State o f Kuwait

Ministry o f Education

TO YOU

Grade

PEARSON

Longman
 State of Kuwait
Ministry of Education

TO YOU

Grade 12

Teacher’s Guide

Liz Kilbey
E g yp tian In te rn a tio n a l Publishing C om pany - Longm an,
1 Oa Hussein Wassef Street,
Messaha Square,
Dokki,
Cairo,
Arab Republic o f Egypt

All rights reserved; no part o f this publication

may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise,
without the prior written permission o f the Publishers.

The Longman imprint is the property o f Pearson Education

being used under license from Pearson Education.

First printed in 2010

ISBN: 977-16-1202-6
Deposit no. 13676/2009
Printed in Kuwait by: Al-Resala Printing Press
A cknow ledgem ent:
The publisher wishes to thank the Evaluation
Committee of Kuwait Ministry o f Education:

E valu atio n and A d ap tatio n C om m ittee

• Mrs Sakina Ali Hussain, ELT Supervisor General, MoE

• Mrs Nouria A1 Sedra, ELT Senior Supervisor, MoE
• Ms Helena Mohammad, ELT Senior Supervisor, MoE
• Mrs Huda A1 Ammar, ELT Senior Supervisor, MoE
• Mr Mohamed Nagib Ali, ELT Supervisor, MoE
• Mr Jaouad Amrani, ELT Supervisor, MoE
• Mr El Habib Rezzouk, ELT Supervisor, MoE
• Mr Mohammed Azatour, ELT Head of Department, MoE,
• Mr Ridha Shedly Ghazouani, ELT Head of Department, MoE
• Mrs Hanan A1 Fuzai, Teacher of English, MoE
• Mr Abdelaziz El Mahboubi, Teacher of English, MoE
• Mrs Khaleda Al-Failakawi, Teacher of English, MoE
• Mrs Joza A1 Otaibi, Head of Foreign Languages, MoE
 C ontents
r \
r
Content map 4
Introduction 16
\ _________________________________ ______________ J
r -------------------------\
Module 1 W orld issues 33
U n it 1 T h e la w 34
U n it 2 M ig ra tio n 40
U n it 3 H u m a n values 46
Focus on T h e F o re ig n D ip lo m a tic 52
In s titu te
P ro je c t 1 P ro d u c in g a set o f 53
re c o m m e n d a tio n s
V_________________________________ ______________ y
i i
c . . -------------------------\
Module 2 Natural world 57
U n it 4 T h e E a rth a t risk 58
U n it 5 Precious resources 64
U n it 6 U n d e r th r e a t 70
Focus on T h e A rfa j 76
P ro je c t 2 W r itin g a le a fle t on 77
e n v iro n m e n ta l issues
1
^ _______________________________ ______________ J
f ------------------------ \
Module 3 Lifestyles 81
U n it 7 L o n g lives 82
U n it 8 T o w n a n d c o u n try 88
U n it 9 N e w w ays a n d o ld 94
Focus on G a m e s o f th e p a s t 100
P ro je c t 3 D es ig n a n d p ro d u c e a p o s te r 101
S.______ _______ J
V Module 4 Achievements 105
-------------------------\

U n it 1 0 P u s h in g th e lim its 106

U n it 11 T h e fin a l fr o n tie r 112
U n it 1 2 G eniuses 118
Focus on M a h a A l-G h u n a im 124
P ro je c t 4 A b a llo o n d e b a te 125
1
\ _______:_________________________ _______ J 1
------------------------ \
Literature time H e n ry V 129
G r e a t E x p e c ta tio n s
Listening script 132
Extra listening Material 136
W orkbook answer key 140
Glossary 150

V
Jj
J
Module 1
Content ma
U nit Educational Objectives G ram m ar Functions Vocabulary Activities

1 The law Reading skills Present perfect D escribing a d o p tio n Use pictures as clues fo r a
• Read a paragraph a b o u t K uw aiti law sim ple and bench discussion
break in to (W B )
• Read an essay a b o u t m in o r litig a tio n c o n tin u o u s Discussing the law b rie f
• Read an a rticle a b o u t c o m p u te r crim es (W B ) case M a tc h w ords w ith th e ir
• Read an essay a b o u t the disadvantages o f C om pa rative and Expressing o p in io n civil m eanings
claim
co m p u te rs (W B ) co ntrastive
clog up
co nn ecto rs C o m p a rin g and code o f law Answ er questions
Listening skills c o n tra s tin g ideas c o n s u lta tio n
Present perfect and co nte nd Answ er m u ltip le choice
• Listen to a lecture a b o u t law -m a king
defence
present perfect M a k in g co nclusions define questions
Speaking skills
c o n tin u o u s (W B ) enforce
• Discuss pictures fake (W B )
Agreeing and disagreeing J u s tify T ru e o r False
• Discuss the law govern
grievance statem ents
• Give o p in io n s a b o u t laws
Expressing in te n tio n
• T alk a b o u t legal disputes gu ilty
h an dcu ffs D istinguish between
W ritin g skills im pose
Expressing o b lig a tio n present perfect sim ple
in fa v o u r o f
• W rite an essay in n o c e n t and present perfect
• W rite an essay to express o p in io n (W B ) Presenting argum ents intend c o n tin u o u s
invisible (W B )
ju d ic ia ry
Expressing absence o f ury W rite sentences
Cognitive goals
o b lig a tio n ,egal . c o n tra s tin g in fo rm a tio n
• Develop predictive skills
litig a tio n in a list
• Develop lin g u istic skills note
• Develop the a b ility to discern true fro m false Expressing o p in io n (W B ) p enalty
persuasion D iffe re n tia te d iffe re n t
• Develop sem antic skills
• Develop d e fin itio n skills S ta tin g w h a t people have Pe.tty. . m eanings o f the same
p rin c ip le
• Develop the skills o f co m p a riso n and c o n tra s t done (W B ) w o rd
p ro p e rty
prosecute
Affective goals G iving advice (W B ) prove Use a d ic tio n a ry / glossary
• Raise awareness o f the legal system regardless to check the d iffe re n t
• Develop interactive skills residential area
Expressing o p in io n (W B ) ro w m eanings o f w o rd s
• Develop a p p re cia tio n o f law speed lim it
• Develop the a b ility to fo rm w e ll-ro u n d e d spring Change nouns to th e ir
o p in io n s sue
s u p p o rte r adjectival fo rm
te c h n o - c rim in a l (W B )
to le ra n t M atch paragraphs in an
u ltim a te ly essay wit h l heir proper
violent e
w e ll.it e I ii-.M ling*.
w u rthi* • ( W lf
 C o n t e n t m a
U nit Educational Objectives G ram m ar Functions Vocabulary Activities
2 M ig ratio n R eading skills Past perfect sim ple P redicting a ffo rd Use pictures as clues fo r a
• Read an a rticle a b o u t m ig ra tio n (after, before, by the a nim a te d discussion
• Read an a rticle a b o u t a nim al m ig ra tio n (W B ) time) G iving reasons a rd uo us
• Read a sto ry (W B ) boom
M a tch w ords to th e ir
Past sim ple and past Expressing o p in io n decim ate
L iste n in g skills d e fin itio n s
perfect (W B ) d e te rio ra te
• Listen to a ta lk on e m ig ra tio n
Discussing advantages and disg ru n tled
S p ea king skills disadvantages displace M a tch paragraphs and
• Discuss reasons fo r m ig ra tio n em igrate headings
• T alk a b o u t advantages and disadvantages o f D escribing past events engage in
m ig ra tio n fa m in e C om ple te a ta ble
• T alk a b o u t past events R em em bering a past event foreign
• T alk a b o u t im p o rta n t events in yo u r life hard-pressed
G iving reasons (W B ) high-tech Choose the co rre ct verb
W r itin g skills
instead (W B ) fo rm
• W rite an e-m ail a b o u t an life-changing event
• W rite a su m m ary a b o u t a nim al m ig ra tio n Expressing o p in io n (W B ) m a jo r
(W B ) mass C om ple te a gap fill
• W rite a d escrip tio n o f a sequence o f D escribing past events m eticu lo u s exercise
events(W B) (W B ) m ig ra n t
m in o r
C o g n itiv e g oals Explain s itu a tio n s
necessitate
• Develop guessing skills nervously
• Develop lin g u istic skills o b lite ra te C om ple te sentences
• Develop sem antic skills p e rio d ic (W B ) w ith a w o rd and an
• Develop the a b ility to re p o rt p erturb ed a p p ro p ria te prefix / suffix
• Develop the a b ility to reason p le nty o f (W B )
A ffe c tiv e g oa ls ren t
C om ple te sentences using
• Raise awareness o f m ig ra tio n issues reside
w o rd fa m ilies
• Develop interactive skills resort
• Develop the a b ility to fo rm w e ll-ro u n d e d r ift
o p in io n s seek P ro n u n c ia tio n : Id e n tify
• Develop p u b lic speaking skills strenuous stressed w ords
sw a llo w (W B )
take a breather
Fill in a ta ble
u n fo rtu n a te ly
C om ple te a m in i d ialogue
Module 2
Content ma
U n it Educational Objectives G ra m m a r Functions Vocabulary Activities

4 T h e Earth Reading skills Subordinate clauses Describing environmental arid Use pictures as cues for a
a t risk • Read an article about the spread o f the o f purpose and problems atmosphere discussion
desert result (in order to, at the expense
because, to + infinitive, o f (W B) Match words with their
• Read an e-mail about water shortages Expressing opinion
so that, to be the cause climate definitions
• Read an article about South American curtail
rainforests (W B) of, with the result that,
Giving explanations desertification
• Read an outline o f a speech about the to lead to) Choose correct sentence
devastating
preservation o f natural resources (W B) (W B) endings
Describing a problem and
Prefixes equator
Speaking skills its effects Justify True or False
erode
• Talk about environmental problems Subordinate clauses flooding statements
• Discuss the causes and effects o f ofpurpose and Expressing preference forecasting
environmental problems result (in order to, frigid Identify words that
• Talk about climate because, to + infinitive, Describing photographs graze introduce explanations
harsh
• Describe photographs so that, to be the cause
humid Write questions with Why
of, with the result that, Comparing and
W ritin g skills hurdle
to lead to) (W B) contrasting photographs implement
• Write a reply to an e-mail Answer questions using
increasingly
• Write a summary about South American explanation words
Making suggestions (W B) intrinsic
rainforests (W B) Relative pronouns
kill o ff
• Write a speech about the preservation o f (W B ) logger (W B) Identify words which link
Giving reasons (W B)
natural resources (W B) misbehave an action with a result
Persuading (W B) overcultivate
Cognitive goals Prefixes (W B )
paucity Complete sentences with
• Develop guessing skills permanently one’s own ideas
• Develop linguistic skills planting
• Develop semantic skills precipitate Discuss environmental
• Develop ability to link cause and effect preservation
problems
• Develop the ability to reason prevailing
prevail over
• Develop knowledge and understanding o f Complete a gap fill
productive
graphic organisers proportion exercise
• Develop taxonomic skills reclaim
scarcity Match prefixes with their
Affective goals soil meanings
• Raise awareness o f environmental problems spearhead
• Develop interactive skills treacherous Pronunciation: Rhythm(1)
• Develop the ability to form well-rounded unproductive
opinions unwarranted Describe photographs
vital (W B)
• Develop public speaking skills
wash away
Take notes
a _________ wildfire
Module 3
Content ma
U n it Educational Objectives G ra m m a r Functions Vocabulary Activities

