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Objectives
UNIT
Listening
Writers and stories 1 Listening for gist, for detail and to
interpret meaning
OBJECTIVES Listening Listening for gist, for detail and to interpret meaning
Grammar Past simple, past continuous and past perfect
Reading Reading for specific information
Critical thinking Understanding the importance of literature and education
Functions Expressing opinions
Writing Writing a summary
Grammar
Past simple, past continuous and past
Listening 4 Listen again. Are these sentences True or
False? Correct the false sentences. perfect
1 Discuss this question in pairs. a When he was seven years old, the writer
won first prize in a poetry competition.
Which forms of literature do you enjoy most:
False. He won the second prize.
poems, novels, short stories, science fiction,
adventure stories or something else? Why?
…...….….......................................
b When he was a student, he could usually
Reading
finish a short story in two or three weeks.
…...….….......................................................
Reading for specific information
c He used to write short stories, but he
2 ON VOCABULARY doesn’t now. …....................................….…
d Every day, the writer writes from three
Check the meanings of these
words in your dictionary.
o’clock in the afternoon until nine o’clock Critical thinking
at night. …............................................….…
WORKBOOK
PAGE 1
LESSON 1
SB page 1 WB page 1 emails, web pages, tweets, etc.
• Put the students into groups and ask them to
Before using the book: think of as many different types of writing
• This unit is all about types of writing. There they can. They can look at the pictures
has been a massive increase in the types of to get some ideas (newspapers, novels,
writing that we see now. Traditionally there magazines, notes).
were books, magazines, articles, letters, • Ask some students to read out their lists and
notes and reports; but now we also have encourage other students to add more ideas.
19
UNIT 1 W r i t e r s a n d s t o r i e s
Listening TAPE S C R I PT
Interviewer: When did you start writing?
1 Discuss this question in pairs. Writer: I first wrote stories and poems when I
1 Put the students into pairs and ask them to was at primary school.
discuss the question. Interviewer: What was the first thing you wrote?
Writer: When I was seven, I wrote a poem
2 Invite some students to report their answers to which won second prize in a national
the class. competition for school children.
Interviewer: When did you start writing stories?
2 Check the meanings of these words in Writer: When I was at university I wrote short
stories for a student magazine. My head
your dictionary. was always full of ideas. While I was
1 Write the words from the box on the board. finishing one story, I was planning the
next one.
2 Say the words and ask different students to Interviewer: Didn’t you get confused?
come to the board to underline the stressed Writer: Not really. I used to write very quickly.
syllable in each word. I finished most short stories in two or
3 Say the words aloud and ask the students to three days. As soon as I had finished one
story, I started the next one.
repeat them.
Interviewer: Do you still write like that?
4 Now tell the students to look up the meanings Writer: No, I don’t write short stories now. Now,
of the words in their dictionaries. I only write novels they take much longer.
Interviewer: So how do you write now? Do you have a
Answers: fixed routine?
average the amount you get by adding several Writer: Yes. I write from nine in the morning
quantities together and then dividing till three in the afternoon, with a ten
them by the number of quantities minute break for coffee at midday.
confused unable to understand something Interviewer: Do you use a computer?
clearly Writer: No, I’m old fashioned – I use a pencil
insist demand that something should be and paper. I used a computer for a few
done weeks, but it gave me a headache. So
first I write something by hand, then my
midday twelve o’clock in the middle of the
secretary types it onto the computer. My
day
publisher insists that I send everything as
poetry poems in general an email attachment.
old-fashioned not modern and not fashionable any Interviewer: How many words do you write usually?
more Writer: I write one thousand new words a day for
routine a usual way in which you do things a week. Then I spend two or three days
checking the week’s work until I’m
3 Listen to an interview with a writer completely happy. I’d changed my last
novel six times before I was happy with
and answer the questions. it.
1 Tell the students they are going to listen to Interviewer: Do you show other people?
an interview with a writer. Tell them to read Writer: No, not until a novel’s almost finished.
through the questions before they listen. Then I give it to two or three good friends
and ask them for their opinions.
2 Play the recording or read from the tapescript Interviewer: Do they ever tell you they don’t like what
and tell the students to listen carefully and note you’ve written?
down the answers to the questions. Play the Writer: Yes! Last year both of the people who
recording again if necessary. read one of my books said they didn’t like
how my story ended. So I changed it.
3 Check answers as a class.
Interviewer: What did you think of the ending of your
Answers: last story?
b He writes one thousand words Writer: When I finished it, I thought it was my
c He asks two or three good friends. best ending yet!
Interviewer: That’s very interesting. Thank you for
talking to me.
Writer: You’re welcome.
20
W r i t e r s a n d s t o r i e s UNIT 1
d False. He writes from nine in the morning
until three in the afternoon.
e True.
UNIT
f False. They didn’t like the end of the
2 Complete these sentences with the correct form of the words from Exercise 1.
2 Check answers as a class.
a Early black and white photos show people in old-fashioned clothes.
b The sun is at its strongest at . Answers:
c I don’t really have a during the holidays. a secretary someone whose job is to
d My friend won a prize in a competition.
type letters, arrange
e I sent an email with two . They were photos of my friends.
f That author’s books are very successful, so I think that he will easily find a
meetings, answer telephone
for his next book. calls, etc. in an office
b publisher a person or company that
produces books, magazines,
etc., and makes them
available for people to buy
attachment something you attach to/send
with an email
3 Use your dictionary to answer these questions. 6 Would you prefer to write a
a The noun is an attachment. What is the verb? attach
story with a pen, a pencil or on a
b The adjective is confused. What is the verb? What is the noun?
c The person is a publisher. What is the verb?
computer? Why?
d Midday is twelve o’clock in the day. What is twelve o’clock at
night? 1 Tell them to suggest reasons for their
e The noun is secretary. What is the adjective? answer and note their answers on the
f The verb is insist. What is the adjective? board.
g What is the opposite of old-fashioned?
1 Answers:
Students’ own answers
from Exercise 1. 1
1 Tell the students that they must use Grammar Past simple, past continuous and past perfect
GRAMMAR
words from Exercise 1 to complete 1 Underline all the verbs in these sentences from the listening text.
Which tense is each sentence?
REVIEW
PAGE 121
WORKBOOK page 2
1 Choose the correct verb.
1 Ask the students to read through
3 Answer these questions. the sentences. Explain that they
a In what year did you start this school? must choose the correct verb form
for each one.
b What did you do after leaving school yesterday?
Answers:
d What had you done before you had breakfast this morning?
b had begun c I’d already seen
e What games did you use to play with your friends? d were you doing e I’d had
f was doing
f Who did you speak to before the start of this lesson?
23
UNIT 1 W r i t e r s a n d s t o r i e s
2 Read this article about Yehia Haqqi quickly Yehia Haqqi was born in 1905 in the
stress on each word by underlining the B After he had retired. Haqqi wrote in a new way about Arab
C Before he started work. society and customs in the twentieth
part of the word that has the stress. D While he was a student.
century. Haqqi was also interested in the
Arabic language and he developed a new
d Why is Yehia Haqqi’s writing still important style of writing which is respected today.
3 Tell the students to look up the today?
As well as writing his own novels and
A He created a new style of writing.
meanings of the words in their B It was translated into many languages.
stories, Haqqi also translated Russian,
French, Italian and Turkish literature into
dictionaries. C He translated European literature into Arabic. He was a very strong believer
Arabic. in the power of books and he supported
4 Check answers as a class. D He was an excellent diplomat. many young Egyptian writers.
Haqqi died in 1992, but is still thought of
Answers: 4 Discuss this question in pairs. as the father of the modern short story
How do you think Haqqi’s training as a and the novel in Egypt.
believer someone who believes that a diplomat affected how he wrote?
1 1
Critical thinking 4 Discuss this question in pairs.
1 Answer the following questions. 1 Tell the students to look at the
a What did Yehia Haqqi know a lot about?
He knew a lot about Arab culture.
…..............................................….…
question and write down a few notes
b What did he do after an earthquake? …..................….… for the answer.
c Which of his stories was made into a film? …..........….…
d How do you think that Haqqi’s work as a lawyer helped 2 Invite some students to share their
him to be a writer? ….....…...........................................… Spanish answers with the class. Write their
e Why do you think that Haqqi was interested in helping
young Egyptian writers? ….......................................….… ideas on the board.
2 Read this quotation from the article and
3 Read the article again and choose the 2 Read this quotation from the article and
correct answers. discuss the questions.
1 Tell the students to read through the questions 1 Ask the students to read the quotation.
carefully.
2 Put them into pairs and ask them to read the
2 Explain that they will need to look through the questions and discuss them together.
text again to find the correct answers.
3 Invite some pairs to share their answers with
3 Check answers as a class. the class.
4 Check answers as a class.
25
UNIT 1 W r i t e r s a n d s t o r i e s
Answers:
a Because he thought the poor person needed
UNIT
it more.
b Because they need help more than other
1
e
1 Complete the puzzle to find a word.
a d
people. a someone who can’t use part of their body is this i s a b l e d
b things that people do because they are traditional b
c system of rules that people must obey c
3 Discuss this question in pairs. d a way of writing that is typical of a person
or group b
e one of the first people to do something that d
1 Tell the students to look at the others will continue e
pictures and say what they are f an area of a town or city
f
(Russian, Turkish, Italian and French The word in the boxes is
h
dictionaries). Ask them how they are 2 Complete these sentences with words from
Exercise 1.
related to Yehia Haqqi (he translated a I really enjoyed this book. It is written in a very simple
literature from other countries into style .
b Yehia Haqqi came from a poor of Cairo.
Arabic).
c My brother wants to be a lawyer when he graduates, so
he’s studying at university.
2 Discuss with the class how reading d Magdi Yacoub was one of the first heart transplant
literature is good for many reasons. s.
e In my grandfather’s village, they still follow the same
3 Tell the students to read the question traditional that he used to follow when
he was a boy.
and look at the different areas in the f Ali’s cousin is and cannot walk very well.
box such as language, experiences,
3 Use your dictionary to complete these sentences with the correct form of the
etc. words in brackets.
a My sister loves clothes and buys very fashionable dresses. (fashion)
4 Put the students into pairs to discuss b His first job was as a . (la )
the question. They should try and c A is someone who produces books, newspapers or magazines. (publish)
think of one or two answers for each d My parents gave me a of modern short stories for my birthday. (collect)
e Yehia Haqqi was an important twentieth-century . ( rite)
area in the box.
f My mother has a that children learn best by playing games. (belie e)
5 Now ask some pairs to share their g Although Nawal has a , she is very good at sports. (disabled)
WORKBOOK
PAGE 4
LESSON 5
5 SB page 5 WB page 4
Communication skills
Answers:
a disabled b customs c law d style 1 In pairs, can you match the writers
e pioneer f district below with the jobs they also did
The word in the boxes is establish during their lives? Listen and
check your answers.
2 Complete these sentences with words 1 The exercise presents the students with two
from Exercise 1. lists: one of the names of writers and the
other of the jobs they did. Make sure that the
1 Explain that the students must use the words
students understand all the jobs. If they have
from the puzzle to complete the sentences.
difficulty, they can check in a dictionary.
2 Check answers as a class.
2 Tell the students to match each writer with a
Answers: job. They can guess if they don’t know the
b district c law d pioneer e customs answer.
f disabled 3 Play the recording or read the tapescript.
Students can listen and check their answers.
27
UNIT 1 W r i t e r s a n d s t o r i e s
28
W r i t e r s a n d s t o r i e s UNIT 1
c I think that the best thing about short
stories is that things happen quickly so
UNIT
they are exciting.
1
1 Finish the following dialogue.
Amal and Maysa are talking at home. 2 Plan a two-paragraph summary
Amal a What were you doing at six o’clock yesterday evening?
Maysa I was reading a novel at six o’clock yesterday evening.
of the things you discussed in
Amal What do you think of modern novels? the Student’s Book, page
Maysa b
Amal I agree, I think classic stories are better too. What do you think of short 1 For paragraph one, tell the students
stories?
to write a list of jobs that can help
Maysa c
Amal I don’t agree. I think they can be as exciting as longer novels.
the students to become good writers.
For paragraph two, tell the students
2 Plan a two-paragraph summary of the things you discussed in the Student’s Book,
page 5. to write notes, with examples, about
Paragraph 1 (Make a note of jobs that can help writers with their stories.
how different jobs can help a writer
Note the other things that can help writers with their work.) to succeed.
2 Ask the students to compare their
notes in pairs.
29
UNIT 1 W r i t e r s a n d s t o r i e s
Assessment
Listening Task Reading Task
Target element: revise the listening activity Target element: revise the main text from the
and vocabulary from the unit unit
Write the sentences below on the board. Ask the Tell the students to reread the text on page 3 of the
students to read the sentences and then to listen to Student’s Book. Write the gapped sentences below
the recording. Explain that there is one mistake in on the board and then put the students into pairs.
each sentence. Students need to listen and correct Tell them to close their books and to complete
the mistake. You may need to play the recording the sentences. (The answers are given below in
several times. When they have completed the brackets.)
exercise, go through the answers with the class.
(The answers are given below in brackets.) 1 Yehia Haqqi was an expert on … (Arab culture.)
I first wrote stories and books when I was at 2 He worked abroad for more … (than twenty
primary school. (books poems) years.)
No, I don’t write poems now. poems short 3 Haqqi always wanted to help … (poor and
stories) disabled people.)
3 Do you use a pencil and paper? (pencil and 4 Another of his stories, The Postman, was made
paper computer) into a film.
I’d changed my last book six times before I was 5 Haqqi also translated Russian, French, Italian
happy with it. (book novel) and Turkish literature … (into Arabic.)
Now tell the students to open their books and
check their answers.
Speaking Task
Target element: discuss what things can Writing task
be learnt from different jobs and revise
vocabulary Target element: revise key vocabulary and
language from the unit
On the board, write the following list of jobs. If
the students don’t know any of the words, they can Ask the students to choose one job that they think
look them up in a dictionary: is very interesting and that helps people to learn
about life. Tell them to make notes about what
aid worker lawyer doctor factory worker people can learn from the job. Now tell them to
policeman/policewoman politician write a few sentences about the job and to say
what things a person could learn from it. Ask some
Put the students into groups and ask them to students to read out their texts to the whole class.
discuss the things a writer can learn from each of
these jobs and how it might help them with their
writing.
Example:
Student: It would be interesting to be an aid
worker. You can learn about ordinary people and
their problems. You could use their experiences in
your writing.
30
A b d e l - Ta w a b Yo u s s e f : M y F a t h e r, A n E g y p t i a n Te a c h e r UNIT 2
ABDEL-TAWAB YOUSSEF: MY
UNIT 2 FATHER, AN EGYPTIAN TEACHER
SB pages 6-10 WB pages 5-8
Objectives
UNIT Abdel-Tawab Youssef: Listening
2 My Father, An Egyptian Teacher istening for specific information
listening for detail
OBJECTIVES Listening Listening for specific information; listening for detail
Grammar Present perfect
Reading Reading for gist; reading for specific information
Critical thinking Understanding the importance of teaching
Functions Asking for and giving advice
Grammar
Writing An email giving advice
Present perfect
Listening
1 Discuss these questions in pairs. Reading
a How many authors of children’s books can you name?
b Who was your favourite author of children’s books when you
Reading for gist reading for specific
were younger? Why? information
2 ON VOCABULARY
5 Listen again and choose the correct
answers.
a The interviewer has just spoken to /
Critical thinking
Check the meanings of these read a book by Abdel-Tawab Youssef. Understanding the importance of
words in your dictionary. b Abdel-Tawab Youssef studied political
association cultural
science / literature at Cairo University. teaching
c His father died when he was working
ministry political science for the Egyptian Ministry of Education /
Culture.
d He wanted to live in Cairo so that he could
Functions
send his sisters some money / to school.
3 Listen to a talk about the writer Asking for and giving advice
Abdel-Tawab Youssef. What e He travelled to many countries to study
happened on these dates? children’s schools / culture.
LESSON 1
SB page 6 WB page 5 • Ask students to share their ideas with the
class.
Before using the book: • Explain that in Unit 2, they will be looking
• Ask the students to think about the job of a at the life of one teacher.
teacher and how their teachers have helped
them in the past. Put students into pairs or
small groups to discuss the importance of
their teachers to them.
31
UNIT 2 A b d e l - Ta w a b Yo u s s e f : M y F a t h e r, A n E g y p t i a n Te a c h e r
Listening TAPESCRIPT
Interviewer: Many people have grown up reading
1 Discuss these questions in pairs. the books of Abdel-Tawab Youssef.
1 Put the students into pairs and ask them to In fact, I have ust finished one of
discuss the questions. his books, called My Father, An
Egyptian Teacher. With me today
2 Discuss as a class. is Mrs Abdelaziz. She has written a
book about why the writer became so
2 Check the meanings of these words in successful. So, Mrs Abdelaziz, was Mr
Youssef from Cairo?
your dictionary.
rs Abdela i : No, he wasn’t, although he lived a lot of
1 Write the words from the box on the board. his life there. Abdel-Tawab Youssef was
born in 1928 in a small village near
2 Say the words and ask different students to Beni Suef. When he was a child, he
underline the stressed syllable in each word. loved to read children’s books and he
also loved writing.
3 Say the words aloud and ask the students to
repeat them. Interviewer: Did he go to university?
Mrs Abdelaziz: Yes, in 1945 he started studying
4 Now tell the students to look up the meanings political science at Cairo University.
of the words in their dictionary. He graduated in 1950 and then worked
for the Egyptian Ministry of Education,
Answers: but six months later, his father died.
association an organisation for people with the Interviewer: That must have been a difficult time for
same interests, or who do the same him.
kind of work rs Abdela i : That’s right. e wanted to live in airo
cultural relating to art, music, literature etc. with his mother and his three younger
ministry a government department sisters. His uncles did not think this
was a good idea, but he wanted to earn
political science the study of the ideas and activities enough money to send his sisters to
that are concerned with how a country school, which was unusual at that time.
is governed Interviewer: When did he start writing children’s
books?
rs Abdela i : e didn’t start for many years. r
3 Listen to a talk about the writer Youssef married Noaila Rashed in
Abdel-Tawab Youssef. What 1956 and they had three children. Mr
happened on these dates? Youssef set up the hildren’s ultural
Association in 1968 and he travelled
1 Ask the students if they have read any books to many countries to study children’s
by Abdel-Tawab Youssef. Spend a few minutes culture, but he didn’t start writing until
talking about the books that they know. 1975.
Interviewer: What happened then?
2 Explain that they are going to hear a talk about
the writer. Students listen to the recording and Mrs Abdelaziz: Well, in 1975, he started writing
children’s stories for radio and
make a note of what happened on each date.
television. The stories were very
Play the recording more than once if necessary. successful and so he started to write
3 Check answers as a class. novels, poems and plays, often about
important events and people in the
Answers: world. He won many awards for his
b 1950 He graduated from Cairo University writing.
c 1956 He married Noaila Rashed Interviewer: Are his books only famous in Egypt?
Mrs Abdelaziz: No. Since he became famous in Egypt,
d He started writing children’s stories for radio
people have translated his books into
and television many languages, including English,
e 1985 He lectured at the university of Ohio in the French and Chinese. Abdel-Tawab
United States Youssef travelled a lot too. In 1985,
he lectured at the university of Ohio
f 2015 He died in the United States about writing for
children and the importance of Arabic
32
A b d e l - Ta w a b Yo u s s e f : M y F a t h e r, A n E g y p t i a n Te a c h e r UNIT 2
Answers:
a lectured: talked to a group of people
about a subject
Abdel-Tawab Youssef: UNIT
importance: the quality of being important
b in uenced: had an effect on the way
My Father, an Egyptian Teacher 2 someone or something
develops or behaves
1 Complete these sentences using the first letter of
the missing words.
a Mr Youssef set up an a ssociation to help children in
1968.
5 Listen again and choose the
b Ali’s grandfather was a doctor and later worked for
the m of health.
correct answers.
c The teacher told us about the i of 1 Ask students to read the sentences.
revising before exams.
d The tourists went on a c tour of Encourage them to choose the correct
Egypt, visiting all the ancient sites.
e My history teacher i my decision to become a teacher, too.
options before they listen again.
f Mona’s uncle is an expert on science and often l at the university.
2 Play the recording or read the
2 The noun form of some adjectives ends in -nce. Use your dictionary to complete
the table.
tapescript.
Adjective Noun 3 Check answers as a class.
influential influence
important Answers:
confidence
different b political science c Education
intelligent d to school e culture
3 Complete the sentences with the correct form of the words from Exercise 2. f radio g in many countries
a Shakespeare’s plays have been very
influential ; many writers have
used his stories. 6 Focus on saying years
b The football team are playing with a
lot of . I think they
are going to win! 1 Ask a student to read the explanation.
c Don’t lose those forms. They are very
. 2 Students work in pairs to say the
d What is the in
meaning between where and wear?
years correctly.
e You need a lot of to
be good at chess. 3 Now ask different students around
the class to say the dates. Check their
4 Write these years in words, then say them aloud to your partner.
pronunciation.
a 2020 Two thousand and twenty/Twenty twenty
b 2007
c 1898 Answers:
d 1266 a two thousand and eighteen / twenty
5 eighteen
b eighteen oh-five
c sixteen sixty-six
d nineteen ninety-eight
literature. He died in 2015, aged 87.
Interviewer: is books have in uenced children
for many years, and I’m sure children WORKBOOK page 5
will continue to enjoy his books in the
future. Thank you! 1 Complete these sentences using the rst
letter of the missing words.
4 Guess the meaning of the red words from 1 Explain that students use the new words the
the listening text. Student’s Book to complete the sentences.
1 Ask the students to do the task individually and 2 Students can do the task individually or in pairs.
compare their answers in pairs. If they work individually, they can compare
answers with a partner.
2 Check answers as a class. See if they can
explain how they found their answers. For 3 Check answers as a class.
example, they may have worked out the Answers:
meaning of importance because they know the b ministry c importance d cultural e influenced
word important. f lectures
33
UNIT 2 A b d e l - Ta w a b Yo u s s e f : M y F a t h e r, A n E g y p t i a n Te a c h e r
complete the table. They can use their 1 Underline the present perfect verbs in these sentences from the listening text.
PAGE 121
dictionaries if necessary. 1 Many people have grown up reading the books of Abdel-Tawab Youssef.
2 I have just finished one of his books, called My Father, An Egyptian Teacher.
2 Check answers as a class. 3 She has written a book about why the writer became so successful.
4 Since he became famous in Egypt, people have translated his books into many languages.
Adjective Noun 2 Choose the correct verbs to complete these sentences. ON GRAMMAR
influential influence a It’s two weeks since we last met / have met.
b This is the most interesting book I have Present perfect
important importance never / ever read. • We use the present perfect to talk
confident confidence c Oh! I lost / have lost my passport. What should I do?
about past actions that affect or
explain the present:
different difference d Tamer had / has had a lot of health problems Ahmed has hurt his leg, so he
since he started living in that polluted city. can’t play football today.
intelligent intelligence e Adel hasn’t contacted me since he left / leaving Cairo. • We often use the present perfect
f I have ever / never been to the zoo before. to talk about an action that started
in the past and continues until
g My cousin has lived / lived abroad since his childhood. the present, often with for (a
3 Complete the sentences with the h Belal is not here. He has been / gone to the dentist’s.
time period) or since (a date or a
starting point in the past):
correct form of the words from 3 Complete this conversation with the simple past or
Mona has studied English for
ten years.
present perfect form of the verbs in brackets.
Exercise 2. have you read (read) that book that
Kamal Omar, a ……...............…
We have been at this school
since 2012.
my cousin recommended?
• We also use the present perfect
1 Tell the students to use words from Omar Yes, I b ……...… (just finish) it. Have you read it? to talk about past experiences or
Exercise 2 to complete the sentences. events (without saying when),
Kamal I c ……...… (not finish) it yet. I d ……...… (start)
often with ever or never:
reading it on Saturday but I e ……...… (be) busy
I have never eaten Chinese food.
2 Check answers as a class. since then.
Have you ever ridden a camel?
Omar You have been very busy since you f ……...…
• We also use the present perfect
(begin) working for that charity.
Answers: Kamal Yes. The people at the charity g ……...… (ask)
to talk about very recent events
(often with just):
b confidence c important me to work there three nights a week. Leila isn’t here. She’s just gone
out.
d difference e intelligence Omar h ……...… (you agree) to do that?
• We also use the present perfect
Kamal Yes, I have. I hope to have more time to read to talk about events that have not
books at the weekend! happened up to now (often with
yet):
4 Write these years in words, then 4 Find and correct the mistakes in the following
sentences.
I haven’t received a reply to my
email yet.
say them aloud to your partner. a Nothing like this has never happened to me. Note: has / have been means
Nothing like this has ever happened to me.
……................................….............................. went and returned.
has / have gone means went but
1 Give the students time to write the b I didn’t meet my pen friend yet. …….............…..............
has not returned.
c I haven’t finished my work already. …….............….........
years in words. WORKBOOK
PAGE 6
d We haven’t travelled by train since years. ……............…
34
A b d e l - Ta w a b Yo u s s e f : M y F a t h e r, A n E g y p t i a n Te a c h e r UNIT 2
compare answers in pairs.
UNIT 3 Check answers as a class. For
2
UNIT
Many of today’s great writers a have also worked (also work) 1 Encourage the students to read the
as teachers. Michael Morpurgo is a famous English writer. He
b (write) many books for children and
whole conversation before they
c
d
(win) many awards for his stories. Michael
(start) writing stories for children when he
complete it in pairs.
e (be) a primary school teacher. He decided that he
f (want) to become a writer. He g 2 Check answers as a class. Make
(also write) many poems and plays. One of his most famous stories,
War Horse, h (be made) into a successful film. sure that they use the past simple
in sentences d and f (d = a given
3 Write sentences using the present perfect and because. time, on Saturday, f = a completed
a Hala hurt her hand. Now she cannot play tennis.
Hala cannot play tennis because she has hurt her hand.
action in the past).
b Basel is not hungry. He ate a big lunch.
3 Ask a pair of students to read the
c We can’t go home by bus. The last bus left thirty seconds ago! completed conversation.
d Hamid’s hair is wet. He had a shower. Answers:
b have just finished c have not finished
e Radwa doesn’t know what flying is like. She never flies.
d started e have been
f began g have asked
4 Answer the questions about yourself.
h have you agreed
a What have you never done that you would like to do?
b For how long have you studied English?
c Since when have you lived in your home?
4 Find and correct the mistakes in
6
7 the following sentences.
1 Read the example sentences and ask
Answers: the students to work individually.
2 I have just finished one of his books, called They can compare answers in pairs.
My Father, an Egyptian Teacher.
2 Check their answers as a class.
3 She has written a book about why the writer became
so successful. Answers:
4 Since he became famous in Egypt, people have b I haven’t met my pen friend yet.
translated his books into many languages. c I haven’t finished my work yet.
5 His books have influenced children for many years. d We haven’t travelled by train for years.
Answers:
b I can’t phone my parents because I have
UNIT
lost my phone.
c Nawal’s younger sister has studied the 2
Reading
past tense but she hasn’t studied the present
perfect yet. 4 Guess the meaning of the red words from
1 ON VOCABULARY the reading text.
d The plane has just left. I can see it in the Check the meanings of these
a You’ll be fatherly and gentle. …….............…
sky! words in your dictionary. b I give myself goals and plan how to achieve
them. ……...….................................................
e My uncle has lived abroad for five years. discipline layer (n)
36
A b d e l - Ta w a b Yo u s s e f : M y F a t h e r, A n E g y p t i a n Te a c h e r UNIT 2
you what it is. means that a teacher can always find new things to
experience and to teach to their students.
Example:
Teacher: It means something that makes you feel
proud and happy. 4 Guess the meaning of the red words from
the reading text.
Students: honour
1 Ask the students to work in pairs. Tell them to
…
4 Continue with all the words in the exercise. read each sentence and think about the meaning.
.
Answers: 2 Check answers as a class.
discipline to teach someone to obey rules and control
. their own behavior Answers:
.
honour something that makes you feel proud and fatherly typical of a kind or concerned father
… happy plan think about something you want to do, and how
…
layer one of several levels of different materials you will do it
that are on top of each other
…
responsible sensible and able to be trusted
5 Now answer these questions.
semicircle a group arranged in a curved line
serious quiet and sensible Ask the students to read the text again and find
…
silence make someone stop giving their opinions the answers to the questions.
spoil let a child have or do whatever they want, 2 Students can compare their answers before you
r strict
with the result that they behave badly
making sure that people always obey rules
check them as a class.
”
Answers:
. b He gives himself goals and plans how to achieve
o
2 Discuss these questions in pairs. them. He plans an introduction and then uses steps.
e
1 Ask the students to discuss the questions in c Because he wants them to communicate and to take
e pairs. Go around the class monitoring and part in conversations.
e
n helping. d The head teacher warns him not to spoil his students.
e
e If there is a discussion, he wants them to sit in a circle
e
Suggested answers: or semicircle.
a A politician is responsible for the people he or she f Because he is helping to build it.
w
e represents and sometimes for making new laws.
, A secretary is responsible for writing emails,
e
r answering phone calls and making arrangements for
.
a business or organisation.
A teacher is responsible for teaching students and
also for discipline in a classroom.
A writer is responsible for giving interesting facts or
telling interesting stories to his or her readers.
b Students’ own answers
1 Ask the students what they remember “Don’t worry, you have all the
about My Father, An Egyptian qualities to be a good teacher!” he
said. “You are very natural with
Teacher. the students. You’re serious and
responsible, warm but strict. That
is what I’ve learnt about you in
2 Ask the students to read the quotation. the short time you’ve been here.
Divide the class into small groups to You will need to discipline the
students, but you’ll be fatherly and
discuss the questions. gentle.”
2 Discuss these questions in pairs.
3 Discuss answers as a class. a Do you agree that the teacher has all the
qualities to be a good teacher? Why /
a Should students always be encouraged to
communicate in class? Why / Why not?
Why not?
b When might it be useful to sit in a circle or
Students’ own answers b Which of the qualities listed do you
think is the most important for a
semicircle in class?
c Are there any lessons that you could have
teacher?
outside, under the trees? Why / Why not?
c Do you think that there are any other
2 Discuss these questions in pairs. qualities that a teacher needs?
d Why do you think that the young teacher
thought that his job was the best job in the
world?
1 Ask the students to work in pairs to e What do you think makes a job worthwhile?
discuss the questions. f Which of the following do you think is most
and least important in a job?
• pay
2 Ask some of the pairs to share their • who you work with
answers with the whole class. • doing something you enjoy
• doing something that helps other people
my legs ache! 9
We have a break after this English lesson. /
To make this cake, you must break two eggs
into the bowl.
Call me on the phone and we can have a chat. / The two
friends hadn’t seen each other for a long time and
chatted for hours.
There is a big demand for that new sports car. / The
teacher demanded that they stopped talking.
The baby has a beautiful face. / I cannot face walking
home in this hot weather.
38
A b d e l - Ta w a b Yo u s s e f : M y F a t h e r, A n E g y p t i a n Te a c h e r UNIT 2
2 What do you think a good
UNIT teacher should be like? What
2
UNIT
39
UNIT 2 A b d e l - Ta w a b Yo u s s e f : M y F a t h e r, A n E g y p t i a n Te a c h e r
RESEARCH
Work in groups of five and do the following. people that you know and report
a Each student should think of a problem you the results to the rest of the class.
would like the other students in your group to Write a summary to put on the
TAPESCRIPT help you with. Start like this: classroom wall. Find out:
• why their job is or is not
Problem important
amid: When I finish school, I’d I’d really like to ..., but I’m not sure about • what they most and least enjoy
like to do something to help the best way of doing it. What advice can about their job
you give me? • if they would recommend this
other people. What advice job to you and why / why not
can you give me? b Write your question on a piece of paper using WORKBOOK
some of the questions from Focus on functions, PAGE 8
Speaker 1: I think you should help some then give it to another student in your group.
of the many people who can’t c Think of an answer to the question you
have been given. Use one of the
read. phrases from Focus on functions.
d Take turns to read the questions and
peaker : If I were you, I’d work for a your answer to it.
children’s charity for a year. e After each student speaks, other
members of the group should give
peaker : Why don’t you work for an their own advice for each problem.
another country?
Speaker 4: You could organise sports
activities for children in their Answers:
school holidays. I think you should …
peaker : I think it’d be a good idea to Why don’t you
train to be a doctor. That’s If I were you, I’d
the best way to help other I think it’d be a good idea to
people. You could …
We are doing a project about archaeology in Egypt and I’d really like to know more about Suggested answers:
your country’s history. I may be able to visit Egypt later in the year, but at the moment I’m
too busy with school work. Is there anywhere you would advise me to look for information? a (Any appropriate answer)
Are there any good websites that you know about, or maybe books? I’m especially
interested in any recent findings. b You can go there by bus.
I look forward to hearing from you.
Best wishes, c What advice can you give me?
Sam
3 Plan a reply to this email giving your friend advice about where to look for
2 Read part of an email that you
information. Make notes under these headings.
• Places in Egypt that archaeologists have worked on recently
have received from an English
friend who wants your advice.
1 Give students time to read the email
• Websites that you have used for similar projects
extract. Tell them to underline any
difficult vocabulary to look up the
words in their dictionaries. Check
• Books or magazines that you have studied that might be useful
answers as a class.
41
UNIT 2 A b d e l - Ta w a b Yo u s s e f : M y F a t h e r, A n E g y p t i a n Te a c h e r
Assessment
Listening Task Reading Task
Target element: revise the listening activity Target element: revise the main text from the unit
and grammar from the unit Tell the students to read the text on Student’s Book
Write the following sentences from the listening page 8 again. Explain that you are going to read
text on the board. Explain to the students that out the sentences below. If the students think the
they should read the gapped sentences carefully. sentence is true, they remain seated. If they think
Play the recording and ask the students to listen a sentence is false, they must stand up. When
and complete the sentences. You may need to pupils stand up, ask one of them why they think
play the recording several times. When they have the sentence is false. (The answers are given in
completed the exercise, go through the answers brackets.)
with the class. (The answers are given in brackets.) 1 Abdel-Tawab Youssef thought it was an honour
1 Many people ………… reading the books of to be a teacher. (True)
Abdel-Tawab Youssef. (have grown up) The head teacher was worried about his first
2 I …………one of his books, called My Father, An lesson at the school. (False, the young teacher
gyptian Teacher. have ust finished was worried.)
3 She ………… a book about why the writer 3 Abdel-Tawab Youssef was the father of some of
became so successful. (has written) the students. (False, although the head said he
will be fatherly to them.)
4 ………… he became famous in Egypt, people
………… his books into many languages. (Since 4 Abdel-Tawab Youssef prepares his lessons very
/ have translated) carefully. (True)
5 His books …………children …………many 5 Abdel-Tawab Youssef wants the students to sit
years. have in uenced for quietly at their desks. (False. He wants them
to move around the class and to communicate.)
Speaking Task 6 Abdel-Tawab Youssef thought that his was the
best job in the world. (True)
Target element: revise the grammar from the unit
Writing Task
Ask students to write down one interesting
experience that they have done, and one experience Target element: revise and use vocabulary and
they haven’t done but would like to do. For grammar from the unit
example: I have travelled on an aeroplane. I
haven’t swum with dolphins, but I would like to. Ask the students to imagine that they are Abdel-
Tawab Youssef and that he has just finished his first
Explain that students now have to go around the class at the school. Tell them to write an email to
class. They should read their sentences to other Abdel-Tawab Youssef’s best friend describing what
students and try to find someone who has the same he has done that day. Monitor and help the students
experiences as them. A match can be someone who as they are writing. Finally, ask one or two of the
has done the same thing, or who wants to do the students to read their emails to the class.
same thing.
Give students a time limit. At the end of the time
limit, find out how many students have found a
match. Ask them to tell the class about their shared
experiences.
42
UNIT 3 THE FUTURE OF BOOKS
SB pages 11-15 WB pages 9-12
Objectives
UNIT
Listening
The future of books 3 Listening for gist and for detail
OBJECTIVES Listening Listening for gist and for detail
Grammar Future forms and tenses
Reading Reading to check predictions and for specific information
Grammar
Critical thinking Understanding the importance of new developments in publishing
Functions Questioning sources of information Future forms and tenses
Writing Writing an email about the future of newspapers
b If you wanted to read a novel, would d What does Ziad think will happen to the
you choose a traditional book or an price of ebook readers? ……........................… Critical thinking
electronic book (ebook)? e Which books do the speakers say publishers
c If you wanted to find up-to-date probably won’t publish as ebooks? ….…....… Understanding the importance of new
information for a school project, would f How are ebooks good for the environment?
you look in a library or on the internet? ……...............................................................…
developments in publishing
5 Discuss these questions in pairs.
2 ON VOCABULARY a Do you think that traditional books, Functions
newspapers and magazines will disappear
completely? Why / Why not?
Check the meanings of these b Do you agree that publishers will not
Questioning sources of information
words in your dictionary. replace traditional school books with
ebooks? Why / Why not?
available button compare
enthusiastic gadget Writing
paperback reduce replace
6 ON COMPUTING TERMS Writing an email about the future of
newspapers
3 Listen to two boys talking about
different ways of reading and answer
What is the difference in meaning
between these pairs of sentences?
these questions. Check in your dictionary.
LESSON 1
SB page 11 WB page 9 materials
- how they feel about the possibility of
Before using the book: everything becoming electronic or digital
• Ask the students to imagine the year 2050. • Put students into pairs to discuss their ideas.
Ask them to think about • Ask some pairs to share their thoughts with
- how the classroom will be different the class.
- if they will learn in a classroom or online • Explain that this unit will look at how
- new ways of learning and new learning things might change in the future.
43
UNIT 3 T h e f u t u r e o f b o o k s
1 Discuss these questions in pairs, giving a 3 Listen to two boys talking about
reason for your answers. different ways of reading and
1 Ask the students to list the objects they can answer these questions.
see in the pictures at the bottom of the page 1 Tell the students that they are going to hear two
(an ebook reader, CD-ROMs, a newspaper, a boys talking about two different ways to read.
mobile phone).
2 Ask them to read through the questions and then
2 Write the word ebooks on the board. Ask for listen to the recording. You may need to play
the meaning of e- (electronic). Ask if they know the conversation more than once.
any other words that start in the same way
(e-learning, email, etc). 3 Put the students into pairs to compare answers.
45
UNIT 3 T h e f u t u r e o f b o o k s
WORKBOOK page 9
1 Match to make phrases.
1 Ask the students to look carefully UNIT
Answers: 3 Use your dictionary to complete these sentences with the correct form of the
word in brackets.
b enthusiastic c download d button a My father is a football enthusiast . He
e available f ebook reader plays and watches it on TV whenever he can.
(enthusiastic)
b Her brother has not shown any
for any kind of sport.
3 Use your dictionary to complete (enthusiastic)
c That play is very popular. You’d better check
these sentences with the correct the of tickets. (a ailable)
d I wanted to complain to the manager of the
form of the word in brackets. shop, but he was . (a ailable)
e My first computer did not work, so they sent
1 Ask the students to read the gapped me a . (replace)
sentences and to use the correct form f The air is cleaner now because there has been
a in the use of cars. (reduce)
of the word in brackets to complete g My exam results were to my brother’s. They were almost the same.
each sentence. Tell them to use their (compare)
46
T h e f u t u r e o f b o o k s UNIT 3
LESSON 2 SB page 12 WB page 10
UNIT d The programme starts at seven o’clock this
3 GRAMMAR evening.
Grammar Future forms and tenses REVIEW
PAGE 121
e I think I’ll watch that programme. Will you
1 Underline the future forms and tenses in these sentences from the listening text.
watch it with me?
a I’m going to read an ebook on it.
b I’m sure the publishers will reduce the price when more people buy them. f I’ll be reading tomorrow evening.
c My father is buying me one for my next birthday.
g After I finish this book, I’ll have read all of
d The programme starts at seven o’clock this evening.
e I think I’ll watch that programme. Will you watch it with me? his novels.
f I’ll be reading tomorrow evening.
g After I finish this book, I’ll have read all of his novels.
2 Discuss this question in pairs.
2 Discuss this question in pairs. ON GRAMMAR
What is the difference in meaning
between these sentences?
1 Ask the students to read through the
1 I can’t talk at the moment.
Future forms and tenses sentences.
I’m doing my homework. • We use the future simple (will + infinitive) to
make predictions (with no evidence), for future
I can’t see you later this evening. 2 Put the students into pairs to discuss
facts and for offers and quick decisions:
I’m doing my homework.
I think it will be hot today.
2 There’s a good film on TV tonight.
This school will be 50 years old next year.
their answers. They can refer to the
It finishes at ten o’clock.
There’s a good film on TV tonight.
Someone’s at the door. I’ll see who it is. information in Focus on grammar to
I think that it will finish at ten o’clock. • We use the future continuous (will / may + be help them.
3 We’re going to have fish for dinner. + -ing) to talk about actions that will be in
progress at a time in the future. Use may if
I think we’ll have fish for dinner.
you are not certain: 3 Ask some pairs to share their answers
I can’t visit you because I will / may be doing
3 Choose the correct future forms. my homework this evening. with the class.
a Hello, Ali. 1 I’m going / I go to the • We use the future perfect (will have + past
airport in a minute. I 2 will fly /
’m flying to Paris later this morning.
participle) to predict something that will be
finished by a particular time in the future:
Answers:
My plane 3 will leave / leaves at ten By the end of next year, the government will The first sentence is talking about
o’clock. Perhaps we can meet when I’m have built a new school in the village.
back. 4 Are you doing / Will you do • We use going to + infinitive for plans and
something happening now. The
anything next Saturday? decisions we have already made:
second sentence is talking about a future
b Hi. My family 1 are taking me / I am going to eat the meal that I have just
take me out today for passing my exams.
cooked. arrangement.
2 I’m going to apply / I will apply to • We also use going to + infinitive to make
study Medicine at Assiut University predictions with present reality or evidence: The first sentence is definite: it is a time
because when I finish my course, The other team’s players are very big. It’s going
to be a difficult match. on a timetable or schedule. The second is a
3 I’ll probably work / I’m probably
working in a hospital. • We use the present continuous for prediction. It is uncertain.
arrangements:
c This autumn, my friend 1 walks /
is walking a long way for charity.
The basketball team are playing two games The first sentence is planned: the person
next week.
In October, he 2 will be walking / They’ve got the tickets. They are flying to has probably already bought or ordered the
walks along the Nile. When he England!
finishes in November, he thinks he
WORKBOOK
• We use the present simple for events PAGE 10
fish. The second is something the person
3 will have walked / is going to walk
400 kilometres.
on a timetable: has just thought of.
The train leaves at six o’clock tomorrow.
12
47
UNIT 3 T h e f u t u r e o f b o o k s
WORKBOOK page 10
1 Match to make sentences. UNIT
3
1 Tell the students to read through the 1 Match to make sentences.
two halves of the sentences carefully a There are no clouds in the sky today. I think 1 mobile phones will be much smaller.
and to match the two halves to make b I predict that in the future 2 everyone is going to go there.
correct sentences. c There’s a book club meeting after school and 3 will be 75 years old!
2 Check answers as a class. d The train to Cairo is on platform four and 4 so I’ll carry them for you.
grammar box in the Student’s Book. 3 Complete the questions about the future with your own ideas.
a What are you going to do in the holidays next summer?
3 Check answers as a class. b What do you think will
c Which of your friends are
Answers: d At what time does
b are having c finishes e Do you think that next year
d is going to be e will close f When you are 25, what will you have
48
T h e f u t u r e o f b o o k s UNIT 3
LESSON 3 SB page 13
Answers:
a The Chinese
b We make them from recycled paper. UNIT
3
Critical thinking
4 Complete these sentences with
1 Answer the following questions.
information from the article. It grows in the Nile valley.
a Where does papyrus grow? …...............................………
b When did the Chinese first make paper? …..............………
1 Ask the students to read the text again c What can you read on an ebook? ………..........................…
and to complete the sentences with d How do you think that Arab traders travelled to China two thousand years ago? ………..................…
e Why do you think that wood is bleached when people make paper? ……….....................................…
information from the text. Remind
f Do you think that there will be more or fewer trees in the future? Why? ……...............................……
them to refer back to the text to help
them find the correct answers. 2 Read this quotation from the article and
answer the questions. Every year, we cut down millions of trees to
a Why does the writer use the word make new paper. Fortunately, the type of tree
2 Check answers as a class. Fortunately? that gives us the best wood for making paper
b What do people recycle? grows very quickly, but you can also recycle old
Answers: c Why do you think that some people prefer paper. We make most of today’s newspapers
new paper to recycled paper? and magazines from recycled paper.
b make paper. d How is using recycled paper good for the
c people made it from cotton. environment?
d remove the water from the mixture (which 3 Discuss these questions in pairs. 4 ON WORDS WITH MORE
then passes through hot rollers to produce a Can you think of all the different ways in THAN ONE MEANING
which you use paper at home, at school or
continuous pieces of dry paper). in your everyday life? 1 Sometimes the same word can have a
different meaning depending on whether
b How are books used to educate people
e recycle old paper. and for enjoyment?
it is a verb or a noun. For example,
The teacher marked his homework.
f everyone will have a computer or a phone c What other uses for paper cannot be (mark means checked)
replaced electronically? There was a mark on his white shirt.
and we will get all our information from (mark means a small dark area)
the internet. 2 Complete these sentences with one of
these words. Check in your dictionary.
SKILLS FOR LIFE
book leaves type
5 Discuss these questions in pairs. Recycling is good for the environment. type on a
a How quickly can you ……....…
Always recycle what you can. computer?
1 Tell the students to read the questions b We’d like to ……..........… a table at the
restaurant, please.
and make notes. c The train ……..........… at four o’clock.
d Which ……..........… did you take from
2 Put them into pairs to compare and the library?
class. WORKBOOK
PAGE 11
Answers: 14
50
T h e f u t u r e o f b o o k s UNIT 3
Answers: entertainment.
b They first made it two thousand years ago. c Some paper things, such as certificates cannot be
c You can read encyclopaedias and other books. replaced electronically. These would not be the
d Suggested: They probably travelled by horse or by same in electronic form.
boat.
e Suggested: Paper needs to be white or lightly
coloured, so you can see what is written on it.
Skills for life
f Suggested: Probably less because fewer trees will be
planted if paper is not needed. Perhaps there will be Read the Skills for life box as a class.
more, though, if forests are left untouched and fewer Encourage the students to recycle what
trees are needed for paper. they can.
2 Read this quotation from the article and 4 Focus on words with more than one
answer the questions. meaning
1 Tell the students to read the quotation in the 1 Read through the explanation. Ask students if
box. Make sure that they understand it. they can think of any other words like mark,
which can mean something different depending
2 Put them into pairs to discuss the questions. on whether it is a verb or a noun (for example,
Then ask some pairs to share their answers with park: park a car, visit a park).
the class.
2 Read the instruction for part 2. Students can do
Answers: the task in pairs. They can use a dictionary if
a Because it is fortunate that the trees that give us paper necessary.
grow quickly. If they did not, it would be harder to
make paper. 3 Check answers as a class.
b Suggested: newspapers, magazines, glass bottles, Answers:
some plastics b book c leaves d book
c They probably think that new paper is cleaner or e leaves f type
better quality than recycled paper.
d It means that you do not need to use energy to make
new paper, and you do not need to throw old paper
away.
51
UNIT 3 T h e f u t u r e o f b o o k s
WORKBOOK page 11
1 Match these words with their UNIT
meanings. 3
1 Match these words with their meanings.
1 Ask the students to look carefully a bleach 1 a large book that contains facts
b encyclopedia 2 push something hard
at the words in column one and the
c mixture 3 take something away
meanings in column 2. Ask them to d press 4 buy or sell large quantities of goods
match each word with the correct e remove 5 cover something with liquid for a period of time
definition. f roller 6 a round piece of wood or metal that can be rolled
g soak 7 something made by mixing two or more things together
2 Check answers as a class. h trade 8 a make something white by using chemicals
3 Use your dictionary to answer 3 Use your dictionary to answer these questions.
a The noun is mixture. What is the verb? mix
these questions. b The verb is press. What is the noun?
c The verb is trade. What is the noun for someone who trades?
1 Ask the students to read the questions. d The noun is roller. What is the verb?
Tell them to use their dictionaries to e The verb is bleach. What is the adjective?
answer the questions. f The verb is remove. What is the noun?
Answers:
b pressure c trader d roll e bleached
f removal
52
T h e f u t u r e o f b o o k s UNIT 3
LESSON 5 SB page 15 WB page 12
Questioning sources of
a Take turns to read your three news stories to the eila It’s on this website. ook.
other pair of students. They can challenge you
information using expressions from Focus on functions. aw ia I don’t believe that. What proof do
a Can you prove / confirm that? b When you hear the other pairs’ stories, decide
b What’s the reason / source of which one is false. Can you tell the difference
they have that this is true?
between real news and false news?
information for that? eila I’m not sure. It doesn’t say who
c I don’t / can’t believe that.
wrote the article or where they
d What proof do they have that 6 Research the following found the crocodiles.
this is real / true? about the news
e It can’t / must be true.
Find out:
Fawzia Is the same news on any websites
f I think that’s a lie / real.
that you know and trust?
RESEARCH
53
UNIT 3 T h e f u t u r e o f b o o k s
4 Work in pairs.
1 If you have access to the internet, UNIT
them to find two unusual news stories, Mariam This website says that a rich person is going to buy the Pyramids in Giza.
Lina a What’s the source of information for that?
carefully noting where they found Mariam It’s on a website called Believe it or not.
them. Lina b ?
Mariam Well, I can’t see any proof. Do you think it is true?
2 For b, ask the students to create a false Lina No. c . I think it’s a lie.
I want to know where they got that information.
news story and a source. They should
work individually and not discuss 2 Plan an email to a newspaper expressing your opinions about the future of
newspapers.
their stories with their friends.
Dear...
3 Give the students time to compare Paragraph 1 (Introduce the subject of the email. Say what you think of traditional
newspapers.)
their stories in pairs. You can go round
and check their work while they do
this. Paragraph 2 (Describe different ways in which some people are now finding out the
news, and what problems this can bring.)
54
T h e f u t u r e o f b o o k s UNIT 3
2 Plan an email to a newspaper expressing
your opinions about the future of
newspapers.
1 Tell the students to think back to their
discussion about the future of traditional books
and newspapers. They can use this in their
plans. Tell the students that they are going to
plan an email stating their views on the future
of newspapers.
2 Ask them to read through the plan and use it
to organise their email. Remind the students to
only make notes. Complete paragraphs are not
needed yet.
3 Walk round the class and help the students as
required.
55
UNIT 3 T h e f u t u r e o f b o o k s
Assessment
Listening Task Reading Task
Target element: revise key listening passage Target element: revise the key reading
of the unit passage of the unit
On the board, write the gapped sentences below Write the sentences below on the board. Explain
and ask the students to copy them. Explain that that some of them are true and some are false. Tell
they are going to hear the conversation from the students to reread the text on Student’s Book
Lesson 1 about the different ways of reading again. page 13, The history of paper, and decide which
Tell them to listen carefully and complete the sentences are true and which are false. Tell them to
sentences. (The answers are given in brackets.) correct the false sentences. (The answers are given
in brackets.)
Now I’m about the idea of using
them to read all my books. (really enthusiastic) 1 Papyrus was used for writing and drawing on
in ancient Egypt. (True)
ut in the future, they’ll every
new book as an ordinary book and as an ebook. The first paper was expensive because it was
(probably publish) made of wood. (False. It was made of cotton)
I’m sure the publishers the price 3 Old paper can be recycled. (True)
when more people buy them. (will reduce) 4 The trees used to make paper grow very slowly.
4 Yes, think of all the paper that …………… . (we (False. They grow quickly.)
can save) 5 Many people believe that in the future we will
not need books, as all information will be on the
internet. (True)
56
T h e f u t u r e o f b o o k s UNIT 3
Revision A
SB pages 16-20 WB pages 13-16
57
Revision A
money?” he asked.
The doctor smiled. “Please accept this
money and listen to what I have to say.
Revision A
I was one of your pupils at Beni Suef. I
know it is not easy for you to remember Grammar
the many pupils that you teach, but we 1 Look at the pictures and answer the questions.
have always remembered you. I have A lot of people were using horses and carriages.
a What was happening in picture A? ……….…..................................................................
always wanted to meet you again, because b What was this part of the city like in 2017? ……….….............................................................................
you are behind every success that I have c What has and has not changed? ……….…..............……….…..................................................................
had in life.” A B
1 Ask the students to read a–g and the c When did you …?
options before you play the recording d Who are you going to …?
e When you are 25, will you have ... ?
again, so that they know what to listen f Before last year, had you …?
for. 17
59
Revision A
LESSON 3 SB page 18
Reading
Revision A
1 Complete this article about the The history of libraries
history of libraries with these One of the most amazing and a …….....….… influential
libraries in the world is the Bibliotheca Alexandrina.
words. It opened in 2002 and can hold eight million books.
But we have had libraries for thousands of years.
1 Before the students open their books, Probably the oldest library that you can still visit is
al-Qarawiyyin Library in Morocco. The daughter of
ask them what they think of libraries. a trader b ……….… the library in 859 CE. However,
people had collected books a long time before this.
How often do they use one? What Archaeologists have found writing on c ……….… of
do they know about the history of papyrus in Amarna and Thebes from around 1300
libraries? Write their ideas on the BCE. The ancient Greeks had libraries where they
kept thousands of original books (they did not want
board. al-Qarawiyyin Library copies). The famous Library of Alexandria opened in
Reading around 300 BCE. The aim of this library was to have
2 Ask the students to open their books one of each of the world’s books, although books
were then made of papyrus or leather.
and to look at Exercise 1. 1 Complete this article about the
history of libraries with these words. Before 1450, people had written books by hand.
Then, people started printing books for the first time.
3 Give the students time to complete the available collections Many universities also started to open, and most of
enthusiastic established
task. Check answers as a class. importance influential online
these had important libraries. The rulers of many
countries understood the d ……….… of books
to people’s education and began to open national
Answers: libraries. Now there are many very famous national
2 Read the text again. Are these libraries around the world. The British Library
b established c collections sentences True or False? Correct the
opened in 1753 as part of the British Museum and is
false sentences.
d importance e available a The first library in the world was al-
one of the largest libraries in the world. It keeps one
of all the books, magazines, newspapers and maps
f online g enthusiastic False.
Qarawiyyin Library in Morocco. ……….…
It is the oldest library that you can still
...................................................................
printed in Britain. By 1988, there were so many of
visit, but there were older libraries.
................................................................... these that it had to move to a new, bigger building.
b The writing in Armana and Thebes was Today, you can also use digital libraries, where
2 Read the text again. Are these on pieces of leather. ……….....................…
c Books in the Library of Alexandria were
thousands of books and magazines are e ……….…
to people f ……….… . An example is the Egyptian
sentences True or False? Correct not usually made from paper. ………......… Knowledge Bank (www.ekb.eg) which has
……….…......................................................
60
Revision A
LESSON 4 SB page 19
Revision A
ivide the class into groups of five
Communication skills Project
or six and make sure the students
1 Discuss these questions in pairs.
understand the task.
a Which charities do you know?
b Who or what do the charities help, and why?
2 Appoint one spokesperson in each
c In what way can we help these charities?
group who can choose the best two
suggestions. Make sure that they
use the expressions from the box to
justify their choices.
2 Read the situation, then write down 4 Give a talk to the class. 2 Other members of the group should
some ideas about how you could help
the charity.
a Choose a person from your group to give a talk. help them to plan a short talk.
b That person should explain to the class the
A local charity helps children without
parents. The charity always needs
reasons for your two suggestions on how to help
the charity. Use some of these expressions.
3 Students from each group give their
books, clothes, toys and other things talks to the class. They should use
that the children can use. It also needs
people to help to take children for days
• I think we should …
some of the expressions from the box.
out of the city, to organise sports and • Why don’t we …?
games and to help with other activities. • What about -ing? Praise all good work.
• I think it would be a good idea to …
19
Communication skills
1 Discuss these questions in pairs.
1 Give the students a few minutes to discuss the
questions. They can use the photographs as
prompts.
2 Have a brief class discussion.
Extra reading
Revision A
1 Check the meanings of these Extra reading Using information online
If you can access the internet, you can
words and phrases in your 1 ON VOCABULARY
also access the world’s biggest library. The
problem is that the library is so big that it is
dictionary. Check the meanings of these words not always easy to find what you need.
and phrases in your dictionary. If you want a particular website, it is easy to
type in the website address (URL), then the
1 Write the words and phrases from the access (v) appear inaccurate keyword pages will appear on your screen. However,
box on the board. media relevant search engine update (v) if you don’t have the name of a website,
you can easily use a search engine. These
are computer programs that look through
2 Say the words and ask different thousands of websites for keywords. They
2 Work in pairs and do the quiz. then show you the results of the search, and
students to come to the board to 1 Your homework is ‘Find out information
you can choose the website you need.
underline the stressed syllable in each about the oldest pyramid in the world.’
How do you find this information on the
Remember that keywords are important.
If you type in one word – pyramids, for
word or phrase. internet? example – you will get thousands of search
a Type in the homework title and see what results. If you put in too many words, the
happens. search engine might find many websites
3 Say the words aloud and ask the b Type in only a few keywords. which are not relevant. So it is best to put
in three or four important keywords, for
students to repeat them. 2 You have a list of many websites that can
give you the information that you want. example oldest pyramid in world.
Which website do you use?
Search engines are very useful, but it is
4 Now tell the students to look up a The website that is top of the list. important to remember that not all websites
b The websites that you know and trust. are reliable. Some companies pay to have
the meanings of the words in their 3 You find the information that you need is their websites appear first in search results.
Some websites will give information that
dictionaries. different on different websites. What do
you do? might be inaccurate. What they say is a
a Use the information from the website fact might only be their opinion. Some
Answers: that is top of the list.
b Check the facts on two or three websites
websites might want to sell you something.
How do you know which information is
access (v) find and use information, that give information on the subject.
reliable? You can usually trust university
or government websites and the websites
especially on a computer of big media companies. However, if you
3 Do you think that you use the internet wisely are not sure, check any facts on two or
appear begin to be seen if you answered mostly a or mostly b to each three different websites to make sure that
question in the quiz? Why? they all say the same thing. Check that
inaccurate not correct the information on the website is not old
information, too. The website should say
4 Read about using information online and
when the information was last updated.
keyword a word that is very important check your answers to Exercise 3.
different websites 20
62
Revision A
check their answers to Exercise 3.
2 Check answers as a class.
Answers:
You are most likely to use the internet wisely if you
answer b in each case.
6 Project
1 Read the instructions and make sure that
students understand the task.
2 Students can complete the project for
homework.
63
GG Pr a Lc Lt i c e Te Os Ot 1 a SS SS AA RR YY
Practice Test 1a
A Vocabulary and structure
64
GG LL OO SS SSPr a c tAi A t R1 a
c e Te s R YY
PRACTICE TEST
B Reading Comprehension
Dear Ali,
How are you?
I had wanted to email you before I started my new job, but I did not have time! I’ve now
worked here for two weeks. I’m working in an old building in the middle of the city at the
moment and I travel to work by bus. By the end of next year, they will have finished building a
new office in a different part of the city. So after that, I’ll be travelling to work every day on the
metro!
Before I started this job, I hadn’t known very much about new technology. Now I use it every
day. I often talk to people in other countries, using the internet.
The work is different every day. Yesterday I was interviewing a businesswoman from Japan.
Today I’m visiting a new hotel in Cairo and tomorrow I’m going to a meeting in Damietta. I
think I’ll have to get up very early because the train leaves at 5a.m.!
The job is very tiring and I don’t have a routine yet, but I’m enjoying it. I have already written a
lot of articles. You can read them online. I’ve met some famous people, too. There is a photo
of me interviewing a politician in the attachment to this email. He works for the Ministry of
Antiquities, so he knows all about ancient Egypt. I haven’t met any sports people yet, but there
is an important tennis competition next month. There are some famous tennis players going
there and I’m sure I’ll interview one.
Write soon.
Best wishes,
Munir
14
65
GG Pr a Lc Lt i c e Te Os Ot 1 a SS SS AA RR YY
PRACTICE TEST
7 How do you think new technology will help Munir in the future?
Suggested: I think technology will help him to travel to other countries quickly and cheaply in the future.
