Beruflich Dokumente
Kultur Dokumente
Ministry of Education
Grade 11
Teacher’s Guide
Liz Kilbey
Egyptian International Publishing Company – Longman,
10a Hussein Wassef Street,
Messaha Square,
Dokki,
Cairo,
Arab Republic of Egypt
Acknowledgement:
The publisher wishes to thank the Evaluation
Committee of Kuwait Ministry of Education:
II
Contents
Content map 4
Introduction 16
Module 2 Communication 59
Unit 4 Communicating 60
Unit 5 Writing 66
Unit 6 On the phone 72
Focus on Sheikha Suad Mohammed 78
Al-Sabah
Project 2 Conducting an English 79
language survey
iii
iv
Module 1
Content map
Unit
U it Educational Objectives Grammar Functions Vocabulary Activities
1 Festivals Reading skills Modal verbs Describe festivals academic (WB) Answer questions about
and ● Read an article about two festivals [can / could / be bagpipes festivals
occasions ● Read a short story able to / manage Express opinions blossom (WB)
● Read a timetable
bubbly Complete a table
to] canopy
● Read an article about the Cherry Blossom Read an article about
Express preferences carnival
festival in Japan (WB) Phrasal verbs festivals
● Read a description of a five-day trek in Nepal
celebratory
with go Express ability chain Complete sentences
(WB) claim (WB)
Listening skills Intensifiers Agree / Disagree commemorate Identify modal verbs
● Listen to descriptions of interesting festival cultivate (WB)
dazzling Complete a gapfill exercise
experiences Phrasal verbs Share personal experience
● Listen to a description of the Hajj discipline
(WB) display Find the meanings of
Speaking skills Agree / Disagree (WB) embark phrasal verbs with a
● Talk about festivals Could / couldn’t; extravaganza glossary / dictionary
● Talk about the Hajj exuberant
was / wasn’t; Apologise (WB) facilitate (WB) Fill in a table
Writing skills were / weren’t / fanciful Pronunciation: Elision
● Write a report about a festival be able to (WB) Describe personal festivity
● Write a response to a statement (WB) experience (WB) Listen to descriptions of
gather
● Write a festival diary (WB) gaze (WB) festivals
Cognitive goals hire Match words and their
● Develop the ability to skim for information intricate
launch meanings
● Develop linguistic skills meteorologist (WB) True or False exercise
● Develop communication skills multitude
● Develop understanding of folklore and cultural nurture Discuss festivals and
traditions outstanding (WB) traditional customs in
● Develop the ability to justify opinions patriotic Kuwait
● Develop the ability to discern true from false preoccupied
● Develop definition skills stream Discuss religious occasions
● Develop the ability to discuss and debate take part in
unison Invent a festival or a
Affective goals unrivalled community celebration
● Raise awareness of ways of celebrating vendor (WB)
festivals in Kuwait weaving Write a report
● Develop imaginative skills
● Develop interactive skills
● Develop self-confidence
● Develop the ability to engage with a topic
● Raise awareness of religious experience
Module 1
Content map
Unit Educational Objectives Grammar Functions Vocabulary Activities
2 Family Reading skills Simple past and Describe customs aborigine Describe photographs
celebrations ● Read a personal account past perfect baby shower (WB) Listen to a talk about a
● Read an e-mail [once / when / Describe family boomerang family celebration
● Read an article about baby showers (WB) before / after/ by celebrations breathing space Answer questions
● Read notes for a talk (WB) the time] clan
Express opinions close-knit Put verbs in the correct
Listening skills form
● Listen to descriptions of family celebrations Compound crib (WB)
nouns Give reasons desert Describe a family
● Listen to a short talk
eldest celebration
Speaking skills Simple past and Describe past experience expectant (WB) Underline verbs in a
● Talk about family celebrations past perfect for good newspaper article
● Give a factual talk (WB) Invite formal Complete a table
Writing skills get-together
Complete sentences
● Write a list Make polite requests hold
with explanations
● Write an informal invitation interior
Sequence information milestone Write a list in the past
● Write an inferred conclusion (WB)
nomad perfect
● Write notes for a talk (WB)
Give/ Ask for information originally Make new terms by
Cognitive goals parenthood (WB) combining words
● Develop semantic skills Express prefences (WB) pram (WB) Match words with more
● Develop analytical skills reminisce than one meaning
● Develop critical thinking Accept / Reject an replica (WB) Pronunciation: Same
● Develop linguistic skills invitation (WB) roundabout word– different
● Develop communication skills separate (WB) pronunciation
● Develop decision-making skills Give information (WB) silverware (WB)
● Develop understanding of family celebrations Read an e-mail
subsequent (WB)
Affective goals swap Make a paragraph plan
● Develop appreciation of family customs and touching Write an e-mail
values traditionally Listen to a talk about
● Develop a collaborative spirit transition (WB) the Australian Aborigines
● Develop the ability to form well-rounded well-deserved
Research a group of
opinions wind up
people
● Develop public speaking skills
Give a short talk
v
vi
Module 1
Content map
Unit Educational Objectives Grammar Functions Vocabulary Activities
3 Meeting Reading skills Third Discuss meeting places autograph Discuss meeting places
● Read a factfile conditional beverage
places Read a factfile about the
● Read an article about the history of coffee cardamom
Express possibilities history of coffee
houses catch up
● Read an article about tea drinking habits in Conditionals circumstance Read an article about the
China (WB) (WB) Give reasons (WB) history of coffee houses
● Read a factfile about tea (WB) civil servant (WB) True or False exercise
● Read descriptions of postcard scenes (WB) Express likes and dislikes cocoa (WB)
converse Match words and their
Listening skills cordially meanings
● Listen to a telephone conversation Make plans cultivation (WB) Identify conditionals
Speaking skills decaffeinated
● Talk about meeting places Make suggestions distinctive Complete sentences with
● Talk about coffee drinking habits espresso the correct form of the
● Have a telephone conversation fragrance verb
Reject a suggestion and
Writing skills give a reason gratitude (WB) Write conditional
● Write a conversation hospitality sentences to describe
● Write a description of your favourite meeting immediate photos
Agree to a suggestion import
place in charge of Find the difference in
● Write a short paragraph giving preference meanings
Express preferences (WB) instant
(WB) irritated Pronunciation: Stress in
● Write descriptions of postcard scenes (WB)
Make plans (WB) log on phrases
● Write a persuasive paragraph (WB) lonesome Write a conversation
Cognitive goals make it
● Develop the skills of comparison and contrast Describe a scene (WB) meet up Write a paragraph about a
● Develop descriptive skills pill meeting place
● Develop the ability to reason Persuade (WB) plaza Listen to a telephone
● Develop definition skills porcelain (WB) conversation
● Develop the ability to explore a topic from a quarrel
Compare and contrast refill Roleplay a telephone
variety of angles (WB)
● Develop the ability to discern true from false reschedule conversation
● Develop knowledge about meeting in coffee sales Focus on
houses sickly
silk (WB) Reading: Meeting Friends
Affective goals socialise
● Develop a collaborative spirit in Kuwait
stadium
● Develop awareness of meeting places in teapot Punctuation: the use of
Kuwait weary commas after adverbs and
● Develop the ability to form well-rounded window shopping conjunctions
opinions
● Develop self-confidence Project: Creating a
● Develop public speaking skills festival leaflet
● Develop creative skills
Module 2
Content map
U
Unit
i Educational Objectives Grammar Functions Vocabulary Activities
4 Reading skills Definite and Describe accountant Talk about characteristics
Communicating ● Read an article about effective listening indefinite characteristics adjustment of a good listener
● Read a formal letter of application articles [a, an, annual
assumption Read a text about the skills
● Read an article about how the Internet is used the] Express opinions
attestation of effective listening
by postal services in India (WB)
● Read a formal letter of application and its Correlative Give reasons block out Listen to a talk about the
reply (WB) capacity barriers to communication
conjunctions cardiac
Listening skills [both ... and / Compare and chime (WB) Complete sentences with
● Listen to a talk about the barriers to effective either … or / contrast continent the proper adjective
communication neither … nor] courteous
State advantages and deem Identify definite and
Speaking skills Subordinating disadvantages defensiveness indefinite articles
● Talk about characteristics of a good listener conjunctions demand Add the correct correlative
● Talk about means of communication [but, although, Give instructions distraction conjunction
● Discuss instructions for a digital camera however, in spite diva
of] Plan doctorate Discuss the advantages
Writing skills empathy and disadvantages
● Write an application form
Quantity words Give information enclose of different means of
● Write a letter of application to a university enhance communication
● Fill in an application form (WB) extensive
Countable and Explain choices flattering Match quantity words
Cognitive goals uncountable
● Develop the skills of comparison and contrast nouns (WB) harshly Identify uses of the
Express gratitude illiteracy (WB)
● Develop linguistic skills Pronunciation: Stress in
inaccessible (WB)
● Develop knowledge and understanding of verb / noun words
Correlative Give reasons (WB) in advance
forms of communication conjunctions insult
● Develop semantic skills Read a formal letter of
[both ... and / Apologise (WB) integrate (WB) application
● Develop an analytical approach to problem interlocutor
either … or /
solving neither … nor] Express gratitude lifeline (WB) Fill in an application form
● Develop communication skills mailbag (WB)
(WB) (WB) Plan and write a letter of
meticulously
Affective goals mountain range application
● Develop a collaborative spirit non-verbal
● Develop awareness of communication owe
● Develop imaginative skills pane
reference
transcribe (WB)
vii
viii
Module 2
Content map
Unit Educational Objectives Grammar Functions Vocabulary Activities
5 Writing Reading skills Present perfect Express difficulties acquire Match writings with
● Read an article about the history of writing simple and amateur names of countries
● Read an article about the history of ballpoint continuous Predict ameliorated
pens (WB) ballpoint Read and listen to an
● Read an interview with a professional swimmer article
for / since Describe past and present BCE
(WB) experience call-in Complete sentence
Listening skills character beginnings with their
● Listen to an article about the history of writing contribution correct endings
Give reasons cuneiform
● Listen to an interview with a Kuwaiti poet
dominate Complete sentences by
Speaking skills Express opinions about economic choosing the right verb
● Talk about writing in different languages languages empire form and for or since
● Talk about the history of writing falloff
● Give / conduct an interview Discuss the history of financial Complete sentences so
writing gradually that they are true for the
Writing skills students
● Write an essay about languages hieroglyphics
● Write a summary of the meaning of a quote Identify types of writing honorary PhD Match adjectives and their
(WB) impact
industrial design (WB) opposite
● Write interview questions (WB) Introduce a subject
● Write interview responses (WB) inscribe Pronunciation: Stress
literacy in phrasal verbs and in
Cognitive goals Conduct an interview mainly compound nouns
● Develop predictive skills mechanism (WB)
● Develop knowledge about writing systems Describe past experience pictogram Distinguish between
● Develop the skills of comparison and contrast (WB) practical various types of written
● Develop semantic skills precious alphabets
● Develop knowledge and understanding of Conduct an interview pride and joy
history of writing publish Write an essay
(WB)
● Develop skills of definition quotidian Match words with their
● Develop linguistic skills reed meanings
● Develop communication skills reliable (WB)
scribe Write dates and numbers
Affective goals in words
● Develop a collaborative spirit socket (WB)
● Develop awareness of different types of writing throughout Listen to an interview
● Develop self-confidence tryout
● Develop appreciation of a Kuwaiti figure wordsmith Complete questions from
● Develop interactive skills writer’s block an interview
● Develop the ability to engage in a topic Prepare and conduct an
interview
Module 2
Content map
Unit Educational Objectives Grammar Functions Vocabulary Activities
6 On the Reading skills Question tags Discuss uses of mobile agenda Discuss photos in pairs
phone ● Read an article about using mobile phones phones a great deal of
beforehand Talk about the most
● Read a factfile Imperatives bin (WB) common uses of mobile
● Read a table about old mobile phones (WB) Give reasons phones
● Read a paragraph of rewritten tabular bookmark
Question tags browse Answer a questionnaire
information (WB) State advantages and calendar
● Read a conversation about advantages and (WB) disadvantages True or False exercise
cell phone
disadvantages of mobile phones (WB) complement Match conversational
Negation (WB) Share personal experience customise expressions with their
Listening skills disposable (WB) meanings
● Listen to conversations about using mobile
Plan dominant Identify question tags
phones don’t tell a soul
● Listen to instructions for using a mobile phone function Write question tags
Give instructions GPRS
Speaking skills Choose the correct verb
hike form
● Talk about different uses for mobile phones Make requests (WB) lately
● Make a dialogue with question tags miscellaneous Fill in spaces with
Writing skills Apologise (WB) modem appropriate words
mountainous
● Write instructions for sending a text message Match sentence beginnings
Argue (WB) necessity and endings
● Write tabular information as a paragraph notepad
(WB) notify Pronunciation: Intonation in
● Write an argumentative article (WB) State advantages and pass on (WB) question tags
disadvantages (WB) paste
Cognitive goals Listen to and read
phone book instructions
● Develop semantic skills press
● Develop linguistic skills reclaim (WB) Match headings to their
● Develop the ability to give advice recognise instructions
● Develop taxonomic skills rely on Plan a set of instructions
● Develop knowledge and understanding of reminder
mobile phones security Write a set of instructions
sibling (WB) Focus on
Affective goals teleputer
● Develop interactive skills tend Reading: Sheikha Suad
theme Mohammed Al-Sabah
● Develop communication skills usher Grammar: metaphors and
● Develop self-report via similies
● Develop self-evaluation weblog
● Develop the ability to engage in a survey Project: Conducting an
ix
English language survey
x
Module 3
Content map
Unit Educational Objectives Grammar Functions Vocabulary Activities
7 Reading skills Relative clauses Guess adversely (WB) Guess the names and
Broadcast- ● Read an article about the history of (defining and bring about dates of broadcasting
ing broadcasting non-defining) Express likes and dislikes broadcast equipment
● Read an article about the power of the media collectively Read about the history of
(WB) Prefixes State advantages and consume broadcasting
● Read a description of a digital camera (WB) disadvantages dedication (WB)
Compound demonstrate Complete sentences with
Speaking skills the correct word
● Talk about broadcasting nouns (WB) Talk about effects deterrent (WB)
● Talk about sport on television digital Identify relative clauses
● Present a short talk about modern electronics Relative Express opinions disappointing
pronouns dispatch Discuss questions in pairs
Writing skills (WB) Give reasons electronic device Make compound nouns
● Write an essay about the advantages and electronics
disadvantages of radio and TV Relative clauses Persuade entertainment Pronunciation: Strong and
● Write a brief history of a radio station (WB) evolve weak stresses
● Write a description of an electronic device Disagree film industry Complete a table
(WB) glorify (WB)
Write an essay about
Cognitive goals Talk about effects (WB) half
the advantages and
● Develop the skills of comparison and contrast innumerable (WB)
disadvantages of the radio
● Develop knowledge about broadcasting Predict (WB) invention
● Develop linguistic skills potential Write a brief history of a
● Develop guessing skills Express opinions (WB) prominent radio station
● Develop inferential skills rank Compare modern
● Develop the ability to advise Describe a device (WB) remote (WB) electronics
● Develop definition skills resident
reveal Prepare a short talk about
● Develop public speaking skills
set electronic devices
Affective goals station
● Develop a collaborative spirit telecommunication
● Develop awareness of broadcasting issues teleprinter
● Develop self-confidence to give opinion tension
● Develop interactive skills transatlantic
transistor
victory
video recorder
zealous
Module 3
Content map
U
Unit
i Educational Objectives Grammar Functions Vocabulary Activities
8 Television Reading skills Reported Describe personal accuracy (WB) Discuss a factfile
● Read a text about TV guidelines for teens speech: experience age-appropriate
watching Discuss questions about
● Read a TV schedule
habits Infinitives with channel-surf
● Read an article about educational television TV watching habits
programmes (WB) to [advise, like, Compare information comedy
● Read reviews of television programmes (WB) prefer, tell, want] convict Listen to interviews about
Express criticism core programming TV watching habits
Listening skills
● Listen to interviews about television watching Phrasal verbs (WB) Match words with their
habits with get Express opinions equestrian meanings
(agreement / evidence
Speaking skills Read about TV guidelines
● Discuss results of a survey Indefinite disagreement) fractional (WB)
● Conduct a survey pronouns get behind with for teens
● Talk about television watching habits Report what people say get down to Underline and identify verb
● Discuss TV programmes Phrasal verbs get on forms
● Talk about a TV schedule with get (WB) Give advice get over
Writing skills get through Report what people say
● Write a TV schedule Reported Guess / predict inactivity Match phrasal verbs with
● Write about the importance of educational speech: mentally their meanings
programmes on television (WB) Infinitives with Give reasons to support miss out on
● Write a review of a television programme (WB) Complete sentences with
to [advise, like, choices newcomer
Cognitive goals the correct word
prefer, tell, want] news team
● Develop guessing skills
● Develop the skills of comparison and contrast (WB) Plan occasionally Pronunciation: Identify
● Develop linguistic skills on average (WB) how many words you hear
● Develop knowledge about watching TV Present information primarily (WB) Answer questions about a
● Develop decision-making skills prime time (WB)
● Develop the ability to justify opinions TV schedule
Report what people say promote
● Develop the ability to organise information (WB) prosecution Plan a TV schedule
logically
● Develop taxonomic skills provoke Write a list
● Develop definition skills Giving reasons (WB) record
● Enhance the ability to express well-articulated staggering (WB) Take notes
opinions Giving examples (WB) teaching aid (WB) Write a TV schedule
Affective goals thriller
● Develop a collaborative spirit tune in
● Develop interactive skills tune out
● Develop awareness of TV watching habits visualise (WB)
● Develop ability to engage in a topic
xi
xii
Module 3
Content map
Unit Educational Objectives Grammar Functions Vocabulary Activities
9 Uses of Reading skills Passive verbs Discuss uses of cameras anticipation (WB) Match photographs with
cameras ● Read an article about video cameras amicably the names of cameras
● Read an article about film reviews (WB) Collective and Give reasons audience Answer Reading
● Read a film review (WB) compound basically Comprehension questions
Listening skills nouns State advantages and beckon away
● Listen to a newspaper article about the Gulf disadvantages bring up Underline passive verbs
Film Festival Passive verbs capability Rewrite sentences in active
(WB) Express opinions cast (WB) form
Speaking skills
● Talk about types of video cameras catch Write passive sentences
● Conduct a debate about the influences of Prepositions of Agree category
time and place characterise Match words with their
television meanings
(Focus on) Disagree cityscape
Writing skills commentator Complete the sentences
● Write about the uses of video cameras Compare and contrast congested with the proper word
● Write a description of a new TV camera (WB) consumer Pronunciation: Stress in
● Rewrite a paragraph in the passive (WB) court compound nouns
● Write a film review (WB) Agree / disagree (WB) ENG Match words from two
Cognitive goals everyone’s a critic lists to form a compound
● Develop knowledge of how to use cameras Express criticism (WB) (WB) noun
● Develop the skills of comparison and contrast feature
fundamentally Invent a new type of TV
● Develop linguistic skills
high-end camera
● Develop taxonomic skills
● Develop the ability to persuade hydraulic Identify the uses of
inexpensive television
● Develop organisational skills
● Develop analytical and critical skills motion picture Make notes about positive
● Develop creative skills nowadays and negative influences
● Develop awareness of different kinds of pedestal
Debate a statement in
cameras period drama
groups
producer
Affective goals screen Focus on
● Develop a collaborative spirit soundtrack (WB) Reading: Kuwait Times and
● Develop interactive skills spotlight Yousuf Saleh Alyan
● Develop the ability to engage in a topic sprawling
● Develop self-confidence Grammar: prepositions of
stabilising
up to scratch (WB) time and place
voice-over Project: Designing a new
wholeheartedly TV channel
Module 4
Content map
Unit Educational Objectives Grammar Functions Vocabulary Activities
10 Reading skills should / Describe safety equipment acquainted with Guess and match pictures
Accidents ● Read an article about innovations that keep us shouldn’t have attached to their definitions
automatically
secure Express opinions bias (WB) Discuss safety innovations
● Read three short news stories Suffixes cautious
CEO
● Read an article about road accidents (WB) Describe personal Complete sentences with
cloth
● Read an eyewitness account (WB) Suffixes (WB) experience collide details from the text
collision (WB)
Listening skills confidential Find synonyms using a
● Listen to an article about innovations that should / Give advice considerably (WB) glossary / dictionary
shouldn’t have cushion
keep us secure daydream
(WB) Express criticism Text referencing exercise
● Listen to a description of an accident scene decelerate
detect Identify the use of should
Speaking skills deviate
● Talk about safety equipment Ask for help diluted and shouldn’t have
● Talk about an accident from personal disregard
Giving explanations drag Read three news stories
experience emergency services about accidents
● Roleplay a telephone call to the emergency falsehood
Describe a scene feasible Talk about personal
services fire drill
● Describe an accident scene foolproof (WB) accidents
Guess fundamental
Writing skills inexperienced Identify word endings
● Write a description of a car accident inflate
Agree / disagree (WB) intentional Roleplay a telephone call
● Write a description from a different monkfish to the emergency services
perspective (WB) object
Give advice (WB) over the moon Pronunciation: Identifying
● Write an eyewitness account (WB) overcome
perseverance word stress
Cognitive goals Describe personal plug
● Develop definition skills experience (WB) restraint Listen to a description of
● Develop the ability to organise information retain (WB) a scene
logically safeguard
securely Describe an accident scene
● Develop knowledge and understanding of shred
safety inventions skid (WB) Write a paragraph
slam into
● Develop ability to give advice strain
● Develop communication skills strip
toothy
● Develop the ability to describe a scene unsung
Affective goals vehicle
venomous
● Raise awareness of safety rules warning
● Develop interactive skills watchful
● Develop imaginative skills wed
xiii
xiv
Module 4
Content map
Unit Educational Objectives Grammar Functions Vocabulary Activities
11 The Reading skills Stative vs. Express worries amend Match photos with natural
planet in ● Read a text about Kuwait Bay dynamic verbs anticipate disasters
danger ● Read an open letter Compare anxiety
appraise Complete a table
● Read an article about endangered animals Compound
(WB) nouns Suggest solutions aquaculture Listen to types of
● Read an open letter about endangered animals chiefly environmental damage
(WB) confront
Dynamic verbs Predict consent Complete a gapfill exercise
Listening skills (WB) contradict
Give advice Answer Reading
● Listen to an interview with four teenagers deforestation
Stative verbs Comprehension questions
about environmental damage dread
(WB) Describe events or dump Make a list of verbs
Speaking skills situations ecological
● Talk about environmental damage Connectors exhaust pipe Distinguish between
● Talk about global warming (WB) Guess fell stative and dynamic verbs
● Talk about deforestation fund Match words to form
Express opinions hybrid (WB) compound nouns
Writing skills international
● Write an open letter Pronunciation: Identify
Suggest and warn joint
● Write an open letter asking for donations stress patterns
kidnap (WB)
(WB) landfill site
Give reasons (WB) latter (WB) Read an open letter
Cognitive goals
● Develop predictive skills marine List types of pollution and
Make requests (WB) nominal (WB) suggest ways to solve them
● Develop the skills of comparison and contrast overall
● Develop inferential skills Write an open letter
Ask for help (WB) partnership
● Develop linguistic skills plight
● Develop definition skills recreation
● Develop analytic skills red tide
● Develop knowledge and understanding of smokestack
different kinds of environmental problems sting
● Enhance the ability to express well-articulated suspect
opinions sustainable
symposium
Affective goals tackle
● Develop a collaborative spirit toenail (WB)
● Raise awareness of the importance of nature tusk (WB)
● Develop empathy with nature unbearable
● Develop ability to engage in a topic worldwide
Module 4
Content map
Unit Educational Objectives Grammar Functions Vocabulary Activities
12 The Reading skills Reported Discuss natural threats absolutely Match headlines to
power of ● Read an article about natural threats and speech accumulate photos
nature calamities Suggest solutions alongside Discuss natural threats in
● Read a scenario announce Kuwait
Reported
● Read an article about tornadoes (WB) calamity Match paragraphs to
speech (WB) Report what people say
● Read a poster about recycling (WB) come in headings
Listening skills costly Read an article
Phrasal verbs Describe processes dam Reading comprehension
● Listen to three possible ways of solving a (WB) demanding Report speech
problem Describe personal expert Rewrite a story
Speaking skills experience flare up Complete sentences using
● Discuss natural threats go out a diagram
● Talk about water flow Give reasons impractical Distinguish between high
● Talk about ways of preventing disasters intensity (WB) and tall
● Discuss the remarkable power of nature
Give examples lessen Pronunciation: Phrasal
● Perform a role-play lethal (WB) verbs vs. compound
Writing skills mansion nouns
● Rewrite a short story State advantages and map out Match verbs with their
● Write an account of a tempest disadvantages moist (WB) correct meanings
● Write a paragraph about protection against mullet Write sentences
tornadoes (WB) Express opinions overflow Discuss the power of
● Rewrite a poster to make it more direct (WB) perilously nature
● Write a poster about saving energy (WB) Predict previous Write an account of a
Cognitive goals prohibit tempest
● Develop predictive skills Agree / Disagree (WB) prolonged Read a scenario
● Develop advanced linguistic skills propose Listen to possible ways of
● Develop knowledge and understanding of the Report what people say pros and cons solving a problem
power of nature quake Discuss advantages and
(WB) regularly disadvantages
● Develop definition skills
● Develop the ability to describe a scene remarkable Roleplay a problem
Make suggestions (WB) remedy solving situation
● Develop evaluative skills
● Develop critical skills shortage Focus on
spinning (WB)
Affective goals standard Reading: Sheikh Sabah
● Develop a collaborative spirit Al-Ahmed Nature Reserve
storm cellar (WB)
● Develop interactive skills supply Grammar: the passive
● Develop a sense of responsibility for one’s own turnoff
actions vortex (WB) Project: Creating
● Develop creative skills wasteful guidelines for making the
● Develop ability to associate with a character world safer
xv
Introduction
Over To You is an English course for Secondary level students D Projects
in Kuwait. This level is for Grade 11. Each level of Over To You There are four projects in the Student’s Book, one at the
includes a Student’s Book, two CDs with listening material, a end of each module. The project requires the application
Workbook and a Teacher’s Guide. These materials are based of various skills students have acquired in that module.
on the Kuwaiti Ministry of Education’s English Language
curriculum. The Over To You materials approach language skills E Extra Listening
in an integrated way in terms of tasks and activities for both At the end of the Teacher’s Guide, there is Extra Listening
learners and teachers. Therefore the outcomes appearing at Material related to the modules.There are also two extra
the beginning of each module harmonise with and are revelant listening activities independent of the modules which
to the integrity of language skills and promote interactivity students may use for further practice.
between learners and teachers.
The units of Over To You 10, 11 and 12 are internally structured F Culture / Literature
in a way that is considerably flexible and varied. By Grade Culture is an important part of the thematic input in Over
10, students should have developed sufficient fluency and To You, and builds students’ knowledge of national and
confidence in spoken English to be able to handle more international culture, past and present. Numerous reading
demanding and realistic situations, in which the outcome may passages, activities and exercises deal with specifically
be open-ended or unpredictable. This is one reason why there Kuwaiti themes. To take one example, Module 1, Project,
is more group work and discussion in Over To You than in earlier in the Student’s Book, includes a reading passage,
levels. Besides the passages as the source of language practice followed by an opportunity for students to create their
(grammar, vocabulary, functions), we have a wide variety of own leaflet. Furthermore, at the end of the Student’s Book,
stimuli, such as pictures and graphic organisers. These provide there is a Literature Time segment consisting of two stories,
opportunities for discussion (often under the heading, ‘Think The Adventures of Huckleberry Finn and David Copperfield, each
and speak’) and the chance to practise higher-order thinking in six episodes.
skills, such as analysis, synthesis and evaluation.
Students at Grade 10 and above should also now have a G Reference material
broader cognitive grasp and should be able to handle less 1 Grammar / Irregular verbs file
rigidly structured situations than in earlier grades. They are There is a grammar reference section: Grammar file, at the
now almost young adults who need the opportunity to test out back of the Student’s Book, linked to each unit, to provide
opinions and ideas of their own. With increasing competence support and extra information for teachers and students. It
and self-assurance in their productive use of English, they are can be used during a grammar lesson if students encounter
encouraged through the Over To You course to take on greater difficulty or need extra examples, or can be reviewed later –
responsibility for their own learning and to collaborate and when preparing for a test, for example. The forms of each
cooperate with fellow learners more effectively than could be structure are clearly presented, and each grammar point is
expected of students in earlier grades. illustrated by relevant examples.
2 Function File
I What the Course Provides This lists the functions in every unit.
Over To You provides a wide range of regional and international 3 Glossary
topic-based content and the latest in methodology, designed There is also a Glossary at the back of the Student’s Book
to appeal to the educational needs and interests of Grade 11 which includes all the vocabulary used throughout Grade
students in Kuwait. 11.
Vocabulary items also feature in the Words to Remember
A Language boxes that are distributed throughout the lessons. The
Over To You has a comprehensive language syllabus, presenting Glossary can be used to increase awareness and support
and reviewing contextualised grammar and providing systematic vocabulary development and dictionary work. Teachers
practice. may like to use these as spot checks on particular words, or
as quick spelling competitions at the beginning or end of a
B Skills class.
The skills syllabus provides regular, carefully-staged practice in
reading, listening, speaking and writing, where the emphasis is 4 Self-assessment Answer Key
on practice and production of language. Students can refer to the answers of the Self-assessment
There are also plenty of opportunities for students to develop tasks found at the end of the Workbook.
critical thinking skills and express their own opinions 5 Websites
throughout every unit, and especially in the project at the end of A list of websites is provided to help students in some tasks
each module. where they have to do research and obtain some specific
information. This is found in the Teacher’s Guide and the
C Quotations Student’s Book.
The course also builds on and broadens students’ general
knowledge, through text-based work within the topics, and H Pronunciation
vocabulary development. The Quote boxes provide interesting Over To You also includes regular Pronunciation sections
viewpoints which students can discuss, collect and add to. which provide practice and guidance in areas of difficulty
You may wish students to discuss the quotations with one for Arabic speakers.There are many difficult sounds
another in pairs or small groups before you take feedback from and sound combinations in English. Students will have
the whole class. discovered that some of the sounds that are new for them
in English may be difficult to produce and recognise. They
16
Introduction
also need to know about word and sentence stress and III The Role of the Student’s Book and the
intonation, and how important they are for understanding Workbook
and communicating. Over To You contains useful contrasts
in stress, intonation and meaning which are easily The Workbook is designed to be written in and should be used
confused by Arabic speakers, as well as suggestions in to complement the Student’s Book. It follows and exploits what
the teacher’s notes about helping students to recognise is in the Student’s Book, and is either used for a whole lesson or
and produce the most accurate sounds they can. The for extra work or homework. However, it is very important that
pronunciation activities use words taken from the unit the teacher regularly checks the Workbook.
wherever possible. The CDs include listening material that Generally, the Student’s Book is not designed to be written in.
deals with pronunciation. So every student needs a notebook for writing exercises when
required, and for recording what they learn in class, especially
II Components new vocabulary. When given space, students will need to write
in the Student’s Book.
A The Student’s Book
The Student’s Book is divided into four modules, each
focusing on a particular topic. Each module consists of IV Background to Language Teaching Theories
three units and nine lessons which develop the topic in
different ways; for example: Over To You follows an integrated approach to language
teaching, which balances structural and communicative
Module 2 – Communication methods in order to help learners achieve both fluency and
1 Communicating (Communication breakdown) accuracy. This approach aims not only to present and practise
2 Writing (The history of writing) new linguistic items, but also to provide communicative
3 On the phone (Using mobile phones) activities to reinforce them. Teachers using this approach will
At the end of each module, there is a project that is related teach students the grammatical structures that they need to
to the topic of the module. Here, the students put into know so that they are able to accomplish communication tasks
practice what they have learned. At the end of the book, both fluently and accurately.
there is a Literature Time section, which consists of two To understand how this integrated approach works, here is a
stories. This is followed by a Grammar File, Function File, brief summary of the background to the theories of the nature
Irregular Verbs List, a glossary of vocabulary words and of language and language learning over the past few decades.
websites. They all originated as ESL (English as a second language)
approaches but are now adapted for EFL (English as a foreign
B Workbook language) contexts. So the two terms may here be used
The Workbook is closely interlinked with the Student’s interchangeably.
Book and is designed to be used in class to provide both
extra practice of the language and skills covered in the A The Structural Approach
Student’s Book, as well as extension work to develop The structural approach views language as a system of
topic and language areas. In each unit of the Workbook, grammatical patterns that can be learned. It was believed
Lesson 3 consists of a reading exercise, while Lesson 6 is that structural pattern practice, or drills, guaranteed accuracy.
devoted to Language Practice, and includes punctuation Once these patterns were learned, students would know how
exercises that do not appear in the Student’s Book. Lesson to manipulate a new language ‘correctly’. The language learner
9 provides students with a Writing activity. In general, the was expected to proceed from controlled to guided practice,
Workbook closely mirrors the grammar and vocabulary of and only later to free expression.
the Student’s Book, while providing variety and additional
stimuli. There are also four regular Progress Tests in the B The Natural Approach
Workbook. Each is at the end of every module. Each test The ‘Natural Approach’ was developed by Stephen Krashen
has a ‘Reading’, ‘Language Practice’ and ‘Writing’ part. and Tracy Terrell, based on Krashen’s theories about second
These serve as self-assessment procedures. language acquisition, in the early 1980s. The approach had a
In the Workbook, there are Grammar Assistant Boxes that lot in common with Asher’s Total Physical Response method
provide rules of grammar. Some exercises in every module in terms of advocating the need for a ‘silent phase’, waiting
are for self-assessment, where students can assess their for spoken production to ‘emerge’ of its own accord, and
own performance in the task by referring to the answer key emphasising the need to make learners as relaxed as possible
found at the end of the book. during the learning process. Some important underlying
‘Over to you’ is a post-reading activity in which students principles are that there should be a lot of language ‘acquisition’
can express their own opinion and further extend the topic as opposed to language ‘processing’, and there needs to be
discussed in the reading. a considerable amount of ‘comprehensible input’ from the
teacher. According to this approach, meaning, as opposed to
C Teacher’s Guide grammatical structure, is considered the essential feature of
The Teacher’s Guide provides comprehensive guidance language.
notes for teachers to present the lessons and full answer As part of the Natural Approach, students listen to the teacher
keys at the end of each module. It also provides complete using the target language communicatively from the very
listening scripts for listening material, extra listening and a beginning. Students are allowed to use their native language
Workbook answer key at the back. alongside the target language as part of the language learning
process. In the early stages, students are not corrected during
D Audio Material oral production, as the teacher is focusing on meaning rather
The CDs contain the listening texts, stories and than form (unless the error is so drastic that it actually hinders
pronunciation exercises of each unit. Full scripts of meaning). Communicative tasks prevail throughout a language
listening texts and extra listening texts are found at the end course employing the Natural Approach, focusing on a wide
of the Teacher’s Guide. 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
17
listening skills; (2) Early Production – struggling with the feel that they can express themselves without fear of critical
language and making many errors, which are corrected based reaction.
on content and not structure; (3) Extended Production – Teachers who use the traditional structural approach are
promoting fluency through a variety of more challenging not supposed to explain the grammatical structures. While
activities. this approach attempts to develop implicit learning, it
nevertheless still emphasises accuracy over fluency. The
C The Communicative Approach communicative approach stresses implicit and unconscious
The ‘methods’ described above are symbolic of the progress learning activities without explicit instruction of the
achieved in foreign language teaching ideology during the latter structures. This implies stressing fluency over accuracy. In
part of the last century. These were methods that came and other words, semantic accuracy is emphasised more than
went, influenced or gave birth to new methods – in a cycle that syntactic accuracy.
could only be described as ‘competition among rival methods’ It is important to stress that each of these methods only
or ‘passing fads’ in the theory underlying foreign language addresses a part of what is needed to ensure that language
teaching. Finally, by the mid-eighties or so, the industry acquisition takes place with ease and facility.
was maturing and moving towards the concept of a broad
‘approach’ to language teaching that encompassed various D The Process-oriented method
methods, motivations for learning English, types of teachers and Process-oriented theories are concerned with how the mind
the needs of students themselves. It would be fair to say that if processes new information, such as induction, inference-
there is any one ‘umbrella’ approach to language teaching that making, hypothesis testing and generalisation. The
has become the accepted ‘norm’ in this field, it would have to orientation towards processes encourages us to facilitate
be the Communicative Language Teaching Approach. This is learner choice and individual development. However, it
also known as CLT. is challenged by the current educational climate, which
The Communicative approach does a lot more to achieve the prioritises accountability and assessment. In this situation,
goal of creating ‘communicative competence’ than earlier a new perspective on process orientation has emerged.
methods that professed the same objective. Teaching students This perspective focuses not on the processes which occur
how to use the language is considered to be at least as as part of learning but on the processes which are the
important as learning the language itself. intended outcomes of this learning. Discrete features of
Beyond grammatical discourse elements in communication, the communication and learning processes become pre-
the approach probes the nature of the social, cultural and specified ‘learning outcomes’, which are to be observed
pragmatic features of language. It explores pedagogical means and assessed. Outcomes-based education is promoted
for real-life communication in the classroom. We are trying as a means of empowering learners with the knowledge
to get our learners to develop linguistic fluency, not just the and skills required for living. However, it is also a powerful
accuracy that has so consumed our historical journey. We are instrument for effecting compliance with centralised
equipping our students with tools for generating unrehearsed conceptions of education and can minimise the voices of
language performance ‘out there’ when they leave the womb learners and teachers in the process of education.
of our classrooms. We are concerned with how to facilitate
lifelong language learning among our students, not just with E The Task-based method
the immediate classroom task. We are looking at learners as In Task-based methods or experiential learning,
partners in a cooperative venture. And our classroom practices appropriate contexts are provided for developing thinking
seek to draw on whatever intrinsically sparks learners to reach and study skills as well as language and academic concepts
their fullest potential. for students of different levels of language proficiency.
Students learn by carrying out specific tasks. A task refers
The communicative approach suggests that people take on
to a range of work plans that have the overall purpose
many roles in different speech situations and that structural
of facilitating language learning, for example, “doing
pattern practice does not always provide for this. Students
science” and not just reading about it. In tasks, meaning
should be able to ask questions, give directions, describe things,
is primary. There is a real-world context that includes a
express emotions and to vary the register of their speech. They
communication problem that requires resolution. Task
also need to learn how to respond appropriately to others. If
completion is prioritised and assessed in terms of achieved
students do not learn in an environment in which all these
learner outcomes. The teacher can utilise naturally
speech situations arise, they will not master important areas of
occurring situations during instruction to focus on form,
the language. In the communicative approach, learners do not
as opposed to creating an artificial focus. Tasks involving
study the language as an object, but rather use it as a tool to
interaction promote negotiation of meaning, allowing for a
communicate their own messages in a purposeful manner. They
focus on form with real-time feedback.
learn the language itself through learning how to communicate
in it – in much the same way as children acquire their mother
tongue.
F The Content-based method
Content-based language instruction (CBI) is a method
Communicative Language Teaching (CLT) has three types: the that integrates EFL instruction with school academic
‘traditional’ approach, which makes use of pure communicative content or subject matter instruction to maximise learners’
methods through communicative situations only; the ‘strong’ exposure to the second language. The technique focuses
approach, which implements minor structural methods together not only on learning a second language, but using that
with the communicative approach; and what is called ‘weak’ language as a medium to learn mathematics, science,
communicative language teaching, which uses a combination of social studies, or other academic subjects. One of the
CLT methods together with the traditional structural approach. reasons for the increasing interest among educators in
It is still the subject of debate as to whether fluency or accuracy developing content-based language instruction is Krashen’s
is more important. If accuracy is seen as the priority, learners theory that language acquisition is based on input that is
are offered a model of perfection (i.e. that of a native speaker) meaningful and understandable to the learner. Parallels
which they can try to copy but which, at the same time, includes drawn between first and second language acquisition
the possibility of failure. It is this fear of failure that dominates suggest that the kinds of input that children get from their
many classrooms. If fluency and communication are the aims, carers should serve as a model for teachers in the input
the possibility of self-expression is then created whereby learners they provide to second language learners, regardless of
18
Introduction
age. Input must be comprehensible to the learner and be other subjects – such as social skills (e.g. speaking politely) and
offered in such a way as to allow multiple opportunities to other curriculum subjects, such as geography (e.g. the names
understand and use the language. of countries and capital cities), maths and computer science.