7 Long Reading skills Direct and reported Making suggestions admiration Use pictures as cues for a
Lives • Read a short text about staying active questions / a ffe c tio n discussion
• Read a magazine article statements Giving reasons ailment
• Read an article about the importance o f sleep bestow Complete a table
(W B) Phrasal verbs with Discussing and comparing blizzard
• Read paragraphs extracted from three articles make and do cardiovascular
Choose the correct ending
centenarian
(W B ) Reporting questions and
chronic (W B)
Direct and reported statements Use a dictionary /
Listening skills commentary
speech (W B) glossary to find out the
• Listen to a journalist talking about old people conceal
Giving opinion cycle meanings o f words
she has met
Phrasal verbs with deprived o f
Speaking skills make and do (WB) Agreeing / disagreeing (WB) Complete a gap fill
• Discuss how to live a long life deserve exercise
• Talk about ways o f showing gratitude and both ...a n d ( WB) Giving advice dispute
respect to the elderly do away with Report questions /
• Talk about how to show respect to the elderly Expressing gratitude do up statements
• Discuss writing techniques do without
Expressing obligation / drowsy (W B)
W ritin g skills Fill in the blanks with the
due
• Write an article duty correct verb tense
elderly
• Write an outline for an article and complete it excuse
(W B) Giving opinion (W B) expectation Distinguish between make
fatal and do
Cognitive goals Reporting questions and frequently
• Develop linguistic skills statements (W B) genetic make­ Match phrasal verbs with
• Develop semantic skills up (W B) their meanings
• Develop taxonomic skills Making suggestions (WB) geriatric
• Develop the ability to reason honour Choose a title for an
• Develop the ability to give advice in spite o f article
integral
Affective goals
life expectancy
• Raise awareness o f how to treat the elderly Match paragraphs o f an
make up
• Develop interactive skills article with the proper
make up for
• Develop the ability to form well-rounded onerous heading
opinions restful (W B)
reverence
shallow (WB)
Module 3
Content ma
U n it Educational Objectives G ra m m a r Functions Vocabulary Activities
8 Tow n and Reading skills Inverted sentences G iving reasons advantageous Use pictures as cues fo r a
country • Read a te xt a b o u t the end o f village life a lm o n d discussion
• Read an e-m ail Inverted sentences G iving o p in io n a stounded
b u m p in to Predict w h a t th e a rticle is
• Read an e-m ail giving re co m m e n d a tio n s (W B )
c o n te n tm e n t about
• Read an a rticle a b o u t Silk C ity (W B ) S ta tin g advantages and (W B )
• Read d escrip tio ns o f places to live (W B ) Relative p ro no un s disadvantages crow n jew el (W B ) C om p le te a T -b a r
Listening skills (W B ) d e m a rca tio n
Presenting ideas (W B ) Use a d ic tio n a ry / glossary
• Listen to a conve rsa tion between tw o friends densely
C o m p a ra tive and to check the m eanings o f
Speaking skills d e p o p u la tio n
co ntrastive C o m p a rin g and deserted w ords
• T alk a b o u t w hy people move to the city co n n e cto rs (W B ) c o n tra s tin g d isturba nce
• T alk a b o u t city life Fill in the blanks w ith the
em barrassed
• T alk a b o u t advantages and disadvantages o f e xp o rt p ro p e r w ord
C o m p a rin g and e xplaining
living in the city choices fa r and w ide
g la m o u r Discuss questions
• C hoose su itab le places to live
h ub
W ritin g skills G iving reasons (W B ) Rearrange sentences so
g ra du ated
• W rite an e-m ail giving re co m m e n d a tio n s hustle and bustle th a t they are inverted
C o m p a rin g and in fra s tru c tu re
• W rite a su m m a ry o f the differences between
c o n tra s tin g (W B ) leafy Id e n tify the value o f
Silk C ity and o th e r m odern cities (W B )
• W rite an a dve rtise m e nt d escribing a place to make it y o u r ow n in v e rtin g sentences
Expressing o p in io n (W B ) m e tro p o lis
live (W B ) Create inverted sentences
narrate
Cognitive goals M a k in g p re d ic tio n s (W B ) odds and ends
o ve rcro w d in g M a tc h w o rd s w ith th e ir
• D evelop p redictive skills
p a la tia l d e fin itio n s
• D evelop lin g u istic skills p icturesque
• D evelop sem antic skills p lu c k up the C o m p le te sentences w ith
• D evelop the a b ility to reason courage the p ro p e r id io m
• D evelop ta x o n o m ic skills p u b lic services
• D evelop co m p a ra tive and c o n tra s tin g skills residents’ p arkin g C om p le te sentences using
reverse w o rd fam ilies
Affective goals rural
• Raise awareness o f rural d e p o p u la tio n skyline (W B ) P ro n u n c ia tio n : In to n a tio n
• D evelop interactive skills so c io e c o n o m ic
p a tte rn s (1)
tra n q u il
• D evelop the a b ility to fo rm w e ll-ro u n d e d u n e m p lo y m e n t
o p in io n s C o m p le te a ta b le a b o u t
va can t
• D evelop self-confidence ve rtica l village p e o ple ’ s d iffe re n t needs
(W B )
C om pa re and c o n tra s t
vice versa
places in p h o to g ra p h s
Module 3
Content ma
Unit Educational Objectives Grammar Functions Vocabulary Activities

9 New ways Reading skills Causative verbs D escribing a p p o in t Lise p ictu re s as clues fo r a
and old • Read a b io gra ph y (present / past / b elow par discussion
• Read an a rticle a b o u t Bayt Lothan (W B ) fu tu re ) T a lkin g a b o u t change b ill
• Read a b o o k review (W B ) b io g ra p h y M ake a list o f past and
Suffixes G iving examples call the shots present leisure activities
Listening skills c o m p e te n t
• Listen to three conversations a b o u t d iffe re n t c o n te m p o ra ry
Causative verbs C o m p a rin g Id e n tify w h a t a speaker is
ways o f d o in g things (W B )
(W B ) ta lk in g a b o u t
Speaking skills Discussing skills and cookery
• Discuss tra d itio n a l and m odern pastim es craftsm a n C o m p le te a m u ltip le
Used to (W B ) processes
• Talk a b o u t skills and processes (W B ) choice exercise
• Describe things you can have done c u s to m a rily
C o m p a rin g the past and
cu stom -m a de
• Talk a b o u t biographies present Justify True o r False
degree
sta te m e nts
W riting skills d o c to ra te
• W rite a b io gra ph y Explaining differences
fix
C om pa re sentences
• W rite a su m m ary a b o u t the changes in Bayt im m o b ile
Lothan (W B ) G iving b io g ra p h ica l in parallel (W B )
in fo rm a tio n W rite fo llo w -u p sentences
• W rite a b o o k review (W B ) m ail o rd e r
m ass-produced using causative verbs
Cognitive goals Planning m aste r’s degree
• Develop ling uistic skills A dd the a p p ro p ria te suffix
m in iste r
• Develop sem antic skills M a k in g inferences (W B ) neck and neck
• Develop the a b ility to reason p a rlia m e n t U nderline sports idio m s
• Develop co m p arative and predictive skills Expressing o p in io n (W B ) p la tfo rm (W B ) and m atch them w ith th e ir
Affective goals p o rtfo lio m eanings
• Raise awareness o f tra d itio n a l ways o f d o in g C o m p a rin g the past and p o tte ry (W B )
things present (W B ) p ro m o te (W B ) Id e n tify parts o f a
• Develop interactive skills p u t to b io g ra p h y
• Develop the a b ility to fo rm w e ll-ro u n d e d resign
o p in io n s seamlessly Focus on
(W B ) Reading: Games o f the
snooker past
socialise (W B ) Grammar: A p p o s itio n s
substandard
toe the line
Project: Design and
ung en tlem an ly
produce a poster
unique
 ontent ma
U n it Educational Objectives G ra m m a r Functions Vocabulary Activities
1 0 Pushing Reading skills Past perfect simple Describing qualities afflicted Use photos as clues for a
the lim its Read a report about a Kuwaiti climber and continuous alight discussion
Read a scenario Stating difficulties and arson
Read an advert Past perfect simple problems ascend Record ideas in a word
Read an article about Steve Fossett (W B) and continuous assist map
Read an interview with an extreme sports (W B) Giving personal opinion attempt
enthusiast (W B) austere
Justify True or False
binoculars
.istening skills Such ... t h a t / s o ... that Discussing preparations statements
clamber (W B)
(W B)
Listen to quiz questions come across
Giving reasons come away with Suggest explanations
Speaking skills
come down
Talk about qualities needed for surviving in the Comparing lists come over Identify referents
Himalayas come round
Discuss climbing expeditions Being persuasive come up Write sentences using
Make difficult choices cope with verbs in the past perfect
Explaining a choice crave simple or the past perfect
W ritin g skills
dizzying continuous
• W rite a response to an advert for a place on
Agreeing and disagreeing elite
an expedition engulf
• Write a summary o f a timeline (W B) Match phrasal verbs with
entail
• Write an interview about the dangers o f Discussing pros and cons their correct meanings
exhaustion
extreme sports (W B) (W B) exhilarated
extreme Complete sentences with
Cognitive goals
Expressing opinion (W B) fatigued adjectives beginning with a
• Develop guessing / persuasion skills
feat
• Develop linguistic skills Making suggestions (W B) frost-bite Pronunciation: Intonation
• Develop semantic skills gruelling patterns (2)
• Develop ability to relate personal experience Persuading (W B) highlight
with a reading text manned (W B) Answer quiz questions
• Develop the ability to reason Giving advice (W B) mountaineer
• Develop knowledge and understanding o f perilous
Make a list o f items
graphic organisers reconstruction
needed on a journey
• Develop taxonomic skills scale
set a record (W B)
Affective goals strong-willed
• Raise awareness o f mountain climbing skills submerged (W B)
• Develop interactive skills summit
• Develop the ability to form well-rounded traverse
opinions unconscious
visible
Module 4
U n it Educational Objectives G ram m ar Functions Vocabulary Activities