8 How does Munir usually communicate with people in other countries?
He uses the internet to communicate.
9 What job do you think Munir does?
He is a journalist.
10 Why didn’t Munir email his friend before he got the job?
He did not have time.
The Novel
66
GG LL OO SS SSPr a c tAi A t R1 a
c e Te s R YY
PRACTICE TEST
C Writing
5 Write a paragraph of about ONE HUNDRED AND TWENTY (120) words on ONE (1)
of the following:
a a summary of a book that you have enjoyed
b reading literature improves your education.
16
67
GG Pr a L
c Lt i c e Te Os Ot 1 b SS SS AA RR YY
Practice Test 1b
A Vocabulary and structure
68
GG LL OO SS SSPr a c t Ai A
c e Te s tRR
1 b YY
PRACTICE TEST
B Reading Comprehension
The Chinese invented paper, and they were also the first to use paper bank notes for money. Before
paper notes were invented in the seventh century, wealthy Chinese traders had used metal coins.
These had a hole in the middle so that traders could carry them on pieces of material. But these
were very heavy to carry. As a result, traders left the money with someone they trusted. Instead,
they carried a piece of paper which said how much money they had. The trader could use this
paper note to promise anyone that they could pay for the goods that they wanted to buy.
People in Europe only started to use paper bank notes in the seventeenth century. In England, the
King needed money to help fight a war with France. Banks encouraged people to leave money
with them and gave handwritten notes saying how much money they had left. The notes said, “I
promise to pay the bearer the sum of …” and you can still see the same words on English notes
today. Bank workers continued to hand write notes until 1853, when the first notes were printed.
The paper used for bank notes is usually made from a mixture of paper and cotton, and
sometimes other materials. Although these other materials make the notes stronger than normal
paper, most bank notes only last for about two years. For this reason, some countries tried using
plastic notes in 1983. However, the first plastic notes in England were not very successful because
the ink came off the notes onto people’s hands! Five years later, in 1988, Australia successfully
used plastic notes for the first time. Today, many countries use plastic notes, which are stronger
than paper notes, last longer and are harder to copy.
18
69
GG Pr a L
c Lt i c e Te Os Ot 1 b SS SS AA RR YY
PRACTICE TEST
The Novel
3 a Choose the correct answer:
1 What is the reason that Rudolf Rassendyll gives for being lazy?
a Because he comes from an important family. b Because he doesn’t have a good job.
c Because he never helps in the house. d Because he never wants to travel.
2 What job does Rose persuade Rudolf Rassendyll to do?
a work with an ambassador b write a book
c teach children d work in a hotel
3 Which of these is not a reason that Rudolf Rassendyll decides to visit Ruritania?
a He has six months before his job starts. b His family have relatives there.
c Rudolf the Fifth is to become King of Ruritania there shortly.
d He wants to be the ambassador to Ruritania.
4 Who do Fritz von Tarlenheim and Colonel Sapt work for?
a Duke Michael b the King c Johann d Antoinette de Mauban
b Answer TWO (2) of the following questions:
1 If you were Rassendyll, would you prefer to travel to Ruritania or to stay in England to do
useful work? Why?
Suggested: If I were Rassendyll, I would prefer to stay in England to do some useful work. Rassendyll has
lots of skills and it would be good to use these to help people.
2 Which character is wiser in your opinion, Fritz or Sapt? Say why.
Suggested: Fritz and Sapt are both wise and give the King good advice. I think that Sapt is wiser because he
has the idea to send Rassendyll to Strelsau to be crowned as the king. He plans everything very carefully.
3 Do you think Rassendyll’s view of work and life is good or bad? Why?
Suggested: I think that Rassendyll's view of work and life is bad. He is lazy and avoids
responsibilities. He is young and strong so he should have a job and try to help people.
19
70
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c e Te s tRR
1 b YY
PRACTICE TEST
1b
C Writing
5 Write an email to a friend of ONE HUNDRED AND TWENTY (120) words on ONE (1)
of the following:
Your name is Nour. Your friend’s name is Wessam. His/Her address is Wessam@newmail.com.
a a teacher who has helped or inspired you
b which websites you should use to find out reliable information
20
71
UNIT 4 WOMEN IN HISTORY
SB pages 21-25 WB pages 21-24
Objectives
UNIT
Listening
Listening for gist and to interpret
Women in history 4
OBJECTIVES Listening Listening for gist and to interpret information
Grammar Relative clauses
information Reading Reading for specific information and to interpret reference words
Critical thinking Understanding the changing role of women in society
Functions Expressing enthusiasm
Writing Writing an email about free-time activities
Grammar
Relative clauses Listening 4 Listen again. Are these sentences True
or False? Correct the false sentences.
1 Look at the pictures and answer the
questions.
a Dr Aisha wrote in the newspaper Al
False. She wrote in the
Akhbar. …...…...............................
Reading a Can you match the names to the pictures? newspaper Al-Ahram.
...................................…
LESSON 1
SB page 21 WB page 21
• Ask the students to work in groups to read and
answer the questions on the board about the
Before using the book: woman in the photo nearest their group.
• Collect photos of different women who are well • Ask a student from each group to report back
known (one photo per group of four students). to the class. You can also give some additional
Display the photos around the classroom. On information about the women you have chosen.
the board, write the questions:
Who is she? Why is she important? • Explain that this unit is about women
What has she done? Where is she from? throughout history and the different things they
have accomplished.
72
W o m e n i n h i s t o r y UNIT 4
respected admired by many people because of your
Listening
achievements, skills etc.
1 Look at the pictures and answer the role the position that someone has in a job or
questions. activity
1 Ask the students to study the pictures of the
four women, then write the number of each 3 Listen to a talk about a famous
picture in the box with the name that matches it, woman and answer the questions.
UNIT as in the example.
4 2 Go through the answers with the class.
1 Explain that you are going to play a talk about
a famous woman. Ask the students to listen
3 For part b, put the students into pairs to discuss carefully and say which woman from Exercise 1
what they know about the four women. Ask is being described.
some students to share their answers with the 2 Play the recording again and ask the students to
class. listen to check if their ideas were correct. Ask
Answers: some students to share their answers with the
a class.
3 Florence Nightingale
Answers:
4 Dr Aisha Adb El-Rahman
a Dr Aisha Abd El-Rahman
2 Amy Johnson
b Students’ own answers
b
Florence Nightingale: a nurse who introduced new ways
of nursing. (British) T A P E S C R I P T
Dr Aisha Abd El-Rahman: a writer and teacher
(Egyptian) Dr Aisha Abd El-Rahman, who is known as Bint El
otfia El Nadi: one of Egypt’s first female pilots Shatei, is one of the most famous people in Egyptian
and Arab culture. As well as writing books on society
(Egyptian)
and culture, she also wrote poems and for fifty years
Amy Johnson: a pilot who broke world records for solo wrote for the newspaper Al-Ahram. During her life,
flights (British) she helped to improve women’s position in gyptian
society.
2 Check the meanings of these words in Dr Aisha was born in 1913. Her father was an
important man and Dr Aisha used to go with him to
your dictionary. meetings at which she learned to read and write. At
1 Write the words from the box on the board. a time when many girls didn’t go to school, Aisha’s
mother encouraged her daughter to get a good
2 Say the words and ask different students to education and, as a result, Aisha started school at the
come to the front of the class and underline the age of five.
stress on each word. Dr Aisha was successful at school and went to Cairo
3 Now put the students into pairs and ask them to University, where she studied Arabic language and
21 literature. She was awarded her degree in 1939 and
practise saying the words. then joined the university staff as a research assistant.
4 Tell the students to look up the meanings of the In 1942, she was employed as a government inspector
words in their dictionaries. for the teaching of Arabic Literature.
Using the name Bint El-Shatei, Dr Aisha wrote many
Answers: books and articles in which she argued for a more
appreciate understand and enjoy the good qualities of positive role for women in the modern world.
something
Dr Aisha was a respected teacher and taught at
argue for clearly explain why something is true or many universities across the Arab world. With her
must be done husband, Professor Amin El-Kholy, Dr Aisha spent
award officially give someone a pri e or money holidays visiting European museums, universities and
libraries.
government the group of people who make decisions
about how to rule a country Dr Aisha died in at the age of eighty five. er
work, which had taken up much of her personal life, is
positive hopeful and confident still appreciated today.
73
UNIT 4 W o m e n i n h i s t o r y
It was good in that she spent her life doing g The whole class clapped at the end of the interesting speech.
They had learned a lot. (appreciate)
the things that she was most interested in
and helping and inspiring other people. 21
74
W o m e n i n h i s t o r y UNIT 4
Answers:
b positive c role d appreciate
UNIT e government f respected
4
Grammar Relative clauses
GRAMMAR
3 Use your dictionary to complete
1 Underline the relative clauses in these sentences from the
listening text. Circle the relative pronouns.
REVIEW
PAGE 122
these sentences with the correct
1 Dr Aisha Abd El-Rahman, who is known as Bint El-Shatei, is one of the most
famous people in Egyptian and Arab culture. form of the word in brackets.
2 Dr Aisha used to go with him to meetings, at which she learned to read
and write.
1 Study the example with the students
3 She went to Cairo University, where she studied Arabic language and literature.
4 Dr Aisha wrote many books and articles in which she argued for a more
to ensure that they understand the
positive role for women. task.
5 Her work, which took up much of her personal life, is still appreciated today.
Tell them to use their dictionaries to
2 Answer these questions in pairs.
ON GRAMMAR
find the correct form of the word in
a In which sentence is the relative
clause important to understand brackets to complete each sentence.
the sentence?
Relative clauses
b In which sentences do the
• We use Type 1 relative clauses to give necessary
2 Check answers as a class.
relative clauses give us more
information? information about people or things:
She is the woman who / that wrote two books. Answers:
3 Join these pairs of sentences using
a relative clause.
• We use who / that for people and which / that for
things: b respectful c respectable
That’s the book which / that is a best seller.
a Dr Aisha was born in Damietta d governed e positively
in 1913. Dr Aisha’s father was an • We use whose to show possession or relationship:
Dr Aisha, whose
important man. …...….......................
Ahmed is the boy whose father is a teacher. f award g appreciatively
father was an important man, was
...........................................................
born in Damietta in 1913.
............................................. • We use where for places and when for time:
b Dr Aisha wrote many articles. She This is the place where we often have picnics.
discussed women and society in Friday is the day when I visit my relatives in our
these articles. village.
c Raneem El Welily is a famous squash
player. She was born in 1989.
• Sometimes you need to use a preposition before the
relative pronouns (but never before who or that):
LESSON 2
d Raneem El Welily won a competition This is the article in which she writes about science.
in 2015. This made her the number
one women’s squash player in the
That is the stadium at which we saw the cup final. SB page 22 WB page 22
• In informal English, you can often leave out the
world.
object pronoun:
I need to talk to someone (who / that) I can trust. Grammar
4 Choose the correct words to
complete these sentences. • We use Type 2 relative clauses to give extra
information about people or things. We do not
a Adel is my friend who / whose usually use that as a relative pronoun: Relative clauses
brother won the poetry The book, which I bought last week, is really
competition. interesting. 1 Underline the relative clauses
b Have you seen what / which I Mr Samir, who teaches us science, is always friendly.
bought from London?
• We always use a comma to separate a Type 2 relative
in these sentences from the
c Alexandria, which / where is clause. You cannot leave out the object pronouns.
Egypt’s second biggest city, is a listening text. Circle the relative
wonderful place for a holiday. • We can also use what to mean the thing that /
22
PAGE 22 1 Remind the students that a relative
clause is a part of a sentence that
defines something or gives additional
Answers: information. It has a verb and it is
b like the good qualities or value of something joined to the rest of the sentence by
c correct a relative pronoun such as which,
d correct where, who, whose or that.
e have a good effect 2 Read Focus on grammar with the students and
f correct make sure they understand it.
g correct
3 Tell the students to read through the exercise.
Put the students into pairs and ask them to
2 Complete these sentences with words complete the task.
from Exercise 1. 4 Check answers as a class.
1 Tell the students to read the gapped sentences Answers:
and use the words from Exercise 1 to complete 2 Dr Aisha used to go with him to meetings, at which
the sentences. she learned to read and write.
2 Check answers as a class. 3 She went to Cairo University, where she studied
75
UNIT 4 W o m e n i n h i s t o r y
them to read through the questions. e I’ve just read a newspaper article
in which/in where the life of a famous
Remind them to refer to Focus on woman is described in detail.
f My sister went to London University,
grammar or the Grammar review to which/where she studied history.
help them discuss the questions if
2 Complete these sentences with the correct phrase.
necessary
at which for which in which to which
2 Tell them to discuss their answers a Lord of the Flies is a story in which a group of school boys are shipwrecked on an
together. Go through the answers with island.
b She asked me where I had been, I replied, “I can’t tell you.”
the class.
c Tomorrow, I’m going to a meeting we’re going to discuss women’s role
in society.
Answers: d They said something very cruel, I think they should apologise.
a Sentence 4 – it says what the articles do.
3 Rewrite the following sentences, putting the information in brackets into a
b The other sentences do this. relative clause.
a Cleopatra was the last pharaoh of Egypt. (She was very beautiful.)
Cleopatra, who was very beautiful, was the last pharaoh of Egypt.
b Woman’s Day is on March 8th. (This day marks an important event in 1909.)
3 Join these pairs of sentences
using a relative clause. c Alexandria is in the north of Egypt. (My mother was born in Alexandria.)
1 Ask the students to read through the d Abdel-Tawab Youssef is a famous children’s writer. (His books have been translated into
many languages.)
sentences. Explain that they must
combine each pair of sentences using
a relative clause. Study the first 4 Rewrite the sentences without a relative pronoun.
a I spoke to the worker who was cleaning my office. I spoke to the worker cleaning my office.
example with the students to make b Did you like the room that we stayed in?
sure they understand the task. c Wael did something wrong, for which he apologised
d I always like to buy cotton that is from Egypt.
2 Tell the students to work
independently. Put them into pairs to
22
compare their answers.
3 Check answers as a class. Ask the
4 Choose the correct words to complete
students if they know Raneem El Welily.
these sentences.
Answers: 1 Tell the students to complete the task
b Dr Aisha wrote many articles in which she discussed
independently. Put them into pairs to compare
women and society.
their answers.
c Raneem El Welily, who was born in 1989, is a famous
squash player./ Raneem El Welily. who is a famous 2 Check answers as a class.
squash player, was born in 1989. Answers:
d Raneem El Welily won a competition in 2015, which b what c which d for
made her the number one women’s squash player in
the world.
WORKBOOK page 22
1 Choose the correct relative pronoun.
1 Ask the students to read the sentences carefully
76
W o m e n i n h i s t o r y UNIT 4
and circle the relative pronoun which completes Answers:
the sentence correctly. b Did you like the room we stayed in?
2 Check answers as a class. c No change possible
d I always like to buy cotton from Egypt.
Answers:
b who c who d when e in which
f where
77
UNIT 4 W o m e n i n h i s t o r y
LESSON 3 SB page 23
Reading UNIT
students are in pairs (with a word and b Why was Florence Nightingale asked to be in
charge of nursing soldiers abroad? …...…....…
a definition in each pair), ask them to c What did Florence Nightingale do after
read the word and the definition to the returning from Europe? ….......................…..…
d Why did Lotfia El Nadi work as a secretary?
class. …...….............................................................…
e How did she become famous? …...…..........…
3 Ask the students to consolidate the f How did she help other women? …........….…
In 19 2, otfia l adi as the first and
task by checking all the words in their 4 What do the following words and phrases only woman to j oin a new school for pilots
in bold from the articles refer to? at lma a airport. er parents did not
dictionaries. a Her family did not think that this was
ant her to be a pilot, so l adi or ed
as a secretary at the airport to pay for her
a suitable job for their young daughter. lessons. hen she as only 2 , l adi
Answers: being a nurse
…................…. be ame the first oman in gypt to ha e
b She opened the Nightingale School of a pilot s licence. In e ember 19 , she
career a job or profession you Nursing, the first school of this kind. be ame amous hen she e solo in an
…...….............................................................… international race, which went from Cairo
have trained for and intend to le andria. he as only the se ond
c She was only the second woman ever to fly
to do for a long time like this. …...............................................….… oman e er to y li e this. l adi, ho
had to stop ying a ter an a ident, died in
d Aziza Moharam later became a director 2 2 aged 9 . o e er, her a hie ements
be in charge of be the person who is there. …...............................................….….... en ouraged other omen to ha e a
career in ying. or e ample, in 19 ,
responsible for something 5 Discuss this question in pairs. inda asoud be ame the first oman
or someone Which of the two women do you think was tea her at the ying s hool and i a
more impressive? Give your reasons. oharam later be ame a director there.
2 Read the articles and answer these 3 Read again and answer these questions.
questions. 1 Encourage the students to read the questions
1 Ask the students to look at the pictures and and to read the text again to find the answers.
the titles. Ask them to tell you what they know 2 Check answers as a class.
78
W o m e n i n h i s t o r y UNIT 4
students to work in pairs and to
compare their answers.
UNIT UNIT
3 Check answers as a class.
4 4
Critical thinking Answers:
1 Answer the following questions. b this type of school
She was born in Italy.
a Where was Florence Nightingale born? …..........................….… c flying solo
b What was special about Florence Nightingale’s nursing school? …...................................................….
c What did Lotfia El Nadi do when she was only 26? …...............................................….…....................
d at the flying school
d Why do you think Florence Nightingale’s family thought that nursing was not a suitable job for
their daughter? …......................................................…...............................................….…....................
e Why do you think that Lotfia El Nadi wanted to become a pilot? …...…...........................................…
f Why do you think that other women wanted a similar career to Lotfia El Nadi? …...…....................…
5 Discuss this question in pairs.
2 Read this quotation and answer the
1 Tell the students to read the question
questions. Florence Nightingale was determined to
be a nurse and finally her parents agreed.
and discuss in pairs.
a What kind of people want to become
nurses? She trained to be a nurse in Germany, and
b What other jobs are there in which you
then returned to England to be in charge 2 Ask the students who think Florence
of a London hospital. There, she trained
have to look after other people?
other women to be nurses and introduced
Nightingale was more impressive
c What do you think hospitals were like
when Florence Nightingale started work?
new ideas into hospitals. For example, she
made sure there was always hot water for
to be in one group and the students
d In what ways have hospitals improved since doctors and nurses to use. who think otfia El Nadi was more
those times? Think about the following:
impressive to be in another group.
• cleanliness and hygiene
• equipment
Tell each group to list the reasons
• medicines why they think their person was more
• staff
• technology
impressive.
3 Ask a spokesperson from each group
3 Discuss these questions in pairs. to read their list to the class.
a What jobs can women do today that
they could not do 50 years ago?
b Do you think there are some jobs that Students’ own answers
only men or only women should do?
c Can you think of other women who
have worked hard for their community
or their country?
WORKBOOK
PAGE 23 LESSON 4
SKILLS FOR LIFE SB page 24 WB page 23
Remember that everyone has the
same ability to be successful in
Critical thinking
life if he / she works hard.
1 Answer the following questions.
23 24
1 Ask students to tell you what they can
remember about Florence Nightingale
and otfia El Nadi from the previous
Answers: lesson.
b Because her work in London was so effective.
c She opened the Nightingale School of Nursing. 2 Tell the students to read the questions and
d To pay for her flying lessons. discuss the answers in groups. They can refer
e She was only the second woman ever to fly solo from back to the texts on page 23 again if necessary.
Cairo to Alexandria. 3 Check answers as a class.
f Her achievements encouraged other women to have a
career in flying. Answers:
b It was the first of its kind.
c She became the first woman in Egypt to have a pilot’s
4 What do the following words and phrases licence.
in bold from the articles refer to? d Suggested: Many women did not work at that time
Tell the students to find each phrase in the so any work was considered unsuitable, especially a
articles to help them decide what the bold words job working with people who were ill and often very
refer to. poor.
e Suggested: She probably thought that it would be
2 Study the example with the class. Tell the exciting.
79
UNIT 4 W o m e n i n h i s t o r y
3 Ask about the differences between 2 Match these words with their meanings. (You do not need one.)
the pictures of a hospital in Florence a (be) in charge of 1 done on your own, without help from another person
a be responsible for or in control of something
Nightingale’s time (top) and a modern b impressive
c licence
2
3 a job of looking after people who are ill
hospital (bottom). d nursing 4 right in a particular situation
e solo 5 a journey by air
Suggested answers: f suitable 6 making you admire something
a People who want to care for and help 7 an official document that gives permission to do something
others.
3 Use your dictionary to answer these questions.
b Doctors, carers, teachers, dentists, etc. a The job is nursing. What is the name of the person? nurse
c They were probably not very clean and b The adjective is impressive. What is the verb?
c The noun is director. What is the verb?
they were very crowded because more d The adjective is suitable. What is the noun?
people became ill then. There were e The adjective is solo. What is the name of the person?
probably not many medicines.
d The cleanliness and hygiene in hospitals
4 What do you notice about the answers to these questions?
a The noun is Iicence. What is the verb?
is much better now, and the equipment b The noun is practice. What is the verb?
and medicines are now very modern and c The noun is advice. What is the verb?
3 Listen again and tick the expressions used 4 What do you notice about the
by the speakers that express enthusiasm.
4 Work in pairs. Take turns to be
Student A and Student B.
answers to these questions?
ON FUNCTIONS Student A: Tell your partner some good
news about some of these subjects: 1 Tell the students to read and
Expressing enthusiasm
• Some good news about your family answer the questions. They can use
or a friend.
Hey, that’s terrific. • Something good that has dictionaries. Check answers as a
happened at your school.
That’s really great news, isn’t it?
• The return of a popular TV
class.
I can’t tell you how happy that makes me. programme.
That’s fantastic! • A future holiday that you will have. Answers:
I’m over the moon. • A new sport or activity that you can
I can’t wait (to start).
try. a license b practise c advise
I’m really enthusiastic about it. Student B: Respond enthusiastically to They all change the c in the noun form to s in
I’m really looking forward to it. the news that you hear, using expressions
from Focus on functions.
the verb form.
Wow! That’s brilliant!
What a great idea!
Wonderful news! 5 Research the following
about free-time activities
LESSON 5
Do a class survey. Find out about
RESEARCH
81
UNIT 4 W o m e n i n h i s t o r y
Answers: Answers:
a Speaker 2: e’s ust found out that he did very well That’s fantastic
in an exam. Wow That’s brilliant.
Speaker 3: e’s starting a new sport next week What a great idea
(karate). Wonderful news
Speaker 4: he’s having a baby.
Speaker 5: e’s ust been accepted at airo
University. 4 Work in pairs. Take turns to be Student
b Conversation 4. A and Student B.
1 Read the instructions and make sure that the
students understand the task. Encourage them
TAPESCRIPT to say the expressions of enthusiasm with the
1 correct intonation. They should sound excited.
irl : There’s a report in the newspaper Point out that they can use any expression from
which says that it is easier for Focus on functions, not only the ones that have
women to get good jobs now.
been ticked.
irl : That’s really great news, isn’t it? I’m
sure that we can get a really good 2 Go round the class while the students are
ob when we finish studying. speaking in pairs. Make a note of any common
2 errors and go over these at the end. Ask a
Boy 1: I was very worried about the exam few pairs of students to demonstrate their
last week, but I’ve ust found out conversations to the class. Praise all good work.
that I did very well. I was first in the
class! 5 Research the following about free-time
oy : Wow That’s brilliant Well done. activities.
3 1 Read the task as a class and give the students
oy : I’m starting a new sport at the time to do their survey. Allow them to walk
sports club next week. I’m learning around the class to do this (if you have a large
karate. I’m really looking forward
to it. class, you could divide the class into two or
three groups).
oy : What a great idea aybe I’ll learn
karate too. Students can prepare their leaflets or brochures
4 for homework. You can take these in to mark.
Woman: i, Nadia. You’re going to have a Display the best ones on the classroom wall.
new cousin. I’ve ust heard that I’m
going to have a baby I’m over the
moon!
irl : Wonderful news I can’t tell you how
happy that makes me!
5
irl : ook I’ve been accepted at airo niversity.
I can study nglish there I can’t wait to start
irl : That’s fantastic
82
W o m e n i n h i s t o r y UNIT 4
2 Ask them to compare answers in
pairs. Then go through the answers
UNIT with the class. Accept all correct
4 answers.
1 Complete the expressions that show enthusiasm.
a We’ve got a school trip to the museum next week. I’m Suggested answers:
really looking forward to it.
b I came first in the English exam last week! I’m over b What a great idea
c That’s great news, isn’t it
c I’ve started playing tennis at the sports club. I’m really
enthusiastic d That’s fantastic
d We’re going to start a book club at school. I can’t
e “Do you like this picture? I drew it myself.” “Hey, that’s ”
2 Write what you would say in each of the following situations. 3 Read part of an email that you
a A friend tells you that they won a swimming race.
That’s fantastic!
have received from students
b A friend says that there’s a new computer program that can help you with your English. at an English school. Were the
c A friend says that scientists have found a new cure for a serious illness. results of their project the same
d Your older cousin says that he/she is getting married. or different to what you found
out?
3 Read part of an
email that you
have received from We have just finished a school project in which we
1 Remind the students about the
students at an asked all the students in our class about their free- research they did on free-time
English school. Were time activities. The most popular activities were
the results of their playing tennis, playing computer games and talking activities in the Student’s Book. Give
project the same or
different to what
to friends. Is this the same as for people in your class? the students time to read the email
you found out? I look forward to hearing from you.
and to discuss the answer to the
4 Plan a reply to this email using the results of the research you did in the Student’s question. Discuss as a class.
Book. Make notes under these headings.
• Most popular sports / outdoor activities
Students’ own answers
24
5 Write your email in 130–150
words.
WORKBOOK page 24 1 Tell the students to use their notes
from Exercise 4 to help to write their
1 Complete the expressions that show emails. Walk round the class and help
enthusiasm. the students as needed.
1 Tell the students to read the gapped dialogues As they finish, tell them to read their emails,
and to complete the expressions of enthusiasm. check any difficult spellings in their dictionaries
Check answers as a class. and correct any errors before writing a final
Answers: copy. Put the students into pairs to read their
b the moon c about it d wait e terrific final emails to their partner.
Assessment
Listening Task Reading Task
Target element: revise the main texts from the
Target element: revise a key listening text
unit
from the unit
Tell the students to reread the two texts on
On the board write the sentences below and ask
Student’s Book page about Florence
the students to copy them. Tell the students that
Nightingale and otfia El Nadi. Put the students
you are going to play the recording from Lesson 5,
into pairs and ask them to find things that are
Exercise 2 again and explain that they must decide
similar about the two women’s lives. Tell them to
if the sentences are true or false. They should
write their ideas in their notebooks.
correct the false sentences. (The answers are given
below in brackets.)
1 The newspaper report says it is harder for Writing task
women to get good jobs now. (False. It is
easier.) Target element: to practise writing about
something you are enthusiastic about
2 The boy did not think he would do well in the
exam. (True) Ask the students to think about something they are
3 The boy is very good at karate. (False. He is enthusiastic about (for example a hobby, a sport, a
learning how to do karate next week.) book, a school subject etc.).
The woman is Nadia’s aunt. True Ask the students to write a paragraph about the
subject, explaining why. Encourage them to use
5 The girl is going to study maths at Cairo
relative clauses. Tell them to check for mistakes
University. (False. She is going to study
and to use their dictionaries to check spelling
English.)
where necessary. Ask some students to read out
their paragraphs to the class.
Speaking Task
84
Emily Dickinson: "If I can stop" UNIT 5
Objectives
UNIT Listening
5 Emily Dickinson: “If I can stop” istening for gist and for specific
information
OBJECTIVES Listening Listening for gist and for specific information
Grammar Distributives: all, both, half, each, every, either, neither
Reading Reading for detailed information
Critical thinking Understanding the importance of helping people
Functions Summarising and paraphrasing
Grammar
Writing Writing a review of a poem
Distributives: all, both, half, each,
Listening 3 Listen to a talk about the poet every, either, neither
Emily Dickinson. When were
1 Discuss these questions in pairs. most of her poems published?
a Which words rhyme with slow?
b What is a verse? 4 Listen again. Are these sentences Reading
True or False? Correct the false sentences.
a Many modern poems do not follow the rules of Reading for detailed information
2 Choose the correct meaning of the
words and phrases. True
traditional poems. ……...…..
CHECK
a break someone’s heart b Emily Dickinson’s poems were very traditional.
IN YOUR
DICTIONARY A love someone
B make someone very unhappy
…...............................................….….........................
c Emily Dickinson’s publisher changed her poems so
Critical thinking
b break rules they were easier to read. ……..............................….. Understanding the importance of
A do what you should d Emily Dickinson liked to wear colourful clothes.
B not do what you should …...............................................….…......................... helping people
c challenging e She spent a lot of her time travelling around the
A impossible to do country. ……...…........................................................
B interesting because it needs a lot
f She did not like friends to visit her house. ……...…..
of skill to do Functions
d moving g She wrote 800 poems. …….................................…..
A making you feel strong emotions h Clare’s favourite poem is called “If I can stop”. Summarising and paraphrasing
B making you laugh …...............................................….….........................
e alive
A living
B not living 5 ON PHRASES Writing
WITH BREAK
Writing a review of a poem
What do you think the following phrases
with break mean?
a Emily Dickinson’s poems often broke the
did not follow the usual rules
rules. …..…...…..…..................…...…..
b It broke my heart to hear about the
earthquake. …….......................................…..
c You can go to prison if you break the law.
……............................................................…..
d He walked up the mountain so quickly that
he broke a record. ……...........................…..
e I never break a promise: I said I’d help
you, so I will help you. …….........…..
WORKBOOK
PAGE 25
26
LESSON 1
SB page 26 WB page 25 Rudyard Kipling)?
• Ask the students to tell you anything they
Before using the book: can remember about these poems, then open
• Write The Gardener and If on the board. it up into a class discussion about poems in
Ask the students if they can remember general. Ask students which poems or poets
what these are (they are poems which they they like most why.
studied in Secondary 1 and 2). Can they • Explain that in this unit, they are going to
remember who wrote them (The Gardener learn about another poet and her poetry.
is by Robert Louis Stevenson and If is by
85
UNIT 5 Emily Dickinson: "If I can stop"
87
UNIT 5 Emily Dickinson: "If I can stop"
2 Check answers 1 Choose the correct word in these sentences from the listening text.
Then listen and check your answers.
a Poems usually have three or more verses and in every / either verse, there are words that rhyme.
Answers: b They may have either / neither no words that rhyme, or words that partly rhyme.
b break the law c When she was a child, she was good at both / all writing and playing the piano.
c broke (Amira’s) heart d She spent nearly every / all her life at home.
e She spent about both / half of her
d broke a record time writing poems.
f She preferred to write long letters to ON GRAMMAR
each / all friend instead.
g Two men wanted to marry her, but she
4 Answer these questions. accepted either / neither of their offers. Distributives: all, both, half, each, every,
either, neither
1 Give the students time to think of 2 Find and correct the mistakes in
the following sentences.
• We use all with a singular verb with
uncountable nouns, but with a plural verb
with countable nouns:
suitable answers to each question, a I don’t like neither of the T-shirts.
All Mona’s money is at home, so all her
I don’t like either of the T-shirts.
……...…...........................................
using their own ideas. b I need to be good at every speaking and
friends are helping her.
writing English to get the job. …….......….. • We use half (of) before nouns. Use a plural
2 They can compare answers in pairs. verb after plural nouns:
c All engineer in the factory was given a He ate half (of) the cake this morning.
separate job to do. ……...…........................ Half (of) my friends like tennis.
3 Ask some students to read out their d Each the students in my class speak • Do not use of in expressions of quantity:
English very well. ……...…..........................
answers. My house is half a kilometre from here.
27
SB page 27 WB page 26
Grammar
Answers:
Distributives: all both half each every b either c both d all e half
either neither f each g neither
1 Choose the correct words in these
sentences from the listening text. T A P E S C R I P T
Then listen and check your answers.
a Poems usually have three or more verses and in
1 Give students time to read through the sentences every verse, there are words that rhyme.
and to circle the correct words. They can do this b They may have either no words that rhyme, or words
in pairs. If they are not sure of the answers, they that partly rhyme.
can refer to the Focus on grammar box or the c When she was a child, she was good at both writing
Grammar review. and playing the piano.
2 Play the recording for them to check their d She spent nearly all her life at home.
answers. e She spent about half of her time writing poems.
f She preferred to write long letters to each friend
instead.
88
Emily Dickinson: "If I can stop" UNIT 5
c Each (or Every) engineer in the factory
was given a separate job to do.
UNIT
UNIT
d All the students in my class speak English
5 5 very well.
1 Choose the correct words.
think I have a favourite.
d How many students in your class live
near you? 4 a I like neither of them. I don’t like hot WORKBOOK page 26
drinks.
e Which school subject do you think is
most interesting? 5 I like both, but it depends on the
time of year.
1 Choose the correct words.
f Do you prefer to have a holiday on a
beach or in the countryside? 6 I like both, but I usually have chicken. 1 Ask the students to look at and
4 Answer the questions from Exercise 3 for yourself. Use distributives where possible. describe the picture.
a
b 2 Encourage the students to read
c all the text first, before they try to
d
circle the correct words. They can
e
f
do this individually or in pairs.
27 26
3 Check answers as a class. Ask
the students to read the sentences
g Two men wanted to marry her, but she accepted aloud.
neither of their offers.
Answers:
2 Find and correct the mistakes in the b Both c each d Neither e All
f every
following sentences.
1 Read the example and check that the
students understand the task. 2 Complete the sentences with the correct
distributive.
2 They can complete the task in pairs. Remind
them to refer to the Focus on grammar box 1 Students can complete the task in pairs.
or the Grammar review if they need more 2 Check answers as a class. Ask the students to
help. read the sentences aloud.
3 Check answers as a class. Answers:
Answers: b Each c every d neither e both f half
b I need to be good at both speaking and writing
English to get the job.
89
UNIT 5 Emily Dickinson: "If I can stop"
3 Check answers as a class. Ask pairs b What subjects do poets often write about?
of students to read the questions and 2 Match these words and phrases with their meanings.
students to read the questions and b The speaker hopes she can make someone’s
life ... .
their answers. These should not be the A less painful B longer
c The robin needs help into its nest because ... .
same as in Exercise 3. A it is becoming unconscious
B it is very young
Students’ own answers
5 Work in pairs. Can you match these
sentences with lines from the poem?
Lines 2 and 7
a My life will not be wasted ……............…..
b If I could stop one person from feeling sad
LESSON 3 …...............................................….…..............
c If I could help someone who is feeling weak
get to somewhere safe …...................…...…..
SB page 28
6 To paraphrase means to write or say
something in a shorter, simpler way.
Reading Can you paraphrase the poem in your
own words?
28
1 Discuss these questions in pairs.
1 Ask the students what they can
remember about the poet Emily poem by Emily Dickinson. First, they are going
Dickinson from Lesson 1. Then ask them to to meet some words and phrases from the poem.
read the questions in the Students’ Book.
2 Students can do the task in pairs. They can use
2 Give the students a few minutes to discuss the their dictionaries if necessary.
question in pairs. Then, ask a few students to
3 Check answers as a class.
share their ideas.
4 Ask the students if they can name any other
Answers: birds in English (for example, parrot, seagull,
a Students’ own answers pigeon).
b They can be about any subject, but common subjects
are love, life, death and nature. Answers:
a 3 b 5 c 1 d 2 e 4
making sure they understand the two 2 Discuss these questions in pairs.
quotations. They may need help with a Do you like the poem?
“No one is useless in this
Why / Why not? world who lightens the
the words lighten (make less heavy) b What can we learn about Emily burdens of another.”
and burden (a heavy load, but also a Dickinson’s character from the
poem?
Charles Dickens
difficulty or problem that people must c What can we learn about the
people she knew?
live with).
d When do people need help in life?
3 Students can answer the questions in e What can we do to help make 4 ON ADJECTIVES AND
people’s lives better? ADVERBS STARTING WITH A-
pairs or small groups.
3 Complete the sentences with
these words and phrases.
1 The adjective forms of some verbs start
with a:
a
4 Discuss their answers as a class. The child is sleeping. = The child is asleep.
ache ease faint in vain The adverb form of some nouns also start
5 Ask the students what they can with a:
a It was so hot inside the room that I
remember about Helen Keller (Helen faint .
thought I was going to ……...…..
We swam to the shore. = We swam ashore.
2 Rewrite these sentences with the adjective
Keller (1880-1968) was an American b I ran ten kilometres yesterday and form of the verb.
now my legs ……...….. !
who was deaf and blind but wrote c Mona has a bad headache but this
a I always wake up at six o’clock. ……...…......
b That 500-year-old tree is still living.
many important books) and Charles medicine should ……...….. the pain.
......................................….…........................
d We walked up to the castle ……...….. . 3 Now complete theses sentences with the
Dickens (Charles Dickens (1812- It was closed. correct adverb.
1870) was an important English
ahead along
writer). What do they think that the
a We walked ……...….. the beach and
quotation by Helen Keller means? watched the swimmers.
b The boat went slowly because there were
rocks ……...….. .
Answers:
WORKBOOK
a It has one. PAGE 27
Dickens.
d Students’ own answers
at school or at work, etc.
e Suggested: We can talk to them about their problems.
2 Discuss these questions in pairs. If they are ill, we can help them by visiting them or
helping with their housework, etc.
1 Give the students time to discuss the questions
in pairs.
2 Check answers as a class and open the questions 3 Complete the sentences with these words
up into a class discussion. and phrases.
Answers: 1 Students should be familiar with these words
a Students’ own answers and phrases from the poem. Ask them to
b We learn that she wants to help people and that she is complete each sentence.
kind. 2 Check answers as a class.
c Some of them must have been ill or had a difficult
time, because she wants to ease their pain. Answers:
d Suggested: When they are ill or have problems with b ache c ease d in vain
the people they love; when they are having problems
92
Emily Dickinson: "If I can stop" UNIT 5
WORKBOOK page 27
UNIT
1 Complete these sentences using
5
UNIT
5 How many words can you think of that rhyme with the following words? 3 Put the lines of this poem "A
a break awake, take, lake, ache, make, bake, earthquake
b light
bird came down" by Emily
c mine Dickinson in the correct order.
d piano
e song 1 Explain that this is part of another
f well poem by Emily Dickinson, but the
29 27 lines are not in the correct order.
First, go through the glossary and
4 Focus on adjectives and adverbs starting explain the new words. You can use
the picture to explain angle worm.
with A-
1 Go over part 1 with the class. Point out that 2 Students work in pairs to try and order the
the a is a schwa and is not stressed in these poem.
words. 3 Check answers as a class. Ask the students to
2 Ask the students to complete parts 2 and read the completed poem aloud.
3 individually, and to compare answers in 4 Point out that the students can find the full
pairs. poem online if they are interested.
3 Check answers as a class.
Answers:
Answers: 4 And ate the fellow, raw.
2 1 A bird came down the walk
a I’m always awake at six o’clock. 3 He bit an angle worm in halves
b That 500-year-old tree is still alive. 2 He did not know I saw;
3
a along b ahead
93
UNIT 5 Emily Dickinson: "If I can stop"
5 How many words can you think 2 Listen again and put the expressions
below in the order you hear them.
LESSON 5 WORKBOOK
PAGE 28
30
SB page 30 WB page 28
Communication skills TAPESCRIPT
1 Listen to a conversation and answer Tarek: What are you reading, Ashraf?
the questions. Ashraf: It’s a poem by the nglish writer mily
ront . hall I read it to you?
1 Read the title and make sure that the students
Tarek: Yes, please!
understand the meaning of summarising and
paraphrasing. Ashraf: It will not shine again: Its sad course is
done I have seen the last ray wane f the
2 Read through the questions with the class. cold, bright sun.
3 Play the recording. The students listen and Tarek: It’s nice, but I’m not sure I understand it.
an you paraphrase that?
answer the questions.
Ashraf: Yes. I think that it means how the writer feels
Answers: when the sun is going down. Perhaps it is the
b He thinks it is about the sun going down. end of the day.
c No, he thinks it is about love. Tarek: What about the line, its sad course is done.
Why is it sad?
Ashraf: What she’s trying to say is that she is sad
94
Emily Dickinson: "If I can stop" UNIT 5
that the day is over, because night has 5 Research a modern Egyptian poet
arrived.
Tarek: What about the last lines, I have seen the last
1 Read the task as a class and ask the students to
ray wane of the cold bright sun? complete it at home. They can use the internet
Ashraf: The sun is cold and bright. In other words, or the library to help them.
the sun is going down. It is often cold in 2 Take in their work to mark, or ask a few
England when that happens. students to present their findings to the class in
Tarek: I think I can summarise the poem in a the next lesson.
different way.
Ashraf: What’s that?
Tarek: I think she’s talking about a love which has
ended. It used to shine like the sun, but now
it will not shine again. Now the other person
seems cold, like the sun in the evening.
Ashraf: erhaps you’re right I like poems. They can
have many different meanings.
3 Work in pairs.
1 Give the students time to think of a short poem
or song that they know.
2 Go round and monitor while the students work
in pairs to discuss the poem or song.
3 Ask some pairs to share their ideas with the
class.
95
UNIT 5 Emily Dickinson: "If I can stop"
WORKBOOK page 28
UNIT
A
answer the questions. The poem is quite short and has just one verse.
Most of the lines rhyme and I found it easy to
1 Ask students what they can remember read. I like the message of the poem. The writer
wants to help people who are perhaps less
about Emily Dickinson and the poems happy than she is. It’s a lovely poem.
that they have read by her.
B
2 Explain that the Workbook has This poem has just one verse. Two of the lines
rhyme and two do not. It is very short and it’s
reviews of the two poems they have not difficult to understand. The writer describes
a bird eating a worm, but the bird does not
read. Read questions a–c as a class know that she is watching it. The poem makes
the bird seem strong: it bites the worm in half
so students know what to look out and then eats it raw. I don’t really like the poem.
for, then give them time to read the
a Which review is for “A bird came down” and which one is for “If I can stop”?
reviews and to do the task. They can
compare answers in pairs.
b Circle all the positive comments about each poem and underline the comments which
3 Check answers as a class. are negative.
c Which poem does the reviewer prefer? How do you know this?
Answers:
a Review A is for "If I can stop". Review B is
for " A bird came down".
b 2 Plan a review of a poem.
a Choose a poem by the poet you researched in the Student’s Book.
A b Plan a short review of the poem by answering these questions.
• Is it a long poem or a short poem? How many verses has it got?
The poem is quite short and has just one
verse. Most of the lines rhyme and I found • Which lines of the poem rhyme?
it easy to read. I like the message of the
poem. The writer wants to help people who • Is it easy to understand? What is the poem about?
This poem has just one verse. Two of the a Write about 50–70 words.
b Read what you have written carefully. Look for grammar and spelling mistakes. Check
lines rhyme and two do not. It is very short the correct spelling in your dictionary.
and it’s not difficult to understand. The writer c Correct the mistakes, then write the final review.
97
UNIT 6 W o r k - l i f e b a l a n c e
Objectives
UNIT
Listening
Predicting and listening for specific
Work-life balance 6
OBJECTIVES Listening Predicting and listening for specific information
Grammar so / such ... that; enough / too ... to
information Reading Predicting and reading for specific information
Critical thinking Discussing how to relax
Functions Asking for and giving reasons
Writing Writing a text about a famous woman
Grammar
so / such … that; enough / too … to Listening
1 ON VOCABULARY
Reading Check the meanings of these
words in your dictionary.
Predicting and reading for specific
accounts freelance (adj) organisation
information
2 Discuss this question in pairs.
Critical thinking The people in the pictures are freelance
workers. What do you think is different about
Discussing how to relax their working hours? 6 Discuss this question in pairs.
What would you like or dislike about
freelance work?
3 Listen to some freelance workers talking
about their work. Do the speakers include
Functions any ideas which are similar to yours in
Exercise 2?
7 ON COLLOCATIONS
Asking for and giving reasons
4 Listen again and complete the table.
We usually use make to talk about
Advantages of Disadvantages of
producing something, do for actions
freelance work freelance work
and get for receiving. Complete the
Writing You can choose how much
…....................................... …....................................... sentences with the correct form of
work you want to do. make, get or do. Then listen and
A text about a famous woman .............……………....…......
….......................................
.............………......………....
…....................................... check.
...……..........………......….... .............……......………….... make your own timetable.
a You can …..…….
b I’m only …..……. a few hours of work
5 Guess the meaning of the words in red from
the listening text.
a day.
c Freelance workers have to …..…….
a The problem with being a freelance worker is
CHECK their own accounts.
IN YOUR that you don’t always get regular work.
DICTIONARY d The problem with being a freelance
b You must meet the deadlines.
worker is that you don’t always
c I can choose exactly which projects to take on. …..……. regular work.
d If you are working for an organisation, they find e It can be hard to …..……. money and
the clients for you. look after my family.
e It is more sociable when you are working in an WORKBOOK
office. PAGE 29
31
LESSON 1
SB page 31 WB page 29
hours should they have to relax?
Before using the book: · Put the students into pairs to discuss
· Ask students how many hours they spend their ideas.
each day on school work, and how many
hours they spend relaxing. Do they think · Ask some pairs to share their thoughts
this is a good balance? with the class.
· How many hours a day do the students · Explain that this unit is about the balance
think people should work, and how many between work and relaxing.
98
W o r k - l i f e b a l a n c e UNIT 6
only doing a few hours of work a day.
Listening ater, as my son gets older, I’ll increase
the amount of work that I do. The
1 Check the meanings of these words in problem with being a freelance worker
your dictionary. is that you don’t always get regular
work. There are times when you can’t
Allow time for the students to find the three work hard enough to live
words in their dictionaries. comfortably. Also, it can be hard to
make money and look after my family.
UNIT 2 Invite the class to suggest sentences which
6 contain each word. Write good examples on the
board.
Narrator: 2
Speaker 2: When I was younger, I worked such
long hours that I didn’t have any time
Answers: to myself. The best thing about
accounts a record of the money that a person or freelance work is that you can choose
company has received and spent your working hours. When you don’t
freelance (adj) working independently for several have to go to an office each day, you
different companies can manage your time. ecause you’re
working for yourself, you can make
organisation an organised group of people such as a
your own timetable. But of course it
business is very important that you get the work
done on time. You must meet the
deadlines.
2 Discuss this question in pairs.
Narrator: 3
1 Ask the students to look at the pictures and read Speaker 3: When I moved away from the city I was
the question. working in, I had to make a difficult
2 Students discuss their ideas in pairs while you decision: either to find a new ob, or
go round and listen. to carry on working for the same
company, but freelance. I’m a book
3 Invite volunteers to share their ideas with the designer, so my job is one which can be
class. Tell them they can check their answers in done almost anywhere. All I need is a
Exercise 3. computer and the internet, and I can
do my job wherever I want to. I need to
travel to meetings, but I can take my
3 Listen to some freelance workers work with me. When you’re a freelance
worker, you can choose where you
talking about their work. Do the want to do your job.
speakers include any ideas which are
Narrator: 4
similar to yours in Exercise 2? peaker : I’m a freelance pro ect manager for
1 Read the question and then play the recording. a big organisation. I work on lots
of different projects. The best thing
2 Check answers as a class. about working freelance is that I can
31 choose exactly which projects to take
Answers: on. I find my own clients, so I usually
They do not work the same office hours as many people, look for the ones that provide the
they can be more flexible. You may also work in most interesting projects. The
different places and for different people. This also disadvantage of this is that you can’t
means you may not always find work. always find new clients to work with
when you are freelance. If you are
working for an organisation, they find
TAPESCRIPT the clients for you.
Narrator: 1 Narrator: 5
Speaker 1: I’m a freelance writer. I have ust had peaker : I’m a freelance accountant. I like my
my first child, so I’m too busy to go to job, but it sometimes gets lonely
work every day. What I like about working on your own. It is more
freelance work is that you can choose sociable when you are working in an
how much work you want to do. office. Also, freelance workers have to
Before my son was born, I worked very do their own accounts! For an
hard. Sometimes I worked so hard that I accountant that’s not a problem, but I
had to work until late at night. Now, I’m
99
UNIT 6 W o r k - l i f e b a l a n c e
know other freelance workers who find 6 Discuss this question in pairs.
doing their job and doing their accounts
is too difficult for them to do on their 1 Tell the students to discuss the question with
own. a partner. Tell them to note down the main
points. Go round and listen, offering prompts
if necessary.
4 Listen again and complete the table.
2 Ask some students to share ideas with the
1 Tell the students to copy the two headings class. Encourage a class discussion.
into their notebooks.
2 Students then listen while you play the 7 Focus on collocations
recording again. Read out the first sentence, completed as the
3 Put them in pairs to discuss and write example.
down the advantages and disadvantages of 2 Students complete the exercise in pairs.
freelance work according to the recording.
Go round and monitor. 3 Play the recording. Students listen and check
their answers.
4 Check answers as a class. If necessary, play
the recording again. 4 Check answers as a class.
Answers: Answers:
b doing c do d get e make/get
Advantages of freelance Disadvantages of freelance
work work
You can choose your You don’t always get TAPESCRIPT
working hours. You regular work. There are
can make your own times when you can’t work a You can make your own timetable.
timetable. You can work hard enough to live b I’m only doing a few hours of work a day.
almost anywhere. You comfortably. It can be hard c Freelance workers have to do their own
can choose which to work hard and look accounts.
projects to take on. after a family. You d The problem with being a freelance worker
sometimes get lonely is that you don’t always get regular work.
working on your own. You
e It can be hard to make money and look after
can’t always find new
my family.
clients when you are a
freelance.
100
W o r k - l i f e b a l a n c e UNIT 6
2 Complete the sentences with
words from Exercise 1.
1 Check that the students understand
UNIT the task.
Work-life
Danielbalance
Keyes 5
6 2 Students complete the sentences, then
compare their answers in pairs.
1 Match these words with their meanings.
3 Check answers as a class. Invite
a accounts 1 a group of people with a particular purpose, such as a business
b deadline 2 a date or time by which you must finish something different students to read out the
c client 3 start being responsible for completed sentences.
d freelance 4 someone who pays a person or organisation for services or advice
e organisation 5 repeated, normal or usual Answers:
f take on 6 working independently for several different organisations
g sociable
b freelance c regular d deadline
7 friendly and likes to be with other people
h regular 8 a a record of the money that a company or person has received and e take on f client g sociable
spent
h organisation
2 Complete the sentences with words from
Exercise 1.
a The company has an accountant to do the
company accounts . 3 Choose the correct verb.
b Tarek is not employed by the computer
company. He is a worker. 1 Students read the example and then
c It is good to do exercise, so I
go running every day. continue with the exercise.
d Manal has to finish the work tonight because there is an important
tomorrow morning. 2 Tell them to check in pairs. Then
e Hamdi is very tired because he decided to two new projects at work. ask different students to read out the
f My father will be late home today because he has a meeting with an important
. completed sentences.
g Your brother is very . He likes talking to everyone he meets!
h The United Nations is an important that works all over the world. Answers:
b get c make d did e did
3 Choose the correct verb.
a Before the start of the new year, the teachers work together to make/do a school f get
timetable.
b Some graduates think that it is harder to get/make work today than it used to be.
c Before I start revising, I always get/make a revision plan.
d My friend Mona did/made really well in the test last week.
4 What do you think are the
e Sami did/made a lot of work last night, but he still didn’t finish his homework! advantages and disadvantages of
f How much money did Fareeda get/do when she was working in the bank last year?
freelance work?
4 What do you think are the advantages and disadvantages of freelance work?
Refer the students to Student’s Book
page 31, Exercise 6. Remind them of
their discussions.
29 29
Tell them to plan what to write first
let them work together if they wish
WORKBOOK page 29 to. Go round and offer suggestions
where necessary.
1 Match these words with their meanings.
3 Allow time for them to write their texts. Go
1 Read out the example and check that the
round and check.
students understand the task.
4 Choose two or three students to read their work
2 Put them in pairs to complete the task. Go round
to the class.
and offer help where needed.
3 Check answers as a class. Ask different students Students’ own answers
to read out their answers.
Answers:
1 e 2 b 3 f 4 c
5 h 6 d 7 g 8 a
101
UNIT 6 W o r k - l i f e b a l a n c e
these sentences from the 1 Choose the correct word in these sentences
from the listening text.
Then listen and check your answers.
listening text. Then listen a I’m enough / too busy to go to work every day.
and check your answers. b Sometimes I worked too / so hard that I had to
work until late at night.
Read out the first sentence, completed c There are times when you can’t work hard
enough / such to live comfortably.
as the example. d I worked so / such long hours that I didn’t have
any time to myself.
e Other freelance workers find doing their
2 Tell the students to complete the task accounts is enough / too difficult for them to
individually. do on their own.
3 Play the recording for them to check 2 Choose the correct answer. ON GRAMMAR
a The exercise was so / such easy that I finished
their answers. Invite different students it in two minutes.
so / such … that; enough / too … to
b Rami is careful enough / so to make
to read out the completed sentences. very few mistakes.
• We use so or such … that and enough /
too ... to to express result.
c This soup is too / enough hot to eat.
• We use so before an adjective (without a
Answers: d The question is difficult enough / too difficult noun) or an adverb:
for the little boy to answer. That cake was so nice that I’ll have
b so c enough d such e too e It’s such / so an amazing play that you can’t another one!
miss it. They walked so slowly that they missed
the train.
f They are such / too long questions that we
don’t have time to answer them all. • We use such before an adjective followed
by a noun:
TAPESCRIPT
3 Complete the sentences with a word
from each box.
It was such a useful book that I read
it twice.
a I’m too busy to go to work every day. enough too difficult long Tarek is such a friendly person that
so such good dark everyone likes him.
b Sometimes I worked so hard that I had to • We use adjective / adverb + enough + to
work until late at night. too ………..…
a The test was ….… difficult to finish. + infinitive to mean as much or as many
as necessary. It usually has a positive
b It was not ………… ………… to see any stars in
c There are times when you can’t work hard the sky.
meaning:
Hamdi is tall and fast enough to be
enough to live comfortably. c The food in that restaurant is ………… ………… very good at basketball.
that we go every week.
d I worked such long hours that I didn’t have d It was ………… a ………… game that we didn’t
Hamdi is clever enough to answer the
difficult questions.
any time to myself. finish it until ten o’clock!
• We use too + adjective / adverb + to +
infinitive to mean more than is wanted or
e ther freelance workers find doing their 4 Now complete these sentences with a partner. necessary:
a It is so hot outside … The sea is too cold to swim in.
accounts is too difficult for them to do on b It is such an interesting book … The coffee was too hot to drink.
their own. c The sea was warm enough … • Note that not (hot / fast) enough to ...
means the same as too (cold / slow) to ... .
d The wall was too high …
WORKBOOK
e There were so many people in the room ... PAGE 30
6
1 Match to make sentences. 2 Find and correct the mistakes in
a That salad was so nice that 1 be put on the back of your car.
b It was such a long film that 2 hold 50,000 spectators.
these sentences.
c The stadium is big enough to 3 play tennis outside.
d That ladder is too long to 4 a I’ll ask the restaurant for the recipe. 1 Ask the students to read the sentences
e Today is much too hot to 5 they can push over trees. and correct the mistakes. Go round
f Elephants are so powerful that 6 some people fell asleep before the end.
and offer help where needed.
2 Find and correct the mistakes in these sentences.
a This is so an old tree that it is amazing it is still alive. 2 Check answers as a class.
This is such an old tree that it is
amazing it is still alive.
b Nobody has been to the top of this mountain Answers:
because it is dangerous enough to climb.
b Nobody has been to the top of this
mountain because it is too dangerous to
c This book is such famous that nearly everyone
has read it.
climb.
c This book is so famous that nearly
d I wanted to buy a new phone but it was too
everyone has read it.
expensive for me buy. d I wanted to buy a new phone but it was too
expensive for me to buy.
3 Rewrite the sentences with the word in brackets, to give the same meaning.
a The hat was too small. I couldn’t wear it. (enough)
The hat wasn’t big enough to wear. 3 Rewrite the sentences with the
b The boys ran very slowly. They didn’t win the race. (too)
word in brackets, to give the
c Ola is very intelligent. She passed the exam easily. (so)
same meaning.
d Hamdi is really strong. He is very good at weight-lifting. (such)
1 Allow time for the students to read
e Hana felt ill. She couldn’t come to school. (enough) the instructions and the example.
d Have you ever read a story that was too difficult to believe? What happened?
Answers:
b The boys ran too slowly to win the race.
e Is it ever cold enough to snow in Egypt? When did it last happen?
c Ola is so intelligent that she passed the
30 exam easily.
d Hamdi is such a strong man/boy that he is
very good at weight-lifting.
students to read out the completed sentences.
e Hana did not feel well enough to come to school.
Students’ own answers
4 Answer these questions.
WORKBOOK page 30 1 Allow time for the students to discuss the
questions in pairs.
1 Match to make sentences.
2 Check answers as a class.
1 Tell the students to read the example and
check that they understand the task. Students’ own answers
2 Allow time for them to complete the task
individually. Go round and offer help where
needed.
3 Check answers as a class.
Reading
103
UNIT 6 W o r k - l i f e b a l a n c e
LESSON 3 SB page 33
Reading UNIT
2 Ask volunteers to report back to the 2 ON VOCABULARY sure that they spend enough quality time with their
children.
Check the meanings of these
class. words in your dictionary. B .....…....……................................
Many people find it difficult to get the balance right
separate (v) stress (n) task between their work and their free time. Modern
Answers: technology means that some people can be at work
It is about finding a balance between work wherever they are. People can carry laptops and
phones with them at all times which means that they
and free time. 3 Read about work-life balance and
complete the missing paragraph titles.
can read their emails even in their free time. This
allows many people to have more flexible working
hours or to work from home. The problem is that
Take a break.
some companies find it so easy to contact people that
Separate work from home.
they expect them to be available for work all the time.
2 Check the meanings of these Don’t carry work around. Even people who are relaxing at home may get an
Ask for help. important call from work that they have to answer.
words in your dictionary.
C .....…....……................................
1 Write the words from the box on the Although most workers enjoy what they do, people
4 Which of the words in bold from the
article mean the following? need rest as well. Some people work such long hours
board. CHECK
IN YOUR a when two equal things are treated
that they may suffer from stress. This can lead to a
DICTIONARY as though they are equally important lack of sleep and feeling exhausted at work. People
should remember that athletes who train for a
2 Now say the words and ask the balance
…….....…
competition always take breaks, so why should they
b have an illness or health problem ……....…
students to repeat them. c making you worried and unable to relax
not do the same from work? A break can also help
to limit the number of days they need to take off
……...........................................................… because of illness.
3 Tell the students to look up the d not go to work for a period of time
D .....…....……................................
meanings of the words in their ……...........................................................…
Everyone has times when work can be difficult. If you
e keep something less than a particular
dictionaries. have a problem at work, ask your manager for advice.
amount ……..............................................…
He or she should be able to help you. This is often
f when you do not have enough of the best way out of stressful situations. It is part of
something …….........................................…
Answers: a manager’s job to help people with their problems.
104
W o r k - l i f e b a l a n c e UNIT 6
LESSON 4 SB page 34 WB page 31
UNIT
Answers:
6 1 b 2 a 3 d 4 c
Communication skills Asking for and giving reasons
1 Listen to this conversation, answer the question and do the following.
A primary school teacher,
a Who does each speaker admire? ….......................................….…
b Listen again and tick the phrases below that you hear.
LESSON 5
ON FUNCTIONS
SB page 35 WB page 32
Asking for reasons Giving reasons
Can you tell me why? (It’s) because … Communication skills
Why …? For (two / three) reasons.
Is that the reason …? To start with … 1 Listen to this conversation,
Is that why …? Firstly / Secondly, because …
What (did you choose her) for? That’s one of the reasons.
answer the question and
What’s the reason for …? Mainly because … do the following.
1 Tell the students they are going
2 Plan a talk about a woman you respect.
a Choose a woman to talk about. The person can be one of the following: to hear two girls talking about a
• someone who is living now or someone from the past. person they admire.
• someone from Egypt or from another country.
• someone you know or someone who is known by many people.
2 Play the conversations, then allow
b Complete this questionnaire about the woman you have chosen.
time for the students to discuss the
Name:
answer to part a in pairs.
Nationality:
Now or in the past? 3 Check answers as a class.
Well-known or unknown to most people?
