (T ) o r False (F) giving th e ir ju stifica tio n s. re p o rt th e ir ideas back to the class. Finally, a llo w a
Students w o rk individually to com plete the s h o rt class discussion.
exercise, then check answers in pairs.
Lesson 3
Workbook pages 3 S -S 7 , Reading
O bjectives
Cfeech i
HI M E x p re s s in g o p in io n
Discuss this q u e stio n w ith o th e r students.
In some parts o f Kuwait, desert areas are becoming green. W h a t can che Public A u th o rity for
Agriculture and Fisheries d o to speed up this process in Kuwait?
L e s s o n 4 and 5 Suggested answers:
I a Some farmers overcultivate and overgraze their
Objectives
land in order to produce enough food for their
Skills: A t the end o f this pair o f lessons, students
growing families.
should be able to:
b Some countries need more agricultural land to
Speaking . discuss the causes and effects o f
feed their growing populations,
environm ental problem s
c Because of wind erosion and very high
. ta lk a b o u t clim ate
temperatures, desertification is getting worse,
G ram m ar . use subordinate clauses o f purpose and
d Lack o f water is the main cause of people dyinj
result (in order to, because, to + infinitive, so
in the desert.
that, to be the cause of, with the result that, lead
to) (5 mins)
, use prefixes Read out the question and then sentence a;
Topic . Climate ask the class to identify the phrase which links
Functions . give explanations an action with a result (so th a t). Continue with
. describe a problem and its effects sentences b, c and d.
. express preferences
Vocabulary arid (A d j), atm osphere (N ), equator (N ),
flo o d in g (N ), forecasting (N ), frigid (A d j),
€ (1 0 mins)
Read out sentence a, and invite ideas for how to
hum id (A d j), misbehave (V), planting (V), complete the sentence. Then put the students in
prevailing (A d j), reclaim (V) pairs to complete sentences b, c and d. Go roum
Pronunciation rhythm and discuss ideas, then invite different students
V to read out their ideas to the class. Encourage
Student’s Book pages 36 and 37 comments and discussion.
Present active vocabulary needed for each
activity. S t u d e n t 's B o o k D aae
EITHER ask them to discuss all four C ... farmers tend to overcultivate their land, w ith the result th a t the soil becomes poo r and
unproductive.
questions OR divide the class into four d ... this leads to even greater pressure on the Earth’s most precious resource, water.
parts, a, b, c and d, and ask them to C om plete these sentences w ith your own ideas.
discuss the corresponding question. a More and more trees are being cue dow n, w ith the result th a t.......... ......................................
Go round and listen. Make sure they are b Dust from Africa which reaches large modern cities is the cause o f ................ ......... .............
using the target phrases from exercise 1.
c Forests are cue dow n so th a t----------------------- ------------------- ---------------------------------------------
Encourage them to note down their ideas.
d Some areas o f land are being reclaimed from deserts. This can lead t o ------------ ---------------
When they are ready, invite different
students to share their ideas for each Discuss one o f these tw o environm ental problem s in groups. Describe the problem and ta lk
question. Make sure each pair contributes t a b o u t the results.
t Flooding - caused by rising sea levels
at least one idea. » Pollution - resulting from industry and traffic
36 )
Unit A The Earth at the risk
^ (1 0 mins) ( 4 .2 ) (1 0 mins)
Students discuss both questions, in pairs or small Play the recording, pausing after each sentence for the
groups. Go round and join in their discussions, students to undedine the stressed syllables. Play it again
offering your own ideas if you wish. When they are and check their answers by inviting students to mark the
ready, invite different students to share their ideas with stressed syllables on the board.
the class and encourage short class discussions. Listening scrip t 4.2, TG, page 133
Student s Book paae
X ' (4.2) (5 mins)
Play the recording, pausing after each sentence
Unit 4 The Earth at risk
for the students to repeat it.
j^ o c a lu ila ry C lim a te Listening scrip t 4.2, TG, page 133
C om plete this text w ith a p p ro p ria te w o rds fro m the list below.
1
2
be rebuilt.
under- fo r e c a s t in g , f r ig id , h u m id ,
m is b e h a v e , p la n tin g ,
1 Parents do everything they can to help children who
p r e v a ilin g , r e c la im
underachieve.
■ !*«•« 4MM** *
2 | d id n ’t realise at the tim e, but I was undercharged. The price
tag said 200 KWD and I paid only 100 KWD.
. R h yth m
© (4.i) In spoken English we alternate stron g and weak syllables, stressing new o r im p o rta n t
w o rds. Listen and repeat these tw o sentences.
The weather’s cold today. He doesn’t like the rain.
(4.2) Listen and underline the stressed syllables in these sentences.
3 I’ m feeling warmer now. d The clim ate’s better here,
b They’re cutting down that tree. C W hat’s the weather like?
C Rain can damage crops. f It’s cool again today.
(4.2) Listen again and repeat. Stress the underlined syllables.
I 37
( C+
Lesson 7 and 8 Q u o te
O b je c tiv e s Explain th a t a proverb is a well known saying,
Skills: A t the end o f this pair o f lessons, students usually w ith a m oral message, th a t has existed so
should be able to: long th a t its a u th o r is no longer known.
Reading • read an e-mail a b o u t w ater shortages Ask the students to read the quote and explain
Speaking .describe photographs w h a t it means. (O ur actions on Earth will affect our
W riting .w rite a reply to an e-mail children and future generations more than us. Therefore,
Topic • Water shortage we all have responsibility to protect the Earth.) Do
Functions .describe photographs students agree o r disagree? Why?
• com pare and contrast photographs
Vocabulary cu rta il (V), hurdle (N ), im plem ent (V),
intrinsic (A d j), paucity (N ), preservation (N ),
prevail over (PhV), scarcity (N ),
spearhead (N ), unw arranted (A d j)
V
Student’s Book pages 38 and 39
Present active vocabulary needed fo r each activity.
O P ’ /K in g Describing photograph s
^ (2 5 -3 0 mins)
a and b Put the students in pairs and
Student s Book paae
assign roles A and B. Read o u t instru ction s
a and questions b 1 ,2 and 3.
A llo w tim e fo r them to note dow n th e ir
answers; go round and o ffe r suggestions
& paaktag D e s c r ib in g p h o t o g r a p h s
where necessary. W rite useful vocabulary
Ii M b c IIm N o te - m a k in g
on the board.
W o rk in pairs.
Then p u t them in new pairs, A A and BB, a Student A: Look at photographs 1 and 2.
to share ideas and amend th e ir notes Student B: Look at photographs 3 and 4.
b Make notes about your tw o photographs.
accordingly. Again, go round and o ffe r 1 W hat can you see in each photograph?
help where needed. 2 W hat do your photographs have in common?
3 How are they different?
CStill in th e ir new pairs (A A and BB) C Prepare to speak for one m inute about your tw o photographs. Use some o f the expressions
from the Useful Language box below.
students prepare and practise sh o rt talks
^ Describe yo u r p h o tograph s to y o u r partner.
a b o u t the photographs. Remind them to 9 Take turns to speak about your photographs. Look at your notes, but don’t read them word
lo o k a t the Useful Language box. Go round, fo r word.
b W hen your partner has finished speaking, say whether you agree w ith w hat he o r she has
listen and o ffe r suggestions. Remind them said.
to w rite notes, n o t speeches.
(1 5 -2 0 mins)
Students return to th e ir original pairs (A
and B) and take turns to speak a b o u t
th e ir p hotographs, using th e ir notes fo r
reference.
U SEFUL LAN G U AG E
Describing photographs
You can se e ...
On the left / right of Ihe photo,... / In the middle... / At the top / bottom ..
It seems that... / Its dear that...
Both photographs / pictures show ...
The photographs / pictures illustrate different aspects of...
The problems are caused by / are the result of...
[Quote "T reat the Earth weB: it was n o t given to yew by your parents, it
was loaned to you by your children.” A ncient proverb j
TT\
Unit The Earth at the risk
W r itin g
Check
A reply
(1 0 mins)
Read
Tell them to check carefully th e ir spelling, g ram m ar
c (20-25 mins)
First, p u t the class in small groups. Ask the
and p unctuation and to share th e ir ideas w ith th e ir
partners.
W rttta g A r e p ly
Read
Read this e-mail from a leading expert on w a ter shortages. Then, lo o k a t the incom plete
spidergram below. Get in to groups and com plete the spidergram w ith y our own ideas.
One o f the most im portant issues o f the twenty-first century is the scarcity o f fresh water.
A paucity o f water presents m ajor hurdles to human development. Aside from fulfilling our
need to drink, fresh water also plays an intrinsic role in agricultural production.
W ater preservation is a major global challenge. Greater development and a perpetually
5 increasing population has led to unprecedented demands on all o f our resources, which has
in turn led to an increased water shortage. This has prom pted Kuwait into spearheading the
development o f the first desalination plants in the M iddle East, as well as im plementing
several studies by the Kuwait Institute o f Scientific Research in to im proving efficiency in the
use o f water fo r agriculture.
10 Ultimately, we need to curtail the unwarranted consum ption o f water i f we are to prevail
over the challenges facing Kuwait today. Do you have any suggestions about how the
average Kuwaiti can contribute to cutting back on water? Please let me know your ideas.
Many thanks
Dr Abdulhameed
c Using your spidergram , w rite a reply to the above e-m ail, suggesting ways in which
Kuwaitis can consum e less w ater in th e ir day-to-day lives. Make the e-mail around
200-220 w ords and include tw o o r three suggestions.
id s to renicitoW | l
^ W hen you have finished w ritin g , read your e-mail carefully. curtail, hurdle,
c implement, intrinsic,
3 Check spelling, grammar and punctuation,
paucity, preservation,
b Exchange e-mails with a partner. prevail over, scarcity,
\ spearhead, unwarranted
C2!_
( 63
MODULE 2: Natural Luorld
Discuss
(2 5 -3 0 mins)
3 On the board, w rite Recycling. Read o u t
the three d e fin itio n s 5 o f the w ord and ask
the class which one is the best (the second
one).
Put the students in small groups and ask Precious resources
them to guess some o f the vocabulary they
G ra m m a r
m ig h t come across in this unit. Then invite wish + would; wish + past simple;
wish + past perfect; phrasal verbs
them to share th e ir ideas w ith the class.
W rite good suggestions on the board.
Suggested answers:
waste, litte r, glass, plastic, fabric, w oo d,
cardboard, paper, metal
burn (incinerate), bury, p ollute,
contam inate
dustbin, b o ttle bank, lan dfill, incinerator,
tip ( * waste disposal site)
clim ate change, carbon dioxide, emissions,
the environm ent, the atm osphere,
p o llu tio n , co nta m in atio n
‘green’ , ‘ environm entally frie n d ly’,
biodegradable
b Ask the students to look at the title o f
the u nit (Precious resources) and suggest
w h a t it means ( natural resources that are finite
e.g. coal, wood. oil). Put students in pairs
o r small groups to discuss the question. Discuss these questions.
Students may find dictionaries o r the 3 Which o f these is the most accurate definition o f ‘recycling’?
• using objects and materials more than once
glossary helpful. Go round and listen, ► processing objects and materials so they can be used again
providing new vocabulary and adding yo ur • refusing to throw away objects and ma terials
own ideas if you like. Then ask d iffe re n t b W hy is recycling becoming such an im portant issue fo r many people today? The title o f th
unit, Precious resources, may give you an idea.
students to re p o rt th e ir ideas back to the
Look a t the pho tographs and discuss these questions.
class. 3 W hich o f the waste products in the photos are recycled in Kuwait?
b W hat happens to the waste products chat are not recycled?
C How could these waste products be recycled?
4cT)
64 )
Precious resources
Listen
(5.1) (1 0 —15 mins)
(5.1) (1 0 mins) Ask the students to read the sentences firs t, and try
to rem em ber i f they are True o r False (according to
Read o u t the question and play the recording
the speakers) giving th e ir ju s tific a tio n s . Then play
stra ig h t th ro ug h . Ask the class to note dow n the
the recording fo r them to check. W h o remembered
waste p ro du cts th a t are m entioned. Play it again
everything correctly?
to check, then p u t them in pairs to com pare
answers. Listening scrip t 5.1, TG, page 133
Listening script 5.1, TG, page 133 T h in k and s p e a k Talking about recycling and
enviromental issues
Check your understanding
(1 5 mins)
(5.1) (1 0 mins) In stru ct students to read the text. In pairs, EITHER
Play the recording, pausing to a llo w tim e fo r the ask h a lf the class to discuss question a and the o the r
students to com plete the missing w ords. Play the h a lf to discuss question b OR ask all the students to
recording again fo r them to check, then p u t them discuss b o th questions w ith th e ir partners. Go round
in pairs to com pare answers. and listen, adding yo u r own ideas i f you wish. W herever
possible, students should refer to the te xt in th e ir
Listening script 5.1, TG, page 133 answers.
Ask d iffe re n t students to re p o rt th e ir ideas back to the
class, and a llo w com m ents and fu rth e r discussion.
Lesson 3
Workbook pages 3 5 - 3 3 , Reading
O bjectives
Listen
* 3 (5.i) You are going to hear a discussion among three school friends. W hich o f the waste Skills A t the end o f this lesson,
products in the photographs in exercise 2 do they talk about?
students should be able
Check yum und erstanding
to:
# 4 (5.i) W hich words o r phrases are used by speakers to mean the following? Listen again and
Reading
w
complete the words or phrases, • read an a rtic le a b o u t
a put under the ground
-------- they sim p ly----------------------- most o f their rubbish.
ordg to reihenil>er m aking and recycling
b unwanted, unusable collection points, concur, paper
We take all o u r .-,.............. ........glass and paper to special crisis, machinery, offence,
collection points. pass a law, prohibitively,
C tools / machinery etc. reprocess
W riting • w rite a su m m a ry a b o u t
......— not everywhere has th e _____________ to reprocess it. recycled paper
d these provide electricity fo r motorists
... places where they recycle alm ost everything, you know ,_____________ _____________
fridges, wood ... Topic • Paper: new from old
e crime
I'd pass a law to make it a _____________ ______________ Functions • express o p in io n
f waste from people's homes
... no t to recycle 100% o f .......... ................ ............................ « make suggestions
f b (5.i) Listen again. According to the speakers, are the following statements True (T) o r False (F)?
Justify your answers.
Vocabulary c o m m e rc ia lly (A d v),
a One o f the reasons some items aren’t recycled is the prohibitive costs. —i p a rtn e rs h ip (N ),
b In m ost countries waste is burnt w o o d p u lp (N )
C The families o f all three speakers recycle their paper.
There is a unity and balance between man and nature. Caring fo r the environment, using
the w o rld’s resources in m oderation and protecting endangered species are therefore m ajor
concerns. We are all accountable fo r the damage done to our planet. For all these reasons
we bear responsibility fo r the condition o f the w orld and its ecosystems, all o f which are the
creations o f Allah.
(«’
L e sso n s 4 and 5 Put the students in pairs to discuss pictures b t<
Go round and listen, then check the answers wi
Objectives the class.
Skills: At the end of this pair of lessons, students
should be able to:
Grammar • use wish + would; wish + past simple; wish + past
c (10 mins)
Ask a stu de nt to read o u t the firs t sentence and
perfect the example answer. Then ask the students to
. use phrasal verbs w rite down wish sentences to fo llo w sentences
b - e. Go round and o ffe r help if needed.
Topic • Precious resources
Functions • ta lk a b o u t wishes Note: / wish I / he/ she/ it were ... is correct b u t
• express criticism / annoyance rather fo rm a l ( it is the subjunctive). In spoken
• express regret English, was is acceptable.
Vocabulary a dm in istratio n (N ), annoyance (N ),
(10 mins)
bureaucracy (N ), come up against (PhV),
Ask the students to com plete the sentences w it
criticism (N ), cut down on (PhV),
the correct tense o f the verb between brackets,
get rid o f (PhV), go along w ith (PhV),
them to com pare answers w ith a partner. Then
incinerator (N ), irrita tio n (N ),
check answers as a class.
keep up w ith (PhV), packaging (N ),
paperw ork (N ), p ut up w ith (PhV),
red tape (id io m ), run o u t o f (PhV) € (5 mins)
Ask the students to com plete the sentences w it
th e ir own ideas. Go round and make correctioi
Student’s Book pages 42 and 43 i f necessary. Then tell them to com pare answet
Present active vocabulary needed fo r each activity* w ith those o f a partner. Finally, ask a few stud<
to read any interesting answers either they, o r 1
G r a m m a r » wjsh + would; wish + past simple; wish + past partner, have w ritten .
perfect
Note: There are many possible answers.
£ (10 mins)
Student s B o o K p a a e
First, w rite these w ords on the board:
regrets, criticism, annoyance. Check th a t the G ram m ar
• wish + w o u ld ; wish + past sim ple; w ish + past p e rfe c t Grammar reference page 124
students understand each w ord. ^ Read sentences a-e and answer the fo llo w in g questions:
Then p ut the students in pairs to discuss t In which sentences do the speakers express regret?.................................................................
I In which sentences do the speakers express criticism or annoyance?...................................
the questions and note down th eir a I wish people would take the problem more seriously,
b 1wish we could recycle plastic more easily,
answers. Go round and o ffe r prom pts if
c I wish I had kept my old newspapers,
necessary. d I wish I knew more about the enviroment.
e I wish they would scop littering everywhere!
W hen they are ready, ask a student to read W hich group o f sentences uses wish + would? W hich group o f sentences uses wish past
o u t sentence a and ask w h a t it expresses sim ple or wish + pasc perfect?
M atch sentences in exercise la - e w ith these fo llo w -u p sentences,
(criticism / annoyance). a But I can’t change that now.............
b It’s so a nn oying!...........
Check sentences b-e in the same way. c Hopefully, we will be able to eventually............
d In the future I’ll know m o re ............
# (5 m ins) e Maybe one day they w ill.............
Look at pictures a-e. Are the speakers expressing regrec o r criticism ?
Read o u t the question and ask the class to t
tell you the answer ( wish + would expresses
criticism / annoyance; wish + past simple
expresses regret; wish + past perfect;
expresses regret).
(10 mins)
Ask the students to look again at sentences
a-e in exercise 1 . Then read o u t ‘fo llo w -u p W rite wish sentences which could fo llo w these beginnings,
sentence’ a from this exercise. W hich o f the a I’m really tired, but I can’t sleep at night. I wish I could Sleep ot night.
b The weather’s to o hot at the moment.
sentences in exercise 1 does it ‘fo llo w u p ’ ? c People drive to o fast in the city centre...........................................................................................
d The clothes I want to buy are too expensive................................................................................. .
(c). e I forgot my homework and the teacher is angry...........................................................................
Ask the students in pairs to com plete the Com plete these wish sentences using the correct cense o f the verbs in brackets.
a I wish I ___ __________ (finish) my work before leaving the office yesterday.
task, noting down th e ir answers. Go round b I
I wish _____________ (know ) the answer to that quiz question last week.
and check. C I wish I ______________(go) on holiday with you last year!
C om plete these sentences w ith yo u r ow n ideas, then com pare y our sentences w ith o th e r
(1 0 mins) students.
I wish I w e re ..............
Ask the students to loo k a t picture a, I wish I c o u ld .............
and ask if the man is expressing regret o r I wish people would .
criticism.
«)
66
U ; 5 Precious resources
id io m ).
O bjectives
a
out o f the blue red tape to be in black and white to $ee red
to give the green light to put someone on the black list
Look a t this bar chart. W h a t does it tell you? Discuss y o u r ideas w ith a p a rtn e r and w rite
(1 5 mins) dow n three key facts illustrate d in the chart.
A llo w tim e fo r the students to study the In 2005-2006, a total of 4 5 million tonnes o f household waste was recycled.
1
7 500
Put them in pairs to discuss the question 3.000
I 500
1ooo
and note dow n three key facts. 500
Read this re p o rt based on the chart in exercise 1. Then answer the fo llo w in g questions,
( 1 5 -2 0 mins) a Does it contain a n y o f the key facts you w rote down?
b One key face in the report is incorrect. Can you find it?
A llo w tim e fo r the students to read the
te xt carefully. Go round and explain any W aste and recycling 2 0 0 0 -2 0 0 6
In tr o d u c tio n
problem s; make a note o f them and check This report examines the trends in recycling between 2000 and 2006. It looks a t the amounts
w ith the w hole class. recycled o f five different kinds o f waste.
Key fa c ts
Ask the students w hich o f the key facts
O During the year 2005-2006, 4.5 m illion tonnes o f household waste was recycled.
m entioned in the te xt they had noted { ^ T h is is more than twice the am ount o f waste recycled in the year 2000-2001
dow n in Exercise I.T h e n p u t them in pairs Q Five different types o f waste were measured paper and card, glass, green waste, metal and
other materials
to answer question b. (The fifth ‘ key fa c t’
O In the first year o f the survey, more paper and card was recycled chan any other m aterial, but
is w rong: the second largest co m p on en t by 2005-2006, green waste was the largest constituent w ith abo ut 30 per cent o f the total.
O In 2005-2006, the second largest com ponent was metal, 28 percent, then glass 20 per
was paper and card, then other materials.) cent.
O There was also an upsurge in the am ount o f other materials recycled.
C o n c lu s io n
The figures show chat, fo r the duration o f the period 2000-2006, there was a constant
increase in the quantity o f waste which was recycled. This waste came from tw o main sources:
collections from people’s homes, and collection points.
R e c o m m e n d a tio n s
W hilst the increase in waste being recycled is heartening, it also reveals ju s t how much
w o rk there is le ft to do. N o t only do we need to get more things recycled but, perhaps more
im portantly, we should try to create less waste to begin with.
44 )
68
U t 5 Precious resources
Planning and writing C Discuss this question w ith the w hole class. Suggest
they note dow n main points in th e ir notebooks (o r
^ (1 5 -2 0 m ins)
w rite them on the b oard).
3 and b If possible, ask students to consult atlases
o r encyclopaedias to find o u t a b o u t the five Suggested answers:
countries represented in the bar chart. K uw ait is p robably s h o rt o f landfill sites; Luxem bourg
m ig ht have a problem w ith air p o llu tio n ; lessons in
Then students study the bar ch a rt carefully, and
recycling can be learned from Austria.
discuss question a in pairs. Go round and make
suggestions if necessary. Then ask them to discuss (1 5 -2 0 m ins)
question b. T he ir answers fo r a and b w ill p robably First, ask the students to re-read the article on page 44
'overlap'. and to look at the Useful Language box.
Then ask them to consider w h a t w ou ld be a good title
Suggested answers:
fo r a re p o rt based on the bar c h a rt in exercise 2. W rite
• K uw ait recycles the least, and uses the m ost
good suggestions on the board. Students choose one
lan dfill; it uses no incineration.
and w rite it at the to p o f th e ir reports.
• A ustria and Luxem bourg use the least lan dfill.
Students then use th e ir notes from exercise 2 to
• A ustria recycles the m ost - m ore than twice as
w rite th e ir reports. Remind them to use the headings
much as the second biggest recycler, which is
Introduction, Key facts, Conclusions and Recommendations
Finland.
and b u lle t points as in the model text. Go round and
• Luxem bourg uses the m ost incineration.
o ffe r help as necessary.