11 The final Reading skills The passive w ith Id e n tify in g in fo rm a tio n a b h o rre n t Predict w h a t the to p ic o f
fro n tie r • Read a fa ctfile m od al verbs a b n o rm a l the u n it w ill be
G iving o p in io n a le rt
• Read a paragraph a b o u t M ars
a p p ro x im a te ly
• Read an a rticle a b o u t Space and the M uslim Either / or and neither M a tch w ords w ith th e ir
(W B )
w o rld / nor G iving examples a s tro n o m ic a l m eanings
• Read a re p o rt a b o u t space age te ch n o lo g y a w e -in spirin g
• Read an a rticle a b o u t the M o rn in g S tar (W B ) The passive w ith Justifying co n c e p t M a tc h o p in io n s w ith the
• Read notes a b o u t life in space (W B ) m od al verbs (W B ) conducive rig h t speaker
d ata
G iving examples
Listening skills d e trim e n t
M ixed tenses (W B ) d isp atch (W B ) Change passive sentences
• Listen to interview s a b o u t the pros and cons
Expressing o p in io n dual in to active and vice versa
o f space travel
d u rab le
Speaking skills G iving in fo rm a tio n econ om ical C om ple te sentences using
• T alk a b o u t the In te rn a tio n a l Space S ta tio n em ission either/ or and neither/ nor
excep tion ally
• Discuss space travel Expressing a pproval /
execute
• T alk a b o u t choices disapproval fro n tie r T urn m u ltip le sentences
• T alk a b o u t recent te ch n o lo g ica l advancem ents GPS in to single sentences using
Ju stifying answers (W B ) h a b ita tio n either/ or o r n e ith e r/n o r
W ritin g skills in tre p id
• W rite a paragraph describing Earth m ission
S u p p o rtin g o p in io n (W B ) Fill in the blanks w ith the
• W rite a re p o rt on space te ch n o lo g y m o n ito r
• W rite an a rg um en ta tive essay a b o u t space n atu ra l satellite p ro p e r w ord
(W B ) obscure (W B )
on boa rd Answ er questions a b o u t a
• W rite notes in fu ll sentences
o p p o rtu n ity re p o rt
Cognitive goals o rb it
perceivable
• Develop predictive skills
(W B )
• Develop lin g u istic skills revere
• Develop the a b ility to reason revo lu tio nise
• Develop ta x o n o m ic skills revolve a ro un d
rou g h ly
Affective goals scrutinise (W B )
• Raise awareness o f space te ch n o lo g y sentient
• Develop interactive skills solar system
• Develop the a b ility to fo rm w e ll-ro u n d e d sp ecifically
o p in io n s s p in -o ff
superb
take fo r granted
 j£ .
conxent ma
U n it Educational Objectives G ram m ar Functions Vocabulary Activities
12 Geniuses Reading skills Relative clauses D escribing ta le n t a b s tra c t Use p h o to s as clues fo r a
Read an a rticle a b o u t ta len ted child re n accolade discussion
Read a le tte r o f a p p lic a tio n fo r an im a gin ary Verbs ending in -ing S ta tin g advantages and accusation
acquire (W B ) M a tc h w ords w ith th e ir
award disadvantages
agonise m eanings
Read an a rticle a b o u t K u w aiti inventors (W B ) C om pa riso n o f scale: aligned
... a s ... as Expressing p o s s ib ility / a rb itra rily Choose the best heading
Speaking skills
guessing a ttire (W B ) fo r each section o f an
Talk a b o u t p e o ple ’s special ta le n ts
Prepositions (W B ) audience a rtic le
Discuss the advantages and disadvantages o f b la d d e r
being a ch ild p ro d ig y G iving e xplanations C o m p le te a table
BSc
Verbs e nding in -ing Answ er questions a b o u t
Solve riddles d e p u ty (W B )
(W B ) Justifying d ig it child prodigies
W ritin g skills
W rite a letter a b o u t a genius you kn o w electrochem ical
G iving re co m m e n d a tio n s (W B ) Rewrite sentences using
W rite a su m m ary o f the a rticle a b o u t K uw aiti e te rn ity - ing fo rm o f verbs
inventors (W B ) extravagantly
W rite a personal sta te m e n t fo r a university Expressing praise W rite sentences using ... as
fo ru m (W B )
(W B ) genetics ... a s ...
M a k in g wishes (W B ) genius Fill in the blanks w ith
Cognitive goals g ifte d
the p ro p e r noun o r
Develop guessing skills Expressing surprise (W B ) h ig h-livin g
jocke y adjective
Develop lin g u istic skills
Develop sem antic skills m e d a llist (W B ) Use nouns w ith prefixes in
Expressing a p o lo g y (W B ) m o le c u la r
Develop persuasion skills m eaningful sentences
MSc
Develop the a b ility to reason M a k in g suggestions (W B ) n o m in a tio n C om ple te a text w ith the
Develop ta x o n o m ic skills non-invasive p ro p e r p re p o s itio n
Expressing fu tu re hopes o u ts ta n d in g
Affective goals
PhD P ro n u n c ia tio n : In to n a tio n
Raise awareness o f ch ild prodigies and plans (W B )
precocious patterns (3 )
Develop interactive skills p ro d ig y
D evelop the a b ility to fo rm w e ll-ro u n d e d G iving reasons (W B ) ra n d o m ly Answ er riddles
o p in io n s re a cto r (W B ) Focus on
recipie nt
Develop im a g in a tio n skills Reading: M ah a Al-
rep ud iate
researcher G h un aim
season G ram m ar: Suffixes
sewage (W B )
sp on sor (W B ) Project: A b a llo o n debate
ta le n t
to u r
unprecedented
(W B )
 M o d u le 1 World issues
^ _

6 v c <

jicudent’s Book page 11 Introduce the u n it titles and invite the students
to explain th e ir ideas a b o u t the meanings o f the
Dpener (5 -1 0 minutes) titles.

eJI the students th a t this page shows them w h a t they Put the students in pairs and give them tw o
nil be d oing in the firs t m odule. Ask them to read the m inutes to note down as many o the r 'W o rld
de (W orld Issues) and loo k a t the pictures. issues’ as possible. Invite suggestions and w rite
the correct ones on the board.

Put students into small groups

■ iW ir.'flin s T i
to discuss the questions in
the S tud en t’s Book and note
down th e ir ideas fo r each one.
M odule 1 World issu e s Invite d iffe re n t students to
share th e ir ideas w ith the
class, giving th e ir reasons
where possible.

Unit 2: Migration
Why do people move abroad?

U
/ « h The law
H°w does the |avvivor|t?

Focus on:
Foreign Diplomatic Institute

and values'

Project 1 :
Producing a set o f
recommendations

Outcomes • listen to a ta lk and a d e s c rip tio n i present id eas an d suggestions

You will bo o b le to: 9 recall an im p o r ta n t event 9 w rite an essay
9 scan fo r specific in fo rm a tio n

11
MODULE 1: World issues

U n itl The law V'-O

Lessons 1 and 2
^ (1 0-1 5 mins)
O bjectives Read o u t the instru ction and i f possible distri
Skills: A t the end o f this pair o f lessons, students dictionaries. If dictionaries are unavailable,
should be able to: students can refer to the glossary at the back
Reading • read a paragraph a bo ut Kuw aiti law the Student's Book. Ask the class to match t f
Listening • listen to a lecture a bo ut law -m aking firs t w ord (enforce) w ith its meaning (9 ), ther
Speaking • discuss pictures allo w tim e fo r them to com plete the task in p
• discuss the law Go round and o ffe r help where necessary.
• give opinions a bo ut laws Listen
Topic • A tolerant society
Functions • describe (15 mins)
• discuss the law Read o u t the instru ction s and p u t the studen
• express opinion in pairs. EITHER ask the students to discuss
Vocabulary a d o ptio n (N ), civil (A d j), code o f law (N ), all fo u r questions OR divide the class into foi
consultation (N ), define (V), enforce (V), groups, a -d , and ask the pairs to discuss the
govern (V), guilty (A d j), impose (V), corresponding question. Ask them to note di
innocent (A d j), ju d ic ia ry (N ), ju ry (N ), th e ir ideas, especially i f they are discussing al
legal (A dj), penalty (N ), persuasion (N ), questions.
principle (N ), property (N ),
prove (V), to le ra n t (A dj),
violence (N ), welfare (N )

Student’s Book pages 12 and 13 The laui

Present active vocabulary needed fo r each activity. G ra m m a r
Present perfect simple and continuous;
Discuss comparative and contrastive connectors

(1 0 mins)
On the board, w rite The law Put students in
pairs and ask them to look at the pictures,
then give them tw o m inutes to list as many
relevant w ords as possible. Then ask fo r
ideas and w rite correct w ords on the board.
W hich pair had the longest list o f correct
words?

Some suggestions:
c o u rt(ro o m ); judge; ju ry ; barrister; lawyer; a W hat happens in this place?
b W hat do you think the scales represent?
witness; defendant; defence; prosecution C W hat do you know about Ham m urabi’s code? How is it related to these pictures?

You are going to hear a ta lk a b o u t the law. Before you listen, m atch these w ords from
3, b and C Put the students in pairs o r small talk w ith th e ir meanings.

groups to discuss the questions. W hile 3 enforce (V) ....... 1 not responsible for a crime
b govern (V) ....... 2 something valuable which belongs to someone
they are ta lkin g, go round and listen. O ffe r C guilty ........ 3 group o f people in court who decide whether someone
is guilty
p ro m p ts i f necessary. d innocent ....... 4 rule / belief
e jury 5 control
Invite tw o o r three students to share
f legal 6 responsible for a crime
th e ir ideas w ith the rest o f the class g principle ....... 7 show that something is true
h property ....... 8 relating to the law
and encourage com m ents and fu rth e r i prove (V) 9 put into practice / carry out
listen
discussion.
K You are going to listen to a lecture ab o u t law -m aking. Before you listen, try to answei
Note: They w ill hear more in fo rm a tio n in questions. Discuss your answers w ith a partner.
exercise 3. a Can you th in k o f an action that everyone in every country thinks is wrong?
b How long ago do you think the first code o f law was made?
C W ho makes the laws in most societies?
d You are going to hear about three different types o f law, including crim inal law and ci'
W hat is the third type o f law the speaker mentions?
i i i Listen to the lecture and check the answers to the questions in exercise 3.

12)
 The law

Go round and listen, o ffering ideas where

^ (5-1 0 mins)
-ecessary.
Read o u t the firs t sentence and ask students to
■‘.hen they are ready, invite d iffe re n t students to
decide if it is true or false. Ask a few students to give
nsport back th e ir ideas fo r each question and allow
ju s tific a tio n s in fro n t o f the class. See if all the students
b o e f class discussions. Tell them they w ill be able
agree on the answer and ju s tific a tio n . Give the correct
:o check th e ir answers when they have heard the
answer and ju s tific a tio n .
necording.
(The statement is True (T): Crimes such as murder have
* i ) (10 mins) always been considered crimes.)
Ask the students to read the fo u r questions in Students then com plete the o the r questions
*<ercise 3 again, then play the recording. individually.
Read o u t each o f the questions and ask d ifferen t
students to tell you the answer from the recording. Think and speak Discussing the law; expressing opinion
Then play the recording again.
(1 5-20 mins) Tell the students t o read the text b o x A
- s+ening script 1.1, TG, page 132 tolerant society and encourage them to ta lk a b o u t the
k tour understanding tolerance o f Islam and how it im pacts upon the legal
system. Put the students in pairs or small groups, if
v i) (1 5 mins) possible w ith d ifferen t people. EITHER divide the class
into tw o (a and b) and ask the students to discuss the
Ask the students to read the three questions, then
corresponding question OR ask the students to discuss
p ay the recording again and allow tim e fo r them
both questions. Go round and listen, o ffe ring prom pts
o note down th e ir answers. Play it again, then put
where necessary. Join in the discussions if you w an t to.
r e m in pairs to compare answers.
Finally, invite d iffe re n t students to re p o rt back to the
I s+ening script 1.1, TG, page 132 class. Encourage com m ents and questions.
Student s Book page
Lesson 3
Workbook pages 4 -5 , Reading
Unit 1 The law
Workbook answer key - see page 1 4D

O bjectives
> Usten again and choose the correct answers to these questions

• How does the speaker d e fin e 'la w ’? Skills A t the end o f this lesson,
1 a special code students should be able
2 rules which control society
3 individual rules to:
4 the rules o f an organisation
Reading • read an a rticle a b o u t
b W ho makes sure people obey codes o f law?
1 governments c o m p u te r crimes
2 police and judges I • • •4
3 members o f the public petals to rem e m b er Topic • N ew crimes
4 juries adoption, civil,
c Which type o f law deals with murder and theft? code o f law, consultation,
Functions • express o p in io n
1 criminal law define, enforce, govern,
2 family law guilty, impose, innocent,
judiciary, jury, legal, Vocabulary break in to (PhV),
3 civil law
penalty, persuasion,
4 property law principle, property, prove,
fake (A d j), invisible (A d j),
-re the fo llo w in g statem ents True (T ) o r False (F)? Justify y our tolerant, violence, welfare te c h n o -c rim in a l (N ),
w orth le ss (A d j)
I Some actions have always been considered crimes. □
b n most legal systems, a person is presumed guilty until proven innocent. □
C Hamm urabi's code o f law consisted o f 272 laws.