Occupation or situation: 4 Then read part b and play the
Person’s good qualities:
Reasons why I respect this person:
conversation again. Students listen
1 and tick the phrases that they hear.
2
3 Answers:
4 Research the following a
3 Work in small groups. about a famous woman A primary school teacher, an aunt
a Take turns to describe the woman you
have chosen. Use the notes you made in Find out: b
RESEARCH
2 Give students time to complete the 2 Take notes about a famous woman.
questionnaire. Go round and monitor
while they are doing this and help Paragraph 1 (Introduce the woman you chose in the Student’s Book. Write some facts
about her and say how you know about her.)
them if necessary.
3 Work in small groups.
1 Read the instructions and put students
into groups of two or three people. Paragraph 2 Paragraph 2 (Describe the woman’s personal qualities and give examples
of things she has done which show these qualities.)
functions.
4 When all the students have spoken,
invite different groups to repeat their
conversations for the class.
3 Write your text in 100–125 words.
4 Research the following about a a Write your first draft quickly. Your style should not be too formal. Follow the notes you
made in your plan.
famous woman. b Read what you have written very carefully. Look for grammar and spelling mistakes.
Check the correct spelling in your dictionary.
1 Tell the students to carry out this c Correct the mistakes, then write the final text in your notebook.
108
W o r k - l i f e b a l a n c e UNIT 6
Assessment
Listening Task Reading Task
Target element: language from the unit Target element: language from the unit
Write these gapped sentences on the board and Tell the students to look again at the text about
ask the students to read through them. Tell the finding a balance on page of the Student’s Book.
students that you are going to play the recording Ask them to write six sentences about the text.
for Exercise on page of the Student’s Book Three of the sentences should be true and three
again. Remind them that they will hear four people of the sentences should be false. Ask the students
talking about freelance work. Tell the students to to work in pairs and tell them to give each other
complete the gapped sentences with the missing their sentences to read and decide which are true
words by listening carefully to the four speakers. and which are false. They should write T by the
(The answers are given in brackets.) sentences they think are true and F by sentences
they think are false. Afterwards, they can give the
I’m .. to work every day. too busy
sentences back for their answers to be checked.
to go)
2 Sometimes I worked …………….. I had to
work until late at night. (so hard that)
Writing task
There are times when you can’t work
…………….. comfortably. (hard enough to Target element: grammar in the unit
live) Write these sentences on the board and ask
I worked .. that I didn’t have any the students to write appropriate sentences for
time to myself. (such long hours) each. Ask some of the students to read out their
completed sentences to the class while the rest of
ther freelance workers find doing their the class listen.
accounts …………….. on their own. (is too
difficult for them to do Something that is too dif cult to do Say why
A person who is clever enough to be very
successful. Say why.
Speaking Task
A time when it was so hot that you did not
Target element: functions and vocabulary from want to do anything.
the unit A meal that was so nice that you always
remember it. Say why.
In lesson 4, students talked about ways to relax.
Now ask students to write down how they relax.
Organise the students to work in pairs and tell them
to share their ideas. Encourage them to ask for and
give reasons for why they relax this way using the
expressions from Focus on functions on page 35.
Move around and listen to the conversations. Open
it up into a class discussion and end with a vote on
the most popular way to relax.
109
Revision B
Revision B
SB pages 36-40 WB pages 33-36
LESSON 1
SB page 36
Listening Revision B
1 Discuss these questions in pairs. Listening
1 Discuss these questions in pairs.
Ask students how they find out about a What qualifications would be useful if you
the news. Give the students a few wanted to become a journalist, do you
think?
minutes to discuss the question in b What kind of news does a local newspaper
report? 4 Discuss these questions in pairs.
pairs. Write their ideas on the board. a Would you give the woman in the
Explain that in today’s lesson, they 2 Listen to a job interview. Which job does
the woman want to do and why?
interview the job? Why / Why not?
b The woman in the interview has a law
are going to listen to someone who 3 Listen again. Are these sentences True or
degree. What kinds of job would a law
degree usually be suitable for?
wants to work in journalism. False? Correct the false sentences.
c Now suggest possible occupations for
a The interview is for a new member of staff. students with the following degrees. You
False. It is for a freelance job.
2 Give students a few minutes to …......…….…..............................
b The woman who wants the job studied
can check in your dictionary.
discuss the questions in pairs. how to be a journalist at university. business studies English history
geography politics
......................................….…........................
3 Ask a few pairs to share their ideas c Her first job was on a large national
newspaper. ……....................................….…
with the class. d She only wrote news at the place where 5 Match to form two-word phrases from
the listening text, then write a sentence
she first worked. …............................…….…
using each phrase in context.
Answers: e The people at her first job liked her work
so much that she became manager.
a freelance 1 staff
a Students’ own answers ......................................….…........................
b law 2 hours
f The woman would like to get some
b Suggested: Local news, sports, weather, experience working for a large national c local 3 a journalist
newspaper. ………......................................…
etc. g The woman wants to work flexible hours
d member of 4 newspaper
111
Revision B
LESSON 2 SB page 37
Grammar
Revision B
1 Choose the correct answer. Grammar
1 Revise the use of distributives. 1 Choose the correct answer.
a There are two pens on the desk, but ……….… of them is mine.
A either B neither C both D all
2 Read the example answer. Ask the b The teacher talked to ……….… of the fifteen students while they were working.
students to do the task individually A either B every C each D both
and to compare answers in pairs. c The museum is open today and tomorrow, but I can’t go on ……….… day.
A neither B both C either D all
page 27 or the Grammar review on 2 Match a–f with 1–4 and complete with these words.
Answers: so easy
a The test was ……….… 1 that we all fell asleep before the end.
b C c C d D e A b It was ……….… delicious food 2 that nobody has been to the top of it.
c The film was ……….… long 3 to go in that box.
d It is ……….… a dangerous mountain 4 to go swimming.
2 Match a–f with 1–4 and complete e The toy is ……….… big 5 that we all asked for more.
f The sea isn’t calm ……….… 6 a that we all got a hundred percent.
with these words.
1 Read the example and make sure that 3 Rewrite these sentences using a relative clause.
a Dr Aisha Abd El-Rahman wrote in the newspaper Al-Ahram. She was born in 1913.
the students understand the task. Elicit Dr Aisha Abd El-Rahman, who was born in 1913, wrote in the newspaper Al-Ahram.
…......…….…..............................…............................................…….…..............................
the answer to b to check. b I read an interesting article. In the article, a woman argued for a more positive role for women
in society. ......................................….…...........................................................….…........................
2 Ask the students to complete the task c Florence Nightingale wanted to be a nurse. Her family did not think that this was a suitable
job for her. ......................................….…...........................................................….…......................
in pairs. d Emily Dickinson did not like to leave her home. She wrote most of her poems there. ……..….…
e Emily Dickinson was a very famous American poet. Her poems were published after her death.
3 Check answers as a class. If the ......................................….…...........................................................….…..............................
students need more help, they can 4 Complete these sentences with your own ideas.
refer back to Focus on grammar on a Primary school was a place where …
page 32 or the Grammar review on b The summer holiday last year was a time when …
c I’ve just read a book which …
page 123. d My cousins are people whose …
Answers:
e My best friend is a person who …
f The school subject that ...
b 5 such c 1 so d 2 such 37
e 3 too f 4 enough
112
Revision B
LESSON 3
SB page 38
Revision B
Revision B
2 Read the article and do the following. d What did the teacher in Britain show her? 1 Give students a few minutes to
a Check your answers to Exercise 1. ………............................................................…
discuss the questions.
b Complete the article with these words. e Why has El-Sayed travelled around Egypt?
37 38
3 Read the article again and
answer these questions.
2 Ask the students to write their answers in their 1 Encourage students to read all the
notebooks. questions before they read again,
so they know what information to
3 Encourage several different students to share look for.
their answers with the class. Accept all correct
answers. 2 Students can compare answers in pairs.
Revision B
and they like details.
Communication skills Project
1 You are going to do a survey about successful
LESSON 4
Abeer Abdelrahman q
women in Egypt.
a First, make a list of five successful women. They
can be alive now or they can be from history.
SB page 39 b Think of reasons why they are successful.
Communication skills
1 You are going to do a survey
about successful women in
Egypt. r r
Lotfia El Nadi r Rania Elwani
about these important women. 2 Work in pairs and do the following. 4 After you have heard each person’s talk,
work in pairs to summarise what you
a Compare your lists. Ask your partner why
heard. Use some of these expressions.
he or she chose these women. Use some of
2 Read the instructions and give the these expressions.
students time to write their lists. They • What did you choose her for?
• I think I can summarise the talk.
• What he’s / she’s trying to say is
should include other women, not only • Can you tell me why …? that …
the ones shown on the page. • What’s the reason for …? • I think that he / she means …
• Is that why / the reason that …? • In other words …
2 Work in pairs and do the b Listen to your partner’s questions about the
women you chose and answer using some
of these expressions. 5 Have a class vote.
following. a As a class, have a vote on who you think
is the most successful woman in Egypt.
• To start with …
1 Go through the instructions. Students • It’s (mainly) because … b When you have decided, work in pairs.
Imagine that one of you is the most
work in pairs and discuss their lists • For (two / three) reasons. successful woman in Egypt. Tell her that
she has won. The woman can respond
• Firstly / Secondly because …
using the expressions from the boxes. using some of these expressions.
114
Revision B
LESSON 5 SB page 40 WB pages 33-36
Revision B
39 40
mostly a or mostly b to each
question in the quiz? Why?
Extra reading 1 Give students time to analyse their
answers to the qui .
1 Check the meanings of these words in
2 Ask students to put their hands up if they
your dictionary. answered mostly b, then ask students if they
1 Explain to the students that in this lesson they think that they have good morals. Encourage
will read about the importance of values and them to explain why this is the case if they
morals. Ask them for examples of values and answered b.
morals.
4 Read the article about values and morals
2 Write the words from the box on the board.
and answer the questions.
3 Say the words and ask different students to
Encourage students to read the questions first
come to the board to underline the stressed
before they read the text, so that they know
syllable in each word.
what information to look for.
4 Say the words aloud and ask the students to
2 Students read the text and answer the
repeat them.
questions individually. They can compare
115
Revision B
answers in pairs.
3 Check answers as a class.
Answers:
a You start to have a responsibility for your own life,
so you are in control of your own time and choice of
career.
b They should never forget the values and morals that
their family and school have taught them.
c You should be tolerant.
d You should not feel envy.
e The best way is to work hard and be patient.
f Because it is an excellent way to meet new people and
to improve the lives of others.
g Voluntary and charitable work is rewarding.
6 Project
1 Read the instructions and make sure that
students understand the task.
2 Students can display their posters on the board
for other groups to study.
116
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c e Te s R YY
PRACTICE
Practice Test 2a 2a
TEST
33
117
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PRACTICE TEST
B Reading Comprehension
Heba had worked in nursing for many years. She was in charge of four other nurses and she
was respected by each member of staff at the hospital. It was difficult and sometimes very
stressful work. She was responsible for the health of a lot of people. However, she always
felt happy when people recovered and finally went home again. She always found this very
rewarding.
She worked such long hours that it was sometimes difficult to be sociable after work. She
usually went home and watched a film on television with her family. She found this a good
way to unwind.
It was a Tuesday morning. Heba had started work very early that day and she was doing her
regular check of the patients. She gave them their medicine and made sure that they were
comfortable. Then she went to check a new patient. He was in a private room, separate
from the other patients. He was a man who had been sent to the hospital the night before
after a bad traffic accident.
Heba looked at the man, who was unconscious when he first arrived. Heba had seen him
before. He was a famous actor who everybody in her family knew and liked. The doctor said
that he had suffered a bad head injury from the crash. He was so ill that he would have to
stay in hospital for many weeks. But something was very strange. Heba had seen him in a
film the week before. In the film, he had to go to hospital after an accident, and he had later
died. Heba didn’t want that to happen in her hospital!
34
118
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PRACTICE TEST
The Novel
35
119
GG Pr a Lc Lt i c e Te Os Ot 2 a SS SS AA RR YY
PRACTICE TEST
2a
PRACTICE
PRACTICE TEST
TEST
2a
b Answer TWO (2) of the following questions:
b Answer
b
1 Answer TWO
TWO
Why do you (2) of
(2)
think of theMichael
the
Duke following
following questions:
triedquestions:
to get rid of his brother by poisoning him instead of
1 any
Why other
do way?
1 Why do you think Duke Michael tried to
you think Duke Michael tried to get
get rid
rid of
of his
his brother
brother by
by poisoning
poisoning him
him instead
instead of
of
any other
any otherBecause
Suggested: way? it would be difficult to prove that he was responsible for the poisoning.
way?
2 If you were Rassendyll, would you agree to risk your life and replace the King? Why?
2 If
2 If you
you were Rassendyll,
wereYes,
Suggested: Rassendyll,
because would
the you
would you agree
ofto
agree
future risk
tothe your
your life
riskcountry and
and replace
life depended the
replace on King?
King? Why?
the it./No,
Why?
because
Rassendyll was
3 Why do you not
think from
that that
Rudolf country
really and
believed thathehecould beKing
was the in ainlot
theof danger.
capital city?
3
3 Why do you think that Rudolf really believed that he was the King in the capital city?
Why do you think that Rudolf really believed that he was the King in the capital city?
He started to believe it because everyone acted as though he was the King: they
smiled and threw flowers.
C Writing
C Writing
C Writing
4 Finish the following dialogue:
4 Finish the
Finish
Warda the following
following
is telling dialogue:
Samia dialogue:
about some work.
Warda
Warda is
Warda telling
is I’ve been
telling Samia
asked
Samia about some
to write
about some anwork.
article for a website.
work.
Warda
Samia
Warda 1 I’ve
I’ve been asked to write an
been asked to write an article
article for
for a
a website.
website. . What’s it about?
Samia It’s
Warda
Samia 1 That’s
1 about recycling.
fantastic/terrific .. What’s
What’s it it about?
about?
Warda 2
Samia
Warda It’s about
It’s about recycling.
recycling. ?
Samia
Samia 2
Warda I2chose
Whyrecycling
did youbecause chooseI think it’s an important subject.
recycling ?
?
Warda
Samia
Warda What I chose recycling
I choseisrecycling because
going to because I think
be in theI think it’s
article? an important subject.
it’s an important subject.
Samia Well,
Warda
Samia What it’s
What is going
is going to be
be in
a bit difficult
to intothe
the article?
explain.
article?
Warda 3
Samia
Warda Well, it’s
Well, it’s aa bit
bit difficult
difficult toto explain.
explain. ?
Samia
Warda
Samia Yes, 3
3 Can to summarise,
you summarise the article it is going to be about how people ?
? can recycle more.
Warda
Samia
Warda 4 Yes, to summarise, the article is going to be
Yes, to summarise, the article is going to be about how people about how people
? can
can recycle
recycle more.
more.
Samia For
Warda
Samia 4 Can
4 two you reasons.tellFirstly,
me why I sentthey
them asked youfor
the idea tothe
write ?it last week and they
article
?
Warda For
Warda liked
For two it. 5reasons.
two reasons. Firstly,
Firstly, II sent
sent them
them thethe idea
idea for
for the
the article
article last .
last week
week and they
and they
Samia liked liked
Whenit. it.did5 Secondly,
5 you write forbecausethem before?I have written for them before ..
Samia IWhen
Warda
Samia When
wrotedid did you
an you write
article for
lastfor
write them
year.
them before?
6 before? .
Warda
Samia I wrote
Well, I’m an article
looking last year.
forward 6
to reading it!
Warda I wrote an article last year. 6 I'm really looking forward to writing this one ..
Samia Well, I’m looking forward
Samia Well, I’m looking forward to reading it! to reading it!
5 Write a paragraph of about ONE HUNDRED AND TWENTY (120) words on ONE (1)
5 of the a
Write
Write
of
afollowing:
paragraph of
paragraph of about
about ONE ONE HUNDRED
HUNDRED AND AND TWENTY
TWENTY (120) (120) words
words on on ONE
ONE (1)
(1)
of athe
a the following:
following:
sport that you enjoy doing or watching
a
b sport
sport that
a a famous woman
that you
you enjoy that doing
enjoy or
or watching
you respect
doing watching
b a famous woman
b a famous woman that you respectthat you respect
6 A Translate into Arabic:
6 A Translate
A
1 Translate
Egyptian women into Arabic:
into Arabic:
have always played a vital role in development projects.
1
1 Egyptian
Egyptian women
women havehave always
always played
played a
a vital
vital role
role in
in development
development projects.
projects.
2 ويرtheir
It is important for people to separate التworkمشروfromيويtheirدورا
home ري
life. ال ال م لع دا
2
2 It is
It is important
important for
for people
people to
to separate
separate their
their work
work from
from their
their home
home life.
life.
ة بلي ي هم ال لهم وبي بي ال م ال هم ن يف
B Translate ONE (1) sentence only into English:
B Translate
B
1 Translate ONE
ONE (1)
(1) sentence
sentence only
only into
into English:
English:
لي له ا املشكلة هلة ك ا
1
لي له املشكلة هلة
1
ا ك ا
2 Fortunately, the problem was very easy for my brother to solve.
التعلي ية والتك ولو ية ا ي ة ي الو ت ت امل ار ب و
2
2 ية التعلي ية والتك ولو ية ا ت ت امل ار ب ي الو و
Schools will enjoy all the modern educational and technological media.
36
36
36
120
GG LL OO SS SSPr a c t Ai A
c e Te s tRR
2 b YY
PRACTICE
Practice Test 2b 2b
TEST
37
121
GG Pr a L
c Lt i c e Te Os Ot 2 b SS SS AA RR YY
PRACTICE TEST
2b 19 Imad hit his head and became , but he is feeling much better now.
a uncommon b uncertain c unconscious d unhealthy
20 This is an exciting book that I don’t want to stop reading it!
a such b enough c so d too
21 Mariam has always been good with money and does the for a large
company in Cairo.
a accounts b accountants c achievements d activities
22 Jomana, is good friends with my sister, is really good at tennis.
a who b whose c what d which
23 Yunis was ill last year and had to take a lot of time work.
a from b in c on d off
24 This is the hotel I stayed when I was young.
a which b what c where d when
25 Fatma and Mona are very good friends and never like to be .
a helpful b separated c obeyed d together
26 This is a book the hero travels to space.
a which b where c in which d at which
27 Mustafa is always very and likes to talk to everyone!
a social b sociable c socially d sociably
28 Saturday, we always play football, is always a busy day for me.
a that b when c where d what
29 I think that parents should the amount of time that children play
computer games, because the games are bad for them.
a increase b recycle c recover d limit
30 Maya the fruit carefully before she bought it.
a had checked b checks c has checked d checking
B Reading Comprehension
In my project, I have to write about three powerful women in history. It is not easy to decide
who to write about because there have been many important women! However, I’m going
to start with Hatshepsut, who was ruler of ancient Egypt for longer than any other woman.
She was the daughter of Thutmose I. During her time as Pharaoh, she helped to build many
important buildings, started trade with new countries and won some important wars. She
died in around 1458 BCE. Archaeologists did not know very much about Hatshepsut until
the nineteenth century. This might be because pictures and sculptures of the Pharoah show
her as a man.
Next, I want to write about Emperor Wu Zetian. Wu Zetian had a good education. She was
ruler of China in the first century CE and helped to improve Chinese people’s education. Wu
Zetian, who died at the age of 80, also helped to improve China’s agriculture. In that way,
there was enough food for everyone to eat. She is impressive because she is the only woman
in China to have ruled as an Emperor.
Finally, I will include Britain’s Queen Victoria who ruled from 1837 to 1901. She was a
respected Queen for 63 years at a time when Britain was the most powerful country in the
world. She was also a wife and the mother of nine children. The Queen insisted on a law to
stop people using slaves in 1838. She was also responsible for reducing the number of hours
that people had to work in factories.
122
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PRACTICE TEST
2 How do you think that Wu Zetian’s education helped her to be a good ruler?
2b
PRACTICE TEST
2b
2 How
a Shedolearned
you think
howthat
toWuhelpZetian’s education
other people. b helped her to
She could be awith
trade good ruler?
other countries.
ac She
Shelearned how to
knew about art.help other people. b dSheShecould trade
could win with
wars.other countries.
3 cHow
Shedid
knewWuabout
Zetianart.
make sure that people d had
She enough
could win
towars.
eat?
3 How did Wu Zetian make sure
a She helped people’s education. that people had enough to eat?
b She improved farms.
ac She
Shehelped
openedpeople’s
shops. education. b dShe
Sheimproved
opened farms.
factories.
c She opened shops.
4 What is the main idea of the text? d She opened factories.
4 What is the should
a Women main idea
be of the text?
rulers. b Women can do great things.
ac Women should be rulers.
Women were usually successful in the past. b Women can do great things.
c Women were usually successful in the past.
d You can trust women.
d You can trust women.
5 What does the underlined word this refer to?
5 What does the underlined word this refer to?
a Why archaeologists did not know very much about Hatshepsut.
a Why archaeologists did not know very much about Hatshepsut.
b Why Hatshepsut died.
b Why Hatshepsut died.
c Why people thought Hatshepsut was a man.
c Why people thought Hatshepsut was a man.
d Why people painted pictures of Hatshepsut.
d Why people painted pictures of Hatshepsut.
6 What do you think the word Emperor refers to?
6 What do you think the word Emperor refers to?
a someone’s name b a part of China
a someone’s name b a part of China
c the name of a book d the title of a ruler
c the name of a book d the title of a ruler
7 Which three women does the writer choose to write about?
7 Which three women does the writer choose to write about?
Hatshepsut, Wu Zetian and Queen Victoria
8 Do you agree with the choice of these three women? Why/Why not?
8 Do you agree with the choice of these three women? Why/Why not?
Suggested: Yes, because they were all important rulers. / No, I think other women have
been more powerful in history, for example Cleopatra.
99 What
Whatwere
were33of
ofHatshepsut’s
Hatshepsut’saccomplishments?
accomplishments?
She helped to build important buildings, started trade with other countries and won important wars.
10 Give
10 Giveaasuitable
suitabletitle
titlefor
forthis
thispassage.
passage.
Suggested: Three great women from history
The Novel
The Novel
33 aa Choose
Choosethe
thecorrect
correctanswer:
answer:
11 Why
Whywasn’t
wasn’tRassendyll
Rassendyllasassick
sickasasthe
theKing
Kingwas?
was?
aa HeHewas
wasstronger
strongerthan
thanthe
theKing.
King. b bHeHe did
did not
not eateat
thethe same
same food
food as as
thethe King.
King.
cc HeHedid
didnot
noteat
eatasasmany
manycakes
cakesasasthe King. d dHeHe
theKing. knew
knew what
what waswas planned
planned forfor
thethe King.
King.
22 How
HowdoesdoesRassendyll
Rassendyllfeelfeelabout
aboutpretending
pretendingtotobebethe theKing?
King?
aa HeHeisislooking
lookingforward
forwardtotoit.it. b bHeHefeels
feels nervous.
nervous.
cc HeHefeels
feelsconfident.
confident. d dHeHeloves
lovesit.it.
33 What
Whatwas wasthe thecity
cityofofStrelsau
Strelsaulike?
like?
aa ItItwas
wasmodern.
modern. b bIt Itwas
was very
very old.
old.
cc ItItwas a mixture of old and new buildings. d It was
was a mixture of old and new buildings. d It was very poor. very poor.
44 Why
Whydo doyouyouthink
thinkthat
thatRassendyll
Rassendyllwas wasafraid
afraidwhen
whenhehe saw
saw Antoinette
Antoinettedede
Mauban
Mauban onon
the
thebalcony?
balcony?
aa Because
Becausehe hethought
thoughtthat thatshe
shemight
mightrecognise
recognisehim. him.
bb Because she recognised
Because she recognised him. him.
cc Because
Becauseshe shewanted
wantedtotomarrymarrythe theKing.
King.
dd Because
Becauseshe sheknew
knewthat thathe
hewaswasnotnotthe
theKing.
King.
bb Answer
AnswerTWO
TWO(2)(2)of
ofthe
thefollowing
followingquestions:
questions:
11 Why
Why do you think that Fritz and Sapt lockedupupJohann’s
do you think that Fritz and Sapt locked mother
Johann’s with
mother thethe
with King?
King?
Because she saw them carrying the King out of the room and they probably are not sure if they can trust her.
39 39
123
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PRACTICEUNIT
TEST
2b5
2b
PRACTICEUNIT
TEST
5
PRACTICEUNIT
TEST
2b5
PRACTICE TEST
UNIT
PRACTICEUNIT
TEST
2 Why do you think that Sapt told Rassendyll the history of the King’s life?
2 Why do you think that Sapt told Rassendyll the history of the King’s life?
2b5 2 Sapt
I think
3
2
Why told
Was
Why
do you
do
himthink
you
thatifSapt
because
Rassendyll right
think not
that
told Rassendyll
Rassendyll
to bear
Sapt told
is goingthe
responsibilities
Rassendyll the
history
to be of the
the King
in England?
history of
forKing’s
theWhy?
King’s
life?he needs to know how to act.
a while,
life?
2
3 Was Rassendyll right not to bear responsibilities in England? Why? life?
Why do you think that Sapt told Rassendyll the history of the King’s
3 Was RassendyllHe
Suggested: right
didnot to bear
not haveresponsibilities in England? Why?
to bear responsibilities because he comes from a
C Writing
3
3 Was
rich
Was Rassendyll
family, right
Rassendyll not
not to
but this
right bear
tohas responsibilities
bearmade him lazy.
responsibilities in England?
in In Why?
Ruritania
England? Why? he is starting to learn that
C Writing
it is important to bear responsibilities for people to have a better life.
4
C
4
Finish the following dialogue:
Writing
Finish the following dialogue:
C Writing
Ramy and Shady are talking about a friend who has a new job.
C Writing
4 Finish the following dialogue:
Ramy and Shady are talking about a friend who has a new job.
4
4
Ramy
Finish
Ramy and
Finish
Ramy
Ahmed
the
the
has gotdialogue:
following
Shady aregot
following
Ahmed has
a new job at the bank in Damietta.
talking
dialogue:
a new about a friend
job at the bankwhoinhas a new job.
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? is
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Ramy 6 He knows Damietta very well, too. Look. This is the
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Ramy Yes. very To paraphrase, it means that he is in charge of business accounts.
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6 long. ?
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Ramy 6
6 Can you paraphrase that ?
? ofTWENTY
5
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HUNDRED
AND
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(120) words on ONE
(120) words on ONE
Ramy Yes. To paraphrase, it means that he is in charge of business
(1) of Yes.
the To paraphrase,
following: it means that he is in charge of business accounts.
accounts.
5 (1) of the
Write an following:
email to your friend of ONE HUNDRED AND TWENTY
Your name is Gehad. Your friend’s name is Shams. His/Her address is Shams@newmail.com. (120) words on ONE
5
5 (1)
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address is (120) words
words on
on ONE
Shams@newmail.com. ONE
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(1) ofname
the is Gehad.
following: Your friend’s
a the important role of women in society name is Shams. His/Her address is Shams@newmail.com.
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Students' own answers
6
6
A
A
Translate into Arabic:
Translate into Arabic:
1 In 2003, Dr Karimat El-Sayed won an award as one of the world’s best scientists.
6 A
1 Translate
In 2003, Drinto Arabic:
Karimat El-Sayed won an award as one of the world’s best scientists.
6
6 A
1
A Translate
In 2003, into
Dr Arabic:
Karimat
Translate into Arabic: El-Sayed won an award as one of the world’s best scientists.
2
1 The2003,
In problem
Dr with freelance
Karimat El-Sayed work
won is that you as
don’t always get regular work.
1
2 In
The2003, Dr Karimat
problem with freelance wonisan
El-Sayedwork award
anthat
awardyou as
one of
of the
onealways
don’t
world’s
the get
world’s best scientists.
bestwork.
regular scientists.
2 لم لع ب العل م ة كوا زة ب
The problem with freelance work is that you don’t always get regular work. ي ال ال كتورة كري ز
2
2
B The
The problem
Translate ONE
problem with
(1)freelance
with sentence
freelance work
onlyis
work that
is into you
you don’t
don’t always
that English: always get
get regular
regular work.
work.
B
1
Translate ONE (1) sentence ب ت only ل into
شكلة الع الن رالعب ل كعةوا مرصي
English: ال
علم ن و ت
B
1 Translate ONE (1) sentence only into English: ن الع ك وا مرصي علم ن و
B
B
1 Translate
Translate ONE
ONE (1)(1) sentence
sentence only
only into
into English: ن الع ك وا مرصي
English: علم ن و
وا ف
مرصي الع كي ا
من ن ي املك ن
علم نناا وو ا رت
2
1
1
2
مرصي
وا فالع كي ا
من ن ي املك ن ا رت علم
2 فwere
Do you know that the first dentists in the world ي اEgyptian?
م ني ا املك ن ا رت
2 يي اا فف مم نن يي املك نن ا
ا املك رت
اا رت
2
Look / Watch out! This place is too deep for children to swim in.
40
40
40
124
40
40
UNIT 7 REACH FOR THE STARS
SB pages 41-45 WB pages 41-44
Objectives
UNIT
Listening
Reach for the stars 7 istening for specific information and
for detail
OBJECTIVES Listening Listening for specific information and for detail
a
Grammar Passive forms: present, future and infinitive
Reading Reading for gist and for specific information
Critical thinking Understanding the benefits of technology
Functions Agreeing and disagreeing Grammar
Writing Writing an essay expressing opinions
Passive forms: present, future and
Listening b
infinitive
1 Discuss this question in pairs.
What do you think reach for the stars means?
5 ON REACH The verb reach can mean different things depending on the
context. Match these uses of reach with their meanings.
WORKBOOK
1 c It takes six hours to reach the Space Station. a get to a particular level PAGE 41
2 The baby is reaching towards the vase of flowers. b move your hand to touch something
3 That ladder can reach the top of the wall. c arrive at a place
4 Temperatures in the desert can reach 50ºC. d be long enough to get to a place
41
LESSON 1
SB page 41 WB page 41 • Ask a student from each group to stand up
and read out the group’s list.
Before using the book: • Explain that this unit is about technology,
• Put the students into groups of four or and in particular, space technology.
five. Tell them to make lists of all the
inventions they can think of from the last
hundred years, for example T , radio, and
computers.
125
UNIT 7 R e a c h f o r t h e s t a r s
Listening T A P E S C R I P T
1 Discuss this question in pairs. Interviewer: Thank you for coming into the studio
this morning. Could you start by telling
Tell the students to look at the three pictures the listeners what you’re doing this
on the page and to describe them. week?
Ask the students to discuss the question in Astronaut: Well, this is a very special week for me.
pairs. Tomorrow afternoon, I’m being taken
with two other astronauts to a secret
Check answers as a class. location. The spaceship launches at
Answers: 7.50 the next evening.
It literally means put your hand out to try and touch the Interviewer: How exciting! How long does it take to
stars, but here the phrase means try and go to space, reach the Space Station?
where the stars are. Astronaut: It takes about six hours. I’m really
looking forward to it.
2 Check the meanings of these words and Interviewer: What is your mission, exactly?
phrases in your dictionary. Astronaut: There are two or three little things
Write the words from the box on the board. that need to be looked at on the
International Space Station, but the
Now tell the students to look up the words in main problem is the temperature
their dictionaries. control system. We think there may be a
leak of some kind.
When they have done this, explain that you
are going say the meaning of one of the Interviewer: Is that a problem?
words in English and they must say which Astronaut: We don’t think so. We think it will be
word you are describing. repaired quite quickly.
Example: Interviewer: Is it a difficult ob?
Teacher: An important job that someone has Astronaut: No, not particularly, but we’ll almost
been given to do. certainly need to spend some time
Students: Mission working outside.
Interviewer: Do you mean a space walk?
Continue in this way with all the words.
Astronaut: Yes, maybe, but we won’t know until
Answers: we’re there. Then all the e uipment will
launch send a spaceship into the sky be examined.
leak (n) a small hole that liquid or gas gets out
Interviewer: Isn’t that really dangerous?
through
mission an important job that someone has been Astronaut: Not really. We’re given a lot of training.
given to do We’re told exactly what to do in these
weightless having no weight, especially when you are situations when we will be weightless
in space.
floating in space
Interviewer: How long will you be in space for?
3 Listen and answer these questions. Astronaut: We’ll probably be there for about five
or six days. It depends on how serious
Ask the students to read the questions the problems are.
and explain that you are going to play the
Interviewer: I’m sure you’ll be interviewed by a lot
recording. of journalists after your mission, but
Tell them to discuss their answers in pairs. we’d love to talk to you again when you
get back!
Check answers as a class.
Astronaut: I’d be happy to.
Answers:
b The two speakers are the interviewer and the Interviewer: Thank you.
astronaut.
c The astronaut is going to go to the International Space
Station.
126
R e a c h f o r t h e s t a r s UNIT 7
5 Focus on reach
Read the instructions and put the
students into pairs to do the matching
UNIT task.
Reach for the stars 7 Check answers as a class. Ask which
of the definitions matches the use of
1 Complete the sentences with two or more answers. reach in the unit title (c).
a tap a new ship car for damage a rocket a patient a plastic cup
Answers:
a You can launch a new ship and a rocket.
b d a
b You can examine
c You can get a leak in
2 Complete the sentences. (You do not need one word.) WORKBOOK page 41
astronaut examined launch
leak missions repair 1 Complete the sentences with two
secret space walk system
or more answers.
a The car stopped because there was a
leak in the petrol tank. Tell the students to use two answers
b Our air conditioner has broken down,
but someone is coming to
from the box to complete each
it tomorrow. sentence.
c The doctor me carefully before he gave me the medicine.
d Computer passwords should always be . You should never tell anyone. Check answers as a class.
e The astronauts went on a two-hour to replace a broken part.
f Some drivers have a sat-nav in their cars to help them find directions. Answers:
g The rocket is going to reach the moon on Tuesday. Everyone watched it on TV.
b a car for damage and a patient.
h Space can take several years.
c a tap and a plastic cup.
3 Match to make sentences.
a It took them nearly an hour to reach
b He was too small to reach
c Egypt reached the final
2 Complete the sentences. (You do
d Temperatures on the planet Saturn can reach not need one word.)
e The firefighter used a ladder to reach
Tell the students to read the gapped
1
2
minus 168°C.
the top floors of the flats.
sentences and use a word from the
3 a the top of the mountain.
box to complete each sentence.
4 of the Africa Cup of Nations Explain that there is one word in the
in 2017.
5 the cupboard door.
box that they do not need.
Check answers as a class.
41
Answers:
b repair c examined d secret
4 Listen again and choose the correct e space walk f system g launch
answers to these questions. h missions
Tell the students to read through the questions.
Explain you are going to play the recording 3 Match to make sentences.
again. The students should listen and answer the Read the example answer and make sure that
questions. students understand the task.
Ask them to compare their answers in pairs. Ask the students to complete the task in pairs.
Check answers as a class. You can play the Invite some students to read the completed
recording again if necessary. sentences aloud.
Answers: Answers:
b C c A d d e a c b
127
UNIT 7 R e a c h f o r t h e s t a r s
answers in pairs. Check answers as a d Scientists will probably build a new space • The passive is formed using the verb be in the
same tense as the active verb, followed by the
station in the future. ….....................….…
class. e They will send many astronauts from
past participle.
many countries into space. …...…..........… • Present simple passive (am / is / are + past
participle):
Answers: f They could fly into space in special
rockets. …..........................................….…
(active) We always take the bottles for
recycling. (passive) The bottles are always
b There are two or three little things that need taken for recycling.
to be looked at. assive infinitive 3 Choose the correct verbs to complete • Present continuous passive (am / is / are + being
these sentences. + past participle):
c Then all the equipment will be examined. a The hotel rooms will decorate / (active) The chef is preparing lunch now.
will be decorated next month. (passive) Lunch is being prepared now.
Future passive • Future simple passive (will + be + past participle):
b The internet is using / is used
d We’re given a lot of training. Present everywhere. (active) The teachers will mark the exams
tomorrow. (passive) The exams will be
c My car needs to be repaired / to repair.
simple passive marked tomorrow.
d Let’s hurry; the plane is going to take /
• Passive infinitives (be + past participle) are used
e We’re told exactly what to do in these be taken off.
after modal verbs and going to:
e A lot of fast food is sold / sell every day. (active) We could see many tourists in the
situations. Present simple passive pool. (passive) Many tourists could be seen
4 Correct the underlined verbs. in the pool.
f I’m sure you’ll be interviewed by a lot is spoken
a English speaks everywhere. …...…....… (active) The government is going to build a
new road. (passive) A new road is going to
of journalists after your mission. Future b Is the exercise doing now? …..............….… be built.
c I think fewer letters will write in the • If we want to say who or what did the action,
passive future. …...…............................................… we use by:
d School rules have to follow. …............….… I think the new park will be used by WORKBOOK
all the children in the area. PAGE 42
e Could your maths problem solve? …...….…
passive.
Before students do the task, go
through the Focus on grammar box e any astronauts from many countries will be sent
with the class and answer any questions. into space.
f They could be flown into space in special rockets.
Read the example answer in Exercise and
make sure that the students understand the task.
3 Choose the correct verbs to complete
Students work in pairs to change the active
these sentences.
sentences into the passive.
Tell the students to read the sentences carefully
Check answers as a class. If students need more
and to choose the correct verb for each.
help, they can refer to the Grammar review on
page . Put the students into pairs and ask them to
compare their answers.
Answers:
b A lot of photos are being taken of the astronauts. Check answers as a class.
c A lot is always learned from space missions.
Answers:
d A new space station will probably be built (by
b is used c to be repaired d take e is sold
scientists) in the future.
128
R e a c h f o r t h e s t a r s UNIT 7
WORKBOOK page 42
UNIT
d What could be done in your area to make it safer for young children? Answers:
b He will be told where to park the car when
42
he gets there.
c The amount of energy we use every year
4 Correct the underlined verbs. must be reduced.
Explain to the students that the underlined verbs d ore electric cars are being sold than last year.
are incorrect. They need to correct them, as in e eat should be cooked well before it is eaten.
the example. f The animals are fed every morning.
g The windows are going to be cleaned today.
Give students a few minutes to complete the
task individually.
Ask some students to read out their answers. 3 Complete the sentences with the correct
passive form of the verb in brackets.
Answers:
b being done c be written d be followed
Tell the students to read the sentences and
e be solved
do the task individually. They can compare
answers in pairs.
Check answers as a class.
129
UNIT 7 R e a c h f o r t h e s t a r s
Answers:
b are sold c are being developed
d are going to be built e be taken UNIT
7
Space
Reading
4 Answer these questions.
Explain that all the questions use the
passive form. Ask the students to
1 ON VOCABULARY
holidays
Check the meanings of these words 20 July 2019 is the 50th anniversary of
work in pairs to ask and answer them. and phrases in your dictionary.
a man first walking on the moon. Now a
anniversary distance giant representative for the World Tourism
Go round and monitor as they are gravity hopeful horrible Organisation predicts that, in the next
ten years, people will be taken into space
working and make sure they are using representative side effect
spin (v) tourism for their holidays. They will be flown in a
the passive forms correctly. spaceship to a space station which will orbit
the earth at a height of 320 kilometres – that
is about the same as the distance from
Ask a few students to demonstrate Cairo to El-Minya. The space station itself will
2 Read the article quickly to find the
their questions and answers to the answers to these questions. be like a giant spinning wheel that looks
like a bike wheel. There will be two special
class. a Why is 20 July 2019 an important date?
It is the 50th anniversary of a man first
..............................................…..................
areas: one with gravity like earth and one
walking on the moon.
..............................................….................. with zero gravity for weightless sports.
130
R e a c h f o r t h e s t a r s UNIT 7
side effect the bad or unwanted effect something
UNIT
such as medicine has on your body
turn round and round very quickly
7 spin (v)
tourism when people travel to a place on
holiday
131
UNIT 7 R e a c h f o r t h e s t a r s
the text again. e What kind of side effects do you think astronauts have
suffered in space? …...….....................................…...........
f What do you think the earth looks like from a height of
Check answers as a class. 320 kilometres? …...….....................................…..............
they can see (e.g. an astronaut, a c It is very sad that there are many
…...….......… people living in the city.
space ship, earth). Write their ideas SKILLS FOR LIFE d I don’t like this sandwich. It is
completely …...….......… .
on the board. e My tooth hurts. It is really …...….......… .
It is important to understand new
f The car can go very fast. It is extremely
Tell the students to read the quotation. technology because most jobs will
expect you to use it. …...….......… .
WORKBOOK
Ask them to explain what it means. PAGE 43
44
Tell the students to read the two
questions and answer them in pairs.
Check answers as a class. Put the students into pairs and tell them to
discuss questions a and b.
Suggested answers:
a It showed that we could send people into space and Check answers as a class. There are many
onto other planets. possible answers.
b Suggested: They want to understand space. aybe
they want to find oil or important rocks on other
planets to make money. Skills for life
Read the Skills for life box as a class. o the
3 Discuss these questions in pairs. students agree with what it says iscuss as a
class.
These questions encourage the students to
think and talk about technology. Tell the
students to look at the list and to think of all the 4 Focus on the suf x -ful and –less
technologies that are related to these areas of Go over part with the class. Point out that the
life. Write their ideas on the board. word stress falls on the first syllable when you
add these suffixes.
132
R e a c h f o r t h e s t a r s UNIT 7
words. Explain that there is one word
UNIT
and one definition which they do not
7 need.
1 Match these words with their meanings. (You do not need one word and one
meaning.)
Check answers as a class.
a anniversary 1 very bad or unkind
b distance 2 the business of providing tourists with places to stay, Answers:
things to do etc.
b c d e
c giant 3 the amount of space between two places
d gravity 4 a a date that is remembered because something
f 9 g 7 h 2
important happened
e horrible 5 an unexpected result of an activity
f representative 6 what makes objects fall to the ground 2 Answer the questions about
g spin 7 turn around and around very quickly
h tourism 8 very big
Exercise 1.
i weightless 9 someone who is chosen to do things, speak etc. for
someone else Ask the students to read the questions
and write their answers.
2 Answer the questions about Exercise 1.
a Which word has no written meaning?
b Write the meaning for this word.
Put the students in pairs to compare
c Which meaning does not match any of the words? their answers.
d Write the word which matches this meaning.
Check answers as a class.
3 Complete these sentences with
some of the words from Exercise 1.
a The moon has less gravity
Answers:
than the earth, so you could jump a weightless
much higher there.
b Today is the 50th
b having no weight
of when my grandparents were
married!
c an unexpected result of an activity
c is very important d side effect
for Egypt, so we should always
welcome visitors.
d The between Cairo
and London is 3,500 kilometres. 3 Complete these sentences with
e When you are in
space, it must be very difficult to some of the words from
stand still.
f Some basketball players can
Exercise 1.
the ball on one finger!
Explain that the students need to use
4 Complete these sentences with the suffix -ful or -less.
a word from Exercise to complete
a This phone doesn’t work. It is completely useless .
b Ahmed worked really hard for the exam. We are hope that he has done very well. each sentence.
c I told my little brother not to worry, because when the dentist looks at your teeth, it is
pain . Check answers as a class.
d My grandfather was ill, but the doctor gave him some power medicine and now
he feels fine. Answers:
43
b anniversary c Tourism d distance
e weightless f spin
Students can do part in pairs.
Ask some students to read out the completed 4 Complete these sentences with the suf x
sentences. -ful or -less.
Answers: Read the example sentence and tell the
b useful (powerful is also possible) students to write the correct suffixes.
c homeless d tasteless e painful
f powerful Put the students in pairs to compare their
answers.
Ask some students to read out their
WORKBOOK page 43 sentences to the whole class.
1 Match these words with their meanings. Answers:
(You do not need one word and one b hopeful c painless d powerful
meaning.)
Tell the students to match the definitions and the
133
UNIT 7 R e a c h f o r t h e s t a r s
Tell the students to read the [1 = strongly agree / 2 = agree / 3 = don’t know / 4 = disagree / 5 = strongly disagree]
A Modern technology has improved everyone’s lives. 1 2 3 4 5
questionnaire and ask them to B Some people have benefited more from modern technology than others. 1 2 3 4 5
underline any unfamiliar vocabulary. C Computers, mobile phones and satellite technology have made people happier. 1 2 3 4 5
Help them with any difficult words. D We should spend more money on education and health and less on new technology.
E Instant communication by satellite technology is a good thing.
1 2 3 4 5
1 2 3 4 5
Put the students into pairs. Explain I’m not (so) sure. 4 Research the following
That’s (just) not true. about space technology
that they must compare their answers
to the questionnaire. Tell the students Find out:
RESEARCH
expressions. PAGE 44
45
Assessment
Listening Task Reading Task
Target element: listen and react to opinions Target element: revise the main text from the
unit
Tell the students to think about one important piece
of technology that has been invented in the last Tell the students to read the text Space holidays
hundred years. Ask them to write a sentence about on Student’s Book page again. Now explain
that technology. that you are going to read out some sentences (see
Example: below) about the text. If the students think the
sentences are true they must stay seated, but if they
Cars are the most important invention in the think they are false they must stand up.
last hundred years.
When students stand, ask one of them to say why
Now put the students into groups. Each student they think the sentence was false.
reads out their sentence to the group. The others
say if they agree or disagree, and explain why. July 2000 was the 50th anniversary of a man
first walking on the moon. alse, it was
Example: People often have holidays in space. (False,
Student : Cars are the most important although they might in the future)
invention in the last hundred years. Astronauts can suffer from horrible side effects.
Student : I completely disagree. I think they (True)
have created many problems for us. One of the fun things about going into space is
that you become weightless. (True)
Student : I disagree too. I think the computer
is more important. Holidays in space are very cheap. (False, they
are expensive)
Target element: practise and use some of the Target element: revise and use the vocabulary
key vocabulary and grammar from the unit and grammar from the unit
Tell the students to imagine that they are in the Ask the students to plan a brochure advertising
government. Ask them to think about how they holidays in space. Tell them to describe what needs
want to spend the government money. Tell them to be done before people go, and what will or could
to think of things like transport, communication, be seen when they go into space. Remind them
health, education, work and housing. Give them also to think carefully about the tenses they use and
time to make notes. Now put them into groups. encourage them to use passive forms.
Tell them to explain to each other how they want to
spend the money. The other students in the group ove around the class and help the students.
must say if they agree or disagree, and why. Finally, ask one or two of the students to read out
their brochures to the class.
Example:
Student : I want to spend the money on
education. We need more schools
and we need more teachers.
Student : I disagree. I want to spend the
money on transport. We need more
trains and buses in the cities.
136
ARTHUR C. CLARKE :
UNIT 8 2 0 0 1 : A S PACE O D YS S EY
SB pages 46-50 WB pages 45-48
Objectives
UNIT
Arthur C. Clarke: Listening
8 2001: A Space Odyssey istening for specific information and
listening for detail
OBJECTIVES Listening Listening for specific information and listening for detail
Grammar Past passive and present perfect passive forms
Reading Reading for gist, reading for detail and guessing the meaning of words
Critical thinking Appreciating science fiction; understanding the importance of exploration
Functions Talking about advantages and disadvantages
Grammar
Writing Writing about the history of space travel
Past passive forms
Listening
1 Discuss these questions in pairs. Reading
a What kind of books do you like to read?
b Do you prefer books about facts or fiction?
Reading for gist reading for detail and
Why?
guessing the meaning of words
2 ON VOCABULARY
Critical thinking
Check the meanings of these
words in your dictionary.
5 Discuss these questions in pairs.
Appreciating science fiction
a Have you watched 2001: A Space Odyssey?
consultant director physics b Which science fiction films have you seen?
What did you think of them?
understanding the importance of
radar technician foundation
c Do you know any science fiction stories that exploration
have come true? What happened?
LESSON 1
SB page 46 WB page 45 • Ask them to share their ideas with the class.
• Explain that in Unit , they will be learning
Before using the book: about a famous writer who wrote about
• Ask the students to think about a story or a people travelling into space.
film in which people went into space. What
happened Put the students into pairs or
small groups to tell each other about their
story or film.
137
UNIT 8 A r t h u r C . C l a r k e : 2 0 0 1: A S p a c e O d y s s e y
Listening
TAPESCRIPT
1 Discuss these questions in pairs.
Narrator: Today, I’m going to give a talk about one
Put the students into pairs to discuss the
of the most famous writers of science
two questions. Go round and listen, offering fiction: Arthur . larke. e was born in
prompts if necessary. ngland in , the son of a farmer. e
Ask some pairs to report their ideas to the class was always interested in science, but his
father died and his family did not have
and encourage a short class discussion. much money, so larke had to find work as
Students’ own answers soon as he finished school. e got a ob
with the government, although he wrote for
science magazines in his free time.
2 Check the meanings of these words in He was able to develop his skills in science
your dictionary. during the Second World War, when he
worked with radar. This system was
Write the words from the box on the board. being used for the first time, to help planes
to land. Many science articles by Clarke
Say the words and ask different students to had been published in magazines before
come to the board to underline the stressed the war ended. He predicted satellite
syllable in each word. television in one article. Later, his science
fiction stories were also published in
Say the words aloud and ask the students to magazines.
repeat them. Clarke decided to go to university after
Tell the students to look up the meanings of the the war and he graduated in maths and
words in their dictionaries. physics. He became the editor of a science
magazine and continued to write articles
Answers: and stories. Many of his stories were
consultant someone with a lot of experience in a about people travelling into space in
subject whose job is to give advice about it rockets. Soon he was famous as a writer
director someone who gives instructions to actors and also as a scientific consultant.
and other people in a film Scientists and technicians knew that Clarke
physics the science that deals with the structure of could be asked about spaceships and
objects and substances satellites, and he was happy to talk about
his ideas.
radar a method of finding the position of things
In , larke was asked to work on a
such as planes by sending out radio waves
film for the famous director tanley
technician someone who does practical work Kubrick. The director wanted to make a
connected with science or technology film of one of larke’s short stories. This
foundation a base idea or belief that something is became : A pace dyssey. The film,
based on. about travelling far into space, has been
watched by many millions of people since
it was made in .
3 Listen to a talk about the science After a serious illness, Clarke was in a
ction writer Arthur C Clarke wheelchair for many years and he died
What is he famous for, as well as his in , but he is remembered as a great
writing? scientist as well as a writer. The Arthur
C Clarke Foundation has promoted the use
Explain that the photograph shows Arthur C. of technology to improve the quality of life
Clarke. Ask the students if they know anything in developing countries, and there are now
about him or his stories. parts of space that have been named after
him.
Play the recording. Students listen and answer
the question.
4 Listen again and choose the correct
Check answers as a class.
information.
Answers:
Encourage the students to read through the
He was also famous for being a scientist scientific
sentences carefully before they listen again,
consultant.
so they know what information to listen for.
138
A r t h u r C . C l a r k e : 2 0 0 1: A S p a c e O d y s s e y UNIT 8
Students’ own answers
2001: A Space Odyssey 8 Read the first part as a class. Point out
that suffixes are not usually stressed.
1 Match these words with their meanings. Students complete the second part in
a consultant 1 the science that deals with the structure of objects pairs. They can use a dictionary as
b director 2 someone who does practical work in science or technology necessary.
c physics 3 equipment that finds the position of things using radio waves
d radar 4 a an expert in a field whose job is to give advice about it Check answers as a class.
e technician 5 someone who decides how a play, film etc. should be made
Ask the students if they can think of
2 Complete these sentences with words from Exercise 1.
any other jobs with these suffixes,
a We saw a film being made by a famous
director today! for example historian, musician,
b The company needed help with its
advertising so they asked a to
mathematician; geologist, dentist,
work with them. journalist.
c Most planes can land in any type of weather
because the pilots can use .
d My cousin is a and works in
Answers:
the laboratory of a big company that makes b politician c archaeologist d chemist
medicine.
e We learnt how to measure energy in our
lesson today.
Answers:
b direct c physicist d technical
UNIT
table. c His science fiction stories were also published in magazines. …….......................................................…
d Scientists and technicians knew that Clarke could be asked about spaceships and satellites. ……....…
See which pair can find the most e Clarke was asked to work on a film for the famous director Stanley Kubrick. ……............................…
words. Praise all good work. f The film has been watched by many millions of people since it was made in 1968. ……...................…
g There are now parts of space that have been named after him. ……...................…
optician, librarian
scientist, archaeologist, journalist, florist,
3 Find and correct the mistakes in the following sentences.
a By last summer, the new factory had built.
physicist, artist, dentist By last summer, the new factory had been built.
…….......................................................................…
b When Father returned home, his dinner was making. ON GRAMMAR
…….......................................................................…
c I had waited at the garage until my car repaired. Past passive forms
5 Can you think of any jobs which …….......................................................................…
• Past simple passive (was / were
d My mobile lost in the sports club yesterday. (not) + past participle):
do not end in -ist, -ian or -er/-or? …….......................................................................… The government built a new school
in the village last year. (active)
Read the examples then ask the A new school was built in the
4 Answer these questions with the passive form of village last year. (passive)
students to work in small groups. the verbs and the information in brackets.
• Past continuous passive (was
a When did they first send a rocket into space? (1944) / were (not) + being + past
Write the students’ suggestions on the The first rocket was sent into space in 1944.
............................................................................. participle):
b How many people have they sent to walk on the
board. moon? (12) …….......................................................…
They were decorating my house
all day yesterday. (active)
c How many times had spaceships flown to the moon The house was being decorated
when my father came home.
Suggested answers: before Apollo 11 in 1969? (many) ……...................…
(passive)
d When could people first see photographs of the dark
architect, businessman woman, mechanic, side of the moon? (1959) ……................................… • Present perfect passive (has /
have (not) + been + past participle):
secretary, shop assistant, surgeon, vet
5 Choose the correct verbs to complete these
sentences.
Actors have used the hotel in
many famous films. (active)
a New bridges have been / have built in Cairo recently. The hotel has been used in many
famous films. (passive)
b When we arrived at the hotel, our room
was preparing / was being prepared. • Past perfect passive (had (not) +
been + past participle):
LESSON 2 c The computer was checked / was checking by the
teacher yesterday.
Mother had not made the bread
before we went to bed. (active)
d The house had decorated / had been decorated The bread had not been made
SB page 47 WB page 46 before the party. before we went to bed. (passive)
WORKBOOK
PAGE 46
47
Grammar
1 Underline the passive forms in
maga ines. Past passive
these sentences from the listening text.
d Scientists and technicians knew that Clarke could
What is the tense of the passive verbs? be asked about spaceships and satellites. Passive
Remind the students that in Unit , they looked infinitive
at the present, future and infinitive forms of the e Clarke was asked to work on a film for the famous
passive. Explain that in today’s lesson, they are director Stanley ubrick. Past passive
going to study some more forms of the passive. f The film has been watched by millions of people since
Tell the students to complete the task it was made in . Present perfect passive/Past
individually. Go round and monitor. passive
g There are now parts of space that have been named
Check answers as a class.
after him. Present perfect passive
Answers:
b any science articles by Clarke had been published in
maga ines before the war ended. Past perfect passive
c His science fiction stories were also published in
140
A r t h u r C . C l a r k e : 2 0 0 1: A S p a c e O d y s s e y UNIT 8
2 Rewrite the sentences in Exercise 1 using pairs.
active verbs. Check answers as a class.
UNIT
WORKBOOK page 46
UNIT
1 Complete the sentences with the
correct passive form of the verb
8
1 Complete the sentences with the correct
passive form of the verb in brackets.
in brackets. a This picture was painted (paint) in the
nineteenth century.
Allow time for the students to b When we went into the hotel room, the
complete the task. Go round and offer beds
make).
(not
weekend (by the club s bus). After the storm, some scientists a sent/were sent to the beach to see what had happened.
A lot of wood and plastic bottles b had left/had been left on the beach by the big waves.
e Some trees were being cut down in the park When I arrived, the buildings on the beach c were checking/were being checked for
today. damage. Some of the plastic bottles d put/were being put into rubbish bags, too.
I e interviewed/was interviewed one of the scientists. He said that in the summer, the
beach f used/was used by thousands of tourists. He said that the beach would
g recover/be recovered completely by the summer.
142
A r t h u r C . C l a r k e : 2 0 0 1: A S p a c e O d y s s e y UNIT 8
LESSON 3 SB page 48
8
Reading
2 Check the meanings of these
1 Discuss these questions in pairs.
a What is happening in the picture? words and phrases in your
b Do you think that people will travel to different dictionary.
planets in the future? Why / Why not?
c What problems do you think people
would have on long space journeys? Allow time for the students to
find the words and phrases in their
2 ON VOCABULARY dictionaries.
objects fall to the ground c Do you think that science fiction can ever become science fact? Why / Why not?
• Space exploration is a waste of time and • Everywhere on earth has been explored.
5 Read again and answer the money. We should use this money to solve Now we should explore everywhere in
problems on earth. space.
questions. • In the future, when there are too many • One day, space travel will be common.
people on the earth, we will need to People will work and go for holidays in
Encourage the students to read the move into space to survive. space.
5 Focus on about
Read the rubric and the example
answer.
49 47
Ask the students to work in pairs to
complete the task.
Check answers as a class.
2 Discuss these questions in pairs.
Read the first question. Invite some initial ideas Answers:
a b c
from the whole class.
Tell the students to discuss each question in
pairs. Go round and listen, making suggestions WORKBOOK page 47
where necessary.
1 Complete the sentences using these
Invite some students to report their ideas about words.
each question to the class.
Tell the students to complete the exercise
Students’ own answers individually.
Check answers as a class.
3 Work in pairs. Read these quotations. Answers:
Which do you agree with? b horrified c interrupt d ero-gravity
e pressure f threatened g emergency
Give the students time to read the four
145
UNIT 8 A r t h u r C . C l a r k e : 2 0 0 1: A S p a c e O d y s s e y
8
Tell the students to complete the task Communication skills
individually and to compare answers Talking about advantages and disadvantages
in pairs. 1 Read this definition of artificial intelligence (AI) and
answer the questions.
Check answers as a class. artificial intelligence (n) the science of how to make
computers do things that usually need human intelligence
Answers: a Which of the following are examples of artificial intelligence?
a emergency b remoteness • computers translating languages
f threatened or threatening b Do you think that artificial intelligence is a good thing or bad
thing? Why?
Remind the students that the word b What happened to the computer that learned to play chess?
about has different meanings. 3 Listen again and put the expressions below in the 4 Work in pairs. Talk about
order that you hear them. the advantages and
disadvantages of the
Ask the students to quickly discuss following, using expressions
ON FUNCTIONS
the questions in pairs and to write from Focus on functions.
a social media
their answers. Talking about advantages and disadvantages b the internet
a One negative / positive side is that … c space travel
Suggested answers: b 1 What are the pros and cons? d tourism
a I am about to do Exercise . c A positive / negative side to that is … e ebook readers
b There are about . d What is the advantage / disadvantage of that? f electric cars
50
LESSON 5
SB page 50 WB page 48
Communication skills
1 ead this de nition of arti cial
intelligence (AI) and answer the
questions.
Ask the students to describe what they can
see in the pictures.
Read the rubric. Point out that artificial
intelligence is often abbreviated to AI.
Give the students time to do the task.
146
A r t h u r C . C l a r k e : 2 0 0 1: A S p a c e O d y s s e y UNIT 8
Ask a few students to share their ideas with the Play the recording. You can play the
class. recording more than once if necessary.
Answers: Check answers as a class.
a All of them are.
Answers:
b Students’ own answers
a b c d e f
TAPESCRIPT
5 Compare your answers to other pairs.
ala: I’ve ust read an article about artificial
intelligence. Students can work in groups of four to
compare their ideas.
Randa: Really? What are the pros and cons of that?
Hala: Some teachers are using AI in schools. For Invite a few students to share their ideas with
example, some computers can mark the class. Open it up into a class discussion
students’ work. to see if they all agree.
anda: What is the benefit of that?
Hala: Well, it saves teachers time. AI can also be
used to translate languages. 6 Research the history of space travel.
anda: What is the advantage of that? Doesn’t that Students can research one of these topics and
mean that we won’t need to learn nglish prepare a talk about it.
any more?
ala: No, we’ll still need nglish to communicate,
Tell them to make notes. They will need
but a positive side of that is that it can these for the writing task.
translate something very quickly if you are Students can give their talk to the class, or to
not sure what a word means. groups if you have a large class.
anda: That’s true.