• A ustria and Luxem bourg use a b o u t the same
a m o un t o f lan dfill (although A ustria is much
Check (1 o m ins))
bigger).
Stu d e n t s B o o k page
C? a Tell the students to read th e ir w o rk
th rough carefully and check spelling,
g ra m m ar and p un ctua tio n,
b and C Students then read th e ir partners’
Precious resources
reports, referring to the questions.
You are going to write a report based on
W ritin g A re p o rt waste and recycling statistics
Encourage them to make suggestions and
Read the re p o rt again and discuss these questions w ith a partner,
com m ents.
a W hat do you nocice abouc many o f the verbs in this report? Finally, invite d iffe re n t students to read o u t
b W hy does the wricer use bullets [ o ] in the Key facts pare o f che report?
C Which in form ation in che Conclusion is noc illustrated in the chart? th e ir reports to the class. Again, encourage
P lanning w ritin g b rie f com m ents o r questions.
Look at the bar chart below.
■ LiodN* | Recycled/compelled Lesson 9
Workbook pages 3 6 - 3 7 , Writing
Workbook answer key - see page 1 4 3
a W hat does the chart tell you? Discuss your ideas w ith your partner and write down fo u r or O bjectives
five key facts.
b How do the five countries compare with each other? For example, which councry recycles Skills A t the end o f this lesson,
the most material? W hich country buries most waste in landfill sites?
c W hat conclusions can you draw from this chart? (You can include ideas o fy o u r own that students should be able
are not given in the chart.)
to:
W rite yo u r re p o rt in a b o u t 200 words. Use che headings: Introduction, Key facts, Conclusions
t and Recommendations, and expressions fro m the Useful Language box below. Keep your Reading • read a b a r c h a rt and a
language sim ple and y o u r sentences short. Use bullets [ I ] to separate points.
related re p o rt
cite*
^ 4 W hen you have finished w ritin g , read your re p o rt carefully. V f i f w v l v to rcnientber • W riting • w rite a re p o rt based on
9 Check spelling, grammar and punctuation, component, compost, statistics
b Exchange reports with a partner. As you read what your partner constant, constituent,
has w ritten, ask yourself these questions: duration, heartening, • make a b a r c h a rt
ft Has he / she included all the most im portant key facts? household waste,
(Refer back to the chart.) incineration, material, Functions • make suggestions
ft Are the conclusions sensible and correct? quantity, trend, upsurge
C Return your partner’s report and exchange thoughts and ideas.
USEFUL LANGUAGE
Reporting quantity
X per cent of waste material was recycled / burnt / buried in a landfill site.
Of all the countries, Kuwait buries the most waste in landfill sites
Austria burns 10 per cent of its waste, whereas Luxembourg burns 50 per cent.
In comparison with Austria, Luxembourg recycles half / a quarter / twice / three times as much / much
more / less than
Expressing recommendations: it would lalso) help if people .; It would be better if I suggest that
It w ould be a good idea to . , It would be sensible for people to I don't think motorists should
Expressing criticism and annoyance: Frankly, it's ridiculous that we We shouldn't do this, it's causing huge
problems.; This situation is unacceptable / unbelievable / inconceivable
Expressing regret: I wish we had recycled more „■We should ha ve ...; If only we had Things should never
M aking conclusions: In conclusion, it is clear that / it can be seen; I would suggest / believe il is important to
/ would argue th a t...; Ultimately / Finally / Primarily, we m u st...
CL
[ 69
MODULE 2: Natural world
Discuss
^ (5 m ins)
D irect students' a tte n tio n to the quiz on
page 46. Ask i f any o f them know anything
a b o u t the panda. Ask students to answer
Under threat
G ra m m a r
the questions in pairs and record th eir Explaining possibilities:
Modais +. infinitive / Modals + past participle;
answers. Tell them n o t to w o rry to o much Passive verb form (revision); prepositions
(5-1 0 m ins) ^ Before you read the article abo ut giant pandas, match these w ords w ith their meanings.
Ask students to read the article on page 47, Check your answers in a dic tio n a ry o r the glossary at the back o f the Scudenc’s Book.
looking carefully fo r in fo rm a tio n relating to a extinction .......... 1 sleep during the winter
b habitat .......... 2 the process o f ceasing to exist
the quiz. H ow many o f th e ir answers were C hibernate .......... 3 easily frightened / tim id
d sanctuary .......... 4 safe place where animals are protected
correct? e reticent ............ 5 natural living area or environment o f an animal
Read che article abo ut giant pandas. H ow m any o f y o u r answers to questions 1 a-g were
correct?
70 )
U ..Jt6 Under threat
Functions • express o p in io n
S tu d e n t s Book
f J i« r h u n d e rsta n d m e
Read the article again and match these headings w ith the correct paragraph A-E o f the
article.
a Eating h a b its ............................
b Typical lifestyle..........................
C Saving the p a n d a __________
d Basic in fo rm a tio n ...... .............
C Special a b ilitie s ____________
Read the fo llo w in g extracts fro m the text. W h a t d o the w ords in b o ld refer to?
a Now t h e i r mam problem is the disappearance o f their habitat,
w h i c h is caused by the increasing...
b Unlike s n m e m e m h e r s o fth e bear family, pandas do n o t w .
o n t o t o revh em h e r
Objectives (5 -1 0 mins)
Skills: At the end of this pair of lessons, students
Read o u t the firs t sentence and ask the students
should be able to:
to tell you the passive verb ( were ... found). Then
Reading • read a sh ort text a bo ut Islam arid the
p u t them in pairs to ide ntify the passive verbs in
im portance o f plants
sentences b-f. Go round and o ffe r help where
Speaking• describe w ha t happened before and after a
necessary,
certain event
Grammar • explain possibilities ^ (1 5 mins)
• use modals + infinitive / + past participle Ask the class to name the tense in sentence 3a
• use passive verb form (revision) (past simple) then allow tim e fo r them to w rite
• use prepositions dow n the names o f the rem aining passive verbs.
Topic • Under threat Put the students in pairs. Ask them to discuss all
Functions » describe events three questions. Go round and listen, b u t let therr
Vocabulary aware (A d j), bounty (N ), cultivate (V), w o rk o u t the answers on th e ir own if possible.
encroach (V), grow (V), illegitim ate (A d j), Then check th e ir ideas w ith the whole class.
nourishm ent (N ), recompense (N ),
reward (N ), trespass on (PhV), (10 mins)
unsanctioned (A d j) wealth (N ) Read o u t the example sentences, then p u t the
^ Pronunciation • rhythm (2) students in pairs to com plete the task. Go round
and o ffe r p ro m p ts if needed.
Student’s Book pages 48 and 49
Present active vocabulary needed fo r each activity.
can’t have, and w rite them on the board. • Passive v e rb fo rm (re v is io n ) Grammar reference pages 1 2 4 -1 2 5
\/a c a tinlary E n v ir o n m e n ta l w o rd s Ask the students to listen w hile you play the
c [ Read the text. Then, using a d ic tio n a ry o r the glossary a t the end o f this bo o k, give
d e fin itio n s fo r these w ords fro m the text.
recording s tra ig h t th ro ug h . Encourage them to
ta p the beat w hile they listen. Then play it again
Are you aware o f the im portance o f plants? In add ition to providing nourishment, plants enrich
the soil, protect it from erosion and produce the oxygen we need to breathe. They are also o f pausing a fte r each sentence fo r them to repeat
immense value because they provide us w ith medicines, oils, perfumes, waxes, fibres, timbers
and fuel.
it.
5 The Prophet M oham med (peace and blessings o f Allah be upon him ) says th a t any Muslim who
plants o r cultivates vegetation and eats from it, or allows another man, animal o r bird to eat
from it, w ill receive recompense from Allah He (peace and blessings o f Allah be upon him ) also
said th a t anyone who plants a tree under which people can seek shade o r shelter from the sun Listening sc rip t 6.1, TG, page 133
w ill have his reward with Allah.
io Therefore, the cutting down o f trees for illegitim ate reasons encroaches on the bounty o f all,
and disturbs the beauty o fth e environment which Allah has created.
fwpi i fflom
m A C om plete these sentences w ith the correct prepositions from
the box. There is one extra preposition.
w orJs to reniemlier
aware, bounty,
Gram m ar
students should be able
to:
• use modals + in fin itiv e
cultivate, encroach,
r «
C
Quote
O bjectives Draw students' attention to the Quote box. Ask them
Skills: A t the end o f this pair o f lessons, students if they know anything about George Eliot. Read the
should be able to: quote aloud and ask the students what the writer
Reading • read a report about the organisation of means. Do they agree or not?
small businesses and a council housing Background: George Eliot (1 8 1 9 -1 8 8 0 ) was an
project English novelist. She was one o f the leading writers ol
Speaking • perform a role play the Victorian area. Her novels, largely set in provincia
W riting • write a formal report England, are well known for their realism and
Topic • Under threat psychological insights.
Functions • give reasons for a choice
• persuade others
• plan
• express possibilities
Vocabulary burgeoning (Adj), consensus (N ), dearth (N),
graduate (V), housing (N ), knock-on (Adj),
V
utilise (V), vociferously (Adv), wetland (N )
(1 0 -1 5 mins)
First, allow time for the students to study
the information and the map. Go round
and explain any problems, then ask the Spealdng Role play
class for their initial reactions - where do I The situation
they think the new homes should be built? Read th is situ a tio n . W h o should decide where to build the
Read out the question and ask different new homes?
students for their opinions. ► The population o f your region is growing rapidly and in a
few years there w ill be a serious dearth o f housing.
► There is an area very near your town where new homes
Preparing fw the role play could be built, but this area is a wetland and is protected - it is the habitat o f a rare type o f
bird.
I There are two other possible areas:
(15 mins) 1 5 kilometres away from the town.
3 and b Put the students in groups o f three 2 20 kilometres away from the town. A new tow n and new roads w ould have to be built here.
R n p a fttf fo r the role piny
(AAA, BBB and CCC). Ask them to read
Your class has the jo b o f deciding w here the new homes should be b u ilt, b u t firs t you are
the appropriate role card carefully. Then g oing to discuss the problem in groups o f three.
ask them to discuss and note down their a Each student should play one o f the roles A -C described below.
ideas about where the new houses should b Read your role card and decide where you think the new homes should be built. Make notes
about your choice o f area. ________________________
be built. Go round and make suggestions Role A Environm entalist Role B - University student Role C - Tow n resident
►Your fam ily have lived
if necessary. ►You believe in preserving
animal habitats.
►You are soon going to
graduate from university in the town all their lives.
►You believe that too much and will need a home in this area. ►You think your town already
new building w ill damage ►Your fam ily live in the town has enough inhabitants.
Role play the countryside. and you would like to live ►Animal conservation is not
►Your b rother’s fam ily w ant near them. a prion ty for you.
to move to the area. ►You d o n 't th in k birds are
^ (1 5 -2 0 mins) very im portant.
a First, ask the students to look at the Role
Useful Language box. Then put students in W o rk in groups o f three - A, B, C.
a First, each ‘character’ should say where he / she thinks the new homes should be built. Give
new groups (ABC). Each student takes as many reasons as you can.
turns to put forward their character’s b When everyone has expressed their opinions, have a general discussion. Try to persuade the
others in your group th a t you are right.
point of view. C Organise a vote. W hat is your group’s conclusion?
d Compare your vote to the vote o f the other groups in the class.
b In their groups, students discuss the
different ideas and try to persuade each USEFUL LANGUAGE
Giving reasons tor a choice Persuading others
other. There are 1wo reasons why I think we should build the houses here...
Firstly,... / Secondly,...
Can you see what I mean?
Look at it this way: if we build the houses
there,...
C Groups vote for where the homes should The main reason I would choose this area is because...
The purpose of this report is to comment on the projected housing project., If you build them there, it will mean
New houses near lo the town will
be built. Equaly, we are concerned ...
This group strongly supports .
d Ask each group to report back to the
class. Did all the groups vote for the same lu ote “ Anim als are such agreeable friends - they ask no questions, they
place? Finally, have a "free vote’ with pass n o criticism .” George E liot
S tu d e n t s B o o k paqe Lesson 9
Workbook pages 4 3 - 4 3 , Writing
(J I
( 7C
focus on
Student’s Book page 52
The Arfaj
Pre-reading (5 mins)
Point to the photo. Ask the students i f they know w hat
it is. Ask some general questions to guide them to the
to p ic o f the text: The A r fa j, e.g. Have they ever seen one?
Why is it an important plant to Kuwait?
o f rhetorical questions taken from ^ j j The article begins w ith tw o questions. W h a t is the purpose o f the tw o questions? Is the
a u th o r expecting answers?
everyday speech. Ask them to explain
and paraphrase the rhetorical
questions, so th a t they are in statem ent
Explain w h a t a speaker means when he/she says:
form .
a ‘ How much longer must people endure this injustice?’
b ‘ How many times do I have to tell you to stop walking into the house with mud on your
shoes?’
f ______ fO
\
Project 2
Read and discuss
W ritin g a leaflet on environm ental issues (10-1 5 mins)
Student's Book pages 5 3 -5 4 a Ask the students to read the leaflet, then p u t them in
groups to discuss questions 1 -3 . Check th e ir answers.
Tell the class they are g o in g to w rite a lea flet to
b and C Students discuss these questions in th e ir
raise e n viro n m e n ta l awareness. I f a p p ro p ria te ,
groups. M ake sure they note dow n th e ir ideas. W hen
you co u ld also give the stu de nts the o p tio n o f
they are ready, discuss the leaflet w ith the w hole class
c o m p o sin g a w ebpage (instead o f a lea flet). using the points in c.
S t u d e n t s B o o k paae
P ro je c t 2
As part o f a campaign fo r a focal botanical park,
which aims at both attracting visitors and making
people more environmentally aware, you are going
W r it in g a le a fle t on e n v iro n m e n ta l
(■ t o y m d a i* j - «
issues
1 Read and discuss
a Read the leaflet below about Kew Cardens.
1 W hich environmental issue is the subject o f the leaflet?
2 W hich group o f people is the leaflet trying to persuade?
3 W hat ideas are the writers using to persuade these people?
W hat has the writer done to make the message o f the leaflet clear to readers?
W hat do you think about the design and layout o f the leaflet? Here are some things to think
about:
► The headlines / slogans
► The am ount o f text
ft The use o f separate boxes
ft The use o f illustrations
ft The use o f quotations
(E
S ta g * * 2 D j5 C U 5 5
w rite any new vocabulary on the board. Workbook answer key page 1 4 4
Students then discuss the question in groups. Go round W Extra Listening pages 1 3 6 - 1 3 7
and make suggestions i f necessary, then invite the
students to share ideas w ith the w hole class,
b and CDiscuss these tw o questions w ith the whole
class.
d In th e ir groups again, students look at the
suggestions and then note dow n fu rth e r ideas.
W hen they are ready, invite them to share ideas w ith
the w hole class.
Stage 4 W r i t e y o u r le a fle t
a Share the tasks. For example, one student could w ork on an interesting design, find
illustrations, etc.; another could think o f suitable headlines or slogans; a third could w rite
the text.
b Each student in the group shows or tells the rest o f the group what he / she has done. The
group as a whole can comment on this and suggest improvements.
C Each student revises his / her ideas and produces a final version o f the leaflet.
Stage 5 P re s e n t y o u r le a fle t
3 Groups take turns to present their leaflets to the rest o f the class. (Leaflets can be
displayed on the classroom walls.)
b Talk about how effective each leaflet is. How persuasive is it?
Try these websites fo r in form ation:
• wwvven.wil«pedla.(^y^iki%lc^at„wapn)ing
( sQ
78
Student's B o o k Answ er key
& . .
t?s B o o k page 55 Put them in to pairs and ask each pair to choose one o f the
pictures. Give them five m inutes to w rite dow n all the w ords
r (5 -1 0 minutes) they know w hich are connected to th e ir picture. These could
students th a t this page shows them w h a t they w ill be be w ords fo r items th a t they can actually see in the pictures,
n the th ird m odule ( Lifestyles) and ask them to look at o r m ore abstract w ords w hich the picture suggests to them .
: jres. W hen the tim e lim it is up, ask
the various pairs to share th eir
ideas w ith the class. W rite
suggestions fo r each picture on
the board.
Put students in to small groups
to discuss the questions in
the S tud en t’s Book and note
dow n th e ir ideas fo r each one.
Invite differen t students to
share th e ir ideas w ith the class,
giving th e ir reasons where
possible.
J
MODULE 3; Lifestyles
Listen
( 7 .1 ) (1 0 mins)
D i ic u «
Ask the students to read the w ords, then
The pho tograph s show people w ith busy and active lives.
play the recording stra ig h t th ro ug h .
W hy is keeping active im portant for a long life? Use the pictures and the suggestions from the
In pairs, students then w rite the text below to discuss your ideas with other students.
____________________________________________________J
Listen
& * ■ ' \ Listen to the jo u rn a lis t talking a b o u t old people she has m et. She uses all the w o rds in
a-d below. W rite b rie f defin itions o f the w ords. You may use a d ic tio n a ry o r the glossary at
the end o f this b o o k to help you check y o u r answers.
56 }
82 )
Unit i Long lives
^ ( 5 - 1 0 mins) Lesson 3
Ask the students to lo o k a t sentence a and choose Workbook pages 4 8 - 4 9 , Reading
Workbook answer key - see pages *1 4 4 -1 4 5
the co rrect ending (2 ). A llo w tim e fo r them to
com plete the task in pairs.
^ (1 0 mins) Objectives
Ask students to com plete the sentences in the Skills A t the end o f this lesson,
S tud en t’s Book. Read o u t the firs t sentence, students should be able to:
pausing fo r a stu d e n t to com plete the m issing Reading • read an a rtic le a b o u t the
w o rd (geriatric). A llo w tim e fo r them to com plete im p o rta n c e o f sleep
the task in pairs.
Topic • Whv is sleep important?
Functions • give o p in io n
Think and speak Discussing and comparing
Vocabulary c h ro n ic (A d j), deprived
^ ( 2 0 -3 0 mins) o f (PhV), d ro w sy (A d j),
Put the students in pairs o r sm all groups to genetic m ake-up (N ),
discuss the question. Tell them to note d ow n th e ir restful (A d j), s h a llo w (A d j)
ideas. Go round and o ffe r suggestions i f necessary.
W hen the students are ready, ask them to re p o rt
th e ir ideas back to the class.
Finally, a llo w a s h o rt class discussion.
Chech v
r * (7,1) Listen again and com plete the table w ith any missing in fo rm a tio n . You may also w rite
add itio n a l in fo rm a tio n .
L o c a t io n N a m e (s ) Age(s) F a m ily O th e r
in fo r m a tio n in fo r m a tio n
w.
1 ... eats corn and soup
2 ... cycles to a nearby village. ords to r c it ic itilic r
3 . . drives to the city. cardiovascular,
b Alberto and Maria got regular exercise by . . centenarian, commentary,
1 ... farm ing for most o f their lives. cycle, elderly, expectation,
2 ... running every day. geriatric, honour, integral,
3 ... riding horses. onerous, supple, vigorous
C Sunil Narayanan worked as ..
*1 a policem an.
9om•-•••* •
2 a fisherman.
3 a grocer
c M atch the firs t h a lf o f each sentence a-c w ith the correct ending 1-3.
a The journalist is doing ... 1 .. his parents had a simple life.
b In Mexico, she m e t... 2 ,, research about elderly people.
C Alberto and Mana's son said ... 3 ... the world's oldest married couple
€ Using a dictio n a ry o r the glossary at the end o f this book, find o u t the meanings o f these
w ords and p u t them in the correct space.
O ld people’s homes are often known as ( 1 ) ______________ homes. It is rare to find these
homes in Kuwait and the Arab w o rld, because Islam teaches children to ( 2 ) ___ ___________
their parents and show them ( 3 ) ______________ in their old age. When I am older, it is
my ( 4 ) ____ th a t my children will care for me, ju st as I am w illing to care fo r my
parents. Family values are an ( 5 ) ............................. pare o f M iddle Eastern lifestyles and provide
a basis fo r living.
T h M i and apeak Discussing and com paring
H ow can we show gratitu d e and respect to the elderly? C om pare ideas in pairs o r groups.
giz:
( 83
O bjectives (7.3) (1 0 mins)
Skills: A t the end o f this pair o f lessons, students Play the recording, pausing after each extract fo r
should be able to: the students to check their answers. Discuss which
Listening . listen to a jo u rn a lis t ta lkin g a b o u t old sentences could have an alternative answer (b and c,
see key). Then ask the students to decide the actual
people she has met
w ords the jo u rn a list used.
Gram m ar .. use direct and reported questions /
statements Listening scrip t 7.3, TG, page 133
. use phrasal verbs w ith make and do
(1 0 mins)
Topic . Long lives Put the students in pairs to discuss the three
Functions . re p o rt questions and statements questions. Go round and listen, o ffe rin g ideas if
Vocabulary blizzard (N ), conceal (V), dispute (N ), necessary. Then discuss the questions w ith the
do away w ith (PhV), do up (PhV), w hole class.
do w ith o u t (PhV), excuse (N ),
(1 0 mins)
frequently (Adv), in spite o f (Prep),
make up (PhV), make up fo r (PhV), Read o u t question a and invite a stu de nt to
vicinity (N ) com plete the reported question. W rite the correct
sentence on the board (/ asked her how longshe had
Student’s Book pages 58 and 59 been married) and check the students understand
w hy the tense has changed.
Present active vocabulary needed fo r th is activity.
Put the students in pairs to com plete the task,
then invite d iffe re n t students to come to the board
G r rammar • Direct and reported questions / statements
and w rite the answers. M ake sure they do n o t
p unctuate th e ir sentences w ith question m arks!
(1 0 mins)
Remind the students o f the recording
a b o u t very old people which they heard
previously. Ask the students to fill in the
gaps in the text. Read the firs t e xtra ct as an
example and com plete the m issing w ords
G ra m m a r
■D ir e r t and r e p n rte d q u e s tio n s I s ta te m e n ts G ram m ar reference page 125
(had spent). In these extracts fro m the recording, the jo u rn a lis t is re p o rtin g w h a t people said. C om plete
Put students in pairs to com pare answers the sentences using the corre ct fo rm o f the verbs in brackets.
a One o f their sons to ld me th a t his parents............................. (sp e n d ) every day o f their lives
b u t do n o t supply the correct answers yet. together ..
He said they______ ____ ___ (always have) a good social life and . . . ..........................(keep) ji
0 2 (7.2) (5 mins) regular touch with their family, friends and neighbours.
C He said he—......................... (be) n o t sure, but suggested t h a t ...