4 The police and judges make laws.

D iscu ssin g th e law ; e x p re s s in g o p in io n

-ead the text and discuss the questions below in pairs o r groups.

A tolerant society
Just like in the rest o f the world, Kuwaiti laws are made to protect the individual rights
o f the people living there. Kuwait has a well-structured and clearly-defined ju diciary,
composed o f summary, m ilitary and religious courts, amongst others. The Emir, in
consultation with the Justice M inistry, appoints judges in the regular courts. The law
is drawn from the teachings o f the Holy Q ur'an and protects the rights o f all people
o f all religious persuasions, ensuring a safe, just and tolerant society.

a W hat is the main purpose o f sending people to prison: to punish them, or to protect
society?
b How do Islamic values influence the system o f laws in Kuwait?

Q 7
 pn.» .i,n y,rr
O bjectives
Skills: A t the end o f this pair o f lessons, students
should be able to:
Gram m ar . use present perfect simple and continuous
. use com parative and contrastive connectors
Topic • Law making
Functions . com pare and co ntrast ideas
Vocabulary bench (N ), b rie f (N and A d j), case (N ),
defence (N ), handcuffs (N ), note (N and V),
prosecute (V), row (N and V), spring (N and V)
Student’s Book pages 14 and 15
Present active vocabulary needed fo r each activity.
G m .U lfn s X ' • Present perfect simple and continuous
^ (5 -1 0 mins)
Explain to students th a t the present perfect can be
used to link the past and the present.
Read o u t the question and ask the students to discuss
the pairs o f sentences w ith a partner. Invite suggestions
from the students (in each case, the second sentence
suggests a continuous activity that may not be finished,
whereas the first one tells us about a recent
activity that is finished but is related to the
present).
(1 0 mins)
Read the task to the class and the firs t
question and answer. Go round the class
and ask a few students to provide sentences
using the present perfect. Then ask students
to w rite tw o o f th e ir own sentences fo r each
question. Go round and o ffe r help where
necessary. I f there is tim e, ask students to
read a few o f th e ir answers to the class.
• Comparative and contrastive connectors
(5 -1 0 mins)
Read o u t the question and sentence a.
Ask students to ide ntify the relevant w ord
o r phrase ( Instead o f... like his ...). A llo w
tim e fo r students to consider the rem aining
sentences, then check th e ir answers.
^ 4 (1 0 mins) Read o u t the question and the
example answer; then p u t students in pairs
to discuss sentences 3a-c. Go round and
o ffe r help where needed.
36
J
*
t (1 0 mins)
Ask students to loo k a t the lists and d ire ct th e ir
a tte n tio n to the com parative w ords and phrases
Ask a student to read o u t the example sentences
and e licit a few more examples fro m the class.
Students then w o rk ind ivid ua lly w ritin g th e ir ow
com parative and co ntrastin g sentences.
Go round the class o ffe rin g help where necessar
If there is tim e, ask a few students to read th e ir
sentences to the class.
(grammar
• P re s e n t p e r fe c t s im p le and c o n tin u o u s
G ram m ar reference page 122
W h a t is the difference in m eaning between the underlined verbs in these pairs o f sentenc
a Mishari has studied law and history this year,
Mishari has been studying law and history fo r fo u r years,
b Lamia has written tw o essays this morning.
Lamia has been w riting an essay all morning.
C The police have interviewed tw o people so far today.
The police have been interviewing people all week.
W rite tw o diffe re n t answers to each o f these questions.
a W hat have you done so fa r this week?
I’ve played tennis three times. / I’v e ------ -------------------- ---------------------------------------- ...........
b Whac are some o f the things you’ve been doing fo r a length o f time?
I've been playing the piano. / I’ve been..................... ------ ----------------------- -------------------------
c H ow long have you been doing these things?
I’ve been playing the piano since I was 13 / fo r 3 years. / I’ve been........................................
• C o m p a ra tiv e and c o n tr a s tiv e c o n n e c to rs G ram m ar reference page 122
W hich w ords o r phrases in these sentences are used to com pare o r c ontrast tw o things,
people or situations?
a Instead o f becoming a lawyer, like his father, he chose to become a policeman,
b In com parison w ith other careers, the legal profession can be quite stressful.
C Policemen earn a modest wage. On the other hand, lawyers are often very well paid.
W h a t is being com pared o r contrasted in each o f the sentences in exercise 3 above?
In sentence 3a the w riter is comparing the career choice o f a son compared with that o f his
father.
W rite sentences contrasting o r com paring the in fo rm a tio n in these lists. Use the w ords
phrases:
on the other hand, instead of, in comparison, but, whereas
P o lic e m e n L a w y e rs
a arrest crim inals prosecute criminals
Policemen arrest criminals, whereas lawyers prosecute criminals.
Instead of prosecuting criminals, like lawyers, policemen arrest criminals.
b carry handcuffs carry briefcases
C have to be very f it have to be very intelligent
d are paid by che governmenc are paid by cheir clients
 Unit 1 The law

comments / further suggestions.

/ocabulary
Allow time for the students to complete the task in
• ords with more than one m eaning pairs. Go round and offer suggestions where needed.
Some suggestions:
(1 0 -1 5 mins)
b / wrote a note to my teacher.
Ask students to match the words a-e with the Please note down what I tell you.
definitions below. There are two definitions for
C is a musical note.
each word. Then, read out the first sentence
_r c We sat on a park bench and talked.
(a 1 ) and ask the students to choose the correct
Would the prisoner please approach the bench?
definition from the list (a public official appointed
There was cheering from the Conservative benches.
to preside over legal disputes.). Ask the students to
repeat the procedure for (a 2). Then allow time for ^ d Spring is my favourite season.
them to complete the task. When they are ready, We get our water from a spring.
put them in pairs to compare answers. The door opens because it ’s on a spring.
I always spring up when I hear the doorbell.
(1 5 -2 0 mins)
e There’s a row o f seats in front o f the screen.
Put the students in pairs and ask them to use Can you row a boat?
dictionaries or the glossary at the back of the Please don’t row - be friends I (Note: row is pronounced
Student’s Book to find various meanings for the
differently in this sentence.)
word mean. Ask them to write a sentence for each
meaning (e.g. What does this word mean? My brother Nouns and adjectives
is mean with his money.) Invite several different
students to read out their sentences and invite

tudent s BouK
c (1 5-20 mins) Ask the students to complete the
sentences with the correctform of the words in
brackets. Encourage them to use dictionaries if
necessary. Put them in pairs to compare answers.
Unit 1 The law
Lesson 6
Vocabulary
Workbook pages 6 -7 , Language practice
W ords witt m o re than one m eaning

M atch th e defin itio n s below to the w o rds in a-e. Then, read the tw o example sentences fo r Workbook answer key page - see 1 <40
each w o rd . W hich one uses the w ord according to the definition?
a jud ge
1 The judge handed down a fair sentence.
2 You shouldn't judge a book by its cover,
b sentence
O bjectives
1 The ten-year sentence was described as fair.
2 She w rote a complex sentence. Skills A t the end o f this lesson,
C defence students should be able
1 The defence asked fo r more tim e to prepare their arguments.
2 The army provided the country’s defence.
to:
d case
Gram m ar • use present perfect
1 The prosecution presented their case to the jury.
2 I packed my belongings into a case, and present perfect
e brief
continuous
1 It was a b rie f holiday.
2 The b rie f set ou t their points and arguments. Functions • state what people have
Definitions
> the action by which something resists attack
done
I the punishment imposed on a crim inal by a court • give advice
> a container in which clothes and other belongings may be stored
> a defendant’s representative in a legal dispute
I a legal dispute to be settled in a co u rt o f law
, cv 1/ S7TO u / VAC v
> to form an opinion abo ut something w .
erds to remember 1
> o f short duration bench, brief, case, defence,
> a public official appointed to preside over legal disputes . handcuffs, note, prosecute, n } T It
> a group o f words, norm ally containing a subject and ro w , s p rr n g

verb, th a t expresses a com plete idea

> a w ritten summary o f the legal points supporting one side’s case
Use a dictionary, o r the glossary a t the end o f th is boo k, to check the m ultip le m eanings o f - y d M 1 K £3 •
the fo llo w in g words.
a mean b note C bench d spring e row

N aans and adjectives

C C om plete these sentences w ith adjectives related to the nouns in brackets. You m ay need
to use a dictionary.
a M any people believe th a t the worst crimes are murder and o th e r_______ ______ acts.
(violence)
b There would be a ........................... situation in society ifthere were n o ............................ system.
(chaos / law)
C He le ft co u rt a free man because he had proved th a t he w a s.............................
The ju ry said he was n o t ....................... . ( innocence / guilt)