Hala: One negative side is that people worry that Praise all good work.
the computers will become more intelligent
than us. For example, a chess expert
programmed a computer to be good at
chess. Now the computer always wins. The
expert does not know how this is possible!
Randa: Another downside of AI is that it is taking
away some people’s obs.
Hala: Yes, that is a worry.
147
UNIT 8 A r t h u r C . C l a r k e : 2 0 0 1: A S p a c e O d y s s e y
WORKBOOK page 48
UNIT
1 Put the conversation in the 8
correct order. 1 Put the conversation in the correct order.
a Lamia What is the downside?
Students should read the whole b Sawsan No. Another downside is that electric cars are more expensive to buy at
conversation before they try to reorder the moment.
it. c
d 1
Lamia
Lamia
Is using a lot of energy the only downside?
What are the pros and cons of using electric cars?
Ask a volunteer to read the completed e Lamia They are expensive, that’s true. However, if everyone bought an electric car,
they would become less expensive.
conversation aloud and check that all f Sawsan I’ll start with the advantages. One advantage is that electric cars produce
each. d Your cousins always have a holiday in the winter. You want to know if it is better to go
away at this time.
Ask them to compare answers in
pairs. Then go through the answers
with the class. Accept all correct 3 Plan an article about the history of space travel in your notebook.
a Choose one of the events that you researched in the Student’s Book, or another
answers. important event.
b Why was it important? What had or had not been done before this event?
c Who or what was changed by the event?
Suggested answers:
d Write a list of any pros and cons that occurred because of the event.
b One advantage is that it is less expensive to
visit at this time. 4 Write your article in 100–150 words.
a Write your first draft quickly. Follow the notes that you made in your plan. Use
c Another benefit advantage is that it is not expressions to talk about advantages and disadvantages and past passive forms when
you can.
very hot.
b Read what you have written very carefully. Look for grammar and spelling mistakes.
d What are the advantages to (having) a Check the correct spelling in your dictionary.
c Correct the mistakes, then write the final summary in your notebook. Include photos or
holiday in the winter pictures if you can.
48
3 Plan an article about the history
of space travel in your notebook.
Go through the instructions and check
that the students understand the task.
Go round and monitor as they are taking their
notes and help as necessary.
148
A r t h u r C . C l a r k e : 2 0 0 1: A S p a c e O d y s s e y UNIT 8
Assessment
Listening Task Reading Task
Target element: revise the key listening Target element: revise the main text from the
activity and key grammar unit
Write the sentences below from the listening text Tell the students to read the text on Student’s
on the board. Ask the students to read the sentences Book page again. Explain that you are going to
and to complete them by listening to the recording. read out some sentences. If the students think the
You may need to play the recording several times. sentence is true, they remain seated. If they think
When they have completed the exercise, check a sentence is false, they must stand up. When the
answers as a class. (The answers are given in students stand up, ask one of them why they think
brackets.) the sentence is false. (The answers are given in
brackets.)
This system for the first time, to help
planes to land (was being used) a There were five astronauts and a computer on
the spaceship. (True)
any science articles by larke
in magazines before the war ended. (had been b The computer told Frank that a part of the
published) spaceship was broken. (False. It was about to
break.)
3 Scientists and technicians knew that Clarke
about spaceships and satellites. could c Bowman found out what the problem was with
be asked) part AE35. (False. There was nothing wrong
with it.)
In , larke on a film for the
famous director Stanley Kubrick. (was asked to d Poole and Bowman thought it was unusual when
work) Hal said there was a problem with another part.
(True)
The film, about travelling far into space,
by many millions of people since it e The computer hit Poole. (False. The spaceship
in . has been watched was suddenly moved forward and hit him.)
made)
f al finally agreed to help owman wake up the
other astronauts. (True)
Speaking Task
Writing Task
Target element: revise the key functional
language Target element: revise and use vocabulary
Put the students into pairs. Ask one student in each
and grammar from the unit
pair to think about the advantages of doing their Ask the students to imagine that they are Bowman.
homework on a Saturday morning. Ask the other He is in the emergency room and he needs to write
student to think about the disadvantages. They can a report to send to earth about what has happened
take notes. on the spaceship that day. Encourage the students
to use passive forms where appropriate.
Students then tell their partner what they think.
Encourage them not to read their notes, although ove round the class and help the students as they
they can refer to them as prompts. Encourage their are writing. Finally, ask one or two of the students
partners to agree or disagree with what they say. to read their emails to the class.
Go round and monitor as they are working. Praise
all good work.
149
UNIT 9 SCIENCE AND SCIENTISTS
SB pages 51-55 WB pages 49-52
Objectives
UNIT
Listening
istening for gist and for detail
Science and scientists 9
OBJECTIVES Listening Listening for gist and for detail
Grammar Causative: have and get
Reading Reading for gist and to guess the meaning of unknown words
Critical thinking Appreciating the importance of science
Grammar Functions Asking for and giving facts
Writing Writing an essay about a scientist
Causative: have and get
Listening
Reading 1 Discuss these questions in pairs.
Reading for gist and to guess the
a How often do you use a mobile phone?
b What problems might you have if you
meaning of unknown words use a mobile phone a lot?
2 ON VOCABULARY
Critical thinking Check the meanings of these
Appreciating the importance of words in your dictionary.
Functions
Asking for and giving facts 3 Listen to a talk about signals for mobile
phones. How big are the dangers from
mobile phones and phone masts?
Writing an essay about a scientist a Scientists think that mobile phone signals are
damage our health.
too weak to ……...........................
b Mobile phones have not been around long 5 Discuss these questions in pairs.
enough to ……................................................… a Do you worry that mobile phone signals
might damage your health? Why / Why
c Parents should limit the amount of time that
not?
children ……................................................…....
b Do you think that some people spend too
d People who live near mobile phones masts
much time on their mobile phones? Why /
worry ……................................................….......
Why not?
e Some people have complained about ……....…
c Would you want to sleep next to a mobile
f In the experiment, the mobile phone mast phone that was on? Why / Why not?
was only turned on …….................................…
d Do you think that the experiment with the
g The students probably felt ill because ……....… students was useful? Why / Why not?
h To be safe, scientists believe that mobile e Why is it important to research WORKBOOK
phone masts ……............................................… the possible causes of illnesses? PAGE 49
51
LESSON 1
SB page 51 WB page 49
· Say the words and ask the students to repeat
them after you several times.
Before using the book:
· Write the list of words below on the board · Ask if the students can describe any of the
and ask if the students can see any connec- jobs.
tion between the words (they are all dif- · Allow students to use their dictionaries to
ferent types of scientists): archaeologist, learn what each of these scientists does.
biologist, chemist, geographer, geologist,
oceanographer, physicist, zoologist. · Explain that in this unit, they are going to
look at some of the work that scientists do.
150
S c i e n c e a n d s c i e n t i s t s UNIT 9
Listening high places such as on buildings or hills.
1 Discuss these questions in pairs. Tell the students that they are going to listen
to a talk about the possible dangers of the
Ask the students to study the photos. Ask what signals which are sent from the masts and to our
they think each person is doing in the pictures phones.
and what jobs they can see. You can use the
top picture to present phone mast. The other Ask them to listen and to answer the question.
UNIT pictures show a man using a mobile phone and Check answers as a class.
151
UNIT 9 S c i e n c e a n d s c i e n t i s t s
152
S c i e n c e a n d s c i e n t i s t s UNIT 9
Answers:
b the person or thing that makes something
happen
c a disease of your body or mind
UNIT d put a piece of equipment somewhere so
Science andTeamwork
scientists 9 that it is ready to use
e correct
1 Change or add a word or phrase to correct the mistakes in these definitions. f a tall pole on land often used for sending
(One is correct.)
radio waves
a cancer a serious disease in which cells in your body grow in a way that is normal
not normal g waves that send information to radio,
b
c
cause
illness
the person or thing that stops something happening
the health of your body or mind
television, etc.
d install put a piece of bread somewhere so that it is ready to use
e link a connection between two or more people, situations etc.
f
g
mast
signal
a tall pole often used for sending waves of water
a number of letters that send information to radio, television etc.
2 Complete these sentences with
words from Exercise 1.
2 Complete these sentences with words from Exercise 1.
a Most scientists agree that human activity is the cause of global warming.
b Our English teacher wants us to form a between our school and a
Tell the students to read the gapped
school in England. sentences and complete them, using
c It is sometimes difficult to get a telephone in remote parts of the
country. the words from Exercise .
d Diabetes is an which affects a lot of people.
e Hala’s grandmother is very ill. She has . Check answers as a class.
f They have put a new telephone on the roof of that building.
g My mother bought a new washing machine and my uncle is going to
it this evening. Answers:
3 Use your dictionary to complete these sentences with the correct form of the
b link c signal d illness
word in brackets. e cancer f mast g install
a Bad traffic is causing a lot of people to be late for work today. (cause)
b Fareeda looks . I think she should see a doctor. (illness)
c Look at the lights on that boat, are they to us? (signal)
d The teacher asked the technician to
classroom. (link)
all the computers in the 3 Use your dictionary to complete
e We bought a new program for our computer and the
been successful. (install)
has these sentences with the correct
form of the word in brackets.
4 Answer the questions using one of these words.
Explain that all but one of the definitions Students complete the task individually.
contains a mistake. The students need to change Check answers as a class.
a word or phrase to make each definition
accurate. Answers:
b stick c tower d pole
Students can do the task individually and
compare their answers in pairs.
Check answers as a class.
153
UNIT 9 S c i e n c e a n d s c i e n t i s t s
Go through the example and make c They had ten students move into a house with a mobile phone mast in the garden.
d They had the mobile phone mast turned on.
sure that the students understand the e Scientists believe that we should have mobile phone masts installed in high or remote areas.
task. f It’s probably a good idea for people who live close to mobile phone masts to get their health
checked frequently.
Put them into pairs to complete the 2 What is the difference between these
ON GRAMMAR
exercise. pairs of sentences? Discuss in pairs.
a 1 Mariam washed the windows.
with a mobile phone mast in the garden. before she went out. • We use get / have + object + past
participle to say that the action is done
c Before the meeting, the manager always gets
d They had the mobile phone mast turned on. the reports typed / typing.
by someone else:
I don’t cut my hair. I have my hair cut.
e Scientists believe that we should have d Dina has / does the flat cleaned every week.
Do you usually get your room cleaned?
No, I clean it myself.
mobile phone masts installed in high or 4 Rewrite these sentences using the causative
form. • This is similar in meaning to the passive:
remote areas. a Adel always asks someone to fix his computer.
we do not need to say who does the
action. It can be used in any tense:
f It’s probably a good idea for people who Adel always has his computer fixed.
……...................................................... We always get our clothes washed.
b The dentist pulled out Fareeda’s bad tooth. (Our clothes are washed for us.)
live close to mobile phone masts to get ……...............................................…..................... I had my teeth checked yesterday.
their health checked frequently, too. c The park manager wants someone to water the (My teeth were checked yesterday.)
plants every day. ……........................................… Ali is getting his car repaired.
(Ali’s car is being repaired.)
d Lamia will ask some workmen to decorate her
house. ……...............................................…......... • Like the passive, we can say who does
the action by adding by:
2 What is the difference between 5 Find and correct the mistakes in the following I’m having my homework checked by
sentences. the teacher.
these pairs of sentences? Discuss a I hadn’t my hair cut yesterday. • Notice how we use the causative form in
in pairs. I didn’t have my hair cut yesterday.
……...............................................…... questions and answers:
b My brother always has his clothes to clean. Did you have your meal prepared?
d We’re eating in a restaurant tonight because my parents are having the kitchen painted.
Check answers as a class.
e Walid had his eyes testing last week, and now he needs to wear glasses. Answers:
b If you don’t know how to use the
2 Complete the sentences with the correct form of these verbs. computer, get your older brother to help
buy do install repair tidy you.
a Can I borrow your bike? I can’t use mine because I’m having it repaired .
c How often do you get your teeth checked
b My mother usually gets me my bedroom at the weekend. at the dentist’s
c Hamdi’s homework was not very good so the teacher had him it again.
d The manager got a technician a new computer program. d Correct
e Ali is going to the stadium this afternoon. Let’s get him some tickets for
next week’s match. e Walid had his eyes tested last week, and
3 Rewrite these sentences using the causative form. now he needs to wear glasses.
a We don’t always wash our car.
We don’t always have our car washed.
b Abdullah asked the painter to paint his house last week..
2 Complete the sentences with the
c My parents water the plants at the weekend. correct form of these verbs.
d Tarek prints his photos after he takes them.
Tell the students to complete the
e When my cousins were in England, my uncle sent them some money. sentences individually. They can
compare answers in pairs.
4 Which of the following do you do yourself? Which do you have done for you?
Write sentences. Check answers as a class.
check your teeth cook food cut your hair tidy your room wash your clothes
Answers:
I have my teeth checked twice a year.
a
b
b to tidy c do d to install
c e to buy
d
e
155
UNIT 9 S c i e n c e a n d s c i e n t i s t s
9
Go through the activities in the box
Food from the air
Reading
and ask students to say which they
have done for them. 1 ON VOCABULARY Everyone has seen plants growing, but have
you ever thought where they get their food
underline the stressed syllable in each c How was the tree different after the experiment?
A It weighed more. B It had fewer leaves.
not realise that the tree was being
fed by another invisible food.
word. C It weighed less. D It ate more. W e now know that plants and trees
d After his experiment, where did Van Helmot make their own food. Their leaves are
Say the words aloud and ask the think the tree’s extra weight had come from? like factories that produce everything
they need, so that plants can change
A the soil B water
students to repeat them. C light from the sun D oxygen in the air the energy from the sun into chemical
energy. D uring this process, oxygen
e What food is produced by a plant’s leaves?
Now tell the students to look up A oxygen B soil C water D sugar
and sugar are produced. The oxygen
is released back into the air, and the
the meanings of the words in their 5 Plants can produce their own food and
sugar is used by the plant as food.
UNIT UNIT
Answers:
bC cA dB e
9 9
Critical thinking
1 Answer the following questions about the article on page 53. 5 Plants can produce their own
a At the end of Van Helmot’s experiment, the soil weighed the same as before. What did this show?
It showed that the weight that was gained by the tree had not come from the soil.
……...............................................................................................................................… food and oxygen. What else can
b What is produced by a plant’s leaves? ……............................…
c What happens to oxygen at the end of the process? ……....…
bene t from this fact?
d Why do you think that it had been thought that plants got
their food from soil? …….......................................................… Ask the students to read the question.
e Why do you think that Van Helmot dried the soil he used for
his experiment? ……...............................................................… Put them into pairs to discuss their
f Why do you think that he used rain water? ……..................… ideas.
2 Read this quotation from the article and discuss the
questions. Ask some pairs to share their ideas
It had always been thought that plants must get with the class.
their food from soil. However, V an Helmot decided
to test the theory with experiments.
Suggested answers:
a What might people still think about plants People, animals and insects eat the plants and
if scientists had not done experiments on
them? 4 ON THE PREFIXES get their energy, and breathe the oxygen that
IN-, IM- AND UN-
b Why are experiments so important for the plants produce.
scientists? 1 The prefix -in can mean not: invisible
c What should scientists do to make sure = not seen / visible. Be careful: some
the results of their experiments are adjectives already begin with in-. To
correct? make these negative, we add un-:
infected uninfected.
3 Discuss these questions in pairs. 2 The negative prefix changes to im- when
it comes before adjectives starting p or
LESSON 4
a In your opinion, what are the most important m: impossible.
scientific discoveries of the last 100 years?
3 Complete these sentences with the word SB page 54 WB page 51
b What new scientific discoveries do you hope in brackets and the correct prefix, in-,
or expect will be made in the future? im- or un-:
c What are the most serious problems a My little brother is often angry. He is
that could be solved by scientists? intolerant . (tolerant)
very …….........… Critical thinking
b Manal had an accident, but she is OK.
She was ……....… . (injured)
c When you write an email to a friend,
1 Answer the following questions
it is ……....… . (formal)
SKILLS FOR LIFE d This information is not correct. It is
about the article on page 53.
……....… . (accurate)
Ask some pairs to share their answers 2 Complete the sentences with the correct word.
a The car should not be parked there so the police will have it removed .
Suggested answers: b You can see some air pollution, but a lot of it is .
a People might still think that plants get their c Children grow fast and a lot of weight in their teenage years.
d It is not usually possible to zoo animals into the wild, because they
food from soil. would not know how to survive.
b Experiments are the way that scientists e It was a long and difficult to build the bridge, but cars can use it now.
continental drift and plate tectonics global a I wrote a letter to my friend so the language was very in formal.
b Tarek fell off his bike this morning, but fortunately he was injured.
warming NA penicillin and antibiotics c This timetable is very old and the information is accurate.
the HI virus neutrons or the internet. d It is polite to eat with your mouth open.
e The primary school children were very noisy and the teacher started to be patient.
b Students may mention such discoveries as f A tour guide cannot be tolerant because he or she meets so many different people
from many different countries.
a cure for HI -AI S, Al heimer’s disease, g Scientists do not think that all animals are intelligent. Some of them are very clever.
cancer and other terminal diseases life 51
ON FUNCTIONS
4 Use your dictionary to complete
Asking for facts
5 Work in pairs. Have conversations using
these sentences with the correct
pre x, in-, im- or un-.
a I’ve heard that the ancient Egyptians expressions from Focus on functions.
had illnesses that were similar to
ours today. Is that correct / true? a Student A Prepare 3–4 questions to ask
your partner about a famous scientist, using
b Could / Can you tell us something
about what was eaten at this time?
expressions from Exercise 2. Read the example question.
c And is it true / right that they did b Student B Prepare 3–4 questions to ask
not eat much meat? your partner about a famous sports person
or doctor, using expressions from Exercise 2.
Students can complete the words
d Is it possible / Do you mean that
only rich people ate meat? c Take turns to answer your partner’s individually and compare answers in
e And do we know / can we tell if
the ancient Egyptians had doctors?
questions using expressions from Exercise
3. Remember which ones to use if you are pairs.
uncertain of the answer.
Check answers as a class.
3 Listen again and put these phrases in
the order that you hear them. Which
6 Research important
two phrases show uncertainty? scientists Answers:
Find out about two of these b uninjured c inaccurate
RESEARCH
160
S c i e n c e a n d s c i e n t i s t s UNIT 9
through the heart and lungs.
UNIT
Samira Moussa ( ): Egyptian.
9 Nuclear physicist who helped in the
1 Complete the conversation with use of affordable nuclear technology in
the correct expression to ask for or
give facts.
medicine.
certain confident correct know Alexander Fleming ( ):
possible sure tell well-known
Scottish. iscovered penicillin, the first
Heba I’ve heard that the world’s first
dentist probably came from Egypt. Is
antibiotic, which altered the treatment of
that a correct ? bacterial infections.
Maya We think so. It is a b
fact that Hesy-Ra was an ancient
Egyptian who lived under Pharoah
Djoser in around 2600 BCE. It is
WORKBOOK page 52
c that he was the
first dentist in Egyptian history. 1 Complete the conversation with
Heba Can you d me
something about who he treated?
the correct expression to ask for
Maya We can be e
that he looked after some of the
or give facts.
people who were working on the
pyramids. He probably treated the Ask students to read through the
Pharoah, too, but we can’t be
f of this. whole conversation before they
Heba Do we g if he was a rich man, then? complete the gaps. Students can
Maya No, but what is h is that he was an important person. He had his
own tomb in Saqqara and pictures show him at different ages of his life.
work individually and compare their
responses in pairs.
2 Answer these questions about the scientists you researched in the Student’s Book,
using some of the expressions that give facts.
a When and where were the scientists born?
Check answers as a class. Ask a pair
of students to read the answers.
b Do you know anything about their education or early lives?
Answers:
c Do you know how they became important or famous?
b well-known c possible d tell
d In what ways did their findings help or change the world? e confident f sure g know
h certain
e How important are the scientists today?
3 Write an essay about one of the scientists. 2 Answer these questions about
a Use some of your answers to Exercise 2 above to write an essay in about 100–150 words.
the scientists you researched in
b Read what you have written very carefully. Look for grammar and spelling mistakes. Check
the correct spelling in your dictionary. the Student’s Book, using some
c Correct the mistakes, then write the final essay in your notebook.
of the expressions that give facts.
Read the questions with the class and
52 elicit a suitable answer to a. They
should use a suitable expression
from Focus on functions.Give the
When they have gathered their material, put all
students time to answer the remaining
students who have studied the same scientist
questions.
into a group to put together a presentation on
their chosen scientist. Their presentation may Students’ own answers
include a poster or a slide presentation.
Notes 3 Write an essay about one of the scientists.
Fawzia Fahim ( ): Egyptian. Biochemist. Tell the students to use the notes they made to
iscovered the effects of snake venom and its help them write their essay.
possible link with helping to fight cancer. Walk round the class and help them as needed.
Gregor Mendel ( ): Austrian. Students should use a dictionary and correct any
The Father of Genetics”. Studied errors in their first drafts.
inheritance of genetic information in pea
plants. isplay the completed essays around the room
and ask all the students to read each essay.
Ibn Al a s ( ): Arab. Born in amascus. Encourage constructive criticism, but also
Physician. escribed the circulation of blood praise all good work.
161
UNIT 9 S c i e n c e a n d s c i e n t i s t s
Assessment
Listening Task Reading Task
Target element: review the key listening Target element: revise the key text from the
activity of the unit unit
On the board, write the sentences below and tell On the board, write the sentences below. Ask
the students to copy them. Explain that you are the students to reread the text Food from the
going to play the listening text from Exercise on air on Student’s Book page and decide if the
page of the Student’s Book and they must listen, sentences are true or false. Tell them to write True
cross out the mistake in each sentence and write or False next to each sentence and to correct the
the correct word or words. (The answers are given false sentences. (The answers are given below in
below in brackets.) brackets.)
arents should get their children to increase an elmot was a farmer. alse. e was a
the amount of time they spend using mobile scientist.)
phones. (increase limit)
2 He thought that the food for plants came from
2 They should also get them to turn off their the soil. (True)
mobile phones when they go out. (out to
sleep) After five years, the soil had gained weight.
(False. The soil was the same weight but the
3 They had ten students move into a house with tree had gained weight.)
a mobile phone mast on the roof. (on the roof
in the garden) We now know that plants and trees make their
own food. (True)
cientists believe that we should have mobile
phone masts installed in high or busy areas. lants change the sun’s energy into oxygen.
(busy remote) (False. They change it into chemical energy.)
TAPESCRIPT
LESSON 1 ournalist: I’ve heard that there is a lot of rubbish
in space. Is that correct?
SB page 56
cientist: Yes, it is. The first man in space was on
Listening ostok , which launched from earth in
. ince that time, around ,
1 Discuss this question in pairs. spaceships and satellites have been sent
into space. It’s a well known fact that
Give the students time to discuss the question. not all parts of a spaceship return to
Then ask the students to share their ideas with earth. A lot of parts stay in space and
the class. o they all agree continue to orbit the Earth. Satellites
also break or stop working. So all of
Ask the students if they have any suggestions of these parts become rubbish.
how we can stop people leaving rubbish in
163
Revision C
Journalist: Is it possible that spaceships or 4 Discuss this question in pairs.
astronauts could be hit by this space
rubbish? That would be very dangerous, Give the students time to discuss the question in
wouldn’t it? pairs.
Scientist: Yes, it is possible. It is thought that Open it up into a class discussion and a class
there are about , large ob ects
vote.
going around the earth. Most of this is
space rubbish. But it is believed that
there are thousands of smaller objects Students’ own answers
too. These travel very fast. A spaceship
can be badly damaged or fail if it is hit 5 Match the words from the listening
by one of these objects.
a–e with the words that have a similar
Journalist: That is a huge amount of space rubbish!
Can you tell us what would happen if meaning 1–5.
an object hit the space station, for Ask the students to do the task individually and
example? to compare answers in pairs.
Scientist: The astronauts are trained for this
situation. If there is a problem, they will Check answers as a class.
be taken back to earth. This almost
happened in . The astronauts were Answers:
told that the space station might be hit b c d e
by space rubbish in minutes’ time.
They were ready to leave the space
station, but fortunately, it was not hit.
Journalist: What can be done to help this situation
in the future? Can the space rubbish be
removed?
Scientist: Many ideas have been suggested. One
idea is to push the rubbish far out into
space, where it cannot damage anything.
Another idea is to send a special
spaceship into space that has a net. The
space rubbish can then be caught using
the net. The rubbish is then taken closer
to the earth, where it will be burned.
Journalist: They are interesting ideas! Thank you
very much.
164
Revision C
LESSON 2 SB page 57
Answers:
Revision C
b reaches c is used d is captured
Grammar e is changed f put g collects
1 Choose the correct verb. h warms i does not produce
j depends
The power of the sun
Energy a produces / is produced when the light from the sun
b reaches / is reached the earth. To use this energy, special
glass c used / is used. Sunlight d captures / is captured by
2 Discuss this question in pairs.
the glass, before it e changes / is changed into electricity.
Give the students time to discuss the
Some people f put / are put this special glass on the roofs
of their houses. This g is collected / collects heat and
question.
h warms / is warmed water in the people’s homes. The main
problem with this kind of energy is that the sun i does not Then open it up into a class
produce / is not produced the same quantity of energy all the discussion.
time. It j depends / is depended on the time of day and the
time of year.
Suggested answers:
The sun’s energy is used to grow crops. It
2 Discuss this question in pairs.
How is energy from the sun used in Egypt? gives us light, energy (from solar panels) and
heats water (in tanks on rooftops).
3 Change the active sentences into passive and
the passive sentences into active.
a Trees take in carbon dioxide and produce oxygen.
Carbon dioxide is taken in and oxygen is produced by trees.
………...............................................................................…......
b Noise pollution in cities is often reduced by trees. ……...........................….…
3 Change the active sentences
c Some trees produce more than a million seeds every year. ….............…….… into passive and the passive
d Trees are usually killed by insects, diseases or people, not old age. ……….…
e People have grown trees in gardens for thousands of years. ………...........…
sentences into active.
4 Complete these sentences with the causative form and the verb in brackets. Ask the students to complete the task
having it decorated. (decorate)
a We can’t go into the living room because we are ………......................… in pairs. Go round and help while
b Khaled is not here at the moment because he is ……….......… . (hair cut)
c The farmer is ……......….… by the vet. (horse check)
A man hasn’t been they are doing this.
sent to Mars yet, but I
think that someone will be
d Our windows were dirty so we ……......….… . (clean)
sent there in the future. Check answers as a class.
e The teacher could not read Amal’s writing, so he ……......….… . (write again)
165
Revision C
5 Work in pairs. Read the list and
answer the questions using the
passive.
Revision C
Read the instructions, the list in the Reading
box and the example in the speech
1 Look at the pictures and discuss these
bubble. questions in pairs.
a How can computers help drivers in a car? You are driving your smart car along the
Ask the students to discuss the rest b How do you think that drivers will be helped
main road from Cairo to Aswan when
something goes wrong with the engine.
by technology in the future?
of the list in pairs. Go round and You do not know what the problem is, but
you do not need to worry. The engine will
monitor, making sure that they use the 2 Read the article about technology in cars.
Does it include any of your ideas from
be examined by the computer in your car,
which will find the cause of the problem.
passive correctly. ake a note of any Exercise 1?
The computer will then connect to the
internet to find the distance to the nearest
persistent errors and go over these at 3 Complete these sentences with
information from the article.
garage where your car can be repaired.
A man could be sent to ars in the future. e You cannot drive faster than the rules say
that you can because ….......................…….…
A man has already been sent to the moon. f The number of serious accidents …….....….…
I don’t think that a hotel will be built on the 4 Discuss these questions in pairs.
moon. a What do you think about the devices that
are described in the article?
A rocket couldn’t be sent to the sun because it b We all want the number of road accidents Imagine that someone wants to drive a
is too hot. to be reduced. What other ways are there
of doing this? Think about the following:
car faster than the rules say that you can.
In a smart car, this cannot happen. The
I don’t think that all rubbish will be removed speed of the car is controlled by a special
• car makers • car drivers device. It does not matter what you do, it
from space because there is so much. • the police • schools will be impossible to drive faster than what
the device tells the engine. Experts have
found that the number of serious road
We can get car drivers to think accidents will be reduced by this device, and
about how fast they are driving thousands of lives will be saved every year.
LESSON 3
near schools by putting up signs. Is this just science fiction? No, the second
device is currently being used. You can find
information about it on the internet. The first
device is likely to be used in a few years’
SB page 58 time. In the future, it will be possible for
technology to be used by everyone to solve
engine problems and to keep everyone safe.
Reading
1 Look at the pictures and discuss
these questions in pairs. 58
166
Revision C
4 Discuss these questions in pairs.
Read the instructions and the example
answer with the class.
Revision C
Communication skills Project Give the students time to discuss the
1 Work in pairs. questions in pairs.
a Think of ten unusual or incredible facts
which other students in your class might not Ask some pairs to share their ideas
know, for example:
The International Space Station travels
................................................................... with the class.
at seven kilometres a second.
...................................................................
b Write a question about each fact and give
four possible answers, for example: Answers:
How fast does the International Space
...................................................................
Station travel in a second?
...................................................................
a Students’ own answers
A 7 kilometres
...................................................................
B 1 kilometre
...................................................................
b Suggested: Car drivers can be taught to
C 100 kilometres
...................................................................
D 0.5 kilometres
...................................................................
drive more slowly and carefully. The
police can stop drivers who drive fast or
2 Work in groups of four. dangerously. Schools can teach children
a Take turns to ask the other pair the
questions you thought of in Exercise 1.
to be more careful on the roads. They can
Note the other pair’s answers. also make cars drive more slowly near to
b Take turns to give the other pair the correct
answers to your questions. schools.
c When you hear the answers, use some of
the following expressions to find out more 3 Choose the best question.
information. a In your groups of four, decide on the two
LESSON 4
most interesting facts that you have learned.
• Is that correct? b When you are deciding, agree or disagree
• Do you mean that …? with the other students in your group using
some of the following expressions.
• Do you know if …?
• Could you tell me something
• I completely agree / disagree.
SB page 59
about …?
•
•
I couldn’t agree more.
I’d go along with that.
Communication skills
• I’m not (so) sure.
1 Work in pairs.
4 Discuss the two facts in pairs.
Ask the students to say what they can
a Read the two most interesting facts that you
have learned. see in the picture (the International
b Talk about the possible advantages and
disadvantages to these facts, using some of Space Station orbiting the earth).
these expressions.
Revision C
Go over these at the end.
Extra reading
Medical robots
3 Choose the best question. 1 Work in pairs and do the quiz. What is the future of medicine? Many people
believe that technology will be used a lot more
1 You go to a hotel and find that you are
to help people in the future. Technology has
Find out if any of the pairs got all the welcomed by a robot. How do you feel?
a Happy because you know it is going to
already been used in medicine for many years.
A pacemaker is a small device that can help
questions right and praise their efforts. be a modern hotel.
b Unhappy because you prefer people.
people with heart problems. People can have
them put into their chests to help them to beat
2 You usually wash your father’s car,
Read the instructions. Encourage the but one week, your father gets the car
cleaned by a machine. How do you feel?
regularly. Small devices can also be put into
people’s ears. They are connected to the brain
groups to discuss which were the two a Happy because you don’t have to do it.
and help deaf people to hear.
Many complex operations are also being
b Unhappy because you think that you
best questions and most interesting do a good job when you clean it. done using technology. These devices have
cameras that help the surgeon to see parts of
facts, using the expressions from the 3 The train station has a new machine that
sells all tickets. How do you feel? the body that are very small, and they help to
reduce the amount of the body that has to be
box. a Happy because it was very slow when
you had to buy a ticket from a person. cut in an operation. This helps the patient to
b Unhappy because you find it difficult recover more quickly.
Ask a few groups to share their to use ticket machines.
4 Your dentist says that he / she has a
People who have lost an arm or a leg can
also use modern technology. They can have an
favourite questions and facts with the new machine that will help to treat your
teeth. How do you feel?
electronic leg or arm, which can be moved like
a normal limb. In the future, more electronic
class. a Happy because the machine will parts of the body might be made in this way.
probably do a good job. Soon it is believed that tiny robots, which
b Unhappy because the machine might are smaller than a millimetre across, will be
make a mistake. injected inside people’s bodies. Medicines can
4 Discuss the two facts in pairs. then be carried by the robots to the parts of
the body that need them, so there will be fewer
side effects.
Read the instructions and make sure 2 Do you think that you feel comfortable with
new technology if you answered mostly a
Robots are also being used to clean hospital
rooms. They are very efficient at killing germs
the students are clear about the task. or mostly b to each question? Why? and they help to reduce infections. Other
robots are used in hospitals to mix medicines or
to carry heavy patients who cannot walk. They
Go round and monitor while they 3 Check the meanings of these words
in your dictionary. may not look like human doctors or nurses,
speaking and make a note of any complex human inject
but one day we will probably be used to seeing
robots in our hospitals.
persistent errors. Go over these at the limb pacemaker tiny
end.
5 PROJECT
Ask a few students to share their ideas 4 Read about medical robots and answer
these questions. a Use the internet or the library to find out
LESSON 5
robots?
past? What might be done in the future?
c Why might tiny robots be put into people in
the future? c Write a report. Use the article above as
a model. Include photographs from the
d What other jobs might patients see robots
SB page 60 WB pages 53–56 doing when they visit a hospital?
internet or magazines.
WORKBOOK
PAGES 53–56
Extra reading 60
169
GG Pr a Lc Lt i c e Te Os Ot 3 a SS SS AA RR YY
PRACTICE
Practice Test 3a 3a
TEST
53
170
GG LL OO SS SSPr a c tAi A t R3 a
c e Te s R YY
PRACTICE TEST
3a 19 The new building will be used young children who do not go to school yet.
a to b with c at d by
20 I didn’t like the soup without salt. I thought it was .
a tasted b tasty c teased d tasteless
21 That old hotel as a museum in the future.
a could use b could be using c could be used d could have used
22 It is amazing how some animals can in the desert.
a survive b survey c alive d die
23 Our house decorated yet.
a hasn’t been b hasn’t c hadn’t been d won’t have
24 Scientists think that there is a between pollution and climate change.
a join b connected c link d secret
25 My father me tidy my room this morning.
a got b had c has d caused
26 It is not always easy to get a mobile phone in the desert.
a sign b noise c signal d side
27 I usually once a month.
a make my hair b have cut my hair c get my hair d have my hair cut
28 You must work hard for the exam or you might .
a fail b feel c fall d fill
29 You can on a T-shirt in that shop.
a printing your name b have put your name
c get your name printed d get printed your name
30 There is water on the floor. There must be a from the washing machine.
a luck b lock c leak d lake
B Reading Comprehension
How would you feel about travelling into space for six months to live on a planet that is 400
million kilometres from earth? And how would you feel if you had been told that you could
never return? That is what is planned for people who are going on the Mars One mission in
2031. Surprisingly, 200,000 applications have been received from people who want to join
the mission, even though they know that they will never see earth again.
The people who want to go to Mars say that their plan is not very different from the first
Europeans who went to America, or the thousands of people who have left their countries
because of war or disease. They also knew that their new lives would be difficult, and that
they would probably never see their countries again.
A hundred people who want to go to Mars have been chosen to start special training to see
who is suitable. Scientists will get the people to live in a small living space for a long time,
without seeing any friends or family. This will be similar to what they can expect on Mars.
The launch will have a crew of just four people for the long journey into space. A special
settlement will be built on Mars where food will be grown and the four people will live and
work. It won’t be an easy life: there will be very little water, they will have to grow their own
food and the planet is known for its giant dust storms. Despite these problems, for some
fearless pioneers, it is a challenge they cannot refuse.
54
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The Novel
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PRACTICE TEST
TEST
PRACTICE TEST
3a
3a
PRACTICE TEST
3a
PRACTICE
PRACTICE TEST
TEST
PRACTICE TEST
3a
3a
b
b Answer
1
Answer TWO
b Answer
Do you
TWO (2)
TWOthat
agree
(2) of
of the
(2) of
the following
following questions:
the following
Rassendyll was
questions:
questions:
lucky? Why?
1
b Do you
Answer agree
TWO that
(2) Rassendyll
of the was
followinglucky? Why? // Why
questions: Why not?
not?
b
b Answer
1 Answer
Do
Suggested:TWO
you agree
TWO (2)
Ithat of
(2) of
agree the following
Rassendyll
the following
that Rassendyll questions:
was lucky? Why?
questions:
was lucky. / Why not?rich and had a good
He was
1
2
1 Do
What youdoagree
you that
think Rassendyll
might havewas lucky?
happened Why?
if Sapt// Why
and not?
Fritz had
1 Do
Do you
you agree
education.
agree that
Then
that Rassendyll
he had a
Rassendyll was
chance
was lucky?
to
lucky? Why?
help
Why? the
2 What do you think might have happened if Sapt and Fritz / Why
King
Why not? had been
been poisoned
of Ruritania.
not? like
like the
It was difficult,
poisoned the
King?
2 What
but
King? itdo
wasyouanthink might
adventure have
and happened
he was a if Sapt
brave and
man.Fritz had been poisoned like the
2 What
What do do you think
think might have
have happened if if Sapt andand Fritz had
had been poisoned
poisoned like the
the
2 King?
2 What do you you think might
might have happened
happened if Sapt
Sapt and Fritz
Fritz had been
been poisoned like
like the
3 King?
King?
Why do you think that Sapt and Rassendyll left the palace through a secret tunnel?
King?
3 Why do you think that Sapt and Rassendyll left the palace through a secret tunnel?
3 WhyI do
Suggested: you
think think
that thatand
if Sapt SaptFritz
andhad
Rassendyll
also beenleft the palace
poisoned, Dukethrough
Michaela would
secret have
tunnel?
become King.
3
3 Why do you think that Sapt and Rassendyll left the palace through a secret tunnel?
C 3 Why do you think that Sapt and Rassendyll left the palace through a secret tunnel?
Why do you think that Sapt and Rassendyll left the palace through a secret tunnel?
C Writing
Writing
They wanted people to think that the King was sleeping in bed while they went back to
C Writing
4
4
C
C
get the real
Finish
Finish the
Writing
C Writing
Writing
King.
the following
following dialogue:
dialogue:
4 Finish the following dialogue:
Hazem
Hazem and Imad
Imad are
andfollowing are talking
talking about
about revising.
revising.
4
4 Finish
Finish
Hazem
Hazem
the
the
Finish the
Hazem and following
I’ve heard
Imad are
following
I’ve that dialogue:
dialogue:
you
talking
heard thatdialogue: always revise
revise at
about revising.
you always night. 1
at night. 1 ?
?
Hazem
Hazem
Hazem
Imad and
and
I’ve
Yes,Imad
Imad
heardare
are
that’s talking
talking
that
right. you about
about
always revising.
revising.
revise at night. 1 ?
Hazem
Imad and Imad are
Yes, that’s right. talking about revising.
Hazem 2
Imad
Hazem I’ve
I’ve
Yes, heard
heard
that’s that
that
right. you
you always
always revise
revise at
at night.
night.
? 1
1 ?
?
Hazem 2 I’ve heard that you always revise at night.
? 1 Is that correct ?
Imad
Imad
Hazem Yes,
Yes,
2
One that’s
that’s
advantageright.
right. is that it is much quieter? at night.
Imad
Imad Yes,
One that’s
advantageright.is that it is much quieter at night.
Hazem
Hazem 2
3
2 .. It is ? night.4
Imad
Hazem
Hazem 3 One
2 advantage
What are is that
the it is much
advantages toquieter
It quieter
is ? at then.
?
that
quieter then. 4 ?
?
Imad
Imad
Hazem One
One
3
A advantage
advantage is
is that
that it
it is much
is much
much quieter
quieter
. It quieter
is quieter at
atday.night.
night.4
then. ?
Imad
Imad A negative
One advantage
negative side
side is is that
that itII feel
is
feel tired
tired the
the next
nextat night.
day.
Hazem
Hazem
Imad 3
3
A
Yes,negative
I’m sure sideyou is that
feel I feel
tired. tired
It’s .. harder
It
It is
is
the quieter
quieter
next
to then.
then.
day.
remember 4
4 things at night, isn’t it? ?
? at night
Hazem 3 Yes, you're quite right . It is quieter
Hazem Yes, I’m sure you feel tired. It’s harder to remember things at night, isn’t it? then. 4 What is the downside to revising ?
Imad
Hazem
Imad A
A
Yes,
5 negative
negative
I’m sure side
sideyou is
is that
that
feel I
I feel
feel
tired. tired
tired
It’s the
the
harder .next
next
to
I day.
day.
remember
remember things
things at night,
better then. isn’t it?
Imad A negative side is that I feel tired the .next
5 day.
I remember things better then.
Hazem
Hazem Yes,
Well,
Yes, I’m
we
I’m sure
all
sure you
have
you feel tired.
different
feel tired. It’s
ways
It’s harder
to
harder to
revise!
to remember
remember things
things at
at night, isn’t it?
Imad
Hazem 5
Yes, I’m sure you feel tired.
Hazem Well, we all have different ways to revise! It’s harder . I
to remember
remember things at night,
thingsbetter then.
night, isn’t
isn’t it?
it?
Imad
Hazem
Imad 5
5
Well,
6 we all have different ways to .
. I
I
revise! remember
remember things
things better
better then.
then.
Imad 5
6 That's not true/I completely disagree .
. I remember things better then.
Hazem
Hazem
Imad Well,
Well,
6 we
we all
all have
have different
different ways ways to to revise!
revise!
.
Hazem Well, we all have different ways to revise!
ill live
5
5 Write
Imad
Imad
Write
Imad
a
a paragraph
6
6
paragraph of
of ONE
ONE
6 I'd go along with that
HUNDRED
HUNDRED AND
AND ..TWENTY (120) words on ONE (1) of the
.TWENTY (120) words on ONE (1) of the
5 following:
Write a paragraph of ONE HUNDRED AND TWENTY (120) words on ONE (1) of the
following:
5
5 Write
Write
Write
a
a
a paragraph
following:
a aa description
a paragraph
paragraph
description
following:
of of
of ONE
of aa journey
of ONE into
ONE
journey
HUNDRED
space
HUNDRED
HUNDRED
into space AND
AND
AND TWENTY TWENTY (120)
TWENTY (120) words
(120) words on
words on ONE
on ONE (1)
ONE (1) of
(1) of the
of the
the
following:
a thea description
following:
b advantages of and
a journey into space
disadvantages of artificial intelligence
b
a the advantages
a description of and disadvantages
aa journey into of artificial intelligence
a
b aathe
a description
description
advantages of and
of journey
a journey into space
into
disadvantages space
space of artificial intelligence
6
6
b
A
b
b
the
the
the
advantages
Translate into
advantages
advantages
A Translate into Arabic:
and
Arabic:
and
and
disadvantages
disadvantages
disadvantages
of
of artificial
of artificial intelligence
artificial intelligence
intelligence
6 A Translate
1
1 Scientific into Arabic:
research
Scientific research is
is very important, as it paves the
very important, as it paves the way way towards
towards a a better
better life.
life.
6
6 A
A
A
Translate
Translate
1 Translate
into
into Arabic:
Scientific research
into Arabic:
is very important, as it paves the way towards a better life.
Arabic:
1
1 Scientific research is very important, as it paves the way towards a better life.
1 Scientific
2 Scientific research
researchplay is
is very
very important,
important, in as
as it it paves
paves the the way way towards
towards a a better
better life.
life.
2 Everyone
Everyone should
should play aa positive
positive role role in developing
developing our our country
country and
and achieving
achieving progress.
progress.
2 Everyone should play a positive ي ه ال ري ل ي ة
role in developing ي our العل مهم ا لل يةprogress.
country and achieving يع ال
2
2 Everyone
Everyone should
should playplay aaa positive
positive role role in
in developing
developing our our country
country and
and achieving
achieving progress.
progress.
2 Everyone should play positive role in developing our country and achieving progress.
B
B Translate
Translate ONE ONE (1)(1) sentence
sentence only only into English:
التEnglish:
into وير بل و ي ي ب ن يلعب ال ي دورا ي بي
B Translate ONE (1) sentence
1 الكواكب
الكواكب
only into تهم مه
تهمEnglish:
مه الوزن
ري ةة اا عع اا الوزن رر ةة ري الف
اد الف
رواد
يي تت يي رو
1
B
B
1
Translate
Translate ONE
ONE (1)
(1) sentence
sentence الكواكب
B Translate ONE (1) sentence only into English:
only
only تهم
into
into مه
English:
English: الوزن ا ع ا ة ري ة ر الف ادي ت ي رو
الكواكب
الكواكب تهم
تهم مه
مه الوزن
الوزن ا
ا ع
ع ا
ا ة
ة ري
ري ة
ة ر
ر الف ادرو ييي تتت ييي
1
1
1
2 للعل مه تهم الكواكب للعلالوزن
الع يي ةةهودا ع ا
الع ري ة ا
هودا امل
امل بفر ة
بف رواد الف مم
الف ادالفرو
الف ييعع
2
2 Astronauts can play a weightless sport during their mission to planets. للعل ة ي الع هودا امل بف م الف يع
2 للعل ة ي الع
الع يي ةة للعل
للعل هودا
هودا الع امل
امل هودا
بف امل بف
مم بف م الف
يييععع الف
الف
2
2
Due to / Because of the great efforts of scientists, space is no longer a mystery.
56
56
56
56 173
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PRACTICE
Practice Test 3b 3b
TEST
57
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3 b YY
PRACTICE TEST
B Reading Comprehension
Most people know that the first man on the moon was Neil Armstrong in 1969. However,
since that time, the moon has been visited by eleven other men but they are not so famous.
Who were these other space pioneers?
In 1969, four months after Neil Armstrong and his colleague Buzz Aldrin stayed on the
surface of the moon for 21 hours, Alan Bean and Pete Conrad spent two days there. Bean
is also an artist, and is the only person on earth who is able to paint space scenes that he
had actually seen. In 1971, Alan Shepard and Edgar Mitchel went on a mission to study
earthquakes on the moon (known as moon quakes). Shepard also enjoyed a game of golf
there: because there is very little gravity, he hit the ball farther than any professional golf
player on earth!
Seven months later, two more astronauts stayed for nearly three days on the moon. David
Scott and James Irwin took along a special vehicle which meant they could travel around.
They returned to earth with many moon rocks. In 1972, John Young and Charles Duke
landed in the moon’s mountains for the first time.
The moon was last visited at the end of 1972. Eugene Cernan and Harrison Schmitt explored
the moon for three days, longer than any other astronaut. Schmitt was a geologist before
he became an astronaut and he did a number of scientific experiments there. Before they
returned to earth, Cernan wrote his daughter’s name on the moon’s surface. There is no
weather on the moon, so he knew that there was nothing that would wear the letters away.
They are probably there today!
There are now plans to get astronauts to visit the moon again, although nobody knows
when this might be.
58
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3b
PRACTICE TEST
PRACTICE TEST
1
1
Why are Alan Bean’s paintings special?
Why arewere
Alanpainted
Bean’s paintings
paintings special?
3b
1 Why
a are
They Alan Bean’s special?
on the moon. b They were painted in space.
a
c They
a They
He is werewere
the only painted on
artiston
painted who thehas
the been to space. b
moon.
moon. d Theycan
b You
They were
were painted
only see them
painted in space.
in space.
on the moon.
2 ccWhy Heisis
He isitthe
the only
likely
only artist
that who
youwho
artist has
can has been
still been to space.
read the
to name of
space. d Eugene
d You can
You canCernan’s
only see
only seedaughter
them on
them on on
thethe
the moon.
moon.
2 moon
Why is today?
it likely that you can still read the name of Eugene Cernan’s daughter on the
2 Why is it likely that you can still read the name of Eugene Cernan’s daughter on the
moon
a
moon today?
The today?
letters are very big. b The letters were written in rocks.
a
c The
a The
There letters arethat
is little
letters are verywill
very big.
remove the letters.
big. b The
d The
b letters were
His colleague
letters were written
waswritten in rocks.
a geologist.
in rocks.
3 ccWhy There
do is
you little that
think will
that remove
some of
There is little that will remove the letters. the
the letters.
astronauts d His
played colleague was a geologist.
d His colleague was a geologist.the
golf and wrote names on
3
3 surface
Why of the moon?
Why do you think that some of the astronauts played golf
do you think that some of the astronauts played golf and
and wrote
wrote names
names on on the
the
surface
a They
surface of the moon? of
were the moon?
very important experiments. b They wanted to have fun.
a
c They
a Scientists
They were
wereon very important
earth
very got them
important experiments.
to do these.
experiments. b
d
b They
They wanted
wanted to
behaved have
have fun.
tobadly. fun.
4 ccWhy Scientists
do you on
Scientists on earth
think got
thatgot
earth them to
astronauts
them to do
do
were these.
sent to the
these. d They
d They
moon? behaved badly.
behaved badly.
4
4 Why
a
Why do
To dopunishyou think
you think that astronauts
them.that astronauts were were sent
sent toto the
the
b Tomoon?
do scientific experiments.
moon?
a
ca To punish
test them.
weightless
To punish them. sports. b
b To do
d To testscientific
do experiments.
zero-gravity
scientific living.
experiments.
5 ccWhat To test
does weightless
the sports.
underlined
To test weightless sports. word they refer to? d
d To test zero-gravity living.
To test zero-gravity living.
5
5 What
a
What does
the does
astronautsthe underlined
the underlined word
word theythey refer
refer to?
to? b the spaceships
a
c the
a the astronauts
astronauts
moon’s weather b the letters
d
b spaceships
on the surface
spaceships
6 ccWhatthe moon’s
do you
the moon’s weather weather
think the word vehicle means? d
d the letters on
the letters on the
the surface
surface
6
6 a
What do
something you think
used the
to word
carry
What do you think the word vehicle means? vehicle
people ormeans?
things b a type of spaceship
a something
c something
a a rocket used used to
to carry
carry people
people or or things
things b
d a
b a type
type ofof spaceship
spaceship
satellite
7 ccWhy
aa rocket
rocket
do you think that no astronaut has visited the d a
d amoon
type of
type of satellite
since 1972?
satellite
7
7 Why
Why do you
do you think
Suggested: think that no astronaut
that noitastronaut
Because has visited the
has visited the
is very expensive and moon
moon since
since 1972?
dangerous 1972?
to send people to the moon.
8 What was Alan Shepard and Edgar Mitchel’s mission on the moon?
8
8 What
Their
What was
was Alan
Alan Shepard
mission was to
Shepard and Edgar
study
and Mitchel’s
Mitchel’s mission
Edgarearthquakes on on
mission thethe
on moon?
moon
the moon?(moon quakes).
9 Do you think that the moon will be visited again in the future? Why/Why not?
9
9 Suggested:
Do
Do you think
you I think
think that
that the the moon
the moon
moon will be
will will be
be visited
visited visited
again
again theagain
in the
in future?because
future? Why/Why
Why/Whynew
not?technology means that
not?
10 it will be cheaper and safer to go
How long did Neil Armstrong stay on the moon? there in the future.
10
10 How
How long
long did
did Neil
Neil Armstrong
Armstrong stay
stay on
on the
the moon?
moon?
He stayed there for 21 hours.
The Novel
The
Thea Novel
Novel
3 Choose the correct answer.
3 a
1 Choose
a Choose
What didthe the correctdo
correct
Rassendyll answer.
answer.
to surprise Sapt and the Marshal when they first arrived in Strelsau?
1
1 a What
What did
He did Rassendyll
wanted do to
to surprise
to ridedothrough
Rassendyll theSapt
surprise and
and the
old town
Sapt Marshal
Marshal when
alone.
the when they
they first
first arrived
arrived in
in Strelsau?
Strelsau?
a He wanted to lead
b
a ride through
ride through the old
old town
all the soldiers.
the town alone.
alone.
cb
b He wanted to meet lead
lead all the
Duke
all soldiers.
the Michael.
soldiers.
cc He wanted to marry
d meet
meet Duke Michael.
Duke
Princess Flavia.
Michael.
2 Whatd He
d He wanted
wanted to marry
did Princess
to marry Princess
FlaviaPrincess Flavia.
think ofFlavia.
the King (Rassendyll) after the coronation?
2 a
2 What
What did
Shedid Princess
thought that
Princess Flavia
he was
Flavia think ofsame.
theof
think the King
the King (Rassendyll)
b She after
thought after
(Rassendyll) thehad
that he
the coronation?
changed.
coronation?
a
ca She thought
knew that
that he he was
wasn’t the
She thought that he was the same. b same.
King. b
d She thought
thought that he had changed.
didn’t that
like him.he had changed.
3 How cc She
She knew that he wasn’t the King. d She didn’t
doknew
Sapt that
and he wasn’t
Rassendyll the King.
leave the d She
palace? didn’t like
like him.
him.
3 a
3 How
How do Sapt
through
do Sapt and
theand Rassendyll
cityRassendyll
walls leave the
leave the palace?
palace?
b through a large gate
ca a through athe the city walls
secret
city walls
passage b through a
d through
b a large
large gate
cave gate
4 ccWho through
are a
the secret
Six Men?passage
through a secret passage d through a cave
d through a cave
4
4 a Who
Who are
They the
areare Six
thethe Men?
Men?special soldiers. b They are the Duke’s best friends.
SixKing’s
a They are
c They
a are the
the King’s
King’s special
Duke’sspecial soldiers.
specialsoldiers.
soldiers. bb They are
d They are the
the Duke’s
menDuke’s best friends.
who work
best friends.
for Colonel Sapt.
cc They
They are
are the
the Duke’s
Duke’s special soldiers. d
special soldiers. d They
They are
are men
men who who work
work for
for Colonel
Colonel Sapt.
Sapt.
59
59
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PRACTICE TEST
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c e Te s tRR
3 b YY
3b
PRACTICE TEST
3b
PRACTICE TEST
PRACTICE TEST
3b
PRACTICE TEST
3b
PRACTICE TEST
b Answer TWO (2) of the following questions:
b Answer
1 Why do you TWO (2) of
think thatthe following
Rassendyll questions:very little of the coronation?
remembered
3b bb Answer
1
b
1
Answer
Why
Answer
Why
do
do
TWO
TWO
you
TWO
you
(2)
(2)
think
(2)
think
of
of
that
of
that
the
the
the
12 Why do you think that Rassendyll remembered
following
following
Rassendyll
I think he remembered very little because there
following
Rassendyll
questions:very were
questions:
remembered
questions:
remembered
says that a pretend very
little of
little
very little King’s
a lot
of
of the
theof
the
coronation?
people and it was very busy.
coronation?
life coronation?
is harder than a real
b
1 Answer TWO (2) of the following questions:very little of the coronation?
2 Why
Why do
King’s?do you you think think thatthat Rassendyll
Rassendyll remembered
says that a pretend King’s life is harder than a real
I think1 Why
King’s?do you think that Rassendyll remembered very little toofdo the coronation?
22 he
Why
Whysaysdothis
do youbecause
you think that
think he needs
that Rassendyll
Rassendyllto learn saysvery
says thatquickly
that aa pretend
pretend what King’s
King’s and
life
life what tothan
is harder
is harder say to
than important people.
aa real
real
3 King’s?
Do you
2 King’s? think it was a good idea for Rassendyll
Why do you think that Rassendyll says that a pretend King’s life is harder than a real to give due care to the poor? Why?
3 King’s?
2 Suggested:
Do
Why youdothink you think itIwas
think it was
a good
that ideaafor
Rassendyll good idea
Rassendyll
says that for Rassendyll
to give
a pretend due care
King’s to
life to visit
the
is harder the
poor? old
thanWhy?a realtown
3 King’s?
3 Dobecause
Do you think
you think the it poor
it was aa people
was good idea
good ideathere will know
for Rassendyll
for Rassendyll thatdue
to give
to give duethecare King
care to the
to cares
the poor?
poor?about
Why?them.
Why?
C Writing
3 DoThey
youwill thinksupport it was a good him idea if they like him.to give due care to the poor? Why?
for Rassendyll
C Writing
4 3 Do you
Finish
C Writing
thethink following it was dialogue:
a good idea for Rassendyll to give due care to the poor? Why?
4 Finish
Azza and
C Writing
theRadwa following dialogue:
are talking about space travel.
4 Finish
Finish
Azza
C Writing
the
the
and following
following
Radwa
Azza I think that more money are dialogue:
dialogue:
talking aboutshould
space be travel.spent on exploring space.
4 Finishand
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Radwa
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Radwa
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Azza
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6 An information
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5 Write ansend
Radwa
Azza
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6
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I
to acar
information
father’s
couldn't
friend
has
agree
of ONE
about more
HUNDRED
spaceships.
sat-nav. I think it’s veryAND TWENTY (120) words on ONE (1)
useful.
. I think it’s useful,
. I think it’s useful, too. too.
5 of the an
Write
Radwa
Azza
following:
My
6
email
father’s to acar friend of ONEI HUNDRED
has sat-nav. think it’s very AND TWENTY (120) words on ONE (1)
useful.
. I think it’s useful, too.
5 of the
Write
Your
Write
Azza
following:
an
name
an 6
email
is Reda.
email to aa
to friend
Your
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friend’s
of ONE
name HUNDRED
is Essmat. AND
HUNDRED AND
His/Her TWENTY
address (120)
. I think it’s(120)
TWENTY useful,
words on
words
too.
on ONE
is Essmat@newmail.com. ONE (1) (1)
5 of
of the
the
Write
Your following:
following:
an
name email
is Reda. to a friend
Your
a why people have always wanted to explore new places of
friend’s ONE
name HUNDRED
is Essmat. AND
His/Her TWENTY
address (120)
is words on
Essmat@newmail.com. ONE (1)
5 of
Your
a
the
Your
Write
b why
of
following:
name
an
name
what
the
youisthink
people
following:
is
email Reda.
Reda. to
haveofYourYour
a friend
always
science
friend’s
of
friend’s
wanted name
ONE
name
fiction
is Essmat.
HUNDRED
is Essmat.
to explore new His/Her
AND
His/Her address
TWENTY is Essmat@newmail.com.
(120)
placesaddress is Essmat@newmail.com. words on ONE (1)
Your name is Reda. Your friend’s name is Essmat. His/Her address is Essmat@newmail.com.
aa why
b why people
whatpeople
you think haveofalways
have always wanted
sciencewanted fiction toto explore
explore new new places
places
6 b
Your
A
a why
b what
name
Translate
people
what you
you think
is into
Reda.
have
think of
Your
Arabic:
always
of science
friend’s
wanted
science fiction
name
fiction to is Essmat.
explore new His/Her
placesaddress is Essmat@newmail.com.
6 A
a
1 Translate
why
Mariampeople and into have
Ahmed
b what you think of science fictionArabic:
always
had wanted
their to
teeth explore
checked new
by places
the dentist last Tuesday.
6 AA
b
Translate
1 Translate
Mariam
what youand
into
into
think AhmedArabic:
Arabic: had their
of science teeth checked by the dentist last Tuesday.
fiction
6 1A
1 Translate
Mariam
2 Mariam
The government and
and into Ahmed
Ahmed Arabic: had
trieshad their teeth
to improve
their teeth checked
thechecked
educational by the
by the dentist
system
dentist last
to last
keep Tuesday.
up with world
Tuesday.
6 A
2 Translate
1 challenges.
Mariam
The government and into AhmedArabic:
trieshad their teeth
to improve الchecked
the يو الby
educational نthe يب ا
dentist
system to last همTuesday.
keep up withبفworld
ومريم
1
2 challenges.
Mariam
The government and Ahmed tries had
to their
improve teeth
the checked
educational
2 The government tries to improve the educational system to keep up with world by the dentist
system to last
keep Tuesday.
up with world
B challenges.
2 challenges.
The government
Translate ONE (1) tries to improve
sentence only the educational
into English: system to keep up with world
B2 challenges.
The government
1 Translate ONE (1) tries to improve
sentence onlyلم
بةthe الع
والرت ي واك ةم اsystem
واEnglish:
educational
into التعليان ل ا تkeep
to تورup وا الwith
الزرو ي
كومةعلم ن
world و ال
challenges.