Play the recording, pausing after each d He added th a t they______________ (both be involved) in farm ing fo r m ost o f their lives.
sentence fo r the students to check th eir e Sunil said that h e _______ -______ (spend) m ost o f his life w orking as a fisherman.
i He said h e ______ _______ (enjoy) every day o f his life.
answers to exercise 1. Invite different g M rs Chin said she . .. . ___________ (never do) paid w ork ...
students to read o u t a completed sentence. * 2 (7.2) N o w listen to the above sentences and check y o u r answers.
Listening scrip t 7.2, TG, page 133 In extracts 1 a g, w h a t were the speakers’ ( n o t the jo u rn a lis t’s) actual words?
My parents spent every day of their lives together ...
(1 0 mins) ^ 4 In these extracts the jo u rn a lis t is re p o rtin g the questions she asked. Com plete the
* sentences w ith some o f the w ords from this list.
Ask students to look a t the com pleted
what which who whether where ,
sentences in exercise 1, and then w rite down
the speakers’ actual w ords. Go round and a I asked their s o n __________ ____the secret o f th e ir long life was.
b I asked h im ................... he remembered his wedding day.
o ffe r help where needed. c I asked him ..................... he had enjoyed his long life.
d I asked her.................. she cycled to.
(5 mins) e I asked th e m ............. ............... they were friends with.
Put the students in pairs fo r th is task. Tell f I asked h e r..............................she preferred, the past or the present.
them th a t there may be m ore than one (7.3) Listen and check y o u r answers. In extracts 4 a -f, w h a t were the jo u rn a lis t’s actual
questions?
correct answer. Then p u t pairs to ge th er to
N o w discuss these questions.
com pare answers. D o n o t supply correct a How is the order o f w ords in a reported question different from the order o f words in a
answers yet. direct question? Look at the order o f words after where
Reported question: 1 a s k e d h i m where he l i v ed .
Note: In m odern English whom is generally D irect question: Where do you live?
b W hich extra words are added when we report a Yes / No question?
restricted to fo rm a l contexts when it fo rm s the C W hat is the broad rule about verb tenses when we report people’s words?
objective case in a sentence, e.g. T o whom do R eport these statem ents and questions. The beginnings o f the answers are given.
you wish to speak? a ‘ H ow long have you been married?’ I asked her.................................................................... .......
b ‘ Do you enjoy spending tim e w ith each other?’ I asked them--------------------------------------------
The norm al practice in m odern English is to use c ‘We d o n ’t have disputes a bo ut anything.’ They said they............................................................
who instead o f whom, altho ug h it is useful to d ‘W e’re taking o u r grandchildren on holiday.’ They said they..................................................... .
e ‘W hen did you first meet?’ She asked them......................................................................... ..........
m aintain the d istin ctio n in fo rm a l w ritin g .
SB)
84
Unit 7 Long lives
(icabulary Lesson 6
ollocations: make ur du Workbook pages 5 0 - 5 1 , Language practice
Stu d e n t s B o o k page
Vocabulary
CettocattenB! make o r do
M ake and do have sim ilar meanings, b u t you c ann ot use them w ith the same nouns. For
example, we say do a jo b but make an arrangement. Complete these sentences w ith the correct
form o f make or do
a The jo urn alist said she w a s............................. research fo r an article.
b Scientists frequently.............................experiments to test their ideas.
C You will have t o ............................. a special effort i f you w ant to pass your exam.
d Can I ............................. a suggestion? W hy don’t w e .............................. the shopping together?
e If y o u ............................. a mistake, you have t o .............................. your homework again.
f I ............................. my decision very quickly.
g I ’v e .............................myself a promise. I’m going t o .............................. a success o f my new
job.
h Last night’s blizzard............................. a lo t o f damage to buildings in our vicinity.
Phrasal verba with rnafca and ito
M atch the phrasal verbs w ith make in this text w ith the correct meanings 1 - 3 below. You
may check yo u r answers in a d ictio n a ry o r the glossary at the end o f this book.
Ibrahim usually arrived at work on time, so his boss d id n ’t know
what to (a) m a k e o f it when he was an hour late one morning. N ote
He said that he was feeling ill, but actually this was an excuse A phrasal verb is a verb plus
he had (b) made up to conceal the truth. Ibrahim promised he a preposition o r sometimes
would (c) make up fo r the tim e he had lost. two prepositions or an
Meanings adverb, which creates a
meaning different from the
1 invent (a sto ry ).....................................................
original verb. Example:
2 take the place o f something lost or missing
run into - meet
run away « leave
3 think about / understand .
M atch the phrasal verbs with do in these sentences w ith the correct
meanings 1 -4 below. You may check your answers in a dictionary or
the glossary at the end o f this book.
3 I’ve hurt my back which means I have to get someone to do
my shoes up fo r me.
b The doctor told my grandm other she’d have to learn to do
without sugar.
C I could do with a cup o f coffee.
d N ot everyone in our family has a mobile, so we can’t do away !orck to raiicttitnrr
w ith our trad itiona l phone.
blizzard, conceal, dispute,
Meanings do away with, do up,
d o without, excuse,
1 need or w ant som ething............ 3 fasten / tie ............
frequently, in spite of,
2 get rid o f ............ 4 not have something make up, make up for,
and manage in spite vicinity
o f th is ............
CS9~
Lessons 7 and r4 (1 5 mins)
*
O bjectives ** Put the students in pairs and ask them to discuss
Skills: A t the end o f this pair o f lessons, students each question, noting down their ideas. Go round
should be able to: and offer prom pts if necessary. When they are ready,
Reading • read a magazine article read o u t each question in turn and encourage a class
S p e a kin g ' • ta lk a bo ut how to show respect to the discussion.
elderly Suggested answers:
• discuss w ritin g techniques 3 by asking direct questions
W ritin g • w rite an article b The style is fairly inform al and friendly. It is written
Topic • Long lives fo r teenagers.
Functions • give o pinio n C The title should be ‘eye-catching’ and attract
• agree / disagree people to the article and to the magazine itself,
• give advice d It concludes the article. It ends on a positive and
• express g ratitude encouraging note, etc. (Students5own opinions)
• express o bliga tion / duty
Vocabulary a d m ira tio n (N ), affection (N ), ailm ent (N ),
bestow (V), deserve (V), due (A dj), fatal (A dj),
life expectancy (N ), reverence (N )
(1 0-1 5 mins)
First, ask if any o f the students read
magazines. W hich ones? W hich magazines
A m a g a z in e a r tic le
are the m ost p o p u la r w ith th e ir age group?
R ea d wn a n a t p u
Show examples o f them to the class. W hich
m . I T his article was w ritte n fo r a youn g person's magazine. W h ich o f the fo llo w in g is the
ones do they recognise? W h a t do they ^ best title fo r the article?
th in k o f them? » Give respect where it ’s due
I A guide to old age
Read o u t the in tro d u c tio n and l H ow to live longer
Put the students in pairs to discuss each 2 O f course, an aging p o p u la tio n means th a t there are m ore elderly people than ever
before, all o f w h o m deserve o u r a d m ira tio n and com passion. B ut w h a t is the best
question. Go round and listen; tell them
way to dem o n stra te ou r respect fo r them ?
yo ur own ideas too, i f you wish. 3 M any o ld people rely on th e ir fam ilies and friends fo r s u p p o rt. There are m any things
W hen they are ready, ask d iffe re n t students th a t old bodies c a n n o t d o as easily as young ones, so ju s t being there to help an
elderly person perform sim ple tasks is o fte n app reciated. S im ilarly, being there to
to re p o rt back to the class. Have a sh ort ta lk to them is a fa n ta s tic way to show reverence. Friendship is one o f the greatest
class discussion and then vote fo r the best g ifts we can bestow u po n others, in c lu d in g the old.
4 There are o th e r ways to show o u r app re c ia tio n . Sim ple things like h o ld in g do o rs
piece o f advice.
open o r sta n d in g when som eone enters a ro o m are effortless ways to sh o w respect.
(5 -1 0 mins) 5 These tasks w ill never feel like w o rk because they are practical ways in w h ich we can
help the elderly and show o u r respect to them . Remember, w ith o u t the elderly, Kuw ait
Ask the students to read the text on page w o u ld never have become the co u n try we know and love today.
60 again. In pairs, students then match 6 M y message, then, is to lo o k a fte r and respect the elderly, and , one day, you’ll receive
headings a - f w ith the co rrect paragraphs. the same respect and a ffe c tio n th a t they do.
60)
86
U n it ' Long lives
Lesson 9
M a tch each paragraph o f th e a rtic le w ith one o f these headings.
c a An increasingly mature p o p u la tio n ............
Workbook pages 5 S -5 3 , Writing
T h in k a b o u t w h a t pieces o f advice you could give to people o f y o u r o w n age a b o u t h o w to Functions • make suggestions
respect your elders.
a N ote d ow n practical ways in which we can show respect to the elderly. Use your ideas from
exercise 2.
b Plan your article in clear and concise paragraphs, using the article opposite as a model,
c Think o f a suitable title fo r your article.
# • W rite y o u r a rtid e in 2 0 0 -2 2 0 w o rds. Use y our notes fro m exercise 5 and expressions fro m
the Useful Language box below. F o llo w y our paragraph plan and express y o u r ideas clearly
and sim ply.
USEFUL LANGUAGE
Giving advice Expressing gratitude
For me the golden rule is Ihis- Be ihankful /appreciative of / that / for..
If you dn ihis. Give praise / lhanks for ...
Remember some of these lips:. Show your respect/ gratitude by ...
In the end, you'll be more successful if Expressing obligation } duty
Another useful lip is this: , You must / should always ..
The besi way to. is lo .. Moke sure yo u ..
Don'l forget, .. It is a sign of respect to ...
In my experience, .. will be opprecioied / welcomed
IfT -
(8 7
MODUL6 3: Lifestyles
Discuss ( 1 5 -2 0 mins)
Touin and country
G ra m m a r
Inverted sentences
First, ask the class to look at the
photographs and discuss and note down
relevant vocabulary in pairs.
Then ask the w hole class to suggest useful
w ords and w rite good suggestions on the
board (e.g. crowds, tra ffic , busy, noisy,
shops, buildings, city, to w n , village, quiet,
peaceful, countryside ...).
Then p u t the students in small groups to
discuss the tw o questions and com plete
th e T -B a r. Go round and listen; o ffe r some Discuss
ideas o f yo ur own i f you wish. Look at the tw o pho tograph s and discuss these questions in pairs.
W hen they are ready, invite students from 3 Many o f the people who used to live in the village now live in the city. W hy do you think they
moved?
each group to share th e ir ideas w ith the b W hat advantages and disadvantages are there to living in a city? W rite your answers on the
class. Encourage com m ents and fu rth e r T-bar.
_____________ Advantages______________________Disadvantages___________
discussion.
Read
(10 mins)
Read
8 D irect students to read the title o f the
^ a Before reading, look at the title o f the article. W hat do you think the article is about?
article b u t make sure they do n o t read the b W hich o f these words do you think w ill appear in the text? Why? You may use a dictionary
or the glossary at the end o f this book fo r help.
article itself. Ask students to say w h a t they
th in k the article is a b o u t (people moving deserted graduated inhabitant overcrowding public services athletics vacant
62)
Toutn and country
^ ( 5 - 1 0 mins) ( 1 5 -2 0 mins)
Tell students to locate the w ords in the article and 3 First, read o u t the firs t question and invite
w o rk o u t th e ir m eaning fro m th e ir context in the suggestions fro m the class. Then p u t the students in
text. Students then use the a p p ro priate w ord to small groups to discuss question a in greater depth. Go
com plete the sentences. Go round and o ffe r help round and listen, giving p ro m p ts where necessary. Join
where necessary. Check answers as a class. in w ith your own o pinio ns i f you w a n t to.
W hen they are ready, invite students fro m each
^ (1 5 mins) g ro up to share th e ir ideas w ith the class. Encourage
' Discuss question a w ith the w hole class, then p u t com m ents.
the students in pairs o r small groups to discuss
b Read o u t the question th a t is m ore relevant to the
questions b and c. Go round and o ffe r ideas where
class, and then fo llo w the same procedure as fo r
needed. question a.
Lesson 3
Workbook pages 5 4 - 5 5 , Reading
O bjectives
Skills A t the end o f this lesson,
students should be able to:
Reading • read an a rtic le a b o u t Silk
S t u d e n t s B o o k Daae
C ity
W riting • w rite a s u m m a ry o f the
U nit 9 Town and country differences between Silk
C ity and o th e r m odern
cities
The end o f village life?
Topic • Silk City
W h e n large numbers o f people move from their homes in country areas to find better-paid jobs in towns
and cities, the villages and farms they once lived in are often left vacant. N o one wanes to buy the houses Functions • give reasons
because they cannot make money out o f them. This phenomenon, which is called rural depopulation, can
lead to overcrowding in cities a s well as deserted country areas and is a major socioeconomic problem • c o m p are and c o n tra s t
5 nowadays.
• express o p in io n
O ne example o f this phenomenon is the Garrigues area o f Spain, about one hour’s drive from Barcelona.
The area has a Mediterranean climate, but because it is at high altitude and not close to the sea, winter Vocabulary c o n te n tm e n t (N ), crow n
temperatures are quite low. The area has an annual rainfall o f 4 8 2 m m which falls in only 4 7 days o f the year,
during the autumn and spring. Historically, this w as a successful agricultural area; o n the higher ground, jew el (N ), d e m a rc a tio n (N ),
i the farmers grew almonds, while in the river valleys, wheat, com, beans and sunflowers were the traditional
crops. The area was renowned for its high-quality olive oil which was grown mainly for export.
skyline (N ),
The population o f the area w as at its greatest about 150 years ago, when a typical settlement might have had vertica l village (Exp)
50 0 inhabitants, whereas now some villages have a s few a s 100 permanent inhabitants. A s farming became
less and less profitable, and unemployment grew, the population began to move to the cities to find work.
15. T h is trend started in 1860 and has continued until today. Now, some villages consist mainly o f elderly people
The area is suffering from the effects o f depopulation, p oo r infrastructure and deserted farms, For example.
In some parts o f Europe in recent years, however, the move from the country to the city has been reversed
as many wealthy people move to the countryside to escape from the overcrowding, pollution and tension o f
city life. Som e are moving permanently, but many are buying holiday or weekend homes which are empty for
20 much o f the year. ........... ....... ~ IMI, , -- .....
^ Think o f possible answers to thesequestions. (The article d oe sn't give definite answers.)
a W hy did the Spanish farmers grow different crops on the high ground and in the river valleys?
b W hy do you think farm ing has become less profitable in recenr
years?
c Why are many o f the inhabitants o f the villages in Spain elderly
w
erJfi ic rertieTVilirr
almond, depopulation,
people?
deserted, export,
Think »>■>! fipM lIi P r e s e n t i n g id ea s graduated, infrastructure,
overcrowding,
Discuss these questions w ith o th e r students, public services, reverse,
a H ow could city life be made less stressful fo r the people who live rural, socioeconomic,
there? unemployment, vacant,
b W hat would you miss m ost about city life i f you moved to a vice versa
cou ncry area, o r vice versa?
C 63
Speaking extension:
W hen the students have finished w ritin g , p u t
Objectives them back in to th e ir pairs and tell them to repeat
Skills: A t the end o f this pair o f lessons, students b oth the original sentence fro m exercise 3 and the
should be able to: inverted sentence. Ask them to concentrate on the
Reading . read an e-mail differences in emphasis, and get them to stress the
Gram m ar • use inverted sentences adverb a t the beginning o f the inverted sentences.
Topic • Town and country
Vocabulary y own and country
Vocabulary astounded (A d j), bum p in to (PhV),
densely (Adv), disturbance (N ),
(1 0 mins)
embarrassed (A d j), fa r and wide (id io m ),
Read o u t the instru ction s. Then ask the students
g la m o u r (N ), hub (N ),
to m atch the firs t w o rd (metropolis) w ith the correct
hustle and bustle (id io m ), m etropolis (N ),
answer on the rig h t (8).
narrate (V), odds and ends (id io m ),
Put them in pairs to com plete the task, using
pluck up the courage (Exp), tra n q u il (A d j)
dictionaries o r the glossary a t the end o f the
Pronunciation • In to n a tio n patterns (1)
S tudent’s Book.
Check th e ir answers. Are there sim ilar w ords in the
students’ language(s)?
Student’s Book pages 6 4 and 65
Present active vocabulary needed in each activity. Idioms with and
*% < r>
Tell the students to read the uninverted 3 As soon as I had plucked up the courage to speak to him , he le ft fo r another shop
64 )
Town and country
them in pairs to com plete the task. Ask the students to listen w hile you play the recording.
Check th e ir answers, and rem ind them th a t the Pause a fte r each sentence fo r them to repeat it.
o rd e r o f w ords is im p o rta n t (e.g. peace and quiet, Listening scrip t 8.1, TG, page 133
n o t quiet and peace).
word families
Lesson 6
^ ( 5 - 1 0 mins) Workbook pages 5 6 - 5 7 , Language practice
Read o u t the firs t sentence and ask a student Workbook answer key - see page 1 4 5
to com plete it w ith the correct fo rm o f nature
(natural). Then p u t the students in pairs to
O bjectives
com plete the task. Tell them to read each sentence
com pletely before they com plete the missing w ord. Skills A t the end o f this lesson,
Go round and o ffe r help i f needed; encourage the students should be able to:
use o f dictionaries. Gram m ar • use inverted sentences
Pronunciation Intonation patterns (1 ) • use c o m p a ra tive and
co ntrastive co nn ecto rs
• use relative p ro n o u n s
(8.1) (1 0 mins)
Read o u t the instructions. Then play the recording, Functions • express o p in io n
pausing a fte r each sentence fo r the students to
discuss the in to n a tio n (i.e. does it fall o r rise a t the
end?).
Listening scrip t 8.1, TG, page 133
r s (8.1) (1 0 mins)
S t u d e n t s B o o k D aqe
[ pick and choose by and large nearest and dearest odds and ends far and wide
JL hustle and bustle peace and quiet
(1 0 mins)
Explain the task to the class. Tell students they m ust
assess the d iffe re n t needs o f the three groups listed in
the task box on page 67. Students w o rk in pairs and
discuss the needs o f the groups, recording Stud e nt s B o o K page
th e ir results in ta b u la r fo rm . Give students
a few m inutes to com plete th e ir tables,
and then bring the class together to share
S p e a k i n g C h o o s in g s u ita b le places t o live
ideas.
C (1 5 -2 5 mins)
First, ask the students to loo k a t the fo u r
pictures and tell you w hich place they
w ould choose to live in and why.
leafy suburban area
Read o u t the task and in stru ctio n , then
p u t the students in pairs o r small groups.
Students lo o k at the Useful Language box
and then discuss ideas in th e ir pairs o r
groups. Go round and listen, o ffe rin g
suggestions and m aking corrections where
necessary. Make a note o f any serious and villa busy tourist resort in Kuwait
/ o r com m on mistakes and go over them W o rk in pairs o r sm all groups. M ake notes ab o u t the people’s d iffe re n t needs in a table
like the one below. A dd as m uch in fo rm a tio n as possible.
w ith the w hole class afterw ards.
Fam ily o f four Young couple Elderly couple
Type o f fla t / house small
(1 5 -2 5 mins) C ity o r country city
W hen they are ready, p u t pairs o r groups Type o f area quiet
Distance fro m shops near supermarket
to gether to com pare ideas.
Invite tw o o r three groups to share th e ir C om pare and co n tra s t the fo u r places in the pho tographs, then decide w hich is the
c
best fo r each person o r group. D isc u ss your ideas before m aking a final decision. Use
ideas w ith the class. Finally, have a class com paring and contra s tin g language fro m the Useful Language box below.
vote fo r the m ost suitable place fo r each C om pare y o u r choice w ith th a t o f ano ther pa ir o r group. Explain y o u r choices
66)
92^)
Town and country
U n r t 8 T o w n and co u n try
You are going to suggest which o f the four places in the Lesson 9
photographs on page 66 would be the most suitable place to
Workbook pages 5 8 - 5 9 , Reading
jive for a family o f four, a young couple or an elderly couple.
Workbook answer key - see page 14B
Writing A n e - m a il g i v i n g r e c o m m e n d a t i o n s
Read
O bjectives
# F irst, read th e e-m a il helow. W h o do you th in k w ro te it and why?
M r M oham m ed
P la n n in g w r itin g
M N o w , using the e-m ail ahnve as a guide, w rite a s im ila r one. You can w rite to any o f the
groups liste d in the task box b u t m ust suggest a suitab le place fo r them to live. W rite y o u r
notes and expand them in to an e-m ail.
Check
^ Wh
a
you have finished w ritin g , read y o u r e-m ail carefully.
w orJfi An remcniler
Check spelling, gram m ar and pun ctuatio n. advantageous, leafy, make
b Exchange letters w ith a partner. ic your own, palatial,
As you read your partner’s co m position, ask yourself these picturesque,
questions: residents' parking
I Is the e-mail successful and persuasive? W hy o r w hy not? "**•« » » ••» «
I Is the tone correct fo r this type o f e-mail?
► W h a t could your partner have done to have made th e ir e-m ail m ore successful?
c Return your partner’s e-mail and exchange thoughts and ideas.
c 93
MODULE 3: lifestyles
should be able to: Read o u t the instru ction and then play the firs t
Listening • listen to three conversations a bo ut d ifferen t conversation. Ask the class w h a t they are ta lkin g
ways o f d oing things a b o u t (buyinga bicycle).
Speaking • discuss tra d itio n a l and modern pastimes Play the rem aining conversations, pausing each
Topic • New ways and old tim e to ask the same question.
Functions • describe
Listening script 9.1, TG, pages 133-134
• ta lk a b o u t change
• give examples
• com pare
Vocabulary com petent (A d j), cookery (N ),
custom -made (A d j), fix (V), mail order (N ),
m ass-produced (A d j), unique (A d j),
unusual (A d j), w orkshop (N )
V
Student's Book pages 68 and 69
Present active vocabulary needed fo r this activity.
Discuss
^ (2 0 -3 0 mins)
a Put students in pairs and ask them to Neui w ay s and old
practise describing each picture. Go round G ra m m a r
Causative verbs (present / past / future); suffixes
and listen, p ro vid ing new vocabulary where
needed. M ake a note o f new w ords, and
w rite them on the board fo r the w hole class.
Then invite students to share th e ir ideas
w ith the rest o f the class and encourage
com m ents and fu rth e r discussion.
Some suggestions:
She's d o in g em broidery / m aking a
carpet /ru g .
He's sawing w ood. He's b u ild in g a house.
They're having coffee / tea a t the mall,
b Read o u t the question and invite answers
fro m the class.
Suggested answers:
T ra d itio n a l skills have disappeared as large
factories emerged.
M any item s th a t w ou ld take days to make
are now m ade q uickly by autom ated 3 W hat are the people in the photos doing?
b How have traditional pastimes and leisure activities changed in the modern world?
machinery. C Make a list o f leisure activities people enjoyed in the past and ones they enjoy nowadays.
People w atch T V o r play c o m p u te r games You may put some activities in both columns.