( 1S
 Lessons 7 and 8
O bjectives
Skills: A t the end o f this pair o f lessons, students
should be able to:
Reading .read an essay about minor litigation
Speaking .ta lk about legal disputes
W ritin g .write an essay
Topic • Legal disputes
Functions . make conclusions
.agree and disagree
.express intention
. express obligation
. present arguments
. express opinion
. express absence o f obligation
Vocabulary claim (V), clog up (PhV), contend (V),
grievance (N ), in favour o f (Exp), intend (V),
litigation (N ), petty (Adj), regardless (Adv),
residential area (N ), speed limit (N ), sue (V),
supporter (N ), ultimately (Adv)
Student’s Book pages 16 and 17
Present active vocabulary needed for each activity.
Reading Legal disputes
^ (1 5 -2 0 mins)
Read out the instructions and questions
with the class. Tell them they should
read the essay for the information in
the questions. Put the class in pairs and
ask them to read the essay individually.
Then, ask them to discuss the questions
in pairs. Go around and offer help and
encouragement where necessary. Bring
the class together and elicit responses
from some o f the pairs. Encourage other
students to join in the discussion.
(5 -1 0 mins)
Explain to the students that they are going
to match each paragraph with its heading.
Ask them to read the essay and answer
individually.
V .
Think and S p e a k
(15-20 mins)
Put students in pairs or small groups. EITHER
divide the class into three (a, b and c) and ask the
students to discuss the corresponding question
OR ask the students to discuss all questions.
Go round and listen, offering prompts where
necessary. Join in the discussions if you want to.
Finally, invite different students to report back to
the class. Encourage comments and questions.
Reading Legal disputes
£ Read the fo llo w in g essay and discuss these questions.
a W hat are the arguments fo r more court cases?
b W hat are the arguments against?
C W hat is meant by a ‘culture o f blame?’
The am ount o f litigation brought against everyday people has increased dram atically in
recent years. A key example is the case o f a man in Yorkshire who is suing his neighbour
after falling on his pathway. He contends th a t his neighbour was responsible for
m aintaining the path. The neighbour claims th a t the man w ould have fallen regardless,
s They are now locked in a b itter court case th a t looks set to drag-on for m onths and
cost both men substantial amounts o f m oney.-----------
The main argument against such cases is th a t they are a reflection o f an emerging
‘culture o f blame.’ People search for someone to blame fo r accidents that, in the past,
they would have sim ply taken responsibility fo r themselves. Indeed, ordinary people
io suing each other has become so com monplace that countless firms o f lawyers have
sprung up specifically to deal with these cases. These petty grievances clog up the
courts and prevent prosecutions against ‘ real’ c rim inals.-----------
However, supporters o f litigation argue that the increase in court cases actually shows
our courts are working. As M ark Shields, spokesperson fo ra pro-litigation group,
is states, The increase in legal cases reflects a growing desire in society to protect
everyone from the effects o f crim inal neglect.’ For them, the opp ortunity for people to
hold others accountable fo r their own everyday grievances is a key feature o f any good
society.-----------
Ultimately, I believe we must take care to ensure that m inor issues, which could
20 norm ally be resolved w ith o u t the assistance o f the courts, do not prevent ou r legal
system from operating efficiently. For everyday grievances, the courts should be the very
last resort, rather than the first po rt o f c a ll.-----------
c a
Read the essay again. M atch each paragraph w ith one o f these headings.
The views o f the writer
b The arguments for more litigation
C The arguments against more litigation
d Background inform ation
Tkkrit apeak M akin g conclusions; agreeing and disagreeing
c Discuss the fo llo w in g questions.
a W hat conclusions does the w riter reach? Do you agree?
b Do you think people should solve m inor issues in court? W hy o r why not? How else could
people solve such disagreements?
C W hich, if either, do you think is more im portant: ensuring everyone has equal rights or
prosecuting violent and dangerous criminals?
j D
 The laui

Writing C h € C k (1 0 mins)

^ (5 -1 0 mins) ^ 4 3 Ask the students to read their essays through

Read out the instructions and ask the students carefully, checking for spelling, grammar and
to look at the picture. Then put them in pairs to punctuation. Go round and offer help where necessary,
discuss the two questions. Go round and listen, b and cTell them to read their partners’ essays and
offering your own ideas if you wish. check them as suggested. Encourage them to make
other useful comments too.
£ (1 5 -2 0 mins) They then make any necessary corrections or additions
Read out the question and ask students to choose to their own work. Go round and make final checks,
whether to work in pairs or individually, or collect their work in to correct and return. If there
a Ask the students to decide on their answers, is time, invite two or three students to read out their
b Students then make a plan, dividing their notes essays to the class.
into four paragraphs according to the headings.
Remind them to re-read the essay on page 16 Q u o te
before they start. Ask students what they know about Earl Warren. Read
(1 5 mins)
the quote aloud to the class and ask what Warren
meant. Do they agree? Why or why not?
Ask the students to look at the Useful Language
Background: Earl Warren (1891 - 1974) was born in
box, then allow time for them to write their essays
Los Angeles, California. He was the 14th ChiefJustice
in full. Go round and make suggestions where
necessary. o f the United States and the only person ever elected
three times as Governor o f California. Warren was the
last ChiefJustice born in the 19th century.

4 Lesson 9
Workbook pages 8 -9 , Writing

Unit 1 The law Workbook answer key - see page 1 4 0

Wrillni O bjectives

The car in the pho tograph has been stopped fo r driving to o fast in a
Skills A t the end o f this lesson,
residential area. Discuss these questions w ith a partner, students should be able
a Should there be speed lim its in areas like this? W hy o r why not? to:
b W hat should happen to m otorists w ho break these speed limits?
Reading • read an essay about
You are going to w rite an essay in answer to this question:
Should motorists who drive too fast in residential areas be banned from driving?
the disadvantages o f
a Decide what your opinions are on this subject. Is your answer ‘Yes', ‘N o ’ computers
o r ‘ It depends’?
b Plan your essay in fo u r paragraphs, using the essay on the previous page as a model. W rite W riting • write an essay to express
notes under these headings:
P a ra g ra p h 1 Background to the topic
opinion
P a ra g ra p h 2 Arguments fo r
Functions • express opinion
P a ra g ra p h 3 Arguments against
P a ra g ra p h 4 Your opinion

^ W rite your essay in 2 0 0 2 2 0 words. m \ oFds to remember

claim, clog up, contend,
a Use ideas you discussed in exercise 1 above. You may use
grievance,
^ expressions from the Useful Language box below,
in favour of, intend,
b Follow your paragraph plan and express your ideas clearly litigat-ian, petty, regardless,
and simply. Make sure readers know what your opinion is. residential area, speed
limit, sue, supporter,
ultimately

W hen you have finished w ritin g , read y o u r essay carefully.

a Check spelling, grammar and punctuation.

b Exchange essays w ith a partner. As you read, ask yourself these questions:
I Has he / she answered the question fully?
» Has he / she presented arguments fo r and against?
fr Has he / she expressed his / her own opinions clearly?
c Return your partner’s essay and exchange thoughts and ideas.

USEFUL LANGUAGE
Expressing intention: Saying what you intend to write Presenting arguments
□bout The main point / argument for / against...
In this essay l intend to look at / consider 1discuss some of Another point / argument .
ihe arguments for and against .. Expressing opinions
First of all. 1will look at / consider / discuss the arguments In my opinion / view,...
in favour of / against... (In fad! it's my view 1hat...
Expressing obligation: Something you are legally I believe / think lhat...
required to da Expressing an absence at obligation:
Motorists are obliged to / need to / must / ought to / Something you are not legally required to da
should always. Drivers need not/ are not obligedto / don't haveto

Quote f “I* ls tbe sp irit and n o t the form o f law th a t keeps justice alive. ’
Earl W arren

GE
( 39
MODULE 1: World issues

_ Unit 2 M igration
Lessons 1 and 2
Read
O bjectives
Skills: A t the end o f this pair o f lessons, students
should be able to: t (5 -1 0 mins)

Ask the class to match a (boom) with its me;

Reading • read an article about migration
(4), then allow time for the students to com
Speaking • discuss reasons for migration
the task in pairs.
• talk about advantages and disadvantages of
migration
Topic • Why do people leave their home countries?
Functions • predict
• give reasons
• express opinions
• discuss advantages and disadvantages
Vocabulary afford (V), boom (N ), decimate (V),
deteriorate (V), emigrate (V), famine (N),
foreign (Adj), hard-pressed (Adj),
high-tech (Adj), necessitate (V), seek (V),
unfortunately (Adv)

Student’s Book pages 18 and 19

Present active vocabulary needed for each
activity. M igra tio n
Discuss G ra m m a r
Past perfect simple (after, before, by the time)

(2 0 -2 5 mins)

Ask the students to spend a few minutes

studying the pictures. Then put them in
pairs to discuss what is happening in the
pictures. Go round and listen, offering
prompts if necessary. If possible, use a
world map to check that they know where
the places are. Residents o f San Francisco left after Thousands o f Irish left for America in M any Europeans migrated to
In pairs, or small groups, students then the earthquake and fire o f 1906. the 19th century to find a better life. the Gulf after the oil boom

discuss questions a, b and c. Discuss

Go round and listen and tell them your
own ideas if you wish. When they are ready,
invite different students to report their
ideas to the class and encourage a short
class discussion.
Look at the photograph s and discuss these questions.
a Read the title o f the unit and look a t the photos. W hat kind o f issues do you think will b<
discussed in this unit?
b Why do large numbers o f people leave their homes and go to live in a foreign country? T
different reasons are illustrated in the photos.
C W hat other m igrations like the ones shown in the photos do you know about?

R ind
Extension
Before you read the article on page 19, m atch the w o rds a -g w ith th e ir meanings.
a boom _____ 1 great hunger
Ask the class to think about migrants who b development .......... 2 economic activity concerned w ith production material
live in Kuwait: Where do they come from? C deteriorate ....... - 3 serious shortage o f food leading to great hunger
d emigrate _____ 4 a period o f great wealth
Why have they come? What problems C famine 5 the process o f modernisation
might they encounter? f industry 6 leave your country to live in a foreign country
g starvation ........... 7 get worse
Put them in small groups to discuss and
make notes, then ask them to report back. Read the article very quickly and m atch these headings w ith the correct parts.

* Economic boom ...... ...............

Encourage a whole - class discussion. * Economic necessity ------------ -----
I Conflict ......................

J l)
 Uni. j M igra tio n

(1 0 -1 5 mins) Check your understanding

First, ask the students to look at the m ap w ith o u t

( 1 5 -2 0 mins)
reading the text. In pairs, students decide which
Tell students to fill in the table using in fo rm a tio n
countries o r areas are indicated - i.e. where do the
from the article. They should give as much
tw o arrows p o in t from and to? Tell them to consult a
in fo rm a tio n as possible. A fte r a few m inutes, bring
w orld m ap o r atlas i f possible (pu rp le arrow : Ireland
the students together to com pare answers.
to the USA; orange arrow : Europe to Kuw ait and the
Arabian G ulf.) (1 0 mins)
Read o u t the headings, then ask the students to read Read o u t the firs t sentence and ask the class w ho
the text and decide where each heading should go. they refers to (the farmers). Then allo w tim e fo r the
Tell them to read fa irly fast and n o t to w orry a bo ut students to com plete the task; rem ind them to refer
d iffic u lt w ords at this stage. When they have finished, back to the article where necessary. Then tell them to
p ut them in pairs to com pare answers. com pare answers w ith their partners.

Think and speak Expressing opinion

(1 5 -2 0 mins)
Read o u t the three questions. Put the students in
pairs and then divide the class in three - a, b and
c. Ask the students to discuss the corresponding
question w ith th e ir partners. Go round and listen,
offe ring p rom pts i f necessary and adding your own
ideas i f you wish.
K ir a H ii W hen they are ready, invite tw o or three students
■ to re p o rt back th e ir ideas fo r each question to
the class. Do the o the r students agree w ith them?
Unit 2 M igration °

Why do people leave their home countries?