BB Translate ONE
1 Translate ONE (1) (1) sentence
sentence only والرت بة
only intoواEnglish:
into ر ت ان ا م ا
English: علم ن الزرو وا
B1 Translate ONE (1) sentence only
وا والرت بةEnglish:
into ر ت ان ا م ا علم ن الزرو وا
12
B والرت بة بوا رEnglish:
الزروة وا و ر ي ت ل اان با ن متع
اfood علم ينا ي التك ولو
1 Translate ONE (1) sentence only into
2 We know that plants and trees get ر theirب تع ن ب
from ا
the ل ي
air و
and ة
the soil.ي ا ي التك ولو
60 1 ر ت ان ا م ا وا والرت بة علم ن الزرو وا
60
22 و ي ل ا ب ن تع ب ر التك ولو ي ا ي ة
2
Modern technology is a double-edged weapon, تع ب رsoن/ therefore ي ل ا بit should و ي ةused
be ي اcarefully.
التك ولو
60
60 2 و ي ل ا ب ن تع ب ر التك ولو ي ا ي ة
60
177
60
UNIT 10 FINDING WORK
SB pages 61-55 WB pages 61-64
Objectives
Listening UNIT
LESSON 1
SB page 61 WB page 61 students to work in pairs to correct the mistakes
on the CV. Discuss any ways in which the CV
Before using the book: could be improved.
• Type how to write a resume in a search engine. • Explain that, in this unit, the students are going
Look at some simple CVs. to learn about CVs and job interviews and on
• Create a sample CV and include in it several how to do both well.
obvious errors (such as spelling mistakes, • Put the students into groups and ask them to
skills that are irrelevant to the position, an make a list of all the jobs they know in English.
unprofessional font, etc.). Type the CV and Ask the groups to read out their job lists.
print out a copy for each student to see. Ask the
178
F i n d i n g w o r k UNIT 10
I wonder if you could tell me why you’re leaving your
Listening
uncle’s company?
1 Check the meanings of these words in Does your uncle know you’re trying to find another job?
your dictionary. Why do you want to work for us?
Why do you think you’d be good at the job?
Answers:
How would you feel if we asked you to work in
applicant someone who has formally
another part of the country?
asked for a job, a place
UNIT at a college, etc., especially by
10 appointment
writing a letter appointment:
a meeting that has been
arranged for a particular time
TAPESCRIPT
Interviewer: Good morning, Mr Farag. Please sit
and place down.
Mr Farag: Thank you.
conscientious showing a lot of care and
Interviewer: First of all, thank you for sending us your
attention
CV. I see you have a degree in biology and
CV (Curriculum Vitae) a document that describes your
chemistry from Alexandria University.
education and the jobs that you
Mr Farag: That’s right.
have done, used when you are Interviewer: And you’re twenty-five years old. Do you
trying to get a new job have a driving licence?
established (adj) describing a company, Mr Farag: Yes, I do. I passed my driving test last year.
organisation, etc., that has been Interviewer: What have you been doing since you left
in existence for a long time university?
pharmacy a store or a part of a store where Mr Farag: I’ve been working as a sales assistant in
medicines are prepared and sold my uncle’s pharmacy.
product something that is made or Interviewer: I see, so you have some sales experience. I
grown to be sold wonder if you could tell me why you’re
reputation the opinion that people have of a leaving your uncle’s company?
person, product, company etc. Mr Farag: Yes, of course. I should start by saying that
sales the part of a company that deals I have gained a lot of useful experience
with selling products working for my uncle, but I’m quite
sociable friendly, liking to be with other ambitious and I’d like to travel round in
people my job and visit other places.
Interviewer: Good. Does your uncle know you’re trying
to find another job?
2 Work in pairs. Mr Farag: Yes, he does. He’s encouraging me to look
1 Ask the students to read part a. for jobs.
2 Make sure they understand the task and put Interviewer: Good. And why do you want to work
them into pairs. for us?
3 Then ask them to write four more questions that Mr Farag: My uncle’s told me that yours is an
could be asked at a job interview.Monitor. established company with a very good
4 Ask some pairs to read their questions to the reputation in the medical profession.
61
class. Interviewer: That’s right.
5 For part b, explain that the students are going to Mr Farag: My uncle has sold your products for many
hear a recording of a job interview. Tell them to years and has never had any problems
listen carefully, and see if any of the questions with them.
they wrote are asked in the interview. You may Interviwer: And why do you think you’d be good at the
need to play the recording more than once. job?
6 Ask the students to list any of their questions Mr Farag: Well, I’ve always been a conscientious
that were asked and to list any other questions worker and I’m a sociable person, so
they heard. I’ll enjoy meeting and talking
to customers. I’m also well organised, so
Answers: I’d always make sure I arrived on time for
a Students’ own answers appointments.
b Any questions from: Interviewer: Now at the moment, you’re living with
Do you have a driving licence? your parents in Nasr City. How would you
What have you been doing since you left university? feel if we asked you to work in another
179
UNIT 10 F i n d i n g w o r k
Finding work 10
working.
Interviewer: Fine. Thank you very much for
your time, Mr Farag. We have
your telephone number and 1 Choose the correct word.
email address. We aren’t a My brother is more ambitious/sociable than me. He gets on with everyone he meets.
b The company received over 100 CVs/PCs from interested applicants/employers.
interviewing any more people c My bank is an established/organised company. It has been in business for over 100 years.
today. I’ll contact you on d If you need any medicine, there’s a physical/pharmacy in the village.
e My uncle‘s business had a very good reputation/applicant. Everyone knew it sold very
Saturday morning to let you good products.
know the result of this interview. f If you want to see the doctor, you will need to make an application/appointment.
g Tarek is very conscientious/established. If he starts a job, he will always finish it, even if it
Mr Farag: Thank you very much.Goodbye. is very difficult.
Interviewer: Goodbye.
2 Complete these sentences with
words from Exercise 1.
a I need some medicine. Is there a
3 Listen again and complete pharmacy near here?
b Our family has an
these sentences with business. It was started by my
grandfather in 1935.
information from the c Our school has a very good
. All the students
listening text. do very well here.
d When they are applying for a
Answers: job, some people start their
with personal
b last year. c he left university. details. Others put their
d a conscientious worker and a sociable qualifications first.
e Ali is the most student in the class. He works hard and cares about
person. what he does.
e his parents. f Saturday morning. f It is important for nurses to get on with their patients, so the hospital is looking for
young people to train.
3 Complete these sentences with the correct form of the word in brackets. Check in
4 Discuss these questions in pairs. your dictionary.
a Is your cousin going to apply for the job in the bank? (application)
1 Write the heading Qualities of a good b At the airport, the disabled man asked someone to him with his bags.
candidate on the board. Present the (assistant)
c Ali decided to the doctor about his illness. (consultant)
word candidate. d My favourite team lost and failed to for the finals of the competition.
2 Ask the students to suggest good (qualification)
e When my friend asked me if I wanted to go to the beach, it was an easy
qualities for a person applying for a . I said yes! (decide)
job. Write their suggestions on the f How many English books do you ? (possession)
g My grandfather some amazing things during his life. (achievement)
board. h Smoking is not inside the building. (permission)
3 Now ask the students to read the 61
questions and make notes.
4 Put them into pairs to compare and
discuss their ideas. Then ask some information starvation / decision expression
pairs to share their answers with the class. permission possession revision
d achievement argument arrangement attachment
Students’ own answers development employment excitement treatment
180
F i n d i n g w o r k UNIT 10
sentences with the correct forms of
the words.
UNIT
2 Check answers as a class.
10
Grammar Reported statements Answers:
0 1 The interviewer reported what was said at the interview.
What did the speakers say? Listen to check your answers.
GRAMMAR
REVIEW
b
d
assist
qualify
c consult
e decision
a Mr Farag said he had passed his driving test the previous year.
“I passed my driving test last year.”
…........................................................
PAGE 124
f possess g achieved
b He told me that he had been working as a sales assistant. ….......….… h permitted
c He explained that his uncle was encouraging him to find another job. …...….…..................................
d He said that his uncle had sold our products for many years. …...….…..................................................
e He said that he was a sociable person and so he would enjoy talking to customers. …...…..............… LESSON 2
f I told him that we aren’t interviewing any more people today. …...….…..............................................
g I promised that I would contact him on Saturday morning. …...….…..................................................... SB page 62 WB page 62
2 Discuss these questions in pairs. Grammar
a What happens to the tense of ON GRAMMAR
the verb in reported statements?
Reported statements
b Can you circle the reporting
Reported statements
verbs used in Exercise 1? 1 The interviewer reported
• To report what someone said, you usually move tenses
3 Report these sentences using
the best reporting verbs.
one step back: what was said at the
“I like tennis and I played a good game this morning,”
a The verb moves one step back. d She explained that she was hoping to visit me the following week.
b said, told, explained, promised
e He agreed that he would not tell anyone what I had said.
b Manal told her friend that her brother 3 Rewrite this conversation in reported speech, using the reporting verbs in brackets.
Nadia I am taking an English test next week. (say)
was helping her with her homework that a Nadia said that she was taking an English test the following week.
afternoon. Nahla You should start revising now. (suggest)
b
c Tarek explained that they were hot because Nadia I don’t really know the vocabulary that we need to know. (admit)
they had been playing tennis. c
Nahla You have lots of time to learn it. (explain)
d Mona shouted that the animal was d
dangerous. Nadia Yes, you’re right. I’ll start revising this evening. (agree / say)
e
e Karim admitted that he had lost the pen Nahla I’ll help you to revise if you want. (promise)
that I/he/she/we/they had lent him. f
Nadia You’re a good friend, Nahla! (tell)
f Nahla said that it would be great if they g
could go to England in the summer. 62
Note that moving the verb tense one step WORKBOOK page 62
back in reported statements is optional if the
1 Read the reported statements and write
sentence is still true at the time of reporting,
for example when reporting a fact such as a what the people said.
name or address. Where no context is given, 1 Tell the students to read the reported statements
students should change the verb tenses and carefully and to rewrite each one as direct
time and place references. However, they speech. Remind them about changing verb
should be aware that these changes are not tenses, time expressions and pronouns.
always necessary, and they should not be 2 Check answers as a class.
surprised if they hear or see sentences where
the tense has not been changed. Answers:
b “We promise that we will phone you as soon as we
arrive.”
c “(I admit that) I arrived late last night.”
d “I am hoping to visit you next week.”
e “(Yes, / I agree that) I won’t tell anyone what I said.”
182
F i n d i n g w o r k UNIT 10
3 Rewrite this conversation in
UNIT reported speech, using the
10 reporting verbs in brackets.
Reading
Ahmed Fawzy 1 Explain that the students must report
1 ON VOCABULARY Home address
each sentence. Remind them to
El Tonsy St, Bahary,
Alexandria, Egypt
change verb tenses, time expressions
Check the meanings of these words
and phrases in your dictionary. Contact Information and pronouns as needed. Study the
Phone: 102 03 48004
candidate choir Email: ahmed.fawzy@me.edu
example with the class to make sure
daycare centre fluent DOB: 17/05/1999 they understand the task.
grade (n) neighbourhood
Nationality: Egyptian
EDUCATION
2 Students can work individually and
2015–2018 English Secondary School, share their answers with the class.
2 Read this CV quickly to find the Alexandria General Secondary
answers to these questions. Education Certificate (GSEC)
a When was Ahmed Fawzy born? Thanawiya amma 2018 96% Answers:
He was born in 1999.
….................................. 2018–present English language, Cairo University
b Nahla suggested that she started revising
b When did he finish school? ….........….… WORK EXPERIENCE
c Which countries would he like to go to 2016–2018 Editor of school magazine then / at that moment.
in the future? …...….…............................
ACHIEVEMENTS AND AWARDS c Nadia admitted that she did not know
3 the vocabulary that they need / needed to
Academic
Read the CV again. Are these sentences
True or False? Correct the false 2018 – Special award for highest grade in English
sentences. language know.
Sports: University Football Club – Captain of first
a Ahmed Fawzy went to school in Cairo.
team
d Nahla explained that she had lots of time
False. He went to school in Alexandria.
….............................................................
b He did very well in the GSEC. …......….… Other activities: Charity work in home to learn it.
neighbourhood – in daycare centre for older people
c At the moment, he is studying English at (two afternoons); camping; member of school book e Nadia agreed and said that she would
university. ….....................................…..… club and school choir
d When he was at school, he won an
start revising that evening.
SKILLS
award for his work on a magazine.
IT: Computing Grade 5
f Nahla promised to help her to revise (if
Experience in using Microsoft Office (Word and
…...….....................................................…
e He works in a neighbourhood daycare Excel)
she wanted).
centre every evening. …...................….…
Languages: Fluent in English g Nadia told Nahla / her that she is / was a
f He is fluent in three languages. …...….… A little spoken Spanish and French
g He likes camping, reading and singing.
good friend.
INTERESTS
…...….....................................................… Sports: Football, squash, athletics
183
UNIT 10 F i n d i n g w o r k
1 Encourage the students to read the sentences 3 Ask some pairs to share their answers with the
first so they know what information to read for. class.
184
F i n d i n g w o r k UNIT 10
LESSON 4 SB page 64 WB page 63
UNIT f He worked hard at school and he has
10 travelled in Europe and Australia.
Critical thinking
1 Answer the following questions about the CV on page 63.
He was editor of the school magazine.
a What work experience does Ahmed Fawzy have? …............................................................ 2 Read this quotation and discuss
b What IT skills does he have? …...…..............................……...…..............................….............................. the questions.
c What sports does Ahmed play? …...…..............................……...…..............................….........................
1 Make sure the students understand
d What qualities do you think that Ahmed has which make him a good football captain? …...….......…
e Ahmed works for a charity. What does this say about him? …...….....................................................…
the distinction between ‘hard’ and
f How do you think that Ahmed became fluent in English? …...….....................................................….. ‘personal’ skills.
2 Read the skills in part a to the class.
2 Read this quotation and discuss the questions.
For each skill, ask them to raise one
a Which of these skills would you describe as ‘hard’ There are two kinds of skills that
and which as ‘personal’?
people applying for a job must hand if they think it is a hard skill,
have if they want employers
• being tall or strong
to offer them a job. There are
and two hands if they think it is a
• having a driving licence ‘hard skills’ such as a degree, personal skill. Always ask them to
• being conscientious and ‘personal skills’, like being
• knowing more than one language a good leader and other qualities explain why.
• being sociable
needed if you want to succeed in 3 For part b, put the students into
a particular career.
small groups to read and discuss the
b Why do you think that employers look for
both kinds of skills? question.
3 Read Fatma Badr’s CV and discuss these
questions in pairs.
4 Ask some groups to share their
FATMA BADR a Is there any information missing from Fatma
answers with the class.
DOB: 8/10/1999 Badr’s CV?
EDUCATION b Why is it important to include this Answers:
information?
2015–2018: English
Secondary School Cairo, c What skills and qualities does Fatma have
a Hard skills: having a driving licence,
(GSEC) Thanawiya amma that would make her a good candidate for knowing more than one language
2018 97% the job of Assistant Editor of an English
WORK EXPERIENCE
magazine? Personal skills: being tall or strong,
2015–present: I do the accounts for my mother’s d Compare her CV with that of Ahmed
Fawzy’s. Who do you think would be best being conscientious, being sociable
shop
for the job? Why?
ACHIEVEMENTS AND AWARDS
b Suggested: Because they want people
e Compare your ideas with other pairs.
2018: Special award for highest grade in maths who have good qualifications, but also
Sports: Part of winning tennis team in school WORKBOOK
competition PAGE 63 people who are sociable, interesting
Other activities: Voluntary work helping with and easy to work with.
young children
SKILLS
SKILLS FOR LIFE
IT: Computing Grade 5, can use Microsoft Word
and Excel Work experience, volunteering and
3 Read Fatma Badr’s CV and
Languages: Fluent in English, some German and charity work are good things to put discuss these questions in pairs.
French on your CV.
1 Give the students time to discuss
64 the questions in pairs. Go round and
monitor as they are working and offer
Critical thinking help as necessary.
2 Ask some pairs to share their answers with the
1 Answer the following questions about the class.
CV on page 63. 3 Have a class discussion, especially regarding
1 Ask the students what they remember about questions d and e. At the end have a class vote
Ahmed Fawzy’s CV on page 63. to decide who would be the best for the job.
2 Ask the students to read the questions. Put
them into groups to discuss the answers. Check Answers:
answers as a class. a Yes, her home address and contact details, plus
her interests.
Answers:
b He has a Grade 5 computing exam and experience in b Her contact information is important so that the
using Microsoft Office (Word and Excel). company can contact her. They will also want to
c He plays football, squash and athletics. know about her interests so they can understand
d He cares for other people and he enjoys meeting her personal skills better.
other people too. c She did very well in her school exams. She is
e Suggested: It shows that he is a kind and caring fluent in English. She is good at computing. She
person who wants to help others. is also good with people – she works with young
185
UNIT 10 F i n d i n g w o r k
vitae
word. h old or ill people can be looked after at a daycare
The word in the boxes is .
1 Check answers as a class.
Answers: 2 Complete these sentences with words from Exercise 1.
a Warda is the best candidate for the job. She should get it.
b neighbourhood b Ayman has a lovely singing voice. He should join the school .
c Sara is in three languages: Arabic, English and German.
c choir d My sister is a nurse and she often helps in the daycare .
e If you want to apply for the job, please send us your .
d IT
f What did you get in your maths exam?
e grade g Most of the houses in my grandparents’ are quite old.
h The Manager makes sure all the computers are working well.
f candidate
g CV
h centre
The word in the boxes is: experience
186
F i n d i n g w o r k UNIT 10
time to answer the questions. Play the
recording again if necessary.
UNIT
4 Check answers as a class.
10
Communication skills Answers:
Asking and answering personal questions a Students’ own answers
1 Look at the CV on page 63. Which questions could you ask to find
the information you would need to complete a CV?
b The job for a representative.
v
Service Agent to deal with telephone
calls and emails from customers. Baher: Yes, I’d like to. Can you help me to fill
in my CV?
VALLEY
Amir: Of course. Let me ask you some
questions. You can use the answers for
your CV.
All applicants should
• have a BSc
Send your CV
to: Baher: That’s a good idea.
Mrs A Ragab, Reply in writing to:
• be under 30 years old
• have a driving licence
Valley plc., The Personnel Manager, Amir: First of all, where are you from?
PO Box 701
• be able to speak English Heliopolis
PO Box 653, Nasr City
Baher: OK, I’ll write my address and contact
information here.
3 Listen again and put the questions below 4 Work in pairs. Amir: Next, where were you born and what’s
in the order that you hear them. a Take turns asking and answering the
questions from Focus on functions.
your nationality?
b Make a note of your answers because Baher: That’s easy! The second of May, 1997,
ON FUNCTIONS you will need these to write your own
CV in the Workbook.
and Egyptian.
Asking and answering personal questions
Amir: Which exams have you passed?
a Do you have any work experience?
5 Research the following Baher: OK, I’ll write that here.
about universities
b What are your interests and hobbies? Amir: Do you have any work experience?
c Which exams have you passed? Find out:
Baher: I’ve worked in my uncle’s shop.
RESEARCH
187
UNIT 10 F i n d i n g w o r k
Answers:
a 4 b 7 c 3 d 1
UNIT
e 6 f 2 g 5 10
1 Finish the following dialogue.
Maya is being interviewed for a job at a bank.
4 Work in pairs. Interviewer a ?
Maya Yes, I worked as a secretary for an accountant for a year.
1 Ask the students to ask and answer
Interviewer b ?
the questions in Focus on functions in Maya I passed all my school exams and I have a degree in business studies.
pairs. They should note their answers Interviewer c ?
for the writing task. Maya I can speak English well and I can use Microsoft Word and Excel.
Interviewer Thank you. You are a very strong candidate.
2 Walk around and check that students
are doing this correctly. Make a note 2 Complete your own CV using the Student’s Book as an example.
universities. DOB:
EDUCATION
1 Go though the instructions with the 20 –20
class. WORK OR USEFUL EXPERIENCE
•
2 Students could do the task in class and •
share their findings in small groups or ACHIEVEMENTS AND AWARDS
Date Achievement
as homework.
INTERESTS
Suggested answers: b Look for grammar and spelling mistakes. Check the correct spelling in your dictionary.
188
F i n d i n g w o r k UNIT 10
Assessment
Listening Task Reading Task
Target element: revise the key listening text Target element: read a CV and complete
from the unit information
Write the questions below on the board. Tell the On the board, write the sentences below. Tell the
students that there is a mistake in each question students to reread the CV on Student’s Book,
and that they must listen to the listening passage page 64 and use the information to complete the
from Lesson 1 and correct the mistakes. Play the sentences. (The answers are in brackets below.)
recording from Exercise 2 and give the students
time to correct the questions. (The answers are in 1 Fatma Badr was born in ______. (1999)
brackets below.) 2 She went to school in ______. (Cairo)
1 Do you have a pilot’s license? (pilot’s driving) 3 She has work experience from doing ______ for
her mother’s shop. (the accounts)
2 What have you been doing since you left the
bank? (bank university) 4 In 2018, she was given a special award for
______. (getting the highest grade in maths)
3 Does your uncle know that you’re trying to find
another flat? (flat job) 5 She does ______ helping with young children.
(voluntary work)
4 How would you feel if we asked you to work in
another part of the world? (part of the world 6 She is fluent in English and speaks a little
country) ______ and ______ . (German / French)
189
UNIT 11 Sir Cecil Spring-Rice: "Day"
Objectives
UNIT
Listening
Listening for gist and for detail; 11 Sir Cecil Spring-Rice: “Day”
OBJECTIVES Listening Listening for gist and for detail; identifying rhythm in literary texts
identifying rhythm in literary texts Grammar Reported questions
Reading Reading for gist, for specific information and to paraphrase
Critical thinking Understanding the importance of nature
Functions Expressing surprise
Grammar Writing Writing a report of an interview
Reading 1 ON VOCABULARY
LESSON 1
SB page 66 WB page 65
191
UNIT 11 Sir Cecil Spring-Rice: "Day"
events in the poet’s life in the a The president of Egypt asked to have a meeting with the British .
b Ahmed’s grandfather left him some money in his .
correct order. c She spoke clearly and fluently the job interview.
d is one of the most spoken languages in the world.
Answers:
a 3 b 4 c 7 3 Make phrases from the listening text by completing these sentences with the
correct form of a word from each box.
a Riham wants to spend some time with her cousins in the summer.
b Applicants for the job should have a .
5 Discuss these questions in pairs. c Walid and Imad first when they met at primary school.
d You need to be fluent to Arabic into English.
1 Give the students time to discuss e Many teenagers find it difficult to their .
the questions in pairs. Go round and f I find that swimming is a very good to .
monitor. 4 Use your dictionary or search online to find the name of three countries where
people speak each of these languages.
2 Open up a class discussion so the a Arabic Egypt,
b French
students can share their ideas.
c German
d Portuguese
Answers: e Spanish
a He probably found writing a good way to
relax and also to express his feelings and
ideas.
b Students’ own answers 65
c throughout d Mandarin
WORKBOOK page 65
1 Match these words with their meanings. 3 Make phrases from the listening text
by completing these sentences with the
1 Students do this individually and compare correct form of a word from each box.
answers in pairs. Check answers as a class.
1 Students complete the task in pairs.
Answers:
1 c 2 d 3 e 4 a 5 b Answers:
b university degree c became friends
d translate / poems e express /feelings
2 Complete these sentences with words f way / relax
from Exercise 1.
1 Ask the students to read the completed
4 Use your dictionary or search online to
sentences aloud. Check their pronunciation.
find the name of three countries where
Answers: people speak each of these languages.
a President / ambassador b will 1 Students can do this task in pairs or small
192
Sir Cecil Spring-Rice: "Day" UNIT 11
UNIT
LESSON 2
GRAMMAR 11 SB page 67 WB page 66
Grammar Reported questions REVIEW
PAGE 124
Answers:
b “Can you tell me about his career?”
UNIT
c “What did he do as ambassador to the
United States?” 11
d “Is it true that he helped students at 1 Read the reported questions and write what the people said.
a He asked me if I knew that his sister had been ill.
Oxford University?” Do you know that my sister has been ill?
b We wanted to know what they thought of his idea.
e “Can you talk about Spring-Rice’s
writing?” c Rawia asked Kholoud what she had done the evening before.
f “Why did the ambassador write poems?” d Hany asked Fady whether he could go to the museum the next day.
e The teacher inquired whether we had found the homework easy or difficult.
3 Discuss the following in pairs. f Leila wondered if we should go to the park.
1 Ask the students to discuss the two
g Imad wanted to know where Hisham would go to university.
questions in pairs.
2 Go over their answers as a class. Then 2 Write a list of the reporting verbs in Exercise 1.
asked,
read the information in Focus on
grammar.
3 Rewrite this conversation in reported speech,
using the reporting verbs in brackets.
Answers: Amir What are you studying in English at the
a In reported questions, the subject usually moment? (wonder)
a Amir wondered what Munir was
comes before the verb. studying in English at that moment.
b Verb tenses in direct questions move one Munir We’re studying an English poet. He’s very
interesting. (explain)
step back in reported questions. b
a student to read sentence b. Elicit how Amir Did he write books? (want to know)
e
this sentence can be reported. Munir Yes, he did, but he wrote poems as well. (say)
Day
meaning. Choose the correct meaning of these
words in the poem. an English poet and that he was very
fellow 1 a man or boy
interesting.
2 a person doing the same activity as someone else ‘I am busy,’ said the sea. c Amir asked what his name was.
grain 1 one small part of, e.g. salt or sand ‘I am busy. Think of me
2 wheat or a crop used for food making continents to be. d Munir told him that it was Thomas
toiler 1 someone who works very hard I am busy,’ said the sea. Hardy.
2 someone who moves slowly and with difficulty
‘I am busy,’ said the rain. e Amir wanted to know if/whether he
‘When I fall it’s not in vain;
4 Now answer the questions about the poem. Wait and you will see the grain. wrote books.
It is making continents.
a In what way is the sea busy? ……...............................… I am busy,’ said the rain. f Amir said yes, he had, but that he had
b Why is the rain falling not in vain? ……......................… ‘I am busy,’ said the air,
c Does the poem say that the wind does anything
written poems as well.
‘Blowing here and blowing there,
important? ……......................…......……......................… Up and down and everywhere. g Amir wondered if he could read one of
d Why does the sun say my planets? ……......................... I am busy,’ said the air. his poems.
e Why do you think that the sun says its work is never
done? ……...…..……......................………......................…
‘I am busy,’ said the sun. h Munir explained that he hadn’t got one
‘All my planets, every one,
f Who or what do you think that the last verse is about? with him. He asked if/whether he should
Know my work is never done.
……...………...…..……......................………........................
I am busy,’ said the sun. bring one home after the following
g Personification means describing a thing or object as
if it was a person. How is personification used in the Sea and rain and air and sun,
poem? ……...…..……......................………........................
lesson.
Here’s a fellow toiler – one,
Whose task will soon be done. i Amir said that that would be good.
5 Now paraphrase the poem in your own words.
LESSON 3 SB page 68
Reading
1 Discuss these questions in pairs.
1 Check answers as a class. Ask how
many countries the students can name
68
within each continent, too.
Answers:
g “Where will you go to university, Hisham?” a There are six or seven: Africa, Asia,
Australasia, Antarctica, Europe, North
2 Write a list of the reporting verbs in America, South America (some say
Exercise 1. America is one continent).
b Suggested: The seas, earthquakes,
1 Students quickly write all the reporting
volcanoes, the weather.
verbs. Remind them to use a variety of
reporting verbs when they report questions
or statements. 2 Read and listen to the poem "Day" by
Answers: Sir Cecil Spring-Rice. Does it include
wanted to know, inquired, wondered any of the ideas that you talked about in
Exercise 1?
3 Rewrite this conversation in reported Answers:
speech, using the reporting verbs in Students’ own answers (The poem says that the sea is
brackets. busy making the continents.)
TAPESCRIPT g It compares the sea, the wind, the air and the sun to
busy people, each with a job to do.
Day
‘I am busy,’ said the sea.
‘I am busy. Think of me 5 Now paraphrase the poem in your own
making continents to be. words.
‘I am busy,’ said the sea
‘I am busy,’ said the rain. 1 Remind the students that to paraphrase
‘When I fall it’s not in vain; means to express something using different
Wait and you will see the grain. words, to make the meaning shorter or
I am busy,’ said the rain. clearer.
‘I am busy,’ said the air, 2 Give the students plenty of time to do this.
‘Blowing here and blowing there, They could finish the task for homework.
Up and down and everywhere. You can take in their work to mark, or ask
I am busy,’ said the air. some of them to read their suggestions to the
‘I am busy,’ said the sun.
class.
‘All my planets, every one,
Know my work is never done. Suggested answers:
I am busy,’ said the sun. ‘I am always busy making continents,’ said the sea.
Sea and rain and air and sun,
‘When I fall, I help the grain to grow,’ said the rain.
Here’s a fellow toiler – one,
Whose task will soon be done. ‘I always blow everywhere,’ said the wind.
‘The planets always go round me, so I’m always busy,’
3 The following words have more than one said the sun.
meaning. Choose the correct meaning of ‘I work hard too, but unlike you, my work will soon be
finished,’ said the poet.
these words in the poem.
1 Ask the students to study the definitions.
Explain that the words here each have two
meanings so both definitions are correct,
but the students are looking for the meaning
used in the poem. Check answers as a class.
Answers:
grain: 2
toiler: 1
Answers:
b Because it helps grain to grow (so it is useful).
c No, it just blows everywhere.
d All the planets in our solar system go round the sun,
as if they belong to the sun.
e The planets never stop moving round the sun, and all
life needs the sun, so the sun is always important.
f The last verse is about the poet who is writing the
poem. His work is done because he has finished the
poem (and also one day his life will end, unlike the
sea, rain, air and sun).
196
Sir Cecil Spring-Rice: "Day" UNIT 11
LESSON 4 SB page 69 WB page 67
UNIT
c Suggested: Because the sea, rain, air and
11 sun do the same work every day.
Critical thinking d It means his work (the poem) will soon
be finished (and maybe his life will be
1 Read “Day” again and answer the
questions.
4 Discuss these questions in pairs.
a Do you worry about the future of our over too, because he is human).
a How many verses has the poem got? Why planet? Why / Why not?
do you think that the last verse is shorter e Suggested: The sea, rain, and air work
b Do you think that global warming will affect
than the others?
your life in the future? Why / Why not? hard, but the sun works hardest because
b Which lines rhyme?
c Why do you think that the poem is called
c How can we make sure that our water
and air remain clean for our children and
its work never finishes.
“Day”? grandchildren? f The message is that the sea, the rain, the
d Can you explain the meaning of the fellow d Do you think that one day we will be able
toiler’s task will soon be done? to use the sun, water and wind for all our air and the sun will continue to shape the
energy needs? Why / Why not?
e Who do you think has worked harder, the earth long after our lives are over.
fellow toiler, or the sea, rain, air and sun?
Why? g Suggested: Yes, it is successful. You do
f What is the message of the poem? 5 ON COLLOCATIONS not always think about the wind, sun,
g Do you think that the use of personification
is successful? Why / Why not? rain, etc. continuing forever throughout
1 Complete the sentences with the
correct form of these verbs. the day and night. When you compare
2 Discuss these questions in pairs.
a In what ways does the sun affect the blow fall pour rise set them to people working, it is easier to
planets?
blow last
a Did you hear the wind …………
understand that they never stop.
b Which do you think is least important for us,
the rain, the sun or the wind? night?
b At what time does the sun ………… in
c Of the rain, the sun and the wind, which do
the morning?
you think is easiest to control? Which is the
hardest to control? Why? c The rain was very heavy last night. It
2 Discuss these questions in pairs.
d Which of these do you think can cause the
was ………… down! 1 Put the students into pairs. Give them
d You can see the rain ………… on the
most damage? How? time to discuss the questions.
river.
e In summer, the sun ………… at nearly
3 Work in groups.
midnight in the north of Europe.
2 Open up a class discussion so the
a Write a list of as many different landforms as students can share their ideas.
2 Now use your dictionary to
you can, for example: mountains, rainforest,
find out what these words have
desert.
Suggested answers:
in common:
b Now think about what has helped to form
these different landforms the most: the sun, blizzard downpour gale
wind or rain. a The sun pulls the planets towards it so
c How do people help to shape landforms? WORKBOOK
PAGE 67
they go round it. This affects the length
d Share your ideas with other groups.
of the night and day on the planets. The
sun also warms the planets.
SKILLS FOR LIFE b The wind is least important. We need the
sun and the rain to grow food.
Try to help prevent global warming.
Save electricity by turning off lights and c You can’t really control any of these
computers when you are not using them.
things, although buildings and shelters
can protect us from them.
69 d They can all cause a lot of damage. The
rain can cause terrible floods; the wind can
Critical thinking knock down trees and buildings; and the sun
can cause droughts and also burn our skin.
1 Read "Day" again and answer the
questions. 3 Work in groups.
1 Before the students read "Day" again, ask 1 Put the students into groups. Give the groups
them what they can remember about the time to go through each point. Go round and
poem. monitor, offering help as necessary. You may
2 Now go through questions a–g. The students like to present useful vocabulary such as to
can read the poem again to help them drain and reclaim.
if necessary. They can then discuss the 2 Students share their ideas as a class.
questions in pairs.
3 Discuss their answers as a class. Suggested answers:
Answers: a sea, ocean, forest, cliffs, beaches, lakes, rivers
a It has five verses. The last verse is shorter perhaps to b Students’ own answers
show that the task will soon be finished. c People can shape landforms by cutting down
b Each line of each verse rhymes (aaaa, bbbb, cccc, forests and replacing them with cities or farms;
dddd, ddd). The last seven lines all rhyme. building dams across rivers and flooding land;
197
UNIT 11 Sir Cecil Spring-Rice: "Day"
to point out that the results they talked a The farm workers toiled in the fields all day.
about in Exercise 3c might affect b Who is that that your brother
was with this morning?
many of their answers in Exercise 4. c There are of sand on the floor,
can you sweep it?
2 Students share their ideas as a class. d The old man slowly up the hill to the market.
e My cousin is staying in a hostel with his travellers in Jordan.
Answers: f The farmer uses some of his to make bread.
Students’ own answers
2 Which words rhyme with these?
a sea, me, be three, bee, we, slowly, free
b rain, vain, grain
5 Focus on collocations c air, there, everywhere
d sun, one, done
1 Remind the students what a
collocation is (words which frequently 3 Choose the correct verbs.
a The wind is going/blowing
/
/blowing from the north today.
go together) and read the example. b In this country, the rain falls/pours mostly near the coast.
c The sky starts to turn red just before the sun sets/falls.
2 Students complete b–e in pairs. Ask d It was dark when I woke up because the sun had not yet blown/risen.
them what these collocations have 4 Choose the correct answer.
in common (they all relate to the
weather).
3 Ask the students to do the last part for
homework.
Answers:
1 a You would be in a blizzard if the weather was very .
A snowy and windy B windy C rainy D hot and windy
b rise c poured b You would be in a downpour if the weather was very .
d falling e sets A snowy B windy C rainy D hot
c You would be in a gale if the weather was very .
2 They are all words for extreme forms of A snowy B windy C rainy D hot
weather (snow, rain and wind). 5 Write a paragraph about an extreme form of weather that you remember.
TAPESCRIPT
Boy 1: My uncle is a famous scientist.
Boy 2: Is he, Amir? How interesting.
Mount Nyiragongo,
Democratic Republic of Congo
Boy 1: He asked me if I’d like to go on a
research trip with him.
70 Boy 2: That’s amazing!
Boy 1: We’re going to climb a volcano in the
students to make another sentence with each Democratic Republic of Congo.
word that is not correct. Boy 2: Never! That’s incredible.
Boy 1: I’d love to go right inside the volcano.
Answers: Boy 2: You wouldn’t, would you?
b falls c sets d risen Boy 1: My uncle told me that it’s not dangerous.
Boy 2: Really? I find that surprising.
Boy 1: He asked my brother if he’d like to go
4 Choose the correct answer. too, but he doesn’t want to.
1 Students can do the task individually, then Boy 2: I don’t believe it. It’s a great opportunity.
check answers as a class. Boy 1: I want to visit all the world’s volcanoes
Answers: one day.
a A b C c B Boy 2: ou must be joking! That would be very
dangerous, and very expensive!
Answers: 11
1 Complete the conversation with these words.
a 4 b 6 c 3
amazing believe never surprising wouldn’t
d 2 e 1 f 5 Salma Did you know that there used to be only
one continent, called Pangea?
Mariam Really? I find that a surprising .
Salma It formed about 275 million years ago.
4 Work in pairs. Mariam b ! That’s incredible.
Salma It started to break up about 200 million years ago.
1 Point out that all the facts in the box Mariam That’s c .
Salma No one knew about Pangea until a German scientist suggested it in 1912.
are true. The students should use the Mariam I don’t d it.
correct expression to react if they are Salma I’d love to be able to visit Pangea!
Mariam You e , would you?
surprised by the facts.
2 Go round and monitor while they 2 Plan an interview.
a Think about the facts that you learned about the continents in the Student’s Book.
are doing this and check they use the b Write four or five questions that you want to ask your partner about the continent that
correct intonation to show surprise. he/she researched.
1 Are most of the countries in this continent big or small?
3 Give the students time to think of their 2
own facts. They can then continue the 3
task in pairs. 4
5
4 Ask a few pairs to share their facts and
responses with the class. 3 Interview your partner.
a Take turns to ask each other the questions you wrote in Exercise 2.
b Make a note of the answers. It is not important if they do not know all the answers to
5 Research facts about the your questions.
I don’t know how big they all are, but some of the countries in Africa are very big.
continents
1 Students do this task at home. Read 4 Write a report of the interview.
a Report the questions that you asked and your partner’s replies.
the instructions and make sure that I asked if most of the countries in this continent were big or small.
they understand the task. Point out She explained that she did not know how big they all were, but that some
of the countries in Africa were very big.
that they should keep notes about their b Read what you have written very carefully. Look for grammar and spelling mistakes.
facts for the task in the Workbook. Check the correct spelling in your dictionary.
c Correct the mistakes, then write the final report in your notebook.
2 Students can present their work in the
next lesson as a talk to the class or in
groups.
WORKBOOK page 68
68
1 Complete the conversation with
these words.
3 Interview your partner.
1 Ask the students to read the completed
conversation in pairs to check their answers. 1 Ask the students to work in pairs to ask and
Make sure they use the correct intonation of answer the questions. Make sure that they
surprise. note down their answers, as in the example.
Answers: 4 Write a report of the interview.
b Never c amazing 1 Students write a report of the questions they
d believe e wouldn’t asked and the replies they received, using
reported statements and reported questions.
2 Plan an interview. 2 Go round and offer support as necessary.
1 Make sure that the students understand the They can refer to the Grammar review on
task. Give the students time to write their page 124 if necessary.
questions. Go round and help as they are 3 Once the students have written their final
doing this. drafts, you can take in their work to mark.
They could finish this for homework if
Students’ own answers necessary.
200
Sir Cecil Spring-Rice: "Day" UNIT 11
Assessment
Listening Task Reading Task
Target element: revise the key listening Target element: revise the key reading
activity and key grammar passage of the unit
Write the sentences below from the listening text Write the sentences below on the board. Explain
on the board: that some of them are correct but some of them
contain the wrong words. Tell the students to
1 Ask the students to read the sentences and to reread the poem on Student’s Book page 68, and to
complete them by listening to the recording. correct the wrong words. With a strong class you
2 You may need to play the recording several can ask them to do this without referring back to
times. When they have completed the exercise, the text. (The answers are in brackets below.)
go through the answers with the class. (The
answers are in brackets below.)
‘I am busy,’ said the sun.
1 First, I asked Andy where the poet
……………….. . (had grown up) ‘All my planets, except one, (except every)
2 Then I asked him ……………….. me Know my work is always done. (always never)
about Spring-Rice’s career. (if he could) I am busy,’ called the sun. (called said)
3 I asked him which countries Spring-Rice
……………….. . (had worked in)
Sea and rain and wind and sun, (wind air)
4 Then ……………….. he had done as
Ambassador to the United States. (I asked Here’s another toiler – one, (another a fellow)
what) Whose job will soon be done. (job task)
5 I asked him ……………….. it was true
that he had helped students at Oxford
University. (whether)
Writing Task
6 I then asked Andy ……………….. about
Spring-Rice’s writing. (if he could talk) Target element: to practise writing a poem
Tell the students to write down a list of words
Speaking Task that rhyme. Now ask them to use some of the
words to write a short poem, about any topic.
Target element: revise the key grammar Students can read out their work to the class (or
Ask students to work in groups of three. Students to groups if you have a large class).
write down four questions about their partner’s
free-time activities. The first student then asks
the second student the four questions. The second
student reports the question to the third student,
and then answers the question. The third student
then reports the answer to the first student.
Students then swap roles, so student one becomes
student two and so on.
201
UNIT 12 L i f e l o n g s k i l l s
Objectives
UNIT
Listening
Listening for detail Lifelong skills 12
OBJECTIVES Listening Listening for detail 1
Grammar Grammar Reported imperatives, suggestions and advice
Reading Reading for specific information and to understand references
Critical thinking Appreciating the importance of lifelong education
Reported imperatives, suggestions Functions Giving and responding to warnings
Writing Writing a story about a warning
and advice
Listening 2
3
Reading 1 Discuss this question in pairs.
Reading for specific information and Why do some people decide to go back
to college or university when they are
adults? Think of two or three reasons.
to understand references
2 ON VOCABULARY
Critical thinking Check the meanings of these words
and phrases in your dictionary.
Appreciating the importance of 5 Discuss this question in pairs.
creative writing enrol mature Why is it important for people to
lifelong education Open University receptionist continue learning after they have
redundant retrain worthwhile left school or university?
Functions
3 Listen to three people talking about education 6 ON IDIOMS
Giving and responding to warnings courses and answer these questions. WITH MAKE UP
Speaker one is 51.
a How old is each of the speakers? ….....................…......
Choose the correct meaning
b What are they studying or hoping to study? ……....…
of the underlined idioms from
Writing c What is unusual about the third speaker? ……....… the listening text.
a I must make up my mind very
Writing a story about a warning 4 Listen again and complete these sentences with quickly.
information from the listening text. A decide
a Although the first speaker had sent his CV to many B think of a story
he didn’t get any interviews.
companies, …….........................….............
b I thought I’d make up for
b He is training to be a teacher at …….................................… all the time I couldn’t go on
holiday because of work.
c He thinks that he will enjoy teaching, although ……........…
A do something to make a
d Instead of going to university, the second speaker ……....… bad situation better
e The main reason she can study now is that ……...............… B regret not doing something
f She is probably going to study languages at university, but c I’ve always enjoyed making up
she would really prefer ……...............................................… stories.
g For the first two years after he retired, the third speaker A buying from the internet
……....……….......................................................................… B inventing
WORKBOOK
h He has chosen to study at the Open University because PAGE 69
……....……….......................................................................…
71
LESSON 1
SB page 71 WB page 69
- play football
Before using the book: • Put the students into pairs and ask them
• Write the following list of activities on the to estimate the age at which most of the
board: activities are done.
- learn to play a musical instrument • Discuss their answers. Ask the students if
- go to school they think that it is good that most people
- go to university study and learn things when they are young.
- get married Ask them why they think this happens and
- start a family why people learn fewer new activities when
- retire they are older.
- learn a second language
202
L i f e l o n g s k i l l s UNIT 12
3 Listen to three people talking about
Listening education courses and answer these
1 Discuss this question in pairs. questions.
1 Tell the students to read through the question 1 Tell the students that they are going to hear
and make notes. three people talking about their education
2 Put them into pairs to compare and discuss courses.
ideas.
UNIT 3 Ask some pairs to share their answers with the 2 Ask the students to read the questions.
12 class.
4 Ask the students if they know anyone who has
3 Play the recording and ask them to listen
carefully for the answers. Play the recording
gone back to studying later in their life. again if necessary.
Suggested answers: 4 Ask some students to share their answers with
People may return to college or university to learn the class.
new skills to help in their current work, change jobs,
learn something new out of interest, have a challenge,
Answers:
a Speaker 2 is 42, speaker 3 is 71 (almost 72)
or do something that they couldn’t do when they were
b Speaker 1: studying to be a teacher
younger.
Speaker 2: hopes to study languages or medicine
Speaker 3: studying a creative writing course at
2 Check the meanings of these words in university
your dictionary. c Speaker 3 has retired, but wants a new challenge and
something to do with his time.
1 Write the words from the box on the board.
2 Say the words and ask different students to
come to the board to underline the stressed TAPESCRIPT
syllable in each word. Man 1: Two years ago, I was made redundant when
3 Say the words aloud and ask the students to the company I’d worked for since I left school
repeat them. closed. I looked for a similar job and sent
my CV to a lot of companies, but I didn’t get
4 Now tell the students to look up the meanings
any interviews. A friend warned me
of the words in their dictionaries. not to apply for the same kind of job because
5 Put the students into pairs to practise saying the I was too old – I’m 51. He told me to
words. One student gives a definition, the other apply for a different kind of job. He
says the word. also advised me to retrain as soon as possible.
This seemed like a sensible idea, so I looked
Answers: around and found a course at my local college
creative writing stories, poems, etc. written using your where I could train as a teacher. I’ve just
imagination started my second year and I’m really
enrol become or make someone official a enjoying it. About half of the other students on
71 member of a course, school, etc. the course are mature students like me.
mature behaving in a reasonable way like an Teaching is so different from the job I was
adult doing before. I probably won’t earn as much
Open University a distance-learning university in the money as I did, but I’m sure the work will be
UK very rewarding.
receptionist someone whose job is to welcome Woman: I didn’t go to university when I left school.
people and help people at a I got a job as a doctor’s receptionist.
hotel, office, etc. After a year, I married and had a family. Now
redundant no longer employed by a company I’m 42; my children are grown up and I’d like
because there is not enough work to go back to education. I think I will
retrain train to do a different job appreciate it more now than I would
worthwhile useful or enjoyable, even though you have done when I was 18.
have to spend a lot of time, effort or I always enjoyed English at school, so my
money doing it husband suggested that I study languages,
but I haven’t decided yet. I’d really
like to study medicine, but it’s a very
203
UNIT 12 L i f e l o n g s k i l l s
long course. So I must make up my mind very 2 Ask some students to share their answers
quickly. with the class.
Man 2: My name’s Paul Roberts. I retired from my
job as a bank manager five years ago 3 Write their ideas on the board.
and thought I’d make up for Answers:
all the time I couldn’t go on holiday because of To keep up with the latest developments in their
work. For the first two years, my wife subjects; to learn new skills which may be important in
and I travelled all over the world. But their personal lives or at work; to take up opportunities
two years was enough – I needed a
to learn things they couldn’t earlier in their life; to meet
new challenge of some kind, I needed to be
people and make new friends; to keep stimulated and
busy again.
interested in new things; to keep up with all the changes
I’ve always enjoyed making up stories.
that are taking place in modern life.
My wife encouraged me not to waste time but
to do a degree course in creative writing,
so I started looking round for suitable courses. 6 Focus on idioms with make up
In the end, I promised to enrol on a writing
course with the Open University. It’s 1 Explain that make up has many different
a university for people who want to study, but meanings. Ask the students to read sentences
can’t leave home for some reason. You can do a–c and to choose the correct meaning of
it at any age – and many Open University each. They can do this in pairs.
students have full-time jobs. It’s ideal for me.
2 Check answers as a class.
I can study at home when I want to, using
my own computer. By the time I finish Answers:
next year, I’ll be nearly 72 years old, but it’s a a A b A c B
really worthwhile experience.
new employed enjoyable ideas job member older 2 Check answers as a class.
a creative able to invent new and interesting ideas
b enrol become a of a university course Answers:
c redundant no longer because there is not enough work b enrolled
d receptionist someone whose is to help people at a hotel, office etc.
e mature student a university or college student who is than 25 c redundant
f retrain train to do something
g worthwhile useful or , although you may spend a lot of time, d retrained
effort or money doing it
e mature students
2 Complete these sentences with the correct form of words from Exercise 1.
a Salma has always been very creative . She will be a very good author. f worthwhile
b I’ve always wanted to paint – that’s why I’ve on an art course.
c The factory closed and all the workers were made . g receptionist
d My cousin used to be a soldier, but now he’s to be a teacher.
e Most of the people in my university group are in their twenties, but there are also three
.
f My sister wants to be a teacher. She believes teaching is a career. 3 Use your dictionary to answer
g When we arrived at the hotel, the gave us the key to our room.
these questions.
1 Tell the students to read through the
questions and to use their dictionaries
to answer them if necessary. Students
can do this individually and compare
answers in pairs.
2 Check answers as a class.
Answers:
b creativity
3 Use your dictionary to answer these questions.
a The verb is enrol. What is the noun? enrolment c create
b The adjective is creative. What is the noun?
c The adjective is creative. What is the verb? d maturity
d The adjective is mature. What is the noun?
e The noun for the person is receptionist. What is the noun for the place? e reception
69
WORKBOOK page 69
1 Complete these definitions.
1 Tell the students to complete the definitions
using the words from the box, as in the
example. The students can work individually
and compare answers with their partners.
2 Check answers as a class.
Answers:
b member c employed
d job e older
f new g enjoyable
205
UNIT 12 L i f e l o n g s k i l l s
12
Reported imperatives, suggestions Grammar Reported imperatives, suggestions and advice
and advice 1 Match the sentences 1–5 from the listening text with the words the speakers used a–e.
e You have a bad headache. Ask your friend for advice WORKBOOK
PAGE 70
or suggestions.. ……...............................................…......
206
L i f e l o n g s k i l l s UNIT 12
WORKBOOK page 70
UNIT 1 Find and correct the mistakes in
12 the sentences.
1 Find and correct the mistakes in the sentences.
a The teacher said to we must open our books at page 20. 1 Tell the students to read through
R The teacher said that we must open our books
at page 20.
the sentences and find and correct
b It was cold outside so my mother recommended that we are the mistake in each, as in the
wearing coats.
example.
c My friend told me not sit on the wall.
” 2 Check answers as a class.
d The referee ordered to the player to stop the game.
12
Answers: Reading Lifelong skills
b Randa explained that she hadn’t, because Thirty years ago, most university students
she hadn’t got the right qualifications. 1 ON VOCABULARY
believed that when they graduated, their
education had finished. They looked for
c Sawsan encouraged her to apply for the employment and then worked for one
employer until they retired. Now students
Check the meanings of these
job at the Palace Hotel, and told her that words in your dictionary.
know that they will probably have to change
jobs during their working lives. This means
they needed a receptionist there. department promotion qualified
that they will probably need new skills, and
in today’s world, lifelong learning helps them
d Randa said that it sounded interesting. to get these.
e Sawsan advised her to send the hotel her To remain employable, individuals must
be good at the jobs they are doing and predict
CV. 2 As you read this article, answer this question. what skills they may need in the future. Tarek,
Why have Tarek and Nahla started studying again? who works in the finance department of a
f Randa agreed and said she would send it large company in Assiut, knows that to get
a promotion he must improve his computer
the following week. 3 Read the article again and choose the correct
answers.
skills. His company needs highly qualified
staff, so it provides courses for its employees,
g Sawsan told her not to wait until the a In the past, students believed that they would ... . but Tarek is also doing an evening course.
following week, and warned her to send it Doing his job and studying is hard work, but
A be able to retire early
he knows it is worthwhile.
B not need to change jobs Nahla Zoheri lives in Damietta and has
today, or it would be too late. C have two or three jobs young children. She has a BSc in Information
D have to retrain Technology and would like to return to work
when her children are older. She hopes to get
b Tarek is studying because ... .
LESSON 3 A he enjoys studying
a Master’s degree, but the nearest university
with a suitable course is in Cairo. Nahla
B he wants a better job cannot leave her family, so she wants to study
SB page 73 C he is going to lose his job by ‘distance learning’. This is when students
and teachers are in different places.
D his company is paying
Nahla has now enrolled on an MSc course
c Nahla is studying because she ... . and is very happy. All the information she
Reading A did not go to university when she was younger needs is on the internet and her teachers
B wants to help her children with their studies communicate with her by email. In two
1 Check the meanings of these C needs a qualification for her job years’ time, Nahla hopes to get her Master’s
degree after studying in her own home and
D wants to get a higher degree
words in your dictionary. without leaving her family.
d Nahla chose a distance learning course ... .
A so she can study without leaving home
1 Write the words from the box on the B because she lives in Damietta
board. C because it is not expensive 5 ON WORD ENDINGS
D because she prefers using the internet
2 Say the words and ask different
1 The verb employ means pay someone
students to come to the board to 4 What do these words in bold from to work for you. Think about word
the article refer to? endings that you know – this will help
underline the stressed syllable in each a This means that they will probably need new
you work out the meaning of other
words from the same family.
word. The fact that students will probably
skills. …................................................
2 Guess the meaning of these words
have to change jobs.
........................…....…
from the article.
3 Say the words aloud and ask the b In today’s world, lifelong learning helps
them to get these. ……....................................…
students to repeat them. employable (adj) employee (n)
c It provides courses for its employees. ……......… employer (n) employment (n)
4 Now tell the students to look up d He knows it is worthwhile. …….......................…
dictionaries.
Answers: 3 Ask the students to read the question and
department one of the parts of a large organisation, then find and underline the part of the text
such as a college, government or company that answers it.
promotion a move to a better, more responsible
4 Go through the answer with the class,
position at work
referring back to the text.
qualified having passed an exam that shows you
have the training, knowledge or skills to do Answers:
a job Tarek wants to improve his computer skills to get a
promotion in the company he works for.
2 As you read this article, answer this Nahla wants to work again when her children are older,
so she is studying for a Master’s degree.
question.
1 Tell the students to read the article quickly 3 Read the article again and choose the
and then close their books.
correct answers.
2 Put them into pairs to explain to each other
what they understood about the text. 1 Ask the students to refer to the article and
choose the correct answer for each sentence.
208
L i f e l o n g s k i l l s UNIT 12
2 Check answers as a class.
UNIT UNIT
Answers:
12 12 b new skills
Critical thinking
c it = his company, its = the company’s
1 Answer the following questions about the article on page 73.
Because it needs highly qualified staff.
a Why does Tarek’s company provide courses for its employees? ……....….................................................... d doing his job and studying
b What qualification does Nahla Zoheri want to get in the future? ……...................................................…
c Why do you think she wants this qualification? ……...................................................…...........................
d Why do you think that people need to learn new skills during their working lives? …..................…....…
e Why do you think that people like Tarek need to improve their computer skills? ……..........................…
5 Focus on word endings
f Why do you think that Nahla cannot be a student in Cairo? ……..........................................................…
1 Read through the Focus on word
endings box with the class.
2 Read this quotation from the article
and discuss the questions.
2 Tell the students to find the words
Thirty years ago, most university in the article. Remind them that
students believed that when they
graduated, their education had the context can help them to work
finished. They expected to get a job out the meaning.
and work for one employer until
they retired. Now students know
that they will probably have to
3 Put the students into pairs to
change jobs during their working compare their ideas.
lives. This means that they will
probably need new skills, and in 4 Tell them to check their answers
today’s world, lifelong learning helps
them to get these. in a dictionary. Check answers as
a class.
a Being a doctor is a job which people
usually do until they retire. Can you
3 Read these statements about the idea of
lifelong education. Answers:
think of any other jobs or professions
a Do you agree or disagree with these statements?
like this?
Use 1–4.
employable (adj) having the skills and
b What do you think will happen to
people who do not or cannot learn b Now compare your ideas with another student. qualities you need
new skills? Discuss any of the statements you disagree about.
for someone to employ
c Do you think that everyone who works
should go back to education regularly 1 strongly agree 2 agree you
to learn new skills? Why / Why not? 3 disagree 4 strongly disagree
employee (n) someone who is paid to
The organisation I work for should retrain
me if I need new skills.
work for someone else
I should be able to return to full-time employer (n) a person or company that
SKILLS FOR LIFE education once during my working life.
If I have a good university education, I pays people to work for
should never need new skills.
Find out about evening classes and adult them
education centres. These can train you in Education is important, whether it helps
different skills after you finish school. people to get a good job or not. employment (n) work that you do to earn
WORKBOOK
PAGE 71 money
73 74
209
UNIT 12 L i f e l o n g s k i l l s
Answers:
b She wants to get an MSc / a Master’s
degree. UNIT
e Because companies are constantly f having the skills and qualifications that will help you to find work
g having qualifications for a job
changing their computer systems to keep
up with advances in technology. 2 Complete these sentences
with words from Exercise 1.
f Because her children still need her to be at a The largest company in our
town has 600 employees .
home in Damietta. b I hope the new skills I am
learning at college will make
me more .
2 Read this quotation from the c My father is a
engineer.
article and discuss the questions. d My uncle is a teacher in the
languages
1 Ask the students to look at the picture at our local school.
on the right and say what it shows. e She has worked very hard
this year, so she is hoping for
Write their ideas on the board. a at work
soon.
2 Tell the students to read the quotation f Everyone likes working for Mr
in the box. Make sure that they Hamdi. They say he is a very
kind .
understand it. g Most students start looking
for before
3 Put them into pairs to discuss the they leave university.
questions.
3 Use your dictionary to complete these sentences with the correct form of the word
4 Ask some pairs to share their ideas. in brackets.
a A company in my town closed last week, leaving 50 people unemployed . (employer)
Discuss the answers with the class. b The secondary school in our town more than a hundred teachers.
(employee)
Suggested answers: c I hope my company will me when I finish this computer course.
(promotion)
a Highly skilled jobs such as scientists,
d The largest in the city is the car factory. (employable)
vets, dentists. e I believe I have the best for the job. (qualified)
b It will be hard for them to improve their
position / get promoted in a company.
c Students’ own answers 71
Skills for life 3 Ask a few students to share their opinions and
Read the Skills for life box as a class. Ask if any the reasons for them with the class.
of the students in your class know about any
local evening classes or adult education centres Students’ own answers
and what they offer.
3 Read these statements about the idea of WORKBOOK page 71
lifelong education. 1 Write the word that matches the
1 Explain that the students must give each meaning.
statement a number from 1 to 4, based on how 1 Tell the students to read the words in the box
much they agree or disagree with it. If they fully and to match each word with a definition, as in
agree, they must write 1 and if they completely the example. Students can do this individually.
disagree, they must write 4. 2 Check answers as a class.
2 Put the students into groups to compare their Answers:
answers. Tell them to discuss any statements they b department c employee d promotion
disagree about and try to convince each other e employment f employable g qualified
to change their opinion. Monitor as they work.
210
L i f e l o n g s k i l l s UNIT 12
Answers:
UNIT
b employs c promote
d employer e qualifications
12
Communication skills Giving and responding to warnings
1 Listen to three short conversations.
Who are the two speakers in each
LESSON 5
conversation and what is the
situation?
SB page 75 WB page 72
A mother and child crossing the road.
1 ……....….................................................
(a warning)
.....................
2 ……....…................................................
3 ……....…................................................
Communication skills
213
Revision D
Revision D
SB pages 76-80 WB pages 73-76
LESSON 1
SB page 76
Listening
1 Discuss these questions in pairs.
Revision D
1 Ask the students to list the major Listening
economic centres of the world, where 1 Discuss these questions in pairs.
companies often have offices. Write a If you worked for an international company
with offices in cities all over the world,
their ideas on the board where would you choose to live and work?
2 Now put the students in pairs to b How might this city be different from an
Egyptian city?
discuss where in the world they would 2 Listen to a talk about people who work for an international
like to live and work. Ask them to say company and answer these questions.
a What is the time difference between London and Hong Kong? …........…….…
Eight hours
how life in their chosen city would be b What is the time difference between London and Cairo? ……..................….…
different from life in an Egyptian city, c What does Farouk ask his Chinese colleague to do? ………......................…
and what they think they would learn 3 Listen again and choose the correct answers.
from the experience. a The company Farouk works for is ... .
A a national bank B an international bank
3 Ask some students to share their C a bank in Alexandria D a computer company
answers with the class. b What does Farouk do before he leaves work every evening?
A He emails the office in Cairo. B He phones the Hong Kong office.
C He phones his mother in Alexandria. D He emails the Hong Kong office.
Suggested answers: c What is the subject of the report Farouk asks Wen Li to write?
a Cities might include New York, London, A international banking B bank staff in the Hong Kong office
C a project in China D the Chinese economy
Paris, Hong Kong, Shanghai, Beijing, d What does Wen Li do after she sends the report to Farouk?
Singapore, Sydney, and Dubai. A She continues with the rest of her work.
C She phones Farouk to discuss the report.
B She goes home.
D She has her lunch break.
b There might be different food, languages, e What does Farouk do as soon as he has read Wen Li’s report?
culture etc. A He makes some changes to the report. B He completely rewrites it.