68 )
94j
Unit 5' Neu* w a y s and old
Check your understanding Think and speak Giving examples; com paring
Are the fo llo w in g statem ents True (T) o r False (F)? Justify your answers,
a It was much more expensive to have the bike custom-made. CD
C The m an’s father was unusual because he could repair his car.
T h in k and s p c a li G i v i n g e x a m p le s ; c o m p a r i n g
(*•
G L
Vocabulary
O bjectives
Words mth suffixes
Skills: At the end of this pair of lessons, students
should be able to: (10 mins)
Speaking • ta lk a bo ut skills and processes Remind students o f the usage o f suffixes. Read
• describe things you can have done through the firs t sentence and ask the class to add
Grammar . use causative verbs ( present / past / future) the correct suffix to friend (-ship). Ask a student
• use suffixes to read th rough the com pleted sentence to check
Topic • New ways and old it is correct. Students then com plete the exercise
Functions • compare the past and the present individually. Go round and o ffe r help where
Vocabulary below par (Exp), call the shots (Exp), necessary.
im m obile (A d j), neck and neck (Exp),
(1 0 mins)
put to (PhV), snooker (N ),
substandard (A d j), toe the line (Exp), Using w ords o f th e ir own choice, and the suffixes
ungentlem anly (A d j) in the box above, students w rite 4 o r 5 sentences
o f th e ir own. They should try to use d iffe re n t
Student’s Book pages 70 and 71 suffixes fo r each sentence. Ask a few students
Present active vocabulary needed fo r each activity. to read o u t a few o f th e ir sentences. The class
discuss w hether they th in k the suffixes are used
G ram mar • Causative verbs ( present / past / future)
appropriately.
*1 (9.2) (5 -1 0 mins)
Remind the students o f the three conversations which
they heard in the last lesson. Tell them th a t sentences
a -f are extracts from th a t recording. Play S tud ent s B ook page
conversation a and ask the class to answer
question a (an engineer). Then continue w ith
the rem aining extracts and questions.
causative verbs are form ed. A fte r a few Compare the three sentences below.
m inutes, invite suggestions. C orrect 8 W hat is the difference in meaning among them?
> They built their own house.
and explain as necessary. (To form the I Their house was built by a local builder
I They had their house built by a local builder.
causative, use the the verb have + object +
b How is the causative sentence formed?
past participle, e.g. He}s had his car fixed.) W rite fo llo w -u p sentences using causative verbs.
^ (10-15 mins)
Read o u t the firs t sentence and the
example. Then p ut the students in pairs to
com plete the task. Go round and o ffe r help
where needed.
8 I d id n ’t repair the car myself. I .h a d jt _repaired.__________
^ (10-15 mins) b She d id n ’t make the dress herself. She_______________________
C He isn’t going to take his own p h o to .................................................
In pairs, students study the example and d My father doesn’t clean his car him self.............................................
then discuss and note down answers to b e We d id n ’t cut down the trees in our garden ourselves....................
and c. Go round and help, adding ideas t Discuss these questions w ith a partner and then w rite sentences.
What can you have done ...
where necessary. 8 by a dentist? You can have « .tooth token,oui
b by an operation?.................... -..............................................................
Note: There are several possible correct C by a decorator?......................................................................................
answers here.
Suggested answers:
b You can have yo ur eyes tested.
You can have yo ur glasses mended.
C You can have yo ur house painted.
____ You can have the walls w allpapered /
96 Jplastered.
! New w a ys and old
I f there is tim e, ask students to a tte m p t to explain 5 In a tra d itio n a l game o f billiards, players w o u ld say
the answers to exercise 4, and how these sports which ball they intended to p o t on th e ir next play. This
have influenced the m eaning o f these idiom s. is known as ‘calling a s h o t.’ Someone w ho ‘ calls the
Suggested answers: shots’ is therefore in c o n tro l o f the next round o f play
and, by extension, the game itself.
1 C ricket is a tra d itio n a lly gentlem anly sp ort, in
which players are expected to display an extreme Lesson 6
degree o f fairness and integrity. Because o f this, Workbook pages 6 2 - 6 3 , Language practice
_____ Workbook key - see page 1 4 6
Stu d e n t s B o o k paqe
O bjectives
N porta id io m s
U nderline the sports idiom s in these sentences. Then match them w ith one o f the meanings
1 -5 . "
^ N o w m atch the id iom s id entified in 3 (a-e) w ith the sports they orig in a te from .
2 Athletics CD 4 G olf □
(H
W ritin g a biography
O bjectives
Skills: A t the end o f this pair o f lessons, students
Planning and writing
should be able to:
Reading • read a biography (2 0 mins)
Speaking • ta lk a bo ut biographies a Read o ut the instructions and suggestions.
Invite a few suggestions from the class and then
W riting • w rite a biography
ask the students to choose a person to write about.
Topic • Massouma Al-Mubarak
Allow them to discuss ideas w ith other students and
Functions .e x p la in differences
to form pairs or small groups if they wish,
• give biographical in fo rm a tio n
b Students then make a plan, dividing their notes
• plan
into fo u r paragraphs, using the text on page 72 as a
Vocabulary a p p o in t (V), bill (N ), biography (N ),
model.
custom arily (Adv), degree (N ), d octorate (N ),
master's degree (N ), m inister (N ), parliam ent (N ), (20 mins)
p o rtfo lio (N ), resign (V), whereas (C o nj) 3 and b Ask the students to loo k a t the Useful
V_________________ ____________________ Language box, then allo w tim e fo r them to w rite
Student's Book pages 72 and 73 th e ir biographies. Go round and make suggestions
Present active vocabulary needed fo r each activity. and corrections where necessary.
Reading a biography
Discussion
(2 0 -2 5 mins) Stu d e n t s B o o k D a a e
» In August, 2007, Al-M ubarak resigned from the post o f health minister. In 2009,
she and three other women won seats in Kuwait’s parliam entary elections, thereby
becoming the first women to enter the Kuwaiti parliament.
ID
98j
i Neui w ays and old
Quote
Draw students’ a tte n tio n to the quote. Ask them to Preparation fo r the project
'ead it and paraphrase it in th e ir own w ords. The quote Tell the students th a t they w ill design and produce a poster
means th a t tra d itio n is the name we give to all custom s to p ro m o te Kuw aiti culture fo r the m odule project. Ask them
to w o rk in pairs. They should b rainstorm ideas o f
S t u d e n t s B a o K pa how they th in k K uw aiti culture could be defined
and expressed. W h a t w ou d o th e r people
U n it 9 New ways and old w a n t to kn ow a b o u t Kuwait? Are there any
images o r phrases th a t could sum K uw ait up?
W r i t i n g A b io g ra p h y You m g p n g to s r t i s t h a n b gcy p h y o f «• Tell students to lo o k in boooks, magazines o r the
P la n n in g * kMMVkAM afadUC
Internet, etc, and to collect suitable in fo rm a tio n
You are going to w rite a s h o rt biography o f som eone w ho has had an interesting oi
unusual life. and pictures to use in th e ir posters. Ask them to
a Decide who you are going to write about. Here are some ideas: b ring th e ir pictures next lesson.
I Someone you know well personally, fo r example, a member o f your family, or a
well-known figure in your tow n or city.
► Someone who is famous nationally o r internationally, fo r example, a sports personality
o r a musician.
► An unknown person you respect and w a nt to tell everybody about, fo r example,
someone who has helped others, like a do c to r o r a teacher.
b Plan your biography in fo u r paragraphs, using the biography opposite as a model. Make
w.
sure you compare their life in the past to th e ir life today.
W rite your biography in 2 0 0 -2 2 0 words.
ords to remember
Include the inform ation you decided was im p o rta n t in question ,
1c on the previous page. appoint, bill, biography,
customarily, degree,
Follow your paragraph plan and w rite clearly and simply. Try to
doctorate, master’s
interest your readers in the subject o f your biography. Use the degree, minister,
Useful Language box below. parliament, portfolio,
C heck resign, whereas
'•«•«# »*#****"
W hen you have finished w ritin g , read y o u r biography carefully.
a Check spelling, gram m ar and punctuation,
b Exchange biographies w ith a partner.
As you read w hat your partner has w ritten, ask yourself these questions:
> How is the subject o f the biography interesting or unusual?
> Does the biography include the kinds o f inform ation I w ant to know?
> W hat other inform ation w ould I find interesting?
C Return your partner’s biography and exchange thoughts and ideas. Ask more questions
about the subject.
USEFUL LANGUAGE
G iv in g b io g r a p h i c a l i n f o r m a t i o n C o m p a r in g th e p a s t a n d p r e s e n t
Reading (5 mins)
Students read the text silently.
Discussion (1 0 mins)
In pairs, students discuss the text. Had they heard o f
any o f the games m entioned before? Have
they ever played them? W o u ld they like to Stu d e n t s B o o K pa ge
play them?
Sb!
is smaller ones. At the given signal, the other girls search through these
Students then check each other's w ork. If piles fo r the item th a t has been hidden. Whichever girl finds the item )
wins not only the game but also the item itself. It is then her turn to |_
there is tim e, ask a few students to read place an item in the large sand pile and repeat the game.
Daw am a
th eir sentences to the class. The class Dawama is a game played by two players. Eac1^ p a>er -as a spinning top, or dawama, shaped like
check i f the sentences are correct and vote 20 a cone and made from wood and string. The cent'e. or core, o f the spinning top is taken out and
replaced with a small piece o f metal, made bv a blacksm th. to make it stronger. The players wind
on which is the best sentence. a piece o f string round it and pull it o f f quic. g the cone spin rapidly on its point. The two
players try to damage each other’s tops 'ne v* nner 5 the player whose dawama suffers the least
damage.
Am bar
25 Am bar is a team sport which uses rocks a-a 5 The fi 5t team throws a ball at a pile o f seven
rocks in an attem pt to scatter them - e- t “ e - 2 .e done this, the second team take the ball.
The first team then have to attem pt to d e e .*.»a c - Ec-o o f each other, whilst the second team
attem pt to hit them with the bai If a d a. e c ca^geo with the ball, then he is out o f the
game. The first team win i f the\ ~ 2 - age t : r~e rc^ks up thout losing all their players.
30 The second team win i f they manage re £( -e - -si tea- □ a.ers out the game.
So there you have three classic Kuwa t ga—es a Dc - e 1 c ~e . ou re thinking about playing the
latest video game or w a tc h in g ^ . ese : =j-t«a_a games instead and go and see
your friends. W ho knows, m a. de . c . e? ■ 2 =: —e e-c t ng games o f your own!
/ S + ++ + »*» |
A p p o s itio n s
An apposition is a grammatical con sc-, a r ase is placed next to another one
between two commas to define or mod - - -o '-’ tre text is: The centre, or core, of the spinning
top h taken out (mitre = core)
74 )
100 '
Design and produce a poster S t a g e 1 R e a d a n d ana lyse
Student’s B ook pages 75 and 76
( 2 0 - 2 5 m in s)
Tell stu d e n ts th ey are g o in g to design and 3 -e I f you have some posters o r advertisem ents, display
pro du ce a p o ste r to p ro m o te K u w a iti cu ltu re , them round the room so th a t the class can refer to
and th a t th e ir fin a l designs w ill be used in a them during the lesson.
classroom display. Read o u t the task and ask the students to look a t the
posters. Have any students been to any o f the places
Students can access these websites to
shown?
obtain more ideas and information:
Put the students in pairs o r small groups to discuss
www.visit-kuwait.com questions a -e ; ask them to make notes. W hile they
www. Canada, travel
www.visitlondon.com
are talking, go round and listen to th e ir discussions,
www.enioyrome.com supplying vocabulary and o ffe ring ideas i f necessary.
www.dubai-tourism.net
W hen they are ready, ask d iffe re n t students to share
www.visit-dubai-city.com
www.arizonaguide.com th e ir ideas w ith the class and invite a general class
discussion.
Stu d e n t s Bo o K page
a -d In th e ir pairs o r groups, students discuss
th e ir poster, m aking notes; go round and o ffe r
suggestions. I f they have d iffic u lty th in k in g o f
Project 3 ideas, p u t pairs o r groups to ge th er to share
ideas.
(7 ?
S t a g e 3 p ro d u c e y o u r p o ste r Stage 4 D isplay y o u r p oste r
( 3 0 - 3 5 m in s) (10-1 5 m ins)
a -c Students divide the tasks am ong g ro up members a -c The students take turns to show th e ir posters
and prepare firs t d rafts. Encourage them to refer to to the class and to explain w ho it is designed to
magazines, brochures and the In te rn et i f possible. a ttra c t. Encourage questions and com m ents from
They then co m m en t on each o the r's ideas and make the class.
changes accordingly. Go round and make suggestions Finally, have a class vote fo r the m ost persuasive
and / o r corrections as necessary. poster.
The groups produce the final version o f th e ir posters.
Remind them to choose an eye-catching title .
r S tu d e n t's B o o k page
Stage 3 P ro d u c e y o u r p o s te r
a Share o u t the tasks th a t need to be done. Here are some possible tasks:
I Select suitable images to include on your poster. Look in magazines, travel brochures and
on the Internet. •
» W rite short texts describing each image on the poster.
I Plan the layout and overall appearance o f your poster,
b When the individual tasks have been completed, get together as a group and make the
poster.
C Think o f one o r more eye-catching titles o r slogans to make people notice your poster.
Stage 4 D ispla y y o u r p o s te r
a Display your poster on the classroom wall.
b Tell the rest o f the class why you have chosen your images and who you hope to attract.
C You could end this project w ith a class vote: which group has produced the most persuasive
poster?
T R Y T H E S E W E B S IT E S F O R
IN F O R M A T IO N
•wwwvisif-kuvvaftconj
• www.c«rtada; travel
• WA'/* . .*V>V
• wwwcrjo/'o
n ixr*y«r.5t
• w w w a n s G n o g u fd s G c m }
ZD
Student's B o o k Answ er key
Module 3
Unit 7, page 56, exercise 2
a The expression o f o pinio ns o r explanations a b o u t an event o r situ atio n,
b involving an a m o u n t o f e ffo rt th a t is burdensom e
c very good friends
b feeling o r show ing sym pathy and concern fo r others
Unit 7, page 57, exercise 3
Location Name(s) Age(s) Family information O ther information
Mexico A lb erto and M aria 100 and 99 Married 86 years, Spent every day together since
Lopez-Garcia three sons and three marriage. Simple way o f life. Eat
daughters corn and soup fo r every meal.
South India Sunil Narayanan 102 M arried age 1 2. W orks 6 hours a day in fam ily
shop. Enjoyed everyday o f his life.
China May Chin 100 Husband died 20 years Com passionate w om an. Gets up
ago. 11 0 children, everyday at 6 o ’clock to cycle to
grandchildren and great nearby village and buy food.
grand children
Unit 7, page 57, exercise 4 Unit 7, page 58, exercise 7
a2 b 1 c2 a I asked her how long she had been m arried,
Unit 7, page 57, exercise 5 b I asked them if / w hether they enjoyed spending
a2 b 3 c1 tim e w ith each other.
Unit 7, page 57, exercise 6 c They said they d id n ’t have disputes a b o u t
1 geriatric 2 h o n o u r 3 com passion anything.
4 expectation 5 integral d They said they were ta king th e ir grandchildren on
Unit 7, page 57, exercise 7 (S tudents' own answers) holiday.
Unit 7, page 58, exercise 1 e She asked them when they had firs t met.
a had spent Unit 7, page 59, exercise 1
b had always h ad/had kept c was a doing b do c make d make / do e make / do
d had both been involved e had spent fm a d e g made / make h did
f had enjoyed g had never done Unit 7, page 59, exercise 2
_~rUnit 7, page 58. exercise 3 ----------- 1 b 2 c 3 a
b Tfiey always had a good social life and kept in regular Unit 7, page 59, exercise 3
touch ... 1 c 2 d 3 a 4 b
c I’m n o t sure, b u t I suggest... Unit 7, page 59, exercise 4 (S tudents’ own answers)
d They were both involved ... Unit 7, page 60, exercise 1 (S tudents’ own answers)
e I spent m ost o f my life ... Unit 7, page 60, exercise 2 (S tudents’ own answers)
f I have enjoyed (every single day of) my long life ... Unit 7, page 61, exercise 3 ___
g I never did paid work. at 2 b 1 ~c6 d_5 e 4 f T )
Unit 7, page 58, exercise 4 Unit 8, page 62, exercise 1 (a and b)
a w h a t b w hether (o r if) c i f (o r whether) d where (S tudents’ own answers)
e w ho f w hich Unit 8, page 62, exercise 2a (S tudents’ own answers)
Unit 7, page 58, exercise 5
Unit 8, page 62, exercise 2b (suggested answers)
a W h a t is the secret o f th e ir long life?
deserted, in h a b ita n t, overcrow ding, p ublic services,
b Do you rem em ber yo ur w edding day?
socioeconom ic
c Have you enjoyed yo ur long life? Note: N O T Did you
Unit 8, page 62, exercise 3 (a and b)
enjoy...., because th a t means the life is finished,
(S tudents’ own answers)
d W here do you cycle to?
Unit 8, page 63, exercise 4
e W h o are you friends w ith?
1d 2c 3d
f W hich do you prefer, the past o r the present?
Unit 7, page 58, exercise 6
a Reported questions do n o t invert the verb as direct
questions do - i.e. they do n o t take the interrogative
fo rm .
b i f o r whether
c change: the tense o f the verb; pronouns and possessive
adjectives; tim e and place o f references ( 103
Unit 8, page 6 3, exercise 5 (suggested answers) U nit 9, page 70, exercise 2a
a The d iffe re n t co nd itio ns m eant th a t d iffe re n t crops In the firs t sentence, they were the builders o f th e ir
grew b e tte r in the d iffe re n t locations, own house. In the second sentence, a b u ilde r b u ilt
b M odern technology has made it possible fo r big th e ir house. In the th ird sentence, they asked a
farm s to price sm aller farm s o u t o f the m arket. Cheap b u ilde r to build a house fo r them .
im p o rts fro m o th e r countries threaten indigenous U nit 9, page 70, exercise 3
farm ers. b She had it made,
c A ll the young people have left fo r w o rk in the cities, c He’s going to have his p h o to taken,
leaving o nly old people w ho are already retired. d He has it cleaned,
Unit 8, page 63, exercise 6 (S tudents’ own answers) e W e had them cu t dow n.
Unit 8, page 64, exercise 1 (a and b)
Unit 9, page 70, exercise 4
1 Rarely do I have ... b You can have y o u r eyes tested,
2 Never have I been so ...
c You can have yo u r house redecorated.
3 ... no sooner had I ...
U nit 9, page 71, exercise 1
4 ... scarcely had I l e f t ...
a friendship b enjoyable / enjoym ent / happiness
5 little did I e x p e c t...
c fashionable d im m obilised / careless e m asterful
6 ... he to ld me th a t n o t o nly did he value his adm irers..
f tireless
Unit 8, page 64, exercise 2 (S tudents’ own answers)
Unit 9, page 71, exercise 2 (S tudents’ own answers)
U nit 8, page 64, exercise 3
Unit 9, page 71, exercise 3
1 Seldom have I been so upset a b o u t som ething.
a ju s t (was) n o t cricket 5
2 Never have I been so proud o f you!
b calling the shots 1
3 O nly now did she understand the problem .
c neck and neck 4
4 So strange was the situ a tio n th a t I could n o t sleep.
d toed the line 2
5 Rarely had he seen som ething th a t made him so happy.
e below par 3
6 Never had they seen such a beautiful sight.
U nit 9, page 71, exercise 4
Unit 8, page 65, exercise 1
1a 2d 3c 4e 5b
a 8 b 4 c1 d 3 e 5 f 2 g6 h7
U nit 9, page 72, exercise 1c (Some suggestions)
Unit 8, page 65, exercise 2
personal details: name, date o f b irth , age
a fa r and w ide b nearest and dearest
physical description: height, w eig ht / build, hair
c odds and ends d pick and choose e hustle and bustle
c o lo u r
f peace and q u ie t g by and large
fa m ily and early life: fa m ily background, sisters /
U nit 8, page 65, exercise 3 brothers, housing, education, interests
a natural b threaten c variety d peaceful e rem inder
career: q ua lifica tion s, previous jo b s , current jo b ,
f excitem ent
fu tu re prospects
Unit 8, page 65, exercise 4 personal life: friends, marriage, children
A D id you enjoy the concert? (rise) im p o rta n t dates: school, higher education, jo b s
B W hich concert? (fa ll) beliefs / opinions: w h a t is im p o rta n t in life;
A The school concert, (fa ll) principles he / she lives by
B I d id n ’t go. (fa ll) achievements: sp ort, exam inations, music, current
U nit 9. (page 68, exercise 1 (S tudents’ own answers) and fu tu re challenges, etc.
U nit 9, page 68, exercise 2 U nit 9, page 72, exercise 2
buying a bicycle, car repairs, using a co m p ute r a They are all included except:
Unit 9, page 69, exercise 3 • physical description
a4 b2 c4 d2 • o pinio ns and beliefs
Unit 9, page 69, exercise 4 • personal life
a F: It w asn’t much m ore expensive, b (suggested answers)
b T: Car engines are much more com plicated than they paragraph 1: B irth and fa m ily education
used to be. paragraph 2: Details o f her career
c F: In the past everyone w ou ld repair th e ir own car. paragraph 3: Achievments
d F: It was much cheaper fo r the boys to p rin t it
themselves.
U nit 9, page 70, exercise 1
a an engineer b no (he’s having it repaired)
c the speaker’s fa th e r d an expert
e no (he th inks someone else produced it)
f the boy and his friends
104 )
AODUl€ 4: Achievements
activity.
MODUL6 4: Achievements
Discuss
Unit 10 P u sh in g the lim its
(2 0 -2 5 m ins) G ra m m a r
Past perfect simple and continuous
a and b Ask the students to spend a few
m inutes studying and discussing the
pictures.
Then p u t them in pairs to discuss
questions a and b. Go round and listen
and tell them yo u r ow n ideas i f you wish.
W hen they are ready, invite d iffe re n t
students to re p o rt th e ir ideas to the class
and encourage a s h o rt class discussion.
W rite useful vocabulary on the board.
Extension Look carefully a t the p ho tograph s o f the Him alayas and discuss these questions,
Ask the class to th in k a b o u t fam ous a W hat qualities w ould a person need to survive in these conditions?
b W hat difficulties and problems would you face i f you attem pted to spend tim e in these
expeditions ( n o t necessarily to m ountain conditions?
regions). Read
Put them in sm all groups to choose a Before reading, th in k o f as m any w o rds as possible related to the u n it and the text
opp osite. Use the title o f the text, the pictures on b oth pages, and the u n it title to provide
fam ous expedition and note dow n w h a t hints. Record y o u r ideas in a w o rd map, like the one show n below.
they know a b o u t it. Encourage them to
adventure
use reference books and the Internet to
fin d o u t m ore a b o u t it. Ask them to keep
th e ir notes fo r later use.
Read Read the re p o rt and say w h eth er these statem ents are True (T) o r False (F)? Justify your
answers.
(1 0 mins) a Zed Al Refai was the first Arab man to clim b the tallest m ountain on every continent.
