Teacher's Guide Over to You-G10

State of Kuwait Ministry of Education

Grade 10

Teacher’s Guide Liz Kilbey

Egyptian International Publishing Company – Longman, 10a Hussein Wassef Street, Messaha Square, Dokki, Cairo, Arab Republic of Egypt All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publishers. The Longman imprint is the property of Pearson Education being used under license from Pearson Education. First printed in 2009 ISBN: Deposit no.

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

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

ii

Contents Content map Introduction Module 1 Unit 1 Unit 2 Unit 3 Focus on Project 1

Module 2 Unit 4 Unit 5 Unit 6 Focus on Project 2

Module 3 Unit 7 Unit 8 Unit 9 Focus on Project 3

Module 4 Unit 10 Unit 11 Unit 12 Focus on Project 4

Literature time Listening script Extra listening Workbook answer key Glossary

4 16

Culture

33

We are what we eat Respecting cultures Inspiring architecture Traditional dress in Kuwait Planning a cultural holiday

34 40 46 52 53

Free time

57

Computer games Sports psychology Nature Kuwait: a shopper’s paradise Planning a radio or TV programme

58

Power

81

Power – the alternatives The power of technology Money The National Assembly Building Doing a technology survey

82

Fact and fiction

105

Stories Messages Flying stories Ahmed Meshari and the National anthem Creating a booklet

106

Three Men in a Boat Treasure Island

129

64 70 76 77

88 94 100 101

112 118 124 125

132 137 140 155

iii

iv

Educational Objectives

Affective goals ● Raise awareness of eating habits in Kuwait ● Develop the imagination ● Develop interactive skills

Cognitive goals ● Develop linguistic skills ● Develop understanding of food and cultural traditions ● Develop the skills of comparison and contrast ● Develop taxonomic skills ● Develop definition skills

Writing skills ● Write an online guide to healthy eating places ● Write headings (WB) ● Write an article (WB)

Speaking skills ● Discuss eating habits ● Talk about healthy eating ● Talk about what people were doing ● Discuss nutrition ● Plan and give a short talk

Listening skills ● Listen to a talk about vitamins and minerals ● Listen to a breakfast time story

1 We are Reading skills ● Read an article about diet what we eat ● Read a food pyramid ● Read a notice ● Read a guide to eating places ● Read an article about how a healthy diet can improve sport performance (WB) ● Read a nutritional label (WB) ● Read a website about healthy eating and Islam (WB)

U Unit i

Module 1

Adjectives

Using expressions in a restaurant (WB)

Asking for permission

Asking questions to an audience

Expressing uncertainty

Introducing oneself

Making comparisons

Making recommendations

Saying what one likes about something

Describing a place

Stating advantages and disadvantages

Planning

Talking about past events

Punctuation exercise: capital letters (WB)

Give a short talk

Write an online guide to eating places

Make brief notes using a spider diagram

Answer questions about healthy eating places

Match words and their meanings

Complete a table

Use a food pyramid

Pronunciation: reduce the preposition from

Put adjectives in the right order

Discuss what people were doing yesterday

Complete a gap-fill exercise about verb forms

Have a group / pair discussion about food

Listen to a talk about vitamins and minerals

Read an article about diet

Answer questions about healthy food

absorb antioxidant appeal to arthritis atmospheric boost (WB) caffeine calcium cholesterol combat comprise (WB) crammed deficiency dehydration (WB) dietician digestive eatery fanatic fatigue (WB) fibre grilled iron irresponsibly malnutrition metabolise metabolism neutralise nutrition obesity (WB) organic pomegranate probiotic protein RDA salad bar saturated fat sodium speciality stimulant supplement unsaturated fat vegetarian vitamin wholesome

Expressing preferences

Past simple and past continuous Expressing personal opinions

Activities

Vocabulary

Functions

Grammar

Content map

v

Vocabulary

●

account adorn (WB) Expressing personal Prepositions aspiration [on, amongst, in, opinions calligraphy for, of, with, at, commemorate (WB) Describing past by] conduct experiences consistently cover Conducting a survey creed Listening skills cursive (WB) ● Listen to a survey Interviewing delegate Speaking skills diverse ● Discuss mentoring Starting a conversation diversity ● Talk about respect and tolerance embellish (WB) ● Talk about interesting experiences Asking permission to ask figure ● Conduct a survey questions ground-breaking Writing skills high-ranking Agreeing ● Write about interesting or unusual experiences initiative ● Write survey questions inspirational Thanking ● Write an informal book review interfaith ● Write notes (WB) master Responding to thanks ● Write information in a table (WB) mentor ● Write lists (WB) paraphrase (WB) Planning ● Write a fact and opinion composition (WB) pilgrimage Cognitive goals Making recommendations relevant ● Develop semantic skills review ● Develop analytical skills Using expressions richly ● Develop critical thinking of gratitude / seminar ● Develop linguistic skills congratulations / greetings tolerance ● Develop communication skills / wishes (WB) ● Develop decision-making skills ● Develop understanding of culture Reporting facts (WB) Affective goals Expressing opinions (WB) ● Develop appreciation of culture ● Develop a collaborative spirit ● Develop the ability to form well-rounded opinions

Present perfect Making suggestions

Reading skills Read a leaflet ● Read an article about the Culture of Peace ● Read speech bubbles ● Read book reviews ● Read an article about a special postage stamp (WB) ● Read a book review (WB)

2 Respecting cultures

Functions

Grammar

Educational Objectives

Unit

Module 1

Content map

Write a book review

List facts and opinions

Read book reviews

Conduct a survey

Identify interviewing techniques

Listen to a survey

Pronunciation: listen for stress

Use verbs with similar meanings

Complete a gapfill exercise about prepositions

Write sentences in the present perfect tense

Talk about respect and tolerance

True / False exercise

Guess what the text is about

Answer questions about the United Nations

Read a leaflet

Activities

Educational Objectives

Affective goals ● Develop a collaborative spirit ● Develop the ability to form well-rounded opinions ● Develop self-confidence ● Develop public speaking skills

Cognitive goals ● Develop guessing skills ● Develop the skills of comparison and contrast ● Develop descriptive skills ● Develop the ability to reason ● Develop definition skills ● Develop the ability to explore a topic from a variety of angles ● Develop the ability to report

Writing skills ● Write phrases and sentences of comparison ● Write a formal report ● Write a description of local traffic (WB)

Speaking skills ● Talk about modern architecture ● Talk about different buildings ● Describe a fantasy house or flat in Kuwait ● Discuss plans for a new airport ● Present ideas and suggestions

Listening skills ● Listen to a description of a building ● Listen to a conversation

Compound adjectives

Comparatives and superlatives

Grammar

Persuading(WB)

Describing (WB)

Giving reasons

Stating one’s purpose

Agreeing / Disagreeing with a suggestion

Making suggestions

Expressing likes and dislikes

Making comparisons

Guessing

Stating advantages and disadvantages

Functions

Activities Guess and match photos to famous buildings Listen to a description of a building Reading comprehension Complete a table Match adjectives with their opposites Complete sentences Forming compound adjectives Compare buildings / homes Find parts of a building Describe a building Pronunciation: listen for stress Listen to a conversation Give a short talk Discuss the effects of building a new airport Match headings with appropriate sections Write a report Punctuation exercise: commas (WB) Focus on Reading: Traditional dress in Kuwait Grammar: paired conjunctions Project: Planning a cultural holiday

Vocabulary advocate apprehensive benefit boutique (WB) brand (WB) chic concrete council design detrimental drill edutainment (WB) evoke expressionist forecourt foundation framework geometric gourmand (WB) governmental influx mainstream (WB) modernistic objective profitable public renowned residential slightly spacious state state-of-the-art (WB) studio sturdy substantial venue voice

Content map

3 Inspiring Reading skills architecture ● Read a description of a building ● Read a formal report ● Read a text about 360o Kuwait (WB) ● Read a floor plan (WB) ● Read extracts from a report (WB)

Unit

Module 1

vi

Educational Objectives

Affective goals ● Develop a collaborative spirit ● Develop interactive skills ● Develop a sense of empathy

Cognitive goals ● Develop the skills of comparison and contrast ● Develop linguistic skills ● Develop predictive skills ● Develop inferential skills ● Develop the ability to advise ● Develop definition skills

Writing skills ● Write predictions ● Write future plans and arrangements ● Write game instructions ● Write headings (WB) ● Write instructions (WB) ● Write a summary (WB)

Speaking skills ● Talk about future games ● Talk about the effects of playing computer games ● Discuss spending ● Discuss future plans and arrangements ● Discuss computer problems ● Give advice

Listening skills ● Listen to a computer helpline sequence words (WB)

the more ... the more ...

analogue anti-reflective arcade Stating advantages and Artificial disadvantages Intelligence (AI) bonus Expressing opinions breathtaking (agreement / built-in disagreement) caller compete competitive Predicting computer-friendly console Planning for the future convoluted discourse Identifying a problem drive employ Asking for advice exclusive helpline hold button Giving advice idle (WB) incredibly (WB) Suggesting solutions joystick keypad Planning and writing mode instructions mundane (WB) naturalistic Talking about games (WB) out of shape (WB) perception Describing processes (WB) rival sensor simulate speech recognition touchscreen visual effects wireless wizard

The future tense / present continuous

Talking about the future

Functions

Grammar

Vocabulary

Content map

4 Computer Reading skills ● Read an article about games in the future games ● Read a text about playing games ● Read game instructions ● Read a text about a new way of playing computer or video games (WB) ● Read instructions (WB)

Unit

Module 2

vii

Write game instructions

Read game instructions

Roleplay telephone conversations

Listen and note problems

Pronunciation: looking for stress

Complete a gap-fill exercise

Label a picture of a game console

Complete sentences with the more ... the more ...

Write predictions

Circle future verbs

Discuss the effects of playing computer games

Reading comprehension

Match words and their definitions

Answer questions about computer games

Activities

viii Vocabulary

able-bodied adversity aggression Justifying one’s answer Modal verbs application [can, could, badminton should, would] Giving instructions determination equestrian Questions tags Expressing opinions extrovert (WB) (agreement / feedback disagreement) interpersonal (WB) Compound introvert nouns (WB) Checking information gymnastics member Greeting and enquiring on mentality the telephone motivation navigate (WB) Responding on the neurologist telephone observe opponent Expressing gratitude Paralympics personal trainer Requesting politely (WB) phenomenon Interviewing (WB) physiotherapy rehabilitation sauna self-discipline solarium sportsmanship stamina (WB) stimulation teammate virtue

Asking and answering questions

Questions and imperatives

Reading skills Read a text about the Paralympics ● Read a revision guide ● Read an application form ● Read a text about types of racing (WB) ● Read an application form (WB) Listening skills ● Listen to a sports quiz ● Listen to a telephone conversation to check information Speaking skills ● Say numbers and dates ● Talk about big sporting events ● Discuss different psychological factors ● Role-play for checking information Writing skills ● Write questions ● Write instructions ● Fill in an application form ● Write a section of an application form (WB) ● Fill in an application form (WB) Cognitive goals ● Develop guessing skills ● Develop the skills of comparison and contrast ● Develop linguistic skills ● Develop decision-making skills ● Develop knowledge and understanding of sports and sports equipement ● Develop the ability to justify opinions ● Develop the ability to organise information logically ● Develop taxonomic skills ● Develop definition skills ● Enhance the ability to express well-articulated opinions Affective goals ● Develop a collaborative spirit ● Develop interactive skills ● Develop the ability to engage with a topic

5 Sports psychology

●

Functions

Grammar

Educational Objectives

U Unit it

Module 2

Content map

Punctuation exercise (WB)

Roleplay conversations to check missing information

Pronunciation: ask questions

Listen to a conversation about checking information

Complete an application form

Match sports venues with the sports

Read a revision guide

Write instructions

Circle imperatives

Write questions

Discuss opinions in pairs or groups

Say dates and numbers

Take part in a sports quiz

Reading comprehension

Answer questions in pairs

Guess a sporting event

Activities

ix

Reading skills ● Read an article about a nature reserve in Kuwait ● Read small texts ● Read information about wildlife ● Read a formal letter ● Read profiles of three endangered animals (WB) ● Read a text about the artic fox (WB)

6 Nature

Affective goals ● Raise awareness of the world around us ● Develop a collaborative spirit ● Develop interactive skills ● Develop the ability to engage with a topic ● Develop self-confidence

Cognitive goals ● Develop predictive skills ● Develop the skills of comparison and contrast ● Develop linguistic skills ● Develop knowledge and understanding of animals ● Develop taxonomic skills ● Develop the ability to discern true from false ● Develop the ability to persuade

Writing skills ● Write animal descriptions ● Write an action plan ● Write a formal letter ● Write summaries of key points (WB) ● Write a formal letter (WB) ● Write an informal reply (WB)

Speaking skills ● Talk about nature reserves ● Share opinions about protecting wild animals ● Discuss an action plan ● Give a talk to persuade

Educational Objectives

Unit

Module 2 Functions

Justifying (WB)

Describing (WB)

Planning and writing a formal letter

Saying why something is important

Being persuasive

Talking about quantity Present perfect and present perfect Describing character continuous Forming an action plan Adjectives and adverbs WB) Giving advice

Countable and Expressing opinions (agreement / uncountable disagreement) nouns

Grammar

Activities Discuss animal-related issues in pairs or groups Identify animal pictures Choose an appropriate title True / False exercise Match words with their meanings Find countable / uncountable nouns Choose the correct quantity word Complete a gap-fill exercise Match adjectives with their meaning and opposites Match sentence beginnings with the correct endings Pronunciation: intonation in lists Make a wildlife protection plan Match paragraphs with a purpose Write a formal letter Focus on Reading: Kuwait: a shopper’s paradise Grammar: inversion Project: Planning a radio or TV programme

Vocabulary adjacent aggressive bed out call (WB) carbon monoxide cleanup conservation deserve effluent exotic fauna fence off fierce finance flora genus (WB) global hectare herbivore hostile imperative mammal marsh nest on behalf of pesticide (WB) poacher (WB) propagation proud sanctuary stubborn sustenance tame toxin underpart (WB) vegetation wasteland widespread (WB)

Content map

x

Educational Objectives

Reading skills ● Read a text about the power of oil ● Read role cards ● Read a magazine article ● Read an article about alternative energy (WB) ● Read articles about energy (WB) Listening skills ● Listen to a radio programme about world energy Speaking skills ● Discuss the advantages and disadvantages of the different kinds of energy ● Make conversations using the conditional ● Discuss the consequences of environmental change ● Discuss a statement from different points of view ● Role-play Writing skills ● Write sentences using the conditional ● Write a magazine article ● Write a list (WB) ● Write an article (WB) Cognitive goals ● Develop predictive skills ● Develop the skills of comparison and contrast ● Develop linguistic skills ● Develop knowledge and understanding of forms of energy ● Develop the ability to discern true from false ● Develop semantic skills ● Develop an analytical approach to problem solving Affective goals ● Develop a collaborative spirit ● Develop public speaking skills

Unit

7 Power - the alternatives

Module 3

Suffixes (WB)

If sentences: conditional

Grammar

Vocabulary

actually appliance asthma breakdown Predicting congestion consult Stating disadvantages crude oil diminish Giving conditions end up with entirely Giving warnings finite fossil fuel Saying why one is worried fractional distillation generate Saying why one is pleased government hazardous Introducing a topic with a invisible (WB) question irreversible last Making suggestions megawatt (WB) motoring Talking about feelings motorist polymer Giving advice (WB) procure recently Asking for information refining (WB) resolve (WB) self-employed Suggesting solutions (WB) smog spoil (WB) squander strong waste

Expressing opinions (agreement / disagreement)

Functions

Content map

Roleplay

Punctuation exercise: commas (WB)

Write a plan for an article

Brainstorm ideas

Read a magazine article

Use role cards to discuss a statement

Pronunciation: fluency in consonant-consonant and consonant-vowel sounds

Complete the sentences with the correct word

Complete a gap-fill exercise

Complete sentences using the if conditional

True / False exercise

Listen to a radio programme

Match energy words with their meanings

Read about the power of oil

Discuss advantages and disadvantages with a partner

Activities

xi

Affective goals ● Develop a collaborative spirit ● Develop interactive skills ● Develop the ability to engage with a topic

Cognitive goals ● Develop predictive skills ● Develop the skills of comparison and contrast ● Develop semantic skills ● Develop knowledge and understanding of technology

Writing skills ● Write a list ● Write a magazine advertisement for a new invention ● Write a summary (WB) ● Write an advertisement for a new product (WB) ● Write a storyboard (WB) ● Write an extra paragraph (WB) ● Write wish sentences (WB)

Prefixes (WB)

wish + simple past / past perfect

Modals [Can / could; must / should]

Reading skills Read an article about inventions ● Read a short article about smart clothes ● Read an advertisement ● Read a text about future travel (WB) ● Read magazine advertisements (WB) Speaking skills ● Talk about modern technology ● Discuss future inventions ● Talk about abilities and possibilities ● Talk about difficult behaviour ● Give a sales talk

8 The power of technology

●

Grammar

Educational Objectives

Unit U i

Module 3

Expressing possibility (WB)

Giving examples (WB)

Persuading

Stating advantages

Introducing a subject

Expressing obligation

Supporting ideas

Talking about possibilities

Talking about abilities

Expressing wishes

Write a magazine advertisement

Read an advertisement

Give a sales talk

Plan a sales talk

Read a short article

Pronunciation: identify the stressed words in sentences

Use negative prefixes

Complete a gap-fill exercise about wish sentences

Talk about future possibilities

Write sentences using can or could

Discuss future inventions in pairs or groups

Read an article about future inventions

Match headings and sections

Answer questions

Make a list

anniversary bifocal biofuel (WB) contact lens cure-all currently draw frequent gold-coated heart rate implement (WB) innovate instantly instigate latest legible micro-robot nanoshell obedient obstacle (WB) outlandish (WB) patient recharge remind reputation satnav shock software sophisticated spot suspension (WB) terminal torso transmit trespass tumour wearer windscreen wipers (WB)

Predicting Expressing opinions (agreement / disagreement)

Activities

Vocabulary

Functions

Content map

xii

Affective goals ● Develop self-confidence ● Develop interactive skills ● Develop a historical perspective ● Develop the ability to engage with a topic

Cognitive goals ● Develop predictive skills ● Develop decision-making skills ● Develop semantic skills ● Develop the ability to give advice ● Develop taxonomic skills ● Develop knowledge and understanding of money

Writing skills ● Write a set of rules ● Write an opinion composition ● Write an opinion composition (WB) ● Write a list (WB)

Speaking skills ● Give opinion about forms of payment ● Discuss rules ● Describe objects for an online auction ● Discuss advantages and disadvantages in order to reach agreement

Listening skills ● Listen to a talk about the history of money ● Listen to a discussion

Have to / should / must

Giving explanations (WB)

Justifying opinions (WB)

Expressing opinions (agreement / disagreement) (WB)

Expressing opinions (agreement / disagreement)

accounting affluent auction barter Reported Discussing money plans billionaire (WB) speech Guessing charitable (WB) complimentary Expressing preferences Adjective + to + confidentiality verb (WB) Expressing obligation economics Discussing rules and laws evil extinct Describing objects for sale generosity gross Reaching agreement inherit (WB) insurance Stating advantages and disadvantages in this sense invest Exchanging ideas investment loan Agreeing / Disagreeing login Giving reasons to support management philanthropic (WB) opinions profit Stating one’s purpose shipping spur Expressing an opposite success opinion tax Participating in a dialogue tax return (WB) transaction (WB)

●

Reading skills Read an article by a local bank manager ● Read a factfile ● Read an opinion composition ● Read an article about Warren Buffett (WB) ● Read extracts from a composition about money (WB)

Vocabulary

9 Money

Functions

Grammar

Educational Objectives

Unit U it

Module 3

Content map Compare ideas with a partner Read an extract from a careers prospectus Match words and definitions Answer questions Listen to a talk True / False exercise Read a factfile Match modal verbs with their meanings Rewrite sentences using the correct modal verb Think of rules in pairs or groups Complete a paragraph using reported speech Describe items for sale Pronunciation: reduction of the preposition to in sentences Discuss advantages and disadvantages of investments Reach agreement Read and analyse an opinion composition Write an opinion composition Punctuation exercise (WB) Focus on Reading: The National Assembly Building Grammar: adverb clauses (cause / effect and opposition Project: Doing a technology survey

Activities

xiii

Affective goals ● Raise awareness of moral lessons ● Develop interactive skills

Cognitive goals ● Develop definition skills ● Develop the ability to organise information logically ● Develop knowledge and understanding of stories ● Develop storytelling skills

Writing skills ● Write Luqman’s pieces of advice ● Write an informal letter ● Write a moral for a story (WB) ● Write a short story (WB)

Speaking skills ● Discuss stories in the Holy Qur’an ● Give parental advice ● Discuss advantages and disadvantages of different forms of transport ● Roleplay an interview

Listening skills ● Listen to a radio news report Phrasal verbs (WB)

Reported speech (WB)

use to / used to

Comparing and contrasting (WB)

Describing morals (WB)

Making suggestions (WB)

Guessing (WB)

Ending a letter

Beginning a letter

Interviewing and being interviewed

Stating advantages and disadvantages

Expressing opinions (agreement / disagreement)

Describing past experiences

border composure constancy chuckle (WB) crazily dreadful drop off emotive enjoin firmly (WB) fleet (WB) gratefulness injustice insolence knock off monotonous overtake pick up recuperate register re-load retire (WB) self-restraint set off smuggle stacks of sudden touch down turn up

Giving advice

Adverbs of manner

Reading skills Read instructions from the Holy Qur’an ● Read a story ● Read a friendly letter ● Read an e-mail (WB)

10 Stories

●

Vocabulary

Functions

Grammar

Educational Objectives

U Unit i

Module 4

Content map

Punctuation exercise: commas (WB)

Plan and write an informal letter

Match summaries to paragraphs

Pronunciation: word stress

Roleplay an interview

Listen to a radio news report

Sequence pictures

Discuss advantages and disadvantages

Use phrasal verbs connected with travel

Complete a gap-fill exercise about use to/ used to

Complete a gap-fill exercise about adverbs

Work in groups to give parental advice

Write down pieces of advice in your own words

Fill in a table

Read instructions from the Holy Qur’an

Answer questions

Discuss ideas

Activities

xiv activate alarm answerphone asap band briefly colleague conference call confident current deadline fasten (WB) flash frequency handy harmony hassle homing (WB) illegally (WB) impromptu instinct (WB) next of kin portable rearrange ring slide starvation tone tutor unlock unreliable upgrade urgent well-sealed

Understanding different types of messages

Passive verbs (mixed tenses)

Reading skills ● Read different types of messages ● Read a factfile ● Read a story ● Read a text about SIM cards ● Read role-play cards ● Read e-mails ● Read a text about carrier pigeons (WB) Listening skills ● Listen to a radio programme ● Listen to answerphone messages Speaking skills ● Discuss messages ● Describe a message in a bottle story ● Roleplay answerphone messages Writing skills ● Write notes and messages ● Reply to e-mails and text messages ● Write a Factfile about carrier pigeons (WB) ● Write a paragraph expanding on a Factfile (WB) ● Write formal e-mails (WB) ● Write a job application (WB) ● Write instructions (WB) Cognitive goals ● Develop predictive skills ● Develop the skills of comparison and contrast ● Develop inferential skills ● Develop knowledge and understanding of different kinds of messages ● Enhance the ability to express well-articulated opinions Affective goals ● Develop a collaborative spirit ● Develop the imagination ● Develop the ability to engage with a topic

11 Messages

Giving instructions for writing letters (WB)

Editing messages (WB)

Identifying the purpose of letters (WB)

Using expressions on the telephone (WB)

Text messaging

E-mailing

Leaving / Recording a message

Giving information

Apologising

Visualising

Accepting / Rejecting invitations

Expressing possibility

Vocabulary

Functions

Grammar

Educational Objectives

Unit

Module 4

Content map

Write text messages

Translate text messages

Reply to an e-mail

Leave answerphone messages

Notetake

Complete a form

Pronunciation: consonant clusters: /spr/, /skr/, or /str/

Complete a gap-fill exercise

Distinguish between the different meanings of take / make

Rewrite sentences using the passive

Choose a title to the story

Visualise a situation

Multiple choice exercise

Listen to a radio programme

Compare different types of messages

Answer questions

Activities

xv

Affective goals ● Develop a collaborative spirit ● Develop interactive skills ● Develop the ability to engage with a topic

Cognitive goals ● Develop predictive skills ● Develop the ability to construct more complex sentence structures ● Develop the ability to discern if sentences are true or false. ● Develop knowledge and understanding of biographies and news stories ● Develop definition skills ● Develop the ability to describe a scene

Writing skills ● Write a short paragraph about a friend or family member ● Write a news story ● Write a list of causes and effects (WB) ● Write a travel story (WB) ● Write a summary (WB)

Speaking skills ● Talk about travelling in a plane ● Describe an eyewitness account

Listening skills ● Listen to an eyewitness account Phrasal verbs (WB)

Vocabulary

acclaimed altitude attendant aviate aviation baby carriage biplane (WB) buzzing cabin coincide with Expressing opinions confrontational (agreement / control disagreement) co-pilot corporation Expressing feelings using courteously body idioms custom-built endeavour Describing past exemplary expression experiences eyewitness fog Identifying background gliding information:setting the headline scene for a narrative incident instructor Sequencing information intensely landmark (WB) Interviewing an eyewitness mumble notably plague (WB) Planning and writing a prejudicial (WB) news story radar resemble Making requests (WB) rusty (WB) stern stunned Identifying a problem transcontinental (WB) (WB) velocity Describing causes and voice-activated effects (WB)

Relative clauses Sharing personal and pronouns experience [who, which, where, whose] Stating advantages and disadvantages Third conditional Comparing achievements

Reading skills Read a short biography ● Read a joke ● Read a newspaper story ● Read the story of Amelia Earhart (WB) ● Read a story (WB)

●

12 Flying stories

Functions

Grammar

Educational Objectives

Unit

Module 4

Content map Answer questions in pairs Read an article True / False exercise Complete a gap-fill exercise about relative pronouns Use relative pronouns in a short paragraph Use the third conditional in a sentence Match phrasal verbs with their meanings Match body idioms with their meanings Pronunciation: ed endings Listen to an eyewitness account Rearrange events in the correct order Describe an eyewitness account Think of questions based on a headline Make notes Plan and write a news story Punctuation exercise (WB) Focus on Reading: Ahmed Meshari and the National anthem Grammar: using commas Project: Creating a booklet

Activities

Introduction Over To You is an English course for Secondary level students in Kuwait. This level is for Grade 10. Each level of Over To You includes a Student’s Book, two CDs with listening material, a Workbook and a Teacher’s Guide. These materials are based on the Kuwaiti Ministry of Education’s English Language curriculum. The Over To You materials approach language skills in an integrated way in terms of tasks and activities for both learners and teachers. Therefore the outcomes appearing at the beginning of each module harmonise with and are revelant to the integrity of language skills and promote interactivity between learners and teachers. The units of Over To You 10, 11 and 12 are internally structured in a way that is considerably flexible and varied. By Grade 10, students should have developed sufficient fluency and confidence in spoken English to be able to handle more demanding and realistic situations, in which the outcome may be open-ended or unpredictable. This is one reason why there is more group work and discussion in Over To You than in earlier levels. Besides the passages as the source of language practice (grammar, vocabulary, functions), we have a wide variety of stimuli, such as pictures and graphic organisers. These provide opportunities for discussion (often under the heading, ‘Think and speak’) and the chance to practise higher-order thinking skills, such as analysis, synthesis and evaluation. Students at Grade 10 and above should also now have a broader cognitive grasp and should be able to handle less rigidly structured situations than in earlier grades. They are now almost young adults who need the opportunity to test out opinions and ideas of their own. With increasing competence and self-assurance in their productive use of English, they are encouraged through the Over To You course to take on greater responsibility for their own learning and to collaborate and cooperate with fellow learners more effectively than could be expected of students in earlier grades.

I What the Course Provides Over To You provides a wide range of regional and international topic-based content and the latest in methodology, designed to appeal to the educational needs and interests of Grade 10 students in Kuwait.

A Language Over To You has a comprehensive language syllabus, presenting and reviewing contextualised grammar and providing systematic practice.

B Skills The skills syllabus provides regular, carefully-staged practice in reading, listening, speaking and writing, where the emphasis is on practice and production of language. There are also plenty of opportunities for students to develop critical thinking skills and express their own opinions throughout every unit, and especially in the project at the end of each module.

C Quotations The course also builds on and broadens students’ general knowledge, through text-based work within the topics, and vocabulary development. The Quote boxes provide interesting viewpoints which students can discuss, collect and add to. You may wish students to discuss the quotations with one another in pairs or small groups before you take feedback from the whole class.

D Projects There are four projects in the Student’s Book, one at the end of each module. The project requires the application of various skills students have acquired in that module.

E Extra Listening At the end of the Teacher’s Guide, there is Extra Listening Material related to the modules.There are also two extra listening activities independent of the modules which students may use for further practice.

F Culture / Literature Culture is an important part of the thematic input in Over To You, and builds students’ knowledge of national and international culture, past and present. Numerous reading passages, activities and exercises deal with specifically Kuwaiti themes. To take one example, Module 1, Project, in the Student’s Book, includes a reading passage, followed by an opportunity for students to create their own cultural holiday programme for a place in Kuwait. Furthermore, at the end of the Student’s Book, there is a Literature Time segment consisting of two stories, Treasure Island and Three Men in a Boat, each in five episodes.

G Reference material 1 Grammar / Irregular verbs file There is a grammar reference section: Grammar file, at the back of the Workbook, linked to each unit, to provide support and extra information for teachers and students. It can be used during a grammar lesson if students encounter difficulty or need extra examples, or can be reviewed later – when preparing for a test, for example. The forms of each structure are clearly presented, and each grammar point is illustrated by relevant examples. 2 Function File This lists the functions in every unit. 3 Glossary There is also a Glossary at the back of the Student’s Book which includes all the vocabulary used throughout Grade 10. Vocabulary items also feature in the Words to Remember boxes that are distributed throughout the lessons. The Glossary can be used to increase awareness and support vocabulary development and dictionary work. Teachers may like to use these as spot checks on particular words, or as quick spelling competitions at the beginning or end of a class. 4 Self-assessment Answer Key Students can refer to the answers of the Self-assessment tasks found at the end of the Workbook. 5 Websites A list of websites is provided to help students in some tasks where they have to do research and obtain some specific

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information. This is found in the Teacher’s Guide and the Student’s Book.

H Pronunciation Over To You also includes regular Pronunciation sections which provide practice and guidance in areas of difficulty for Arabic speakers.There are many difficult sounds and sound combinations in English. Students will have discovered that some of the sounds that are new for them in English may be difficult to produce and recognise. They also need to know about word and sentence stress and intonation, and how important they are for understanding and communicating. Over To You contains useful contrasts in stress, intonation and meaning which are easily confused by Arabic speakers, as well as suggestions in the teacher’s notes about helping students to recognise and produce the most accurate sounds they can. The pronunciation activities use words taken from the unit wherever possible. The CDs include listening material that deals with pronunciation.

II Components A The Student’s Book The Student’s Book is divided into four modules, each focusing on a particular topic. Each module consists of three units and nine lessons which develop the topic in different ways; for example: Module 3 – Power 1 Power – the alternatives (energy resources) 2 The power of technology (inventions, future developments) 3 Money (history of money, ways of paying, the value of money) At the end of each module, there is a project that is related to the topic of the module. Here, the students put into practice what they have learned. At the end of the book, there is a Literature Time section, which consists of two stories. This is followed by a Grammar File, Function File, Irregular Verbs List, a glossary of vocabulary words and websites.

B Workbook The Workbook is closely interlinked with the Student’s Book and is designed to be used in class to provide both extra practice of the language and skills covered in the Student’s Book, as well as extension work to develop topic and language areas. In each unit of the Workbook, Lesson 3 consists of a reading exercise, while Lesson 6 is devoted to Language Practice, and includes punctuation exercises that do not appear in the Student’s Book. Lesson 9 provides students with a Writing activity. In general, the Workbook closely mirrors the grammar and vocabulary of the Student’s Book, while providing variety and additional stimuli. There are also four regular Progress Tests in the Workbook. Each is at the end of every module. Each test has a ‘Reading’, ‘Language Practice’ and ‘Writing’ part. These serve as self-assessment procedures. In the Workbook, there are Grammar Assistant Boxes that provide rules of grammar. Some exercises in every module are for self-assessment, where students can assess their own performance in the task by referring to the answer key found at the end of the book. ‘Over to you’ is a post-reading activity in which students can express their own opinion and further extend the topic discussed in the reading.

C Teacher’s Guide The Teacher’s Guide provides comprehensive guidance

Introduction notes for teachers to present the lessons and full answer keys at the end of each module. It also provides complete listening scripts for listening material, extra listening and a Workbook answer key at the back.

D Audio Material The CDs contain the listening texts, stories and pronunciation exercises of each unit. Full scripts of listening texts and extra listening texts are found at the end of the Teacher’s Guide.

III The Role of the Student’s Book and the Workbook The Workbook is designed to be written in and should be used to complement the Student’s Book. It follows and exploits what is in the Student’s Book, and is either used for a whole lesson or for extra work or homework. However, it is very important that the teacher regularly checks the Workbook. Generally, the Student’s Book is not designed to be written in. So every student needs a notebook for writing exercises when required, and for recording what they learn in class, especially new vocabulary. When given space, students will need to write in the Student’s Book.

IV Background to Language Teaching Theories Over To You follows an integrated approach to language teaching, which balances structural and communicative methods in order to help learners achieve both fluency and accuracy. This approach aims not only to present and practise new linguistic items, but also to provide communicative activities to reinforce them. Teachers using this approach will teach students the grammatical structures that they need to know so that they are able to accomplish communication tasks both fluently and accurately. To understand how this integrated approach works, here is a brief summary of the background to the theories of the nature of language and language learning over the past few decades. They all originated as ESL (English as a second language) approaches but are now adapted for EFL (English as a foreign language) contexts. So the two terms may here be used interchangeably.

A The Structural Approach The structural approach views language as a system of grammatical patterns that can be learned. It was believed that structural pattern practice, or drills, guaranteed accuracy. Once these patterns were learned, students would know how to manipulate a new language ‘correctly’. The language learner was expected to proceed from controlled to guided practice, and only later to free expression.

B The Natural Approach The ‘Natural Approach’ was developed by Stephen Krashen and Tracy Terrell, based on Krashen’s theories about second language acquisition, in the early 1980s. The approach had a lot in common with Asher’s Total Physical Response method in terms of advocating the need for a ‘silent phase’, waiting for spoken production to ‘emerge’ of its own accord, and emphasising the need to make learners as relaxed as possible during the learning process. Some important underlying principles are that there should be a lot of language ‘acquisition’ as opposed to language ‘processing’, and there needs to be a considerable amount of ‘comprehensible input’ from the teacher. According to this approach, meaning, as opposed to grammatical structure, is considered the essential feature of language. As part of the Natural Approach, students listen to the teacher 17

using the target language communicatively from the very beginning. Students are allowed to use their native language alongside the target language as part of the language learning process. In the early stages, students are not corrected during oral production, as the teacher is focusing on meaning rather than form (unless the error is so drastic that it actually hinders meaning). Communicative tasks prevail throughout a language course employing the Natural Approach, focusing on a wide range of activities that includes games, role-plays, dialogues, group work and discussions. There are three generic stages identified in the approach: (1) Preproduction – developing listening skills; (2) Early Production – struggling with the language and making many errors, which are corrected based on content and not structure; (3) Extended Production – promoting fluency through a variety of more challenging activities.

C The Communicative Approach The ‘methods’ described above are symbolic of the progress achieved in foreign language teaching ideology during the latter part of the last century. These were methods that came and went, influenced or gave birth to new methods – in a cycle that could only be described as ‘competition among rival methods’ or ‘passing fads’ in the theory underlying foreign language teaching. Finally, by the mid-eighties or so, the industry was maturing and moving towards the concept of a broad ‘approach’ to language teaching that encompassed various methods, motivations for learning English, types of teachers and the needs of students themselves. It would be fair to say that if there is any one ‘umbrella’ approach to language teaching that has become the accepted ‘norm’ in this field, it would have to be the Communicative Language Teaching Approach. This is also known as CLT. The Communicative approach does a lot more to achieve the goal of creating ‘communicative competence’ than earlier methods that professed the same objective. Teaching students how to use the language is considered to be at least as important as learning the language itself. Beyond grammatical discourse elements in communication, the approach probes the nature of the social, cultural and pragmatic features of language. It explores pedagogical means for real-life communication in the classroom. We are trying to get our learners to develop linguistic fluency, not just the accuracy that has so consumed our historical journey. We are equipping our students with tools for generating unrehearsed language performance ‘out there’ when they leave the womb of our classrooms. We are concerned with how to facilitate lifelong language learning among our students, not just with the immediate classroom task. We are looking at learners as partners in a cooperative venture. And our classroom practices seek to draw on whatever intrinsically sparks learners to reach their fullest potential. The communicative approach suggests that people take on many roles in different speech situations and that structural pattern practice does not always provide for this. Students should be able to ask questions, give directions, describe things, express emotions and to vary the register of their speech. They also need to learn how to respond appropriately to others. If students do not learn in an environment in which all these speech situations arise, they will not master important areas of the language. In the communicative approach, learners do not study the language as an object, but rather use it as a tool to communicate their own messages in a purposeful manner. They learn the language itself through learning how to communicate in it – in much the same way as children acquire their mother tongue. Communicative Language Teaching (CLT) has three types: the ‘traditional’ approach, which makes use of pure communicative methods through communicative situations only; the ‘strong’ 18

approach, which implements minor structural methods together with the communicative approach; and what is called ‘weak’ communicative language teaching, which uses a combination of CLT methods together with the traditional structural approach. It is still the subject of debate as to whether fluency or accuracy is more important. If accuracy is seen as the priority, learners are offered a model of perfection (i.e. that of a native speaker) which they can try to copy but which, at the same time, includes the possibility of failure. It is this fear of failure that dominates many classrooms. If fluency and communication are the aims, the possibility of selfexpression is then created whereby learners feel that they can express themselves without fear of critical reaction. Teachers who use the traditional structural approach are not supposed to explain the grammatical structures. While this approach attempts to develop implicit learning, it nevertheless still emphasises accuracy over fluency. The communicative approach stresses implicit and unconscious learning activities without explicit instruction of the structures. This implies stressing fluency over accuracy. In other words, semantic accuracy is emphasised more than syntactic accuracy. It is important to stress that each of these methods only addresses a part of what is needed to ensure that language acquisition takes place with ease and facility.

D The Process-oriented method Process-oriented theories are concerned with how the mind processes new information, such as induction, inferencemaking, hypothesis testing and generalisation. The orientation towards processes encourages us to facilitate learner choice and individual development. However, it is challenged by the current educational climate, which prioritises accountability and assessment. In this situation, a new perspective on process orientation has emerged. This perspective focuses not on the processes which occur as part of learning but on the processes which are the intended outcomes of this learning. Discrete features of the communication and learning processes become prespecified ‘learning outcomes’, which are to be observed and assessed. Outcomes-based education is promoted as a means of empowering learners with the knowledge and skills required for living. However, it is also a powerful instrument for effecting compliance with centralised conceptions of education and can minimise the voices of learners and teachers in the process of education.

E The Task-based method In Task-based methods or experiential learning, appropriate contexts are provided for developing thinking and study skills as well as language and academic concepts for students of different levels of language proficiency. Students learn by carrying out specific tasks. A task refers to a range of work plans that have the overall purpose of facilitating language learning, for example, “doing science” and not just reading about it. In tasks, meaning is primary. There is a real-world context that includes a communication problem that requires resolution. Task completion is prioritised and assessed in terms of achieved learner outcomes. The teacher can utilise naturally occurring situations during instruction to focus on form, as opposed to creating an artificial focus. Tasks involving interaction promote negotiation of meaning, allowing for a focus on form with real-time feedback.

F The Content-based method Content-based language instruction (CBI) is a method that integrates EFL instruction with school academic content or subject matter instruction to maximise learners’

Introduction exposure to the second language. The technique focuses not only on learning a second language, but using that language as a medium to learn mathematics, science, social studies, or other academic subjects. One of the reasons for the increasing interest among educators in developing content-based language instruction is Krashen’s theory that language acquisition is based on input that is meaningful and understandable to the learner. Parallels drawn between first and second language acquisition suggest that the kinds of input that children get from their carers should serve as a model for teachers in the input they provide to second language learners, regardless of age. Input must be comprehensible to the learner and be offered in such a way as to allow multiple opportunities to understand and use the language. Moreover, students develop two types of language proficiency: basic interpersonal language skills and cognitive academic language proficiency. These two types of proficiency vary according to the degree of context available to the individual and the degree of cognitive challenge of the task.

G An Integrated Approach To ensure that students use English both fluently and accurately, the Over To You programme has been designed according to an integrated approach using a combination of traditional, structural and communicative approaches. Many integrated approaches have been discussed in various texts and articles. Their purpose is to preserve the accuracy of the analytical methods of a traditional approach while still making use of authentic communicative activities for the students. It is important to understand that the main thrust of an integrated approach is still communicative, which means that it is of prime importance to provide students with authentic opportunities for communication and continuous practice in order to gain fluency. Traditional structural methods are integrated primarily in the communication already taking place in the classroom: for correction, analysis or in response to students’ questions. Fluency is important, but learners tend to exploit the linguistic forms they have already mastered along with new and more complicated structures. This is why an integrated approach is necessary. There are two main ways of integrating accuracy and fluency work. One involves ‘PPP’– present, practise, produce. This is basically a structural approach that incorporates a final ‘free production’ stage where learners have the chance to use the structure they have been practising in a communicative activity, where they are primarily focused on meaning. The second involves the use of communicative activities only, within which there is no attempt to present and practise specific grammatical structures. In this approach, the teacher encourages students to use grammar accurately by providing feedback as they produce certain structures. The method adopted in Over To You utilises both of these integrated approaches because it employs both of them as methods. At this level, the traditional structural approach is of limited value and should be reserved for the use of simple models and repetition. Meaning should be emphasised more than the various forms that the students are required to learn. Remember, however, that it is important for students to hear the language in its correct form and to be able to imitate the models accurately. They should always be given praise and encouragement to help them to do this.

V Teaching the Language Skills in an Integrated Way The four main components are the primary skills of listening, speaking, reading and writing. Each of these skills embraces related subskills such as spelling (in the case of writing) and pronunciation (in the case of speaking). When all these skills are integrated together, they support and interact with each other and optimum learning can be achieved. Developing learners’ listening, reading and writing processes is the key. Over To You uses both content-based and task-based instruction. Students practise integrated skills as they learn other subjects – such as social skills (e.g. speaking politely) and other curriculum subjects, such as geography (e.g. the names of countries and capital cities), maths and computer science. The topics chosen are fun and interesting for students and allow them to practise a variety of language skills while studying various subjects. This approach is considered one of the most effective methodologies. This level also uses task-based instruction, in which students are asked to complete tasks using English. The tasks can be completed in pair or group work to optimise students’ collaboration and interaction. In this course, tasks include completing surveys, completing tables, planning stories and undertaking various projects. Experts also agree that learners are better able to remember things that are attractive and meaningful to them. This level therefore teaches language skills using interesting and colourful stories, and dialogues and activities that are relevant to the students’ own life experiences.

A Listening and Speaking The ability to listen and speak is fundamental for social and language development. It is an essential tool for all areas of the curriculum since oral communication underpins learning and thinking. It is vital that its significance is recognised by students, parents and teachers. Students need to be provided with many varied contexts for oral practice, but they also need direct teaching of listening and speaking skills. The objectives for listening and speaking are identified separately in the Over To You programme, as the development of oral skills is essential if students are to become literate. In line with the Kuwait Ministry of Education and the current trends in teaching English as a foreign language, work in developing speaking and listening skills is integrated with reading and writing. Listening and speaking are at the core of the course. Students have opportunities to develop and practise their speaking skills by listening attentively and subsequently responding appropriately with confidence and interacting with others. Listening texts in Over To You contain information relevant to the lesson topic. These are presented using standard spoken English and authentic but graded materials. Some of the listening texts are also printed in the Student’s Book, though some are unseen texts that are only printed in the Teacher’s Guide. Note that some of the listening texts use structures and vocabulary that are not listed in the lesson boxes. These are included simply to sensitise students to more difficult structures that they will meet at higher levels. They are not expected to use all these structures and vocabulary actively. In order to ensure that students develop listening and speaking skills of a high standard, teachers should: ◗ provide a model for listening practice, dialogues and participation; ◗ ensure that students make use of a wide range of contexts for listening and speaking practice; ◗ give a wide range of tasks which require the students to communicate in English; ◗ present new words in context and not as isolated words; ◗ enable students to be exposed to the listening materials on 19

the CD as often as time allows; ◗ endeavour to nurture the students’ natural desire to imitate in order to help them progress in their learning. 1 Procedures for teaching listening ◗ There are a variety of ways for a teacher to use a text for listening purposes. Using so-called ‘bottom-up’ skills, the teacher can ask students to listen very carefully to a small portion of the text several times to help them distinguish between words that closely resemble each other, such as ‘tower’ and ‘tour’. ◗ The opposite approach makes use of ‘top-down’ skills, whereby students listen to a longer text twice to ascertain a general context, on a topic such as science or sport. Exercises in Over To You use both procedures. a The listening process The teacher should follow the listening process (prelistening, listening and post-listening) in all listening activities. Suggestions for such activities are the following: i Pre-listening These are the procedures that can be adopted: ◗ Assess the students’ background knowledge of the topic and the linguistic content of the text. ◗ Provide any necessary background materials or information. ◗ Make students aware of the purpose of the listening tasks, such as listening for sounds or for new vocabulary, etc. ◗ Vocabulary is an important feature of each unit. It is presented in context and there is a wide range of types of vocabulary exercise – matching, gap-filling, categorising, listing, identifying pictures, etc.

text to help them answer a particular question, or to work out what they think is missing in a gapped dialogue. Pause the tape after the relevant information to give them time to answer. iii Post-listening tasks After the recording, get students to answer the comprehension questions or do the follow-up work in pairs or small groups. Get them to discuss their answers (integration). Then discuss as a class. Put model answers on the board. b Pronunciation tasks ◗ Students can listen to the recording and read at the same time. This helps them to hear the accurate pronunciation of the words in context, including their stress patterns. ◗ Ask students to read the recorded texts aloud as they appear on the page. Encourage them to duplicate the stress and intonation patterns they hear on the recording. This will help their pronunciation and fluency. ◗ You can also use the listening texts for more detailed pronunciation work, such as identifying stress patterns in words. 2 Procedures for teaching speaking There are a variety of ways to help students to speak and communicate in English both fluently and accurately. The teacher’s role in the classroom is to provide students with activities that not only allow them to practise speaking but also prepare them for real-life communication.

In order to achieve this, teachers can: ◗ help students to use and apply correct rules for Predicting content pronunciation, intonation and word order; Before the students do the task, introduce the situation or ◗ encourage students to share ideas in conversation in order story in the book. Get them to discuss any pictures and elicit to enhance language learning; relevant language and vocabulary. Put this on the board. ◗ help students to acquire the implicit rules in conversation, Present any new language or vocabulary using real objects, such as turn-taking, listening to others when they speak and mime, etc. Get them to anticipate what they are going to hear. speaking clearly at a reasonable speed; This will make the task easier and much more interesting for ◗ elicit the language from students that they will need in a them. speaking activity. Over To You provides teachers with classroom speaking ii While-listening tasks activities that allow students to develop both their These are activities that can be completed as the students listen. Sometimes students are expected to complete tables or communicative competence and language accuracy. These activities are designed to combine structured output activities charts, answer multiple choice questions or tick information and communicative output activities. Structured output while they listen. Explain the task before they begin. Start the tape and complete the first answer with the class, as activities practise specific features of the language that have an example, if necessary. You may need to repeat the tape for previously been taught, such as filling in missing information. Communicative output activities help students to use the them to be able to answer. You can do this with books open language they know in order to communicate in situations or closed. (For example, you can see what they can answer with books closed, and then ask them to open their books for that resemble real life, such as roleplaying or participating in dialogues. At this grade level, structured output activities help them to check.) They should also be encouraged to compare students to develop language accuracy while communicative and discuss answers with a partner. output activities aid fluency and sociolinguistic competence. ◗ Listening for gist In both types of activities, it is vital for the teacher to Give students a general comprehension question before encourage all students to participate in tasks. The teacher they listen. This will give them a reason to listen and should also create a supportive atmosphere where students motivate them to find the information. Tell them they need feel able to make mistakes and be corrected by the teacher to listen to the whole tape to answer this question. without fear. They should also be able to express likes This will ensure that students listen right through to the end. / dislikes, agreement/disagreement and opinion without Play the tape. Students listen in order to answer the general embarrassment. Tasks are varied to include whole-class work, comprehension question and tell you what they have heard pair work and group work, as well as roleplaying and drama (i.e. the gist of the text). You can do this with books closed. activities. Consequently, learners then develop self-confidence and the motivation to learn. Cognitive goals within the ◗ Listening for specific information curriculum are also then achieved. Give the students more detailed comprehension questions. The Student’s Book contains some specific activities to (These are suggested in the individual lesson plan.) help develop students’ intonation and pronunciation. In Students listen carefully to find specific answers such as addition, the Teacher’s Guide will highlight new vocabulary identifying speakers, dates, situations, and so on. This can where students may need extra help with pronunciation; be achieved through repeated listening, with books open for example, if the spelling of the word is not phonetic or is or closed. You can also let the students listen to part of a 20

otherwise unusual. 3 Listening and speaking practice Through the above tasks, students will develop their speaking and listening skills as the course progresses and will begin to use the language that they have heard. Remember that students will develop at different speeds: just because one student may understand a listening text after the first listening does not mean that every student in the class understands it. Make sure that the majority of the students are able to complete the tasks before you move on. However, if one or two students have difficulties, do not let them hold up the whole class. Listening and speaking are integrated in communication. Over To You is written to ensure that different aspects of language communication are dealt with in the classroom. Listening tasks lead on to communicative tasks such as roleplaying, negotiating, games and dialogues. These allow students to make active use of the language they have just encountered. The language is then practised and recycled in reading and writing tasks. Remember, too, that students as well as teachers should ask questions: the lesson should be a two-way process. Encourage students to ask you or their partners questions about listening texts. This will also allow you the chance to assess how much they have or have not understood. Do not allow lessons to be teacher-centred: encourage students to interact with each other in groups or pairs, and praise spontaneity.

B Reading Reading is the basis for all academic pursuits because achievement depends on the ability to read and comprehend the materials presented. Encourage students to read as much as possible – not just reading texts, but also instructions, titles, page numbers and so on. The objectives for reading are outlined separately in the Over To You syllabus, but the skills that provide the foundation for reading are integrated in the course. The aims of this grade are to: ◗ develop good reading habits; ◗ develop skills for reading for specific information; ◗ develop reading comprehension skills. At this level, students read a variety of texts that represent the following modes of reading: expressive, expository, functional and persuasive. ◗ Expressive texts include personal recounts and stories. ◗ Expository texts include non-fiction that describes, explains, defines, informs and summarises ideas and content. The text supports a thesis or a topic sentence that is based on experience or research. ◗ Functional texts provide specific information or directions related to real-life situations. These include letters, instructions, schedules, manuals, etc. ◗ Persuasive texts are used for the purpose of influencing the reader, e.g. advertisements. These texts build on learners’ learning experience and language repertoire at earlier levels. They also introduce new words and a number of new structures, showing how they can be used in context. As with the listening texts, some of the reading texts use structures that are included simply to sensitise students to more difficult structures that they will meet at higher levels. They are not expected to use the structures actively. It is important to create situations in which the students develop their visual memory because in order to learn to read, they must look at the words and be able to remember them. Words therefore have to be memorised. Research has found that throughout the world, some students have difficulty in

Introduction remembering words. It is therefore essential that words are repeated many times. 1 Types of reading Reading itself can be done individually and silently, or as a group. a Reading aloud You can read a text aloud yourself, or get students to take it in turns to read parts of the text to the class or in pairs or groups. This is a good way for you to check their pronunciation and intonation. This particularly applies to dialogues. Students are expected to read with expression, noticing full stops, question marks, commas, and so on. The individual lesson plans give details on how best to do this. b Silent reading Students should initially read the texts silently for comprehension. In this way, they can absorb information at their own speed. Such independence is very important. However, make sure that they use good reading habits. They should not, for example, point to every word as they read. This will slow down their reading and, by focusing on individual words rather than the sentence as a whole, potentially prevent them from achieving overall understanding. The same applies to saying or mouthing each word to themselves. Set a time limit for them to read the passage to encourage good reading habits. Exposure to a wide range of vocabulary is vital for language to be absorbed, and the language of the course is structured so as to gradually increase the number of words the students meet. However, the teacher should remember that the students are not expected to memorise a sufficient amount of vocabulary in their own time as the course progresses. Follow this general procedure for reading activities. 2 The Reading process a Pre-reading ◗ Assess students’ background knowledge of the topic. Provide background material about the topic if necessary. ◗ Make students aware of the purpose of reading. ◗ Spend three to four minutes introducing a reading task with a brief discussion of the theme. Students can discuss pictures or the title to help them predict the content of the passage or to work out the meaning of new vocabulary. Elicit or present any new key vocabulary and language. This can be done using real objects, mime, etc. Remember, however, that the students do not necessarily need to understand every word. Only key words should be presented. These are listed in detail in the individual lesson plans. Pre-reading tasks As with listening, pre-reading tasks or questions help motivate the students to read and give them a reason to understand the passage. Specific pre-reading tasks are given in the Teacher’s Guide. Get students to answer the pre-reading tasks after an initial reading of the passage. Give them a time limit of about ten minutes for this and make sure that they do not spend too long doing them. b During reading tasks i Reading for gist Remember that on first reading students can be expected to understand the gist of a text only. Ask a few general comprehension questions, or see what they can tell you about the passage in general terms. ii Reading for specific information Only on repeated reading can the students be expected to understand the reading in more detail. They can then go on to the comprehension questions in the Student’s Book. 21

Encourage students to discuss these with a partner or group before you go over the answers as a class. Additionally, detailed answers to comprehension questions are also given in the Teacher’s Guide. Sometimes, exercises in the Student’s Book require students to write ‘T’ or ‘F’ to show whether statements are true or false. In each of these, there is an opportunity for teachers to ask students to justify their answers. iii Developing reading comprehension skills Ask students to read and circle key words, particular tenses, phrases, etc. in the reading texts. This encourages them to spot and understand the patterns of English. iv Initiating questions As with listening, remember that the students should be initiators as well as receptors. Encourage them to ask you and their partner questions about the text if necessary. v Structure Reading texts can be used to develop understanding of the components of a story, such as its sequence and spatial setting. Reading tasks can also be used for a variety of other activities, including matching headings to paragraphs; working out the meaning of lexical items using different strategies (dictionaries, context, etc.); focusing on punctuation or linking words, and developing personal reactions, e.g. expressing opinion. These also help to integrate the reading skill with the other skills. c Post-reading There are usually follow-up activities in the Student’s Book or Workbook to enable the teacher to check that the students can use the vocabulary and language from the reading passage in a different context. d Practice Remember that the reading tasks are integrated with the other skills. Students sometimes listen as well as read, and then discuss the passage to practise speaking skills. This is where you can assess how well they have absorbed the language from the reading texts. In the Workbook, a writing exercise often exploits the language of the reading passage, so all four skills are practised and can be assessed. e Literature time! The literature text in Over To You Grade 10 exposes students to English stories, graded to be appropriate to their level. This is designed to encourage students to read for pleasure. The stories offer students extensive reading in a challenging form and new context for the language and vocabulary that they have met in the core units. Ask students to start reading each of the Literature Time texts at the beginning of a semester. First, you introduce them by going over the pre-reading activities found in the Workbook with the students as a whole class. Then, the five episodes are assigned as readings to be done by students at home. You may occasionally choose parts of the episodes and play the CD in the classroom for students to enjoy listening to the target language. Then students are to work individually or in pairs to do the comprehension activities found in the Workbook related to each episode. These check students’ understanding of the texts, which they will find rewarding. Keep reminding your students to keep up with their readings. Finally students are guided to share in a discussion about elements of story writing such as theme, moral, plot, characterisation, sequencing, description and organisation.

C Writing Writing is an essential tool for learning, personal expression and professional success. The skills that provide the foundation for writing are integrated in the course. 22

With writing, students are expected to practise and produce language that they have met and used in the reading, listening and speaking components of the course. Writing tasks are mainly guided, but learners are expected to produce short, simple free writing productions related to the topic studied. Each unit has at least one major writing activity in addition to the other skill- and language-based tasks and activities. Students are also expected to complete individual guided and free writing productions, which include: stories, letters, e-mails, descriptions of events and places, reports, story reviews, advertisements and surveys. Most of these forms of writing will already be familiar to students, but here they are presented and achieved at a higher level. 1 Procedures for teaching writing Learners are first asked to think about the writing tasks and to come up with ideas individually before they are put into groups or pairs to discuss their ideas with peers. Ways to do this include brainstorming ideas, planning paragraphs and drafting. They then finish their writing. Students should then revise and check their work either individually or with their peers. Each unit contains a specific writing task. As the course progresses, students will be exposed to a variety of writing tasks and will be expected to develop writing skills such as note taking, making a summary, letter writing, form filling, survey completion, diary entries, story writing, and so on. Writing styles are compared, contrasted and built upon in the Workbook and in the projects. In the Workbook, there are various activities that help the students to write correctly. Process writing is an approach to incorporating writing skills from the very beginning of the English learning process. Process writing encourages learners to start working on their writing skills from a beginning level. It focuses on allowing students to write with plenty of room left for error. Standard correction begins slowly, and students are encouraged to communicate through writing regardless of their knowledge of English grammar and structure. By easing your students’ fears about producing sub-standard written work, you can help encourage them to improve their writing abilities. Only mistakes made in grammar and vocabulary that have been covered up to the current point in time should be corrected. Process writing is all about the process of writing. Students are striving to come to terms with writing in English by writing in English. Allowing for mistakes and refining based on materials covered in class - instead of “perfect English” will help students incorporate skills at a natural pace, and improve their understanding of materials discussed in class in a natural progression. 2 The Writing Process The writing process is composed of three stages: a Pre-writing The Pre-writing Stage is mainly brainstorming which is one of the techniques used in process-focused approach in teaching writing. Students write down any ideas, key words or short phrases that come to mind when dealing with a subject or broad topic. This is just a draft stage before any organisation of ideas. Brainstorming can be done individually or in groups. It is important that students gain practice in brainstorming individually, so that they gain confidence and learn to take responsibility for their own thoughts and ideas. In the earlier Writing Assignments, it would therefore be best to tell students to do their brainstorming session alone. Some students may find this difficult, so you should go around the class offering advice and encouragement to any students who seem to be experiencing difficulties.

Introduction Brainstorming is also performed as a collaborative activity; have students share ideas with one another in this way, as preparation for their writing activity. b While-writing The Writing Stage consists of writing the first draft or the rough copy. Students should write their first drafts in an exercise book or a notebook. They should be selective in the ideas that they include. They don’t have to include everything that was in their prewriting! Make sure the ideas relate to each other and the topic. At this stage, encourage them to concentrate on getting their message across successfully rather than worrying about every detail of grammar, spelling or punctuation. Let them write and not stop. Just let the ideas flow. Explain that students will have an opportunity to tidy up their work later. Revising and editing come later. Tell them not to count words. Before going to the next stage, let them make sure they have enough content to work with. If they feel that they lack content, they go back to the prewriting for more ideas and details. When students feel that they have completed their ideas, they are then ready to go to the next stage. You could use some of the reading passages in the Student’s Book as additional model texts to demonstrate points of structure and style in paragraph writing. 1 The topic sentence states the main idea, point, or opinion. This sentence should use a strong verb and make a bold statement. 2 The body includes supporting sentences that provide explanations for the topic sentence and evidence for the topic sentence. Supporting sentences that include facts, statistics and logical reasoning are much more convincing than simple statements of opinion. 3 The concluding sentence restates the main idea and reinforces the point or opinion. c Post-writing The final stage is the Editing / Rewriting Stage. First drafts are necessarily followed by second, third and even fourth drafts. Revising, changing and improving one’s work are the norm, not the exception. It takes effort to write well. Even famous authors write many drafts before they are satisfied that the work is finished; hardly anyone ever produces their best work at the first attempt. The aim of revising is to: make decisions about how one wants to improve the writing, look at the writing from a different point of view and pick places where the writing could be clearer, more interesting, more informative and more convincing. You may wish to vary the editing process by introducing the concept of peer editing, in which students comment on the content and organisation of each other’s work. Their feedback to one another not only offers useful opportunities to practise meaningful and purposeful English within a real-life context, but also enables students to begin to see how others (their audience) view their writing, which itself is a form of socialisation. Make sure that the students who are acting as ‘editors’ of the work of others say what they like about the piece, and what they want to know more about. Only then should they say what they find problematic or confusing. Positive suggestions for improvement are then appropriate. ◗ Writing Rubric 5 = excellent 4 = good 3 = average 2 = poor 1 = unacceptable

5

4

3

2

1

Focuses on the purpose of the writing task Shows a clear awareness of the intended audience Employs an interesting, catchy introduction Organises content and ideas in a logical way Uses clear, well-worded topic sentences Includes appropriate details to clarify ideas Uses transitional devices to strengthen organisation Uses an appropriate conclusion Demonstrates fluency in grammar Demonstrates fluency in choice of words Demonstrates fluency in spelling Demonstrates fluency in punctuation ◗ Reading Rubric 5 = excellent 4 = good 3 =average 2 = poor 1 = unacceptable 5

4

3

2

1

Reads the text as a whole first Uses the pictures or photos as clues Identifies key words and concepts to help find the needed information Approaches the text in an inquiring mode Identifies the main ideas of the text Demonstrates a thorough and insightful understanding of the context Generates informative and original responses Uses specific examples and quotations skilfully from the text Shows evidence of critical thinking Demonstrates insight into content Reflects on structure of the text Supports opinion about what is read

D Spelling Teaching spelling strategies to students learning English as a foreign language is challenging for teachers. Many of the inconsistencies of the English language with regards to orthography and pronunciation are directly confronted by students when they begin to put words on paper. Moreover, the homophonic, multi-syllabic nature of English can pose additional challenges to the learners. However, there are tips and tricks to help both teachers and students develop their spelling skills. 23

E Morphemic approach Many English words use the same prefixes or suffixes (un-, re-, -s, -in, -en, etc.). Many words can therefore be learned by knowing how to put these together by following certain rules. For example, students learn that when a verb ends in ‘e’ (e.g. take) and is combined with the -ing suffix, the letter ‘e’ is always dropped (taking). For all the above, always encourage the students to look closely at the initial letter of a word, and then to try to recognise the shape of the rest of the word. This is often easier for them than to ‘sound out’ each individual letter. Recycling of spelling should continue throughout the course whenever the particular word or spelling pattern comes up again. Ways to do this are highlighted in the lesson plans.

F Using mnemonics

methods of many high school and college students. Learning the ingredients of good note taking is rather easy; applying them to one’s own situation depends on how serious students are becoming successful. Other ways of note taking are drawing charts (creating a table of rows and columns), outlining (writing headings), mind mapping (linking concepts) and SQ3R (survey, question, read, recite and review). Students need to be made aware of the need to find answers to specific questions, and then trained in how to focus on what is relevant and filter out what is irrelevant. Gap-fill exercises and tabulating data are ways of scaffolding the students’ development and focusing their attention. Graphic organisers provide a crucial bridge between random rotation and focused summarising. Students must learn to keep notes logically and legibly. Remember if they can’t read their own writing a few days after taking notes, they are of little use. By all accounts, the best place to keep notes is in a loose-leaf notebook. Train students to use dividers to separate the different classes they take. Let them make it a habit of using their notebook to record ALL their notes.

Mnemonics are simple tricks students can use to help commit spelling words to memory. Associating the spelling of a word or part of a word with another word has proven to be a successful learning strategy. Providing students with some existing mnemonic examples will help them understand the concept, but students will be more successful if they create their own mnemonics for the words they have trouble spelling, e.g. The secretary can’t keep a secret. B Summary-making Making a summary requires the same groundwork of skills as G Understanding homophonic words note taking: the same criteria of relevance and sifting are at For ESL students, spelling mistakes are often caused by a stake. However, a summary requires the student to ‘rebuild’ simple misunderstanding of word meaning. Some words a text in brief, based on the notes taken. Summarising is in English sound exactly the same as another word but therefore a more demanding and complex task than note have a different meaning. Other words differ very subtly in taking. The Student’s Book and Workbook provide plenty of how they are pronounced. While these words are not truly opportunities for practising these skills. homophonic, they still pose challenges for second language To write an effective summary, students need to go through learners. Calling attention to some of the most common the following steps: similar sounding words can help demystify this confusing 1 read the text with the writer’s purpose in mind, aspect of the English language. Consider the following 2 take notes by underlining the important ideas or writing example: them down, ◗ advise – Advise is a verb that means to counsel or suggest, 3 write the underlined notes in a paragraph keeping the e.g. Would you advise me to go to graduate school? writer’s purpose in mind and ◗ advice – Advice is a noun that means a suggestion or an 4 revise and edit the text for structural, grammatical, lexical opinion about a matter at hand, e.g. Ken gave me some good and mechanical accuracy. advice about going to graduate school.