C He sends it to a colleague in the Cairo office. D He asks Wen Li to rewrite it.
f At what time does Farouk’s manager receive his email in Egypt?
A 8.30 B 2 o’clock
2 Listen to a talk about C 11 o’clock D 9 o’clock
international company and b Why do you think that Farouk and Wen Li
communicate by email rather than by telephone?
answer these questions. c Do you think that more people from different
countries will work together in the future?
1 Play the recording and tell the Why / Why not?
students to listen for and write down d Do you think that English will become more
important in the future? Why / Why not?
the answers. 76
Revision D
Grammar
1 Report this conversation. 4 Discuss these questions in pairs.
Ali Hi, Hesham. Did you receive my email?
1 Ask some pairs to share their answers
Ali asked Hesham if he had received his email.
a …...........…….......................................................
Hesham Hi, Ali. Yes, it’s just arrived. I’m reading it now.
with the class.
b …...........……...........................................................................
Ali Do you agree with my suggestions?
Suggested answers:
c …...........……........................................................................... a Students’ own answers (Farouk is a
Hesham I can’t tell you until I’ve finished reading it. company accountant. The pay is probably
d …...........……...........................................................................
Ali I’ll phone you tomorrow and we can discuss it then.
very good and he can learn English, but
e …...........……........................................................................... Farouk has to work away from his home
Hesham That’s a good idea. I’ll speak to you tomorrow. country.)
f …...........……...........................................................................
b Because Farouk is not in the office at the
same time as Wen Li.
2 Rewrite these sentences as reported speech. 3 Complete these sentences with the best
a “Where did you grow up, Tarek?”
reporting verb. c/d Students’ own answers
I asked my friend Tarek where he had grown up.
…...........…….........................................................
advised encouraged inquired
LESSON 2
b “I spent my first five years in Alexandria.” suggested warned
…...........…….........................................................
c “You live in Cairo now. Do you prefer Cairo warned my sister not to sit on the
a I ……….…
or Alexandria?” ………......................................… broken chair.
d “I like them both. I’m going to Alexandria
next week.” ………............................................…
b My father ……….… that I sit at the back
of the car.
SB page 77
e “Shall I go with you?” ……...........................….… c The teacher ……….… the students to
f “I think that’s a good idea!” ….................…….…
work in pairs. Grammar
d Dina ……….… Mona to see a doctor.
1 Report this conversation.
g “We can stay with my cousins.” ………............…
e I ……….… about the price of the jacket.
h “I would like that.” ………................................…
Revision D
alternative reporting verbs if they are
correct in the context. Reading
1 Read this article about long distance learning
Answers: quickly and find what these numbers refer to.
The year the Open University started.
a 1971 ……….…..................................................
b He explained that he had spent his first b 175,000 ……….…..................................................
five years in Alexandria. c 25–44 ……….….....................................................
c I said that he lived in Cairo now/at that d 94 ……….…...........................................................
verbs in the box. Are they the same as 4 Complete the sentences with the correct
prepositions.
20 years old, but most are between the
ages of 25 and 44. The oldest person to
graduate was a man of 94.
the ones they suggested? by for through to As well as providing courses for British
3 Tell them to use the reporting verbs in for a higher degree at the
a You can study ……….…
students, OU courses are available to
students in other parts of the world.
the box to complete the sentences. Open University.
b Many older people choose to continue their
About 25,000 students live outside
Britain. Most students are in full-time
work and many have their courses paid
4 Check answers as a class. studies ……….… long distance learning.
c Books, CDs and DVDs are sent ……….… a
for by their employers. Many companies
are happy to pay for such courses because
university.
Answers: d First degree courses are open ……….… everyone.
they know that they will have employees
with better qualifications as a result.
b suggested c encouraged 78
d advised e inquired.
216
Revision D
2 Check answers as a class.
Answers:
b True
Revision D
c False. They need to take formal exams.
Communication skills Project d False. A small number of students are
1 Read this job advertisement and think about the kind of person who could apply. under 20.
e True.
Wanted
We are going on an
3 Read the article again and
expedition to a remote part of the complete the sentences with
world, to do some important scientific
research. We want the right people to help information from the article.
us. These people must be good at science.
They must also be fit, confident and happy to 1 Put the students into pairs to
work in a difficult and sometimes dangerous compare their answers.
location. If you are interested, you will be
interviewed and you will have to perform a 2 Check answers as a class.
task to see if you are suitable.
Answers:
b can phone or email teachers. c study days.
2 Work in groups of three. 4 Choose the best candidate.
d started in 1971. e study there.
Student A: You are the interviewer. Interview a Student A now chooses the best candidate,
Students B and C to see if they are suitable B or C.
for the job. Remember what qualities
b Tell the successful candidate that the job is
you need them to have. Use some of the
following expressions:
to spend a year in the Amazon in Brazil. The
successful candidate can reply using some
4 Complete the sentences with the
• Which exams have you passed?
of these expressions:
correct prepositions.
• What are your interests and
hobbies?
• Really? That’s amazing.
• I don’t believe it.
1 Instruct the students to read the
• Do you have any experience of …? • Never! That’s incredible! gapped sentences and to use the
• Which skills have you got?
• Can you tell me about any awards prepositions in the box to complete
or achievements?
the sentences.
Student B and C: You have applied for
the job. Think about what qualities you
2 Check answers as a class.
will need to get it and be prepared to
answer Student A’s questions. Answers:
b through c by d to
3 As part of the interview process,
people now need to do the following
LESSON 4
tasks. Which is the most dangerous?
How would you do these tasks?
79 Communication skills
1 Read this job advertisement and
4 Put them into pairs to compare their answers. think about the kind of person
5 Check answers as a class. who could apply.
Answers: 1 Ask the students to describe the photograph.
b The number of students studying at the university now. Then give them time to read the text.
c The age of most students at the university. 2 Discuss as a class the sort of person who could
d The age of the oldest person to graduate from the apply for this position. Ask students if they
university. would like to apply for something like this. Ask
e The number of students at the university who live why/why not.
outside Britain. 2 Work in groups of three.
2 Are these sentences True or False? 1 Explain the situation. Students are going to
practise doing an interview for the job in
Correct the false sentences. groups of three. One student in each group is
1 Explain that some of the sentences are true and the interviewer and the other two students are
some are false and that the students have to candidates.
decide which sentences are false and correct
2 Give students time to prepare their questions
them.
and answers.
217
Revision D
3 Monitor while they are doing their
interviews. Make sure that the
interviewers are using some of the
Revision D
expressions from the box. Make a
note of any errors and go over these at Extra reading
the end. The Industrial
1 ON VOCABULARY Revolution in England
3 As part of the interview process, In the 1700s, work was very different to today.
Most people worked on farms or had traditional
people now need to do the
Check the meanings of these words
and phrases in your dictionary. jobs as weavers, carpenters or builders, working
in their own homes or in small workshops. At this
following tasks. Which is the carpenter export mass production time, work was done by hand or with the help of
animals; nothing was mechanised and there were
mechanised ordinary
most dangerous? How would you standard of living transform no factories.
workshop The Industrial Revolution started in England
do these tasks? towards the end of the eighteenth century. The
most important invention of the time was the
1 Give students time to discuss the steam engine, which was used to power machines
2 Work in pairs and do the quiz. in factories. Thousands of new factories were built
questions in their groups. by businessmen who made money by producing
1 Where would you like to work when you goods uickly and efficiently. Many of the things
2 Ask a few groups to share their ideas finish studying?
a in a workshop or on a farm
that were produced in English factories were
exported to countries all over the world.
with the class. b in a modern office
2 How would you like to do your work?
This change in the way things were produced had
a huge effect on people’s lives. English towns
a using my hands b using computers
4 Choose the best candidate. 3 Who would you like to work with?
and cities grew very fast because poor people
from rural areas moved to find work in the new
a people from my area factories. The Industrial Revolution made a few
1 The interviewers now decide b people from all around the world businessmen very rich, but also gave work to
millions of ordinary people and improved their
on the best candidate and tell
4 In which city would you be happy to work?
a in the city where I live now standard of living. Mass production brought
down prices and meant that people could afford
them where they are going. The b in any city, in Egypt or abroad
to buy things that had been too expensive for them
in the past.
successful candidate should respond
Industrialisation, which spread quickly from
appropriately. 3 Do you think that you will be a more
modern worker if you answered mostly England to other parts of Europe and then to the
a or mostly b to each question? Why? rest of the world, has transformed people’s lives
2 You might like to encourage the in just over two hundred years. The fact that we can
drive cars, watch televisions and use computers is
unsuccessful candidates to also 4 Read about the Industrial Revolution and
answer these questions. all because of the Industrial Revolution.
group to explain why they chose the of ordinary people? of industrialisation started in Egypt.
How were the lives of ordinary people
successful candidate. d Why do you think that English companies
exported so many of the goods that they
affected by this? About how many
people work in factories in Egypt today?
produced?
b Write a news article about
e Why do you think that the Industrial industrialisation in Egypt. Write a
LESSON 5
Revolution took place later in some
conclusion saying if this process has
countries?
had more pros or cons.
f Do you think that people are happier now
WORKBOOK
Extra reading
1 Check the meanings of these
words and phrases in your completely, especially in a way that
improves them
dictionary.
workshop a room or building where tools and
Answers: machines are used to make or repair
carpenter someone whose job is making or things
repairing wooden objects
export send and sell goods to another country
2 Work in pairs and do the quiz.
mass production the making of large quantities of
products, usually in a factory 1 Go round the class, monitoring and helping.
mechanised done by machines, or using machines
ordinary not special, unusual or different from 3 Do you think that you will be a more
other things modern worker if you answered mostly a
standard of living the amount of money people or mostly b to each question? Why?
have to spend, and how comfortable
1 Give the students time to discuss the
their life is
questions and their answers in pairs or small
transform change someone or something
groups.
218
Revision D
2 Ask students to put their hands up if they
answered mostly b, then ask students if
they think that they are modern workers.
Encourage them to explain why this is the
case if they answered b.
3 Find out if students who answered mostly a
disagree with the quiz findings.
Answers:
You will be a more modern worker if you answered
mostly b..
5 Project
1 Read the instructions and make sure that
students understand the task. They could
finish this for homework.
2 Students can display their news articles on
the board for other groups to study.
219
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TEST
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PRACTICEUNIT
TEST
4a10 20 Fatma is very . She always does her homework carefully and on time.
a unconscious b conscientious c conservative d convinced
21 We about the price of a room at the hotel.
a inquired b admitted c threatened d promised
22 There was a last night and many buildings were damaged by the wind.
a pour b thunder c gale d blow
23 My father advised me to bed early because I had a test the next day.
a go b going c to go d went
24 At what time does the sun this evening?
a up b down c rise d set
25 The manager to make us stay in late if we didn’t work harder.
a recommended b suggested c threatened d said
26 Should I have fish or meat at the restaurant? I really can’t my mind.
a make up b make up for c make d make off
27 Mother said that we could watch television after our homework.
a finish b have finished c finishing d had finished
28 My grandmother has spent a lot of time reading since her .
a death b rewarding c retirement d birth
29 Haytham said that it hot that day.
a will be b would be c is d is being
30 Munir couldn’t find work as a car mechanic so he is going to as an
electrician.
a retrain b return c revise d replace
B Reading Comprehension
Hi Dalia,
You asked me to tell you about the interview that I had on Tuesday. It did not start very
well. My appointment was at eight o’clock so I had to get up very early. Then there was a
downpour as I was walking to the office so I was very wet when I arrived. However, there
were two other people who were there for interviews too, and they also got wet!
When it was my turn, the manager was very friendly. He looked at my CV and said that I
had excellent qualifications. Then he asked me to describe myself. I said that I was sociable
and conscientious. He asked me if I spoke any languages. I told him that I spoke English
fluently. Then he asked me if I had done any volunteering. I told him that I often helped at
a local charity for poor and disadvantaged children. He also asked me about my free time
activities. I told him that I enjoyed weightlifting. He said that he found that surprising but
also impressive!
He asked me why I wanted to work for his company. I explained that it had a very good
reputation and that I had always wanted to work as a tour guide in a big organisation.
At the end of the interview, he said that I was an excellent candidate and I was qualified to
do the job. He explained that he would make up his mind about who would get the job in
the next few days.
I really hope that I get it.
Write soon.
Best wishes,
Ola
74
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PRACTICE TEST
10
104a
UNIT
PRACTICE TEST
104a
a Because the King
c The Six Men told him. wrote to him. b The drawbridge
d He saw him there. to the castle was always up.
c The Six Men told him. d He
2 Why did Antoinette de Mauban write the letter to Rassendyll? saw him there.
2 cWhyHave you
a Shedid
done any
Antoinette
wanted to help devolunteering?
Mauban write
Rassendyll
d Why don’t you do volunteering?
only.the letter tobRassendyll?
She didn’t want to help the King.
2 Which
a She information
wanted to did Rassendyll
help the manager find surprising?
only. b
c She wanted Rassendyll to kill Michael. d She didn’t
Michael wanther
asked to to
help theit.King.
write
a Ola helps a charity. b Ola was wet.
3 cAntoinette
She wanted Rassendyll
de Mauban toRassendyll
tells kill Michael. ... . d Michael asked her to write it.
3 ca Ola is fluent
Antoinette
Michael’sde
in English.
Mauban
plan to becometells Rassendyll
King
d Ola
... . likes
b why
weightlifting.
she liked Michael
3 Why
a did the manager want to know if she had done any volunteering?
c Michael’s
Why she likedplan the
to become
summerKing house b d why
how she liked
to escape Michael
from Ruritania
a Because he can’t pay her. b To find out if she is aRuritania
kind person.
4 cRassendyll
Why shewantsliked the summer
Princess house
Flavia to be the d how
new to escape
ruler from
of Ruritania if anything happens to
4 cRassendyll
theBecause he works
King because...
wants . for a Flavia
Princess charity.to be the d Because
new ruler heofneeds someone
Ruritania to work
if anything with to
happens
the King because... . would be a good ruler children.
a he thought that she
4 What
a is the main idea
sheof the email?
b he
he thought
wanted to thatmarry would
her be a good ruler
ab Ola
he knows
wanted she
to has
marry got
herthe job. b Ola doesn’t know if she has got the job yet.
c he thought that she is better than the King
cc Ola can’t getthat job.is better than thed King
theshe Ola will start the job in a few days.
d he
thisthought
would stop Michael from becoming King
5 What
d thisdoes
would thestop
underlined
Michael wordfrom it refer to? King
becoming
a the tour
b Answer TWO guide(2) ofbthe thefollowing
job c the manager
questions: d the company
6
b What doTWO
Answer you think
(2) that
of the disadvantaged
following means?
questions:
1 In what way does Rassendyll realise that he can’t have a quiet life any more?
1 a rich way does Rassendyll
In what b having realise
problems thatc he can’t have a quietd life
strong voluntary
any more?
7 He realises
2 When
Why dowas that
youOla’s
think heRassendyll
now haswants
interview?
that manyto responsibilities forhethe
tell Princess Flavia that people
is not the realofKing?
Ruritania.
2 Why do you think that Rassendyll wants to tell Princess Flavia that he is not the real King?
Rassendyll
8 Do knows
you think that that
Ola will getPrincess Flavia'snot?
the job? Why/Why future husband is the real
King. He thinks that she should know what has happened to him. 75
9 Why do you think that the manager wanted to know if Ola spoke any languages? 75
222
10 How many people were there for interviews other than Ola?
The Novel
GG LL OO SS SSPractice
AA TestRR
4a YY
PRACTICEUNIT
TEST
4a10
PRACTICEUNIT
TEST
4a10
4a
PRACTICEUNIT
TEST
10 3
3
Do you think Rasendyll was fair and just? Why?
IDothink
you think
thatRasendyll was fair
Rassendyll was and just?and
fair Why?
just because he didn't want to trick
3 Do you think Rasendyll was fair and just? Why?
PRACTICEUNIT
TEST
Princess Flavia and ask her to marry him.
C Writing
4a10 C Writing
4Writing
C Finish the following dialogue:
4 3 Do you
Finish
Ali
thethink Rasendyll
following
is interviewing Ahmed
dialogue: was fair and just? Why?
about a job in an animal’s hospital.
4 Finish the following dialogue:
Ali is interviewing Ahmed about a job in an animal’s hospital.
Ali 1
Ali is interviewing Ahmed about a job in an animal’s hospital. ?
C Writing
Ali 1 Do you have any work experience ?
Ahmed 1
Ali Yes. I’ve worked with a vet for six months. ?
4 AhmedtheYes.
Finish
Ali Where
I’ve worked
following
are youdialogue:
from,
with a vet for six months.
Ahmed Yes. I’ve worked with a vet for six months. Ahmed?
Ali is interviewing
Ali Where are you from,
Ahmed aboutAhmed?
a job in an animal’s hospital.
Ahmed Where
Ali 2 are you from, Ahmed? .
Ahmed
Ali 12 I'm from Cairo .?
Ali
Ahmed I’m 2 from Cairo, too. 3 . ?
Ali
Ahmed II’m
Ahmed Yes.
love
from
I’ve Cairo, too.
worked
studying spiders.with3 aWhat
I vet forare
collect six your interests
months.
them.
?
Ali I’m from Cairo, too. 3 ?
Ahmed
Ali IWhere
love studying
are you spiders.
from, Ahmed? I collect them.
Ali 4
Ahmed I love studying spiders. I collect them. ?
Ali
Ahmed 42 Really .?
Ahmed 4
Ali I have one here if you’d like to see it. 5 ? .
Ahmed
Ali II’m
have
It’s not
fromone here too.
poisonous.
Cairo, if you’d 3 like to see it. 5 You can touch it ? .
Ahmed IIt’s have
notone here if you’d like to see it. 5
poisonous. .
Ali
Ahmed 6love
IIt’s notstudying
poisonous. spiders. I collect them. .
Ali 6 Thank you, but I don't want to touch it.
Ali 4 6 .?
5 Write a paragraph of about ONE HUNDRED AND TWENTY (120 words) on ONE (1)
5 Ahmed
Write
of I have one here
the afollowing:
paragraph of about if you’d ONE to see it. 5AND TWENTY (120 words) on ONE (1) .
likeHUNDRED
5 Write
of
a
the afollowing:
of why
paragraph of about ONE HUNDRED AND TWENTY (120 words) on ONE (1)
It’s not poisonous.
you should continue learning after you leave school
the following:
Aliwhy you
a 6 should continue learning after you leave school .
b
a what
why youmakes a person
should continue employable learning after you leave school
b what makes a person employable
5
6
Write
b
A
whata makes
ofTranslate
paragraph
the following:
a person
into Arabic:
of about
employable ONE HUNDRED AND TWENTY (120 words) on ONE (1)
76
76
76
223
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B Reading Comprehension
Dear Amal,
In your last email, you told me about your aunt. I am very impressed that she is going to get
a degree in law now that her children have left home. You asked me if I knew anyone else
who had studied when they were older. I don’t know anyone, but I heard about an amazing
woman in a report on the radio. The report said that a woman had started primary school at
the age of 90! The woman, whose name is Priscilla Sitienei, lives in a rural village in Kenya.
When she was younger, she was not able to go to school. She worked for 65 years as a
nurse. Although she was good at her job, she never learned to read or write.
In 2003, the government of Kenya said that primary school would be free for everyone for
the first time. Priscilla wanted to learn to read and write and decided to go to primary school
with six of her great-great-grandchildren. She said that it was never too late to learn new
skills and she wanted to inspire other adults to do the same. Now she is learning maths,
English and PE. She wears the same blue and green uniform as her fellow pupils.
The head teacher of the school said that Priscilla was loved by every pupil and that they all
wanted to learn and play with her. At break, she tells the other pupils about the customs
that she grew up with.
At the end of the report, Priscilla said that she wanted to tell the world’s children that with
education, they could be whatever they wanted. She is certainly a remarkable woman!
Best wishes,
Azza
78
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10
UNIT
PRACTICE TEST
4b
UNIT
PRACTICE TEST
10
UNIT
PRACTICE TEST
1
1
Why is Azza impressed by Amal’s aunt?
Why is Azza
4b
UNIT
PRACTICE
10
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10
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TEST
PRACTICE TEST
Azzaa impressed by
by Amal’s
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PRACTICE TEST
1 cWhy
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7
6 Why
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Priscilla
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7 Why Amal didaskedAzza tell her Amal
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7 a Why
d very didold
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bthat about Priscilla
is surprising
very clever Sitienei?
c very kind UNIT
PRACTICE TEST
8 What does Priscilla Sitienei study at school?
8
7 What
8
8 What
What d
Why does
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a a ladder b a about Priscilla Sitienei?
metal table c a chair d fifty thousand English
fifty thousand English pounds
pounds
6
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questions: d fifty thousand English pounds
1
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surprising about Rassendyll now that he is King?
questions:
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table about
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c a Rassendyll
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about
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questions:
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skills she now that
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school? Why/Why not? Rassendyll does
Suggested: Sapt is worried because he thinks that Rassendyll is in danger.
2
1
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and
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King?
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2 do you Priscilla
thinkSitienei
might study at school? if Antoinette had plotted against Rassendyll?
have happened
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if Antoinette had plotted against Rassendyll?
10 1 What
8
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Priscilla
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withSitienei
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that Sapthave
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The2 Novel What do you think might have happened if Antoinette had plotted against Rassendyll? 79
79
10 Do dangerous.
you agree She with also wouldn't
Priscilla’s decision? have
Why/Why told him not?about the King. 79
3 10 a Choose Do you agree the correct answer:decision? Why/Why not?
with Priscilla’s
79
1 What did Rassendyll think helped people to forgive his mistakes in Strelsau?
The Novel 79
The Novel a He was growing in popularity. b He was good at pretending.
226 3 a Choose c He forgot the correct answer:
all the rules. d They knew that he was not the King.
3 a
2 Choose
1 Why were
What did the correct
three
Rassendyllof theanswer:
Six helped
think Men at people
the Castle of Zenda?
to forgive his mistakes in Strelsau?
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He did
was Rassendyll
were looking
growing inthink
for helped
the Duke.people
popularity. b toThey
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at pretending. Strelsau?
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all popularity.
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the King.
3 Why
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of the wasMen
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at the staying
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Michael
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guest thebecause
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GG LL OO SS SSPractice
AA TestRR
4b YY
PRACTICEUNIT
TEST
4b10
PRACTICEUNIT
TEST
4b10 3 Why do you think that Sapt stopped Rassendyll telling Princess Flavia who he really was?
3 Why do you think that SaptRassendyll
stopped Rassendyll telling Princess Flavia who he really was?does not
I think Sapt stopped because Sapt's plan is working. Sapt
want anyone to know about it or it might stop working.
C Writing
C Writing
4 Finish the following dialogue:
4 Finishmeets
Sami the following
an English dialogue:
tourist by a river.
Sami meets
Sami an English
Excuse touristyou
me. I advise by anot
river.
to drink that water from that river.
Sami 1 Don't
Tourist Excuse me.worry.
I adviseIyouwon't
not todrink
drink it
that water. Ifrom
knowthat
thatriver.
the water isn’t very
Tourist 1 clean. . I know that the water isn’t very
Sami clean.
2 Where are you from ?
Sami
Tourist 2 I’m from England. I’ve just spent a week walking ? across the desert.
Tourist
Sami I’m from England.
3 That's amazing I’ve just spent a week walking acrossitthe
! Wasn’t desert.
dangerous?
Sami 3
Tourist No, I studied how to live in the desert before I came here. ! Wasn’t it dangerous?
Tourist
Sami No,
4 WhichI studied how did
skills to live in the
you learndesert before I?came here.
Sami
Tourist 4 Skills such as using the sun to find your way. 5?What are your hobbies and interests?
Tourist
Sami Skills
I’ve got such as of
a lot using the sun
hobbies andtointerests. way.is5 my favourite. I’m going to surf in ?
find yourSport
Sami the desert
I’ve got a lotlater.
of hobbies and interests. Sport is my favourite. I’m going to surf in
Tourist the
6 You desert
mustlater.be joking .
Tourist No,
Sami 6 I’m not joking. Look. You can watch me surfing . on my phone.
Sami No, I’m not joking. Look. You can watch me surfing on my phone.
5 Write an email to a cousin of ONE HUNDRED AND TWENTY (120) words on ONE (1)
5 of the an
Write
of the
following:
email to a cousin of ONE HUNDRED AND TWENTY (120) words on ONE (1)
following:
Your name is Tayseer. Your cousin’s name is Ihsan. His/Her address is Ihsan@newmail.com.
Your
a name is Tayseer. Your cousin’s name is Ihsan. His/Her address is Ihsan@newmail.com.
a job interview
a a job interview
b a story about when you once benefited from a warning from another family member
b a story about when you once benefited from a warning from another family member
6 A Translate into Arabic:
6 A Translate into Arabic:
1 Unfortunately, the factory closed, and the workers were made redundant.
.العاملmade
1 Unfortunately, the factory closed, and the workers were تس يح أّغْلِق املصنع وتم،لألسف
ِ redundant.
ْ ْ ّ
2 The Industrial Revolution started in England towards the end of the eighteenth
century.
2 The Industrial Revolution started in England towards the end of the eighteenth
century. .)بدأت الثورة الصناعية يف انجلرتا قرابة هناية القرن الثامن عرش (امليالدي
ْ
80
80
227
UNIT 13 FESTIVALS AND FOLK MUSIC
SB pages 81-85 WB pages 81-84
Objectives
UNIT
Listening
Listen to check predictions and for Festivals and folk music 13
OBJECTIVES Listening Listening to check predictions and for detail a
detail Grammar -ing forms or the infinitive
Reading Reading for specific information and for detail
Critical thinking Appreciating the value of folk music
Functions Making and responding to suggestions
Grammar Writing Writing an informal email about music
Reading 1 ON VOCABULARY
Reading for specific information and Check the meanings of these words
c
Writing 4 Listen again and complete these sentences. A given to several people
LESSON 1
SB page 61 WB page 61
228
F e s t i v a l s a n d f o l k m u s i c UNIT 13
and vegetables to their local church. After the
Listening festival, these are given out to the poor.
1 Check the meanings of these words in Nabila: I know that some cultures have special winter
your dictionary. festivals, don’t they?
Nahla: Yes, like the Sapporo Snow Festival in Japan.
Answers: How about looking at that festival for our
depend on change according to something else project?
UNIT
fireworks small objects that explode or burn with a Tanya: Good idea. What happens there?
d the day after New Year’s Day. e the time when crops are taken from the fields
f Sham El-Nessim festival in Egypt. 2 Complete these sentences with words from Exercise 1.
a Fireworks can be very dangerous, so they shouldn’t
be given to young children.
5 Choose another Egyptian festival b The weather was very good this year, so the farmer is
hoping for a very good .
you know well. Describe it to c The Eiffel Tower in Paris is one of the world’s most
famous s.
your partner, who has to guess its d My uncle is an artist and often makes s
from wood.
name. e Your exam results will how hard you study
their suggestions on the board. 3 Complete these sentences with the correct form of the phrasal verb with give.
2 Ask the students to think of one of give away give off give out give up
the festivals they know very well. a The shop is giving away a pen with each book that you buy.
Give them time to prepare some notes b The explorers tried to climb the mountain, but
too dangerous.
when they realised it was
individually about the festival. c The teacher asked me to a test paper to each student in the class.
to take turns to describe their festival 4 Write two sentences about a famous Egyptian landmark.
2 Students can do the task individually and can 1 Write the word that matches the
compare answers in pairs. definition.
3 Check answers as a class. 1 Ask the students to complete the task
individually.
Answers:
b B
2 Check answers as a class.
c A Answers:
d B b sculpture c procession d depend on
e harvest f landmark
13
Grammar -ing forms or the infinitive 4 Write two sentences about a
3 1 Underline the correct -ing or infinitive
form in these sentences from the
listening text. Then listen and check.
GRAMMAR
REVIEW
PAGE 125
famous Egyptian landmark.
1 Ask the students to think of some
famous Egyptian landmarks. Write
a I’m looking forward to do / doing more
on this project.
b How about to look / looking at that
festival for our project? them on the board.
c Some students decided making / to make
snow sculptures in a park.
2 Tell the students to choose one
d Thousands of people enjoy looking / landmark and write two sentences
to look at the sculptures.
about it without naming it.
e I’d like to do / doing something on this
for our project.
3 Ask some students to read out their
f I remember watching / to watch a TV
programme about it. ON GRAMMAR sentences and tell the class to guess
g I really want seeing / to see one of
these festivals.
which landmark is being described.
-ing forms or the infinitive
h I’ll suggest going / to go to the
Sham El-Nessim festival in Egypt • Some verbs are always followed by the -ing
next year. form:
He admitted / regretted / avoided making
\ LESSON 2
that mistake.
2 What is the difference in meaning
between these sentences? • Some verbs are always followed by to +
SB page 82 WB page 82
Discuss in pairs. infinitive:
a I remember posting the letter. Warda has decided to be a doctor.
I remembered to post the letter. I want to visit the Pyramids.
Grammar
b Ali stopped talking to his friend. • Some verbs can be followed by to + the infinitive
Ali stopped to talk to his friend. or the -ing form, with no change in meaning. 1 Underline the correct -ing
or infinitive form in these
These include like, love, hate and prefer:
c I regret saying that I was tired.
I regret to say that I was tired. We like to watch / watching tennis.
• Some verbs can be followed by to + infinitive or
d I forget meeting him.
I forgot to meet him. the -ing form, but there is a change in meaning: sentences from the listening
I stopped to buy a newspaper.
( = I stopped in order to buy a newspaper.)
text. Then listen and check.
3 Talk about the following in pairs, using
the verbs in brackets.
I stopped buying a newspaper.
1 Remind students that after some
( = I no longer buy one.)
a Talk about your arrangements for next
I’ve arranged to go
weekend. (arrange) ….............................
• When to means so as to / in order to, it is verbs we add the –ing form and after
others we write the infinitive form.
followed by an infinitive:
to the theatre with my family.
...................................................
I study hard to get good marks.
b Talk about a recent decision that you
have made. (decide) • Some expressions are following by the -ing form: Write some examples on the board:
I decided to study English.
It’s no good / no use wasting time.
c Talk about a recent promise that you
have made. (promise) I feel like / can’t help eating sweets.
82
3 Put them into pairs to compare their
answers. Then play the recording
and to use the words from Exercise 1 to and ask the students to check their
complete the sentences. They can do this in answers.
pairs.
Answers:
2 Check answers as a class. b looking c to make
Answers: d looking e to do
b harvest c landmark d sculptures f watching g to see
e depend on f procession h going
I remembered to post the letter: You did 2 Find and correct the mistake in each sentence. (Two sentences are correct.)
not forget, so you did something. a He hopes winning a prize for his school work. to win
Ali stopped to talk to his friend: He was f We’ve arranged picking my brother up from the airport.
I regret to say that I was tired: You are c When I’m on holiday, I enjoy
remember that you had met him in the g This weekend, I’m looking forward to
past.
h If you can’t remember an English word, try
i Next year, I hope
I forgot to meet him: You forgot that you
were supposed to meet him, so you did not
meet. 82
3 Talk about the following in pairs, d I suggested going to the park this weekend.
using the verbs in brackets. e I am looking forward to going to a good university.
1 Before students do the task, read the Focus on
grammar box with the class and answer any
questions. WORKBOOK page 82
2 Study the example in Exercise 3 with the class 1 Complete these sentences with the correct
to make sure the activity is clear.
form of the verb in brackets.
3 Put the students into pairs and tell them to talk
about each situation using the verb in brackets. 1 Tell the students to read the gapped sentences
Go round the class and listen to the students. and complete them using the correct form of
4 Ask some students to share their answers with the verb in brackets (-ing or infinitive). Check
the class. answers as a class.
each word.
3 Tell the students that you are going
2 Find and correct the mistake in each to give a definition of a word. They
sentence. (Two sentences are correct.) must listen and say what word it is.
1 Tell the students to cross out each mistake and Example:
write the correction in the space provided, as Teacher: This shows something to be different
in the example. Remind them that two of the from other things.
sentences are correct. Students: Distinctive.
4 Continue with the other words.
2 Check answers as a class.
Answers:
Answers: community a small area or town and the people who
b to go going c taking to take live in it
d to watch watching e correct distinctive showing a person or thing to be different
f picking to pick g correct from others
h to help to helping entertainment things such as television, films, etc. that
amuse or interest people
evolve develop or make something develop
233
UNIT 13 F e s t i v a l s a n d f o l k m u s i c
234
F e s t i v a l s a n d f o l k m u s i c UNIT 13
LESSON 4 SB page 84 WB page 83
UNIT
children how to play it, so they did not
13 need to write it down. Many people
Critical thinking probably did not know how to write
1 Answer the following questions about the article on page 83. music.
Folk
a Which type of music does the writer describe? …...….…
e Suggested: Yes, because it has made it
easier to play some music and it has also
b Why do different parts of the same country have different styles of folk music? ….......................….…
c In which part of Egypt is the simsimiyya a common instrument? …...….…............................................
d Why do you think that, in the past, folk music was not written down? ….....................................….… given us new and different sounds.
e Do you think that technology has helped music? Why / Why not? …...…..........................................… f Suggested: Yes, folk music is often less
f Do you think that traditional music will disappear in the future? Why / Why not? …...…..................…
popular than other types of music. People
2 Read these quotations from the article and discuss will no longer be interested in it./No,
the questions. In the same way that cultures have
their own festivals, they also have there will always be people who will
keep the music alive because they believe
a How would you describe Egyptian music to someone their own traditional folk music.
from another culture?
235
UNIT 13 F e s t i v a l s a n d f o l k m u s i c
to as ‘music therapy’. 13
b Students’ own answers 1 Complete the puzzle to find a word.
a to be different from other types of the a v a r y
same thing __ __ __
b
Skills for life b duty to make sure something is done __ __ __ __ __ __ __ __ __ __ __ __ __
1 Complete the puzzle to find a 2 Complete these sentences with words from Exercise 1.
a People often use traditional musical instruments to play folk music.
word. b Tarek’s exam results . Sometimes they are very good, but sometimes they
are quite bad.
1 Tell the students to read the clues and c Fatma’s voice is very . I always know when she is talking to someone!
use them to complete the grid. d Mobile phones all the time. They were large, then very small, and now
some of them are large again!
2 Check answers as a class. Ask the e When Ahmed’s parents go out, it is his
and sisters.
to look after his younger brothers
students to repeat the words after you f The tourists wanted to know which restaurant offered interesting food from the
to practise pronunciation.
which they were travelling through.
3 Use your dictionary to complete these sentences with the correct form of the word
in brackets.
Answers: a Young people are responsible for
b responsibility c folk d evolve protecting their country’s folk music.
(responsibility)
Answers:
b vary c distinctive d evolve 83
e responsibility f region
236
F e s t i v a l s a n d f o l k m u s i c UNIT 13
LESSON 5 SB page 85 WB page 84
UNIT
2 Listen to some students
13 discussing the book club.
Communication skills
Making and responding to suggestions 1 Tell the class that you are going
to play a recording of a group of
1 students discussing their opinions
You want to find out more about traditional Egyptian culture and decide to join a new book
club at the local library. Complete this questionnaire, then compare answers with a partner.
FOR
Fewer than five Between five and ten More than ten
question.
TEENAGERS 3 3 Ask some of the students to share
When would be the best time for the book club to meet?
Evenings Weekends
4 WhatAllkinds
Thank you of books would you suggest members of the club should read? their answer with the whole class.
for your interest kinds of books Only fiction
in our new book club.
We now want to know
4 Play the recording again, and tell the
5 Give the titles of four books that you would like to discuss in the book club.
more about how you
think the club should ............................................................................. students to tick the boxes in Focus on
functions with any suggestions and
be organised.
ON FUNCTIONS Answers:
Making suggestions Responding to suggestions Agree or disagree?
a Students’ own answers
How about + -ing ...? 4 I’d go along with that. …...….…................
b
I’d say ... I’m not sure about that. …...….…................
If you ask me ... Personally, I’d prefer ... 4 disagree
Making suggestions
How about –ing …? √
…...….…................
Let’s say ... Sorry, I don’t agree. …...….…................
We could ... That’s a good idea. …...….…................ I’d say … √
What about + -ing ...? That’s what I think. …...….…................
What about –ing …? √
Responding to suggestions
3 Work in groups of four.
4 Research Egyptian folk music I’d go along with that. √ agree
a Each member of the group should
suggest two books to read from his or her
questionnaire, giving their reasons. (If a
I’m not sure about that. √ disagree
Find out:
Personally, I’d prefer … √ disagree
RESEARCH
237
UNIT 13 F e s t i v a l s a n d f o l k m u s i c
Exercise 1, question 5. 13
2 Ask the students to share at least two 1 Finish the following dialogue.
titles are a good choice for a book Munir I’ll help you tidy your grandfather’s house. Where shall we start?
and then to agree on four books Wagdy Yes, let’s start in the kitchen. d .
to discuss in the book club. They 2 You are going to write an email to a foreign friend describing a piece of Egyptian
on functions as they do this. Monitor Paragraph 1 (Give information about the music itself: What type? Where from? Who
sings/plays it?)
while they are working and make a
note of any persistent errors. Go over
these at the end.
3 Ask each group to share their book
choices and the reasons for choosing
them with the class. Paragraph 2 (Where/When did you first hear it? Why do you like it?)
WORKBOOK page 84
1 Finish the following dialogue.
1 Tell the students to read the dialogue 3 Write your email in 100–120 words.
before they start the activity. a Write your first draft quickly. Follow the notes you made in your plan. Remember that
Objectives
Listening UNIT
Madeleine L’Engle:
Listening for gist and for specific
information
14 A Wrinkle in Time
OBJECTIVES Listening Listening for gist and for specific information
Grammar Modal verbs of necessity, prohibition and lack of necessity
Reading Reading to check predictions and for specific information
Critical thinking Appreciating the importance of your family
Grammar Functions Expressing necessity and lack of necessity
Writing about a space explorer Have you read any stories or seen any films
about people travelling in space or time?
What happened?
WORKBOOK
PAGE 85
86
LESSON 1
SB page 86 WB page 85 • Ask the students to list some common
Before using the book: themes in science fiction books. Put their
• Ask the students to think of as many types ideas on the board (for example space, time
of story as they can (for example adventure, travel, new technology, life in the future).
children’s, detective, mystery, historical, You can refer them to the pictures at the
science fiction). Write their ideas on the board. bottom of page 86 for ideas. Ask them if they
• Ask them what types of story they have studied know any of these stories or the films that
so far in the course. Point out that My Father, have been made of them. If they know them,
An Egyptian Teacher is a biography and that ask them to say briefly what they are about.
2001: A Space Odyssey is science fiction. • Explain that in today’s lesson, they are going
to look at another example of science fiction.
240
M a d e l e i n e L’ E n g l e : A W r i n k l e i n T i m e UNIT 14
English next week. It’s called A Wrinkle in
Listening Time.
Salem: Who’s it by?
1 Discuss these questions in pairs. Mazin: It’s by Madeleine L’Engle.
1 Give the students a few minutes to discuss the Salem: I don’t know Madeleine L’Engle. Where’s she
questions in pairs. from?
Mazin: I’m not sure. I can check online. Here, look.
2 Ask some pairs to share their answers with the Madeleine L’Engle was born in 1918 in New
class. York. Her father was a writer and Madeleine
3 Ask the students what they think A Wrinkle in loved writing stories, too: she wrote her first
one when she was five. The family moved to
Time means (a fault or gap in time). Explain that
Switzerland where Madeleine went to school.
they will find out later in the lesson.
When they moved back to the United States,
Answers: Madeleine graduated in English.
a Students’ own answers Salem: What did she do after university?
Mazin: She worked in a theatre in New York. Her
b A wrinkle is a small line on the skin that you get when
first book was published in 1945 and it
you are old; you usually see one on your face.
was about her time at school in Europe.
Salem: Did she have any children?
2 Check the meanings of these words in Mazin: Yes. She married an actor in 1946 and they
or had three children. Madeleine then started
your dictionary.
writing stories for children, but for many
1 Allow time for the students to find the words years, her books were not very successful. She
and phrases in their dictionaries. had to help her husband by working in his
shop.
…
…
2 Invite the class to suggest sentences which
Salem: So when did she write A Wrinkle in Time?
… contain each word or phrase. Write good Mazin: She wrote it in 1962.
…
examples on the board. Salem: Do you know what it’s about?
Answers: Mazin: It is about a girl who must travel into space
to clear up the mystery of her father, who has
...
Answers:
a He is going to read a summary of a book in English 4 Listen again. Are these sentences
(A Wrinkle in Time). True or False? Correct the false
b She read to her children. sentences.
c They are going to go to Mazin’s house to discuss it.
1 Ask the students to read the sentences before
they listen again.
TAPESCRIPT 2 Play the recording. Give the students time to
Mazin: We have to read a summary of a book in correct the false sentences. You may need to
241
UNIT 14 M a d e l e i n e L’ E n g l e : A W r i n k l e i n T i m e
e True
b lecture 2 a explain something that is confusing or mysterious
c non-fiction 3 a country in the centre of Europe
f False. For many years, her books were not d Switzerland 4 a talk to a group of people about a subject
successful.
2 Complete these sentences with words from Exercise 1.
g True a The people speak French, German and Italian in Switzerland .
they have, ask them if they liked it. b What does it mean if a film is
Why/Why not?
fictional?
c Where does something
about at by by in in into
242
M a d e l e i n e L’ E n g l e : A W r i n k l e i n T i m e UNIT 14
LESSON 2 SB page 87 WB page 86
UNIT \ Grammar
14 1 Underline the modal verb
Grammar Modal verbs of necessity, GRAMMAR
87
book was very successful
4 Complete these sentences from e I don’t have to read A Wrinkle in Time for
school.
the listening text with the correct
prepositions. f You must come round to my house when
you’ve finished it.
1 Explain that the students need to complete the
sentences with the correct prepositions.
2 Discuss these questions in pairs.
2 Ask some students to read the completed
sentences aloud to check their answers. 1 Give the students time to discuss the questions
in pairs.
Answers: 2 Check answers as a class. Read the Focus on
b about/at/in grammar box with the class.
c by/in
Answers:
d into a In sentences a and b (sentences with have to).
b
1 In the first sentence, this is prohibited. In the second
243
UNIT 14 M a d e l e i n e L’ E n g l e : A W r i n k l e i n T i m e
14
1 Match to make sentences.
3 Choose the correct modal verb. a You’ll have to buy a ticket 1 maths exercise again because he got it all wrong.
b Mona didn’t have to take 2 because a man comes to wash them every week.
1 Read the example answer and ask the c Yunis had to do the 3 a before you travel on the train.
students why this is correct (it is a d We’ve moved to a new house 4 so you must come round and see it.
2 Students complete the task in pairs. 2 Complete the sentences with the correct form of have to, must or need.
a We have to pass our exams to get into university.
Monitor while they are working and
offer help as needed.
b They leave the school yesterday after they heard the
fire bell.
c I
3 Check answers as a class. Encourage
stop eating sweets! They are bad for me.
d You put the newspaper on the oven. It might burn.
the students to explain why the modal e Tarek get the bus to the park. My father can take him
Suggested answers: g Karim was already at the sports centre when I arrived, so I
send him a text telling him to meet us there.
b don’t have to (it is not necessary) c
mustn’t (strong advice) d have to 3 Complete these questions with your own
ideas.
(you don’t have a choice) e must (it is a At an airport, what do you have to
show before you can leave the country ?
important) f needn’t have (it was not b Before our next English lesson, what must
necessary) g had to go (he didn’t have a ?
choice).
c In the park, is it true that you mustn’t
?
d In school last week, why didn’t you have to
?
e What did you have to buy when
4 Discuss these questions in pairs. ?
f What needn’t I have brought to
1 Give the students time to discuss the ?
WORKBOOK page 86 86
14
Reading
1 Discuss these questions in pairs.
LESSON 3
a What do you remember about Madeleine
L’Engle and her story, A Wrinkle in Time? SB page 88
b Why do you think that Meg’s father has
gone into space?
Reading
Meg Murry is a schoolgirl who finds life
2 ON VOCABULARY difficult. Her father is a scientist and he
1 Discuss these questions in pairs.
had been working on a project that allowed
IT.
d What is unusual about the characters’ names
Mrs Whatsit, Mrs Who and Mrs Which?
e What does IT usually stand for? Why is IT a good
name for the big, evil brain in the story?
4 Read again and answer the f Do you think that characters’ names are
important in stories or films? Why / Why not?
questions.
1 Advise the students to read the 2 Read this quotation from A Wrinkle in Time and answer the questions.
UNIT
c Who was the last team to defeat your favourite sports team? What happened? other people in their family. They also
might be in a situation where they are
frightened or have to do something that is
d Do you feel concern for members of your family? If so, when?
247
UNIT 14 M a d e l e i n e L’ E n g l e : A W r i n k l e i n T i m e
in pairs.
14
Communication skills
2 Ask a few pairs to share their answers Expressing necessity and lack of necessity
with the class. 1 Discuss these questions in pairs.
a What do you need when you go on
holiday? What don’t you need?
Students’ own answers
b Have you ever been to London?
c What do you think you would need if
3 Use your dictionary to complete you went to London? Make a list.
the sentences using the correct 2 Listen to Fady and Hisham. Have
they chosen the same things as you
form of the word in brackets. suggested in Exercise 1?
1 Ask the students to complete the 3 Listen again and put the expressions
90
LESSON 5
2 Listen to Fady and Hisham. Have
SB page 90 WB page 88 they chosen the same things as you
suggested in Exercise 1?
Communication skills
1 Explain that they are going to hear Fady and
1 Discuss these questions in pairs. Hisham discussing what they should take on
a trip to London. Students must listen and
1 Ask the students to look at the photograph. compare what they are going to take with what
Do they know where this is? (It is London.) they put in Exercise 1c.
2 Now ask them to discuss the questions a–c
in pairs. 2 Play the recording. You can play it a second
time if necessary.
3 Ask a few pairs to share their ideas with the
class. Write their answers to part c on the 3 Check answers as a class.
board.
Answers:
Students’ own answers Fady and Hisham are going to take a good map,
passports, warm clothes, umbrellas and books to read.
248
M a d e l e i n e L’ E n g l e : A W r i n k l e i n T i m e UNIT 14
Hisham is going to take some food. 4 Work in pairs. Imagine that you are
going to go camping in the desert. Plan
TAPESCRIPT what you should take. Use some of the
Fady What do you think that we need to take when expressions from Focus on functions and
we go to London? think about the following.
Hisham It’s really important that we have a good map. 1 Read the instructions and make sure that the
Fady Of course. We have a good map. What else? students understand the task. Spend a few
Hisham You really must take your passport. minutes brainstorming camping equipment
and items for health and safety. Write their
Fady Yes, I’ve got that.
suggestions on the board (for example, tent,
Hisham You need to take warm clothes, too. It can be sleeping bag, torch, penknife, gas stove, sat-nav,
cold in London. blanket).
Fady Good idea, I’ll pack those.
2 Go round and monitor while they are working
Hisham You have to take an umbrella too, so you don’t
and make sure that they use some of the
get wet in the rain.
expressions from Focus on functions. Make a
Fady OK. What about food? note of any persistent errors and go over these
Hisham You don’t need to take food. I’ll bring some at the end.
lan
he
and we can buy food. You don’t have to bring
a dictionary either because we’ve got our 3 Open it up into a class discussion. See if the
phones. It’s essential that we take a phone students can agree on the most important things
charger, though! to take.
Fady Do we need sun cream? 5 Research the following about explorers in
Hisham I don’t think it’s necessary to take sun cream. It space
probably won’t be very sunny.
Fady What about a book to read in the evening? 1 Make sure the students understand what they
e Hisham It’s probably a good idea to take a book, but have to do.
we can also talk and Watch television in the 2 Students could complete the task for homework
evening. and give a short talk to the class (or to groups of
students) in the next lesson.
3 Listen again and put the expressions
below in the order that you hear
them.
1 Read the expressions in the Focus on functions
box with the class.
2 Play the recording again. Students listen and put
them in the order that they hear them.
3 Check answers as a class.
Answers:
a 9 b 3 c 2
d 1 e 7 f 4
g 5 h6 i 8
249
UNIT 14 M a d e l e i n e L’ E n g l e : A W r i n k l e i n T i m e
WORKBOOK page 88
1 Finish the following dialogue. UNIT
14
1 Read out the first line of the first 1 Finish the following dialogue.
dialogue, and check if the students Amira is helping her younger sister Mona to pack for their holiday.
3 Check answers; invite different 2 Read about a modern explorer and complete the sentences with these words.
pairs to read out the completed essential experience had to impressive managed
conversations.
needn’t have narrow nobody
queries.
a Plan your article using the information you researched in the Student’s Book.
b Write your first draft quickly in about 150 words.
2 Students can compare answers in • Use the text in Exercise 2 above as a model.
pairs.
• Include some examples of modal verbs if you can.
c Read what you have written carefully. Look for mistakes in grammar, vocabulary and
punctuation. Check spellings in your dictionary.
3 Check answers as a class. d Correct any mistakes and write the final article in your notebook.
Answers:
b managed c impressive
d essential e experience 88
f had to g narrow
h needn’t have.
250
M a d e l e i n e L’ E n g l e : A W r i n k l e i n T i m e UNIT 14
Assessment
Listening Task Reading Task
Target element: revise key listening passage Target element: revise the key reading
and key grammar passage and language
Write the sentences below from the listening text Write the sentences below on the board for the
on the board. Ask the students to read the sentences students to read. Tell the students to reread the
and to complete them by listening to the recording. story summary on page 88 of the Student’s Book
You may need to play the recording several times. and decide if the sentences are true or false. Ask
When they have completed the exercise, go them to correct any false ones. (The answers are
through the answers with the class. (The answers given below in brackets.)
are given below in brackets.)
1 Meg’s father is a scientist who suddenly went
1 We ……………….. a summary of a book in on holiday. (False. He suddenly disappeared.)
English next week. (have to read)
2 Mrs Whatsit tells Meg that they can find their
2 She ………………..her husband by father by travelling through a gap in time and
working in his shop. (had to help) space. (True)
3 It is about a girl who ……………….. into 3 Camazotz is a planet which is ruled by
space. (must travel) information technology. (False. It is ruled by
IT, which is something like a big, evil brain.)
4 She ……………….. because the book was
very successful. (needn’t have worried) 4 Meg, Charles and her father leave Camazotz
before IT can control them. (False. Charles
5 I ……………….. A Wrinkle in Time for
does not leave. He is controlled by IT.)
school. (don’t have to read)
5 On Ixchel, Mrs Whatsit says that Meg has
6 You ……………….. to my house when
discovered something that can defeat IT.
you’ve finished it. (must come round)
(False. She needs to discover what this is on
Camazotz.)
6 Meg uses the power of love to help Charles to
escape from IT. (True)
251
UNIT 15 B u i l d i n g a n d e n g i n e e r i n g
Objectives
UNIT
Listening
Listening to check predictions and for
specific information
Building and engineering 15
OBJECTIVES Listening Listening to check predictions and for specific information
Grammar Modal verbs of deduction, advice and regret
Reading Reading to check predictions and for detail
Critical thinking Recognising the importance of national and international cultural and
Grammar historical monuments
regret Listening
Reading 1 ON VOCABULARY
Check the meanings of these
Reading to check predictions and for words in your dictionary.
Critical thinking
2 Discuss these questions about the Cairo underground in pairs.
Recognising the importance of In 1987
a When was the first line opened? ……....…...
historical monuments d In what ways do you think it is different to underground systems in London and Paris? …….......…
e How many people travel on the underground system every day? ……...........................................…
Writing an article about a building a The Egyptian man compares the Cairo
underground system with those
1
2
a diameter of over eight metres.
business people and tourists.
b The London underground used to have
project c It costs the same even if you travel
3 steam trains.
4 to the end of the line.
d The tunnel which goes under the Nile has
5 a in London and Paris.
e The Egyptian man feels very
f He believes it will make Cairo more attractive to 6 proud of the underground system.
LESSON 1
- The Golden Gate Bridge (USA)
SB page 91 WB page 89-92
Before using the book: - The Panama Canal (Panama)
• The students are going to talk about historic - The Eiffel Tower (France)
buildings and constructions. On the board, - Burj Khalifa (Dubai)
write the names of these world-famous - The Colosseum (Italy)
constructions. Ask if the students can tell - The Acropolis (Greece)
you in which countries they can be found • Now, ask what special constructions the
(answers in brackets) and if possible, help students know about in Egypt. List their
the students to find the countries on a world ideas on the board.
map.
252
B u i l d i n g a n d e n g i n e e r i n g UNIT 15
c There are three.
Listening d It is newer.
e Nearly two million people travel every day.
1 Check the meanings of these words in
your dictionary.
TAPESCRIPT
1 Write the words from the box on the board.
Tourist: Excuse me, could you tell me the best way to
2 Say the words and ask different students to get to the city centre, please?
UNIT
come to the board to underline the stressed Man: Yes, you ought to take an underground train.
15 syllable in each word.
3 Say the words aloud and ask the students to
It’s the quickest way from here.
Tourist: I didn’t know Cairo had underground trains.
Man: Yes, it was the first underground railway
repeat them.
system in Africa and the Middle East. I know
4 Tell the students to look up the meanings of the this because I work on it as an engineer!
words in their dictionaries. Tourist: You must know a lot about it. Is it new?
Man: No, but it’s a lot newer than the London
Answers: or Paris systems. For example, London’s
commuter someone who regularly travels to work, underground was opened in 1863. Steam trains
especially a long distance used to run on it!
consider think of someone or something in a Tourist: It can’t have been very nice travelling in a
particular way tunnel full of steam!
diameter a line that goes from one side of a circle to Man: That’s right. The first line here in Cairo was
the other and passes through the centre opened in 1987. It’s about 44 kilometres long
and goes from Helwan, in the south of Cairo,
drill make a hole in something hard with a to New El-Marg in the northeast.
machine Tourist: That really must have made travelling around
investment something that you buy because it will be Cairo easier, especially for commuters.
valuable or useful later Man: It certainly has. The underground system
massive very big carries nearly two million people every day.
Tourist: Is it expensive?
tunnel a long hole that has been dug under the Man: I think it might have been cheaper in the
ground or through a mountain, for example past. It is certainly cheaper than London’s
for cars or trains to go through underground system. The cheapest ticket in
London is about 70 Egyptian pounds!
2 Discuss these questions about the Cairo Tourist: So how many lines are there in the system?
Man: There are three at the moment, but there are
underground in pairs. plans for more. Line two goes from Shobra to
1 Ask the students what they know about the El-Monib. It goes under the Nile.
Cairo underground. Write their ideas on the Tourist: Really? That’s amazing! Tunnelling under the
board. Nile can’t have been easy.
Man: They used a massive drilling machine called
91 2 Put the students into pairs to answer the Nefertiti. It dug a tunnel with a diameter of
questions a–e. Tell them to guess the answers over eight metres.
if they don’t know them. Explain that they can Tourist: Is there a line to the airport?
check their answers in the next exercise. Man: No, not yet – that’ll be on line three. Some of
that line is open already.
3 Listen to a conversation and check
Tourist: The whole thing sounds like a massive
your answers. engineering project. It can’t have been cheap.
1 Tell students to listen carefully to the recording Man: No, it wasn’t, but we’re very proud of it, and
and to check their answers to Exercise 2. it’s considered to be one of the most modern
underground systems in the world. And, of
2 Play the recording twice. course, it’s an investment in Egypt’s future as a
3 Check answers as a class. centre for tourism and business.
Tourist: When will it be finished?
Answers: Man: I’m not sure, but there might be six lines when
b It is about 44 kilometres long. the project is finished.
253
UNIT 15 B u i l d i n g a n d e n g i n e e r i n g
the students to make notes for the b someone who regularly travels to work c o m m u t e r q o
answers.
o d o p n m k i b m
c think of someone or something in a n r b m m o i l p l
particular way
3 Put the students into pairs to discuss d something that you buy or pay for because s z q w i m i l u e
their answers.
it will be more valuable or useful later i n v e s t m e n t
d i a m e t e r x b
e a line that goes from one side of a circle to
Building andAnswers:
engineering and monitor.
15
2 Ask a few pairs to share their ideas with the
class.
Answers: b commuter c consider d investment
a Students’ own answersFind the words in the puzzle to match the definitions.
1 e diameter f massive g drill
b Because traffic in the streets
a a longishole
usually slow, so
in the ground for the
cars or trains t u n n e l o d p m
cities build undergroundtosystems
go throughto help people
tunnel
c o m m u t e r q o
travel around more quickly.
b someone who regularly travels to work
o d o p n m k i b m
c think of someone or something in a n r b m m o i l p l
particular way
s z q w i m i l u e
WORKBOOK d something that you buy or pay for because
page 89
it will be more valuable or useful later i n v e s t m e n t
1 Find the words inethe puzzle to match the d i a m e t e r x b
a line that goes from one side of a circle to
definitions. the other and passes through the centre e m a s s i v e c a
r m o i u a z x b k
1 Read the example sentence
f very bigand answer to check
students understand gthe task.
make a hole in something hard with a machine
255
UNIT 15 B u i l d i n g a n d e n g i n e e r i n g
The sentences in the box provide the e I left a note for my mother saying that I would be home at six o’clock. She rang me at
made.
3 Look at the pictures and give possible reasons for what you can see.
2 Study the example with the class.
3 Put the students into pairs to complete
a
Answers:
b She might / must have lost her mobile
phone. She called me from a friend’s
phone.
c He must have missed his train. He’ll have 90
each word.
with its electricity and there were often power
c The Chinese built the Great Wall … . cuts, which can’t have been easy for a lot
A to stop enemies attacking
B to stop people escaping from China
of people. For this reason, the Jasper Solar
Energy Project was completed near the city of 3 Say the words aloud and ask the
students to repeat them.
C to give work to Chinese people
D to attract tourists to China Kimberley. This is now one of the largest solar
15
check the answer in Exercise 3. Critical thinking
3 Read the article and check your 1 Answer the following questions about the article on page 93.
They were built in about 1250 BCE.
a When were the two temples at Abu Simbel built? …................................................………
answers to Exercise 2. b What was decided in 1954? …….......................................................................................................……
1 Tell the students to read the article c How long is the Great Wall of China? ……........................................................................................……
check their answer to Exercise 2. e Why do you think that the towns of northern China were being attacked? ……...............................…
b B c A d D e D
a Do you think that there were other
reasons for building the Great Wall
of China? What were they?
b Historical monuments are sometimes
threatened by new engineering or
building projects. What other things
5 What other great building and may threaten them?
2 Complete these sentences with the correct form of words from Exercise 1.
the answers.
a The height of the cliff is 25 metres.
b The artist the sculpture from a massive piece of stone.
2 Ask some pairs to share their
answers with the class. Discuss
c At night, bright lights always the front of the palace.
answers as a class.
d Many people worry about the from cars, which can pollute the air.
e The Sphinx is near the Pyramids of Giza.
f During the storm, there was a and all the lights went off.
g The statue is built on a hard made of stone. Suggested answers:
h I like it in the morning when the first of sunshine come into my room. a They might have built the wall to show
i The on the roof of our house gives us hot water all day.
where the country’s border was or to
show how rich and powerful the country
j There used to be a bridge made of wood, but the new bridge is made of .
Exercise 1. 15
1 Ask the students to use the correct Communication skills Guessing and deducing information
form of each word from Exercise 1 to 1 Discuss these questions in pairs using The Suez Canal,
this in pairs.
a Why do you think these structures were built?
b How do you think these structures were built?
Answers:
b Some of the building projects in China 3 Research information about
engineering projects
today are massive.
Find out about one of the engineering
c We positioned the plant in the window so
RESEARCH
15 UNIT
2 Take notes for a magazine article about one of the structures you discussed or
researched in the Student’s Book.
Siberian Railway to make all the areas it
crosses more accessible to the rest of the
Paragraph 1 (Describe the structure. Say where it is, when it was built and what it is or
was used for.) country.
b I think they must have used thousands of
people and machines to build it.
c I’m sure they can’t have built it quickly.
Paragraph 2 (Explain how you think it was built.)
It must have taken thousands of people
years of hard work. It must have been
very difficult.
Paragraph 3 (Describe the problems and difficulties that the engineers or builders
d I think people must still use it to cross
might have had.) Russia.