Moreover, students develop two types of language The topics chosen are fun and interesting for students and
proficiency: basic interpersonal language skills and allow them to practise a variety of language skills while studying
cognitive academic language proficiency. These two types various subjects. This approach is considered one of the most
of proficiency vary according to the degree of context effective methodologies.
available to the individual and the degree of cognitive This level also uses task-based instruction, in which students
challenge of the task. are asked to complete tasks using English. The tasks can
be completed in pair or group work to optimise students’
G An Integrated Approach collaboration and interaction. In this course, tasks include
To ensure that students use English both fluently completing surveys, completing tables, planning stories and
and accurately, the Over To You programme has been undertaking various projects.
designed according to an integrated approach using a Experts also agree that learners are better able to remember
combination of traditional, structural and communicative things that are attractive and meaningful to them. This level
approaches. Many integrated approaches have been therefore teaches language skills using interesting and colourful
discussed in various texts and articles. Their purpose is stories, and dialogues and activities that are relevant to the
to preserve the accuracy of the analytical methods of a students’ own life experiences.
traditional approach while still making use of authentic
communicative activities for the students. A Listening and Speaking
It is important to understand that the main thrust of The ability to listen and speak is fundamental for social and
an integrated approach is still communicative, which language development. It is an essential tool for all areas of the
means that it is of prime importance to provide students curriculum since oral communication underpins learning and
with authentic opportunities for communication and thinking. It is vital that its significance is recognised by students,
continuous practice in order to gain fluency. Traditional parents and teachers. Students need to be provided with many
structural methods are integrated primarily in the varied contexts for oral practice, but they also need direct
communication already taking place in the classroom: for teaching of listening and speaking skills.
correction, analysis or in response to students’ questions. The objectives for listening and speaking are identified
Fluency is important, but learners tend to exploit the separately in the Over To You programme, as the development
linguistic forms they have already mastered along with new of oral skills is essential if students are to become literate. In
and more complicated structures. This is why an integrated line with the Kuwait Ministry of Education and the current
approach is necessary. trends in teaching English as a foreign language, work in
There are two main ways of integrating accuracy and developing speaking and listening skills is integrated with
fluency work. One involves ‘PPP’– present, practise, reading and writing. Listening and speaking are at the core of
produce. This is basically a structural approach that the course. Students have opportunities to develop and practise
incorporates a final ‘free production’ stage where learners their speaking skills by listening attentively and subsequently
have the chance to use the structure they have been responding appropriately with confidence and interacting with
practising in a communicative activity, where they are others.
primarily focused on meaning. The second involves the Listening texts in Over To You contain information relevant to the
use of communicative activities only, within which there is lesson topic. These are presented using standard spoken English
no attempt to present and practise specific grammatical and authentic but graded materials.
structures. In this approach, the teacher encourages Some of the listening texts are also printed in the Student’s
students to use grammar accurately by providing feedback Book, though some are unseen texts that are only printed in
as they produce certain structures. the Teacher’s Guide. Note that some of the listening texts use
The method adopted in Over To You utilises both of these structures and vocabulary that are not listed in the lesson boxes.
integrated approaches because it employs both of them as These are included simply to sensitise students to more difficult
methods. At this level, the traditional structural approach structures that they will meet at higher levels. They are not
is of limited value and should be reserved for the use of expected to use all these structures and vocabulary actively.
simple models and repetition. Meaning should be In order to ensure that students develop listening and speaking
emphasised more than the various forms that the students skills of a high standard, teachers should:
are required to learn. ◗ provide a model for listening practice, dialogues and
Remember, however, that it is important for students to participation;
hear the language in its correct form and to be able to ◗ ensure that students make use of a wide range of contexts for
imitate the models accurately. They should always be given listening and speaking practice;
praise and encouragement to help them to do this. ◗ give a wide range of tasks which require the students to
communicate in English;
V Teaching the Language Skills in an ◗ present new words in context and not as isolated words;
Integrated Way ◗ enable students to be exposed to the listening materials on
the CD as often as time allows;
The four main components are the primary skills of ◗ endeavour to nurture the students’ natural desire to imitate in
listening, speaking, reading and writing. Each of these skills order to help them progress in their learning.
embraces related subskills such as spelling (in the case
of writing) and pronunciation (in the case of speaking). 1 Procedures for teaching listening
When all these skills are integrated together, they support ◗ There are a variety of ways for a teacher to use a text for
and interact with each other and optimum learning can listening purposes. Using so-called ‘bottom-up’ skills, the
be achieved. Developing learners’ listening, reading and teacher can ask students to listen very carefully to a small
writing processes is the key. portion of the text several times to help them distinguish
Over To You uses both content-based and task-based between words that closely resemble each other, such as
instruction. Students practise integrated skills as they learn ‘tower’ and ‘tour’.
19
◗ The opposite approach makes use of ‘top-down’ skills, b Pronunciation tasks
whereby students listen to a longer text twice to ascertain ◗ Students can listen to the recording and read at the same
a general context, on a topic such as science or sport. time. This helps them to hear the accurate pronunciation of
Exercises in Over To You use both procedures. the words in context, including their stress patterns.
a The listening process ◗ Ask students to read the recorded texts aloud as they
The teacher should follow the listening process (pre- appear on the page. Encourage them to duplicate the stress
listening, listening and post-listening) in all listening activities. and intonation patterns they hear on the recording. This
Suggestions for such activities are the following: will help their pronunciation and fluency.
◗ You can also use the listening texts for more detailed
i Pre-listening pronunciation work, such as identifying stress patterns in
These are the procedures that can be adopted: words.
◗ Assess the students’ background knowledge of the topic
and the linguistic content of the text. 2 Procedures for teaching speaking
◗ Provide any necessary background materials or information. There are a variety of ways to help students to speak and
◗ Make students aware of the purpose of the listening tasks, communicate in English both fluently and accurately. The
such as listening for sounds or for new vocabulary, etc. teacher’s role in the classroom is to provide students with
◗ Vocabulary is an important feature of each unit. It is activities that not only allow them to practise speaking but
presented in context and there is a wide range of types of also prepare them for real-life communication.
vocabulary exercise – matching, gap-filling, categorising,
listing, identifying pictures, etc. 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.
ii While-listening tasks Over To You provides teachers with classroom speaking
These are activities that can be completed as the students activities that allow students to develop both their
listen. Sometimes students are expected to complete tables or communicative competence and language accuracy. These
charts, answer multiple choice questions or tick information activities are designed to combine structured output activities
while they listen. Explain the task before they begin. and communicative output activities. Structured output
activities practise specific features of the language that have
Play the CD and complete the first answer with the class, as previously been taught, such as filling in missing information.
an example, if necessary. You may need to repeat the tape for 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 that resemble real life, such as roleplaying or participating in
with books closed, and then ask them to open their books for 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 CD 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 CD. 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
otherwise unusual.
text to help them answer a particular question, or to work
out what they think is missing in a gapped dialogue. Pause 3 Listening and speaking practice
the CD after the relevant information to give them time to Through the above tasks, students will develop their speaking
answer. and listening skills as the course progresses and will begin
to use the language that they have heard. Remember that
iii Post-listening tasks
students will develop at different speeds: just because
After the recording, get students to answer the
one student may understand a listening text after the first
comprehension questions or do the follow-up work in
listening does not mean that every student in the class
pairs or small groups. Get them to discuss their answers
understands it. Make sure that the majority of the students
(integration). Then discuss as a class. Put model answers on
are able to complete the tasks before you move on. However,
the board.
20
Introduction
if one or two students have difficulties, do not let them hold pronunciation and intonation. This particularly applies to
up the whole class. dialogues. Students are expected to read with expression,
Listening and speaking are integrated in communication. Over noticing full stops, question marks, commas, and so on. The
To You is written to ensure that different aspects of language individual lesson plans give details on how best to do this.
communication are dealt with in the classroom. Listening b Silent reading
tasks lead on to communicative tasks such as roleplaying, Students should initially read the texts silently for
negotiating, games and dialogues. These allow students to comprehension. In this way, they can absorb information
make active use of the language they have just encountered. at their own speed. Such independence is very important.
The language is then practised and recycled in reading and However, make sure that they use good reading habits.
writing tasks. They should not, for example, point to every word as
Remember, too, that students as well as teachers should they read. This will slow down their reading and, by
ask questions: the lesson should be a two-way process. focusing on individual words rather than the sentence as
Encourage students to ask you or their partners questions a whole, potentially prevent them from achieving overall
about listening texts. This will also allow you the chance understanding. The same applies to saying or mouthing each
to assess how much they have or have not understood. Do word to themselves. Set a time limit for them to read the
not allow lessons to be teacher-centred: encourage students passage to encourage good reading habits.
to interact with each other in groups or pairs, and praise Exposure to a wide range of vocabulary is vital for language
spontaneity. to be absorbed, and the language of the course is structured
so as to gradually increase the number of words the students
B Reading meet. However, the teacher should remember that the
Reading is the basis for all academic pursuits because students are not expected to memorise a sufficient amount of
achievement depends on the ability to read and comprehend vocabulary in their own time as the course progresses. Follow
the materials presented. Encourage students to read as much this general procedure for reading activities.
as possible – not just reading texts, but also instructions,
titles, page numbers and so on. 2 The Reading process
The objectives for reading are outlined separately in the Over a Pre-reading
To You syllabus, but the skills that provide the foundation for ◗ Assess students’ background knowledge of the topic.
reading are integrated in the course. Provide background material about the topic if necessary.
The aims of this grade are to: ◗ Make students aware of the purpose of reading.
◗ develop good reading habits; ◗ Spend three to four minutes introducing a reading task with
◗ develop skills for reading for specific information; a brief discussion of the theme.
◗ develop reading comprehension skills. Students can discuss pictures or the title to help them predict
At this level, students read a variety of texts that represent the the content of the passage or to work out the meaning of
following modes of reading: expressive, expository, functional new vocabulary. Elicit or present any new key vocabulary and
and persuasive. language. This can be done using real objects, mime, etc.
◗ Expressive texts include personal recounts, stories and Remember, however, that the students do not necessarily
poetry. need to understand every word. Only key words should be
◗ Expository texts include non-fiction that describes, explains, presented. These are listed in detail in the individual lesson
defines, informs and summarises ideas and content. The plans.
text supports a thesis or a topic sentence that is based on Pre-reading tasks
experience or research. As with listening, pre-reading tasks or questions help motivate
◗ Functional texts provide specific information or directions the students to read and give them a reason to understand
related to real-life situations. These include letters, the passage. Specific pre-reading tasks are given in the
instructions, schedules, manuals, etc. Teacher’s Guide. Get students to answer the pre-reading tasks
◗ Persuasive texts are used for the purpose of influencing the after an initial reading of the passage. Give them a time limit
reader, e.g. advertisements. of about ten minutes for this and make sure that they do not
These texts build on learners’ learning experience and spend too long doing them.
language repertoire at earlier levels. They also introduce new
b During reading tasks
words and a number of new structures, showing how they
can be used in context. As with the listening texts, some i Reading for gist
of the reading texts use structures that are included simply Remember that on first reading students can be expected
to sensitise students to more difficult structures that they to understand the gist of a text only. Ask a few general
will meet at higher levels. They are not expected to use the comprehension questions, or see what they can tell you about
structures actively. the passage in general terms.
It is important to create situations in which the students ii Reading for specific information
develop their visual memory because in order to learn to read, Only on repeated reading can the students be expected to
they must look at the words and be able to remember them. understand the reading in more detail. They can then go
Words therefore have to be memorised. Research has found on to the comprehension questions in the Student’s Book.
that throughout the world, some students have difficulty in Encourage students to discuss these with a partner or group
remembering words. It is therefore essential that words are before you go over the answers as a class. Additionally,
repeated many times. detailed answers to comprehension questions are also
1 Types of reading given in the Teacher’s Guide. Sometimes, exercises in the
Reading itself can be done individually and silently, or as a Student’s Book require students to write ‘T’ or ‘F’ to show
group. whether statements are true or false. In each of these, there
is an opportunity for teachers to ask students to justify their
a Reading aloud answers.
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 iii Developing reading comprehension skills
pairs or groups. This is a good way for you to check their Ask students to read and circle key words, particular tenses,
21
phrases, etc. in the reading texts. This encourages them to reviews, advertisements and surveys. Most of these forms of
spot and understand the patterns of English. writing will already be familiar to students, but here they are
presented and achieved at a higher level.
iv Initiating questions
As with listening, remember that the students should be 1 Procedures for teaching writing
initiators as well as receptors. Encourage them to ask you Learners are first asked to think about the writing tasks and
and their partner questions about the text if necessary. to come up with ideas individually before they are put into
groups or pairs to discuss their ideas with peers. Ways to do
v Structure
this include brainstorming ideas, planning paragraphs and
Reading texts can be used to develop understanding of the
drafting. They then finish their writing. Students should then
components of a story, such as its sequence and spatial
revise and check their work either individually or with their
setting.
peers.
Reading tasks can also be used for a variety of other activities,
including matching headings to paragraphs; working out Each unit contains a specific writing task. As the course
the meaning of lexical items using different strategies progresses, students will be exposed to a variety of writing
(dictionaries, context, etc.); focusing on punctuation or tasks and will be expected to develop writing skills such as
linking words, and developing personal reactions, e.g. note taking, making a summary, letter writing, form filling,
expressing opinion. These also help to integrate the reading survey completion, diary entries, story writing, and so on.
skill with the other skills. Writing styles are compared, contrasted and built upon in the
Workbook and in the projects.
c Post-reading
In the Workbook, there are various activities that help the
There are usually follow-up activities in the Student’s Book or
students to write correctly.
Workbook to enable the teacher to check that the students
can use the vocabulary and language from the reading Process writing is an approach to incorporating writing
passage in a different context. skills from the very beginning of the English learning process.
Process writing encourages learners to start working on their
d Practice writing skills from a beginning level. It focuses on allowing
Remember that the reading tasks are integrated with the students to write with plenty of room left for error. Standard
other skills. Students sometimes listen as well as read, and correction begins slowly, and students are encouraged to
then discuss the passage to practise speaking skills. This communicate through writing regardless of their knowledge
is where you can assess how well they have absorbed the of English grammar and structure. By easing your students’
language from the reading texts. In the Workbook, a writing fears about producing sub-standard written work, you can
exercise often exploits the language of the reading passage, so help encourage them to improve their writing abilities. Only
all four skills are practised and can be assessed. mistakes made in grammar and vocabulary that have been
e Literature time! covered up to the current point in time should be corrected.
The literature text in Over To You Grade 11 exposes students to Process writing is all about the process of writing. Students
English stories, graded to be appropriate to their level. This are striving to come to terms with writing in English by
is designed to encourage students to read for pleasure. The writing in English. Allowing for mistakes and refining based
stories offer students extensive reading in a challenging form on materials covered in class - instead of “perfect English” -
and new context for the language and vocabulary that they will help students incorporate skills at a natural pace, and
have met in the core units. improve their understanding of materials discussed in class in
Ask students to start reading each of the Literature Time texts a natural progression.
at the beginning of a semester. First, you introduce them by 2 The Writing Process
going over the pre-reading activities found in the Workbook The writing process is composed of three stages:
with the students as a whole class. Then, the six episodes
a Pre-writing
are assigned as readings to be done by students at home.
The Pre-writing Stage is mainly brainstorming which is one of
You may occasionally choose parts of the episodes and play
the techniques used in process-focused approach in teaching
the CD in the classroom for students to enjoy listening to
writing. Students write down any ideas, key words or short
the target language. Then students are to work individually
phrases that come to mind when dealing with a subject or
or in pairs to do the comprehension activities found in the
broad topic. This is just a draft stage before any organisation
Workbook related to each episode. These check students’
of ideas. Brainstorming can be done individually or in groups.
understanding of the texts, which they will find rewarding.
It is important that students gain practice in brainstorming
Keep reminding your students to keep up with their readings.
individually, so that they gain confidence and learn to take
Finally students are guided to share in a discussion about
responsibility for their own thoughts and ideas. In the earlier
elements of story writing such as theme, moral, plot,
Writing Assignments, it would therefore be best to tell
characterisation, sequencing, description and organisation.
students to do their brainstorming session alone.
C Writing Some students may find this difficult, so you should go
Writing is an essential tool for learning, personal expression around the class offering advice and encouragement to any
and professional success. The skills that provide the students who seem to be experiencing difficulties.
foundation for writing are integrated in the course.
With writing, students are expected to practise and produce
language that they have met and used in the reading, listening
and speaking components of the course. Writing tasks are
mainly guided, but learners are expected to produce short,
simple free writing productions related to the topic studied.
Each unit has at least one major writing activity in addition to
the other skill- and language-based tasks and activities.
Students are also expected to complete individual guided
and free writing productions, which include: stories, letters,
e-mails, descriptions of events and places, reports, story
22
Introduction
Brainstorming is also performed as a collaborative activity;
have students share ideas with one another in this way, as 5 4 3 2 1
preparation for their writing activity. Focuses on the purpose of the writing
b While-writing task
The Writing Stage consists of writing the first draft or the Shows a clear awareness of the
rough copy. Students should write their first drafts in an
exercise book or a notebook. They should be selective in the intended audience
ideas that they include. They don’t have to include everything Employs an interesting, catchy
that was in their prewriting! Make sure the ideas relate to introduction
each other and the topic. At this stage, encourage them to
concentrate on getting their message across successfully Organises content and ideas in a
rather than worrying about every detail of grammar, spelling logical way
or punctuation. Let them write and not stop. Just let the Uses clear, well-worded topic
ideas flow.
sentences
Explain that students will have an opportunity to tidy up their
work later. Revising and editing come later. Tell them not to Includes appropriate details to clarify
count words. Before going to the next stage, let them make ideas
sure they have enough content to work with. If they feel that Uses transitional devices to
they lack content, they go back to the prewriting for more
ideas and details. strengthen organisation
When students feel that they have completed their ideas, they Uses an appropriate conclusion
are then ready to go to the next stage. You could use some Demonstrates fluency in grammar
of the reading passages in the Student’s Book as additional
model texts to demonstrate points of structure and style in Demonstrates fluency in choice of
paragraph writing. words
1 The topic sentence states the main idea, point, or opinion. Demonstrates fluency in spelling
This sentence should use a strong verb and make a bold
Demonstrates fluency in punctuation
statement.
2 The body includes supporting sentences that provide
explanations for the topic sentence and evidence for the topic ◗ Reading Rubric
sentence. Supporting sentences that include facts, statistics 5 = excellent 4 = good 3 =average
and logical reasoning are much more convincing than simple
statements of opinion. 2 = poor 1 = unacceptable
3 The concluding sentence restates the main idea and
5 4 3 2 1
reinforces the point or opinion.
Reads the text as a whole first
c Post-writing
The final stage is the Editing / Rewriting Stage. First drafts are Uses the pictures or photos as clues
necessarily followed by second, third and even fourth drafts. Identifies key words and concepts to
Revising, changing and improving one’s work are the norm,
not the exception. It takes effort to write well. Even famous help find the needed information
authors write many drafts before they are satisfied that the Approaches the text in an inquiring
work is finished; hardly anyone ever produces their best work mode
at the first attempt.
Identifies the main ideas of the text
The aim of revising is to: make decisions about how one
wants to improve the writing, look at the writing from a Demonstrates a thorough and
different point of view and pick places where the writing insightful understanding of the context
could be clearer, more interesting, more informative and
Generates informative and original
more convincing.
responses
You may wish to vary the editing process by introducing
the concept of peer editing, in which students comment on Uses specific examples and quotations
the content and organisation of each other’s work. Their skilfully from the text
feedback to one another not only offers useful opportunities
to practise meaningful and purposeful English within a Shows evidence of critical thinking
real-life context, but also enables students to begin to see Demonstrates insight into content
how others (their audience) view their writing, which itself is a Reflects on structure of the text
form of socialisation.
Make sure that the students who are acting as ‘editors’ of the Supports opinion about what is read
work of others say what they like about the piece, and what
they want to know more about. Only then should they say D Spelling
what they find problematic or confusing. Positive suggestions Teaching spelling strategies to students learning English
for improvement are then appropriate. as a foreign language is challenging for teachers. Many of
the inconsistencies of the English language with regards to
◗ Writing Rubric orthography and pronunciation are directly confronted by
5 = excellent 4 = good 3 = average students when they begin to put words on paper. Moreover,
2 = poor 1 = unacceptable 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 methods of many high school and college students. Learning
Many English words use the same prefixes or suffixes (un-, the ingredients of good note taking is rather easy; applying
re-, -s, -in, -en, etc.). Many words can therefore be learned them to one’s own situation depends on how serious
by knowing how to put these together by following certain students are becoming successful.
rules. For example, students learn that when a verb ends in ‘e’ Other ways of note taking are drawing charts (creating a
(e.g. take) and is combined with the -ing suffix, the letter ‘e’ is table of rows and columns), outlining (writing headings),
always dropped (taking). mind mapping (linking concepts) and SQ3R (survey,
For all the above, always encourage the students to look question, read, recite and review).
closely at the initial letter of a word, and then to try to Students need to be made aware of the need to find answers
recognise the shape of the rest of the word. This is often to specific questions, and then trained in how to focus on
easier for them than to ‘sound out’ each individual letter. what is relevant and filter out what is irrelevant. Gap-fill
Recycling of spelling should continue throughout the course exercises and tabulating data are ways of scaffolding the
whenever the particular word or spelling pattern comes up students’ development and focusing their attention. Graphic
again. Ways to do this are highlighted in the lesson plans. organisers provide a crucial bridge between random rotation
and focused summarising.
F Using mnemonics Students must learn to keep notes logically and legibly.
Mnemonics are simple tricks students can use to help commit Remember if they can’t read their own writing a few days after
spelling words to memory. Associating the spelling of a taking notes, they are of little use. By all accounts, the best
word or part of a word with another word has proven to be place to keep notes is in a loose-leaf notebook. Train students
a successful learning strategy. Providing students with some to use dividers to separate the different classes they take. Let
existing mnemonic examples will help them understand the them make it a habit of using their notebook to record ALL
concept, but students will be more successful if they create their notes.
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.
25
cooperative learning, art activities, role play, multimedia, field session, etc.).
trips, inner reflection, and much more. The good news is that
the theory of multiple intelligences has grabbed the attention IX How to Use the Course
of many educators around the country, and hundreds of
schools are currently using its philosophy to redesign the Preparing for the lessons
way it educates children. The bad news is that there are
thousands of schools still out there that teach in the same Before teaching the Student’s Book unit, teachers should
old dull way, through dry lectures, and boring worksheets read the objective box, which gives the main objectives of the
and textbooks. The challenge is to get this information out to lesson, and identifies the language focus. Optional materials
many more teachers, school administrators, and others who are sometimes given too – they are suggestions for simple
work with children, so that each child has the opportunity to teaching aids that will add interest to the lesson, for example,
learn in ways harmonious with their unique minds. photographs or pictures from magazines. The following is an
example.
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 Lessons 4 and 5
knowledge of Learning Styles and Multiple Intelligence helps Objectives
us in guiding our students to capitalise on their strengths and Skills At the end of this pair of lessons,
find strategies to compensate for their weaknesses. students should be able to:
How to Teach or Learn Anything in eight Different Ways
Reading read a short story
●
B Listening ◗ Sub-competencies:
◗ listen attentively to gain, comprehend, interpret and 1 Respond appropriately in social conversations with peers
communicate information. on familiar / unfamiliar topics.
◗ listen and respond to instructions to finish a wide variety of 2 Listen to oral presentations and identify key details and
tasks. concepts
◗ apply skills and strategies of the process of listening to build 3 Respond to oral instructions requiring classification and
up comprehension of listened-to texts.
application of information.
C Reading 4 Listen to catch up with the news
◗ read a range of fiction and non-fiction texts including 5 Listen to give directions
a wide variety of text types, such as newspaper articles, 6 Listen to express opinion and make recommendations
e-mails, letters, stories and dialogues, with fluency and 7 Listen to express obligation / prohibition / criticism /
accuracy, applying a broad array of reading skills and advice ... etc.
strategies when reading for information, comprehension, 8 Listen and interpret information
interpretation, analysis and evaluation.
◗ use phonological and phonemic awareness to read with B Speaking
fluency and accuracy. ◗ Competencies:
◗ show ability to understand how a broad range of 1 Speak the language in most situations
grammatical features of the English language affect 2 Recognise and use appropriate stress and intonation
meaning.
patterns
◗ use word analysis and vocabulary skills to increase reading
comprehension and fluency. 3 Use cohesive words and phrases to link ideas when
◗ use skills and strategies of the reading process to speaking
comprehend a wide variety of fiction and non-fiction grade- 4 Use a variety of complex sentence patterns to convey
level texts. emotions and thoughts
5 Respond appropriately when participating in group
D Writing discourse by adapting language and communication
◗ communicate in clear and appropriate written English behaviors to the situation to accomplish a specific
for a wide variety of purposes and audiences, and in the purpose
appropriate register, producing various written forms and 6 Negotiate meaning by questioning, restating, soliciting
genres. information, and paraphrasing.
◗ use a variety of spelling strategies in order to spell words 7 Use formal and informal speech in appropriate contexts
individually and in context.
◗ complete writing tasks to demonstrate understanding and 8 Paraphrase important information from visual and oral
correct use of various language structures, punctuation and presentations.
word usage. 9 Use oral communication to identify, organise, compare/
◗ practise using interpretive, analytical, critical and problem- contrast, infer meaning
solving skills, including higher-order thinking skills, to 10 Predict, and analyze academic information
inform a variety of writing modes: expressive, expository, 11 Support informed opinions in social and academic
functional, persuasive and research-based. conversations
◗ develop a personal writing style of increasing fluency and
elegance. ◗ Sub-competencies:
◗ use the writing process to produce well-organised 1 Participate in telephone conversations
composition of different modes and functions. 2 Express criticism
3 Express opinions
XI Competencies and Sub-competencies 4 Make recommendations
As you do the lesson planning, consult the list of 5 Express obligations
competencies and sub-competencies to relate them to the 6 Put events in correct order
objectives in the lesson boxes in the Teacher’s Guide. 7 Narrate events
8 Take part in debates
By the end of the course, students will be able to : 9 Summarise events
A Listening
◗ Competencies C Reading
1 Understand standard spoken English on both familiar ◗ Competencies:
and unfamiliar topics encountered in personal, social, 1 Scan quickly through texts locating relevant details
academic or vocational life 2 Read for information and description, follow a sequence
2 Infer meaning on vocabulary, based on academic and non of events, and react to that information
academic topic 3 Locate and interpret main ideas and details in material
3 Comprehend academic questions spoken at normal speed written for the general public
with occasional difficulty 4 Develop reading fluency.
4 Demonstrate comprehension of various literary genres 5 Use various reading strategies to extend/achieve
through verbal as well as written responses comprehension
5 Understand academic language conventions across the 6 Demonstrate an increased knowledge of academic content
content areas with occasional difficulties and restatements vocabulary
6 Catch with some effort much of what is said but may find 7 Interact with text before, during, and after reading
difficulties in communicating effectively in discussions, 8 Begin to understand elements of poetry
especially if the language spoken is not modified to suit 9 Recognise more complex English language sentence
level structures
27
10 Use contextual clues to understand and respond to ◗ discuss effects and levels of importance
informational text. ◗ give reasons for preferences
11 Identify and demonstrate knowledge of various rhetorical ◗ listen to and give advice
strategies (e.g., expressive, argumentative, critical) ◗ persuade through a talk
12 Recognise and respond to characteristics of different ◗ write instructions and a proposal to receive funds
literary genres with assistance such as fiction, non-fiction, ◗ fill out an application form
adventure, comedy… etc. At the end of each module, students should fill in the
13 Identify and demonstrate knowledge of various types Learning log at the end of each module in the Workbook.
Teachers can also encourage the students to talk about what
of communication in simplified text (e.g., expressive,
they found useful, easy and / or difficult. Areas of difficulty
informational, argumentative, critical). can be revisited using the Grammar and Vocabulary files at
◗ Sub-competencies: the back of the Student’s Book.
1 Identify main ideas about written text
2 Draw inferences about written texts
A Lessons 1 and 2
Student’s Book opener, followed by Reading or Listening and
3 Use vocabulary strategies to discern the meanings of vocabulary focus
words (e.g., roots, affixes, word maps, context clues).
4 Identify elements of fiction and non-fiction and support Reading / Listening and vocabulary
by using information from the text (e.g., introduction, ◗ Each unit begins with an ‘opener’ or discussion which
conclusion, elaboration). encourages the students to talk about the topic of that
unit, research and practise new vocabulary connected with
5 Identify literary elements (e.g., plot, setting, theme, and
the topic. The opener also helps to prepare them for the
mood). Listening or Reading text which follows.
6 Identify literary elements for example, plot, theme, ◗ Some reading texts have a ‘Factfile’ attached to them,
characters, setting, mood, conflict, climax, resolution, etc. which contains useful facts about the topic concerned.
These can be used in various ways, for example, asking the
D Writing students what they already know about the information
◗ Competencies: under each heading before reading it.
1 Write detailed texts on a variety of subjects related to ◗ The texts are presented with a short task for the students
his/her field of interest, synthesising and evaluating to complete while they are listening or reading. The texts
information and arguments from a number of sources usually contain examples of language which the students
2 Write social correspondence, take notes, write summaries focus on later in the grammar section. The first, or ‘gist’
and describe with factual topics. reading or listening section helps students to grasp the
3 Write coherent paragraphs using cohesive devices. general areas of information presented. There is then
4 Write using appropriate word choice. a section called ‘Check your understanding’ which has
5 Use a variety of complex sentence styles and varied more detailed comprehension questions. Students are
encouraged to listen or read several times to complete
grammatical conventions (e.g., clauses, variety of verb different tasks.
tenses). ◗ After working on the text, students are given the
6 Demonstrate organisation by supporting a central idea. opportunity to voice their own opinions and think about
7 Produce written expressions of opinion and reactions to related issues which are relevant to themselves. This ‘critical
information from a variety of media. thinking’ is an important part of the Over To You syllabus.
8 Write an organised and focused composition with Students are asked to discuss questions in pairs or small
supporting details on familiar with and previously studied groups, to give them confidence and allow them to express
topics. their ideas in English. In the ‘Think and speak’ sections,
9 Write multi-paragraph essays expressing reactions to print, which are usually linked with the Reading / Listening and
non-print text, and personal experiences. Vocabulary work, they can:
◗ recount personal experiences: for example, the most
◗ Sub-competencies: exciting sports venue they have been to; their family life;
1 Write news report personal achievements
2 Write essay showing advantages and disadvantages ◗ speculate: for example, how specific future technologies
3 Write cause and effect type of essays could improve their lives; how they would feel about living
4 Write informal and formal letters and studying in another country; whether they would like to
be a world champion in a sport;
5 Write to compare and contrast
◗ discuss moral or cultural issues: for example, whether the
6 Develop persuasive writing best things in life are at home; whether computer games
7 Write expository essays have a good or bad effect on young people; if being part of
8 Write letters of complaint a group is more important than individuality. The text styles
9 Write a film review and topics are reflected by the texts used in the Workbook,
10 Write research paper with proper documentation which further develop students’ skills by including other
exercise types and vocabulary in the comprehension work.
XII How each unit works Remember that these are only suggestions. You should be
At the beginning of each module, there is a list of skill creative when you are presenting the modules. You can use
outcomes for that module. Students should be encouraged to any supportive material such as your laptop. OHPs, realia...
read the list and decide which outcomes are most important
for their individual learning. The following is an example: B Lesson 3
You will be able to: Workbook: Reading and vocabulary focus
◗ read and talk about the future The same technique mentioned above could be used to
◗ make predictions introduce the reading text and to work on it. New vocabulary
related to the text should be introduced here.
28
Introduction
C Lessons 4 and 5 language functions, which define the speaker’s or writer’s
Grammar / Vocabulary focus intention in what they are saying or writing. Typical language
functions are inviting, suggesting, promising, apologising,
1 Grammar requesting information, agreeing / disagreeing and offering.
Teaching grammar plays a central role in every ESL / EFL Within a communicative system, functions represent the basic
teacher’s classroom. The important question that needs to units to a greater extent than either lexis or grammar.
be answered is: how do I teach grammar? In other words,
how do I help students learn the grammar they need. At Presenting functions
first look, you might think that teaching grammar is just a Because functions are the ways in which particular meanings
matter of explaining grammar rules to students. However, are realised in language, the best way to present them is
teaching grammar effectively is a much more complicated through context, in a text or a dialogue. The teacher asks why
matter. There are a number of questions that first need to be a speaker uses particular words or expressions, then draws
addressed for each class: students’ attention to the choice of language used to express
◗ What are the objectives of this class? a meaning and expose the speaker’s intention, i.e. the
◗ What type of learning background do the learners have? function presented.
◗ What learning materials and resources are available? So, the teacher uses the technique, ‘Let’s learn the verb to
◗ What kind of learning style does each student have? have today,’ instead of ‘Let’s learn the use of have got’ for
Once you have answered these questions you can more possession.
expertly approach the question of how you are going to The teacher provides an example such as He has got a car and
provide the class with the grammar they need. Each class is elicits more examples from the students by asking questions
going to have different grammar needs and goals and it is such as What have you got? Another example is the
up to the teacher to determine these goals and provide the presentation of ‘inviting’. The teacher introduces the function,
means with which to meet them. then points to the use of Would you like, How about to express
the function.This is followed by pair work practice guided by
Inductive and Deductive the teacher’s instructions.
Inductive is known as a ‘bottom-up’ approach. Students are The activities that aim at teaching functions start with an
given the context and then are presented with the grammar example of a real-life function, then ask student to generate
rules afterwards. So, to help the students inductively sentences of their own to practise this function. This keeps
understand the difference between the simple past and the the learning process simple and gives students tools to
present perfect, these questions could be followed with which build on. In the exercises, students extend practice by asking
questions spoke about a definite time in the past? Which one another or engaging in role-play. Students are given a
questions asked about the person’s general experience? etc. situation or task with individual roles allotted. The focus is
Students discover grammar rules while working through on a certain function and that function is taken as the cue
exercises. Some learners learn better this way while others for the grammar taught in the lesson. Such practice provides
need the rule in order to understand the rationale for the opportunities for students to practise improvising a range of
new grammatical structure.Teaching grammar inductively real-life spoken language in the classroom.
has favourable implications for communicative competence, Remember, functions and grammar are integrated.
which involves a selection of the right grammatical terms to
that of the appropriate setting. 3 Vocabulary
Deductive, on the other hand, is known as a ‘top-down’ Whenever there is a pre reading or pre listening activity
approach. This is the standard teaching approach that has concerning vocabulary, matching words with their definitions,
a teacher explaining rules to the students. For example, the you may wish to present the new words before asking the
present perfect is made up of the auxiliary verb ‘have’ plus students to complete the task.
the past participle. It is used to express an action which has a Presenting new vocabulary
begun in the past and continues into the present moment... Vocabulary is an important feature of each unit. It is
etc. presented in lexical sets and there is a wide range of types
Each method provides a ‘recipe’ for various practical of vocabulary exercises: matching, gap-filling, categorising,
classroom ideas and procedures. Obviously a good method listing, identifying pictures, etc. Students need to learn both
that stems from a good theory can produce a number of the meaning and the form of a new word. Both these aspects
ideas. of a word should be presented in close conjunction in order
Grammar exercises present and practise the grammar focus of to ensure a tight fit between meaning and form. The greater
the unit. There are usually example sentences or phrases from the gap between the presentation of a word’s form and its
the reading or listening texts used to help students work out meaning, the less likely it is that the student will make a
rules and general principles. mental connection between the two.
There is a variety of practice exercises and a reference to the The book follows the sequence: meaning first, then form. At
Grammar File found at the back of the Student’s Book for the outset, the word is presented in context so that learners
extra help or revision. Some grammar items will be new to can work out the meaning for themselves.
the students and some will be revising important structures Students learn to apply different strategies to understand a
that they have met previously during their studies. So, new word: working out meaning in context, using dictionaries,
teachers may advise students to refer to the Grammar File using knowledge of grammar, and so on. To present new
to find further explanation if they need to. The Grammar vocabulary, do the following.
File is not intended to be used as material for explanation of ◗ Make sure that you have the students’ attention first.
grammatical items. ◗ Use gestures, e.g. gesture with your hands to teach Come
The Workbook contains further grammar practice exercises, here.
with more examples of specific grammar points in short ◗ Use realia. Bringing objects, for example real fruit, into class
texts and stories, and regular revision of grammar structures or using actual classroom objects to teach vocabulary is
throughout. very effective as it is unexpected and therefore memorable.
You can also ask students to bring their own objects into
2 Functions class. For example, if the following lesson is on sports, ask
Parallel to grammatical structures, the course introduces them to bring in sports equipment from home.
29
◗ Use mime and Total Physical Response. Students can E Lessons 7 and 8
work out the meaning of I can carry from actions or mime. Speaking / Writing focus
Students can then give one another instructions to perform
actions; for example, Come this way. 1 Speaking
◗ Ensure that you give a good model of the word when you ◗ Enabling students to gain the confidence to produce
introduce new vocabulary. The word can be said many fluent and accurate speech is one of the aims of Over To
times in a variety of different tones so that students’ interest You. As well as a complete lesson developing a particuar
is maintained. Use choral and individual repetition. communicative function in English, there are many other
◗ Present vocabulary in context wherever possible. This will opportunities to comment on aspects of a particular topic,
be much more effective than presenting a word in isolation. either in pairs or groups, or individually. There are also
When a new word or lexical set is introduced, be sure to suggestions for helping students to develop their confidence
revise the items in subsequent classes using the above in speaking throughout the teacher’s notes.
materials and procedures. Students will also use the words ◗ Each Speaking lesson is carefully staged with models and
in their Student’s Book in controlled practice activities and examples to help students. What is particularly helpful is
then in a new context so that the words are memorable to the Useful Language box at the bottom of the Speaking and
them. Tasks therefore recycle vocabulary both orally and Writing pages, which contains frequently-used expressions
in writing. This latter stage is the production part of the and ideas which may be referred to while students are
‘present, practise, produce’ model. taking part in an activity.
◗ Although there are no specific Speaking activities in
b Word building strategies the Workbook, teachers will find that there are many
English is a very flexible language and you can build on opportunities to develop students’ speaking skills during
your vocabulary to make new words. Words are not just the Workbook lessons, for example, comparing and
isolated units of language. Knowing the full meaning of a discussing answers in pairs and groups.
word includes knowing which words it’s usually associated
with, the grammar of the word, and its pronunciation. In this 2 Writing
short course, you will learn the strategies and skills needed to ◗ Each Writing section in Over To You develops a particular
improve your English vocabulary use. real-life writing skill that students will be familiar with in
their own language and may need to use in English, too.
One way of doing this is to add prefixes, such as anti-= against These include writing emails, completing application forms,
in antibodies, dis- = not in disappear, bi-= two in bicycle and writing reports, letters, notes and messages, and designing
co-= with in cooperate. and presenting results of research topics. The task is set
Another way to make new words from the words we already out at the beginning of the section, and students follow a
know by using different endings. For example, “The person carefully-planned sequence of exercises which start with a
who employs me has a fast car”. You can make this sentence model text and take them through to producing their own
simpler, by replacing “the person who employs me” with “my texts. Planning and checking are very important stages in
employer”. This gives you “My employer has a fast car.” writing any kind of text, and these are reinforced each time.
In English we can make nouns from verbs, for example to ◗ The writing skill is usually focused on in Lesson 8, the last
employ gives employer and employee. You can also make verbs in each unit, so students will have a lot of appropriate
from nouns or adjectives: government gives to govern, language to draw on as well as the usual reference, which
modern gives to modernise and so on. Learning what endings the ‘Useful language’ boxes provide.
you can put on words means you can expand your vocabulary ◗ There is a wide range of writing practice exercises in the
and say what you mean more easily. Workbook, from guided writing with a helpful framework
Here are some common word endings: for students to follow, to freer practice with guidelines for
In nouns: -er / - or= a person who does something in adviser/ the number of words to write.
advisor, teacher, learner) and -ment:= result of action in
improvement, advancement. F Lesson 9
In adjectives: -ic in idiotic, periodic, -ful in awful, wonderful Workbook: Writing
and -able /-ible in comfortable, terrible.
G Focus on
The Workbook contains many vocabulary-focused exercises Focus on is reading comprehension with a focus on grammar.
which recycle what students meet in the Student’s Book. Focus on texts are meant to highlight issues related to the
Encourage students to keep their own vocabulary books that students’ life in their own country, Kuwait. They are also
can be used in each lesson. Students can organise vocabulary intended to raise the students’ awareness of cultural aspects
in any way they find easy to remember, but useful approaches of their country. So students have to read for gist. Teachers
are: have to guide students to infer meaning of words students
◗ by topic, e.g. health, work, sport; may not know from context and lead discussion of the topic.
◗ by type, e.g. verbs, nouns, adjectives; As in every reading task, the teacher has to raise some general
◗ by pronunciation, e.g. chew, threw. questions to prepare students for the task. The teacher can
Students should be encouraged to compare one another’s use the accompanying pictures, the title or some key terms
vocabulary lists at the end of each week or term, thus in the text to get students involved in the task. Then students
implementing the cooperative approach. read the text silently. In pairs, they are to discuss the text
commenting on any issues or unanswered questions raised
D Lesson 6 before the reading task.
Workbook: Grammar focus
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
30
Introduction
interaction within groups. A project may need extra materials, English speakers make mistakes – do not discourage the
and involve research and other preparation, some of which students with over-correction and over-criticism.
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 IVX Classroom Management Techniques
around the classroom if possible.
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
XIII Assessment Tools instances in Over To You where the teacher may want to
Progress tests are provided after each module in the organise the students in a way which is best for everybody,
Workbook. These tests are not limited to the first level of for example, when writing on the board for students to copy,
thinking (knowledge) but progressively deal with the six asking individual students to answer a question so that the
known plateaux of thinking. The tests are comprehensive, class can hear, or enabling students to get the most out of
valid, reliable and measure the learning outcomes previously their speaking practice by working in a small group or just
stated. These tests are also designed to be fun, creative and with a partner, but so that the teacher can listen too.
interesting for the students. It is important that students do
not feel unduly worried about the prospect of a test. Teachers A Giving instructions
should ensure that there is a supportive atmosphere in class The teacher should make sure that all students in the room
to help students, and should revise material as often as are listening when he/she gives instructions, and to speak
possible. Tests are very useful for the teacher to diagnose naturally and clearly. It is important to check that students
areas of difficulty. If there are areas that the majority of have understood the instruction if it involves remembering
students find difficult, ensure that more class time is spent on more than one thing. This can be done by demonstrating the
these language points in future. If individual students have activity or part of it with one student or group of students.
problems with a particular language area, the teacher should The teacher may even want to note the stages of an activity
talk to the student concerned and help them to orient their on the board as a reminder. If students have to be moved to
learning effectively. Do bear in mind, however, that individual do an activity, it may be worth waiting until they are in their
students have different strengths; a student who may have new places before giving the instructions for a task, and then
problems in a written test could also have strong speaking demonstrating it if necessary.
skills, for example. Always try to focus on the students’
strengths and praise him / her for exercises that have been B Presenting and practising new language
done well. It is important that the teacher is familiar with and clear
about the new language. (If it is revision for the students,
A Handling errors it may not be necessary to spend as much time on the
At this level, accuracy becomes more important than in presentation as is suggested in the teacher’s notes.) It is a
the previous grades, so it is important to handle errors good idea for the teacher to read the teacher’s notes and the
appropriately. In written work, it is easy to spot errors and Grammar file for the new language point before the lesson,
to write correct models for the student to copy and build on. also to check if there is any extra reference material needed.