Ask the students to look a t the photos on □
b A fter clim bing M o u n t Aconcagua, Al Refai decided to retire.
pages 78 and 79, the title o f the u n it and □
the title o f the text on page 79. Ask students c Al Refai was nervous about clim bing M ount Everest because he was inexperienced.
€ (1 5 mins)
A llo w tim e fo r the students to read the article
Check yam understanding
again and note dow n any ideas w hich are the same (1 0 mins)
as the ones they discussed in 1 a and b. Read o u t the firs t sentence and ask the class to suggest
W hen they are ready, invite several d iffe re n t an explanation (e.g. It is a very difficult mountain to climb).
students to tell the class anything fro m the article Then a llo w tim e fo r the students to discuss b and
th a t they had predicted. c w ith a partner. Go round and o ffe r suggestions i f
necessary.
Extension
( 5 - 1 0 mins)
Ask the students to read the article again. Then
Read o u t the firs t sentence and ask the class to tell you
p u t them in pairs and ask them to prepare six
w h a t it refers to (climbing Mount Everest). Then a llo w tim e
questions fo r Zeddy - the questions m ust all have
fo r them to com plete the task and com pare answers
th e ir answers in the text (e.g. W h y did you do
w ith a partner.
it? H ow long did it take? H ow did you feel a t the
end?, etc). Think and Speak Giving personal opinion
Students EITHER role play an interview w ith Zeddy (15 mins)
OR w rite a dialogue between an interview er and Read o u t the tw o questions. Put the students in pairs
Zeddy.
and EITHER ask them to discuss b oth questions OR
Go round and check, then invite tw o o r three
choose one o f the questions to discuss. Go round and
pairs to p erform th e ir role plays o r read o u t th e ir listen, o ffe ring p ro m p ts i f necessary and adding yo ur
dialogues to the class.
own ideas i f you wish.
W hen they are ready, invite d iffe re n t students to
re p o rt back th e ir ideas to the class. Do the o th e r
students agree w ith them?
Stu d e n t s B ooK paae
Lesson 3
W o rk b o o k p a g e s 7 0 - 7 1 , H eading
Unit 10 Pushing the lim its
W o rk b o o k a n s w e r k e y - s e e page 1 <47
C ... but he knew he had a great team supporting him and this helped him to keep going.
T l l l n h and s p e a k G iv in g p e r s o n a l o p in io n
T V ords tn reihenilier
Discuss these questions w ith o ther students.
.. . . ascend, attempt, dtzzyi"g,
a W hat kind o f preparations do people have to make before they . £|in!| exhaustionj extreme,
go on expeditions like the one you have read about? Frost-bite, highlight,
W ould you be interested in doing something as physically and * perilous, reconstruction,
mentally dem anding as Zed Al Refai’s clim b up M o u n t Everest? * scale, summit
W hy or why not?
(79
C 1 07
pSSSZZUZELI
\/ocabulary
O bjectives
Skills: A t the end o f th is p a ir o f lessons, students Phrasal verbs with come
should be able to :
Reading • read a rep ort a b o u t adventures ^ (1 0 m ins)
Listening * listen to quiz questions Read o u t sentence a and ask the students to find
G ram m ar • use past perfect simple and continuous the correct m eaning o f came out (m eaning 3).
Topic • Pushing the limits A llo w tim e fo r the students to com plete the task
and then p ut them in pairs to compare answers.
Vocabulary afflicted (A d j), alight (A d j), arson (N ),
P oint o u t th a t come up appears twice, w ith d ifferer
austere (A d j), come across (PhrV),
meanings.
come away w ith (PhrV), come down (PhrV),
come over (PhrV), come round (Phr V), Adjectives beginning with a
come up (PhrV), exhilarated (A d j),
fatigued (A d j), traverse (V), unconscious (A d j),
^ (1 0 -1 5 m ins)
visible (A d j),
a Read o u t the instru ction and then com plete a as
P ronunciation « In to na tion patterns (2)
V a class activity.
S tud en t’ s B ook pages 80 and 81 b Read o ut the instructions and check th a t the
Present active vocabulary needed fo r each activity. students understand. Then allow time fo r them to
complete the task in pairs. Go round and check.
ammar
at
(1 0 -1 5 m ins)
Read o u t sentence 1, pausing fo r the students to
tell you a the verb tense (pastperfect
tu d e n t $ B o o k p a g e
simple) and b the main event behind this
background in fo rm a tio n (he scaled Mount
Aconcagua). Then p u t the students in pairs
to discuss sentences 2 -5 in the same way. G r a m m a r # p ast p e rfe c t sim p le and c o n tin u o u s G ram m ar reference pages 1 2 6 - 127
Go round and o ffe r help where needed. Read extracts 1-4 fro m the re p o rt a b o u t Zed Al Refai and answer these questions.
c
a W hich verb tense is used in these extracts?.......................................................................
b W hich main event do they provide background for? ......................................................
(1 0 m ins) 1 He had reached the to p ...
3 and b Read o u t sentences 1 and 2 and 2 ... the hardest thing he had ever done ...
3 ... and this had helped him to keep going.
ask the students to tell you the verb tense 4 You may think th a t Zed Al Refai had had enough o f mountains ...
(past perfect continuous). Then ask how the Read tw o more extracts and answer these questions.
a W hich verb tense is used in these extracts?.......................................................................
tense is form ed (had been + present participle). b How is this verb tense form ed?...........................................................................................
C In pairs, students then discuss the 1 For much o f the clim b he had been fighting extreme cold, strong winds, dizzying heights
and dangerously low levels o f oxygen ...
question, then discuss the answer w ith the 2 He had been preparing fo r his second attem pt fo r may m onths ...
whole class (The action was continuous/ the C W hich o f these ideas do these verbs express?
ft The action was repeated / the action happened once
action was completed). ft The action was continuous / the action was completed
Suggest explanations fo r these facts a b o u t Zed Al Refai’s clim b using the w ords in
(1 0 m ins) brackets. Make sentences using verbs in the past perfect sim ple o r the past perfect
Read o u t the first sentence and the contin uous.
a When he arrived, Zed Al Refai was fatigued, (clim b / fo u r days)
explanation given as an example. Then put He'd been climbing for four days.
the students in pairs to complete the task. b When he reached the top, he was exhilarated, (join / ‘seven sum m it’ club)
C M r Al Refai carried oxygen w ith him. (oxygen levels / be / dangerously low)
Go round and listen, making corrections if d He knew he w ould succeed, despite the very austere weather conditions, (great team /
support)
necessary. e M r Al Refai was afflicted w ith frost-bite, (temperatures / be / extremely low)
f Despite his experience, he was very nervous, (know / hard thing / ever do)
(1 5 m ins) W o rk in g w ith a partner, discuss w h a t m ig h t have happened leading up to these events and
then w rite sentences using verbs in the past perfect sim ple o r contin uous. (You w ill need to
Read o u t the tw o situations and the use your im agination .)
example explanations. Then p ut the a On May 13, 1999, a Japanese college
student, Ken Noguchi, became the
students in new pairs and ask them to youngest person to reach the sum m it o f
discuss and w rite down fu rthe r background M ount Everest.
Before he climbed Everest, Ken Noguchi
inform ation fo r each situation, using the had ascended many other mountains. In
fact, he first started clim bing m ountains
past perfect simple and / or the past perfect since he was 8.
continuous. Go round and listen, making b In 1986, Michael Asher was the first
westerner to traverse the Sahara Desert
suggestions i f necessary. from west to east on a camel. Before he
set o f f on his journey across the Sahara,
Michael Asher had learnt how to ride a
camel.
8<r)
108 )
Unit 10 Pushing the limits
✓ 4 (10.2) ( 5 - 1 0 mins)
P r o n u n c ia tio n |nt;onatjon p atterns (2 )
Read o u t the instructions, then play the firs t question.
(10.1) (5 -1 0 mins) Choose a student to answer it - it doesn’t m atter i f their
Read o u t the explanation and the instructions, then answer is right o r w rong! Ask the class if the answer
play the firs t question and answer. Ask the students sounded sure o r unsure.
to decide whether the answer is sure o r unsure and Play the remaining questions, pausing after each one fo r
to note down th eir answers. Then play the remaining the students to say the answer to their partners. Do they
conversations, pausing after each one fo r the sound sure o r unsure?
students to w rite sure o r unsure. Finally, play each question again, and choose different
Play the recording again and then check their students to answer it. Ask the class if they sound sure or
answers. unsure - then ask them to check the answer by looking in
the text. Were they right o r wrong?
Listening scrip t 10.1, T&, page 134
Listening scrip t 10.2, TG, page 134
Quote
D ra w students’ a tte n tio n to the quote. Tell them to
read it carefully. Ask students to give an explanation
o f w h a t it means (H illa ry means th a t in successfully
clim b in g a m ou nta in, he has shown the c o n tro l he has
over him self.). D o students agree w ith this quote? W hy
o r w hy not?
Background: Edm und H illa ry (1 9 1 9 -2 0 0 8 ) was a
m ountaineer and explorer fro m New Zealand. On 29
M ay 1953 a t the age o f 33, he and Sherpa m ountaineer
Tenzing N orgay became the firs t clim bers known to
Stud e nt s B o o k paae
have reached the s u m m it o f M o u n t Everest.
Follow ing his ascent o f Everest he devoted
U n it IQ Pushing the limits much o f his life to helping the Sherpa people
o f Nepal th ro ug h the Himalayan Trust, which
^neafaulary
he founded. Through his e ffo rts m any schools
P h ra s a l ve rb s w ith com e
and hospitals were b u ilt in this rem ote region
t M atch the verbs underlined in these sentences w ith the corre ct meanings 1 - 8 below. o f Nepal. On 11 January 2008, H illa ry died o f
a It had been cloudy all m orning, but in the afternoon the sun came o u t____ _
b As we were walking up the m ountain, we came across a small camp s ite .____ heart failure a t the age o f 88. Books w ritte n by
C Come over when you're next in to w n ..........
d A fte r she fell and hit her head on the ice, it was ten minutes before she came round. . H illa ry include: High Adventure, No Latitude for
e A jo b has come up a t the polar research centre - I may apply fo r it . . . . . . .
f I wish the price o f petrol w ould come dow n_____ Error and Schoolhouses in the Clouds.
g When I was talking to my brother yesterday, your name came up several tim e s.. . . . . .
h In the end. I came away w ith first prize__________
1 visit 5 be mentioned
Lesson 6
2 become available 6 recover after being unconscious Workbook pages 7 2 - 7 3 , Language
3 appear / become visible 7 find by chance practice
4 fall / decrease 8 succeed in winning something
A d je ctive s b e g in ln g w ith a Workbook answer key - see page 1 4 7
c a M atch adjectives beginning w ith a- from List A w ith other adjectives which have the same
m eaning from List B which can be used in fro n t o f nouns.
O bjectives
( «i
nr,
L e sso n s 7 and 8
Extension
O bjectives In pairs o r small groups, students prepare another
Skills: A t the end o f this p a ir o f lessons, students list o f six items, this time using their own ideas as well
should be able to : as the ideas on the page. Tell them to number the
Reading .rea d a scenario items in order o f importance, and be ready to explain
• read an advert their reasons.
Speaking ♦ make d iffic u lt choices EITHER p u t pairs o r groups together to discuss each
W ritin g .w rite a response to an advert fo r a place on an other's lists OR ask each pair o r group to report back
expedition to the class, and have a class discussion.
T opic • Do you have what it takes?
Finally, have a second class vote fo r the six m ost
Functions .co m p a re lists
im p o rta n t items. H ow does the result compare w ith
• be persuasive
the original list?
• explain a choice
• agree and disagree
V ocabulary assist (V), binoculars (N ), cope w ith (PhV),
crave (V), e ng ulf (V), entail (V), feat (N ),
gruelling (A d j), m ountaineer (N ),
l strong-w illed (A d j)
(15 20 mins)
Ask the students to read the scenario in
pairs o r small groups and discuss how i ) peaking M a k in g d iffic u lt choices
they w ould react. Go round and listen, In tro d u c tio n T h e s itu a tio n
supplying new w ords as necessary. Read th is scenario. H o w w o u ld you react i f you were actually in this situation? W o u ld you
Then invite tw o o f the students to tell the stay calm o r w o u ld you panic?
O m a r and Nader are driving across the Kuw aiti desert in th e ir 4x4 when a sandstorm ,
class how they w ould react. A llo w a sh o rt very com m on to the area, blows up. There is nothing they can do ab o u t the w eather and
class discussion. unfortun ate ly, sand engulfs the car and gets in to the engine. Regardless o f th e ir best efforts,
the engine sim ply w ill not start so they are forced to change th e ir plans.
The tw o men are still 30 kilom etres, around 12 hours w alk, away from th e ir destination
(15 mins) and know th a t it is located to the north. However, they are forced to abandon the car and
contin ue the jo urn ey on fo o t, carrying all th a t they can w ith them . They have supplies in the
Ask the students to loo k a t the pictures car but can only take w ith them w h a t w ill fit in their backpacks.
The weather is extremely hot, m aking walking by day very gruelling, b u t they are in good
and choose the six items they w ould take health and fit enough to w alk 30 kilom etres under norm al cond itions. The tw o men have
some critical decisions to make.
w ith them . A t this stage they should w o rk They have room in th e ir bags fo r three item s each and have to choose from the eleven items
they have in the car...
on th e ir own. Suggest th a t they num ber
them in o rd er o f im portance, and note Look a t the illu s tra tio n and choose w hich six item s O m a r and N ader should take in th e ir
backpacks. D o n ’t discuss your ideas w ith y o u r friend yet.
dow n reasons w hy they consider them to
be im p o rta n t.
(15 mins)
a, b and c Put the students in pairs. Read
o u t the instructions, then a llo w tim e fo r
them to make th e ir six choices. Remind
them to refer to the Useful Language box on
page 83.
Go round and listen; o ffe r p ro m p ts where
necessary and yo u r own ideas i f you
wish. M ake sure they are using some o f
the language in the Useful Language box. W o rk in pairs and b o th make a lis t o f the six item s th a t O m a r and N ader should take w ith
W hen they are ready, invite three o r fo u r them fo r the rest o f th e ir journey.
a Compare individual lists. Which items are on both lists?
students to re p o rt th e ir ideas back to the b Make a final list o f the six items that O m ar and Nader should take w ith them.
class and invite the class to com m ent. C Using inform ation in the text, try to persuade your partner that your choices are the right
ones. Use the Useful Language box on page 83.
Finally, have a class vote fo r the six m ost
im p o rta n t items.
82~)
110 )
P u sh in g the lim its
/*/ riting A response to an a dve rt vote on w h a t they th in k are the m ost im p o rta n t skills
and personality types needed fo r this expedition and
Read and analyse
w h a t lessons they w ou ld learn.
^ (10 -1 5 m ins) Write
Ask the students to read the advert on page 83.
Explain th a t the advert is asking fo r com panions ^ 3 (2 0 m ins)
to accom pany the team o f the Kuw aiti Adventure a Basing th e ir answers around the ideas discussed in
Club m ountaineers on th e ir next expedition. Ask exercise 2, students should w rite a reply including any
students to tell you how the advert grabs the o f the positive personality tra its o r skills they have
reader's a tte n tio n . w hich w ould be helpful fo r the expedition. Go round
Suggested answers: and o ffe r help where necessary.
Bold heading; rhetorical questions; inform al tone; b Students check th e ir w o rk fo r errors then exchange
directly addresses the reader. it w ith another student. They then com m ent on each
others' w ork. Students could re d ra ft th e ir w o rk at this
Discuss
p o in t, i f they wish.
^ (1 5 mins)
a and b In small groups students read and discuss Extension
the questions. Go round and help as necessary. If there is time, ask a few students to read their replies.
A fte r a few m inutes, bring the class to ge th er and The class can com m ent on them and vote on which reply
ask a few students fo r th e ir ideas. Encourage o th e r they th ink is best. They can even decide which student has
students to co ntribu te . You could ask the class to won the com petition.
O bjectives
You are going to w rite a response to an advert for a place on a
Kuwaiti expedition to the sum m it o f M o u n t Everest. Skills A t the end o f this lesson,
students should be able
Wntmg A response t o an a d v e rt
to:
Read the adve rt below. The adve rt is fro m an im aginary society called the Kuw aiti
Reading • read an interview w ith an
Adventure Club. H ow does the advert grab y o u r atten tion? extreme sports enthusiast
D O Y O U H A V E W H A T IT TA KES ? W riting • w rite an interview a b o u t
Are you the kind o f person who loves a challenge?
Do you crave adventure and excitement?
the dangers o f extreme
Do you long fo r the chance to prove yourself? sports
I f the answer to these questions is “ Yes” then you could be just what we’re looking
for. The Kuwaiti Adventure Club, along w ith its team o f experienced mountaineers, is Functions • give advice
planning a challenging and arduous expedition to the sum m it o f M ount Everest and
we’re looking fo r motivated, strong-willed individuals to assist us. This is the chance
• make suggestions
o f a lifetime to experience one o f the planet’s most magnificent environments and to
take part in an amazing feat o f human endeavour. I f you think you have what it takes,
please write telling us why you should be chosen fo r this expedition, what skills and
attributes you w ill contribute, and how you will cope w ith the huge e ffort such an
expedition entails.
Replies should be about 200 words.
Expeditions Manager, Kuwaiti Adventure Club
USEFUL LANGUAGE
E x p la in in g a c h o ic e B e in g p e rs u a s iv e A g re e in g a n d d is a g r e e in g
I’d take the because ... Would it be a good idea to take ...? I agree.
We really need the ... to { + verb) It might be a better idea to take ... Okay, I see what you mean,
I think it will be necessary If we don’t take the ..., X might happen. but I don’t agree.
because ... I don’t agree.
Why don’t we leave the ...
and take the ... instead?
(~83
i in
MODULE 4: Achievements
S tu d e n ts BooK page
Student’s Book pages 84 and 85
Present the active vocabulary needed fo r
MODUlt 4: Rchievements
each activity.
Discuss The final frontier
G ra m m a r
The passive with modal verbs;
C s (2 0 mins) either/or and neither/nor
Lesson 3
Workbook pages 7 6 - 7 7
In pairs o r small groups, students read through Workbook answer key - see pages 1 4 7 -1 4 B
You are g o in g t o hea r in tervie w s w ith three peo ple w h o are ta lk in g a b o u t th e pro s and cons
o f space travel. B e fore liste n in g , m a tc h these w o rd s w ith th e ir d e fin itio n s . You m ay use a
d ictio n a ry o r the glossary a t the end o f this b oo k fo r help.
a detrim ent ............... 1 eager to know o r learn W ' ...................
I n fttfo rertiem ber
som ething
b execute .......... 2 interesting abhorrent, awe-inspiring,
C fascinating ------------ 3 to carry o u t an o rd e r o r plan concept, detriment,
- execute, frontier, intrepid,
d dram atic ------------ 4 the Earth, planets and stars
* mission, orbit,
e curious ...............- 5 fearless and brave revere, revolve around,
f universe ..... 6 the state o f being harm ed o r \ sentient, universe „
damaged
g in trepid __ 7 exciting o r impressive
^ ( 11.1 ) Listen to the interviews. Discuss w hether the speakers approve o r disapprove o f space
travel.
Check your n m J e rM .in illn jI
(11.1) Listen again and m atch these opinio ns and ideas w ith the right speakers.
Read the fo llo w in g sentences. The y are all statem ents fro m th e in terview s yo u have ju s t
heard. D o you agree o r disagree w ith these sentences? J u s tify y o u r answer.
a I th in k (space exploration) is very exciting and I really adm ire the scientists w h o design the
spacecraft and execute the missions.
C I th in k it’s an abh orrent waste o f m oney and I d o n ’t understand why they are d o in g it.
T h in k ma spea k G iv in g e x a m p le s ; ju s tify in g
O b je c tiv e s
Skills: A t the end o f this p air o f lessons, students
should be able to:
Reading •
read a paragraph a b o u t Mars
Speaking •
ta lk a b o u t choices
G ra m m a r •
use the passive w ith m odal verbs
•
use either/ or and neither/ nor
Topic •
The final frontier
V ocabulary astronom ical (A d j), conducive (A d j),
exceptionally (Adv), h a b ita tio n (N ),
natural satellite (N ), on board (A d j),
o p p o rtu n ity (N ), roughly (A dv),
solar system (N ), superb (A d j), wane (V)
( 1 0 - 1 5 m ins)
Explain to students th a t they have to change active
sentences in to passive sentences and passive sentences
into active sentences. Ask a student to read the first
sentence. Ask the class i f it is passive or
Stu d en t's BooK paae *
active (passive). Ask one o f the students
to change it into an active sentence ( The
police should arrest hooligans). Ask the class to
(grammar
go through the other sentences changing
• T h e p a s s iv e w it h m o d a l v e r b s G ram m ar reference page 127
passive sentences in to active sentences and
Change the passive sentences in to active sentences and vice versa,
vice versa.
a A stronauts should be rewarded by the government.
• E ith e r / o r and n e ith e r / n o r
b Each astronaut has to wear a space suit.
^ l ( 1 0 - 1 5 m ins)
C Space shuttles can tra n s p o rt equipm ent in to space.
and w rite g o o d ones on the b o a rd . Give e Experiments can be carried o u t on board the International Space S tation.
th e stu de nts the answ er to sentence a
• e ith e r / o r and n e ith e r / no r G ram m ar reference page 127
(nor). Then p u t stu de nts in pairs to read
C o m p le te the sentences using either / o r a nd neither / nor
sentences b - f and fill in the gaps.
a ...... ..........p ove rty............. . disease are solved through
space travel.
(1 0 -1 5 mins)
b ................ we learn from the amazing technology th a t we
Explain to students th a t they m ust have................ we let it go to waste.
C I am ............ in favour o f space e x p lo ra tio n .................
com bine all the sentences contained against it.
w ith in each question in to one sentence. d ...... ..........we fund space programmes p ro p e rly ____ ____
we forget ab o u t exploring the boundaries o f o u r universe.
To do this they m ust use either / or and e O n Mars, there is ............. . air to b re a th e ................ w ater
neither / nor along w ith o th e r words, such to drink.
f O pinion is divided ab o u t the International Space S tation.
as because. Give students a few m inutes to People................ th in k it is exciting and pushing the
com plete the exercise. Go round o ffering frontiers o f ou r know ledge................ it is to o expensive.
help where needed. Check answers as a ^ 3 Turn the m u ltip le sentences in to single sentences using
either / o r o r neither / nor.
class. Accept any correct sentences.
3 We can spend money exploring space. We can spend money feeding the homeless. We can t
do both.
b Space exploration is pointless. It can’t solve the problems on Earth. It can’t help us escape
ou r problems.
C He is allergic to nuts. He is allergic to dairy products. He can’t eat them,
d I could stay up late and watch a film . I could get a good night’s sleep. I can’t do both,
e I am ta lle r than my brother. I am heavier than my brother. We are identical twins,
f You could buy a new game. You could buy a new book. O nly one is possible.