92
3 Research information about
95
engineering projects.
d It is still used by thousands of ships every year. 1 Read the research question with
Iron Bridge the class and make sure that they
understand the task.
a It was built to cross a river.
b I think it must have made it much easier to travel 2 Tell students to take notes because they will
from one side of the river to the other. need these for a Workbook exercise.
c I’m sure they can’t have used iron to make bridges
before. The iron might have been very heavy and
difficult to move. They might not have known WORKBOOK page 92
whether an iron bridge would be safe. 1 Choose the correct verb. Which of the
d It must be useful as a bridge. It might be a tourist structures from the Student’s Book are
attraction.
they discussing?
Table Mountain cable car
1 Tell the students to read the dialogue and do the
a It was built so that more people could enjoy the
exercise in pairs.
spectacular views from Table Mountain.
b Surely they can’t have built the Table Mountain 2 Ask them which engineering structure from the
Student’s Book the dialogue is about.
261
UNIT 15 B u i l d i n g a n d e n g i n e e r i n g
262
B u i l d i n g a n d e n g i n e e r i n g UNIT 15
Assessment
Listening Task Reading Task
Target element: revise the key grammar Target element: revise the main text from the
points and vocabulary unit
On the board, write the sentences below. Tell the Write the sentences below on the board. Explain
students that you are going to play the recording that there is one mistake in each sentence and they
for the listening from Student’s Book, Lesson must find and correct it. When they have done
1, Exercise 3. Tell them to listen carefully and this, tell them to reread the text, Great engineering
complete the sentences with the correct words. You on Student’s Book page 93 and check that their
may need to play the recording twice. (The answers answers are correct. (The answers are given below
are given below in brackets.) in brackets.)
1 Yes, you ________ an underground train. It’s 1 Abu Simbel is the site of two canals carved
the quickest way from here. (ought to take) into a cliff in about 1250 BCE. (canals
temples)
2 That really ________ travelling around Cairo
easier, especially for commuters. (must have 2 In 1954, the government decided to build the
made) Aswan High Temple. (Temple Dam)
3 I think it ________cheaper in the past, but 3 China had a different problem which was
journeys cost the same whether you travel changed by another great engineering
between two stations or go from one end of project. (changed solved)
the line to the other. (might have been)
4 Until recently, the country often had problems
4 That’s amazing! Tunnelling under the Nile with its emissions and there were often power
_______ have been easy. (can’t have been) cuts. (emissions electricity)
5 There _______ six lines when the project is 5 It has 325,360 solar panels which produce
finished. (might be) enough energy for up to 80,000 homes, but
with high emissions. (high zero)
6 It seems like a great system. I _______ it
before! (should have used)
Speaking Task Writing task
Target element: discuss engineering and revise Target element: revise key vocabulary and
grammar and vocabulary language from the unit
On the board, write the following names of famous Ask the students to choose one famous engineering
engineering works in Egypt. work anywhere in the world. Tell them to write
The Suez Canal about it but not to name it. Tell them to do the
following:
The Cairo Underground
Aswan High Dam
• write about where it is located
Write the following questions on the board. Ask
the students to work in pairs or groups to discuss • describe what it is
each of the structures and to answer the questions. • write about how it has helped/what it did.
They can deduce or guess information if they do
not know.
Now ask individual students to read out their
texts to the class and tell the class to guess which
What did they build? famous engineering work is being described.
Can you describe it?
What benefits did it bring to Egypt?
263
Revision E
Revision E
SB pages 96-100 WB pages 93-96
LESSON 1
Revision E
SB page 96
Listening
Listening 1 2 3
1 Discuss these questions in pairs.
1 Discuss these
questions in pairs.
Answers: a Where are these
a structures? Match
Answers:
3 Listen again. Find and correct the mistakes in each sentence
a The Cairo Tower (picture 2) (one sentence is correct).
Revision E
Adel: I’m looking forward to going there
Grammar already!
1 Complete these sentences with the -ing or infinitive form of the verbs in brackets.
starting (start) university next year.
a Fatma is looking forward to ……...….…
b Hassan admitted ……….… (forget) to post the letter for his grandfather. 3 Listen again. Find and
c When we saw that it was very windy, we decided not ……….… (go) the beach. correct the mistakes in each
d On their way to Luxor, the tourists stopped ……….… (take) some photos of an ancient temple.
e Do you regret not ……….… (visit) the museum when you were in Cairo?
sentence (one sentence is
f Munir was a soldier so he is used to ……….… (spend) a lot of time outdoors. correct).
2 Choose the correct verbs. Answers:
I am enjoying my summer school in England.
b Hamid has not been/should have gone to
We a must / had to be in school at nine the top of the tower with his parents.
o’clock this morning, but the lessons were
interesting. The teacher says that my English
c The tower was built as a television tower.
is good but I know that I b must / have to d You don’t have to eat in the restaurant at
improve my listening skills. Every afternoon
the top.
e It is not free for visitors to go to the top
there are activities with the other students.
We c don’t have to / mustn’t do these, but
I really enjoy d to do / doing them. I didn’t (but it is not expensive).
know if the other students would be friendly,
but I e needn’t have / didn’t have to f correct
worried. They are all really nice! You’d like it g The tower had to be repaired.
h Hamid would prefer to visit the tower
here. Next year you f must / have to come
with me!
tomorrow evening.
I The tower is very popular in the evening.
3 Rewrite these sentences using must have, can’t have, should have or might have.
a I’m sure she was telling the truth. Everyone said the same thing.
She must have been telling the truth. Everyone said the same thing.
……….…...................................................................................................
b I don’t know where he is. It’s possible that he missed his train. ……..........................….…..................... 4 Discuss these questions in pairs.
c Emails don’t usually take two days to arrive. I’m sure she didn’t send it. ……..........................….…......
d I was out this morning. It’s possible that he tried to phone me then. ……..........................….…...........
e Surely he hasn’t finished his tea already. It was really hot. ………......................…
f My friend sat on the beach without a hat on.
LESSON 2
Now his skin is burned. ………....................................…
g My cousins are still at the airport. Their plane
SB page 97
has left. ……..........................….….........................
h I’m certain that my little brother has hidden Grammar
my calculator. He’s always hiding things.
……….…........……..........................….…...... 1 Complete these sentences with
the -ing or infinitive form of the
97
verbs in brackets.
1 Ask the students if they can
remember some of the verbs which
strengthen the concrete. And it was damaged by are followed by -ing and which are
an earthquake, wasn’t it? followed by the infinitive with to.
Hamid: That’s right - when the city was hit by an Write their suggestions on the board.
earthquake in 1992. They had to repair the
2 Read the example sentence,and ask the students
tower, but the damage wasn’t serious.
to complete the task.
Adel: Have you ever been to the top?
Hamid: No, but I’d love to go, especially after what my 3 Check answers as a class. If the students need
parents said. help, they can refer to the Grammar review on
Adel: I’d love to see what the Pyramids look like page 125.
from the top.
Hamid: They must be about fifteen kilometres away, but
Answers:
you can see them really clearly. b Forgetting c to go d to take
Adel: How about going together tomorrow e visiting f spending
afternoon?
Hamid: That’s a good idea, but I’d prefer to go in the 2 Choose the correct verbs.
evening, then we’d see the Nile at night. 1 Advise the students to read the whole text
Adel: OK, let’s arrange a date and time. before they choose the correct verbs.
265
Revision E
2 They can compare answers in pairs.
3 Check answers as a class. If the
students need help with these modal
Revision E
verbs, they can refer to the Grammar Reading
review on page 126. 1 Discuss these questions in pairs.
a The picture shows a type of musical
Answers: instrument called the bagpipes. What do
3 Rewrite these sentences using 3 Read the text again and answer the
questions.
must have, can’t have, should a Where were the bagpipes probably first
played?
The history of
have or might have. They were probably first played in Egypt.
…......…….…................................................
the bagpipes
1 Tell the students to read the sentences b How did they become popular in the north
of Europe? ……..........................….…........... When people think of distinctive Scottish
and to rewrite each one using must c Why didn’t people want to listen to the folk music, they usually think of the bagpipes.
However, the instrument was not invented in
have, can’t have, should have or might
bagpipes inside a house? ……..............….…
Scotland. Experts think that the bagpipes must
d Why did the Scottish army use the
have.
have first been played in Egypt in around the
bagpipes? ……..........................….…............
first century BCE, when a bag was added to a
e Why can’t the English have liked the type of flute.
2 Review the example together as a bagpipes? ……..........................….…............
To play the bagpipes, a bag made from animal skin
class. Now tell the students to rewrite
f When can you hear the bagpipes in had to be filled with air. When the bagpipe player
Scotland today? ……..........................….…... pressed the bag, air went into the instrument, so
the other sentences in the same way. 4 Discuss these questions in pairs.
that the music could be continuous, even when
the player stopped blowing.
They can do this individually or in a Have you ever heard the bagpipes? If you The bagpipes were very popular and they were
pairs.
have, do you like them? Why / Why not? taken into the north of Europe by the Romans.
b Can you think of any other musical People enjoyed listening to the bagpipes for
3 Check answers as a class. instrument that is distinctive of a particular about a thousand years. Then people started to
country or region? spend more time indoors. Bagpipes, which are
very loud, are not the kind of instrument that
c What type of music do you like to hear at
Answers: important events? Why?
you want inside a house, so they became less
popular in some countries.
b He might have missed the train. In Scotland, however, people still loved listening
c She can’t have sent it. to them. The army used them to send messages;
it is said that the bagpipes can be heard up to
d He might have tried to phone me then. 16 kilometres away. For this reason, the English
(who often had battles with the Scottish) banned
e He can’t have finished his tea already. people from playing the bagpipes at the end of
Revision E
with the class.
Communication skills Project
Situation
1 Look at the pictures and discuss the situation
A small factor y near your schoo
l Students’ own answers
is no longer used and is now
in pairs.
a What activities do young people in your area empty. You have been asked to
enjoy? Make a list, e.g. sports, language learning. suggest a new use for this old
structure. This must benefit
b Think about how the factory was used in the
past. Use some of these expressions. young people or be connected LESSON 4
with their education.
• I think it must have been ... SB page 99
• Surely / I’m sure it can’t have been ...
• Well, it might have been ...
Communication skills
c How could the inside and
outside of the factory be
used for the new activities? 1 Look at the pictures and discuss
d What changes would be
needed? Make and respond
the situation in pairs.
1 Tell the students to read the situation
to suggestions using some
of these expressions.
Revision E
the factory to the class. They must say
which activities they have chosen and
Extra reading International
why, and how the factory will have to 1 Discuss these questions in pairs.
a How do different countries decide how to trade with
treaties
be changed for the activities. each other? Most countries in the world have an
agreement with foreign countries that
b What does an ambassador do?
2 Tell the other students to make notes allows their ambassadors to live and work
there. The job of an ambassador is to look
about each of the proposed activities. 2 ON VOCABULARY
after the citizens and business interests of
the country which he or she represents.
3 When all the groups have presented Check the meanings of these This is just one of many international
their ideas, the class votes for the two words in your dictionary. agreements and treaties between
countries. Some of these treaties have
best activities.
been designed to help trade between
agreement appropriate citizen countries. For example, countries in the
cooperation copy (n) economic European Union have an agreement that
peace permit (n) sign (v) treaty means citizens of any member country
needn’t have a permit to work in any
LESSON 5 other country in the Union. Businesses
can employ people and sell products to
3 Read about international treaties and check your any other member of the treaty.
SB page 100 answers to Exercise 1.
Some treaties help countries in other
ways. For example, the Arab League
4 Read the article again and answer these questions. helps various Arabic-speaking countries
Extra reading a How does the treaty between European Union towards economic, political, cultural and
scientific cooperation.
countries help businesses?
b What does the Arab League help promote? Treaties are not new, however. The world’s
1 Discuss these questions in pairs. c What is special about the Kadesh Peace Treaty?
first ever treaty is believed to be the Kadesh
Peace Treaty, signed by the Egyptian
1 Give the students a few minutes to d What did the treaty agree? Pharaoh Ramses II and the Hittite king
answers in Exercise 3.
cooperation. What do you think are examples of
political, cultural and scientific cooperation that the
Arab League promotes?
269
GG Practice
LL OO 5 a SS
Test SS AA RR YY
PRACTICE
Practice Test 5a 5a
TEST
93
270
GG LL OO SS SSPractice
AA TestRR
5 a YY
PRACTICE TEST
B Reading Comprehension
You might think that concrete is a modern material, but experts think that it might have
been made first by the Egyptians about 5,000 years ago. They used a kind of concrete made
of mud and grass to help build the Pyramids. Nearly three thousand years later, the Romans
also made a type of concrete using volcanic stone. They used it to build many of their most
famous landmarks, such as the Colosseum and the Pantheon, which are still standing today.
The Pantheon still has the largest concrete dome in the world; it is 43 metres in diameter. The
Romans added milk, fat or blood to make the concrete stronger. Today we use chemicals instead.
However, Roman concrete was stronger than modern concrete, although it did not dry as quickly.
It was not until 1824 that modern concrete was invented in England. It was made using local
stones. Slowly, builders started to use the new material. The first concrete house was built in
England in 1854, and the first concrete bridge was built in San Francisco in 1889. In 1891, a
whole road was made using concrete in Ohia, USA. You can still drive on it today.
Concrete must be a great material to build with. It is not expensive to make and it is so strong
that earthquakes do not usually damage it. It is now used to make everything from massive dams
and skyscrapers to sculptures and kitchen worktops. The world’s tallest building, Burj Khalifa in
Dubai, and the world’s longest tunnel, in Switzerland, are both mostly made from concrete.
A downside to concrete is that it is not very good for the environment because you need a lot of
heat to produce it.
94
271
GG Practice
LL OO 5 a SS
Test SS AA RR YY
PRACTICE TEST
5a
PRACTICE
PRACTICE TEST
TEST
5a
PRACTICE
PRACTICE
TEST
TEST
TEST
1
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7 Who invented concrete according to experts?
8 Where was the first concrete
7 Who invented concrete according to experts? house built?
8 Where
8 The
Where was the
the first
wasconcrete
first first concrete
house house
concrete house built?
built? in England.
was built
8 Where was the first concrete house built?
9 Compare the types of concrete used in ancient Egypt, Rome and England.
8
9 Where
Compare was the first concrete house built?
Compare the
9 Egyptian types
types of
theconcrete of concrete
concrete
was made
used in
in ancient
used from ancientmud
Egypt,
Egypt, Rome and
andRome
England.
andRoman
grass. England.concrete was
9 Compare the types of concrete used in ancient Egypt, Rome and England.
10 made
Do you from think that volcanic
concrete rock.
will beEnglish
used more concrete
or less inwas made from
the future? Why? local stone.
9 Compare
10 the typesconcrete
of concrete used in ancient or Egypt, in Rome future?
and England.
10 Do
Do you you think
think thatthat concrete willwill be
be used
used moremore or less less in the
the future? Why?
Why?
10 Do you think that concrete will be used more or less in the future? Why?
Suggested:
10Novel I think it will be used less
Do you think that concrete will be used more or less in the future? Why? because concrete is not good for the environment.
The
The
The Novel
Novel
3
Thea Novel
Choose the correct answer:
3
Theaa1 Novel
Choose
Choose the correct
Michael the correct
wanted
answer:
answer:
to marry Princess Flavia because ...
3 a
1 Choose
Michael the correct
wanted to answer:
to marry Princess
Princess Flavia
Flavia because ...
3 1
1 a
Michael
a He loved
a Choose
Michael
He
wanted
the
loved
her.
correct
wanted
her.
marry
answer: because
b He wanted
to marry Princess Flavia because
b
...
...
to become King legally.
a
c He lovedwanted to stop the King marrying her. b
her. d He wanted to
He wanted to become
become King
King legally.
stop Rassendylllegally.
marrying her.
1 Michael
a
c He
He lovedwanted
wanted her.
to to marry
stop the Princess
King Flavia
marrying her.because
b
d He
He ...
wanted
wanted to
to become
stop King legally.
Rassendyll marrying
2 a cWhatHe
He wanted
did
loved to
Rupert
her. stop
do the
to King marrying
Rassendyll outher.
of d
the
b He wanted
country
He wanted to
house?
to stop
becomeRassendyll marrying her.
King legally. her.
2 c He wanted to stop the King marrying her. d He wanted to stop Rassendyll marrying her.
2 cWhat
What
a He did
did
He wanted Rupert
Rupert
asked him do
do to
to
for the
to stop
Rassendyll
Rassendyll
lunch.
King marrying
out
out of
of the
the
b He
d
country
country
He wanted house?
house?
invited tohim to Rassendyll
the castle.marrying her.
2 What
a did Rupert do lunch.
to Rassendyll outher.
of the
b country house?stop
2 a c He
WhatHe asked
asked
stabbed
did
him
him
Ruperthimfor
for
doinlunch.
tothe shoulder.out of the
Rassendyll d He
b He
country
invited
invited him
him to
killedhouse?
him. to the
the castle.
castle.
a
c He
He asked
stabbed him himforinlunch.
the shoulder. b
d He
He invited
killed him to the castle.
him.
3 cWhere He stabbed himkept
is the King in thein shoulder.
the castle? d He killed him.
3 a
c HeHe asked
stabbed him himforinlunch.
the shoulder. b
d He He invited him to the castle.
killed him.
3 Where
Where
a on the is
is the
the King
King kept
drawbridge kept inin the
the castle?
castle? b in a room next to the castle moat
c
3 Where
a He stabbed
is the him in the shoulder.
King kept in the castle? d
b He killed him.
c on
a in athe
on the drawbridge
drawbridge
tower d in
b in aa room
room
country next
next to
to the
house the castle
castle moat
moat
3 Where
a
cc on
in atheis the
tower King kept in the castle?
drawbridge b
d in
in aa room
country next to the castle moat
house
4 a in a tower d in a country house
cMichael
on
in athe wanted his men to
drawbridge
tower b
d in inif aathe
roomcastle
country nextwasto attacked.
house the castle moat
4
4 a Michael wanted his men to if the castle was attacked.
cMichael
in a wanted
tower
kill thewanted
King and his men to d in
b let the if athe castle
country was
house attacked.
4 Michael his hide
mentheto body if the King escape
castle was attacked.
a kill the King and hide the body b let the King escape
4 a
ca say kill
Michael the
that King
wanted
he and
his
rescued hide
men the
theto body
King b
d let
kill the
if King
the
Rassendyll escape
castle was attacked.
kill the King and hide the body b let the King escape
cc saysay that
that he
he rescued
rescued the
the King
King d
d kill
kill Rassendyll
Rassendyll
a kill the King and hide the body b let the King escape
c say that he rescued the King d kill Rassendyll
b Answer TWO (2) of the following questions:
b c say
Answer TWO that he rescued
(2) the King d kill Rassendyll
b
1 Answer
What doTWO (2) of
you think
the
the following
ofRassendyll
following questions:
might questions:
have done if Johann had refused to work as a spy?
b
1 Answer
What TWO (2) of the following questions:
1
b What do do you
you think
think Rassendyll might
(2) ofRassendyll
have
have done
done if
might questions: if Johann
Johann hadhad refused
refused to
to work
work as
as aa spy?
spy?
1 Answer
What doTWO you think the following
Rassendyll might have done if Johann had refused to work as a spy?
Suggested:
2 Why If Johann had refused to work as a spy, I think that
1 Whatdodoyou youthink
think that Rassendyll’s
Rassendyll pulse
might havequickened
done if Johann at the thought of being
had refused King as
to work forever?
a spy?
2 Rassendyll would have kept himquickened
at Tarlenheim.
2 Why
Why do do you you think
think that
that Rassendyll’s
Rassendyll’s pulse
pulse quickened at at the
the thought
thought of of being
being King
King forever?
forever?
2 Why do you think that Rassendyll’s pulse quickened at the thought of being King forever?
2 Why do you think that Rassendyll’s pulse quickened at the thought of being King forever?
Suggested: I think his pulse quickened because the idea excited him. He 95
realised that it was possible that he could be King forever. 95
95
95
95
272
GG LL OO SS SSPractice
AA TestRR
5 a YY
PRACTICE TEST
5a
PRACTICE TEST
5a
PRACTICE TEST
5a
PRACTICE TEST
3 Do you think that Rassendyll could have been king forever? Why?
5a 5a
PRACTICE TEST
3 Suggested:
Do you think that Rassendyll
I think that could have been
Rassendyll king not
could forever?
haveWhy?
been king forever
3 Do
PRACTICE you3think
TEST Do you
thatthink
Rassendyll
that Rassendyll
could havecould
beenhave
kingbeen
forever?
kingWhy?
forever? Why?
because someone would recognise him and his family in England
5a
C Writing
3 Do you think that Rassendyll could have been king forever? Why?
would wonder where he had gone.
C Writing
4 FinishCthe
C Writing following
Writing 3 Do dialogue:
you think that Rassendyll could have been king forever? Why?
4 Finish the
C Writing
Mariam andfollowing
Rawia are dialogue:
discussing musical instruments.
4 Finish
Mariam 4theFinish
and following
Rawiatheare following
dialogue:
discussing dialogue:
musical instruments.
4 Mariam
Finish the
Mariam and
Mariam
Which
following
Mariam
Which
C musical
Writing
Rawiaand areRawia
musical
instrument
dialogue:
discussingare discussing
instrument
should we learn?
musical instruments.
should
musical instruments.
we learn? ?
Rawia and
Mariam 1 Rawia are discussing musical instruments.
Mariam Mariam
Rawia 1
Mariam Which
4
Which Finish
musical
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sure about
instrument
the musical
following instrument
that. Drums
instrument
should
should
weshould
dialogue:
arewe too
learn?we learn?
noisy. ?
learn?
Rawia Rawia 1 HowMariam about
1 learning
and Rawia the
are drums
discussing musical ? instruments. ?
Mariam I’m I likenot
thesurepiano.about2 that. Drums are too noisy. ? .
Rawia 1
Mariam MariamI’m notMariam
sureI’mabout
not sure that. about
Drums that.areDrums too noisy.are too noisy.
Rawia I like the piano. 2Which musical instrument should
3 . I’d
we learn? .
like to play the piano.
Mariam I’m not sure about that. Drums are too noisy.
I like the piano.
RawiaI like the21Personally,
piano. 2 I'd prefer to learn the piano. .? .
Rawia
Mariam Do 3 . I’d like to play the piano.
I likeyou
thethink
piano. we2should have piano lessons every day? .
Rawia Rawia 3 I'd go 3alongI’m
Mariam with notthatsure about that. Drums . I’dareliketooto. noisy.
I’d
play like
the topiano.
play the piano.
Mariam Do 4 you think we should have piano lessons every day?
I think
Rawia 3 . I’d like one
to play lesson
the apiano.
week is
Mariam MariamDo you think
probably Do you
enough.we Ishould
think
like the wehave
should
piano. piano2have lessons
pianoevery lessons day?every day? .
Rawia 4 . I think one lesson a week is
Mariam Do you think
probably enough.we should have piano lessons every day?
Rawia
Mariam 5 Rawia
4 I don't 4
Rawia 3think it's necessary to have lessons .
? I think one
every . I think
lesson
day . I’d like to play the is
one a week
lesson is a week piano.
Rawia
Mariam 4
probably enough.
5
probably enough. .
? I think one lesson a week is
Rawia It’s Mariam
really important Do you think we should have piano lessons every day?
probably enough. to practise every day.
Mariam Mariam5 How often 5 do you think we should practise ? ?
Rawia
Mariam 6 It’s really important
Rawia 4 to practise every day. . I think one lesson a week is
5 ?
Rawia Rawia It’s really important
It’s reallyprobably
important
to practise to
enough.every
practise day. every day.
Mariam
Rawia 6 Thanks. ?
It’s reallyI’d love to practise
important to practise at your
everyhouse. day.
Mariam Mariam6 What about 6 5practising at my house ? ?
Rawia Thanks.Mariam I’d love to practise at your house. ?
Mariam 6 ?
5 RawiaanRawia
Write Thanks.
email of I’d
RawiaThanks.
ONEloveHUNDRED
to I’d
It’s practise
love to
really atpractise
your
important
AND TWENTY house.
at your
to practise house.
(120) every
words day.on ONE (1) of
5 Rawia
the
Write an Thanks.
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email of I’dONE
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loveHUNDRED
to practise AND at your TWENTY house. (120) words on ONE (1) of
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5 the
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5 the
Write
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the following:
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following:
of ONE HUNDRED
Nabil/Nabila.
Thanks. I’dAND
Your friend’s
love TWENTY
name
to practise(120)
is Amir/Amira.
at your wordshouse.
His/Her onaddress
ONE (1) is of
amir/
Your name Your
is aNabil/Nabila.
amira@newmail.com. name is Nabil/Nabila.
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andnamefriend’s is Amir/Amira.
name itis Amir/Amira.
His/Her address His/Herisaddress
amir/ is amir/
a
Your
describing
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a
5building
Write an
Nabil/Nabila.
amira@newmail.com.
describing a building
the
that
that
email
Your
following: youand
like
of ONE
friend’s
likewhy
why
HUNDRED
name
andyou whylike
you
is
likeAND
Amir/Amira.
youit like it
TWENTY
His/Her (120) words
address is amir/on ONE (1) of
b your favourite
amira@newmail.com. kind of music
a a describing
describing a buildingathat building
you like thatandyouwhy like you and likewhyityou like it
b your favourite Your kind of namemusic and why youYour
is Nabil/Nabila. like itfriend’s name is Amir/Amira. His/Her address is amir/
a describing a building that you like and why you like it
6 b
A Translate b your
your favourite favourite
kind of music
intoamira@newmail.com.
Arabic: kind and of music
why you and like whyityou like it
6 b Translate
A your favourite
into kind
1 The musical instrumentsArabic: of music and why you like it
a describing used a building
in folk musicthat you varylikefrom and placewhytoyou place. like it
6 A 6
1 Translate A Translate
The musical into Arabic:
instruments into used
Arabic: in folk music vary from place to place.
6 A
1 Translate
2 People
1 The
The musical
who
into
are
bArabic:
your favourite kind of music and why you like it
instruments
musical
interested
instruments
used in folk
in space
used music
in folk varymusic
fromvary place fromto place.
place to place.
in folkholidays are worried about the horrible side effects.
ْ ُ املhorrible
1 The musical instruments used music vary from place to place.
6
2 People who areA interestedTranslatein .خر
into
spaceمكان
Arabic: من
holidays ة ي الشعب املوسيق
ّ are worried about يف ة م خد ت
َ َ َ the املوسيقيةsideدواتeffects.
تلف ا
2 People 2who People
are1 interested
who are interested
The musical in space holidays
instrumentsin space used are
holidays
inworried
folk are about
musicworried
varythefrom about
horrible theside
place horrible
effects.
to place. side effects.
People who are interested in space holidaysِ are worried about the horrible side effects.
.ا2B Translate
الفظيعة/ ةONEانبية ال ي ا عرا اinto
(1) sentence بخصو / يشعر (النا ) امل ْهت ّ ون با جا ات يف الف ا بالقلق حيال
English:
B
1 Translate ONE2(1) sentence into .اEnglish: َعلَام يابانيin مspace
ن يف أيدholidays من اليابان يكون ال يا أنthe املحتhorrible
من
People who are interested are worried about side effects.
B Translate
1 B Translate
ONE (1) sentenceONE (1) sentence into .اEnglish:
يابانيinto
م َعلَامEnglish:من املحت أن يكون ال يا من اليابان ن يف أيد
B
1 Translate 1 ONE (1) sentence into .اEnglish: َعلَام ياباني.يابانيما اليابان م نَعليفَامأيد
منيف أيد اليابان ن يكون ال يا
يكون ال أنيا من من املحتمن املحت أن
2
1 .الكبرية
.يابانيا املدنعلَام
َ أيد م املرور يف
مشكلة ن يف يكونلويالة يايف حمن اليابان الكباري ال ُع
املحت أن تمن اعد
2
The touristsBprobably Translate ONE / It’s .الكبرية
(1)probable
sentence املدنinto يف املرور
(that) مشكلة
English:the tourists لوية يف حare الكباري ال ُع
fromت اعد
2 Japan 2 because
1
they have a .الكبرية
Japanese املدن يف
flag املرور
.الكبرية .لويةاليابان ُ ن يف أيد م َعلَام يابانيا
املدن
in مشكلة
يف
their املرور ح
hands. يف
مشكلة ة لوي ع ال
ح الكباري
يف اعد ُع من اعديكون تال
الكباريياال من املحت ت أن
2 .ت اعد الكباري ال ُعلوية يف ح مشكلة املرور يف املدن الكبرية
Hanging bridges help in solving the traffic.الكبرية
problemيف املدنinاملرور
bigمشكلة
cities.ت اعد الكباري العلوية يف ح
2 ُ
96
96
96 96
96 273
96
GG Practice
LL Test
OO 5 b SS SS AA RR YY
PRACTICE
Practice Test 5b 5b
TEST
97
274
GG LL OO SS SSPractice
AA TestRR
5 b YY
PRACTICE TEST
5b 17 Sara works as a in a hotel. She welcomes all the people who are staying
there.
a receiver b receptionist c referee d representative
18 The football players look very sad. They won the match.
a can’t have b could have c must have d might not
19 If you want to write a story, you could do a course in writing.
a creative b created c made up d festival
20 You be 17 to drive a car in England.
a might b need c have to d ought to
21 I want to learn French, so I have on a French course.
a entered b made c established d enrolled
22 Ali brought food. We already have a lot.
a needn’t have b must not have c must have d should have
23 Who is the of the USA at the moment?
a king b queen c president d prince
24 I remember to email my cousin today. It’s his birthday.
a mustn’t b needn’t c must d ought to
25 You study how the body works in .
a physics b biology c maths d geography
26 Karim admitted the plate and said he was sorry.
a breaking b to break c to breaking d break
27 Mohammed does a lot of charity work in his .
a neighbour b neighbourhood c neighbouring d neighbourly
28 Shaimaa stopped children’s books when she went to secondary school.
a reading b to read c read d to reading
29 My sister is not very . She doesn’t like meeting new people.
a sociable b social c sociably d socially
30 Do you remember at that hotel? It was very comfortable.
a staying b to stay c to staying d stay
B Reading Comprehension
People have been writing about strange worlds and travelling to space for thousands of years. Parts of
the famous Arabic story One Thousand and One Nights might be described as a kind of science fiction.
But science really started to influence how we all lived in the nineteenth century. This was a time
when many exciting new things were invented: steam trains, the telephone, electricity, photographs
and much more. The writer Jules Verne (1828-1905) looked at nineteenth century technology and
imagined how it could be improved to do amazing things. He wrote about people travelling to the
centre of the earth, to the moon or deep under the sea. Many people consider Verne to be the first
true science fiction writer.
In 1895, the writer HG Wells (1866–1946) saw technology differently. He wrote about the possible
dangers of technology. His books include The Time Machine, in which the hero travels into a
dangerous and unpleasant future. Other writers also thought that technology could be bad. Aldous
Huxley’s Brave New World (1931) is about a future in which people are produced in factories. But not
all science fiction writers saw technology as bad. Authors such as Isaac Asimov (1920–1992) often
wrote about a future in which science can solve all our problems.
Science fiction has evolved with technology. In the 1960s, space was being explored for the first time.
This gave science fiction writers ideas for what explorers might find in space: strange worlds and
unexplained mysteries, such as in the novels of Arthur C. Clarke. More recently, many science fiction
stories have been about robots. Could they become more intelligent than people? Should we use them
or could they start to take over and rule the world? In science fiction, anything is possible.
98
275
GG Practice
LL Test
OO 5 b SS SS AA RR YY
PRACTICE TEST
5b
PRACTICE TEST
5b
PRACTICE TEST
1 In a his
c that could novels, Jules
peoplemake Verne
used life
1 In his novels, Jules Verne wrote about technology
a that could make
at that
life
wrote
better
better
time about technology
b
b
d that made
d that made
life dangerous
could never exist
life dangerous
.
. 5b
5b
PRACTICE TEST
PRACTICE TEST
PRACTICE TEST
5b
2 cAccording people
to used
the at that
article, whattime influenced science could never
fiction exist in the 1960s?
writers
5b
1 In a his thatnovels,
could Jules
makeVerne wrote about technology
life better b that made life dangerous.
2 In cAccording
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toClarke
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1
1 In ca his
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2
1
3 In According
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2 a that
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3 a a
In that
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what could
C.
way make
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Isaac better
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2 a that
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3 ca Arthur
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2 cIn
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at that
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3
2 In
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99
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pretend
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276 99
99
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5b
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3 Do you think that Rassendyll wants to be King forever? Why/Why not?
5b5b
PRACTICE TEST
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B Translate ONE (1) sentence الك رةinto
القاEnglish:
القا رة املالي من النا يف يع أنحاCairo. د خطو مرتو
serve millions of people all over greater
only
B
1 Translate ONE (1) sentence only into English: ِ
ما نو املوسيق الشعبية ال ي تقرتح ل َي ْ َ َع ال يا
B Translate
1
B Translate
ONE (1)
ONEsentence
(1) sentence only into onlyEnglish: ما نو املوسيق الشعبية ال ي تقرتح لِ َي ْ َ َع ال
intoياEnglish:
B
1 Translate
1 ONE (1) sentence only into تقرتحَع لِ َيال ْ َيا َع ال يا
English: ِ الشعبية ال
َ ْ تقرتحي ل َي الشعبية ال ي
املوسيق املوسيق
ما نو ما نو
. ب َ خَ مل ا يف أرخ
1 What sort / kind of folklore music do youَ َ suggest أن ْنا
يا عرالعندما
ع ي ِ ل وبرمار
تقرتح ي من الال املوسيق اخلُب
الشعبية توقفنا عن ا
نوto?
ما
2 َْ
2 . وبرمار عندما عر ْنا أن أرخ يف املَخ َب ا اخلُب منlisten
the الtourists توقفنا عن
2 2 . املَخ َب.أرخملَخ َب يف
أرخ أن يف ا
عندماأن عر ْنا
عندما عر ْنا وبرمار وبرمارمنخلُالب من ال
عنخلُب ا ا
توقفناا ا
توقفنا عن
2 We stopped buying bread . توقفنا عن ا اخلُب من ال وبرمار عندما عر ْنا أن أرخ يف املَخ َب
from the supermarket when we knew / learned that
it is cheaper at the bakery / baker’s.
100
100
100 100
100 277
UNIT 16 THE IMPORTANCE OF TREES
SB pages 101-105 WB pages 101-104
Objectives
UNIT
Listening
Listening for gist and for specific The importance of trees 16
OBJECTIVES Listening Listening for gist and for specific information
information Grammar Conditional forms
Reading Reading for gist and for specific information
Critical thinking Understanding the importance of the natural world
Functions Giving and ordering instructions
Grammar Writing Writing a list of instructions
Reading 1 ON VOCABULARY
Reading for gist and for specific Check the meanings of these
words in your dictionary. leaves
roots
information bark (n) calculate extract (v)
harden ring (n) tube width
Critical thinking
Understanding the importance of the 2 Discuss these questions in pairs.
a How old and tall can trees be? bark
rings
natural world b What do the parts of the tree in the picture do or show?
c How can we find the age of a tree without cutting it down?
d Listen to a radio programme about trees and check your ideas.
Functions
Giving and ordering instructions 3 Listen again and choose the correct answers.
a The world’s tallest tree is nearly 84 / 94 metres tall.
b The tallest tree is between two and three hundred / thousand years old.
c Tubes carry water from the roots / bark to the leaves.
Writing d Goats and other animals can kill / eat trees by damaging the bark.
Writing a list of instructions e Every year, soft cells / tubes below the bark of a tree form new wood.
f Rings of new wood / bark grow in a tree each year.
g When a thin piece of wood is removed from a tree, no / a lot of damage is
done to the tree.
h The more rain there is in a year, the narrower / wider the tree rings are.
101
LESSON 1
SB page 101 WB page 101
16
them. Invite some students to come to the front questions about trees. Welcome to the
to underline the stress in each word. programme, Professor.
Prof. Beech: Hello.
3 Now tell the students to look up the meanings
Presenter: C
an we have our first question,
of the words in their dictionaries. Point out that
please?
the verb ring has a very different meaning: To
Female caller: Hello, I’d like to ask the professor
ring someone means to call or phone them. about the tallest tree in the world.
Answers: Where is it and how tall is it?
bark the material that forms the surface of the Prof. Beech: The tallest tree in the world is a Giant
wood of a tree Sequoia and it’s in California. It’s 83.8
metres tall. Scientists say it is between
calculate find out something or measure something
2,300 and 2,700 years old. If you
using numbers had lived at the time that these trees
extract remove something started growing, you would have seen
harden become hard people build some of Egypt’s ancient
temples.
ring a line in the shape of a circle
Presenter: That’s incredible! Now, let’s move on
tube a pipe or narrow tunnel, especially one that to our second caller.
liquids or gases go through Boy caller: Hello. I know a tree’s leaves help it to
width the distance from one side of something to the take in light from the sun. But I’d like
other to ask what the bark of a tree does.
Prof. Beech: Well, the bark is like our skin – it
protects the living part of the tree and
2 Discuss these questions in pairs. the tubes which carry water from a
tree’s roots to its leaves. If the bark is
1 Ask the students to look at the questions. Put
badly damaged, the tree dies. Animals,
them into pairs to discuss the questions. They
such as goats, love eating bark, so it’s
can guess any answers they are not sure of. Ask especially important to keep animals
some pairs to share their answers with the class. away from young trees.
2 Play the recording and get the students to listen Presenter: Thank you. What’s the next question?
and find the correct answers. You may need to Male caller: Hi. I’d like to ask: how is it possible to
play the recording more than once. calculate the age of a tree by counting
its rings?
101
3 Check answers as a class. Presenter: Good question. Perhaps you could
4 Tell the students that the photo at the bottom of start by explaining what the rings are
the page is a Giant Sequoia tree in California, that this caller is talking about.
USA. Prof. Beech: Well, most trees grow bigger every
year. Just under the bark, there’s a
Answers: circle of soft cells which hardens every
a They can be at least 2,700 years old and 83.8 metres spring or summer. This forms a ring
tall. of new wood each year. This means
b The bark protects the living parts of the tree. The we can calculate the age of the tree by
leaves help the tree to take in light from the sun. The counting the rings.
Presenter: You will see the rings if you cut the
roots carry water to the leaves. The rings can show us
tree down. But how do you do this
how old a tree is.
without killing the tree?
c We can make a narrow hole and extract a very thin Prof. Beech: We can drill into the tree to make a
piece of wood which does no damage to the tree. deep, narrow hole. Then we extract
a very thin piece of wood. This does
279
UNIT 16 T h e i m p o r t a n c e o f t r e e s
of years ago when the tree was d tube 4 a line in the shape of a circle
younger. leaves a
2 Label this picture with
the correct words.
Presenter: Really? Well, I’m afraid that’s
bark branch fruit
all we have time for in today’s leaves rings roots
programme. Thanks for talking
to us, Professor Beech. b
c
e
d
3 Listen again and choose the
correct answers. f
1 Tell the students to read the sentences. 3 Complete these sentences with words from Exercise 2.
a The roots are the parts of trees that grow under the ground and find water.
b The hard outside part of a tree is called the .
2 Play the recording again. The students c are the flat green parts at the ends of the es of
should circle the correct answer to a tree.
complete each sentence. You may d A grows on a plant or tree and has seeds inside.
e Every year, trees grow extra of new wood.
need to play recording more than
once. 4 Look at these adjectives. Use your dictionary to find the nouns.
a wide width b long c high
d deep e strong f narrow
3 Check answers as a class.
5 Use your dictionary to complete these sentences with the correct form of the
adjective in brackets.
Answers: a Every year, the cells under the bark of a tree harden and become new
b thousand c roots wood. (hard)
b This road is too narrow for all today’s traffic, so they’re going to it.
d kill e cells (wide)
c That old bridge over the river is very weak. They’ll have to it
f wood g no soon. (strong)
d My new trousers are too long, so my mother is going to them
h wider. for me. (short)
e That film is so popular that the queues to see it every day. (long)
101
280
T h e i m p o r t a n c e o f t r e e s UNIT 16
4 Look at these adjectives. Use
UNIT
your dictionary to find the
16 nouns.
Grammar Conditional forms 1 Tell the students to read the list of
GRAMMAR
\ Grammar
3 Check answers as a class.
1 Choose the correct words to complete
Answers: these sentences from the listening text.
b branch c fruit d roots Then write which form of the conditional
e bark f rings it is.
1 Students have studied all the forms of the
3 Complete these sentences with the words conditional previously. This unit revises all the
from Exercise 2. forms together.
2 Tell the students to read the gapped sentences,
1 Tell the students to read the gapped sentences. circle the correct options and identify the
Explain that they must use the words from conditional form. They can do this in pairs.
Exercise 2 to complete the sentences. 3 Ask some of the pairs to share their answers
2 Check answers as a class. with the class.
Answers: Answers:
b bark c Leaves, branch b had lived, third conditional
d fruit e rings c dies, zero conditional
281
UNIT 16 T h e i m p o r t a n c e o f t r e e s
UNIT
a past tense + would + infinitive without to f If you pick those apples now,
5 they won’t taste very sweet.
6 the rings in a tree would be close
b past perfect + would + present perfect together.
c present simple + present simple 2 Find and correct the mistake in each sentence. (One sentence is correct.)
d will + infinitive without to + present a If you leave now, you catch your train. you’ll catch
b Water would freeze if the temperature is zero or below.
simple
c If you had thrown that stone, you would break the window.
b d I get a headache if I spend too long on the computer.
The zero conditional (sentence c) e If she trains hard, she wins next week’s race.
Sentence 1 is a fact. 3 Complete these sentences with your own ideas and write which form of the
conditional it is.
Sentence 2 will probably happen.
Sentence 3 is unlikely.
Sentence 4 did not happen (it was not cold
and the plants did not die)
16 d correct
Reading e If she trains hard, she will win next week’s
race.
1 ON VOCABULARY a b
f If you mix red and white, you get pink.
Check the meanings of these
words in your dictionary.
e 4 f 5
LESSON 3
2 Find and correct the mistake in each SB page 103
sentence. (One sentence is correct.) Reading
1 Explain that each sentence, except one, has
a mistake in it. Ask the students to read the
1 Check the meanings of these words in
sentences, identify the mistakes and correct your dictionary.
them. 1 Write the words from the box on the board.
2 Put the students into pairs to compare their 2 Now say the words and ask the students to
answers. repeat them. Invite some students to come to the
front to underline the stress in each word.
3 Check answers as a class.
3 Say the words aloud and ask the students to
Answers: repeat them.
b Water freezes if the temperature is zero or below. 4 Now tell the students to look up the meanings
c If you had thrown that stone, you would have broken of the words in their dictionaries.
283
UNIT 16 T h e i m p o r t a n c e o f t r e e s
16
Skills for life 1 Answer the questions with these words.
(You do not need one.)
Read the Skills for life box as a class.
Ask the students to find out where to
cardboard product rubber sap toothpaste
turpentine valuable
2 Tell the students to use the words to 2 Cross out the word that does not belong, then write what the other words are.
complete the sentences. a gas rubber oil petrol kinds of fuel
b glass sap metal wood
3 Check answers as a class. c bed box chair cupboard
d cardboard cup paper wood
288
T h e i m p o r t a n c e o f t r e e s UNIT 16
Assessment
Listening Task Reading Task
Target element: listen and revise key Target element: revise key language and
language and vocabulary reading text
Write the sentences listed below on the board.
Write the sentences listed below on the board. Tell
Explain that there is one mistake in each sentence.
the students that you are going to play the listening
Tell the students to read the text Why do we need
activity from Student’s Book Unit 6, Lesson 1,
trees? on Student’s Book page 103 again and to
Exercise 2 again. Explain that they must listen
find and correct each mistake. (The answers are
carefully and decide if each sentence is true or
given in brackets.)
false. (The answers are given in brackets.)
1 If you ask people why we need trees, most
1 The tallest tree is 83.8 metres. (True) of them answered: “We need wood from
2 The rings of a tree are like its skin. (False. The trees for building houses”. (answered will
bark is like the skin.) answer)
3 Some animals like eating the bark. (True) 2 In addition to this, trees also give us varied
4 It is impossible to know how old a tree is. chemicals. (varied valuable)
(False. You can count the number of rings.)
3 You are surprised to hear that wood
5 When it rains a lot, the rings in the tree are products are also used in some types of ice
much wider. (True)
cream and other foods. (are surprised may
Speaking Task be surprised)
4 If wood would be heated, chemicals are
Target element: discuss the key topics of the
produced which can be used to make
unit
medicines and some kinds of plastic. (would
Put the students into pairs. Tell them to make a list be heated is heated)
of all the things that we make or get from trees and
what we use them for. 5 How do you manage to do these things if
there were no trees? (do you would you)
Examples:
Chairs: we use chairs to sit on. Writing task
Paper: we use paper to write on and to print on.
Target element: writing about the key theme
Nuts: we can eat nuts. They contain protein.
of the unit
It is important that we protect our trees and make
Ask some of the pairs to read out their answers to sure that they are there for our future. Tell the
the class. students to write a short paragraph entitled Save
Our Trees. Tell them to think about why it is
important to save our trees. Help them to begin
by making a list on the board of their suggestions
of things that we use trees for and why trees are
important. The students can then use the list for the
basis of their paragraph. Ask the students to write
out their paragraph, and then tell some of them to
read out their paragraph to the class.
289
UNIT 17 John Steinbeck:The Pearl
JOHN STEINBECK:
UNIT 17 TH E P EARL
SB pages 106-110 WB pages 105-108
Objectives
Listening UNIT
Listening
Reading
1
Reading for specific information and
Before you hear about the life of John
Steinbeck, discuss these questions in pairs.
a Do you think Steinbeck came from a poor family?
to guess the meaning of unknown b Where and when do you think he lived? The house where
Steinbeck grew up
words
2 ON VOCABULARY
Critical thinking Check the meanings of these
words in your dictionary.
Understanding the effects of greed
ancestor celebrity correspondent
(economic) depression force (v)
Mexico pearl publicity success
Functions
Persuading
3 Listen to a talk about John
Steinbeck and check your People looking for
answers to Exercise 1. work in 1930’s America
Writing
Writing an email of persuasion 4 Listen again and match to make sentences.
LESSON 1
SB page 106 WB page 105 • Ask some pairs to share their lists with the
Before using the book: class and write their ideas on the board.
• Write the word greed (n) / greedy (adj) on • Explain that in Unit 17, the students are
the board. going to read a story about greed, and
learn about the author of the story, John
• Make sure that the students understand the Steinbeck.
words. Put them into pairs and ask them to
make a list of things for which people might
be greedy, (money, property, food, cars,
jewellery, clothes, etc.).
290
John Steinbeck:The Pearl UNIT 17
Listening 3 Listen to a talk about John Steinbeck
1 Before you hear about the life of John and check your answers to Exercise 1.
Steinbeck, discuss these questions in 1 Explain that the students are going to hear a
pairs. programme with two people talking about John
Steinbeck.
1 Ask the students to look at the photographs. Tell
them that the man is the famous writer, John 2 Tell the students to listen and check their
Steinbeck. Ask them to read the captions for the answers from Exercise 1. You may need to play
other pictures. the recording more than once.
2 Put the students into pairs to discuss the 3 Put the students into pairs to compare their
questions. Remind them that they can use the answers.
photos to help them guess the answers.
4 Check answers as a class. Ask the students what
3 Ask some pairs to share their answers with the else they can tell you about John Steinbeck now
class. that they have heard the recording.
4 Explain that they will be able to check their
answers in Exercise 3. Answers:
a He was not from a poor family. We can see that he
2 Check the meanings of these words in lived in a large house. His father worked for the
your dictionary. government and his mother was a teacher.
b He lived in America. He was born in 1902 and died
1 Write the words from the box on the board. in 1968.
2 Say the words and ask different students to
come to the board to underline the stressed
syllable in each word. TAPESCRIPT
3 Say the words aloud and ask the students to Presenter: Do you love reading but wish you knew
repeat them. more about the authors? In this programme
we look at the lives of our greatest writers.
4 Now tell the students to look up the meanings
The subject of today’s programme is the
of the words in their dictionaries.
American writer John Steinbeck, whose
5 Put the students into pairs to practise saying the book The Grapes of Wrath was one of the
words. One student gives a definition, the other most famous novels of the twentieth century.
says the word. To tell us more about John Steinbeck, we
have in the studio an expert on literature, Dr
Answers: Helen Carter. Dr Carter, welcome.
ancestor a member of your family who
lived a long time ago Dr Carter: Hello.
celebrity a famous person, especially an Presenter: I wonder if you could start by telling us
actor or entertainer something about John Steinbeck’s early life?
correspondent someone whose job is to report Dr Carter: Certainly. John was born in California in
news from a distant place or write 1902. His ancestors were from Europe: from
about a particular subject Germany on his father’s side and Ireland
economic depression a long period when there is not a on his mother’s. The name Steinbeck is
lot of business activity German.
force make someone do something they Presenter: What did his parents do? Were they a poor
don’t want to family?
Mexico a large country in north America, Dr Carter: No, they weren’t. His father worked for the
to the south of the USA government and his mother was a teacher. It
pearl a valuable small white round was his mother who taught John to read and
object, that forms inside an oyster encouraged him to become a writer.
and is used in jewellery Presenter: What about his education? Did he go to
publicity attention that someone gets from university?
newspapers, television, etc. Dr Carter: Yes, he did. After high school, he went to
success when you achieve what you have Stanford University to study English. His
been trying to do parents wished he had done better there, but
291
UNIT 17 John Steinbeck:The Pearl
292
John Steinbeck:The Pearl UNIT 17
d a long period when the economy of a
country does badly
e correct
f a small, round, white object that is used
UNIT
105
3 Use your dictionary to answer
these questions.
1 Ask the students to read the questions
and to use their dictionaries to help
them find other forms of the words.
WORKBOOK page 105
1 Change or add a word or phrase to 2 Check answers as a class.
correct the mista es in these definitions.
Answers:
ne definition is correct . b correspond
1 Ask the students to read the words on the left c correspondence
and their definitions on the right, explaining d depressed
that all but one of the definitions are incorrect e depress
and that they must find and correct the word or f publicise
phrase for each. They can do this in pairs. g successful / succeed
h ancestral.
2 Check the answers with the class.
Answers:
b a person who is known to many people
c someone who writes reports for a newspaper
293
UNIT 17 John Steinbeck:The Pearl
\ Grammar
17
1 Match sentences with wish Grammar Sentences with wish GRAMMAR
REVIEW
from the listening text a–f with 1 Match sentences with wish from the listening text a–f with sentences 1–6.
PAGE 127
sentences 1–6. a 3 Do you love reading but wish you 1 He didn’t write as many stories as I’d like.
knew more about the authors?
2 Steinbeck’s mother and father were disappointed
1 Remind the students that wish means b His parents wished he had done because he wasn’t very successful at university.
to want something to happen even better there.
3 You’d like to find out more about the writers of
c He wished people had left him alone. your books.
though it is very unlikely or not d I wish he had written more books. 4 I’d like other writers to be as good as Steinbeck.
possible to control. e I wish more authors would write as 5 I’d like to have more time to talk.
well as Steinbeck.
2 Read the example and check that the 6 Journalists wanted to know all about him and
f I wish that we could speak for longer. Steinbeck did not enjoy this.
students understand the task.
3 Students match the sentences with 2 Discuss these questions in pairs. 5 Complete the sentences with your own
ideas, then compare what you have
their meanings. They can do this in a Which of the sentences a–f express a wish
written in pairs.
about something that happened earlier?
pairs. Which tense follows wish in these sentences? drive a car.
a I wish I could ……..........…
b Which sentence expresses a wish about the b I wish I were / weren’t ….......................…...…
4 Check answers as a class. present? Which tense follows wish in this
c I wish I had / hadn’t …….............................…
sentence?
Answers: c Which sentences show anger or sadness
d I wish I knew …….............................…...........
about a future situation? Which auxiliary
b 2 c 6 d 1 e 4 f 5 verb follows wish in these sentences?
ON GRAMMAR
3 Choose the correct words in these sentences.
a Ragab wishes he knew / knows how to play
2 Discuss these questions in pairs. a musical instrument.
Sentences with wish
• We use wish + past simple to talk
1 Put the students into pairs and ask b She wishes she had had / has had tennis about present regrets:
lessons when she was younger.
I wish I spoke French. (I do not speak
them to read the questions and discuss c I wish I was / am sleeping better at the moment. French. I regret this now.)
their answers. Go round and help as d They wish they had done / did better in I’m not very tall. I wish I was / were
tall enough to play basketball.
the test yesterday.
necessary. e We wish we saved / could save more • We use wish or wished + past perfect
money for the holidays next year. to talk about past regrets:
2 Discuss answers as a class. She wishes she hadn’t got up late
Answers: 4 Complete these sentences using wish. yesterday. (She got up late yesterday.
She regrets this now.)
a Sara spent all her money. She wishes
she hadn’t spent all her money. He regretted not revising for the test.
a Sentences b, c and d are about something ….....…......................................…
He wished he had revised.
b It was cold and I didn’t wear a coat. I wish ……...…
that happened earlier. Wish is followed by • We use wish + would / could +
c The baby won’t stop crying. The mother wishes infinitive to express future wishes,
the past perfect. ……...….....................…….............................….......... usually when you feel sad or angry.
d They won’t tell me what happened. I wish ……...… We use could with I / we:
b Sentence a is about the present. Wish is I wish global warming would stop.
e Kamal missed the bus yesterday. He wished
followed by the past simple. ……...….....................…….............................…..........
I wish I could find time to read more.
WORKBOOK
c Sentences e and f show anger or sadness. f Ola’s friend did not wait for her this morning.
PAGE 106
Ola wishes ……...….....................……........................
Wish is followed by would or could. 107
17 teacher’s advice.
1 Rewrite these sentences using wish. f He wishes he was able to play the piano.
a My dad would like to have a bigger car.
My dad wishes he had a bigger car.
b My brother is sorry he didn’t study medicine at university.
2 Find and correct the mistake in
c What a pity that they don’t speak French. each sentence. (One sentence is
d She would like to have more time.
correct.)
1 Ask the students to read and correct
e She didn’t listen to the teacher’s advice. She’s sorry now.
each sentence as in the example.
f He’d like to be able to play the piano.
2 Check answers as a class. Point out
that in sentences c and e, could is the
2 Find and correct the mistake in each sentence. (One sentence is correct.)
past tense of can (so it can be used
a I wish the school holidays are longer. were
b I wish I haven’t forgotten where I put my mobile phone.
with any pronoun).
c When she was younger, Leila wished she could read faster.
d I’m really tired this morning. I wish I had sleep more last night. Answers:
e Ali wishes he can come to your party, but he’s not feeling well. b I wish I hadn’t forgotten where I put my
f I wish I didn’t lent her my dictionary. She’s taken it home with her.
mobile phone.
g My sister is using my pen. I wish she hurried up.
c correct
3 Write sentences with wish to show what the people are thinking.
d I’m really tired this morning. I wish I had
a b c
slept more last night.
e Ali wishes he could come to your party,
but he’s not feeling well.
f I wish I hadn’t lent her my dictionary.
She’s taken it home with her.
g My sister is using my pen. I wish she
would hurry up.
a I wish I could reach that chocolate. I wish I wasn’t so short!
b
3 Write sentences with wish
c to show what the people are
thinking.
106 1 Ask the students to look at the
107 pictures and the example sentence.
2 Explain that the students need to
5 Complete the sentences with your own think of possible sentences to show
ideas, then compare what you have what the people are thinking in the
written in pairs. other pictures. Ask them to work
individually and to compare answers
Students’ own answers in pairs or small groups.
3 Check answers as a class. accept all reasonable
WORKBOOK page 106 answers.
1 Rewrite these sentences using wish.
Suggested answers:
1 Read the example sentence and check the b I wish the sea wasn’t so rough. I wish I didn’t feel
students understand the task. They can so ill. I wish I was playing on the beach instead of
complete the exercise individually. being here.
2 Check answers as a class. c I wish I hadn’t fallen off my bike. I wish I had
cycled more slowly / carefully. I wish I had seen that
Answers: tree.
b My brother wishes he had studied medicine at
university.
295
UNIT 17 John Steinbeck:The Pearl
17
1 Check the meanings of these Reading
words in your dictionary.
1
The Pearl:
ON VOCABULARY
1 Write the words from the box on the Check the meanings of these
A story of greed
board. Tell the students to look up words in your dictionary.
something from them, or to h Thieves kill Coyotito by mistake. Juana wishes Kino would throw it away
because she believes it is evil and fears that
make them do something it will destroy the family, but Kino refuses.
5 Discuss these questions in pairs.
He wants it to pay for his son’s education.
a What does The Pearl tell us about greed?
b Which people are greedy in the story?
2 Now read the summary of
The Pearl and answer these 108
questions.
1 Tell the students to look at the title of Answers:
the story and the pictures. Ask them what b He wants to find people who will buy the pearl, but
they think the story might be about. the merchants in his town try to trick him, so he
2 Ask them to read through the summary decides to try a different town.
quickly and then close their books. c Because he realises that having it led to bad things
happening, especially the death of his son.
3 Put the students into pairs to tell each other d They wish they had never found the pearl.
what they know about the story.
4 Ask the students to open their books 3 Guess the meanings of these words from
again and read the questions. Tell them to the story and check in your dictionary.
underline the places in the story where they 1 Read the words in the box to the class. Tell
can find the answers. the students to find these words in the text.
5 Check answers as a class, referring back to 2 Ask if any students can tell you their meaning.
the story each time. Tell the students to look up their meaning in
the dictionary if they are not sure.
3 Check answers as a class.
296
John Steinbeck:The Pearl UNIT 17
2 Tell the students to reread
the story to help them put the
UNIT
sentences in the correct order. Tell
17 them to number the boxes next to
Critical thinking
the sentences in the order that they
1
l:
Answer the following questions about
The Pearl. happened. Students can compare
He is a pearl diver.
a What is Kino’s job? …...................…...… answers in pairs.
d
b Why does Coyotito need a doctor? …….....… 3 Check answers as a class.
c Where do Juana and her son hide on their
journey to another town? ……....................… 4 Tell the students to close their
d Why do you think that Juana wants Kino to books. Put them into pairs and
throw the pearl away? …….........................…
e Why do you think that Kino wants to pay
ask them to take turns to retell the
for his son’s education? ……........................… story by remembering the order of
f Why do you think that Coyotito cries out
when he is in the cave with Juana? …….....… the sentences.
Answers:
2 Read the following extract from the story
and answer the questions. a 5 b 2 c 6 d 3
e 8 f 1 g 4 h 7
Juana told Kino that she thought the pearl
was dangerous and asked him to throw it
away. Kino disagreed. He told his wife that
e On their way to the other town, the family
, are followed by thieves who want the pearl.
he wanted to send their son to school and 5 Discuss these questions in pairs.
to give him a better life. This was their only
. Juana and Coyotito hide in a mountain cave,
chance to escape from their situation.
1 Tell the students to read the
e but Coyotito cries out. When the thieves
s hear this noise, they fire their guns at what
questions and make some notes
f. they think is a wild animal. Kino attacks the a In what way is the pearl dangerous? for their answers.
n thieves, but by now it is too late – Coyotito b What does Kino mean when he says it is 2 Put them into pairs to compare
a is dead. their only chance?
e and discuss ideas.
Kino and Juana wish they had never found c What does he mean by their situation?
the pearl. Deciding it is evil, they return to 3 Ask some pairs to share their
l,
h
their home town and throw it into the sea. 3 Discuss this question in pairs.
answers with the class.
What do you think is the message of this
m. story? Discuss each of these ideas and then
rl, choose which you think fits the story best. Answers:
ell a It tells us that greed can destroy people’s
ry • It is better to be poor than to be rich.
ws • You should not try to improve your life. lives, and it makes people behave in ways
to • Being wealthy does not always solve they wouldn’t normally behave.
people’s problems.
ay
WORKBOOK b The doctor is greedy because he only
PAGE 107
at wants to help Coyotito when his parents
es.
. SKILLS FOR LIFE have enough money. The merchants are
greedy because they try to trick Kino by
Work is important, but family and telling him the pearl is not valuable. The
friends are more valuable than money.
thieves are greedy because they try to
109 steal the pearl. Perhaps Kino is greedy
too when he refuses to give up the
Answers: pearl, even when he sees the problems it
fire make bullets come from a gun is causing.
merchant someone who buys and sells large
quantities of goods
sting/stung if an animal, plant or insect stings you, it LESSON 4
hurts you by putting poison into your skin
SB page 109 WB page 107
(stung is the past simple and past participle)
treat give someone medical treatment for an Critical thinking
illness or injury
1 Answer the following questions about The
Pearl .