This is much harder to do in spoken English. Students should In Over To You students often have to answer questions about
be encouraged to speak in English and will feel confident if the example sentences, which the teacher may like to write up
they are understood. If you over-correct their English, this will on the board so that they can be sure all students are looking
damage their confidence and prevent them from wanting to at the right example.
speak in class. When correcting spoken English, do not focus The main purpose of the direct questions that are asked
too much on one students’ errors, as this may be detrimental in the Student’s Book grammar section are to check
to their confidence: correct and practise as a class or in comprehension of the grammar concept. It is important that
groups. Sometimes students have difficulty in pronouncing a students understand these questions and are able to answer
word, however often they hear it. If it is a particular sound in them before moving on to the practice exercises.
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’ C Speaking practice
the sound to the harder word. Some learners will be accustomed to the teacher speaking
a lot during a lesson. However, a good way to increase the
B Testing and correcting spelling amount of practice all students experience is making sure
Although it is important to correct students’ spelling, it is there are times during the lesson when students can work in
a good idea not to over-correct written work, which can be groups or pairs. There are a lot of opportunities in Over To
demotivating. The best way to correct is by encouraging the You for students to discuss their ideas with each other in pairs
students to correct themselves and their peers. and/or groups before demonstrating to the class. This is a
1 Get students to mark each other’s spelling work. This will good way to develop confidence, one of the main attributes
help both students to reinforce the spellings. of a fluent speaker of a foreign language. Students can try
2 When taking in written work, underline frequently occurring things out in front of their friends without the pressure of
spelling mistakes and ask students to correct the spelling, speaking to the teacher (who knows more), or to a large
themselves by referring back to the book. This is much more group (who might not all be listening). Group work gives the
effective than simply correcting every word yourself, which teacher time to walk around, virtually unnoticed, checking
does not encourage the students to remember the word. the student’s progress as they work, at a time when they
Remember too that spelling is integrated with other skills: are not feeling self-conscious, and therefore what is heard
students will practise spelling skills while reading, writing and is more likely to be an accurate record of the student’s true
speaking, too. ability.
The Teacher’s Guide also highlights words that students may
If students are not used to the idea of working in pairs or
need particular help with spelling.
groups the teacher may need to explain the benefits the first
Remember to praise the students’ efforts. English spelling few times.
is hard and takes a lot of practice to perfect. Even native
31
1 Large or class group activities F Mixed Ability Classes
Even if the class is large, with fixed desks or tables, there Mixed ability classes are a fact. Since no two students can be
can still be opportunities created for students to speak with the same in terms of language background, learning speed,
others in the room. There will be a space somewhere in the learning ability and motivation, it would be ideal to think that
room either at the front, back or sides, where students can our classes could be homogeneous in terms of these aspects.
stand together for a short time to do an activity. It is useful to The differences which cause problems in heterogeneous
have a timer or stopwatch to prevent students drifting away classes are in language learning ability, language knowledge,
from the task, even if it seems that not everybody has finished. cultural background, learning style, attitude towards
(Note the times suggested in the Teacher’s Guide.) language, mother tongue, intelligence, world knowledge,
2 Groups of four or five learning experience, knowledge of other languages, age,
If the teacher wants to get students into groups for a quick gender, personality, confidence, motivation, interests, and
activity or discussion, the easiest way is to go around the / or educational level. However, these variations may occur
class numbering the students up to the number required in in different degrees in different classes. Thus, if the teacher
each group. e.g. 1.....2.....3.....4 etc., and then instruct four wants to ensure that all students perform to their maximum
1s to work together, four 2s, etc. potential, the teacher must be aware of the problems of
mixed ability classes, identify these problems, and deal with
Again, the teacher should be aware of the timing of an them accordingly by finding solutions.
activity. If most groups have finished, the teacher should be Over To You makes use of pair work and group work in the
prepared to stop the activity. If one group finishes early, it classroom to overcome some of the problems encountered
may be a good idea to set another related task to prevent in mixed ability classes. Furthermore, tasks in the Workbook
distraction or disruption. It’s possible that there will be a serve this purpose. Keep a positive attitude, and don’t feel
difficulty with the task, in which case the teacher needs to discouraged if you can’t keep everyone fully satisfied all the
find out what the problem is, and help if necessary. time!
3 Pair work
It may not be a good idea to always have students who sit G Warm-up / Wrap-up activities
next to each other working together. Factors such as existing Many language teachers start class with a warm-up activity
knowledge of the language, confidence / personality, and for many good reasons. The warm-up activity helps your
what they already know about each other can all affect the students put aside their daily distractions and focus on
success of the activity. It also helps the atmosphere in the English. It introduces the lesson topic and gets everyone’s
class if students can get to know other classmates during the attention. That’s why warm-ups are known as ‘ice breakers’.
language activities, and appreciate each other’s difficulties They can get the class working together as a group; they
and strengths. encourage whole-group participation which can build a
Once students realise why it is a good idea, it should be sense of community within the group. The most common
quite easy to ask them to change places with another student is brainstorming, i.e. giving a topic and asking learners to
on the other side of the room, or get them to organise think of anything related to it. Students are given 5 minutes
themselves by lining up in order of when their birthday falls or so to write the responses. Students are asked to share their
in the year, for example, or in alphabetical order according answers with the group or volunteer to do so.
to their names. Then the teacher can ask them to sit with the Over To You uses a variety of tasks such as commenting on a
person who is standing behind them for a particular activity. scene, comparing photos, matching pictures with vocabulary
If they are going to need their notebooks and pens for the words...
activity, the teacher should ask them at the beginning to pick As it is very important to start your lesson positively, it is
them up before they move out of their seats. also essential that you finish your lesson constructively. The
wrap-up, i.e. the closure of your lesson, needs to foster
D Listening to students what students have learned or are to review. And you want
It is a good idea for the teacher to get used to walking around to do this as a whole group to establish that ‘One Group’
the class when students are doing group and pair work to atmosphere that you established during your introduction.
listen to what is going on. The teacher can make notes (either This will give the experience of the whole class as one team
mentally or on paper) of things they would like to correct having accomplished a great project!
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.
32
Module 1 Getting together
Student’s Book page 11 Look at the pictures together and ask students to scan the
unit titles quickly. Ask a selection of students to choose their
Opener (5–10 minutes) favourite photograph and encourage them to explain why
Tell students that these pages show them what they they like it and to guess what they think is happening in it.
will be doing in the first module. Ask them to read the Encourage contributions from the rest of the class.
module title (Getting together) and ask a few volunteers
to give their own definitions for it. Split the class into groups and allocate one picture to each
group. Tell the groups that they will have five minutes to
invent a story or scenario for their picture. Explain that
Student’s Book page there
t are no correct or incorrect
answers
a and that they should be
as imaginative as possible in their
explanations of the photos.
Module 1 Getting together
When they are ready, invite a
speaker from each group to tell
the class the story they have made
for their picture. Start a brief class
discussion by asking students which
story they think is most convincing.
Students should explain their
opinions and encourage others to
agree or disagree with a particular
viewpoint.
ns
Unit 2: Family celebratio
le family celebration
What is the most memorab
you have been a part of? Conclude the discussion with a
Unit 1: Festi
Why do peop
vals and occa
sions
le hold festiv
class vote if you wish (with the
Which festiv als?
al is your fav
ourite? group whose own photo is being
voted on being exempt) to find
which explanations students think
are correct. Tell them that they will
discover the answers as they work
through the module.
Focus on:
Meeting Friend
s in Kuwait
aces
eeting pl friends
Unit 3: M ten meet your
u mos t of
do yo ti m e?
Where in your fr
ee
Project 1:
Creating a festival leaflet
Z read an article
l about
b festivals
f i l Z give
i a factual
f l talk
Outcomes Z listen to a talk and a description
talk about abilities and
Z
Z
present ideas and suggestions
write a report and an informal
You will be able to: Z
achievements invitation
Z discuss festivals
11
33
MODULE 1: Getting
together
express preferences
●
When they are ready, invite two students to answer
Vocabulary canopy (N), dazzling (Adj), the questions. Divide the class into two groups, A
discipline (N), extravaganza (N), and B. Then put the students into pairs. Ask the
gather (V), launch (V), multitude (N), pairs in A to read the first text and the pairs in
nurture (V), patriotic (Adj), stream (N), B to read the second text. Tell them to read the
unrivalled (Adj) text carefully and to find out the meaning of new
words and phrases (they can guess from context,
Student’s Book pages 12 and 13 use dictionaries, use the glossary at the back at the
Present the active vocabulary needed for each activity. Student’s Book or ask you).
festivals from Kuwait. Ask them to tell you Unit 1 Festivals and occasions
Grammar
which ones they enjoy the most, and why. Modal verbs [can / could / be able to /
Allow a short class discussion. manage to]; intensifiers; phrasal verbs
with go
Then put the students in pairs to look at
the pictures and discuss questions a, b, c
and d. Go round and listen, giving prompts
and supplying vocabulary where necessary.
Then invite different students to share their
ideas with the class.
Population
3.4 million (2009)
(10–15 mins) Capital
Hala February Festival Kuwait City
Invite students to tell you the names of Area
other festivals from other countries. Write 17.820 sq km
Major language
them on the board. Put the students in Qurain Cultural Festival Arabic
Currency
small groups and tell them to prepare a list Kuwaiti Dinar
of questions they would like to ask about (KWD)
Look at the photos from the two festivals and the Factfile, Main exports
each festival (e.g. Where do people celebrate then discuss these questions in pairs. Petroleum,
petrochemical
this festival? When is it? What happens? What a Where do you think these festivals are taking place?
products,
b What do you think is happening in each photo?
food do people eat? etc.). c Which festival do you prefer most?
fertilizers and
financial services
When they are ready, invite each group to d Which pieces of information from the Factfile did you know?
What other general information do you know about Kuwait?
share their ideas with the class.
Invite students to answer as many Skim the article about the two festivals quickly to find the answers to these questions.
questions as they can for each festival, and Hala February Festival Qurain Cultural Festival
a When does each festival take place?
ask them to find out more information for
b What does each festival celebrate?
the next lesson. c Why is the Hala February Festival a
patriotic celebration?
If students have brought more information
d How does the Qurain Cultural
about festivals around the world, allow Festival reward and honour artists?
time for them to tell the class what they e What does each festival have to
offer its visitors?
have found out. 12
34
Unit 1 Festivals and occasions
When they are ready, tell them to read the other text Quote
and make a note of any difficult words and phrases. Draw the students’ attention to the Quote box at the
Invite students in A to ask the students in B about bottom of page 13. Ask them what the writer is trying to
new words in the second text. Then students in B say. Elicit that the quote means that only wise people are
ask students in A about the vocabulary in the first able to enjoy their life and make it as joyful as a festival,
text. even when they’re going through hardship.
Ask the students if this quote applies to them or if they
know people like that. Students should justify their
answers.
(10–15 mins) Finally ask the students who Ralph Waldo Emerson is
Tell the students to read and complete each and encourage those who know something about him
sentence, referring back to the texts as necessary. to tell the class what they know.
Go round and offer help as required. Then put the Ralph Waldo Emerson (1803 – 1882) was an American
students in pairs to compare answers. essayist, philosopher and poet in the early 19th century.
His enthusiasm and respect for his audience made him
one of the great orators of the time. The first essay
he published was Nature in which he expressed the
philosophy of transcendentalism.
Lesson 3
Workbook pages 4 – 5, Reading
During the season, many shops offer huge discounts to their customers in celebration of the
Topic ● Cherry Blossom time in Japan
festivities. This shopping extravaganza is one of the reasons why the festival has become an
important economic event for Kuwait. However, it is the spread of joy, happiness and delight Functions ● agree / disagree
that is most important to its organisers. In just a decade, the festival has become a national
15 and touristic phenomenon that inspires a sense of patriotism for Kuwaitis, as well as the
citizens of Kuwait’s sister countries.
Vocabulary academic (Adj), blossom (N),
claim (V), cultivate (V),
Qurain Cultural Festival in Kuwait facilitate (V), gaze (V),
The Qurain Cultural Festival is a cultural festival that is held annually from late November
to early December. It is organised by the NCCAL (National Council for Culture, Arts and meteorologist (N),
Letters) and has been running for more than 15 years. The Qurain Cultural Festival has
become the centre of cultural dialogue in Kuwait, as artists gather from throughout the area outstanding (Adj), vendor (N)
5 to share their talents with the audience, as well as with each other. Every year, more and
more guests from outside Kuwait are participating in the festival.
During the festival there is a multitude of concerts, exhibitions, film screenings and other
artistic events. The NCCAL ensures that these are supported by engaging activities and
seminars. Participation in all activities and events are free of charge.
10 The Qurain Cultural Festival also provides an opportunity to reward and honour leading
contributors to Kuwaiti culture. Every year certain personalities are awarded ‘Appreciation’
and ‘Encouragement’ awards for their work, for disciplines such as engraving, short story
writing, translation and TV direction. There is also a ‘Personality of the Year’ award.
These unique award ceremonies demonstrate the festival’s ongoing commitment to
15 nurturing Kuwaiti culture, which provides an unrivalled platform for the growth of many
young composers, artists and writers.
Then put them in pairs to discuss and Look at these sentences. Which underlined verbs refer to general ability, and which refer to
ability on one occasion?
complete the task. Walk around the class a I can’t drive, so I didn’t hire a car.
to check students’ progress and to offer b I couldn’t even see the people standing around me.
c We couldn’t afford to fly home, so we decided to go by train.
encouragement. d We couldn’t speak the language very well.
e The power went on again and the train was able to start.
f Fortunately, he managed to start the engine and drove me to my hotel.
(15 mins)
Now discuss these questions with a partner.
With students still in their pairs, ask them a Do sentences 1a-f refer to past, present or future time?
to discuss questions a, b and c and note b Which sentences are negative?
c What other verbs could replace managed to in sentence 1f?
down their answers. Make clear that the Complete this short story using could, couldn’t or managed to in each gap.
underlined parts of the sentence highlight
the period of time the sentence refers to. When I reached Scotland, I celebrated New Year’s Eve with my aunt and uncle. It
was the most fantastic event I’ve ever taken part in. I (1) wait to see and
Go round and offer help if needed. Then take part in the world-famous Hogmanay festivities for myself.
check their answers. I (2) hear the sound of bagpipes as soon as I stepped onto the main
street in Edinburgh. My aunt and uncle (3) find a nice café for us to
meet before the celebrations began at 10 p.m. I (4) hide my excitement
(10 mins) at seeing the sky filled with fireworks at midnight. There were people waving flags
everywhere and we (5) see families singing traditional Scottish songs near
This story gives students practice in the the museum. I (6) take lots of photos of the fireworks before the festival
use of modal verbs. Have a brief class ended.
discussion, asking students to offer Intensifiers [quite, really, very, a little, pretty, brand, fairly, extremely,
O
examples of time when they have managed absolutely] Grammar reference page 124
Add one of the intensifiers in the correct place in the following sentences.
to do something; i.e. someone who managed Examples: It’s quite hot today. I am a little tired today. You are absolutely right.
to make it to the cinema on time even though They got a brand new car.
a You must be good at organising your time.
there was bad traffic on the road. If someone
makes a mistake, correct it as a class and b They are preoccupied today.
reinforce students’ understanding of the
c He is my best friend.
language point. Ask them to complete the
exercise alone and write the correct verb d That was a good book.
(20 mins)
Read the example given in the table (celebration;
(15 mins) celebrate; celebratory). Then, ask students what the
a Read out the first sentence and ask the students parts of speech are. Give them a brief explanation about
to look up the correct meaning of went out in a parts of speech. When you finish, ask students to fill the
dictionary or in the Student’s Book glossary. Then table using the correct part of speech. Go round and
allow time for them to complete the task. When check their answers.
they are ready, put them in pairs to compare
answers. Elision
b This exercise is designed to allow students the (1.1) (10 mins)
opportunity to think around a topic and to give Ask the students to read sentences a–e, then play the
their own opinions. In pairs, students discuss recording, pausing after each sentence while students
the four questions. Go round and listen, offering write down the two words that are joined together. Put
suggestions if necessary. Then invite different them in pairs and then play the recording again while
students to share their ideas with the class. they check and compare answers.
Encourage comments and further discussion, and
insist that students justify their opinions as fully as Listening script 1.1 – see page 140
they can. (1.1) (10 mins)
Lesson 6
Workbook pages 6 – 7, Language practice
Phrasal verbs combine a verb with a preposition. Workbook answer key – see page 149
a Look up in the glossary / dictionary the meanings of the verbs in italics.
1 The lights went out and everything was completely black.
2 This went on for about ten minutes.
3 When the fire bell went off, the students had to leave the classroom. Objectives
4 My family’s going away for two weeks in the summer. Skills At the end of the lesson,
5 The price of bread has gone up again.
6 I got up late, so I had to go without breakfast this morning.
students should be able to:
b Work in pairs. Think of possible answers to these questions. Grammar ● use phrasal verbs
1 Why do fires go out?
2 What makes car alarms go off? ● use could / couldn’t; was /
Words to remember
... festively
crowded ...
bagpipes, carnival,
... joyfully celebratory, display,
festivity, hire,
occasional preoccupied, take part in
extravagance ...
Elision
(1.1) When people speak quickly, they join words together. Sometimes two sounds
become one.
Read these sentences, then listen. Write the two words the speaker joins together.
Which letters can’t you hear?
a We want(ed) to go to Scotland for Hogmanay.
b We couldn’t afford to fly to the carnival this year.
c Everybody got off at the next station.
d I didn’t want to wait two hours for the firework display.
e The children danced down some stairs to the stage.
(1.1) Listen again and repeat the sentences.
15
37
Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons,
students should be able to:
(10 mins)
Reading read a timetable
●
which are false. Remind them to justify e Sand pictures are made for children to keep as souvenirs.
their answers.
f Losar is a religious festival.
Listening script 1.2 – see page 140
16
38
Unit 1 Festivals and occasions
other students’ experiences of Eid Al-Adha. The
spokesperson should finish his or her presentation
with a brief summary of their personal memories (10 mins)
of Eid Al-Adha. Then, give students time to write In pairs, ask students to discuss and answer the
a brief diary entry of their experiences of the feast. questions. Give them a few minutes to complete the
You can set this final section of the Extension as exercise, walking around to offer encouragement and
homework if there is not enough time left in class. support while they do so.
(5 mins)
Discussing religious occasions
Put the students in pairs, if possible with someone new.
Tell them to imagine one of them has just returned
from Hajj and the other is preparing for his journey
next year. Ask students to share their preparations
(1.3) (10 mins) and experiences with each other. Try to provide
Ask the students to look at the picture and ask students with ideas, based on your own experience and
them to describe it to you. Encourage them knowledge. When they have finished, each pair should
to describe what is happening, what is being present their reports to the class.
celebrated and where it is happening. Read out the
instruction and then play the recording.
Listening script 1.3 – see page 140 (20 mins)
In pairs, students will now devise a celebration or
festival for their own area. Encourage them to think
about the different types of festivals and to pool from
their answers to the previous tasks. They can make a
schedule or plan like the one on page 17 of the
Student’s
Student’s Book Bookpagepage Student’s Book, if it helps. Then, give students
time to write reports of the festival from different
Unit 1 Festivals and occasions points of view. One report must be from the
Discussing religious occasions
point of view of the organiser, and the other from
the perspective of someone who attended the
(1.3) Listen to a description of the Hajj. Make a list of any phrases the speaker uses to describe
event. Walk around, encouraging each pair to
his personal experience. be as detailed as possible in their plans. When
they have finished, each pair should present their
reports to the class.
Lesson 9
Words to remember
Workbook pages 8 – 9, Writing
Workbook answer key – see page 149
bubbly, chain,
commemorate, embark,
Work in pairs. Discuss and answer these questions. exuberant, fanciful,
a Why is the Hajj important?
b Did the speaker predict what his experience would be like?
intricate, unison, weaving
Objectives
c What does the speaker describe as ‘a sea of white cloth’?
Skills At the end of the lesson,
Work in pairs. Imagine one of you has just returned from the Hajj, and the other is students should be able to:
preparing for his journey next year. Share your preparations and experiences with each
other. Make sure to include some personal descriptions. Reading ● read a description of a
17
39
MODULE 1: Getting
together
express opinions
●
give reasons
●
(10 mins)
Have a short class discussion. Ask the
students to tell you about when they
meet with their family members, and why.
Encourage them to describe what it is like
and what they do together. If you like, tell
them about your own family gatherings to
get the discussion started. Ask students to
make notes as they discuss.
19
41
Lessons 4 and 5 Talk through the answer together to make sure
Objectives they understand and answer any uncertainties the
Skills At the end of this pair of lessons, students may have.
students should be able to:
Reading read a personal account
●
(5 mins)
Writing write a list
● This exercise tests and reinforces students’
Grammar use simple past and past perfect [once /
● understanding of the grammar focused on during
when / before / after / by the time] the previous exercises. Put students in pairs and
use compound nouns
● allow them to discuss each sentence while they
Topic Grandmother’s return from Hajj
●
answer them. Check answers as a class.
Functions give reasons
●
(5 mins)
Remind the students of the descriptions of the three
family occasions they heard previously in Listening
script 2.1. Tell them they are going to Student’s Book page
read Aisha’s personal account of her
grandma’s return from Makkah. Give them
a few minutes to read the text individually.
Encourage them to underline all the verbs Simple past and past perfect [once / when / before / after / by the time] Grammar
O
This exercise will further students’ Grandmother celebrates her return from hajj
Yesterday, we celebrated our grandmother’s return the house in anticipation of her arrival. Grandma
understanding of the past perfect, and from the Hajj. After we had collected her from the gave us some gifts. Then, we sat down together
airport, Grandma explained to us that she had and tucked in to a large lunch of curry, fresh fruit
of how to express the order of events always dreamed of travelling to Makkah and that and vegetables. By the time we finished the meal,
she had finally achieved her life-long aim. As soon Grandma had begun to tell us about her experience
accurately. as we had eaten a long breakfast together, we in Makkah. Once she had answered all our
invited our close family over for a special meal, and questions, we finally gave her some well-deserved
Read the rubric to the class and go through welcomed Grandma’s other friends and relatives to breathing space.
the house to celebrate. Mum had decorated
sentence a together. Tell them that there
are two different tenses in each sentence, Look at the following sentences from the text. There are two different verb tenses in each.
Read them and fill in the chart.
and ask a volunteer to identify the first a As soon as we had eaten a long breakfast together, we invited our close family over...
b Mum had decorated the house in anticipation of her arrival. Grandma gave us some gifts.
(had eaten – past perfect), and another to c By the time we finished the meal, Grandma had begun to tell us about her experience in
Makkah.
name the second (invited – simple past). Ask
Simple past Past perfect Which action came first?
a third student which of the activities came a invited had eaten eating a long breakfast
first (eating a long breakfast) and elicit the b
rule from the class. Point their attention c
to the Grammar File on page 124 if they Read the text again. Underline the sentence in which the past perfect verb explains
need some help. Get them to complete the something.
Complete these sentences with the correct past form of the verbs in brackets.
table individually, and compare answers as a They (watch) the film although they (already see) it three times.
a class. b The air conditioning (break), so we all (feel) very uncomfortable.
c He (never eat) Kuwaiti food before, but he really (enjoy) it.
d The next morning, the streets (be) dusty because there (be)
(5 mins) a sandstorm.
Complete these sentences with interesting explanations in the past perfect.
Ask the students to look at the text again. a No sooner had Ahmed woken up than
Read it out loud as a class if you wish, b Hardly had Hamad arrived at school when
c Jaber couldn’t afford to go to the theatre because he
inviting students to read one sentence d As soon as Jumana missed the bus,
each. When you have finished, read the Write a list of all the things you had done by the time you went to bed yesterday.
By the time I went to bed yesterday, I had been to school, done my homework, watched TV
rubric to the class and invite answers until and sent an e-mail to my friend.
An informal invitation
(10 mins)
First, ask the students how often they send Student’s Book page
e-mails. Who do they send them to, and
why? task
Then ask them to read questions a, b and c You are going to write an informal
An informal invitation invitation to a family occasion.
and then read the text to find the answers.
Put them in pairs to discuss the answers.
Read this e-mail from Amal
Ask the students to read the e-mail again to her friend Noura and her
family. Find the answers to Dear Noura,
and then allow time for them to note down these questions. I’m writing to invite you and your mother and sister to a
the answers to questions a–c. Tell them to a When and where is the
celebration we’re having next Thursday for my sister Khaleda.
It’s the end of her university course in France and she’s finally
celebration?
check their answers in pairs. b Why is Amal having a
coming home for good. This will be the first time we’ve seen her
for a year. As you can imagine, it will be a very special day for all
celebration? of us. Mum in particular is really excited. We hope you can be here
c What will the celebration to celebrate Khaleda’s return with us. We’re only inviting family
include? and close friends.
Mum is going to prepare a big feast for the occasion and, of
(20 mins) course, I will be helping her. During the celebration, I’m going
to read a poem I have composed especially for this event. Then,
Answer these questions.
a Tell the students they are going to write a a Make a paragraph plan,
Dad will be showing on a video projector a film that captures
important moments of Khaleda’s life with us since the day she
using Amal’s e-mail to
similar e-mail. Allow time for them to note Noura as a model.
was born. This video will be a nice way to reminisce about the
good old days.
down their ideas. Tell them to use the text b Now write your own e-mail Please try to arrive by 7 o’clock, so that everyone is already here
in 170–200 words. Start when Khaleda arrives.
as a model and make a plan. Go round and end your e-mail in the The celebration is at our house. Do you remember how to get
same way as Amal did. here? It’s easy to find the house from
and make suggestions where necessary. The language in the Useful the city centre roundabout. Perhaps
b Ask the students to look at the Useful Language box may help you. your father could drive you?
Please let me know if you can come. We
Language box. Then ask them to write their all look forward to seeing you.
When you have finished Love,
e-mails, starting and finishing in the same writing, read your e-mail Amal
way as the model text. While they are carefully.
a Check spelling, grammar and punctuation.
working, go round and check their work. b Exchange e-mails with a partner.
As you read your partner’s e-mail, imagine you are being invited.
Does the e-mail tell you:
Z the occasion you are being invited to?
Z the date and time of the occasion?
Z the place you have to get to?
c Before you give the e-mail back to your partner, ask any questions you have.
For example: What time should I arrive?
USEFUL LANGUAGE
Inviting Making polite requests
I’m writing to invite you to ... Please try to arrive by ...
We / I hope you can be here with us. Please let me know if you can come.
The celebration is at our house.
We / I look forward to seeing you.
22
44
Unit 2 Family celebrations
Giving a ‘factual’ talk homework.
c Tell the students to make notes using the questions as
a guide. Go round and make suggestions if necessary.
(2.3) (10 mins) d Students then prepare their talks individually, using
Ask the students to look at the pictures and tell some of the ideas in the Useful Language box. Tell them
you what they can see. Ask them to guess which to practise giving their talks to each other. Go round
country the pictures are from (Australia). Write and make suggestions where necessary.
relevant vocabulary on the board, supplying new
words as necessary.
Then play the recording and put the students in (20 mins)
pairs to decide which of the topics are mentioned. a Put the students in new groups. Tell them to take
Play the recording again to check. turns to give their talks, while the others listen and
Listening script 2.3 – see page 140 - 141 perhaps note down any questions.
b Students ask each other questions about their talks.
Finally, invite one student from each group to tell the
class about the talks their group has heard.
(20 mins)
a Tell the students to prepare their talks in pairs Lesson 9
or small groups. First, they need to choose their Workbook pages 14 – 15, Writing
subject – invite some suggestions from the class, Workbook answer key – see page 150
then allow time for them to decide in their pairs or
groups. Objectives
b Students then carry out research – in lesson
Skills At the end of the lesson,
time if you have the resources available, or as
students should be able to:
Student’s Book page Reading ● read notes for a talk
Listen to a short talk about the Australian Aborigines. Which of these topics are
(2.3)
included?
Z The Aborigines’ history Z Their appearance
Z Their music Z Their situation today
Z Their traditional lifestyle Z Their treatment by the Europeans
W
Z Where does the group live?
Z How does the group live now?
Z Where was the group from originally?
ords to remember
Z What was their traditional way of life? aborigine, boomerang,
Z How is their way of life changing? for good, nomad,
d Write these facts in short sentences which you can read or originally, reminisce,
speak easily. The language in the Useful Language box may roundabout, traditionally
help you.
USEFUL LANGUAGE
Sequencing information Giving / Asking for information
Their story begins ... I’d like to tell you something about ...
Next, let’s look at ... What do we know about ...?
And what about today?
Finally, I’d like to end with ...
First of all, how long ...? / ... and where do / did they come from?
23
45
MODULE 1: Getting
together
Words to remember
news stories about what politicians were doing or
25
47
Lessons 4 and 5 sentence with the correct conditional, then check.
Objectives Allow time for them to complete the other
Skills At the end of this pair of lessons, sentences. Then tell them to compare answers with
students should be able to: a partner.
Grammar use third conditional
●
First, read out the question. Then say If I What tenses are the verbs in these first and second conditional sentences?
were in charge, I’d … and invite a student to a If we meet on Tuesday, we will go and see the new action film.
b If they closed all the coffee shops, we wouldn’t have anywhere to socialise.
complete the sentence with his / her own c If I were in charge of the football stadium, I’d allow people to watch matches for free.
ideas. Write the completed sentence on In which sentence 1a–c does the speaker ...
the board (correcting it if necessary) then a think something is unlikely to happen?
b know something is never going to happen?
ask that student to begin the sentence c think something is likely to happen?
again, choosing someone else to finish it. If you were in charge of your neighbourhood or city, what would
Continue this chain for six or seven turns. you do?
Ask the students to write three answers Read these sentences and answer the questions.
to the question in their notebooks, then a If there had been an Internet café in the plaza, we would have found it.
Was there an Internet café in the plaza? Did they find it?
compare with a partner. b If Mum hadn’t baked a cake, I wouldn’t have enjoyed my birthday.
Did his mum bake a cake? Did he enjoy his birthday?
NOTE: If + I were is correct, but in everyday c If we had stopped going to the book club, we wouldn’t have stayed friends for so
English If + I was is also acceptable. long.
Did they stop going to the book club? Did they stay friends?
(5 mins) Discuss these questions with a partner.
a What are the underlined verb forms in extracts 4a–c?
Read out sentence a, then ask the two b Are sentences 4a–c about the past, the present or the future?
questions (the answer to both is no). c How are third conditional sentences different from first and second conditionals?
Put the students in pairs to discuss b and Complete these conditional sentences with the correct form of the verbs in brackets.
a If Ahmed (not eat) so much food at the party, he
c. Go round and listen, then discuss the (not become) so ill.
answers with the class. b If she (not visit) her family in Kuwait City, she (not
see) her cousins before the summer holiday.
c If they (not buy) a ticket for the concert, they (not
(5 mins) be) able to get the singer’s autograph.
Ask the students to discuss these questions Look at the three pictures. Write two sentences for each, using the third conditional.
in pairs and note down their answers. Go 1
a
round and offer help if needed. b
2
(10 mins) a
b
Ask the students whether these sentences 3
are about the past, the present or the a
b
future (the past).
Ask the students to complete the first 26
48
Unit 3 Meeting places
different, and allow time for them to discuss each (an egg box)
question. Go round and listen, adding your own 3) A vase with flowers in it. ( a vase of flowers) / Just the
ideas if you wish. vase. (a flower vase)
Finally, read out each question and invite different 4) A bowl with fruit in it. (a bowl of fruit) / Just the bowl.
students to give their answers. (a fruit bowl)
Stress in phrases
Wautograph,
4 A scientist is here to chat / speak / tell to us about his beginning when she was 11 years old and ending
subject. ords to remember
5 Can you say / talk / tell me your e-mail address, please? converse,
shortly before her death. In 1990 Philip Kaufman
b Complete these sentences with one of the verbs from exercise in charge of, irritated, directed the film Henry & June based on Nin’s
1a, then discuss the questions with a partner. lonesome, plaza, sickly,
1 How long do you spend to your friends on the stadium, teapot, weary novel Henry and June from The Journal of Love.
phone?
2 Who do you your plans with?
3 Do you ever with your friends? Lesson 6
Workbook pages 18 – 19, Language
If people feel sleepy, they need to sleep. What do they need to do: practice
a if they feel worried? d if they feel lonesome? Workbook answer key – see pages 150 -
b if they feel bored? e if they feel irritated?
151
c if they feel weary? f if they feel sickly?
What is the difference in meaning between these pairs of phrases? Objectives
a a cup of coffee / a coffee cup
Skills At the end of the lesson,
b a pot of tea / a teapot
students should be able to:
c a box of matches / a matchbox Grammar ● use conditionals
Stress in phrases
(3.1) Listen and underline the stressed words or parts of words.
a a carton of milk d a glass of water
b a cup of coffee e a piece of paper
c a box of matches f a bar of chocolate
(3.2) Now listen and repeat the same phrases in sentences. Make sure you don’t stress the
words or parts of words you didn’t underline.
Quote “Each friend represents a world in us, a world possibly not born
until they arrive, and it is only by this meeting that a new world is born. ”
Anaïs Nin
27
49
Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons, (10 mins)
students should be able to: Put the students in small groups to discuss
Listening listen to a telephone conversation
● questions a–c. Go round and listen, giving prompts
Speaking have a telephone conversation
● where necessary. Join in with your own opinions if
Writing write a conversation
● you want to.
write a description of your favourite
● When they are ready, invite students from
meeting place each group to share their ideas with the class.
Topic Favourite meeting places
● Encourage comments.
Functions give reasons
●
make plans
●
(10 mins)
make suggestions
●
Ask the students to look at the pictures at the
reject a suggestion and give a reason
●
bottom of the page. Then ask them to write three
agree to a suggestion
●
or four sentences about each of the pictures.
Vocabulary beverage (N), catch up (PhV),
make it (PhV), meet up (PhV), Then let them write a paragraph about their
reschedule (V), sales (N), favourite meeting place using the sentences they
window shopping (N) have written using the pictures as cues.
28
50
Unit 3 Meeting places
suggestions if necessary.
Arranging to meet
postcard scenes
(3.3) Listen to a telephone conversation between two friends who are arranging to meet next
week. Answer these questions.
Writing ● write descriptions of
postcard scenes
Where to meet
● write a persuasive
What day and time
What to do paragraph
(3.3) Work in pairs. You are going to listen to the conversation again. Functions ● describe a scene
● persuade
Student A: Note the phrases the speakers use to make suggestions.
Student B: Note the phrases the speakers use to agree to a suggestion ● compare and contrast
and to reject a suggestion.
Words to remember
You are going to have a telephone conversation with another
Preparation for the project
student to arrange to meet next week. Note these things: beverage, catch up,
Tell the students they will be working on a
a three times next week when you could meet. make it, meet up, project called Creating a festival leaflet at the
For example: Tuesday morning; Thursday afternoon reschedule, sales,
b two or three possible places to meet. window shopping
end of the module in which they will produce
For example: the café in the plaza some holidays programmes for tourists visiting
c two or three things you could do together. their country. Ask them to work in pairs, and to
For example: have a cup of coffee; go to the theatre
decide what festival to include in their leaflet.
Work in pairs. Tell them to research festivals in their country to
a Before you start, decide who is going to make help them brainstorm ideas. Ask them to bring
the call and who is going to answer the phone.
b Sit back to back with your partner so that you
this research to the next lesson.
can’t see each other’s face.
c Start the conversation. You may use some of the
words and phrases from the Useful Language box below to help you.
d When you have finished, change roles and have another conversation. This time, make an
arrangement to meet later today. It can be a very short meeting (e.g. five minutes), but it is
important, so it has to be today.
USEFUL LANGUAGE
Suggesting Rejecting a suggestion / Giving a reason
I was wondering if you’d like to meet for a coffee. I’m sorry, I can’t make it on Friday – I’m shopping
(Use past continuous for a polite invitation or with my mother.
suggestion.) Agreeing to a suggestion
What about Thursday? That’d be great.
How about the plaza? Good idea.
We could have a coffee and a catch-up ... That’s okay (for me.)
That’s fine.
29
51
Focus on
Student’s Book page 30 Column A Column B
1 issues a change
Meeting Friends in Kuwait 2 transform b present
Pre-reading (5 mins) 3 direct c love
Point to the photo. Ask students what the place is and 4 current d topics
what the man is doing. Ask some general questions to 5 cherish e control
guide them to the topic of the text: Meeting Friends in
Kuwait and the Diwaniya. The use of commas after adverbs
and conjunctions (20 mins)
Explain to the students that the grammar lesson
Reading Comprehension (15 mins) is about the use of comma after adverbs and
conjunctions. Ask students to work in pairs and read
Students read the text silently.
the first exercise. Elicit answers to be shared by the
Ask students some questions to check their whole class.
comprehension and to lead them into discussion. The Ask students to do exercise 2. Then students volunteer
following are suggestions: to give correct answers.
1 What is a Diwaniya? Write a short defenition using
your own words as far as possible Student’s Book page
2 What was the original purpose of a
Diwaniya?
3 Describe its modern function. Focus on
4 Show how the function and structure of
the Diwaniya have changed over the years.
5 Why do people meet at Diwaniya? Give Meeting Friends in Kuwait
as many reasons as you can. The Diwaniya
Diwaniyas are informal social gatherings, usually of Kuwaiti men, at which
6 Are Diwaniyas only for men? Explain. people meet to discuss issues ranging from business to football, and from politics to literature.
Diwaniya literally means a place of assembly. Etymologically, the name originates from the
Arabic word diwan, which means the office in which the Amir meets and talks with his subjects.
7 What do you think are the most Nowadays, however, Diwaniyas serve many different purposes, as family, public and even
political meeting places. The structure housing the Diwaniya itself has also been transformed in
interesting features of Diwaniya? Why? recent years. Traditionally, the Diwaniya would be held in a large tent, with cushions upon which
to sit, whereas it is now common to find permanent structures built specifically for Diwaniya.
8 Help students understand any vocabulary Family Diwaniyas play a vital role in reinforcing strong ties between the extended families. In the
eighteenth century, major families set up an extension to their main house where they met with
you think they may find new or difficult. guests and discussed important issues. Weddings and funeral ceremonies for the male side of the
family would also be held there. This tradition continues up to the present day. The main room
Encourage them to guess meaning from is often a U-shape, with the elders of the family seated at the head to meet guests and direct
context. For example, gathering in the first discussion. So important is the family element of the Diwaniya that many major families have
built and named public Diwaniyas.
line can be guessed through the usage of Diwaniyas also serve an important political and social function. Some Kuwaiti politicians hold
Diwaniyas for their constituents. Citizens can then come to talk to their MP face-to-face, in a
meet and assembly. Lead the students to find conversation that is both practical, allowing an MP to talk directly to his constituents, and social,
allowing Kuwaitis to bond and socialise. Politicians have even employed the Diwaniya in political
the meaning of literally, etymologically, public campaigns, as a way to meet and court potential voters. The tradition of using Diwaniya for
political functions dates back to The First Amir of Kuwait, HH Sabah the First, who used to visit
and transformed in paragraph one,and the many Diwaniyas so as to learn of public grievances.This tradition is continued to this day by the
meaning of vital, reinforcing and ceremonies in current Amir and other dignitaries.
Although Diwaniyas are normally an exclusively male gathering, women often hold their own
paragraph two. gatherings, simultaneously with the male meeting. Diwaniyas are an important way of preserving
the time-honoured culture of Kuwait, and an important meeting place for many people. The
Discuss with the students as a class the Diwaniya is a cherished tradition in Kuwait, as important today as ever.
meaning of the words constituents, face-to The use of commas after adverbs and conjunctions
face, campaigns, potential and grievances in Note the use of etymologically and traditionally in the first paragraph. What is their
function?
paragraph three, and the use of exclusively,
simultaneously and preserving in the last Both etymologically and traditionally qualify a whole sentence, and not just a part of it. They
are sentence adverbs. A sentence adverb is followed by a comma.
paragraph. Write a sentence beginning with an adverb of your choice.
9 You may choose to use the board for this
exercise. Note the use of Although to begin the last paragraph.
Match the words from the text in Column Although is usually placed at the beginning of its clause. Although and though are generally
interchangeable. An introductory clause beginning with Although should be followed by a
A with the word with the same meaning in comma.
Write a sentence beginning with Although.
Column B.
52 30
Project 1
Creating a festival leaflet What makes a good leaflet?
Student’s Book pages 31 and 32 (15 mins)
Tell the class they are going to produce some Check that students know the word leaflet. Ask for
holiday programmes for tourists visiting their examples of what they are used for.
country, and that the final results will be used as a Ask students to look at the leaflets reproduced on the
classroom display. page. Put them in groups of three to discuss questions
a, b, c and d. Go round and listen, offering your own
Students can access these websites to ideas if you wish.
obtain more information:
www.greenfestivals.org
Get quick information
http://en.wikipedia.org/wiki/Lantern_Festival (15 mins)
First, instruct the students to read through the
questions quickly. Then, in pairs or small groups,
students answer the questions without reading the text.
They should record their answers in note form. Finally,
ask groups to provide answers and, as a class, find the
aappropriate place in the text and the correct
Student’s Book page
aanswer.
NOTE: For questions d and g, students should
provide personal opinions, not facts.
Project 1 task
You are going to work individually and in small
groups to write a leaflet publicising an event in
Creating a festival leaflet Kuwait. It could be a local event in your area or
an important national event.
What makes a good leaflet?
Look at these two leaflets which are trying to attract people to their events. Discuss these
questions in groups of three.
a Which leaflet do you prefer? Give reasons.
b Which leaflet contains more information?
c Which leaflet looks more attractive?
d Make a list of the most important things you think a leaflet should contain.