H Rhyming Rhyming is a classic spelling strategy for students of all ages. Rhyming a word or a part of a word with another word that is spelled the same is a great technique to help students learn, e.g. spell, smell, fell, tell, shell. These words are all spelled the same except for a different letter or two. Identifying how root sounds like this are spelled helps students quickly increase their spelling vocabularies.

VI Developing study skills Developing effective study skills, improving reading comprehension, discovering one’s personal study style, learning to manage one’s time more efficiently and learning the best way to prepare for exams are just a few of the study skills that improve student’s performance in school. Effective study skills must be practised in order for students to improve. It is not enough to simply “think about”studying; students have to actually do it, and in the process use information from what you do to get better. “Practice doesn’t make perfect; perfect practice makes perfect.” Note taking and summary making are two essential skills that students need to develop to increase their ability to learn.

A Note taking Note taking is a skill which must be learned and refined. Note taking, or the lack of it, is a constant deficiency in the study 24

VII Learner Characteristics Learning styles A lot of research on learner characteristics has been taking place, drawing attention to the need to develop learnercentred classrooms. One of the areas of research is learning styles. Learning styles are simply different approaches to or ways of learning. They are the usual or characteristic manner in which a learner goes about the task of learning. If a mismatch exists between the learners’ learning style and the teaching style of the teacher, the student may become bored and inattentive in class, do poorly on tests and get discouraged about the course and themselves. We have visual learners, auditory learners and kinaesthetic learners. These styles are not mutually exclusive. In practice, every student makes use of a combination of learning styles, although one style will dominate. Nevertheless, it is very useful to know which is the preferred learning style of each individual student.

A Visual learners These students learn primarily through seeing. They may think in pictures and learn best from visual displays, including diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information. These learners need to see the teacher’s body language and facial expression to

Introduction fully understand the content of a lesson.

B Auditory learners These students learn mainly through listening. They learn best through lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.

C Tactile / Kinaesthetic learners These students learn mainly through moving, doing and touching. They learn best through a hands-on approach, by actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration. Teachers need to make students aware of the different learning styles and to encourage them to make use of some features of the learning styles that are not dominant in them. Moreover, teachers should vary their delivery to keep students interested, encourage all students to do their best, make them believe they can succeed and apply proven teaching techniques and monitor students’ learning.

VIII Multiple Intelligence Another area of research is Multiple Intelligence. Multiple Intelligences are eight different ways of demonstrating ability. The types of Multiple Intelligence proposed by Howard Gardner are as follows.

A Visual / Spatial Intelligence This is the ability to perceive the visual. These learners tend to think in pictures and need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos, and movies. Their skills include puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects and interpreting visual images.

B Verbal / Linguistic Intelligence This is the ability to use words and language. These learners have highly developed auditory skills and are generally elegant speakers. They think in words rather than pictures. Their skills include listening, speaking, writing, story telling, explaining, teaching, using humour, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view and analysing language usage.

C Logical / Mathematical Intelligence This is the ability to use reason, logic and numbers. These learners think conceptually in logical and numerical patterns, making connections between pieces of information. Always curious about the world around them, these learners ask lots of questions and like to do experiments. Their skills include problem solving, classifying and categorising information, working with abstract concepts to figure out the relationship of one thing to another, handling long chains of reasoning to make logical progressions, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations and working with geometric shapes.

D Bodily / Kinaesthetic Intelligence This is the ability to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and hand-eye coordination (e.g. ball play, balancing beams). By interacting with the space around them, they are able to remember and process information. Their skills include dancing, physical coordination, sports, hands-on experimentation, using body language, crafts, acting, miming, using their hands to create or build, and expressing emotions through the body.

E Musical / Rhythmic Intelligence This is the ability to produce and appreciate music. These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music, either appreciating or criticising what they hear. Many of these learners are extremely sensitive to environmental sounds (e.g. crickets, bells, dripping taps). Their skills include singing, whistling, playing musical instruments, recognising tonal patterns, composing music, remembering melodies and understanding the structure and rhythm of music.

F Interpersonal Intelligence This is the ability to relate to and understand others. These learners try to see things from other people’s point of view in order to understand how they think and feel. They often have an uncanny ability to sense feelings, intentions and motivations. They are great organisers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage cooperation. They use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) to open communication channels with others. Their skills include seeing things from other perspectives (dual-perspective); listening; using empathy; understanding other people’s moods and feelings; counselling; cooperating with groups; noticing people’s moods, motivations and intentions; communicating both verbally and non-verbally; building trust; peaceful conflict resolution and establishing positive relations with other people.

G Intrapersonal Intelligence This is the ability to self-reflect and be aware of one’s inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and their strengths and weaknesses. Their skills include recognising their own strengths and weaknesses; reflecting upon and analysing themselves; awareness of their inner feelings, desires and dreams; evaluating their thinking patterns; reasoning with themselves; and understanding.

H Naturalistic Intelligence Dr Gardner proposed an eighth intelligence: Naturalistic intelligence, i.e. nature smart. He says that schools and culture focus on linguistic and logicalmathematical intelligence. However, Dr Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled “learning disabled,” “ADD” (attention deficit disorder) or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, 25

cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more. The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds. So, knowing about our EFL learners, differing learner characteristics allows us to cater for their individuality and help them achieve better results in their learning tasks. Our knowledge of Learning Styles and Multiple Intelligence helps us in guiding our students to capitalise on their strengths and find strategies to compensate for their weaknesses.

well, using a tape recorder, having a group brainstorming session, etc.).

IX How to Use the Course Preparing for the lessons Before teaching the Student’s Book unit, teachers should read the objective box, which gives the main objectives of the lesson, and identifies the language focus. Optional materials are sometimes given too – they are suggestions for simple teaching aids that will add interest to the lesson, for example, photographs or pictures from magazines. The following is an example.

Lessons 4 and 5 Objectives Skills

At the end of this pair of lessons, students should be able to:

Reading read a food pyramid Listening listen to a breakfast time story How to Teach or Learn Anything in eight Different Ways Speaking talk about what people were doing One of the most remarkable features of the theory of multiple discuss nutrition intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching Grammar use past simple and past continuous a student in the more traditional linguistic or logical ways use adjectives of instruction, the theory of multiple intelligences suggests Topic The food pyramid several other ways in which the material might be presented Functions talk about past events to facilitate effective learning. Whether you are a kindergarten Vocabulary deficiency (N), grilled (Adj), teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of metabolism (N), organic (Adj), interest, the same basic guidelines apply. Whatever you are pomegranate (N), RDA (Abbr), teaching or learning, see how you might connect it with: sodium (N), supplement (N) ◗ words (linguistic intelligence) Pronunciation reducing the preposition from ◗ numbers or logic (logical-mathematical intelligence) ◗ pictures (spatial intelligence) ◗ music (musical intelligence) Teachers should then read through the notes for the lesson, ◗ self-reflection (intrapersonal intelligence) making a note of any words identified as being potentially ◗ a physical experience (bodily-kinaesthetic intelligence) difficult, and noting the timings suggested for each stage of ◗ a social experience (interpersonal intelligence), and / or the lesson (these are only given as a rough guideline). ◗ an experience in the natural world (naturalist intelligence) In some lessons, extra activities (or ‘extensions’) are suggested – these can be used if there is time in the lesson. They could For example, if you are teaching or learning about pearl also be used at the beginning of the next lesson. diving in Kuwait (industry), you might read about it (linguistic), study mathematical formulas that express A particular unit with its associated Workbook unit exercises export of pearls (logical-mathematical), examine a graphic can be used over a series of lessons. It is recommended that chart that illustrates the principle (spatial), observe the each unit takes nine lessons, with the Workbook used for the law in the natural world (naturalist) or in the human world third, sixth and ninth lessons. Extra Workbook exercises are of commerce (interpersonal); examine the law in terms of also suggested for homework where appropriate. your own body, e.g. when you supply your body with lots of For each unit of the Teacher’s Guide, a lesson box will list food, the hunger demand goes down; when there is very little which of the objectives is being fulfilled in that particular supply, your stomach’s demand for food goes way up and lesson. Learning objectives listed are then practised, you get hungry (bodily-kinaesthetic and intrapersonal); and enhanced and assessed by a variety of activities that integrate / or write a song (or find an existing song) that demonstrates two or three, and sometimes all four language skills. the law. You don’t have to teach or learn something in all eight ways, X Benchmarks just see what the possibilities are, and then decide which By the end of the course, students will be able to: particular pathways interest you the most, or seem to be the most effective teaching or learning tools. The theory A Speaking of multiple intelligences is so intriguing because it expands ◗ speak clearly, confidently, fluently and accurately on a our horizon of available teaching/learning tools beyond wide variety of topics, in a variety of situations using the the conventional linguistic and logical methods used in appropriate register for different audiences and purposes. most schools (e.g. lecture, textbooks, writing assignments, ◗ use different voice levels, phrasing and intonation when formulas, etc.). To get started, put the topic of whatever speaking in a variety of situations. you are interested in teaching or learning about in the center ◗ use the vocabulary, structures and grammar of standard of a blank sheet of paper, and draw eight straight lines or spoken English and be able to use them fluently and “spokes” radiating out from this topic. Label each line with accurately and with increasing assurance. a different intelligence. Then start brainstorming ideas for ◗ share ideas and participate in pair work and group teaching or learning that topic and write down ideas next discussions to offer information, to clarify ideas and to each intelligence (this is a spatial-linguistic approach of support a position. brainstorming; you might want to do this in other ways as ● ● ● ● ● ● ● ●

●

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Introduction

B Listening

◗ listen attentively to gain, comprehend, interpret and communicate information. ◗ listen and respond to instructions to finish a wide variety of tasks. ◗ apply skills and strategies of the process of listening to build up comprehension of listened-to texts.

C Reading

◗ read a range of fiction and non-fiction texts including a wide variety of text types, such as newspaper articles, e-mails, letters, stories and dialogues, with fluency and accuracy, applying a broad array of reading skills and strategies when reading for information, comprehension, interpretation, analysis and evaluation. ◗ use phonological and phonemic awareness to read with fluency and accuracy. ◗ show ability to understand how a broad range of grammatical features of the English language affect meaning. ◗ use word analysis and vocabulary skills to increase reading comprehension and fluency. ◗ use skills and strategies of the reading process to comprehend a wide variety of fiction and non-fiction gradelevel texts.

D Writing

◗ communicate in clear and appropriate written English for a wide variety of purposes and audiences, and in the appropriate register, producing various written forms and genres. ◗ use a variety of spelling strategies in order to spell words individually and in context. ◗ complete writing tasks to demonstrate understanding and correct use of various language structures, punctuation and word usage. ◗ practise using interpretive, analytical, critical and problemsolving skills, including higher-order thinking skills, to inform a variety of writing modes: expressive, expository, functional, persuasive and research-based. ◗ develop a personal writing style of increasing fluency and elegance. ◗ use the writing process to produce well-organised composition of different modes and functions.

XI Competencies and Sub-competencies As you do the lesson planning, consult the list of competencies and sub-competencies to relate them to the objectives in the lesson boxes in the Teacher’s Guide. By the end of the course, students will be able to :

A Listening ◗ Competencies 1 Understand most questions, statements, and conversation on familiar topics at normal speed 2 Comprehend straightforward factual information about common everyday or job related topics 3 Identify general meaning and specific details 4 Develop vocabulary based on non-academic and academic topics 5 Understand the essential content of basic messages, greetings, advertising, and public statements 6 Demonstrate comprehension of various literary genres through verbal as well as written responses 7 Understand formal and informal language 8 Participate effectively in discussions if language complexity suits students’ level ◗ Sub-competencies: 1 Correctly follow multiple step oral directions

2 Follow a conventional conversational model 3 Listen for specific information 4 Listen to infer meaning 5 Listen and predict 6 Listen for main ideas / gist 7 Listen and understand text organisation 8 Listen to get the details of the text 9 Listen and solve problems 10 Listen to give opinions

B Speaking ◗ Competencies: 1 Express himself / herself with relative ease on familiar topics effectively without help 2 Participate effectively, sometimes with pauses in social and academic conversations by asking / answering questions and soliciting information 3 Use tone of voice and gestures to enhance meaning in conversation 4 Recognise and begin to use appropriate stress and intonation patterns 5 Apply common grammatical patterns in speech 6 Use new vocabulary in speech 7 Use oral communication to identify and organise academic information 8 Use some cohesive words and phrases to link ideas when speaking 9 Self-correct basic vocabulary and simple grammatical structures while speaking 10 Instruct an audience in how to perform a simple task 11 Recognise the difference between formal and informal speech 12 Begin to use common idiomatic expressions appropriately 13 Answer instructional questions with supporting details 14 Negotiate meaning by questioning, restating, and describing 15 Retell important information from visual and oral presentations 16 Restate the main idea of oral presentations, stories, and simplified informational text 17 Prepare and deliver short oral presentations on topics from a variety of common sources ◗ Sub-competencies: 1 Exchange information on different topics 2 Talk about hobbies 3 Debate on an issue 4 Plan a day and talk about it 5 talk about personal achievements and ambitions 6 Exchange biographical information 7 Talk about a story from own view point 8 Talk about different life styles 9 Ask for further information 10 Give directions 11 Make plans / predictions 12 Make offers 13 Make suggestions 14 Make invitations 15 Ask for direction to places 16 Ask and give instructions to make things

C Reading ◗ Competencies: 1 Read straightforward texts on subjects related to his / her field and interest with satisfactory level of comprehension 2 Read texts and draw inferences 3 Use various reading strategies to make predictions and achieve comprehension 4 Read and identify basic textual clues or features (e.g., title, table of contents, chapter headings, charts, graphics and 27

index) 5 Recognise English language sentence structures 6 Recognise the use of more complex verb tenses in context 7 Comprehend the use of active and passive voice. 8 Demonstrate an increased knowledge of academic content vocabulary in simplified text 9 Use contextual clues to understand and respond to informational text 10 Recognise point of view in simple text 11 Read and understand instructive, narrative and descriptive text 12 Recognise different genres of literature 13 Skim quickly through text locating relevant details 14 Develop reading fluency 15 Read aloud with fluency and expression any text appropriate for early independent readers 16 Skim efficiently for relevant information in a given text 17 Read and understand persuasive, critical, argumentative, and expository texts ◗ Sub-competencies: 1 Read for purpose 2 Read signs from around the world 3 Read and answer a questionnaire 4 Read and identify main ideas and basic literary elements in short simple texts 5 Read to link ideas with previous information 6 Read for specific information 7 Read to evaluate a text 8 Read to make predictions 9 Read and understand different styles 10 Read, identify and understand different genres 11 Use vocabulary strategies to discern the meaning of words, for example, roots, affixes, word classification, etc. 12 Identify elements of fiction and non-fiction by using information from a text 13 Identify main ideas, topic sentences, from supporting details 14 Use reference materials such as dictionaries

D Writing ◗ Competencies: 1 Write in a variety of forms i.e. narratives, content area reports, letters and autobiography 2 Use a variety of print for social communication i.e. notes, invitations, letters, e-mails and diary entries 3 Take notes in some detail on familiar topics and respond to personal questions using relevant vocabulary and common structures 4 Distinguish between formal and informal expressions in writing 5 Express fairly accurately present and future time 6 Demonstrate knowledge of phonemes and word families by correctly writing new words 7 Develop strategies for guided / semi-guided free-writing 8 Develop an awareness of the use of complex sentence styles and varied conventions in writing ◗ Sub-competencies: 1 Write invitations, postcards and personal notes 2 Use e-mail appropriately for social communications 3 Write a report based on a discussion 4 Write notes for a lecture 5 Write questions to obtain biographical data 6 Write a newspaper article 7 Write instruction to work things 8 Write a recipe 9 Rewrite a story from a different point of view 10 Write description of places, people and events 11 Write a story using its features 12 Rewrite news stories 13 Write a summary, a diary, a book review 28

14 Write a questionnaire 15 Write a dialogue 16 Write to paraphrase 17 Write paragraphs on familiar topics and on previously learned academic content using the elements of a paragraph 18 Compose multi-paragraph essays using writing process with guidance

XII How each unit works At the beginning of each module, there is a list of skill outcomes for that module. Students should be encouraged to read the list and decide which outcomes are most important for their individual learning. The following is an example: You will be able to: ◗ read and talk about the future ◗ make predictions ◗ discuss effects and levels of importance ◗ give reasons for preferences ◗ listen to and give advice ◗ persuade through a talk ◗ write instructions and a proposal to receive funds ◗ fill out an application form At the end of each module, students should fill in the Learning log at the end of each module in the Workbook. Teachers can also encourage the students to talk about what they found useful, easy and / or difficult. Areas of difficulty can be revisited using the Grammar and Vocabulary files at the back of the Student’s Book.

A Lessons 1 and 2 Student’s Book opener, followed by Reading or Listening and vocabulary focus Reading / Listening and vocabulary ◗ Each unit begins with an ‘opener’ or discussion which encourages the students to talk about the topic of that unit, research and practise new vocabulary connected with the topic. The opener also helps to prepare them for the Listening or Reading text which follows. ◗ Some reading texts have a ‘Factfile’ attached to them, which contains useful facts about the topic concerned. These can be used in various ways, for example, asking the students what they already know about the information under each heading before reading it. ◗ The texts are presented with a short task for the students to complete while they are listening or reading. The texts usually contain examples of language which the students focus on later in the grammar section. The first, or ‘gist’ reading or listening section helps students to grasp the general areas of information presented. There is then a section called ‘Check your understanding’ which has more detailed comprehension questions. Students are encouraged to listen or read several times to complete different tasks. ◗ After working on the text, students are given the opportunity to voice their own opinions and think about related issues which are relevant to themselves. This ‘critical thinking’ is an important part of the Over To You syllabus. Students are asked to discuss questions in pairs or small groups, to give them confidence and allow them to express their ideas in English. In the ‘Think and speak’ sections, which are usually linked with the Reading / Listening and Vocabulary work, they can: ◗ recount personal experiences: for example, the most exciting sports venue they have been to; their family life; personal achievements ◗ speculate: for example, how specific future technologies could improve their lives; how they would feel about living and studying in another country; whether they would like to be a world champion in a sport; ◗ discuss moral or cultural issues: for example, whether the

best things in life are at home; whether computer games have a good or bad effect on young people; if being part of a group is more important than individuality. The text styles and topics are reflected by the texts used in the Workbook, which further develop students’ skills by including other exercise types and vocabulary in the comprehension work. Remember that these are only suggestions. You should be creative when you are presenting the modules. You can use any supportive material such as your laptop. OHPs, realia...

B Lesson 3 Workbook: Reading and vocabulary focus The same technique mentioned above could be used to introduce the reading text and to work on it. New vocabulary related to the text should be introduced here.

C Lessons 4 and 5 Grammar / Vocabulary focus 1 Grammar Teaching grammar plays a central role in every ESL / EFL teacher’s classroom. The important question that needs to be answered is: how do I teach grammar? In other words, how do I help students learn the grammar they need. At first look, you might think that teaching grammar is just a matter of explaining grammar rules to students. However, teaching grammar effectively is a much more complicated matter. There are a number of questions that first need to be addressed for each class: ◗ What are the objectives of this class? ◗ What type of learning background do the learners have? ◗ What learning materials and resources are available? ◗ What kind of learning style does each student have? Once you have answered these questions you can more expertly approach the question of how you are going to provide the class with the grammar they need. Each class is going to have different grammar needs and goals and it is up to the teacher to determine these goals and provide the means with which to meet them. Inductive and Deductive Inductive is known as a ‘bottom-up’ approach. Students are given the context and then are presented with the grammar rules afterwards. So, to help the students inductively understand the difference between the simple past and the present perfect, these questions could be followed with which questions spoke about a definite time in the past? Which questions asked about the person’s general experience? etc. Students discover grammar rules while working through exercises. Some learners learn better this way while others need the rule in order to understand the rationale for the new grammatical structure.Teaching grammar inductively has favourable implications for communicative competence, which involves a selection of the right grammatical terms to that of the appropriate setting. Deductive, on the other hand, is known as a ‘top-down’ approach. This is the standard teaching approach that has a teacher explaining rules to the students. For example, the present perfect is made up of the auxiliary verb ‘have’ plus the past participle. It is used to express an action which has begun in the past and continues into the present moment... etc. Each method provides a ‘recipe’ for various practical classroom ideas and procedures. Obviously a good method that stems from a good theory can produce a number of ideas. Grammar exercises present and practise the grammar focus of the unit. There are usually example sentences or phrases from the reading or listening texts used to help students work out rules and general principles.

Introduction There is a variety of practice exercises and a reference to the Grammar File found at the back of the Student’s Book for extra help or revision. Some grammar items will be new to the students and some will be revising important structures that they have met previously during their studies. So, teachers may advise students to refer to the Grammar File to find further explanation if they need to. The Grammar File is not intended to be used as material for explanation of grammatical items. The Workbook contains further grammar practice exercises, with more examples of specific grammar points in short texts and stories, and regular revision of grammar structures throughout. 2 Functions Parallel to grammatical structures, the course introduces language functions, which define the speaker’s or writer’s intention in what they are saying or writing. Typical language functions are inviting, suggesting, promising, apologising, requesting information, agreeing / disagreeing and offering. Within a communicative system, functions represent the basic units to a greater extent than either lexis or grammar. Presenting functions Because functions are the ways in which particular meanings are realised in language, the best way to present them is through context, in a text or a dialogue. The teacher asks why a speaker uses particular words or expressions, then draws students’ attention to the choice of language used to express a meaning and expose the speaker’s intention, i.e. the function presented. So, the teacher uses the technique, ‘Let’s learn the verb to have today,’ instead of ‘Let’s learn the use of have got’ for possession. The teacher provides an example such as He has got a car and elicits more examples from the students by asking questions such as What have you got? Another example is the presentation of ‘inviting’. The teacher introduces the function, then points to the use of Would you like, How about to express the function.This is followed by pair work practice guided by the teacher’s instructions. The activities that aim at teaching functions start with an example of a real-life function, then ask student to generate sentences of their own to practise this function. This keeps the learning process simple and gives students tools to build on. In the exercises, students extend practice by asking one another or engaging in role-play. Students are given a situation or task with individual roles allotted. The focus is on a certain function and that function is taken as the cue for the grammar taught in the lesson. Such practice provides opportunities for students to practise improvising a range of real-life spoken language in the classroom. Remember, functions and grammar are integrated. 3 Vocabulary Whenever there is a pre reading or pre listening activity concerning vocabulary, matching words with their definitions, you may wish to present the new words before asking the students to complete the task. a Presenting new vocabulary Vocabulary is an important feature of each unit. It is presented in lexical sets and there is a wide range of types of vocabulary exercises: matching, gap-filling, categorising, listing, identifying pictures, etc. Students need to learn both the meaning and the form of a new word. Both these aspects of a word should be presented in close conjunction in order to ensure a tight fit between meaning and form. The greater the gap between the presentation of a word’s form and its meaning, the less likely it is that the student will make a 29

mental connection between the two. The book follows the sequence: meaning first, then form. At the outset, the word is presented in context so that learners can work out the meaning for themselves. Students learn to apply different strategies to understand a new word: working out meaning in context, using dictionaries, using knowledge of grammar, and so on. To present new vocabulary, do the following. ◗ Make sure that you have the students’ attention first. ◗ Use gestures, e.g. gesture with your hands to teach Come here. ◗ Use realia. Bringing objects, for example real fruit, into class or using actual classroom objects to teach vocabulary is very effective as it is unexpected and therefore memorable. You can also ask students to bring their own objects into class. For example, if the following lesson is on sports, ask them to bring in sports equipment from home. ◗ Use mime and Total Physical Response. Students can work out the meaning of I can carry from actions or mime. Students can then give one another instructions to perform actions; for example, Come this way. ◗ Ensure that you give a good model of the word when you introduce new vocabulary. The word can be said many times in a variety of different tones so that students’ interest is maintained. Use choral and individual repetition. ◗ Present vocabulary in context wherever possible. This will be much more effective than presenting a word in isolation. When a new word or lexical set is introduced, be sure to revise the items in subsequent classes using the above materials and procedures. Students will also use the words in their Student’s Book in controlled practice activities and then in a new context so that the words are memorable to them. Tasks therefore recycle vocabulary both orally and in writing. This latter stage is the production part of the ‘present, practise, produce’ model. b Word building strategies English is a very flexible language and you can build on your vocabulary to make new words. Words are not just isolated units of language. Knowing the full meaning of a word includes knowing which words it’s usually associated with, the grammar of the word, and its pronunciation. In this short course, you will learn the strategies and skills needed to improve your English vocabulary use. One way of doing this is to add prefixes, such as anti-= against in antibodies, dis- = not in disappear, bi-= two in bicycle and co-= with in cooperate. Another way to make new words from the words we already know by using different endings. For example, “The person who employs me has a fast car”. You can make this sentence simpler, by replacing “the person who employs me” with “my employer”. This gives you “My employer has a fast car.” In English we can make nouns from verbs, for example to employ gives employer and employee. You can also make verbs from nouns or adjectives: government gives to govern, modern gives to modernise and so on. Learning what endings you can put on words means you can expand your vocabulary and say what you mean more easily. Here are some common word endings: In nouns: -er / - or= a person who does something in adviser/ advisor, teacher, learner) and -ment:= result of action in improvement, advancement. In adjectives: -ic in idiotic, periodic, -ful in awful, wonderful and -able /-ible in comfortable, terrible. The Workbook contains many vocabulary-focused exercises which recycle what students meet in the Student’s Book.

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Encourage students to keep their own vocabulary books that can be used in each lesson. Students can organise vocabulary in any way they find easy to remember, but useful approaches are: ◗ by topic, e.g. health, work, sport; ◗ by type, e.g. verbs, nouns, adjectives; ◗ by pronunciation, e.g. chew, threw. Students should be encouraged to compare one another’s vocabulary lists at the end of each week or term, thus implementing the cooperative approach.

D Lesson 6 Workbook: Grammar focus

E Lessons 7 and 8 Speaking / Writing focus 1 Speaking ◗ Enabling students to gain the confidence to produce fluent and accurate speech is one of the aims of Over To You. As well as a complete lesson developing a particuar communicative function in English, there are many other opportunities to comment on aspects of a particular topic, either in pairs or groups, or individually. There are also suggestions for helping students to develop their confidence in speaking throughout the teacher’s notes. ◗ Each Speaking lesson is carefully staged with models and examples to help students. What is particularly helpful is the Useful Language box at the bottom of the Speaking and Writing pages, which contains frequently-used expressions and ideas which may be referred to while students are taking part in an activity. ◗ Although there are no specific Speaking activities in the Workbook, teachers will find that there are many opportunities to develop students’ speaking skills during the Workbook lessons, for example, comparing and discussing answers in pairs and groups. 2 Writing ◗ Each Writing section in Over To You develops a particular real-life writing skill that students will be familiar with in their own language and may need to use in English, too. These include writing emails, completing application forms, writing reports, letters, notes and messages, and designing and presenting results of research topics. The task is set out at the beginning of the section, and students follow a carefully-planned sequence of exercises which start with a model text and take them through to producing their own texts. Planning and checking are very important stages in writing any kind of text, and these are reinforced each time. ◗ The writing skill is usually focused on in Lesson 8, the last in each unit, so students will have a lot of appropriate language to draw on as well as the usual reference, which the ‘Useful language’ boxes provide. ◗ There is a wide range of writing practice exercises in the Workbook, from guided writing with a helpful framework for students to follow, to freer practice with guidelines for the number of words to write.

F Lesson 9 Workbook: Writing

G Focus on Focus on is reading comprehension with a focus on grammar. Focus on texts are meant to highlight issues related to the students’ life in their own country, Kuwait. They are also intended to raise the students’ awareness of cultural aspects of their country. So students have to read for gist. Teachers have to guide students to infer meaning of words students may not know from context and lead discussion of the topic.

Introduction As in every reading task, the teacher has to raise some general questions to prepare students for the task. The teacher can use the accompanying pictures, the title or some key terms in the text to get students involved in the task. Then students read the text silently. In pairs, they are to discuss the text commenting on any issues or unanswered questions raised before the reading task. The grammar section provides guidelines for a linguistic issue found in the text as an example. It also includes exercises as practice for the linguistic point.

H Project The project offers students an opportunity to practise English in a less formal context and encourages cooperation and interaction within groups. A project may need extra materials, and involve research and other preparation, some of which may be done as homework. Students are encouraged to present their work well, with appropriate illustrations and eye-catching headings. The projects should be displayed around the classroom if possible.

XIII Assessment Tools Progress tests are provided after each module in the Workbook These tests are not limited to the first level of thinking (knowledge) but progressively deal with the six known plateaux of thinking. The tests are comprehensive, valid, reliable and measure the learning outcomes previously stated. These tests are also designed to be fun, creative and interesting for the students. It is important that students do not feel unduly worried about the prospect of a test. Teachers should ensure that there is a supportive atmosphere in class to help students, and should revise material as often as possible. Tests are very useful for the teacher to diagnose areas of difficulty. If there are areas that the majority of students find difficult, ensure that more class time is spent on these language points in future. If individual students have problems with a particular language area, the teacher should talk to the student concerned and help them to orient their learning effectively. Do bear in mind, however, that individual students have different strengths; a student who may have problems in a written test could also have strong speaking skills, for example. Always try to focus on the students’ strengths and praise him / her for exercises that have been done well.

A Handling errors At this level, accuracy becomes more important than in the previous grades, so it is important to handle errors appropriately. In written work, it is easy to spot errors and to write correct models for the student to copy and build on. This is much harder to do in spoken English. Students should be encouraged to speak in English and will feel confident if they are understood. If you over-correct their English, this will damage their confidence and prevent them from wanting to speak in class. When correcting spoken English, do not focus too much on one students’ errors, as this may be detrimental to their confidence: correct and practise as a class or in groups. Sometimes students have difficulty in pronouncing a word, however often they hear it. If it is a particular sound in a word, e.g. the letter ‘r’, think of other easier words with this sound and get them to say those. Then, they can ‘transfer’ the sound to the harder word.

B Testing and correcting spelling Although it is important to correct students’ spelling, it is a good idea not to over-correct written work, which can be demotivating. The best way to correct is by encouraging the students to correct themselves and their peers. 1 Get students to mark each other’s spelling work. This will help both students to reinforce the spellings. 2 When taking in written work, underline frequently occurring spelling mistakes and ask students to correct the spelling, themselves by referring back to the book. This is much more effective than simply correcting every word yourself, which does not encourage the students to remember the word. Remember too that spelling is integrated with other skills: students will practise spelling skills while reading, writing and speaking, too. The Teacher’s Guide also highlights words that students may need particular help with spelling. Remember to praise the students’ efforts. English spelling is hard and takes a lot of practice to perfect. Even native English speakers make mistakes – do not discourage the students with over-correction and over-criticism.

IVX Classroom Management Techniques It is useful as a teacher to be able to get a large group of people to do something quickly, quietly, and efficiently, in order to do a task and learn effectively. There are many instances in Over To You where the teacher may want to organise the students in a way which is best for everybody, for example, when writing on the board for students to copy, asking individual students to answer a question so that the class can hear, or enabling students to get the most out of their speaking practice by working in a small group or just with a partner, but so that the teacher can listen too.

A Giving instructions The teacher should make sure that all students in the room are listening when he/she gives instructions, and to speak naturally and clearly. It is important to check that students have understood the instruction if it involves remembering more than one thing. This can be done by demonstrating the activity or part of it with one student or group of students. The teacher may even want to note the stages of an activity on the board as a reminder. If students have to be moved to do an activity, it may be worth waiting until they are in their new places before giving the instructions for a task, and then demonstrating it if necessary.

B Presenting and practising new language It is important that the teacher is familiar with and clear about the new language. (If it is revision for the students, it may not be necessary to spend as much time on the presentation as is suggested in the teacher’s notes.) It is a good idea for the teacher to read the teacher’s notes and the Grammar file for the new language point before the lesson, also to check if there is any extra reference material needed. In Over To You students often have to answer questions about the example sentences, which the teacher may like to write up on the board so that they can be sure all students are looking at the right example. The main purpose of the direct questions that are asked in the Student’s Book grammar section are to check comprehension of the grammar concept. It is important that students understand these questions and are able to answer them before moving on to the practice exercises.

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C Speaking practice Some learners will be accustomed to the teacher speaking a lot during a lesson. However, a good way to increase the amount of practice all students experience is making sure there are times during the lesson when students can work in groups or pairs. There are a lot of opportunities in Over To You for students to discuss their ideas with each other in pairs and/or groups before demonstrating to the class. This is a good way to develop confidence, one of the main attributes of a fluent speaker of a foreign language. Students can try things out in front of their friends without the pressure of speaking to the teacher (who knows more), or to a large group (who might not all be listening). Group work gives the teacher time to walk around, virtually unnoticed, checking the student’s progress as they work, at a time when they are not feeling self-conscious, and therefore what is heard is more likely to be an accurate record of the student’s true ability. If students are not used to the idea of working in pairs or groups the teacher may need to explain the benefits the first few times.

mentally or on paper) of things they would like to correct later, or of anything particularly good that the student or group could report on after the activity.

E Using the board It is worth remembering that students will need to copy examples or ideas that the teacher has written on the board into their notebooks. Board writing needs to be large and clear. The teacher can plan what is needed by reading through the teacher’s notes before a lesson. The teacher may like to divide the board into sections, so that all new vocabulary is in one part, grammar examples in another, etc.

F Mixed Ability Classes

Mixed ability classes are a fact. Since no two students can be the same in terms of language background, learning speed, learning ability and motivation, it would be ideal to think that our classes could be homogeneous in terms of these aspects. The differences which cause problems in heterogeneous classes are in language learning ability, language knowledge, cultural background, learning style, attitude towards language, mother tongue, intelligence, world knowledge, learning experience, ,knowledge of other languages, age, 1 Large or class group activities gender, personality, confidence, motivation, interests, and Even if the class is large, with fixed desks or tables, there / or educational level. However, these variations may occur can still be opportunities created for students to speak with in different degrees in different classes. Thus, if the teacher others in the room. There will be a space somewhere in the wants to ensure that all students perform to their maximum room either at the front, back or sides, where students can potential, the teacher must be aware of the problems of stand together for a short time to do an activity. It is useful to mixed ability classes, identify these problems, and deal with have a timer or stopwatch to prevent students drifting away them accordingly by finding solutions. from the task, even if it seems that not everybody has finished. Over To You makes use of pair work and group work in the (Note the times suggested in the Teacher’s Guide.) classroom to overcome some of the problems encountered in mixed ability classes. Furthermore, tasks in the Workbook 2 Groups of four or five serve this purpose. Keep a positive attitude, and don’t feel If the teacher wants to get students into groups for a quick discouraged if you can’t keep everyone fully satisfied all the activity or discussion, the easiest way is to go around the time! class numbering the students up to the number required in each group. e.g. 1.....2.....3.....4 etc., and then instruct four G Warm-up / Wrap-up activities 1s to work together, four 2s, etc. Many language teachers start class with a warm-up activity Again, the teacher should be aware of the timing of an for many good reasons. The warm-up activity helps your activity. If most groups have finished, the teacher should be students put aside their daily distractions and focus on prepared to stop the activity. If one group finishes early, it English. It introduces the lesson topic and gets everyone’s may be a good idea to set another related task to prevent attention. That’s why warm-ups are known as ‘ice breakers’. distraction or disruption. It’s possible that there will be a They can get the class working together as a group; they difficulty with the task, in which case the teacher needs to encourage whole-group participation which can build a find out what the problem is, and help if necessary. sense of community within the group. The most common 3 Pair work It may not be a good idea to always have students who sit next to each other working together. Factors such as existing knowledge of the language, confidence / personality, and what they already know about each other can all affect the success of the activity. It also helps the atmosphere in the class if students can get to know other classmates during the language activities, and appreciate each other’s difficulties and strengths. Once students realise why it is a good idea, it should be quite easy to ask them to change places with another student on the other side of the room, or get them to organise themselves by lining up in order of when their birthday falls in the year, for example, or in alphabetical order according to their names. Then the teacher can ask them to sit with the person who is standing behind them for a particular activity. If they are going to need their notebooks and pens for the activity, the teacher should ask them at the beginning to pick them up before they move out of their seats.

D Listening to students It is a good idea for the teacher to get used to walking around the class when students are doing group and pair work to listen to what is going on. The teacher can make notes (either 32

is brainstorming, i.e. giving a topic and asking learners to think of anything related to it. Students are given 5 minutes or so to write the responses. Students are asked to share their answers with the group or volunteer to do so. Over To You uses a variety of tasks such as commenting on a scene, comparing photos, matching pictures with vocabulary words... As it is very important to start your lesson positively, it is also essential that you finish your lesson constructively. The wrap-up, i.e. the closure of your lesson, needs to foster what students have learned or are to review. And you want to do this as a whole group to establish that ‘One Group’ atmosphere that you established during your introduction. This will give the experience of the whole class as one team having accomplished a great project!

Module 1 Culture collected, and ask the students if they are relevant to the topic of culture or not. Now, tell them that they have two minutes to study the pictures and captions on the page quietly, then you are going Student’s Book page 11 to test them on what they can remember. Check the time and say Go! After two minutes, say Stop! and Opener (15 minutes) ask them to close their books. Put the students in pairs and ask them to tell each other Tell the students that this page shows them what they what they can remember about the page, then ask the whole will be doing in the first module. Ask them to read class the following (or similar) questions. They are unlikely to the title (Culture) and to look at the pictures. Using a laptop or OHP, show the class random images you have know the answers to all of them, but ask them to guess when they don’t know the answers. • How many pictures were Student’s Book page there? (five) • What healthy food was there? (A veggie burger) • Which building was shown? (The Sydney Opera House) • Where are these places? (Kerala, Southern India/ Student’s Book page Australia) • How many people were there? (three) • What is Unit 1 called? (We are what we eat)

Module 1 Culture

Explain that ‘We are what we eat’ is a phrase used by English speakers and ask students what it means. (If you eat food with a lot of fat in it, then you will become fat. Similarly, eating healthy food is a very important part of being healthy.) Now, put students into pairs to discuss the questions in the Student’s Book. Invite different students to share their ideas with the class. For Unit 2 you can help them with the answers, but there is no need to tell the students the ‘correct’ answers – they will find them out as they work through the module.

res Unit 2: Respecting cultu is he famous for? Who is this man? What Unit 1: We ar e what we ea What do yo t u eat? Do yo u eat healthy food?

Focus on: Traditional dre ss in Kuwait

re chitectu spiring ar ing. Unit 3: In r favourite build you Describe

Project 1: Where do you recommend that tourists visit in Kuwait? Why?

Outcomes You will be able to:

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listen to a talk lk and d a description d i i talk about past and present actions and experiences discuss advantages and disadvantages of building a new airport

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carry out a survey express opinions present ideas and suggestions write an online guide, a book review and a formal report

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MODULE 1: Culture

Unit 1 We are what we eat Lessons 1 and 2 Objectives Skills At the end of this pair of lessons, students should be able to: Reading read an article about diet Listening listen to a talk about vitamins and minerals Speaking discuss eating habits talk about healthy eating Topic Diet insider Functions express preferences express personal opinions Vocabulary absorb (V), antioxidant (N), arthritis (N), caffeine (N), calcium (N), cholesterol (N), combat (V), dietician (N), digestive (Adj), fibre (N), iron (N), metabolise (V), neutralise (V), nutrition (N), probiotic (Adj), protein (N), saturated fat (N), stimulant (N), unsaturated fat (N), vitamin (N)

(15 mins) Read through questions a, b and c and check that the students understand them. Then tell the students to take turns to ask and answer the questions in pairs. Go round the class and listen to their work.

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Student’s Book page

Student’s Book pages 12 and 13 Present the active vocabulary needed for each activity.

MODULE 1: Culture

Unit 1

We are what we eat Grammar Past simple and past continuous; adjectives

(10 mins) Ask students to look at the pictures on both pages. Ask the students to read the two questions in exercise 1 and talk about the nutritional value of both the food pictured and of their breakfast that morning. Ask them to compare their answers with other members of the class.

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

Diet insider

(15-20 mins) Ask the students if they can think of any foods that are particularly good for them. Go round the class and take suggestions, putting some on the board. Then ask the students if they can think why probiotic drinks, green tea and chocolate might be good for them. Ask them to read the article on the subject and be prepared to explain any unfamiliar vocabulary.

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

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Unit 1 We are what we eat

Vitamins and minerals (10-15 mins) (1.1) (10-15 mins) Tell the students that they are going to listen to a talk about the different vitamins and minerals that foods contain. a First, go through the list of words: read each one aloud for the class to repeat and then have them match the words to the appropriate pictures. b Read out the question. With a partner, ask them to talk about which food from the pictures has the most health benefits. c Play recording 1.1 Ask which items of food were mentioned and why they are healthy.

(1.1) (10 mins) Read out questions a and b, then play the first paragraph (up to heart disease) and ask for the answers. If necessary, play it again. Do the same with the next paragraphs (up to how it’s cooked) and questions c and d, then again with the last two paragraphs and questions e and f. Finally, play the whole recording straight through and have students check their answers again.

Listening script 1.1 – see page 132 (expressing preferences; expressing personal opinions)

Listening script 1.1 – see page 132

(15-20 mins) Read out questions a and b. Invite the students to ask you the questions, and give your answers. Put the students in small groups or pairs. If possible, ask them to work with different students. Tell them to ask each other the questions. When they are ready, ask individual students to tell the class about their partners’ answers. Student’s Book page

LLesson 3 Unit 1 We are what we eat

Workbook pages 4 – 5, Reading Workbook answer key – see page 140

Answer these questions with a partner. a What is the difference between ‘good’ and ‘bad’ bacteria? b Why are antioxidants so good for our body? c How can dark chocolate help diabetics?

Objectives

Vitamins and minerals You are going to hear a talk about the different vitamins and minerals food contains.

Skills

a Before you listen, try to match the pictures to the words below. b Which food do you think has the most health benefits?

Reading

Topic Vocabulary iron fibre vitamin A calcium protein vitamin B sugars carbohydrate saturated fat unsaturated fat

At the end of the lesson, students should be able to: ● read an article about how a healthy diet can improve sport performance ● read a nutritional label ● We are what we eat boost (V), comprise (V), dehydration (N), fatigue (N), obesity (N)

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

(1.1)

Listen again and answer these questions.

a b c d e f

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

(expressing preferences; expressing personal opinions) Work in pairs or groups. a Describe the foods and properties a healthy diet should include. b Which of your favourite foods are the most beneficial to your health? Why?

Words to remember absorb, antioxidant, arthritis, caffeine, calcium, cholesterol, combat, dietician, digestive, fibre, iron, metabolise, neutralise, nutrition, probiotic, protein, saturated fat, stimulant, unsaturated fat, vitamin

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

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

● ● ● ● ● ● ● ●

(1.3) (5-10 mins)

Play the recording 1.3 once. Ask the students to listen to the sentences. Then ask them to concentrate on the word from. Play the CD again. Explain that from is reduced in the first sentence when it comes in the middle. It is not reduced in the second sentence because it comes at the end of the sentence.

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Student’s Book pages 14 and 15 Present the active vocabulary needed for each activity. ●

Listening script 1.3 – see page 132 (1.4) Play recording 1.4, pausing for the students to repeat the sentence.

Past simple and past continuous tenses (1.2) (10 mins) Tell the students they are going to hear a story. Ask them to look at the picture and to describe what they can see (a family having breakfast together. There’s a lot of food on the table). Invite them to guess what happens in the story (accept all ideas). Ask what tenses they expect to hear in the story (past tenses). Read out questions a and b, then play the whole recording 1.2. Read out each question again, ask students to provide the answers, then play the recording again to check.

Listening script 1.4 – see page 132 Student’s Book page

O

(1.2)

(10 mins) Read out the example question and invite a student to answer it (they can guess, of course!). Make sure he / she replies with a complete sentence (e.g. He was watching the news.). Then invite the students to ask you a question (e.g. What were you doing at 10 o’clock yesterday morning?). Give your reply, then put them in pairs or small groups to practise asking and answering each other 36 questions.

Listen to this breakfast time story and answer these questions.

a Why did the speaker go to the shop? b What happened at home while he was at the shop? Read these extracts from the listening text and fill in the blanks with the correct form of the verbs in brackets. a Last week (be) a school holiday, so I (wake up) late every day. (get up), This morning, when I my family (have) breakfast. My (talk), and my mother and father brothers and sisters (drink) tea, and (eat) bread and cheese. My mother (make) me some tea. b I (buy) the last loaf of bread in the shop, (pay) and (leave). While I (walk) home, I (meet) two of my neighbours. They (stand) and (chat). c There (be) no one at the table. I (sit) down, (cut) a slice of bread and (reach) for the cheese.

Listening script 1.2 – see page 132 (10 mins) Tell the students to read extract a and fill in the blanks. Then put them in pairs to compare answers. Ask the students to share their answers, and write them on the board. Point to each of these verbs in turn and ask the students to tell you the infinitive form. Repeat the procedure with extracts b and c.

Past simple and past continuous tenses Grammar reference pages 123-125

Work in pairs or groups. Talk about what these people were doing at 10 o’clock yesterday morning. You may have to use your imagination to make a guess. What was your father doing at 10 o’clock yesterday morning?

a Your father b One of your brothers or sisters O

c One of your teachers d Your friend

Adjectives Grammar reference page 124 Complete the phrases with the adjectives given. Make sure you put the adjectives in the correct order. a b c d

A A A A

building vase man salad

(1.3) Listen

(grey, round, small) (wooden, beautiful, blue) (athletic, tall, thin) (green, huge, delicious)

and repeat these sentences. Notice when the preposition from becomes

reduced. a Are you coming from the shop? (1.4) Now

b

Where did you come from?

listen and repeat this sentence.

Antioxidants from green tea are beneficial. Where is green tea from?

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Unit 1 We are what we eat

The food pyramid (10 mins) Ask students what their favourite food is. Do they like healthy or non–healthy food? Based on their knowledge so far, what food group do they think they should consume the most? Have they ever seen a food pyramid before? If they have, ask students to say where and why it is useful. (10-15 mins) Ask students about their lifestyles. Do they eat well and do they get enough exercise? Are they aware of the need to have a balanced diet? Ask the class if they know of any problems caused by poor diet. Ask the students to look at the food pyramid and carefully read the bullet points. Put them in pairs and ask them to talk about their daily diets and how they compare to the guidelines given by the food pyramid.

(10 mins) Check that students know the meaning of all the headings in the table – an example is given for each one. Put students in pairs and have them complete it with healthy foods that they know. Then invite students to check each other’s answers. Tell the students to work with their partners to think of more examples for each group. Go round and offer a few suggestions if necessary. (10 mins) a Read out the first word (organic) and ask them to find the correct definition on the right (b). Ask them to suggest the benefits of eating organic food. Then put them in pairs to complete the exercise. b Ask the students to tell you which healthy methods of cooking are most common in Kuwait. How do they differ from other countries?

Quote

Student’s Student’s Book Book page page Unit 1 We are what we eat

Read the quote aloud to the class. Do they agree or not? Why or why not? Ask students if they know what a proverb is. If not, explain. Are there any similar proverbs in Kuwait?

The food pyramid

Lesson 6

Read the food pyramid below. How does the recommended food intake compare to your daily diet? ◗ Do a physical activity for at least 30 minutes most days of the week. ◗ Switch at least half of your carbohydrates to wholegrain. ◗ Eat more dark green vegetables like broccoli and spinach. ◗ Vary your protein routine – choose more fish, peas, nuts and seeds. ◗ Make most of your fat sources from fish, nuts and vegetable oils. ◗ Check the nutrition facts label to keep saturated fats and sodium low. ◗ Choose food and beverages low in added sugars. Go easy on fruit juices. ◗ Respect your body. There are many verses in the Holy Qur’an that emphasise the mutual relationship between your body and your soul.

Workbook pages 6 – 7, Language practice Workbook answer key – see page 140

Objectives Skills Grammar Functions

Complete this table. Think of healthy foods and ingredients that you know. An example is given for each type of food.

a

grains

vegetables

fruits

milk

meat & beans

wholegrain rice

lentils

pomegranate

low-fat yoghurt

grilled chicken

Match each word 1-6 to its meaning a-f. You may use the dictionary or the glossary at the end of the book.

At the end of the lesson, students should be able to: ● use past simple and past continuous ● use expressions in a restaurant

Words to remember

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

1 organic

Quote

“Laughter is brightest in the place where food is.” Irish proverb 15

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b Read out the question, and put the students in pairs to find one reason for each place. Then check their answers. c Ask the students to look at the texts again and decide how each place could improve the nutritional value of its menu.

Lessons 7 and 8

Objectives Skills Reading

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Speaking Writing

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Topic Functions

● ● ● ● ● ● ● ● ● ● ● ●

Vocabulary

At the end of this pair of lessons, students should be able to: read a guide to eating places read a notice plan and give a short talk write an online guide to healthy eating (25 mins) places Ask the students to imagine they are visiting a new Places to eat town. How could they find out about good places plan to eat? Accept all suggestions (e.g. ask people, look state advantages and disadvantages in newspapers, the phone book, the Internet…), then tell describe a place them that they are going to produce an ‘online’ guide say what one likes about something recommending places to eat in their town or city. make recommendations a Ask the class to suggest suitable local places, and make comparisons write them on the board. Then put the students in introduce oneself small groups and tell them to choose one or two express uncertainty places. express personal opinions b Write the three headings on the board. Choose one ask questions to an audience of the places previously written on the board and ask ask for permission students to suggest ideas for each heading. Write the appeal to (V), atmospheric (Adj), ideas in note form under the appropriate headings. crammed (Adj), eatery (N), fanatic (N), irresponsibly (Adv), malnutrition (N), Student’s Book Book page page Student’s salad bar (N), speciality (N), vegetarian (Adj), task You are going to write an wholesome (Adj) An online guide to healthy eating places online guide recommending

Student’s Book pages 16 and 17 Present the active vocabulary needed for each activity. An online guide to healthy eating places

(20 mins) First, start by discussing with the students questions related to the text about to be read. Ask the students if they ever go to local cafés or restaurants. If they do, which ones have the healthiest menu, and why? Ask them to look at the title of the online guide shown on the page, and check they know the meaning of recommend. Then allow time for them to read the text. Tell them not to worry if they don’t understand every word. While they are reading, write the names of the four places (Palace Café, etc.) on the board. When the students are ready, point to each place name in turn and ask them to summarise what they have read about it – if possible, with their books closed. a Have the students decide which menu they think is the healthiest, and why. Then, as a class, rank the other menus in order of 38 how healthy they are.

healthy eating places for visitors to your town in Kuwait.

Read this guide which describes four eating places. a Which menu is the healthiest? Which is the least healthy? b Why does the writer recommend these places? c How could each place improve the nutritional value of its menu? Eliza Blues Restau

Kuwait Bay Grill

rant

rant Eliza Blues Restau is right in the city ks rloo ove centre, and the sea. This familyat business has a gre reputation and the food is completely organic. It’s famous for its enormous fried breakfasts, but if you’re not very t hungry, you can jus, relax with a coffee t a fruit juice or a ligh snack.

Shawarma House Shawarma House is close to the market. Their speciality is bread with shawarma which you can fill up with your choice of chicken or meat. They do not sell anything else here, and it’s always crammed, especially at lunchtime.

Kuwait Bay Grill is by the sea. It is my favourite eatery, first of all because the food is delicious. Secondly, because it is very fresh and healthy. Try their grilled fish or steamed vegetables. Even the inside looks like somewhere in nature – there are lots of plants. It’s very calming!

Palace Café Palace Café is famous for its home-made

tomato soup. You can also get nice rolls with goat’s cheese and the salad bar is excellent. If you have dinner here, try their lamb kebabs. Atmospheric setting, near to the park. It’s surprisingly cheap, too.

Plan your own online guide recommending healthy eating places for visitors to your town or city. a Choose one or two places to describe. b Use spider diagrams to make notes about each place under these headings: ◗ Location ◗ Healthy specialities: food and drinks ◗ Other good points Write your guide based on your plan and your notes. a Write one or two sentences for each place. Use some of the language from the Useful Language box below. b Check spelling, grammar and punctuation, then make changes and corrections. Exchange guides with another student and discuss any differences of opinion.

USEFUL LANGUAGE Saying what one likes about something The healthiest thing about Café X is … I really like Café X because … It’s my favourite café because …

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Making recommendations I’d recommend the pitta bread at … If you come here, you should try the …

Unit 1 We are what we eat

Tell the students to write the three headings in their notebooks and to use a spider diagram to write down their ideas.

a (5-10 mins) Read out the notice and check that students know all the vocabulary. Point students’ attention to the three headings, and ask for a few suggestions for each one. Encourage brief discussions (e.g. can a vegetarian menu appeal to nonvegetarians...?). Allow time for them to read the notice again, then tell them to note down their ideas, using the three headings. b (10 mins) Put the students in groups of three and tell them to explain their ideas about pros and cons, advertising and fast food.

(10-15 mins) a Ask the students to look at the Useful Language box. Then ask them to write one or two sentences about each of their chosen places, using the ideas in their notes and the Useful Language box. Go round and make suggestions where necessary. b Tell the students to check their sentences carefully and to add more details if necessary. Go round the class and make further corrections if required. Then ask them to write a second draft of their ‘guides’. Tell the students to exchange guides with a partner, if possible somebody different than usual. Encourage them to discuss each other’s guides.

(20 mins) a Tell the students to decide who will talk about pros (5 mins) and cons, advertising and fast food respectively. Ask students to study the menu. Check they know Tell the students that each person’s talk should all the vocabulary, then put them in pairs to tell last about one minute, and allow time for them to each other what they would choose. Go round as a plan what to say. Remind them to look at the Useful ‘waiter / waitress’ and take their orders! Language box before they start. While they are Student’s Book page working, go around and offer suggestions where Unit 1 We are what we eat needed. Giving a short talk b Tell the groups to listen to each other’s talks (one person in each group should time them) and a As you read this notice from a Kuwaiti magazine, make brief notes under these headings: encourage them to make constructive comments. ◗ The pros and cons of a vegetarian menu ◗ Interesting ways to advertise your meal Put the groups together to make groups of six. Tell ◗ Interesting ideas for healthy and vegetarian fast MENU the students to give their talks again, to the wider food Desserts Sandwiches Chicken, egg, lettuce Chocolate mousse We’re adding a brand new vegetarian audience. tomato Fresh pineapple menu to our restaurant and we need Falafel, tahini and with honey your ideas now!!! Finally, ask two or three students to recommend lettuce Ice cream Cheese and tomato a fellow students’ talk – and ask those students to Here’s what we have in mind … ◗ Following a vegetarian lifestyle give their talks to the class. Giving a short talk

irresponsibly can lead to malnutrition and health problems. Many vegetarians lack the RDA of iron, proteins, calcium and vitamin B12. We’re looking for wholesome and original ideas. You probably already eat a lot of vegetarian food. Vegetable soups and salads are an important part of any diet. ◗ We want a menu that appeals to everyone: from non-vegetarians to health food fanatics! Record your ideas on video, CD or audio tape and send them to us at PO Box 1330. ◗ ◗

Lesson 9 Workbook pages 8 – 9, Writing Workbook answer key – see page 140

b Compare your ideas with those of two other students. Discuss these things: ◗ The advantages and disadvantages of a vegetarian menu. Think about how your menu can supplement a vegetarian diet. ◗ The best advertising for a new menu. Think about the names, descriptions and packaging for your menu.

Continue planning your talk in groups of three. a Each of you should prepare one topic – vegetarianism, advertising and fast food. Prepare a talk on your topic lasting one minute. Use the ideas you have discussed and the expressions from the Useful Language box. b Now give your talk to your own group first.

Words to remember

appeal to, atmospheric, crammed, eatery, fanatic, irresponsibly, malnutrition, salad bar, speciality, vegetarian, wholesome

USEFUL LANGUAGE Introducing oneself Good morning / afternoon. My name is ..., this is ... and we’re here to talk about ... Expressing personal opinions In my opinion, the menu should include … I think the food should be high in protein. I (really) don’t think the packaging should be too dark …

Expressing uncertainty I’m not sure about the amount of fat. Maybe there should be special menus for vegetarians. It’s difficult to say how much the advertising will cost. Asking questions to an audience Are there any questions? Please ask any questions you’d like to.

Objectives Skills Reading Writing

At the end of the lesson, students should be able to: ● read a website about healthy eating and Islam ● write headings ● write an article

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MODULE 1: Culture

Unit 2 Respecting cultures Lessons 1 and 2 Objectives Skills At the end of this pair of lessons, students should be able to: read a leaflet Reading read an article about the Culture of Peace Speaking discuss mentoring talk about respect and tolerance Culture and community Topic Functions make suggestions Vocabulary aspiration (N), creed (N), delegate (N), diversity (N), initiative (N), interfaith (Adj), mentor (N), seminar (N), tolerance (N)

(20 mins) Tell the students to read the text and the factfile on page 19 and check their answers to the previous questions. Invite the students to ask about any difficult vocabulary. This may include: interfaith, delegate, exemplar.

● ● ● ● ● ●

Student’s Book pages 18 and 19 Present the active vocabulary needed for each activity.

(about 10 mins) Ask students to read the leaflet. Ask them what the benefits of mentoring might be. Ask students if they have ever been involved in mentoring or voluntary work. (10-15 mins) a, b and c. Ask the students to read the leaflet and then put the students in small groups to discuss the questions. Allow time for them to think carefully and go round offering some ideas if necessary (see below). Then ask different students to report their ideas back to the class. How important are these? the role of culture in the community; cultural impact; bringing people together; helping people learn through culture Ask the students to consider the questions in their groups again and then to report their ideas back to the class.

Student’s Book page MODULE 1: Culture

Unit 2

Mentoring matters

5

10

As a mentor, you will have the opportunity to: ● mentor selected pupils from schools, hospitals and nursing homes in your area; ● collaborate on creative projects and learn new skills; ● encourage individual aspirations for education and employment; ● break down barriers in your community. “Mentoring opened many doors for me. It made me realise the different ways I could make use of my time and how fun it is to work with others.” We are looking for successful professionals and students to join our exciting initiative throughout Kuwait.

Look at the leaflet above and discuss these questions. a Why are they looking for ‘successful professionals and students’? b Who can benefit from being mentored? Think about these groups: teenagers, young adults, middle-aged and elderly people. c How can mentoring schemes help build relationships in your community?

(10 mins) Tell the students to look at the photograph. Ask to which organisation the logo refers (United Nations) and what the organisation is set up for (to promote international peace). Ask them to look at the headings too, then read out the questions and ask the class to tell you their ideas (accept all answers).

Look at the photograph below, the Factfile and the headings of the article on page 19. Don’t read the article yet. a What does the United Nations’ logo to the right stand for? b Discuss with a partner the facts about the United Nations in the Factfile. Did you know about any of them? Do you know other information about the United Nations? c What is the main purpose of the UN? d What is the topic of the article? What kind of information do you think will be included? Now read the article and the Factfile on page 19 and check your answers to question 2. 18

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Respecting cultures Grammar Present perfect; prepositions [on, amongst, in, for, of, with, at, by]

Unit 2 Respecting cultures

(expressing personal opinions) (10 mins) Ask the students to read the article for a second time, then put them in pairs to decide whether sentences a–d are true or false. Go round and listen to them talking, offering help where needed. Have students justify their answers. Read out each sentence and check their answers. (10-15 mins) Read out the first sentence. Ask the students to find the relevant sentence in the article and then tell you what the missing word is (humanity). Tell them to complete the sentences with words from the article. Put them in pairs to check each other’s answers.

(20 mins) Read out the introductory sentence, then put the students in pairs to consider questions a and b. Go round and offer suggestions where needed. Invite students to share their ideas with the class.

Lesson 3 Workbook pages 10 - 11, Reading Workbook answer key - see pages 140 - 141

Objectives Skills Reading Writing Topic Vocabulary

Student’s Book page

At the end of the lesson, students should be able to: ● read an article about a special postage stamp ● write notes ● write information in a table A Mark of Respect adorn (V), commemorate (V), cursive (Adj), embellish (V), paraphrase (V)

Unit 2 Respecting cultures The UN was officially founded on 24th October, 1945. ● At the time it consisted of 51 member states. ● Currently the UN has 192 member states. ● The UN meets to discuss disagreements and to agree on rules and laws through which countries can work together and live harmoniously. ● The meeting for the Culture of Peace was held in New York on the 12th and 13th of November, 2008. ● More than 70 heads of state attended the meeting.

numerous world leaders in private meetings.

Culture of Peace

●

On the 12th November 2008, world leaders met in New York for a UN General Assembly meeting on the Culture of Peace. This meeting 5 emphasised the need for everyone to respect different cultures, religions and races. It also sought to emphasise our common humanity and shared moral values. 10 The participants of the meeting have called for the promotion of a culture of tolerance and mutual understanding. They have suggested that the best way this can be achieved is through international, intellectual and interfaith 15 dialogue.

What has Kuwait done to further the Culture of Peace? 30

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Kuwait’s Role in the Conference

Kuwait was one of over 70 member countries that sent delegates to the conference. His Highness the Amir 20

of Kuwait Sheikh Sabah Al-Ahmad Al-Jaber Al-Sabah addressed the

conference in a speech emphasising the importance of dialogue between different cultures. He called on leaders 25 of all countries and creeds to engage in peaceful dialogue. By the end of the conference, he had also met with

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Kuwait has been a key innovator in furthering the Culture of Peace. Kuwait has organised conferences in London and Washington to promote mutual understanding and respect. Within Kuwait, the government has arranged seminars and programmes to raise awareness and promote respect and understanding amongst Kuwaiti citizens. Kuwait has also sponsored many regional and international conferences about religious tolerance among peoples and respect for the followers of other religions. With all of these activities, Kuwait is an exemplar of the kind of tolerance, dignity and respect that all people should aspire to in the hope of making the modern world a better place. As Ban Ki-moon, the Secretary-General of the UN has said, “One of the great challenges of our time must now surely be to ensure that our rich cultural diversity makes us more secure — not less.”

Read the article again. Are these statements True (T) or False (F)? Justify your answer. a The meeting’s main emphasis was upon the lack of respect and values in the modern world. . b More than 70 nations sent delegates to the conference. . c Kuwaiti citizens have organised conferences for the government. . d Ban Ki-moon encouraged cultural diversity. . Complete these sentences using words from the article. Words can be used only once. a The meeting sought to emphasise our common . ords to remember b Kuwait has organised several conferences to raise of moderation and understanding. aspiration, creed, c Over 70 countries sent to the meeting. delegate, diversity, initiative, interfaith, d It is important to the followers of other .

W

(expressing personal opinions)

mentor, seminar, tolerance

The Culture of Peace meeting aimed to show that everyone should treat each other with respect and tolerance. a Why is it important to respect and tolerate other people and other faiths? b What can be done to ensure people treat each other with respect? 19

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

Then write a sentence of your own on the board (e.g. I’ve been to the Grand Mosque.) c Now, have students use the same structure in dialogue with each other.

●

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

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● ●

(15 mins) a Ask the students to complete the summary of the article on page 19 with the appropriate preposition. After they have completed the task, they may refer back to the article to check their answers, if appropriate. b Tell students that each preposition has a certain function in the sentence. Ask them to tell you the meaning of the prepositions used in question a.

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Quote

●

Ask students what they know about T.S. Eliot. Have they read any of his poems? Did they like them? Read the quote aloud to the class and ask what T.S. Eliot meant. How can something be communicated before it is understood? Do students agree? Why / why not? Background: T.S. Eliot (1888-1965) was a poet, dramatist and literary critic. In 1948 he won the Nobel Prize for Literature.

Student’s Book pages 20 and 21 Present the active vocabulary needed for each activity.

●

Present perfect (10-15 mins) Tell the students that they are going to look at four sentences taken from the article on page 19. a Ask them to read all four sentences, then Student’s Book page put them in pairs to find the difference between the sentences (sentence 1 describes what happened and when it happened, while sentences 2-4 only describe what happened.) Present perfect Grammar reference pages 125–126 b Ask students to write their own sentences, Look at sentences 1–4 from the article on page 19. then to share them with the class. a What is the difference between sentence 1 and sentences 2-4? 1 On the 12th November 2008, world leaders met in New York. (10 mins) 2 They have suggested that the best way this can be achieved is through dialogue. Read out the paragraph. Then ask the 3 Kuwait has organised conferences in London and Washington. 4 Kuwait has also sponsored many regional and international conferences. class question a (...which has run for over b Write two sentences telling only that something happened and two sentences telling 30 years) and question b that something happened and when it happened. (...since at least the 7th century). We can use the present perfect to say how long someone has done something for. O

On the board, write two headings: for and since. Invite the class to suggest words or phrases that could follow each word. Ask different students to write correct suggestions on the board under the appropriate heading. for a long time a minute three years a century two weeks my whole life a day

since yesterday 3 o’clock my birthday he was born last Friday this morning lunchtime

(about 20 mins) a Ask the students to think for a few minutes about two or three special experiences that they have had related to Islamic culture. Tell them to read through the list of suggestions. b Ask the students to write sentences about the experiences they have chosen, using the present perfect as in the examples. Go round and offer help where needed. 42

The term ‘Islamic art’ refers not only to religion, but to the richly diverse Islamic culture as well. Islamic art such as architecture, calligraphy and literature has been inspirational to many other artists throughout the world and has been consistently produced since at least the 7th century. You can find out more information about Islamic art this week at the Kuwait Book Fair, which has run for over 30 years. a Which sentence in this paragraph introduces a length of time? b Which sentence introduces a particular time? a

Think about any interesting experiences you have had related to Islamic culture. For example: ◗ a famous mosque you have visited or seen ◗ different kinds of food you have eaten during Ramadan ◗ experiences of Islamic culture in other countries ◗ difficult skills you have mastered b Write sentences like this: I’ve seen a rare copy of the Holy Qur’an. I’ve visited the largest mosque in Europe.

c Now use them to make conversations with a partner. O Prepositions [on, amongst, in, for, of, with, at, by] Grammar reference page 126 a

Complete the sentences with the correct prepositions. (1) the 12th November 2008, world leaders met (2) New a UN General Assembly (4) the Culture York (3) Peace. Kuwait took part (6) the meeting. (5) the end of the conference, his Highness the Amir Kuwait Sheikh (7) numerous world Sabah Al-Ahmad Al- Jaber Al-Sabah had also met (8) raise awareness of respect and understanding leaders in order (9) Kuwaiti citizens. (10) b What difference in meaning does each preposition have?