86 )
114 )
Unit 11= The final frontier
O bjectives
b Use the highlighted vocabulary, in fo rm a tio n fro m the paragraph above and y our own
knowledge to w rite a description o f Earth, w ith the title The Blue Planet.
Fill in the gaps in th is text. Use a d ic tio n a ry o r th e glossary a t the end o f this b o o k i f required.
Ce __
L e sso n s 7 and 8
(1 5 mins)
Objectives
Ask the students to read the rep ort again. Put them
Skills: A t the end of this pair of lessons, students in pairs to discuss the fo u r questions. Go round
should be able to: and give prom pts i f necessary. Then discuss the
Reading • read a rep ort a b o u t space age technology questions w ith the whole class.
Speaking • ta lk a bo ut recent technological advancements
Writing • w rite a rep ort on space technology
Topic • Space-age tech nolog/ today
Functions give examples
• express opinion
• give in fo rm a tio n
• express approval / disapproval
Vocabulary abnorm al (A d j), alert (V), data (N ),
dual (A d j), durable (A d j), econom ical (A d j),
emission (N ), GPS (A b br), m o n ito r (V),
revolutionise (V), specifically (Adv),
s p in -o ff (N ), take fo r granted (Exp),
trainers (N )
Reading A report
Discuss
Stu d en t s B o o k page
(1 5 mins)
Read o u t the task and ask a student to
R eading ^ rep o rt
read the sh ort text above exercise 1. Then
Discuss
allo w tim e fo r them to read through
The extreme conditions of space have required man to create more advanced and more durable
questions a, b and c. Answer any questions technologies. Many o f these advances have produced ‘spin-offs': items used in space that improve
the students may have a b o u t vocabulary. our lives on Earth. For example, solar power was first developed for space ships and satellites.
V ______________
The fin a l fro n tie r
f 117
MODULE 12: Achievements
_ Unit 12 Geniuses
Lessons 1 and 2 Read
Objectives
fe (1 5 -2 0 mins)
Skills: At the end of this pair of lessons, students
Ask the students to look at the title and
should be able to:
in tro d u c tio n . Then ask them to look at the pictures
Reading • read an article a b o u t talented children
and say w ha t kind o f talents they are going to read
Speaking • ta lk a b o u t people's special talents
about.
• discuss the advantages and disadvantages o f
A llo w tim e fo r them to read the article; go round
being a child prodigy
and explain new vocabulary, n otin g it dow n to
Topic • So talented, soyoung
check w ith the whole class later. A llo w tim e fo r the
Functions • describe ta le n t
students to read the article again and m atch the
• state advantages and disadvantages
sections o f text w ith the correct headings. Put the
Vocabulary abstract (A d j), a rb itra rily (Adv),
students in pairs to com pare answers.
audience (N ), BSc (A b b r), d ig it (N ),
genius (N ), MSc (A b b r.),
o utstan din g (A d j), PhD (A b b r.),
precocious (A d j), prodigy (N ),
ran do m ly (A dv), ta le n t (N ), to u r (V),
virtuoso (N )
# [ (1 5 -2 0 mins)
Ask the students to loo k at the title fo r this
m odule (Geniuses). Can they th in k o f any
examples? W o u ld they like to be geniuses?
W hy o r w hy not?
Ask them to loo k at the photographs
and discuss the first tw o questions in
pairs. Students then answer question c
individually. Ask a few students to re p o rt
back to the class. Discuss
^ l l Look at the photographs and discuss these questions,
^ (10 mins)
a What special talents do the people in the p h o t o s have?
Read o u t the first w o rd (awe-inspiring) and b Do you know anybody who had an outstanding talent as a child?
ask the students to m atch it w ith the correct C Are you talented at Maths? Try multiplying 10,027 by 5. How long did it take you? Do
you think this is fast enough to be considered exceptional?
meaning (6). Then p u t them in pairs to
These words are from the article on page 9 1 . Match each word with its correct meaning.
com plete the task, using dictionaries o r the Use a dictionary or the glossary at the end o f this book to check your answers.
glossary at the end o f the Student's Book if a awe-inspiring — ...... __ 1 number - 1, 2, 3, etc.
b arbitrarily ~ .............. 2 natural ability to do something well
necessary. Remind them th a t the w ords may C digit ................. 3 having developed certain skills unusually early
have several meanings b u t they are looking d virtuoso ................. 4 an abstract idea or belief
e outstanding ............. 5 highly-skilled person
fo r meanings related to the unit. f talent 6 amazing
Go round and o ffe r help where necessary, g theory 7 randomly
h precocious .............. 8 excellent / unusually good
then check th eir answers.
Read
Read the article and choose the best heading for each section of the article. There are
two more headings than you need.
1 A master at nine
2 Public less interested as child grows up
3 Youngest master now doing research
4 Lifelong success for young composer
5 A child prodigy and an author
90 )
118 )
Unit 12 G e n iu se s
Objectives
Skills A t the end o f this lesson,
students should be able
to:
Reading • read an a rtic le a b o u t
K u w aiti inventors
S tu d e n t s Book page Writing • w rite a su m m a ry o f the
a rticle a b o u t K uw aiti
inventors
U nit 12 Geniuses
Topic • Kuwaiti inventors return from
So talented, e>o ifoimg award ceremony in Geneva
A c h ild p ro d ig y is a perso n w h o has an o u ts ta n d in g ta le n t o r s k ill a t a very e a rly age. In this
a rtic le y o u a re g o in g to re a d a b o u t th re e o f these p re co cio u s ch ild re n w ith d iffe re n t ta le n ts
o r skills. Functions • m aking wishes
A ----------------------
Shakuntala Devi, from India, is known as the ‘human calculator’.
People noticed her amazing mathematical skills when she was doing 18,991,669, 111,995, Vocabulary acqu ire (V ), a ttire (N ),
difficult calculations in her head at the age o f only three. She could
also beat adults in memory games involving numbers. Unlike some d e p u ty (N ),
s children with this capability, Shakuntala kept her talent as an adult.
113,130
She demonstrated this in 1980, multiplying two 13-digit numbers in her
electrochem ical (N ),
head in 28 seconds. The numbers, which were chosen arbitrarily by a fo ru m (N ), m e d a llis t (N ),
computer, were: 7,686,369,774,870 and 2,465,099,745,779.
The answer was: re a c to r (N ), sewage (N ),
10 18,947,668,177,995,426,462,773,730.
Shakuntala Devi has also written books on popular mathematics. sp o n so r (N ),
B - ..
At the age o f 12, Tathagat AvatarTulsi was the world’s youngest person to
unprecedented (A d j)
gain a Master’s degree. He finished high school at the age o f nine, gained a
15 BSc at the age o f 10 and an MSc when he was only 12. Ac 18, he is now a
PhD student in Bangalore, India, doing high-level research. His awe-inspiring
mathematical talent was noticed by his parents when he was only six.
C ___________
Wolfgang Amadeus Mozart was one o f the greatest musical virtuosos o f all
20 time. He was born in Salzburg, Austria, in 1756 and began writing music before
he was four years old. As a child prodigy, he toured Europe, playing his own
compositions on the violin and other instruments to astonished audiences which
often included kings and queens. In common with many ocher child prodigies,
Mozart lost some o f his appeal to audiences when he became an adult. Despite
25 his genius, he had to work hard throughout his short life to earn a living and
died very poor at the age o f 35.
Chech >«»r understanding
^ 4 Com plete the table w ith in fo rm a tio n fro m the text. Some o f the in fo rm a tio n has been filled
in fo r you.________________________________________________________________________
Name N a tionality Talent Achievements
Shakuntala Devi
Youngest person
w ith M aster’s degree.
(BSc age 10, MSc
age 12)
Musical genius
91
( 1 19
Le sso n s 4 and 5
Vocabulary
Objectives
Skills: At the end of this pair of lessons, students NOUIIS and adjectives
should be able to:
Reading
T opic
• read a sh ort text
. Geniuses
c (10 mins)
First, ask the students to fill in the incom plete
Grammar . use relative clauses and verbs ending in -ing sentences.
. use com parison o f scale ... as ... as ... Ask a student to read o u t sentence a, including
. use prepositions the missing w ord (able). Then allo w tim e fo r the
Vocabulary accusation (N ), agonise (V), students to com plete the task, using dictionaries
extravagantly (Adv), high-living (N ), o r the glossary a t the back o f the S tudent’s Book
jockey (N ), repudiate (V), season (N ) i f necessary. Tell them to com pare answers w ith a
°ronunciation .In to n a tio n patterns (3) partner.
(1 0-1 5 mins) a She could also beat adults in memory games involving numbers,
b She demonstrated this in 1980, m ultiplying tw o 13-digit numbers in her head.
Read o u t sentence a, and invite ideas fo r C He became a PhD student in Bangalore doing high-level research,
d As a child prodigy he toured Europe, playing his own com positions on the violin.
how to rewrite it using the -ing fo rm (...
A W hich pa rt o f sentences a -d contains the m ost im p o rta n t inform ation: the first o r the
in big competitions, becoming the youngest...). second p a rt? ................ ................................ ........ ..........................................................................
B W hat is the purpose o f the other part o f each sentence?...................... ..... ............................
Then p u t the students in pairs to com plete C W hich w ord in each sentence links the tw o parts?...................................................................
the task. Go round and o ffe r help where Complete sentences 1a-d w ith these beginnings.
needed. a She could also beat adults in m emory games which involved numbers.
b She dem onstrated her mathematical talen t when she .............................................................
C He became a PhD student in Bangalore w h ere......................................... ...............................
• Comparison o f scale ...as...as d As a child prodigy on tours o f Europe, h e ................................... .............................................
sharp as a knife.
e N aw af repudiated these accusations. He explained th a t he spent his money on his fam ily
Students w rite a few o f th e ir own and th a t he gave much o f it to charity.
92
D
Geniuses
Vocabulary
Nouns and adjectives
Fill in the m issing w o rd s related to the w o rds in capitals, O bjectives
a M y sister is a very........................student. (ABILITY)
b To m y--------------------, I g o t over 90% in the exam. (AM AZING ) Skills A t the end o f this lesson,
C M any children find young animals very____________ (APPEAL)
d When she said she was leaving, we ju s t stared at her in ..........................(ASTONISHED) students should be able
e I’ve never been very good a t ....... ................. (MATHEMATICAL)
f I enjoy listening to all kinds o f ....................... .. (MUSICAL) to:
g S port has increased greatly in ----------------- in recent years. (POPULAR)
^ a C om plete the fo llo w in g sentences using w o rd s fro m the box and the app ro p ria te prefix. Gram m ar • use p re p o sitio n s
Prefixes: ir- dis- il-
^ Words: legal respect relevant usual
1
2
J
This essay is interesting, bu t some o f the inform ation is ____________
Criminals are people who p e rfo rm ___________ actions.
Functions
• use verbs end in g in -ing
• express surprise
3 It was an ........................sight to see such a rare bird. • express a p o lo g y
4 He was to ld o f f by the teacher fo r h is ________ ___ _
b W rite tw o o r three sentences o f yo u r ow n using th e prefixes fro m the sentences above • make suggestions
and w o rds o f y o u r ow n choice.
*
Wo,•ords to rememW
accusation, agonise,
^ Read this s h o rt te x t a b o u t child prodigies,
. extravagantly, high-living,
a Complete the text using these prepositions:
\ jockey, repudiate, season
at for throughout with by
Child prodigies are children who dem onstrate talents ( 1 ) ........................a very young age.
However, some child geniuses lose their talents ( 2 ) ........................adulthood. Mathematical
geniuses are often able to do com plicated calculations ( 3 ) ........................ their heads
(4 ) ...... ju s t a few seconds. This is particularly remarkable when they are dealing
(5 ) ------------------------------------------------------------numbers th a t have been selected ( 6 ) . . . _random
(7 )— ......... a com puter. Musical geniuses, like M ozart, are often able to learn to
play new pieces o f music ( 8 ) ------- ------------ a variety o f instrum ents very quickly. M ozart
was certainly the m ost talented com poser o f his tim e, b u t many people believe he wasn’t a
genius, but worked hard (9 ) —.............. — his life. W hen he died
( 1 0 ) ........................1791, some people said th a t overwork was the cause ( 1 1 ) ________...___
his death.
b Check your answers by finding sim ilar phrases in the main article on page 91.
Pronunciation In to n a tio n p a tte rn s (3 )
^ ( 12.1 ) Into n a tio n can be used to show w h e th e r we are interested in w h a t som eone says to
us o r not. You are going to hear some s h o rt conversations. Listen and decide w hether the
second speaker in each conversation is interested o r n o t in w h a t the firs t speaker says.
3 Can you? Interested_____ d Brilliant! .................. .....
|b Is he? Npt jnteresfed e Do you? .............. .........
C Great! f Are you?
(12.1) Listen to the conversations again and repeat w h a t the second speaker says.
/ c (12.2) W o rk w ith a partner. Listen to th e firs t speaker again and respond to w h a t they say.
Decide fo r each response w hether to sound interested. A fte r each response, y our partner
says w hether you sound interested o r not.
( 93
(T T
L e sso n s 7 and 8 Q u o te
D raw students' a tte ntio n to the quote. Ask them w ha t
O bjectives
they th in k it means. Do they agree o r disagree? Help
Skills: A t the end o f this pair o f lessons, students
them where necessary.
should be able to:
Background: Oscar W ilde (1 854-1 900) was an Irish
Reading • read a letter o f app lica tion fo r an im aginary
playw right, poet and a u th o r o f num erous short stories
award
and one novel. Known fo r his b itin g w it, he became one
Speaking • solve riddles
o f the m ost successful playwrights o f the late V ictorian
W riting • w rite a letter a b o u t a genius you know
era in London, and one o f the greatest celebrities o f his
Topic • Geniuses
day. A t a tim e when all citizens o f Britain were finally
Functions • express possibility / guess
able to embrace literature the w ealthy and educated
• give explanations
could only once a ffo rd , W ilde w rote many sh ort stories,
•ju s tify
plays and poems th a t continue to inspire m illions
• give recom m endations
around the w orld. Num erous books and articles have
• express praise
been w ritten on Oscar W ilde, reflecting on the life and
Vocabulary accolade (N ), aligned (A d j), bladder (N ),
c o n trib u tio n s o f this unconventional a u th o r since his
eternity (N ), genetics (N ), gifted (A d j),
death over a hundred years ago.
m olecular (A d j), nom in a tion (N ),
non-invasive (A d j), recipient (N ),
researcher (N )
V
Student’s Book pages 94-95
Present active vocabulary needed fo r each activity.
S p e a k in g Ridd|es
S tu d e n t's Book oaqe
Preparation (2 0 -2 5 mins)
b Prepare to explain your ideas to another student, using some o f the words
a Students then take turns to explain and and phrases in the Useful Language box below. W rite brie f notes to refer to
when you are giving your explanation.
discuss th e ir ideas w ith th eir partners,
C Now, look a t your partner’s questions and try to solve them.
b Finally, read o u t the 're al' explanations Explanation
(see Answer key) - are they better than ^2 a Take turns to explain your ideas to your partner. I f you do n o t
understand your partn e r’s explanation, o r i f you disagree w ith it,
the students' own ideas? A llo w a class suggest your own ideas.
discussion. b Finally, listen to the explanations from your teacher and discuss.
USEFUL LANG U AG E
Expressing possibility / guessing Giving explanations
M a yb e ... It refers t o ... / The reason is ...
Perhaps... because it sa ys...
Probably... If you think about it then you see
It could b e ...
What if...?
Do you th in k...?
~94~")
Unit 12 G e n iu se s
Write
A le tte r a b o u t a genius you kn o w
^ (20 m ins)
Read and analyse
Give students a few m inutes to decide w ho they
are going to recomm end fo r the award. It could be
^ (1 5 -2 0 m ins)
someone fam ous o r someone the student knows
Explain th a t the letter the students w ill read
personally. As long as they ju s tify th e ir recom m endation
is a recom m endation fo r an im aginary award
there are no w rong answers. If students are struggling to
recognising geniuses. Give the students a few
come up w ith geniuses you could always suggest a few.
m inutes to read the letter.
Give students tim e to w rite th e ir letter. They should use
3-C D irect students’ a tte n tio n to the questions. Ask the example letter and Useful Language box on page 9 4 as
a student to read o u t the first question. Ask the a helpful guide.
class fo r some ideas. ( The writer uses formal language,
making the letter seem professional and sincere.) In pairs Check
students answer the other questions. Go round
(10 m ins)
and o ffe r help where necessary.
" Students take a few minutes to check th eir w ork fo r
spelling, pun ctua tio n and gram m atical errors. They
then swap letters w ith another student. A fte r reading
each others’ letters they discuss w ho has w ritten the
more convincing letter. I f there is tim e you could ask a
few students to read th eir letter to the class and ask the
class to vote on whose letter should receive the award.
S tu d e n t s Book paqe
Lesson 9
Workbook pages 8 6 - 8 7 , Writing
O bjectives
Read analyse Skills A t the end o f this lesson,
Read the le tte r below. It is an app lica tio n fo r an im aginary award recognising geniuses, students should be able
a W hat kind o f language has the w riter used to convince the society o f his case?
to:
b Why does the writer include inform ation about A l-M aghrebi’s previous awards?
C Is the language used form al o r informal?
W riting • fill an a p p lic a tio n fo rm
• w rite a personal
G e n iu s A w a r d A p p lic a tio n
s ta te m e n t fo r a university
Genius Society members,
I am w riting to you to suggest that you consider Dr May Al-Maghrebi for
Functions • express fu tu re hopes and
your new Genius Award. Dr Al-Maghrebi is an incredibly gifted molecular
scientist and biologist who has developed an im portant, non-invasive plans
technique fo r detecting bladder cancer which will help to save thousands
o f lives every year. In 2000, the Medical College o f Virginia awarded her a
• give reasons
PhD in molecular biology and genetics. She also received Kuwait University’s
“ Best Young Researcher A w ard” in 2003 and has been the recipient o f many
other local and international awards. I believe that these accolades ju stify her
nom ination fo r the new Genius Award. Preparation fo r the project
Yours sincerely, Tell the students th a t they w ill be w orking on a
Waleed project called A balloon debate at the end o f the
Write m odule. Ask them to w ork in pairs. They should
. Write your own letter to the Genius Society members suggesting a potential recipient for discuss w ha t could be meant by balloon debate.
the award. State why they should, in your opinion, receive this award. You must not use
This s h ou ld n ’t be explained to students at this
more than 220 words.
CiHX* stage as they w ill find o u t the answer during
When you finish writing, read your letter carefully. W. onHs to re m e ih W the project. W hy do people have debates? Can
accolade, aligned, students th in k o f any good debate techniques?
a Check spelling, gram mar and punctuation, bladder, eternity, genetics,
b Compare your letter w ith the person sitting next to you. As gifted, molecular, Students could look in books, on the Internet,
you read what your partner has written, ask yourself these ' nomination, non-invasive,
questions: recipient, researcher etc. to find examples o f recent debates as
ft Whose letter is more convincing?
ft Whose chosen candidate do you think deserves the award?
••• • ^w*::*:'*:* * guidance. Ask students to bring any good
USEFUL LA N G U AG E
examples they find to the next lesson.
Giving recommendations Expressing praise
1would recommend to ... He / She is an incredibly gifted ...
1believe he / she deserves this award because ... Their achievements are outstanding ...
He / She has made huge advances in ... Perhaps one of the greatest minds in the 219
For all of these reasons ... deserves this award. century...
GE
F o c u s on
Student’s Book page 96
Maha Al-Ghunaim
Pre-reading (1 0-1 5 mins)
Point to the title , Maha Al-G hunaim , and the picture.
Have any o f the students ever heard o f her? W h a t do
they th in k she does?
Focus on
in business?
Suffixes (15-20 mins) company with an estim ated w orth of over KWD1.7 billion.
Al-Ghunaim studied for a Bachelor’s degree in Mathematics a t San Francisco
Read the instructions to the class. Talk 5 State University. After graduating, she went on to join th e Kuwait Foreign
Trading Contracting and Investment Company (KFTCIC) as head of the p o rtfo lio l
them through the example in the box to m anagem ent departm ent. She later becam e a m ember of several major
fund committees and was appointed assistant general m anager of asset m anagem ent at the Kuwait
make sure they understand the concepts
Investment Company (KIC). Eventually, in 1 9 9 8 , she established her own company, Global, and found
and the task. Give students tim e to 1 0 herself a t the helm as vice-chairm an and managing director. Today, Global stock is trade d on the Kuwait
Stock Exchange, Bahrain Stock Exchange and Dubai Financial M arket.
com plete the task themselves. Then, bring Asked about w here she sees herself in a few years tim e, Al-Ghunaim says, "I would like to see myself
the class together to com pare answers. still involved with Global in the long run, steering it to its logical end as the largest investment company
in the Middle East. I admit it is quite stressful. It calls for strong support from my husband and family.”
15 However, with her family behind her and her strong business ethic, it seems that nothing will stop Al-
If there is tim e, provide students w ith a few
Ghunaim from fulfilling her dream .
words and ask them to add suffixes and Talking about her s ta rt in business, Al-Ghunaim says th at her parents' support was instrumental
in helping her to achieve success. In fact, she believes that such support is essential for everyone.
w rite sentences w ith them . “Parents should encourage both their sons and daughters to choose a career they love," she
2 0 emphasises. “As fa r as banking as a career option is concerned, my advice is simple: go for it."
Al-Ghunaim has received many awards and accolades for her work. These include being listed in Forbes
internatio nal as one of T h e 1 0 0 m ost powerful w om en’ and as one of the T o p 5 0 Leading Arab
Women’ by Forbes Arabia. She was also placed as one of the 4 3 most influential people in th e Middle
East Newsweek Arabia.
2 5 However, Al-Ghunaim's life does not simply revolve around business. She aiso heads the Kuwaiti
chapter of Young Arab Leaders, an organisation which tries to improve education and prom ote
entrepreneurship for Kuwaiti youths. “This is part of my social responsibility to the Kuwaiti community
since I believe th a t we have a large reserve of potential leaders who are waiting in the wings and need
to be nurtured and developed,” she explains.
/ / / s*|
S u ffix e s
m t A d ding suffixes to some w o rds may change the m eaning and / o r p a rt o f speech o f these
w ords. In the w o rds in bold in the text, id entify the suffixes added and say if they change
the m eaning a n d /o r the p a rt o f speech o f these words.
96 )
124 N)
Project 4
the class understands the basic concept - i.e. d iffe re n t
A balloon debate speakers w ill explain w hy they are more im p o rta n t than
Student’s Book pages 97 and 98 the o th e r speakers.
b Students then read a b o u t the situ a tio n . Again, check
First, read the title A balloon debate o u t loud to the they understand by asking som ebody to explain it in
class. Ask the students to look at the picture and th e ir own w ords.
then ask them if they know (o r can guess) w h a t a C and d Play the recording straig ht th ro ug h , then allo w
balloon debate is. tim e fo r the students to discuss w ith a p artne r w ho
Tell the students they are going to hold balloon should stay in the balloon.
debates to practise th e ir persuading, debating and Play the recording a second tim e. A llo w a little more
public speaking skills. tim e fo r fu rth e r discussion, then have a class vote to
see w ho stays in the balloon.