Join us at Green Festival, the nation’s premier Experience the dazzling Lantern Festival in
sustainability event, where you will see the best in green! Chinatown on the 28th of February 2010, which
Enjoy more than 125 renowned authors, leaders and marks the last day of the Chinese New Year
educators; great how-to workshops; cutting-edge films; season. Bring all the family to celebrate these
fun activities for kids; delicious vegetarian cuisine and phenomenal festivities; browse dozens of
diverse live music. Shop in our unique marketplace for delicious food stalls and picnic on the grass with
cotton clothing, Fair Trade gifts and beautiful kitchen your very own candle-lit paper lantern!
tiles made from renewable resources. Think of Green Celebrate this memorable event amidst hundreds
Festival as a walk through a sustainable community. of beautiful feature lanterns specially imported
It begins with finding solutions to help make our lives from China and hung throughout the streets.
healthier—socially, economically and environmentally. This day will give you the chance to witness a
Individuals along with business and community leaders breathtaking performance of 10 acrobats coming
come together to discuss critical issues that impact straight from China! Get ready to participate in
upon us at home and abroad. Organisations and the Lantern Riddle game, which will give you the
businesses showcase programmes and products that opportunity to win tons of prizes just by trying
restore the planet and all that inhabit it. Neighbour- to guess the answers to the mysterious riddles
to-neighbour connections are formed, and skills are stuck on the lanterns. Enjoy the non-stop
shared to empower people to create positive change in free entertainment, and you’ll definitely want
the world. Recharge your batteries with all the hope, to snack on our delicious dumplings made by
inspiration and practical ideas you’ll find at the one and the best Chinese chefs. Don’t miss the Lantern
only Green Festival. festival 2010, a grand opportunity for friends and
For more information about the two nonprofit families to gather and revive the tradition of this
organisations producing Green Festival, visit remarkable festival!
www.globalexchange.org.
31 53
Plan a leaflet Create your leaflet
(10 mins)
(15 mins)
Working in pairs, students choose a local festival to
Students spend a few minutes creating the final version
create a leaflet for. In pairs, and using the list in the
of their leaflet. If they have time, they can add colour
Student’s Book as a guide, students discuss what the
and pictures. Ask as many pairs as possible to show
leaflet should contain and then create a draft leaflet.
their leaflets to the class and to briefly discuss their
Give each group appropriate materials to make their
design and content.
leaflets if they are not using computers.
Invite comments and questions. Have a class vote for
Then, ask students to discuss their leaflet with other
the best leaflets. Collect the leaflets and use them in a
pairs, focusing on any changes that need to be made.
classroom display.
Go round offering encouragement and advice where
neccesary.
Module 1 Progress test
Workbook pages 22 – 25
Workbook answer key – see page 151
Plan a leaflet
Work in pairs. Choose a festival celebrated in your area and create a leaflet for it. Once you
have chosen your subject, discuss what your leaflet should include and how it should look.
Use the list below as a guide and draft your leaflet before starting.
Z What is the festival held for?
Z Where is it?
Z When is it?
Z What are the festival’s main features?
Z Who is it suitable for?
Z What is unique about it?
Don’t forget to include in your leaflet ways of convincing people to attend the festival and to
make it sound as attractive as possible.
You may include:
Z Expressions e.g. these phenomenal festivities; the one and only; a grand opportunity …
Z Verbs e.g. join; enjoy; experience; don’t miss …
Z Adjectives e.g. unique; cutting-edge; phenomenal; breathtaking ...
54 32
Student’s Book Answer key
Module 1
Unit 1, page 12, exercise 1 Unit 1, page 14, exercise 3
a Kuwait. 1 couldn’t
b Accept students’ guesses 2 could
– tell them they will find out 3 managed to
what is happening when they 4 couldn’t
read the text on the next 5 could
page. 6 managed to
c (Students’ own answers)
d (Students’ own answers) Unit 1, page 14, exercise 4
a You must be very / quite / really / pretty / fairly /
Unit 1, page 12, exercise 2 extremely good at organising your time.
a Hala February Festival takes place during the b They are quite / really / very / a little / pretty / fairly /
spring season. extremely preoccupied today.
Qurain Culture Festival takes place annually from c He is my very best friend / He is absolutely my best
late November to early December. friend.
b Hala celebrates the spread of joy, happiness and d That was a quite / really / very / pretty / fairly /
delight. extremely good book.
Qurain celebrates Kuwaiti artistic culture.
c It coincides with National Day and Liberation Unit 1, page 15, exercise 1 a (Suggested answers)
Day.
1 went out: to become extinguished
d By awarding ‘Appreciation’, ‘Encouragement’ and
2 went on: continued
‘Personality of the Year’ awards.
3 went off: to begin to sound
e Hala: Arabian hospitality, cultural celebrations,
4 going away: leaving
colourful events, spring’s arrival, discounts in
5 gone up: to increase
shops
6 go without: to miss or not have something
Qurain: artists performing, exhibitions, concerts,
films, awards ceremony
Unit 1, page 15, exercise 1 b (Suggested answers)
Unit 1, page 13, exercise 3 1 When water is thrown on them; When everything is
burnt
a atmosphere
2 When someone tries to break into the car; When
b guaranteed
someone goes too near the car by accident; When
c patriotism
they go wrong
d participating
3 When the government increases or reduces tax;
e disciplines
When there is a surplus or shortage; When there is
f unrivalled
competition with another retailer
4 You feel hungry; You lose weight; Your body doesn’t
Unit 1, page 14, exercise 1 work properly
a general ability
b ability on one occasion Unit 1, page 15, exercise 2
c ability on one occasion
festival (N), festive (Adj)
d general ability
crowd (N), crowd (V)
e ability on one occasion
joy (N), joyful (Adj)
f ability on one occasion
occasion (N), occasion (V), occasionally (Adv)
extravagant (Adj), extravagantly (Adv)
Unit 1, page 14, exercise 2
a a: present time b–f: past time Unit 1, page 15, exercise 3
b a, b, c and d a wante(d) to
c was able to start b affor(d) to
c go(t) off
d wan(t) to
e dance(d) down
55
Unit 1, page 16, exercise 1 Unit 2, page 19, exercise 5
a 4 a host
b 5 b swap
c 6 c made
d 7 d signed
e 3
f 2 Unit 2, page 20, exercise 1
g 1 Grandmother celebrates her return from Hajj
Yesterday, we celebrated our grandmother’s return
Unit 1, page 16, exercise 2 from the Hajj. After we had collected her from the
Speaker 1 airport, Grandma explained to us that she had
a False. National Day is celebrated annually on the 25th always dreamed of travelling to Makkah and that she
of February. had finally achieved her life-long aim. As soon as we
b True. They stay at home to spend time with family that had eaten a long breakfast together, we invited our
are visiting. close family over for a special meal, and welcomed
Speaker 2 Grandma’s other friends and relatives to the house
to celebrate. Mum had decorated the house in
a False. The large decorated vehicle is called a float.
anticipation of her arrival. Grandma gave us some
b True. Thousands of people from across the world come
gifts. Then, we sat down together and tucked in to
to see the festival.
a large lunch of curry, fresh fruits and vegetables. By
Speaker 3
the time we finished the meal, Grandma had begun
a True. Intricate pictures are made from coloured sand. to tell us about her experience in Makkah. Once she
b False. Losar is when Tibetans celebrate the New Year. had answered all our questions, we finally gave her
some well-deserved breathing space.
Unit 1, page 17, exercise 2
a (Students’ own answers) Unit 2, page 20, exercise 2
b No, the speaker had been preparing for it his whole
Simple past Past perfect Which action came
life but couldn’t understand the experience of the Hajj
first?
until he experienced it himself.
c ‘A sea of white cloths’ refers to the men who are all a invited had eaten eating a long
dressed in white. breakfast
b surprised had decorated decorating the
Unit 2, page 19, exercise 3 a house
Speaker 1: brother’s graduation from university c finished had begun beginning to tell us
Speaker 2: family dinner on Friday evenings
Speaker 3: fiftieth wedding anniversary
Unit 2, page 20, exercise 4
Unit 2, page 19, exercise 3 b (Suggested answers) a watched; had already seen
Speaker 1: daughter of the family / sister b had broken; felt
Speaker 2: son of the family c had never eaten; enjoyed
Speaker 3: grandfather d were; had been
56
Answer key
Unit 2, page 21, exercise 1 b Unit 3, page 26, exercise 1
celebrate: celebration, celebrator a present; future with will
decorate: decoration, decorator b past simple; would + infinitive
congratulate: congratulation, congratulator c past simple; would + infinitive
collect: collection, collector
participate: participation, participator, participant Unit 3, page 26, exercise 2
arrive: arrival
a sentences b and c are unlikely
invite: invitation
b sentence c is never going to happen
visit: visitor
c sentence a is likely to happen
57
Unit 3, page 26, exercise 7 (Suggested answers) Unit 3, page 27, exercise 4
1 a If he hadn’t been sick, he wouldn’t have gone to a a carton of milk
the hospital. b a cup of coffee
b If he had taken all his medicine, he wouldn’t c a box of matches
have been sick. d a glass of water
2 a If the plane hadn’t been delayed, he would have e a piece of paper
arrived in Kuwait earlier. f a bar of chocolate
b If he had run faster, he wouldn’t have missed the
plane.
3 a If they had listened to the weather forecast, they Unit 3, page 29, exercise 1
wouldn’t have been stuck in the flood. a the café on the top floor of the shopping mall
b If it hadn’t rained so heavily, the car would have b Thursday at 3
been able to move. c have coffee and a catch-up, maybe go window
shopping
Unit 3, page 27, exercise 1 a
1 chatting
2 discuss Unit 3, page 29, exercise 2
3 argue a Make suggestions: I was wondering if you’d
4 speak like to meet….; I was thinking of Tuesday; Can
5 tell we reschedule for Thursday?; How about the
shopping mall?; Is three o’clock all right?; We
Unit 3, page 27, exercise 1 b could have coffee and a catch up, and then maybe
1 chatting we could go window shopping…
2 discuss b Agreeing or rejecting a suggestion: That’d be great;
3 argue I’m sorry, I can’t make it on Tuesday; Thursday
afternoon would be fine; That’s okay for me;
Okay, good idea; Yes, that’s fine; Okay
Unit 3, page 27, exercise 2 (Suggested answers)
a They need to talk to someone.
b They need something to do.
c They need some rest.
d They need to find some friends.
e They need to relax.
f They need to see a doctor.
58
Module 2 Communication
answers to have a brief class vote on which of the methods
of communication they have named are used most
frequently by members of the class.
Student’s Book page 33 Ask a student to name all the words they can that are
related to the module topic (telephone, speaking, writing,
Opener (5–10 minutes) letters, postcards, e-mails, text messages, Internet, etc.). Make
a list on the board. Choose some of the words from
Invite students to tell you which methods of the list and ask the class what they think the history of
communication, and which pieces of communication that particular method of communication might be. For
equipment, are being used in the photos. Use students’ example, Who wrote the first post card? Where was it sent from
and to whom? Why was it sent?
Student’s Book page and so forth.
Unit 5: Writing
le write so different
Why are the ways peop
across the world?
Unit 4: Com
What is your municating
favourite meth
communica od of
tion??
Focus on:
Sheikha Suad
Mohammed
Al-Sabah
one
n the ph ne
Unit 6: O use the telepho
en d o you
How oft m u n ic ate?
to com
Project 2:
Conducting an English
language
survey
Unit 4 Communicating
Lessons 1 and 2
Objectives
Skills At the end of this pair of lessons, (15 mins)
students should be able to: Tell the students they are going to read an article
Reading read an article about effective listening
●
about the skills needed for effective listening.
Listening listen to a talk about the barriers to
●
Before reading invite them to look at the questions
effective communication and to offer their ideas and discuss them with you.
Speaking talk about characteristics of a good
●
Ask students to read the article silently and answer
listener the questions. Get them to compare answers as a
Topic Communication breakdown
●
class.
Functions describe characteristics
●
express opinions
●
give reasons
●
MODULE 2: Communication
(10 mins)
a Tell the students to read question Unit 4 Communicating
Grammar
subordinating conjunctions [but,
a. Invite a few suggestions from them Definite and indefinite articles [a, an, although, however, in spite of];
the]; correlative conjunctions quantity words
and then ask them to write down brief [both ... and / either ... or / neither ... nor];
entire class is. Quote “Communication leads to community, that is, to understanding,
intimacy and mutual valuing. ”
Rollo May
34
60
Unit 4 Communicating
connections and develop a positive relationship which Invite different students to tell you their answers,
would help them to be tolerant, to form close bonds and then play the recording again so that they
and to be capable of appreciating others. correct their wrong answers.
Rollo May (1909 – 1994) was an American Listening script 4.1 – see page 141
psychologist, who tried to help people to solve their
problems by facing their fears and making healthy
choices in life.
(10 mins)
Ask the students to complete the sentences using
words in the box. Put them in pairs to check their
answers.
(4.1) (15 mins)
Tell the students they are going to hear a speaker talking (15 mins)
about the barriers to effective communication. Ask Remind the students of the listening article, and play
them to read questions a-c, then play recording 4.1 the recording again (Listening script 4.1).
straight through while students listen without noting
Then allow time for the students to prepare a short
down anything.
talk on the same subject relating it to their own
Play the recording again while they take the necessary life. Tell them to practise giving their talks in small
notes for them to answer the questions. groups, then invite volunteers to talk to the class. If
possible, record the talks and use them either with
the same class for revision purposes or with future
classes when they reach this unit.
Communication Breakdown
On average, people spend over 75% of their time in interpersonal situations. So, is it
really a surprise to find that poor communication is at the root of a large number of
personal problems? Effective communication is an essential component of healthy Objectives
relationships, whether it is at an interpersonal or organisational.
5 Communicating effectively involves a number of specific strengths, especially listening Skills At the end of the lesson,
skills. A major source of communication problems is defensiveness. When people feel
threatened they will try to protect themselves; this is natural. Nevertheless, a skilful
students should be able to:
listener is aware of the potential for defensiveness and makes the adjustments needed Reading ● read an article about how
during their conversations.
10 The following list provides some suggestions for effective listening when confronted with the Internet is used by
any kind of communication: postal services in India
O Listen openly and with empathy to the other person.
O Practise supportive listening instead of one-way listening. Topic ● Letters to the mountains
O Ask for paraphrases and repetitions to make sure you understand the message.
15 O Listen between the lines. Function ● give reasons
O Neither control the conversation nor interrupt your interlocutor.
O Don’t react to emotional words, but interpret their purpose. Vocabulary chime (N), illiteracy (N),
O Don’t judge before you comprehend.
Being a good and patient listener helps you not only to solve many problems, but also to inaccessible (Adj),
20 see the world through the eyes of others, thereby enhancing your capacity for empathy. integrate (V), lifeline (N),
To conclude, there’s nothing better than ‘listening’ to the wisdom of others in order to
increase your own. As a Native American proverb says, “Listen or your tongue will keep mailbag (N), transcribe (V)
you deaf.”
Words to remember
(4.1)You are going to hear a speaker talking about the barriers to adjustment, assumption,
effective communication. block out, capacity,
defensiveness, distraction,
a What are the four barriers to effective communication which the
empathy, enhance,
speaker mentions? interlocutor, non-verbal
b What four factors cause poor listening skills to develop?
c Which barrier to effective communication do you think is the most important? Why?
Complete the following sentences with an appropriate adjective from the box.
the] (5 mins)
use correlative conjunctions [both ... and /
● Explain to the students what a contrast word is.
either ... or / neither ... nor] Read aloud the definition of a contrast word in
use subordinating conjunctions [but,
● their Student’s Book and the examples following
although, however, in spite of] it. Tell the students to complete sentences a-c with
use quantity words
●
the correct contrast word. Invite more sentences
Topic Communicating
●
with contrast words. Write good examples on the
Functions compare and contrast
●
board.
state advantages and disadvantages
●
give instructions
●
page 127
friend has not been referred to before – that is, he Examine the use of neither ... nor and both ... and. Where do the parts of speech occur?
The ¿lm was neither well-made nor well-acted.
is not mentioned as a specific friend, so we use the Both Jim and Tom play football.
indefinite article).
We can use neither ... nor as adverbs to mean also not. This structure is used to join negative
Students complete the task individually, ideas. It is the opposite of both ... and.
then compare and discuss answers with a Now, examine the use of either ... or.
I can either visit our neighbours or talk to them on the phone.
partner.
Either ... or is used in sentences in a positive sense meaning one or the other, this or that, he or
(4.2) (5 mins) she, etc.
OSubordinating conjunctions [but, although, however, in spite of] Grammar reference page 127
Play the recording while students check their When we want to make two points, and emphasise that one of them contrasts with the
other, there are a number of different words and expressions that we can use: but, although,
answers. Repeat or pause as necessary. however, in spite of. Examples: I don’t like most sweet food, but I love chocolate. Although it was
Check the answers again with the whole raining, they went on a picnic.
The children had a lovely day. However, they arrived home very sunburnt.
class, and check that students can explain In spite of not being able to swim, she survived for almost an hour in the sea.
Add the correct contrast word in the space provided.
them. a We’d love to stay for dinner, we have got to get going.
b They decided to stay in the area, their problems with the local residents.
Listening script 4.2 – see page 141 c There were many people the hotels were not equipped to handle them.
●Correlative conjunctions [both ... and / Work in small groups. Talk about these subjects.
either ... or / neither ... nor] a The best and the worst things about text messages
b Your preferred means of communication
(10 mins) c Other means of communication in Kuwait other than e-mail,
text messaging and traditional letters
Explain to the students what a correlative
Give simple instructions, explaining how to take a photograph with a digital camera.
conjunction is. Make clear that a correlative
conjunction links balanced words, phrases 36
B bread cake cheese chocolate clothing advice glass (4.4) (10 mins)
information lemon news rice salt sugar toast
b Complete these sentences with the appropriate quantity expressions. In pairs, students practise saying the
1 I want to write a letter. Can you pass me two pieces of paper?
2 I read an interesting about volcanoes in the paper this morning. sentences. Go round and listen, making
3 Can I give you a ? I think you owe him an apology. sure they are pronouncing the sounds
4 For breakfast Salma usually has two with butter and honey.
5 I take a to school in case I get hungry. correctly.
The is used with some but not all place names. Listening script 4.4 – see page 141
countries and continents groups of islands rivers islands
mountain ranges mountains seas and oceans towns and cities Lesson 6
a Which of these types of place names are used with the? Study the underlined words in Workbook pages 28 – 29, Language
sentences 1–7. practice
1 I’ve got two penfriends – one in the United Arab Emirates and another in Japan.
2 The Nile is the longest river in Africa. The Volga is the longest river in Europe. It rises in Workbook answer key – see page 152
the north of Russia and flows into the Caspian Sea.
3 Everest is in the Himalayas on the border of Nepal and Tibet.
4 Malta is an island in the Mediterranean Sea.
5 Kuwait has borders with the Gulf, Saudi Arabia and Iraq.
6 London is the capital of the United Kingdom. Objectives
7 Jamaica is in the West Indies. The capital is Kingston.
b Write sentences about places in Kuwait. Skills At the end of the lesson,
Stress in verb / noun words
(4.3) Listen to each of the following word pairs and repeat them.
Words to remember students should be able to:
accountant, annual,
Notice where the primary stress lies depending on whether it’s a
continent, courteous,
Grammar ● use countable and
noun or a verb.
a comment (n.) c decrease (n.) deem, demand, diva,
flattering, harshly,
uncountable nouns
comment (v.) decrease (v.)
b report (n.) d insult (n.) insult, meticulously, ● use correlative
mountain range,
report (v.) insult (v.)
owe, pane conjunctions [both ... and
(4.4) Now listen to the same words used in sentences.
a The diva received flattering comments about her concert. / either ... or / neither ...
The review commented that the book was meticulously written.
b The company’s annual report was discouraging. nor]
It was reported that the fire was an accident.
c The decrease in sales has worried the salesmen. Functions ● apologise
The demand for this product has decreased sooner than expected.
● express gratitude
d The employer’s insult to his employees was unfair.
He was insulted very harshly in front of his friends. 37
63
Lessons 7 and 8 Ask them if they know any other way of starting
Objectives and ending a formal letter.
Skills At the end of this pair of lessons, Note that if the letter starts with Dear Sir(s) or Dear
students should be able to: Madam(s) it should end with Yours faithfully, but if
Reading read a formal letter of application
● the sender knows the name of the addressee (e.g.
Writing write an application form
● Dear Mr Smith) the letter should end with Yours truly.
write a letter of application to a university
●
Functions plan
●
give information
●
(15 mins)
explain choices
●
express gratitude
●
Ask the students to imagine themselves applying
Vocabulary attestation (N), cardiac (Adj), to a university, which they will most probably do
doctorate (V), enclose (V), when they graduate.
extensive (Adj), in advance (Phr), Ask them to fill in the application form with
reference (N) real information about themselves. In case any
requirement doesn’t apply to them (e.g. work
Student’s Book pages 38 and 39 telephone, work experience, etc.), they could make up
Present the active vocabulary needed for each activity. fictitious information.
(10 mins)
Tell the students to read the letter silently Student’s Book page
and to find the answers to questions a-c.
Help them with any hard vocabulary such
as doctorate, attestation, etc. but don’t let A formal letter of application
them stop on each and every word because
they only need to understand the general Read the following letter of application and answer
content. the questions.
a What is the purpose of the letter?
As a class, discuss the answers to questions b Who is it written to and who by?
a-c. c Why is Faisal applying for a new job?
(15 mins)
10 April 2009
Dear Sirs,
a Put the students in pairs and ask them to In response to your advertisement in the Kuwait Times, I wish to offer my
services as a surgeon
discuss the answer to the question. What in the new hospital you are currently building.
I am a 31-year-old Kuwaiti and I currently live in Greenwich Village, New
characteristics do they think make the from Columbia University, New York, with a doctorate in cardiac surgery York. I graduated
and for the past
three years I have been working in a hospital in New York. Before this
letter formal? Tell them to give a general extensive surgery training at my university for about six months. position, I undertook
The main motive for leaving my current position is that I have decided
answer (e.g. the beginning and the ending; to return to my home
country and reside there with my family permanently. I believe that working
would be an excellent opportunity for me to gain more experience, especiallyat your hospital
formal vocabulary …). has an excellent reputation in surgery and other fields of medicine. as your hospital
Regarding references, I am enclosing my curriculum vitae as well as an
Invite them to share their ideas with the doctorate degree. In case additional information is required, I suggest attestation of my
e-mail at Faisal.A@medicalmail.com and I will provide you with furtherthat you send me an
whole class. possible. details as soon as
Thank you in advance for your attention and I look forward to the pleasure
b Tell the students to complete the interview and the opportunity to give you more information about myself. of a personal
question on their own with examples from Yours faithfully,
Dr Faisal Assaif
the letter in order to be more specific
about the formality of the letter. Answer the following questions:
a What makes the letter above formal?
c Put the students in pairs again and ask
them to compare their answers with their
b Extract words or phrases from the letter that provide examples of
partner. Invite them to discuss which
full verb forms:
examples should be kept on their list and
which should be removed. formal words and phrases:
d Point the students’ attention to the
c Compare your answers with those of a partner. Have you mentioned the same words and
beginning and the ending of the letter and phrases?
tell them that this is the formal way of d Notice how the letter starts and ends. What other ways can be used to start and finish a
formal letter?
writing a letter. 38
64
Unit 4 Communicating
(20 mins) Lesson 9
a Tell the students to make an outline of the letter of Workbook pages 30 – 31, Writing
application they are going to write, following the outline Workbook answer key – see page 152
given. Go round and help if necessary.
b Ask the students to write their letter of application, Objectives
which should be based on their outline. Skills At the end of the lesson,
Invite some students to read their letter to the class if students should be able to:
they would like to. Reading ● read a formal letter of
Encourage the others to make suggestions and application and its reply
comments about the formality of the letter they hear. Writing ● fill in an application form
Students then write second drafts.
task
Unit 4 Communicating
3 Academic qualifications
Subject Qualification Grade Dates
W
headings:
Paragraph 1 Purpose for writing / course applied for ords to remember
Paragraph 2 Personal qualifications and experience
Paragraph 3 Reason for applying to that particular attestation, cardiac,
university doctorate, enclose,
Paragraph 4 Enclosure (any other papers attached to the extensive, in advance,
letter) reference
Paragraph 5 Conclusion (thanking)
b Now write your letter in 170-200 words. Start and end it appropriately. Use formal words
and phrases from Dr Faisal Assaif’s letter to hep you, as well as any needed information
from the form that you filled above and the Useful Language box below.
USEFUL LANGUAGE
Giving information Explaining choices Expressing gratitude
In response to your My main reason for choosing Thank you in advance for your
advertisement ... this course is ... attention ...
I wish to offer ... The main motive ... Thank you for the opportunity ...
I am enclosing ... I am choosing this course ...
In case additional
information is required ...
39
65
MODULE 2: Communication
Unit 5 Writing
Lessons 1 and 2
(10 mins)
Objectives
Skills At the end of this pair of lessons, Using reference books and/or the Internet,
students should be able to: students research more writing systems and
Reading read an article about the history of writing
●
produce examples of them. Which ones do they
Listening listen to an article about the history of writing
●
think would be the most difficult to learn?
Speaking talk about writing in different languages
●
predict
●
First, ask the students to study the map and Unit 5 Writing
Grammar
the illustrations carefully. Then tell them to Present perfect simple and continuous;
name the countries and areas on the map, for / since
40
66
Unit 5 Writing
nouns
Student’s Book pages 42 and 43
Present the active vocabulary needed for each activity.
(5 mins)
Read sentence a with the class and try to match it with
the correct ending. Elicit the answer from the students
(5). Make sure that students agree. In cases
of disagreement ask students to justify Student’s Book page
their answers. Allow time for students
to complete the task individually. Check
answers as a class.
Present perfect simple and continuous; for / since Grammar reference pages 128–129
O
(5 mins) Match the sentence beginnings a-e with the endings 1-5.
In pairs, students compare the two pairs of a My family has lived in 1 pride and joy since he bought the house.
sentences and name each tense (a present b The garden has been his 2 to his brother on the telephone for over an hour.
c I’ve had writer's block 3 rising consistently since 1990.
perfect; present perfect continuous; b present
d Hussein has been talking 4 since my last novel was published.
perfect; present perfect continuous). e Literacy levels have been 5 this neighbourhood since 2005.
(5 mins) Compare these two pairs of sentences. What tense is each verb?
a Z I’ve written three letters this morning.
Read out the question and invite the answer Z I’ve been writing letters all morning.
b Z He’s just played tennis.
from the class (the present perfect continuous Z He’s been playing tennis for several years.
describes an activity over a length of time; the Which tense describes an activity over a length of time? Which tense describes a finished
action?
present perfect describes a finished action).
(5 mins)
When we are describing an activity that continues over a length of time, what kind of
Put the students in pairs and ask them information follows the words since and for?
to discuss how they would explain the a People have been writing for five thousand years.
b People have been writing Arabic since the 4th century.
use of since and for to a new student of
Complete these sentences by choosing the right verb form and for or since.
English, using their own examples as well a The Chinese have drawn / been drawing characters for / since 1500 BCE.
as sentences a and b. Go round and offer b By the age of 15, Chinese students have acquired / been acquiring over 3000 characters.
c Omar has lost / been losing his pen, so he can’t do his English homework. He’s looked /
suggestions if necessary. been looking for it all evening.
d Reem has been reading for / since the age of three. She has read / been reading two or
Invite different students to explain their three books a week for / since several years now.
ideas to the class, and write useful examples e European countries have used / been using the Roman alphabet for / since 2000 years.
on the board. Complete these sentences so that they are true for you. (You may need to add a phrase
with for or since.)
Complete these sentences using verbs and nouns from these lists. You may have to use
the past form of some verbs.
Verbs: draw paint inscribe write
Objectives
Nouns: brush clay ink paper pen pencil
Skills At the end of the lesson,
a Traditionally, the Chinese their characters using a and
. students should be able to:
b The Mesopotamians their pictograms on blocks of with a
reed.
Grammar ● use present perfect: for /
Now take turns to read these sentences to your partner, paying attention to the stress of
the words in bold.
a He fell off his bike the first day he bought it.
The market has been witnessing a fall-off in sales. W
ords to remember
b The men of the city were called in to join the army. acquire, amateur,
Tomorrow’s radio show will include the listeners’ call-ins. ballpoint, call-in, falloff,
c This oil may be tried out and used. literacy, pride and joy,
The tryouts for the competition start on Tuesday. publish, tryout,
writer's block
(5.3) Listen, check and repeat.
43
69
Lessons 7 and 8 Tell them to be as imaginative as possible in their
Objectives answers; it is their opinions and their ability to
Skills At the end of this pair of lessons, justify them that is important in this exercise, not
students should be able to: knowledge of hard fact. Have one or two students
Listening listen to an interview with a Kuwaiti poet
● read sections from their essays to the class, if there
Speaking give an interview
● is time.
Writing write an essay about languages
●
Student’s Book pages 44 and 45 On the board, write BCE and CE and ask or explain
Present the active vocabulary needed for each activity what it stands for (before common era). Read out the
first date (three thousand BCE) and ask students to
write it in their books in words (three thousand BCE).
Then allow time for the students to complete the
task. Go round and check while they are working.
Write an essay of 170–200 words expressing your opinion on the following. Make sure
you give reasons to support your opinion. You may use expressions from the Useful
Language box on page 45 to help you.
(5 mins) a Which language has had the biggest impact on human history? (Facts)
b Which language dominates the communication and business world nowadays? (Examples)
Ask students to open their notebooks and c What language might dominate in the future? (Predictions)
44
70
Unit 5 Writing
(10 mins) after each question for the students to complete it
Again, students complete this task while you go round in their books.
and check. Listening script 5.4 – see page 142
Interviewing
(15 mins)
a Put the students in pairs, if possible with
(5.4) (5 mins) someone new. Then read out the instruction and
Tell the students they are going to hear an interview allow time for them to agree on a suitable subject
with the poet Abdul Aziz Al-Babtain. Encourage for each interview.
students who know something about him to tell the b Students then work individually to prepare their
class what they know. Play the recording straight questions. If necessary, play the recording (5.4)
through. again, to give them some ideas.
Put them in pairs to discuss their answers, then invite c Students read the extract from the interviewer’s
them to share their answers as a class. introduction, then prepare a brief introduction
Listening script 5.4 – see page 142 for their own interviews. Go round and make
suggestions and corrections as necessary.
(5.4) (10 mins) d Students practise their interviews in pairs. Go
Play the recording as far as the end of the first question, round and listen, offering help if necessary.
then ask the class to complete question a (about
this library you have founded). Then play the rest of the
recording, pausing after each question for the students (20 mins)
to repeat it. Then play the recording again, pausing
a and b Put pairs together to make groups
Student’s Book page of four. Students take turns to perform their
interviews. Encourage the interviewers to ask
Unit 5 Writing ‘interviewees’ further questions, and remind
the students to look at the Useful Language box.
Interviewing Make a note of two or three strong pairs, and
invite them to ‘perform’ for the class.
Listen to a short interview with the poet Abdul Aziz
(5.4)
Al-Babtain. Did you know anything about this person
before? Lesson 9
(5.4) Listen again. Complete these questions from the Workbook pages 36 – 37, Writing
interview.
Workbook answer key – see page 153
a Can I start by asking you …?
b Do you have any …?
c Can you tell us more about …?
d How many …? Objectives
e What about …?
f And do you have any future plans …?
Skills At the end of the lesson,
You are going to interview a partner about an activity that he or she does regularly.
students should be able to:
For example: playing a sport, reading, travelling, listening to or playing music. Reading ● read an interview with a
a Agree on suitable subjects for the interview.
b Work individually on four or five questions you could ask your partner. You may use some professional swimmer
of the ideas from the recorded interview to help you. Write your questions in the most
appropriate order.
Writing ● write interview questions
c Prepare an introduction. You may use the same structure of this introduction from Abdul ● write interview responses
Aziz’s interview.
Today I have with me someone who is known in Kuwait, the Gulf and the Arab world. He’s
Functions ● conduct an interview
a prominent Kuwaiti poet, as well as a businessman, and one of the greatest wordsmiths in
modern Arabic poetry. My guest this week is Abdul Aziz Al-Babtain. Abdul Aziz, welcome to
Writer’s World.
45
71
MODULE 2: Communication
(20 mins)
Ask the students to look at the title of the a
unit and the pictures. Put them in pairs
to discuss what the people are using their
phones for. When they are ready, invite b
different students to share their ideas with c
the class (e.g. In picture a, the man is using his
phone for work; In picture b, one boy is texting and
Look at the photographs and discuss this question in pairs.
the other is listening to a message or talking; In What are the most common uses of mobile phones for these groups of people?
picture c, the man is chatting to a friend.). Z College students Z Parents Z People in business
for emergencies etc.) and allow a brief class Our use of mobile phones always 25 daily agenda and to communicate with
receives a great deal of media attention. staff and clients. Moreover, some mobile
discussion. Lately, mobile phones have become a phones allow users to send and receive
necessity for people of miscellaneous e-mails. They can also browse websites
In pairs, students discuss the question. Go 5 ages and occupations. For example, via a WAP and / or HTML browser. For
round and offer ideas if necessary, then have college students rely on mobile phones
to inform their parents whenever they
30 many, the cell phone has replaced the
PDA (personal digital assistant) as the
a class discussion to compare ideas. want to stay late at the library. They also portable complement to the computer.
rely on them to chat with their friends With a remote desktop application,
10 or to plan days out. On the other hand, it also becomes possible to make
parents use mobile phones to check on 35 the mobile phone a window to one’s
(15 mins) their children or even to call for help
in cases of emergency. Both parents
computer.
Ramesh Jain, a professor at the
and children may use their mobiles as
Ask students if they can remember a time 15 calendars, watches, alarm clocks and
University of California, Irvine, wrote
on his weblog: “Mobile phones are
when mobile telephones didn’t exist. If they even calculators. Some mobiles can
also function as radios. Some people
40 becoming very powerful and are likely
to become a dominant device for
cannot, explain that it is only in the past use their mobile phone as a notepad on CCC (communication, computing
which they save an SMS as a reminder to
ten to twenty years that mobile telephones 20 do something. Owners have also tended
and content).” Hence the phones of
tomorrow will soon be the ultimate
to customise their phones with their own
have been accessible to so many people. ring tones, themes and wallpapers.
45 remote control of our life. Soon they will
become, what George Gilder has called
Instigate a class discussion. Ask students In addition to the above, professionals ‘teleputers’, if they haven’t already.
rely on mobile phones to schedule their
how they think the development of the
mobile telephone has transformed the way 46
72
Unit 6 On the phone
(10 mins)
(6.1) (15 mins)
Allow time for the students to read the text. Go round
a and b Play the first part of the recording, then
and explain new words, making a note of them in
ask the students to tell you what the conversation
order to check them with the whole class later. In pairs,
is about (the boy needs to borrow a phone in order to
stdents check their answers to exercise 1. Who guessed
tell his mother he will be late home because of a football
correctly?
match). Play the first part again to check.
(5 mins) Repeat this procedure with the second and third
parts of the recording.
Read through the questions with the class, then allow
Then read out question b and put the students in
time for them to note down their answers. Then put
pairs to discuss their answers. After a few minutes,
them in small groups to compare answers. Invite a
play the whole recording again to remind them,
student from each group to report back to the class. If
then allow a few more minutes before you check
you wish, tell them your own answers too.
their answers.
(15 mins) Listening script 6.1 – see page 142
a and b Read the questions with the class, then put (6.1)(10 mins)
students in small groups to note down their answers.
Ask the students to read questions a and b, then
Allow time for students to discuss their own ideas.
play the first conversation again.
When they are ready, invite a student from each group
Ask them to note down their answers to a and b,
to report back to the class.
then repeat the procedure with conversations 2
and 3.
Put them in pairs to compare answers.
Student’s Book page Listening script 6.1 – see page 142
L
(5–10 mins)
Unit 6 On the phone
Read out the first phrase (it isn’t my fault)
Work through this questionnaire. Then compare answers with other students.
and ask the class to match it with the correct
Do you own or use a mobile phone?HONE? meaning (5). Allow time for students to
Yes No Mobile phones
Answer these questions Answer these questions
1946 Sweden complete the task and compare answers
First mobile phones
1 How many times a day do you 1 Would you like a mobile phone? used in police cars.
use your mobile phone? Why or why not?
2 What do you mainly use it for? 2 Would there be any disadvantages
1950s North America
The public could buy
radio phones.
Lesson 3
in having a mobile phone? 1971 Finland Workbook pages 38 – 39, Reading
First public mobile
3 Which do you do more: 3 What do you do if a certain phone network. Workbook answer key – see page 153
make phone calls or send text situation requires a mobile phone 1981 Middle East
messages? urgently? First network with
roaming.
4 What is the best thing about 4 When do you think is the 1980s First
having a mobile phone? appropriate time for you to have generation mobiles: Objectives
your own mobile phone? large car phones.
1990s Second
generation phones:
Skills At the end of the lesson,
Read the Factfile and answer the following questions.
a What do you predict mobile phones will be like in the future?
smaller and digital.
2000s Third
students should be able to:
b How have mobile phones developed since the 1980s? generation phones:
cameras, video and Reading ● read a table about old
Internet access.
(6.1) You are going to hear three conversations. mobile phones
Words to remember
a What are the three conversations about? ● read a paragraph
b What uses of mobile phones are mentioned?
agenda, a great deal of,
of rewritten tabular
Listen to the conversations again. Are these statements True
(6.1)
(T) or False (F)? Justify your answers. browse, calendar, cell phone, information
complement, customise,
Conversation 1
a The boy borrows his brother’s mobile phone because he has
dominant, function, lately, Writing ● write tabular information
miscellaneous, necessity,
left his at home. notepad, rely on, reminder, as a paragraph
b The two boys can’t get home at the usual time. teleputer, tend, theme, via,
Conversation 2 weblog Topic ● What happens to your old
c The driver knows the number of the breakdown service.
d The breakdown service will arrive in a quarter of an hour. mobile phone when you are
Conversation 3
e The young man needs a mobile phone for his work.
finished with it?
f When he is in another country, he only uses his mobile phone
to contact his colleagues.
Vocabulary bin (V), disposable (Adj),
Match these conversational expressions from the phone calls with their meanings. pass on (PhV), reclaim (V),
a It isn’t my fault. 1 I need it. / I’m dependent on it. sibling (N)
b We haven’t got any choice. 2 The situation is improving.
c That’s right. 3 That is correct.
d I couldn’t do without it. 4 There’s nothing else we can do.
e It’s getting better. 5 I’m not to blame. / I’ve done nothing wrong.
47
73
.
Lessons 4 and 5 b Students then take turns to ask their partners a
Objectives question, checking each time that the answer is
Skills At the end of this pair of lessons, correct.
students should be able to: c Ask students to choose two sentences they wrote
Speaking make a dialogue with question tags
●
in a and change them into imperative statements.
Grammar use question tags
●
Remind students that imperative statements begin
use imperatives
●
with a verb and end in a full stop. Go round and
Topic On the phone
●
check while they are working. When they are ready,
Vocabulary hike (V), mountainous (Adj), notify (V), invite volunteers to share their answers with the
recognise (V), security (N), usher (N) class.
Pronunciation intonation in question tags
●
NOTE: Tell the students that it’s fine if they want
to disagree with a statement for example:
Student’s Book pages 48 and 49
You like football, don’t you?
Present the active vocabulary needed for each activity.
expected answer: Yes, I do.
actual answer: No, I don’t.
●
Question tags
●
Imperatives
(5 mins)
(6.2) (30 mins)
Ask students to complete the first sentence with
a Remind the students of the conversations they heard
the correct verb form, then check their answers as
(Tapescript 6.1). Read out the explanation and first
a class. Allow time for them to complete the other
question, then allow time for the students to discuss
sentences individually. Then tell them to compare
the answer with a partner.When they are ready, invite a
their answers with a partner.
student to supply the answer.
b and c In pairs, students discuss and note down the
question tags for sentences 1–4. Go round Student’s Book page
and check, reminding them to check the
tenses. Then play the recording for them to
check their answers.
Listening script 6.2 – see page 142 Question tags Grammar reference page 129
O
The underlined words at the ends of extracts 1–4, taken from the phone calls, are question
d Tell students that sometimes question tags.
a How are these phrases formed? (Look at the pronouns and the main verbs.)
tags have irregular forms. Point their 1 You haven’t brought your phone with you, have you?
attention to the example sentences. 2 She won’t be very easy-going about it, will she?
3 We are playing football after school, aren’t we?
Encourage students to induce the rule for 4 You notified her this morning, didn’t you?
forming similar question tag forms. Elicit b Write the question tags for these beginnings.
1 We can’t hike from here,
answers from volunteers before you give 2 We haven’t got any choice,
3 You use your mobile phone mainly for work,
students the correct answer. Then, in pairs, 4 But it’s sometimes difficult to get a signal,
ask students to give one extra example for c (6.2) Listen and check your answers.
each irregular question tag form. d Sometimes question tags have irregular forms. Read the following:
O Open the window, would you?
O Let’s go to the library, shall we?
(10 mins) How are the question tags formed? Give one extra example for each.
Ask the students to look at the picture and
Work in pairs. Ask and answer questions about the photograph as below.
invite them to describe it.
A This woman is using her mobile phone, isn’t she?
Invite two students to read out parts A and B Yes, she is.
A She isn’t carrying a case, is she?
B, then divide the class into pairs to practise B No, she isn’t.
similar exchanges about the picture. Go
Work with a different partner.
round and check they are using question
a Write three affirmative statements and three negative statements about your partner. End
tags correctly. each statement with a question tag. (Write things that you think are true).
b Take turns to ask and answer your questions.
Finally, invite two or three pairs to perform A You like watching football, don’t you?
their questions and answers for the class. B Yes, I do.
c Choose two statements you wrote in a and transform them into imperative statements. For
example: He watches football. Æ Watch football.
(10 mins) OImperatives Grammar reference page 130
Match these sentence beginnings a–e with the correct endings 1–5 below.
Workbook answer key – see pages 153 -
a I can only just hear your voice – ... 154
b If you want to prevent other people from using your phone, ...
c I don’t recognise the ringtone ...
d My friends live in a mountainous part of the country ...
e The battery in my phone is flat – ...
● apologise
leave receive send an e-mail a fax a message (for someone) a text message
49
75
Lessons 7 and 8 b Ask the students to decide in pairs which of the
Objectives headings matches A, and which one matches B. (A
Skills At the end of this pair of lessons, is connecting to the Internet through a mobile phone and B
students should be able to: is creating a photo album on your mobile phone).