Quote 20

“Great art can communicate before it is understood.” T.S. Eliot

Unit 2 Respecting cultures

Verbs with similar meanings

Explain the general rule: we look at something when we pay attention to it (like listen to); we see something when our eyes receive the picture (like hear); we watch something that moves (like the pictures on a TV screen, or a race). Watch can also be used with something that is changing (like someone’s behaviour). Read out the first sentence and ask the students to provide the missing verb (Look at). Then tell them to complete the sentences with the missing verbs. When they are ready, ask them to compare answers with a partner.

(15 mins) On the board, write listen to and hear. Then say Listen to me. Give the class some very simple instructions (e.g. stand up, wave your arms, smile, sit down, shake your head…). Do not demonstrate the actions: they have to listen carefully. Then ask While you were listening to me, what did you hear? (They probably heard people laughing, maybe some furniture moving, some traffic outside, etc.). a Ask the students to discuss questions 1 and 2 with their partners. Then check their answers. b Ask the students to look at the first picture and read out the sentence. Ask them about the missing verb (hear). Then put them in pairs to complete the task.

(5-10 mins) Tell the students to think about (but not write) the missing verbs. Then put them in pairs and small groups to discuss when we use each of the verbs and to try to complete the task. Read out each sentence in turn and ask the students for the answers. Have students write the correct verbs in the appropriate spaces.

(10-15 mins) Write look at, watch and see as headings on the board. Then write the following words underneath: a football match, an accident, a painting. Ask the students to decide with their partners how to match the verbs with the nouns (watch a football match; see an accident; look at a painting).

(10-15 mins)

(2.1) Play recording 2.1. Ask the students to listen to where emphasis (stress) is placed in these sentences. Emphasis is used to show extra emotion in the sentence. This extra stress can actually change the meaning of the sentence. Play the recording again and ask the Student’s Book page students to repeat the sentences, stressing the underlined words. Unit 2 Respecting cultures

Listening script 2.1 – see page 132

Verbs with similar meanings

(2.2) Play recording 2.2, pausing for the students to repeat each sentence. Note where the tone is raised to change the meaning.

Answer these questions about listen (to) and hear. a Which verb means: 1 to receive a sound in your ears? listen (to) / hear 2 to pay attention to a sound? listen (to) / hear b Complete these people’s words with the correct form of hear or listen (to). Turn the TV down. I can’t you very well.

Are you me? Did you what I said?

I always the 9 o’clock news.

! Did you that strange noise?

Listening script 2.2 – see page 132

I love music when I’m travelling.

Lesson 6 Workbook pages 12 – 13, Language practice Workbook answer key – see page 141

Objectives Complete these sentences with the correct form of look at, watch or see. a those people over there. What are they doing? b I can’t very well without my glasses. c The police a house in our street. They think criminals are using it. d If you my brother, tell him I’ll phone him tomorrow. e You shouldn’t the sun. It can damage your eyes.

Words to remember calligraphy, consistently, diverse, inspirational, master, richly

Complete these sentences with the correct form of say, tell or speak.

Skills

Grammar

Functions

a Waleed: What did Bader ? he’s learning to English. Ahmed: He b Waleed: She she used to live in Kuwait City. Is that true? lies. Ahmed: Yes, of course. She never c Waleed: Hello. This is Waleed. Can I to Omar, please? Ahmed: I’m sorry, he’s out. I’ll him you phoned. d Waleed: Can you that again, please? I couldn’t hear you. at the same time. Ahmed: The problem is, everyone in the room

At the end of the lesson, students should be able to: ● use present perfect: for / since ● use prepositions ●

use expressions of gratitude / congratulations / greetings / wishes

Listen and repeat these sentences. Stress the underlined word. a That was a good film. c The story was excellent. b That was a good film! d The story was excellent!

(2.1)

(2.2) Now

listen and repeat these sentences. 21

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Put the students in pairs to compare their answers, then play it again to check. Ask them to read questions d and e, then play the third interview. Again, tell them to compare their answers, then play it again to check.

Lessons 7 and 8 Objectives Skills At the end of this pair of lessons, students should be able to: read book reviews Reading listen to a survey Listening conduct a survey Speaking Writing write survey questions write an informal book review Topic Survey and review Functions conduct a survey interview start a conversation ask permission to ask questions agree thank respond to thanks plan express personal opinions make recommendations Vocabulary account (N), conduct (V), cover (V), figure (N), ground-breaking (Adj), high-ranking (Adj), pilgrimage (N), relevant (Adj), review (N)

Listening script 2.3 – see page 132

● ●

Ask students to work in pairs to discuss the two questions. Go round and offer help where necessary. Invite volunteers to share their ideas with the whole class.

● ● ● ● ● ●

(20 mins) Put the students in pairs. Tell them they are going to conduct their own surveys on the topic of ‘respect’. a Tell them to think of the questions they want to ask (at least three) and to write them down, leaving space to record people’s answers. b Ask them to look at the Useful Language box and then practise asking and answering their questions. c Put pairs together and tell them to take turns to interview each other and write notes.

●

●

● ● ●

●

●

●

Student’s Book pages 22 and 23 Present the active vocabulary needed for each activ activity. Conducting a survey Ask the students to look at the picture and tell you what is happening (a man is being interviewed.) Ask if they have ever taken part in a survey. What was it about? (20-25 mins) (2.3) First, read out the questions a and b.Tell the students to listen for the answers while you play recording 2.3.

Read out question a again and ask for the answer (respect). Then do the same with question b – if necessary, play the recording again (the two questions are: What does “respect” mean to you? What do you think we need to respect more?) c Ask the class to discuss whether they think the survey is useful and to give reasons. Invite suggestions from the class. Listening script 2.3 – see page 132 (2.3) Read out question a, then play the first interview again. Ask for the answer (Ahmed thinks we should conduct ourselves with respect) then tell the students they are going to hear the same interviewer speaking to a different person. Ask them to read questions b and c, then play the second interview.

Student’s Book page Conducting a survey

(2.3) You are going to hear someone doing a survey in Kuwait City. Listen and answer these questions.

a What is the subject of the survey? b What are the interviewer’s two questions? c Why is it a useful survey? (2.3)

Listen again and answer these questions.

a How does Ahmed think we should conduct ourselves? b Why does Samia think some people are wrong? c What does Samia describe as being ‘about tolerance’? d Does Fahad have any older friends? Why? e Who else does he respect? a What language does the interviewer use to make the interviewee comfortable? b What language does the interviewee use to express opinion?

Work in pairs. You are going to do a survey among the other students in your class on the topic of ‘respect’. Follow these stages: a Write survey questions to ask other students. Leave space to write answers. Note: Every student should have a list of questions. b Practise asking and answering questions with your own partner. Use your own ideas and expressions from the Useful Language box below. c Find other pairs of students. Take turns to interview each other. As you do this, write down the other students’ names and answers. d Ask as many classmates your questions as possible. Now tell the class what you have found out from your survey.

USEFUL LANGUAGE Starting a conversation Hello. / Good morning. / Excuse me. Asking permission to ask questions Could I ask you a few questions? Is it okay if I ask you a few questions? Would you mind if I … Agreeing to answer questions Yes, that’s fine. / Yes, sure. / Yes, okay.

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Thanking I appreciate it. I’m grateful. Thanks for your time.

Responding to thanks That’s all right. You’re welcome. That’s okay.

Unit 2 Respecting cultures Repeat the procedure with the second text. On the board, write the words fact and opinion. Then write the name of a famous author and ask a student to give you a fact about him / her (e.g. He is Kuwaiti). Then ask another student to give you an opinion (e.g. His stories are very exciting). Ask students to look again at the two texts and to find facts and opinions in each one. Allow variations in students’ answers.

d Tell the students to find another student on the other side of the class and take turns to ask and answer their questions (noting their answers). When they have finished, tell them to move on around the class, interviewing as many people as possible. (15 mins) Ask the students to study the answers they have recorded. How can they best communicate them? Invite several different students to tell the class the results of their survey.

(10 mins)

A review

Ask the class to suggest books which they could review. Ask the students to decide what they would like to review and put them in pairs or groups according to what they choose. Tell them to spend time reading the instructions first, then allow time for them to make a mind map for questions b and c. Go round and offer suggestions or comments where necessary.

(about 20 mins) Tell the students they are going to read two book reviews and decide which is a review of a book about history, and which is about travel writing, then allow time for them to read the two texts. When they have finished reading, invite them to ask about any unknown words. Ask the students to read the first text again. Then put them in pairs or small groups to discuss questions a and b (about the first text only). While they are talking, go round and listen, giving prompts if necessary.

(15 mins)

a Ask the students to look again at the first review in exercise 2. Tell them to use the same style for Student’s Book page their reviews and to look at the Useful Language box. Allow time for the students to write their Unit 2 Respecting cultures reviews, using the notes they made in pairs or task groups in exercise 4. Go round checking their A review You are going to write a review of a work while they write. book you have read. b Tell them to check their spelling, grammar, Read these two book reviews quickly. punctuation and style very carefully. Which is a review of a book about ... ◗ history? ◗ travel writing? c Tell the students to read another student’s Read the reviews again, and answer these questions. review. They should check that the review a Are the reviews good, bad or mixed? contains both facts and opinions, and b What did the writers like or dislike? encourage them to ask each other further B[g;ZmmnmZ Ibn Battuta’s account of his thirty-year journey is a fascinating book. Born questions if necessary. in Tangier in 1304, he left home for Makkah at the age of about twenty. Then he travelled through forty-four countries including Jordan, Egypt, Turkey, India and even China! He covered about 75,000 miles. Ibn Battuta’s account includes descriptions of his pilgrimages, the cities he stayed in, local tales, and sea-adventures – so this is a book that everyone will enjoy! His memory of the events and places was amazing. And you will remember his stories for a long time, too. This is an excellent account of an amazing Ibn Khaldun lifetime of travelling.

Ibn Khaldun The Muqaddimah is one of the most important historical works ever

written. Ibn Khaldun, the author, was born in Tunis in 1332 CE and was a high-ranking political figure. The work was ground-breaking and discussed many important theories which are still relevant today. Because of its complex content and purpose, the book is not easy to read. However, it is well-written and well-organised. Reading The Muqaddimah will make you think – and it will change your view of the worl wo rld! d!

Find three facts and three opinions in each of the reviews.

a Choose which book to review. Why do you respect it? b Use a mind map to make a list of important facts. c Make a note of your opinions. Use another mind map of adjectives and expressions you might use.

Words to remember

account, conduct, cover, figure, ground-breaking, high-ranking, pilgrimage, relevant, review

Lesson 9 Workbook pages 14 – 15, Writing Workbook answer key – see pages 141 142

Objectives Skills

Reading Writing

a

Write a general review in about 150-170 words. Use your notes from exercise 4 and the Useful Language box. b Check your spelling, grammar, punctuation and style. c Exchange reviews with another student. Does your partner’s review give you enough information? If not, ask him / her questions.

Functions

At the end of the lesson, students should be able to: ● read a book review ● write lists ● write a fact and opinion composition ● report facts ● express opinions

USEFUL LANGUAGE Expressing personal opinions This is a book that everyone will enjoy. It is a fascinating book. It is well-written / organised.

Making recommendations If you get the chance, read ... This is an excellent account of ... You will learn a lot from it.

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MODULE 1: Culture

Unit 3 Inspiring architecture Lessons 1 and 2 Objectives Skills At the end of this pair of lessons, students should be able to: Reading read a description of a building Listening listen to a description of a building talk about modern architecture Speaking Topic Inspiring architecture Functions state advantages and disadvantages guess make comparisons Vocabulary concrete (Adj), design (N), drill (V), evoke (V), expressionist (N), forecourt (N), foundation (N), framework (N), geometric (Adj), renowned (Adj), slightly (Adv), studio (N), venue (N)

(15 mins) Point students’ attention to the Factfile on page 25. Allow time for students to read it. Put them in pairs to answer questions a and b. Invite volunteers to share their answers with the rest of the class.

● ● ● ● ● ● ●

ess!

(10 mins) If you have some pictures of famous buildings, show them to the class. If you don’t have any, ask the students to suggest the names of famous buildings around the world. Write the names and locations of the buildings on the board (e.g. The Bank of China Tower, Hong Kong; The Kuwait Towers, Kuwait City). Choose one of the buildings and tell the class to try to guess it by asking you Yes/ No questions (e.g. Is it modern? Is it in the UAE? Is it a museum? Is it big?). Put the students in small groups to take turns to choose a building while the others try to guess it in the same way.

MODULE 1: Culture

Unit 3

Inspiring architecture Grammar Comparatives and superlatives; compound adjectives

c b

a

e d

f

u e ss

!

(15 mins) Ask the students to look at the pictures. Ask Have you ever been to any of these places? If anyone answers yes, prompt other students to ask more questions (e.g. When did you go there? Who did you go with? etc.). Then, put them in pairs to fill in the table. Ask students if they know anything about the National Assembly Building. The Guggenheim /gug´nheIm/ Museum The Petronas /petr´n´s/ Towers

Student’s Book page

G

Gu

Student’s Book pages 24 and 25 Present the active vocabulary needed for each activity.

Guess the photo and fill in the table with information about each famous modern building. Photo

Country

Use

The Kingdom Centre National Assembly Building The Guggenheim Museum The Petronas Towers The Sydney Opera House The Rose Tower

Read the Factfile on page 25. a What do the descriptions and the numbers preceding them refer to? b Work in pairs. Choose a building or a house you know very well and plan a similar factfile for it. Listen and read the description on page 25. a Which building is the person describing? b Fill in the gaps with the correct adjective as you listen to the text. (3.1)

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Unit 3 Inspiring architecture

b Put the students in pairs. Ask them to discuss their opinions on missing information in the text. What else would they like to know?

(3.1) (20 mins) Tell the students they are going to quickly read a description written by a tourist visiting a world famous piece of architecture. a Have students decide which piece of architecture is being described, then compare their answers with a partner. Invite students to check if their ideas match any of the pictures on page 24. b Tell the students they are now going to listen to the complete description of the world famous piece of architecture. They should listen to the accompanying recording and fill in the gaps in the text with the correct adjectives.

Listening script 3.1 – see pages 132 – 133 (5-10 mins) Put students in pairs to decide whether the statement are true or false. Ask them to justify their answers. Go round and offer help where necessary. Check answers as a class. (describing; expressing likes and dislikes; giving reasons) (about 20 mins) a Ask the students to look at the photographs again, then read the two pairs of sentences. Tell them to complete one from each pair with their own ideas. b Put them in pairs to compare their ideas. Finally, read out each sentence in turn and invite different students to complete them with their own ideas.

Listening script 3.1 – see pages 132 – 133

(3.1) (15 mins) a Tell the students that they are going to listen to the recording again. Have them read the questions and ask them to make notes while the CD plays.

Lesson 3

Student’s Book page

Workbook pages 16 - 17, Reading Workbook answer key - see page 142

Unit 3 Inspiring architecture

1 million white tiles 10,000 or more organ pipes 2679 concert hall seats 645 kilometres of electrical cable 588 concrete pillars 183 metres long

10

15

A Celebrated Construction ... It’s definitely worth going to see this renowned piece of architecture. I went last year and it’s (1) to imagine the harbour absolutely (2) without it. The design style is called ‘expressionist’ and is 5 very distinctive. The same architect who built the to see why National Assembly Building in Kuwait designed it, and it’s (3) it was made a UNESCO World Heritage Site in 2007. When I first saw it, I thought the geometric structure evoked the style of a ship. That’s because of the (4) framework of concrete shells that are formed from different sections of a sphere. It’s so that engineers had to drill 588 concrete pillars into the sea to secure its (5) foundation. From the outside it might look huge, but inside it seems much . The venue interior is slightly (7) now: that’s because (6) it’s over thirty years old. There are five main performance venues: the Concert Hall, the Opera Theatre, the Drama Theatre, the Playhouse and the Studio. The (8) has a maximum capacity of 400 venue has 2679 seats, whilst the (9) people. There’s also a forecourt, which is sometimes used for open-air concerts. Going , and it’s very difficult to get to a performance in any of the venues is (10) tickets, but you can walk around some areas for free.

Listen again and answer these questions. a Make quick notes on the following. 1 How the building was constructed

(3.1)

2 Opinions about the building

Words to remember

Objectives Skills

Reading

Topic Vocabulary

At the end of the lesson, students should be able to: o ● read a text about 360 Kuwait ● read a floor plan o ● 360 Kuwait boutique (N), brand (N), edutainment (N), gourmand (N), mainstream (Adj), state-of-the-art (Adj)

concrete, design, drill, evoke, expressionist, forecourt, foundation, framework, geometric, renowned, slightly, studio, venue

b What information do you think is missing from the description? Compare your opinions with those of a partner. Are these statements True (T) or false (F)? Justify your answer. a The Sydney Opera House and the National Assembly Building are very similar in their design. b All the tourists who have visited the Sydney Opera House believed that it evoked the style of a ship. c The Sydney Opera House isn’t as huge inside as it looks from the outside. d Not all areas of the Sydney Opera House require visitors to have tickets in order to visit. (describing; expressing likes and dislikes; giving reasons) Look at the photographs again. a Choose one sentence from each pair and complete it with your own ideas. 1 I’d love to live or work in a huge modern building because … or I would not like to live or work in a huge modern building because … 2 The best thing about modern buildings is … or The worst thing about modern buildings is … b Compare answers with those of another student. Do you agree with each other? 25

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b Tell the students to read the examples and then, with their partners, to write sentences comparing the buildings, using the adjectives listed in question a. Remind them to use both comparative and superlative forms. Go round checking their work and making suggestions where necessary. Invite different students to share their sentences with the class.

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

●

Compound adjectives (10 mins) Point students’ attention to the example, and then ask them to write similar phrases using the cues given. Go round checking their work and making suggestions where necessary. Invite different students to share their phrases with the class.

● ● ● ● ●

Buildings in Kuwait (10 mins) a Put the students in pairs to match the buildings with the words in the box. Then put pairs together to compare answers.

●

Student’s Book pages 26 and 27 Present the active vocabulary needed for each activity. ●

Comparatives and superlatives (5 mins) Ask the students to read the text and count the words that describe things and places, i.e. adjectives (there are ten). Ask different students to come to the board to write them (they are large; important; tall; modernistic; busy; main; trading; substantial; big; spacious).

Student’s Book page

O

Find the adjectives in this short text. The Kuwait Stock Exchange is a large and important centre of finance in the Gulf region. It is a tall, modernistic building situated in a busy part of Kuwait City. The main trading floor is substantial, and the big offices are very spacious.

Note

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

Comparatives and superlatives Grammar reference pages 126-127

-er is added to adjectives for comparison and -est to adjectives in the superlative form. Complete this table and add the adjectives tall, large, big, busy and important in the correct spaces based on the spelling of the adjectives shown. Adjective

short

tall

thin heavy luxurious

thinner heavier more luxurious

fine

finer

Superlative

taller

the shortest

KWD 27,000

the tallest

the thinnest the heaviest the most luxurious the finest

KWD 152,000

What are the comparative and superlative forms of the irregular adjectives good and bad?

You are going to compare the buildings on the right. a First match adjectives 1–6 with the opposite adjectives a–f. You may use the dictionary or the glossary at the end of the book. 1 spacious a modern / chic 2 affordable b weak 3 cosy c well-lit 4 dark d tiny 5 traditional e costly 6 sturdy f uncomfortable b Now write sentences comparing the buildings using some of these adjectives. The Àat is more modern than the hut. The villa is the most modern building. O

Compound adjectives Grammar reference page 127 Look at this compound adjective and its meaning. It’s a seven-star hotel = It’s a hotel with seven stars. Now rewrite these phrases using compound adjectives: a a journey of 20 kilometres b a meal with three courses c a block of 44 storeys 26

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Comparative

shorter

KWD 36,000

KWD 570,000

Unit 3 Inspiring architecture tell them to explain their ideas to each other. Ask each group to decide which pair has the most interesting ideas, and then invite those students to present their ideas to the class.

b Read out the first question and invite one or two students to tell you their answers, and ask them why. Tell the students your own answer, and discuss whether it matches their answers or not. Then, tell the students to discuss the three questions with their partners, and then discuss their answers as a class. c Ask the students to work in pairs and try to identify the correct parts of the hotel. Suggest relevant vocabulary (entrance, steps, ground floor, roof , balcony, swimming pool, garden, fountain, first floor). Then put pairs together to compare answers.

(20 mins) (3.2) Play recording 3.2 once. Ask the students to listen to where emphasis (stress) is placed in these words. Play the recording again and ask the students to repeat the stressed part in these words.

Listening script 3.2 – see page 133 (3.3) Play recording 3.3, pausing for the students to repeat each sentence.

(15-20 mins) Tell the students to stay with their partners and work out a description of their favourite house or building in Kuwait. It could be one they would like to live in, or just an exercise in creativity! Go round and listen to their discussions and offer prompts or suggestions where necessary. Encourage them to make notes and draw plans and sketches. Put pairs together to make groups of six or eight and

Listening script 3.3 – see page 133

Lesson 6 Student’s Book page Unit 3 Inspiring architecture

Workbook pages 18 – 19, Language practice Workbook answer key – see page 142

Buildings in Kuwait a Use words from the box to describe the pictures.

Objectives

residential commercial cultural governmental public state private trade educational a

Skills b

Grammar c

At the end of the lesson, students should be able to: ● use comparatives and superlatives

d

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

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

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

(3.2) Listen and repeat these words. Where is the stress? a cultural c governmental e confidential b commercial d environmental f residential (3.3)

Now listen and repeat the words in sentences.

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Lessons 7 and 8 Objectives Skills At the end of this pair of lessons, students should be able to: Reading read a formal report listen to a conversation Listening Speaking discuss plans for a new airport present ideas and suggestions Writing write a formal report A new airport Topic Functions express likes and dislikes make suggestions agree / disagree with a suggestion state one’s purpose give reasons Vocabulary advocate (V), apprehensive (Adj), benefit (V), council (N), detrimental (Adj), influx (N), objective (N), profitable (Adj), voice (V)

(3.4) (5–10 mins)

Play the recording again. Have the students compare the language that each speaker uses. Listening script 3.4 – see page 133

● ● ●

(20 mins) Tell the students that they are going to perform a role-play. Ask them to look at the Useful Language box, then put them in groups of three. Tell them to imagine that they are students in the area near Al Wafra who have met to discuss the three points. a Tell them to choose one person in each group to note down the main points of the discussion, then allow time for them to discuss their ideas. Go round and listen to the groups. Prompt them to use the language in the Useful Language box when appropriate. b Tell the groups to choose one person to present one of the points listed in question a, then EITHER put groups together to present ideas to each other OR have each group present their ideas to the class.

● ● ● ● ● ● ● ●

Student’s Book pages 28 and 29 Present the active vocabulary needed for each activity. Discussing plans for a new airport

Student’s Book page Discussing plans for a new airport

(5-10 mins) Tell the students to look at the picture and ask them to describe it. Then put them in small groups to discuss questions a and b. Go round and listen to their discussions, joining in and / or giving prompts. Ask somebody from each group to summarise their ideas for the rest of the class. Then have a vote (with a show of hands) to see how many people would like to live there. (3.4) (10 mins) Tell the students they are going to hear a conversation between three people who live in the area near Al Wafra. Read out the two questions, and tell them to listen for the answers while you play recording 3.4. Put them in pairs to tell each other what they think the answers are (if they know), then play the recording again. Ask the class to tell you the answer to question 1 (They’re planning to build a new airport through the area.) and question 2 (500 metres from the area; the other side of the oilfield). Play the recording once more to check.

Listening script 3.4 – see page 133

This picture provides a view of Al Wafra in Kuwait. Discuss these questions: a What do you know about Al Wafra? b Would you like to live there? Why or why not? (3.4) You

are going to hear a conversation among three people who live in this area. As you listen, answer these questions. a What is the bad news?

b What two locations are mentioned?

Listen again. What suggestion does the speaker make? How does the other speaker reply?

(3.4)

Work in groups. You are going to discuss the new airport location and make your own suggestions. a Talk about the points below. Use expressions from the Useful Language box. ◗ The advantages of building a new airport ◗ The disadvantages of building a new airport ◗ The needs of people who live in this area. One student in each group should make a written note of the best ideas. b Present your ideas and suggestions to another group or to the rest of the class. Each member of the group should talk about one point from question a. c Finally, have a class vote to nominate the best ideas.

USEFUL LANGUAGE Making suggestions They could … Do you think it would be a good idea to …? What about …? I / We suggest that ... I / We recommend that ...

Quote 28

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Agreeing with a suggestion That’s a good idea. / That sounds good. / Why not? / Brilliant idea! / I agree.

Disagreeing with a suggestion No, I don’t think so. I’m not so sure. I don’t think that’s a very good idea. I’m not really keen on that idea.

“He is happiest, be he king or peasant, who finds peace at home.” Johann Wolfgang Von Goethe

Unit 3 Inspiring architecture

c Ask the note takers from each group to tell you what they think are the best ideas from their discussions. Then hold a class vote for the best ideas.

(about 15 mins) Tell the students that they are first going to read a report written by a group of local businessmen, who are in favour of the airport plans. a Read out the four headings and check that students know all the vocabulary. Ask them to read the report and decide where the headings should go. While they are reading, go round and answer any questions. b Ask the students to read the three questions, then put them in pairs to discuss their answers. Go round making suggestions where necessary. Invite different students to tell the class their ideas.

Quote Ask students what they know about Johann Wolfgang Von Goethe. Have they read any of his works? Read the quote aloud to the class and ask what Goethe meant. Do they agree? Ask them to justify their answers. Background: Goethe (1749-1832) was a German who worked in a huge range of areas, including poetry, drama, literature, science and painting. He was considered one of the greatest thinkers of his time, and had a huge influence on German philosophy.

(15 mins) Ask the students to return to the groups they were in for the speaking activity in the previous lesson. Tell the note takers to have their notes ready. Tell them to plan their reports, using the ideas from their previous discussions. Tell them to decide on the section headings for their reports and then to note down the main ideas.

A formal report Remind students about the previous lesson’s role-play discussions. Tell them that they are going to write a formal report about the new airport, and that, as before, they are to imagine that they live in the affected town. Ask them to imagine the location with airport buildings and a large runway.

(20-25 mins) a Ask students to read the Useful Language Student’s Book page box, then allow time for them to write their reports, using their notes from exercise 2. Go Unit 3 Inspiring architecture round while they are working and offer help task and suggestions where necessary. A formal report You are going to write a formal report to send to the city b Tell them to check their spelling, grammar council about building a new airport near to your town. and punctuation very carefully, then to read This is a report by a group of local business people who want the airport to be located in another student’s report. Do they express the Al Wafra, near the town. same point of view? a As you read the report, match these headings with the appropriate sections of the report. Collect in the reports for correction – then ◗ Conclusion / recommendations ◗ The reason for writing you could ask students to produce ◗ The benefits ◗ The worries of a minority word- processed copies for a class display. To The Ministry of Transport From The Al Wafra Council Subject The proposed new airport 1 The objective of this report is to comment on the eӽect that the new airport development will have on Al Wafra. 2 The majority of the council believe that the new airport is a proӾtable idea. They think it will create a valuable commuter link to other Gulf countries and strengthen the economic growth of Al Wafra. This will beneӾt all the inhabitants. In addition to this, people will be able to commute to Kuwait City in 10 minutes by helicopter. Currently this journey takes one hour by car. 3 A small group of people in the area are apprehensive about the eӽect the airport will have on their lives. In particular, they think the school will be badly aӽected. Some of the senior citizens have also voiced the concern that the airport will bring an unwelcome inӿux of traԀc to the region. 4 This group welcomes the building of the new airport and looks forward to the beneӾts it will generate. However, we realise that the noise from the runway may have a detrimental eӽect on the local school. For this reason, we advocate that a new school be built in another location.

b Work in pairs. Look at the report again. What can you say about: ◗ its appearance? ◗ the language: verb forms, etc.? ◗ the beginning and the ending?

Words to remember

Now plan a report to the Ministry of Transport, giving your group’s opinions. ◗ Decide what your section headings will be. ◗ Think about the ideas your group previously discussed.

advocate, apprehensive, benefit, council, detrimental, influx, objective, profitable, voice

a Write your report in about 150-170 words, using your plan and the business report. b Check spelling, grammar and punctuation carefully.

USEFUL LANGUAGE Stating one’s purpose The purpose of this report is ... This report will consider ...

Giving reasons For this / these reason(s) … Because of this, …

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Lesson 9

Workbook pages 20 – 21, Writing Workbook answer key – see page 142

Objectives Skills

Reading Writing Functions

At the end of the lesson, students should be able to: ● read extracts from a report ● write a description of local traffic ● describe ● persuade

Preparation for the project Tell the students they will be working on a project called Planning a cultural holiday at the end of the module. Ask them to work in pairs. They should brainstorm what they think a cultural holiday is and find out about it. What are popular locations? How do people spend their time? Tell them to look in books, magazines, on the Internet, etc. and to collect suitable pictures which they would like to use. Ask them to bring these pictures to the next lesson. 51

Focus on Paired Conjunctions

Student’s Book page 30

Traditional Dress in Kuwait Pre-reading (5 mins) Point to the photo. Ask students what the man is doing. Ask some general questions to guide them through their answers to the topic of the text: Traditional Dress in Kuwait. Point to any vocabulary you think students may find difficult.

(5 mins) Ask students to do exercise 1. Then students volunteer to give correct answers.

(10 mins) Put students in pairs to do exercises 2 and 3. Students exchange their papers to correct for each other.

Reading (20 mins) Students read the text silently. When they have finished, ask them some questions to check their comprehension. For example: 1 How many items of clothing are mentioned in the text?

(5 mins) Read the explanation about paired conjunctions and the example.

Student’s Book page

2 What are their names?

Focus on

3 What are the advantages of Kuwaiti men wearing traditional clothes? 4 What are the differences between a Dishdasha and a Bisht? 5 What materials are used in the making of traditional Kuwaiti dress? 6 What kinds of clothes do you wear on a) formal and b) informal occasions? Why? Discussion (5 mins) In pairs, students discuss the text.

Traditional Dress in Kuwait

5

10

15

20

Traditional dress has always been important within Kuwait and still continues to be so. Kuwaitis take pride in their country and its traditions and this is expressed through the clothes they choose to wear. This article talks about the traditional clothes of Kuwait. The Ghutra The Ghutra is a square scarf made of cotton, and is worn folded into a triangular shape with the fold in the front over the Gahfiah. Whilst the Ghutra is worn in a variety of colours throughout the Middle East, in Kuwait it is generally white. Not only is the Ghutra worn formally but also it can be worn casually, depending on the wearer’s desire. The Igal Igal is a doubled black cord that is used to secure the Ghutra in place. It is usually made from tightly woven black goat-hair and sheep’s wool. The Gahfiah The Gahfiah is a small white cap which is worn underneath the Ghutra. It helps to keep the Ghutra from slipping, is always white and comes in a variety of styles. In some countries the Gahfiah is worn by itself without the Ghutra, and when it is, it can come in a variety of colours. In Kuwait however, it is more usual for it to be worn underneath the Ghutra. Dishdasha The Dishdasha is a loose garment which covers the whole body down to the ankle. The Dishdasha is an important symbol of equality and is so suited to the climates of the Middle East that its design has changed little in hundreds of years. In hotter months, men tend to wear white robes, whereas during winter many people don Dishdasha made from wool, which are often darker in colour. They are usually worn with loose white trousers underneath called Sirwal mekassar. The Dishdasha is sometimes also accompanied by a Bisht. This loose robe is worn on top of the Dishdasha, especially in colder weather. Bishts are either made of cotton or camel / sheep wool and are always trimmed with beautiful golden embroidery.

Paired Conjunctions Paired conjunctions are often used in both spoken and written English to make a point, give an explanation or discuss alternatives. Their structure is strict! (e.g. I would love to take both my laptop and my cell phone.) Match the sentence halves to make a complete sentence. a Both Anwar b Not only do we want to go c Either Omar will have to work more hours d That story was e Students who do well not only study hard f In the end he had to choose

1 but we also have enough money. 2 neither true nor realistic. 3 not only wise to listen to your parents but also interesting. 4 and I are coming next week. 5 either his career or his hobby.

6 but also use their instincts if they do not know the answer. 7 or we will have to hire somebody new. Find in the text two sentences that have paired conjunctions. g Sometimes it is

Choose another two sentences from the text and rewrite them using paired conjunctions.

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Project 1 Planning a cultural holiday Read (15 mins) Tell the students they are going to read a holiday programme for tourists visiting Kerala in Southern India. Before they start, read out questions a and b and ask them to look for the answers as they read. When they are ready, invite them to ask about any difficult words, which might include: sanctuaries, spices, scenery. Ask them if they have been to Kerala. If so, what did they like best. If not, would they like to? Which day would they enjoy most?

Student’s Book pages 31 and 32 Tell the class they are going to produce some holiday programmes for tourists visiting their country, and that the final results will be used as a classroom display. Students can access these websites to obtain more information: www.keralatourism.org/kerala-glance.php www.visit-kuwait.com www.kuwaitiah.net/tourism.html

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

Project 1

A week in Kerala Golden beaches, beautiful temples and tropical scenery are just some of the attractions of the paradise of Kerala in southern India. Day 1 Arrival at Cochin The explorer Vasco da Gama discovered Cochin and put it on the world map. It has Portuguese churches, mosques and Hindu temples. In the evening you can visit a traditional dance show. Day 2 Munnar Munnar is a nature lover’s paradise. Enjoy the pretty towns, the marvellous waterfalls and high mountains. See the tea gardens spread like a green carpet over the hillsides. Day 3 Munnar After breakfast, go on a sightseeing tour which includes the Raja Malai, a high mountain peak of Munnar where you can see mountain goats and the Muttupetty Dam. Day 4 Thekkady / Periyar You will visit one of the best game sanctuaries in India – Periyar Wildlife Sanctuary. Your four-hour journey to Thekkady is through incredible tea estates and wild forests. Do not forget your camera. In the evening visit Kumily market to buy spices. Day 5 Periyar Periyar Wildlife Sanctuary is famous for its animals, spice plantations and scenery. A boat ride on Periyar Lake is the best way to see the sanctuary. The greatest attraction here is wild elephants which come to the lake to play in the water. Day 6 Kovalam Take a morning drive to Kovalam, the international beach resort full of coconut trees. There are many things to do here - swimming, boating and special cultural programmes. Day 7 Departure The day is free for your own activities. Later take the train or flight to your next destination. 31

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Write the programme (15-20 mins) a Ask the groups to plan the outline for the programme’s activities, and to write the headings (refer them back to the text). Go round and make suggestions where necessary. b Next, ask the groups to share the days among themselves – one day per student or pair. c Now tell the students to make notes and then write their part of the programme in detail, using the text as a model. d Ask them to exchange their work with other members of the group, and to discuss how each text could be improved. While they are doing this, go round and check the texts, making corrections and suggestions where necessary.

Module 1 Progress test Workbook pages 22 – 27 Workbook answer key – see pages 142 - 144 Extra listening page 137

Add extras (20 mins) a Tell the groups to think about some extra attractions they could add to their programmes. Tell them to read the five suggestions, then discuss and decide their own ideas. b Hand out the paper you want them to use for their displays and tell them to decide how they will lay out their work, remembering to include any pictures they may have. Presentation (20-25 mins) a Tell the class to decide together where to display the programmes. b When they have displayed their work, tell them to go round and read the other groups’ programmes. c Have a class vote for the most interesting programmes.

Student’s Book page

Discuss and decide Work in groups. You are going to plan and write a cultural holiday programme for visitors to a place in Kuwait. a Who are the visitors? (e.g. adult tourists, students, business people) b What would this group be interested in? (e.g. Islamic culture, history, traditional music /dance, wildlife, art, famous buildings, food, sports, shopping) c How long is the visit? (e.g. a long weekend, a week, two weeks) d Use a graphic organiser to arrange your ideas and to see if you need to collect further research. A graphic organiser is a useful way of laying out your ideas and research, either on the computer or on a large piece of paper, to understand the overall direction of your project. It can also be used to edit your work before a final draft. Write the programme a Write an outline programme for the holiday, using ‘A Week in Kerala’ as an example. Write only the headings for each day. Don’t write any details yet. Day 1 Visit to … Day 2 Visit to … Day 3 Visit to … b Share out the days among the members of your group. c Each student writes his / her part of the programme in detail. d Exchange what you have written with other students in your group. Correct and improve each other’s writing. Add extras a Think of some ‘optional extras’ to add to your holiday programme. For example: ◗ Speciality food your visitors will have a chance to try ◗ Evening events they could go to ◗ Markets where they could buy souvenirs ◗ Excursions to other tourist attractions ◗ Different seasonal activities throughout the year b Plan the layout and design of your programme, including photographs. Remember you want to attract people to Kuwait. Presentation a Plan how to display your holiday programme in the classroom. b Display your programme, then look at the work of other groups. c Finally, the whole class could vote to decide which are the most interesting programmes. Try these websites for information: ● www.keralatourism.org/kerala-glance.php ● www.visit-kuwait.com ● www.kuwaitiah.net/tourism.html 32

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Student’s Book Answer key Module 1 Unit 1, page 13, exercise 3 a Good bacteria help stimulate the digestive process and aid the absorption of nutrients. Bad bacteria causes infections and illnesses. b Antioxidants remove damaging or harmful substances from the body. c Dark chocolate improves the metabolism of sugar for diabetics. Unit 1, page 13, exercise 4 a fish – protein, vitamin A, vitamin B, calcium, unsaturated fat cereal – carbohydrate, fibre rice – carbohydrate, fibre eggs – protein, saturated fat croissant – carbohydrate, saturated fat onion – vitamin A cheese – calcium, protein, saturated fat, vitamin A beans – fibre, iron, protein, sugars yoghurt – calcium, protein bread – carbohydrate, fibre (if brown bread) noodles – carbohydrate, fibre (if brown noodles) Unit 1, page 13 exercise 4 b (Students’ own answers) Unit 1, page 13 exercise 4 c The speaker mentions beans, fish and onions. Unit 1, page 13, exercise 5 a They contain antioxidants. b Soya beans. c It depends on the type of fish and the way it is cooked. d Heart disease, arthritis, cancer. e That onions would lighten the balance of the blood. f Because the heat from cooking damages and kills some of the nutrients. Unit 1, page 14, exercise 1 a To get some bread. b His family finished the cheese. Unit 1, page 14, exercise 2 a was; woke up; got up; were having; were talking; were drinking; eating; made b bought; paid; left; was walking; met; were standing; chatting c was; sat; cut; reached Unit 1, page 14, exercise 4 a A small round grey building b A beautiful blue wooden vase c A tall thin athletic man d A huge delicious green salad Unit 1, page 15, exercise 3 a 1b 2f 3c 4e 5a 6d Unit 1, page 15, exercise 3 b (Students’ own answers)

Unit 1, page 16, exercise 1 a (Students’ own answers) Unit 1, page 16, exercise 1 b (Suggested answers) Palace Café: home-made food, atmospheric setting, good value; Kuwait Bay Grill: delicious food, very fresh and healthy, calming; Shawarma House: close to the market, can choose own fillings; Eliza Blues Restaurant: good location, family business, organic food Unit 1, page 16, exercise 1 c (Students’ own answers) Unit 2, page 18, exercise 2 a The logo uses a world map, to represent the fact it is a worldwide organisation, and olive branches, to represent the global peace and security the UN endeavours to achieve. b Students’ own answers c To discuss disagreements between countries and to create laws that enable countries to work together and live harmoniously. d The topic of the article is ‘Culture of Peace’. Unit 2, page 19, exercise 4 a False. This meeting emphasised the need for everyone to respect different cultures, religions and races, but not the lack of respect and values. b True. Kuwait was one of the 70 member countries that sent delegates to the conference. c False. The government has organised conferences for Kuwaiti citizens. d True. Ban Ki-moon said that cultural diversity must make us more secure – not less. Unit 2, page 19, exercise 5 a humanity b awareness c delegates d respect / religions Unit 2, page 20, exercise 4 a 1 On 2 in 3 for 4 on 5 of 6 in 7 at 8 with 9 to 10 amongst Unit 2, page 20, exercise 4 b 1 on refers to time; 2 in refers to place; 3 for refers to purpose; 4 on refers to the topic; 5 of refers to the association of belonging between two entities 6 in refers to involvement 7 at refers to time; 8 with refers to accompaniment 9 to introduces an infinitive verb 10 amongst refers to the involvement of most or all members of a group reciprocally Unit 2, page 21, exercise 1 a 1 hear 2 listen (to) Unit 2, page 21, exercise 1 b hear; listening to / hear; listen to; listen / hear; listening to Unit 2, page 21, exercise 2 a Look at b see c are watching d see e look at

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Unit 2, page 21, exercise 3 a say / said / speak b says / tells c speak / tell d say / is speaking Unit 2, page 22, exercise 2 a Ahmed thinks we should always conduct ourselves with respect. b Because they say that respect doesn’t mean as much as it used to, while it means a lot to her and her friends. c Considering strangers as ‘neighbours’ and respecting them even if they are different to her. d Yes; because he thinks it’s important to learn from their experience and wisdom. e His family, education, history, people he doesn’t know and himself. Unit 2, page 23, exercise 1 history – the second one travel writing – the first one Unit 2, page 23, exercise 2 (First text) a It’s a very good review. b They thought it was fascinating; They liked the descriptions; They thought it was very memorable and an excellent account. Unit 2, page 23, exercise 2 (Second text) a Another very good review. b They liked the discussions of serious ideas in a clear manner; They thought it was well- organised, well-written; and something you learn from. Unit 2, page 23, exercise 3 (Suggested answers) Text 1 facts: a thirty-year journey; Ibn Battuta born in Tangier in 1304; left for Mecca at 20; travelled through 44 countries; covered 75,000 miles opinions: The book is fascinating; everyone will enjoy it; Ibn Battuta has an amazing memory; an excellent account Text 2 facts: Ibn Khaldun born in Tunis in 1332; political figure; discussed several theories opinions: one of the most important historical works ever written; ground-breaking; not easy to read; well-written and well-organised; it makes you think and changes your view of the world Unit 3, page 24, exercise 1 Kingdom Centre: c; KSA; Offices National Assembly Building: f; Kuwait; Parliament building The Guggenheim Museum: e; Spain; Art museum The Petronas Towers: a; Malaysia; Offices The Sydney Opera House: b; Australia; Opera house and concert hall The Rose Tower: d; Dubai; Hotel Unit 3, page 24, exercise 2 a The desciptions and the numbers refer to the materials and measurements used in the design of the building that is being described. Unit 3, page 24, exercise 2 b (Students’ own answers) Unit 3, pages 24-25, exercise 3 a The Sydney Opera House

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Unit 3, pages 24-25, exercise 3b 1 modern 2 impossible 3 easy 4 giant 5 large 6 smaller 7 old-fashioned 8 largest 9 smallest 10 expensive Unit 3, page 25, exercise 5 a False. They are built by the same designer, but are not similar. b False This is the opinion of the speaker only. c True. From the outside it might look huge, but inside it seems much smaller. d True. You can walk around some areas for free. Unit 3, page 26, exercise 2 short: tall, taller, the tallest. thin: big, bigger, the biggest. heavy: busy, busier, the busiest. luxurious: important, more important, the most important. fine: large, larger, the largest. Unit 3, page 26, exercise 3 a 1d 2e 3f 4c 5a 6b Unit 3, page 26, exercise 3b (Students’ own answers) Unit 3, page 26, exercise 4 1 a 20-kilometre journey 2 a three-course meal 3 a 44-storey block. Unit 3, page 27, exercise 1 a a residential; private b cultural; public; educational; state c commercial; public; trade d governmental; state; private Unit 3, page 27, exercise 1b (Students’ own answers) Unit 3, page 27, exercise 1 c (Suggested answers) entrance, ground floor, roof, balcony, swimming pool, garden, fountain, first floor Unit 3, page 27, exercise 3 cultural governmental confidential commercial environmental residential Unit 3, page 28, exercise 2 a building a new airport right through the area. b the main runway 500 metres from the town; on the other side of the oilfield Unit 3, page 28, exercise 3 Speaker 2 suggests that they build the airport on the other side of the oilfield. The other speaker replies that it would be more expensive to do that. Unit 3, page 29, exercise 1 a 1 The reason for writing 2 The benefits 3 The worries of a minority 4 Conclusion / recommendations Unit 3, page 29, exercise 1 b (Suggested answers) appearance: It is set out in a formal way (i.e. typewritten, with a formal heading, and headings for each paragraph) language: The language is formal (i.e. There are no short forms; colloquial language is not used; the passive is used in several places) beginning: Formal as in a report, not addressed to an individual ending: no closing words

Module 2 Free time Ask for or explain the meanings of the words and invite them to tell you what the animal shown is (a peacock). Then ask them what the building shown was made for (the Olympic / Paralympic Games).

Student’s Book page 33

Put the students in pairs and give them two minutes to note down the names of as many parts of a computer or games console as possible. Bring in some appropriate relia to inspire the students’ ideas. Invite suggestions and write the correct ones on the board.

Opener (5–10 minutes) Tell the students that this page shows them what they will be doing in the second module. Ask them to read the title (Free time) and to look at the pictures.

Student’s Book page

Module 2 Free time

Put students into small groups to discuss the questions in the Student’s Book and to note down their ideas for each one. Invite different students to share their ideas with the class, giving their reasons where possible.

Student’s Book page

gy Unit 5: Sports psycholo ut the Paralympics? What do you know abo

Unit 4: Com puter games What might computer ga mes be like in the future?

Focus on: Kuwait: a shopp er’s paradise

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

W

Project 2: Planning a radio or TV

Outcomes You will be able to:

◗ ◗ ◗ ◗

read and talk lk about b the h ffuture make predictions discuss effects and levels of importance give reasons for preferences

programme.

◗ ◗ ◗ ◗

lilisten to and d give advice persuade through a talk write instructions and a proposal to receive funds fill out an application form

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MODULE 2: Free time

Unit 4 Computer games Take a show of hands to find out who likes computer games and who dislikes computer games. Then divide the class evenly into likes and dislikes.You may have to overlook the students’ own opinions to make the groups on even size. Tell them to make notes for the debate. Go round offering suggestions where necessary. Ask a student to begin the debate by making one point either for or against computer games. Then say Yes, but… and ask someone from the other side to make a contrasting point. Continue like this, or put the students into pairs (for and against) to continue the debate.

Lessons 1 and 2 Objectives Skills At the end of this pair of lessons, students should be able to: Reading read an article about games in the future Speaking talk about future games talk about the effects of playing computer games Fast forward to the future of games Topic Functions talk about the future state advantages and disadvantages (about 10 mins) express opinions (agreement/ Read out the question, and ask the class to suggest disagreement) some vocabulary which they might need to discuss Vocabulary anti-reflective (Adj), Artificial Intelligence their ideas. Write suggestions on the board (they (AI) (N), compete (V), competitive (Adj), might include: technology, graphics, special effects, console (N), convoluted (Adj), discourse sound effects, interactive, realistic...). (N), employ (V), naturalistic (Adj), perception (N), rival (Adj), sensor (N), simulate (V), Student’s Book page speech recognition (N), visual effects (N), wizard (N) ● ● ●

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MODULE 2: Free time

Student’s Book pages 34 and 35 Present the active vocabulary needed for each activity. Bring in some advertisements for computer games, show them to the class and ask them which ones they know. Ask the class to tell you the names of some popular computer games (whether or not they play them). Are there different types of games? (e.g. puzzles, adventures, sport...). Do they think some are better than others?

Unit 4

Computer games Grammar The future tense / present continuous; the more ... the more

Answer these questions about computer games. Do you play computer games?

(15 mins) Tell the students to read the question. Then allow time for them to write their answers to the appropriate two questions. Put the students in pairs or small groups and tell them to compare their answers. (10-20 mins) Put the students into different pairs or groups. Tell them they are going to take part in a debate about the advantages and disadvantages of computer games.

If your answer is Yes ... 1 How old were you when you played your first computer game? 2 How often do you play computer games? Compare your answers with a partner.

Discuss how you think computer games will change in the future.

You are going to read an article about future computer games. Before you read, match words a–f with their meanings 1–6. You may use the dictionary or the glossary at the end of the book. a b c d e f

predict enable complex animator creature increase (n.)

1 2 3 4 5 6

artist who creates computer images growth / expansion living thing / animal to make something possible to say what you think will happen in the future too difficult / complicated

Read the article on page 35 quickly and note how future computer games will be different from the games we play now. 34

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If your answer is No ... 1 Why haven’t you played any computer games? 2 Why do you think computer games are so popular?

Unit 4 Computer games

Ask the students to discuss their ideas with their partners. Then invite them to share their ideas with the class.

(10-15 mins) Tell the students that questions a-c only require short answers. Ask them to read the article again and note down their answers, then compare them with a partner’s. If possible, have a set of dictionaries for the students to consult, or have them use the glossary at the end of the Student’s Book. Be ready to explain difficult words, which may include: convoluted, animators, visual, episode.

(10 mins) Tell the class they are going to read about computer games in the future. Ask students to remember their ideas from exercise 2. Ask them to prepare for the text by looking at words a-f and trying to match them with their meanings. Allow a few minutes for this task, then put them in pairs to compare answers. (20 mins) Read out the instruction, then allow time for the students to read the text – remind them not to worry about every word – they should just try to answer the general question How will future computer games be different? Put students in pairs to identify the main ways in which future computer games will be different. Then ask students to share their suggestions with the class.

(10 mins) Ask the students to quickly scan through the text and look for hyphenated words used in gaming vocabulary. (stating advantages and disadvantages; expressing opinions) (15 mins)

Put the students in pairs. Ask them to try to think of arguments for both sides, and to note down their main points. Go round and offer Student’s ’ Book page suggestions where needed. Invite students to share their ideas with the Unit 4 Computer games class. Encourage suggestions for both sides of the argument. Fast forward to the future of games Finally, have another vote – have any students Technology experts are predicting that the computer games of the future will be changed their minds? a lot more demanding both for games producers and for players. In particular, they

say, games will look much more realistic and computer-controlled characters will be more naturalistic. This means that computer games players will undoubtedly spend more time playing games than they do at the moment. Advancements in technology will enable companies to create more convoluted games. The graphics of computer games will deÀnitely improve, but this may cause problems. Firstly, game studios will have to employ hundreds of animators to simulate enough creatures to Àll huge computer worlds. Secondly, designers may spend too much time on visual effects and forget about the quality of the games themselves. 10 One computer wizard said: ‘When you move away from combat-based games, character discourse will become much more important. We will have to develop ArtiÀcial Intelligence, or AI, to make our game characters more intelligent; in the end they will be able to perform tasks such as visual perception, speech recognition and 15 decision-making.· Another change that seems probable is the increase in people gaming using mobile phone networks. Many of these games are free at the moment, so companies don·t earn much money from them. Some people are predicting that, in the future, as multi-player games become more and more popular, players will have to pay for every episode. These constant changes make game technology a rapidly developing business. Rival 20 companies are just as competitive as their consumers. This competitive atmosphere will always produce exciting new ways to play, and ensures future consoles won·t fall behind the times. Sony·s latest hand-held console, the PSP, has recently been updated with an anti-reÁective screen, as well as a built-in microphone for headset-free use. 25 And game designers will be working hard to compete with the success of the Nintendo Wii, which has been Áying off the shelves since its release. This is largely due to the Wii·s simple design and ‘wand·; a wireless controller that uses motion sensors to imitate the movement of the player. 5

Read the article again and answer these questions. a What will computer games be like in the future? b Why do game characters have to become more intelligent? c Why will game designers be working hard in the future?

Words to remember anti-reflective, Artificial Intelligence (AI), compete, competitive, console, convoluted, discourse, employ, naturalistic, perception, rival, sensor, simulate, speech recognition, visual effects, wizard

Lesson 3 Workbook pages 28 – 29, Reading Workbook answer key – see page 144

Objectives Skills Reading

Writing Topic Vocabulary

At the end of the lesson, students should be able to: ● read a text about a new way of playing computer or video games ● write a summary ● Have fun and keep fit idle (Adj), incredibly (Adv), mundane (Adj), out of shape (Exp)

Find the hyphenated words that mean the following: a a computer game designed for or involving several players b designed to be held in the hand c minimising the reflection of light (stating advantages and disadvantages; expressing opinions) What effects can playing computer games have on young people? Discuss good and bad effects. 35

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Lessons 4 and 5

Objectives Skills

At the end of this pair of lessons, students should be able to: read a text about playing games Reading discuss future plans and arrangements Speaking discuss spending Writing write predictions write future plans and arrangements Grammar use the future tense/ present continuous use the more... the more Topic Computing Functions predict plan for the future Vocabulary analogue (Adj), computer-friendly (Adj), drive (N), hold button (N), touchscreen (N), wireless (Adj) Pronunciation look for stress ● ●

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● ● ●

●

●

●

● ●

(10 mins) Tell students that we use comparatives with the more ... the more ... to say that two things, or that two different quantities are related, for example, The more I study, the more I want to learn. Ask the students to complete the exercise, and then tell them to make up sentences orally using the same structure in order to practise it.

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Student’s Book pages 36 and 37 Present the active vocabulary needed for each activity.

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(20 mins) a Tell the class that they are going to think about their own futures. First, ask them to look at the example sentences under the questions, while you read them out. Then, allow time for them to think about the questions and to write their answers. While they are working, you could write your own answers too (you don’t have to tell the truth!). b Ask students to walk around the class asking the same questions until they find someone who is doing the same thing. Then get students to write sentences and to share their answers with the class. the more ... the more...

The future tense / present continuous (10-15 mins) First, tell students that they are going to read a text about playing computer games. In the text, the writer describes future events, but describes them in different ways. Ask students to circle all of the verbs used in the paragraph to describe the future.

Student’s Book page

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The future tense / present continuous Grammar reference pages 127-128

All these sentences are about actions or events in the future. Circle all the future verb forms in the paragraph. I’m buying a new computer game at the weekend. It’s a new game, but it has already had some great reviews. I can even play with a wireless keypad. We’re finishing our old game tomorrow after school. I wasn’t the champion last time we played, but I’m going to win next time. I’m going to beat the highest score. It’s a driving game and the virtual effects are brilliant – the cars look really realistic. I prefer to play games with characters 5 and storylines, though. I’m sure that soon computer characters will even simulate conversations with each other. However, advances in technology mean new games probably won’t be as cheap as they are now. I’m going to stop spending so much money on snacks so I can save money. I like to keep up-to-date with the latest consoles and 10 share them with my friends, so we can all have a good time together.

(10-15 mins) Read out the instructions and the example. Ask the students to name different types of computer technology. Write students’ suggestions on the board. Then ask students to choose one of the words on the board, and write in their notebooks a sentence using I expect, I think or I predict (that). Ask the students to write another sentence, this time using will + definitely, probably or possibly. Put them in pairs or small groups to write sentences about the other items listed on the board. Go round offering suggestions where necessary. Invite students to share their ideas with the class.

Write predictions about how everyday objects will change and develop in the future.

I expect laptop computers will get smaller and become more powerful. Laptop computers will de¿nitely get cheaper. Everyone will have one. ◗

Start sentences with one of these expressions: I expect… I think… I predict that…

◗

Use these words after will to show how certain you are about your predictions: definitely / probably / possibly.

PHOTOS

Think about your future plans and arrangements. a Write three answers for each question. 1 What are your plans and arrangements for next weekend? 2 What are your plans and arrangements for your next holiday? 3 What do you intend to do when you leave school? ◗

Write about a plan / intention like this:

◗

I’m going to play football on Saturday.

Write about an arrangement like this: I’m playing football on Saturday.

b Now find other students who have the same plans or intentions as you. Ask: What are you going to do at the weekend? When you find someone who is doing the same as you, write sentences like this: Hussein and I are both going to play football in Kuwait City at the weekend.

●

the more... the more... Grammar reference page 128

Complete the sentences using the more ... the more. a The more realistic games become, the more b I think that the more games I play, the more c I predict that the more , the more 36

60

Unit 4 Computer games

(5-10 mins) a Read out sentence 1 and ask students to look at the verbs in the box. Ask them which one completes sentence 1 (pay for). Point out that they might need to change the form of the verbs, then allow time for them to complete the sentences. Put them in pairs to compare answers. Tell the students to work with their partners to think of more examples for each group. Go round and offer a few suggestions if necessary. b Put students in pairs to discuss questions 1-3. Then ask different students to tell you their ideas.

Computer-friendly (5-10 mins) Read out the following vocabulary for the students. CD/DVD drive, control pad, power button, power / hold button, screen, USB drive, volume control a Ask the students to match the parts of the console with the words in the box. Then put them in pairs to check answers. b Read out sentence 1, and ask the students to complete it, choosing from the words in question a. Then allow time for them to complete the sentences. Put them in pairs to compare answers.

(10-15 mins) (4.1) Play recording 4.1. Ask the students to listen to where emphasis (stress) is placed in these words. Play the recording again and ask the students to repeat the stressed parts in the words.

Listening script 4.1 - see page 133 (4.2) Play recording 4.2, pausing for the students to repeat each sentence.

Listening script 4.2 - see page 133 Student’s ’ Book page Unit 4 Computer games

Workbook pages 30 - 31, Language practice

1

Computer-friendly 4

Work in pairs.

2

power / hold button CD / DVD drive control pad volume control

Workbook answer key – see page 144

6

a Find these console components in the picture: USB drive

Lesson 6

3

5

b Complete these sentences with words from the box above. 1 To turn on the console, press the . 2 To play a CD or a DVD, open the . 3 Push the lightly to adjust the sound level. 4 The can be used to transfer data. 5 Control the character on the screen by moving your thumb on the

Objectives Skills Grammar

.

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

Words to remember

At the end of the lesson, students should be able to: ● use the future tense / present continuous ● use the more … the more

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

(4.1)

Listen and repeat these words. Where is the stress?

a computer b thermometer (4.2)

c kilometre d designer

e animator f director

Now listen and repeat the words in sentences.

37

61

d (5 mins) Tell the student to change roles and then roleplay the third call. If necessary, remind them quickly of the third problem (the mouse doesn’t work properly). Repeat the procedure above.

Lessons 7 and 8

Objectives Skills Reading Listening Speaking

● ● ● ●

Writing Topic Functions

● ● ● ● ● ● ●

Vocabulary

At the end of this pair of lessons, students should be able to: read game instructions listen to a computer helpline discuss computer problems give advice write game instructions Marble Madness 3D identify a problem ask for advice give advice suggest solutions plan and write instructions arcade (N), bonus (Adj), breathtaking (Adj), built-in (Adj), caller (N), exclusive (Adj), helpline (N), joystick (N), keypad (N), mode (N)

e (4.5) (5 mins) Play the first part of recording 4.5 (up to Good luck), then ask the students what 4 advice the assistant gave (Restart the computer. If this doesn’t work, contact the makers of the game). Ask if this advice is helpful. Can the students offer better advice? Repeat the procedure with the second part of recording 4.5 (to the end). The advice this time is to clean the mouse. Does the class think this is the best advice? Listening script 4.5 - see page 133 (10 mins) Ask a volunteer to tell the class about a problem he / she has had with a computer or a computer game. Give some advice, using some of the language in the Useful Language box, or ask other students to do so. a and b Put the students in small groups. Ask them to tell each other about similar problems they have had, and to give each other some advice. Go round and listen, then choose two or three students with interesting computer problems to tell to the class. Who can give the most useful advice?

Student’s Book pages 38 and 39 Present the active vocabulary needed for each activity.

Giving advice (4.3) (10 mins) Ask the students to look at the picture. What does it show? (an advisor answering telephone calls / a helpline). Tell the class they are going to hear three callers explaining their problems, and to listen to find out what they are. Play recording 4.3 right through. Allow a little time for the students to note down what they think the problems are, then play it again. Tell them to compare ideas with a partner, then ask them to tell you the three problems. Listening script 4.3 – see page 133

62

(about 10 mins) a Put the students in pairs. Tell them to look at the notes they took for exercise 1. Then allow about five minutes for the students to discuss what advice they think the assistant will give. b (4.4) Play the next part of recording 4.4 (t (the helpline assistant’s reply). Was any of the advice the same? Whose advice was better? Listening script 4.4 – see page 133 c (10 mins) Tell the pairs to decide who is A and who is B. Allow time for them to read their instructions, then tell them to look at the Useful Language box. If necessary, remind them quickly of the second problem (the computer doesn’t work after a game is installed). Allow time for them to practise their roleplays and go round listening to them. Choose two or three strong pairs to ‘perform’ for the class.

Student’s Book page

Giving advice You are going to hear three callers phoning a computer helpline. Listen and note down what the three problems are.

(4.3)

Work in pairs. a Discuss what advice you think the helpline assistant will give to caller 1. b (4.4) Listen to find out if the helpline assistant gave any of the same advice as you. c Now roleplay the second problem situation. A You are the helpline assistant. Start by giving the caller some advice. Use advice expressions from the Useful Language box. B You are the caller with the problem. If you don’t understand the advice you are given, ask extra questions.

d Change roles and roleplay the third problem situation. e

(4.5) Listen

to the second and third complete phone conversations. Do you think the helpline assistant’s advice is helpful or not?

Work in small groups. a Tell each other about any computer or computer game problems you are having at the moment. (If you have to, make up a common problem, or pretend past problems are still worrying you.) b Give each other advice, using expressions from the Useful Language box below.

USEFUL LANGUAGE Identifying a problem Hi. I’m calling about … Hello. I hope you can help me. I was … (ing) when …

Quote

Giving advice and suggesting solutions (I think) you should … Why don’t you …? If I were you, I’d … If I were in your position, I’d … Have you tried …? What about …?

“Computers are magnificent tools for the realisation of our dreams, but no machine can replace the human spark of spirit, compassion, love and understanding.” Louis Gerstner

38

Asking for advice What do you think I should do? What would you do if you were me? What would you do in my position?

Unit 4 Computer games

Quote Ask students if they know anything about Louis Gerstner. What might they expect him to think about computers? Read the quote to the class. Ask students why they think he might have said this. Do we all rely on machines too much? Ask them to justify their answer. Background: Gerstner is credited with having saved IBM from going out of business in the 1990’s.

Tell them they are going to read instructions for the game; ask them to read questions a-c. Allow time for them to read the instructions, then read out the questions, inviting different students to give their answers. (10 mins) Put the students in pairs. Tell them to read the instructions again, then ask them to read the questions. a Ask for their ideas (suggested answer: the instructions are laid out in numbered steps, and additional information is given under clear headings, with bullet points). b Invite students to supply the answers. c Ask the students to identify any special games vocabulary (joystick; challenge; bonus).

Game instructions (10 mins) Bring in some board games and show them to the class. Also, ask the students to suggest the names of some popular games in Kuwait and write them on the board. Choose one of the games (one that you are familiar with) and give a brief explanation (e.g. Monopoly: Players move round the board. They try to buy property and houses, and take rent from other players. The winner is the person with the most money.) Put the students in pairs. Tell them to choose a game and give similar explanations to their partners. Can their partners guess the game? (10-15 mins) Ask the students to look at the picture. Can they tell you the name of the game? (Marble Madness 3D). Ask if anyone plays this game or knows it.

Game instructions

(5-10 mins) a Ask students to choose a simple paper and pen game that doesn’t need any special materials to play with, for example ‘noughts and crosses’ (drawing a line in a row or column of X or O). b Each pair of students should then plan how to write the instructions for the game, for someone who has never played it. First ask them to think of appropriate section headings. Then ask some students to read out their ideas and write them on the board. Student’s ’ Book page Suggested headings: Number of players; Unit U i 4C Computer games Equipment; Object of the game; How to play

task

You are going to write a list of instructions for playing a game.

(10-15 mins)

As you read the instructions, answer these questions. a What is the object of the game? b How can the game be controlled? c When does the game end in each mode?

Welcome to Marble Madness 3D! Instructions 1 Your mission is to navigate the marble to the end of the maze. 2 Hurry up! You only have a limited amount of time. 3 Beware of edges and holes. Falling into space will cost you valuable seconds. 4 Control the marble with the built-in motion sensor to obtain the classic ‘marble madness’ feeling. Alternatively you can use the joystick or keypad. Ways of playing ● Marble Madness 3D can be played in ‘challenge’ or ‘arcade’ mode. ● In challenge mode, you can play one level after another and receive a high score for each level. After succeeding at all levels, you will earn a special bonus reward. ● In arcade mode, your task is to play all levels in one breathtaking rush. Collect bonus time in each level to save time for the following levels. Extras Complete the game to earn the right to play an exclusive bonus level!