T h is article lo o k s a t three r e a s o n s w h y p e o p le e m ig ra te a n d g iv e s h isto ric a l e xam p le s.
Lesson 3
influx o f skilled workers. By 1972, thousands Workbook pages 1 0 -1 1 , Reading
In the early 19th century, the m ost im portant o f them moved to the region to work in
industry in Ireland was agriculture.However, high-tech cities such as Kuwait City. These Workbook answer - key see page 1 4 0
the farmers were poo r and they used 25 workers, from countries such as the United
old-fashioned methods. Because they Kingdom and Sweden, had come to seek a
5 heard th a t they could earn four times as better life and help w ith the development o f
O bjectives
much in America, some farmers emigrated. Kuwait. Kuwait affords them an opportunity
Unfortunately, between 1820 and 1840, the for w ork and a standard o f living that they Skills A t the end o f this lesson,
economic situation in Ireland deteriorated, 30 w ould be hard-pressed to find anywhere else in
and in 1845 the Potato Famine began. Disease the world.
students should be able
10 decimated 75% o f the year's potatoes, the C _______________________ to:
main food fo r most o f the population. During Between 1936 and 1939 there was a terrible
the next tw o years, 350,000 people died o f civil w ar in Spain. The armies used bom bs and Reading ■ read an a rtic le a b o u t
starvation, and there was a huge increase other modern weapons, and this meant that
em igration to America. By the end o f 1854, a 35 thousands o f civilians were killed and injured anim a l m ig ra tio n
15 quarter o f the population o f Ireland had left fo r and many homes and villages were destroyed.
the United States. Because o f this, many thousands o f ordinary W riting • w rite a su m m a ry a b o u t
B . Spanish people who were no t involved in the
The economic boom o f the 1960s and 1970s war decided to leave their country. M ost o f a n im a l m ig ra tio n
helped transform Kuwait into a modern 40 these refugees crossed the border in to France
and wealthy state, funded by oil and other and settled there, b u t others moved more Topic • Anim al migration
20 natural resources. The boom in the oil and permanently to Britain o r the United States.
construction industries necessitated a huge Functions • give reasons
Check u n d e rsta n d in g w . ords to r e rtie ih W • express o p in io n
afford, boom, decimate,
C om plete the tab le below. You should include th e natio nalities Vocabulary
deteriorate, emigrate, instead (A d v ),
o f the people in the texts, where they m igrated to and the famine, foreign,
reasons fo r their m igration. hard-pressed, p e rio d ic (A d j),
High-tech, necessitate, seek,
unfortunately p le nty o f (P ro n ),
sw a llo w (N )
Text N a tio n a lity Place th e y m igrated to R e a s o n s fo r m igratio n

^ W h a t do the w o rd s and phrases in italics in these extracts fro m the article refer to?
a The farmers were poo r and they used old-fashioned methods ____________________
b Because they heard th a t they could earn four times as much in America __________
C ... thousands o f them moved to the re g io n _________ _______________ ___________
d These workers, from countries such as the United Kingdom . .. .......... ..... ......................
and speak E xp re s s in g o p in io n

Discuss these questions w ith o th e r students.

a H ow do you imagine Irish people felt when they left home fo r their new life in America?
b H ow has Kuwait provided a good home fo r skilled workers?
C W hat are the advantages and disadvantages o f migration? f ^

o
 (15 mins)
Read o u t the firs t situation and the example
O bjectives
explanation. Then p u t the students in new
Skills: A t the end o f this pair o f lessons, students
pairs and ask them to discuss and w rite down
should be able to:
explanations fo r each situ atio n, using the verbs
Speaking .ta lk a b o u t past events
brackets and the past perfect. Go round and lis
Gram m ar . use past perfect simple (after, before, by the time)
m aking corrections i f necessary.
Topic . Migration
Functions . describe past events
Vocabulary disgruntled (A d j), displace (V), mass (A d j),
m eticulous (A d j), m igrant (N ), obliterate (V),
perturbed (A d j), resort (N ), rift (N )
Pronunciation: . using stress fo r emphasis

Student’s Book pages 20 and 21

Present active vocabulary needed fo r each activity.

7 ra m m a r . Past perfect simple (after, before,

by the time)

(1 0 mins)
Read o u t the firs t sentence, pausing fo r the students
to tell you the correct form o f the verb (had visited).
Then p u t the students in pairs to compare
answers before checking w ith the text.

(1 0 mins)
Read o u t sentences a1 and a2 ; invite
the students to tell you the difference
& rammar
in m eaning (in sentence 1, we are told what
• Past p e r fe c t s im p le ( a f te r , before, b y th e tim e ) G ram m ar reference pages 123 - 124
happened in 1854. In sentence 2, we are told
Choose the corre ct fo rm o f the verbs in the sentences below.
what happened in the years leading up to 1854). a By the end o f their holiday, Jaber and Yaser (visited / had visited) many interesting places,
In pairs, students then discuss question b. b He suddenly noticed th a t his brother (ate j had eaten) all the food in the house.
C By tw o o ’clock I (finished j had finished) my English hom ew ork and (started / had started) on
Go round and o ffe r help i f needed. my Maths.
d The expedition required m eticulous planning before they (le ft / had left).

(1 5 mins) W o rk w ith a partner. Discuss the difference in m eaning between these pairs o f sentences,

Ask students to read the text through and a 1 In 1854 a quarter o f the population o f Ireland emigrated to America.
2 By 1854 a quarter o f the population o f Ireland had emigrated to America,
then com plete it w ith the correct past form b 1 Irish people emigrated because so many were dying o f starvation.
o f the verb in brackets. Remind them th a t 2 Irish people emigrated because so many had died o f starvation.

they only need the past perfect to show
th a t the action happened before another
action. Go round and listen, m aking
corrections i f necessary.
W hen they are ready, p ut them in pairs to
com pare answers.
C om plete this s h o rt text w ith the c o rre c t fo rm o f the past sim ple o r past perfect fo rm o f
the verbs in brackets.
On April 18th 1906, an enormous earthquake ( 1 ) ............................(hit) the C alifornian city o f
San Francisco- Although it ( 2 ) ........................ (last) only sixty seconds, it ( 3 ) ....................... (be)
the w orst disaster in the history o f the United States. By the end o f th a t m inute, m ost o f the
city’s buildings and tran sport systems ( 4 ) ............................(be obliterated) and thousands o f
families ( 5 ) ............................(become) refugees. Later studies ( 6 ) ................ -...........(show) th a t the
ground ( 7 ) ............................ (split) open fo r m ore than 430 kilometres along the San Andreas
rift. The land to the east o f the rift ( 8 ) ............................. (m ove) seven metres to the south. Tha t
move ( 9 ) ............................(kill) 3,000 people, ( 1 0 ) .............................(injure) 225,000 others and
displaced many more.

T h in k o f an explanation fo r these situatio ns. Your explanation should include the w ords in
brackets and a verb in the past perfect.
a H ussein felt perturbed when he arrived a t the airp o rt, (never fly before)
He'd n e v e r flo w n b e fo re .
b Boushra d id n ’t feel very confident about taking her driving test, (fail twice)

C Nabeel d id n ’t recognise his friend Jaber. (not see ten years)

d Faisal found it d iffic u lt to get up this morning, (work late the night before)

e When Laila read the letter, she couldn’t stop smiling, (pass exams)

f Yaser couldn’t contact his brother Abdulhameed. (switch phone off)

42
 Unit \ M igra tio n

Students then w ork individually to com plete the

Yocabulsuy
exercise. A fte r a few m inutes, bring the class together to
• ords with prefixes and suffixes check answers.

(1 0 -1 5 mins) Word families

Explain to students th a t they are going to com plete
the sentences by altering the w ords in brackets and ( 5 - 1 0 mins)
am ending the a ppropriate prefix. S tart by asking Ask the students to look at the first sentence and
students to suggest prefixes th a t can be added to suggest the missing w ord (earnings).
words, e.g. im-, un-, ir-, dis-, and ask students to Pair students to com plete the task, and go round
provide a few examples fo r each prefix. Then, read offering help where needed - encourage the use o f
the first sentence and ask the class to provide the dictionaries.
appropriate answer (uncom fortable).
Pronunciation ( jsjng stress fo r emphasis
Students w o rk individually to com plete the
exercise. Go round and o ffe r help and advice where * 4 ( 2.1 ) (1 0 mins)
necessary. Read o u t the explanation and the instructions, then
(1 0 mins) play the first conversation. Ask the students to tell you
Tell students they are going to do a sim ilar exercise the w ord th a t is stressed in sentence a (Ireland). Then
as before, b u t this tim e w ith suffixes. Check the play the rem aining conversations, pausing a fte r each
class know w h a t suffixes are and ask fo r a few one fo r the students to w rite the stressed words.
examples o f suffix endings and w ords using suffixes. Play the recording again and then check th eir answers.
Then, read the firs t sentence and ask the class fo r Listening scrip t 2.1, T&, page 132
the correct w ords (celebrating, unexpectedly).
S tu d e n t s Book pane
(2.1) ( 5 - 1 0 mins)

Unit 2 M igration
Play the recording again, pausing after each one
Vocabulary fo r the students to repeat B’s replies.
Words with prefixes a n d suffixes
Listening scrip t 2.1, TG, page 132
c Com plete these sentences with the w ords in brackets and an appropriate prefix.
a The seats on the plane were very hard. It made the jo u rn e y .......... ................ (comfortable).
Lesson 6
b He w ould become extremely disgruntled i f he had to w a it fo r anything. He was very
...........................(patient).
Workbook pages 1 2 -1 3 , Language practice
c When I was younger, I never exercised. I was very................. ......... (/jc).
d He was very — ..................... (happy) w ith his results. He was extremely__________ ___ Workbook answer key - see pages
(please).
1 4 0 -1 4 1
t Complete these sentences w ith the words in brackets and an appropriate suffix.
a They w ere........................... ( celebrate) their exam results when their friends arrived
....................... ... (unexpected). O bjectives
b The student felt th a t he had been trea ted _______ _____ _ (unfair).
C Failaka is a very................ ...........(desire) holiday destination. Skills A t the end o f this lesson,
d She had been feeling-------------------- - (misery) all week since her friend said it was
................... ........(unlike) they could go shopping.
students should be able
e They said they’d had a ------------- --------- (wonder) time on holiday. The resort was very to:
........................... (peace).
Gram m ar • use past sim ple and past
Word fanllloft
perfect
Com plete these sentences with w ords related to the w ord s in
brackets, You can check your answers in a dictionary.
a My weekly.......... ............(earn) are twice as much as they were
w. ords to remember
disgruntled, displace,
Functions • describe past events
last year. mass, meticulous,
b A huge earthquake caused th e ___________ (destroy) o f Sa n migrant, obliterate, *
• perturbed, resort, rift •
Francisco in 1 906.
c T w o ....................... (disaster) potato crops led to mass starvation
in Ireland.
d T h e ------------------- (major) o f the w o rld ’s migrants move to find a better life.
e The people o f Tristan da Cunha le ft because o f volcanic........................ . «c<)
f Spanish — ......................(civil) were killed between 1936 and 1939.
g Some refugees m oved...... _J............... (permanent) to Britain,

U s in g stre ss fo r e m p h a s is

(2.i) We often stress p articular w ords in sentences to give them emphasis o r to correct w h at
som eone else has said. Listen to the conversations between speaker A and speaker B then
w rite the w ords th a t are stressed in B’s replies.
a No, they're from Ireland._____ _______________________
b No, they live in America_________ _______________ ____
C No, bu t I've visited Ireland___________________ ___ _____
d No, it started in 1936__________ ______ _____ . ..
# 5 (2.i) Listen to the conversations again and repeat B’s replies. Make sure you stress the
correct word.