Introduction
Listening script P4.1, T G , page 135
' 4 (P 4 .1 ) (20 mins) St3g6 1 Prepare for your part in the balloon debate
3 Ask students to read the in fo rm a tio n . Then (25-30 mins)
choose som ebody to explain w h a t a balloon
3 First, ask the students to read a b o u t the situ atio n.
debate is, using his o r her own w ords. Make sure
Go round and answer any questions. Once m ore, ask a
stu de nt to explain the situ atio n to the class in
S tud ents B ook page his / her own w ords.
b Put the students in groups o f fo u r and ask
them to choose th e ir roles. I f groups o f fo u r are
n o t exactly possible, make some groups o f five
Project 4 and EITHER ask them to th in k o f a fifth role
OR have tw o students w o rk as a pair.
C Ask the students to read th e ir instructions.
A b a llo o n d e b a te
S llil t In tr o d u c t io n A llo w tim e fo r them to prepare th e ir speeches.
a You are going to hear a short balloon debate. Before you listen, read this definition Go round and make suggestions o r corrections
A balloon debate is a debate in which several speakers attempt to
where necessary. Make sure th a t they consider
win the support o f an audience. The audience has to imagine that the
speakers are flying in a hot-air balloon which is slowly sinking. Unless all the aspects suggested in th e ir books.
som eone is thrown out o f the balloon, the balloon will hit the ground
and no one will survive. Each speaker has to persuade the audience why
they should not be thrown out o f the balloon. Usually each speaker Stage 3 Convince your audience
takes the part o f a fam ous person, or a particular profession.
(20 mins)
b Now read about the situation o f the fo u r speakers you are going to hear.
3 and b Each gro up presents th e ir argum ents
The island o f Literock has been
alm ost destroyed by a hurricane. to ano the r gro up in the class. The groups w ho
The islanders have lost their are listening, the audience, vote fo r w ho should
hom es and all their possessions.
N o b o d y has been killed, but continue the jo u rn e y to the ship. You could
m any people have slight injuries. go round the class and jo in in the discussions
A group o f four professional
people have been invited to
a b o u t w ho should stay, helping where
help the islanders rebuild their necessary.
community. These people are:
The groups then switch roles, the firs t group
a teacher, a doctor, an engineer
and an economist. The only listening and deciding w ho should stay w h ils t
way o f getting to Literock is by the second group present th e ir argum ents.
balloon. Half-way to the island,
the balloon starts to lose height.
O nly one person will be able to
reach the island, so the others
will have to jum p into the sea.
(Fortunately they are all strong
swimmers.)
0 C P4.1 Listen to the debate. As you listen, decide who you think should NOT be thrown o u t o f
the balloon.
d Compare opinions w ith those o f a partner.
c
( 97
125
ta g e 4 A different kind o f balloon debate
(2 5 -3 0 mins)
3 Put the students in new groups o f fo u r (o r five i f necessary,
as before). Tell them to read the instru ction s and decide w ho
to ‘ be’ .
b Students then prepare th e ir speeches. Go round and make
suggestions and corrections where necessary.
C Students then take turns to make th e ir speeches to the
whole class. A fte r each g ro up has finished, the class votes on
w ho should stay in the b alloon.
information.
www. en.wikipedia. org/wiki/Balloon-debate
www.kent.ac.uk/careere/interviewa/balloondebafce.htm
2 P re p a re f o r y o u r p a r t in th e b a llo o n d e b a te
W o r k in g ro u p s o f fo u r
a Read about your ‘balloon’ debate situation.
A large passenger ship, 50 kilometres o u t to sea, has run aground and radioed fo r help.
The passengers are no t in any im m ediate danger, b u t some are suffering from
sea-sickness and many o f them are very angry. The sea is rough and the weather is to o
bad fo r a helicopter to fly. A small boat w ith a crew o f fo u r specialists is making its way
towards the damaged ship. The specialists are a diver who is also a marine engineer, a
doctor, a representative o f the shipping com pany and a police officer. Unfortunately,
the boa t hits a rock and starts to take in water. O nly one o f the specialists w ill be able to
reach the ship before the boat sinks, so three o f the specialists w ill have to get o u t o f the
boat and swim back to the shore.
b Each member of the group should choose one of the four specialist roles:
Diver / marine engineer
D octor
Representative o f the shipping com pany
Police officer
C Prepare your speech
Remember you have about h a lf a m inute to persuade the audience th a t you are the best
person to continue the journey to the ship. Make notes to refer to while you are speaking.
T hink about these aspects o f the situation:
The short-term situation: the passengers’ health and com fo rt; law and order; letting
the passengers know w h at is happening
The long-term situation: moving the ship; com pleting the journey; getting the
passengers o f f the ship; suggesting how passengers could spend their tim e
3 C o n v in c e y o u r aud ience
W o r k w ith a n o th e r g ro u p o f fo u r s tu d e n ts
a The tw o groups take turns to speak to the other group. W hen all fo u r speakers in the first
group have made their speeches, the members o f the second group, the audience, vote
fo r the person w ho should continue.
b The members o f the second group then make th e ir speeches w ith the first group as the
audience.
4 a d iffe re n t kin d o f b a llo o n d e b a te
W o r k in d iffe re n t g ro u p s o f fo u r
a Each student chooses to be a famous person from Kuwait. You must choose someone
everyone in the group knows about. It could be a politician, a sports personality, a writer,
a musician ... anyone you like.
b Each ‘famous person’ prepares a speech saying why they should no t be throw n o u t o f the
slowly-falling balloon.
c Each group, in turn , speaks to the rest o f the class. After listening to each group, the
audience votes w ho to keep in the balloon and who to th ro w out. *
98 J
- Student's B o o k Answ er Key
<£r U nit 10, page 78, exercise 1 (Suggested U nit 10, page 81, exercise 1
M o d u le 4
answers) a 3 b 7 c1 d 6 e 2 f 4 g 5 h 8
a qualities needed w ou ld include: fitness, U nit 10, page 81, exercise 2 a
K strength, perseverance, d eterm ination, afraid - frightened
a b ility to endure solitude, a lig ht - burning
b difficulties and problem s m ig ht include: alike - sim ilar
exhaustion, lack o f oxygen, avalanches, alive - living
Ift sickness, injury, getting lost / losing asleep - sleeping
co n ta ct w ith the outside w o rld , the cold. U nit 10, page 81, exercise 2 b
U nit 10, page 7 8, exercise 2 (Students’ own answers) 1 asleep 2 a lig ht 3 frightened 4 alive 5 sim ilar
Unit 10, page 78, exercise 3 U nit 10, page 81, exercise 3
a T: He was the firs t to ascend the highest m ountain a sure b unsure csu re d unsure e unsure
on every continent. U nit 10, page 81, exercise 4
b F: He: clim bed M a tte rh o rn tw o years a fte r M o u n t 1 very bad 2 to inspire others 3 Zeddy
Aconcagua. 4 the M a tte rh o rn 5 he helped w ith reconstruction
c F: He was very experienced b ut he was still nervous, U nit 10, page 8 2, exercise 1 (Students’ own answers)
d T: The co nd itio ns were perilous. U nit 10, page 8 2, exercise 2 (Students’ own answers)
U nit 10, page 7 8, exercise 4 U nit 10, page 8 2, exercise 3 (Students’ own answers)
exhaustion, lack o f oxygen, extreme cold, frost-b ite, U nit 10, page 8 3, exercise 1 (Students’ own answers)
strong w inds, dizzing heights U nit 10, page 8 3, exercise 2 (Students’ own answers)
U nit 10, page 7 9, exercise 5 (suggested answers) U nit 11, page 8 4, exercise 1a -
a He was nervous because he knew how dangerous 1 91 m inutes
the expedition w ou ld be. 2 It conducts experiments n o t possible in space
b He had to be carried dow n the m ountain by a 3 16x7=112
m em ber o f his team. 4 USA, Russia J a p a n , Brazil and the European Space
c He had an experienced team th a t he relied on fo r Agency
support. 5 Kuw ait was the firs t co u n try in the Arab w orld to
U nit 10, page 79, exercise 6 c o n ta ct the ISS.
a clim b in g M o u n t Everest U nit 11, page 8 4, exercise 1 b
b his clim b in g o f the seven sum m its 1
c the year a fte r visiting Pakistan U nit 11, page 85, exercise 2
U nit 10, page 79, exercise 7 (Students’ own answers) a 6 b 3 c 2 d 7 e1 f 4 g 5
U n it 10, page 8 0, exercise 1 U nit 11, page 8 5, exercise 3
1 Past perfect sim ple; he scaled M o u n t Aconcagua speaker 1 approves; speaker 2 disapproves; speaker 3
2 Past perfect simple; clim b in g the m ountain approves
3 Past perfect simple; his team su pp orting him U nit 11, page 8 5, exercise 4
4 Past perfect simple; he had clim bed so many a 2 b 1 c 2 d 3 e3 f3
U nit 10, page 8 0, exercise 2 U nit 11, page 8 5, exercise 5 (Students’ own answers)
a past perfect continuous U nit 11, page 8 5, exercise 6 (Students’ own answers)
b had been + past p articiple U nit 11, page 8 6, exercise 1
c The action was co ntin uo us / the action was a The governm ent should reward astronauts,
com pleted b A space suit has to be w orn by each astronaut,
U nit 10, page 8 0, exercise 3 c Equipm ent can be transported in to space by space
a He’d been clim b in g fo r fo u r days, shuttles.
b He had joined the ‘seven sum m it’ club, d Diseases m ig ht have been cured by scientists i f they
c Oxygen levels had been dangerously low. hadn’t spent all th e ir tim e on space technology,
d He’d had the support o f a great team, e Scientists carry o u t experiments on board the
e Temperatures had been extremely low. International Space Station.
f He knew it would be the hardest thing he had ever U nit 11, page 8 6, exercise 2
done. a neither / n o r b either / o r c n e ith e r/n o r d either /
U nit 10, page 8 0, exercise 4 (Suggested answers) e n e ith e r/n o r fe ith e r/o r
a He’d been tra in in g fo r a long tim e.
He’d b ou gh t lots o f new equipm ent.
His m oth er had been w orrying,
b He’d done the journey by jeep.
He’d talked to the local people.
He’d been planning it fo r m onths. c
Unit 11, page 86, exercise 3 (Suggested answers) Unit 12, page 92, exercise 3
a We can either spend money exploring space o r feeding a ... in big co m petitions, becom ing the youngest ...
the nomeless. b ... came firs t in every race, beating the previous ...
b Space exploration can neither solve problem s on Earth c ... in the country, earning a m illion ...
•- ; r help us escape o u r problems, d ... stories accusing N a w a f...
c - e can neither eat nuts nor dairy products due to his e ... these accusations, explaining ...
a ergies. f ... continued to ride, tru stin g ... , refusing ...
d can either stay up late and w atch a film or get a good U nit 12, page 9 2, exercise 4 (Students’ own answers)
n ig ht’s sleep. U nit 12, page 9 3, exercise 1
e I am neither ta lle r nor heavier than my tw in brother, a able b amazement c appealing d astonishm ent
f You could either buy a new game or a new book. e m athem atics f music g p op ularity
Unit 11, page 87, exercise 1b (Students’ own answers) U nit 12, page 93, exercise 2a
Unit 11, page 87, exercise 2 1 irrelevant 2 illegal 3 unusual 4 disrespect
1 astronom ical 2 astronauts 3 space 4 mission U nit 12, page 93, exercise 2 b (Students’ own answers)
5 hazardous 6 continual 7 conveyed 8 shuttle U nit 12, page 93, exercise 3
9 Station 10 tran sm itted 11 audio 12 wane 1 a t 2 by 3 in 4 in 5 w ith 6 a t 7 by 8 on
13 preservation 9 th ro u g h o u t 10 in 11 o f
U nit 11, page 88, exercise 3 U nit 12, page 93, exercise 4
a T heir purpose is to give the subject o f the paragraph, c N o t interested
b To alert the reader to the subject o f the rep ort d Interested
c facts e Interested
d form al f N o t interested
U nit 12, page 94, exercise 2
Unit 12, page 9 0, exercise 1 a
Question 1
playing chess; playing the piano
The answer to the riddle is a shadow. Shadows
Unit 12, page 90, exercise 1 (b and c)
always move at the same speed as the object which
(Students’ own answers)
casts them , are always in p ro p o rtio n to th a t object,
Unit 12, page 90, exercise 2 can be cast in fro n t o f or behind th e ir source and are
a 6 b 7 c 1 d 5 e8 f2 g4 h3 always aligned w ith the object th a t casts them .
Unit 12, page 90, exercise 3 Question 2
A 5 B3 C 2 The answer to the riddle is a river. A river has a m outh
Unit 12, page 91, exercise 4 (suggested answers) (the place where it enters the sea), a bank (the land
alongside it) and moves (o r flow s) b ut has no legs.
Name Nationality Talent Achievements Question 3
Shakuntala Indian incredibly fast Published author. The answer is the letter m. m is in the w ord minute
Devi maths skills M ultiplied tw o 13 d igit once, in the w ord moment twice, and n ot at all in
numbers in 28 seconds. a thousandyears. The tim e phrases are chosen as
Tathagat Indian M athem atics Youngest person w ith distractors.
Avatar Tulsi M aster’s degree. (BSc Question 4
age 10, MSc age 12) The answer is e. e is the firs t letter in (The beginning
W olfgang Austrian Musical One o f the greatest o f) eternity, every and end. It is the last letter (The end
Amadeus genius musical virtuosos o f o f) time, space and place.
M ozart all time. W rote music
Question 5
before age o f four.
The answer to the riddle is a towel. A towel dries
Toured Europe playing
som ething else and in doing so absorbs w ater from
music.
the object it dries, becom ing w et in the process.
Question 6
Unit 12, page 91, exercise 5 (Students’ own answers) The answer to the riddle is a fire. You feed a fire w ood
U nit 12, page 91, exercise 6 (Students’ own answers) o r coal and it gets bigger. However, i f you give w ater a
U nit 12, page 9 2, exercise 1 d rin k (p o u r w ater on it) it goes out.
A the first p a rt (applies to all) U nit 12, page 95, exercise 1
B to add detail (applies to all) a fo rm a l, polite language; technical language;
C i nvolving; m ultiplying; doing; playing opinions and facts
Unit 12, page 92, exercise 2 b To ju s tify her nom in a tion fo r the prize; to back up
b ... m ultiplie d tw o 13 -d ig it numbers in her head, his o pinions
c ... he does / he is doing high-level research, c form al
d ... played his own com positions on the violin.
Literature Time
H enry V and G re a t Expectations Great Expectations tells the story o f Pip, a young
Literature Tim e! fo r Grade 1 2 features abridged orphan w ho lives w ith his sister and brother-in-law ,
versions o f the English classics Henry V by W illia m a blacksm ith by the name o fjo e Gargery. The novel
Shakespeare and Great Expectations by Charles charts Pip’s rise fro m w o rkin g class child to w o u ld -
Dickens. be-gentleman and is m ainly set in London and the
countryside o f Kent in the south o f England.
About the Stories
The main themes o f the novel include gra titu d e,
(henryv )
friendship, g u ilt, suffering, and social m o b ility. A fte r
William Shakespeare (1564 — 1616) w o rkin g fo r a rich lady nearby, Pip is ridiculed fo r
H istorical plays were very p o p u la r in the being w o rkin g class and dreams o f becom ing a
Renaissance w hich was a period o f nationalism . gentlem an. He eventually achieves this aim because o f
Shakespeare lived in the Elizabethan era which the g ra titu d e o f M agw itch, a w ro n gly accused convict
was named a fte r Queen Elizabeth I, a m a jo r w hom Pip helps as a child. However, as Pip clim bs the
historical figure w ho inspired thinkers and w riters social ladder he begins to distance h im se lf from his
by her dedication to her country, England. The old friends, m ost n o ta b ly jo e . Pip feels g u ilty a b o u t
theatre was flo u rish in g a t th a t tim e and many this and eventually redeems himself, reaffirm ing his
historical plays were staged in trib u te to the old friendships and setting his life in order.
achievements o f the great kings o f England. Since Literature tim e ! fo r Grade 1 2 is an episodic
the main concern o f such ^vorks was (to p ro m o te a d a p ta tio n o f tw o classic stories. This fo rm a t
loyalty tow ards the n a tio n )p la y w rig h ts w o u ld corresponds to and builds on the structure used in
often slightly exaggerate certain Tacts arid events, Grade 9 o f the Target English series. The inclusion o f
o r even add cbaracters th a t did not exist in reality, tw o longer texts is intended to reflect your students’
to serve th e ir p u rp o se.
enhanced understanding o f the English language, and
H istorically, Henry V was one o f the kings who to challenge them as th e ir language skills progress.
ruled England in the fifte e nth ce ntu ry. He was A t this level, students should be able to approach
a national hero and subsequently became an a longer, co ntin u ou s text confidently, and indeed
a lm ost m ythical figure. Songs and ballads benefit from the linguistic challenges it presents
w ritte n a b o u t him were still being sung a century them w ith . Its division in to episodes also allows
later. The sixteenth-century play Henry V is one students greater o p p o rtu n ity to revise w h a t has gone
o f Shakespeare’s m ost fam ous historical plays before, and p re dict w h a t w ill fo llo w , developing both
which depicts some o f the greatest achievements language and cognitive skills in the process.
o f Henry \/w ith m in o r tw ists added to real events. (henryv
It portrays Henry as a great king, h ig h lig h tin g his
Note on the quotes
in te llig ence and his mastery o f the a rt o f rhetoric.
Indeed, he is presented as a rem arkable leader 1st Quote / Episode 1 (p. 100)
w ho was much adm ired and loved by his people King Henry sends a message to the D auphin
and as such possessed qualities th a t are essential in fo rm in g h im th a t he w ill n o t demean him se lf by
to the m aking o f a king. responding to the insult by another, b u t rather
chooses to preserve his status as king in tact. Instead,
GREAT EXPECTATIONS
he p romises to prove his greatness throu g h actions
C h arles D ic ke n s ( 1 8 1 2 — 1870) rather t1Tahwor3s, and tFfaf througFTconquering
Dickens was one o f the m ost p o p u la r novelists the kingdom o f France. By so doing, he w ill have
in V ictorian England. He w ro te stories dealing avenged his h on o u r and claim ed w h a t he believes to
w ith life in V ictorian England, and was especially be rig h tfu lly his; hence, his cause is sacred. Then, the
concerned w ith the p lig h t o f the low er classes. D a u p h in ’s jo ke w ill n o t seem to him as clever as when
His novels are often read fo r th e ir insightful he firs t conceived it, fo r it w ill cause m ore people to
descriptions o fV ic to ria n society and criticism o f cry than those w ho laughed a t it.
the social divisions w ith in England a t the tim e, 2nd Quote / Episode 2 (p.101)
coupled w ith th e ir frequently hum orous and The French king knows th a t King Henry (also referred
exaggerated heroes and villains. M any o f Dickens’ to as H arry) is pow erful. He urges his princes to
novels were o rig in ally w ritte n as episodic stories, arm themselves well in order to face him . Henry is a
w ith small sections being published each m onth descendent o f a m ighty fa m ily w ho has th ro u g h o u t
in newspapers. the ages inflicted pain and destruction upon the _______
_______ (-1 2 9
kingdom o f France. He is thus to be feared since he Episode 2
to o m ight, like his ancestors, bring a b o u t th e ir d oom . The D auphin and the King o f France had tw o
3rd Quote / Episode 3 (p. 103) opposing views tow ards King Henry. The first
Henry addresses his soldiers urging them to resume underestim ated him , th in k in g he w o u ld soon
the fig h t. In order to be able to reach every m em ber make an erro r o fju d g e m e n t and lose the war;
o f his army, he addresses the d iffe re n t classes o f w hile the second knew how pow erful King
men present. First, he asks the noblemen to be like Henry was and so was fu lly aware o f the threa t
th e ir fathers w ho were invincible. He compares facing his own kingdom .
them to the great Alexander, fo r they had fo u g h t in Episode 3
battles fro m the early hours o f m o rn in g till late in the
evening w ith o u t ever giving up. He then addresses K now ing th a t the English tro o p s were
the com m on people (farm ers, cra ftsm en...) asking weakened by hunger and exhaustion, and thus
them to co nfirm th e ir va lo u r o f w hich he is already no longer as strong as they were when they first
confident. It’s tim e now fo r them to gather all th e ir started the war, the French still clung to the
courage and a tta ck since everything is a t stake. hope th a t they w o u ld be the victo rio us party.
in it 4 recycled anyway. People have always whether he remembered his wedding day
•1.1 burned w ood fo r heat o r to cook He described in detail w hat he and his
The weather’s cold today. w ith , and the other green things bride had worn th a t day and to ld me tha t
-e doesn’t like the rain. are often used to help new plants after they were married they had both
•t.2 grow - th a t’s real recycling. gone back to school to finish their studies.
a I’ m feeling warmer now. Jim: I wish I was in charge o f ou r cou ntry- Sunil said th a t he had spent most o f his
b They’re c u ttin g down th a t tree, I’d pass a law to make it a crim inal life w orking as a fisherman. I asked him if
c Rain can damage crops, offence n o t to recycle 100% o f he had enjoyed his long life - he said with
d The clim ate’s better here, household rubbish. a smile th a t he’d enjoyed every single day
e W hat’s the weather like? Oliver: I concur, but it ’s not households th a t o f it and hoped th a t he’d live fo r another
f It’s cool again today. produce the most rubbish. 102 years.
Supermarkets sell far to o many Finally, I went to China where I met the
nit 5 _ _ --------
things w ith several layers o f plastic or hundred-year-old May Chin. She to ld me
'.1
cardboard packaging. I wish they th a t her husband had died tw enty years
Jm: There’s no d o u b t ab ou t it - the
w o u ld n ’t do that. ago, but said she was never lonely as she
w o rld ’s g o t to do som ething ab ou t
had 110 children, grandchildren and
the crises o f waste management. Unit 6
great grandchildren. Mrs Chin said she
elena:You’re right, it’s getting worse every 6.1
had never done paid w ork, but she was a
year. 1 Pandas live alone.
compassionate wom an and had spent all
[Oliver: I wish people w ould take the 8 Eagles fly at night.
her life looking after the younger and older
problem more seriously. 2 Pandas never hibernate.
members o f her family. She said she still
elena:Some countries take it very seriously. 5 Leopards d o n ’t eat grass o r leaves.
gets up every m orning at six o ’clock and
Austria, fo r example, recycles nearly 3 The Chinese panda’s under threat.
cycles to the nearby village to buy food for
40% o f its waste. 7 A vulture is a type o f bird.
the day.
"m: T h a t’s still not even half. 4 Pandas eat berries and various plants.