Lesson 9 Workbook pages 32 - 33, Writing Workbook answer key – see pages 144 145

Objectives

Work in pairs. Look at the game instructions again. What can you say about these parts of the instructions? a Appearance: headings, numbers, bullet points, etc. b What kinds of verbs are used for the various types of instructions? Find the: Imperative verbs hurry up Infinitive verbs to navigate ords to remember Future verbs will cost arcade, bonus, c Vocabulary: Find the examples of game vocabulary.

Skills

W

Discuss and make notes in pairs. a Decide on a simple game to write instructions for. b Plan what the headings of each section will be.

a Now ask students to write their game instructions using their headings. b When they are ready, ask them to check spelling, grammar and punctuation carefully. c They should then exchange instructions with a different partner to the one they worked with in exercise 3, and check they can understand how to play the game.

Reading Grammar Writing

breathtaking, built-in, caller, exclusive, helpline, joystick, keypad, mode

Functions

At the end of the lesson, students should be able to: ● read instructions ● use sequence words ● write headings ● write instructions ● talking about games ● describe processes

Write your instructions on a piece of paper. a Use your plan to write your instructions. Make sure they are clear. b Check your spelling, grammar and punctuation. c Exchange instructions with a partner. Ask questions if necessary. 39

63

MODULE 2: Free time

Unit 5 Sports psychology vocabulary. Then, tell them to take turns asking each other the question. Then ask different students to tell the class about their partner’s answers. b Ask the students to talk about important skills for an athlete. Tell them to think about both physical and mental abilities. Then allow about five minutes for them to discuss this with their partners. Then ask different students to tell the class what their partners said. Have a vote (with show of hands) to see which skill the students consider most important. Ask students to look at the factfile on page 41 and identify the places and people in the list if they can (e.g. sports: tennis, athletics, basketball, etc.).

Lessons 1 and 2

Objectives Skills Reading Listening Speaking

● ● ● ●

Topic Functions

● ● ●

Vocabulary

At the end of this pair of lessons, students should be able to: read a text about the Paralympics listen to a sports quiz say numbers and dates talk about big sporting events Why the Paralympics matter ask and answer questions justify one’s answer able-bodied (Adj), adversity (N), equestrian (Adj), neurologist (N), observe (V), Paralympics (N) phenomenon (N), physiotherapy,(N) rehabilitation (N), self-discipline (N), virtue (N)

Student’s Book pages 40 and 41 Present the active vocabulary needed for each activity. (5 mins) Bring in some magazine pictures, show them to the class and ask for / supply names of sporting events. Also, invite the students to suggest the names of sporting events and write them on the board. Choose one of the events on the board, and mime it. Can the students guess the event? Then invite a student to mime another event, or put the students in pairs to take turns to mime and guess. (10-15 mins) Put the students in pairs and ask them to look at the picture and to work out what sporting event it could be (The picture shows the Beijing National Stadium or ‘Bird’s Nest Stadium’ that was used for the Olympic Games and Paralympic Games in China in 2008). Have students compare answers. Ask them to suggest sports that can be played there, and then to brainstorm any information they know about the Paralympics.

(20-25 mins) a Put the students with different partners. First, ask them to read the article. Go round the class and help with any difficult 64

(10 mins) Point students’ attention to the Factfile. Put students in pairs and ask them to take turns asking each other questions a and b. Then ask different pairs to tell the class about their partner’s answers.

Student’s Book page

MODULE 2: Free time

Unit 5

Sports psychology Grammar Questions and imperatives; modal verbs [can, could, should, would]

MODULE 2: Free ee tim time time e

a Look at the picture. Can you guess the sporting event? b Which sports are played here?

W

Read this article about the Paralympics. Work with a partner and answer these questions. a What is important about the Paralympics? b What skills are important to athletes, whatever their abilities?

Beijing Games 2008 In 2008, the thirteenth Paralympics took place in Beijing, China. Athletes from 148 countries took part in 20 sports, including 25 equestrian and sailing events. Eight Kuwaiti Why hy th the he PParalympics arallympiics mat matter tter athletes attended, following their success at The Paralympics have come a long way the World Athletics Championship. The Kuwaiti from their humble beginnings. Back in 1948, athletes drew press attention during the games the neurologist Sir Ludwig Guttman used sport to rehabilitate his patients and began 30 as they continued to observe the holy month of Ramadan during the competition. Fasting trains 5 organising competitions between them. a person in the virtues of patience, sacrifice and During the 1960 Olympic Games in Rome, self-discipline – important skills to any athlete. Guttman brought 400 wheelchair athletes to the Olympic city to compete. The modern Kuwaiti pioneers Parallel Olympics (or ‘Paralympics) were born. Kuwait was the first country in the Gulf region to develop a sport club specifically Triumph over adversity 35 for the disabled. Established in 1977, the 10 Now the Paralympics are the pinnacle of competition for elite athletes with a disability Kuwait Disabled Sports Club now has more than 1,500 members. The track and field and challenge the accepted view of what stadium is equipped with a digital screen and the human mind and body are capable of. a physiotherapy section, and these are widely The paramount issue is getting people to 40 known as the best facilities in the Middle East. 15 understand the high levels of performance The club also contributes to the physical, which the athletes are achieving. You can psychological and social rehabilitation of its watch athletes in wheelchairs complete members. If Sir Ludwig Guttman could visit the marathons in one hour and 20 minutes, club today, he would surely be overwhelmed powerlifters lifting weights comparable to 45 by how his rehabilitation techniques have 20 their able-bodied counterparts and much become an international sporting phenomenon. more besides.

Why the Paralympics matter

40

❚❘

Unit 5 Sports psychology

pausing after each section for them to record their answers. Put them in pairs or small groups to compare answers, then play recording 5.2 again for them to check.

(20 mins) Tell the students they are going to take part in a sports quiz and that there are questions. a (5.1) Ask them to look at the choice of three answers for number one, then play the first part of an recording 5.1 (up to C 1964). Allow time for the students to choose their answer, then play the rest of the recording, pausing after each question while they decide on their answers.

Listening script 5.2 – see page 134 (5.3) (5 mins) Tell the students they are going to practise saying dates and numbers. Ask them to listen and repeat as you play recording 5.3.

Listening script 5.3 – see page 134

Listening script 5.1 – see pages 133 - 134

(5 mins) Read out each of the phrases in turn, pausing for the students to repeat the numbers or dates. Then put the students in pairs to practise saying the numbers and dates. Go round listening, and make corrections where necessary.

b Put the students in pairs to compare answers. c (5.2) Play recording 5.2 while the students check ttheir h answers. Listening script 5.2 – see page 134

(justifying your answer)

(5.2) (10 mins) Ask the students to read questions a-f, then play recording 5.2 again. Allow about five minutes for them to note down some ideas, then play it again,

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

C France C Korea and Japan C Athens C about 250

Lesson 3 Workbook pages 34 - 35, Reading Workbook answer key – see page 145

Objectives

(5.2) Listen

a b c d e f

again and answer questions a–f. In which city were the first Pan Arab Games held in 1953? Approximately how many medals has Kuwait won in the Pan Arab Games? How many countries took part in the 2007 Pan Arab Games? Who did Brazil beat in the final in Yokohama? When were the first modern Olympic Games held? Exactly how many countries took part in the 2008 Olympic Games?

(5.3) Practise

Skills Reading

saying these dates and numbers, then listen and repeat the numbers you

hear. 35 venues 11,028 athletes in 1953 in 2008

Topic Vocabulary

thirty-¿ve venues eleven thousand and twenty-eight athletes in nineteen ¿fty-three in two thousand and eight

Now say these dates and numbers with a partner. e 21,500 journalists a 28 sports b 76 students f 500,000 people c 202 countries g in 1896 d 600 passengers h in 2007 (justifying your answer)

Words to remember

able-bodied, adversity, equestrian, neurologist, observe, Paralympics, phenomenon, physiotherapy, rehabilitation, self-discipline, virtue

At the end of the lesson, students should be able to: ● read a text about types of racing ● Types of racing interpersonal (Adj), navigate (V), personal trainer (N), stamina (N)

Discuss these questions in pairs or groups. a Do you enjoy watching big sporting events, like the Olympic Games? Justify your answer. b What are the pressures of being a world champion? 41

65

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

(15 mins) a Read out the first instruction, and ask the students to identify the imperative (choose). Then put the students in pairs to complete the task. b Ask students to think of three or four instructions about how to behave in an Islamic society, for a foreign visitor. Have students write them, using the imperatives from question 3a to help them. Then, have different students share their instructions with the class.

● ● ● ● ● ● ● ● ●

●

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

Student’s Book pages 42 and 43 Present the active vocabulary needed for each activity.

●

Questions and imperatives

(5 mins) This is a quick revision exercise. Ask the class to call out the question words needed for a-e.

Student’s Book page Student’s Book page

O

Questions Which question words or phrases do we use to ask about: a a particular thing / a particular group of things? b a place? c a time? d a number? e a person?

(15 mins) a Tell students to write down six sports or general knowledge questions (they must know the answers!). Tell them to use one of the question words in the box in each question. While they are working, go round and offer suggestions; make any corrections that are necessary. b When you have checked all the questions, tell the students to exchange their questions with another student. Can they answer each other’s questions?

a Write six sports or general knowledge questions.Use these six question words or phrases once each. How many What When Where Which Who

b Exchange questions with a partner and answer their questions. Imperatives for instructions a The following sentences are taken from the Sports Quiz. Circle the verbs that give instructions. 1 For each question, choose the correct answer: A, B or C. 2 Give yourself a point for each right answer. 3 Now add up your score. 4 Don’t change your answers! 5 Be honest! b Imagine a foreign visitor is coming to visit your school. Write four instructions about how to behave in an Islamic society. Remember to use the imperative form.

(15 mins) Ask some volunteers to collect the questions and create one big quiz, which could be rewritten and then circulated to other students in the school.

Questions and imperatives Grammar reference pages 128-129

O

Modal Verbs [can, could, should, would] Grammar reference page 129 a Refer to the text on page 40 and find phrases with can, could, should and would.

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

Quote 42

66

“I can accept failure. Everyone fails at something. But I can’t accept not trying.” Michael Jordan

Unit 5 Sports psychology

Quote

(15 mins) Ask the students to look at the pictures, firstly identifying which sports they represent (football, golf, basketball, tennis). Next, with reference to the text in exercise 1, ask them to write a brief description of the psychological strengths and factors needed for success in each sport.

Ask students what they know about Michael Jordan. What sport is he famous for playing? Was he successful? Read the quote to the class. Do they agree? Why / Why not. Did this attitude work for Michael Jordan? Background: Michael Jordan (1963- ) is widely regarded as one of the greatest basketball players of all time. He has won many awards, and set many records. He has won two Olympic gold medals.

(15 mins) a Put the students in pairs or small groups. Each person makes one suggestion for each category, then they choose the ‘best’ idea. When they are ready, ask someone from each group or pair to tell the class their ideas. When all the ideas have been shared, hold a class vote to find a ‘winner’ in each category! b Ask the students to discuss this question briefly – then invite volunteers to share their experiences with the class. Tell them about an exciting sporting event you have attended, and why it was exciting.

Sports mentality (15 mins) Start by explaining what a revision guide is used for and be prepared to explain any unfamiliar vocabulary. Then, read the question and ask the students to read the extract about sports psychology. In pairs, have them discuss the motivations and mental qualities required for different sports and then encourage debate amongst the class.

Lesson 6 Student’s ’ Book page Unit 5 Sports psychology

Workbook pages 36 – 37, Language practice Workbook answer key – see page 145

Sports mentality Read this extract from a revision guide about sports psychology. What do different sportsmen need to do to stay motivated? Psychological factors are the mental factors that help or prevent sportspeople from being in the right ‘frame of mind’ to perform well. In sport, you have to want to perform and to improve your performance. Your determination to do this is called motivation. The intensity of it is called stimulation. If 5 training leads to boredom, you will lose motivation. Feedback is information about the outcome of a performance and it can greatly affect future motivation and performance. Your personality can affect your choice of sports and performance: Extroverts are socially outgoing. They need high stimulation levels to perform. Coaches and teammates need to keep them ‘excited’ about performing. They prefer team games 10 with open skills and lots of unpredictability. Sportsmanship is also important. Some extroverts like contact sports in which they can show direct aggression, such as boxing and football. Introverts are usually shy. They perform better at lower stimulation levels. Coaches and teammates need to allow them to stay calm and focused. Introverts prefer sports with fine 15 movements, closed skills and regular routines, e.g. putting in golf. Other introvert sports involve indirect aggression like volleyball where players hit a ball to ‘beat’ their opponents.

Objectives Skills Grammar

At the end of the lesson, students should be able to: ● use questions and imperatives ● use compound nouns ● use questions tags

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

c

court 1

pitch b

d

course

court 2

Discuss these questions in pairs or groups. a Which sports do you think are: 1 the most extrovert? 2 the most introvert? 3 the most skilful? 4 the most sportsmanlike? b Which sport do you find the most exciting? What are the psychological factors that make it exciting?

Words to remember

aggression, determination, extrovert, feedback, introvert, mentality, motivation, opponent, sportsmanship, stimulation, teammate

43

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Lessons 7 and 8

Objectives

(10 mins) Tell the students to write their own answers to the questions on the form.

Skills

At the end of this pair of lessons, students should be able to: Reading read an application form Listening listen to a telephone conversation to check information role-play for checking information Speaking Writing fill in an application form New Kuwait Bay Sports Club Topic Functions express opinions (agreement / disagreement) check information greet and enquire on the telephone respond on the telephone express gratitude request politely Vocabulary application (N), badminton (N), gymnastics (N), member (N), sauna (N), solarium (N) Pronunciation ask questions ● ●

(15 mins) a Put the students in pairs to read each other’s answers. b Pick up a student’s answers, and ask for some details about section 2, (see example in Student’s Book). Then allow time for the students to ask their partners similar questions. Choose three or four pairs to ‘perform’ their questions and answers for the class. c Read out the first question and ask for a few suggestions. Then allow time for the students to discuss all three questions with their partners. Ask different students to share their ideas for question 1 with the class, then ask for a show of hands to see how many students would really like to join this club. Ask those who raise their hands how often they would go there.

● ● ● ●

● ● ● ●

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Student’s Book pages 44 and 45 Present the active vocabulary needed for each activity. Completing an application form (10 mins) NOTE: to complete a form = to fill in a form (fill it in). On the board, write application form. Ask the students to think of the last time they completed one (e.g. joining a DVD library, buying something online…). Invite two or three to tell the class, and ask them what kind of information they had to provide. Write their answers on the board.

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

Student’s Book page

task Completing an application form

Look at this application form and check that you understand what to write in spaces 1–11.

Personal Details: Family name (1) Middle name (2) First name (3) Age (4) Home address (5) Telephone number (6) e-mail address (7)

New Kuwait Bay Sports Club

PHOTO

Sports you would like to do (8) (Please give level: Beginner / Intermediate / Advanced) Athletics Golf Squash Cycling

Football Karate Basketball Horse-riding

Judo Baseball Hockey

Which of these facilities would you be interested in using? (9) Restaurant Snack bar Sauna

Badminton Gymnastics Tennis

Solarium

Signature (10) Date (11)

Complete the application form with your own information. Work in pairs. a Read your partner’s answers to parts 1–11 of the form. b Ask each other any questions you would like to know the answers to. Where did you learn to ride a horse? How long have you been doing athletics?

c Discuss these questions. 1 Is there any extra information you would like to know that is not on the form? How could you get this information? 2 Is this the kind of sports club you would really like to join? Why or why not? 3 How often do you think you would go to a sports club like this? 44

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You are going to fill in an application form to join a sports club in Kuwait.

Unit 5 Sports psychology (5.6) (5 mins) Play the CD once for the students to listen to the statements and the question tags. Then play it again for students to listen to and repeat.

Checking information

(5.4) (5 mins) Remind the students of the application form they completed in the last lesson. Then tell them they are going to hear the club secretary talking on the phone to a club member. Ask the students to read questions a and b, then play recording 5.4. Put the students in pairs to compare answers, then play it again to check.

Listening script 5.6 – see page 134 (5.7) (5 mins) Put students in pairs. Ask them to read the sentences aloud and discuss how they can be said differently to ask questions.

Listening script 5.7 – see page 134

Listening script 5.4 – see page 134 (20-25 mins) Put the students in pairs, with the partners who read their ‘application forms’ in the previous lesson. Ask them to exchange their forms again. Tell them to imagine that two of the pieces of information are difficult to read, so they need to ask the questions again. Explain that they are going to role-play phone calls similar to the one they have just heard, to check the ‘missing’ information. Tell them to read the Useful Language box and then take turns to ‘phone’ each other. Invite two or three pairs to perform their role-plays for the class.

Asking questions (5.5) (10 mins) First, play the recording once. Ask the students to notice the rising intonation at the end of each question. Then play the CD again. Finally, play the CD once more, pausing after each question to allow students to repeat.

Listening script 5.5 – see page 134

Student’s ’ Book page Unit 5 Sports psychology

Objectives

(5.4) You are going to hear a conversation between a secretary at the New Kuwait Bay Sports Club and a club member. a Why is the secretary telephoning the member? b What extra information does he need?

Skills Reading Writing

Asking questions (5.5) Listen

(5.6)

Workbook pages 38 - 39, Writing Workbook answer key – see page 145

Checking information

and repeat these question tags.

a Didn’t you? b Isn’t he?

Lesson 9

c Couldn’t we? d Haven’t you?

e Won’t you? f Can you?

Listen and repeat the question tags in sentences.

Functions

At the end of the lesson, students should be able to: ● read an application form ● fill in an application form ● write a section of an application form ● interview

Now work with a partner. Read these sentences aloud to each other. How can they be stressed differently to become questions? (5.7)

1 You’ve already paid.

2

There’s only ten minutes left.

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

W

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

USEFUL LANGUAGE Greeting and enquiring on the telephone Hello, could I speak to X, please? (Hello), this is (Noura) from … I’m ringing to (find out) … So that’s … Thank you very much. Goodbye.

Responding on the telephone Yes, this is X. Yes, I’ll get him / her for you. No, I’m afraid he’s / she’s not here. Can I take a message? Yes, of course, it’s … That’s right. / No, it’s … Goodbye.

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MODULE 2: Free time

Unit 6 Nature (5 mins) Put the students in pairs and ask them to describe the needs of each animal. Ask them to discuss the threats to them in their natural environments (habitat destruction, hunting, climate change, etc).

Lessons 1 and 2 Objectives Skills At the end of this pair of lessons, students should be able to: Reading read an article about a nature reserve in Kuwait Speaking talk about nature reserves share opinions about protecting wild animals Al-Jahra Pools Nature Reserve Topic Functions express opinions (agreement/ disagreement) Vocabulary conservation (N), deserve (V), effluent (N), fauna (N), fence off (Ph), flora (N), hectare (N), marsh (N), propagation (N), sanctuary (N), vegetation (N) ●

(15 mins) First, ask the students to close their books. Tell them they are going to have a discussion about the advantages and disadvantages of zoos and nature reserves. Ask them to work in pairs or small groups to prepare a list of arguments on both sides of the discussion (tell them to try to put their own opinions on one side while they do this!). Write the two headings Advantages and Disadvantages on the board, and invite one or two suggestions for each list as examples (e.g. Advantages: educational, can breed rare species; Disadvantages: unnatural, usually animals do not

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Student’s Book pages 46 and 47 Present the active vocabulary needed for each activity.

Student’s Book page

MODULE 2: Free time

Unit 6 (15 mins) Ask the students to look at the animal photos and see if they can name any of them - in their own language or in English. (left to right: golden eagle, peacock, ostrich, oryx). Then put them in pairs or small groups to read and talk about the three questions. Allow about ten minutes for this. Read out the first question and invite different students to tell you what they have found out about their partners (e.g. Nura often goes to nature reserves. She likes the monkeys best, she thinks they’re very clever.) Ask the students who have pets to raise their hands. Ask them what they are and find out what the most popular pet is. Invite students to share their ideas about question c with the class. Ask them to suggest ways in which animals are important in our lives (see below for some ideas) and allow a brief class discussion. Then hold a vote (with show of hands) to see how many people think animals are very important. Some ideas work: e.g. horses or other animals that carry and pull loads; guide dogs; police dogs and horses entertainment: e.g. zoo animals, animals on TV, etc. medical research: e.g. breeding companionship: e.g. pets 70

Nature Grammar Countable and uncountable nouns; present perfect and present perfect continuous

Discuss these questions in pairs or small groups. a Have you ever been to a nature reserve? What did you find particularly interesting there? b Does your family have any pets? c How important do you think animals are in the modern world? Look at the pictures of the animals below. Describe the needs of each animal. What are the threats to them in their natural environment?

Read the article on page 47 quickly and choose the best title: Z Z Z

46

An educational centre, not a tourist attraction A safe home for birds in danger A botanical garden

Unit 6 Nature

have enough space). Then allow time for them to discuss ideas and make notes. Go round and offer prompts or ideas if necessary, and remind them to try to give both sides equal weight. Ask for two volunteers, one to argue for having zoos / nature reserves and one to argue against having zoos / nature reserves. Invite them to come to the front of the class and take turns to explain their arguments. Then open the discussion to the class, with students raising their hands to make a point. As each point is made, note it down on the board under the appropriate heading.

(15-20 mins) First, ask the students to read sentences a-d and check they understand what they mean. Then ask them to read the text again and decide if sentences a-d are true or false. Remind students that they have to justify their answers. Allow about ten minutes for this task. Then put the students in pairs to compare answers. If necessary, go through each sentence and ask the students to find the place in the text which tells them the answer.

(10 mins) Ask the students to look at words a-e and match them with their meanings 1-5. Allow about five minutes for them to complete the task. When they are ready, put the students in pairs to compare answers.

(20-25 mins) Tell the students they are going to read an article about Al-Jahra Pools Nature Reserve. Read out each title, then ask the students to read the text quickly and decide the best title. Tell students not to worry about any difficult words at this stage. When they have had a short time to read, ask which they think is the best title for the article and why (the second one – there is a lot of information about providing protection for birds)

(expressing opinions)

Student’s Book page

Unit 6 Nature

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Thirty kilometres west of Kuwait City is a truly remarkable place, where the low, wet greenery is a striking contrast to the surrounding landscape. This is Al-Jahra Pools Nature Reserve Kuwait’s only inland, and completely man-made, freshwater space. Officially founded in 1990, the 250 hectares of marshes were formed from effluent waste flowing from the nearby town of Al-Jahra. Incredibly, this waste has now become a significant environmental site. The reserve has become a crucial sanctuary for birds, with over 220 recorded species, including 17 birds of prey. This makes the wetlands one of the best bird-watching sites in the Middle East. In just one day spent beside the reed-lined pools, bird-watchers can see a variety of buzzards, eagles, vultures and harriers. Autumn and spring are the best time for bird-watchers. During these seasons, the area attracts an estimated total of 2000 to 3000 birds, who migrate to refuel themselves on the reserve’s rich vegetation. Al-Jahra Pools Nature Reserve offers vital protection for birds in Kuwait and the Middle East, such as the globally-threatened lesser kestrel. A 70-hectare space has been fenced off to provide a refuge from hunting and to protect the bird’s habitat from destruction. Two full-time guards have been monitoring the reserve since 1993 to control trespassing. Thanks to this, the reserve has been a crucial centre for conservation, propagation, education and research. However, it is not only famous for its fauna. One of the most distinguishing features of the reserve is its extensive vegetation, with a wide variety of flora growing in the pools, especially reeds. The site has great value as a potential field study area for all educational levels up to university research, and part of the site is also a designated camping area. If you are interested in protecting wildlife, then the Al-Jahra Pools Nature Reserve certainly deserves your support.

(15 mins) Read out both questions, and ask for a show of hands to see whose answer to question b is yes. Ask one or two students who raised their hands to give their reasons. Then ask one or two students who did not raise their hands to do the same. Put the students in small groups, if possible with different people. Then ask them to discuss both questions (the second one leads on from the first). While they are talking, go round and listen – if necessary give prompts or ideas. Finally, read out question b again, and ask for another show of hands – have any students changed their minds?

Lesson 3 Workbook pages 40 - 41, Reading Workbook answer key – see page 146

Objectives Read the article again. Are these statements True (T) or False (F)? Justify your answer in your notebooks. a Al-Jahra Pools Nature Reserve fits into the local ords to remember landscape. conservation, deserve, b Al-Jahra Pools Nature Reserve was formed artificially. effluent, fauna, fence off, c It is a crucial centre for 220 birds of prey. flora, hectare, marsh, d There is a wide variety of plants. propagation, sanctuary,

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vegetation

Match words a-e with their meanings 1-5. You may use the dictionary or the glossary at the end of the book. a hunting 1 keeping animals to produce young ones b habitat 2 the natural environment where an animal lives c propagation 3 the plants of a particular place or country d flora 4 finding and killing animals e hectare 5 a unit of land, equal to 10,000 square metres (expressing opinions) Work in groups. Discuss these questions. a How important do you think it is for countries to protect wild birds? b Should we spend money on birds? Why / Why not?

Skills Reading Writing Topic Vocabulary

At the end of the lesson, students should be able to: ● read profiles of three endangered animals ● write summaries of key points ● Endangered animals call (N), genus (N), pesticide (N), poacher (N), underpart (N), widespread (Adj)

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Invite different students to share their answers with the class, inviting the class to agree or disagree each time. After each word or phrase has been placed correctly, ask the students to put it in an example sentence.

Lessons 4 and 5 Objectives Skills At the end of this pair of lessons, students should be able to: Reading read small texts write animal descriptions Writing Grammar use countable and uncountable nouns use the present perfect and present perfect continuous Animal lovers Topic Functions talk about quantity describe character Vocabulary aggressive (Adj), fierce (Adj), herbivore (N), hostile (Adj), proud (Adj), stubborn (Adj), sustenance (N), tame (Adj) Pronunciation use intonation in lists ● ● ● ●

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(10 mins) a Read the question to the students and tell them to scan the article on page 47 for the sentences in this exercise. Tell them to find the correct word and fill in the gaps. b Ask the students to think about the different meanings that the different tenses have. Go round the class and ask for suggestions.

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Student’s Book pages 48 and 49 Present the active vocabulary needed for each activity.

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Countable and uncountable nouns (10–15 mins) Ask students to give examples of countable nouns in sentences. Then allow a few minutes for them to complete the task. (10 mins) Call out a mixture of countable and uncountable nouns (see suggestions below) and ask the students to say countable or uncountable after each one. Note: uncountable nouns are either things that are literally uncountable (e.g. water, gas, information, love) OR things that are extremely difficult to count (e.g. hair, sugar). There are some unusual ones too - e.g. luggage is uncountable even though it refers to suitcases, and money is uncountable, even though it is counted all the time! Examples of countable nouns: women, books, car, building, child Examples of uncountable nouns: rice, sand, air, orange juice, evidence, traffic, happiness, pollution Ask the students to find five uncountable nouns in the text, then compare answers with a partner. (10 mins) First, ask the students to look at the list of quantity words and phrases. Ask them to find some of them in the texts in exercises 1 and 2 (the reed-lined pools… a museum... some animals... lots of water...). Then ask them to write the words from the box in the correct places (some words go in more than one list). While they are working, check their answers.

Student’s Book page

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Countable and uncountable nouns Grammar reference pages 129–130 Find the eight countable nouns in this extract from the article about Al-Jahra Pools Nature Reserve. “In just one day spent beside the reed-lined pools, bird-watchers can see a variety of buzzards, eagles, vultures and harriers.” Find the five uncountable nouns in this text. “Nature reserves have to make sure they always have enough sustenance for all the different breeds of animals. Some animals, like tigers, only eat meat. Herbivores only eat grass or hay. And, of course, zoo animals need lots of water.”

Write these quantity words and phrases next to the three headings: a (n) a few a little a lot of any (how) many (how) much no some the Singular countable nouns Plural countable nouns Uncountable nouns

Choose the correct word or phrase in this interview with Sara. Eman: So, Sara, I know you’re an animal lover. (1) How many / How much pets do you have at the moment? Sara: Well, I’ve got five cats, a horse, some birds and (2) a few / a little mice. Eman: (3) How many / How much food do all these animals eat? It must be very expensive for you. Sara: It is, but I don’t buy all the food. My friends sometimes bring me (4) a few / a little bits of food for my cats, and (5) a few / a little bread for the birds. ●

Present perfect and present perfect continuous Grammar reference pages 130–131 a

Complete the sentences from the article on page 47. 1 ... the reserve a crucial centre for conservation, propagation, education and research. 2 A 70-hectare space fenced off, to provide a refuge ... 3 Two full-time guards employed since 1993 ... b What difference in meaning does each tense have? c Complete the sentences using the correct form of the verb. 1 I (wait) for you in the gym for over an hour. 2 He (just arrive). 3 The exam results (give) out already, haven’t they?

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(10 mins) Ask students when many and much are used (many = countable nouns; much = uncountable nouns). Then ask them when a few / a little are used (a few = countable nouns; a little = uncountable nouns). Put the students in pairs to read the interview together and choose the correct words. Go round and listen, offering help where needed. Then ask different students to read out a sentence or two at a time, supplying the answers as they do so. Present perfect and present perfect continuous

Unit 6 Nature

c Tell the students to fill in the sentences using the correct verb forms. Allow the students to complete the exercise, giving any assistance if needed.

(15-20 mins) a Read the names of the animals that are listed in the box. Tell the students to think of some more animals. Put the students in pairs to complete the task. Then invite different students to complete the lists. b Ask the students to look at the animals again (the names and / or the pictures) and to think of adjectives to describe their appearance (e.g. Elephants are huge and grey…). Then ask them to choose three animals, and write a description of their appearance and character. Tell them not to write the name of the animal (so their partners can guess them). They can start ‘It is...’. c Put the students in pairs to read each others’ descriptions and to guess the animals. Invite different students to read out their descriptions for the class to guess.

Animals

(15 mins) Bring in some animal pictures, show them to the class and ask what species each animal is. Also, ask the students to name some animals. On the board, write character adjectives. Ask the students to suggest adjectives to describe the characters (not appearance) of some of the animals (e.g. cats are friendly, lions are brave...) a Ask the students to look at the picture of an ostrich and identify three character adjectives in the sentence (clumsy, cowardly, hostile). b Put the students in pairs to complete the task. While they are working, go round and check progress.

(5 mins) Read out the beginning of the first idiom and check they know what a bee is. Then ask them to guess the correct ending (2). Allow a few minutes for them to finish, then tell them the correct answers. Intonation in lists

Student’s Book page Unit 6 Nature

Animals

a Find the three adjectives that describe character in this sentence: Ostriches have a reputation for being clumsy, cowardly animals, but they can be quite hostile.

b Here are some more character-describing adjectives. Match them with th a meaning and write a word with the opposite meaning. Follow the example. Character word

Meaning

Opposite meaning

1 brave

angry / aggressive

1 Cowardly

2 fierce

you won’t change your mind or ideas

2

3 proud

gentle

3

ready to do dangerous things

4

happy because of something you have done

5

nervous / uncomfortable with other people

6

4 shy 5 stubborn 6 tame

(6.1) (5-10 mins) Read out the instruction and play the first sentence (the example) of recording 6.1. Pause for the students to repeat it, then continue with the rest of the sentences. Play the CD again, pausing this time for students to write sentences b, c and d in their notebooks. Play the recording a third time, and make sure the students repeat each sentence with the correct intonation as in the example. Listening script 6.1 – see page 134

Lesson 6 Workbook pages 42 - 43, Language practice Workbook answer key – see page

a Write the names of the different types of animals below under the correct headings. Some can be in more than one list.

146

buzzard camel canary cat donkey eagle elephant fox gerbil harrier horse kestrel lion mouse parrot pigeon rabbit vulture wild animals

birds of prey

sports animals

domesticated animals

elephant

buzzard

horse

cat

Objectives Skills

b Choose three of these animals and write a short description of them. Describe what they look like and what their character is like. c Exchange descriptions with a partner. Can you add anything?

Reading

Match these sentence beginnings with the correct endings. a A busy bee is someone who … 1 … gets up before other people. b A cold fish is someone who … 2 … is active and always has a lot of things to do. c A dark horse is someone who … 3 … shows no feelings. d An early bird is someone who … 4 … doesn’t tell other people what she / he is doing.

Grammar

Intonation in lists Listen and repeat these lists of animal characteristics. Notice where the voice goes up and down. (6.1)

Lions are brave, ¿erce and proud.

Words to remember

aggressive, fierce, herbivore, hostile, proud, stubborn, sustenance, tame

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Functions

At the end of the lesson, students should be able to: ● read a text about the arctic fox ● use countable and uncountable nouns ● use adjectives and adverbs ● use present perfect and present perfect continuous ● describe 73

lesson. Go round and offer suggestions where needed.

Lessons 7 and 8 Objectives Skills At the end of this pair of lessons, students should be able to: read information about wildlife Reading read a formal letter Speaking discuss an action plan give a talk to persuade Writing write an action plan write a formal letter What you can do to help Topic Functions form an action plan give advice be persuasive say why something is important plan and write a formal letter Vocabulary adjacent (Adj), bed out (V), carbon monoxide (N), cleanup (N), exotic (Adj), finance (V), global (Adj), imperative (Adj), mammal (N), nest (N), on behalf (PhN), toxin (N), wasteland (N)

(15-20 mins) a Tell the students to share headings 1-4 (see exercise 2b) between their group members. b Allow about ten minutes for them to prepare a one-minute talk on their own topic (one of the headings in exercise 2b). Before they start, tell them to look at the Useful Language box; you could also hold a one minute’s silence to give them an idea of how long a minute is! While they are preparing their talks, go round and check their work. Make suggestions and / or corrections where necessary. c Tell the students to take turns to give their talks to their own groups. Encourage them to stress important words e.g. It’s really important...; the main reason is... Suggest that someone times each speaker (but not too strictly). Encourage the groups to make suggestions for improvements. d Ask each group to present their ideas to the class.

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Student’s Book pages 50 and 51 Present the active vocabulary needed for each activity. Presenting ideas; being persuasive (5 mins) Read out the WWF factfile, while the students follow it in their books. Invite them to ask about any difficult vocabulary, which might include: global, destruction. Ask the students to suggest the names of other environmental groups. What do these groups do? Ask the students to name some examples of wildlife in their local area. Are they endangered? Why?

(10 mins) Tell the students to read the text. While they are reading, go round and answer any questions about vocabulary. When they are ready, read out each of the seven suggestions in turn, and check the students understand what they mean. Does anyone already do any of these things? Can the students think of any more ideas?

(15 mins) Put the students in groups of three or four. a First, tell them to look again at the seven suggestions in the leaflet, and decide which ones are possible for them. Tell them to note down more ideas relevant to their area. b Now they need to organise their ideas: tell them to make notes under the four headings. All the students should make notes as they will need them in the writing

Student’s Book page

Presenting ideas; being persuasive Read the Factfile and the information below. a How do you think the WWF prevents the destruction of the natural world? b As you read the information below, note any suggestions that would be possible for you to protect wildlife in Kuwait.

What you can do to help Every decision you make, as an individual or as a family, has an effect on the health of our planet. Your choice is simple. Do you want to be part of the solution or part of the problem? Here are a few things you can do to help protect wildlife in your area: • Look after birds by putting out some food, a bird bath or a bird house. • Attract other wildlife by providing running or dripping water. • Have an environmental cleanup to turn wasteland into a home for animals. • Protect wildlife by ensuring there are no dangerous toxins there. • Don’t buy exotic birds from pet shops if they are from the wild. • Never bring home any wild animals you find. • Teach others why protecting animals is important to you.

Discuss this question in groups of three or four. a How could your school protect the wildlife in your area? Think of all kinds of wildlife in Kuwait, including insects, birds, small mammals, larger animals, fish, etc. b Now write an action plan with notes under these headings: 1 Which animals need protecting and why 2 Practical things ordinary people can do 3 What we need to get started — e.g. money / support from people 4 A suggested timetable Now persuade someone in authority about your plan. a b c d

Share out the four topics among the students in your group. Each student prepares a one-minute talk on his / her topic. As practice, students give their talks to their own group. Finally, each group presents its ideas to the rest of the class.

USEFUL LANGUAGE Saying why something is important It is really important for us to (look after our wildlife) because … The main reason we must (protect the birds) is that they ...

Quote 50

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The WWF (World Wildlife Fund) is a global organisation which works to stop the destruction of the natural world.

I’d like to explain why we shouldn’t forget (the insects) … If we don’t do something soon, …

“We never know the worth of water ’til the well is dry.” Thomas Fuller

Unit 6 Nature

d Read out the question, then allow a few minutes for the students to discuss ideas with their partners. Ask the students to identify ‘formal’ verbs and suggest how they could be rephrased to be less formal. Ask them to identify other ‘formal’ words or phrases. Also point out that we do not usually use contractions (e.g. I’m, They’re) in formal texts.

Quote Read the quote to the class. Ask them what Thomas Fuller meant (the quote is metaphorical: we never miss something until it is gone or finished). Ask students if they agree. Why / why not? How does this relate to the issue of the environment? Background: Thomas Fuller (1608-1661) was a physician and an intellectual. A formal letter Tell the students they are going to write a formal letter in this lesson. Remind them of the earlier discussion about protecting wildlife, and ask them to read the Task box.

(10-15 mins) Ask the students to find the notes they made in the Speaking lesson (see page 50, exercise 2b). Tell them to look again at the letter in exercise 1, and then to use their notes to plan the paragraphs for their own letters. Remind them to use formal language. Let them make their plans in pairs if they wish to. Go round and make suggestions where necessary.

(20 mins) a and b First, read out the two questions and ask students to look out for the answers while they read the text. Then, allow time for them to read the letter; go round and answer any questions about vocabulary. Then check the answers. c Ask the students to look at the list of purposes (a-e) and then tell them to read the text again, matching each paragraph with the correct purpose. Then put the students in pairs to compare answers.

A formal letter

(15 mins) a Allow time for the students to write their final letters, using their plans. Remind them to use formal language. b Tell the students to read through their letters carefully, checking spelling, grammar and punctuation. Put the students in pairs to read each other’s letters. Encourage them to make suggestions for improvement. Then collect Student’s ’ Book page in the letters to correct and hand back as soon Unit 6 Nature as possible. Invite two or three strong students to read out their letters to the class and invite task You are going to write a formal letter to a Kuwaiti comments. organisation asking for funds to help finance the action plan on animal protection you suggested in Speaking.

Lesson 9

Read this formal letter and answer the questions.

Workbook pages 44 - 45, Writing

a Why are birds and butterflies in danger? b Why do the students need money?

Workbook answer key – see page 146

Dear Sirs, 1 I am writing on behalf of a group of students to apply for funds to Ånance a plan to protect animals. 2 We have studied our area and we would like to help protect birds and butterÆies here. These animals are in danger because of carbon monoxide from cars and buses in our city. We believe that as our urban environment develops, it is imperative that the population looks after the animals that are affected by these changes. The lives of animals will otherwise be damaged, without us even noticing. 3 The reason we have chosen birds and butterÆies is that ordinary people, including students, can do something practical to help. One proposal is to use an area of wasteland adjacent to our school. In this area, birds can build their nests and we can make sure they have enough food. We will also bed out plants here for butterÆies. 4 We have collected some money from the public, but we do not have enough to start work. Students can do a lot of the work themselves, but we will need to employ someone to clear the area. We would also appreciate hiring a professional to oversee our plan, if necessary. We are planning to complete the project in our next school holiday. 5 We hope your organisation can help us, and we look forward to hearing from you. Please feel free to contact us if you require any further information. Yours sincerely,

c Now match each paragraph with a purpose. a To explain why the group needs money. Paragraph 1 b To give more details about the plan. Paragraph 2 c To summarise what the writer hopes for next. Paragraph 3 d To introduce the main purpose for writing. Paragraph 4 e To describe the most important points of the plan. Paragraph 5 d How do you know that this is a formal letter? Think about verbs, the beginning and ending, and particular words or phrases.

Words to remember

Look back at the notes you made in Speaking. Plan what you are going to write about in each paragraph of your letter. Make sure you use formal language.

adjacent, bed out, carbon monoxide, cleanup, exotic, finance, global, imperative, mammal, nest, on behalf of, toxin, wasteland

Objectives Skills Writing Functions

At the end of the lesson, students should be able to: ● write a formal letter ● write an informal reply ● describe ● justify

Preparation for the project Tell the students they will be working on a project called Planning a radio or TV programme at the end of the module in which they will write a script for a radio or TV programme. Ask them to work in pairs, decide what aspects of a radio or TV programme they enjoy the most and find any information they will need. Tell them to research programmes from around the world to help them brainstorm ideas. They could also begin to research the topic of their programme, such as local news stories. Ask them to bring this research to the next lesson.

a Write your formal letter following your paragraph plan. b Check and correct your spelling, grammar, punctuation and style. 51

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Focus on Student’s Book page 52

Kuwait: A Shopper’s Paradise Pre-reading (5 mins) Point to the title. Ask some general questions to students to talk about shopping in Kuwait. Point to key vocabulary words in the text to lead the discussion (boutiques, brands, modernity).

Reading (20 mins) Students read the text silently. Afterwards, ask them questions about the content of what they have read to check their understanding. Here are some suggestions. 1. What are the advantages of shopping in Kuwait, compared with shopping in other countries? Student’s Book page 2. Which famous shop in Kuwait is the main topic of the reading text?

Focus on

3. How have traditional ideas and objects been used to create a modern space? 4. Why is Villa Moda so successful?

Kuwait: A Shopper’s Paradise

5. How has this success been achieved? 6. Individually, list 10 difficult words in the text. Then work together in groups to work out their meanings.

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Discussion (5 mins) In pairs, students discuss the text.

Inversion (10 mins) Read the explanation about inversion (Case One and Case two) and the examples.

(10 mins) Put students in pairs to do exercises 1 and 2. Then students volunteer to give correct answers.

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Kuwait is a great place to go shopping. It has some of the best stores and shopping centres in the whole of the Middle East. It’s little wonder a lot of people like to spend their free time shopping when they can go to places like Villa Moda. Villa Moda is a series of luxury designer boutiques selling fashion and clothing items from top designers from all over the world. The designers include names such as Gucci, Bottega Veneta, Prada, Dolce & Gabbana and Miu Miu, along with many others. Villa Moda was founded by Sheikh Majed Al-Sabah in 1991. Since then, the brand has grown into a well-known destination for shopaholics - people who are addicted to shopping. Villa Moda has been so successful that several stores have opened in Dubai, Qatar, Syria and other sites across the Middle East. Not only does Villa Moda owe its success to its exciting brands but it also has great customer service and breathtaking design. All of this unites to create a unique shopping experience. Perhaps the most interesting Villa Moda branch is the luxury shop in Mubarakiya, located in an old bank building set within Kuwait’s oldest souk. The souk location was chosen specifically to reflect modern Kuwait as a state which both embraces modernity and honours its traditional history. The Mubarakiya store playfully based its aesthetic design on the idea of ‘organised chaos’. The architects incorporated traditional octagonal stars throughout the store. The stars’ eight points were used as a subtle way to delineate the floor space and helped to reflect the apparently chaotic nature of the souk that disguises its organised reality. Other traditional ideas are turned on their heads, sometimes literally. Large trays, usually used for communal eating whilst seated on the floor, are flipped over, attached to stainless steel stands and transformed into attractive coffee tables. Even the fashion designers have helped to add to the sense of East meets West. Diane von Furstenburg and Rachel Roy were employed to create kaftans and long gowns, thereby literally weaving together the traditions of East and West in fashionable and desirable garments. So fantastic are the shopping experiences offered by Villa Moda that shoppers from around the Gulf flock there. It celebrates the mixture of modern and traditional, and eastern and western that exists within the traditional marketplace of the Middle East. Most importantly though, it’s a wonderful place to shop!

Inversion Inversion refers to an irregular verb placement form. Case One:

The question form (auxiliary + subject + main verb) takes the place of the standard positive sentence structure. Generally, an inversion is used to stress the uniqueness of an event and begins with a negative.

e.g. Not only do I enjoy classical music, but I also have a season ticket to the symphony orchestra.

Case Two:

Inversion after so (So + adjective + verb ‘to be’ + subject). e.g. So strange was the situation that I couldn’t sleep.

Find one example of each case in the text. Rewrite the two sentences printed in bold in the text using inversion. Use case One and case Two, once each. 52

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Project 2 Planning a radio or TV programme Student’s Book pages 53 and 54 (5 mins) Tell the class they are going to plan a radio or TV programme for young people in Kuwait, and present it to the class. Ask them if they listen to any particular radio programmes – if so, why do they like them? If not, why not, and what kind of programmes would they prefer to listen to? Student’s can access these websites to obtain more information: http://radiohigh-djs.blogspot.com

Read (15 mins) Ask the students to look at the photo and tell you what it shows (a young man in a recording studio). Then ask them to read the announcement and explain any difficult vocabulary, which might include: creative, script, deadline, contract. Read out each question and ask different students to tell you the answers. Discuss and decide (20 mins) Put the students in groups of three or four to plan their programme.

www.ehow.com/how_2002078_write-radioscript.html

Project 2 Planning a radio or TV programme

a Tell them to read the list of topics together and choose four of them. While they are deciding, go round and help them choose if necessary. b Tell them to share the topics between Student’s ’ Book page members of the group. The whole group then discusses each topic and makes suggestions – the students make notes for their own topics only. This should be both on content and on approach (e.g. for sport, students could have a round-up of recent matches, or an interview task with a sports player; for health, they could talk You are going to work individually and in groups to plan a weekly radio or TV about a new clinic, or give advice; etc.). programme for young people in Kuwait. Follow stages 1–5.

Note: If the groups find it difficult to think of ideas, have a class discussion first about one or two of the topics. Plan each topic in more detail (15–20 mins) a Tell the students to think about how they will present their topic – for example, they need a catchy ‘headline’ to introduce it, and a brief introduction to keep the listeners’ attention. Tell them to look at each other’s plans and make suggestions for improving them.

Read Read this announcement about a competition and answer questions a–c.

It’s Competition Time ! We want to hear YOUR VOICE We’re looking for creative ideas for a new radio or TV programme for teenagers in

Kuwait. Programme guidelines The programme will be broadcast weekly and will last

60 minutes.

Contents could include:

STORIES, NEWS, SCIENCE, SPORT, REVIEWS, PEOPLE, HEALTH.

b Tell the students to read their scripts to each other, taking care with the timing, and make suggestions for improvements. If you have recording equipment, the students could then record their presentations.

Listeners will be teenagers with lots of different interests. The programme must be: VARIED, LIVELY, FUN. At least three people must plan and present the show.

What to do next Plan a sample programme (60 minutes maximum) – with a list of items and timings. Write the detailed script for 3–4 items, each lasting 1–2 minutes. Deadline: September 30. Send your ideas by e-mail or post. We will announce the competition winners on January 25. First prize: A one-year contract to present the new programme.

a How often will the new programme be on? b When does the competition close? c What is the first prize? 53

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Write (15 mins) a Allow about 15 minutes for the students to write their complete scripts. Remind them that each item should take 1-2 minutes, and that the presentation should be ‘varied, lively and fun’. Go round and check that their texts have interesting ‘headlines’ and introductions. b Have students perform their scripts for the rest of their group. Encourage the students to give each other constructive feedback. Presentation (15 mins) Ask each group to present their topics to the class; each student either reads his / her presentation or plays the recording. Have a class vote to decide which group’s recording was the most interesting / entertaining / realistic. Student’s Book page

Module 2 Progress test Workbook pages 46 – 51 Workbook answer key – see pages 146 - 147 Extra listening page 137 Discuss and decide Work in groups of 3 or 4. You are going to plan a sample radio or TV programme for a competition. a What are you going to include in the sample programme? Choose four of these topics. MUSIC play music? / interview musicians? / favourite CDs? STORIES fiction from well-known writers? / stories from listeners? NEWS local news? / national news? / international news? SCIENCE new inventions? / explaining everyday things? SPORT personalities? / techniques? / results? REVIEWS CDs? / DVDs? / books? / TV programmes? / films? PEOPLE in the news? / famous historical figures? HEALTH local hospitals? / give advice? FASHION current trends? / stylish people? COOKING favourite restaurants? / recipe tips? b Share the topics out between the students in the group. Then as a group discuss and make notes about what teenagers would be interested in for each topic. c Can you think of any TV or radio programmes that you know that might inspire you? Plan each topic in more detail For example: NEWS 1 News headlines 2 minutes 2 Local and national stories 4 minutes a Add more detail to each item. For example, write some headlines for today’s news. b Tell the rest of the group about your plans. Ask for suggestions for improvements. Write a Write a detailed script for one or two of the items on your list. Make sure you write the correct length by reading your script aloud. b Read (or play) your script to the rest of your group for them to suggest improvements. Presentation As a group, present your ideas to the class. Describe the sample programme and read any complete items.

O O

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Try these websites for information: http://radiohigh-djs.blogspot.com www.ehow.com/how_2002078_write-a-radio-script.html

Student’s Book Answer key Unit 4, page 34, exercise 3 a5 b4 c6 d1 e3 f2 Unit 4, pages 34 - 35, exercise 4 (Suggested answers) more demanding; more realistic: players will spend more time playing them; better graphics; game characters will be more intelligent; more multi-player games, such as on mobile phone networks; more expensive (pay as you play). Unit 4, page 35, exercise 5 a Computer games will be more difficult, realistic and naturalistic in the future. b Because character discourse is becoming more important than combat-based games. c They will be competing with the success of the Nintendo Wii. Unit 4, page 35, exercise 6 a multi-player b hand-held c anti-reflective Unit 4, page 36, exercise 1 am buying (present continuous); are finishing (present continuous); am going to win (going to); am going to beat (going to); will simulate (future simple); won’t be (future simple); am going to stop (going to) Unit 4, page 37, exercise 1 a 1 volume control 2 CD / DVD drive 3 power / hold button 4 control pad 5 USB drive 6 screen Unit 4, page 37, exercise 1 b 1 power button / hold button 2 CD/DVD drive 3 volume control 4 USB drive 5 control pad Unit 4, page 37, exercise 2 a 1 pay for 2 spend / on 3 cost / bought 4 saving up 5 earn 6 afford Unit 4, page 37, exercise 2 b (Students' own answers) Unit 4, page 37, exercise 3 a computer d designer b thermometer e animator c kilometre f director Unit 4, page 38, exercise 1 Caller 1: spilt lemonade over his keyboard Caller 2: has installed a new game and now nothing works Caller 3: the mouse has almost stopped working - it moves very slowly or not at all

Module 2

Unit 4, page 39, exercise 1 a To navigate the marble to the end of the maze. b By a built-in motion sensor. c When the player has completed all the levels. Unit 4, page 39, exercise 2 a (Students' own answers) Unit 4, page 39, exercise 2 b Imperative verbs: hurry up, beware, control, collect, complete Infinitive verbs: to navigate, to obtain, to play, to save, to earn Future verb: will cost, will earn Unit 5, page 41, exercise 4 1B 2B 3B 4A 5C 6C 7B Unit 5, page 41, exercise 5 a Alexandria b 135 c 22 d Germany e 1896 f 202 Unit 5, page 41, exercise 7 a twenty-eight sports b seventy-six students c two hundred and two countries d six hundred passengers e twenty-one thousand and five hundred journalists f five hundred thousand people g in eighteen ninety-six h in two thousand and seven Unit 5, page 42, exercise 1 a What…? b Where…? c When…? d How many…? e Who…? Unit 5, page 42, exercise 2 a (Suggested answers) a When did the first modern Olympic Games take place? (1896) b How many countries took part in the 2004 Olympic Games? (202) c Who is the most famous footballer in the world? (Students’ own answers) d Where did the 2002 Football World Cup take place? (Korea and Japan) e Which country has won the most gold medals in the Pan Arab Games? (Egypt) f What team did Kuwait beat in the football qualifiers for Beijing Olympics 2008? (Bahrain) Unit 5, page 42, exercise 3 a 1 choose 2 Give 3 add up 4 Don’t change 5 Be Unit 5, page 42, exercise 3 b (Students' own answers) Unit 5, page 42, exercise 4 a can watch, could visit, would surely be overwhelmed

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Unit 5, page 43, exercise 2 a Football; Extrovert – direct aggression, high stimulation levels, open skills. b Golf; Introvert – need for focus and calm, low stimulation levels. c Basketball; Extrovert – direct aggression, high stimulation levels, open skills. d Tennis; Introvert – need for indirect aggression, focus and regular routines. Unit 5, page 45, exercise 1 a He hasn’t got all the information he needs. b He wants to know George's address and his level at tennis. Unit 6, page 47, exercise 4 a False. It’s a striking contrast to the surrounding landscape. b True. It is completely manmade. c False. It is a crucial centre for 220 bird species, including 17 birds of prey. d True. The reserve has extensive vegetation, including a wide variety of flora. Unit 6, page 47, exercise 5 a4 b2 c1 d3 e5

Unit 6, page 48, exercise 1 day; pools; bird-watchers; variety; buzzards; eagles; vultures; harriers Unit 6, page 48, exercise 2 sustenance; meat; grass; hay (= dried grass); water Unit 6, page 48, exercise 3 singular countable nouns: a(n); the plural countable nouns: a few; a lot of; any; (how) many; no; some; the uncountable nouns: a little; a lot of; any; (how) much; no; some; the Unit 6, page 48, exercise 4 1 How many 2 a few 3 How much 4 a few 5 a little Unit 6, page 48, exercise 5 a a 1 has become 2 has been 3 have been Unit 6, page 48, exercise 5 b (Students' own answers) Unit 6, page 48, exercise 5 c 1 have waiting 2 has just arrived 3 have been given

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Unit 6, page 49, exercise 1 b 1 brave = ready to do dangerous things ‡ (cowardly, etc.) 2 fierce = angry / aggressive ‡ (peaceful, etc.) 3 proud = happy because of something you have done ‡ (modest, etc.) 4 shy = nervous / uncomfortable with other people ‡ (bold / confident, etc.) 5 stubborn = you won’t change your mind or ideas ‡ (easy-going, etc.) 6 tame = gentle ‡ (wild, etc.) Unit 6, page 49, exercise 2 (Suggested answers) wild animals: buzzard, eagle, elephant, fox, gerbil, harrier, kestrel, lion, mouse, pigeon, rabbit, vulture birds of prey: buzzard, eagle, harrier, kestrel, vulture sports animals: camel, elephant, horse, pigeon domesticated animals: canary, cat, donkey, gerbil, horse, parrot, pigeon, rabbit Unit 6, page 49, exercise 3 a2 b3 c4 d1 Unit 6, page 51, exercise 1 a because of air pollution in the city b to hire professionals to help them with the project. c1d 2e 3b 4a 5c d (Students' own answers)

Module 3 Power Student’s Book page 55

Opener (5–10 minutes) Tell the students that these pages show them what they will be doing in the third module. Ask them to read the title (Power) and to look at the pictures. Put them in pairs and ask each pair to choose one

picture. Allow five minutes for them to write two or three questions about the picture they have chosen. When they are ready, invite the students to share their questions with the class and see if anyone can answer any of them. Write interesting suggestions on the board. Put them in pairs and ask them to look at the three questions and note down their ideas for each one. Go round and offer prompts if necessary. Student’s Book page

Module 3 Power Student’s Book page

W When they are ready, read o out each question in turn and iinvite different students to sshare their ideas with the class. IIf students have thought of aan invention, encourage one o or two of them to give a brief d description of it and what it d does / would do. IIf any students say that they aare saving money, ask if they aare saving for anything in p particular (e.g. a new phone / a nnew game, etc.). Bring in some rrealia of desirable items to eencourage a class discussion.

nology Unit 8: The power of tech an invention? Have you ever thought of Unit 7: Powe r - the altern atives Why is it im portant to sa ve energy?

Focus on: The National As sembly Building

oney Unit 9: M ur money on? end yo sp u yo o What d

Project 3: Doing a technolo gy survey

Outcomes You will be able to:

Z Z Z Z

listen to a programme and d a talk lk read about future inventions discuss possibilities for future technology express opinions about global issues

Z Z Z Z

A Ask students what is shown in tthe picture for the project (a ppie chart). What does it show? ((Results from a survey about ttechnology). Ask if students h have used pie charts to show iinformation (e.g. in maths llessons). P Put students in pairs and give tthem two minutes to note d down any other ways to show iinformation visually, which tthey know. Present different o options to the class, using a laptop or OHP. Which do tthey think is the most useful? W Which is the most attractive? IInvite different students to sshare their ideas with the class.

make k suggestions give a sales talk reach agreement through discussion write a magazine article and an opinion composition 55

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MODULE 3: Power

Unit 7 Power - the alternatives Lessons 1 and 2 Objectives Skills At the end of this pair of lessons, students should be able to: read a text about the power of oil Reading Listening listen to a radio programme about world energy Speaking discuss the advantages and disadvantages of the different kinds of energy Topic The Power of Oil express opinions (agreement / Functions disagreement) predict state disadvantages Vocabulary crude oil (N), entirely (Adv), finite (Adj), fossil fuel (N), fractional distillation (N), polymer (N), refining (N) ● ●

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as mines have to go deeper it becomes more expensive, and it can cause air pollution. Have a class discussion about which fuel is the cheapest and which is the most expensive, both in the short-term and the long-term. Ask the students to decide (in their pairs or groups) which energy sources are the most popular now, and which are likely to be the most popular in fifty years’ time. Then ask different students to share their ideas with the class. Does everyone agree?

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Student’s Book pages 56 and 57 Present the active vocabulary needed for each activity.

(15 mins) Explain to students that they are going to read an article about oil energy. Invite students to volunteer information they already know about how oil energy is formed. Read out the question and allow time for the students to read the text. Help students with any difficult or unknown vocabulary. When they have finished reading, read out the question

Student’s Book page

MODULE 3: Power

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(about 20 mins) Ask the students to look at the picture and tell you what the subject of the lesson is (energy). a Read the question and the list of energy sources. Explain the meaning of the different energy sources, then ask the students which is the odd one out (nuclear) and why (because the others are natural energy sources). b Now that the students know the meanings of the energy sources mentioned in question a, discuss with them the advantages and disadvantages of each energy source. Put the students in pairs or small groups. Have students list the sources of energy that they use in their homes. Ask them to arrange them according to how expensive they think they are (i.e. most expensive = number 1, etc.). Ask the students what they think ‘expensive’ means (in this context) and encourage a discussion about ‘short-term’ and ‘longterm’ costs (write these expressions on the board). Two examples: Solar power is expensive in the short-term, because the equipment is expensive to install, but in the long-term, it is free. Coal is cheap in the short-term, but

Unit 7

Power the alternatives Grammar If sentences: conditional

a Read the list of energy sources. Which is the odd one out? Why? Z coal Z solar Z oil Z gas Z nuclear b What are the advantages and disadvantages of the different kinds of energy? Discuss these ideas with your partner. Z costs Z the situation now and in the future Z the environment

Read the article below. What ideas did you mention in your discussion?

The Power of Oil Now and the Future Without oil, the world would be a very different place. In fact, you’d struggle to find any area of modern life that doesn’t involve oil in some way. However, oil is a finite resource. Scientists have estimated 5 that if the world continues to use oil at a constant rate, oil supplies could run out by 2050. No one really knows how much oil there is in the world, and oil companies are always looking for more undiscovered oil supplies. Regardless of continuing discoveries, it is important that we develop new ways to provide energy. Scientists are developing sustainable fuels for use worldwide. Currently, scientists are proposing that 10 motorists use renewable oils. These oils are derived from renewable sources such as grain, wood chips and even agricultural waste. Most vehicles can run on fuel made from a mixture of renewable and crude oil. This reduces costs and pollution, and ensures the supply of natural oil lasts longer. Unfortunately, the many other uses of oil make it extremely difficult to replace entirely. The Environment The use of oil and other fossil fuels is contributing to environmental damage and global warming. Pollution from vehicles, factories and power stations has contributed to environmental problems. Drilling for oil can also have detrimental effects on the environment as it sometimes involves the destruction of animal habitats. However, some scientists have argued that the use of natural oil has actually saved several animal species, such as the sperm whale, which was previously hunted 20 to make oil. Some oil companies also contribute towards environmental projects in an attempt to limit the damage they cause. Cost Although it is expensive to make and set up the necessary equipment extract oil from the ground, once these are in place the cost of oil 25 extraction is relatively low. The real cost of oil is generally incurred by the fractional distillation during oil refining. This is the process by which crude oil is split into many different types of oil, which can then be used for different purposes. For example, crude oil can be made into petrol for cars, polymers for plastic and even tar for roads. 15

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Unit 7 Power - the alternatives

again, and ask them to check whether there are any ideas from the text they have already mentioned in the discussion.

(7.1) (10–15 mins) Tell them to listen again, this time for numbers. First, read out the first gapped sentence and play the first part of recording 7.1 again (as far as 220 years). Ask for the missing numbers (60/220). Then play the rest of the recording, pausing for them to record their answers. Play it again to check.

(5-10 mins) Ask students to look at the list of some of the words they have read, and try to match them with their meanings (tell them to guess if they need to). Then put the students in pairs to compare answers.

Listening script 7.1 - see page 134 (10 mins) a Ask the students to read each sentence and decide if it is true or false (according to what they have just heard) and to justify their answers. Tell them they will hear the recording again, but for now they should just try to remember. Then play recording 7.1 again, pausing briefly after each section for the students to write their answers. b (7.1) Put the students in pairs to compare answers, t then play the recording again. Pause where relevant to read each statement and make sure everyone understands why it is true or false.

(7.1) (15 mins) Tell the students they are going to hear a radio programme about nine different types of energy. Play recording 7.1. Did they hear all nine? Play it again, then check their answers.

Listening script 7.1 - see page 134

Listening script 7.1 - see page 134 Student’s Book page

Unit 7 Power - the alternatives

Match these ‘energy’ words a–e with their meanings 1–5. You may use the dictionary or the glossary at the end of the book. 1 the process by which impurities are removed from a a finite substance b contribute 2 limited c refining 3 in natural or raw form; unprocessed d crude 4 natural energy formed over a long period of time e fossil fuel 5 aid in causing something to occur (7.1) You

are going to hear part of a radio programme about world energy. Which types of energy do the speakers mention?

(predicting; discussing advantages and disadvantages) (15–20 mins) Put the students in pairs or small groups. Either ask half of them to discuss question a and half to discuss question b, or ask them all to discuss both questions. Go round and listen to the discussions, offering ideas or prompts where necessary. Take each question (a and b) in turn, and ask students to tell you the main ideas resulting from their discussions.

Lesson 3 (7.1) Listen

again and note the correct numbers for the gaps in these sentences. a Coal and oil will last for years. Natural gas will last for years. b The Aswan Dam in Egypt produces over kilowatts of electricity every year. c The Rogun hydro-electric dam in Tajikistan is metres high. d The world’s first wind-powered generator was built in the year . e In parts of Africa, women walk over kilometres a day to find wood. f The average American uses times as much energy as an Ethiopian. Read the article again. a Are these statements True (T) or False (F)? Justify your answer.

Workbook pages 52 - 53, Reading Workbook answer key – see page 147

Objectives Skills Reading

1 Reserves of coal and oil will last longer than reserves of natural gas. 2 The world’s largest oilfield is in Saudi Arabia. 3 Wind, waves and the sun produce only five per cent of the world’s energy needs. 4 In some places, plants provide most of the energy people use. b

Compare your answers with those of a partner, then listen again and check your answers.

(7.1)

(predicting; discussing advantages and disadvantages) Discuss these questions in pairs or small groups. a What are some possible consequences if the world’s industry reduces its energy use? b What are the disadvantages of natural sources of energy like wind power, wave power and solar energy? Discuss.

Words to remember

Writing Topic Vocabulary

At the end of the lesson, students should be able to: ● read an article about alternative energy ● write a list ● Invisible power invisible (Adj), megawatt (N), resolve (V), spoil (V)

crude oil, entirely, finite, fossil fuel, fractional distillation, polymer, refining

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

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Student’s Book pages 58 and 59 Present the active vocabulary needed for each activity.

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If sentences: conditional (20 mins) On the board, write if and ask students to suggest sentences including it. Write their examples of conditional types 0 (general), 1 or 2 on the board, correcting if necessary. Tell the students they are going to look at different kinds of if sentences. a Allow a few minutes for the students to identify the verbs, then put them in pairs to check. b Ask the students to look again at the three sentences in question a and to consider how they differ in meaning. Then, ask the students to match the words with the sentences.

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

Student’s Book page

If sentences: conditional Grammar reference page 131

O

There are three different examples of if sentences (conditionals) in the radio discussion. a Find the verbs in these examples. 1 If we continue to use coal at today’s speed, it will last for 60 years. 2 Women walk over 10 km if they need wood for fuel. 3 If we were more careful, our energy would last longer. b Choose one of the words below to describe each of the sentences. always likely unlikely General conditional

O

a Read this short conversation, then answer questions 1 and 2 below. B If I have no money, I ask my dad. A What do you do if you have no money? 1 Have the speakers been in a situation where they have no money? 2 How often has this happened to them? Once, or more than once? b Complete these sentences so that they are true for you. If I feel hungry, I If I can’t sleep at night, I

General conditional (20 mins) a Ask two volunteers to read the question and answer aloud. Then read out the two questions and ask the class to answer them. Ask the students to explain how they knew these answers (because the sentences are in the present simple, which can describe a habit or routine.) b Ask the students to complete the sentences, then ask volunteers to read their sentences to the class. Make sure they are completed in the correct tense (i.e. the present simple). c Put the students in pairs to ask each other the questions and invite different students to tell the class their partners’

answers (e.g. If Eman feels ill, she visits a doctor. If Ayoub can’t sleep, he listens to music.)