43

O bjectives
Skills: A t the end o f this pair o f lessons, students
should be able to:
Listening • listen to a ta lk on em igration
Speaking *ta lk a bo ut im p o rta n t events in their lives
W riting .a n e-mail a b o u t a life-changing event
Functions .rem e m b er a past event
Vocabulary anim ated (A d j), arduous (A d j),
engage in (PhV), m ajor (A d j), m in o r (A d j),
nervously (Adv), rent (V), reside (V),
strenuous (A d j), take a breather (Exp)
Student’s Book pages 22 and 23
Present active vocabulary needed fo r each activity.
^ p e a k in g Talking about important events in your life
^ (1 0 -1 5 mins)
Ask the students to look at the pictures and tell you
w ha t they can see. Ask them to guess which countries
the pictures are from (England and Australia). Elicit
relevant vocabulary from the students, supplying new
w ords as necessary.
Suggested vocabulary:
crowds, rush hour, com m uters, train ,
station;
lake, yachts, parks, trees, skyline
Read o u t the instructions and p u t the
students in pairs to discuss the tw o
questions. Go round and listen; offer
p rom pts where necessary and your own
ideas i f you wish.
W hen they are ready, invite three o r fo u r
students to rep ort th eir ideas back to the
class and invite b rie f class discussions.
Note: the students w ill hear the C orrect’
answers in exercise 2, but all reasonable
ideas here are acceptable.
listening
(2.2) (1 0 mins)
Ask the students to listen w hile you play
the recording straight through. Were they
right? Play it again and discuss the 'co rre ct’
answers to la -c .
Listening scrip t 2.2, TG, page 132
4 4 )
(2.2) (10 mins)
D irect students’ a tte n tio n to the table on the
Ask them to read the labels fo r each row. Bef<
playing the recording again, tell students they
should listen specifically fo r in fo rm a tio n need
to com plete the table. Play the recording and
students tim e to fill in th e ir tables. Students t
com pare answers w ith those o f a partner.
Listening script 2.2, TG, page 132
(10 mins)
Explain to the students th a t they are going to
com plete an incom plete dialogue. They have
given the structure as a guide. As an example
a student to read o u t the firs t line o f d ia lo g s
supply an appropriate response, e.g. Well, 11\
that i t ?s a great chance to see somewhere new and e
What about you?
f
S p o a it t llt t T a l k i n g a b o u t i m p o r t a n t e v e n t s i n y o u r lif e
You are going to hear someone ta lk in g ab o u t e m igrating from England to Australia.
Look at the photograph s o f the place the speaker le ft and the place she moved to. Disc
these questions w ith a partner.
a How do you think the speaker felt when she heard th a t her fam ily was moving to Austra
b How different do you chink she found life in Australia?
C How has emigrating changed her life?
& (2.2) Listen and check the ideas you discussed w ith your pa rtn e r in exercise 1.
# 3 (2.2) Listen again. Fill in the table below w ith in fo rm a tio n a b o u t the speaker and her m#
abroad. Then, check your answers w ith your partner.
Age she le ft England
W here she moved to and why
Length o f intended stay/actual stay
O ccupation
Look at the incom plete m ini-dialogue below. Com plete it w ith a partner.
A W hat do you chink are the advancages o f moving abroad?
B W ell, I chink........................................................................................................ W hat about y
A I believe..................... ...................................................................................
B Do you th in k there are no disadvantages?
A Oh, yes. There are........................................................................................................
B OK. I agree / disagree........................................................................................................
~22~>)
 U nit 7. M igra tio n

b Remind students th a t they should tell th e ir friend 1/

W ritin g An e-mail
a b o u t w h a t happened to them , how they fe lt a b o u t it at

t (1 0 -1 5 mins)
a Ask the students to read the instructions carefully
the tim e and how they feel a b o u t it now. Remind them
th a t e-mails to friends usually use inform al language,
and a llo w tim e fo r them to th in k a b o u t w ha t they c Ask the students to loo k a t the Useful Language box. For
w ill w rite about. A llo w them to discuss ideas in vocabulary, the students should use the glossary, as well
pairs o r small groups. as vocabulary from the unit.
b Tell the students to make notes using the
Check
questions as a guide. Go round and make
suggestions i f necessary. ^ 4 (1 0 mins)

€ (1 0 mins)
a and b Students look a t the Useful Language box
a Ask the students to read th eir e-mails through
carefully, checking fo r spelling, g ram m ar and
and then practise giving th eir talks to a partner. Go p un ctua tio n. Go round and o ffe r help and suggestions
round and make suggestions where necessary, and where necessary.
encourage them to ask each o the r questions. b Tell them to read the e-mail o f the person sittin g
Finally, invite d ifferen t students to tell the whole
next to them . Encourage them to make com m ents and
class th e ir stories; encourage questions from the
suggestions. C ollect th e ir w o rk in and, i f there is tim e,
class.
ask one o r tw o students to read o u t th e ir e-mails to the
(2 0 mins) class.
a Using the notes taken from exercise 1 , and the
conversations from exercise 2, tell students to w rite
Q u o te
Ask the students w h a t they know a b o u t R obert
down a b rie f o utline o f a tw o-paragraph e-mail to
Louis Stevenson. Have they read any o f his
a friend.
w ritings? Read the quote to the class. Do they
Student s
agree w ith the author? W hy o r w hy not?
U n i t 2 M ig r a t io n Background: R obert Louis Stevenson (1850 -
1894) was a Scottish novelist, poet, essayist
I *r U o j A n e - m a il v, -*. »il j i and travel w riter. In 1867, he entered Edinburgh
You are g o in g t o ta lk a b o u t an event w h ic h changed y o u r life in som e way. University to study engineering, b u t changed to
a Choose the event you are going to ta lk about. It could be a m ajor change, like the speaker’s law. Instead o f practising law, he devoted him self
move to Australia, o r a m ore m inor event. Examples:
» Your firs t day a t school I Your firs t holiday
to w ritin g travel sketches, essays and sh ort stories
► Changing schools I An interesting journey fo r magazines. Stevenson became fam ous w ith
h M ake a few notes in answer to these questions.
1 W h o was involved? 2 W here were you?
the adventure story Treasure Island. A m ong his
3 H ow did you feel? 4 W h a t happened? o the r pop ular w orks are Kidnapped, The Strange
N o w w o rk in pairs. Case ofDr.Jekyll and Mr. Hyde and The Master
a Take turns to tell your story, referring to your notes and using some o f the phrases in the ofBallantrae. He is greatly adm ired by many
Useful Language box below.
b Ask each o ther questions to find o u t more in form ation. authors.
You are go in g to w rite an e-m ail t o a frie n d and tell them a b o u t the event you talked a b o u t
* in exercise 2. Lesson 9
a Using your notes from exercise 1, w rite a rough paragraph plan fo r your e-mail. You should
to w rite around 200-220 words. Workbook pages 14 -1 5 , Writing
0 Briefly describe the event, before telling your friend how you felt a b o u t it a t the tim e and Workbook answer key see - page 1 4 1
how you feel a b o u t it now.
C Use vocabulary both from the u n it and from the glossary a t the
end o f this book. Make sure th a t your friend knows h o w you
w ratetr rerhcmi-er
feel a b o u t what happened. Use the Useful Language box below to animaced, arduous,
help you describe the event, engage in, major, minor, O bjectives
D o n ’t forget th a t e-mails are usually w ritten inform ally. nervously, rent, reside,

Check
strenuous, Skills A t the end o f this lesson,
take a breather
students should be able
W hen you have finished w ritin g , check y o u r e-m a il carefully,
a Check spelling, gram m ar and punctuation.
to:
b Exchange e-mails w ith the person s ittin g next to you and make suggestions and com ments Reading • read a s to ry
to them.

us# f u l la n g u a g e W riting • w rite a d e s c rip tio n o f a

Describing past everts Remembering o post event sequence o f events
(Then) one day, I .. 1can remember it very clearly.
I was about to go in1o 1he garden to play football, when ... 1 remember thinking / feeling..
Two months / Ten minutes / Three days later, w e... I'll never lorget that day / how 1felt
The first Ihing lhat struck me was... thal day.
That was six years ago.

“ There are no foreign lands. I t is the traveller o n ly who is foreign.

R o b e r t L o u is S te v e n s o n

( 23
GE
MODULE 1: World issues

_ Unit 3 Human ualues

t Read

O bjectives
(2 0 -2 5 mins)
Skills: A t the end o f this pair o f lessons, students
Point students to the w ord map on the page and
should be able to:
explain the concept to them . The w ord map doe?
Reading .rea d an article on shared human values
n o t have to be detailed, though they can record
Speaking .ta lk a bo ut human rights and values
examples if they wish. Tell them to make th e ir ov
Topic • Our shared humanity
w ord map, com pleting it w ith ideas from th eir
Functions .describe
discussions in exercise 1 and th e ir own ideas. If
• give examples
you wish, students could make a large w ord maf
• give opinions
fo r you to display in the classroom.
• agree and disagree
(15 mins)
Vocabulary abuse (N ), a nth ro p o lo g ist (N ),
Read the question o u t loud to the class, then asl
apparent (A d j), a ttrib u te (N ),
them to read through the text individually. W hei
charitable (A d j), compassion (N ),
they have finished reading p u t them in pairs o r
discrim ination (N ), diversity (N ),
groups to discuss the question. W hen they are
em pathy (N ), ethnographer (N ),
ready, ask a student from each group to re p o rt
impulse (N ), incapable (A d j),
back to the class. Does everyone agree?
inevitable (A d j), legislation (N ), liberty (N )
m in o rity (N ), overview (N ),
tolerance (N ), universal (A d j),
value (N and V)
V
Hum an ualues
Student’s Book pages 24 and 25 G ra m m a r
Present active vocabulary needed fo r each Adverbs o f manner; I f conditionals type 0, type 1,
type 2 and type 3
activity.

Discuss

( 2 5 -3 0 mins)
a On the board w rite Human Values. Then,
d irect students to look a t the pictures in
the S tudent’s Book. Ask them to give th e ir
ideas a b o u t w h a t the photos show. Accept
any sensible answers.
(The picture on the left shows fan
emergency m e d ic a ljgam p e rfo rm ing
surgery, ^ h e picture on the rig h t shows Look at the pictures. W hat do yoflW iink is happening?
W hat do you understand by the term human values? How im portant are human values?
( old-fashioned w eighing scales th a t are
How do governments protect basic human rights? Give examples.
o ften used as the sym bol fo r justice.^ W hich human values are especially im portant in Islam?

b Put the students in to pairs o r small Read

groups and ask them to discuss w h a t Before reading, th in k o f as many hum an values and hum an rights as you can. Use the title
o f the u n it, the pictures illustrate d, and the tide and headings in the reading text to provide
is m eant by the term Human Values. ideas. Record y o u r ideas on a w o rd m ap, like the one shown below.
Go round and listen, p ro vid ing new
vocabulary and adding yo u r own ideas, i f
you like. Then, ask d iffe re n t students to
re p o rt th e ir ideas back to the class. A t this
p o in t, you could also ask students how the
p hotos relate to Human Values.
C and d Still in th e ir pairs o r groups,
students discuss the questions. Go round As you read the text on the o pp osite page th in k o f an answer to this question.
o ffe rin g help where necessary. Bring the W h a t d o you th in k is the m e rit o f id entifying universal hum an values?

class to gether and ask fo r th e ir ideas. Are

------- .th e re any ideas they all agree upon? j D
46)
i heck your understanding
Think and s p e a k Giving opinions; agreeing and
disagreeing
(1 5 mins)
Explain the task to the class and ask them to ^ ^ 3 (1 5 -2 0 mins)
answer the firs t question. (The answer is Freedom is
Put the students in to small groups and ask them to
not as straightforward as its name may imply.) Ask them
answer the questions. A fte r 10 m inutes bring the class
to com plete the task individually. Check answers
together. Go th ro ug h each question in tu rn and ask
as a class.
each g ro up to provide answers. Discuss any agreements
o r disagreements.