Listening listen to instructions for using a mobile
●
phone
Writing write instructions for sending a text
●
message
Topic Sending a text message
●
Functions plan
●
give instructions
●
Go round and offer help where needed. a Complete the texts with these words and phrases. Use capital letters where necessary.
A menu / click / address / forget / surfing / typing / bookmarks /
Write all new vocabulary on the board and GPRS / access / modem
check it with the whole class later.
B type / button / paste / menu / select / pictures / save / return /
Listening script 6.5 – see page 143 similar / click on / folder
b What are these sets of instructions, A and B, for? Choose two of the following:
O Connecting to the Internet through a mobile phone
O Storing a number in your phone book
O Making payments with your mobile phone
O Creating a photo album on your mobile phone
A O Go to (1) , then (2) on Web.
O Click on Go to (3) .
O Start (4) the net by (5) the address of the required website.
O You can also select the option (6) instead of Go to Address. This option
enables you quick (7) to certain websites which you can choose and save
yourself beforehand.
O
Do not (8) to check if your mobile phone has (9) which must be
(10) enabled in order to be able to connect to the Internet.
(11) .
50
76
Unit 6 On the phone
(15 mins)
Students write the first draft of their instructions.
(10 mins) Remind them to use expressions from the two texts
Students read the two texts again and then discuss the and from the Useful Language box.
three questions in pairs. Go round and discuss their
answers.
(10 mins)
a, b and c Tell the students to read their work
(15 mins) through carefully and check spelling, grammar and
Read out the instructions and allow time for the punctuation. Go round and make corrections.
students to re-read the texts on page 50. Students then read each other’s work. Encourage
The students then make their notes, using the prompts. them to make suggestions and comments, using
Go round and offer help where necessary. the prompts. Students then write their final drafts.
Finally, invite different students to read out
their instructions to the class. Encourage helpful
comments and suggestions.
Lesson 9
Workbook pages 42 – 43, Writing
Workbook answer key – see page 154
Objectives
Skills At the end of the lesson,
students should be able to:
Student’s Book page Reading ● read a conversation
c How does the writer try to make these instructions clear and easy to follow? Preparation for the project
Tell the students they will be working on a
project called Conducting an English language
survey at the end of the module in which they
Plan a set of instructions for someone who wants to send a text message on a mobile
phone for the first time. (Think of a real person you know. It could be someone younger or will design and carry out a survey to find out
older than you.) how important English is to other students in
a Think about what you do when you send a text message, then
write a short note for each step.
b Think about the kinds of messages the person you are
W ords to remember their school or people in their community. Ask
beforehand, bookmark, them to work in pairs, decide how they are
thinking about might want to send. don’t tell a soul, GPRS,
Write your instructions. modem, paste,
going to conduct their survey, the people they
a Make sure they are clear, short and straightforward. phone book, press are going to ask, the question types that they
b You may use expressions from the Useful Language box below are going to use and the way they are going
and the instructions above to help you.
to record answers. Tell them to carry out their
When you have finished writing, read your instructions carefully. survey either in pairs or individually. Ask them
a Check spelling, grammar and punctuation. to bring their surveys to the next lesson.
b Exchange descriptions with a partner.
As you read what your partner has written, try to follow the instructions in your head. Ask
yourself these questions:
Z Are the instructions clear and easy to follow?
Z Is any information missing?
c Compare your sets of instructions, then write a final version together.
USEFUL LANGUAGE
Giving instructions:
Instruction words
Go to ...
Click on / Press ...
Select ...
Type ...
Return to ...
Do not forget to ...
51
77
Focus on
Student’s Book page 52
52
78
Project 2
Conducting an English What do you need to do to conduct a
language survey survey?
Student’s Book pages 53 and 54
(10 mins)
(5 mins)
a Read out the task and invite some initial ideas
Tell the class they are going to plan, design and carry from the class. Put the students in small groups to
out a survey to find out how important English is discuss the options in a and choose at least one.
to other students in their school or people in their Go round and help them with their decisions if
community. As a warm up, put them in small groups necessary.
to discuss how important English is to them. Invite b Students then discuss the options in b and
volunteers to share their ideas with the whole class. choose one.
c Allow time for them to discuss the question.
Student’s can access these websites to obtain Invite the groups to compare their ideas with the
more information:
rest of the class.
www.wikipedia.org
www.sciencebuddies.org Design your survey
www.surveysystem.com (10 mins)
a In their groups, students decide on the question
types they will use in their surveys. Make sure
Student’s Book page they
t consider all four types carefully before
deciding. Go round and offer advice if necessary.
b One student in each group records the
Project 2 questions for the group; the group decides how
to arrange the questions for the final survey.
Give each group several sheets of paper (enough
Conducting an English language survey task for one or two rough copies and the final one)
You are going to plan, design and carry
out a survey to find out how important
and ask them to copy the questions and prepare
English is to other students in your their surveys. Go round and discuss their ideas,
school or people in your community.
making suggestions and comments.
53
79
Carry out your survey Module 2 Progress Test
(15 mins) Workbook pages 44 – 47
a The groups then carry out their interviews, individually Workbook answer key – see page 154
or in pairs. Make sure they record the answers! Extra listening page 145
b Ask the students to study the different ways of
presenting summaries, then to choose one and record
their own ideas. Hand out sheets of paper, and make
sure their summaries are large, clear and neat enough
to be used in presentations. Go round and make
corrections and suggestions as necessary. Encourage the
use of coloured pens for maximum visual impact.
Display/Presentation
(10 mins)
In their groups, students present their findings to the
rest of the class. Encourage comments and
suggestions. Use the presentations for a Student’s Book page
classroom display.
Class discussion
(10 mins)
Discuss the two questions with the whole
3 Several options.
class. Finally, have a class vote for the best Example: What use do you make of English? (Tick your main use only.)
presentation. In my work For reading books, magazines or newspapers
In my studies For understanding foreign TV or films
For understanding foreign songs
4 Open-ended questions
Example: Why is English important to you?
b Each individual member of the group should write two or three questions for the interviews,
then the group puts all the questions in order for the questionnaire.
Carry out your survey
a Do as many interviews as you have time for. If you work in pairs for this task, one student
could ask the questions while the other records the answers. You can then exchange roles.
b When you have finished interviewing, summarise the answers interviewees gave to your
questions. Remember these ways of presenting the summaries:
1 Simple sentences using percentages (%)
27% of interviewees said they use English every day.
2 Tables of figures
Statement Strongly agree Agree Disagree Strongly disagree
English is very
2 4 2 1
important to me.
O www.sciencebuddies.org
O www.surveysystem.com
54
80
Student’s Book Answer key
Module 2
Unit 4, page 34, exercise 3 piece – bread, cake, cheese, chocolate, advice,
a Defensiveness is the major problem in information, toast
communication. (Students give their own slice – bread, cake, lemon, toast
answer about how to deal with it.)
b Empathy is an essential factor of
a healthy communication because it Unit 4, page 37, exercise 1 b
enables people to empathise with their 1 pieces of paper
interlocutors and understand what 2 item of news
really mean. It also helps them avoid 3 piece of advice
misunderstandings. (Students’ own 4 slices / pieces of toast; slices / pieces of bread
answer) 5 piece of bread / cheese / cake
c “Listening between the lines” means not
to listen to someone shallowly, but to
attempt to understand what the other is Unit 4, page 37, exercise 2 a
trying to say indirectly. Types of place names used with the: rivers; seas and
d (Students’ own answers) oceans; mountain ranges; groups of islands
A few countries and continents also use the.
Unit 5, page 40, exercise 3 (Oldest first) Unit 5, page 43, exercise 2 b
pictograms 1 worthless
hieroglyphics and cunieform 2 Amateur
Chinese characters 3 complicated
ancient Greek 4 impractical
Arabic 5 modern
Roman alphabet
83
Unit 6, page 50, exercise 1a
A
1 Menu
2 click
3 Address
4 surfing
5 typing
6 Bookmarks
7 access
8 forget
9 GPRS
10 modem
B
1 Menu
2 button
3 Click on
4 folder
5 Type
6 Save
7 pictures
8 Select
9 Return
10 Paste
11 similar
84
Module 3 The media
Welcome students to the new semester and give them a
moment or two to look at the photos and unit headings.
Tell them they will spend the first part of the semester
learning about The media, its uses and impact in the
modern world.
Student’s Book page 55
Turn the radio on and let it play while you hand out the
other props to the class. Give students a few minutes
Opener (5–10 minutes) to read what they have been given. If you wish you can
Bring some props with you to the first lesson. These should invite some students to report back what they’ve just
read, and give a brief critique of it. Ask them what links
include a small radio tuned into an appropriate station,
all of these things. Encourage guesses and channel the
some newspaper clippings, a television schedule, pages from
discussion towards the topic of the module.
a magazine and printouts of some appropriate web pages.
Elicit that all the materials
Student’s Book page are forms of what we call The
media. Ask students what
forms of the media they use
and invite them to elaborate
Module 3 The media why they use it and how
informative they find it.
Set-up a language game for
the second half of the Opener.
Split the class into groups
of four and give each team a
sheet of blank paper and a
pen. Ask all students to offer
vocabulary items they learnt in
the previous module and write
them on the board. Once you
have ten words, tell the groups
that their task is to compose
habits an imaginary news story that
Unit 8: Television watching
How many hours of telev
ision must include at least six of
do you watch per week?
Unit 7: Broa
What is broa
dcasting the words on the board. Tell
dcas
How did it de ting?
velop?
them that the stories can be
p
as far-fetched as possible, but
that the language must be as
correct as they can make it.
After a few minutes of
discussion, a member of the
group should write the story
Focus on:
down and present it to the
Kuwait Times class.
and Yousuf
Saleh Alyan
The class (or you) can
meras then decide which story
ses of ca
Unit 9: U ses of cameras they thought was the most
w m an yu
Ho think of?
can you imaginative use of the
vocabulary on the board.
Collect the stories and the
props, turn the radio off and
Project 3:
begin the lesson.
Designing a new TV chan
nel
Unit 7 Broadcasting
Lessons 1 and 2
Objectives
Skills At the end of this pair of lessons, (15–20 mins)
students should be able to: Tell the students they are going to read a text
Reading read an article about the history of
● detailing the history of broadcasting. First,
broadcasting students should read the text in its entirety.
Speaking talk about broadcasting
● Then, remind students of the quiz they answered
Topic History of broadcasting
● for exercise 1b. Tell students to quickly find the
Functions guess
● answers to the questions. As a class, check answers
Vocabulary broadcast (N), collectively (Adv), and see who was correct.
digital (Adj), dispatch (V),
entertainment (N), evolve (V),
film industry (N), invention (N),
set (N), station (N), transistor (N), (15-20 mins)
video recorder (N) Students read the article again, then complete the
missing words. Suggest they work alone then check
Student’s Book pages 56 and 57 their answers with a partner.
Present the active vocabulary needed for each activity.
ess!
Gu
(20 mins)
Student’s Book page
Ask the students to look at the pictures
and guess what they are and which
MODULE 3: The media
periods in the history of broadcasting
they come from. Ask a student to define Unit 7 Broadcasting
Grammar
what broadcasting means. Elicit that it Relative clauses (defining and non-defining);
stands for communicating by radio or prefixes
56
86
Unit 7 Broadcasting
(15–20 mins)
Split the class into three groups. Write a list of six topics grading system if you wish, marking each bulletin
on the board: sport, entertainment, politics, art, music and on the language used, the presentation and
social issues. Ask each group to choose one topic from interpretation of the topic.
the list. Tell them they are going to invent and write a
news bulletin for a radio broadcast on the topic they Lesson 3
have chosen. Workbook pages 48 – 49, Reading
Explain that a radio broadcast is different from a Workbook answer key – see pages 154 -
155
television broadcast because there are no images
to engage radio listeners, only words. The language
used in a radio broadcast is therefore of paramount Objectives
importance. The language should be clear, concise and Skills At the end of the lesson,
engaging and should, most importantly, reflect the students should be able to:
topic being discussed. For example, the language used Reading ● read an article about the
Unit 7 Broadcasting
Read about the history of broadcasting and check the answers you gave to the quiz
questions in exercise 1b.
A short history of broadcasting
57
87
Lessons 4 and 5 (10 mins)
Objectives Read out sentence a, and invite suggestions for a
Skills At the end of this pair of lessons, suitable ending (e.g. …presents TV programmes).
students should be able to: Ask the students to complete the sentences.
Speaking talk about sport on television
● Put them in pairs to compare ideas. Then invite
Grammar use relative clauses (defining and non-
● different students to read out their sentences to the
defining) class.
use prefixes
●
(10 mins)
On the board, write Relative clauses.
Relative clauses (defining and non-defining) Grammar reference page 130
Ask the class to give some examples of O
Find the relative clauses in three of the following sentences and underline them.
sentences with relative clauses, and write (One of the sentences does not contain a relative clause.)
good ones on the board. Then ask them to a John Logie Baird, who was a Scottish engineer, invented the world’s first working
television system.
look at sentence a, which has the relative b His early achievements, which demonstrated working television broadcasts, earned him a
prominent place in the invention of television.
clause underlined as an example. Put them c In the 1920s, Baird set up the Baird Television Development Company Ltd, when he
in pairs to complete the task, and go round made the first transatlantic television transmission from London to New York.
d Baird produced a live, moving ‘grey scale’ television image from reflected light.
offering help if needed. Answer these questions about sentences 1a–d.
a In which two sentences could we leave out the relative clauses because they give us extra,
but unnecessary information about a person or thing?
(5 mins) b In which sentence do we need the relative clause because it gives us necessary
Ask the students to discuss questions a–b in information about a person or thing?
What is the difference in meaning between these two sentences?
pairs or small groups. Go round and listen. In which sentence does the writer have only one brother?
Read out each question and invite different 1 My brother, who is a TV cameraman, lives in Kuwait City.
2 My brother who lives in Al Wafra is a teacher.
students to tell you the answers. Complete these statements with relative clauses which contain necessary information.
a A TV presenter is someone who .
(5 mins) b An inventor whose should not be forgotten.
c A good radio programme is one which .
Ask the students to discuss this in pairs. d A good TV newsroom is where .
Then invite the answer (sentence 1) from the Complete this story using who, where, whose or which. Add any necessary commas.
On Saturday, I called over my friends (1) live across the street to
class. Ask what the other sentence means. watch a football match. They brought with them a new friend, John,
(It means that the speaker has more than one (2) has been a new resident in the town (3) we live in. We
all wore T-shirts (4) represented our favourite
brother; one of them lives in Al Wafra.) football team and made popcorn and potato crisps. In the
¿rst half, our team felt a lot of pressure and tension
(5) was a little disappointing to us. But then, the
second half brought about many surprises. The team’s captain
(6) emotions were raised by the zealous crowd
revealed his real potential. My friends and I (7)
were cheering the whole time watched the match till the
very end, celebrating the victory of our team.
58
88
Unit 7 Broadcasting
(15 mins)
Ask the class to combine the first word in list
(10 mins) A (colour) with a word from list B to make a
a Explain that tele- means long distance in Latin. In compound noun (colour television). Then put them
pairs, students combine tele and the words in the in pairs to complete the task. Go round and offer
exercise to create new terms. Go round and offer help. help if necessary.Tell the students to complete the
b Read out the example sentence, then invite the sentences with the compound nouns that they have
students to suggest a similar sentence about another completed, then invite different students to share
word. (e.g. A television is something which transmits sounds their answers with the class.
and moving pictures.)
Put the students in pairs or small groups to complete Strong and weak
the task. Go round and offer help where needed. Invite (7.1) (10 mins)
different students to read out their sentences to the
class. Read out the instruction, then play the first
c Students discuss the word in pairs, then check their sentence and ask the students if the word ‘had’ is
ideas with a dictionary or the Student’s Book glossary. strong or weak (stressed or unstressed). Then play
Whose ideas were correct? (telecommunications means long the remaining sentences, pausing after each one to
distance communication). ask the same question. Play the recording again to
check.
Listening script 7.1 – see page 143
(10 mins)
Ask the students to say the first sentence out loud
Student’s Book page to
t themselves and then to tell you if was should be
stressed or not. Then put them in pairs to practise
Unit 7 Broadcasting saying the sentences and decide whether or not to
stress the underlined words. Go round and offer
help if needed.
5 Having a means you can record a TV programme and watch it ● use relative pronouns
later.
● use relative clauses
Strong and weak
Short ‘grammar’ words are sometimes stressed (strong) and sometimes unstressed
(7.1) Functions ● predict
(weak). Listen to these words in sentences. Are they stressed or unstressed?
a had c that e to
b can d was f have
Say these sentences to a partner. Decide whether to stress the underlined words or not.
a 1951 was an important date in television history.
b He wants to come with us.
c He had seen the film twice already.
d I have to listen to the radio news tonight.
e You can come to the library with me if you like.
f Did you see that?
(7.2) Listen and repeat the sentences.
59
89
Lessons 7 and 8 EITHER divide the pairs into three (a, b and c) to
Objectives discuss the corresponding question
Skills At the end of this pair of lessons, OR ask each pair to discuss all three questions. Go
students should be able to: round and listen, adding your own ideas if you wish.
Speaking present a short talk about modern electronics
●
When they are ready, invite one or two students to
Writing write an essay about the advantages and
●
share their ideas about each question. Allow brief
disadvantages of radio and TV class discussions.
write a brief history of a radio station
●
Quote
Topic Modern inventions
●
Draw students’ attention to the Quote box at the
Functions express opinions
●
bottom of the page. Invite a student to read it to
give reasons
●
the class. Ask students why Steve Allen thinks radio
persuade
●
is the theatre of the mind. What does he mean?
disagree
●
Invite students to discuss each other’s answers.
Vocabulary consume (V), electronic device (N), Elicit that the quote means that radio entertains
electronics (N), rank (V) our mind by making us create images in our mind
which the radio expresses by words, and thus, a
Student’s Book pages 60 and 61
theatre of images and stories is created in our mind
Present the active vocabulary needed for each activity.
as if it was a play.
Steve Allen (1921 – 2000) was a famous
broadcaster, who began his career acting in radio
productions. He later became famous for hosting
(5 mins)
entertainment shows on television.
Put the students in pairs for this task. Go round and
offer help where needed. Then check their answers with
the whole class.
60
90
Unit 7 Broadcasting
Comparing modern electronics b Students prepare a short talk explaining why their
choice is the most important electronic device,
using their ideas in 2a. Tell them to use some of the
expressions in the Useful language box. Go round and
(15 mins)
offer help where needed.
a and b Check the names of all the electronics
illustrated (a radio, b satellite, c mobile phone, d
portable DVD player, e laptop/computer, f TV)).
Students rank them in order of importance then
(15-20 mins)
compare ideas with their partners.
a In groups of three, making sure they are with people
who have chosen different inventions. Students take
turns to give their talks.
(10-15 mins) b Groups then discuss each other’s ideas, using
Put students in groups of three. language from the Useful Language box.
a Ask the students to tell you their ‘most c Have a class vote for the top three electronic devices.
important’ electronic device. If you wish, tell them
your own. Tell them to look at the four questions
and note down their ideas. Lesson 9
Workbook pages 52 - 53, Writing
Workbook answer key – see page 155
Objectives
Skills At the end of the lesson,
students should be able to:
Student’s Book page Reading ● read a description of a
digital camera
Unit 7 Broadcasting Writing ● write a description of an
a
electronic device
Comparing modern electronics
b Functions ● describe a device
61
91
MODULE 3: The media
O Turn the TV off during mealtimes and while doing your homework. This will allow you
Topic ● Educational television
25
to concentrate better and finish your homework earlier. programmes
O Watch TV with family and friends and discuss issues seen on TV with them.
O Use books to learn more about topics that interest you on TV. Vocabulary accuracy (N), core
Put them in pairs to check their answers. Underline the verbs in these extracts a–f.
a Occasionally my parents want me to watch educational programmes.
(5 mins) b They tell me to turn off the TV and go to bed.
c From time to time they advise me to stop watching a particular programme.
Put the students in pairs to discuss the d And of course, they prefer me not to watch rubbish.
e Sometimes my parents like us to watch programmes with them.
questions. Go round and offer prompts if f My father warned me not to watch too much TV.
necessary. Discuss these questions with a partner.
a What follows the first verb in each extract? What are the next three words?
b How are extracts 1d and 1f different from the others?
(5 mins)
What is the difference in meaning between these pairs of sentences?
a I prefer not to watch rubbish.
Read out the question and allow a few They prefer me not to watch rubbish.
minutes for students to discuss it in pairs. b I want to watch educational programmes.
My parents want me to watch educational programmes.
Then ask for their ideas.Check answers as
What are the people saying? Follow the example.
a class. a Omar tell / me: Omar told me to tune in to Channel 15.
b His mother ask / Mohammed
(10 mins) c Boushra advise / her friend
Tune in to Channel Could you find out about the If I were you, I’d
On the board, write tell, ask and advise. 15, please. TV programmes at 10 o’clock? listen to the news
Then ask the students to look at the three on the radio.
b Put the students in pairs. EITHER tell them to discuss b Students compare their sentences with those of
each question in turn OR allocate one of the questions another student. Are they the same?
to each pair, so that they have more time to discuss it
(8.2) Play the recording again, pausing after
in depth. When they are ready, invite different students
each sentence for the students to repeat it.
to share their ideas with the class and allow brief class
discussions about each question. Listening script 8.2 – see pages 143
Lesson 6
(10 mins) Workbook pages 56 – 57, Language practice
Read out the information and the example sentence. Workbook answer key – see pages 155 - 156
Then, read out the first unfinished sentence and invite
a student to complete it using words from the box
(something else). Objectives
Student’s Book page Skills At the end of the lesson,
students should be able to:
Unit 8 Television watching habits Grammar ● use phrasal verbs with get
Words to remember
interesting.
How many words?
It is sometimes difficult to hear short words which are
(8.2)
get behind with, get down
unstressed. to, get on, get over, get
a Listen to five sentences and write down what you hear. through, occasionally,
b Compare what you have written with another student’s answers. record, tune in
(30 mins)
Give students a few moments to read the TV schedule
alone. Have a brief discussion about it; the variety of
programmes on offer; why there is such a
Student’s Book page
big choice for viewers to choose from etc,
and general remarks from the students
regarding what they think about it. Then,
split the class into groups of four and name Read the TV schedule below and answer the questions.
each group a, b, c or d. Give each group Channel 1 Channel 2 Channel 3
one of the questions. Tell them to discuss 5.00 p.m. – Sport 5.00 p.m. – Folk Music 5.00 p.m. – Film
Live Football Al Samri Someone’s Watching
it for five or ten minutes. Groups then Kuwait vs. Japan This evening we explore the An elderly detective has the
report back to the class. Offer comments Our sports team presents this history of this favourite piece job of protecting the witness
season’s first Asian Cup match of folk music which dates back to a crime. This exciting thriller
on their conclusions and instigate a class live from Tokyo. a long time ago. features Kuwait’s most famous
film stars.
discussion. If there is time, students should 7.00 p.m. – History
Architecture Today 7.00 p.m. – Nature
write a summary of their discussions, and Tonight’s programme visits The World of Nature
The National Assembly A father and son set out to
summaries of the other groups’, in their Building with its distinctive cross a remote strip of the
notebooks. canopy, which was having Kuwaiti desert. As they make
been designed to evoke their way across, they meet
7.00 p.m. – News
traditional tents. animals that inhabit the area.
Main Evening News
A summary of the day’s 8.00 p.m. – Film 8.00 p.m. – Drama
main stories from Channel 1 The Big Land Hospital Ward
reporters at home and abroad. Newcomers to a small town Dr Nadia has to decide the
become mixed up in an best way to treat a child who
8.00 p.m. – Drama
argument among residents. has lost his memory. You’ll
Courtroom
9.00 p.m. – Sport find this surprising.
Will the prosecution find
enough evidence to convict the World Equestrian Championship
suspect? The final of this year’s event
is from Kuwait. This will be
exciting!
A television schedule
(15 mins)
(10 mins) a Ask the students to tell you some of their
favourite TV programmes (NOT from the
a Allow time for the class to study the TV schedule on
schedule), then ask them to note down three or
page 66. Go round and explain any new words, making
four of their personal favourites. They could do this
a note of them in order to check them all with the
in pairs or individually.
whole class.
Students then choose the four programmes they b The students then make their notes, using the
would like to watch between 5 and 10 p.m. (it must prompts.
be ‘possible’ – so, for example, they can’t choose Live c Students then re-read the text on page 66 and
Football and Folk Music because they are both shown at use it as a model for their own programme notes.
the same time). Remind them to look at the Useful Language box
b Ask students to sit in pairs. Invite them to predict before they start.
what four programmes their partner might have chosen. (20 mins)
Encourage them to write their predictions in their
notebooks. a Tell the students to read their work through
c Put the students in pairs to compare their choices. carefully and check spelling, grammar and
Go round and listen; encourage them to explain their punctuation.
choices. Ask if any one’s predictions matched their b Students then read each other’s schedules.
partner’s choices. Encourage them to make suggestions and
comments. Students then write second drafts.
c Finally, the students discuss the programmes and
produce the ‘ideal’ schedule. Invite students to
Student’s Book page share their ideas. How similar are the schedules?
task
Unit 8 Television watching habits Lesson 9
You are going to write a schedule of TV Workbook pages 58 – 59, Writing
A television schedule programmes you would recommend to
someone to watch in an evening. Workbook answer key – see page 156
Study the television schedule for the three channels on page 66.
a Read the programme previews and choose four programmes you would like to watch
between 5.00 p.m. and 10.00 p.m. Objectives
b Choose a partner. Predict which four
programmes they might have chosen, basing Skills At the end of the lesson,
your prediction on how well you know your
partner (what they like, what activities they students should be able to:
practise…).
c Compare your choice with that of your partner Reading ● read reviews of television
and tell each other why you have made your
particular choice of programmes.
programmes
Writing ● write a review of a
W
Plan your ideal evening’s television schedule. television programme
a Write a list of three or four of your favourite programmes, ords to remember
and schedule them between the hours of 5.00 p.m. and convict, equestrian, Topic ● reviewing TV programmes
10.00 p.m. evidence, newcomer, news
b Make brief notes about each programme. Include: team, prosecution, thriller
Z the channel and the start time;
Functions ● give reasons
Z the type of programme – sport, drama, etc.; ● give examples
Z important details (if it’s a film, tell a little of the story and note who the stars are; if
it’s a documentary, note the topic);
Z write a note on why you think people should watch the programme.
It will be exciting.
c Write your programme notes, using the schedules of Channels 1, 2 and 3 opposite as a
model. Refer to any notes you have made. The Useful Language box below may help you.
When you have finished writing, read your preview notes carefully.
a Check spelling, grammar and punctuation.
b Exchange schedules with that of a partner. As you read your partner’s schedule, think
about which programmes you would also like to watch.
c Finally, discuss your schedule with your partner. Together, decide on the best four
programmes from both your schedules.
USEFUL LANGUAGE
Presenting information
Channel 1 presents a new series about ...
The programme covers / deals with / investigates ...
This exciting thriller / hospital drama / true life adventure ...
In tonight’s episode, ... / In this week’s programme, ...
Note: Notice how the present simple tense is very commonly used in the model TV programme notes.
67
97
MODULE 3: The media
(15 mins)
Ask students to look at the photos as a
Student’s Book page
class, and then draw their attention to the
box below them. Tell them to guess the
MODULE 3: The media
meanings of words, with help from you
or their glossaries / dictionaries. Check Unit 9 Uses of cameras
Grammar
answers as a class. Their definitions will be Passive verbs; collective and compound nouns
clarified in the next exercise.
(15 mins) c
Then, students discuss other uses of Look at the photographs and discuss these questions with a partner.
cameras, using the pictures and their own a What are the cameras being used for in these photographs?
b How did people do these things in the past before cameras?
knowledge for prompts.
Before you read, in pairs, discuss the use of cameras in the modern world.
68
98
Unit 9 Uses of cameras
(10 - 15 mins)
Lesson 3
Workbook pages 60 – 61, Reading
Students discuss the question in pairs. After a few
Workbook answer key – see page 156
minutes, bring the class together and ask a few students
to give examples to the class.
If time permits, the class could vote on what they think Objectives
is the most important event. Skills At the end of the lesson,
students should be able to:
Reading ● read an article about film
reviews
Topic The next generation of critics
Functions ● compare and contrast
Video Camera
A professional video camera, often called a television camera, is a high-
end electronic device for recording moving images. They were originally
developed for use in television studios, but are nowadays commonly
used to record everything from live sport to period dramas. Portable
5 professional cameras are generally much larger than consumer cameras
and are designed to be carried on the shoulder.
There are two types of professional video cameras. The first are high-
end portable recording cameras, known as camcorders. These are used for ENG (electronic
news gathering). They are similar to consumer recorders, but they are bigger and usually
10 have a shoulder-stabilising device on the shoulder. Studio cameras, on the other hand,
lack the recording capability of a camcorder. These are fixed on studio pedestals, i.e. they
stand on the floor with a hydraulic mechanism to adjust the height and wheels. When
used outside the studio, they are often on tracks. Some studio cameras are light and
small enough to be taken off the pedestal and used on the shoulder, but they still have no
15 recorder of their own and are cable-bound.
Television, video and motion picture camera operators produce images that tell a story,
inform or entertain an audience, or record an event. They use their cameras to shoot a
wide range of material, including television series, studio programmes, news and sporting
events, private ceremonies, motion pictures and documentaries. Many different shots may
20 need to be taken. With the increase in digital technology, much of the editing work is done
on a computer, taking the recording capability of video cameras to even higher levels.
Paragraph 2
Paragraph 3
In the second paragraph, which words or phrases are used to describe the types of video
Words to remember
cameras?
capability, consumer,
ENG, high-end, hydraulic,
motion picture, nowadays,
pedestal, period drama,
Which of the events that camera operators record is stabilising
most important to you? Why?
69
99
Lessons 4 and 5 (5 mins)
Objectives Keep students in their pairs to rewrite sentences
Skills At the end of this pair of lessons, a–c in the passive. Remind them to check the
students should be able to: tenses.
Listening listen to a newspaper article about the
●
●
Passive verbs
(9.1) (5 mins)
On the board, write The passive, and ask the class for
sentences containing verbs in the passive
voice. Write two or three good examples on Student’s Book page
the board. Ask the students to listen to the
text first, then they look at sentences a-f
and underline the passive verb. Compare Passive verbs Grammar reference page 132
O
answers with a partner. (9.1) Listen to a newspaper article about the Gulf Film Festival. Underline the passive
verbs in these extracts from the recording.
Listening script 9.1 – see page 143 a A five-day film festival was held by various prominent Arab film makers between 13th and
18th April 2008.
b … their films were screened in three competitive categories.
(5 mins) c The films are characterised by commentators as being thrilling and dramatic.
d They are being beckoned away from their familiar deserts to the sprawling cityscapes of
Ask the students to look again at sentence modern Kuwait.
e … the importance of music and harmony in today’s world is conveyed.
a in exercise 1. Ask them what tense the f The success of the Arab film makers has been proven in the Gulf Film Festival, …
What tenses are the passive verbs in extracts 1a–f: present simple, present continuous,
verb is (past simple). Then put them in past simple or present perfect?
pairs to do the same with the rest of the Discuss these questions with a partner.
a What is the main reason for using a passive rather than an active verb?
sentences. Compare these two sentences.
Keyhole surgery saves many lives. Many lives are saved by keyhole surgery.
b In which sentences, 1a–f, do we know who or what does the actions?
(10 mins) c Why doesn’t the speaker say who or what does the action in the remaining sentences?
Put the students with partners. Ask them Choose from these reasons:
ZIt is not important. ZHe / she doesn’t know. ZIt is obvious.
to discuss question a, then invite students Now rewrite the sentences from exercise 1 in the active form.
to tell the class their ideas. Explain that a Various prominent Arab ¿lm makers held a ¿ve-day ¿lm festival between 13th and 18th April 2008.
b
we use the passive when we need to focus c
d
on the thing affected by the action and
e
not who did it. Allow time for students f
to discuss questions b and c with their Write the passive forms of these sentences.
a Sixteen film makers from Kuwait shared the spotlight at the festival.
partners.
b All the features, shorts and documentaries represented life in the Arab world.
(10 mins) c Diverse films presented in the festival have offered a window onto Arabic culture, ...
Put students in pairs to rewrite the
sentences from exercise 1 in the active. Newspaper stories often use passive verbs. Rewrite these items of news as newspaper
stories, putting the underlined verbs into the passive, and making any other necessary
Walk round and assist where appropriate. changes.
a Some local authorities in the United Kingdom are introducing speed cameras as a way
of preventing motorists from driving too fast. They are installing speed cameras on busy
roads. The courts are increasing fines for dangerous driving, and judges are sending
motorists who cause serious accidents to prison.
b Two days before the competition, they take TV cameras and other equipment to
the stadium. They spend two whole days preparing for the match. They test all the
equipment carefully. On the day of the match, the programme producers give the
commentators and cameramen their final instructions.
70
100
Unit 9 Uses of cameras
Complete the sentences a-f with the appropriate words from the box.
Words to remember
a The runaway has finally been by a Skills At the end of the lesson,
after laborious attempts and has been put in students should be able to:
prison. amicably, audience,
b The of this clinic his last beckon away, bring up, Grammar ● passive verbs
quickly before his urgent operation at the hospital. category, characterise,
c The of this department store his cityscape, commentator,
amicably. court, feature, producer, Writing ● rewrite a paragraph in the
d Kuwaiti insist on their on screen, spotlight, sprawling passive
the basis of developing their appreciation of human values.
Stress in compound nouns Functions ● agree / disagree
Listen. Which of the two words in each pair is stressed?
(9.2)
Quote “A film is never really any good unless the camera is an eye in the
head of a poet.”
Orson Welles
71
101
Lessons 7 and 8 (20–25 mins)
Objectives In pairs, students discuss the task and note down
Skills At the end of this pair of lessons, their ideas. Then put pairs together to make small
students should be able to: groups. Students discuss and share ideas. When
Speaking conduct a debate about the influences of
● they are ready, invite students from each group
television to report back to the class. Which group has
Writing write a description of a new TV camera
● the most interesting ideas? If you wish, you can
Topic Influence of TV
● invite students to draw a plan of their invention,
Functions state advantages and disadvantages
● complete with labelled components and a brief
express opinion
● written summary of their discussion for homework.
agree
●
disagree
●
(20–25 mins)
Read out the first unfinished sentence and ask the
students to complete it with a word in list
A and a word in list B (radio stations). Then Student’s Book page
allow time for the students to complete
the task individually. Go round and offer
help where needed. Put them in pairs to task
You are going to work with a partner to
Match a word from List A with a word from List
compare answers. B to make compound nouns which you can use
invent and describe a new type of TV
camera.
to complete sentences a–g.
A B
animated cameras
city conferencing
medical centre
radio film
television news
traffic staff
video stations
72
102
Unit 9 Uses of cameras
Expressing opinions
(10 mins)
(10 mins)
a, b and c First, divide the class into two halves, a
and b. In pairs, students in one half prepare notes
a Ask the class to look at the four photos of the uses
agreeing, and in the other half disagreeing with the
of TV. Invite suggestions of how these uses might
statement. Encourage them to compare ideas with
sometimes be ‘good’ and sometimes ‘bad’. Remind
other pairs in ‘their’ half.
them that they are expressing opinions, not facts.
Students make their notes in pairs, using the framework Each student then takes two ideas and makes
given in their books. Go round and make suggestions notes to back them up. Refer students to the Useful
if they need them. (e.g.: for ‘negatives’, have they Language box.
considered the following things? cost; over reliance on
(20-25 mins)
technology; possibility of misleading the public, etc.)
b Now, put the students in new pairs to compare ideas. a Then put the students in groups of four. They
Do they agree with what the other has written? take turns to talk for two minutes (see Student’s Book
instructions).
b EITHER still in their groups OR as a whole class,
students express their real opinions in a general
discussion.
c Finally, have a class vote.
Lesson 9
Student’s Book page Workbook pages 64 – 65, Writing
Expressing opinions
Objectives
Skills At the end of the lesson,
students should be able to:
Reading ● read a film review
USEFUL LANGUAGE
Expressing opinions Agreeing Disagreeing
My personal opinion / view is I completely / wholeheartedly I basically / fundamentally
this: ... agree with the idea that disagree with the idea that
If you ask me, television ... television ... television ...
This is what I think: ... I think the statement is I can’t accept this statement,
It seems to me that ... (basically) true. and this is why ...
73
103
Focus on
Student’s Book page 74 Prepositions of time and place
(10 mins)
Ask students, in groups, to find two or three
Kuwait Times and Yousuf Saleh examples of expressions of time (including dates
Alyan and years) in the text. Ask them to identify the
Pre-reading (10 mins) prepositions that occur in these expressions and
Point to the title. Ask students if they recognize the to explain what they mean. Then do the same for
newspaper The Kuwait Times and the name of the expressions of place.
person, Yousuf Saleh Alyan. Ask some general questions Put students in pairs to do exercise 1. Then
to raise a discussion about the two. students volunteer to give correct answers.
Students work individually on exercise 2. Students
Write on the board any vocabulary you think is essential volunteer to share their sentences with the class.
for students to read more easily (expatriates, international,
multilingual, tabloid, forum and patriotic).
Cool
Ku
V
wait T
75
105
Make a detailed plan Module 3 Progress Test
Workbook pages 66 – 69
(10 mins)
Workbook answer key – see page 157
a–d The groups then allocate a day or days to each Extra listening pages 145 - 146
member. Working individually, students prepare more
details for each programme, including suitable titles
and presenters. Go round and offer suggestions where
necessary.
When they are ready, students take turns to explain
their ideas to the rest of the group and to make
comments and suggestions.
Display / Presentation
(15 mins)
a In their groups, students produce their final versions
of their individual schedules. Go round and make any
corrections that are necessary and then give them some
fresh paper to produce one complete schedule.
b Use the schedules for a classroom Student’s Book page
display.
c Encourage the students and visitors to
the classroom to read and comment on the
schedules.
b Discuss and decide when to schedule each type of programme. The following times are
d Have a class vote for the best schedule available for your channel.
– or different votes for different categories School days 6.00 p.m. – 9.00 p.m.
Non-school days 1.00 p.m. – 10.00 p.m.
(eg most educational, most entertaining; 6–7 7–8 8–9
most interesting, most original etc.) Day 1
Day 2
Day 3
Day 4
Day 5
1–2 2–3 3–4 4–5 5–6 6–7 7–8 8–9 9–10
Day 6
Day 7
O www.faqs.org
O www.radiotimes.com
76
106
Answer key
107
Unit 8, page 62, exercise 2 a Unit 8, page 64, exercise 3
(Students’ own answers) In both pairs of sentences, the first one describes the
speakers’ own opinions, the second one describes
what other people think and includes subject and
Unit 8, page 62, exercise 2 b object pronouns.
speaker 1: 5
speaker 2: 4
speaker 3: 1 Unit 8, page 64, exercise 4
b His mother asked him to find out about the TV
programmes at 10 o’clock.
Unit 8, page 62, exercise 3 c Boushra advised her friend to listen to the news on
a speaker 2 the radio.
b speaker 1
c speaker 1
d speaker 3 Unit 8, page 64, exercise 5
e speaker 3 b Jumana advised me to record the programme and
watch it later.
c Shaikha’s mother asked her to watch the film with
Unit 8, page 63, exercise 4 her.
a 3 d Shaikha’s mother warned her not to touch the
b 1 DVD player.
c 4
d 2
Unit 8, page 65, exercise 1 a
1 B
Unit 8, page 63, exercise 5 (Suggested answers) 2 F
* Make family rules about TV and stick to them. Decide 3 E
what you want to change about your current viewing 4 A
habits. 5 D
* Set limits on TV viewing time (hours per day). 6 C
* Turn TV off during mealtime, and while doing your
homework. This will allow you to concentrate more
and finish earlier. Unit 8, page 65, exercise 1 b
* Watch TV with family and friends and discuss issues (Students’ own answers)
seen on TV with them.
* Use books to learn more about topics on TV that
interest you. Unit 8, page 65, exercise 2
b something else/anything else
c Everybody else
Unit 8, page 64, exercise 1 d somewhere else
a want; to watch e nobody else
b tell; to turn off; go
c advise; to stop watching
d prefer; not to watch Unit 8, page 65, exercise 3
e like; to watch a Have you got satellite television?
f warned; not to watch b I’d prefer you to watch a DVD if you don’t mind.
c Can you turn the telly off, please?
d There’s very little on TV at the moment
Unit 8, page 64, exercise 2 e I’ve only got a small TV.
a pronoun (e.g. me) + infinitive with to + noun
b They are negative
108
Answer key
Unit 9, page 68, exercise 1 d present continuous (passive)
a television / film e present simple
b web f present perfect (passive)
c security
d surgical
e surveillance Unit 9, page 70, exercise 3 b
sentences a and c
Unit 9, page 69, exercise 5 (Suggested answers) Unit 9, page 70, exercise 5
Type 1 high-end portable recording cameras, similar to a The spotlight was shared by sixteen filmmakers
consumer recorders, bigger, light, small, cable bound from Kuwait.
Type 2 lack recording capability, fixed on studio pedestals, b Life in the Arab World was represented in all the
light and small features, shorts and documentaries.
c A window into Arabic culture was offered by the
diverse films presented in the festival.
Unit 9, page 69, exercise 6
(Students’ own answers)
Unit 9, page 70, exercise 6 a
Speed cameras are being introduced (by the
Unit 9, page 70, exercise 1 authorities) in some countries….speed cameras are
a was held being installed…..fines are being increased by the
b were screened courts…motorists who cause serious accidents are
c are characterised being sent to prison (by judges).
d are being beckoned away
e is conveyed
f has been proven Unit 9, page 70, exercise 6 b
…TV cameras and other equipment are taken to
the stadium ….Two whole days are spent… All
Unit 9, page 70, exercise 2 the equipment is tested … the commentators and
a past simple (passive) cameramen are given their final instructions OR
b past simple (passive) final instructions are given to the commentators and
c present simple (passive) cameramen. 109
Unit 9, page 71, exercise 1 a
1 e
2 d
3 a
4 f
5 b
6 c
110
Module 4 Being prepared
titles. Ask students from each group to name one of the
unit titles and write them on the board until they have all
been given.