. .

c Make conversations in pairs. Take turns to ask the first question. B I look in the kitchen. A What do you do if you feel hungry? OFirst conditional a Read this short conversation, then answer questions 1 and 2 below. A What will we do if our car breaks down? B If it breaks down, we’ll try to ¿x it. 1 Are the speakers talking about past, present or future time? 2 Do the speakers think a breakdown is likely or unlikely? b Complete these sentences as if you were speaking. 1 policeman (to driver) If you drive too fast, 2 coach (to footballer) If you don’t train more often, c Complete this sentence in four different ways. If I accept the job,

If I accept the job,

If I accept the job,

If I accept the job,

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Unit 7 Power - the alternatives Tell them that they are going to look at some examples of nouns that often follow the adjectives heavy and strong. Read out the question, then allow a few minutes for the students to consider their answers. Ask the students to complete the gaps. Then check answers.

Second conditional (10-15 mins) a and b Ask the students to read the conversation in pairs and then discuss questions a and b. Then check their answers. c Ask the students to complete the sentences with the second conditional form of the verb in brackets – either on their own or with a partner. Ask students to work with their partners to make more sentences following the same pattern. Make sure that they write sentences about unlikely situations.Then invite different students to read out their sentences to the class. d Invite students to tell you some of the effects of global warming. If they do not mention rising sea levels, explain that this could happen as a result of ice at the poles melting. Then put them in pairs to discuss the question. Strong and heavy (10 mins) On the board, write collocations. Explain that this means pairs of words that often go together.

(10 mins) Put the students in pairs. Read out the first sentence and ask students to think about the words industry and industrial and explain the difference to you (industry is a noun, industrial is an adjective). Allow about ten minutes for them to complete the task. Then check answers.

(7.2) (10 mins)

Tell the students to listen to recording 7.2 and repeat the short phrases beginning with if. Ask students to listen carefully to the way if is sounded in relation to the word that follows. Ask them if they can notice the following differences:

Student’s Book page Unit 7 Power - the alternatives O

Second conditional a Read this short conversation. Are A and B talking about past, present or future time? A If we use our cars less, we will create less pollution. B Crude oil separates into composite parts if it is heated at high temperatures. A If I owned a power station, I would reduce energy costs. b Is it likely or unlikely that the oil will run out tomorrow? c Complete these sentences by adding the correct form of the verbs in brackets. 1 If we (find) a way of using water instead of petrol, the cost of motoring (fall). 2 If the cost of motoring (fall), everyone (use) their cars more often. 3 If everyone (use) their cars more often, the roads (be) much more crowded. d Work in pairs. Discuss what would happen if sea levels around the world rose by two metres next week. Strong and heavy Complete the sentences with one of these phrases.

In a, c and d, if is followed by a consonant, and the words are pronounced without a pause, as if they were a single word. In b and e, if is followed by a vowel, and there has to be a short pause between the words. In f, because if is followed by “f”, i.e. the same consonant is repeated, the sound f is elongated. Listening script 7.2 - see page 135 (7.3) (10 mins)

Tell students to listen to the same if phrases in sentences. Play recording 7.3, pausing for the students to repeat each sentence. Listening script 7.3 - see page 135

Lesson 6

strong lights heavy work heavy traffic strong coffee heavy fall strong smell heavy fighting strong wind

Workbook pages 54 – 55, Language

1 Some people don’t drink at night because it stops them from sleeping. 2 It took him two hours to drive there because of the . 3 To play football at night, you need very . 4 The boat sailed quickly because of the . 5 My uncle broke his leg when he suffered a . 6 There is a of curry coming from the kitchen. 7 The newspaper reports in central Africa. ords to remember 8 Building houses is . actually, appliance, breakdown, generate, last, motoring, strong Work in pairs. Complete this text with one of the words in italics. The British coal (1) industry / industrial employs just over 9,000 people. In 2002/03, total British (2) product / production was 28.9 million tonnes. About a third of this coal is used to (3) generate / generator electricity. This means that when people use (4) electricity / electrical appliances in their homes, they are actually (5) useful / using coal.

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practice Workbook answer key – see pages 147 148

Objectives Skills Grammar Functions

At the end of the lesson, students should be able to: ● use if sentences: conditional ● use suffixes ● give advice ● ask for information

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

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Some ideas: A Bad idea – would lose a lot of business – would mean a reduction in profits B Good idea – would mean less traffic C Bad idea – couldn’t afford it – couldn’t do anything without a car D Great idea – good for the environment, good for health E Not sure – good for the environment, but we need cars…

Lessons 7 and 8 Objectives Skills At the end of this pair of lessons, students should be able to: read role cards Reading read a magazine article Speaking discuss a statement from different points of view role-play write a magazine article Writing Do you really have to drive? Topic Functions say why one is worried say why one is pleased introduce a topic with a question give warnings make suggestions talk about feelings Vocabulary asthma (N), congestion (N), consult (V), diminish (V), end up with (PhV), government (N), hazardous (Adj), irreversible (Adj), motorist (N), procure (V), recently (Adv), self-employed (Adj), smog (N), squander (V), waste (N) ● ● ●

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(15 mins) a Ask the students to look at the Useful Language box. Then read out the statement again. Tell the students to take turns to voice the opinion of their ‘characters’. b The groups then discuss the topic more freely, still in character. c Each group votes on whether they agree or disagree with the statement. Ask each group the results of their vote. Then have a ‘real’ vote – are the results similar?

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Student’s Book page

Student’s Book pages 60 and 61 Present the active vocabulary needed for each activity. Expressing opinions (30 mins) Tell the students that they are going to take part in a discussion which is also a role-play.

a Put the students in groups of five. Tell them to read the five role cards and take one of the roles each. They then write their ‘titles’ (e.g. Petrol station owner) on pieces of paper which they use as ‘labels’ to identify themselves. b Read out the statement (To help save …) then ask the students to decide what they think about it (remind them that their real opinions are not required – they are role-playing). Allow about five minutes ‘thinking time’ – encourage them to make notes – then ask five different students (one A, one B, etc.) to share their ideas with the class. If the students find this difficult, suggest a few ideas (see below). Allow a few more minutes for the students to note down more ideas.

Expressing opinions You are going to discuss this statement in groups of five. “To help save the world’s energy resources, the government should increase the price of petrol by 100%.”

a Each group chooses one of the roles A–E. b Read your role card and decide what you think about the statement.

B – So

meone A – Petrol station owner who w Z You ants thin Z You own a petrol station. roads k there is too to protect na and th Z Most of your income much c a t to onges ture th p e eople’s s is from selling petrol well-b mog is a dan tion on the Z You eing. to local people and ger to go e nature and yo verywhere b companies. and y u suffer

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Work in groups of five – A, B, C, D, E. a First, each ‘character’ should say what he / she thinks about the statement in exercise 1. Say why you are pleased or worried by the idea. How does the language differ? Use some of the expressions from the Useful Language box below. b When everyone has expressed their opinions, have a general discussion. c Finally, organise a vote to find out whether your group agrees or disagrees with the statement.

USEFUL LANGUAGE Saying why one is worried I’m really worried about (the idea) because … I’m afraid X would (happen) if they increased the price of petrol.

Quote

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om asth anspo r rt or on ma. day: fo iver foot ar dr ur car every to visit C – C d n yo a e s g u in ist cl cy e Z You for shopp ag , r D – Teen drive, E – Studen work . nd fo yo ung to yed a s t u are to o here by friend self-emplo u have to Z Yo Z At the el ever yw av tr u o momen re yo y a so t eek n w re Z You e fe everywhere t you walk e. dif cl of th cy lt t is bi s u rk s o but you’d lik wo m on urney to to procure e and c e traf¿c Z Yo ur jo a car when travel ies. because th nings. s ou you n rd le a av za e university ha the mor comp in y an av d get a job. is very he ocke d yo u off yo ur kn Z You ar Cars have e worried . ice ab tw out the ke bi environmen t.

Saying why one is pleased I’m really pleased … I think it’s a great idea. It sounds good to me.

“Environmental protection doesn’t happen in a vacuum. You can’t separate the impact on the environment from the impact on our families and communities.” Jim Clyburn

Unit 7 Power - the alternatives

Quote

Ask the students to read questions a-d. Tell them to read the text and note down answers to the questions.

Ask students how much time they spend in nature (e.g. in a park in the mountain; at a reserve; by the sea). Do they enjoy this time? How does it make them feel? Read the quote to the class. Ask why nature is a source of curiosity, and why it is a source of fulfilment. Do students agree? Why / why not? Background: James Enos (Jim) Clyburn (1940 -) is a politician who believes in helping the environment. He has worked in politics for many years and his views are widely respected.

When they are ready, put them in pairs to compare answers, then check them.

(15-20 mins) a Put the students in small groups. Ask them to read and discuss the questions one by one. Make use of the pictures to guide students (1 washing machine, 2 toaster, 3 kettle, 4 TV set, 5 lamps). Encourage them to make notes. Remind them to use the text in exercise 1 as a model. While they are talking, go round and offer ideas where needed. Then invite different students to share their groups’ ideas with the class. b Tell the students to plan their article, using the paragraph guide. Go round while they are working and make suggestions where necessary.

A magazine article Tell the students that they are going to read a magazine article, and then write a similar one.

(15 mins) Ask students to look at the title of the article (Do you really have to drive?). Ask them to guess what the article is about (saving petrol / oil / energy / alternative methods of transport).

Student’s Book page Unit 7 Power - the alternatives

task

A magazine article

You are going to write an article for a school magazine suggesting practical ways in which we could all save energy. Read the magazine article below and answer these questions: a What do you know about the writer and the readers of the article? b How does the writer start and finish the article? c Is the style formal or informal? d What is the main purpose of the article? Do you really have to drive?

When you’re in your car, do you ever think, ‘Do I have to drive?’ or ‘Could I travel by bus?’ Recently, I’ve asked myself these questions more often. Sometimes I have good answers, 5 but not always. When I drive to work, I’m the only person in my car. Most other cars on the road also carry only one person. We’re all going to the same place in our own cars. What a waste of energy 10 and money! I don’t enjoy my journey because of all the traffic, but I’m more worried about air pollution and the energy which motorists

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Compare your answers to questions 1a–d in pairs.

like me are squandering. So here are my suggestions for diminishing the amount of energy we use in our cars. Firstly, we could share cars with other people who are going to the same place as us. Secondly, we could use alternative modes of transportation. And finally, if you have a big car, you could replace it with a smaller one. If we don’t do something to save energy, we’ll end up with irreversible environmental problems. What are YOU going to do to prevent this?

(15-20 mins)

a Allow time for the students to write their articles. Remind them to write about 150 - 170 words, to keep their style informal, as they are writing for people of their own age and to use some of the language in the Useful Language box. b Ask the students to check their work carefully for spelling, punctuation, grammar and style. Put the students in pairs to read each other’s articles and make suggestions for improvements. Finally, collect the finished articles and return them corrected as soon as possible.

Lesson 9 Workbook pages 56 - 57, Writing Workbook answer key – see page 148

1

Words to remember

Objectives

asthma, congestion, consult, diminish, end up with, government, hazardous, irreversible, motorist, procure, recently, self-employed, smog, squander, waste

a Brainstorm ideas in groups. Collect them 2 in a graphic organiser using the following headings: Z Think about electricity: lights, air-conditioning, travelling, etc. Z How could you save some energy at home? Z What would be a suitable title for the article? Z How could you start and finish your article? b Write a plan for an article with four paragraphs. 1 Introduce the topic. 3 Make your suggestions. 2 State the problem. 4 Conclude the article.

a Write your article in about 150-170 words, using your plan. b Now check your article and exchange it with a partner.

4 3

Skills Reading Writing Functions

At the end of the lesson, students should be able to: ● read articles about energy ● write an article ● suggest solutions

5

USEFUL LANGUAGE Introducing a topic with a question Do / Have you ever …? What are you doing to …? / What could you do …?

Giving warnings If we don’t do …, … will happen. It sounds good to me.

Making suggestions We could … (share cars). If you have a big car you could … (replace it).

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MODULE 3: Power

Unit 8 The power of technology (20-25 mins) a Read out the question (What can human beings do…?) and the two examples. Which modern inventions enable us to do these two things? (The plane, the phone, the Internet) Ask for two or three more similar sentences (referring to different inventions), then ask the groups to look at their lists and make a sentence referring to each item. When they are ready, invite different students to read out a sentence – can the class say which invention is referred to? b Have students read the short paragraph. It is about why, and how, modern science is important. Ask students to discuss in pairs why they believe scientific exploration is important, and whether they agree or disagree with this statement. Then, have students close their books. Tell them that they are going to read an article on page 63 that mentions new inventions. Can they think of a good title for the article? What do they think the main points of the article will be?

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

Student’s Book pages 62 and 63 Present the active vocabulary needed for each activity.

Student’sBook Bookpage page Student’s MODULE 3: Power

Unit 8 (10 mins) Collect some pictures of modern technology and show them to the class. Ask the students to tell you what they are. You can also refer to the pictures on page 62. Ask the students to suggest other examples of ‘modern technology’. Encourage them to think about inventions they use every day (e.g. washing machines, TVs, etc.) Put students in groups to list their own ideas. Ask them to think of at least ten items. Go round the class and listen to their discussions, offer prompts / vocabulary where needed. Useful Vocabulary: dishwasher, cooker, microwave oven, fridge, freezer, toaster, sandwich maker, heater, electric fan, air conditioning, CD player, MP3 player, TV, computer, DVDs, car, plane, mobile phone, etc. Then ask the students to arrange the items in their lists in order of usefulness – the most useful = 1. Ask each group to tell the class their number one item. Is there a clear favourite?

Grammar Modals (can / could; must / should); wish + simple past / past perfect

Work in pairs. Think about the power of technology. a What can human beings do now that they couldn’t do 100 years ago? Make a list. We can travel around the world in a few hours. We can talk to people thousands of kilometres away. We can

b Read the following statement. Why do you think modern science is important? An important part of modern science is to strive for clear understanding. Therefore, scienti¿c explanations are always welcomed as they help us to have a greater understanding of the world. That’s why Islamic society has always respected and had an interest in science.

Read the article on page 63 about some of the inventions scientists are working on now. Predict inventions the writer will refer to. As you read, note any of your ideas in exercise 1 which the writer mentions.

Match four of these headings with sections 1–4 in the article on page 63. You do not need to use two of them. A A ‘smart’ future B The world of work C Cure-all

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The power of technology

D In the home E Connections F Clothes and fashion

Unit 8 The power of technology

Put the students in pairs (if possible with new people) to discuss ideas and note them down, then invite different students to tell the class their ideas.

(10 mins) Ask students to read the article again and then answer the questions. Put the students in pairs, then check their answers.

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

(15 mins) Ask the students to read headings A-F, then put the students in pairs to match them with the paragraphs. Remind them that there are two extra headings.

(expressing opinions: agreement / disagreement) (20 mins) Read out question a and ask for a few ideas from the class. Tell them one or two of your own ideas! Then put the students in pairs or small groups to tell each other their ideas. Suggest that one person notes down the main ideas of the discussion. Repeat this procedure with question b. Ask one person from each pair or group to tell the class the main points of their discussions. Do the students have similar opinions?

Lesson 3 Workbook pages 58 - 59, Reading Workbook answer key – see page 148

Student’s Student’sBook Bookpage page

Objectives Skills

Unit 8 The power of technology

Reading

Future Shock 5

Our grandparents thought they were fortunate because they could travel by car and they could see Ålms at the cinema. Now, we think we’re very lucky because we have appliances that can do the jobs we hate, like washing up or cooking; we have computers that can help us to communicate with people instantly; we have cars with ‘satnav’ that can tell us how to get to where we are going; and we have AC systems which can keep our houses and ofÅces cool when the weather is hot. But in just a few years, these latest inventions will seem old-fashioned compared to things that scientists are currently innovating. Here are a few of the ideas they are developing.

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Z Within a few years, we will all be able to watch 3D television without special glasses. Z We will have more spare time because robots will be doing almost any job in and around our homes, including cleaning, washing, gardening and mail delivery.

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Z There will be big changes in medicine, too. Gold-coated ‘nanoshells’ are being developed. They will be able to find cancer tumours and destroy them, using heat. Z Within ten years, researchers will have developed micro-robots which we can swallow. These will be able to travel through our bodies and repair organs that are not working properly.

3

Z In the next ten years, we will be able to 25 buy ‘intelligent’ or ‘smart’ refrigerators which will automatically inform us when we are running out of food and will be able to order supplies directly from an online supermarket. Z By 2020 we could see the end of traffic jams and road accidents: cars will drive themselves along ‘smart roads’. Some people predict that we will even be able to buy flying cars. 4 Z Mobile phones will continue to get smaller and become more and more sophisticated. We may be able to use our phones to pay for things we buy in shops. We will simply pass our phone over an electronic reader and money will be drawn from our bank accounts. Z We will soon be able to wear ‘active contact lenses’ which display our e-mails and Internet web-pages. According to scientists we will be able to ‘see’ these with our eyes closed.

Read the article again and answer these questions. a Why did our grandparents think they were lucky? b How will housework change in the future? c How will very small robots help doctors? d Which future invention do you think is the most useful? Summarise its benefits.

Writing Topic Functions Vocabulary

At the end of the lesson, students should be able to: ● read a text about future travel ● write an extra paragraph ● write a summary ● Future travel ● give examples bio-fuel (N), implement (V), obstacle (N), outlandish (Adj), suspension (N), windscreen wiper (N)

Words to remember

contact lens, cure-all, currently, draw, gold-coated, innovate, instantly, latest, micro-robot, nanoshell, satnav, shock, sophisticated, tumour

(expressing opinions: agreement / disagreement) Discuss these questions in pairs or groups. a Do you think any of these inventions could improve your life? If so, how? b Which future development do you think is the most exciting? Why? 63

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Lessons 4 and 5

Objectives Skills

At the end of this pair of lessons, students should be able to: discuss future inventions Speaking talk about abilities and possibilities talk about difficult behaviour Grammar use modals [can / could; must / should] use wish + simple past / past perfect Topic Future possibilities Functions express wishes talk about abilities talk about possibilities support ideas express obligation Vocabulary bifocal (Adj), frequent (Adj), instigate (V), legible (Adj), obedient (Adj), patient (Adj), reputation (N), software (N), spot (N) Pronunciation Identify the stressed words in sentences ● ● ● ●

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(10 mins) Ask the students to look at the pictures. Ask What can computers do? Invite different answers from the class (e.g. They can find information quickly; they can play music…). Then ask What can we do with computers? (e.g. We can play games; We can talk to each other…). Ask the students to think about mobile phones and TVs in the same way and to make notes. Then ask them to consider questions b and c in the same way. Put the students in pairs to compare ideas. Then ask different students to report their ideas back to the class.

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Student’s Book pages 64 and 65 Present the active vocabulary needed for each activity.

(15 mins) Ask for a few ideas from the class for each question, and tell them a few of your own ideas. Then put the students in pairs or small groups to discuss both questions. Invite students to share their sentences with the class (two or three for each question). Tell them to think of things that they are not able to do or that are impossible for them to do. Make any necessary corrections.

Student’sBook Bookpage page Student’s ●

Modals [can / could; must / should] (5 mins) Ask a student Can you cook? If the student says No, keep asking students until someone says Yes. Then ask the same student, Can you cook now? When the student says No, ask Why not? (Because I haven’t got any equipment or food!) Then write ability and possibility on the board. Point to ability and say (Name) can cook... Point to possibility and say …but he / she can’t cook now. We haven’t got the right things in the classroom, so it isn’t possible! Then, ask students to complete the sentences a-e. Ask different students to give answers and discuss them. Note: It is also quite common to use can to refer to the future (e.g. Can you come out tonight? = Will you be able to…?) (10 mins) a Tell students they are going to read part of a guide for business visitors to Kuwait. Ask them to read the text and identify what the visitors should / shouldn’t do and what they must / mustn’t do. Have students note down the difference between the modal verb should and must. Go round and offer suggestions where necessary. b Then put the students in pairs to compare answers. Have them work together to write three more guidelines in their notebooks.

Modals (can / could; must / should) Grammar reference pages 131–132

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Complete the sentences with can / can’t and could / couldn’t. see without them. a I need my bifocal glasses. I b Computers help us to instigate new learning technology. c I research at school because there is a new software library. d Ten years ago, you easily find a spot to park in town. e I wanted to text you but I remember your number. Read these extracts from a guide written for foreign businessmen and women who are visiting countries in the Middle East. a What should / shouldn’t visitors do? What must / musn’t they do? Clothes / Appearance Behaviour in public and at meetings 1. Visitors must cover most of their body. 3. You mustn’t keep your shoes on when 2. Men should wear a tie for business you visit a mosque. meetings. 4. When you meet someone, you should 3. Clothing should not attract attention not shake hands with your left hand. or be worn to show off. 5. You should use the greeting ‘Al-salaam alaykum’.

b Compare your answers with those of a partner, then together write a few more helpful guidelines for businessmen and women visiting Kuwait.

Look at the inventions in the pictures and answer these questions in pairs. a What can these things do? or What can’t we do with these things? b What will these things be able to do in the future? c What technology do you have that your grandparents didn’t? Think about these future possibilities. a What would people do if computers started to act by themselves? Explain. b What could happen if all the computers in the world stopped working at the same time? Elaborate. OWish + simple past / past perfect Grammar reference page 132 a What difference in meaning does each sentence have?

They wish they had studied harder when they were young. He wishes he were rich.

b Complete the sentences with the correct form of the verb. 1 Now that he is in China, he wishes he (understand) Chinese. 2 I wish you (call) earlier. 3 They wish they (listen) to us sooner. 4 When we begin the trip, they will wish they (be) with us. 64

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Unit 8 The power of technology ●

c Ask students to check their answers to exercise 1b in a dictionary if possible, or the Student’s Book glossary.Go round and offer help if necessary. d Read out sentence 1 and ask the students to supply the missing word from the words in question b (untidy). Then allow time for the students to complete all five with words from question b. Put the students in pairs to compare answers.

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

(20 mins) Put the students in pairs. Read out question a and tell them they have two minutes to discuss it. After two minutes, invite ideas from different students, and tell them your own ideas too! Then repeat the procedure with questions b and c.

(8.1) (10 mins) Play the first part of recording 8.1, and ask the students to underline the stressed words. Continue, pausing for the students to underline each stressed word. Do not check their answers yet. Tell the students to practise saying the sentences in pairs.

Listening script 8.1 – see page 135

Student’s Bookpage page Student’s Book Unit 8 The power of technology

Negative adjectives

Note

Prefixes are often used to give a negative meaning to an adjective. Example: lucky – unlucky a Do you know any more negative adjectives which start with un-? b What are the negative forms of the following adjectives? The notes in the box in question c may help you.

Quote

c Check your negative adjectives in a dictionary or the Student’s Book glossary. Negative adjective prefixes

is the most common negative prefix is used with some adjectives is used with some adjectives beginning with l ... is used with some adjectives beginning with p ... or m ... is used with some adjectives beginning with r ... is used with a few adjectives

d Complete these sentences with the negative form of some adjectives from question b. 1 My room is a bit . I wish I had a robot to clean up the mess. 2 It is to drive faster than the speed limit. 3 children should learn to do what their parents tell them. 4 People who live in cities often have a reputation for being , but I always get on very well with them. ords to remember 5 I can’t read your writing. It’s completely . bifocal, frequent, instigate, legible, obedient, patient, Answer these questions in pairs. reputation, software, a What should parents say to their disobedient children? spot b In what situations do you get impatient? Explain.

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c What should companies do with dishonest employees? Elaborate.

Read the quote to the class. Check that students understand it. (Essentially, it means that machines cause more problems than they solve.) Do students agree or not? Ask them to give examples to justify their answer. Background: Antoine de Saint Exupéry (1900–1944) was a French writer and air pilot. His most famous book is The Little Prince.

Lesson 6 Workbook pages 60 - 61, Language practice Workbook answer key – see pages 148 – 149

Objectives Skills Grammar

Listen and repeat. Underline the most stressed word in each sentence. a Gold-coated ‘nanoshells’ are being developed. b We will be able to buy ‘smart’ clothes. c According to scientists, we will be able to ‘see’ these with our eyes closed. (8.1)

(8.2)

Play recording 8.2, pausing after each sentence for the students to check their answers to exercise 3. Then play it again, pausing after each sentence for the students to repeat it. Listening script 8.2 – see page 135

formal frequent friendly honest legal legible obedient patient polite regular relevant tidy

undisilimirin-

(8.2) (10 mins)

Listen to the sentences again. How have they changed?

Quote

“The machine does not isolate man from the great problems of nature but plunges him more deeply into them.” Antoine de Saint Exupéry

Writing Functions 65

At the end of the lesson, students should be able to: ● use modals [can / could; must / should] ● use wish + simple past / past perfect ● use prefixes ● write wish sentences ● give examples 91

offer suggestions where necessary. c Tell them to prepare a persuasive ‘sales talk’ about the item they have chosen, based on the ideas they have noted down. Suggest that the four sections are shared between members of the group. Before they start, tell them to look at the Useful Language box. Go round and offer help where necessary.

Lessons 7 and 8 Objectives Skills At the end of this pair of lessons, students should be able to: read a short article about smart clothes Reading read an advertisement Speaking give a sales talk discuss future inventions Writing write a magazine advertisement for a new invention Topic Robomate support ideas Functions introduce a subject state advantages persuade Vocabulary anniversary (N), heart rate (N), recharge (V), remind (V), terminal (N), torso (N), transmit (V), trespass (V), wearer (N) ● ● ● ● ●

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(10–15 mins) a Put pairs or groups together – if possible with students ‘selling’ different items. Students take turns to give their ‘sales talk’ to the other pair or group. Go round and listen while they are talking. b Ask students in each group to comment on the sales talk they have heard – are they persuaded? Invite two or three sets of students who have given persuasive talks to give them again, to the whole class.

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Student’s Book pages 66 and 67 Present the active vocabulary needed for each activity. Selling an idea

Student’s Book Student’s Bookpage page

(10 mins) Write the words ‘smart clothes’ on the board, and elicit ideas or vocabulary about these words from the students. Then allow time for them to read the article. Explain any new words, which might include: power (verb), heart rate, blood pressure, transmitting, satellite. Put the students in pairs to discuss which of the smart clothes mentioned would be the most useful. Ask for ideas, then hold a class vote.

Selling an idea Read this short article about ‘smart clothes’ of the future. Which of the clothes do you think would be the most useful? In a few years, we will be able to buy ‘smart clothes’ which can control our temperature, keeping us cool in the summer and warm in the winter. One company is already working on ‘smart trainers’ which can generate electricity as you walk, and power an electronic terminal 5 you wear on your torso. Other clothes will help to save lives by checking the wearer’s heart rate and blood pressure and transmitting this information to a doctor. Life-saving ski jackets will heat up if the wearer’s body temperature falls too low, and will transmit a message to a satellite to help rescue 10 teams to find the wearer.

Work in pairs or groups. You are going to sell a new item of ‘smart clothing’ to other students in the class.

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(about 15 mins) Ask the students to look at the pictures. Briefly discuss what kind of clothes they are and what they might do. Tell them they are going to prepare a ‘sales talk’ to sell one of them. a In pairs, have students brainstorm words and phrases used in ‘sales’. Ask them how the article would change if the writer’s purpose was to sell the items. Invite students to share their ideas with the class. b Put the students in pairs or groups of four. Ask them to choose one of the items of clothing. Tell them to read and discuss questions 1-4 and make notes. Encourage them to be imaginative! Go round and

a How could the language of the article change if the writer wanted to sell the items? b Choose one of the articles of clothing in the photograph, and discuss these questions. 1 What is it and what do you think it can do? 2 What are its special features? 3 Who would find it particularly useful? 4 How would it improve the wearer’s life? c Plan a ‘sales talk’ to persuade other people to buy this article of clothing. Use your answers to questions b1–4 as the different sections of your talk. Use some of the expressions from the Useful Language box below. Work with another group of students. a Take turns to give your sales talk to the other group. b Finally, each student in the two groups should say whether they found the talk persuasive. Would they buy the new article of ‘smart clothing’?

USEFUL LANGUAGE Introducing a subject I’d like to tell you about our fantastic new invention. It’s a … which can … This is the invention you have all been waiting for. It’s a … which …

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Stating advantages The best thing about (our new shoes) is … This is what our … can do for you. It isn’t expensive. It only costs … It’s available in these sizes / colours: …

Unit 8 The power of technology

(10 mins) Read out the first question and discuss the answer with the class (the writer uses you to personalise the advertisement, to make the reader imagine himself / herself actually using the robot.) Put the students in pairs to discuss the rest of the questions. Go round and offer suggestions where necessary. Invite different students to tell the class their ideas for questions b-d. Tell students to write their answers in their notebooks.

An advertisement (10 mins) Bring in some magazine advertisements, and show them to the class. Also, ask the students to think of some other advertisements for household goods they have seen on TV, in magazines or on posters. Which advertisements do they think are effective – which ones are not? Why?

(10 mins) Tell the students to look at the picture and then read the advertisement. Go round and explain any difficult vocabulary. Put the students in pairs to discuss which of the robomate’s abilities would be the most useful. Ask the class to identify all the things it can do and write them on the board (talk; do boring jobs; phone you if someone breaks in; look after the house; remind you of important dates; work for 48 hours). Hold a class vote for the most useful ability.

An advertisement

(20 mins) a Tell the students to read the advertisement in their books again. Then read out the instructions and allow about fifteen minutes for them to plan their own advertisements. Tell them to use a clean page in their notebooks and set it out like a real advertisement. Go round and offer suggestions where necessary. b Tell the students to check their work carefully for spelling, grammar, punctuation and style. Put the students in pairs to read each other’s advertisements and encourage them to suggest ways of improving their partners’ work. Go round and make corrections where necessary. Student’s ’ Book page Invite different students to read out their Unit 8 The power of technology advertisements to the class. Optional: Give each student a sheet of paper task You are going to write a magazine advertisement and ask them to make a ‘real’ poster, for use in for a new invention. a classroom display.

Read this advertisement for a new household robot. Which of Robomate’s abilities would you find most useful?

ROBOMATE • • 5

• 10

•

• 15

• 20

This is Robomate and here are some of the things it can do for you: It can translate between languages. You can ask it to do jobs around the house for you. It particularly likes the jobs you find boring. It can look after the house when you go out. If someone trespasses, Robomate will phone you. If you are away, and you want to check everything is okay at home, you can see what’s going on through a special webcam. It can remember everything you tell it and remind you about important dates like birthdays and anniversaries. This is particularly useful if you have a busy life or a bad memory. Its batteries last for 48 hours without recharging.

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So, what are you waiting for? Order your own personal Robomate today. It’ll change your life! Still not sure? Check our website and watch Robomate in action!

Lesson 9 Workbook pages 62 - 63, Writing Workbook answer key – see page 149

Objectives Skills Reading Writing

Functions

Read R d the h advertisement d i again i and d answer these h questions. i

At the end of the lesson, students should be able to: ● read magazine advertisements ● write an advertisement for a new product ● write a storyboard ● express possibility

a Why does the writer of the advertisement use the word you? You can ask it to do jobs …

b Why does the writer ask questions? So, what are you waiting for?

c Is the style of writing formal or informal? What effect does this have? d Why does the writer use a list of bullet points [•]?

Words to remember

anniversary, heart rate, recharge, remind, terminal, torso, transmit, trespass, wearer

Write your own magazine advertisement for a new invention which will save time in your school or your home. a

Think of your invention and give it a suitable name. It can be big or small, cheap or expensive, simple or complicated. Z Write in the same style as the advertisement for Robomate. Z Include the price of your invention. b Now check your spelling, grammar, punctuation and style. Exchange advertisements with another student. Z

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MODULE 3: Power

Unit 9 Money they prefer. Encourage students to think of a fact about each method, and then follow it up with an opinion about the advantages and disadvantages.

Lessons 1 and 2

Objectives Skills Reading

At the end of this pair of lessons, (25 mins) students should be able to: Ask students to read the instructions. Then allow read an article by a local bank manager them time to read the text. Help them with any read a factfile difficult vocabulary. Put students in pairs and listen to a talk about the history of money ask them to discuss the qualities needed to be give opinion about forms of payment a successful bank manager. Do they have any of Financial prospects these qualities? express opinions (agreement / (15 mins) disagreement) Ask students to read the definitions. Then allow discuss money plans them time to go back to the text and try to find a guess word that matches each definition. Let them check express preference their answers in pairs. express obligation accounting (N), barter (V), confidentiality (N), economics (N), insurance (N), invest (V), investment (N), Student’s Book page loan (N), management (N), transaction (N) ● ●

Listening Speaking Topic Functions

● ● ● ●

●

● ● ●

Vocabulary

MODULE 3: Power

Student’s Book pages 68 and 69 Present the active vocabulary needed for each activity.

(5 mins) Ask the class if they have ever had to use different currencies (while travelling). Where were they and what were the currencies’ names? Ask for or tell them the names of currencies used in English speaking countries – pounds, euros, dollars. (15 mins) a Tell the students that the pictures show different kinds of ‘money’. Ask them to point to the bank notes, the cowry shells the cheque and the coins. Then, ask them which kind of ‘money’ they think is worth the most (in the past, cowry shells used to be worth a lot, but nowadays we use different currency, so cowry shells have lost their value. Coins have less value than bank notes and the cheque’s value varies depending on what is written on it.) b Ask the students to guess when and where cowry shells were used as money. In pairs the students tell each other how they usually pay for things, and which method 94

Unit 9

Money Grammar have to / should / must; reported speech

a Look at the pictures. Which do you think is worth the most? b How many different ways of paying for things do you use? Think of a fact and an opinion for each method. Compare ideas with those of a partner.

Read this extract from a careers prospectus written by a local bank manager. Do you have any qualities that would make you a good bank manager?

5

10

15

Financial prospects You don’t have to have a university degree to become a bank manager, but it can help. When I left school, I started working in a bank as a clerk to earn money for my family. I worked hard and was eventually promoted, but because I didn’t have a degree, I had to take professional examinations. Not going to university is one of my biggest regrets. I would love to study economics, accounting or computer science, and a degree in business management would really help my career now. But I think it takes more than just a university education to be a successful bank manager. As a bank manager, you need good communication skills. You must be completely honest and trustworthy and be able to respect confidentiality. It is also important that you are able to demonstrate leadership qualities and to motivate staff to meet targets. You must be able to handle a lot of complex information, including monitoring accounts, loans and investments. Our bank also offers home and business insurance. I officially work 35-40 hours per week, but sometimes I work overtime to meet important clients. Some people say that money is corrupting and causes greed, but I believe money management is a skill and a discipline. Money is not an end in itself, but a means to higher values. If it is earned, invested and spent carefully, it will reward the individual, their family and society. This is where banks and bank managers can help!

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Unit 9 Money (9.1) (10 mins) Ask the students to read the factfile and decide which of the facts are mentioned in the recording. Put the students in pairs to compare answers, then play the recording a final time to check.

(9.1) (5-10 mins) Tell the students that they are going to hear a talk about the history of money. Explain that it is quite long but they will hear it several times. Ask the students to read the three questions, then play recording 9.1 straight through. Students answer questions individually.

Listening script 9.1 – see page 135 (expressing opinion; agreement / disagreement; exchanging ideas)

Listening script 9.1 – see page 135

(9.1) (10 mins) Ask the students to read the four statements, then play the whole recording again. Then put the students in pairs to decide whether each statement is true or false. Ask them to justify their answers. When they are ready, play the recording again and check their answers.

Listening script 9.1 – see page 135

(10 mins) Put the students in pairs, if possible with different people. Ask them to consider both questions. Allow about five minutes; go round and offer suggestions where necessary. Ask volunteers to tell the class their ideas. Have a class vote to decide if a return to bartering would be a good thing.

Lesson 3 Workbook pages 64 - 65, Reading Workbook answer key – see page 149

Student’s ’ Book page

Objectives Skills

Unit 9 Money

Reading Read the extract on page 68 again and find a word to match each definition. a a university qualification b time that you spend working in addition to your normal working hours c a selfish desire (9.1) You

are going to hear a talk about the history of money. As you listen, answer these questions. a What did people barter with in the past? (Barter = exchange things instead of using money. Examples: animals, things they made, etc.) b When and where were the first coins made? c When and where were the first bank notes made?

Topic

Words to remember accounting, barter, confidentiality, economics, insurance, invest, investment, loan, management, transaction

Vocabulary

At the end of the lesson, students should be able to: ● read an article about Warren Buffett ● Warren Buffett: Philanthropic billionaire billionaire (N), charitable (Adj), inherit (V), philanthropic (Adj), tax return (N)

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

(9.1)

b The first coins were made of silver. c Before they used coins, the Greeks paid for things with long nails. d The Chinese made paper money because they did not have enough gold. Which facts in the Factfile are mentioned by the speaker? When you have made your choice, listen again and check your answers.

(9.1)

(expressing opinions: agreement / disagreement; exchanging ideas)

9000 BCE 6000 BCE

Discuss these questions in pairs.

1200 BCE

a If people in your town had no money, how could they get things they needed? Could they barter? What could they exchange? b What could you and your friends exchange?

640 BCE 550 BCE 800 CE 1520 CE 1660 CE 1961 CE 1995 CE

10 Money Dates Cattle were the oldest form of money. The first banks were in Babylon in Mesopotamia. Cowry shells were first used as money in China. The first coins were produced in Lydia. The Persians used gold coins, but the Greeks used silver. The first paper money notes were made in China. The Aztecs used gold dust and cocoa beans as money. The first cheque was used in Britain. Fils and Dinars were introduced in Kuwait. Ninety per cent of all transactions in the USA were electronic.

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Money: rules or advice about spending money Clothes: rules about what clothes are suitable in different social situations and weather conditions Public behaviour: rules about what to do and what not to do in public places Driving a car: rules or laws about driving in Kuwait

Lessons 4 and 5

Objectives Skills

At the end of this pair of lessons, students should be able to: discuss rules Speaking describe objects for an online auction Writing write a set of rules Grammar use have to / should / must use reported speech e-sell Topic Functions express obligation express opinion (agreement / disagreement) discuss rules and laws describe objects for sale Vocabulary auction (N), complimentary (Adj), login (N), shipping (N), tax (N) Pronunciation reduce the preposition to in sentences ● ●

(10 mins) Put pairs together to make small groups. Tell them to explain their rules or laws to each other. Go round and make sure they are using must / mustn’t ; have to / don’t have to; should / shouldn’t. Finally, invite different students to explain their rules to the class, and encourage comments.

● ● ● ● ●

●

●

●

Reported speech

●

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

●

Student’s Book pages 70 and 71 Present the active vocabulary needed for each activity.

●

have to / should / must (10 mins) Read out the first sentence (Most people…) and ask the students to match it with one of the three meanings (1). Repeat the procedure with sentences b and c. Put the students in pairs and ask them to think of one or two more examples each for meanings 1, 2 and 3. Invite suggestions and write good examples on the board.

Student’s Book page

have to / should / must Grammar reference pages 132-133

O

Match the modal verbs in sentences a–c with their meanings 1–3. a Most people have to work to earn money. b You shouldn’t waste your money. c You must be more careful with your money. 1 This is necessary. 2 I feel very strongly about this. 3 This is my advice or suggestion. Rewrite each sentence using one of the modal verbs from the list. Start with the words given.

(10 mins) Tell the students to rewrite sentence a, using one of the modal verbs in the box. (You shouldn’t carry lots of money around with you.) Then allow time for students to complete the task. Go round and offer suggestions where necessary. Put the students in pairs to compare answers.

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(10-15 mins) Ask the class if anyone has ever been in a different country for more than a few weeks. What did they find strange and / or difficult to get used to? Then ask them to imagine what it must be like for foreigners who come to live and work in Kuwait. What might they find difficult to get used to? Read out the instructions and put the students in pairs. Allow 10-15 minutes for them to discuss their ideas and make notes. Go round and offer suggestions where necessary.

must should have to mustn’t shouldn’t don’t have to a b c d e f

It isn’t a good idea to carry lots of money around with you. You It’s wrong to take things from shops without paying. You It isn’t necessary to pay for these drinks. They’re complimentary. You If you earn money, I think it’s right that you pay tax. If you earn money, you It’s a good idea to put your money in a bank. You It’s necessary to use a personal login for the bank website. You

Work in pairs. A group of university students from Kuwait are going to work in another country for a year. Write a set of rules which will help them prepare for this new situation. Think about these things: Money

Z

Z

Clothes

Z

Public behaviour

Z

Driving a car

Now work in small groups. Tell each other about any rules or laws in other countries that you have visited or know about. Use must / mustn’t; have to / don’t have to; should / shouldn’t. Reported speech Grammar reference page 133-135 Complete the paragraph using the first paragraph of the article on page 68.

O

A local bank manager said that when he had left school, he started working

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Unit 9 Money

List and sell (9.2) (10 mins) Play the first part of recording 9.2, and ask the students to check how the preposition to is pronounced in each. Can they notice any difference? In sentences a and c the preposition ‘to’ is followed by a word and thus it is reduced. In sentences b and d ‘to’ occurs at the end of the sentence and is thus stressed.

(15 mins) Put the students in pairs and ask them to look at the pictures. Allow 5 minutes for them to list all the items in the pictures. Invite volunteers to choose three items. a Then allow time for students to describe the items they have chosen following the information in the box. Repeat with other pairs. b Still in pairs, ask the students to ask and answer questions about the items in the pictures.

Listening script 9.2 – see page 135 (10 mins) (9.3) Play recording 9.3. Allow time for students to repeat the sentence. Play the recording again a couple of times so that students have practised the sentence more than once.

(10 mins) Read out the example sentence (It’s hard to imagine…) and point out the pattern (adjective + to + infinitive). a Ask the students to think of ways to complete sentences 1-4. Go round and offer suggestions where necessary. b Put the students in pairs to compare ideas. Ask them to think of more possibilities for each one.

Listening script 9.3 – see page 135

Quote

Read the quote to the class. Check if students understand the vocabulary. Do students agree? Why or why not? Discuss why Johnson believes it is not enough for man to earn money and that developing one’s character is important to maintain relationships. Background: Samuel Johnson (1709-1784) was one of the most important English literary figures. His most important work was the first authoritative English dictionary. It took 10 years to complete and Student’s ’ Book page was published in 1755. Unit 9 Money

Workbook pages 66 - 67, Language

List and sell

practice

Look carefully at this website for buying and selling goods. a Describe three of the items for sale, following the information in the box.

e-Sell

Kuwait’s Online Auction

Workbook answer key – see page 149

Sell your first item now! List: Item title Item description & history How you would like to be paid Shipping methods

Objectives Skills Grammar

2

1

Lesson 6

3

Functions 4 5 6

At the end of the lesson, students should be able to: ● use have to / should / must ● use adjective + to + verb ● participate in a dialogue ● express opinions (agreement / disagreement)

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

Words to remember

Adjective + to + verb is a common pattern in English. It’s hard to imagine the world without money.

auction, complimentary, login, shipping, tax

a Complete these beginnings. 1 It’s hard to imagine 2 It’s impossible to believe that 3 I find it difficult to understand 4 I’m lucky to have b Compare answers with a partner, then think of one or two more ways of ending the same sentences.

Listen and repeat these sentences. Notice when the preposition to becomes reduced. a It’s hard to imagine. c I’m going to tomorrow. b You shouldn’t have to. d They couldn’t afford to. (9.2)

(9.3) Now

listen and repeat this sentence.

I only want to pay separately if you want to.

Quote

“Getting money is not all a man’s business: to cultivate kindness is a valuable part of life.” Samuel Johnson 71

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Tell them to listen again, and notice how each person explains his / her reasons. Play the recording, pausing after each section, and ask students to repeat the reasons (A: to learn the birds. It’d be a fantastic feeling. People in the future would thank us. B: It would be good for the school, everyone could use it to learn. C: We could make a lot of money).

Lessons 7 and 8

Objectives Skills Reading Listening Speaking Writing Topic Functions

● ● ●

● ● ●

● ● ● ● ● ● ●

Vocabulary

At the end of this pair of lessons, students should be able to: read an opinion composition listen to a discussion discuss advantages and disadvantages in order to reach agreement write an opinion composition Does money make the world go round? express opinions (agreement / disagreement) reach agreement state advantages and disadvantages exchange ideas agree / disagree give reasons to support opinions state one’s purpose express an opposite opinion affluent (Adj), evil (Adj), extinct (Adj), generosity (N), gross (V), in this sense (Exp), profit (N), spur (V), success (N)

Student’s Book pages 72 and 73 Present the active vocabulary needed for each activity.

Listening script 9.4 – see page 135

(15 mins) Put the students in small groups, if possible with people who have made different choices. a and b Tell them to discuss each option and to explain the advantages of their first two choices, and the disadvantages of their third choice (using their tables from exercise 2). Can the group agree on a final choice? Remind them that they must reach an agreement. Allow no more than fifteen minutes. Ask which groups have reached an agreement and congratulate them!

Student’s Book page

Reaching agreement

(10 mins) Read out the information and ask the students what they would spend the money on if they could choose anything. Allow a few minutes for a class discussion, then tell them that unfortunately they have to choose one of the three options which are illustrated! Allow time for them to think about the choices and put them in their own order of preference.

(5 mins) Ask the students to complete the table with their own ideas. Go round and offer suggestions. (9.4) (20 mins) Ask the students to listen to three people talking about what they would choose. Play recording 9.4 straight through, then ask what the three people’s first choices were (A: bird sanctuary; B: study centre; C: hotel).

Reaching agreement

You and a group of friends have entered a competition together and you have won the first prize – a lot of money. BUT you will only get this money if you can all agree how to invest it. You have the three choices below. Look at the choices and put them in your ideal order. (1 = your first choice)

Pay for the building of a new sanctuary for a bird that is nearly extinct in Kuwait.

Buy a hotel in your town which is losing money. If you make it a success you could gross a profit for yourself.

Make a list of the advantages of your first and second choices and the disadvantages of your third choice. Choices

1 New school study centre

Advantages ZImprove

Disadvantages

the school

2 New bird sanctuary 3 Hotel

Z

We could lose the money lot of hard work

ZA (9.4) Before

you have your discussion, listen to three people discussing the same choices. What is each speaker’s first choice?

Work in groups. a Discuss the three choices in turn. As each choice is discussed, describe the advantages of your first and second choices and the disadvantages of your third choice. b If there is no agreement, try to persuade the others in the group that your first choice is the best. Remember: You must reach agreement or you will not get the money! 72

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Pay for the building of a new study centre at your school.

Unit 9 Money

An opinion composition (10-15 mins) Read out each subject and check that students understand them both. Explain that both of them quote proverbs – (love of) money is the root of all evil; the best things in life are free. Are there similar proverbs in Arabic? Ask the students to choose one of them to write about. Tell them to plan four paragraphs, using the composition they have just read as a model. Go round and offer suggestions where necessary.

(20 mins) Tell the students they are going to read a composition about money, and that later they will write a similar one themselves. Read out the title of the composition (Does money make the world go round?) Explain that ‘Money makes the world go round’ is an English proverb. Is there a similar one in Arabic?

a Ask them to read the composition individually and to summatise the writer’s opinion. Ask them to think about whether or not they agree with the writer’s opinions. b Put the students in pairs to discuss whether they agree with the writer. They should discuss their reasons for agreeing or disagreeing. Ask a few students to share their opinions with the class. c Ask the students to read the composition again and match the paragraphs with the descriptions. Tell them to check their answers with their partners.

(20 mins) a Ask the students to look at the Useful Language box and then allow about 15 minutes for them to write their compositions, using their plans. b Tell the students to check their work carefully for grammar, spelling, punctuation and style. Put the students in pairs to read each other’s compositions and make comments based on the two questions. Encourage them to discuss each other’s work – do they agree or disagree with their opinions? Finally, collect the compositions and return them corrected as Student’s Book page soon as possible. Unit 9 Money

An opinion composition

Lesson 9

task

Workbook pages 68 - 69, Writing

You are going to write an opinion composition about money.

Workbook answer key – see page 149

Does money make the world go round? a In the composition, the writer gives his / her opinion. Do you agree ?

round?

go

Does

Objectives Skills

money

In the modern world, money is very important to most people. Everyone needs money and everyone would like to be more afÀuent than they are. For some people, their main reason for doing anything is to make money. However, there are other reasons. 5 Most people go to work because they need money to pay for food, clothes and a home. Some people start businesses to make more ke money for themselves and their families. These businesses pay their ma employees. If a business closes, the employees lose their jobs and the world cannot afford to buy anything. So in this sense, it is true to say that 10 ‘Money makes the world go round’. On the other hand, some people believe that money has become too important. They say that money spurs criminal behaviour and can lead to wars between countries. These people think that family and generosity are more important than money. 15 In my opinion, we need money to live, but life without friends would not be worth living. So, in answer to the question, ‘Does money make the world go round?’I would say ‘No.’ Of course money is great, but I also believe that good friends and families are what really make the world go round.

b Work in pairs. Do you and your partner agree with the writer? c Now match these descriptions with the correct paragraphs. Z Ideas which answer Yes to the question ords to remember Z The main idea of the composition Z The writer’s own opinions affluent, evil, extinct, Z Ideas which answer No to the question generosity, gross, in this sense, profit, spur, success You are going to write your own four-paragraph composition.

W

Z Do you agree that love of money is the root of all evil? Z Do you think that the best things in life are free? Choose one of these subjects and plan your ideas with a partner.

a Write your composition in about 150-170 words, using your plan and the ideas you have discussed. b Now check your composition, exchange it with another student, and discuss any opinions you and your partner disagree about.

USEFUL LANGUAGE Stating one’s purpose I am going to write about …

Expressing opinions In my opinion, … I believe that … It seems to me that …

Reading Writing

Functions

At the end of the lesson, students should be able to: ● read extracts from a composition about money ● write a list ● write an opinion composition ● justify opinions ● give explanations

Preparation for the project Tell the students they will be working on a project called Doing a technology survey at the end of the module. Ask them to work in pairs, and to decide which type of technology they would find most interesting to conduct a survey about and to find out about it. Tell them to look in books, magazines, on the Internet, etc., for different types of questions and surveys. Ask them to bring in this research to the next lesson.

Expressing an opposite opinion On the other hand, many people think …

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Focus on Adverb Clauses (cause / effect and opposition)

Student’s Book page 74

The National Assembly Building Pre-reading (10 mins) Point to the picture. Ask students if they recognise the building. Ask some general questions to guide students to talk about the topic: The National Assembly Building. Write on the board any vocabulary you think is essential for students to read more easily (sloping roofs, evoke, leaning canopy, icon).

(5 mins) Read the explanation about Adverb Clauses and the examples. Go over the words in the table with the students.

(10 mins) Put students in pairs to do exercises 1 and 2. Then students volunteer to give answers.

Reading (20 mins) Guided by the discussion and vocabulary, students read the text silently. Afterwards, ask them questions about the content of what they have read to check their understanding. Here are some suggestions. 1 What is the purpose of the National Assembly Building?

Student’s Book page

Focus on

2 How does the building combine traditional and modern styles? 3 Who designed the National Assembly Building? 4 Make a list of words from the text related to the theme of architecture. Discuss in groups why you have chosen each word in your list.

The National Assembly Building

5

10

5 How old is Kuwait’s parliament? 6 What is unusual about Kuwait’s parliament? 7 Do you like the design of the National Assembly Building? Why / Why not? Discussion (5 mins) In pairs, students discuss the text.

15

20

25

This incredible white building houses the Kuwaiti parliament. The building is an amazing combination of styles and draws its influence from both the modernist architectural movement and Islamic tradition. For example, the sloping roofs serve both a functional and a figurative purpose. They provide shade for the parking area on one side of the building and evoke the traditional Kuwaiti past by representing a traditional souk covered by a tent. Although the style of the building is extremely contemporary, even 30 years after its completion, it still evokes Kuwait’s rich cultural heritage whilst embracing modern building styles. The project to build the National Assembly Building began in 1969 with an international competition which drew entries from many famous and successful architects. The competition was eventually won by Jorn Utzon, the Danish Architect who designed the Sydney Opera House. Urtzon was eager to be involved in the project as it allowed him to combine his passion for Middle Eastern culture and tradition with his love of modernist architecture. The dramatic front of the concrete building flows upward toward the sea, like a leaning canopy of sweeping fabric, shading what looks like a smaller structure underneath. Skylights are repeated through the ceilings in the halls of the building. The large canopy, which covers the entire building below, also hovers above an open courtyard. The view from inside the Parliament is almost as striking as the outside. The National Assembly Building has also become a symbol of political representation within Kuwait and an important icon for Kuwaiti citizens. The building houses Kuwait’s National Assembly, otherwise known as the Majlis Al-Umma or House of the Nation. It is an especially important building as it houses Kuwait’s parliament, the only parliament in the Gulf. The building also houses the offices of Kuwait’s leading politicians. Members of the public can even go to hear Parliament in session and translation is available for those who don’t speak Arabic. These sessions are extremely interesting for anyone who wants to learn about the governmental processes of Kuwait, and reflect the open nature of Kuwait’s legislative body.

Adverb Clauses (cause / effect and opposition) Adverb clauses express when, why, opposition and conditions. They are dependent clauses. This means that an adverb clause cannot stand by itself; it needs to be completed by an independent clause. When an adverb clause begins the sentence, use a comma to separate the two clauses, e.g.: As soon as he arrives, we will have some lunch. When the adverb clause finishes the sentence there is no need for a comma, e.g.: He gave me a call when he arrived in town. This is a list of subordinating conjunctions introducing adverb clauses: CAUSE AND EFFECT because, since, as, as long as, so long as, due to the fact that

OPPOSITION although, even though, though, whereas, while

Find in the text one cause / effect clause and one opposition clause. Write similar adverb clauses with other subordinating conjunctions from the table. 74

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Project 3 c Allow time for the students to compose their questions. Suggest that they write between 5 and 10 questions, relating to the topic they have chosen. Go round and offer suggestions where necessary. Make sure the questions relate to the topic chosen, and make sure they are all the same type of question.

Doing a technology survey Student’s Book pages 75 and 76 Tell the class they are going to prepare and carry out a survey about technology. Design your own survey (10 mins) a Put the students in groups of three or four. Ask them to choose one of the three topics for their survey. b Explain that there are different ways of asking questions in surveys. Read out the examples of four types of questions and allow a few minutes for the students to choose one of them for their survey. They will use only this type of question in their survey.

Students can access these websites to obtain more information: www.misterpoll.com/polls/237738 www.statpac.com/surveys www.technologyquestions.com

Student’s ’ Book page

Carry out the survey (30 mins)

Project 3 Doing a technology survey

task

You are going to work individually and in groups to carry out a survey about the importance of technology in people’s everyday lives. Work in groups of 3–4 students, and follow stages 1–5.

Put groups together. Tell them to take turns to ask and answer the other group’s questions – each student should take a turn at asking one or two questions, and each student should answer all the other group’s questions.

Design your own survey a Decide on a topic. Choose one of these titles: Technology in your home / Technology in your school / My personal use of technology b Decide what type of questions to ask. Type 1 Which of these items do you use? Choose one or both of them. Digital camera DVD player Type 2 Put these items in order of importance for you. [1 = highest / 4 = lowest] Television Computer  DVD player  Games console Type 3 How easy is it get help if something goes wrong with your computer? Choose one answer. Very easy Quite easy  Not very easy  Difficult Type 4 How far do you agree with this statement? Choose one answer. ‘Technology is becoming too important in modern life.’ Strongly agree  Agree Neutral Disagree

 Strongly

disagree

c Now write your own questions.

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101

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

Student’s Book Student’s Bookpage page

Class discussion (5-10 mins) a and b Read out the questions one by one and invite ideas from the class. Make sure each topic is discussed. Do the students think any of the question types are much better or worse than the others?

Module 3 Progress test Workbook pages 70 – 75 Workbook answer key – see pages 149 - 150 Extra listening pages 137 - 138

Carry out the survey Work with another group. Take turns to ask your questions. Every student in the group should answer the other group’s questions. Don’t forget to make a written note of the answers other students give to your questions. Summarise your survey results Work in your original groups again. Summarise the answers other students gave to your questions. Here are some different ways of presenting the summaries: Type 1 Eighty-five per cent of students use a camera. Twenty-five per cent of students strongly disagree that technology is becoming too important.

Type 2 Tables of figures 4

3

2

1

Order of importance / Item of technology

6

7

9

8

television

1

2

12 15 computer

3

17

5

5

DVD player

20

4

4

2

games console

Type 3 Graphs or diagrams

Note: Number in class 30

Present your results Now take turns to present your group’s findings to the rest of the class. You can do this presentation in a number of ways. Z Speaking: read out the results of your survey. Z Visual: display your results in writing or diagrams on the wall. Z Speaking and visual: read and display. Class discussion Discuss these questions about the results of your surveys. a What facts stand out from your survey? b Were there any differences of opinion between different groups? 76

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Try these websites for information: O www.misterpoll.com/237738 O www.statpac.com/surveys O www.technologyquestions,com m

Student’s Book Answer key Module 3 Unit 7, page 57, exercise 3 a2 b5 c1 d3 e4

Unit 7, page 59, exercise 4 d (Students’ own answers)

Unit 7, page 57, exercise 4 coal, oil, natural gas, hydro-electric power, wind power, wave power, solar energy, wood (vegetation)

Unit 7, page 59, exercise 1 1 strong coffee 2 heavy traffic 3 strong lights 4 strong wind 5 heavy fall 6 strong smell 7 heavy fighting 8 heavy work

Unit 7, page 57, exercise 5 a 60 / 220 b 10 billion c 355 d 1890 e 10 f 340

Unit 7, page 59, exercise 2 1 industry (noun - industrial is an adjective) 2 production (both nouns, but product is the thing that is made, production is the process of making it) 3 generate (verb generator is a noun) 4 electrical (adjective - electricity is a noun) 5 using (verb - useful is an adjective)

Unit 7, page 57, exercise 6 a 1 False: Reserves of natural gas will last for 220 years and reserves of coal and oil will only last for 60 years. 2 True: The Al-Ghawar oilfield in Saudi Arabia is the biggest in the world. 3 False: Wind, waves and the sun produce only 0.5 per cent of the world’s energy needs. 4 True: In some poor countries plants provide over 90% of all the fuel. Unit 7, page 58, exercise 1 a 1 continue (to use): present simple; will last: future simple. This is a first conditional sentence. 2 walk: present simple; need: present simple. This is a general conditional sentence. 3 were: past simple; would last: past. This is a second conditional sentence. Unit 7, page 58, exercise 1 b Sentence 1 likely Sentence 2 always Sentence 3 unlikely

Unit 7, page 61, exercise 1 a they drive cars b with questions for the reader c informal d to persuade the readers to use their cars less often Unit 8, page 62, exercise 3 1D 2C 3A 4E Unit 8, page 63, exercise 4 a because they could travel by car and they could see films at the cinema b Robots will be doing all the housework. c Micro-robots will be able to travel through the human body and repair organs that are not working properly. d (Students’ own answers) Unit 8, page 64, exercise 1 a can’t b can c can d could e couldn’t

Unit 7, page 58, exercise 2 a 1 Yes, they have. 2 More than once. Ask the students to explain how we know these answers (because the sentences are in the present simple, which can describe a habit or routine.)

Unit 8, page 64, exercise 5 a The first sentence uses the past perfect to express a regret (a wish that a past event had turned out differently). The second sentence uses the simple past to express a wish that something might happen, even though the wished event is very unlikely to happen.

Unit 7, page 58, exercise 2 b and c (Students’ own answers)

Unit 8, page 64, exercise 5 b 1 understood 2 had called 3 had listened 4 were

Unit 7, page 58, exercise 3 a 1 the future 2 a breakdown is likely Ask the students to explain how we know these answers (because the sentences are in the first conditional, which is used to talk about future events that are likely to happen.)

Unit 8, page 65, exercise 1 a (Suggested answers) unhappy, unable, unacceptable, unasked, unavailable, unaware

Unit 7, page 58, exercise 3 b and c (Students’ own answers) Unit 7, page 59, exercise 4 a and b a future time b unlikely Unit 7, page 59, exercise 4 c 1 found / would fall 2 fell / would use 3 used / would be

Unit 8, page 65, exercise 1 b and c un: friendly, tidy im: patient, polite dis: honest, obedient ir: regular, relevant il: legal, legible in: formal, frequent Unit 8, page 65, exercise 1 d 1 untidy 2 illegal 3 Disobedient 4 unfriendly 5 illegible Unit 8, page 65, exercise 3 a nanoshells b smart c see 103

Unit 8, page 65, exercise 4 a are b will c will Unit 8, page 67, exercise 2 (Suggested answers) a to make the advert more personal b to make the reader feel actively engaged with the advert c informal; makes the advert seem more like a friendly conversation than an advert. d to make the advert quick and easy to read. Unit 9, page 69, exercise 3 a degree b overtime c greed Unit 9, page 69, exercise 4 a animals, shells, beads, leather, corn, tobacco b The first coins were made in Lydia in Turkey over two and a half thousand years ago. c The first bank notes were made in China 1200 years ago. Unit 9, page 69, exercise 5 a False: In parts of Africa cowry shells were used as money until the middle of the 20th century. b False: The first coins were made of electrum. c True: The use of coins spread from Turkey to Greece, which had previously used iron nails as currency. d False: The Chinese made paper money because they didn’t have enough copper. Unit 9, page 69, exercise 6 The facts mentioned are: The first coins… The first paper money… The Aztecs… The first cheque… Fils and Dinars... Unit 9, page 70, exercise 1 a1 b3 c2 Unit 9, page 70, exercise 2 (Suggested answers) a You shouldn’t carry lots of money around with you. b You mustn’t take things from shops without paying. c You don’t have to pay for these drinks. They’re complimentary. d If you earn money, you have to pay tax. e You should put your money in a bank. f You must use a personal login for the bank website. Unit 9, page 70, exercise 5 (Suggested answers) A local bank manager said that when he had left school he started working in a bank as a clerk, to earn money for his family. He worked hard and was eventually promoted, but because he didn’t have a degree he had to take professional examinations. He said that one of his biggest regrets was not going to university. He would like to study economics, accounting or computer science, and a degree in business management would really help his career. However, he said that he thought it takes more than a university education to be a successful bank manager.

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Unit 9, page 73, exercise 1 a and b (Students’ own answers) Unit 9, page 73, exercise 1 c paragraphs 2-3 – ideas which answer Yes paragraph 1 – the main idea final paragraph – the writer’s own opinions paragraph 4 – ideas which answer No

Module 4 Fact and fiction Put them into pairs and ask each pair to choose one of the pictures. Give them five minutes to write down all the words they know which are connected to their picture. These could be words for items that they can actually see in the pictures, or more abstract words which the picture suggests to them.

Student’s Book page 77

Opener (5–10 minutes) Tell the students that these pages show them what they will be doing in the fourth module. Ask them to read the title (Fact and fiction) and look at the pictures.

When the time limit is up, ask the various pairs to share their ideas with the class. Write suggestions for each picture on the board. Student’s Book page

Module 4 Fact and fiction

Put students into small groups to discuss the questions in the Student’s Book and note down their ideas for each one. Invite different students to share their ideas with the class, giving their reasons where possible.

Unit 11: Messages e with different How do you communicat people? Unit 10: Stor ies Do you like telling stories ?

Ahmed Meshari

Focus on o : Al-Adwani and the National anthem

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

D

Project 4: Creating a booklet ◗

Outcomes You will be able to:

◗ ◗ ◗ ◗

listen to a programme gramme and a description read stories give advice and share personal experience discuss advantages and disadvantages of means of transportation carry out an interview

◗ ◗ ◗

express opinions op take and leave messages write an informal letter and a news story

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MODULE 4: Fact and fiction

Unit 10 Stories familiar with. Ask them to look for the parts from the text that express the virtues mentioned in the box. Have them work in pairs and then share their answers as a class.

Lessons 1 and 2 Objectives Skills At the end of this pair of lessons, students should be able to: Reading read instructions from the Holy Qur’an Speaking discuss stories in the Holy Qur’an give parental advice Writing write Luqman’s pieces of advice Topic Luqman’s words of wisdom in the Holy Qur’an Functions give advice describe past experiences express opinions (agreement / disagreement) Vocabulary composure (N), constancy (N), enjoin (V), gratefulness (N), injustice (N), insolence (N), self-restraint (N) ● ● ● ● ● ● ● ●

Student’s Book pages 78 and 79 Present the active vocabulary needed for each activity. (10 mins) Tell the students to read the verses illustrated in Arabic. Ask them if they are familiar with any of them. If they are, ask them to explain them and to tell you to what degree they act upon these pieces of advice in their everyday life.

(15 mins) Put the students in pairs. Tell them to discuss questions a and b about the different types of stories in the Holy Qur’an and how they instruct us differently. Go round and offer help where necessary. Then, discuss with them question c to check if they know something about Luqman and his wisdom.