4 Read the story again and put the 1 Ask the students if they can paraphrase the
sentences in the order that they happened. story that they read in the last lesson.
1 Tell the students to read the sentences, 2 Tell the students to read the questions a–f.
explaining that each describes an event that 3 Put them into groups to discuss the answers.
happened in the story, but they are out of They can read the text again if necessary.
order. 4 Check answers as a class.
297
UNIT 17 John Steinbeck:The Pearl
Answers:
b Because he was stung by a scorpion.
c They hide in a cave. UNIT
from the story and answer the i merchant 9 buys and sells
goods
questions.
2 Complete these sentences with the correct form of words from Exercise 1.
1 Tell the students to read the extract. a Being stung by an insect is very painful.
2 Make sure that they understand what b It is difficult to see wild animals in the day because they often .
c They a gun to start the race.
it means. Tell them to close their
d My brother played a
books and to paraphrase what the on me and
told me that I had to go
extract said. The students should open to school on Saturday this
week!
their books again. e The market was full of
3 Put the students into pairs to discuss who were
selling goods from all
the questions. over the country.
f I the
4 Ask some pairs to share their answers newspaper this morning.
I didn’t know you hadn’t
with the whole class. read it.
Suggested answers: g At the pharmacy, Noha bought some medicine to her headache.
h Mustafa always to help his neighbours with their shopping.
a It changes people’s behaviour. It is so i Although people are frightened of them, don’t kill many human beings.
beautiful and valuable that everyone
wants it for themselves – it makes them 3 Use your dictionary to complete these sentences with the correct form of the word
in brackets.
greedy. a The thieves used trickery to get the money from the tourists. (trick)
b The trader wanted to examine the before he bought it. (merchant)
b It is only by selling the pearl that they can
c Don’t be so ! You’ve eaten enough. (greed)
have enough money to give their son (and d What’s the best for a headache? (treat)
themselves) a better life. e They gave a report about the company’s problems. (sting)
107
3 Discuss this question in pairs.
1 Ask the students to read through the
ideas in the box and to think about
each idea and decide which one best students if they agree with this statement and why.
represents the message of The Pearl.
2 Put them into new pairs to discuss their
answer.
WORKBOOK page 107
3 Ask some pairs to share their answers with 1 Match to make phrases.
the class. 1 Ask the students to match each word on the left
with a word or phrase on the right to make a
Suggested answers:
new phrase, as in the example.
The best message is: Being wealthy does not always
solve people’s problems. 2 Check answers as a class.
Wealth could actually make your life unhappier. Money Answers:
can make you blind b 7 c 1
to reality and cause more problems than it solves. d 5 e 6
f 2 g 8
Skills for life h 4
Read the Skills for life box as a class. Ask the
298
John Steinbeck:The Pearl UNIT 17
3 Use your dictionary to complete
UNIT
these sentences with the correct
17 form of the word in brackets.
Communication skills Persuading 1 Tell the students to read the
1 Listen to three short conversations. What
is the speaker in each conversation trying
gapped sentences and to use
to persuade the other person to do? the correct form of the words
Get more sleep
a ……...............................................
in brackets to complete the
b ……...............................................
c ……...............................................
sentences. Ask them to work
individually.
2 Listen again and put the expressions
below in the order that you hear them. 2 Check answers as a class.
Answers:
ON FUNCTIONS
b merchandise c greedy
Persuading d treatment e stinging
a Are you sure you can’t …?
b Can’t I persuade you to …? 3 Read the situation and what the three
students say and discuss in groups of three.
c 1 I really think you should … LESSON 5
d Why don’t you …?
Situation
e Please … Your neighbourhood has been given a SB page 110 WB page 108
f Surely the best thing to do is to … large amount of money. You have the job
of deciding the best way to spend this
money. You all have different ideas, but
I’ve got three younger brothers and
sisters under the age of ten. I’d like the
you must agree in order to get the money. Communication skills
money to be spent on things for young
children, for example, a public playground. a Take turns to tell your group how you think 1 Listen to three short
the money should be spent. Each student
should speak for one minute to start with. conversations. What is the
b When each student has spoken, have a
general discussion. You should try to agree on
speaker in each conversation
how the money should be spent. Use some of
the expressions from Focus on functions. trying to persuade the other
I’m learning to
c Compare your group’s decision with the
decisions of other groups.
person to do?
drive and I’d like the
money to be spent on 1 Make sure that the students
improving the roads.
4 Research the following
understand the meaning of
about a period in history persuade.
Find out about one of the following:
2 Tell them that they are going to
RESEARCH
299
UNIT 17 John Steinbeck:The Pearl
Dear…
4 Go round and help the students as
Paragraph 1 (Thank your friend for his/her email and say what you have been doing needed.
recently.)
3 Write your email in 120–150
words.
Paragraph 2 (Tell your friend that you are surprised by his/her decision. Say why you
think that it is not a good idea.) 1 Ask the class what type of language
they would use in a letter to a
friend. Make sure that the students
understand the difference between
Paragraph 3 (Try to persuade your friend to change his/her mind. Explain why you
think that he/she should go to a local university.)
formal and informal language.
2 Ask the students to write their first
draft quickly. Remind them to use
Paragraph 4 (End your email by saying that you hope to hear from your friend soon.)
their notes from Exercise 2 as well
as the persuasive language from the
Student’s Book.
Best wishes… 3 Ask the students to exchange emails
with the person next to them and
3 Write your email in 120–150 words. to check for incorrect grammar and
a Write your first draft quickly. Follow the notes you made in your plan and use some
of the language from the Student’s Book. This is a personal email to a friend, so use spellings.
informal language.
b Read what you have written very carefully. Look for grammar and spelling mistakes. 4 Tell them to rank their partner’s email
Check the correct spelling in your dictionary.
c Correct the mistakes, then write the final email in your notebook.
from one to ten for how persuasive it
108 is (ten being the most persuasive). If
any emails are given an eight to ten
rank, ask that student to read their
WORKBOOK page 108 email to the class.
1 Complete the conversations. 5 Give the students time to rewrite a final copy of
their emails. Monitor and help as necessary.
1 Ask the students to read the gapped dialogues
and write the missing words to complete the 6 Put the students into groups to read their emails
conversations. They can do this individually to each other. Tell each group to choose one
and compare answers in pairs. email to be read to the class.
2 Check answers as a class.
Answers:
a Surely b persuade, made
c think, should, afraid
Assessment
Listening Task Reading Task
Target element: revision of listening and key Target element: revise the key passage from
grammar the unit
On the board, write the gapped sentences below On the board, write the sentences below. Ask the
and ask the students to copy them. Tell them students to reread The Pearl on Student’s Book
you are going to play the recording of three pages 108 to 109, and to decide if the sentences
short conversations from Lesson 1, Exercise 3, on the board are true or false. Tell them to correct
again. Tell them to listen carefully and write in the false sentences. (The answers are in brackets
the missing words. (The answers are in brackets below.)
below.)
1 At the start of the story, Kino and Juana
1 I wonder if you ……………… by telling us were a happy family and had lots of money.
something about John Steinbeck’s early life? (False. They were happy but poor.)
(could start)
2 The doctor wanted money to treat Coyotito.
2 It was his mother who taught John to read (True)
and ……………… him to become a writer.
3 Juana was able to cure her son. (True)
(encouraged)
4 The merchants were willing to pay a high
3 His parents wished he ……………… there,
price for the pearl. (False. They said the
but he left in 1925 without a degree. (had
pearl was not valuable because it was too
done better)
big, so they wouldn’t pay a high price for it.)
4 Steinbeck was respected for telling the truth
5 The son Coyotito is killed by thieves. (True)
about his country and for ………………
people to think about the problems of the 6 The story shows that money does not always
country’s poor. (forcing) bring happiness. (True)
5 I wish he ……………… books, but he died in
1968. (had written more)
Target element: talking about money and Target element: writing about money
priorities Write the heading Why people love and hate money
on the board. Tell the students to copy it and write
On the board, write the ideas below. Put the
two paragraphs about the topic. Write the plan
students into groups and ask them to discuss if they
below on the board and ask them to follow it.
agree or disagree with each phrase, and why.
302
T h e P o w e r o f N a t u r e UNIT 18
Objectives
UNIT
18
Listening
The power of nature Listening for gist and for detail
OBJECTIVES Listening Listening for gist and for detail
Grammar Alternatives to using if 1
Reading Reading for gist and for detail Grammar
Critical thinking Understanding the power of nature
Functions Asking for and giving explanations Alternatives to using if
Writing Descriptions of natural phenomena
Listening 2 Reading
3
1 Look at the pictures and do the following. Reading for gist and for detail
a Can you match these words and phrases with
the pictures?
3 geyser volcano
waves electrical storm
Critical thinking
b How can each of these powers of nature affect Understanding the power of nature
human beings? Think of good and bad effects.
2 ON VOCABULARY 4
Functions
Check the meanings of these Asking for and giving explanations
words in your dictionary.
4 Listen again. Find and correct the mistake in each sentence (one sentence is correct).
sun
a Life on earth depends on heat and light from the moon. ……....…
b The sun is made of hot rock. …….....................................................................................................…
c The distance between the sun and the earth is 50 million kilometres. ……....................................…
d The temperature at the surface of the sun is 15 million degrees. ……............................................…
e The atmosphere absorbs most of the sun’s harmful rays. ……....….......……....................................…
f You can look at the sun safely if you are wearing sunglasses. ……....................................….............
LESSON 1
SB page 111 WB page 109-112
Before using the book:
• Nature affects everything we do and it is always examples of nature and the power of nature as
changing. First, ask the students to tell you what they can. Start the list by writing mountains,
nature means. (You might want to bring in some waves, and rain on the board.
pictures of different types of nature and show • Ask a student from each group to read out their
them to the students.) Then put the students into list.
groups and ask them to think of as many
303
UNIT 18 T h e P o w e r o f N a t u r e
305
UNIT 18 T h e P o w e r o f N a t u r e
1 Explain that the students are asked to 3 Rewrite these sentences using the words
and phrases in brackets. ON GRAMMAR
supply several different parts of speech. a Ali could go to the park if he was home by
Tell them to use their dictionaries to eight o’clock. (on condition that)
Alternatives to using if
Ali could go to the park on condition
……....…................................................
help them do this. that he was home by eight o’clock.
.............................................................. • Provided that / On condition that / As
b You can’t go into the airport if you don’t long as are expressions with a similar
2 Put the students into pairs and ask them have a passport. (without) ……...................… meaning to if. Provided that / On
condition that are quite formal:
to compare their answers. c They’d be in London now if they caught the
You can borrow my pen if / provided
midday plane. (provided that) ……..............…
that / on condition that / as long as
3 Check answers as a class. d My team won’t win the match if they don’t you give it back.
have their best players. (unless) ……...........…
• In informal English, we also use
Answers: e You’ll pass the test if you work hard. (as supposing / imagine (that) instead of if:
long as) …….................................................… Supposing / Imagine (that) you found a
b harm c safety d volcanic job in Cairo, what would you do?
e volcanoes f atmospheric 4 Look at the sign and answer the questions. • Unless + sentence and Without + -ing
mean the same as if ... not.
In case
a Where might you see this sign?
We can’t enter the building if we don’t
b What does In case of mean?
of fire, wear / unless we wear / without
LESSON 2 A If there had been
B If there is break the wearing a helmet.
C Unless there is glass. If they didn’t have / Unless they had /
Without having a ticket, they wouldn’t
SB page 112 WB page 110 have been able to watch the match.
5 Complete these sentences.
• We often use in (the) case of on signs to
a I never cross a road unless ……....................… mean if there is:
b Provided that I revise well, …................…....… In case of emergency, call 122.
Grammar c I would never sit in the sun without …….....…
WORKBOOK
PAGE 110
2 Rewrite these sentences using an if 3 Rewrite these sentences using the words
clause. and phrases in brackets.
1 Read the Focus on grammar box with the class. 1 Read the example and check that the students
Then read sentence a and the example answer. understand the task.
Check that the students understand the task. 2 Students complete the sentences individually.
306
T h e P o w e r o f N a t u r e UNIT 18
4 Look at the sign and answer the
questions.
UNIT
1 Discuss the questions as a class.
18
1 Find and correct the mistakes in these sentences. Answers:
a As long that you don’t look at the sun, you won’t damage your eyes. a You might see it in a bus or on a train.
As long as you don’t look at the sun, you won’t damage your eyes.
b B
b On condition that you wear warm clothes, you won’t get cold in the desert tonight.
c Provide that you use the telescope correctly, you will see some planets.
5 Complete these sentences.
d They will get sunburning if they sit in the sun all day.
1 Students can work in pairs to
e Open the door the case of an emergency. complete the sentences.
2 Check answers as a class. Accept
f Supposing that you went to China, how do you communicate?
all reasonable answers.
2 Match to make sentences. Suggested answers:
[LP18.1 A tourist boat
a I look left and right first.
heading to an island] b I think I will pass the exams.
c wearing sun cream and a hat.
a The teacher said that they could go 1 unless he had run very fast.
on the boat to the island
2 would you go swimming every day?
b The team should win the match
c We can study in the library
3
4
as long as we don’t make any noise.
provided that they have all their
WORKBOOK page 110
d Tarek would not have caught that bus best players.
e Mona would not have passed the exam 5 without revising all week. 1 Find and correct the mistakes in
f Imagine that you lived by the sea, 6 a on condition that they did what the these sentences.
captain told them.
3 Complete these sentences with an alternative to if or if not. 1 Tell the students to read the
a We could visit the museum now, as long as it’s already open. sentences carefully, explaining
that they must find and correct the
b I’ll swim in the sea today it’s windy at the beach.
c You won’t feel tired tomorrow that you go to bed early tonight.
d I won’t know what the book is about reading it. mistake if there is one.
e I’ll play tennis with you as I can borrow a tennis racket.
2 Check answers as a class.
4 Complete these sentences with your own ideas.
a As long as it’s not too hot tomorrow, Answers:
b You can borrow my phone on condition that
b correct
c Unless those tourists can speak Arabic,
d Leila has been ill, but provided that
c Provided that you use the telescope
e Without looking where he was going, the man correctly, you will see some planets.
f Supposing we started a book club after school, d correct
110
e Open the door in the case of an
emergency.
f Supposing that you went to China, how
Go round and monitor as they are working and would you communicate?
offer help as necessary.
3 Put the students into pairs to compare answers. 2 Match to make sentences.
4 Check answers as a class. 1 Tell the students to read the sentences and to
write the matching letter in the box, as in the
Answers: example.
b You can’t go into the airport without (having) a
2 Check answers as a class.
passport.
c They’d be in London now provided that they caught Suggested answers:
the midday plane. 1 d 2 f 3 c 4 b 5 e
d My team won’t win the match unless they have their
best players.
e You’ll pass the test as long as you work hard. 3 Complete these sentences with an
alternative to if or if not.
1 Read the example answer and make sure that
the students understand the task. They can do
307
UNIT 18 T h e P o w e r o f N a t u r e
this in pairs.
2 Check answers as a class. UNIT
Answers: 18
Reading
b unless c provided
d without e as long. 1 Discuss this question in pairs.
How would you describe the weather to a foreigner
Unusual weather
who was planning to visit your part of Egypt? The word weather usually means the sun, rain,
wind or snow. If you live in southern Europe
4 Complete these sentences with or Africa, you know that temperatures are
higher and there is less rain than if you live in
your own ideas. 2 ON VOCABULARY
northern Europe or Canada. It is unusual for
3 Put the students into pairs to share 3 Read this article quickly and answer these
questions.
their answers. It’s a ball of light as
a What is ball lightning? ……....….....................
big as a football which floats around.
..............................................................
4 Ask some pairs to share their answers b What happened to the town of Dunwich?
with the class. ……....….............…….......................................…
c Where was the worst flood in history? ……......
especially when you are walking. 3 Use your dictionary to complete these sentences with the correct form of the word
in brackets.
c Other extreme weather includes a Alexandria is in the north of Egypt. (northern)
hurricanes, tornadoes, sandstorms, b Electrical storms are a common in our part of the country. (occur)
snowstorms, heat waves, etc. (Students’ c Those trees have grown tall in the last two years. (phenomenon)
d England and Spain are in Europe. (west)
own answers)
4 Choose the correct adjective.
a Very big/high temperatures can make people ill.
3 Discuss these questions in pairs. b Dunwich was destroyed by high/tall waves and cruel/violent storms.
1 Talk about what the students can c Storms can cause serious/strong damage.
see in the photo (people filming a d Heavy/Strong rain and heavy/strong winds destroyed buildings all over the country.
e Denmark is in north/northern Europe.
tornado). Ask them what they know
111
about tornadoes. Talk about storm
chasers and ask what they think the
people in the photo might be feeling. the four points of the compass. Then read the
Discuss these questions as a class and write information.
the students’ ideas on the board. 2 Students can do the task in pairs.
2 Put the students into pairs to discuss the 3 Check answers as a class. Remind students to
answers. Remind them to use the language pronounce each adjective with the stress on the
in the box. Check answers as a class. first syllable.
Suggested answers:
a If you ask me, storm chasers are brave people who Suggested answers:
want to study storms, but it must be very dangerous. b northern c western d eastern
If I were a storm chaser, I would try to collect as
much information as I could about the storms.
b If they get too near a storm, they may get caught in it
WORKBOOK page 111
and injured. 1 Change or add a word or phrase to
If the storm were very big, people might even be killed. correct the mista es in these definitions.
(One is correct.)
4 Focus on the points of the compass. 1 Ask the students to find and correct the mistake
1 Ask students to look at the picture and to name
310
T h e P o w e r o f N a t u r e UNIT 18
2 Complete these sentences with
UNIT
words from Exercise 1.
18 1 Tell the students to read through
Communication skills Asking for and giving explanations the gapped sentences and to use the
1 Do the following in pairs. words from the previous exercise to
a Look at this picture. During an complete the sentences, using the
eclipse of the sun, why does it
become dark on the earth? correct form of the words each time.
b Now listen to a teacher They can do this in pairs.
explaining an eclipse of the
sun and check your answers.
2 Check answers as a class.
c Listen again and tick the
expressions below that you hear.
Answers:
b northern c phenomenon d occur
ON FUNCTIONS
e drought f rainfall g violent
Asking for an explanation Giving an explanation
h beneath i lightning
Can you explain why ...? Let me explain.
I’d like to know how … Here’s what happens. 3 Use your dictionary to complete
Why is it that ...? What happens is …
these sentences with the correct
form of the word in brackets.
2 Look at this picture of an
eclipse of the moon and 1 Tell the students to read through
discuss this question in pairs.
During an eclipse of the moon,
the gapped sentences and to work
why does the moon seem to individually.
disappear?
2 Check answers as a class.
3 Work with a new partner.
a Student A asks Student B for an explanation of why the moon
seems to disappear during an eclipse of the moon. Student B
Answers:
gives an explanation. Use the phrases from Focus on functions. b occurrence c phenomenally
b Now Student B asks Student A for an explanation of why the d western.
sun seems to disappear during an eclipse of the sun. Student A
gives an explanation. Use the phrases Focus on functions.
311
UNIT 18 T h e P o w e r o f N a t u r e
2 Put the students into pairs and tell them to same as the eclipse of the sun.
discuss why the earth becomes dark during
2 Put the students into pairs and ask them to read
an eclipse of the sun. Explain that you will
and discuss the question.
play a recording of a teacher explaining an
eclipse of the sun for them to check their 3 Ask some pairs to share their answers with the
answer. You may need to play the recording class.
twice. Suggested answers:
3 Ask the students to discuss with their partner You can’t see the moon because there is no light on it
whether their ideas were correct. when the earth blocks the light from the sun.
313
UNIT 18 T h e P o w e r o f N a t u r e
Assessment
Listening Task Reading Task
Target element: revise the key listening Target element: revise the key reading
passage passage and language
Tell the students that you are going to play the Tell the students to read the text Unusual weather
listening from Exercise 3 on page 111 of the on page 113 of the Student’s Book again. On the
Student’s Book again. On the board write the board, write the sentences listed below. There is
gapped sentences listed below. Tell the students one mistake in each sentence. Tell the students to
to listen and complete them. You may need to find the mistake in each sentence and correct it.
play the recording several times. (The answers (The answers are in brackets below.)
are in brackets below.)
1 The temperature is higher in northern Europe.
(northern southern)
1 Really? Well, that couldn’t happen of course. 2 Strange weather can occur all over Africa.
But people are right to think that the sun (Africa the world)
3 The worst flood in the world happened in
____________________. (is very important)
2 The sun gives us heat and light, which Britain. (Britain China)
we need, but it also gives out X-rays
4 roughts happen when there is a lot of rain.
and ultraviolet rays, which can be
(Droughts Floods)
____________________. (very harmful to
life) 5 In the eighteenth century, there was a Little
Hot Age. (Hot Ice)
3 A friend of mine now has problems with his
eyes. He wouldn’t have damaged his eyesight
____________________. (if he hadn’t looked
at the sun.)
4 ____________________ that there wasn’t a Writing task
sun, what would life be like then? (Supposing)
Target element: writing about the weather in
Speaking Task your town in different seasons
Target element: talk about a strange phenomenon Tell the students to write about the weather in their
area. Help them by writing the names of the four
of nature
seasons on the board for headings, as below. Tell
On the board, write the following words:. them to write about the weather in each season and
Thunder and lightning to explain its impact on the land and the locality:
Volcanoes
Storms winter spring summer autumn.
Put the students into pairs. Tell them to discuss Ask some students to read out their texts to the
what happens in each natural phenomenon, and class.
then explain the possible consequences of it.
314
Revision F
Revision F
SB pages 116–120 WB pages 113–116
LESSON 1
SB page 116 TAPESCRIPT
Presenter: If you listened to last week’s programme,
Listening you would have heard Professor Jeremy
Beech answering some of your questions
1 Discuss these questions in pairs. about trees. I’m sure that, like me, you
wished that you knew as much about them
1 Ask the students to look at the map. Tell them as he does. Today, we welcome Professor
to point to Egypt. Ask them to point to other Beech back to talk about forests.
countries on the map, too, for example the Professor, could you start by telling us
United Kingdom, Brazil, the United States of about the different kinds of forests?
America, Russia and China. In this way they Prof. Beech: Yes, let me explain. Well, as we all know,
315
Revision F
a forest is a large area of land which is 3 Discuss these questions in pairs.
covered by trees. About twenty percent
of the earth’s surface is covered with 1 Put the students into pairs. Ask them to think
forest. However, as long as you have about all the reasons that trees are so important
different climates and soils, you’ll have and make a list.
different types of forest. For example,
if temperatures and rainfall are high, 2 Ask some students to read out their lists to the
you get rainforests, like the ones in class.
South America and Central Africa.
There are many different types of trees Answers:
in rainforests. Some grow very tall to a They keep the air clean by absorbing carbon dioxide
reach the sunlight above. Below them are and producing oxygen.
shorter trees, and beneath these are other They help to stop global warming. They give us
low plants. Rainforests cover about seven many products (wood products, medicines, etc.).
percent of the earth’s surface.
b There are trees which lose their leaves in winter in
Presenter: What about other types of forest? Egypt.
Prof. Beech: Provided that the climate is neither very
c Students’ own answers
hot nor very cold, you’ll find forests that
consist of trees which lose their leaves in d We would have a problem with the air because there
the winter or in the dry season. But if you would not be enough oxygen and there would be too
go to countries with cold climates or to much carbon dioxide.
places on the sides of mountains, you’ll
find that most of the trees here never
lose their leaves. Their branches point
downwards so that snow can fall off them
during the winter. The largest forest of
this type occurs in northern Europe and
covers eleven million square kilometres.
Presenter: That’s very interesting, Professor. Thank
you. Now, if any listeners would like to
ask Professor Beech a question, you can
contact the programme by phone now.
Answers:
b D
c C
d C
e A
f A
316
Revision F
this task difficult, refer them to the
Grammar review on page 127.
Revision F
Answers:
Grammar
b Be careful! If you look straight at the sun
1 Complete these conditional sentences using the
correct form of the words in brackets. like that, you’ll damage your eyes.
a If you eat a lot of salt, (it / make / you / thirsty) c That pan was very hot. If you had picked
it up, you would have burned your hand.
it makes you thirsty.
…….......................….…
b Be careful! If you look straight at the sun like that,
(you / damage / eyes) ………....................................…
d If I play computer games for too long, I
get a bad headache the next day.
c That pan was very hot. If you had picked it up,
(burn / hand) ……….................................................…
d If I play computer games for too long,
(I / get / bad headache / the next day) …….............…
e If I went to bed very late, I would not
e If I went to bed very late, (not sleep well) …...…….… sleep well.
f If you phone me this evening, f If you phone me this evening, I will tell
you what happened at the meeting.
(I / tell you what happened at the meeting) …...….…
117
d Ali wishes he had done as well in the
exams as his friend Hassan. He wishes he
could go to the same university as him.
LESSON 2 e Tarek wishes he could fly to Australia to see his
SB page 117 cousins. He wishes that it was/would be less
expensive to get there.
Grammar
1 Complete these conditional sentences 3 Complete these sentences with your own
using the correct form of the words in ideas.
brackets. 1 Read the example sentence and make sure
1 The students have to complete the conditional that the students understand the task. Elicit the
sentences using the word prompts given in answer to b to check.
brackets. Tell the students to read the example 2 Students complete the task in pairs. Go round
and check that they understand the task. and help as necessary.
2 Ask them to complete the sentences 3 Check answers as a class. Accept all correct
individually and to compare answers in pairs. answers. If the students find this task difficult,
3 Check answers as a class. If the students find refer them to the Grammar review on page 127.
317
Revision F
Suggested answers:
b you don’t touch any of the ancient
objects.
Revision F
c you know how to speak French./you have
Reading
studied French.
d the team won’t win the match. 1 Complete this article about
sandstorms with these words.
e would you take them to a museum? as long cause cover drought
f you are very careful with it. fertile If massive occur
phenomenon
SB page 118
surprised to see that the sky was a strange, red colour.
a In October 2017, London’s sky was an
True
unusual colour. ……….… cause of this unusual event was sand from
The a ……….…
the Sahara Desert, which had been blown thousands
b It was caused by a sandstorm in England.
Reading
of kilometres by the wind. But although this event was
……….…........……................................….…
an unusual b ……….… for England, it is not unusual
c Sandstorms can blow sand up to 300 in Egypt and other countries that have deserts or very
1 Complete this article about
kilometres an hour. ……......................….… dry areas.
d It is not a good idea to drive in a
look at the photo and see if they can 3 Discuss these questions in pairs. somewhere out of the storm. A building is best, but if
you are not near one, hide behind a car or a large rock.
name the city (London).
a Have you ever been outside in a
sandstorm? What happened? Try to f ……….… your eyes, nose and mouth.
2 Ask them to read the words in the b What would you do if there was a
sandstorm tomorrow?
Sandstorms are common around the Sahara Desert,
but also in many parts of Australia and America. In
box and to complete the text with c Do you wish that you lived in a country
the USA, they are known as haboobs after the Arabic
pairs.
Every year, sandstorms carry about 2.4 billion tons of
sand and soil across the earth, but they are not always
3 Check answers as a class. Make sure bad news. Scientists believe that some of the Sahara’s
sand blows as far as the Amazon, and helps make the
that they pronounce the key words soil in the rainforest more i ……….… .
correctly.
Answers:
b phenomenon c occur
d as long e If
f cover g drought
h massive i fertile 118
2 Read the article again. Are these 3 Discuss these questions in pairs.
sentences True or False? Correct the false
sentences. 1 Give the students time to discuss the
1 Ask the students to read sentences a–g before questions in pairs. Go round and monitor
they read the text again. They can do this as they are doing this. Make a note of any
individually and compare answers in pairs. persistent errors and go over these at the
2 Check answers as a class. end. Also encourage the students to ask any
questions.
Answers:
b False. It was caused by sand from the Sahara desert. 2 Ask a few pairs to share their ideas with the
c False, they can blow sand up to 40 kilometres an class.
hour.
d True Students’ own answers
e False, it is best to go into a building.
f True.
g False, it can help to make the soil more fertile.
318
Revision F
think of the reasons why this option is
best.
Revision F
2 Work in groups of four.
Communication skills Project
1 Read this situation and choose the best option. 1 1 Put the students into groups of four
and explain that they need to take
Situation turns to persuade the other students to
You read in a magazine that 20 minutes
of exercise a day will keep you healthy
nt t eci e h uc n
do the form of exercise that they have
n fit. u
this. Thin b ut the nt es n
in cti ities
chosen. They should use the language
the
of persuasion in the box. Then they
is nt es
• Start a new sport which you can do every day should listen and respond to the other
•
•
Go running in the park
Walk or cycle to places instead of taking the bus students’ ideas using the language in
• Walk up and down some stairs every day the other boxes.
• Do exercises with your friends every day
• Let me explain.
• At this point …
spokesperson from each group to tell
the class which activity they have
• Finally …
• Here’s what happens / we do.
• What happens is … b Present your ideas to the rest of the class.
chosen, and where and when they
will do it.
c When all the groups have spoken, have a
d When all the students have spoken, choose class vote on the best idea for an activity
the best activity by having a vote. to keep you all fit and healthy.
Communication skills
1 Read this situation and choose the best
option.
1 Before you start, ask the students to say what
they can see in the photographs. Then ask them
what they do to keep healthy and fit. Ask a few
students to share their ideas with the class.
2 Now ask the students to read the situation and
to think about the best option for them. They
should do this individually. Encourage them to
319
Revision F
LESSON 5
SB page 120
Revision F
Extra reading Extra reading
underline the stressed syllable in each a The fruit in a paper bag because paper
can be recycled.
Think about drinking straws. Plastic straws
were invented in the 1960s. The problem is
word. b The fruit in the plastic bag because plastic
is stronger.
that 500 million straws are used every day in
the USA alone! Most of these are made from a
3 You have an old toy that you don’t play with plastic that will never biodegrade. If the straws
4 Say the words aloud and ask the any more. What do you do with it? go into our oceans, the plastic breaks into small
pieces. nimals and fish think that this is food
students to repeat them.
a Find out if a charity wants it.
b Throw it away. and often eat it, but plastic cannot be digested
4 You have a lot of old school notes on pieces and is toxic for fish. t is not healthy for us to eat
5 Tell the students to look up the of paper. What do you do with them?
a Find a place that recycles paper.
fish that have eaten plastic.
And it is not only straws that cause problems.
meanings of the words in their b Put them in the rubbish bin.
Around 35 billion plastic water bottles are
thrown away every year in the US, and around
dictionaries. 500 billion plastic bags are used each year
around the world. As long as plastic is cheap
3
Answers:
Do you think you are more careful about your and easy to buy, the problem will remain.
effect on the environment if you answered Unless something is done about the problem
mostly a or mostly b to each question? Why?
1,000,000,000 (a thousand
soon, some experts predict that by 2050, there
billion will be more plastic in the ocean than fish. t
million) 4 Discuss this question in pairs. is for that reason that some people wish that
What do you think happens to most of the plastic plastic had never been invented.
biodegrade able to rot naturally so it does that we throw away?
not harm the environment 5 Read about the problem with plastic and check 7 PROJECT
digest change food in the stomach into
your answers to Exercise 4.
a Find out in what ways we can
a form that your body can use 6 Read the text again and answer the questions. stop having so much plastic in
our oceans.
end up finally be in a particular place or
a Why do you think that half of the plastic we
throw away is only used once? b Make a poster encouraging
situation b Why are straws such a big problem? people to help the environment
by stopping plastic waste.
320
Revision F
5 Read about the problem with plastic and
check your answers to Exercise 4.
1 Ask the students to read the text quickly to
find the answer to Exercise 4.
2 Check the answer as a class. Did it surprise
them? Why/Why not ?
Answers:
Most of it ends up on waste tips or in the oceans..
7 Project
1 Read the instructions and make sure that the
students understand the task. They could
finish this for homework.
2 Students can display their posters on the
board for other groups to study.
321
GG Practice
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322
GG LL OO SS SSPractice
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323
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2
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you think the real King will rule differently after the end of the story?
2 Why do you think Rupert wasn’t killed like the other guards? 115
3
2 In Why what do ways do you
you think thinkwasn’t
Rupert the real Kinglike
killed willthe rule differently
other guards?after the end of the story? 115
3 In what ways do you think the real King will rule differently after the end of the story?
He said that Rassendyll had shown him what a true King should be, so 115
3 he In what willways do you think
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will rule differently thinking after the
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people 115
3 In what ways do you think the real King will rule differently after the end of the story? 115
Ruritania. 115
115
115
324
115
115
GG LL OO SS SSPractice
AA TestRR
6 a YY
PRACTICEUNIT
TEST
6a16
C Writing
PRACTICEUNIT
TEST
6a16
4 Finish the following dialogue:
Samir is talking to Nabil about his new television.
C Writing
Samir 1 Do you know how to turn on this new television ? My new TV is different to the TV we
4Finish
had beforethe following
and dialogue:
I can’t turn it on.
Samirtry
Nabil 2 I'll is talking to Nabil about his new television.
and explain . It’s the same as my TV at home.
3 First
Samirof 1 all, do you have the remote ?control? My new TV is different to the TV we
Samir The remote hadcontrol?
before Yes,
and Iit’s
can’t turn
here. OK, it it’s
on.working now. Can you explain why it says
it is looking
Nabil 2 for channels? . It’s the same as my TV at home.
Nabil 4 Here's3what happens . The first?time your turn it on, it
downloads
Samir The theremote
channels that you
control? Yes,need.
it’s here. OK, it’s working now. Can you explain why it says
it is alooking
Samir Look, there’s for channels?
film channel. Shall we watch a film?
Nabil I’mNabil 4 What time does it finish?
not sure. . The first time your turn it on, it
downloads the channels that you need.
Samir It finishes at seven o’clock. 5 Why don't you stay and watch it ?
Samir Look, there’s a film channel. Shall we watch a film?
Nabil Sorry. 6 I really think I should go home . I told my mother I’d be home
at Nabil
six. I’m not sure. What time does it finish?
Samir It finishes at seven o’clock. 5 ?
5 Write a paragraph of
Nabil Sorry. 6
the following: at six.
ONE HUNDRED AND TWENTY (120) words on ONE (1) of
. I told my mother I’d be home
6 a the
A Translate problems
into Arabic: with plastic
b what it would
1 Social networking be like
websites are in a world without
a double-edged trees so we should use it wisely.
weapon,
ْ ل لك جيب أن ن تخدمها بح/ ل ا،حدين
.ك ة ّ ( ُت َع ّد) مواقع التواص ا جتامع سال ذو
6 A Translate into Arabic:
1 Social networking websites are a double-edged weapon, so we should use it wisely.
2 Every year, the cells under the bark of a tree harden and become new wood.
.ا الشجر وتصبح خشبا جديدا اخلاليا سنة تتي ّب/ عا
2 Every year, the cells under the bark of a tree harden and become new wood.
B Translate ONE (1) sentence into English:
1 .ت تطيع أن تع ّ عن رأيك برش أن رت ا خرين
You can express your opinion provided that / as long as you respect others.
B Translate ONE (1) sentence into English:
2 .جيب عليك أن تت ر دا ا أنك أقو من امل ُ َخدرات املُدمرة
1 .ت تطيع أن تع ّ عن رأيك برش أن رت ا خرين
You always have to remember that you are stronger than (the) destructive drugs.
116
325
116
GG Practice
LL Test
OO 6 b SS SS AA RR YY
PRACTICE
PRACTICE
Practice Test 6b 6b
TEST
TEST
117
326
GG LL OO SS SSPractice
AA TestRR
6 b YY
PRACTICEUNIT
TEST
6b16 20 We hurry. It only takes ten minutes to the station and we have an hour
before the train goes.
a mustn’t b needn’t c ought not to d shouldn’t
21 Strange weather can all over the world.
a occur b place c take part d land
22 I regret that we can’t go to the science museum next week. There are
no more tickets.
a saying b said c to say d have said
23 There was a and all the lights went off.
a power off b power cut c cut d power station
24 My mother warned me the plate because it was very hot.
a don’t touch b not touch c not touching d not to touch
25 The red team the blue team 2–0.
a won b lost c defeated d beaten
26 Leila asked Sara she had enjoyed the book.
a that b what c which d whether
27 My sister loves chocolate, but I prefer ice cream.
a personally b person c to me d at me
28 The head of the school the computers checked once a year.
a has b was having c was got d did
29 We didn’t to go to the exhibition because there were no more tickets.
a run b manage c make d enable
30 player in the team was given a medal.
a All b Every c Half of d Both
B Reading Comprehension
There are some amazing trees in the world. Some people think that a tree in Britain might be
4,000 years old. In Italy, a tree that might be the same age is famous for its size: its diameter
is more than 18 metres. It is called The Tree of 100 Horses because it is believed that 100
soldiers on horses waited under the tree in a storm. However, no scientists have been able to
prove the ages of these two trees. The oldest tree that scientists know the age of in Europe
is more than 1,000 years old. The tree, which is in Greece, first grew in 941 CE.
However, if you compared these with two trees in North America, they would seem quite
young! Scientists used to think a tree called “Methuselah” was the world’s oldest tree. It is
more than 4,800 years old. Then scientists found a nearby tree that is more than 5,000 years
old! The location of these trees is a secret, and for a good reason: in 2012, a woman was
arrested for burning down another tree which was 3,500 years old.
These are probably the world’s oldest individual trees, but scientists believe that there are
even older roots of trees. Sometimes individual trees might have died, but new trees have
grown from their roots. For example, a small tree in Sweden has grown from roots which are
believed to be nearly 10,000 years old.
We know the age of most of these trees because scientists have calculated their age after
extracting a piece of wood from the trunks. However, we also know that a tree in Asia is
more than 2,300 years old because a text describes when it was planted. I wish I could see
some of these trees: they are incredible.
118
327
GG Practice
LL Test
OO 6 b SS SS AA RR YY
UNIT
PRACTICE TEST
16
6b
UNIT
PRACTICE TEST
16
6b
UNIT
PRACTICE TEST
16
UNIT
PRACTICE TEST
6b
1 Where are the two oldest individual trees in the world? UNIT
PRACTICE TEST
1 Where
a Greece are the two oldest b Britain individual trees in the world?
c Sweden d North America 16
6b
16
6b
UNIT
PRACTICE TEST
1
2
1
1
2
Where
a
a
a
Why
Why
a
Greece
was
Greece
She was
Greece
areathe
found
woman
woman
two oldest
one of
b Britain
arrested
bthe
individual
Where are the two oldest individual trees in the world?
Where areathe two oldest Britain
arrestedold
b Britain
in 2012?
individual
trees.
trees
in 2012?trees
in the world?
c Sweden
in the world?
cb Sweden
She
c Sweden told people where
d North America
d North America
the old
d North trees were.
America
16
6b
1
2 Where
a Greece are the two oldest
b individual
Britain trees c in the
Sweden world? d North America
2 cWhy a Shewas
Why
a woman
found
destroyed onean
was a woman arrested
ofarrested
the tree.
old in 2012? d
old trees.
in 2012? c Sweden
b She burned
told people all where
the old the old
trees. trees were.
2 a a Greece
Why btheBritain d North America
3 cWhy Shewas a woman
found
destroyed one of
an arrested
old old
tree. in 2012? b
trees. d She told
burned people
all where
the old the
trees.old trees were.
2 a Shedo you think
found one of thatthepeople believe thatShe
in 2012? b
old trees. 100toldsoldiers
people onwhere
horsesthe waited under
old trees the old
were.
3 cWhy
Italian
Why a Shewas do tree?a woman
found
destroyed onean
you think of arrested
thatthepeople
old old trees.
tree. believe that b
d She 100told
burned people
soldiers allon where
the the
old trees.
horses old trees
waited underwere.
the old
ca She She destroyed
found an
onetree.
of old tree.
thepeople
old trees. d She
b She burned all the old trees.
3 c It
Italian
Why
a isdo adestroyed
tree?
you
very think
tall an
thatold tree. believe that d 100told b people
burned Its all
soldiers on where
the
branches oldare
horses the
trees.old wide.
waited
very trees
underwere.
the old
3 Why
cWhy She do you thinkan that people
tree.thebelieve that
d She 100burned
soldiers on
thehorses waited under the old
3 Italian
ca It isdo
took adestroyed
tree?
you
very
100 think
tall that
tree.
horses old
to people
pull believe
tree that
down. 100 soldiers
b
d Its
It all on
branches
looks oldaare
horses
like trees.
waited
lotvery
of under the old
wide.
horses.
Italian tree?
3 Italian
cWhy
a isdo
It took tree?
a you100think
very tall thattopeople
tree.
horses pull thebelieve that 100 soldiers
tree down. b
d Its on horses
branches
It looks like aare waited
lotvery under the old
wide.
of horses.
4 a WhatIt is does
a verythe tallwriter
tree. think about trees? b Its branches are very wide.
Italian tree?
4 a cWhat It is
took a very
does 100thetall tree.to
horses
writer pull
think the
about tree down.
trees? b
d Its
It branches
looks like aare
lotvery
of wide.
horses.
ca It Hetook
It wishes 100tallhe couldtosee
horses pull more
the oftreethem.
down. b He
d Its is impressed
It looks like aarelotby
of them.
horses.
4 a cWhata
c He
is
took
They
a very
does
wishes 100
shouldthe he
tree.to
horses
writer
could
be
pull
think
studiedsee the of
about
more
more.
tree down.
trees?
them.
b
d He
b
d All
branches
It looks like a lotby
is impressed
of the above.
very wide.
of them.
horses.
4 cWhat It tookdoes 100the writer
horses think
to pull about
the treetrees?
down. d HeIt looks like a lot of horses.
4 a What does the writer think about trees?
5 cWhat He
They wishes
should
does the he could
be studied
underlined see more
word of
more. these refer to? b
them. d All of is impressed
the above.by them.
4 a What
a
c
He wishes
He
They does
wishes
shouldthe hewriter
he
couldthink
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be studied
see more
see aboutof
more
more. of
them.
trees?
them.
b He is impressed by them.
b
d He is impressed by them.
5 a Whatthe does
world’s theoldest
underlined word these refer to? b the oldestabove.
trees more. All of the trees in Europe
c He
a They should
wishes he be studied
could see more of them. d He
b All of
is the above.
impressed by them.
5 a c
WhatThey
the does should
world’s be
theoldest studied
underlined more.
trees word these refer to? b d All of the above.
5 cWhat c soldiers does the be underlined word these refer to? d d the oldest
soldiers ontrees
horses in Europe
5 What They should
does the studied
underlined more.
word these refer to? All of the above.
6 a the do
cWhat world’s
soldiers oldestthe
you think treesword trunk means? b
d the oldest
soldiers ontrees
horses in Europe
5 a Whatthe does
world’s theoldest trees
underlined word these refer to? b the oldest trees in Europe
6 a the
cWhat world’s
soldiers
do you oldest
think trees
the word trunk means? b
d the oldest
soldiers on trees
horses in Europe
ca soldiers
a
the main part of a tree
the world’s oldest trees
b
b
the
d the barkon horses
soldiers
oldest trees in Europe
6 ca soldiers
What
the do
main youpartthinkof the
a tree word trunk means? d the
b soldiers on horses
barkrings
6 ccWhat a leaf do you think the word trunk means?
soldiers
d a tree’s
d soldiers on horses
6 What a the do
main youpartthinkof the
a tree word trunk means? b
d the barkrings
7 ca
6
a leaf
How
thedo
What main
do scientists
youpartthinkofcalculate
a tree wordthe age means?
trunk of trees? a tree’s
b the bark
a
c the
a leafmain part of the
a tree b
d the
a barkrings
tree’s
7 They How do scientists calculate
extract the age of trees?
ca
c
a
the
a
leaf
leafmain partaofpiece a treeof wood from the trunk d the
b
d a
to
a tree’s
bark
tree’s
calculate
rings
rings
the age of a tree.
7 When
8 How do did scientists
the 1000 calculate
year-old the
tree age
in of trees?
Greece first grow?
7 cHow do scientists calculate the age of trees?
a leaf d a tree’s rings
7 When
8 How do scientists
didgrewthe 1000 calculate
year-old the age of trees?
It first in 941 CE. tree in Greece first grow?
7 When
8 How do did scientists
the 1000 calculate
year-old the
treeage of trees?
in Greece first grow?
9
8 Find Whena did suitable
the 1000title for the passage.
year-old tree in Greece first grow?
8 When
9 Suggested: did
Find a suitableThe the 1000 year-old
title oldest tree
for the passage. in Greece first grow?
trees in the world
8
9 Find When did
a suitablethe 1000
titleweyear-old
for thefind tree
passage.in Greece first grow?
10 9 Do Findyou think that
a suitable title forwillthe passage.even older trees in the future? Why/Why not?
10 9 Find Do you a suitable
think that titleweforwill
thefind
passage.
even older trees
Yes because scientists will probably beinable
the future?
to testWhy/Why
the agenot? of more trees
10 9 Find Do youa suitable
think titlewe
that forwill
thefind
passage.
even older trees in the future? Why/Why not?
as
10Novel
technology improves.
Do you think that we will find even older trees in the future? Why/Why not?
The
10 Do you think that we will find even older trees in the future? Why/Why not?
The Novel
10 Do you think that we will find even older trees in the future? Why/Why not?
3
Thea Novel
Answer the following questions:
3
The
The1a Novel
Answer
NovelWho does the following
Rassendyll hearquestions:
talking when he swims round the castle moat?
3
Thea1a Novel
3
Answer
Who
a the Duke
Answer does the
the and
following
Rassendyll hearquestions:
Johannquestions:
following talking whenbhe theswims
King round the castle moat?
and Detchard
3 a
1 Answer
Who
a
cWho the
Rupertdoes
Duke
the
and
following
Rassendyll
and Johann
the King hearquestions:
talking when
talking whendhe
b he
the
Max swims
King round
Johannthe
and
and round Detchard castle moat?
3 1
a
1 Answer
2 Why
Who
a
c the
Rupert
a theisdoes
does
does
Dukethe Rassendyll
and
following
Rassendyll
and
Antoinette the Johann
King
hear
hearquestions:
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earlier dothan you
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following toldquestions:
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1
2 RassendyllWhy
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think
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catches to
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wehimthink
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2 Why What doyou we think
learn about Rassendyll
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up with him on his horse?
catches up with him on his horse?
2 We What do
learn we learn
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does Rupert
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3 Why do you think that Rassendyll didn’t follow Rupert’s plan? when
like Rassendyll
the Duke catches
and thatup hewithwould
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could Rupert
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3 Why do you think that Rassendyll didn’t follow Rupert’s plan? when
a Rassendyll
reward. He catches
only up
workswith him
for on his horse?
himself. 119
3 Why do you think that Rassendyll didn’t follow Rupert’s plan?
3 Why do you think that Rassendyll didn’t follow Rupert’s plan? 119
3 He Whyrealised
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Rupert wasdidn’t
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man. He plan? preferred to help the 119
119
real King and his friends in Strelsau. 119
119
328
GG LL OO SS SSPractice
AA TestRR
6 b YY
PRACTICEUNIT
TEST
6b16
PRACTICEUNIT
TEST
6b16 C Writing
C Writing
4 Finish the following dialogue:
4 Finish the
Ashraf and following dialogue:
Wael are waiting at a bus stop.
Ashraf
Ashrafand
I’veWael
got are waiting
to be in the at a busofstop.
centre Cairo in an hour. Where’s the bus? It’s late!
Ashraf
Wael I’ve got to be in the centre of Cairo in antrain
1 Why don't you take the underground hour.? Where’s the bus? It’s
The underground late!fast.
is very
Wael
Ashraf 1
But I’m meeting my friend at a bus stop in the?centre.The underground is very fast.
Surely the best thing to do is to take the
Ashraf
Wael But I’m meeting my friend at a bus stop in the?centre.
2 underground Then you can walk from the
Wael underground
2 station to the bus stop in the centre.
? Then you can walk from the
Ashraf underground
Perhaps you’restation
right. to
I’vethe
notbus stop
used theinunderground
the centre. before. Do you know how to
Ashraf buy a ticket?
Perhaps you’re right. I’ve not used the underground before. Do you know how to
Wael buy
3 a ticket?
I'll try and explain . Here’s what happens.
Wael 4 First of all, buy a ticket from the ticket
3 office.
.. Here’s what happens.
4 What do I do after I’ve bought a ticket from
Ashraf OK. . the ticket office?
Ashraf
Wael OK.
5 Whatput
Then, do I your
do after I’ve bought
ticket a ticket
into the from
machine.. the ticket office?
Wael 5
Ashraf Is it easy to put the ticket into the machine? .
Ashraf
Wael Is it easy
Yes, it is. to putthe
Then thegates
ticketopen
into the
andmachine?
you can walk onto the platform to wait for
Wael the train.
Yes, it is. Then the gates open and you can walk onto the platform to wait for
the
Ashraf 6 train.I persuade you to come with me? I don’t want to go on my own.
Can't
Ashraf
Wael 6 ? I don’t
Yes, OK. I’ll come with you. Then I can show you what want
to do.to go on my own.
Wael Yes, OK. I’ll come with you. Then I can show you what to do.
5 Write an email to a friend of ONE HUNDRED AND TWENTY (120) words on ONE (1)
5 of the an
Write
of the
following:
email to a friend of ONE HUNDRED AND TWENTY (120) words on ONE (1)
following:
Your name is Amin/Amina. Your friend’s name is Gamil/Gamila. His/Her address is Gamil/
Gamila@newmail.com
Your name is Amin/Amina. Your friend’s name is Gamil/Gamila. His/Her address is Gamil/
Gamila@newmail.com
a an important period in history
a
b an important
a list periodexplaining
of instructions in history how something works
b a list of instructions explaining how something works
6 A Translate into Arabic:
6 A Translate
1 I wish I hadinto
hadArabic:
time to read more novels when I was younger.
1 I wish I .اhad
ص ريhad نtime
عندما
to الروايات منnovels
ة امل يدwhen
لقراI was
من الوق مت عا/ ) ( را ان عندي وق ليت
read more
ّ
younger.
2 Your skin might burn if you sit in the sun without using sun cream.
. الشburn
2 Your skin might أ عةifدyou واق
sit م
in مر
the استخدا بدونusing
sun without الشsun
أ عةcream.ّ قد حيرت جلد إذا جل
120
120
329
Units 1-3
Past continuous
• For past actions happening for a length of time or at the same time, often with while / as / when:
While / As / When my mother was making the dinner, / was looking after my baby sister.
• For an activity which was interrupted by an event in t he past:
Somebody phoned me while / as / when / was cooking the dinner.
• For a continuous action t hat happened at a pa rti cu lar time in the past:
/ was travelling to Cairo at eight o'clock this morning.
Past perfect
• For past actions that happened before other past actions:
As soon as he had taken the photograph, he showed it to his friend.
The captain did not sit down until all the passengers had left the boat.
Present perfect
• For actions wh ich started in the past and still continue, or whic h have results in th e present:
My father has worked in a bank for many years.
His car doesn't work, so he has taken it to the mechanic's.
• For past experiences, w ithout saying when , often with yet, never or ever:
f.\ l\ ~ tHUH' It It It U II
Ahmed has been to many countries, but he hasn't visited England yet.
/ have never flown on a plane. Have you ever tried snorkelling? NOTE:
• For very recent actions (often with just) : The game has just finished. w~ use the past
• We use for before a period of time and sin ce before a starting point in the past: simp-Ie with a time
I've lived here for a year / since last year. or date:
I've been to_England-!-..
Future forms and tenses I went there in 2017.
Future simple (will + infinitive)
• For pred ictions: /'1/ probably be away for a week.
• For future facts: /'1/ be 16 next week.
• For quick decisions: /'1/ answer the phone !
• For offers: /'1/ go shopping with you if you like.
Future continuous (will / may + be + -ing)
• For acti ons that will or may be in progress at a time in the future:
.... My father will / may be travelling to Luxor all tomorrow morning.
Future perfect (will have + past participle)
• To predict something that will be finished by a time in the future :
By next summer; my older sister will have finished at university
going to + infinitive
• For plans, intentions and decisions: My sister is going to apply for a place at medical school.
• For predictions with present reality or evidence: I've just read the weather report. It's going to be sunny
Present continuous
• For arrangements: Tomorrow, we 're visiting friends. We 're taking the bus to their village.
Present simple
• For events on a timetable: My plane leaves at 7.30 in the morning.
Units 4-6
Relative clauses
Relative clauses: Type 1 (essential)
• Sentences d , e and i below each contain a Type 1 (essential) relative clause. The information in the
relative clause is necessary to the meaning of the sentence.
Relative clauses: Type 2 (non-essential)
• Sentences a, b, c, f , 9 and h below each contain a Type 2 (no n-esse ntial) clause. The information in the
relative clause is not necessary to the meaning of the sentence. It simply gives us extra information.
• Use who or that to refer to people, and whose to refer to possession or re lationsh ip:
a My pen friend, who lives in Sweden, is studying science at university
b Aisha, whose father is a well-known doctor; is my best friend at school.
c Leila, whose bag is in the classroom, is feeling ill. tJ lHHHHHH, ~ u li
d My brother that lives in New York is going to visit us soon.
• Use that or which to refer to things:
NOTE:
e Fruit that / which ripens on the tree tastes best. Do no..t. use that as-.fi
f Our flat, that / which is on the fifth floor; has a view of the Nile. relative p-ronoun in a
• Use where to refer to places: Typ-e 2 relative c/~_
9 My brother went to Alexandria University, where he studied architecture.
• If we use prepositions in re lative clauses, the preposition usua lly comes before the relative pronoun :
h Last week, we had a meeting, at which we found out about next year's school trip.
i She's written an article in which she describes the problems facing our country
• In Type 1 relative clauses, object pronouns can often be left out:
Do you like the people (that) you met on holiday?
Units 7-9
Passive forms
Present simple passive (am / is / are + past participle)
• Use this to emphasise a particular word or idea, often the main subject of the sentence:
Food is brought to the hospital every day (The important thing is food, not the person who brought it.)
• Use this when the person who does the action is not important or is unknown:
The road is closed on Fridays. (It is not important to know who closes it.)
• We can say who or what does the action of a passive verb by adding lHHl 0 0 ttl, It l) lIlilt
by + the agent: Trees are sometimes blown down by the wind.
NOTE:
Present continuous passive (am / is / are + being + past participle) Intransiti~~1::':erbs
• Use this to talk about events happening now or around now: (those without an
The children are being taught in classroom 1. ~ect)cannotbeu_s_ed _______
Future simple passive (will / won't + be + past participle) in the PE s~i~ forl11 :_
• Use this to predict an action or event in the future: Heat comes from the sun.
In the future, petrol won't be used as much as it is today The old house collapsed
lastniah~ . •
Passive infinitive (be + past participle)
• Use this to make the passive of modal verbs and the future with be going to:
These toys must be taken back to the shop. They are broken.
That book is going to be read by a lot of children.
Past simple passive (was / were past participle)
• Use this to talk about completed events in the past: This bridge was built in 2012.
Past continuous passive (was / were + being + past participle)
• Use this to talk about actions that were in progress at a time in the past, or which were interrupted by
an event in the past:
The room was being painted yesterday morning.
The television was being repaired when my uncle came home last night.
Present perfect passive (has / have + been + past participle) "
• Use this to talk about unspecified events or experiences in the past, often with a link to the present:
The museum has been visited by thousands of people.
This car hasn't been washed yet.
Past perfect passive (had + been + past participle)
• Use this to talk about the earlier of two actions in the past:
The room had been tidied before we arrived at the hotel.
Units 10-12
Reported statements
• When direct speech is reported, we usually change verb tenses and pronouns:
"It's a busy day, " he said. ---+ He said it was a busy day
"I won't see you until I've finished, " she said. ---+ She said she wouldn't see me until she'd finished.
"/'m taking my brother to the airport, " he said. ---+ He said he was taking his brother to the airport.
..
• We usually make changes to time and place words and phrases:
tomorrow ---+ the next / following day
yesterday ---+ the day before / the previous day
this year / month ---+ that year / month
now ---+ then / at that time
ten minutes ago ---+ ten minutes before / earlier
here ---+ there
• We can use different reporting verbs. That is often used between the reporting verb and the statement:
He explained / promised / admitted / said (that) he didn't know the answer.
• We do not change past perfect tenses, past modal verbs or reports of facts:
"/ had not been there before. " ---+ Ali told us that he had not been there before.
"We had to run to catch the train. " ---+ They said that they had to run to catch the train.
"London is the capital of Britain. "---+ He explained that London is the capital of Britain.
Reported questions
• We can report questions with reporting verbs such as ask, inquire, wonder and want to know.
Wh- questions
• In reported questions, we change the verb tenses and pronouns in the same way as reported
statements. We also use the word order of a statement and do not use question marks:
"What have you been watching ?" she asked him. ---+ She asked him what he had been watching.
"Why do you want to work abroad next year?" she asked me. ---+ She asked me why I wanted to
work abroad the following year.
I
Yes / No questions
PI • Use if I whether to report Yes I No questions.
"Do your parents know you're here?" he asked me. -4 He asked me whether / if my parents knew
I was there.
"Do you have a pen?" she asked her. -4 She asked her whether / if she had a pen.
• Shall is reported with should:
"Shall we speak English?" she said. -4 She wondered whether / if we should speak English.
advise ask encourage expect help instruct invite order teach tell want warn
• Verbs which can be followed by to + infinitive or the -ing form (with no difference in meaning):
hate / like / love / prefer: I hate / like / love / prefer to do / doing exercise every day
start: It has started to rain / raining.
• Verbs which can be followed by to + infinitive or the -ing form (with a difference in meaning):
stop: Leila stopped listening to the radio. (She was listening to the radio, but then stopped .)
Leila stopped to listen to the radio. (She stopped doing something so that she could listen to the radio .)
remember: I remember phoning my mother. (I have a memory of doing this.)
I remembered to phone my mother. (I did not forget to phone my mother.)
regret: I regret arriving late. (I am sorry because I arrived late.)
He regrets to say that he can't go. (He is sorry to tell you that he can't go.)
~.
forget: 1'1/ never forget seeing my baby sister for the first time. (I remember seeing her very well.)
I forgot to bring my book. I'm sorry (I should have brought my book but 1forgot.)
\
Modal verbs of necessity, prohibition and lack of necessity \\
r\
have to + infinitive
• We usually use have to to talk about a situation where we have no choice:
You have to wear a helmet if you're going to go on the motorbike.
must (not) + infinitive
• We use must to talk about strong feelings of obligation, for strong advice, to say that something is
important and for warm invitations:
I must buy my mother a present for her birthday
You must clean your teeth before you go to bed.
Tarek must be quick or he will be late.
You must visit me at the weekend!
• We use mustn't to talk about strong fee lings of obligation and to express prohibition :
I mustn't forget to post that letter.
You mustn't touch the objects in the museum.
had to + infinitive
• The past form of have / has to and must is had to:
We had to take the bus to school because my father's car was not working.
don't / doesn't have to go / needn't + infinitive
• We use don't / doesn't have to or needn't to express lack of necessity:
You don't have to go / needn't go to school today, it's a holiday
didn't have to + infinitive
• We use didn't have to to mean that we did not do something in the past because it was not necessary:
I didn't have to help Ali with his homework because he had already finished it.
needn't have + past participle
• We use needn't have to say that we did something in the past although it was not necessary:
Lina needn't have brought any rice because we already have a lot.
~
carefully.)
, wish + would / could + infinitive
• Use wish + would to talk about future wishes, usually when you are sad or angry. Use wish + could
with 1/ we:
I wish my brothers would stop arguing.
I wish I could be an engineer when I grow up.
Alternatives to using if
• As long as can mean the same as if. In formal English, we can also use provided that / on condition that:
You can go to the park as long as you're home by six o'clock.
The factory will continue to make the toy provided that / on condition that they sell enough of them.
• In informal English, we can also use supposing / imagine (that) to talk about what might happen or
might have happened:
Supposing / Imagine you missed the bus to school, what would you do?
• We can use unless + sentence / without + -ing to mean if .. . not:
Karim won't come to school unless he feels better.
My grandmother never visits me without bringing a present!
• On signs, we often see in (the) case of, which means if there is:
Open the door in case of an emergency
\