Unit 10 Accidents
Lessons 1 and 2 (20–25 mins)
Objectives
Skills At the end of this pair of lessons, a and b Put students in pairs or in groups of
students should be able to: three to discuss and answer the questions. Walk
Reading read an article about innovations that round the class to monitor the discussion and
keep us secure add suggestions. Encourage them to use their
Listening listen to an article about innovations own ideas and to express their opinions. Compare
that keep us secure answers as a class.
Speaking talk about safety equipment Ask the students to suggest more ‘everyday’ items
Topic Innovations that keep us secure that keep us safe. Tell them to make lists in pairs or
Functions describe safety equipment small groups. Then, have students rank the items
express opinions on their lists according to how important they
Vocabulary attached (Adj) automatically (Adv), think they are for everyday safety. Ask each pair
cloth (N), collide (V), cushion (V), or group to tell the class which safety item they
detect (V), diluted (Adj), feasible (Adj), thought was the most and the least important. Did
inflate (V), plug (N), safeguard (V), they think of the same items? Compare ideas as a
strain (N), restraint (N), strip (N), class.
vehicle (N), warning (N)
(15 mins)
First, ask the students to study the pictures
Unit 10 Accidents
Grammar
should / shouldn’t have; suffixes
carefully. Then tell them to match the
picture with the correct definition. They b
f h
i
seat belt
airbag
plug / wires / fuse
pill / medicine bottles / cap
smoke alarm
u es s
parachute
G
!
Guess which definition matches the picture and write the letter.
medicine / vaccination / thermometer 1 a special lid on medicine bottles that prevents children from getting the medicine.
2 a fire-protection device that automatically detects and gives a warning of the presence of
safety equipment (rope, harness, pickaxe) smoke.
3 a cloth canopy that fills with air and allows a person or heavy object attached to it to
protective clothing (helmet, gloves, visor) descend slowly and safely when dropped from an aircraft.
4 a safety device fitted inside a road vehicle, consisting of a cushion designed to inflate
Students then look again at the pictures to rapidly in the event of a crash.
check and complete the list if necessary. 5 a protective covering fitting over the whole face.
6 a belt or strap in a vehicle or aircraft that secures a person to prevent injury.
7 a safety device in an electrical plug consisting of a strip of wire that melts and breaks an
electric circuit if the current becomes too large.
8 a system of belts, ropes or restraints to hold a person to prevent falling or injury.
9 a thin glass instrument for measuring and indicating temperature.
78
112
Unit 10 Accidents
(15–20 mins)
(20 mins) Read out the first sentence, given as an example, and
In pairs, students use the glossary at the end of the check that students understand the task. Then ask
Student’s Book or a dictionary to find the synonyms of students to complete the task either individually or with
the words a–h. Go round and offer help if necessary. a partner. Go round and offer help if necessary. Make
Ask the students if the words have anything in common. sure they refer to the text for each question.
(10.1) Allow time for the students to read the text. Go Lesson 3
round and explain new words, making a note of them in Workbook pages 70 – 71, Reading
order to check them with the whole class later. Workbook answer key – see page 157
Ask if their answers for exercise 3 were correct. Play the
recording to check answers.
Then, tell the students to read the text again. Put them Objectives
in pairs to discuss the questions and to complete the Skills At the end of the lesson,
sentences. Go round and offer help where needed. students should be able to:
Put pairs together to make small groups and tell them to Reading l read an article about road
compare answers. accidents
Listening script 10.1 – see pages 143 - 144 Topic l Road accidents
Functions l agree / disagree
Vocabulary bias (N), collision (N),
considerably (Adv),
foolproof (Adj), retain (V),
skid (V)
Unit 10 Accidents
Before you read, use the glossary / dictionary to find the synonyms of these words.
a (car) crash e fit
b cushion f inflate
c decrease g prevent
d disappear h protect
(10.1) Listen and read the article and then complete the sentences.
W
front seat passenger. (lines 1-2)
c … but because they inhaled smoke … (line 9)
d Like alarm clocks, they are loud enough … (line 11) ords to remember
e ... and stop these from spreading. (line 16) attached, automatically,
cloth, collide, cushion,
f Many childhood illnesses, which were ubiquitous detect, diluted, feasible,
in the past … (line 16) inflate, plug, restraint,
g When doctors vaccinate their patients, they give safeguard, strain, strip,
them … (line 18) vehicle, warning
79
113
Lessons 4 and 5 (10 mins)
Objectives In pairs, students talk about their own experiences.
Skills At the end of this pair of lessons, Go round and listen, making sure they are using
students should be able to: should / shouldn’t have. Then invite two or three
Reading read three short news stories students to tell the class about their partners’
Speaking talk about an accident from personal stories, and encourage the whole class to suggest
experience what they should or shouldn’t have done.
Grammar use should / shouldn’t have
use suffixes
Topic News stories
Functions describe personal experience
give advice
express criticism
Vocabulary acquainted with (Adj), cautious (Adj),
confidential (Adj), daydream (V),
decelerate (V), deviate (V), disregard (V),
drag (V), falsehood (N),
fundamental (Adj), inexperienced (Adj),
intentional (Adj), overcome (V),
perseverance (N), securely (Adv),
shred (V), slam into (PhV), toothy (Adj),
unsung (Adj), venomous (Adj),
watchful (Adj)
answers with the class. Read these sentences and then answer questions a–c below.
Z You should buy a car with two airbags.
Z You should have bought a car with two airbags.
(10 mins) Z You shouldn’t have bought a car without airbags.
Unit 10 Accidents
suffixes
Note
The endings of words often tell us whether they are nouns,
adjectives, verbs, etc. For example, many words that end
in -ment are nouns, and many words that end in -ous are
adjectives.
a Look at the endings of these words. Find nine nouns and seven adjectives.
intentional toothy watchful cautious merriment equipment management
physicist fundamental falsehood venomous regulation reliability slighter
perseverance foreigner
b Which ending can belong to a noun or a comparative adjective?
c What other words do you know with these endings?
Z Nouns -ment / -tion / -er Z Adjectives -y / -ful / -ous
Complete the sentences with the correct form of the verbs below. Add -ify, -en, -fy, -ate
or -ise.
light
valid
wide
hyphen
glory
beauty
hospital
W
ords to remember
acquainted with, cautious,
a My grandma was with chest pains a week confidential, daydream,
ago, but now she’s fine. decelerate, deviate,
b Due to poor fact checking, it’s taking us a while to disregard, drag, falsehood,
the information. fundamental, inexperienced,
c Those seminars will our perception of the intentional, overcome,
importance of human values in our lives. perseverance, securely, shred,
d Some compound nouns in English are two separate words slam into, toothy, unsung,
venomous, watchful
and others are .
e The new government is working hard to
the city centre.
f The new clinic should the responsibilities of the other local health
services.
g Medals for bravery are awarded to the achievements of otherwise
unsung heroes.
81
115
Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons, (15–20 mins)
students should be able to: a Read out the explanation, and allow time for
Listening listen to a description of an accident students to read the sentence pairs. Help them
scene with any difficult vocabulary. In pairs, students
Speaking roleplay a telephone call to the decide which words stress the first syllable, and
emergency services which stress the second syllable. Compare answers
describe an accident scene as a class.
Writing write a description of a car accident b Still in pairs, students discuss the question and
Topic Accident scenes make brief notes. Then, check answers as a class.
Functions ask for help
give explanations
Identifying word stress
describe a scene
guess (10.2) (10–15 mins)
Vocabulary CEO (Abbr), emergency services (N),
Play the recording, pausing after each sentence for
fire drill (N), monkfish (N), object (V),
the students to underline the words that should
over the moon (Exp), wed (V)
be stressed. Then allow time for them to practise
Pronunciation identify word stress
saying the sentences to their partners.
Student’s Book pages 82 and 83 Listening script 10.2 - see page 144
Present the active vocabulary needed for each activity.
82
116
Unit 10 Accidents
Describing an accident
Draw the students’ attention to the Quote box and
ask them what the word obedience means. Elicit
that it means to comply with someone’s wishes.
Ask them to explain the quote and to say if they
(10.3) (10 mins)
think it is true. Elicit that in this quote Aeschylus
means that obedience and safety lead us to Tell the students they are going to hear somebody
success; thus, if we obey those who care for us and describing an accident. Before you play the recording,
are wiser than us, then we are taking a safe road ask them to look at the pictures and identify some of
which will help us to succeed in our life. the vocabulary they will hear (cars, bus, van, traffic,
Ask the students if they know anything about crash, etc.). Then play the recording and ask them which
Aeschylus and encourage them to share their picture is the correct one (d).
knowledge with the class. Play it again to check. Ask students which words helped
Aeschylus (c. 525 – c. 456 BCE) was a Greek them guess the correct picture.
dramatist who is most famous for writing Listening script 10.3 - see page 144
tragedies, the most famous of which is his Oresteia
trilogy, composed around 458 BCE. (15–20 mins)
a Read out the instructions first. Ask the students to
choose one of the remaining three pictures and imagine
they had witnessed the accident.
b Ask them to look at the Useful Language box and then
note down ideas.
c When they are ready, put the students in pairs to
practise telling each other about the accident they
‘saw’. Can they guess which picture is being
Student’s Book page
described?
Finally, invite three or four students to describe
Unit 10 Accidents
task
their ‘accidents’ to the class and invite
You are going to describe an accident. comments.
Describing an accident
Listen to someone describing the scene of an accident. Which of these four pictures
(10.3)
(15 mins)
are they describing? Ask students to read the rubric. Tell them to
a
think of everything they have learnt during the
b
unit as they write their descriptions and their
advice. Their descriptions should be 170-200
words. Walk around and check students’ work
and offer vocabulary and assistance where it is
needed.
c d Lesson 9
Workbook pages 74 – 75, Writing
Workbook answer key – see page 158
Objectives
Work in pairs. You are going to describe one of the other accident scenes in detail.
Skills At the end of the lesson,
W
a Choose which picture you are going to describe. Don’t tell your
partner.
b Make notes about the scene. Don’t write full sentences. ords to remember students should be able to:
Start by saying where you were and what you were doing, then CEO, emergency services,
describe the scene in as much detail as possible. The language / fire drill, monkfish, object,
Reading l read an eyewitness
expressions in the Useful Language box below may help you. over the moon, wed account
c Take turns to describe your scene. When you have finished
the description, your partner should guess which of the three
remaining pictures you have described.
Writing l write a description from a
Write a description of about 170-200 words. Say how the accident you just described different perspective
could have happened and how it could have been prevented. l write an eyewitness
USEFUL LANGUAGE account
Describing a scene
As I (came round the corner), this is what I saw ...
Guessing
I was thinking ...
Functions l describe personal
There was a bus / a pedestrian at the side of the road / on the pavement. It looked like ...
The driver of the red / blue car / bus was very angry. We didn’t want to assume...
experience
Two children / men were laughing / examining their cars. but it seemed that ...
83
117
MODULE 4: Being
prepared
(15 mins)
a Read through the words in the box and
check their meaning with the class, then allow
time for them to discuss their ideas in pairs.
Look at the photographs and discuss these questions.
Then ask different students to match the a Which types of damage to the planet are shown in these photographs? Match one of these
words in the box with the pictures. words or phrases to each photograph.
b and c Put the pairs together to make small endangered species pollution deforestation global warming
groups. Students discuss the two questions b What other similar types of damage can you think of?
and note down their answers. Go round and c What worries you most? Which types of damage do you think are the most serious?
listen, adding your own ideas if you wish. Look at the photographs again. Which type of damage is the most dangerous? Rank them
and then complete the following table.
(10 mins) Type of damage Why is it dangerous?
Unit 11 The planet in danger Workbook answer key – see page 158
You are going to hear four teenagers talking about the types of environmental damage
(11.1)
that they take most seriously. Objectives
a Which of the types of damage listed in question 1a do they mention?
b Do any of the speakers have the same worries as you? Skills At the end of the lesson,
students should be able to:
(11.1) Listen
again and complete each of these sentences with one word from the interviews.
Speaker 1
Reading l read an article about
a The boy takes global warming most seriously because it affects . endangered animals
Speaker 2
b In the city centre, where the girl lives, there is a(n) pollution problem. Topic l A fight for survival
c The girl thinks people are becoming as a result.
d The worst pollution is caused by , not cars.
Functions l give reasons
e In the street, people’s sting, and breathing is often .
Speaker 3
Vocabulary hybrid (N), kidnap (V),
f The boy worries most about the
g He worries about the animals and the
in the forests.
.
who live W ords to remember
latter (Adj), nominal (Adj),
toenail (N), tusk (N)
appraise, aquaculture,
Speaker 4 deforestation, ecological,
h The girl is particularly worried about . fund, joint, marine,
i She thinks everyone should stop animals. overall, partnership,
recreation, red tide, sting,
Complete these lists with words from the interviews. sustainable, unbearable
Verb Noun
1 pollute
2 breath
3 disappearance
Kuwait Bay
The British organisation CEFAS (Centre for
4 destroy Environment, Fisheries and Aquaculture Science) is
working in partnership with the local Environment
Public Authority (EPA) to appraise and improve
Read the paragraph and answer the the ecological quality of Kuwait Bay. EPA is an
questions. organisation that has set developmental goals at all
a What is ‘CEFAS’? levels: regional, national and international. Provoked
b What is the joint project between by recent red tide events, the Kuwait government
CEFAS and EPA about? is funding this joint project, since Kuwait Bay is an
c What are the characteristics of important marine resource. The project will develop
Kuwait Bay? a supervision strategy to enhance the water quality
d Give your opinion on projects like of Kuwait Bay and protect human health. It provides
employment, recreation, food and wildlife habitats.
the Kuwait Bay project. Can they
Therefore, to make sure these resources are available
help us save the planet? If yes, how?
in the long term, the bay must be managed in a
If no, why not?
sustainable way, which is the overall aim of the
project. During her interview with Kuwait Times, Dr.
Michelle Devlin said, “This project will help everyone
enjoy Kuwait’s waters for years to come.”
85
119
Lessons 4 and 5
Objectives
Skills At the end of this pair of lessons, (15-20 mins)
students should be able to: Put the students in pairs or small groups. Allocate
Speaking talk about global warming
● questions a, b, c and d around the groups so that
Grammar use stative vs. dynamic verbs
●
each group discusses only one question. Go round
use compound nouns
●
and listen, giving prompts where necessary. When
Topic The environment
●
they are ready, invite one or two students per
Functions suggest solutions
●
question to report back to the class, and encourage
predict
●
a class discussion. Did all the groups have similar
ideas?
Vocabulary anticipate (V), consent (V),
contradict (V), dread (V), dump (V), NOTE: If the students find question a difficult,
exhaust pipe (N), fell (V), landfill site (N), allocate a different question, then ask them to do
some research about the causes and effects of global
smokestack (N), suspect (V)
warming, and ways to combat it. Ask them to bring
Pronunciation identify stress patterns
●
the information to the next lesson.
Student’s Book pages 86 and 87
Present the active vocabulary needed for each activity.
●
Stative vs. dynamic verbs
(10 mins)
Remind the students of the interviews they heard
Listening script (11.1). Read out the first sentence,
with the verb (I don’t think) underlined as Student’s Book page
the example. Ask what tense it is (present
simple). Then allow time for the students to
underline the verbs which describe thoughts
and feelings in the remaining sentences, O Stative vs. dynamic verbs Grammar reference pages 134-135
noting the tense each time. When they are Make a list of the verbs which people use to talk about their thoughts and feelings in these
ready, invite different students to supply the extracts from the interviews. What tense are all these verbs in?
a ... I don’t think things are getting better.
answers. b I suppose global warming is the most serious problem for me.
c ... the pollution is unbearable. I believe it’s making people ill.
d I reckon this is causing global warming ...
(10 mins) e I love wild animals, and I hate to think that more of them will become extinct.
Ask the students to look again at exercise f I know what the problems are: people are hunting ...
1, and to draw up the lists with a partner. Put the verbs from extracts 1a–f into these two lists:
Z Thoughts
Go round and offer help if necessary. When Z Feelings
they have made their lists, ask them to Then add these verbs to your lists:
complete them with words from the box. consent anticipate dread realise suspect contradict
Read out the Note and ask the students if
Note
they can think of any more examples (e.g. These thinking and feeling verbs do not describe actions, so they are sometimes
called stative verbs. They are not usually used in the continuous form.
like, dislike, prefer). Explain that these verbs
We can use the continuous form of some stative verbs but with a different meaning.
are usually in the present simple because a What is the difference in meaning between the forms of think in these sentences?
they describe a state, i.e. something that I think we should protect wild animals.
I am thinking about tigers and pandas in particular.
does not change. Which form of the verb means I believe and which means I have in my mind?
b What is the difference in meaning between
the forms of anticipate in these sentences?
(10 mins) I anticipate that things will improve.
I am anticipating that my brother will call.
Put the students in small groups to discuss Which form of the verb means wait for and
questions a and b. Go round and listen to which means imagine?
their ideas. When they are ready, or if they
Discuss these questions in pairs or groups.
have no ideas, call the class back together and a What do you know about global
discuss the answers. Explain to the students warming?
b How do you think people in Kuwait can
that the differences between the sentences are protect the environment and stop global
the differences between stative and dynamic warming?
c What do you believe will happen if people
verbs. do not stop felling the rainforests?
d What do you think we should do to
improve situations like the one shown in
this photograph?
86
120
Unit 11 The planet in danger
(15 mins)
a Read out the first word in list A (animal) and ask a
(5 mins) student to match it with a word in list B (habitat). This
Read out the words in the box and ask the class creates a compound noun. Allow time for the students to
complete the task in pairs.
to match them with the correct illustrations. Help
them with any unfamiliar vocabulary, if necessary. b Put the students in small groups. Students take turns
to talk about one of the compound nouns for one
(5 mins) minute, while the others time them. Allow them to
Ask the students to complete the sentences using discuss their topics and make notes first.
the words in exercise 1. Put them in pairs to Stress patterns
compare answers.
(15 mins)
Before they start, ask the whole class to practise saying
the first pair of sentences (given as the example). Then
allow time for them to complete the task individually.
Go round and check they are saying the sentences out
loud.
(5 mins)
Put the students in pairs to compare their answers to
exercise 4.
11.2 (5 mins)
Play the recording to check, then play it again,
Student’s Book page pausing after each pair of sentences for the
students to repeat them.
Unit 11 The planet in danger
NOTE: If students have difficulty with this
exercise, try tapping out the stress patterns with
Choose the correct word to describe each part of the pictures below.
your hand or a ruler on a hard surface.
smokestack exhaust fumes factory landfill site smoke vehicle waste Listening script 11.2 – see page 144
3
4
5 6 Lesson 6
Workbook pages 78 – 79, Language
2
7 practice
An open letter
(5 mins)
First, read out the task, and make sure all students
understand what an open letter is. Discuss with them
what style will be appropriate (fairly formal). Student’s Book page
task
You are going to write an open letter* to a person or an
organisation who you think could help protect or improve
(10 mins) An open letter
the environment.
* an open letter is a letter which many people can read – for example
In pairs, students study the picture and to a newspaper.
discuss the three questions. Go round and Look at the photograph and discuss these questions.
a Why are the trees being cut down?
listen, offering suggestions if necessary. b What happens to the wood from the trees? What
happens to the land?
c How is what is happening in the photograph an
environmental issue?
(15 mins) Read this open letter and answer these questions.
a Whom is the letter to? Whom is it from?
Allow time for the students to read the b What is the main worry expressed in the letter?
c Is the letter written in formal or informal language? Find
letter. Go round and explain any difficult two examples.
d Why do you think the writers want this to be an open letter?
vocabulary, noting it down to check with
The Editor
the whole class later. Then put the students Natural Kuwait Magazine
in pairs to discuss questions a and b. Dear Sir,
This letter is to everyone who is attending this week’s international symposium on the
environment in Geneva.
We are students in our last year at high school and we are writing to express our anxiety
about the environmental plight which confronts the world today.
We are chiefly concerned with the effects of global warming, which will have a worldwide
impact over the next hundred years. We are not only worried for ourselves, but also for
our children and our grandchildren.
Our own government is working very hard to tackle this problem, but we know that
the situation can only be amended if all countries throughout the world work together.
So, at your symposium this week, we hope you can all agree on action that will help to
protect the Earth for now and for future generations.
Yours faithfully,
56 pupils from Kuwait High School
Cutting down trees leads to one type of pollution. List five more types of pollution and
rank them according to how dangerous you feel they are to the planet. Suggest ways to
solve these problems.
Pollution Solution
1
2
3
4
5
88
122
Unit 11 The planet in danger
(15 mins)
(10 mins)
Tell the students to read their work through carefully
Read out the instructions and allow time for the
and check spelling, grammar and punctuation. Go
students to re-read the letter on page 88.
round and make corrections.
The students then choose one of the three issues in
Students then read each other’s letters and consider
a and make their notes, using the prompts in b. Go
the question in b whilst reading. Then have students
round and offer help where necessary.
return the letters to their partners. Encourage them to
(30 mins) make suggestions and comments, using the questions
Students write the first draft of their letters. as prompts. Students discuss their letters and then write
Remind them to use expressions from the letter on their final drafts.
page 88 and from the Useful Language box.
Lesson 9
Workbook pages 80 – 81, Writing
Workbook answer key – see page 159
Objectives
Skills At the end of the lesson,
students should be able to:
Reading l read an open letter about
endangered animals
Student’s Book page
Writing l write an open letter
asking for donations
Unit 11 The planet in danger Functions l ask for help
Plan your own open letter in which you put across your concerns about an
Words to remember
environmental issue you are worried about.
a Choose one of these kinds of issues to write about:
Z a local issue in your area, city or town
amend, anxiety, chiefly,
Z a national issue which worries people in your country
confront, international,
Z an international issue which affects many people on Earth plight, symposium, tackle,
b Use the following questions in order to brainstorm your ideas. worldwide
Z Who are you writing to?
USEFUL LANGUAGE
Describing events or situations Guessing / Expressing opinions Suggesting / Warning
The fact that ... I think this is ... I am writing to tell you about …
This may lead to ... I believe that ... Experts have told us / said /
We can see that ... It may be that ... reported ...
Experts have told us that ... One can explain this by ... I would be grateful if you could
A possible explanation is (think again / stop ...)
that ... Please suggest that (they stop
wasting water ...)
I suggest that (you / your
company ...)
89
123
MODULE 4: Being
prepared
(20-25 mins)
a Read out the four headings, and ask the
students to match them with the pictures.
b, c and d Put the students in small groups to d
discuss these questions. Go round and listen,
joining in if you wish.
Finally, invite one or two students to report
Discuss these questions in pairs or groups.
back to the class, and allow a brief class a What natural threats can you see in the photos above?
discussion. Match these headlines with the correct photo:
Z Volcano erupts at dawn
Z Earthquake causes serious damages
Z Floods leave 200 homeless
Z Tornado hits major city
b Has Kuwait ever been affected by any of these threats?
c Has Kuwait been affected by any other threats than those pictured in the photos above?
d How can we make use of the power of nature?
90
124
Unit 12 The power of nature
As you read the article below, match each paragraph 1–5 with Words to remember
one of these headings: accumulate, alongside,
a Making earthquakes less dangerous calamity, costly, dam,
expert, flare up, mullet,
b Trying to find a solution
overflow, prohibit,
c Learning to live with nature prolonged, quake,
d Stopping floods, saving water and producing electricity remarkable, remedy,
e Science can help shortage
1
People have always attempted to avoid
natural threats; for example, we do not live rollers
alongside a river that floods, or on the side of
a volcano that may flare up. Scientists cannot
5 stop these threats completely, but there
are things they can do to make them less
hazardous.
2 4
Rivers flood when the water level rises too It is probably impossible to design a building
high and the river overflows its banks. The 30 that would be completely secure in the most
10 Nile flooded for thousands of years until the serious earthquake. It would also be very
Aswan Dam was built in 1970. The dam stops costly. Instead, engineers design buildings
the flooding and generates electric power. which will not fall down when the earth
It also accumulates water during the rainy quakes. There are two main ways of doing
season so that people have water when there 35 this. First, buildings are built on springs or
15 is a prolonged period of water shortage. rollers, so that when the earth quakes, the
3 building itself moves a little. Another method
Red tides have a long history and there is to use building materials that soften the
appears to be a global increase in the number impact of an earthquake.
of these events in recent years. For example, 5
in August and September 2001, Kuwait Bay 40 Throughout history, natural disasters
20 experienced a massive fish-kill involving over have killed and injured human beings and
2500 metric tons of wild mullet due to various damaged cities and buildings. Humans
kinds of bacteria. As a result, scientists have cannot prohibit these disasters, but they have
been looking for possible solutions to this learned to respect the remarkable power of
disaster. Experts who are involved in studying 45 nature.
25 red tide have conducted studies to determine
the causes of such a problem. Many scientists
are working on this issue but the problem still
exists and a remedy is not on the horizon yet.
What do the words in italics in these sentences from the article refer to?
a Scientists cannot stop these threats completely, but there are things they can do to make
them less hazardous. (lines 4-7)
b It also accumulates water during the rainy season ... (lines 13-14)
c … scientists have been looking for possible solutions to this disaster. (lines 22-24)
91
125
Lessons 4 and 5 (10–15 mins)
Objectives Read out the first sentence, completed as the
Skills At the end of this pair of lessons, example. Then ask the students to complete the
students should be able to: task individually. Go round and check, then put
Speaking talk about water flow them in pairs to compare answers.
Writing rewrite a short story
Grammar use reported speech
Topic Water flow (20 mins)
Functions report what people say Point students’ attention to the example sentence.
describe processes Remind them that in exercise 2 they reported
Vocabulary announce (V), come in (PhV), what people said. In this exercise they are going
go out (PhV), mansion (N), to rewrite the sentences using the speaker’s actual
perilously (Adv), previous (Adj), words. Tell students to rewrite the story in their
regularly (Adv), turnoff (N) notebooks. Go round and check, then put students
Pronunciation phrasal verbs vs. compound nouns in pairs to read their finished story to one another.
Reported speech
(15 mins)
a Read out the first two sentences (number 1) and ask
the class which sentence is exactly what Student’s Book page
was spoken (the first one – the second one is
reporting it).
Ask them to read the remaining pairs of
sentences, noting which sentences are the O Reported speech Grammar reference pages 135-137
exact spoken words, and which are the Compare these pairs of sentences.
a Which sentence in each pair tells you exactly what someone said?
reported statements each time. Which sentence tells you about what someone said in the past?
b In pairs, students study the pairs of 1 “Our town floods regularly.”
She said that their town floods regularly.
sentences to answer the question. 2 She said that it had flooded twice the previous month.
c Still in pairs, students discuss this “It flooded twice last month.”
3 “The volcano is erupting.”
question. Go round and point out
The reporter announced that the volcano was erupting.
differences if necessary. Then check through 4 People told the journalist that they had heard noises coming from the volcano.
all the differences with the class. “We heard noises coming from the volcano.”
5 “There had been other eruptions before the volcano erupted last week.”
Geologists confirmed that there had been other eruptions before the volcano erupted last week.
b Look at each pair of sentences. How are the verbs different?
c What other differences are there between the sentences? Think about punctuation,
pronouns, time and place words, etc.
Complete the sentences by reporting the things that these people said.
a ‘My house is near the river.’ Omar said that his house was near the river.
b ‘They’re building flood defences.’ Waleed said that they ...
c ‘The river flooded the town last week.’ Amal said that ...
d ‘The water came into my house.’ Noura said that ...
e ‘They built the hotel on springs.’ The journalist said that ...
Now rewrite this story using Nazrul’s words.
a (Ten-year-old Nazrul from Bangladesh said that) he had been trapped on the roof of his
house.
I was trapped on the roof of my house.
b The river in his town had overflown its banks
after heavy rain.
The river …
c (He explained that) his father had woken
him early in the morning because the house
had been full of water.
d (Nazrul said that) he had looked after his
baby brother while his parents had carried all
the furniture upstairs.
e (He said that) he and his family had spent
a night on the roof of their house and that
nobody had rescued them until the following
day.
f (Nazrul said that) he had been staying with
his aunt since the flood.
92
126
Unit 12 The power of nature
(10 mins)
(10–15 mins) Read out the instructions and make sure the students
First, ask the students to look at the first diagram understand the task. Read out the first sentence and
only. Put them in pairs and ask them to practise ask students if the correct word is high or tall. Then, ask
talking about what happens to the water as it the students to complete the rest of the sentences with
travels from the cloud to the sea, using the labels the correct word. Have students compare answers as a
to help them. Go round and help if necessary. class once they have finished the exercise.
(e.g. Rain falls from the cloud. It goes down the hill into a
stream. The stream becomes a river and goes into a lake. Phrasal verbs vs. compound nouns
The lake goes into the sea.)
Next, read through the words in the box and (12.1) (10 mins)
check their meanings. Read out the first sentence, Play the first sentence and ask the students to notice
relating to the first diagram, and ask the students where the stress lies. Explain that in phrasal verbs
for the missing word (falls). the stress is always on the preposition while in the
Put them in pairs to complete the task, and offer equivalent compound noun the stress is on the word.
help where needed. Continue this procedure with the remaining sentences.
Play the recording again and then tell the students to
practise saying the words in bold.
Listening script 12.1- see page 144
(12.2) (5 mins)
Students say the sentences to their partners attempting
Student’s Book page tto use the correct stress. Play the recording,
ppausing after each sentence for the students
Unit 12 The power of nature
to repeat it and check their pronunciation.
Then allow time for them to practise saying the
sentences to their partners.
Look at these diagrams and the vocabulary in the box, then complete sentences a–h Listening script 12.2 – see page 144
below. Use the present simple form of verbs from the list below. (You need to use some
verbs more than once.)
ordinary 3
level
cloud
1 rain
stream
2 HIGH Lesson 6
hill higher Workbook pages 84 – 85, Language
LOW
level overflowing
lake
sea practice
river
Workbook answer key – see page 159
come in fall flood flow go out overflow rise run
Diagram 1
a The rain from the clouds on to the hills. Objectives
b The stream into the river.
Diagram 2 Skills At the end of the lesson,
c The river through the city. e The river its banks.
d The water level in the river . f The water the town. students should be able to:
Words to remember
Diagram 3
g When the tide , the water level . Grammar l use reported speech
h When the tide , the water level . announce, come in,
go out, mansion,
l use phrasal verbs
perilously, previous,
High and tall have similar meanings, but tides are high and trees are regularly, turnoff
Functions l report what people say
tall. Complete these sentences with the correct word.
a He’s only fourteen years old, but he’s nearly as as his
father.
b The water level in the river is perilously .
c The rooms in the president’s mansion have beautiful ceilings.
d The city centre is full of modern buildings.
e You should go to bed if you have a temperature.
f People are buying vehicles made in their own countries because of the price
of imported cars.
Phrasal verbs vs. compound nouns
(12.1) Listento the following sentences. Where is the stress in the word or phrase in bold?
a This is where you should turn off.
b The children built a lookout in the tree.
c This huge corporation is trying to take over our company.
d Don’t miss the turnoff.
(12.2) Take turns to read these sentences to your partner. Listen and check your answers.
a Let’s get Chinese takeout for dinner.
b Have you seen the printout from the travel agent?
c I’ve got a catalogue somewhere; I’ll look it out if you’re interested.
93
127
Lessons 7 and 8 c Put the students in different groups to discuss
this question. Go round and offer help if necessary,
Objectives making sure they refer to the text. Encourage them
Skills At the end of this pair of lessons, to discuss more safety ideas.
students should be able to: Then ask each group to present their ideas to the
Reading read a scenario class.
Listening listen to three possible ways of solving a
problem (10 mins)
talk about ways of preventing disasters Explain to the students that they are going to
Speaking discuss the remarkable power of nature use their imagination to write a description of a
perform a role-play tempest. Read out the instructions and allow time
Writing write an account of a tempest for the students to make their notes, using the
Topic Water flow prompt questions. Go round and offer help where
Functions describe personal experience necessary.
give reasons
give examples
state advantages and dissadvantages Draw the students’ attention to the Quote box and
express opinions ask one of them to read the quote to the class. Ask
predict them to explain it and give their own opinion. Elicit
Vocabulary absolutely (Adv), demanding (Adj), that man, i.e. people, can control nature not by
impractical (Adj), lessen (V), destroying it but by respecting it. Ask for examples
map out (PhV), propose (V), from Kuwait, or from across the world, where
pros and cons (Exp), standard (Adj), ‘man’ has ‘understood’ nature in order to ‘master’
supply (N), wasteful (Adj) it. Then encourage students to think of examples
where man has mastered nature through force
94
128
Unit 12 The power of nature
Role-playing
(25 mins)
(5 mins) Ask the students to look at the Useful Language box
Ask the students to read the scenario. Read out the and then take turns to present their ideas to the other
question and invite ideas from the class. members of the group (remind them to stay ‘in role’).
Groups then discuss the different ideas, still ‘in role’.
(12.3) (10 mins)
They then vote for the best idea, and decide how the
In pairs, students study the three possible solutions money will be raised.
and discuss other advantages and disadvantages. Finally, invite a student from each group to tell the class
Play the recording and have students write notes what they have decided. Have all the groups decided the
as they listen. When the recording has finished, same thing? Allow a brief class discussion, this time not
encourage them to discuss what they have heard. as a role-play.
Go round and listen, offering prompts if necessary.
Add your own ideas if you wish.
Listening script 12.3 – see page 144 Lesson 9
Student’s Book page Workbook pages 86 – 87, Writing
Workbook answer key – see page 159
Unit 12 The power of nature
Role-playing Objectives
Read this scenario. How seriously would you take the scientists’ warning if you lived in this Skills At the end of the lesson,
area? students should be able to:
Water is in short supply in your area. Scientists have said that soon there will be serious
shortages. They have proposed diverse ways to solve the problem, but these all have pros Reading l read a poster about
and cons.
recycling
(12.3) Listen to three possible ways of solving the problem suggested by the scientists. Are
there any other advantages or disadvantages of each idea? Writing l rewrite a poster to make
Drill new wells Convert more sea water
into drinking water
Improve ways of
storing water it more direct
l write a poster about
+ New sources of water. + Plentiful supply of sea water. + No need to find new water. saving energy
– Expensive process. – Expensive. – May not provide enough water
for demand.
Functions l make suggestions
You are going to discuss this situation in groups of three.
a Each student in your group should play one of the roles A–C described below.
b Read your role card and decide which method of solving the water shortage problem you
prefer. Make notes to express your opinions. The language in the Useful Language box below
may help you. Preparation for the project
Role A – Environmentalist Role B – Member of public Role C – Scientist
O You reckon that there would O You are a member of the O You do not believe that it is
Tell the students they will be working on a project
be no need for new sources of public who uses an average possible to meet the increasing
water if everyone used it sensibly. amount of water for standard demand for water by telling people calle Creating guidelines for making the world
O You reckon that finding new
sources of water would be too
purposes.
O You work for a company
to be less wasteful with water.
O You believe strongly that new
safer at the end of the module in which they will
expensive and would only lead to
greater demand.
which builds equipment for
discovering sources of water.
sources of water have to be found. write a set of guidelines suggesting what people
can do to make the world as safer place to live
in. Tell them to do their research using books,
Work in groups of three – A, B, C.
a First, each ‘character’ should say how he / she thinks the water
Words to remember magazines, the Internet, etc. Ask them to bring
shortage problem should be dealt with. Give reasons. absolutely, demanding, their research to the next lesson.
b When everyone has expressed their opinions, have a general impractical, lessen,
discussion. map out, propose,
c Organise a vote to find out whether your group thinks new pros and cons, standard,
sources of water should be found. supply, wasteful
d If the answer is Yes, discuss who should pay for the project.
USEFUL LANGUAGE
Expressing opinions Predicting
This problem is not going to go away. I think we should ... In the long / short term,
As far as I’m concerned, the cause of this problem is ... the future of the area...
It seems to me that the best way of dealing with this problem is to ...
95
129
Focus on
Student’s Book page 96 The Passive
(20 mins)
Sheikh Sabah Al-Ahmed Nature Read exercise 1 loud and elicit answers from the
Reserve students.
Pre-reading (5 mins) Clarify the use of the passive.
Point to the picture. Ask students about what it is. Put students in pairs to do exercises 2 and 3. Then
Ask students if they have been to the Sheikh Sabah students share answers with the whole class.
Al-Ahmed Nature Reserve. Guide students to talk about
it.
Reading Comprehension (15 mins)
Guided by the discussion, students read the text silently.
Lead the students into a discussion by raising some
questions such as:
1 What is the history of the reserve?
2 What is so unique about the reserve?
3 In what ways does Kuwait show care and
interest in the environment? Student’s Book page
a long list, take an interest in, committed to Simple Present Passive Simple Past Passive Present Progressive Passive
96
130
Project 4
Creating guidelines for making
the world safer What are guidelines?
(15 mins)
Student’s Book pages 97 and 98
Read out the task and invite some initial ideas from
(5 mins)
the class. Note down good ideas on the board, for
Tell the class they are going to write a set of reference later.
guidelines suggesting what people can do to make Allow time for the students to read the text and discuss
the world a safer place to live in. Ask them if they questions a and b in pairs. Go round and explain any
know any reserves in Kuwait or any organisations new words, making a note of them to check with the
which work to protect nature and its animals and whole class later.
plants.
First decisions
Students can access these websites to (10 mins)
obtain more information:
a In groups of three or four, students discuss the
www.alreem.com
questions and plan their guidelines. Make sure they
www.dft.gov.uk/think consider all the age groups suggested and choose three
www.statefarm.com/learning/be_safe/home/ or four of the headings. Go round and offer advice if
home.asp
necessary.
b The students decide who will be responsible for each
Student’s Book page heading. Suggest that students look for suitable
illustrations (e.g. from magazines) to illustrate their
guidelines.
Project 4
task
You are going to write a set of guidelines* suggesting what
Creating guidelines for people can do to make the world a safer place to live in.
making the world safer * guidelines = information which gives advice or makes suggestions
First decisions
a Work in groups of three or four. Think about the title of the guidelines you are going to
write, e.g. Making Kuwait a safer place. Discuss these questions and make decisions.
Who do you want to write the guidelines for?
Z People of your age Z Young children
Z Adults Z People of all ages
What kinds of safety precautions could your guidelines include? Choose three or four of
these headings.
Z Safety in the home Z Safety on the road
Z Safety for children Z Safety in the city
Z Safety for the environment Z Safety of the planet
b Now share out the work to be done. Each member of the group should be
responsible for writing the guidelines under one heading.
97
131
Individual writing Presentations
(10 mins) (10 mins)
a Give each group several sheets of paper (enough for one a Each group presents their guidelines to the
or two rough copies and the final one) and ask them to class, either as a presentation or by passing them
write rough drafts, using the text on page 97 as a model. round.
Go round and discuss their ideas, making suggestions and b The class comments on each group’s work and
comments. makes suggestions.
b Students check that at least one of their guidelines c Finally, have a class vote for the best set of
begins with Don’t, and make sure their language is as clear guidelines.
as possible.
c Remind students that their guidelines should use clear
and simple language. Module 4 Progress test
Workbook pages 88 – 91
Final decisions Workbook answer key – see page 160
(10 mins)
a In their groups, students read each other’s drafts. Extra listening page 146
Individual writing
a Each member of the group writes two or three guidelines for their subject. You could use
ideas from Units 10–12.
b Include at least one guideline starting with Don’t ...
c Use clear, simple language.
Final decisions
a Work in groups again. Read each other’s guidelines and suggest improvements. These could
be:
Z corrections to language (grammar, spelling, etc.)
Z suggestions for making the guidelines clearer or simpler.
b Write the final version of your guidelines.
c Together, the group produces the final set of guidelines. You could add photographs or
other illustrations.
Presentations
a Each group presents their guidelines to the rest of the class. You could do this in these ways:
Z Display the sets of guidelines on the classroom walls.
Z Pass them round the class. Each group reads the other sets of guidelines.
b The class could discuss the good points of each set of guidelines, saying how well the ideas
would be followed by the people they are written for.
c Finally, the class could vote for the most successful set of guidelines.
98
132
Answer key
135
Unit 12, page 93, exercise 2
a tall
b high
c high
d tall
e high
f high
136
Literature time
The Adventures of Huckleberry Finn and faithful former housekeeper for his mother, her
David Copperfield family, Emily, Agnes, the Micawber family and
Literature time! for Grade 11 features many others. Many of the secondary characters
abridged versions of the classic English spring from Dickens’ experiences as a young man
novels The Adventures of Huckleberry Finn by in financial distress in London.
Mark Twain and David Copperfield by Charles Many elements within the story follow events in
Dickens. Dickens’ own life, and it is probably the most
Students will have already come across an autobiographical of all of his novels. Like Dickens,
abridged version of a classic novel in Over To David works as a child, pasting labels onto
You Grade 10, Literature time!, where students bottles. David also becomes first a law clerk, then
read and studied Three Men in a Boat by Jerome a reporter, and finally a successful novelist. Mr
K. Jerome and Treasure Island by Robin Louis Micawber is a satirical version of Dickens’s father,
Stevenson. a likable man who can never scrape together the
money he needs.
In later years, Dickens called David Copperfield
About the Novels his “favourite child,” and many critics consider
The Adventures of Huckleberry Finn has been the novel to be one of his best depictions of
popular with young readers since its childhood.
publication and is taken as a sequel to The
Adventures of Tom Sawyer. Twain wrote the Literature time! for Grade 11 is an episodic
story on paper between 1876 and 1883, and adaptation of two classic stories. This format
published it in 1884 in England and in 1885 in corresponds to and builds on the structure used
the United States. The Adventures of Huckleberry in Grade 10. The inclusion of two longer texts
Finn eastablished Twain as a noteworthy is intended to reflect your students’ enhanced
American writer. Some have called it the first understanding of the English language, and to
‘Great American Novel’, and the book has challenge them as their language skills progress.
become required reading in many schools At this level, students should be able to approach
throughout the United States. The main a longer, continuous text confidently, and indeed
premise behind The Adventures of Huckleberry benefit from the linguistic challenges it presents
Finn is the young boy’s belief in the right thing them with. Its division into episodes also allows
to do even though some people believe he students greater opportunity to revise what
is wrong. The story embodies the search for has gone before, and predict what will follow,
freedom, recounting the adventures of Huck developing both language and cognitive skills in
and Jim, and the obstacles they face in search the process.
for their freedom.