Oliver: No, but it’s more than most 6 People made belts o u t o f crocodile 7.2
countries, where they simply bury skin. a One o f their sons to ld me th a t his
m ost o f their rubbish. parents had spent every day o f their
Unit 7
elena:W hat does your fam ily do ab ou t lives together...
7.1
recycling? b He said they had always had a good
As part o f the research I’m doing fo r a
Im: We take all o u r waste glass and social life and had kept in regular
magazine com m entary I’ m w ritin g about
paper to special collection points. touch w ith the ir fam ily, friends and
the lives o f the elderly, I’ve travelled all over
Hiver: In o u r fam ily we recycle all o u r paper neighbours.
the world and talked to some incredible
and old clothes. We have masses c He said he was not sure, but suggested
people.
o f paper every week - newspapers, t h a t ...
I started in Mexico where I met the w o rld ’s
magazines, old letters - it ’s d He added th a t they had both been
oldest married couple, A lb erto and his
incredible. involved in farm ing fo r m ost o f their
wife M aria Lopez-Carcia. Alberto, a
elena:We do th a t in o u r family. But w hat lives.
centenarian, is 100 and M aria is 99 years
ab o u t plastic? I wish we could e Sunil said th a t he had spent most o f
old. They have been married fo r eighty-
recycle plastic more easily, his life w orking as a fisherman,
six years, and have three sons and three
ihn: It is possible to recycle plastic - but f He said he had enjoyed every single day
daughters w ith the oldest eighty-one years
n o t everywhere has the equipm ent to o f his life.
old. They even have a granddaughter w ho
reprocess it. g Mrs Chin said she had never done paid
is herself a grandm other. A lb erto married
slena:There are places where they recycle work.
M aria at the age o fth irte e n . One o f their
alm ost everything, you know, car
sons to ld me th a t his parents had spent 7.3
batteries, fridges, w ood, clothes
every day o f the ir lives together since the a I asked their son w hat the secret o f
and shoes, children’s toys, books.
day they g o t married. He said they had the ir long life was.
T h a t’s fantastic!
always had a good social life and had kept b I asked him whether he remembered
Wver: I wish every country had a system like
in regular touch w ith the ir family, friends his w edding day.
that.
and neighbours. I asked the ir son w hat c I asked him i f he had enjoyed his long
-lena :The problem is th a t recycling can be
the secret o f the ir long life was. He said he life.
prohibitively expensive. It ju s t isn’t
was not sure, but suggested th a t it m ight d I asked her where she cycled to.
w o rth recycling some things,
be the ir very simple way o f life. Apparently e I asked them w ho they were friends
rn: T h a t’s true - but there are tw o
they eat corn and soup fo r every meal. He w ith.
problems here: the earth is running
added th a t they had both been involved f I asked her which she preferred, the
o u t o f resources and we’re running
in farm ing fo r most o f their lives. In other past o r the present.
o u t o f places to bury all our waste,
words they had had regular exercise.
iver: In some countries they burn their Unit 8
A fte r tha t, I travelled to the south o f India,
rubbish, but I d o n ’t th in k th a t’s 8.1
where I met Sunil Narayanan who is 102
the answer. I mean burning gets rid A Did you enjoy the concert? [rise]
years old. Even now Sunil still works for
o f the rubbish, but it also pollutes B W hich concert? [fa ll]
six hours every day in the fam ily shop. It’s
the atmosphere. A The school con cert.[fall]
not onerous w ork - ju s t a little liftin g and
*elena:And w h at ab o u t green waste? B I d id n ’t go. [fa ll]
carrying. But most im portantly, it keeps
m: W h a t do you mean “ green waste” ?
him busy and gives him a chance to talk
elena:You know, anything th a t has grown
to lots o f people. He knows his customers’
in the ground - grass, trees, leaves
names and says they are all close friends.
and plants.
Sunil to ld me th a t he had got married
liver: Those kinds o f things are often
when he was 12 years old. I asked him
Unit 9 f We all investigate the stories, w rite the on other planets.
9.1 articles and design the layout. Speaker 2 In my op in ion it is obvious
f Unit 10 humans are the only living beings in the
^ A ' T h a t’s a beautiful bike, where did you 10.1 universe. I f there had been life on Mars,
buy it? Questioner H ow long did the clim b take? w ould have found it.
B I had it custom-m ade fo r me by an Answer 1 Four days (Sure) Interviewer Thank you very much.
engineer w ho lives near here. Questioner H ow many years before this had
A I should th in k th a t was expensive. he clim bed M o u n t McKinley? Interview 3
B N o t particularly, in fact n o t much Answer 2 Five (Unsure) Interviewer Can I ask you w hat you thins,
more expensive than a good bike from Questioner W h a t year did he reach the to p o f o f space travel? Are you in favour o f it oi
a sports shop. M o u n t Everest? not?
A Really? And when you say you “ had it Answer 3 2003 (Sure) Speaker 3 I th in k all kinds o f exploration
made” , w h a t do you mean? Questioner H ow many attem pts did he have are im p o rta n t. Human beings are
B W ell, I w ent to the engineer’s workshop a t clim bing Everest? inherently curious. We w ant to explore
and to ld him exactly w h at I wanted, Answer 4 Two (Unsure) everything in o u r Universe. I f intrepid
which was a very light bike w ith a Questioner Reaching the to p o f Aconcagua explorers in the past hadn’t set sail in
strong frame. meant he had jo ine d an elite club. the ir boats, they w o u ld n ’t have discover
A And you can’t do th a t w ith a shop- H ow many m ountains did he have oth er civilisations. The w orld w ould be
bought bike, can you? to climb? a very different place today. Science a- :
B No, th a t’s rig ht - th a t’s because they’re Answer 5 Seven (Unsure) exploration can either move forw ard a--:
mass-produced. You see, my bike is help man to progress o r stand still, w f f l
unique - no one else has g o t one like it. w ill be to the detrim ent o f technologic;,
10.2
advances.
1 W h a t was the weather like on M o u n t
Q Can you give me a lift to the a irp o rt
Everest?
Interviewer But space exploration is so
tom orrow ? expensive. We could use the money to
2 W h a t was one o f Zed Al Refai’s aims in
B No, sorry I can’t - I’m having the car end poverty in the w orld, o r to feed th ;
clim bin g the seven summits?
repaired to m o rro w . h u ngry.
3 W h a t is Zed Al Refai’s nickname?
A W here do you take it to? Speaker 3 I agree we should try to
4 W h a t European m ountain did he clim b
B The little garage round the corner. end poverty, b u t not by halting space
after Aconcagua?
They’re very good and n o t to o exploration. I f we had stopped space
5 W h a t did he do in Pakistan?
expensive. exploration in 1960, men w o u ld n ’t ha.-
M y father always used to repair his Unit 11 walked on the M oon. Thousands o f
own car. He was a very good mechanic. 11.1 beneficial innovations have evolved f r c -
B Things have changed now - car engines Interview 1 the w ork o f space scientists, particula-
are much more com plicated than Interviewer W h a t do you th in k o f space in digital technology, food p ro d u ctio r
they used to be. For instance, my car travel? Do you th in k it ’s a good idea o r medicine and alternative energy
engine’s controlled by a com p uter not? technology.
processor - i f anything goes w rong I Speaker 1 I th in k it ’s very exciting and I Interviewer Thank you very much.
have to have it fixed by an expert. really adm ire the scientists who design
Unit 12
In the old days everyone used to do the spacecraft and execute the missions. I
12.1
the ir own car repairs - it wasn’t only know th a t it can be very costly, b u t it is so
a
m y father, __ im p o rta n t to push scientific boundaries. If
A I can do mental calculations really
Module 2
1 Listen carefully.
Interviewer: T onight I am hosting M ayo rjo h n so n w ho is going to
1 Listen carefully.
tell us ab ou t the new codes o f law th a t he has adopted
To whom it may concern,
fo r this year. W elcome M r Mayor.
1 am w ritin g this letter in response to the latest issue o f your
Mayor: Thank you.
magazine in which you asked readers to share w ith you some ide=s
Interviewer: M r Mayor, could you please tell ou r listeners a little bit
fo r saving the planet. M y name is Ahmed and I come from Kuv.; t
more ab ou t the new speeding law th a t you are going
As you have mentioned in your previous issue, everybody shoulc
to enforce this year?
responsibility in keeping the Earth a safer environment. For exa~c<
Mayor: Sure. But before I begin, I w ould like to note to the
we should have special collection points in every neighbourhocc
listeners and to all citizens th a t these new principles
so th a t we could keep our household waste fo r recycling insteac re
are in favour o f o u r citizens and fo r the ir welfare.
sending it to landfills. Also we could make use o f our gardens. O ®
Interviewer: O fcourse. twigs and leaves are a valuable source o f nutrients which could r
Mayor: First, I have set a law against fast driving especially in
turned in to com post. In my country, the government has come - :
residential areas. All those who go beyond the new
w ith a solution to the issue o f waste. It has assigned a committee
speed lim it w ill be forced to pay a penalty.
fo r holding a waste management conference. The com m ittee’s
Interviewer: T hat is good. Speeding drivers have always caused a lo t
ad m inistration have listened to the ideas o fva rio u s leading ind_:c*
o f accidents and have risked the lives o f many innocent companies which showcased the ir waste and recycling machiner,
people.
and services.
Mayor: Exactly. I consider speed driving as dangerous as any
Deforestation is another problem th a t our environm ent is suffe- '
other act o f violence. Speeding drivers are as gu ilty as
from . Trees are being cut down in an increasingly careless way. —~-
thieves o r criminals. They are risking the ir own lives
has negative effects on the air and on the soil because floods was*
and the lives o f others. away the nutrients in the soil and the rate o f oxygen th a t the trees
Interviewer: Yes. W h a t ab ou t social issues such as m igration from
leaves release in to the atmosphere decreases. Deforestation ma-c?
the state. Have you taken any action to solve such
the land arid. This is known as desertification.
issues? Waste management, deforestation and desertification are only a ■*
Mayor: O fcourse. I have spoken to the president and together
examples o f environmental threats th a t we are com ing up againsi
we are going to look closely at the various factors th a t
today. It is our responsibility as citizens to keep up w ith the most
necessitate people to migrate and w o rk on find in g a
recent ways and inventions to overcome these threats.
solution to them.
Thank you,
Interviewer: Wish you all the luck M r M ayor and thank you fo r your
Ahmed
time.
Mayor: It has been a pleasure. Thank you.
2 Now answer these questions.
1 W ho is the w rite r o f the letter?
2 W hy did he w rite this letter?
3 Name the environm ental problems th a t the w rite r mentioned
in his letter?
4 Did he offer solutions to the problems? If yes, w h at are they?
5 H ow does deforestation affect the environment?
Extra listening material
Check all your answers with a partner. 3 Check all your answers with a partner.
Ley Key
I A Kuw aiti citizen named Ahmed 1 to give us tips to become healthier
! In response to the e d ito r’s call fo r solutions ab ou t environmental 2 weight loss, healthy food choices, fitness and more.
problems in the previous issue. 3 Get active, eat well - be well, relax.
' Waste management, deforestation and desertification. 4 Students’ own answers
t Yes, recycling, p lan ting more trees, stopping animals from grazing 5 It reduces stress which causes lots o f fatal diseases.
in cultivated areas.
5 It makes the soil weak and increases pollu tion .
Module 4
1 Listen carefully.
lodule 3
Once upon a tim e there was a middle-aged man, Robert, w ho lived
in a remote cottage in the countryside. He had retired to the
Listen carefully
country three years before in order to recover from his illness. One
day while Robert was in the park w atching birds w ith his binoculars,
elcome to Healthy Tips For A Vigorous Lifestyle!
he heard a loud cry. He walked towards the source o f the sound. To
his surprise, he found a small boy in the lake caught in the broken
! name is Faisal and I started this health blog to give you tips to
ice. Since Robert had osteoporosis, it was perilous fo r him to dive
acome healthier. Here you w ill find many commentaries regarding
in to the freezing water. He said to him self “ I f I d o n ’t assist the boy
neight loss, healthy foo d choices, fitness and more. M any health tips
now he m ight die o f hypotherm ia.” W ith o u t a second tho ugh t, Rob
c-e sho rt and to the p o in t because I believe th a t changing yourself
ert to o k o f f his coat, jum ped in to the lake and swam tow ards the
[■rough small steps at a tim e w ill make it advantageous fo r you to
boy. A fte r a gruelling struggle, Robert managed to save the boy and
.cceed in your long-term health goals.
swim back safely to the bank. W hen they reached the bank, the boy
>alth tip 1 Get active! was unconscious. The hospital was far from the park, but Robert
: is imperative to w alk fo r h a lf an hour daily, especially fo r elderly was a strong-willed man. He wrapped the boy in his coat and carried
itople. W alking activates the cardiovascular muscles and helps you him to the hospital. A t the hospital the doctors to o k care o f the little
d away w ith the extra fa t in your body. Instead o f driving to w o rk
boy w ho finally came around. The doctors also to o k care o f Robert
't o school, w alk to school o r to w o rk i f you live nearby. I f not, you because he was very fatigued and his extremities were frost bitten.
In always cycle instead. Two days later, both Robert and the little boy came o u t o f hospital.
;alth tip 2 Eat well - be well!
►healthy balanced diet contains a variety o f types o f food. Instead 2 Now answer these questions
i "chocolate and fa tty snacks which may cause fatal diseases, you 1 W here does the accident take place?
ay have other healthier snacks such as almonds. In spite o f the 2 W h a t was Robert doing when he heard the cry?
gh percentage o f fa t found in alm onds, these nuts are high in 3 W hy was it dangerous fo r Robert to ju m p in to the freezing water?
•otein, fibre, calcium , magnesium, potassium, vitam in E, and other 4 H ow was the boy when Robert saved him?
itioxidants which help prevent osteoporosis and regulate blood 5 W hat happened in the hospital?
essure.
;alth tip 3 Relax! 3 Check all your answers with a partner.
idies have shown th a t stress and lack o f sleep are integral reasons
rvarious ailments. A fte r long hours o f hard w ork, make sure to Key
rake up fo r the sleeping hours th a t you have missed. Furthermore, 1 A t the park
ake it your own routine to go to a tra n q u il place to relax away 2 He was w atching the birds w ith his binoculars.
( 137
Extra M aterial 3 C h e c k y o u r a n sw e rs w ith a partner.
Key
A talk show 1 False: D r Ali is a prom inent ecologist.
1 D r Ali is discussing environmental protection on a T V talk show. 2 False: W ildfires tend to affect the local area (although the
Listen to the T V show. destruction o f trees does con tribu te to global w arm ing.)
3 False: Small changes in tem perature cause massive changes to the
Host: Hello and welcome to W ide W ide W orld , the ta lk planet.
show unafraid to ask those d iffic u lt questions. Today, 4 True. Energy conservation w ould be helpful fo r people to reduce
we’re talking to D r Ali, a prom inent ecologist, ab ou t global warm ing.
environm ental change and the challenges it poses. D r Ali, 5 False: The po la r bear is affected by global w arm ing because its
thanks fo r jo in in g us. h a bita t is disappearing.
D r Ali: It’s a pleasure to be here.
Host: So, D r Ali. W h a t are the main ecological challenges facing 4 Now, answer the following questions in pairs. Then check your
the w orld today? answers.
D r Ali: W ell the main one, which I’m sure we are all aware of, is 1 Do you th in k it ’s w o rth m aking small changes in your life to help
global warm ing. prevent global warming? W h a t i f you’re the only person who
Host: You’re right, I th in k we have all heard o f it, b u t w hat exactly changes your lifestyle?
does it mean? 2 W hy is global w arm ing one o f the m ost im p o rta n t ecological
D r Ali: G lobal w arm ing is when the tem perature o f the earth, as a problems?
whole, increases. It m ight sound positive, as I’m sure many 3 W hy m ight the name ‘global w arm ing’ confuse some people?
people w ould be happy to see more h o t weather, b u t in fact
it ’s an extremely dangerous phenomenon.
Key
Host: H ow so? (Suggested answers)
D r Ali: W ell, p u ttin g it simply, global w arm ing means th a t many 1 It is w o rth m aking changes fo r several reasons. Firstly, the changes
natural systems d o n ’t w o rk as they ou gh t to. It’s n o t as involved are very m inor, so aren’t a big sacrifice to make. It w ill a s:
simple as saying the w orld gets hotter; so people need to save you money to fo llo w D r A li’s advice. The fact other people
get used to heat. G lobal w arm ing effects weather systems d o n ’t change the ir lifestyles doesn’t mean you shouldn’t. I f one
in ways m ost people can’t envision. W eather doesn’t simply person changes his habits others w ill soon fo llo w suit. Besides,
become hotter; it becomes more unpredictable. I f global other people’s inaction is no excuse fo r o u r own.
w arm ing continues, we’ll see more droughts, more storms; 2 G lobal warm ing is one o f the m ost im p o rta n t problems because
in essence nature w ill become more threatening to us. it affects the whole w o rld, n o t ju s t a single area. Unlike some
Host: T hat sounds aw ful. H ow does it affect oth er species? ecological issues, global w arm ing is a problem fo r every single
Dr Ali: W ell, I said earlier th a t global w arm ing is the main challenge person alive today.
facing the w o rld , and this is especially true when we look 3 G lobal warm ing m ight confuse some people because it doesn’t
a t the anim al kingdom . W h a t we m ight th in k o f as small actually mean the w orld is sim ply going to become hotter. W hilst
changes in tem perature, movements o f ab o u t 1 o r 2 this w ill happen it w ill also mean th a t weather becomes more
degrees, actually have m onum ental effects on eco-systems unpredictable and dangerous as a result.
across the globe. So global w arm ing isn’t a localised issue;
like deforestation o r wildfires, it affects the whole planet. 5 W rite a brief presentation about global warming, the dangers
Host: Can you give us any specific animals that are under threat? it poses and what people can do to help solve the problem. You
D r Ali: Hm m . I suppose one o f the m ost enduring images I can give should write your presentation in note form, as if you were go - 1
you is the polar bear. Everyone is fa m ilia r w ith the polar to present to a large group.
bear, if only from TV, but this amazing anim al is really in
danger right now. The bear’s habitat, the ice o f the arctic, A Man at the Mechanic’s
is disappearing as a result o f global warm ing. I f something 1 Listen to the conversation between a mechanic and a car owner
isn’t done soon we could well become the last generation to C a r owner: Hello, is there any chance you can take a look a t my ca'
see this w hite w onder in the w ild. fo r me?
Host: T h a t’s terrible. Is there anything o u r viewers a t home can do Mechanic: H m m , I’m quite busy today. W h a t’s wrong w ith it?
to help? C a r owner: I’m pretty sure th a t there is som ething wrong in the
D r Ali: Everyone a t home can make small changes to the ir lives engine; it ’s been m aking a squeaking noise and stalling.
which w ill have a significant im pact. Just turning lights Mechanic: H m m , th a t sounds like it could be serious. Have you .
o f f when n o t in the room , n o t leaving the T V on standby, oil in it lately? Sometimes a lack o f oil makes the engine
getting the bus instead o f takin g the car; all these kinds m alfunction.
o f changing help us to conserve energy, and as energy C ar Owner: Yes, I check the oil level every m onth. I’ve had a quick
pro du ction is a m ajor cause o f global warm ing, it really look a t the engine, b u t obviously I’ m an am ateur w he" I
helps. comes to car maintenance.
Host: OK, th a t sounds reasonable. Anything else? Mechanic: Yeah, o f course. It sounds like you need it looking at, b_t
D r Ali: Also, I’d encourage anyone w ho is really enthusiastic ab ou t u n til someone gets under the hood we w o n’t really know
these issues to become involved in ecological projects, and w h a t the problem is.
to w rite letters to papers, radio stations, even MPs, raising C a r Owner: I understand tha t. T h a t’s why I brought it here. I really
awareness o f the issue. The more people w ho know ab ou t need it fixed ASAP.
the problems the more chance we have o f overcoming the Mechanic: OK, well, like I said I’m pretty busy. Tell you w hat, how
potential problems. ab o u t you bring it back this afternoon and we’ll see
Host: I’m afraid th a t’s all we have tim e for. Thanks fo r jo in in g us w h a t’s wrong w ith it?
tod ay D r Ali. C ar owner: Is there no chance you could look a t it now? I really
D r Ali: M y pleasure. d o n ’t feel good ab o u t driving it at the mom ent.
Mechanic: I see your po in t, b u t I already have other customers’
2 Are the following statements True or False? Justify your answers. cars w aiting. W h a t i f one o f the lads gives you a lift to
1 D r Ali is a prom inent economist. wherever you need to go, and we give you a call when
2 W ildfires affect the whole w orld. we’re done?
3 Large changes in tem perature cause small changes to the planet. C ar Owner: OK, th a t sounds good. H ow w ill I get back here though-
4 Energy pro du ction is a m ajor c o n trib u to r to global warm ing. Mechanic: Can someone from your w o rk n o t give you a lift?
5 The polar bear is affected by global w arm ing because it prefers the
cold.
'ar Owner: Hm m , maybe. I f not I’ll get a taxi over.
.echanic: W ell, th in kin g ab ou t it there’s no need fo r you to come
back if the car’s not ready. W hy d o n ’t you leave us your
num ber and we’ll call you when your car is ready?
lar Owner: T hat makes more sense. M y num ber is 00555 792882.
Anything else you need?
'echanic: Well if you can fill in these form s and then ju s t leave us
your keys.
"ar Owner: Sure thing. Here are my keys.
echanic: OK, thanks a lot. W e’ll give you a call before we do any
w ork on the car so you know how much it w ill cost.
lar Owner: Thanks, I appreciate it.
ley
I False: The mechanic is busy, but w ill look at the car in the
afternoon.
I False: The man thinks he knows w h at is w rong w ith the car, but he
could be wrong.
I False: The man w ill only get a taxi i f one o f his w ork colleagues
can’t give him a lift.
■ True. The mechanic w ill call the man to tell him how much it w ill
cost.
| False: One o f the mechanics employees w ill drive the man to work.
2
a False. The first woman climbed Everest
between 1953 and 1975.
b True. In 1975 two men were the first to
climb a mountain w ithout oxygen,
c True. Other climbers considered it
foolish to climb w ithout oxygen.
3
a Messner and Habeler’s first
achievement was climbing Gasherbrum
w ithout oxygen.
b They attempted to climb Everest 3
times.
c It took Messner and Habeler a lot o f
time to reach the summit because the
lack o f oxygen meant they kept falling
down in exhaustion.
Language practice
1
a had been trying
b had attempted
c had given
d had already made
e had been falling down
f had successfully climbed
2
a It will have to be repainted. / It has to
be repainted.
It couldn’t be repaired,
b Have you filled in the application form
fo r that jo b yet?
It has to be posted / It will have to be
posted before next Tuesday,
c You took them facing the sun. Photos
should always be taken with the sun
behind you.
d It could have been sent to the wrong
address.
e It will have to be upgraded,
f He must have seen the signs.
3
a Ali trained hard for the competition,
running 3000 metres every evening for
6 months.
b He was careful about his diet, eating
only healthy food.