(10-15 mins) Ask the students to read the instructions. Then allow them time to read the text. Help them with any difficult vocabulary. a Ask the students to read the question and to skim through the text to extract the pieces of advice Luqman gives to his son. b Read out the instruction and the virtues listed in the box. Explain the meaning of the words that the students are not 106

Student’s Book page MODULE 4: Fact and fiction

Unit 10

Stories Grammar Adverbs of manner; use to/used to; phrasal verbs

a What different types of stories are there in the Holy Qur’an? b How do you think they benefit us? c What do you know about Luqman and his wisdom?

Read the text on page 79 and answer these questions. a What are the pieces of advice Luqman gives to his son? b Luqman lists many virtues. Find the verse that expresses each of the following: Modesty

Respectfulness

Gratefulness

Patience

Self-restraint

Composure

Although not a prophet, Luqman was granted enormous wisdom by Allah. The following are Luqman’s words of wisdom, as described in the Holy Qur’an. They are given as instructions to his son, but serve as instructions to all humanity.

Verse 13 ‘‘Behold, Luqman said g him To his son admonishin “O my son! Join not in worship for (Others) with Allah: False worship is indeed ng. The highest wrong-doi

Verse 17 ‘‘O my son! establish Regular prayer, enjoin what is Just, and forbid what is wrong: And bear with patient constancy Whate’er betide thee; for this Is firmness (of purpose) In (the conduct of ) affairs.

78

Verse 14 on man ‘‘And We have enjoined nts: (To be good) to his pare In travail upon travail . Did his mother bear him And in years twain Was his weaning: (hear gratitude The command), ‘‘Show To Me and to thy parents: l. To Me is (thy final) Goa

Verse 18 “And swell no t thy cheek (For pride) at men. Nor walk in insolence Through the earth: For Allah lo veth not Any arrogant boaster.

Verse 19 “And be mod erate In thy pace, and lower Thy voice; fo r th Of sounds wi e harshest thout doubt Is the brayin g of the ass.

Unit 10 Stories

share their ideas with the rest of the class. Do they have any pieces of advice in common? If yes, write them on the board to emphasise their importance.

(10 mins) Ask the students to complete the table with Luqman’s pieces of advice from the text. Go round and offer help if necessary.

(20 mins) Put students in groups. Students search for words of wisdom. Students should be given enough time to report their ideas to the class.

(15 mins) Ask a student to read the rubric to the class. Give students a few moments to find the relevant sections in the text. Then invite a selection of students to tell the class, in their own words, what Luqman says. Give them a few moments to write their answers. Check answers as a class.

Lesson 3 Workbook pages 76 - 77, Reading Workbook answer key – see page 151

Objectives Skills

(giving advice) Reading Writing Topic

(10 mins) Students should have their own copies of the Holy Qur’an. Read out the question and put the students in pairs. Tell them to discuss and compare the pieces of advice that their parents give them. Then, have them

Functions

Student’s Book page

Vocabulary

At the end of the lesson, students should be able to: ● read a story ● write a moral for a story ● The businessman and the fisherman ● guess ● make suggestions ● describe morals chuckle (V), firmly (Adv), fleet (N), retire (V)

Unit 10 Stories

Fill in the table using Luqman’s advice. You should…

You shouldn’t…

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

(giving advice) What pieces of advice do your mother and father give you? Work in groups. Find words of wisdom from the words of Luqman. Choose one of the virtues from exercise 2b and give advice from a parent to their son or daughter.

Words to remember composure, constancy, enjoin, gratefulness, injustice, insolence, self-restraint

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

● ● ● ●

●

●

Tell the students to write the corresponding adverb next to each adjective. If they have dictionaries, tell them to check their spelling. Put the students in pairs to check each other’s answers. b Ask the students to look at the picture and the title of the story. Ask them to guess what the story is about. Then tell them to read the whole story straight through without stopping at the gaps. Were their guesses right? Tell them to read it again, this time adding an appropriate adverb to each gap, using some of the adjectives from question a. Go round and offer prompts where necessary. Put the students in pairs to compare answers and check each other’s spelling. use to / used to (15 mins) a Read out the question and the three examples given. Ask the students if they know the difference between use to and used to (use to is used in questions and negative sentences while used to is used in affirmative sentences). b Give the students a few minutes to complete the exercise, then ask them to check their answers with a partner (1 use to; 2 use to; 3 used to).

Student’s Book pages 80 and 81 Present the active vocabulary needed for each activity.

●

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

Student’s Book page

Adverbs of manner Grammar reference page 135

Adverbs of manner are words which tell us how someone does something. ◗

Note Most adverbs are formed by adding -ly to an adjective. Adjective: He’s a dangerous / careless driver. Adverb: He drives dangerously / carelessly. Some adverbs of manner are the same as adjectives. Adjective: He’s a fast / hard worker. Adverb: He works fast / hard.

◗

a Can you think of any more adverbs of manner? Which are not formed by adding -ly to an adjective? b Where do we usually put adverbs of manner in sentences? You are going to add adverbs to a story to make it more interesting. a Make adverbs from each of these adjectives. angry quick

careful secret

cheerful curious polite slow sudden suspicious

b Now complete gaps 1–9 in this story with some of the adverbs. Sometimes more than one answer is possible. Crossing the border A man was hurrying across the US-Mexican border on his bicycle when (1) he was stopped by a guard. The guard pointed to two bags on the man’s back, and asked (2) ‘What’s in the bags?’ ‘Sand,’ said the cyclist (3) . ‘Get them off – we’ll have a look,’ said the guard (4) . The cyclist took the bags off his back (5) and emptied them to show that they held only sand. Then , put them on his shoulders and continued to cycle he re-loaded the bags (6) across the border. The next week, the same thing happened. Again the guard demanded to see the two bags, which again contained nothing but sand. This went on every week for six months, until one day the cyclist did not appear. A few days later, the guard happened to meet the cyclist in the town. ‘Say friend, can you . ‘We knew you were (8) tell me something?’ asked the guard (7) smuggling something across the border, but we didn’t know what. What were you smuggling?’ . ‘Bicycles!’ replied the man (9) use to / used to Grammar reference page 135 a Read the following sentences. Explain the difference between use to and used to. ◗ Did you use to be in my geography class? ◗ I didn’t use to take the bus. ◗ We used to go to school together every morning. b Complete the sentences. 1 Did Ahmed live in Qatar? 2 The airport staff didn’t wear a uniform. 3 We own a black sports car. 80

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calm rude

Unit 10 Stories

(5 mins) Put the students in pairs. Ask them to think of at least two alternatives for each situation. Ask different students to share their ideas with the class.

Ask students to tell or write similar short stories, or to tell each other about their favourite stories from childhood. Travel (10 mins) Ask several students How did you get to school this morning? Put the students in pairs and allow them one minute to think of as many ways of travelling as they can. Then ask them to tell you their ideas. Write correct words on the board.

(10 mins) a Ask the students to look at the text and identify the phrasal verbs. Then let them read it again and replace each phrasal verb with the correct form of the verbs and phrases in the box. Do the first one together (set off = left). Put the students in pairs to compare answers. b Ask the students to look again at the phrasal verbs in the original text in question a. Then read out the first sentence and ask them to replace the verb (leaves) with the correct form of one of the phrasal verbs (takes off). Allow time for the students to complete the task.

(10 mins) a Put the students in pairs and ask them to match the verbs with words in the box. Tell them that some verbs go with several of the words – and one goes with all of them! b Read out the question and ask for suggestions (a driver: train, car, bus, taxi; a pilot: plane). c Read out the question and ask for the answers (a cyclist; a motorcyclist).

(stating advantages and disadvantages)

(10 mins) Put the students in small groups to discuss the advantages and disadvantages of these ways of travelling. Invite at least one student from each group to report back to Student’s Book page the class. Tell them your ideas too. Unit 10 Stories

Quote Travel

a Work in pairs. Discuss which of the words in the list can be used with these verbs. train car bicycle motorbike bus plane taxi boat 4 to catch 7 to drive 1 to go by 2 to ride 5 to get on / get off 8 to miss 3 to travel on 6 to get into / get out of b Which of the words has a driver / a pilot? c What are the words for people who go by bicycle and by motorbike? How do you think these people usually travel? a A king or president visiting another country b A businessman visiting an office on the other side of the city c A student travelling to school every day

Read this description of somebody’s journey. a Replace the phrasal verbs in 1–7 with the correct form of one of these words or phrases.

Words to remember border, drop off, pick up, register, re-load, set off, smuggle, sudden, touch down, turn up

land leave leave (the ground) let (someone) get out register stop to collect arrive

Lesson 6 Workbook pages 78 - 79, Language practice Workbook answer key – see page 151

We (1) set off for the airport at 7.30 a.m. in the morning. As soon as we got to the airport, we (2) checked in. Forty-five minutes later our plane (3) took off. We (4) touched down on time. Unfortunately nobody had (5) turned up to meet us at Madrid Airport, so we called a taxi. Ten minutes later the taxi (6) picked us up, drove us into the city and (7) dropped us off right outside our hotel. b Now replace each verb in bold in sentences 1–4 with one of the phrasal verbs in question a. 1 Do you know when our plane leaves? 2 My father collected me from the station. 3 The taxi driver said: ‘Where shall I let you out?’ 4 When have we got to register at the airport? (stating advantages and disadvantages)

Work in groups. Discuss the advantages and disadvantages of travelling by plane, train, car, taxi and bicycle.

Quote

Ask students if they know the phrase find yourself. Ask them what they think it means and to justify their answer (find out who you really are, as an individual). Read the quote to the class. Ask what the writer meant. What is the difference between the two ideas? Do the students agree with him? Why/ Why not? Background: George Bernard Shaw (1856–1950) was an Irish dramatist and literary critic. He wrote over sixty plays. He received the Nobel Prize for Literature (1925), and an Oscar for Pygmalion.

Objectives Skills Grammar

At the end of the lesson, students should be able to: ● use adverbs of manner ● use reported speech ● use use to / used to ● use phrasal verbs

“Life isn’t about finding yourself. Life is about creating yourself.” George Bernard Shaw 81

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Lessons 7 and 8 Objectives Skills At the end of this pair of lessons, students should be able to: Reading read a friendly letter Listening listen to a radio news report Speaking roleplay an interview write an informal letter Writing Topic Short stories Functions interview and be interviewed begin a letter end a letter Vocabulary crazily (Adv), dreadful (Adj), emotive (Adj), knock off (PhV), monotonous (Adj), overtake (V), recuperate (V), stacks of (N) Pronunciation use word stress

instructions and prepares for the interview. Refer them to the words on the board. Go round and offer suggestions where necessary (allow about ten minutes). c Ask a confident pair to perform their interview in front of the class. Invite comments and make suggestions if necessary, then allow time for the pairs to practise their interviews at the same time. d Tell the students to change roles and repeat the interview, with different questions. Ask different students to perform the role-play for the class. e Ask pairs to read the whole interview that they have devised (both questions and answers). Then let them decide which role uses more emotive language. Invite volunteers to share their answers with the whole class. Remind students that they have to justify their answers.

● ● ● ● ● ● ● ●

●

Word stress

Student’s Book pages 82 and 83 Present the active vocabulary needed for each activity.

(10.2) (10 mins)

First, ask the students to look at the first word (motorbike). Then ask them to listen carefully while you play the recording of the word (at the beginning of recording 10.2). Ask them to repeat it and notice that the stress is on the first syllable. Then ask them

Taking part in an interview

(15 mins) Ask the students to look at the pictures. Tell them not to worry about the story yet, but ask for vocabulary. Write correct words on the board and leave them there for use later in the lesson. Make sure your list includes the following: nouns: banks flood helicopter rain river road roof van water window verbs: stop climb flood get stuck pull rain rescue worry adjectives: cold deep lucky stuck wet a Ask the students to rearrange the pictures to make a story that ends happily. b Put the students in pairs to compare ideas. Do not tell them the answers yet. (10.1) (10 mins) Ask them to listen to the story and check their answers while you play recording 10.1.

Listening script 10.1 - see page 135

Student’s Book page

Taking part in an interview

a Put these pictures into the correct order to make a story with a happy ending.

1

2

3

4

b Compare your order with a partner.

(10.1) Listen

to a radio news report and check

the order.

Work in pairs. A news reporter is going to interview the van driver. a Choose one of these roles: 5 A – the van driver B – a news reporter b Prepare for the interview. A Look at the pictures again to remind yourself what happened. ◗ What questions could the reporter ask you? ◗ How could you describe your feelings? Worried? Terrified? B Write five questions to ask the driver. c Do the interview. d Change roles. Repeat the interview with different questions. e Which role uses more emotive language? Why?

6

Word stress

(10 mins) a and b Tell them that they are going to role-play an interview between the van driver and a news reporter. Ask the students to suggest some questions the news reporter might ask the van driver (e.g. Why did your van stop? What did you do? What happened next? …) Ask them to suggest a few adjectives to describe how the driver felt. Put the students in pairs, A and B. Each student reads his / her

(10.2) Underline

a motorbike b bicycle (10.3) Listen

c historical d traditional

e helicopter f reporter

to the words in sentences and check your answers.

Now work with a partner. Read these sentences aloud to each other. Remember to stress the right part of the long words. a He was on a black motorbike. b I’ve got a silver bicycle. c It’s a traditional story.

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the stressed part of the words you hear.

Unit 10 Stories

a Read out the five paragraph summaries. Then ask them to read the text and match the paragraphs with the summaries. Then put the students in pairs to compare answers. b Ask the students to look at the letter again and identify what makes it informal. Tell them to read the four suggestions, and to discuss their ideas with a partner.

to listen and underline the stressed parts of words b–f. Play recording 10.2 straight through, but do not check their answers yet. Listening script 10.2 - see page 135 (10.3) (5 mins) Ask them to listen to the same words in sentences, and to check their answers. Play recording 10.3.

Listening script 10.3 - see page 135 (5 mins) Read out each of the sentences, with exaggerated stress. Then put the students in pairs to practise reading the sentences.

(10-15 mins) Tell the students that they are going to reply to a letter. a Ask them to think of a good story to tell their ‘friend’it could be true or they could make it up. Ask for some ideas and then allow about five minutes for them to discuss ideas in pairs or small groups (they could make up a story together, or discuss individual ideas). b Tell them to plan at least four paragraphs - remind them of the way the letter in their books was organised. Go round and offer suggestions where necessary. Make sure the letters have an introductory and a concluding one.

An informal letter

(15 mins) Ask the students to look at the picture. Tell them that they have just received a letter from this person and ask for some guesses about what it says.

Student’s Book page Unit 10 Stories

An informal letter

task You are going to write a letter to a friend, telling him / her about a recent event.

This is a letter which a friend from an English-speaking country has written to you. a As you read the letter, match these summaries with the five paragraphs. ◗ The situation now ◗ A greeting, an apology and an excuse ◗ A final request ◗ The result of the accident ◗ A description of the accident Hi … 1 How are you? Sorry I didn’t reply to your letter – I’ve been crazily busy. This week, I’ve got stacks of time. Why? Because I’m in hospital with a broken leg. I’ll tell you what happened. 2 I was going to school as usual last Wednesday – on my bike. The traffic was dreadful. The bus I was behind stopped at a bus stop and people got off. I started to overtake the bus, but suddenly it pulled out. You can guess what happened next. The bus knocked me off my bike and into the middle of the road. Thank goodness I was wearing a helmet! 3 Unfortunately a car was coming in the other direction. It couldn’t stop in time and it crushed my leg. The next thing I remember is waking up in hospital with my leg in plaster. I may be smiling, but it’s still very painful. 4 The doctor says I have to rest and recuperate for another week. It’s so monotonous – the daytime TV programmes are terrible, so I’m writing letters to all my friends. 5 Please write soon and tell me your news. Hope you haven’t been as unlucky as me. Bye Marcus

b What shows you that this is an informal letter? Think about: ◗ verb forms ◗ missing words ◗ particular words or phrases ◗ punctuation

(20 mins)

a Allow about fifteen minutes for the students to write their final drafts. Remind them to use informal language, and go round while they are writing to check. Make sure the letters have an introductory paragraph and a concluding one. b Tell the students to check their work carefully for spelling, punctuation and style. Put the students in pairs to read each other’s letters and then ask each other a few more questions about their stories. Invite two or three volunteers to read out their letters to the class and invite comments. Finally, collect the letters and return them corrected as soon as possible.

Lesson 9 Decide what to tell your friend in your letter. a Choose something that happened to you or somebody else, or make up a story. b Plan what you are going to write in each paragraph. Make sure your story has a beginning, a middle and an end.

Workbook pages 80 - 81, Writing Workbook answer key – see page 151

Words to remember

a Now, write the letter using your notes. Make sure you use an appropriate beginning and ending. b Now check your letter. Exchange letters with another student and ask questions to find out more about the story.

crazily, dreadful, emotive, knock off, monotonous, overtake, recuperate, stacks of

Skills Reading Writing Functions

USEFUL LANGUAGE Beginning a letter Hi ... (informal) Dear ... (more formal)

Objectives

Ending a letter That’s all for now. Write back soon. Bye / Love (informal) Best wishes / Regards / Yours sincerely (more formal)

At the end of the lesson, students should be able to: ● read an e-mail ● write a short story ● compare and contrast

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MODULE 4: Fact and fiction

Unit 11 Messages to the class (e.g. Samia texts her friends every day. She sometimes uses e-mail. I never text people but I use message boards a lot…) Tell the class your own answers to question d.

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

(10 mins) Tell the students you are going to ask them to take a message. Slowly read out the following text (as if you are someone on the phone leaving a message) ONCE ONLY while they take notes. Then invite different students to read the message back to you. (It need not be exactly the same – just the main points!) Note: There will be more opportunities to practise taking messages later in the unit. Hi. It’s (your name). Please could you take a message for Mohammed? Could you ask him to send me my spare glasses? I need them urgently because my others are broken. They’re in the cupboard in the sitting room, on the top shelf. Tell him to wrap them up carefully! I really need them. Thanks. Bye!

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Student’s Book pages 84 and 85 Present the active vocabulary needed for each activity.

Student’s Book page MODULE 4: Fact and fiction

Unit 11

Messages Grammar Passive verbs (mixed tenses)

(about 20 mins)

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Ask the students to look at the four messages. Ask What kind of messages are they? (text message, e-mail, post-it note, message in a bottle). Ask the students to work out what the first message says (Thanks for texting me mate. I’ll get back to you soon). Tell them they will learn more about texting in English later in the unit. a, b and c Put the students in pairs to discuss questions a-c. Go round and offer suggestions where necessary. Put pairs together to make small groups. Tell them to compare ideas, then discuss each question with the class. d Ask the students if they ever write messages like these, and if so how often. Who do they write messages to, and who sends them messages? What other ways do they use to send messages? (e.g. Internet message boards, answerphone messages and voicemail, notice boards…) Has anyone in the class ever sent or found a message in a bottle? Put the students in pairs and ask them to discuss these two questions. Then invite two or three students to report back

Look at the messages below and discuss these questions with a partner. a b c d

Where could you find each message? Who do you think wrote them and why? Who were they written to? Who do you send messages to? Who do you receive messages from?

1 2 Thx 4 txtng me m8, will gt bac 2 u soon

Hussein Thanks for letting me know in advance. I actually have the same problem as you, and was just about to contact you. Let’s rearrange things then. How about 27th March? My schedule is pretty free that day so I will be able to travel to your office instead. Ahmed Original message Dear Ahmed, I’m afraid I can’t make our meeting tomorrow afternoon. A colleague is out of the office and I have to take his place. If we could reschedule asap I would really appreciate it, as there are many things to discuss about our forthcoming project. Hussein

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Nadia Reem phoned. Can you get back to her as soon as possible – it’s urgent. She’ll be at home until 4.30. Dalia

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I am sending this message out to sea to see if anyone will find it. If you are reading this message, wherever you are in the world ... please send it back to me at ...

Unit 11 Messages

can survive conditions that ships can’t, and calls bottle messages an unreliable means of communication, it does not expand on these pieces of information in the Factfile.)

(11.1) (20 mins) Ask the students if they ever listen to radio programmes. What kind of programmes do they enjoy? Tell them they are going to hear part of a radio programme. First, read out the three questions and then play the whole of recording 11.1. Ask the students to discuss the answers to the three questions, then play the whole recording again for them to check. Pause and replay the recording as necessary.

Listening script 11.1 – see pages 135 - 136

(15 mins) Put the students in pairs to complete this task. First, ask them to read questions a and b. Allow time for them to decide their answers. Repeat this procedure with questions c and d. (visualising) (15 mins) Put the students in pairs to read and discuss the questions. Go round and offer suggestions where necessary. Then EITHER ask different students to tell the class their ideas OR give each student a slip of paper and ask them to write a message on it! Collect them in a box or similar then ask the students to pick one out randomly. Can they guess who wrote the message?

Listening script 11.1 – see pages 135 - 136 (11.1) (20 mins) Ask the students to read the Factfile. Explain any difficult words, which might include well-sealed and current. Put the students in pairs to discuss which of these facts are relevant to the radio programme. Then play the recording again for them to check their answers (the third fact; although the tape suggests bottles

Quote

Student’s Book page

Unit 11 Messages

You are going to hear part of a radio programme called ‘Strange Stories’. Listen and answer these questions.

(11.1)

a How many strange stories do you hear? b What nationalities are the people in the stories? (We do not know the nationality of one person.) c When does each story take place? Which of the information in the Factfile below does the radio programme give you more details about? Read the Factfile, then listen again.

(11.1)

Factfile: Messages in bottles • A well-sealed bottle can survive hurricanes that can sink ships. And glass lasts forever. • It is impossible to predict the direction a bottle will travel. • The longest bottle voyage ever was 25,000 kilometres, a journey that took six and a half years. • If wind and current conditions are good, a bottle can travel nearly 200 kilometres a day.

Lesson 3 Workbook pages 82 - 83, Reading

Words to remember Choose the correct answer, A or B, for each question about the stories.

Read the quote to the class and check they know the vocabulary (e.g. ‘impromptu’ = ‘unprepared’.) Ask students what Mark Twain meant. (He carefully prepares speeches which will seem unprepared to his audience, and which everyone else will think he is making up while he is talking.) Ask students why he might have said this. Do they ever prepare for a situation so that it seems natural? Ask them to justify their answer. Background: Mark Twain (1835–1910) was an American humourist, satirist, writer and lecturer. His most famous novels are The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer. He was a very popular figure, and known for his wit.

asap, colleague, current, impromptu, rearrange, starvation, unreliable, urgent, well-sealed

a How did Matsuyama and his men die? A They drowned. B They had no food. b What happened to the Lusitania in May 1915? A It ended its voyage. B It started its voyage. c The people who found the German scientists’ bottle didn’t break it. Why not? A The glass was too strong. B They could read the message through the glass. d Why did Paolina reply to the sailor’s message? A As a joke. B Because she wanted to please her father.

Workbook answer key – see pages 151 152

Objectives Skills Reading Writing

(visualising)

Imagine you are on the beach and you find an empty bottle. ◗ ◗ ◗ ◗

What message would you send in the bottle? Where could your bottle go to? Would you like the finder to contact you? Why are ‘message in a bottle’ stories so memorable?

Quote

Topic

“It usually takes me more than three weeks to prepare a good impromptu speech.” Mark Twain

Vocabulary

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At the end of the lesson, students should be able to: ● read a text about carrier pigeons ● write a Factfile about carrier pigeons ● write a paragraph expanding on a Factfile ● Five thousand year-old postal service fasten (V), homing (Adj), illegally (Adv), instinct (N) 113

Lessons 4 and 5

Objectives Skills

At the end of this pair of lessons, students should be able to: Reading read a story read a text about SIM cards Grammar use passive verbs (mixed tenses) Topic Messages Functions apologise give information Vocabulary activate (V), band (N), conference call (N), deadline (N), flash (V), frequency (N), handy (Adj), harmony (N), hassle (N), portable (Adj), slide (V), unlock (V), upgrade (V) Pronunciation use consonant clusters: /spr/, /skr/ or /str/ ●

b Still in pairs, students read sentences 1, 2 and 3. Together they decide whether the sentences are true or false and justify their answers. Remind students to correct the false sentences. Tell them to write the correct versions in their notebooks. Go round and check their answers.

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(10 mins) Ask students to look at the first sentence and ask a volunteer to give an answer. Then ask the other students to offer suggestions until you have collected a broad range of possible answers from the class. Then give the class the correct answer and explain if necessary.

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Student’s Book pages 86 and 87 Present the active vocabulary needed for each activity.

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Passive verbs (mixed tenses) (15 mins) On the board, write passive and ask the class what the opposite is (active). Then write this sentence on the board: Jaber scored a goal. Ask What’s the verb? (scored) Is it passive or active? (active). Then ask for the ‘passive version’. Write it on the board: A goal was scored by Jaber. Remind the students that in an active sentence, someone performs an action (does something); passive means we are interested in the result of the action, not who did it. Ask what tense the sentence is in (past simple). Remind them that the passive can be in any tense, just the same as the active. (15 mins) Put the students in pairs to read the story and discuss which title is most appropriate. Ask students why they think Faisal is laughing at the end of the story. Go round and offer help where necessary. Then check their answers. (15 mins) a Put students in pairs. One student roleplays a teacher, and the other acts as a student. The teacher explains the difference between the active and the passive to the students, who may ask questions if they don’t understand. Then the two students exchange roles. Finally, the two students compare their ideas and reach agreement.

Student’s Book page

O

Passive verbs (mixed tenses) Grammar reference pages 135–136 Read the story and choose the best title: ◗

Faisal and Ahmed

Mixed messages

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Home alone

The first in each pair of sentences below is active and the second is passive. ◗ ◗

Dad sent an e-mail. Mum left an answer machine message.

The e-mail was sent by Dad. The answer machine message was left by Mum.

a What is the difference between the two sentences in each pair? b Are these statements True (T) or False (F)? Justify your answer in your notebooks. 1 Active and passive sentences give different information. 2 Active and passive sentences use different verb forms. 3 Active and passive sentences have different subjects or focuses. How is the passive formed? Rewrite each sentence using the word in brackets. a Last year, I painted my room. (had) b My father is upgrading his phone tomorrow. (having) c We’ve just installed an AC unit. (had) d Nader will finish the construction project. (have) e Mum had cooked a large meal for the family. (been) f

By the end of this year, I will have read ten books. (been)

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It’s the last lesson of the day and Faisal is hungry. He can’t wait for the family dinner at 3 o’clock. ‘I hope Mum makes a chicken curry, he thinks. As he leaves school, he sees his twin brother Ahmed at the entrance. ‘I have to stay an hour late for football practice this afternoon. So I’ll miss dinner,’ Ahmed tells Faisal. 5 ‘Don’t worry, I’ll ask Mum to keep a plate warm for you.’ Faisal replies. Faisal takes a long walk home, but when he arrives the house is empty. The answer machine light is flashing red. ‘I hope it’s not bad news,’ he worries, and plays the message. ‘Hi, it’s Mum. I went to the supermarket but now I’m stuck in traffic. My phone battery is nearly dead, too. I’ll be home at 5 o’clock.’ 10 In his office, Faisal’s dad is really worried. He has a project deadline tomorrow, but he doesn’t want to miss dinner. ‘Really sorry. Emergency conference call. I’ll be an hour late. Love Dad.’ he types. ‘I hope somebody reads this e-mail,’ Dad thinks. At exactly 5 o’clock, Ahmed, Mum and Dad all arrive at the house. ‘Sorry I’m late, did you get 15 my message?’ They apologise in perfect harmony. Faisal laughs and laughs.

Unit 11 Messages

/spr/, /skr/ or /str/

Verbs with more than one meaning: take, make Tell the students that a lot of verbs in English have more than one meaning, but that it is usually easy to work out the correct meaning from context.

(11.2) (10 mins)

Play the first word of recording 11.2 (secret) and ask One syllable or two? (two). Then play the rest of recording 11.2 while the students note down 1 or 2 for each word. Play the recording again to check.

(5-10 mins) a Read out the first sentence (He takes…) and ask the class to choose the best meaning for take from the verbs in the box (steal). Then put the students in pairs to complete the task. b Ask the students to read and complete the exercise alone then compare their answers with a partner.

Listening script 11.2 – see page 136 (11.3) (10 mins)

Play recording 11.3, pausing for the students to repeat each one. Listening script 11.3 – see page 136 (11.4) (10 mins)

Play recording 11.4, pausing after each sentence for the students to repeat it.

(10 mins) Tell the students that they are going to read a text about the SIM card and complete it with the appropriate verbs. Read out the text. Then put the students in pairs to complete the task. Go round and offer help if necessary.

Listening script 11.4 – see page 136

Lesson 6 Student’s Book page Unit 11 Messages

Verbs with more than one meaning: take, make

Workbook answer key – see page 152

Objectives

We often need to read words in a sentence to understand the right meaning.

Skills

a What does the verb take mean in sentences 1–4? Choose meanings from this list. carry steal (remove without permission)

Workbook pages 84 - 85, Language practice

swallow travel by

Grammar Functions

1 He takes his father’s car without asking. 2 I’m too tired to walk – let’s take a taxi. 3 You’d better take your coat. It might be cold later. 4 I’ve got a bad headache so I’m going to take some tablets. b What does the verb make mean in sentences 1–4?

At the end of the lesson, students should be able to: ● passive verbs(mixed tenses) ● use expressions on the telephone

attend earn force someone to produce 1 My parents made me tidy my room before I went to bed. 2 They make Volvo cars in Sweden. 3 How much does he make a year? 4 I’m sorry, but I can’t make the meeting tomorrow. Read the text. Fill the gaps with the correct form of the verbs below. One verb is used twice.

upgrade hold slide

activate run out unlock switch

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

Words to remember

/spr/, /skr/ or /str/

Listen to six words. How many syllables do they have?

(11.2)

Example: strong has one syllable syllables

surprise has two

(11.3)

Repeat these one-syllable words.

(11.4)

Now listen and repeat the sentences.

activate, band, conference call, deadline, flash, frequency, handy, harmony, hassle, portable, slide, unlock, upgrade

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Lessons 7 and 8

Objectives Skills Reading

● ●

Listening Speaking Writing

● ● ● ●

Topic Functions

● ● ● ● ●

Vocabulary

At the end of this pair of lessons, students should be able to: read role-play cards read e-mails listen to answerphone messages roleplay answerphone messages write notes and messages reply to e-mails and text messages Messages give information leave / record a message e-mail text message alarm (V), answerphone (N), briefly (Adv), confident (Adj), next of kin (N), ring (N), tone (N), tutor (N)

(30 mins) Tell the students they are going to practise leaving answerphone messages. a First, ask all the students to read the instructions for student A and prepare their messages, using the Useful Language box to help them. Then ask them all to read each situation and prepare suitable messages, again using the Useful Language box. Go round and offer suggestions where necessary. b Put the students in pairs, A and B. Student B reads each situation, then ‘phones’ student A. Student A reads out his / her prepared message, student B then leaves a message. c Tell the students to change roles. Finally, invite two or three pairs (not necessarily students who have been working together) to ‘perform’ for the class.

Student’s Book pages 88 and 89 Present the active vocabulary needed for each activity.

Taking messages Student’s Book page

(11.5) (15-20 mins)

Ask students if they have voicemail or an answering machine. How often do they use it? Can they remember the last answerphone message they left or heard? What was it about? Remind students that answerphone messages are a relatively new form of communication, and discuss with the class the different ways it can be used (at home, in school, for business, etc.). Then, put students in groups. Ask them to quickly make a list of situations where it is more appropriate to leave an answerphone message than to send a text message, for example, when enquiring about a job advertisement. First play message 1 and guide them through the information to be written. Play the other three messages, pausing each time for the students to complete their forms. Tell them they might not need to complete the action part every time. Then put the students in pairs to compare answers. Listening script 11.5 – see page 136

Taking messages

Listen to four answerphone messages and complete a form like this for each message.

(11.5)

Phone message Name of caller: Message: Action:

Day / Time of call:

Work in pairs. Choose who is student A and who is student B. a You are going to leave messages on each other’s answerphones. A Make up a message that callers will hear when they phone you. B Make up a message to leave on your partner’s answerphone. Use the information below.

Situation 1

You arranged to go to the librar y with your friend this afternoon, but you cannot go because you have to look after your little sister. Apologise to your friend and suggest going tomorrow.

You are a doctor in a hospital and an emergency patient has arrived. Phone their next of kin and leave a message. Ask him / her to ring back, and make sure not to alarm them.

Y have seen an advert You for a ssummer job in a restaura nt in K Kuwait City. Leave a mes sage for fo the restaurant man ager. A Ask for more details and d ribe yourself briefly. desc Be co confident.

b Sit back to back with your partner. B Make a ringing noise. When you hear the answerphone message, say your message. A Say your answerphone message. Then when your partner speaks, make a note of his / her message. c Exchange roles and repeat steps a and b.

USEFUL LANGUAGE Giving information in an answerphone message This is ..., I can’t come to the phone at the moment. Please leave a message after the tone. Message received on (day and date) at (time + a.m. or p.m.)

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Situation 3 S

Situation 2

Leaving a message This is a message for (Anwar). Hi (Anwar) – this is (YOUR NAME). Can you give me a ring?

Unit 11 Messages

(10 mins) Tell the students to read the e-mail and then write their own replies in their notebooks. Remind them that it’s all right to leave out some words that don’t affect the reader’s understanding, e.g. pronouns. Go round and offer suggestions where necessary. Make sure that the messages are concise and informal. Ask two or three students to read out their messages to the class.

Notes and messages

(15-20 mins) Ask the students how often they use e-mail. Then ask them to read the two messages. a Read out the question and ask students what they think (We don’t know if Nasser is going to meet Anwar – it depends on his parents.) b Ask the students why it is common to leave words out of sentences in e-mails (to save time; it’s an informal way of communicating). Put the students in pairs to work out which words are missing.

(10 mins) Explain that English text messages are so often abbreviated that a new ‘language’ is developing. Ask them to look at the first example of text language in English (THX 4 CALLN). What do they think it means? (Thanks for calling). Refer the students to the ‘key’ and put them in pairs to ‘translate’ the rest of the messages .

Student’s Book page Unit 11 Messages

Notes and messages

task You are going to write a reply to an e-mail and a phone text message

Read the original e-mail and the reply to it. a Is Nasser going to meet Anwar? Dear Nasser, Good to see you again yesterday. Thanks for the lunch. Must meet up again soon. Would you like to come to us next Sunday? Let me know. Anwar

Dear Anwar, Thanks for your e-mail. Yes, we enjoyed your visit very much. Very kind of you to invite me over. Great idea! Will have to ask my parents. Will let you know as soon as possible. Nasser

b In e-mails, words are often left out for speed. What words have Anwar and Nasser left out of their e-mails? Show where words are missing. 1 Good to see you again 3 Will have to ask my parents 2 Must meet up again soon 4 Great idea! Now reply to this e-mail.

(10 mins) Ask the students to look at the key again, then create their own text messages . Go round and offer suggestions where necessary, or write your own message. Put the students in pairs to exchange messages. Can they work out each other’s messages? Write your own message on the board and invite students to write their replies!

Lesson 9 Workbook pages 86 - 87, Writing Workbook answer key – see page 152

Objectives Skills Writing

Dear …

Functions > > > > >

Having a party next weekend. Hope you can make it. Starts at 5.30 and should end about 10. Is that OK? Most of the students in our class will be there. Let me know ASAP. Your friend

Words to remember alarm, answerphone, briefly, confident, next of kin, ring, tone, tutor

Read and ‘translate’ these phone text messages. a THX 4 CALLN. b IM W8NG 4 U. IM = I am L8R = later THX or TKS = thanks

PLZ = please RU = are you CU = see you

At the end of the lesson, students should be able to: ● write formal e-mails ● write instructions ● identify the purpose of letters ● edit messages ● give instructions for writing letters

c CU L8R 2DAY = today 4 = for W8 = wait

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

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MODULE 4: Fact and fiction

Unit 12 Flying stories Divide the class into two halves. One half are ‘for’ and the other half are ‘against’ working as a pilot. Ask someone from the ‘for’ half to make a statement in favour, then invite someone from the other half to make a contrasting point (tell them to use the notes they have just made). Encourage students from each side to take turns to make a point – how long can they keep the debate going?

Lessons 1 and 2 Objectives Skills At the end of this pair of lessons, students should be able to: read a short biography Reading Speaking talk about travelling in a plane Topic A woman of distinction share personal experience Functions state advantages and disadvantages compare achievements Vocabulary aviation (N), coincide with (V), exemplary (Adj), gliding (N), instructor (N), intensely (Adv), notably (Adv) ● ● ● ● ● ●

Student’s Book pages 90 and 91 Present the active vocabulary needed for each activity. Student’s Book page

(30 mins) Ask the students to look at the picture. Then invite suggestions of vocabulary connected with flying. Write correct words on the board (supply English words as necessary). Some suggestions: aeroplane / plane; airport; attendant; cabin; cockpit; passenger; pilot; to fly; to land; to take off a Put the students in pairs to ask each other the questions. Tell them to note down their partners’ answers. Go round and listen; offer prompts where necessary. Ask two or three students to tell the class what their partners told them. (e.g. Najeeb has been in a plane twice. He went to London the first time and Paris the second time. The flights were both about six hours. He enjoyed flying but he didn’t like the airports much. The best thing was watching a film on the plane and the worst thing was the food.) b Read out the question and ask students to raise their hands if their answer is yes. Ask one or two students to explain the attractions of being a pilot, and one or two to explain why they wouldn’t like it. c Put the students in small groups – if possible with people of both opinions (see question b). Allow about ten minutes for them to list advantages and disadvantages of working as a pilot. Go round and offer suggestions / supply vocabulary where necessary. 118

MODULE 4: Fact and fiction

Unit 12

Flying stories Grammar Relative clauses and pronouns [who, which, where, whose]; third conditional; phrasal verbs

Grammar relative pronouns (who, which, where, whose); relative clauses; third conditional; phrasal verbs

Discuss these questions with a partner. a Have you ever travelled anywhere by plane? 1 2 3 4

If your answer is Yes ... Where did you fly to? How long was the flight? Did you enjoy the experience? What were the best and the worst things about your flight?

If your answer is No ... 1 Would you like to travel in a plane? 2 Where would you like to go? 3 What do you most look forward to about flying? 4 Does anything worry you about flying?

b Would you like to learn to be a pilot? c Make a list of the advantages and disadvantages of working as a pilot.

You are going to read a short biography about a young woman who became a pilot. As you read, answer these questions. a What was Munirah’s childhood dream? b What is unusual about the story? Have you heard any similar stories before?

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Unit 12 Flying stories

(comparing achievements) (30 mins) Ask the students if they have ever heard of Munirah Mohammed Buruki. If necessary, explain that she is a woman who became a pilot when she was only 19. Read out questions a and b, then allow time for the students to read the text. Explain any difficult words or expressions, which might include: commercial; took her seriously; gliding; serviced (engines); my heart was in my mouth; exemplary. Put the students in pairs to discuss questions a and b.

(20 mins) Ask the students to read each question and note down some ideas for each one. Then put them in small groups to discuss their ideas. Finally, ask one person from each group to tell the class about their discussions – did they all have the same opinions?

Lesson 3 Workbook pages 88 - 89, Reading Workbook answer key – see pages 152 - 153

Objectives (15 mins) Ask the students to read the text again and then allow time for them to decide if each statement is true or false. Remind them to justify their answers. When they are ready, put them in pairs to compare answers. Check their answers and let them read the text again to make sure.

Skills Reading Topic Vocabulary

Student’s Book page

At the end of the lesson, students should be able to: ● read the story of Amelia Earhart ● Amelia Earhart biplane (N), landmark (N), plague (V), prejudicial (Adj), rusty (Adj), transcontinental (Adj)

Unit 12 Flying stories

A woman ooff distinction

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his is the t storyy of an n unusual woman: unusu ual yyoungg wom man: Munirah Mohammed Buruki. M B At the age g off 19, Munirah Munira has become Kuwait’s first female fem pilot world’s p and one of the wor youngest captains. captains So how ho did this unusual story begin? From a young age, Munirah was fascinated by planes, and told her father she wanted to become a pilot. If Munirah’s father had told her to go out and play with her friends, she wouldn’t have been able to achieve her aim. Instead, he took her seriously and arranged for Munirah to go to the best gliding school in the region. Munirah’s childhood fantasies soon turned into adult ambitions, however, when Munirah was travelling with her family, and passed through Kuwait International Airport. As soon as she saw the fantastic planes there, she knew she wanted to fly commercial planes.

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And that is w what she did. Munirah M h had h to work w intensely and an nd forget g her private priv p vate life to make her childhood dream a reality. She studied flight physics, learned how to use aviation computers, improved her English, serviced aircraft engines and spent time flying. And the young woman had to do all this away from home and her parents. Munirah’s efforts certainly paid off. Following her training on single engine and other planes, Munirah graduated first in her class at the Jordanian Royal Academy, five months earlier than the rest of her class. After qualifying for her private pilot’s licence, Munirah immediately began courses in commercial aviation. Now she is well on her way to becoming a commercial aviation pilot too. She told her local Kuwaiti newspaper, ‘During my first solo flight my heart was in my mouth, especially when I took off. But

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now, natural. n ow, II’m ’m a n ’m atur at ural al.. al I shalll su ssucceed ucc c eeeed again, agai ag a n, God ai God willing.’ wi w illing. g..’ gg.’ Captain C Ca ptaiin Nawwaf Naw Na ww waff Qiblani, Qibbla l ni the th he Royal Academy instructor, was notably impressed by Munirah’s commitment and determination throughout her training. He said Munirah was an exemplary representation of what Kuwaiti women can achieve. This unusual story certainly proves that. As a young girl, Munirah did not let her gender stand in her way. Now, Munirah’s accomplishments are a victory and testimony to all Kuwaiti women, and also coincide with the appointment of the country’s first female minister, Dr Massouma Al-Mubarak. Both of the hard-working women should be role models to the younger generation of Kuwaiti girls, whether they decide to have a career as a professional or in the home.

Read the article again. Are these statements True (T) or False (F)? Justify your answer. a Munirah was the youngest Kuwaiti to become a pilot. b Munirah’s father took his daughter’s idea seriously. c Munirah only trained on a single-engined plane. d It took Munirah five months more than the rest of her class to get her private pilot’s licence. e Munirah did not live with her parents while she was training. (comparing achievements) Discuss these questions. a Do you appreciate Munirah’s achievements? b Would you like to do what she did? c What qualities and skills do you need to achieve your goals?

Words to remember

aviation, coincide with exemplary, gliding, instructor, intensely, notably 91

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Lessons 4 and 5 Objectives Skills At the end of this pair of lessons, students should be able to: read a joke Reading Writing write a short paragraph about a friend or family member Grammar use relative clauses and pronouns [who, which, where, whose] use the third conditional Topic The wrong seat express opinions (agreement / Functions disagreement) express feelings using body idioms Vocabulary acclaimed (Adj), attendant (N), cabin (N), confrontational (Adj), corporation (N), courteously (Adv), expression (N), mumble (V), resemble (V), stern (Adj), stunned (Adj) Pronunciation use ed endings ● ●

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(about 20 mins) Read out the instruction, then tell the students to spend a few minutes planning who to write about. Allow about 5–10 minutes for the students to write their paragraphs. Then put them in pairs to read and comment on each other’s paragraphs. Finally, invite volunteers to read out their paragraphs to the class. Third conditional

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(10 mins) a Refer students to the article that they have read on page 91. Put them in pairs and let them scan the article to find a sentence that uses the third conditional. (If Munirah’s father had told her to go out and play with her friends, she wouldn’t have been able to achieve her aim). Then, invite volunteers to share their answer with the class. b After students have agreed on the sentence, ask them whether, according to this sentence, Munirah has achieved her aim or not (Yes, she has). Invite two or three answers from different students. Finally give out the answer and explain if necessary. c Ask students to brainstorm ideas about their

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Student’s Book pages 92 and 93 Present the active vocabulary needed for each activity.

Student’s Book page ●

Relative clauses [who, which, where, whose] On the board, write who, which, whose and where. Tell the class that these words are not always question words – they can also be relative pronouns. (10 mins) a Remind the students of the story they read about Munirah (page 91). Read out sentence 1 and ask the class what who refers to (it refers back to Captain Nawwaf Qiblani, who has already been mentioned.) Explain that the information between the commas (who was her instructor) is an extra detail and that the sentence would still make sense without it. It is linked to the main sentence by the relative pronoun. Allow a few minutes for the students to complete the task, then check their answers. b Read out the questions one by one and ask the class for the answers. (10-15 mins) Tell the students they are going to read a funny story. Ask the students to look at the picture and guess who the three people are. Then ask them to read the text and complete the gaps with the correct relative pronouns (in the box).

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Relative clauses and pronouns [who, which, where, whose] Grammar reference page 136

Note

The underlined parts of sentences 1–3 are relative clauses. Who, which and where are relative pronouns. a What do the words who, which and where refer to? For example, in sentence 1 who refers to Captain Nawwaf Qiblani. 1 Captain Nawwaf Qiblani, who was her instructor, was impressed by her determination. 2 The gliding school, which was in the region, provided Munirah with her first training. 3 At the Jordan Royal Academy, where she studied, Munirah came top of her class. b Relative clauses give extra information about people, things or places. In 1–3, which relative pronouns refer to: 1 people? 2 things? 3 places? Complete the joke below with these relative pronouns. where which who whose

The wrong seat An acclaimed film director, (1) is wearing an expensive suit, gets on a plane. He sits in the first class area, (2) is at the front of the plane. A flight attendant, (3) knows the film director does not have a first class ticket, asks him courteously to move to the economy area. The film director, (4) expression suddenly becomes very stern, replies, ‘I’m an important film director and

cabin, walks up to the film director and mumbles something in his ear. The director stands up and goes to his seat, (9) is at the back of the plane. The attendant, (10) is completely stunned, asks the pilot what he said. The pilot, (11) face is now relaxed and smiling, says, ‘I told him that his latest film is only being shown in the rear half of the plane.’

Write a short paragraph about your friends or members of your family. Use the four relative pronouns: who, which, whose and where. O

Third conditional Grammar reference page 136 a Find a sentence in the article on page 91 that uses the third conditional. b Did Munirah achieve her aim according to this sentence? c Write a sentence using the third conditional about one of your own achievements.

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I have won many important awards. I’m sitting here until we get to Kuwait City, (5) I have a very important meeting.’ The attendant, (6) doesn’t want to be confrontational, doesn’t know what to do. The flight, (7) is already 15 minutes late, cannot get underway until everyone is in their seat. Eventually the attendant calls the pilot, (8) is waiting to take off. The pilot leaves his

Unit 12 Flying stories

own achievements. After a while, ask them to use their ideas to write a sentence using the third conditional about one of their achievements.

(5-10 mins) Remind the students again of the story they read about Munirah (page 91). Then read out the explanation of My heart was in my mouth. Ask if the students can think of a similar idiom in Arabic. Put the students in pairs or small groups to try to match the English idioms with their meanings. Check their answers, and as you do so, ask if they can suggest anything similar in Arabic.

Phrasal verbs with take (10 mins) Invite students to explain what phrasal verbs are (two-part verbs) and give you some examples. Read out the first phrasal verb (take after someone) and ask the students to match it with its meaning in the right hand list (d). Then put the students in pairs to complete the task together (if they don’t know the answers, tell them to have a guess!). (5 mins) Tell the students they are going to practise using some of these phrasal verbs in context. Ask the students to read the sentences and complete them with the correct form of the appropriate phrasal verb (from the list in exercise 1). Then put them in pairs to check their answers.

ed endings (12.1) (10 mins)

Ask the class to form the past simple with regular verbs and ask for some examples (you add -ed. e.g. jumped; walked; climbed; called…) Ask them to look at the first pair of words and play the first part of recording 12.1 (arrive / arrived). Pause the recording and ask how many syllables each word has (they both have two syllables). Then play the rest of the recording, pausing each time to ask the same question. Play it again and ask the students to repeat each pair of words to check. Listening script 12.1 – see page 136

Student’s Book page Unit 12 Flying stories

(12.2) (10 mins)

Play recording 12.2, pausing for the students to repeat each sentence. Listening script 12.2 – see page 136

Phrasal verbs with take Match phrasal verbs 1–6 with their meanings a–f. You may use the dictionary or the glossary at the end of the book. 1 take after someone a start flying / leave the ground 2 take something back b start a new activity 3 take off c go somewhere with someone socially 4 take someone out d be or look like / resemble 5 take something over e return something to where it is from 6 take something up f get control of something (e.g. a business) Complete sentences a–d with the correct part of a phrasal verb with take. a When I have more time, I’m going to tennis. b Mohammed his father. They’re both very good at maths. c A big corporation is trying to our family business. d Our plane couldn’t on time because of strong winds.

In the article, Munirah Mohammed Buruki says My heart was in my mouth. This means she was nervous and frightened. Match the sentence beginnings a–e with the endings 1–5, which give a definition of the body idioms. a If you pull someone’s leg, ords to remember b If you twist someone round your little finger, acclaimed, attendant, c If something makes your hair stand on end, cabin, confrontational, d If someone is a pain in the neck, corporation, e If you can’t keep a straight face, courteously, expression, mumble, resemble, 1 … it frightens you. stern, stunned 2 … it’s impossible to stop yourself from smiling or laughing. 3 … they are very annoying. 4 … you make them do everything you want. 5 … you laugh at them or make fun of them.

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ed endings Listen and repeat these pairs of verbs. In each case the first word is the present simple and the second is the past simple of the verb. How many syllables does each word have? a arrive / arrived c learn / learned e want / wanted b start / started d land / landed f change / changed

Quote Ask students if they know anything about George Eliot. Have they read any of her novels? Did they like them? Why / why not? Read the quote to the class. What does she mean? Why is human choice so important to growing as a person? (e.g. learning by making mistakes; doing the things you are interested in strengthens character and ability). Background: George Eliot (1819-1880) was one of the leading writers of Victorian England. Her novels are especially known for their realism and understanding of psychology.

Lesson 6 Workbook pages 90 - 91, Language practice Workbook answer key – see page 153

Objectives Skills

(12.1)

(12.2)

Grammar

Now listen and repeat the past tense verbs in sentences.

Quote

“The strongest principle of growth lies in human choice.” George Eliot

Functions

At the end of the lesson, students should be able to: ● use relative clauses and pronouns [who, which where, whose] ● use third conditional ● use phrasal verbs ● make requests

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students suggest ideas. Encourage them to think of things that really happened – but let them make something up if necessary. b Allow 10-15 minutes for the students to continue thinking of a good story and to make notes. c Ask them to make a plan for their story similar to the one in their books. Explain that they do not need to write a ‘speech’ – just decide what story to tell and put the events in order.

Lessons 7 and 8 Objectives Skills At the end of this pair of lessons, students should be able to: read a newspaper story Reading Listening listen to an eyewitness account Speaking describe an eyewitness account write a news story Writing Topic Flying stories describe past experiences Functions identify background information: setting the scene for a narrative sequence information interview an eyewitness plan and write a news story Vocabulary altitude (N), aviate (V), baby carriage (N), buzzing (Adj), control (N), co-pilot (N), custom-built (Adj), endeavour (V), eyewitness (N), fog (N), headline (N), incident (N), radar (N), velocity (N), voice-activated (Adj) ● ● ● ● ● ● ●

(about 15 mins) a, b and c Put students in pairs to tell each other their stories – remind them that it is a conversation between the ‘listener’ and ‘storyteller’ not a speech. Go round and listen. Offer prompts and suggestions if necessary. The listeners should be asking questions about their partner’s stories as they tell them. When the first storyteller has finished, ask the pairs to swap roles. Finally, choose two or three pairs of confident students (not necessarily existing pairs) to tell each other their stories while the other students listen.

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Student’s Book pages 94 and 95 Present the active vocabulary needed for each activity.

Student’s Book page

Describing what happened Describing what happened

(12.3) (10 mins)

Tell the students they are going to listen to a story. Ask them to read the six sentences and explain buzzing if necessary (buzzing is an onomatopoeic word, i.e. the word sounds like its meaning). Explain that these sentences are in the wrong order. Then play recording 12.3 straight through. Put the students in pairs to discuss the order of the sentences. When they are ready, play the recording again for them to check their answers (b, e, c, f, a, d). Listening script 12.3 - see page 136 (10 mins) Put students in pairs. Ask them to brainstorm events they remember from tapescript 12.3. After a few minutes ask them to read their ideas. How many ‘feeling words’ can they remember? Invite volunteers to share their answers with the class.

(12.3) You are going to hear an eyewitness account of a night-time incident. Listen to the speaker and put these events in the correct order.

Note

An eyewitness is someone who sees something happen (an accident or a crime), but is not involved. a The bright light stopped above the speaker. b There was a buzzing noise. c The light came towards the speaker. d The light followed the speaker. e The bright light was in front of the speaker. f The light vanished. Can you remember any words the speaker used to describe how they felt during their experience?

Think of an event that you were an eyewitness to. Your story does not have to be connected with planes or air travel. Follow these steps. a Choose an event that you saw. b Make a note of any useful background information. For example, the time of day; what you were doing; what other people were doing; weather conditions. c What order did things happen in? Note the sequence of events like this: 1

going to school

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saw a mother pushing a baby carriage

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heard a loud crash

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car knocked the baby carriage in the road

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baby carriage was full of shopping

Work in pairs. a Tell your eyewitness account to a partner, using your notes and any expressions from the Useful Language box below. b When you are listening to your partner’s story, interrupt to ask questions. c Change roles: the student who has just told their story is now the listener.

USEFUL LANGUAGE

(about 15 mins) a Read out the instructions. Then allow about five minutes’ class discussion while 122

Background information: setting the scene for a narrative It was last Thursday night. I was walking home from work.

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Sequencing information Suddenly, … / All of a sudden, … / Without warning, … Next, … / Then … /

Asking an eyewitness for information What (exactly) happened? What happened next?

Unit 12 Flying stories

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

A news story

(10-15 mins) Tell the students they are going to read a newspaper story. First, ask them to look at the picture and the headline. Can they guess what the story is about? (A blind pilot who is attempting a flight round Britain) Put the students in small groups to think of two questions they would like to ask the pilot. Ask one student from each group to tell the class their questions.

(15 mins) a Tell the students that they are going to write a similar newspaper story. First, ask them to read the headlines (remind them that newspaper headlines are usually in the present simple). Check that they understand the meaning of each headline, then ask them to choose one for their story. b Tell them to plan their stories, noting down the main facts. Note: If they find this stage difficult, let them discuss ideas with partners – but they must write their own stories. c Ask them to think about ‘extra information’ to make their stories more interesting. d Tell them to organise their ideas into three or four paragraphs (i.e. make a paragraph plan). Finally, allow about 15-20 minutes for them to write their stories. Go round and offer suggestions where necessary.

(20 mins) a Tell the students to read the story. When they have finished, ask if their questions were answered. b Put the students in pairs to make notes of the main facts in the story. Invite a student to share his / her notes with the other students. Do the others agree that they are the main points? c Then ask them to note down ‘extra information’ and invite two students to read out their notes.

Student’s Book page Unit 12 Flying stories

A news story

task You are going to write a news story based on a headline.

Look at the headline, then think of two questions you would like to ask the pilot. a Read the story. Can you find the answers to your questions?

(10 mins) a Tell the students to check their work carefully for spelling, grammar, punctuation and style. b Put the students in pairs to read and check each other’s stories. They should tell their partners what was interesting about their stories and suggest how to improve them. Invite two or three volunteers to read out their stories to the class and invite comments.

Lesson 9 Blind pilot will fly round Britain

Workbook pages 92 - 93, Writing

A British man, who lost his sight at the age of 12, took off in a small plane from an airport in southern England yesterday. He is endeavouring to become the first blind pilot to fly around Britain. His journey will take five days. Steve Cunningham, who is 41, is flying a plane with custom-built computer equipment which calculates his altitude, his velocity and is equipped with a voice-activated radar to locate his position. This technology allows Steve to aviate without the assistance of eyesight. Vince Coultan, who is Steve’s co-pilot, will not pilot the controls during the flight. Steve Cunningham says, ‘Vince is coming to watch out for other planes in the sky. Pilots who can see normally often have to fly ‘blind’ at night, or in fog. What I’m doing is not very different.’

Workbook answer key – see page 153

b Make a note of all the facts in the story.

Steve Cunningham has been blind since the age of 12.

Objectives Skills Reading Writing

c What other information is in the story? Find sentences which give explanations or reasons, or make a comparison. d Which paragraphs contain the most important information?

Functions

a Choose one of these headlines.

Helicopter makes emergency landing on beach

Plane turns back after bird flies into engine

b Plan an outline story and decide on facts to include in each paragraph. c Give explanations or reasons for any of the facts in your story. d Write your story in 150–170 words using your plan.

a Check spelling, grammar, punctuation and style. b Exchange stories with another student. Read their story and suggest one improvement.

Sporting hero wins gold medal

Words to remember

altitude, aviate, baby carriage, buzzing, control, co-pilot, custom-built, endeavour, eyewitness, fog, headline, incident, radar, velocity, voice-activated 95

At the end of the lesson, students should be able to: ● read a story ● write a list of causes and effects ● write a travel story ● write a summary ● identify a problem ● describe causes and effects

Preparation for the project Tell the students they are going to make a booklet about Kuwait in their next project at the end of the module. Ask them to work in pairs and discuss what they would like to include in their booklet. Tell them to do their research using books, tourist leaflets, the internet, etc. and ask them to bring in to the next lesson whatever they found useful for their booklet. 123

Focus on Student’s Book page 96

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

Reading (20 mins) Guided by the discussion, students read the text silently. Afterwards, aid their comprehension by asking questions, such as: 1 Draw a timeline. Write on it significant dates and events in the life of Ahmed Meshari Al-Adwani. Student’s Student’s Book Book page page 2 What is his most famous work? 3 In what other ways has Al-Adwani helped Kuwait? 4 Find the following words in the text and give a definition or a synonym for each. a found b funding AHMED MESHARI AL-ADWANI AND THE NATIONAL ANTHEM c ceased Ahmed Meshari Al-Adwani was a Kuwaiti poet, writer and d setback teacher. He was born in 1923 in Kuwait. He went to school in Kuwait then left to go to Egypt to study at the College e countless of Arabic Language Studies at Al-Azhar University. After f transform graduating in 1949 with the title of Sheikh he went on to co-edit Al-Be’thah a monthly magazine based in Cairo. g penmanship Despite this setback in 1952 Al-Adwani helped to establish Al-Ra’ed magazine published by the Kuwait Teachers Club. h anthem Throughout his life he helped to establish countless other i extensive magazines. In his commitment to Arabic culture Al-Adwani helped to j posthumous

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5 What are the advantages and disadvantages of choosing a career as a writer? Discussion (10 mins) In pairs, students discuss the biographical text.

Using Commas (10 mins) Read the explanation about the four uses of commas and the examples. (10 mins) Put students in pairs to do exercises 1 and 2. Then students share answers.

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transform Kuwait into an important cultural, social and artistic capital in the Middle East. He helped with the establishment of the Fine Arts Gallery, the Department of Arabian Culture and the Department of Musical Culture, but perhaps his most well-known contribution to Kuwait is his skilful penmanship of the Kuwaiti national anthem, which was first broadcast on 25 February 1978.

ensive collection Al-Adwani died in 1990, at the age of 67. He left behind an extensive of unpublished and unedited stories, poems and scripts. Since his death, many of these have been printed in posthumous collections.

Using Commas The comma is a valuable, useful punctuation device because it separates the structural elements of sentences. 1 Use commas after introductory a clauses, b phrases or c words that come before the main clause. ◗ Having ¿nished the test, he left the room.

2 Use a pair of commas in the middle of a sentence to set off clauses, phrases, and words that are not essential to the meaning of the sentence. ◗ This restaurant has an exciting atmosphere. The food, on the other hand, is rather bland.

3 Use commas to separate three or more words, phrases, or clauses written in a series. ◗ The Constitution establishes the legislative, executive and judicial branches of government.

4 Use commas wherever necessary to prevent possible confusion or misreading. ◗ To Anwar, Al-Adwani had been a sort of idol.

1 The first paragraph in bold in the text has missing commas. Add them. 2 Now, give every comma you add a number from one to four depending on the case it matches in the explanation. 96

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Project 4 Students can access these websites to obtain more information:

Creating a booklet Student’s Book pages 97–98

www.jeitagrotto.com www.ehow.com/how_2307803_write-booklet. html www.asiarooms.com/travel-guide/kuwait/index. html

Make decisions (10 mins) Tell the students they are going to create a classroom booklet about Kuwait. Put the students in small groups and ask them to focus on one of the options given in question a. Then ask them to choose two or three points to focus on, using the suggestions in their books and / or their own ideas.

www.lonelyplanet.com/kuwait

Do research (20 mins) Discuss with the class different information sources that are available to them (e.g. books – their own or from the library – brochures, the Internet and perhaps provide photographs, etc.). Tell the groups to share out tasks so that each person is responsible for one area of research. Go round and offer suggestions where necessary; make sure that the students all have access to information in some way. Allow time for the research to take place. Note: This might take place in lesson time if there are enough sources of information available, and / or the students could carry out their research for homework. Tell the groups to show each other the results of their research and make decisions about what to include. Who will be responsible for producing each part of the booklet?

Student’s Book page

Project 4 Creating a booklet

task

You are going to work individually and in groups to make a booklet about Kuwait.

Jeita Grotto: The Wonder of Lebanon Few caves in the world approach either the astounding beauty or dimensions of Jeita Grotto. Located 20 kilometres north of Beirut, Lebanon, the caves were rediscovered in 1836. They have now become a major tourist attraction, and were recently voted the 22nd wonder of the world. 5

The grotto consists of two large caves, formed by deposits from water dripping for millions of years onto limestone rock. The upper gallery is 9000m long, and filled with a multitude of rock formations. The stalactites and stalagmites create a remarkable underground canyon of various sizes, colours and shapes. And they are sculpted entirely by nature.

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Incredibly, the upper cave is still forming today. If you journey 800 metres into the cave’s opening, you can see the ‘Pantheon’ rock. This is where explorers, who rediscovered the cave in the mid-nineteenth century, wrote their names on a piece of paper, sealed it in a bottle and placed it on top of a stalagmite. Water hitting the rock has since covered the bottle with a white film, permanently fixing it to the stone.

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The lower cave is equally magnificent. The dramatic subterranean lake is actually a tunnel for a 6230m long underground river. The cave can only be viewed via a boat ride, and is closed completely during the winter when the water level becomes too high.

Discuss (20 mins) Read out questions a and b and invite ideas from the class. Then ask students to quickly make two lists referring to their research to answer question c. Encourage students to use their ideas when choosing information for their booklet.

The caves are well-protected against damage from tourists. No photography is permitted whilst visiting either cave, to preserve their beauty for generations to come.

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

Module 4 Progress test Workbook pages 94 – 99 Workbook answer key – see pages 153 - 154 Extra listening page 138

Student’s Book page

Make decisions a Read the extract from a booklet about Jeita Grotto, Lebanon. In small groups, decide on the focus of your project: an area of culture, a place or an event in Kuwait. b Choose some important and interesting points to focus on. These could be ◗ Important facts ◗ Information for tourists ◗ Historical events with key dates Do research a Each member of the group should choose an area to research. b Do the research using books, the Internet, tourist leaflets, etc. c Decide, as a group, what to include in each part of your booklet, and who is going to produce each part of the booklet. It’s good to outline the booklet before you start. Discuss a What did you find most interesting in your research? b How has your knowledge changed? c Make a list of the most important information you would include to educate students from an Arabic country. How would the list change if the students were not from an Arabic country? Writing the booklet a Write up your research. Include pictures, together with descriptions of what they show. b Make sure to review your written work carefully. Watch out for spelling and grammar mistakes, and edit any unnecessary information. Presentation Display your booklet in the classroom. Make it as attractive and interesting as possible.

Try these websites for information: ● www.jeitagrotto.com ● www.ehow.com/how_2307803_write-booklet.html ● www.asiarooms.com/travel-guide/kuwait/index.htmll ● www.lonelyplanet.com/kuwait

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Student’s Book Answer key Module 4 Unit 10, page 78, exercise 1 (Suggested answers) a There are three different types of stories in the Holy Qur’an: stories of previous prophets and messengers; stories about what happened to previous nations and some pious individuals who were not prophets; stories related to incidents which took place in the life of Prophet Mohammed. b (Students’ own answers) c (Students’ own answers) Unit 10, page 78, exercise 2 a Verse 13: Don’t associate anything with Allah because association to Allah is unjust. Verse 14: Be grateful to your parents. Verse 17: Keep praying regularly, enjoin what is just, and forbid what is wrong; tolerate whatever happens to you with patience and constancy. Verse 18: Don’t be proud and insolent because Allah doesn’t like arrogant people. Verse 19: Be moderate in your pace and lower your voice. Unit 10, page 78, exercise 2 b Modesty: Verse 18: “And swell not thy cheek [for pride] at men, Nor walk in insolence through the earth: For Allah loveth not any arrogant boaster.” Respectfulness: Verse 13: “… do not associate anything with Allah. Indeed, association [with Him] is great injustice.” Gratefulness: Verse 14: “Be grateful to Me and your parents; to Me is the [final] destination.” Patience: Verse 17: “And bear with patient constancy whate’er betide thee …” Self-restraint: Verse 18: “And swell not thy cheek [for pride] at men, nor walk in insolence” Composure: Verse 19: “And be moderate in thy pace, and lower thy voice …” Unit 10, page 79, exercise 3 You should: be grateful to your parents; keep praying regularly; enjoin what is just; forbid what is wrong; tolerate whatever happens to you with patience and constancy; be moderate in your pace; lower your voice You shouldn’t: associate anything with Allah; be proud and insolent; be an arrogant boaster Unit 10, page 79, exercise 4 (Suggested answers) Luqman advises his son in Verse 13 not to associate anything with Allah because association to Allah is unjust. Then, in Verse 14, he advises him to be grateful to his parents. In Verse 17, Luqman tells his son to keep praying regularly, to do what is just, and forbid what is wrong; he should tolerate whatever happens to him with patience and constancy. In Verse 18, he advises his son not to be proud and insolent because Allah doesn’t like arrogant people. Finally, in Verse 19, Luqman asks his son to be moderate in his pace and to lower his voice.