1
Before reading
a … Jim has been a good friend to him and
(Students’ own answer) considered Huck his best friend.
b … he was welcomed in the Phelps’s farm as
Episode One being Tom Sawyer.
Episode Three 2
General theme: We should always search for
1
our freedom no matter how hard it gets, but at
e, c, d, b, a the same time we should respect other people
and their values.
2
Underlying theme: Good happens to us when
a False. Only the duke was an actor. we treat people well, but if we keep tricking
b True people and making fun of them, we will
c False. The duke came up with the idea. eventually be treated the same way.
d True
e True
f True
g False. The king and the duke ran away knowing
that eggs will be thrown at them.
Episode Four
a Huck tells the truth to Mary Jane, who reveals it to
everyone the next day.
b Huck was frightened of Jim because the latter
was wearing his white robes and his face was
painted blue.
c Huck was unhappy when he saw the king and
the duke heading for the raft again because he
and Jim were trying to run away from them and it
didn’t work.
138
Literature time
2
a Mrs Micawber’s family paid her husband’s
debts.
b David had to walk all the way to Dover
because he had no money for the coach.
Episode Three
a Betsy Trotwood, David’s aunt – she wants
to make sure her nephew becomes well-
educated.
b Agnes – she was explaining why she studies at
home.
c Mr Micawber – David wished to lend him
money but couldn’t.
d Mr Micawber – he thinks that Uriah Heep is a
capable man.
Episode Four
1
b, a, d, c
2
a Trotwood should be nice to Uriah Heep
because he’s half-owner in her father’s
business and thus can make him suffer.
b (Students’ own answer)
139
Listening script
Unit 1 1.3 and spend a lot of time together – you
Speaker know, just doing ordinary things, like
1.1
Like most Muslims, I had been preparing shopping or watching TV. As far as
a We want(ed) to go to Scotland for
my entire life to one day embark on the we’re concerned, the most important
Hogmanay.
Hajj. The Hajj is the annual pilgrimage time of the week is dinner on Friday
b We couldn’t affor(d) to fly to the
to Makkah, and one of the five Pillars of because that’s when we always have
carnival this year.
Islam. Yet when I set off to Saudi Arabia a meal together. Whatever anybody is
c Everybody go(t) off at the next
I could not have imagined what an doing, however busy they are, we always
station.
intensely spiritual journey it would be. eat together on Friday evening. Most
d I didn’t wan(t) to wait two hours for
During the Hajj, Muslims from every weeks between fifteen and twenty of
the firework display.
corner of the planet gather in Makkah. us sit down to eat together. It’s a five-
e The children dance(d) down some
Rituals are performed simultaneously in course meal – we start at 6 o’clock in
stairs to the stage.
order to worship and attain complete the evening and often don’t finish until
1.2 forgiveness from Allah. the early hours of the next morning. It’s
Speaker 1 At around 3 a.m., we got our first not at all formal, but our father usually
I always look forward to February glimpse of the Ka’aba. The Ka’aba is the says a few words before we start eating
because of National Day on the 25th. It’s holiest and most sacred site in Islam. All – just to say hello to everyone at the end
been celebrated every year since 1961. Muslims around the world face towards of a busy week. We all sit round a large
On the day, I normally stay at home, the Ka’aba during prayers, no matter round table and from time to time, we
as lots of my family take advantage of where they are. That same morning, I change places to make sure we all talk
the holiday to come and visit us. Last walked through the huge doors of to everyone else. We all enjoy our get-
year, me and my cousins dressed up Al-Masjid al-Haram ‘the Holy Mosque’. togethers and nobody misses them if
in our traditional Kuwaiti clothes, and I was barefoot and had two pieces of they can possibly help it.
joined some of the crowds in the street. plain white cloth wrapped around me, Speaker 3
The streets were buzzing and everyone which is what all men wear during the It was a fantastic occasion. We really
was waving flags. The buildings were Hajj. enjoyed it – everyone was so kind. People
decorated especially for the occasion, A sea of white cloths moved in smooth, we’ve known for over fifty years were
and one hotel chain hung lights in the slow motion as thousands and there. One of my oldest school friends
colours of the Kuwaiti flag. I felt really thousands of people circled the Ka’aba came – he said I didn’t look any different
patriotic. That’s why National Day is my in unison. I was overwhelmed. from when he last saw me on the day we
favourite Kuwaiti holiday. We spoke different languages and came left school. I told him he should get his
Speaker 2 from different countries, yet all dressed eyes checked.
The Rio de Janeiro Carnival is only two as one, we became equal and united. But most of all it was a family occasion
weeks away and my friends and I are – all our children were there, and our
very excited. We have been preparing Unit 2 grandchildren. And they all found time
our costumes and our float throughout 2.1 to talk to us. They were interested and
the year. A float is a large vehicle that we Speaker 1 amazed that two people could know
decorate in fantastic ways. This year our As far as I can remember, my brother each other and live together for so long.
float is decorated like a huge peacock, has never had a proper party before. He Our eldest son made a short speech
and we will all dress up as different probably had parties when he was little, which was very touching. People wanted
animals from around the world. We all but he’s ten years older than me me to make a speech, but I couldn’t
play traditional Brazilian instruments and I’ve certainly never been to one. because I was too emotional. So I just
and wave at all the people who have Anyway, as he graduated from university thanked people for coming. Everyone in
come out to see us. The Carnival lasts this year, we decided to have a special the family had signed a big card – and
for four days at the start of February party for him. The whole family got our youngest grandchild presented it to
each year and thousands of people from together to help. It was really good fun. us.
across the world come to watch the We hired a hall near to where we live so It’s a day that neither of us will ever
festivities. that there was room for everyone. forget. They say they’re going to do
Speaker 3 We invited all his friends, including it again in ten years for our sixtieth
Losar is the most important time of year people he hadn’t seen for many years anniversary, but we’ll have to see about
for my family and I. It is when Tibetans and somebody he’d met in Australia that.
celebrate the New Year. We make and, of course, all his friends who live 2.2
special biscuits and drink tea made with round here. There was plenty of food, 1 My grandparents have an old clock
butter. We also decorate the streets with and we got lots of people to play music which they wind up every week.
multicoloured flags that will bring us or sing a song. We thought our brother 2 My penfriend lives in Paris.
good luck for the year to come. Some was going to refuse to sing, even though 3 The actor had to desert the stage
people make intricate pictures out of he’s got a good voice and he plays the when the fire started.
coloured sand to commemorate the guitar very well. In the end, he did sing 4 There was a strong wind last night.
event. When the sand picture is finished, and everybody loved his songs. We all 5 Children have happy lives.
the artists throw it into the breeze to really enjoyed the party, including the 6 The interior of Iceland is a desert of
make sure the New Year will be a good new graduate himself. He said it was the ice.
one for us all. best party he’d ever been to.
2.3
Speaker 2
Today, I’d like to tell you something
As a family, we don’t go to many parties
about the Aborigines of Australia. First
or other occasions where there are
of all, how long have Aborigines lived
lots of people. We’re a very close-knit
in Australia and where did they come
family – we enjoy each other’s company
from?
140
Listening spript
Their story begins 40,000 years ago, Basma Okay. So, see you then. Thanks e I’m an accountant and I deem
when large numbers of people came for ringing. traditional letters to be the most
from Asia to Australia. There were Hanan That’s okay. See you Thursday. courteous way of getting in touch
750,000 of them. They were called Bye. with clients.
‘Aborigines’, which means ‘from the Basma Goodbye.
4.3
beginning’, by the Europeans when
a comment (noun) / comment (verb)
they arrived to Australia 200 years ago.
Unit 4 b report (noun) / report (verb)
Traditionally, Aborigines were nomadic
c decrease (noun) / decrease (verb)
and hunted animals with spears and 4.1
d insult (noun) / insult (verb)
boomerangs. They travelled long Why does communication so often go
distances looking for food. wrong? Here are the top four reasons for 4.4
So what happened when the Europeans failure in communication: a The diva received flattering
arrived? In general they treated the First, poor listening skills top the comments about her concert.
Aborigines very badly. The first thing list when it comes to barriers to The review commented that the book
they did was to move them off their land communication. Poor listening skills can was meticulously written.
and force them to change their way of result from: b The company’s annual report was
life. 1 lack of interest in the other person or discouraging.
And what about today? There are now the topic at hand: you just don’t care It was reported that the fire was an
only 250,000 Aborigines, that’s 1% of enough to listen; accident.
the population of Australia. Their lives 2 distractions in the environment such c The decrease in sales has worried the
are improving because the government as excessive noise or activity; salesmen.
has given back some of their lands and 3 disagreement with the speaker, The demand for this product has
set up educational programmes for their resulting in mentally blocking out the decreased sooner than expected
children. other person; d The employer’s insult to his
4 passive listening rather than active employees was unfair.
involvement with the speaker. He was insulted very harshly in front
Unit 3
The second reason for failure in of his friends.
3.1 communication is that there are
a a carton of milk many assumptions we make while Unit 5
b a cup of coffee communicating with others. For
c a box of matches instance, you might think that you 5.1
d a glass of water know what the other person is going The history of writing
e a piece of paper to say, so you simply don’t listen to the Human beings have been writing their
f a bar of chocolate conversation anymore. languages for over five thousand years.
The story started in Mesopotamia in
3.2 Then, another barrier to communication
about 3000 BCE, when people living in
a Have you got a carton of milk? has to do with non-verbal signals.
the region developed a kind of writing to
b Would you like a cup of coffee? One recent study showed that only
document and pass on information. The
c Have you got a box of matches? 7% of our communicating is tied to
Mesopotamians used pictograms mainly
d Would you like a glass of water? what we actually say! A full 55% of
to communicate economic information,
e Have you got a piece of paper? communication happens through non-
for example about agriculture and
f Would you like a bar of chocolate? verbal signals, and another 38% is based
financial matters.
on tonality. So if your
3.3 Gradually, these pictures became a
Hanan Hi, it’s Hanan. Is that Basma? non-verbal signals are contradicting system of cuneiform symbols which were
Basma Yes, it’s me. Hi Hanan. what your mouth is saying, people inscribed on blocks of clay with reeds.
Hanan How are you? are going to remember what you Only certain people knew how to write,
Basma I’m fine, thanks. And you? didn’t say instead.The last barrier to and for thousands of years, professional
Hanan I’m very well. Listen, I was communication is the improper use of writers called scribes wrote about
wondering if you’d like to meet questions. Many people believe that if quotidian life and trade. Cuneiform gave
up for a coffee later this week. they ask a multitude of questions, they countries of the ancient world a way
Basma That’d be great. Which day is are communicating well and connecting of recording their history. At about the
best for you? with the other person. This may or may same time, another system based on
Hanan Well, I was thinking of Tuesday, not be the case! We must ask the right pictures, or hieroglyphics, developed in
but… questions at the right time to get the Egypt.
Basma I’m sorry, I can’t make it on information we need to communicate In about 1500 BCE, Chinese scribes
Tuesday – I’m shopping in the effectively. That means asking open- started writing on tortoise shells using
sales with my mother. Can we ended questions – questions that begin a system of characters similar to those
reschedule for Thursday? with who, what, when, why, where, and which Chinese people still use today.
Hanan Thursday afternoon would be how. Open-ended questions help true Characters represent words, so people
fine. discussion and understanding to take have to learn to recognise thousands of
Basma That’s okay for me, too. Where place. characters before they can read even a
shall we meet? 4.2 simple story. Traditionally, the Chinese
Hanan How about the shopping mall? a If I’m writing to a friend, I prefer write with a brush and ink.
There’s a nice little café on the letters. The Phoenicians invented writing based
top floor. b … just click the reply button on your on an alphabet, a system in which each
Basma Okay, good idea. What time? phone. letter represents a sound, and letters are
Hanan Is three o’clock all right? c … you have to find a pen – combined to make words.
Basma Yes, that’s fine. sometimes the pen doesn’t write. The Roman alphabet, which has twenty-
Hanan Great. We could have a coffee d … put it in an envelope, stick a stamp six letters, is an ameliorated form of the
and a catch-up, and then maybe on the envelope and take it to a post Phoenician alphabet. Most European
we could go window shopping box. countries have been making use of this
together. alphabet since they were part of the
141
Roman Empire two thousand years ago. Interviewer Can you tell us more about We forgot to tell you we had
The written form of Arabic, which this foundation of yours? a football match after
people have been using since the 4th Abdul Aziz Well, this foundation school.
century CE, is the second most widely organises a lot of seminars Sorry.
used alphabet in the world. It is used about Arabic poetry as well Conversation 2
throughout the Arab world and is also as global issues that Passenger What are we going to do?
the basis of other forms of writing such seriously affect human We can’t walk from here,
as Malay, Urdu and Turkish. Unlike relationships. For example, can we?
systems based on the Roman alphabet, one of the seminars was Driver No, it’s too far. It would take
Arabic is written from right to left. It has about the role of the media us at least two hours to get
twenty-eight letters. Like Chinese, Arabic in the dialogue between to the nearest town.
writing is a precious art form as well as a Arabs and the West. Passenger Have you got your mobile
practical method of communication. Another was about the with you?
Arabic Poetry Spring Driver Yes. Shall we phone the
5.2
Festival. breakdown service?
a to fall off / a falloff
Interviewer How many honorary PhD Passenger We haven’t got any choice,
b to call in / a call-in
certificates have you been have we?
c to try out / a tryout
granted? Driver No, we haven’t. Do you
5.3 Abdul Aziz I’ve been granted around know the number?
a He fell off his bike the first day he six honorary PhD Passenger Yes, here it is.
bought it. certificates from different Driver Thanks.
The market has been witnessing a universities for various Hello, is that the National
falloff in sales. contributions. Breakdown Service?
b The men of the city were called in to Interviewer What about medals? How (pause)
join the army. many and why have you Good. My car’s broken
Tomorrow’s radio show will include been granted those medals? down on the motorway,
the listeners’ call-ins. Abdul Aziz They’re about seven. between Junction 2 and 3.
c This oil may be tried out and used. I received them in (pause)
The tryouts for the competition start appreciation of my efforts Yes, that’s right. My
on Tuesday. in the field of Arabic membership number is
culture. 758920.
5.4
Interviewer That’s very impressive! And Thanks. Goodbye.
Interviewer Good evening. Today I have
do you have any future Passenger Are they coming now?
with me someone who is
plans you can tell us about? Driver Yes, they’ll be here in about
known in Kuwait, the Gulf
Abdul Aziz Well it doesn’t end here, fifteen minutes.
and the Arab world. He’s
does it? But I guess I’ll let
a prominent Kuwaiti poet, Conversation 3
the days reveal that to you.
as well as a businessman, Older man You use your mobile phone
Interviewer Abdul Aziz Al-Babtain,
and one of the greatest mainly for work, don’t you?
thank you very much for
wordsmiths of modern Young man That’s right, and I couldn’t
being here and we look
Arabic poetry. My guest this do without it.
forward to hearing more
week is Abdul Aziz Older man How often do you use it?
about your marvellous
Al-Babtain. Young man It depends - it could be ten
contributions to the Kuwaiti
Abdul Aziz, welcome to or twenty times a day. I have
and Arabic culture.
Writer’s World. to travel a lot in my job - in
Abdul Aziz Hello, it’s good to be here. this country and abroad, and
Interviewer And we are honoured to Unit 6 I need to be able to contact
have you here. Can I start by my colleagues at head office
6.1
asking you about this library wherever I am.
you have founded? What’s Conversation 1 Older man What about contacting your
unique about it? Teenager 1 You haven’t brought your family?
Abdul Aziz Ok, Al-Babtain Central phone with you, have you? Young man Yes, I use it for that, too. If
Library is the world’s first Teenager 2 No, I haven’t. I’m away from home, I
library that specialises in Teenager 1 Do you want to borrow phone my wife and children
Arabic poetry. I believe this mine? every evening.
library is a major project Teenager 2 Yes, please. I need to phone Older man But it’s sometimes difficult
serving Arabic poetry, Mum to tell her we’re going to get a strong signal, isn’t
classical and modern. to be late home. it?
Interviewer Do you have any other Teenager 1 She won’t be very easygoing Young man Occasionally, but it’s getting
projects serving the same about it, will she? better.
purpose? Teenager 2 No, she won’t, but it isn’t
my fault. We are playing 6.2
Abdul Aziz Of course. The foundation
football after school, aren’t 1 We can’t hike from here, can we?
of Abdul Aziz Al-Babtain’s
we? 2 We haven’t got any choice, have we?
Prize for Poetic Creativity
Teenager 1 But, you notified her this 3 You use your mobile phone mainly
emphasises communication
morning, didn’t you? for work, don’t you?
between different
Teenager 2 No, I forgot. 4 But it’s sometimes difficult to get a
generations through poetic
Teenager 1 Okay, here’s my phone. signal, isn’t it?
creativity in addition to the
courses of prosody which I Don’t talk for too long. 6.3
organise all over the Arab Teenager 2 Thanks. a You’re Kuwaiti, aren’t you? [Down]
world. Hi, Mum. I’m just ringing b He’s seventeen, isn’t he? [Up]
to tell you we’re going to be c You’re not going already, are you?
late home. [Up]
142
Listening spript
d It isn’t very late, is it? [Down] Unit 8 being beckoned away from their familiar
e It’s time to go, isn’t it? [Down] deserts to the sprawling cityscapes of
8.1
f You didn’t phone him, did you? [Up] modern Kuwait.
Speaker 1
Tarek Al Zamel’s ‘In a Blink of an Eye’
6.4 It depends. Usually I choose what I
is a mystery drama that explores the
a She’s only 14, isn’t she? [Down] watch, but occasionally my parents want
importance of being responsible in life.
b You aren’t tired, are you? [Up] me to watch educational programmes.
‘Symphonic Poem’ from Habib Hussein
c It isn’t your mobile, is it? [Down] And if it’s getting late, they tell me
is a musical documentary about a
d We aren’t very late, are we? [Down] to turn off the TV and go to bed –
Kuwaiti artist. In this documentary, the
e She phoned you, didn’t she? [Up] especially when I have to get up early for
importance of music and harmony in
f You didn’t shut the door, did you? school the next day. My parents know
today’s world is conveyed.
[Up] what kind of programmes I watch, but
The success of the Arab filmmakers has
g The usher hasn’t checked your ticket from time to time they advise me to stop
been proven in the Gulf Film Festival.
yet, has he? [Down] watching a particular programme. And
Diverse films presented in the festival
of course, they prefer me not to watch
6.5 have offered a window into the Arab
rubbish.
A ● Go to Menu, then click on Web. countries, providing hope for a new
● Click on Go to Address. Speaker 2 Hollywood in the Arab world!
● Start surfing the net by typing the We’ve got lots of DVDs – mainly films
– but I only watch them when there’s 9.2
address of the required website.
nothing worth watching on TV. My a shopping centre
● You can also select the option
parents have lots of old videos – they like b post office
Bookmarks instead of Go to
watching old television programmes over c railway station
Address. This option enables you
and over again, but I find them quite d department store
quick access to certain websites
boring. They like comedy programmes, e car park
which you can choose and save
but often I don’t think they’re funny. f travel agent
yourself beforehand.
● Do not forget to check if your Speaker 3 9.3
mobile phone has GPRS which That’s quite a difficult question to a Are you going to the post office?
must be modem enabled in order answer, because different days are b Where’s the nearest car park?
to be able to connect to the different. When I’m at school, probably c Can you tell me the way to the
Internet. only about one or two hours a day, railway station?
B ● Go to Menu and select the option but in the school holidays it’s more – d Is there a department store near
My Files. probably three or four hours. I’d rather here?
● Click on Pictures, then press the go out with my friends in the holidays e The shopping centre is busy today.
Select button. though – so those days I don’t watch any f I’m going to phone the travel agent.
● Click on Options and then on at all – sometimes I go for a whole week
Create folder. without watching any programmes.
Unit 10
● Type the name of the folder and 8.2
click on Save. 10.1
a Have you got satellite television?
Now you have created an empty Innovations that keep up secure
●
b I’d prefer you to watch a DVD if you
folder. In order to fill it with Airbags
don’t mind.
pictures, go back to the Options Airbags safeguard car drivers and
c Can you turn the telly off, please?
menu and click on Open pictures. passengers if they are involved in a car
d There’s very little on TV at the
Select one or more pictures, and crash. Most modern vehicles have a
●
moment.
then click on Options and Copy. driver’s airbag in the steering wheel, and
e I’ve only got a small TV.
● Return to the empty folder you another for the front seat passenger.
created, select Options and Paste. Some cars also have side airbags which
● Note that not all the mobile Unit 9 drop down behind the driver to protect
phones follow exactly the same people in the back seats.
9.1
instructions but they’re all similar. Airbags inflate immediately when a
Speaker
car collides with something solid such
The Gulf Film Festival
as another vehicle or a building. They
Unit 7 A five-day film festival was held by
cushion the occupants of the car and
various prominent Arab filmmakers
7.1 prevent them from hitting dangerous
between 13th and 18th April 2008 at the
a Fortunately, he had set the timer to objects such as the steering wheel or the
Dubai Community Theatre and Arts
record the film. windscreen. Since cars have had airbags,
Center at Mall of Emirates.
b We can watch a DVD now if you like. the percentage of serious car injuries has
Sixteen filmmakers from Kuwait shared
c Everyone knows that! decreased dramatically.
the spotlight at the festival and their
d 1926 was an important date for TV. films were screened in three competitive Smoke alarms
e I want to hear the news. categories. In the past, before the invention of
f You have to go and see that film. All the features, shorts and smoke alarms, many people perished
documentaries represented life in the in their homes, not because of flames,
7.2
Arab world. They were characterised but because they inhaled smoke while
a 1951 was an important date in
by commentators as being thrilling and they were sleeping. This is because most
television history.
dramatic. fires happen at night. Nevertheless, it
b He wants to come with us.
Among the most important features and is now feasible for people to purchase
c He had seen the film twice already.
documentaries, which showcased the inexpensive smoke alarms which they can
d I have to listen to the radio news
creative depth of filmmakers, were the fit themselves. Like alarm clocks, they
tonight.
following: are loud enough to wake sleepers and
e You can come to the library with me
‘Sharq’ by Erik Sandoval is the story give them sufficient time to flee. The best
if you like.
of six friends on their search for the location for a smoke alarm is at the top
f Did you see that?
world’s strongest soccer ball. They are of stairs or in halls and corridors. Some
smoke alarms are so sensitive that smoke
143
from cooking can activate them, so they buses – the buses are really bad. If you’re Speaker 2
shouldn’t be put in or near kitchens. walking along the street your eyes sting The Earth has plenty of water for
Vaccinations and sometimes it’s difficult to breathe. everyone to use. Around seventy percent
Vaccination is a medical treatment Also, on the outskirts of the city there of the Earth’s surface is covered with
which can prevent people from acquiring are big factories and sometimes you can water. The problem is that ninety seven
dangerous diseases and stop these from see and smell smoke from their chimneys percent of that water is salt water.
spreading. Many childhood illnesses, above the city. New technology has been developed
which were ubiquitous in the past, 3 Boy 2 that pumps water from the sea into
have disappeared because of the mass Pollution used to be my main worry, but a water purification plant. The salt is
vaccination of infants. last night I saw a TV programme about then removed from the water, making it
When doctors vaccinate their patients, the rainforests. They are disappearing suitable for drinking and washing with.
they give them a diluted strain of the very quickly and this really worries me. The problem is that these purification
infection they intend to prevent. This I reckon this is causing global warming plants are expensive to build and to run.
assists the body in resisting the disease and also destroying animal habitats. Speaker 3
in the future. Many vaccinations are People live in these forests as well, so we We already have suitable places to store
permanent. are destroying their homes and lives. We clean, fresh water. It is possible to extend
must try to stop this destruction now. the water storage facilities that already
10.2
4 Girl 2 exist. By making reservoirs bigger, we
a They had finished the fire drill before
I take everything seriously – which don’t need to find new sources of water,
I arrived.
means I’m quite worried about the which will save time and money. The
b Sami ordered a huge monkfish for
future. I love wild animals, and I hate problem is, it is difficult to know how far
dinner.
to think that more of them will become to extend a reservoir because we don’t
c They will have to stay up late if they
extinct. If an animal disappears, you know how much water we will need in
are going to finish their homework.
can’t bring it back. I know what the the future.
d It must have been something in the
atmosphere that caused Anwar to problems are: people are hunting
shout. animals and destroying their homes –
e Could you please be quiet? usually for money. I think everyone has
a responsibility to look after animals in
10.3 every way they can.
I came out of college and started
walking towards the bus station to catch 11.2
my bus home. I was thinking about what a Do you work at home? / Does he like
I was going to do that evening when I to swim?
heard a terrible crash. It sounded like b It’s getting worse. / He’s feeling ill.
a traffic accident, so I ran as fast as I c I don’t believe him. / I want to see
could in the direction of the noise. As you.
I came round the corner, this is what I d I’m very frightened. / She’s really
saw. worried.
There was a van and two cars, one red e Buses are slow. / Taxis are fast.
and one silver, in the middle of the road
– the van had crashed into the back of Unit 12
the red car, and the red car had crashed
into the back of the silver car. The driver 12.1
of the red car was very angry – he was a This is where you should turn off.
shouting at the van driver. The driver of b The children built a lookout in the
the silver car was standing looking at the tree.
front of his car. Two young men were c This huge corporation is trying to
standing and watching. A police car take over our company.
arrived. d Don’t miss the turnoff.
Unit 11 12.2
a Let’s get Chinese takeout for dinner.
11.1 b Have you seen the printout from the
1 Boy 1 travel agent?
What do I take most seriously? Hmm – c I’ve got a catalogue somewhere; I’ll
that’s a difficult question. There are lots look it out if you’re interested.
of problems at the moment – and I don’t 12.3
think things are getting better. I suppose Speaker 1
global warming is the most serious Drilling new water wells is one of the
problem for me, because it changes best ways to provide fresh sources of
everything. So if the Earth gets warmer, water. We have developed sophisticated
this will change our weather and that technology that allows us to drill for
means more animals will become extinct. water where we weren’t able to before.
So, that’s the answer – global warming This means that more people can have
worries me most. quick, easy access to clean drinking
2 Girl 1 water. It is, however an expensive process
For me this is a very easy question. I because it takes a lot of time to research
take pollution very seriously, for the areas of land that have water beneath
simple reason that I live in the city centre them, and drilling deep into the earth is
and on most days, the pollution is a very technical procedure.
unbearable. I believe it’s making people
ill. It’s mainly from traffic – cars and
144
Extra Listening Material
Teacher’s Notes Module 2
There is one extra listening exercise at the end of each module.
1 Listen carefully.
Each exercise follows the same sequence. The teacher’s
instructions are as follows: Dear Customer,
I am writing this letter in order to introduce you to our newest
1 Ask the students to listen carefully to the text. laptop computer. This new model has multiple purposes. You can
2 Tell the students they will hear five questions and that you will use it to watch and record all your favourite TV programmes such
then play the text again. At this stage, students should not write as documentaries, dramas, soap operas and thrillers. Moreover,
anything. you may use this laptop as a notepad to record your work and
3 Ask the students to listen again while you read the text a second ideas. A webcam is also installed in the laptop to make video-
time. conferencing easier and more fun. Finally, this laptop may be very
4 Play each question, pausing after each one for the students to helpful for security professionals in their surveillance operations.
write their answers. If necessary, repeat the questions.
Thank you
5 Put the students in pairs to check each other’s work
Mr. Dawood, Sales Manager
2 Now listen to five questions. Then I’ll play the text again.
1 Who is the letter to? Who is it from?
Module 1 2 What is the purpose of this letter?
3 Name some ways in which you can use this new laptop
1 Listen carefully. computer.
Reporter: The Gift Exhibition in Kuwait is a traditional biannual 4 Is the language used formal or informal?
event that focuses on gift articles and showcase 5 In your opinion, how can the laptop be helpful in surveillance
items. We’re going to interview an author who operations?
happened to be at the exhibition. Excuse me sir, do you
mind if I ask you a few questions? 3 Check all your answers with a partner.
Author: No, that’s fine.
Reporter: Do you think that the Gift Exhibition is a communal Key
celebration? 1 to a customer, from Mr Dawood the sales manager
Author: It’s an exuberant gathering that everyone can attend, 2 to introduce the company’s newest laptop computer
especially tourists. 3 as a video recorder, as a notepad, for video-conferencing and
Reporter: What do you like most about it? for surveillance operations
Author: The coffee stall! They have all kinds of coffee from 4 formal
espresso to decaffeinated coffee. I love to socialise with 5 (Students’ own answers)
the people while I am signing autographs.
Reporter: Thanks for your time.
Author: No problem. Module 3
2 Now listen to five questions. Then I’ll play the text again. 1 Listen carefully.
1 How often does the Gift Exhibition take place? Last week I visited my father in his bureau. When my dad was
2 Who can come to the Gift Exhibition? called into a meeting I decided to wait for him. I felt bored
3 What did the author like most about the exhibition? so I picked up a fountain pen, some draft paper, an envelope
4 What kinds of coffee can you find at the coffee stall? and a stamp to write to my penfriend Hassan. I wanted to tell
5 Have you ever been to a Gift Exhibition? him about an interesting book that I had been reading lately.
The book was about life in the past when people didn’t have
3 Check all your answers with a partner. phonebooks or ball-point pens. Life was simpler then, people
communicated through pictograms which later developed into a
Key system of cuneiform symbols. They also depended on agriculture
1 twice a year and trading for their economic survival. Later that afternoon, I
2 everyone, especially tourists sent the letter to Hassan and I am currently looking forward to
3 the coffee stall receiving his answer.
4 all kinds of coffee from espresso to decaffeinated coffee
5 (Students’ own answers) 2 Now listen to five questions. Then I’ll play the text again.
1 To whom did the narrator write a letter?
2 What did he write about?
3 Name some ways in which life in the past is different from life
in the present.
4 What differences can you think of between communication in
the past and today?
5 Do you have a pen friend? How often do you write to them?
145
3 Check all your answers with a partner. Extra Material
Radio Coverage of an Arts Festival.
Key
1 to his penfriend Hassan 1 The radio is broadcasting coverage of an arts festival,
2 a book he was reading lately featuring interviews with some of the exhibitors. Listen to
3 (Students’ own answers) the interview with the festival organiser.
4 (Students’ own answers)
Presenter: Hello, welcome to Culture Spot, and good morning
5 (Students’ own answers) from the newly opened Arts Festival in Berlin. I’m
here talking to Mr Hamad, the event organiser. Good
morning, Mr Hamad.
Module 4 Hamad: Good morning.
Presenter: I know there’s been a lot of coverage of the festival
1 Listen carefully. in the papers and on the Internet, but can you briefly
explain the event to us, for those listeners who are
Many people are concerned about the various ecological unaware of what’s happening?
dilemmas which confront our world today. Physicists, biologists Hamad: Certainly. The Arts Festival is an exciting new event
and chemists have sounded the alarm warning people about the that incorporates major artwork with grassroots
many ecological problems that are caused by pollution. They have groups, artists and performers. It gives an incredible
proposed ways of safeguarding our remarkable planet. On the mix of, what we might call, established work and
other hand, other scientists have contradicted these suggestions, new projects, and gives everyone the chance to get
claiming that they are impractical. However, the government involved and create their own art right here.
have consented to hosting a symposium on international plights. Presenter: That sounds interesting. What exactly do you mean
Hopefully, this will provoke governments worldwide into action when you say people can create their own art?
through which we can overcome these issues. Hamad: Well, exactly that. Once inside the festival there are
countless classes and meetings to teach you how
2 Now listen to five questions. Then I’ll play the text again. to draw, paint and make pottery. It’s a really great
1 What is the purpose of this text? opportunity to come and try something new.Who
2 What are scientists warning people about? knows, we might even discover the next Rembrandt
3 What action has the government taken? or Picasso today.
4 Imagine that you were a member in the symposium. What Presenter: So who leads these classes?
actions would you take? Hamad: Well it’s a mix. The really hands-on stuff is organised
5 In pairs or groups hold a classroom debate about the by local arts groups, made up of volunteers. There
suggestions offered in question 4. probably won’t be any big names amongst them
but they’re all very friendly, talented and, most
3 Check all your answers with a partner. importantly, enthusiastic. There are also going to be
some talks by more established artists, but there will
Key be more demonstrations than interactive lessons.
1 to raise awareness of ecological dilemmas Presenter: That’s really exciting, but presumably there’s some
2 scientists are warning people about the many ecological charge.
problems that are caused by pollution. Hamad: Not at all. The event’s free, thanks to some great
3 The government has consented to hosting a symposium on sponsorship from companies and the council, as are
international plights. all the classes. The only thing you need to pay for
4 (Students’ own answers) inside is refreshments.
5 (Students’ own answers) Presenter: That’s brilliant. What about those people who just
want to look at some art, rather than make some.
Hamad: Well, for those people there’s an incredible gallery.
We’ve amassed quite a collection. We’re really
thankful for all the galleries who’ve loaned us things.
We have work by Van Gogh, Matisse, Klimt and some
artists who are probably not well-known to many of
our visitors but are, nonetheless, very impressive.
Presenter: So, just from looking around it’s clear that this is
a very ambitious event. Can you tell us what first
inspired you to organise it.
Hamad: We really wanted to create a place where art wasn’t
simply about looking. Art should be interactive,
people should engage with art. Hopefully that is what
we’ve achieved here.
Presenter: I really think you have. It’s a fantastic event.
Unfortunately, I’m afraid we’re running out of time.
Thanks for your time Mr Hamad.
Hamad: Not at all.
Presenter: Right, that’s it for this edition of Culture Spot. Join us
next week for a review of a new and exciting piece of
theatre. Right now though, I think I’m going to go
and try my hand at pottery.
146
Extra Listening Material
2 Are the following statements True or False? Justify your A Talk about Telephones
answers.
1 Professor Snow is giving a talk about communication. Listen
1 No one has heard of the Arts Festival before.
to his biography of Alexander Graham Bell.
2 You can create art at the Arts Festival.
3 You have to take a class. Snow: Hello. Today I am going to talk to you about a man
4 There are pictures by many famous artists. we all owe a huge debt to. Without the work of this man there
5 Interactive classes are held by famous artists. would be no Internet, no mobile phones, no landlines. People
would still be writing letters, and long distance messages would
3 Check your answers with a partner. either never arrive, or take weeks or months. Many of you will
by now have realised that the man I am referring to is Alexander
Key Graham Bell, the inventor of the first working telephone and the
1 False. Some people have heard of the Arts Festival through father of modern communication. However, did you know that
newspapers and the Internet. Bell’s invention was the result of his desire to help the deaf? The
2 True. There are classes where you can make your own piece of telephone was actually the result of years of work on designs to
art. help the deaf. Alexander Graham Bell was born in Scotland on
3 False. The classes are optional. the 3rd of March, 1847. His parents were Alexander Melville Bell
4 True. There are paintings by famous artists and by artists who and Eliza Grace Bell. From an early age Bell showed significant
are less well known. ability in creating objects to meet difficult needs. At the age of
5 False. The interactive classes are held by volunteers. The famous 12 he successfully constructed a machine with which to de-husk
artists are giving talks. wheat at his friend’s father’s mill. He was also an incredibly
intelligent child. He was an accomplished piano player, despite
4 Answer the following questions. never receiving formal training, and learnt an early version of sign-
1 What does Mr Hamad mean when he says ‘... we might even language to help his mother when she began turning deaf during
discover the next Rembrandt or Picasso today’? Does he mean it? his teenage years. His mother’s deafness was actually one of the
2 What is meant by ‘grassroots groups’ and ‘hands-on stuff’? most important contributions to his invention of the telephone.
3 Do you agree with Mr Hamad’s comment that ‘Art should be He was extremely close to his mother and was deeply pained by
interactive, people should engage with art’? her partial withdrawal from the world as her hearing wavered.
Many commentators have suggested that this, more than
5 Check your answers with a partner. anything, inspired him to pursue the career he chose. Throughout
much of his youth and young manhood Bell was deeply interested
Key in elocution, that is to say the way words are formed. His father
(Suggested Answers) was a distinguished elocutionist who had published many papers
1 Mr Hamad doesn’t mean the comment to be taken seriously, and this interest was inherited by the son. Bell experimented with
although obviously he’d be very pleased if they did discover a new sound by building a replica human head that, through the use of
artistic genius. Mr Hamad is humorously showing how people a pump, was able to say a few basic words. He then published
who try the art classes may discover they are very talented at his own papers. Eventually, after experiments with tuning forks,
something they had never tried before. Bell came to believe that it would be possible to transmit sound
2 Grassroots groups are ones that emerge from a community, via electric currents. After stints teaching and helping speech
rather than being created by professional organisations or impaired people, Bell moved to Canada with his parents in 1870.
governments. Here, he demonstrated his incredible ability with language by
Grassroots is used to illustrate the apparently organic and mastering the Mohawk language and recording it in writing. It
spontaneous growth of such a group.Hands-on stuff refers to was whilst in Canada that his work on the telephone really took
things which are physically orientated. Creating art is hands-on off. Still adamant that sound could be transmitted through
in comparison to viewing art, as it requireseffort and activity, electrical wires, Bell was able to build a piano which, by means
whereas viewing a piece of art could be entirely passive. of electricity, could transmit sound at a distance. However, much
3 Students’ own answers. of his time in Canada was spent teaching deaf people, mainly
children, how to read lips and communicate with others. It is
6 Now, imagine you are tasked with advertising the Arts fitting that the man who gave us the telephone dedicated his life
Festival, or a similar festival within Kuwait. Decide how you to making sure all of us could communicate on even-footing.
would advertise such an event and do it. You could make Eventually, and after much hard work, Bell, along with one of
a poster, write a radio or TV advert, or an article detailing his assistants, produced the first working telephone. Patented
information about the event. on the 7th of March, 1876, this amazing piece of technology has
transformed the world and helped create the society we live in
today.
Key
(Suggested Answers)
1 No, it wasn’t. Bell invented many other items, such as devices to
help his patients, and the de-husking machine mentioned in the
text. However, he is most famous for his invention of the
telephone.
2 Students’ own answers.
3 Students’ own answers.
148
Workbook Answer key
Module 1 Getting together 4
a Have you ever been to the Qurain Cultural Festival?
Unit 1 Festivals b Would you like to come to my house for dinner?
Reading c Did Salma use to spend all her time studying indoors?
d Did the supermarket use to be at the end of this street?
1
a 2 5
b 3 1 can’t
c 1 the time during which the cherry trees blossom 2 could
2 people who don’t like noise and crowds 3 couldn’t
3 cherry trees in other parts of the world 4 could
5 couldn’t
2
6 could
a to make chewy snacks (dango)
7 managed to
b the start of the academic and financial years
8 managed to
c around the 7th century CE
9 couldn’t
d Sakura
10 managed to
e they don’t produce fruit
f Japanese meteorologists tell them 6 (Students’ own answers)
3 7 (Students’ own answers)
a historian
b national Writing
c gaze / view
d flour a Sunday
e custom b Tuesday
f financial
g elsewhere c Monday
4 d Thursday
a custom e Wednesday
b noise; crowds; view
c elsewhere
d street vendors Sunday as soon as I woke up / after breakfast / at six
e national; spring o’clock
f write poems Monday that first night / straight after breakfast / today /
when we reached
5 (Students’ own answers) Tuesday when I got up / yesterday’s walk / today /
Wednesday’s trek
Language practice Wednesday after about an hour / eventually / late
Thursday this morning / for three hours / for another three
1
hours / until we reached / five days ago
a go to
b goes up 3 (Students’ own answers)
c goes off Unit 2 Family celebrations
d went on
Reading
e went out
1 a It celebrates the birth of a child and welcomes parents
f are not going
into parenthood.
2 b It is organised by friends or relatives so that they can show
a impossible their support to the new parents.
b frightened 2 a because it is an event for the parents, normally held before
c astonished the baby is born
d big b Silverware is given to commemorate the child’s birth.
e perfect c to ease the transition into parenthood and show the parents
f tired support and friendship
g pleased d family items, such as clothing or toys
e the mother, her friends and family - sometimes men
3
f (Students’ own answer)
1 vendor
2 world
3 (Students’ own answer)
3 festival
4 blossom
5 food
6 castle
149
4 7 (Self-assessement)
Present Simple: is; suggest; involves; are; organise; occur a reminisce
Present Continuous: is becoming b captured
Present Perfect: has evolved; has become c was holding
Present Passive: are needed; are given; is arranged; is intended; d just touched
are held e don’t you swap
Present Perfect Passive: have been inherited f had passed
5 g have not seen
a extended h met / will meet / is meeting / is going to meet
b economic
c important Writing
d different 2 I am going to tell you something about the nomadic people
e independent who live in Ireland.
f successful • They are called Travellers or Tinkers and traditionally they
g extremely used to travel around the country in horse-drawn caravans
selling things they had made. They were particularly well-
Language practice known for making pans and kettles.
1 (Suggested answers) • Now more and more Travellers are moving into modern
a • a financial establishment that invests money deposited by houses and settling down.
customers • They still travel, usually in modern cars and lorries now,
• the land alongside a river but not as often as in the past. Their children go to school
b • large mammals with thick fur and a short tail regularly and do the kinds of things children all over the
• to endure; to put up with world do: watch TV, listen to music and have their favourite
c • piece of furniture at which meals are often eaten football teams.
• a set of facts or figures displayed in columns and rows • Travellers have their own language, called Gammon, but this
d • the dark circle at the centre of the eye is now dying out as their traditional lifestyle is changing.
• students • The speaker doesn’t follow the exact order of his notes.
2 (Suggested answers)
3 (Students’ own answers)
a an informal gathering or meeting
b bound by a close relationship
c a significant point of development
Unit 3 Meeting places
d an opportunity to relax and decide what to do next
e something inside, especially of a house or building Reading
f extremely worthy of something 1 (Students’ own answers)
Sentences: (students’ own answers)
3 2 (Students’ own answers)
a 3 3
b 5 a False: It is more popular than coffee.
c 2 b False: 90% of the world’s tea is grown in Asia.
4 c False: People drink tea in the summer because they believe it
1 A How are you? helps them to keep cool and relax.
B and you? d True
2 A The reason I’m calling is to invite you to a celebration. e True
B What are we celebrating? f False: The word for tea is similar in many languages.
3 A My sister is going to be married. 4 (Self-assessment)
B I’ll definitely come. a porcelain
4 A See you next weekend. b civil servant
5 c chat
a After Waleed had passed his driving test, his father lent him d cultivation
his car. e skilled
b The family had finished preparing the food for the party f apologies
before the guests started arriving. 5 (Students’ own answers)
c As soon as the tourists had got off their coach in the city
centre, they went on a guided tour of the city.
d After the businessman had checked in at the airport, he had Language practice
breakfast. 1
e The audience asked questions when the lecturer had finished b ✓
speaking. c ✗ / discuss
f The cousins had arrived at the stadium at 11 a.m., before the d ✗ / spoke or talked
volleyball tournament started at 12 p.m. e ✓
6 f ✗ / told
a 4 g ✗ / talking, speaking, arguing or chatting
b 1
c 5
d 2
e 3
150
Workbook answer key
2 Module 1 Progress Test
2b tea-houses
Reading
3b driver
4b enjoy 1
5b quickly If you don’t feel confident, ask your driving instructor... /
6b daily Don’t worry if you feel nervous. / Everybody makes a few
7b popularity mistakes... so don’t try to drive perfectly. / If you don’t
8b meet understand something... ask him or her to... / ... forget
Sentences: (students’ own answers) about it and go on driving... / You won’t fail because of one
or two small mistakes. / ... don’t get upset.
3
a 4 2
b 6 a You can ask them for their advice.
c 5 b It can help you concentrate on your driving.
d 2 c Arrive early and take plenty of time to relax.
e 8
3
f 1
1 b
4 2 c
a hadn’t discovered 3 c
b had arrived
c hadn’t used
Language practice
d hadn’t developed
1
5 (Suggested answers)
1 had studied
1 Sorry, I can’t make it tomorrow.
2 managed to
2 Yes, I’m free.
3 were able to
3 What time do you want to meet?
4 was
4 Shall we meet in Central Café?
5 waited
5 Yes, see you later.
6 had come
6 7 wasn’t able to
b If he wanted to sell cakes too, he would make them in the 8 had been
kitchen. 9 managed
c If he wanted to become a café owner, he would need to do a 10 could
training course first. 11 managing
d If he owned a café, he would count the day’s money at the
2
end of each day.
b If he hadn’t got up late, his taxi wouldn’t have got stuck in
7 heavy traffic on the way to the driving academy.
b If he had wanted to sell cakes too, he would have made them c If his taxi hadn’t got stuck in heavy traffic, he wouldn’t have
in the kitchen. missed his turn for the driving test.
c If he had wanted to become a café owner, he would have d If he hadn’t missed his turn, he wouldn’t have had to wait for
needed to have done a training course first. one more hour.
d If he had owned a café, he would have counted the day’s e If he hadn’t waited one more hour, he wouldn’t have met an
money at the end of each day. old school friend.
8 (Students’ own answers) 3
a difficult
b exhausted / going without
Writing
c absolutely / went on
1 d space shuttle / perfect
A picture 1 e artist / big
B picture 2
4
2 a similarity
a white clouds / sunny day / little children / light clothes / b traditional
small hill / dark blue / little boy / nice sand castle c difference
b on to the beach / in the background / on the horizon / on d production
the beach / behind the man / on their heads / the far right / e discoveries
as we look at the left f bravery
c doesn’t look remote / they look very enthusiastic / looks
huge / looks sandy
Writing
3 (Students’ own answers)
1 (Students’ own ideas)
4 (Students’ own answers)
2 (Students’ own ideas)
151
Module 2 Communication 6
a For some reason, neither Ahmed nor Waleed’s numbers are
Unit 4 Communicating in my phone book.
b Both Samira and Salma started a degree in medicine last
Reading year.
1 (Students’ own answers) c Next season’s Premier League will be won by either Liverpool
or Arsenal.
2 (Students’ own answers) d The long distance charges will have to be paid by either the
3 caller or the receiver.
a the north of India 7 (Students’ own answers)
b they are copied
c mail runners
8 (Self-assessment)
d over 1600
1 the
4 2 The
a unrivalled 3 The
b local 4 the
c bell 5 the
d rarely 6 a
e recipient 7 a
8 The
5
9 The
a The second statement is true. Himachal Pradesh introduced
10 The
a postal service in northern India.
11 a
b The first statement is true. It is inaccessible.
12 the
c The second statement is true. The postmen wear a special
13 a
uniform and carry a bell.
6 Writing
6 Letters are carried by ‘mail runners’ who travel long distances
1
on foot.
a Both letters are formal because the writers use complete
4 E-mails are printed out and taken to the correct address.
structures and formal words and phrases.
1 People write the letters.
b Letter A: The student wants to join the International
3 The letters are copied and sent by e-mails.
Exchange Programme.
7 Letters are delivered to their addresses.
Letter B: The director of Study Abroad replies to the student
5 Some letters are taken by hand to their destinations.
and gives more information about the Inernational Exchange
2 People take the letters to the post office.
Programme.
7
2
a mountainous, remote, inaccessible
a Letter B
b People write letters, letters are taken to post office, letters are
b Letter A
copied and sent by e-mails, e-mails are printed and taken by
c (Students’ own answers)
mail runners to their correct destinations.
d (Students’ own answers)
c Modern communication: Internet / e-mail
Traditional communication: letters 3 (Students’ own answers)
Language practice
Unit 5 Writing
1
a slice Reading
b pieces 1
c glass a 1943
d clothing b ten dollars
e grain c France
2 (Students’ own answers) d As the pen moves the ball revolves in its socket and transfers
quick-drying ink on to the paper.
153
2 2 (Students’ own answers)
1 notify
3 (Students’ own answers)
2 hiking
3 mountainous
4 weak signal
Module 2 Progress Test
5 break up
6 recharge Reading
7 security number 1
8 delighted a ... in a serious car accident.
9 designed b ... talks to the computer.
10 shock-resistant c ... speech recognition technology.
3 d ... understand the sound of their voice.
a I’ll have to call you later, because I’m
running out of battery. 2
b Aisha won’t be late for our meeting, will Paragraph A: Fahd’s story which led him to use a speech
she? recognition programme
c The novels of Mahfouz are well-known Paragraph B: development and types of speech recognition
throughout the Arab world, but I don’t like him. programmes
d The chicken soup is too thick and spicy, isn’t it?
e I haven’t upgraded my phone since last Language practice
February because it costs too much.
1 (Suggested answers)
4 (Students’ own answers) a ... can he?
5 b You are studying computer programming, aren’t you?
a A haven’t you? c You didn’t have any Internet connection, did you?
B I have d It was raining, wasn’t it?
b A won’t you? e You’ve been revising for the exam, haven’t you?
B I won’t
2
c A isn’t it?
a vague; clear
B it is
b useful; useless
d A do you?
c precious; worthless
B I don’t
d active; passive
e A would you?
B I would 3
f A could you? 1 have been working
B I could 2 for
6 3 have been
4 since
Question Affirmative Negative
5 haven’t stopped
We’re going Yes, we are going No, we’re not going 6 since
shopping later, shopping later. shopping later. 7 have gone
aren’t we? 8 have you used
You’ll make me a Yes, I’ll make you a No, I won’t make you 9 Has it compensated
cup of tea, won’t cup of tea. a cup of tea. 10 has it been giving
you? 4
He’s looking thinner Yes, he is looking No, he isn’t looking a grain / bar
than he used to, isn’t thinner than he thinner than he used b slices / panes
he? used to. to. c pencil / pen
Your uncle works for Yes, my uncle does No, my uncle d write / put
your father, doesn’t work for my father. doesn’t work for my
he? father. Writing
You can come to my Yes, of course I can No, I can’t come to
1 (Students’ own answers)
house for dinner, can’t come to your house your house for dinner.
you? for dinner. 2 (Students’ own answers)
You can give me a lift Yes, I can give you a No, I can’t give you
to the mall, can’t you? lift to the mall. a lift to the mall.
You couldn’t Yes, I could help you No, I couldn’t Module 3 The media
help me with my with your homework. help you with your
homework, could homework. Unit 7 Broadcasting
you? Reading
Writing 1
1 a (Students’ own answers)
A in favour of mobile phones b (Students’ own answers)
B unsure
C against mobile phones
154
Workbook answer key
2 c Television sets that have a flat screen are a recent innovation.
a False. People can decide in what ways they want to be (Defining)
involved in the area of the media. d Television sets, which were invented about a century ago, are
b False. The media cannot always be reliable. very popular today. (Non-defining)
c True Sentences: (Students’ own answers)
d True
e False. Kuwait has given the press freedom within the limits of
the law. 6 (Suggested answers)
f False. Kuwait was ranked second in the Middle East in the a Can you change the channel, Dad?
Freedom of the Press Index. b The features of this TV meet all your requirements.
c I think TV is more important than the radio because you can
3 not only hear it, but also watch it.
a effect
b information
Writing
c achievement
d promote 1
e encourage a LCD screen; rechargeable battery; zoom lens; memory card
f regulation b to take pictures and record video clips
g advertise c It captures high-resolution pictures; it can record two-minute
video clips; it has face recognition technology; it provides
4 (Students’ own answers)
various scene modes; it has ASR technology.
5 d (Students’ own answers)
a innumerable
2 (Students’ own ideas)
b remote
c glorify
d deterrent Unit 8 Television watching habits
Reading
Language practice 1, 2
1 a The student describes the figure as ‘staggering’ because it is
a self-sufficient astonishing.
b forerunner b because it helps the students to learn more, especially about
c teleworking other cultures or languages
d disagreement c because they help the students visualise what they had been
e antiviral learning
d We don’t learn much from them.
2 e Suggested answer: we should make use of television as it can
a portable radio be an educational tool helping us to learn more effectively.
b video recorder
c colour television 3
d news programme a 2
b 3
3 c 3
1 which d 1
2 who
3 where 3 (Students’ own ideas)
4 which 4
5 who
6 where Programme Writer’s Attitude
7 where Geography Good at giving students information and
8 whom programmes ideas about different cultures
9 whom
Maths and science They revise things the teacher has
10 which
programmes already taught in normal lessons
4 A programme about a Helpful to practise the language
a Guglielmo Marconi, to whom we owe a debt of gratitude, family who lives in Paris
made great contributions to wireless telegraphy.
b Marconi, who was born in Italy in 1874, invented the first Educational Can teach you things in a different way
radio system. programmes from books
c In his first experiments, which he did at his family’s home, Children’s One doesn’t learn much from them
Marconi sent radio signals a short distance. programmes
d In 1896 Marconi took his ideas to England, where he gained 5 (Students’ own answers)
the interest and support of important physicists.
e The first transatlantic radio transmission, which took place Language practice
on 18 January 1903, originated in the United States.
1
5 a get through
a Television sets, which transmit visual images and sound, are b get behind with
a form of entertainment. (Non-defining) c get on
b Television sets that you buy at the local shops are very d get over
expensive. (Defining) e get down to
f get up 155
2 3
b He asked him to turn up the volume for him. a blog
c He told him to rewind the video for him. b cast
d He asked Hani to watch that film with him. c biased
e He wanted him to look for the remote control. d handy
3 e storyline
b Parents told their children not to watch television for more f anticipation
than two hours a day. g editor
c The teacher told the students to ask him if they don’t h respected
understand something. 4 (Students’ own answers)
d Parents asked their children to show them their homework.
e Teachers asked the students to tell the class what they 5 (Students’ own answers)
learned from the TV programme.
f The teacher advised his students to make notes while they Language practice
are watching that programme. 1 (Self-assessment)
g One student advised another student to rewrite his notes at a ✓
home so they were easier to revise from. b work
4 c are
b Watch TV programmes about the environment. d ✓
c Please, record the programme for me. e ✓
d You shouldn’t watch television in the dark. f watch
e Make sure you know what programmes your children are g ✓
watching. h ✓
f Sit and watch programmes with very young children. 2
g Plan your TV viewing in advance. 1 I thought it was absolutely brilliant
h Turn on the subtitles because I have poor hearing. 2 It was quite exciting, I suppose
5 3 My favourite character
a 6 4 disagree with that
b 5 5 He was really good
c 3 6 I suppose so
d 1 7 That’s true
e 7 8 I found
f 2 3
g 4 A two-hour programme about volcanoes was shown on TV
last night. Some of the world’s most famous volcanoes were
6 (Self-assessement)
filmed from an aeroplane. Some amazing shots of the red-
1 anybody
hot centre of the volcano were taken. While the programme
2 anywhere
was being made, one of the cameramen was burned by
3 everywhere
hot ash. He was rescued and taken to the nearest hospital
4 somebody
by helicopter. The programme was watched by nearly 10
5 anybody
million people. It was so popular that it is being shown again
6 anybody
tomorrow night.
7 nobody
8 anywhere 4 a
1 G
2 F
Writing
3 B
1 (Students’ own answers) 4 C
5 D
2 (Students’ own answers)
6 E
3 (Students’ own answers) 7 A
4 b
Unit 9 Uses of cameras 2 Words are being learned by other actors.
Reading 3 Lights are being positioned by the technician.
4 The set is being built by men.
1
5 The camera is being put into position by a cameraman.
a (Students’ own answers)
6 The script is being rewritten by the scriptwriter.
b (Students’ own answers)
7 One of the walls is being painted by decorators.
2
1 D Writing
2 E
3 A 1 (Students’ own answers)
4 C 2 (Students’ own answers)
5 B
156
Workbook answer key
Module 3 Progress Test Module 4 Being prepared
Reading
Unit 10 Accidents
1
2 in Reading
3 to
1
4 their
a The driver or front-seat passenger can be thrown through the
5 has
windscreen
6 for
b (Students’ own answers)
7 in
8 used
9 to 2
10 to b Car safety
11 and
12 with 3
13 in a the seat belts
14 on b cars
15 much c the car
16 some 4
17 or a False. In modern vehicles, seat belts are also designed to
18 take work as the key part of wider injury prevention measures and
2 safety systems, such as airbags and head restraints, which
a share documents will not be as effective in reducing the risk of injury if an
b Guest speakers occupant is not wearing a seat belt.
c two-way b False. They have evolved considerably.
c True
3 (Students’ own answers) d False. Safety devices do not offer a foolproof guarantee:
only when everyone drives more carefully will road accidents
Language practice become a thing of the past.
1 5
a Video-conferencing lets people, who are often miles apart, 1 hurt
talk to each other face-to-face. 2 manufacturers
b Video-conferencing, which can be used in business or 3 constantly
education, is a cheap and easy way of communicating. 4 methods
c My dad’s office, which is in Kuwait City, has a special 5 minimising risks
meeting room for video-conferencing. 6 enhancements
d Schools which have decent funding should invest in the latest 7 launched
technology for their students. 8 lately
9 plans
2 10 stop
a Thousands of computers are being sold every day on the
Internet. 6 (Students’ own answers)
b Our lives have been made a lot easier by computers. 7
c More and more programs are being downloaded from the 1 lengthen
Internet. 2 sharpen
d In the past, some of these downloads weren’t paid for by 3 shorten
people. 4 widen
3 5 darkening
a somebody 8 (Students’ own answers)
b a minute
c crew
d radio Language practice
e telescope 1
4 a -ous; -hood
a get down to b -ful; -ist
b get over c -y
c get up d -al
d get on e -ment
e get through f -er
g -y; -iful
5 (Students’ own answers) h -ist; -al
i -er; -ful
Writing 2
1 (Students’ own answers) a 4
b 2
2 (Students’ own answers)
157
3 d False. Several charity organisations are working to save the
a This morning, I was stuck in a major traffic jam on the orangutans of Borneo and Sumatra.
motorway. e True
b Two vehicles have had an accident near the city centre. f False. Farmers kill adult orangutans and kidnap and sell the
c The Local Council has declared a new initiative to improve baby orangutan as a pet.
road safety in Kuwait. g False. The illegal trade in animals has significantly reduced
d I’ve been learning to drive for three years. the population of African elephants.
e They have been studying all night for the Maths exam.
4 (Self-assessment)
f Road traffic safety aims to reduce the harm resulting from
a approximately
road vehicles’ collisions.
b widespread
g The Kuwaiti government is trying to find ways to reduce the
c habitat
number of road accidents and their consequences.
d acre
h The main road in the city is too narrow for all the cars to
e crops
pass.
f shelter
4 g threat
a He always gets his car out of the garage at nine o’clock in the h aggressive
morning. i poaching
b She often takes Mrs Hodges into town after breakfast. j survival
c They rarely find a parking place near the shops.
5
d Mr Hodges sometimes parks his car in a garage.
a number of orangutans
e I sometimes fly to Florida with my parents in winter.
b farmers
5 c forests
1 h d orangutans
2 c e African Bush Elephant
3 f f African Forest and African Bush elephants
4 g
6 (Students’ own answers)
5 d
6 a
Language practice
6
a He shouldn’t have ridden his bike on the road. 1
b The bus driver should have paid attention to the road signs. a pollution
c You should have worn your seat belt. b destruction
d You shouldn’t have driven too fast. c global
e Mum shouldn’t have forgotten it on the stove. d difficulty
e persuade
7
f environmental
a in
g dangerous
b on
h extinction
c on
d at… at 2
a habitat
8
b warming
a There isn’t a new restaurant on Road Park.
c climate
b I haven’t got a problem with my homework.
d landfill
c We don’t often go for a walk with our dog.
e fumes
Writing 3 (Students’ own ideas)
1 (Students’ own answers) 4
a are you going
2 (Students’ own answers)
b did you wear
3 (Students’ own answers) c think
d doesn’t usually sit
Unit 11 The planet in danger e am not taking
Reading 5
1 believes
1 2 says
C; E; B; A; F 3 don’t think
4 spends
2 5 always thinks
a (Students’ own answers) 6
b (Students’ own answers) a 2
3 b 5
a False. Hybrids between the two species commonly occur. c 4
b False. Illegal hunting has nominally stopped as a result of law d 1
reinforcement.
c False. Animal habitats are destroyed by farmers cutting down Sentences: (Students’ own answers)
158 trees.
Workbook answer key
7
a You can hear what I’m saying if you keep quiet.
b I won’t invite my classmates to a party until I know them Language practice
well. 1
c By the time he arrived home, I had already cleaned the
house. Verb Noun Adjective Adverb
d Whereas the first quiz was easy, this one is extremely difficult. to demand demand demanding demandingly
OR to regulate regulation regular regularly
The first quiz was easy whereas this one is extremely difficult.
to hazard hazard hazardous hazardously
e She’s snobbish, yet people like her.
f Since we’re broke, we can’t buy anything. to remark remark remarkable remarkably
----- calamity calamitous calamitously
Writing to imperil peril perilous perilously
1 to
incorporation incorporated -----
1 paragraph 4 incorporate
2 paragraph 5 ----- expert expert expertly
3 paragraph 3 to remember memory memorable memorably
4 paragraph 2
to propose proposal proposing -----
5 paragraph 1
2 2 (Self-assessment)
a: 1 b: 2 c:3 d:4 e:5 a remember... memory
3 (Students’ own answers) b peril... hazardous
c corporation... regularly
3
Unit 12 The power of nature a back out
Reading b turned off
c took over
1 d go off
a False. Governments can warn people and educate them e look over
about what to do.
b False. These are just some of the types of tornadoes. 4
c True 1 do you say that
d False. The column must connect the ground and a cloud. 2 do they have so many
e True (inferred from waterspout being above water) 3 Conditions are perfect
4 why people live there
2 5 but I’m not sure
Places tornadoes can Everywhere, but especially USA, 6 to just leave your home
occur Caribbean and parts of Europe 7 That’s true
8 Me too
Types of tornadoes There are several varieties:
multiple vortex tornadoes, 5
satellite tornadoes and b The policeman said that the tornado had been 150 metres
waterspouts. wide at the bottom and 700 metres wide at the top. He
Lifespan of tornadoes They can last between ten said that as it had come towards them, they had all run in
minutes and several hours. different directions.
c Another resident said that he / she had seen the building
Distance tornadoes They travel anywhere between
fall down. He / she had seen parts of houses, clothes, plants
travel 3 km and 100 km depending on
going round and round in the air. He / she said that he / she
their strength.
hadn’t been able to believe his / her eyes.
Information collection Meteorologists can collect d A taxi driver said that he had seen tornados before. He said
sites information from satellites, that he’d driven through several bad ones, but that he had
radar, weather stations and never seen one like that before.
weather balloons.
6
3 b ‘The rain came down so quickly that the water reached my
a 2 knees in less than five minutes.’
b 3 c ‘We were sitting in our garden when the snow started to fall.
c 2 We have never seen snow in July before.’
4
a severe Writing
b frequent 1
c safety procedures a to help people reduce the amount of waste they create
d collect / predict b (Students’ own answers)
e waterspout
2 (Students’ own answers)
5 (Students’ own answers)
3 (Students’ own answers)
6 (Students’ own answers)
159
Module 4 Progress Test Writing
Reading 1 (Students’ own answers)
1 2 (Students’ own answers)
3 ✓
4 physical
5 safety
6 ✓
7 crucial
8 attention
9 technique
10 ✓
11 another
12 ✓
13 routes
14 ✓
15 although
16 tips
17 confidence
18 ✓
19 helpful
20 expert
2
a 1
b 2
c 2
d 3
3 (Students’ own answers)
Language practice
1 (Suggested answers)
a He should have called a breakdown service. / He should have
walked home.
b They should have done homework together. /They should
have visited a school friend.
c They should have reserved a table. / They shouldn’t have
arrived half an hour late.
d Anwar should have rung to tell his parents he was going to
be late. / He shouldn’t have left his phone at home.
2
a Anwar’s parents asked him if he was going to be home late.
b The restaurant manager was sorry because the restaurant
was full, but told Anwar that he could wait if he liked.
c The teacher asked Anwar if he could read his essay to the
class.
d Anwar told his friend that he had found himself in a very
critical situation while climbing the last rock.
3
a 3
b 1
c 5
d 2
e 7
4
a treatment
b appearance
c theorising
d historical
e shorten
f mountainous
160
Glossary
A adversely /´dv‰…sli/ annual /œnju´l/
aborigine /Æ´b´"rIdZ´ni/ adverb WB p.48 adjective p.37
noun p.23 harmfully occurring once every year
a person, animal or plant that is an
inhabitant of Australia
age-appropriate anticipate /œntIs´peIt/
/eIdZ´pr´Upri´t/ verb p.86
absolutely /œbs´lu…tli/ adjective p.63 to regard as probable; to expect or
adverb p.94 suitable for a certain age predict
with no qualification, restriction or
limitation; totally
agenda /´dZend´/ anticipation /œnÆtIs´"peIS´n/
noun p.46 noun WB p.60
academic /Æœk´"demIk/ a list of items of business to be the act of predicting and expecting
adjective WB p.4 considered and discussed at a meeting something
of or relating to education and
scholarship
a great deal of /´ greIt di…l ´v/ anxiety /œN"zaI´ti/
phrase p.46 noun p.88
accountant /´kaUnt´nt/ much or a lot a feeling of worry, nervousness, or
noun p.36 unease, typically about an unpleasant
a person whose job is to keep or inspect event or something with an uncertain
financial accounts outcome
alongside /´ÆlÅNsaId/
preposition p.91
close to the side of; next to
accumulate /´kju…mj´leIt/ appraise /´preIz/
verb p.91 verb p.85
to gather together or acquire an to judge the value or quality of
increasing number or quantity of amateur /"œm´tS´/
noun p.43
a person who engages in a pursuit, esp.
a sport, on an unpaid basis aquaculture /œkw´køltS´/
accuracy /"œkj´r´si/ noun p.85
noun WB p.54 the rearing of aquatic animals or the
the quality or state of being correct or cultivation of aquatic plants for food
precise amazed /´meIzd/
adjective WB p.32
very surprised
assumption /´"sømpS´n/
accurate /œkj´r´t/ noun p.35
adjective p.25 a thing that is accepted as true or as
correct; truthful ameliorated /´mIli´reIt´d/ certain to happen
adjective p.41
(of something bad or unsatisfactory)
made better
acquainted with /´kweIntId wID/ attached /´tœtSt/
adjective p.80 adjective p.78
knowing about something and being joined to something
familiar with it because one has seen it, amend /´mend/
read it or used it verb p. 88
to make better; to improve
attestation /Æœtes"teIS´n/
noun p.38
acquire /´kwaI´/ a legal statement made by someone
verb p.42 amicably /œ"mIk´blI/ in which they say that something is
to learn or develop (a skill, habit, or adverb p.71 definitely true
quality) friendly
audience /O…di´ns/
adjustment /´dZøstm´nt/ announce /´naUns/ noun p.71
noun p.35 verb p.92 all the people who listen to a speech or
a change in the way that someone to make a public and typically formal a concert
behaves or thinks declaration about a fact, occurrence or
intention
161
autograph /"O…t´grA…f/ bear /ber/ be thrown so as to return to the
noun p.26 noun WB p.12 thrower, traditionally used by Australian
a signature, esp. that of a celebrity a large strong animal with thick fur that Aboriginals as a hunting weapon
written as a souvenir for an admirer eats flesh, fruit and insects
verb WB p.12 breathing space /"bri…DIN speIs/
to bravely accept or deal with a difficult noun p.20
or painful situation an opportunity to pause, relax or decide
automatically /ÆO…t´"mœtIkli/ what to do next
adverb p.78
spontaneously, without conscious
thought or intention beckon away /"bek´n ´"weI/
phrasal verb p.70 bring about /brIN ´"baUt/
to leave a place because you are drawn phrasal verb p.58
to another to cause something to happen
B
baby shower /"beIbi SAU´/
noun WB p.10
a party at which presents are given to bedding /"bedIN/ bring up /brIN øp/
someone, typically a woman who is noun Literature Time phrasal verb p.71
about to have a baby coverings for a bed, such as sheets and to raise children
blankets
broadcast /"brO…dkA…st/
back off /bœk Åf/ noun p.57
phrasal verb Literature Time beforehand /bI"fO…hœnd/
adverb p. 50 a radio or television programme or
to draw back from action or transmission
confrontation before an action or event; in advance
capacity /k´"pœs´ti/
noun p.35 celebratory /Æs´lI"breIt´ri/ cityscape /"sItiskeIp/
the ability or power to do, experience or adjective p.15 noun p.70
understand something done in order to celebrate a particular the visual appearance of a city or urban
event or occasion area; a city landscape
cardamom /"kA…d´m´m/
noun p.25 cell /sel/ civil servant /"sIv´l Æs‰…v´nt/
the aromatic seeds of a plant of the noun Literature Time noun WB p.16
ginger family, used as a spice and also a small room in which a prisoner is a member of the civil service
medicinally locked up
claim /kleIm/
cardiac /"kA…dIœk/ cell phone /"sel f´Un/ verb WB p.4
adjective p.38 noun p.46 to state that something is the case,
of or relating to the heart short for cellular phone: a telephone typically without providing evidence
with access to a cellular radio system so
it can be used over a wide area, without
a physical connection to a network
carnival /"kA…n´v´l/ clan /klœn/
noun p.15 noun p.21
a period of public celebration that takes a group of close-knit and interrelated
place at a regular time each year CEO /si… i… ´U/ families
abbreviation p.82
Chief Executive Officer
carpetbag /"kA…p´tbœg/ close-knit /Ækl´Us"nIt/
noun Literature Time adjective p.19
a travelling bag of a kind originally chain /tSeIn/ united or bound together by strong
made of carpeting or carpetlike material noun p.16 relationships and common interests
a group of establishments, such as
hotels, stores or restaurants, owned by
the same company
cart /kA…t/ cloth /klÅT/
noun Literature Time noun p.78
a strong open vehicle with two or four woven or felted fabric made from wool,
wheels, typically used for carrying loads channel-surf /"tSœnlÆs‰…f/ cotton or a similar fiber
and pulled by a horse verb p.62
to change frequently from one television
channel to another, using a remote
control device coach /k´UtS/
cast /kA…st/ noun Literature Time
noun WB p.60 a horse-drawn carriage, esp. a closed
the actors in a play or film one
character /"kœr´kt´/
noun p.40
a printed or written letter or symbol
catch /kœtS/
verb p.72 cocoa /"k´Uk´U/
to capture or seize noun WB p.16
a chocolate powder made from roasted
characterise /"kœr´kt´raIz/ and ground cacao beans
verb p.71
to describe the qualities of something or
catch-up /kœtSøp/ someone in a particular way
noun p.29
a meeting among friends who haven’t collectively /k´"lektIvli/
seen one another for a long time adverb p.57
cooperatively
chiefly /"tSi…fli/
adverb p.88
above all; mainly
category /"kœt´g´ri/
noun p.70 collide /k´"laId/
a class or division of people or things verb p.79
regarded as having particular shared to hit with force when moving
chime /tSaIm/
characteristics noun WB p.26
a sound made by a bell or a metal bar
or tube
163
collision /k´"lIZ´n/ consumer /k´n"sju…m´/ crash /krœS/
noun WB p.70 noun p.69 noun p.78
a crash of an object into something the person purchasing goods and a violent collision
services for personal use
D
cordially /"kO…rdi´li/ dam /dœm/
congested /Æk´n"dZest´d/ adverb p.25 noun p.90
adjective p.72 warmly and friendly a barrier, typically of concrete,
so crowded with traffic constructed to hold back water and
raise its level, the resulting reservoir
costly /"kÅstli/ being used in the generation of
consent /k´n"sent/ adjective p.91 electricity or as a water supply
verb p. 86 costing a lot; expensive
to give permission for something to
happen daydream /"deIÆdri…m/
court /kO…t/ verb p.80
noun p.70 to indulge in a series of pleasant
considerably /k´n"sId´r´bli/ the people, esp. the judge and the thoughts that distract one’s attention
adverb WB p.70 jury, who examine evidence and decide from the present
significantly; greatly whether someone is guilty or not
dazzling /"dœz´lIN/
consume /k´n"sju…m/ courteous /"k‰…ti´s/ adjective p.13
verb p.60 adjective p.36 extremely bright, esp. so as to blind the
to use up (a resource) polite; respectful eyes temporarily
164
Glossary
desert /"dez´t/
decrease /dI"kri…s/ verb p.21 display /dIs"pleI/
verb p.79 the act of running away or leaving noun p.15
to become smaller or less in size, a performance, show or event intended
amount or degree; to diminish for public entertainment
detect /dI"tekt/
verb p.78
dedication /ÆdedI"keIS´n/ to discover or identify the presence or disposable /dIs"p´Uz´b´l/
noun WB p.48 existence of adjective WB p.38
the quality of being dedicated or intended to be used once and then
committed to a task or purpose thrown away
deterrent /dI"ter´nt/
noun WB p.48
deem /di…m/ a thing that discourages or is intended disregard /ÆdIsrI"gA…d/
verb p.36 to discourage someone from doing verb p.80
to regard or consider in a specified way something to pay no attention to; to ignore
exuberant /Ig"zu…b´r´nt/
entertainment /Æent´"teInm´nt/ adjective p.16
noun p.57 filled with or characterised by a lively
the action of providing or being energy and excitement
166 provided with amusement or enjoyment to depart from an established course
Glossary
168
Glossary
lifeline /"laIfÆlaIn/
inflate /In"fleIt/ invention /In"venS´n/ noun WB p.26
verb p.78 noun p.57 (figurative) a thing that is essential for
to fill (a balloon, tire or other economic activity concerned with the the survival of someone or something
expandable structure) with air or gas so processing of
that it becomes enlarged
literacy /"lItr´si/
irritated /"Ir´teIt´d/ noun p.42
innumerable /I"nju…m´r´b´l/ adjective p.27 the ability to read and write
adjective WB p.48 annoyed, angry
too many to be counted
log /lÅg/
J noun Literature Time
inscribe /In"skraIb/ joint /dZOInt/ a part of the trunk or a large branch of
verb p.41 adjective p.85 a tree that has fallen or been cut off
to write or carve (words or symbols) shared, held or made by two or more
on something, esp. as a formal or people or organisations together
permanent record
log on /ÆlÅg "Ån/
phrasal verb p.25
K to do the necessary actions on a
instant /"Inst´nt/ kidnap /"kIdÆnœp/ computer system that will allow one to
adjective p.24 verb WB p.76 begin using it
happening or done immediately to take (someone) away illegally by
force
lonesome /"l´UnÆs´m/
insult /"Insølt/ adjective p.27
noun p.37 L solitary or lonely
a disrespectful or scornfully abusive landfill site /ÆlœndfIl "saIt/
remark or action noun p.87
a place to dispose of refuse and other
waste material by burying it and loose /lu…s/
covering it over with soil, esp. as a adjective WB p.32
integrate /"Int´ÆgreIt/ method of filling in or extending usable
verb WB p.26 moving too freely
land
to combine something with another so
that they become a whole
M
lately /"leItli/ mailbag /"meIlÆbœg/
adverb p.46 noun WB p.26
intensity /In"tens´ti/ recently; not long ago
noun WB p.82 a large sack or bag for carrying mail
strength; power
169
map out /Æmœp "aUt/ modem /"m´Ud´m/ nomad /"n´Umœd/
phrasal verb p.94 noun p.50 noun p.23
to plan something carefully or to explain a combined device for modulation and a member of a people having no
carefully what your plans are demodulation, for example, between permanent home, and who travel from
the digital data of a computer and the place to place to find fresh pasture for
analogue signal of a telephone line their livestock
marine /m´"ri…n/
adjective p.85
of, found in or produced by the sea moist /mOIst/ nominal /"nÅmIn´l/
adjective WB p.82 adjective WB p.76
slightly wet; damp or humid existing in name only
mechanism /"mek´ÆnIz´m/
noun WB p.32
a natural or established process by monkfish /"møNkÆfIS/ non-verbal /ÆnÅn"v‰…b´l/
which something takes place or is noun p.82 adjective p.35
brought about a bottom-dwelling anglerfish of not involving or using words or speech
European waters
miscellaneous /ÆmIs´"leIni´s/ N
adjective p.46 necessity /n´"ses´ti/ occasionally /´"keIZ´n´li/
of various types or from different noun p.46 adverb p.64
sources the fact of being required sometimes; from time to time
miss out on /ÆmIs "aUt Ån/ newcomer /"nju…Ækøm´/ on average /Ån "œv´rIdZ/
phrasal verb p.63 noun p.66 expression WB p.54
to not get the chance to do or have a person or thing that has recently normally; usually
something that one would arrived in a place or joined a group
enjoy or that would be good for one,
esp. a chance that other people succeed originally /´"rIdZIn´li/
in getting news team /"nju…z Æti…m/ adverb p.23
noun p.66 from or in the beginning; at first
two or more people working together
on broadcast or published report of
news outstanding /aUt"stœndIN/
adjective WB p.4
exceptionally good
170
Glossary
overflow /Æ´Uv´"fl´U/
verb p.91 phone book /"f´Un ÆbUk/ preoccupied /pri…"Åkj´ÆpaId/
to flood or flow over a surface or area noun p.51 adjective p.14
a telephone directory be so engrossed or absorbed in
(something) that one does not notice
other people or things
over the moon /´Uv´ D´ mu…n/
expression p.83 pictogram /"pIkt´Ægrœm/
happy; joyful noun p.40
a pictorial symbol for a word or phrase press /pres/
verb p.50
to exert continuous physical force
owe /´U/ pier /pI´/ on (something), typically in order to
verb p.37 noun Literature Time operate a machine
to be under a moral obligation to give a platform supported on pillars or
someone (gratitude, respect, etc.) girders, used as a landing stage for
boats prevent /prI"vent/
verb p.79
P to stop something from happening
pane /peIn/ pill /pIl/
noun p.37 noun p.25
a single sheet of glass in a window or a small round mass of solid medicine to
door be swallowed previous /"pri…vi´s/
adjective p.93
existing or occurring before in time or
plaza /"plA…z´/ order
parenthood /"per´ntÆhUd/
noun WB p.10 noun p.26
the state of being a mother or a father a public square, marketplace or similar
open space in a built-up area pride and joy /praId ´nd dZOI/
expression p.42
the main source of satisfaction and
partnership /"pA…tn´SIp/ plight /plaIt/ happiness
noun p.85 noun p.88
association; collaboration a dangerous, difficult or otherwise
unfortunate situation primarily /ÆpraI"mer´li/
adverb WB p.54
pass on /ÆpA…s "Ån/ for the most part; mainly
phrasal verb WB p.38 plug /pløg/
to give something to someone else, after noun p.78
one has had it or finished with it first a device for making an electrical prime time /"praIm ÆtaIm/
connection, esp. between an appliance noun WB p.54
and a power supply, consisting of a the regularly occurring time at which a
paste /peIst/ casing with metal pins that fit into holes television or radio audience is expected
verb p.50 in an outlet to be greatest, generally regarded in the
to insert (a text) into a document television industry as the hours between
porcelain /"pO…slIn/ 8 and 11 p.m.
noun WB p.16
patriotic /Æpœtri"ÅtIk/ a hard shiny white substance used for
adjective p.12 making expensive plates, cups, etc. process /"pr´Uses/
having or expressing devotion to and noun WB p.32
support for one’s country method; system
potential /p´"tenS´l/
adjective p.58
pedestal /"ped´st´l/ natural qualities or abilities that may be procession /Æpr´"seS´n/
noun p.69 developed and lead to future success or noun Literature Time
the base or support on which a statue usefulness a number of people or vehicles moving
or column is mounted forward in an orderly fashion, esp. as
practical /"prœkÆtIk´l/ part of a ceremony or festival
adjective p.41
perilously /"perIl´sli/ of or concerned with the actual doing
adverb p.93 or use of something rather than with
dangerously, hazardously theory and ideas 171
producer /Æpr´"dju…s´/ pupil /"pju…p´l/ reed /ri…d/
noun p.70 noun WB p.12 noun p.41
1
a person responsible for the financial someone who is being taught, a tall, slender-leaved plant of the grass
and managerial aspects of making of especially a child family that grows in water or on marshy
2
a movie or broadcast or for staging a the small black round area in the ground
play, opera, etc. middle of the eye
Q reference /"refr´ns/
prohibit /Æpr´"hIbIt/ quake /kweIk/ noun p.38
verb p.91 verb p.91 a source of information that ascertains
to prevent; to make impossible (esp. of the earth) to shake or tremble something and proves it reliable
refill /Æri…"fIl/
verb p.25
prolonged /Æpr´"lÅNd/ quarrel /"kwÅr´l/ to fill a container again
adjective p.91 noun p.25
continuing for a long time or longer an angry argument or disagreement,
than usual; lengthy typically between people who are regularly /"regj´l´li/
usually on good terms adverb p.92
often, frequently
prominent /"prÅmIn´nt/
adjective p.58 quotidian /kw´U"tIdi´n/
important; famous adjective p.41 reliable /rI"laI´b´l/
of or occurring every day; daily adjective WB p.32
consistently good in quality or
promote /Æpr´"m´Ut/ performance; able to be trusted
verb p.63 R
to further the progress of (something, raft /rA…ft/
esp. a cause, venture, or aim); to noun Literature Time rely on /rI"laI Ån/
support or actively encourage a flat buoyant structure of timber or phrasal verb p.46
other materials fastened together, used to depend on
as a boat or floating platform
promotion /Æpr´"m´US´n/ remarkable /rI"mA…k´b´l/
noun Literature Time adjective p.91
the action of raising someone to a ram /rœm/
verb Literature Time worthy of attention; striking
higher position or rank
to crash violently against something
remedy /"rem´Ædi/
propose /Æpr´"p´Uz/ noun p.91
verb p.95 rank /ÆrœNk/ a means of counteracting or eliminating
to put forward (an idea or plan) for verb p.61 something undesirable
consideration or discussion by others to give a place within a grading system
based on quality
reminder /ÆrI"maInd´/
pros and cons noun p.46
/pr´Uz ´nd kÅnz/ reclaim /ÆrI"kleIm/ a thing that causes someone to
expression p.95 verb WB p.38 remember something
advantages and disadvantages to retrieve or recover (something
previously lost, given or paid)
reminisce /Ærem´"nIs/
prosecution /ÆprÅsI"kju…S´n/ verb p.22
noun p.66 recognise /"rek´gÆnaIz/ to indulge in enjoyable recollection of
the institution and conducting of legal verb p.49 past events
proceedings against someone in respect to identify someone or something from
of a criminal charge having encountered them before; to
know again remote /ÆrI"m´Ut/
adjective WB p.48
protect /Æpr´"tekt/ far away; distant
verb p.79 record /ÆrI"kO…d/
to keep from harm; to preserve; to save; verb p.64
to shelter to set down in writing or some other replica /"replIk´/
permanent form for later reference, esp. noun WB p.10
officially an exact copy or model of something
provoke /Æpr´"v´Uk/
verb p.63 reschedule /Æri"SedjUl/
to stimulate or give rise to (a reaction recreation /Ærekri"eIS´n/
noun p. 85 verb p.29
or emotion, typically a strong or to change the time of a planned event
unwelcome one) in someone activity done for enjoyment when one is
not working
resident /"rezId´nt/
publish /"pøblIS/ noun p.58
verb p.42 red tide /Æred "taId/
noun p. 85 a person who lives somewhere
(of an author or company) to prepare permanently or on a long-term basis
and issue (a book, journal, piece of a discoloration of seawater caused by a
music or other work) for public sale bloom of toxic red organisms
172
Glossary
175
List of websites to use through the course:
- www.greenfestivals.org
- http://en.wikipedia.org/wiki/Lantern_Festival
- www.wikipedia.org
- www.sciencebuddies.org
- www.surveysystem.com
- http://media.gov.kw
- www.faqs.org
- www.radiotimes.com
- www.alreem.com
- www.dft.gov.uk/think
- www.statefarm.com/learning/be_safe/home/home.asp
176