Unit 10, page 80, exercise 1 a (Suggested answers) hard; cheerfully; angrily; honestly; loudly; wisely; easily Unit 10, page 80, exercise 1 b Adverbs are usually at the end / after the verb. Unit 10, page 80, exercise 2 a angrily; calmly; carefully; cheerfully; curiously; politely; quickly; rudely; secretly; slowly; suddenly; suspiciously Unit 10, page 80, exercise 2 b (Suggested answers) 1 suddenly 2 suspiciously 3 politely 4 rudely 5 calmly 6 carefully 7 curiously 8 secretly 9 cheerfully Unit 10, page 81, exercise 1 a 1 all of the words in the box 2 bicycle; motorbike 3 train; bus; plane; boat 4 train; bus; plane; taxi 5 train; bicycle; motorbike; bus; plane; boat 6 car; taxi; boat 7 train; car; bus; taxi 8 train; bus; plane; boat Unit 10, page 81 exercise 1 b a driver: train, car, bus, taxi, a pilot: plane Unit 10, page 81 exercise 1 c bicycle: cyclist / motorbike: a motorcyclist Unit 10, page 81 exercise 2 (Suggested answers) a by limousine; by private plane b by car; by taxi c by car; by bus; by bicycle Unit 10, page 81, exercise 3 a 1 left 2 registered 3 left the ground 4 landed 5 arrived 6 stopped to collect 7 let (us) get out Unit 10, page 81, exercise 3 b 1 takes off 2 picked me up 3 drop you off 4 check in Unit 10, page 82, exercise 2 5, 1, 3, 4, 6, 2 Unit 10, page 82, exercise 4 and 5 a motorbike b bicycle c historical d traditional e helicopter f reporter Unit 10, page 82, exercise 6 a He was on a black motorbike. b I’ve got a silver bicycle. c It’s a traditional story. Unit 10, page 83, exercise 1 a The situation now: 4; A final request: 5; A description of the accident: 2; A greeting, an apology and an excuse: 1; The result of the accident: 3 Unit 10, page 83, exercise 1 b The verbs are active - the passive is more often associated with formal English; Contractions are used; Some pronouns are omitted (e.g. Sorry… Hope you haven’t…); Direct questions; Phrasal verbs are often associated with less formal style; Punctuation – use of exclamation marks; Informal words and expressions: Thank goodness / You can guess... / It’s so monotonous... / terrible... 127

Unit 11, page 84, exercise 1 (Suggested answers) a 1 a mobile phone; 2 a computer; 3 next to any telephone; 4 on a beach b and c 1 from a young person to a friend; 2 two businessmen; 3 from one friend or family member to another; 4 a passenger on a ship to anyone at all d (Students’ own answers) Unit 11, page 85, exercise 2 a four b the first story: Japanese; the second story: we don’t know; the third story: German; in the fourth story: Swedish and Italian c the first story: 1784-1935; the second story: 1915; the third story: 1929-1935; the fourth story: 1956-1958 Unit 11, page 85, exercise 4 aB bA cB dA Unit 11, page 86, exercise 1 Mixed messages Unit 11, page 86, exercise 2 a The active sentences tell us about the person who performed the action, and the action itself; the second sentences focus on the action and the person who performed it isn’t so important. b 1 False (although passive sentences might not tell us who performed the action) 2 True 3 True Unit 11, page 86, exercise 3 a Last year, I had my room painted. b My father is having his phone upgraded tomorrow. c We’ve just had an AC unit installed. d The construction project will have been finished by Nader. e A large meal had been cooked for the family by Mum. f Ten books will have been read by the end of this year. Unit 11, page 87, exercise 1 a 1 steal 2 travel by 3 carry 4 swallow Unit 11, page 87, exercise 1 b 1 forced me to 2 produce 3 earn 4 attend Unit 11, page 87, exercise 2 1 switch 2 sliding 3 holds 4 activates 5 runs out 6 upgrade 7 slide 8 unlock Unit 11, page 87, exercise 3 a2 b1 c1 d2 e2 f1 Unit 11, page 88, exercise 1 Message 1: Name of caller: Faris Day / Time of call: Monday 17th May 11.25 a.m. Message: He can’t play tennis tomorrow – he’s hurt his wrist – has to rest it. Maybe play at the weekend? Action: ring him Message 2: Name of caller: Reem Day / Time: Wednesday 7th July 8.05 a.m. Message: Can you bring the CD she lent you to school today – she needs it. Action: Take CD to school Message 3: Name of caller: Music Unlimited Day / Time: Friday 22nd November 3.15 p.m. Message: Guitar ready for collection. They are open until 6.00 p.m. today and all day tomorrow. Action: Collect guitar Message 4: Name of caller: University Chemistry Department Day / Time: Tuesday 31st January 3.15 p.m. 128

Message: Time of interview changed from 10.30 a.m. to 3.45 p.m. Action: If new time is inconvenient, call them on 03572 564635. Unit 11, page 89, exercise 1a We don’t know if Nasser is going to meet Anwar - it depends on his parents. Unit 11, page 89, exercise 1 b 1 It was 2 We 3 I 4 That’s a / What a Unit 11, page 89, exercise 3 a Thanks for calling. b I’m waiting for you. c See you later. Unit 12, page 90, exercise 2 (Suggested answers) a to become a pilot b (Students’ own answers) Unit 12, page 91, exercise 3 a False: She was Kuwait’s first female pilot. b True: He arranged for her to go to a gliding school. c False: She trained on single-engined planes and other planes too. d False: Munirah got her private pilot’s licence five months earlier than the rest of her class. e True: She lived in Jordan so she could study. Unit 12, page 92, exercise 1 a 1 Captain Nawwaf Qiblani 2 the gliding school 3 the Jordan Royal Academy Unit 12, page 92, exercise 1 b 1 who and whose 2 which 3 where Unit 12, page 92, exercise 2 1 who 2 which 3 who 4 whose 5 where 6 who 7 which 8 who 9 which 10 who 11 whose Unit 12, page 93, exercise 1 1d 2e 3a 4c 5f 6b Unit 12, page 93, exercise 2 1 take up 2 takes after 3 take over 4 take off Unit 12, page 93, exercise 3 a5 b4 c1 d3 e2 Unit 12, page 93, exercise 4 a 2,2 b 1,2 c 1,1 d 1,2 e 1,2 f 1,1 Unit 12, page 94, exercise 1 b, e, c, f, a, d Unit 12, page 94, exercise 2 (Suggested answers) I was shocked..., I was too interested..., ... made me feel quite safe. Unit 12, page 95, exercise 2 a (Students’ own answers) Unit 12, page 95, exercise 2 b Facts: Steve Cunningham is 41; he’s been blind since 12; he took off from southern England yesterday; it will take 5 days; his plane has special equipment; Vince Coultan is going with him but won’t touch any controls. Unit 12, page 95, exercise 2 c Other information: He is trying to become the first blind pilot to fly round Britain; Vince is coming to watch out for other planes in the sky; what Steve is doing is not very different from what sighted pilots do when they fly at night. Unit 12, page 95, exercise 2 d (Suggested answers) Paragraphs 1 and 2

Literature Time Three Men in a Boat and Treasure Island Literature time! for Grade 10 features abridged versions of the classic English novels Three Men in a Boat by Jerome K. Jerome and Treasure Island by Robert Louis Stevenson. Students will have already come across an abridged version of a classic novel in Target English Grade 9, Literature time!, where students read and studied Around the World in Eighty Days by Jules Verne. About the Novels

When Jerome K. Jerome began to pen Three Men in a Boat, he intended it to be a serious travel guide. However, Jerome’s comic tone and wit soon took over, and today the popular novel is known for its humour, as well as its unique insight into the local history of the River Thames. Three Men in a Boat was first published in 1889, and follows three friends on a boating holiday on the River Thames, from Kingston to Oxford. The river had long been used as a commercial waterway for trading goods in and out of London. However, as trade declined in the 1880s, it was replaced by a new craze for ‘boating’. People took leisurely trips on boats down the river, often stopping to picnic at local sites. In Three Men in a Boat Jerome describes his own experiences, and the three characters are based on him and his two friends George Wingrave and Carl Hentschel. The dog, Montmorency, is entirely fictional. Jerome’s success led him to write a followup, entitled Three Men on the Bummel, a similar humorous travelogue about a cycling tour in Germany. However, although he wrote all his life, Three Men in a Boat remains Jerome K. Jerome’s most popular work.

in 1883. Treasure Island was Stevenson’s first major success as a writer, and is still popular today. Stevenson’s descriptions of the pirates, such as Long John Silver, have defined how we imagine ‘life at sea’ during the eighteenth century, including images such as treasure maps marked with an ‘X’, and one-legged seamen with parrots on their shoulders. Stevenson’s Treasure Island has also inspired over 10 film adaptations, and heavily influenced the recent box office success Pirates of the Carribean. Stevenson later went on to write other classic novels, such as Kidnapped, The Strange Case of Dr Jekyll and Mr Hyde and many travelogues. According to a recent poll, Stevenson is ranked the 25th most translated author in the world, ahead of fellow nineteenth-century writers Charles Dickens and Edgar Allan Poe. Literature time! for Grade 10 is an episodic adaptation of two classic stories. This format corresponds to and builds on the structure used in Grade 9 of the Target English series. The inclusion of two longer texts is intended to reflect your students’ enhanced understanding of the English language, and to challenge them as their language skills progress. At this level, students should be able to approach a longer, continuous text confidently, and indeed benefit from the linguistic challenges it presents them with. Its division into episodes also allows students greater opportunity to revise what has gone before, and predict what will follow, developing both language and cognitive skills in the process.

Treasure Island is a classic adventure tale. It is also a ‘coming of age’ novel, in which we see the main character, Jim Hawkins, mature from a boy to a man as a result of his experiences. Scottish-born Robert Louis Stevenson began writing the story after seeing a young relative of his paint a treasure map in watercolours. It was then serialised in a children’s magazine named Young Folks, and was published as a whole work 129

Three Men in a Boat

Short story analysis

Before reading

1 No, the story revolves around three main characters: George, William Harris and the narrator.

1 (Students’ own answers) Episode One

2 The conflict is internal. Each of the three friends believes that he is working harder than the other two and each one thinks he is the best.

1 During supper, the three men thought they needed to get away from London. 3 The story is told by a first-person narrator since 2 the writer is the one who tells it. a Mrs Poppets b Harris and the narrator 4 c the narrator (Students’ own answers) d George and Harris e George 5 General theme: Man is by nature egotistic. Episode Two Underlying theme: Cooperation is the key to success and achieving one’s aims. a 4 b 5 c 1 d 6 e 3 f 2 Episode Three a b c d e

2 3 5 4 1

Episode Four a b c d e

True True True True False. He thought it was a wonderful sound.

Episode Five (Students’ own answers)

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Literature Time

Treasure Island

Episode Five

Before Reading

a Black Dog b Pew, the blind man c Jim d Black Dog e Captain Bill

a False. Jim didn’t tell anyone that he was going to look for Ben’s boat. b False. Ben Gunn’s boat was hidden under the white rock. c True d True e False. Hands threw his knife and pinned Jim’s shoulder to the mast f False. Dr Livesey put the map in his pocket and walked off through the trees.

Episode Two

Short story analysis

(Students’ own answers) Episode One

1 (Students’ own answers) 2 (Suggested answer) He thinks his actions are not mature enough.

1 (Suggested answer) The author uses two narrators to tell the story from two points of view, i.e. to relate what was happening in all the scenes. Hence, Dr Livesey continues the story Episode Three in order to relate what was happening on board when 1 Jim went ashore with the crew. Then Jim goes on with Long John Silver reminded Jim of old Bill when he the narration since he was present in the remaining started singing the same song that Bill sang: ‘Fifteen scenes. men on the dead man’s chest – ‘Yo- ho- ho!’ 2 2 (Students’ own answers) The crew liked and obeyed Long John because they had plenty to eat and drink. Moreover, they trusted 3 him for being an experienced seaman. (Students’ own answers) 3 4 When he was fetching an apple one evening, Jim (Students’ own answers) learned that Long John Silver was planning with his men to kill the doctor and the squire after finding the treasure. Episode Four a Long John Silver b Ben Gunn c Long John Silver d Long John Silver

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Listening script Unit 1 1.1 1 Beans are a great form of protein and actually have two or three times more protein than rice. Beans are a good source of several other nutrients, including iron, vitamin B, folic acid and carbohydrate. Beans with coloured shells contain antioxidants. They are a rich source of fibre, which helps to reduce cholesterol levels in the blood. Soya beans are the stars of the bean world. They are the only beans to contain all eight amino acids necessary to make a ‘complete’ protein. They can also reduce the chances of heart disease. 2 Most fish are low in fat and cholesterol and are a good source of protein, which makes them a good choice for a healthy diet. All fish are a good source of vitamin B, and oil-rich fish are high in vitamins A and D. Many fish also provide a good source for calcium. Fish is low in calories and many types of fish do not contain any unsaturated fat. Eating fish regularly can reduce the chances of heart diseases and arthritis, and some experts believe it can prevent cancer. But the nutritional value of fish can vary, depending on the type of fish and how it’s cooked! 3 The health benefits of onions are frequently overlooked or even unknown, but the humble onion does offer far more benefits than most vegetables owing to its potent antioxidant, its probiotic effects and its high levels of vitamin C. It is one of the most widely eaten vegetables, and one of the oldest. In ancient Greece, athletes ate large quantities of onion because it was believed that it would lighten the balance of blood. Now, experts still believe that eating as little as two to three onions per week can have a significantly positive impact on health. And even better news, onions don’t lose their nutritional value when cooked. 1.2 Last week was a school holiday, so I woke up late every day. This morning when I got up, my family were having breakfast. My mother and father were talking, and my brothers and sisters were drinking tea, and eating bread and cheese. My mother made me some tea.

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‘There’s no bread left,’ my mum said. ‘Can you go to the shop to get some?’ ‘Sure, Mum,’ I said and ran out of the house. I was hungry. I bought the last loaf of bread in the shop, paid and left. While I was walking home, I met two of my neighbours. They were standing and chatting. ‘Hi,’ one of them said, ‘You’re in a hurry.’ ‘I’m hungry,’ I explained. ‘I came to buy some bread.’ I got back home. There was no one at the table. I sat down, cut a slice of bread and reached for the cheese. I couldn’t believe it. It was all gone! 1.3 a Are you coming from the shop? b Where did you come from? 1.4 Antioxidants from green tea are beneficial. Where is green tea from? Unit 2 2.1 a That was a good film. b That was a good film! c The story was excellent. d The story was excellent! 2.2 a I’m going to the shop. b I’m going to the shop. c I’m going to the shop. d When is your next piano class? e When is your next piano class? f When is your next piano class? 2.3 1 Int Hello. Do you mind if I ask you a few questions? Ahmed Sure, what about? Int Well, the topic is ‘respect’. Is that ok? Ahmed Of course. Int Ok. First of all, what does ‘respect’ mean to you? Ahmed Hmmm… for me, respect is a way of life. No matter where we are or what we are doing we should always act respectfully. Int I see. Ahmed Respect is about admiring each other’s differences, and not disrespecting each other. Int Thank you. And my second question is - what do you think we need to respect more? Ahmed I always respect the environment as much as I can. I think it’s important to respect nature’s resources, as

well as our history and culture. Int Thank you very much. Ahmed That’s alright.

2 Int Samia Int

Samia

Int Samia Int Samia

Good morning. Is it okay if I ask you a few questions? Yes, that’s fine, but you’ll have to be quick. I haven’t got much time. Thank you, it won’t take long. Could you tell me please, what does ‘respect’ mean to you? Interesting question! I know some people say respect doesn’t mean as much as it used to, but I think they are wrong. I’m a young person and respect means a lot to me and my friends. You might not like everyone and everything, but you should respect them. Thank you. I have another question, if you have time? Sure. Thank you. Ok, so what do you think we need to respect more? I think it’s important to respect our neighbours. Whenever I meet somebody new I always consider them as my ‘neighbour’. They might be different to me but I still respect them, it’s about tolerance.

3 Int Fahad Int Fahad

Int Fahad

Int Fahad

Int Fahad

Excuse me. Would you mind if I asked you some questions? No, not at all. What would you like to know? Firstly, I’d like to know what the word ‘respect’ means to you. That’s easy. For me, respect is what brings our society together. We should respect everything – our family, our education, our history, even people we don’t know. But most of all, we should respect ourselves. Thank you. Second of all, what do you think we need to respect more? I always respect my elders. I know a lot of people who are older than me and I consider them as my friends, not as ‘old people’. Why’s that? Because I think it’s important to learn from other people’s experience and wisdom. That’s a good point. Thanks for your time. That’s okay.

Listening script Unit 3 3.1 It’s definitely worth going to see this renowned piece of modern architecture. I went last year and it’s absolutely impossible to imagine the harbour without it. The design style is called ‘expressionist’ and is very distinctive. The same architect who built the National Assembly Building in Kuwait designed it, and it’s easy to see why it was made a UNESCO World Heritage Site in 2007. When I first saw it, I thought the geometric structure evoked the style of a ship. That’s because of the giant framework of concrete shells that are formed from different sections of a sphere. It’s so large that engineers had to drill 588 concrete pillars into the sea to secure its foundation. From the outside it might look huge, but inside it seems much smaller. The venue interior is slightly old-fashioned now: that’s because it’s over thirty years old. There are five main performance venues: the Concert Hall, the Opera Theatre, the Drama Theatre, the Playhouse and the Studio. The largest venue has 2679 seats, whilst the smallest has a maximum capacity of 400 people. There’s also a forecourt, which is sometimes used for open-air concerts. Going to a performance in any of the venues is expensive, and it’s very difficult to get tickets, but you can walk around some areas for free. 3.2 a cultural b commercial c governmental d environmental e confidential f residential 3.3 a Let’s watch a film at the cultural centre. b It was first built for commercial purposes. c A governmental organisation has helped me with my studies. d The floods caused major environmental damage. e Be discreet; that information is confidential. f I’d like to live somewhere less residential. 3.4 Speaker 1 I thought it might be something like that. I’ve heard rumours. Speaker 2 Not bad news, is it? Speaker 1 I’m afraid so. Speaker 3 What’s the problem? Speaker 1 They’re planning to build a new airport right through Al Wafra. Speaker 2 That sounds like good news to me.

Speaker 1 Unfortunately, the main runway

4.4

of the airport is only about 2 km from the town. Speaker 3 How will that affect us? Speaker 1 Well, the aircraft will be very noisy and they will have to destroy some beautiful countryside to make the runways. Speaker 2 Could they change the location? Speaker 3 They could build the airport on the other side of the oilfield. Speaker 1 That would be more expensive, because the land is worth more. Speaker 2 But it would be better for the town. Speaker 1 Yes, you’re right.

Caller 1

Unit 4 4.1 a computer b thermometer c kilometre d designer e animator f director 4.2 a Bader lent me a new computer game. b First, you should check the thermometer. c Dad’s going to run 10 kilometres for charity. d I don’t like designer labels. e Animators should adapt to new technology quickly. f The director is demanding a higher budget. 4.3 Caller 1

Hi. I’ve just done a really stupid thing. I was playing on my computer. The game was getting really exciting and I was quite thirsty. So I paused my game and went to get some lemonade. When I started playing again, I forgot about my drink. Then I knocked my lemonade over the keyboard. What do you think I should do? Helpline assistant Okay, listen carefully… Caller 2

Hi. I’m calling about a very simple problem: I’ve just installed a new game on my computer and now nothing works. What do you think I should do? Helpline assistant Okay, the first thing is this… Caller 3

Hello. I hope you can help me. My mouse has almost stopped working. It moves very slowly and sometimes it doesn’t move at all. Do you think I should buy a new one? Helpline assistant No, no. You don’t need to buy a new one. It’s…

Hi. I’ve just done a really stupid thing. I was playing on my computer. The game was getting really exciting and I was quite thirsty. So I paused my game and went to get some lemonade. When I started playing again, I forgot about my drink. Then I knocked my lemonade over the keyboard. What do you think I should do? Helpline assistant Okay, listen carefully. Turn the computer off. Unplug the keyboard, turn it over and pour out all the liquid. Then let it dry and plug the computer in again. If the keyboard does not work you’ll probably have to buy a new one. You could try taking the letters off and cleaning under them with a warm damp cloth; that sometimes works. If I were you, I’d buy a plastic cover to protect the keyboard in the future. 4.5 Caller 2

Hi. I’m calling about a very simple problem: I’ve just installed a new game on my computer and now nothing works. What do you think I should do? Helpline assistant Okay, the first thing is this. If your computer was okay before you installed the game, then the game is the cause of the problem, not the computer. The first thing you do is switch off and then restart your computer. You often have to do this when you install new software. If that doesn’t work, I would phone the game company’s helpline. They will be able to tell you if the game normally works on computers like yours. Good luck. Caller 3

Hello. I hope you can help me. My mouse has almost stopped working. It moves very slowly and sometimes it doesn’t move at all. Do you think I should buy a new one? Helpline assistant No, no. You don’t need to buy a new one. It’s just dirty. You’ve got two choices. You could take it to a shop and ask them to clean it for you. It won’t cost very much. On the other hand, if I was in your position, I’d clean it myself. You just unplug the mouse, turn it over, take off the round plastic piece, then take out the rubber ball. Clean the ball and rollers inside. Put the mouse back together again and you’ll find it works perfectly. You should really do this every two or three weeks.

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Unit 5 5.1 Okay, here’s this week’s Sports quiz. As usual there are seven questions. For each question, choose the correct answer – A, B or C. Are you ready? Question 1 When did the first Pan Arab Games take place? Was it... A 1944 B 1953 or C 1964? Question 2 Which country has won the most gold medals in the Pan Arab Games? A Kuwait B Egypt C Algeria Question 3 In which year was the Pan Arab Games held in Egypt? A 2006 B 2007 C 2008 Question 4 Which country has won the Football World Cup most often? A Brazil B Germany C France Question 5 Where did the 2002 Football World Cup take place? A Australia and New Zealand B Norway and Sweden C Korea and Japan Question 6 Where were the first modern Olympic Games held? A London B Paris C Athens Question 7 How many countries took part in the 2008 Olympic Games? A about 150 B about 200 C about 250 OK, that’s the end of the quiz. 5.2 Okay, here are the answers to this week’s Sports quiz. Give yourself a point for each right answer. Don’t change your answers! Be honest! Question 1 – The first Pan Arab Games took place in 1953, in Alexandria. So the correct answer is B. Question 2 – The country with the most gold medals in the Pan Arab Games is Egypt with over 400 gold medals. Second is Morocco with over 200 gold medals. So, that’s answer B, Egypt. Question 3 – Pan Arab Games were held in Egypt in 2007. Athletes from 22 countries took part in 32 sports. The answer to question 4 – Which country has won the Football World Cup most often? – is of course A, Brazil. The most recent occasion was in Japan in 2002. The answer to question 5 – Where did

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the 2002 Football World Cup take place? – is C, Korea and Japan. The final was played in Yokohama between Brazil and Germany. C is the answer to question 6. The first modern Olympic Games took place in 1896 in Athens. And finally, B is the answer to question 7. In fact 202 countries took part in the 2008 Olympic Games in Beijing. Okay, now add up your score. How did you do? If you got more than 5 answers correct, here is a bonus question for you! How many medals has Kuwait won in the Pan Arab Games? A 67 B 99 C 135 Made your mind up? The answer is 135. Kuwait has won 135 medals in the Pan Arab Games. Thanks for taking part! 5.3 a thirty-five venues b eleven thousand and twenty-eight athletes c in nineteen fifty-three d in two thousand and eight 5.4 Secretary Hello. Could I speak to George Pennington, please. George Yes, this is George. Secretary Oh hello Mr Pennington, this is Ahmed at the Sports Club. Thank you for your application to join the New Kuwait Bay Sports Club. I’m ringing to ask you a couple of questions. George Yes, of course. What would you like to know? Secretary Well, you haven’t given us your address. George Sorry; it’s because we are going to move in two weeks. Secretary Do you know your new address? George Yes, I know it now. It’s Al-Hilali street, Kuwait. Isn’t it? Secretary Could you spell the road name, please? George Yes, it’s A - L - H - I - L - A - L - I. Secretary Thank you. And the other thing is, you didn’t tell us your level at tennis, did you? George Oh, sorry. I’m intermediate. Secretary Thanks. George Fine. Thank you for calling. Secretary That’s okay. Goodbye. George Bye. 5.5 a b c d e f

5.6 a You remembered the car keys, didn’t you? b Faisal is originally from Al-Doha, isn’t he? c We could stop at the supermarket on our way back, couldn’t we? d You’ve already stretched and warmed up, haven’t you? e You’ll bring the extra racket, won’t you? f You can’t play squash today, can you? 5.7 a You’ve already paid. b You’ve already paid? c There’s only ten minutes left. d There’s only ten minutes left? Unit 6 6.1 a Lions are brave, fierce and proud. b Donkeys are stubborn, determined and annoying. c Foxes are fierce, aggressive and wild. d Cats are proud, playful and lazy. Unit 7 7.1 Presenter

Today’s ‘World of Facts’ programme is about energy. People have strong opinions about this, but how much do we really know? Here are some key facts. Speaker 1

If we continue to use coal and oil at today’s speed, it will last for 60 years, and natural gas will last for 220 years. Speaker 2

Saudi Arabia has the largest oil reserves in the world today. The world’s largest oilfield is Al-Ghawar, in Saudi Arabia. It produces about five million barrels of oil a day – that’s about 6% of the world’s total oil. Speaker 1

Natural gas supplies over 20% of the world’s energy needs; coal supplies 30%, but oil is the most important energy source. It supplies nearly 40% of our needs. Speaker 2

Hydro-electric power supplies 7% of our needs. The Aswan Dam on the Nile in Egypt produces over 10 billion kilowatts of electricity every year. The highest dam in the world is Rogun in Tajikistan. It is 355m high. Speaker 1

Didn’t you? Isn’t he? Couldn’t we? Haven’t you? Won’t you? Can you?

The world’s first wind-powered generator was built in 1890. But today, alternative energy, like wind power, wave power and solar energy together produce only 0.5% of the world’s energy needs. Speaker 2

In some poor countries, wood and other vegetation provides over 90% of all the

fuel. In parts of Africa, women walk over 10km every day if they need wood for fuel. Speaker 1

The average American uses 340 times as much energy as the average Ethiopian. Speaker 2

These are just some of the facts. It will be interesting to see how the world replaces the old sources of energy which are running out. Are we developing new sources of energy quickly enough? Would today’s energy sources last longer if we were more careful? These are important questions. Here’s an interesting fact to end with: If the world’s industrial energy users cut their energy use by 1%, we would save 55 million barrels of oil, worth 1 billion dollars a year. That’s something to think about. 7.2 a b c d e f

If you If I If we If the If oil If Faisal

7.3 a If you switch off all your appliances, you’ll save electricity. b If I take the bus every day, I’ll use less petrol. c If we take the next left, we’ll get there faster. d If the weather is good tomorrow, I’ll go to the beach. e If oil runs out, the world will turn upside down. f If Faisal decides to leave early, I’ll get a lift with him. Unit 8 8.1 a Gold-coated ‘nanoshells’ are being developed. b We will be able to buy ‘smart’ clothes. c According to scientists we will be able to ‘see’ these with our eyes closed. 8.2 a Gold-coated ‘nanoshells’ are being developed. b We will be able to buy ‘smart’ clothes. c According to scientists we will be able to ‘see’ these with our eyes closed. Unit 9 9.1 Today, money plays such an important part in our lives that it’s hard to imagine

the world without it. But there was a time when money didn’t exist. Before the invention of money, people had to get food, clothes and other items by bartering. In those days, the world’s population was much smaller than it is today, so people didn’t have to go very far to barter. For example, a farmer could take some of his corn and exchange for material to make clothes. The problem was that bartering only worked if both people wanted to barter at the same time. If the cloth-maker didn’t want any corn, then the farmer couldn’t have any cloth. So something new began to happen. In most countries, there was often one thing that was valuable to everyone. This valuable thing was usually hard to find or very rare. People began to give this valuable thing in exchange for things they needed. Animals, shells, beads, leather, corn and tobacco were some of the valuable things that people bartered with. In parts of Africa cowry shells were used as money until the middle of the 20th century. The earliest metal coins were made in Lydia, in modern-day Turkey, over two and a half thousand years ago. They were made of electrum, a natural mixture of gold and silver. From here coins quickly spread to Greece, where they had used long iron nails as money, and to the rest of the world. Gold and silver were the most common metals for coins, but in some countries they used less valuable metal, like copper. Twelve hundred years ago a Chinese emperor started making paper money, because of a shortage of copper for making coins. This paper money was the first form of bank notes. For the next few hundred years, some people continued to barter. For example the Aztecs used cocoa beans and gold. In 1660 some British people started paying for things by cheque. From that time on, everyone knows the story: during the past 50–100 years, cheques and then credit cards became popular ways of paying for things. Currencies also changed. For example fils and dinars were introduced in Kuwait in 1961. Now, early in the twenty-first century, most international transactions are made electronically. In our everyday lives, of course, we still use coins and notes, but how long will this continue? 9.2 a b c d

Listening script 9.3 I only want to pay separately if you want to. I only want to pay separately if you want to. 9.4 A My first choice is the bird sanctuary.

The main reason would be to save these lovely birds. It’d be a fantastic feeling to stop the birds from becoming extinct. People in the future would thank us for it. B The bird sanctuary is my second choice. My first choice is the study centre because it would be so good for our school – everyone could use it to learn. C I don’t agree with either of you. I’d go for the hotel. If we worked hard and it was a success, we could make a lot of money out of it. Unit 10 10.1: Radio news report The driver of a white van was on his way home yesterday evening. It was raining heavily as the man drove through the town centre. The water in the river was very high. He left the town and drove along a country road by the river. Then, with no warning, the water came over the river bank and flooded the road. The man continued driving but the water quickly became deeper. Finally, water got into the engine and the van stopped. The driver started to worry as water came inside his van. Then he heard the sound of a helicopter overhead coming to rescue him. He climbed on to the roof of his van and waited. The helicopter dropped a rope to him and pulled him to safety. The driver said later: ‘I’m a very lucky man. The helicopter arrived just in time.’ 10.2 a b c d e f

motorbike / motorbike bicycle / bicycle historical / historical traditional / traditional helicopter / helicopter reporter / reporter

10.3 a b c d e f

He was on a black motorbike. I’ve got a silver bicycle. It was an important historical event. It’s a traditional story. He was rescued by a helicopter. The reporter interviewed him on TV.

Unit 11 It’s hard to imagine. You shouldn’t have to. I’m going to tomorrow. They couldn’t afford to.

11.1 Have you ever found a message in a bottle? Who was it written by? Why was it written? How far had it travelled

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before you found it? In today’s edition of Strange Stories we hear about some cases of this most unreliable means of communication. The strangest story was perhaps the case of Matsuyama, a Japanese seaman. He was shipwrecked with his crew of 44 in 1784, but before they all died of starvation on a Pacific island, Matsuyama scratched the story of their tragedy on a piece of wood, put it into a bottle, and threw it into the sea. It was washed up 150 years later in 1935 at the seaside village where Matsuyama himself had been born. Probably the saddest letter was from a passenger on the Lusitania, which sank in the Atlantic Ocean in May 1915. The writer was calm enough to write a message and put it into a bottle, as the ship was sinking. He wrote, ‘I’m still on deck with a few people. We are sinking fast. The end is near. Maybe this note will…’ This is how the letter ended; obviously, the writer had put it into the bottle as the ship sank. The bottle was picked up by a fisherman. Another bottle voyage lasted over six years. A bottle was put into the sea by German scientists in 1929 in the Indian Ocean. Inside was a message which could be read without breaking the bottle. It asked the finder to report where he found it and to throw it back into the sea. The bottle was found, and thrown back several times and was eventually washed up in western Australia in 1935. It had covered 25,000 kilometres in 2,447 days! We’ll end today’s programme with a happy story. It’s about Paolina and Ake Viking, who were married in Sicily in 1958, thanks to a bottle. Two years earlier, Ake, a bored Swedish sailor on a ship at sea, had dropped a bottle overboard with a message asking any girl who found it to reply. Paolina’s father, a fisherman, found the bottle and passed it to his daughter for a joke. Just for fun, Paolina wrote a note to the sailor. They continued writing to each other, until finally Ake visited Sicily. Their wedding took place soon after their first meeting. 11.2 a b c d e f

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secret string scrap citrus separate (Adj) (2 syllables) scream

11.3 a strange / strange b scratch / scratch c spray / spray d street / street e screen / screen f spring / spring 11.4 a b c d e f

A strange noise came from the street. There’s a scratch on the TV screen. You can feel the spray from the sea. Go straight along this street. The computer screen has got stripes on it. Spring is my favourite season.

11.5 Message 1 Message received on Monday 17th May at 11.25 a.m. This is a message for Thamer. Hi Thamer – this is Faris. I’m sorry, but I won’t be able to play tennis with you tomorrow; I’ve hurt my wrist. It’s nothing serious but the doctor says I’ve got to rest it for a few days. Sorry. Let’s play another day – perhaps at the weekend. Can you give me a ring? Bye. Message 2 Message received on Wednesday 7th July at 7.05 a.m. Hi Sara – it’s me, Reem. You know that CD I lent you last week? Well, I need it back today. If you get this message before you leave home, can you bring it with you to school please? Thanks. See you later. Message 3 Message received on Friday 22nd November at 3.15 p.m. This is a message for Mr Hussein. This is Music Unlimited. The guitar you left to be repaired is now ready for collection. We are open until 6.00 p.m. today and all day tomorrow. Message 4 Message received on Tuesday 31st January at 3.15 p.m. This is the Chemistry Department at the University with a message for Nadia. We have had to change the time of your interview tomorrow from 10.30 in the morning to 3.45 in the afternoon. We’re sorry about this but one of our tutors is ill. If the new time is a problem, please call us on 03572 564635. If we do not hear from you, we will assume the new time is convenient.

Unit 12 12.1 a b c d e f

arrive / arrived start / started learn / learned land / landed want / wanted change / changed

12.2 a We arrived at the airport 2 hours early. b Munirah started to fly at a young age. c Munirah learned to fly in Jordan. d She was excited when she took off and landed. e Munirah always wanted to be a pilot. f Munirah’s ambitions have not changed. 12.3 Q Was this the first time you’ve seen

this thing? A Yes, and I’ll never forget it as long as

Q A

Q A

Q A

Q A Q A

I live. It was last Friday night. It was a cold clear night – at about 11o’clock. What exactly happened? Well, I was walking home – looking forward to going to bed. Suddenly, I heard a buzzing noise above me – a bit like a noisy insect. I looked up and I saw a bright light right in front of me. At first it didn’t move, but then it started coming towards me. And then? It just disappeared, it vanished completely. I was shocked of course, but I continued walking home. I was nearly there when the light came back – but this time it was much higher than before. It stopped right above me this time. What do you think it was? I’ve no idea. The problem was I could see the light, but I couldn’t see exactly where the light was coming from. Were you frightened? No. Not really. I was too interested. So then what happened? I went on walking towards my house and it sort of followed me. I was walking in a pool of bright light. It was strange, but it made me feel quite safe.

Extra Listening Material Teacher’s Notes There is one extra listening exercise at the end of each module. Each exercise follows the same sequence. The teacher’s instructions are as follows: Part 1 1 Ask the students to listen carefully to the text. 2 Tell the students they will hear five questions and that you will then play the text again. At this stage, students should not write anything. 3 Ask the students to listen again while you play the text a second time. 4 Play each question, pausing after each one for the students to write their answers. If necessary, repeat the questions. 5 Put the students in pairs to check each other’s work. Part 2 Play the words, pausing in between each word for the students to write down the definition. The definition should correspond to how each word is used within the exercise. Play the words again, then put the students in pairs to check each other’s work.

Module 1 1 Listen carefully Dr Lamia is a ground-breaking dietician. Every day this week, she raided the lunch boxes of four Kuwaiti students. Here are her results: Dr Lamia There is excellent stuff here, like probiotic drinks, fresh fruit and grilled chicken sandwiches. One student even had a pomegranate, which is high in antioxidants. But a lot of the foods are crammed with sugar, caffeine and saturated fats. Fatty favourites should always be swapped for organic and nutritious alternatives, especially if you’re studying. 2 Now listen to five questions. Then I’ll play the text again. 1 Who is Dr Lamia? 2 What healthy sandwiches were the students eating? 3 What is high in antioxidants? 4 What should be swapped? 5 Discuss why it is important to eat healthily while you are studying. 3 Check all your answers with a partner. Key 1 a ground-breaking dietician 2 grilled chicken 3 pomegranates 4 fatty favourites that are high in sugar, caffeine and saturated fats 5 student’s own answers

Module 2 1 Listen carefully When an athlete gets injured it’s important to keep motivation levels high. Don’t be proud or stubborn and focus on rehabilitation instead. Think of your new free time as ‘bonus’ time. Clear out your inbox or make a list of future goals. Try something new such as learning about physiotherapy or visiting a sauna. And always watch your teammates play - you could provide important feedback. Playing a cutting-edge game on the latest console can also boost stimulation levels!

2 Now listen to five questions. Then I’ll play the text again. 1 What is important when an athlete gets injured? 2 What shouldn’t they be? 3 Who should they watch? Why? 4 Why can playing a computer game help? 5 Discuss other ways injured athletes can use their new free time as ‘bonus’ time. 3 Check all your answers with a partner. Key 1 to keep motivation levels high 2 proud or stubborn 3 their teammates; to give important feedback 4 it boosts stimulation levels 5 student’s own answers

Module 3 1 Listen carefully New solar cars have recently surprised Australian motorists. We interviewed the designer, Mark from Brisbane. Int: Tell us about your innovating invention Mark? Mark: In Brisbane, normal car congestion is creating an irreversible smog. It’s extremely hazardous, especially if you have asthma. Int: Interesting. But aren’t solar cars unreliable? Mark: Yes. They breakdown if you don’t recharge them. I am looking for an investment to improve the design right now. I want every car to have the latest software, including satnav. Int: Wow, good luck! Mark: Thanks. 2 Now listen to five questions. Then I’ll play the text again. 1 Who has been surprised? 2 Who is Mark? 3 What is creating an irreversible smog? 4 Why are the cars unreliable? 5 Discuss the advantages and disadvantages of solar cars. 3 Check all your answers with a partner. Key 1 Australian motorists 2 a designer from Brisbane 3 normal car congestion 4 they breakdown if they aren’t recharged 5 students’ own answers

Module 4 1 Listen carefully The ancient library of Alexandria was the most important of the ancient world. It was founded in the 4th century BCE, and contained half a million manuscripts, including acclaimed epics, allegories and maxims by famous philosophers and writers from the period. Tragically, the library was destroyed by fire in 391 AD. Nearly two millennia later, in October 2002, the new hi-tech Bibliotecha Alexandria was opened thanks to the goodwill of the Egyptian government. This exemplary library now includes a planetarium, a rare-books reading room and a custom-built multimedia library.

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2 Now listen to five questions. Then I’ll play the text again. 1 What happened in the 4th century BCE? 2 Did the library contain more than 600,000 manuscripts? 3 How many years exactly are there between the dates the library was destroyed and rebuilt? 4 What is the reading room for? 5 Discuss why the library of Alexandria is described as exemplary. 3 Check all your answers with a partner. Key 1 the ancient library of Alexandria was founded in the 4th century BCE 2 no, it contained half a million, or 500,000 3 1611 4 reading rare books 5 student’s own answers

Extra Material A Job Interview 1 Hamad is going for a job interview with a major computing company. Listen to his interview. (Knock) Salma: Hello. Good morning. Come in and take a seat. Hamad: Good morning. Thank you. Salma: My name is Salma. I’m the personnel manager here at Intelligent Computing. And you are Hamad? Hamad: That’s right. Salma: OK, I see you’re applying for a junior manager position with us. What do you think makes you qualified for this job? Hamad: Well, I studied computing at university so I’d be extremely comfortable with the work that goes on here. I’m also extremely hard working and quick to learn, and I get on well with people. Salma: OK, but this position also involves taking care of a large team. Do you have any experience relevant to this? Hamad: Well, at my last job I started off at a fairly low level, but for the last eight months I’ve been responsible for overseeing the day-to-day activities of a small team. I organised who was working on which projects, kept track of deadlines and dealt with any general problems my team had. I became very skilled at seeing what my team’s strengths were and giving them tasks accordingly. This really made my department work better and more efficiently together, and also helped with morale in the company. Salma: OK, what made you decide to apply for this position? Hamad: Intelligent Computing is a very well-known and respected company, but also I heard that they have an excellent record for employee welfare and advancement. I’ve alreadyproven myself as a manager and would like the chance to further my career. Salma: OK, and is there anything you’d like to ask me? Hamad: Yes, there are a few things that weren’t entirely clear on the application. Could you explain exactly what my duties would be and what the balance between managerial duties and other work would be? Salma: Of course. Essentially you’d be a low-level manager, so you’d be responsible for overseeing a team of five or six. Having said that you’d also be working on your own projects whilst organising your team, so it is a very busy position. I’d say you’d probably spend half your time organising your team and half your time working on your own projects, but of course you need to be flexible.

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Hamad: That sounds great. Do you have any more questions for me? Salma: No, I think that’s it. We have a few more people to interview so we’ll get in touch with you later in the week. Hamad: Ok, thank you for your time. Goodbye Salma: Goodbye. 2 Are the following statements True or False? Justify your answers. 1 This is Hamad’s first job after university. 2 Hamad is comfortable with computers because he studied computing. 3 Hamad is the last person to be interviewed. 4 Salma is the founder of Intelligent Computing. 5 Hamad has already learnt how to assess a team’s strengths and manage them accordingly. 3 Check your answers with a partner Key 1 False. Hamad has already worked in another company since leaving university. 2 True. 3 False. Salma is interviewing a few more people after Hamad. 4 False. Salma is the personnel manager at Intelligent Computing. 5 True. 4 Now answer the following questions in pairs. Then check your answers. 1 Do you think Hamad was successful in his application? Why / Why not? 2 Is there anything Hamad could have done to improve his chances at interview? 3 How does Hamad express opinion and attempt to persuade Salma? Key (Suggested Answers) 1 Hamad was probably successful. He was polite, expressed himself clearly and had the right personal qualities and experience for the position. 2 Hamad seemed well prepared, but practising what he was going to say may have helped. He could also have benefited from getting a good nights sleep the night before and dressing smartly. 3 Hamad expresses what may be opinions about himself as facts. For example, I’m extremely hard working and I became very skilled are relative, in that other people may not believe Hamad is hard working or skilled in comparison to others. However, because Hamad expresses these as facts it shows a great level of personal confidence and makes his statements extremely persuasive. 5 Write a small advert advertising the position that Hamad applied for. Use any information you heard during the interview, along with your own ideas. A Radio Show 1 Listen carefully to the interview from a radio show called Literature Now! Omar: Hello and welcome to this week’s edition of Literature Now! Today, we’re talking to Professor Andrew Black, an expert in English Literature. Professor Black has penned over 25 books and today we’re going to discuss the subject of his latest work, the author Daniel Defoe. Professor, thanks for joining us today.

Extra Listening Material Black: Thank you Omar. It’s a pleasure to be here. Omar: Your latest book, The Unauthorised Biography of Daniel Defoe, is published later this month. Can you tell us briefly exactly what first interested you in writing about Defoe? Black: Well, I’ve always loved literature and one of my earliest memories is reading Robinson Crusoe as a young boy. Ever since then I’ve really respected Defoe and the more I’ve found out about him the more fascinated I’ve become. Omar: What exactly do you find fascinating about him? Black: Well, throughout his life Defoe had many jobs. He was a merchant, a manufacturer, a journalist, an insurer, a political speaker. He was really gifted at almost everythinghe turned his hand to, most of all his writing. Omar: Could you briefly say why you enjoy his writing so much? Black: Defoe was a really great innovator. Robinson Crusoe is often regarded as the first English novel so Defoe is at least partly responsible for creating the modern form of storytelling. I think it’s fair to say that every author writing today owes a huge debt to Defoe. Omar: OK, so technically he was very gifted, but what about his style? Black: Defoe’s style is very easy to read. It might not be as comfortable as a modern novel, because he uses language that modern readers might occasionally find antiquated, but his stories never contain a dull moment. They’re real page-turners, the kind of stories that you don’t want to put down. Omar: Is there anything else you can tell us about Defoe? Black: Only that Defoe led an extremely interesting and varied life, and that it’s reflected in his stories. He survived an outbreak of the plague, the Great Fire of London, and was determined to print what he thought were important issues and opinions. He really was an incredible man. Omar: OK, Professor, that’s almost all the time we have. Do you have any last words for our listeners? Black: I urge you all to go out and read any Defoe you can get your hands on. You really won’t regret it. Omar: Thank you Professor. Black: Thanks for having me on the show.

4 Answer the following questions. 1 What does Professor Black mean when he says ‘every author working today owes a huge debt to Defoe’? 2 Professor Black uses the following common expressions in his interview. What do they mean? a …turned his hand to… b I think it’s fair to say… c They’re real page-turners… 5 Check your answers with a partner. Key 1 Defoe helped to pioneer the novel as a major literary form. This changed the way stories were written and presented and, as such, every author working today is working, to some degree, under his influence. 2 a a task or activity which someone is attempting. b It’s a reasonable claim to make (of something which may not be wholly true but, based on the available evidence, appears to be so) c In describing a book, one which is so entertaining that the reader feels compelled to continue reading. 6 Imagine you are next week’s guest on Literature Now! Think of an author you know and respect and prepare notes for an interview with them. You should include information on: What first interested you in them Their life Their best work Their influence And any other information you think is useful / interesting. Remember to write notes, NOT an essay.

2 Are the following statements True or False? Justify your answers. 1 Literature Now! is broadcast weekly. 2 Professor Black has written 20 books. 3 Defoe printed unimportant issues and opinions. 4 Defoe only had success as a writer. 5 Defoe is wholly responsible for creating the modern form of storytelling. 3 Now check your answers with a partner. Key 1 True 2 False. Professor Black has written over 25 books. 3 False. Defoe was determined to print important issues and opinions. 4 False. Defoe was successful in many jobs during his lifetime. 5 False. Defoe is partly responsible for creating the modern form of storytelling.

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

Module 1 Culture Unit 1

We are what we eat Reading Exercise 1 a carbohydrates, proteins, vitamins, minerals and water b (Students’ own answers) c fats Exercise 2 Nutrient

Foods

Effects on performance

Carbohydrates

Pasta, cereal, potatoes

Provide main source of energy

Fats

Olive oil, dairy products, nuts, fish

Fuel our brain power, provide slow-releasing energy

Proteins

Meat, pulses, eggs, fish

Build and repair muscles

Vitamins

Juices, smoothies, vitamin supplements

Help concentration, promote calmness and quick decision-making

Minerals

Fruit, vegetables, fish, soya milk

Strengthen bones and support our bodies, prepare our bodies for energy production, help prevent fatigue

Water

Water, sports drinks

Prevents dehydration, flushes out toxins. Sports drinks replace water, glucose and sodium.

Exercise 3 a nutrition facts b Serving size c 28 percent d carbohydrate ... dietary fibre e calorie f protein g A ... C h Daily values i servings ... serving cup ... 456g j sodium Language practice Exercise 1 a were ordering b was carrying c were coming d was taking e was preparing f was bringing Exercise 2 (Suggested answers) a Excuse me, could I have another fork, please?

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Exercise 3 2 went 3 watched 4 did 5 were you doing 6 phoned 7 was helping 8 did you get up 9 woke up 10 didn’t get up 11 were you doing 12 was having Exercise 4 (Self-assessment) a baked b steam c grill d boiling e frying Exercise 5 a Mr Smith, who’s a vegetarian, should always supplement his diet. b There are plenty of healthy eating restaurants in Kuwait City. c The label says, ‘Orange juice has 60% of your RDA of vitamin C.’ d My brother Ahmed developed diabetes last September so he follows a low-sugar diet. e This summer, I ate too many fatty foods such as French fries. Writing (Students’ own answers) Unit 2

Respecting cultures Reading Exercise 2 b 4 c 6 d 1 e 7 f 2 Exercise 3 ‘... in celebration of both Eid Al-Fitr and Eid Al-Adha. These are the two most important festivals in the Islamic calender. The text reads... ... history and practice of Islamic calligraphy. Zakariya was trained in the Middle East, but is now based in Arlington, Virginia. The type of script chosen ... ... and aged for more than a year. The aging process gives the design a unique texture. ... using a unique computer programme. The programme allows designers to choose the perfect colouring. The colours chosen ...’

Workbook Answer key Exercise 4 Word

Meaning

Synonym

Honour

To show respect for someone or something

Commemorate

Calligraphy

Handwriting, often decorative

Script

Design

An artistic arrangement

Composition

Embellish

To make something more attractive, especially with decorative details

Adorn

Exercise 5 a 2 b 1 c 4 Exercise 6 a It (thuluth) is a large, elegant and cursive script, and first appeared in medieval times. b Sometimes respect between cultures happens in the smallest forms. c The stamp design was created using carefully considered traditional methods and instruments. d The Eid stamp was designed by Zakariya, a calligrapher who specialises in the art, history and practice of Islamic calligraphy. Language practice Exercise 1 a ? Have you bought a new stamp? - I haven’t bought a new stamp. b + He has visited the museum every year. - He hasn’t visited the museum every year. c + They have written a book recently. ? Have they written a book recently? d ? Have you eaten your dinner? - I haven’t eaten my dinner. e + I’ve watched the news today. - I haven’t watched the news today. f + She passed her exam. ? Did she pass her exam? Exercise 2 a since b since c for d since e since f for g for h since i for j since Exercise 3 (Self-assessment) a has played … for b have been … for c has written … for d has read … since e has visited … since

Exercise 4 A 3 B 2 C 4 D 2 E 2 F 1 Exercise 5 a started b ended c end / finishing d finish / beginning d ending / begun Exercise 6 a in b on c By d for e through f of g amongst h in i for Writing Exercise 1 Sons of Sindbad In 1938, Alan Villiers embarked on a remarkable journey. He joined a crew of the best Kuwaiti sailors, and described his entire journey from the East African coast to the Arabian Gulf. The full title is Sons of Sindbad: Sailing with the Arabs in their Dhows, in the Red Sea, Round the Coasts of Arabia, and to Zanzibar and Tanganyika – the Shipmasters and the Mariners of Kuwait. I thought it was fascinating! He used traditional sailing techniques and sailed by dhow. Isn’t that incredible! His account gives an important insight into sea travel in the past. He also took amazing photographs of his journey, which accompany the book. For me, the adventures were more interesting than the nautical research, especially experiencing monsoon winds and pearl diving. Alan Villiers is so enthusiastic about his travels that now I want to learn how to sail too! I can’t wait to read more books by him. I am sure that they are all fantastic . Arabian Sands I have been a fan of Wilfred Thesiger since I was very young. As far as I am concerned, he is one of the best writers ever – and this is one of his best books. It describes his unique journey through the deserts of Arabia. His writings are brilliant, and there are a thousand anecdotes that make you feel as if you are travelling by his side! Wilfred Thesiger wrote Arabian Sands in 1959, but it is still very exciting to read today because it is so dramatic. Wilfred Thesiger studied at Oxford University before becoming one of the first British explorers to write about Arabia. Later, other explorers wrote similar books, but in my opinion only a few of these authors are as interesting . And why was life in Arabia better than in Britain, according to Wilfred Thesiger? You will have to read the book to find out! Exercise 2 Facts Alan Villiers’ journey began in 1938. He sailed with a crew of Kuwaiti sailors. He sailed from the East African coast to the Arabian Gulf. He used traditional sailing techniques and sailed by dhow. He took photographs of the journey.

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Arabian Sands describes a journey through the deserts of Arabia. Wilfred Thesiger wrote Arabian Sands in 1959. Wilfred Thesiger studied at Oxford University before becoming an explorer. Later, other explorers wrote similar books. Exercise 3 and 4 (Students’ own answers) Unit 3

Inspiring architecture Reading Exercise 1 (Suggested answers) a 360o Kuwait is described as “monumental” because it contains large department stores, small boutiques and other shops that sell sports, music, electronics and games equipment. It is also a leisure, entertainment and edutainment centre, not to forget the restaurants of different cuisines. b It is educational in that it features the latest edutainment technology for the education of children through television programmes, video games and music. c It can appeal to all ages due to the variety of shops, restaurants and activities. Exercise 2 a Restaurants…cafés b eighty-two…square c fourth d hypermarket e bowling Exercise 3 a gourmand b redefining c transform d copious e edutainment Exercise 4 a 15-storey building b three-bedroom apartment c ten-minute walk d six-lane motorway e 90-minute game Language practice Exercise 1 a interesting, interested b terrified c tiring d excited e bored f amusing Exercise 2 1 larger 2 more fashionable 3 better 4 bigger 5 fitter 6 healthier 7 warmer 8 cosier Exercise 3 a Cultural buildings include museums, art galleries and theatres. b I spent yesterday searching the Net, taking notes and writing my report.

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c I think this new theatre studio is well-equipped, spacious and well-lit. d I always meet Mariam, Fatma and Aisha after school. Exercise 4 a greatest b shorter, oldest c longer d old e higher, longer, more modern Exercise 5 1 recommend 2 I suggest 3 I’m afraid 4 The difficulty 5 we require 6 you’re interested 7 as soon as possible Writing Exercise 1 a 0 I’m writing this report to tell you about the results of a survey my friends and I did at school. 2 We talked to about 100 people and asked them what they thought about all the thousands of cars that drive into the city every day. 3 Most people we interviewed said there was more traffic than there was last year and it was getting harder and harder to drive through the city centre. 4 Everything was worse early in the morning and in the evening when people were going to work and going home. 5 Here are some of the ideas people suggested: make drivers pay money to come into the city on weekdays, and have more buses and trains. 6 I think that the council should build a big car park near the town and then put buses on so that people who work in the city leave their cars in the car park and catch the bus to where they work. b (Suggested answers) 1 We interviewed about 100 people and asked their opinions about the daily traffic. 2 The majority of people we interviewed said that traffic had increased and it was getting more difficult to drive through the city centre. 3 They said that the situation was worse during the rush hours in the morning and in the evening. 4 A number of suggestions were made including charging drivers to come into the city on weekdays, and increasing the number of buses and trains. 5 In my opinion, the council should build a large car park near the town and then provide public transport to take people to their workplace. Exercise 2 (Students’ own answers)

Progress test 1 Reading Exercise 1 Of the National Council for Culture, Arts and Letters (NCCAL) is in the major organiser of cultural events in Kuwait. First was organised in 1973, at the request of had HH the Crown Prince and Prime Minister, the council preserves Kuwait’s cultural heritage while most supporting and encouraging its cultural and future. Architecture, the art, craftsmanship, theatre and

Workbook Answer key poetry are just all some of the arts Kuwait has to offer them. The Qurain festival is an annual cultural festival in organised by the NCCAL, and it will has become a highly anticipated event. A variety of creativity is on offer by artists by and orchestras from Kuwait and the Arab World. It is a is great place to see the best Kuwaiti talents on your show, and is popular with locals and an international tourists. The Kuwait Book Fair is another also thriving festival organised by the NCCAL, and has it been running for over 30 years time. Last year 538 publishing houses from 23 countries participated, with 11,891 books were presented. However, the NNCAL do emphasises that it is not just a best place for exhibiting and selling books - the atmosphere of this exciting and the busy festival is very amazing. There are seminars, poetry recitals and an art exhibition showing every work by 20 female Kuwaiti artists. The Arabic heritage exhibition also displays true original calligraphy and a rare copies of the Holy Qur’an. The exhibition shows a NCCAL’s strong emphasis on values and culture, not past and present. These extra festivals are just two examples of the NCCAL’s work that is gaining all international attention. From modern filmmaking to traditional ship-building, although the arts of Kuwait to offer something for everyone. 1 of 2 in 3 was 4 had 5 most 6 and 7 all 8 them 9 in 10 will 11 by 12 is 13 your 14 an 15 also 16 it 17 time 18 were 19 do 20 best 21 the 22 very 23 every 24 true 25 a 26 a 27 not 28 extra 29 all 30 although 31 to

c interesting and crowded. d local and other Arabs. e worldwide. Exercise 4 a the major organise of cultural events in Kuwait. 1 1973. 2 Kuwait’s cultural heritage. 3 architecture, craftsmanship, theatre and poetry. b by the NCCAL. 1 creativity is on offer by artists and orchestras. 2 the best Kuwaiti talents. 3 international tourists attend it. c is a thriving festival, too. 1 from 23 countries participated. 2 seminars, poetry recitals, and an art exhibition showing female Kuwaiti artists. 3 NCCAL’s strong relationship between values and culture. Language practice Exercise 1 1 were driving 2 were listening 3 was reading 4 was driving 5 saw 6 slowed down 7 stopped 8 was standing 9 were coming 10 were putting out 11 continued Exercise 2 a arrived b have lived … for c have read d went out e was walking f have eaten Exercise 3 a No, it was the most expensive. b No, it was the funniest. c No, it is the most boring. d No, it is the noisiest. e No, he is the meanest. f No, it is the worst. g No, it is the slowest. Exercise 4 a I’ve just grilled some chicken. b A part-time job is a good way of supplementing a student’s income. c Waleed has been mentoring teenagers for 10 years. d The blue silk was embellished with gold embroidery.

Exercise 2 a False. NCCAL stands for the National Council for Culture, Arts and Letters. b False. The NCCAL is 36 years old. c False. The Qurain festival welcomes locals and international tourists. d True e True f False. The Arabic heritage exhibition displays original calligraphy and rare copies of the Holy Qur’an.

Exercise 6 a during b at c before d at e in f at

Exercise 3 a its cultural future. b every year.

Exercise 7 a tell b speaking / hear

Exercise 5 (Students’ own answers)

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c d e f

Look saw watch said

Exercise 8 1 h 2 e 3 a 4 b 5 c 6 j 7 d 8 f 9 g 10 i Writing Exercise 1 (Students’ own answers) Exercise 2 (Students’ own answers)

Module 2 Free time Unit 4

Computer games Reading Exercise 1 (Suggested answers) a This game is different because it builds the muscles of the players, who should move their whole body in order to use the joystick. b The writer generalises an opinion by using such structures as “Many people… do not want…”; “The majority of people… use their thumbs…”; “People get tired of them very quickly…” c The writer reports an opinion by using the structure X say(s): “they say…”; “The game’s designers say…”; “People who have played the game say…” Exercise 2 b: Have fun and keep fit Exercise 3 a 6 b 4 c 1 d 7 e 2 f 5 Exercise 4 a mundane b faster c upper d backwards e idle f out of shape g quickly h giant i traditional Exercise 5 a 2 b 3 c 3 d 1 Exercise 6 (Students’ own answers)

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Exercise 7 (Students’ own answers) Language practice Exercise 1 a I’m travelling there by bus on Monday. b I will probably be very nervous at the interview. c I’m going to work really hard when I’m at university. d I expect the work will be quite hard. e I’m definitely going to be a doctor when I leave university. Exercise 2 (Self-assessment) 2 are flying 3 are staying 4 are going to spend 5 am going to buy 6 is going to take 7 will see 8 are travelling 9 are going to see 10 will have 11 are going to have 12 will send 13 will phone Exercise 3 a 4 b 6 c 1 d 7 e 3 Exercise 4 a The more books I read, the more I want to learn. b The more consoles are improved, the more we spend to stay up-to-date. c The more dangerous it is, the more precautions we should take. Exercise 5 1 went 2 bought 3 looked 4 work 5 returned 6 writing Exercise 6 a I bought two new pairs of jeans and neither of them fit. b Everybody says the PSP is fun, stylish and advanced, but it is expensive. c He’s going to have an accident one of these days. d In my new computer game, there are many different levels. e The graphics in the game I am playing are very advanced. Writing Exercise 1 a/b A Picture 4: B Picture 1: C Picture 5: D Picture 2: E Picture 3:

Street directions Food recipe Driving instructions Game instructions Ordering something on the Internet

Exercise 2 a A Leave the motorway at Junction 17 and follow signs to the town centre. Go straight on at the first roundabout and then turn right at the second. Our car park is the third turning on your left.

B To start with, prepare all the ingredients. Break the eggs into a bowl, grate some cheese and chop an onion. Next, heat the oil in a frying pan. Mix all the ingredients together and when the oil is hot, pour the mixture into the pan. Turn the heat down and cook for 3-4 minutes. C First of all, make sure the handbrake is on and the gearstick is in neutral or park. Then turn the ignition key to start the engine. Put the car into gear and indicate. Finally, check in your rear-view mirror that there are no cars behind you, release the handbrake and move off. D Take turns to move one of your pieces along the lines on the board. You can make either a ‘taking’ move or an ordinary move. To take one of your opponent’s pieces jump over it into the empty space on the other side of it. E First, find the item you want to buy and add it to your Shopping Basket. Next, fill in an order form giving us your personal details and address for delivery. After that, add your credit card details and lastly, press the Order Now button. b To begin

In the middle

To end

First First of all To start with

then After that

Lastly

Next

Finally

Exercise 3 First of all, you have to install the game on your computer. Before installing, make sure the game is compatible with your computer system. After that, insert the disc into your CD/DVD drive. It should take a few minutes to load. Finally, restart your computer. Now you are ready to play.

c d e f g h i

Workbook Answer key Where do people play tennis? What do boxers need to be? When were the first Paralympics? How do you score in football? Why do swimmers wear goggles? How long is a football match? What is your favourite sport?

Exercise 2 a try … enjoy b practise c Respect … give d Celebrate … ridicule e dribble / kick Exercise 3 a hockey stick and (Students’ own answers) b horse race and (Students’ own answers) c baseball player and (Students’ own answers) Exercise 4 1 When is the basketball practice? 2 …doesn’t it? 3 … don’t you? 4 What other activities do you offer? 5 what 6 …isn’t it? 7 …don’t you? 8 Where is the football practice? Exercise 5 Sport Venue

Equipment

tennis

court

racket

introvert

football

pitch

ball

extrovert

Unit 5

baseball

pitch

ball

sportsmanlike

Sports psychology

golf

course

club

introvert

Reading Exercise 1(Students’ own answers) Exercise 2 a navigate b breakneck c courageous d competitive e willpower f interpersonal g personal trainer h glory-seeker i stamina Exercise 3 a False. Marathon runners receive less recognition than other athletes. b False. Formula One drivers race at extremely fast, dangerous speeds. c False. Marathon runners aren’t allowed any help from personal trainers during races. d True e True f True g False. Formula One is dangerous despite all the safety precautions. Language practice

Personality type

Exercise 6 In sport, motivation is everything. All sports have leaders or coaches who influence those around them and give useful feedback to improve performance. They will have one or more of the following qualities: outstanding ability in the sport, enthusiasm and the ability to motivate. Most coaches also plan training programmes to improve fitness techniques and skills, and decide the strategies to be used in competition. Writing Exercise 1 1 Answer 2 leave 3 write 4 Use 5 write 6 cross 7 Spell 8 check 9 Be 10 Give Exercise 2 (Students’ own answers) Exercise 3 (Students’ own answers) Exercise 4 (Students’ own answers) Exercise 5 (Students’ own answers)

Exercise 1 (Self-assessment) b How many players are there in a football team?

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Unit 6

Nature Reading Exercise 1 Lesser kestrel: destruction of their habitat; pesticides Siberian tiger: forests are disappearing; poachers and forest fires Ostrich: hunting Exercise 2 a underpart b wingspan c decline d stripes e handsome f poachers g feather h predators i escape Exercise 3 a Lesser kestrel b Lesser kestrel c Lesser kestrel; Siberian tiger d Ostrich Exercise 4 a True b False. The Lesser kestrel is vulnerable despite being so widespread. c False. The ostrich is the fastest creature on land with two legs. d True e False. The biggest threat to the Siberian tiger is loss of its habitat. Exercise 5 a 3 b 1 c 3

Exercise 5 a Birds of prey have a fierce character and rapidly beating wings. b The parrot is a talkative bird with vividly coloured feathers. c The penguin is a flightless seabird with black upper parts and white underparts. d Sadly, many endangered animals are threatened by hunting and habitat destruction. e Pandas are often known as the laziest animals. Exercise 6 a 1 b 4 c 3 Exercise 7 (Suggested answers) a Some animals have been given protection by governments. b Charities have attempted to protect animals. c I have raised money to save the tiger. d Many species have become extinct because of human actions. Writing Exercise 1 b I’ve just seen a golden eagle. c I’d ... d Please send me stuff about what you are doing at the moment. e I’m interested in horses because ... f My friends said “You should get ...” g One of my friends said, ‘Please join.’ h Hi, / Hello, / Dear Jameela, i Love from, / Best wishes,

2 I have … 3 I would be grateful if you could send … 4 Please send me information about your (current) activities. 5 The main reason for my interest in horses is … 6 My friends told me I should ... 7 One of my friends asked me to join. 8 Dear Sir / Madam, 9 Yours sincerely, / Yours faithfully,

Language practice 1 Countable nouns: fox, temperatures, ears, legs, animals, parts, body / bodies, feet, winter, colour, people Uncountable nouns: heat, fur, hair, ice, snow Exercise 2 2 a lot 3 4 5 a few 6 Many 7 a 8 Some 9 how many 10 some Exercise 3 (Suggested answer) Seabirds are threatened by people taking up a lot of their space and collecting their eggs. They’re also threatened by oil pollution and fishing. Exercise 4 (Self-assessment) a proud b stubborn c shy d fierce

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Exercise 2 (Example answer) Dear Sir / Madam, I have just seen your television advertisement and would like to join your organisation. My main reason is that I’m interested in saving animals. I would be grateful if you could send me an application form, and I would also like to know if there is a local group in my area. One of my friends would also like to join. I look forward to hearing from you. Yours faithfully, Mr Ahmed ... Exercise 3 (Example answer) Hi, (name) Good news - there is a local group in our area. They’ve sent us two application forms and some stuff about what they’re doing at the moment. See you soon! (name) Exercise 4 (Students’ own answers)

Progress test 2 Reading Exercise 1 a six b space

Workbook Answer key c because every fossil is different

i j

Exercise 2

phenomenon exotic

Exercise 6 Paralympics - champion - self-discipline - exclusive - spectators

Word

Meaning

Synonym

Pastime

An activity done regularly for enjoyment, rather than work

Hobby

Rare

Particularly remarkable or uncommon

Unique

Valuable

Worth a lot of money

Expensive

Unit 7

Popular

Done or enjoyed by many people

Common

Power – the alternatives

Module 3 Power

Exercise 3 a 2 b 2 c 3 d 1 Exercise 4 One of the most common pastimes for children and adults is collecting. It’s important to collect something you can enjoy. It is possible to collect almost anything. Language practice Exercise 1 a are you going to b will meet c are visiting d will do e will enjoy f is going to work Exercise 2 a a few b much c a little d some e some ... any f much Exercise 3 a two slices / pieces of bread OR some bread b correct c enough food d that meat e many pens f much shopping Exercise 4 a cost b spend c saving up d earn e spends ... earns Exercise 5 a herbivore b extrovert c tame d virtue e motivation f hostile g equestrian h competitive

Writing Exercise 1 (Students’ own ideas) Exercise 2 (Students’ own ideas)

Reading Exercise 1 Britain has a long coastline. Exercise 2 a solar power b fossil fuel c wave farm d testing device Exercise 3 Advantages: the sea could provide enough power for the whole planet; wave farms will be invisible Disadvantages: could be a danger to ships and fish; may put tourists off; expensive Exercise 4 a 4 b 3 c 3 (Some people think wave farms will have detrimental effects on fish stocks and tourists, but this is not known.) d 2 e 1 Exercise 5 (Students’ own ideas) Language practice Exercise 1 a are b eats c are d travels e release ... will buy f don’t find ... will use g won’t be ... reads Exercise 2 a will go b will fall c will block d will become e will wait f will stop Exercise 3 (Suggested answers) 1 really worried 2 It’s really important 3 are you going to do? 4 a good idea Exercise 4 a 6 b 8 c 5 d 2

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e 3 f 4 Exercise 5 a rained b won’t go / will take / finds out / were / would go c offer / offer … will have to Exercise 6 (Self-assessment) a heavy b strong c heavy d strong e strong Exercise 7 a careful b electrical c useful

Exercise 3 Giving examples

Summarising

For example

To summarise

For instance

In short

Namely

In conclusion

Exercise 4 b, d, f

Exercise 6 (Students’ own answers)

Writing Exercise 1 a (Example answers) 1 How we don’t do enough to save energy 2 How to save more energy 3 Alternative sources of energy 4 Buildings which use solar power 5 The disadvantages of wind farms 2 1 4 5 3

Exercise 7 (Students’ own answers) Language practice Exercise 1 a haven’t been able to … won’t be able to b Can … can … Could / can … can’t c Can … could d can … could … can … to be able to … can ... Could ... can Exercise 2 (Suggested answer) People need to wear glasses for different reasons. For example, some people feel completely lost without their glasses. Others only need them for watching TV or reading. In short, every eye problem is different. Advancements in technology, such as the development of the contact lens, are helping people repair their eyesight. For instance, more and more people now have the option of permanent operations, namely, laser surgery. In conclusion / to summarise, modern science means that ordinary glasses may soon become a thing of the past. Exercise 3 a were b had known c had felt d found e were

Exercise 2 a B, E b B, C c A d D Exercise 3

(Students’ own answers)

Exercise 4

(Students’ own answers)

Unit 8

The power of technology Reading Exercise 1 (Suggested answers) a Cars are becoming more intelligent, being able to drive themselves in order to avoid danger and obstacles. b Vegetable oil can be reused to power cars after it has been filtered and cleaned. c Bio-fuel is preferable to petrol as a fuel source because it emits less pollution, reduces wasted oil and is completely renewable . Exercise 2 a outlandish b high-end c suspension d sensor

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innovation bio-fuel filter emit conserve

Exercise 5 (Students’ own answers)

Exercise 8 (Suggested answers) a Without electricity, the world as we know it would stop functioning. b Once upon a time, there lived a brave and wise man. c In the early days, the city of Rome was calm, peaceful and quiet.

b A B C D E

e f g h i

Exercise 4 (Suggested answers) a I wish we had played this weekend; we could’ve won the match. b I wish you hadn’t done that; it was really irritating. c I wish I had studied harder; I would’ve passed the exam. d I wish the teacher hadn’t given us any homework; I would’ve relaxed tonight. e I wish I hadn’t missed the bus, I would’ve arrived on time and not been told off. f I wish I had entered the competition; I would’ve won a prize. g I wish you had told me about your problems; I could’ve helped you. h I wish I hadn’t stayed up late last night; I wouldn’t have been tired today. i I wish I hadn’t spent all my money; I would have bought that new book. j I wish I had gone shopping for a new game; I wouldn’t have felt bored. Exercise 5 (Self-assessment) a polite … impolite b honest … dishonest c friendly … unfriendly d tidy … untidy

e comfortable … uncomfortable f happy … unhappy Writing Exercise 1 Mini-bouncer: b / c Talky-Walky: c Red alert security camera: a / e Dr CD: a / d Exercise 2 (Students’ own answers) Exercise 3 (Students’ own answers) Unit 9

Money Reading Exercise 1 a Buffett’s fortune has been estimated in 2008 at over $60 billion. b undervalued stock c $50,000 d $37 billion Exercise 2 B Making a fortune C Buffett’s family D The largest charitable donation ever Exercise 3 a amass; 5 b modest; 1 c foolish; 6 d immense; 3 e generous; 4 Exercise 4 a False. Warren Buffett became the richest man in the world in 2008. He replaced Bill Gates, who had been the richest man for the last 15 years. b False. Buffett used to buy undervalued stock to make money. c True d False. Buffet lives a fairly modest life and doesn’t spend his money on extravagant possessions. e True f False. Because Buffet was donating his money in shares the amount he is giving to charity could go up or down. Language practice Exercise 1 a mustn’t b must c don’t have to d shouldn’t e should f shouldn’t g don’t have to h must i don’t have to j must Exercise 2 (Self-assessment) 1 be able to 2 couldn’t 3 must 4 could 5 can’t 6 must 7 be able to 8 mustn’t

Workbook Answer key 9 couldn’t 10 being able to 11 mustn’t 12 can Exercise 3 1 Do you agree 2 I believe / I think that 3 I think that / I believe 4 consider 5 do you think 6 In my opinion 7 hard to imagine 8 difficult to interact 9 I don’t know about that 10 easy to interact Exercise 4 Money is everywhere! People even utter expressions using this word. Although most of us agree that money is the root of all evil, we couldn’t care less about this fact. On top of this, although we care a lot for money, most of us can’t stop ourselves from throwing our money around. Isn’t it ironic? I believe that we should not give money too much importance and should spend it appropriately. Exercise 5 a lucky … be b easy … wake up c difficult … understand d hard … lift Writing Exercise 1 A I believe; In my opinion B I agree with this C I really think that; To me; I firmly believe that Exercise 2 (Students’ own answers) Exercise 3 (Students’ own answers) Exercise 4 (Students’ own answers)

Progress test 3 Reading Exercise 1 Life before electricity was hard. After the son went down in the evening it was dark. Inside the streets there were gas lamps but in peoples homes there were no electric lights, so everyone used oil lamps, candles and fire-light. In general, they went to bed earlier and got up as soon as the sun come up and they could see everything again. In many homes there was no running water four cooking, drinking or washing. In towns there wear pumps, but in the country people had to carry water from wells or stream’s. Because there were no machines, people had to do everything buy hand. This meant that household jobs all took longer. Washing cloths, especially, took a lots of time and energy. Home entertainment was also very different from today: they’re no television to watch; no personal steroes, CD players or radios to listen to the news or you’re favourite music, and of course, no computer games or the Internet. Familes made their own entertainment: playing bored games, chatting to each other and making their own music. For dairy farmers, there were no fridges to keep their milk cheese and butter fresh This meant that they could not make much money because they had to cell their products soon after they were made. Some people still call these times the good-old days. 1 sun 2 In

149

3 people’s 4 firelight 5 came 6 for 7 were 8 streams 9 by 10 clothes 11 lot 12 there were 13 stereos 14 your 15 Families 16 board 17 milk, cheese 18 fresh. This 19 sell 20 good old Exercise 2 a They used oil lamps, candles and firelight. b They got up as soon as the sun came up. c They got their water from wells or streams. d Washing clothes took a long time. e They played board games, chatted to each other and made their own music. f They produced milk, cheese and butter. g There were no fridges. Exercise 3 a 3 not man-made b 2 not a use of water c 4 not a past tense of verb d 1 not a dairy project e 4 not a regular plural of noun f 2 not a four-letter word g 1 not only used for listening - also used for watching h 3 not a noun Exercise 4 a 1 b 3 c 4 d 2 e 4 f 2 g 3 h 1 i 3 j 2 Language practice Exercise 1 a speak b feel c were d am e practised f ask g took Exercise 2 a Can / can / have been able to b can / can’t / could c should d mustn’t e don’t have to f shouldn’t Exercise 3

150

a b c d e

informal dishonest impatient illegal unreliable

Exercise 4 1 heavy smoker 2 strong position 3 heavy heart 4 heavy clouds 5 strong belief Exercise 5 1 technology 2 use 3 computers 4 social 5 survive Exercise 6 a know b suggest c believe d imagine e think Exercise 7 (Students’ own answers) Exercise 8 (Students’ own answers) Writing Exercise 1 1900

Nowadays

Communication

Handwritten letters sent in the post or delivered by messengers

E-mails and text messages are used

Information

Information was collected in libraries

Information is collected mainly on the Internet

School

Teachers used blackboards and gave some lessons outside

Lessons are given in a classroom using laptops and projectors

Shopping

Towns and cities had markets where different items could be traded

Towns and cities have malls

Travel

Overland by horse and over the sea by boat

By aeroplane

1 libraries 2 letters 3 hand 4 horse 5 boat 6 cities Exercise 2 (Students’ own answers) Exercise 3 (Students’ own answers)

Workbook Answer key

Module 4 Fact and fiction Unit 10

Stories Reading Exercise 1 and 2 a (Students’ own answers) b (Students’ own answers) Exercise 3 a He is on holiday. b He has enough fish for his family. c He walks to the village, has some tea with his friends and plays chess. d The fisherman would catch more fish. e Fifteen or twenty years f He’d have to sell his company. g He would be able to retire and move to a small fishing village. He would be able to sleep late, fish a little, play with his grandchildren, talk to his wife, walk to the village, have some tea with his friends and play chess.

Exercise 4 2 check in 3 set off 4 dropped me off 5 check in 6 take off 7 took off 8 go back 9 touched down 10 pick us up Exercise 5 a silently b desperately c formally d joyfully e rapidly Exercise 6 a ‘Don’t worry,’ he said, ‘a ship will rescue us soon’. b If I moved to Europe, I would miss Kuwait terribly. c ‘Did you hear that noise?’ asked the pilot.

Exercise 4 a on the coast b port c eventually d market e wealthy f retire g move h chess

Writing

Exercise 5 (Students’ own answers)

Exercise 2 a Paragraph 1: I am I’m; it has it’s taken; it has it’s been; I had I’d spent Paragraph 2: I did not I didn’t; I would I’d Paragraph 3: I could not couldn’t sleep Paragraph 4: did not didn’t know Paragraph 5: I had I’d; I am I’m sorry Paragraph 6: They could not couldn’t believe I had I’d been Paragraph 7: that is that’s; I have not haven’t replied

Exercise 6 (Students’ own answers) Language practice Exercise 1 (Self-assessment) a both work hard b firmly c very loudly d happily e smiles cheerfully f innocently g politely Exercise 2 (Example answer) The businessman started talking to the fisherman. The businessman congratulated the fisherman on the fish he had caught and asked how long it had taken him to catch them. The fisherman replied that it had not taken him very long. The businessman then asked why the fisherman didn’t stay at sea longer and catch more fish. The fisherman replied it was because he had already caught enough fish for his family. The businessman asked how the fisherman spent the rest of his time. The fisherman said that he slept late, fished a little, played with his children and talked to his wife. He added that in the evening he walked to the village, had some tea with his friends and played chess. Finally, the fisherman said that he had a very busy life. Exercise 3 1 use to 2 used to 3 use to 4 used to 5 use to 6 used to

Exercise 1 a 5 b 7 c 4 d 6 e 3 f 1 g 2

b 1 2 3 4 5 6 7 8 9 10 11 12

why got got to had to left Thanks sorry got the evening before got to the next day See you

3 (Students’ own answers) Unit 11

Messages Reading Exercise 1 a 20,000 pigeons were killed b 15-20 years - healthy pigeon’s life c 1,000 km - maximum distance a healthy pigeon flies in one flight

151

d 30 British pigeons - they were given medals for bravery in the First World War. e 5,000 year-old postal service Exercise 2 a military b medal c smuggle d unique e nest f light g release Exercise 3 a regular pigeon post b too dangerous c fifteen and twenty d fly back to e tied to Exercise 4 a 2 b 4 c 1 Exercise 5 (Students’ own answers) Exercise 6 (Students’ own answers) Exercise 7 (Students’ own answers) Language practice Exercise 1 a … was used by the Chinese mainly for official documents. b … were sent using fire and smoke. c … was organised by the Romans. d … was developed with many places … were passed by tired riders to other fresh riders. e Messages were sent by the Romans 270 kilometres in 24 hours by this system. f The first postage stamps were introduced in Britain in 1840. g Homing pigeons were used by the Greeks so that messages could be delivered. Exercise 2 a ... make phone calls to friends wherever they are. b ... send text messages over very long distances very cheaply. c ... write these messages very quickly and their friends receive them a few seconds later. d More and more businesses are using e-mail. e In some organisations, e-mail has replaced traditional letters or memos. Exercise 3 (Self-assessment) a makes b make c taken d take e take f making g made Exercise 4 a 5 b 7 c 2 d 1 e 4 Exercise 5 a 2 b 5

152

c 6 d 3 e 4 f 1 Exercise 6 (Students’ own answers) Writing Exercise 1 a no message b no message c no message d B e C f A Exercise 2 (Example answers) A Dear Riadh, Can we get together at 4.00 p.m. on Wednesday, in Room 293? We need to discuss yesterday’s sales figures. Please get back to me as soon as possible. Hameed B Dear Maha Well done! It’ll be a fantastic job - I’m sure you’ll enjoy it. Lucky you! When does it start? I wish you all the best! Huda C Dear All, We’ll be in Turkey from Nov 9 to Jan 4. Our contact details are: Phone: 00 66 7187 4243 (mobile) Text messages: Jaber 07795 203498; Abeer 07795 203499 E-mail: [email protected] We’re looking forward to seeing you in the new year. Jaber and Abeer Exercise 3 1 paragraph 1: d paragraph 2: b paragraph 3: c paragraph 4: a 2 (Students’ own answers) 3 (Students’ own answers) Unit 12

Flying stories Reading Exercise 1 and 2 It was taken in 1930. Exercise 3 Date

Event

January 3, 1921

First flying lesson

July 1921

Bought her first plane, named ‘Canary’

October 1922

Set first women’s record

Record broken

Altitude of 4,300 metres

Workbook Answer key June 17, 1928

Flew from Newfoundland to Wales

May 20, 1932

Flew from Newfoundland to Ireland

August 24-25, 1932

Flew from Newfoundland to Paris, set women’s transcontinental speed record

June 1, 1937

Began flight around the world

July 2, 1937

Plane vanished

21 hours

19hrs 5min

Exercise 4 a impressed b altitude c nicknamed d transcontinental e satisfied Exercise 5 a 4 b 5 c 8 d 3 e 1 f 2 g 9 Language practice Exercise 1 (Self-assessment) a where b which c whose d which e whose f where g which Exercise 2 a The pilot, who was wearing a smart uniform, welcomed the passengers on board. b The passengers sat down in their seats, which had no numbers. c The cabin crew, who spoke good English, brought snacks round. d The flight, which was delayed by snow, finally left at 10 o’clock. e The plane arrived in Rome, where it was warm and sunny, two hours late. Exercise 3 1 would you ever consider 2 really love to 3 What if you crashed 4 It’s safer than driving 5 Really 6 I’m a good driver 7 Let’s both get lessons 8 that would be great Exercise 4 a take off b take up c take after

d taken over Exercise 5 It’s always good to be prepared, and we want you to have the best journey possible when you travel with us. There are some things you can do before you get to the airport like check in online, or you can just browse through some of our useful information. You can also access our arrivals and departures information to make sure your flight is on time. Exercise 6 a keep c pull b give d learn Exercise 7 a hadn’t had ... wouldn’t have missed b hadn’t broken down ... wouldn’t have bought c had visited ... would have found d hadn’t complained ... wouldn’t have upgraded e hadn’t seen ... wouldn’t have invited Exercise 8 a 3 b 2 c 4 Writing Exercise 1 One of the tyres was flat. They tried tp replace or inflate the tyre, but failed to do so. Exercise 2 a Plane tyre was flat; machine to inflate tyres broken; no spare tyre; flight abandoned Exercise 3 (Students’ own answers) Exercise 4 (Students’ own answers)

Progress test 4 Reading Exercise 1 Pompeii and Herculaneum were fashionable in southern Italian seaside in towns at the foot of Mount Vesuvius. On 24 August 79 of BCE, the people who lived there were just about to be have the dinner when there was a terrifying crash. Mount Vesuvius had erupted, in covering the surrounding the areas with ash and lava. Most of the people of Herculaneum were escaped, but unfortunately the people of Pompeii were not so lucky. But many of them decided to wait for and get together their most valuable possessions, or hide from in their cellars until the eruption was over. They all died, either because of they were poisoned by fumes or were buried by ash. In all, 15,000 of people of Pompeii died in the eruption. The two cities they were not disturbed by for more than sixteen hundred years. When archaeologists started to investigate in 1709, they found out that how the ancient Romans really lived. They uncovered the houses of Pompeii one by one and wrote it down everything they found inside. They found in people doing all kinds of everyday things. One woman, who was been cooking when Vesuvius erupted, still had bread in her hands. And a dog died of because it was tied up and could not escape from. According to scientists, Vesuvius has erupted for over thirty times since 79 BCE. 1 in 2 in 3 of 4 be 5 the

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6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

in the were But for from ✓ of of they by ✓ that ✓ it in been ✓ of from for

Exercise 2 a eruption ... surrounding b fumes c possessions d Unfortunately Exercise 3 a 1 b 1 c 2 Exercise 4 a Most of them died because they decided to wait and get together their most valuable possessions or hide in their cellars until the eruption was over. b They found out how the Romans really lived. c They show us exactly what the people were doing when they died. Exercise 5 a False. They were preparing for dinner. b True c True d True e False. They were at the seaside on the foot of the mountain. f False. They uncovered the houses one by one. g False. Some of them died by being buried by ash and lava. Language practice Exercise 1 a The two cities were covered by ash and lava. b Some of the people of Pompeii were poisoned by fumes. Others were buried by ash and lava. c Pompeii wasn’t disturbed for more than sixteen hundred years, then it was excavated by archaeologists. d The houses of Pompeii were uncovered and everything they found inside was written down. e A woman was found hiding under a table, and a dog which had been tied up. Exercise 2 a who b whose c where

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d which Exercise 3 a My brother, whose house is in Kuwait City, has a great view of the bay. b Faisal, who is in Ahmed’s class at school, lives in the flat next to ours. c Our flat, which is on the fourth floor, has four bedrooms. d My father, who is a businessman, is at a conference. e Natasha, who has lost her keys, is very angry. Exercise 4 a She has just caught a bus. b He’s missed the train. c She is getting out of a taxi. d He is driving a car. e He is riding a bike. Exercise 5 a Take b are made c took d make e made Exercise 6 a upgrade b slide c run out d switch e unlock Exercise 7 a take after b take up c take over d took off Writing Exercise 1, 2 and 3 (Students’ own answers)

Glossary A able-bodied /eIb´l"bÅdid/ adjective p.40 fit, strong and healthy; not physically disabled absorb /´b"sO…b/ verb p.12 to take in or soak up (energy, or a liquid or other substance) by chemical or physical action acclaimed /´"kleImd/ adjective p.92 highly praised account /´"kaUnt/ noun p.23 a report or description of an event or experience accounting /´"kaUntIN/ noun p.68 the action or process of keeping financial accounts activate /"œktIveIt/ verb p.87 to make (something) active and able to operate actually /"œktSu´li/ adverb p.59 as the truth or facts of a situation; really

aggressive /´"gresIv/ adjective p.49 behaving in an angry, threatening way, as if you want to fight or attack someone alarm /´"lA…rm/ verb p.88 to cause someone to feel frightened, disturbed or in danger altitude /"œltItju…d/ noun p.95 the height of a plane in relation to sea level analogue /"œn´lÅg/ adjective p.37 (of technology) using physical quantities such as voltage, often contrasted to digital technology anniversary /ÆœnI"v‰…s´ri/ noun p.67 the date on which an event took place in a previous year animator /"œnImeIt´/ noun p.34 an artist who creates computer images annoy /´"nOI/ verb Literature Time to make (someone) a little angry

apprehensive /ÆœprI"hensIv/ adjective p.29 anxious or fearful that something bad will happen arcade /A…"keId/ noun p.39 a type of computer game that was first popular in amusement arcades (an amusement arcade is a place where one plays games by putting coins in machines) arthritis /A…"TraItIs/ noun p.12 a disease that causes painful inflammation and stiffness of the joints Artificial Intelligence (AI) /ÆA…tI"fIS´l In"telIdZ´ns/ noun p.35 the theory and development of computers to things that usually require human intelligence asap /ÆeI es eI"pi…/ expression p.84 as soon as possible aspiration /ÆœspI"reIS´n/ noun p.18 a hope or ambition of achieving something

adjacent /´"dZeIs´nt/ adjective p.51 next to or adjoining something else

answerphone /"A…ns´rf´Un/ noun p.88 another term for answer machine

asthma /"œzm´/ noun p.60 a medical condition that causes difficulties in breathing

adorn /´"dO…n/ verb WB p.10 to make more beautiful or attractive

antioxidant /"œnti"ÅksId´nt/ noun p.12 a substance in some foods that cleans the body and protects it from diseases

atmospheric /Æœtm´s"ferIk/ adjective p.16 (of a mood) pleasurable and interesting or exciting

anti-reflective /ÆœntirI"flektIv/ adjective p.35 incapable of reflecting light or other radiation

attendant /´"tend´nt/ noun p.92 a person employed to provide a service to the public, such as on a flight

adversity /´d"v‰…s´ti/ noun p.40 difficulties; misfortune advocate /œdv´keIt/ verb p.29 to publicly recommend or support affluent /"œflu´nt/ adjective p.73 having a great deal of money; wealthy affordable /"´"fO…d´b´l/ adjective p.26 having a reasonable price aggression /´"greS´n/ noun p.43 hostile or violent behaviour or attitudes towards another; readiness to attack or confront

appeal to /´"pi…l tu…/ verb p.17 attract to one’s interest appliance /´"plaI´ns/ noun p.59 a device or piece of equipment designed to perform a specific task, typically at home application /ÆœplI"keIS´n/ noun p.44 a formal, usually written, request for something such as a job or club membership

auction /"O…kS´n/ noun p.71 a public sale in which goods or property are sold to the highest bidder aviate /"eIvieIt/ verb p.95 to pilot or fly in an aeroplane aviation /ÆeIvi"eIS´n/ noun p.91 the flying or operating of aircraft

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B

baby carriage /"beIbi kœrIdZ/ noun p.94 a four-wheeled carriage for a baby, pushed by a person on foot badminton /"bœdmInt´n/ noun p.44 a game with rackets in which a shuttlecock is played back and forth across a net band /bœnd/ noun p.87 the wavelength of a radio or digital signal bargain /"bA…gIn/ verb Literature Time to negotiate the terms and conditions of a transaction barter /"bA…t´/ verb p.69 to exchange (goods or services) for other goods or services without using money beach /bi…tS/ verb Literature Time to run or pull by force (a boat or ship) onto a beach bed out /bed aUt/ verb p.51 to transfer (a plant) from a pot or seed tray to a garden plot bend /bend/ noun Literature Time a curve, especially a sharp one, in a road, river, racecourse or path benefit /"ben´fIt/ verb p.29 receive an advantage; profit; gain bifocal /baI"f´Uk´l/ adjective p.64 (of special glasses) having two different focal lengths, one for distant vision and one for near vision billionaire /ÆbIlj´"ne´/ noun WB p.64 someone who has assets more than a billion dollars or pounds bio-fuel /ÆbaI´U"fju…´l/ noun WB p.58 fuel made from living matter biplane /"baIpleIn/ noun WB p.88 an early type of aeroplane with two pairs of wings

156

bird of prey /b‰…d ´v preI/ noun WB p.38 a predatory bird, distinguished by a hooked bill and sharp claws

calcium /"kœlsi´m/ noun p.13 a metallic element that forms and strengthens bones and teeth

bonus /"b´Un´s/ adjective p.39 describing something extra, especially as a reward for good performance

call /kO…l/ noun WB p.40 the characteristic sound of a bird or other animal

boost /bu…st/ verb WB p.4 to help or encourage (something) to increase or improve

caller /"kO…l´/ noun p.38 a person who makes a telephone call

border /"bO…d´/ noun p.80 a line separating two geographical areas, especially countries boutique /bu…"ti…k/ noun WB p.16 a small store selling fashionable items brand /brœnd/ noun WB p.16 a product made and sold by a particular store brave /breIv/ adjective WB p.43 not afraid of danger breakdown /"breIk`daUn/ noun p.58 a mechanical failure breakneck /"breIkÆnek/ adjective WB p.34 dangerously or extremely fast breathtaking /"breTÆteIkIN/ adjective p.39 astonishing or awe-inspiring in quality, so as to take one’s breath away

calligraphy /k´"lIgr´fi/ noun p.20 decorative handwriting or handwritten lettering carbohydrate /ÆkA…b´U"haIdreIt/ noun WB p.5 a substance in foods such as sugar, bread, potatoes, etc. which provides one’s body with heat and energy carbon monoxide /ÆkA…b´n m´"nÅksaId/ noun p.51 a poisonous gas produced when carbon, especially in petrol, burns in a small space charitable /"tSœrIt´b´l/ adjective WB p.64 relating to giving help to those in need chess /tSes/ noun WB p.76 a board game of strategic skill for two players chic /Si…k/ adjective p.26 elegantly and stylishly fashionable

briefly /"bri…fli/ adverb p.88 of short duration

chime /tSaIm/ verb Literature Time (of a bell or clock) to make melodious ringing sounds, typically to indicate the time

built-in /ÆbIlt"In/ adjective p.39 forming a necessary part of a structure or device

cholesterol /k´"lest´rÅl/ noun p.12 a chemical substance found in your blood, causing heart diseases

buzzing /"bøzIN/ adjective p.94 low, continuous humming or murmuring

chuckle /"tSøk´l/ verb WB p.76 to laugh, especially quietly or inwardly

C

cleanup /"kli…nøp/ noun p.50 the removal of waste and rubbish from land and returning it to its natural state

cabin /"kœbIn/ noun p.92 the area for passengers in an aircraft caffeine /"kœfi…n/ noun p.12 a stimulant found in tea and coffee that can cause health problems

coincide with /Æk´UIn"saId wID/ verb p.91 to happen at the same time as something else, especially by chance

Glossary

colleague /"kÅli…g/ noun p.84 a person with whom one works, especially in a profession or business

confidentiality /ÆkÅnfIdenSi"œlIti/ noun p.68 where someone is trusted to keep private information a secret

combat /"kÅmbœt/ verb p.12 to take action to reduce, destroy or prevent

confrontational /ÆkÅnfr´n"teIS´n´l/ adjective p.92 likely to seek argument or disagreements

commemorate /k´"mem´reIt/ verb WB p.10 to recall and show respect for (someone or something) in a ceremony

congestion /k´n"dZestS´n/ noun p.60 the state of being congested – full of traffic

compete /k´m"pi…t/ verb p.35 to make efforts to win something by defeating others who are trying to do the same

conservation /ÆkÅns´"veIS´n/ noun p.47 the protection of natural things, such as animals, to prevent them from being destroyed

competitive /k´m"pet´tIv/ adjective p.35 of, relating to, or characterised by competition

consistently /k´n"sIst´ntli/ adverb p.20 continuing to happen or developing in the same way

complimentary /ÆkÅmplI"ment´ri/ adjective p.70 something given for free

console /"kÅns´Ul/ noun p.35 a computer especially designed for playing games on

composition /ÆkÅmp´"zIS´n/ noun WB p.11 an artistic creation or arrangement composure /k´m"p´UZ´/ noun p.78 the state or feeling of being calm and in control of oneself comprise /k´m"praIz/ verb WB p.4 to be made up of computer-friendly /k´mÆpju…t´"frendli/ adjective p.37 able to use or be used by a computer concrete /"kÅNkri…t/ adjective p.25 a substance used for building that is made by mixing sand, very small stones, cement and water conduct /k´n"døkt/ verb p.22 to organise and carry out conference call /"kÅnf´r´ns ÆkO…l/ noun p.86 a linking of several telephones, so that people in different places can speak confident /"kÅnfId´nt/ adjective p.88 feeling assured about something

constancy /"kÅnst´nsi/ noun p.79 the quality of being faithful and dependable consult /k´n"sølt/ verb p.60 to ask for information or advice contact lens /"kÅntœkt lenz/ noun p.63 a thin plastic lens placed directly on the surface of the eye to correct visual defects control /k´n"tr´Ul/ noun p.95 the switch or devices by which a machine is operated convoluted /"kÅnv´lu…tId/ adjective p.35 complicated and difficult to understand co-pilot /"k´UÆpaIl´t/ noun p.95 a second pilot in an aircraft, assisting the pilot copious /"k´Upi´s/ adjective WB p.17 existing or being produced in large quantities coracle /"kÅr´k´l/ noun Literature Time a small, round boat made of

wickerwork covered with a watertight material, propelled with a paddle

corporation /ÆkO…p´"reIS´n/ noun p.93 a big company or a group of companies cosy /"k´Uzi/ adjective p.26 giving a feeling of comfort, warmth and relaxation council /"kaUns´l/ noun p.29 an advisory, deliberative or legislative body of people formally constituted and meeting regularly courageous /k´"reIdZ´s/ adjective WB p.34 extremely brave courteously /"k‰…ti´sli/ adverb p.92 said or done in a polite manner cove /k´Uv/ noun Literature Time a small sheltered bay cover /"køv´/ verb p.23 to travel a particular distance cowardly /"kaU´dli/ adjective WB p.43 lacking courage crammed /krœmd/ adjective p.16 full of healthy properties crazily /"kreIzIli/ adverb p.83 to a great degree creature /"kri…tS´/ noun p.34 a living thing / animal creed /kri…d/ noun p.19 a faith crude oil /Ækru…d “OIl/ noun p.56 oil in its natural condition, before it is separated into different products crutch /krøtS/ noun Literature Time a long stick with a crosspiece at the top, used as a support under the armpit by a lame person cure-all /"kju…rO…l/ noun p.62 a medicine or product that can cure a wide variety of problems 157

current /"kør´nt/ noun p.85 a body of water or air moving in a definite direction currently /"kør´ntli/ dverb p.63 at the present time

detrimental /Ædetr´"ment´l/ adjective p.29 damaging dietician /ÆdaI´"tIS´n/ noun p.12 a professional who advises on healthy eating

cursive /"k‰…sIv/ adjective WB p.10 written with the characters joined

digestive /daI"dZestIv/ adjective p.12 of or relating to the process of digesting food

custom-built /Ækøst´m"bIlt/ adjective p.95 (of a product) made for a customer’s special order

diminish /d´"mInIS/ verb p.61 to get smaller

D

discourse /"dIskO…s/ noun p.35 speaking and conversation

deadline /"dedÆlaIn/ noun p.86 the latest time or date by which something should be completed decline /dI"klaIn/ verb WB p.40 to decrease; to become fewer or smaller deficiency /dI"fIS´nsi/ noun p.15 a lack of the nutrients that our bodies need dehydration /Ædi…haI"dreIS´n/ noun WB p.4 the loss of a large amount of water from the body delegate /"delIgIt/ noun p.19 a person sent or authorised to represent others, in particular an elected representative sent to a conference deserve /dI"z‰…v/ verb p.47 to be worthy of something especially as a reward or punishment design /dI"zaIn/ noun p.25 the way that something has been planned and made desperate /"dezp´rIt/ adjective Literature Time a plan or drawing produced to show the look and function or workings of a building, garment or other object before it is built or made determination /dIÆt‰…mI"neIS´n/ noun p.43 firmness of purpose; resoluteness

158

dishonest /dIs"ÅnIst/ adjective p.65 not faithful and true to people disobedient /ÆdIs´"bi…di´nt/ adjective p.65 refusing to obey rules or someone in authority diverse /daI"v‰…s/ adjective p.20 showing a great deal of variety

eatery /"i…t´ri/ noun p.16 a restaurant or other place where people can be served food economics /Æek´"nÅmIk/ noun p.68 relating to trade, industry and the management of money edutainment /ÆedjU"teInm´nt/ noun WB p.16 a form of entertainment that is also educational effluent /"eflu´nt/ noun p.47 liquid waste or sewage discharged into a river or the sea embellish /Im"belIS/ verb WB p.10 to make (something) more attractive by the addition of decorative details or features emotive /I"m´UtIv/ adjective p.82 making people have strong feelings employ /I"mploI/ verb p.35 to hire for work

diversity /daI"v‰…sIti/ noun p.19 the state of being diverse; variety

enable /I"neIb´l/ verb p.34 to give (someone or something) the authority or means to do something

draw /drO…/ verb p.63 to take

endeavour /In"dev´/ verb p.95 to try or attempt

dreadful /"dredf´l/ adjective p.83 very bad

end up with /Æend “øp wID/ phrasal verb p.61 to be in a situation that you did not intend or want to be in because of something that has happened to you or something you have done

drill /drIl/ verb p.25 to make a hole in something drive /draIv/ noun p.37 device that allows a computer to read discs drop off /ÆdrÅp “Åf/ phrasal verb p.81 to transport and leave someone somewhere

E easy-going /Æi…zi…"g´UIN/ adjective WB p.43 not easily upset or annoyed

enjoin /In"dZOIn/ verb p.79 to instruct or urge (someone) to do something entirely /In"taI´li/ adverb p.56 completely equestrian /Ik"westri´n/ adjective p.40 relating to horseriding evil /"i…v´l/ adjective p.73 very bad, harmful or wicked

evoke /I"v´Uk/ verb p.25 to produce a strong feeling in someone exclusive /Iks"klu…sIv/ adjective p.39 restricted or limited to the person, group or area concerned exemplary /Ig"zempl´ri/ adjective p.91 excellent, providing a good example to others

Glossary

feedback /"fi…dÆbœk/ noun p.43 advice or information about something done fence off /"fens of/ phrasal verb p.47 to enclose a space with a fence fibre /"faIb´/ noun p.13 important nutrient found in wholegrain products like brown rice

exotic /Ig"zÅtIk/ adjective p.50 unusual and related to a foreign country

fierce /fI´s/ adjective p.49 angry or ready to attack

expression /Iks"preS´n/ noun p.92 the look on someone’s face that shows a particular emotion

figure /"fIg´/ noun p.23 person of a particular kind, often important

expressionist /Iks"preS´ÆnIst/ noun p.25 (of a style of building / art) seeking to express emotions

finance /"faInœns/ verb p.51 to provide funding for a person or enterprise

extinct /Ik"stINkt/ adjective p.72 (of a species, family or other larger group) having no living members

finite /"faInaIt/ adjective p.56 having limits or bounds

extrovert /"ekstr´v‰…t/ noun p.43 an outgoing personality eyewitness /"aIÆwItnIs/ noun p.94 a person who has seen something happen and so can give a first-hand description of it

F

firmly /"f‰…mli/ adverb WB p.76 strongly and clearly flash /flœS/ verb p.86 to shine a bright light on and off fleet /fli…t/ noun WB p.76 a group of boats belonging to one company

fanatic /f´"nœtIk/ noun p.17 someone who likes a particular thing or activity very much

flora /"flO…r´/ noun p.47 the plants of a particular region, habitat or geological period

fasten /"fœs´n/ verb WB p.82 to fix or join securely

fog /fÅg/ noun p.95 thick cloud which is difficult to see through

fatigue /f´"ti…g/ noun WB p.4 extreme tiredness fauna /"fOUn´/ noun p.47 the animals of a particular region, habitat or geological period feather /"feD´/ noun WB p.40 one of the soft, light things that covers a bird’s body

forecourt /"fO…ÆkO…t/ noun p.25 an open area in front of a large building fossil fuel /"fÅs´l Æfju…l/ noun p.56 a natural fuel such as coal or gas, formed from the remains of living organisms

the solid layer of cement, bricks, stones, etc. that is put under a building to support it fractional distillation /"frœkS´n´l dIstIÆleIS´n/ noun p.56 separation of a liquid mixture into fractions by boiling at different temperatures framework /"freImw‰…k/ noun p.25 the main supporting parts of a building frequency /"fri…kw´nsi/ noun p.87 the wavelength of a radio or digital signal, see band frequent /"fri…kw´nt/ adjective p.65 happening or doing something often fry /fraI/ verb WB p.7 to cook something in hot fat or oil

G gasp /gÅ…sp/ verb Literature Time to inhale suddenly with the mouth open, out of pain or astonishment generate /"dZen´ÆreIt/ verb p.59 to make electricity generosity /ÆdZen´"rÅsIti/ noun p.73 the quality of being kind and sharing genus /"dZi…n´s/ noun WB p.40 one of the groups into which scientists divide animals or plants; it is smaller than a species and larger than a family geometric /ÆdZi…´"metrIk/ adjective p.25 of or relating to geometry, or according to its methods gliding /"glaIdIN/ noun p.91 the sport of flying in a light engineless aircraft global /"gl´Ub´l/ adjective p.50 of or relating to the whole world glory-seeker /"glO…ri"si…k´/ noun WB p.34 someone who seeks glory or fame

foundation /faUn"deIS´n/ noun p.25 159

gold-coated /g´Uldk´Ut´d/ adjective p.63 covered with gold gourmand /"gU´m´nd/ noun WB p.16 a person who enjoys eating, especially good food government /"gøv´m´nt/ noun p.60 the governing body of a nation, region or community governmental /`gøv´"mentl/ adjective p.27 of a government gratefulness /"greItf´ln´s/ noun p.78 feeling or showing an appreciation of kindness; thankfulness greenery /"gri…n´ri/ noun p.47 green foliage, growing plants or vegetation grilled /grIld/ adjective p.15 cooked over the fire in a grill gross /gr´Us/ verb p.72 to produce or earn (an amount of money) as total profit or income ground-breaking /"graUnd `breIkIN/ adjective p.23 innovative; involving new discoveries gymnastics /dZIm"nœstIks/ noun p.44 exercises developing or displaying physical agility and coordination

H handsome /"hœns´m/ adjective WB p.40 attractive handy /"hœndi/ adjective p.87 convenient to handle or use; useful harmony /"hA…m´ni/ noun p.86 agreement or concord

headline /"hedlaIn/ noun p.95 a heading at the top of an article or page in a newspaper or magazine heart rate /hA…t reIt/ noun p.66 the speed of your heart beat hectare /"hektA…/ noun p.47 a metric unit of square measure, equal to 100 acres (2.471 acres or 10,000 square metres)

illegible /I"ledZ´b´l/ adjective p.65 not clear enough to be read imperative /Im"per´tIv/ adjective p.51 of vital importance; crucial

helpline /"helplaIn/ noun p.38 a telephone service providing help with problems

implement /"Impli…m´nt/ verb WB p.58 to put an action or a change into effect impromptu /Im"prÅmptju…/ adjective p.85 done without being planned, organised or rehearsed

herbivore /"h‰…b´vO…/ noun p.48 an animal that feeds on plants

incident /"Insi…d´nt/ noun p.94 an event, especially one that is unusual

high-ranking /haIrœNkIN/ adjective p.23 great, or greater than normal, in quantity, size or intensity

incredibly /In"kredi…bli/ adverb WB p.28 extremely or unusually

hold button /h´Uld “bøtn/ noun p.37 a button that pauses the game and prevents the game from being used momentarily homing /"h´UmIN/ adjective WB p.82 relating to an animal’s ability to fly home from a great distance

increase /"Inkri…s/ noun p.34 a rise in number, amount or degree influx /"Infløks/ noun p.29 an arrival or entry of large numbers of people or things informal /In"fO…m´l/ adjective p.65 unofficial; casual

honour /"A…n´r/ verb WB p.11 to show respect for someone or something; to revere; to venerate

infrequent /In"fri…kw´ntli/ adjective p.65 not occurring often; rare

hostile /"hÅstaIl/ adjective p.49 unfriendly; antagonistic

impolite /`Imp´"laIt/ adjective p.65 not having or showing good manners

howl /haUl/ verb Literature Time a make a long, loud, sorrowful cry

inherit /In"her´t/ verb WB p.64 to receive money or property from someone who has died

hunting /"høntIN/ noun p.47 the activity of chasing and killing wild animals

I

hassle /"hœs´l/ noun p.87 irritating inconvenience

idle /"aIdl/ adjective WB p.28 lazy, especially avoiding work

hazardous /"hœz´d´s/ adjective p.60 risky; dangerous

illegal /I"li…g´l/ adjective p.65 contrary to or forbidden by law

160

illegally /I"li…g´li/ adverb WB p.82 against the law

initiative /I"nIS´tIv/ noun p.18 the ability to assess and initiate things independently injustice /In"dZøst´s/ noun p.79 lack of fairness or justice innovate /"In´veIt/ verb p.63 to make changes in something established

Glossary

insolence /"Ins´l´ns/ noun p.79 showing a rude and arrogant lack of respect inspirational /`Insp´"reIS´n´l/ adjective p.20 providing or showing creative or spiritual inspiration instantly /"Inst´ntli/ adverb p.63 at once; immediately instigate /"Inst´geIt/ verb p.64 to bring about or initiate (an action or event) instinct /"InstINkt/ noun WB p.82 a natural or intuitive way of behaving instructor /In"strøkt´/ noun p.91 a person who teaches something insurance /In"SU´r´ns/ noun p.68 an arrangement with a company in which you pay small amounts of money to guarantee loss of property or damage intensely /In"tensli/ adverb p.91 strongly; in a high degree interfaith /"Int´feIT/ adjective p.19 of, relating to, or between different religions or members of different religions

invisible /In"vIz´b´l/ adjective WB p.52 cannot be seen iron /"aI´n/ noun p.13 a mineral found in food irregular /I"regj´l´/ adjective p.65 not even or balanced irrelevant /I"rel´v´nt/ adjective p.65 not connected with or relevant to something irresponsibly /`IrI"spÅnsIb´l/ adverb p.17 in an irresponsible manner irreversible /`IrI"v‰…sIb´l/ adjective p.61 not able to be undone or changed

J

joystick /"dZOI `stIk/ noun p.39 a lever that can be moved in several directions to control the movement of an image on a computer

K keypad /"ki…pœd/ noun p.39 a miniature keyboard or set of buttons used to control an electronic device knock off /"nÅkÅf/ phrasal verb p.83 to fall off after a collision

L

interpersonal /`Int´"p‰…s´n´l/ adjective WB p.34 of or relating to relationships or communication between people

landmark /lœndmA…k/ noun p.88 a feature of a landscape or town that is easily seen and recognised from a distance

in this sense /In DIs sens/ expression p.73 a way in which an expression or a situation can be interpreted

last /lA…st/ verb p.58 to continue for a specified period of time

introvert /"Intr´v‰…t/ noun p.43 a shy and typically self-centred person

latest /"leIt´st/ adjective p.63 the most recent

invest /In"vest/ verb p.68 to buy shares, property or goods because you hope the value will increase and you can make a profit

legible /"ledZ´b´l/ adjective p.65 (of handwriting or print) clear enough to read

investment /In"vestm´nt/ noun p.68 the sum of money invested to make a profit

loan /l´Un/ noun p.68 a thing that is borrowed, especially a sum of money, that is expected to be paid back lock /lÅk/ noun Literature Time a short confined section of a canal or other waterway in which the water level can be changed by the use of gates and sluices, used for raising and lowering vessels between two gates login /lÅgIn/ noun p.70 a process of starting a computer system luggage /"løgIdZ/ noun Literature Time suitcases or other bags in which to pack personal belongings for travelling

M mainstream /"meInstri…m/ adjective WB p.16 related to the most popular or dominant trend malnutrition /Æmœlnj"trIS´n/ noun p.17 the lack of proper nutrition mammal /"mA…m´l/ noun p.50 a warm-blooded animal management /"mœnIdZm´nt/ noun p.68 the process of dealing with or controlling things or people market /"mA…kIt/ noun WB p.76 a place where the public can buy food and other things maroon /m´"ru…n/ verb Literature Time to leave (someone) trapped and isolated in an inaccessible place, especially an island marsh /mA…S/ noun p.47 an area of low-lying land that is flooded in wet seasons or at high tide, and typically remains waterlogged at all times mast /mA…st/ noun Literature Time a tall upright post, spar, or other structure on a ship or boat, in sailing vessels generally carrying a sail or sails

light /laIt/ adjective WB p.82 not heavy

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master /"mA…st´/ verb p.20 to acquire complete knowledge or skill in an accomplishment, technique or art maze /meIz/ noun Literature Time a network of paths and hedges designed as a puzzle through which one has to find a way medal /"medl/ noun WB p.82 a round metal coin which soldiers are given for being brave megawatt /"meg´wÅt/ noun WB p.52 a unit of power equal to one million watts member /"memb´/ noun p.45 an individual belonging to a group such as a club or team mentality /men"tœli…ti/ noun p.43 attitude or way of thinking mentor /"mentO…/ noun p.18 an experienced and trusted advisor metabolise /mI"tœb´laIz/ verb p.12 to change food in your body into energy metabolism /mI"tœb´lIz´m/ noun p.15 the chemical processes by which food is changed into energy in your body micro-robot /ÆmaIkr´U"r´UbAt/ noun p.63 a tiny robot military /"mIlIt´ri/ adjective WB p.82 describing soldiers and the army

motoring /"m´Ut´rIN/ noun p.59 the activity of driving a car motorist /"m´Ut´rIst/ noun p.61 the driver of a car move /mu…v/ verb WB p.76 to change one’s place of residence or work mumble /mømb´l/ verb p.92 to say something quietly, making it too difficult for others to hear mundane /mønd"e¸n/ adjective WB p.28 lacking interest or excitement mutiny /"mju…tIni/ noun Literature Time an open rebellion against the proper authorities, especially by soldiers or sailors against their officers

N

obedient /´"bi…di´nt/ adjective p.65 obeying commands obesity /´U"bi…s´ti/ noun WB p.4 the state of being unhealthily overweight objective /´b"dZektIv/ noun p.29 aim or goal observe /´b"z‰…v/ verb p.40 to notice or perceive (something) and register it as being significant obstacle /"Åbst´k´l/ noun WB p.58 a thing that blocks one’s way

nanoshell /nœn´Sel/ noun p.63 an extremely tiny case implanted in the body to fight disease

on behalf /Ån bI"hA…f/ phrasal noun p.51 in the interests of a person, group or principle

naturalistic /ÆnœtS´r"lIstIk/ adjective p.35 derived from or imitating real life

on the coast / Ån D´ k´Ust/ adjective WB p.71 by the sea

navigate /"nœvIgeIt/ verb WB p.34 to travel on a set route, especially carefully or with difficulty nest /nest/ noun p.51 a structure made by a bird for laying eggs and sheltering its young neurologist /ÆnjU´r´"lÅdZIst/ noun p.40 a doctor who studies the nervous system

mode /m´Ud/ noun p.39 an option allowing a change in the method of operation of a device

neutralise /"nju…tr´laIz/ verb p.12 to make a substance chemically neutral

modernistic /ÆmÅd´"nIstIk/ adjective p.26 of or associated with modernism, a style that is more modern than traditional

next of kin /nekst ´v kIn/ noun p.88 a person’s closest living relative

monotonous /m´"nÅt´n´s/ adjective p.83 dull, tedious and repetitious

notably /"n´Ut´bli/ adverb p.91 especially; in particular

motivation /Æm´Uti…veIS´n/ noun p.43 the general desire of someone to do something

nutrition /nju…"trIS´n/ noun p.12 the process of providing the food necessary for good health and growth

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O oar /O…r/ noun Literature Time a pole with a flat blade, pivoting in an oar lock, used to row or steer a boat through the water

opponent /´"p´Un´nt/ noun p.43 someone who competes against or fights another in a contest, game or argument organic /O…"gœnIk/ adjective p.15 produced without the use of chemicals outlandish /aUt"lœndIS/ adjective WB p.58 looking or sounding strange or unfamiliar out of shape /aUt ´v SeIp/ expression WB p.28 unfit and unhealthy overtake /Æ´Uv´"teIk/ verb p.83 to catch up with and pass while travelling in the same direction

P Paralympics /Æpœr´"lImpIks/ noun p.40 an international athletic competition for disabled athletes paraphrase /"pœr´freIz/ verb WB p.10 express the meaning of something said or written by using different words patient /"peIS´nt/ adjective p.65 able to wait without becoming annoyed or anxious perception /p´"sepS´n/ noun p.35 the ability to see, hear or become aware of something through the senses personal trainer /"p‰…s´n´l ÆtreIn´/ noun WB p.34 a fitness coach who works one-on-one pesticide /"pesti…saId/ noun WB p.40 a chemical substance used to kill insects and small animals phenomenon /fI"nÅmIn´n/ noun p.40 a fact or situation that is observed to exist or happen, especially one whose cause or explanation is in question philanthropic /ÆfIl´n"TrÅpIk/ adjective WB p.64 (of a person or organisation) donating money to good causes and promoting the welfare of those in need physiotherapy /ÆfIzi´U"Ter´pi/ noun p.40 a treatment that uses special physical exercises to treat injuries and diseases pick up /"pIk øp/ phrasal verb p.81 to go somewhere to collect someone, typically in one’s car pilgrimage /"pIlgrImIdZ/ noun p.23 a journey to a holy place for religious purposes plague /pleIg/ verb WB p.88 to cause continual trouble or distress to a group of people poacher /"p´UtS´/ noun WB p.40 a person who hunts animals illegally

Glossary

polished /"pÅlISt/ adjective WB p.11 made shiny by being rubbed; buffed; burnished

proud /praUd/ adjective p.49 feeling of happiness as a result of something you have achieved

polymer /"pÅlIm´/ noun p.56 a substance that has a molecular structure consisting chiefly or entirely of a large number of similar units bonded together, e.g. many synthetic organic materials used as plastics and resins

public /"pøblIk/ adjective p.27 open to all people

pomegranate /"pÅm´grœnIt/ noun p.15 a round fruit that has a red skin and juicy red seeds port /pO…t/ noun WB p.76 a town by the sea where ships arrive and leave from portable /"pO…t´b´l/ adjective p.87 easily carried predator /"pred´t´/ noun WB p.40 an animal that tries to eat other animals predominance /prI"dÅmIn´ns/ noun p.29 the greater number or amount prejudicial /ÆpredZUdIS´l/ adjective WB p.88 having a bad effect on something probiotic /Æpr´UbaI"Åt¸k/ adjective p.12 containing ‘good’ bacteria to improve health procure /pr´"kjU´/ verb p.60 to obtain something profit /"prÅfIt/ noun p.72 a financial gain, especially the difference between the amount earned and the amount spent profitable /"prÅfIt´b´l/ adjective p.29 producing a financial gain propagation /ÆprÅp´"geIS´n/ noun p.47 the breeding of plants and animals by natural processes protein /"pr´Uti…n/ noun p.13 a natural substance that exists in foods such as meat, eggs and beans and which the body needs in order to grow healthily

pull away /pUl ´"weI/ phrasal verb Literature Time (a vehicle) to start moving away from the place where it has stopped

R radar /"reIdÅ…/ noun p.95 a system for detecting the speed and position of aircrafts RDA /ÆÅ… di… “eI/ abbreviation p.15 recommended daily allowance rearrange /Æri…´"reIndZ/ verb p.84 to change the position, time or order of something recently /"ri…s´ntli/ adverb p.61 a short time ago, in the past few days / weeks / months, a little while back recharge /Æri…"tSA…dZ/ verb p.67 to restore electrical power in a device recuperate /rI"kju…p´reIt/ verb p.83 to recover from illness or exertion redefine /ri…dI"faIn/ verb WB p.17 to define again or differently refining /rI"faInIN/ noun p.56 the removal of impurities or unwanted elements from a substance, typically as part of an industrial process register /"redZIst´/ verb p.81 to enter your name and details on an official list rehabilitation /Æri…h´bIlI"teIS´n/ noun p.40 the helping of someone to live a healthy life again relaxing /rI"lœksIN/ adjective WB p.17 making one feel relaxed

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relevant /"rel´v´nt/ adjective p.23 closely connected or appropriate to the matter at hand re-load /Æri…"l´Ud/ verb p.80 to load something again remind /rI"maInd/ verb p.67 to cause (someone) to remember someone or something reminiscent /ÆremI"nIs´nt/ adjective WB p.11 tending to remind one of something; evocative renowned /rI"naUnd/ adjective p.25 known and admired by a lot of people, especially for a special achievement or quality reputation /ÆrepjU"teIS´n/ noun p.64 the beliefs or opinions that are generally held about someone or something resemble /rI"zemb´l/ verb p.93 to look or seem like residential /ÆrezI"denS´l/ adjective p.27 designed for people to live in resign /rI"zaIn/ verb Literature Time to voluntarily leave a job or other position resolve /rI"zÅlv/ verb WB p.52 to settle or find a solution retire /rI"taI´/ verb WB p.76 to stop working (usually because you are a certain age) review /rI"vju…/ noun p.23 a critical evaluation of a book richly /"rItSli/ adverb p.20 in an elaborate, generous or plentiful way ring /rIN/ noun p.88 an informal term for a telephone call

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rival /"raIv´l/ adjective p.35 competing with a person or thing for the same objective or for superiority in the same field of activity

sensor /"sens´/ noun p.35 a device that detects or measures a physical property and records, indicates or otherwise responds to it

rusty /"røsti/ adjective WB p.88 (of a metal object) covered in a reddishbrown substance, mostly formed when iron or steel gets wet

set off /Æset “Åf/ phrasal verb p.81 to begin a journey

S

salad bar /"sœl´d bA…/ noun p.16 a place in a restaurant with different vegetables that you can choose to make your own sanctuary /"sœNktSu´ri/ noun p.47 a place of refuge or safety satnav /"sœtnœv/ noun p.63 navigation that uses information from satellites saturated fat /"sœtS´reItId fœt/ noun p.13 a type of fat from meat and milk products that is thought to be less healthy than other kinds of fat from vegetables or fish sauna /"sO…n´/ noun p.44 a small room using hot-air for cleaning and refreshing the body sea-chest /"si…tSest/ noun Literature Time a sailor’s storage chest self-discipline /Æself"dIs´plIn/ noun p.40 the ability to focus and achieve your goals and resist temptations

shipping /"SIpIN/ noun p.71 the transport of goods by sea or other means shock /SÅk/ noun p.63 a sudden upsetting or surprising event or experience shy /SaI/ adjective WB p.43 nervous or uncomfortable with other people simulate /"sImjUleIt/ verb p.35 to imitate the character or feeling slide /slaId/ verb p.87 to move smoothly over a surface slightly /"slaItli/ adverb p.25 a little bit smash /smœS/ verb Literature Time to completely defeat, destroy or foil smog /smÅg/ noun p.60 fog that is filled with pollution sodium /"s´Udi´m/ noun p.15 a chemical found in salt

self-employed /ÆselfIm"plOId/ adjective p.60 working for oneself rather than for a company

software /"sÅftwe´/ noun p.64 the programs used by a computer

self-restraint /ÆselfrI"streInt/ noun p.78 restraint imposed by oneself on one’s own actions; self-control

solarium /s´U"le´ri´m/ noun p.44 a room with tanning beds, used for an artificial suntan

seminar /"semInA…/ noun p.19 a conference or other meeting for discussion or training

solar power /Æs´Ul´ “paU´/ noun WB p.52 power of the sun

sensibly /"sensIbli/ adverb Literature Time wisely

sophisticated /s´"fIstIkeItId/ adjective p.63 (of a machine, system or technique) developed to a high degree of complexity

spacious /"speIS´s/ adjective p.26 having plenty of space

Glossary

steam /sti…m/ verb WB p.7 to cook something by hot mist that water produces when it is boiled

spare /spe´/ verb Literature Time to refrain from killing, injuring or distressing

stern /st‰…n/ adjective p.92 serious and unrelenting

speciality /ÆspeSi"œlIti/ noun p.16 a type of food that a person or restaurant is famous for making well

stimulant /"stImjUl´nt/ noun p.12 a substance that increases nervous activity in the body

speech recognition /spi…tS Ærek´g"nIS´n/ noun p.35 the ability of a computer to identify and respond to the sounds produced in human speech

stimulation /ÆstImjU"leIS´n/ noun p.43 the interest or motivation in something

spoil /spOIl/ verb WB p.52 to damage or destroy the value of something

stockade /stÅ"keId/ noun Literature Time a barrier formed from upright wooden posts or stakes, especially as a defense against attack stripes /straIps/ noun WB p.40 long, narrow lines of colour

sportsmanship /"spO…tsm´nSIp/ noun p.43 behaviour in sport that is fair, honest and polite

strong /strÅN/ adjective p.59 great or powerful

spot /spÅt/ noun p.64 a particular place or point

stubborn /"støb´n/ adjective p.49 determined not to change your mind, especially in spite of a good reason to do so

spur /sp‰…/ verb p.73 to encourage squander /"skwÅnd´/ verb p.61 to waste or lose something foolishly stacks of /stœks ´v/ noun p.83 a pile of objects, typically one that is neatly arranged stamina /"stœmIn´/ noun WB p.34 physical and mental strength over a long period of time starvation /stA…"veIS´n/ noun p.85 lack of food state /steIt/ adjective p.27 related to the civil government of a country state-of-the-art /steIt ´v Di A…t/ adjective WB p.16 modern and cutting-edge

studio /"stju…di´U/ noun p.25 a small room used for performances stunned /stønd/ adjective p.92 astonished or shocked sturdy /"st‰…di/ adjective p.26 strongly and solidly built substantial /s´b"stœnS´l/ adjective p.26 of considerable importance, size or value success /s´k"ses/ noun p.72 achievement sudden /"sødn/ adjective p.80 done quickly without warning supplement /"søplIm´nt/ noun p.15 a substance taken to add vitamins, etc. to a person’s diet

suspension /s´s"penS´n/ noun WB p.58 a part attached to the wheels of a vehicle to cushion it from road conditions sustenance /"søst´n´ns/ noun p.48 food and drink regarded as a source of strength; nourishment

T take after /ÆteIk “œft´/ phrasal verb p.93 to resemble someone take back /ÆteIk “bœk/ phrasal verb p.93 to return something to where it is from take out /ÆteIk “aUt/ phrasal verb p.93 to go somewhere with someone socially take over /ÆteIk “´Uv´/ phrasal verb p.93 to get control of something (e.g. a business) tame /teIm/ adjective p.49 not dangerous or frightening; domesticated tax /tœks/ noun p.70 a compulsory payment to the government, used to pay for public services tax return /tœks rI"t‰…n/ noun WB p.64 a form used to calculate the amount of tax owed tea /ti…/ noun WB p.71 a hot drink teammate /"ti…meIt/ noun p.43 a fellow member of a team terminal /"t‰…mIn´l/ noun p.66 a device at which a user enters data for a computer system and that displays the received output testing device /ÆtestIN dI"vaIs/ noun WB p.52 something used to check an experiment thunder /"Tønd´/ verb Literature Time to make a loud, deep resounding noise especially whilst travelling 165

tolerance /"tÅl´rens/ noun p.19 the ability or willingness to tolerate something, in particular the existence of opinions or behaviour that one does not necessarily agree with

tutor /"tju…t´/ noun p.88 a private teacher, typically one who teaches a single student or a very small group

virtue /"v‰…tSu…/ noun p.40 behaviour showing high moral standards

U

tone /t´Un/ noun p.88 a musical note or sound used as a particular signal on a telephone or answering machine

underpart /"ønd´pA…t/ noun WB p.40 the underside of an animal’s body

visual effects /ÆvIZu´l I"fekt/ noun p.35 the graphics, sound, etc. used in films and computer games

torso /ÆÚtO…s´U/" noun p.66 the trunk of the human body touch down /tøtS daUn/ phrasal verb p.81 to make contact with the ground in landing touchscreen /"tøtSÆskri…n/ noun p.37 a display device that allows a user to interact with a computer by touching areas on the screen toxin /"tÅksIn/ noun p.50 chemical that has a negative effect on the body transaction /trœn"zœkS´n/ noun p.69 an instance of buying or selling something transcontinental /ÆtrœnzkÅntI"nentl/ adjective WB p.88 crossing a continent, especially a transport route transmit /trœnz"mIt/ verb p.66 to send an electric signal trespass /tres"pœs/ verb p.67 to enter the owner’s land or property without permission truce /tru…s/ noun Literature Time an agreement between enemies or opponents to stop fighting or arguing for a certain time tumour /"tju…m´/ noun p.63 a swelling of a part of the body turn up /Æt‰…n “øp/ phrasal verb p.81 to arrive somewhere, especially when you are expected there 166

unfriendly /øn"frendli/ adjective p.65 not kind and pleasant unique /ju…ni…k/ adjective WB p.82 particularly remarkable, special or unusual unlock /øn"lÅk/ verb p.87 to make a phone accessible to the user unreliable /ÆønrI"laI´b´l/ adjective p.85 untrustworthy, irresponsible unsaturated fat /øn"sœtS´reItId fœt/ noun p.13 describing the unhealthy fats found in food untidy /øn"taIdi/ adjective p.65 not arranged neatly and in order upgrade /øp"greId/ verb p.87 to raise (something) to a higher standard urgent /"‰…dZ´nt/ adjective p.84 requiring immediate action or attention

V vegetarian /ÆvedZ´"te´ri´n/ adjective p.17 of or relating to the exclusion of meat or other animal products from the diet vegetation /ÆvedZ´"teIS´n/ noun p.47 plants considered collectively, especially those found in a particular area or habitat velocity /vI"lÅsIti/ noun p.95 the speed of something in a given direction venue /"venju…/ noun p.25 the place where something happens, especially an organised event such as a concert, conference or sports event

vitamin /"vIt´mIn/ noun p.13 a chemical substance in food that is necessary for good health vividly /"vIvIdli/ adverb WB p.43 lively and vigorously voice /vOIs/ verb p.29 to express (something) in words voice-activated /ÆvOIs"œktIveItId/ adjective p.95 (of a device) can be controlled by voice

W

Glossary

waste /weIst/ noun p.61 the careless, extravagant or purposeless use of something wasteland /"weIstlœnd/ noun p.50 an unused area of land that has become barren or overgrown wave farm /"weIv ÆfA…m/ noun WB p.52 a collection of 40 wave machines wealthy /"welTi/ adjective WB p.71 rich wearer /"we´r´/ noun p.66 the person wearing something, especially clothing well-sealed /Æwel"si…ld/ adjective p.85 closed very securely wholegrain /"h´UlÆgreIn/ adjective p.15 made with or containing unprocessed grain wholesome /"h´UlÆs´m/ adjective p.17 conducive to or suggestive of good health and physical well-being widespread /"waIdÆspred/ adjective WB p.40 found or distributed over a large area willpower /"wIlÆpaU´/ noun WB p.34 the faculty by which a person decides on and initiates action windscreen wiper /"wIndskri…n ÆwaIp´/ noun WB p.58 a rubber blade used to clear rain from a windscreen wingspan /"wINspœn/ noun WB p.40 the maximum distance across the wings of an aircraft, bird or other flying animal, measured from tip to tip wireless /"waI´l´s/ adjective p.36 lacking or not requiring wires wizard /"wIz´d/ noun p.35 a person who is very skilled in a particular field or activity

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List of websites to use through the course:

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

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