Lesson 3
Workbook pages 1 6 - 1 7 , Reading

Workbook answer key - see page 1 4 1

O bjectives

Skills A t the end o f this lesson,

students should be able
to:
Reading • read an a rtic le a b o u t
the K u w a it Red C rescent
Society
W riting • w rite a parag ra ph th a t
i describes the ideal Red
Crescent v o lu n te e r
U n it 3 H u m a n va lu es
Topic The Kuwait Red Crescent
Society
O u r S c a re d H uM arvih/
Despite the apparent diversity o f cultures throughout the world, some ethnographers and Functions • ju s tify answers
anthropologists have set out to establish a set o f universal human values. They believe that almost all
cultures, from the simplest to the most complex, share several basic traits and values. Here is a brief
overview of some of their findings, Vocabulary a fte rm a th (N ), d e p lo y (V ),
C om passion e th n ic ity (N ),
5 The first value they identified was compassion and empathy. Caring for those worse off than ourselves,
or those incapable o f looking after themselves, such as the hungry, poor, elderly or very young, is a h a rdsh ip (N ),
human attribute we can find in almost every society. The ways in which this behaviour is expressed
range from looking after the sick to donating a portion of one's earnings to charitable causes.
v o lu n ta ry (A d j)
Freedom vulnerable (A d j)
Human freedom is another value that most societies seem to value. However, freedom is not as
io straightforward as its name may imply. Freedom does not mean simply acting as one wishes all the
time; in fact, such an action is the opposite of freedom. Most cultures perceive freedom as a balance
between individual freedoms and the needs of society as a whole, Society gives us many forms of
protection that we wouldn't otherwise have.
T olerance
Tolerance, or the acceptance of people different from ourselves, is another im portant human value.
15 Many countries have important legislation in place to protect minorities from abuse and discrimination.
This is simply the inevitable evolution of basic human impulses translated into laws.

C heck lam- tinders la n d in g

£ < 4 Find sentences th a t mean the sam e, o r im p ly the same, as the sentences given below.

Liberty is a more com plex idea than it may first appear.

W irate ho r a t ie m W
Being protective o f people w ho are in need o f help is a
widespread human tra it. abuse, anthropologist,
C individuals sacrifice some o f their freedoms to gain the apparent, attribute,
protection afforded to them by society. charitable, compassion,
d discrimination, diversity,
Some specialists m aintain th a t all cultures share a set o f
empathy, ethnographer,
com m on values.
impulse, incapable,
Think — l G iv in g o p in io n s ; a g re e in g and d is a g re e in g inevitable, legislation,
liberty, minority, overview.

c Do you agree th a t the values mentioned in the article are

universal ones? W hy o r w hy not?
tolerance, universal, valui

In w hat ways does Islam teach us im p o rta n t human values? Give examples.
In y our op in io n , are these statements True (T) o r False (F)? Justify your answers.
1 Cultures share several basic tra its and values. □
2 Freedom means doing whatever you w a nt to do. □
3 A ll countries lack legislation to protect minorities. □

Qs
 O bjectives
Skills: A t the end o f this pair o f lessons, students
should be able to:
Gram m ar . use adverbs o f manner
• use //c o n d itio n a ls type 0, type 1, type 2 and
type 3
Topic . Human rights and values
Functions .ta lk a b o u t possibilities
Vocabulary aggressive (A d j), com passionately (Adv),
cry over sp ilt m ilk (id io m ), enfranchisement
(N ), extravagant (A d j), frail (A d j),
over a barrel (id io m ), over the hill (id io m ),
over the to p (id io m ), suffrage (N ),
tide someone over (id io m )
Student’s Book pages 26 and 27
Present active vocabulary needed fo r each activity.
'r a m m a r * Adverbs o f manner
(1 5 mins)
^ .
First, check the students all understand w h a t is m eant
by an adverb o f m anner (An adverb o f
m anner shows how som ething is done.) t u c le n t s B o o k p a g e
Explain to students th a t they w ill be
changing adjectives to adverbs. Illustrate
the p o in t w ith a few examples, e.g., happy — Grammar
■ A d v e rb s o f m a n n e r G ram m ar reference page 123
happily - regretful - regretfully
Then ask students to com plete the firs t
question. (The child was behaving badly.)
Tell students to com plete the exercise
individually.
^ (1 0 mins)
^ D ire ct students’ a tte n tio n to the example.
Tell students they may need to change the
w o rd o rd e r to make correct sentences.
Students com plete the exercise individually.
Go round and o ffe r help where necessary.
Bring the class to ge th er to check answers.
• //conditionals type 0, type 1, type 2
and type 3
(1 5 -2 0 mins)
Ask students to provide examples o f the
fo u r co nd itio na ls. Then, tell them they have
to m atch the beginnings o f the sentences
w ith the correct endings. Read the firs t
sentence beginning ( I f I had studied harder)
and ask students to provide the correct
ending (/ would have passed the test).
Then, ask students to com plete the exercise
individually. A fte r a few m inutes bring
students together. Ask a few students to
read o u t th e ir answers. Check answers as a
class.
48_)
(1 5 -2 0 mins)
a Read the firs t sentence fro m exercise 3. Ask
students which type it is (type 3). In pairs,
students then go th ro ug h the sentences fro m
exercise 3 discussing w hich they th in k are type 0,
type 1, type 2 and type 3. Check answers as a class
and discuss any disagreements.
b Ask students to w rite a sentence fo r each type,
w o rk in g individually. Check answers as a class.
Extension
I f you have tim e, ask students to w rite a few
m ore //sentences in each tense. Ask them to
illu strate th e ir sentences and tu rn th e ir w o rk into
classroom display.
Change the in correct adjectives in to app ro p ria te adverbs o f m anner so th a t the sentences
make sense.
a The child was behaving very bad.
b The dog was barking aggressive a t the children playing noisy.
C His car drove sm ooth after the mechanic fixed his engine,
d You can’t talk loud in the library. Tha t would be behaving unacceptable.
Rew rite these se n te n c e s b y re p la c in g the b o ld p a rts w ith an a p p ro p ria te a d ve rb o f m ann er.
Y o u will need to c h a n g e n o u n s to adjectives.
People in need should be treated with compassion.
People in need should be treated compassionately.
a ‘D on’t run so fast,’ the teacher shouted w ith anger
b New born babies should be held w ith care
C The play was very sad. The final scene ended in a tragic manner
d My new shoes are a very com fortable fit.
€ M y mum is a fantastic cook. She creates culinary delights like a master
• I f c o n d itio n a ls ty p e 0, ty p e I , ty p e 1 and ty p e 3 G ram m ar reference page 123
M a t c h the //clauses o n the left w ith the m a in c la u se s o n th e rig h t to fo rm m e a n in g fu l
sentences.
a If I had studied harder 1 we w o n 't have any food to eat.
b I f you w a nt the teacher’s help 2 raise your hand-
C I f we played tennis 3 he’ll pass his exams easily,
d I f we had gone shopping 4 I w ould lose,
c I f we do n ’t go shopping 5 we would have food to eat.
f I f Turki works hard 6 I w ould have passed the test.
3 Identify w hich o f the sentences in exercise 3 are type 0, type 1, type 2 and type 3.
b W rite a sentence o f y o u r own fo r each type.
type 0 : ................................. ........ ........ .................................— ----------------------------------------------------
type 1 :------------------- ........................................ .................................. --------------------------------- ---------
type 2 : .............................................................................................. .................................— ---------------
type 3 : .......... ......... ................ .................................................................. ..................................... -........
26 )
0c a b llla ry Human rights and values

c (1 0 -1 5 mins)
Explain to students that many words in English
words from exercise 1 with similar words from the box.
Ask a student to match lib e rty with the correct word
(freedom). Students then match the words in pairs.
After a few minutes, bring the class together and ask
have multiple meanings. However, it is always
possible to work out the meaning of the word students to explain any differences in meaning between
from its context. Explain in context (considering the words in exercise 1 and those in exercise 2. Ask
something in relation to its surrounding words and students to explain their answers.
circumstances). Explain that each o f the words in
If there is time, check students’ understanding by
this exercise has been given two meanings. The
asking them to provide brief sentences using the words
students’ task is to look at the definitions and
from exercise 1 and 2.
work out which is the most suitable definition in
the context of the unit. Read the first word and Idioms with over
its two possible definitions and ask students to
(1 5 -2 0 mins)
identify which defintion is more appropriate in
Read out the first sentence in full and ask the class to
relation to human values ( a2 ).
provide the correct idiom in the correct form
Then, in pairs, students go through the other pairs
(...crying over s p ilt m ilk). Students work in pairs, reading
of definitions, choosing the more appropriate one.
the sentences to each other and providing the correct
If there are any disagreements, ask students to
idiom to replace the words in bold. Go round offering
explain why.
help where necessary. Then, bring the class together to
(1 5 mins) check answers. Discuss any disagreements.
Tell students they are going to match the correct If there is time, ask students to write new sentences
using the idioms they have just learnt. Ask a few
Stude nt s B o o K page
students to read them to the class. The class
decide if they have used the idioms correctly. If
U n it3 H u m a n va lu es
you like, have a class vote on the best sentences.
Vocabulary H u m a n rig h ts and values
Lesson 6
^ Choose the a p p ro p ria te d e fin itio n fo r each o f these w ords. The corre ct d e fin itio n should be
related to the u n it title Human values.
Workbook pages I B - I S , Language practice

3 liberty Workbook answer key - see pages

1 tim e o f leave granted to an employee
1 4 1 -1 4 2
2 to be free to choose one’s own view in life w ith out oppressive restriction from others
b e m pa th y
1 the ability to understand and share the feelings o f others 1 O bjectives
2 to feel pity or sorrow for someone else’s problems
C fu nd am en ta l ■ Skills A t the end o f this lesson,
1 som ething o f central im portance to an idea
2 something simpie or obvious students should be able
d c o m p a s sio n to:
1 an understanding concern felt for the sufferings and misfortunes o f others
2 generously giving to those in need 1 Gram m ar • use conditionals
e su ffrage
1 the right to vote in political elections
• use adverbs o f manner
2 a con tin u o u s state o f suffering

Match the w ords fro m exercise 1 w ith sim ilar w ords fro m the lis t below. Explain w ith a
partner the differences, i f there are any, in meaning.

Replace the bold parts o f these sentences w ith th e corre ct id io m fro m the box. M ake sure
the id io m s are in the corre ct tense.

over the hill over the top tide (someone) over

over a barrel turn over a new leaf
)
cry oi <• spilt milk

a He didn’t get the results he wanted, but we told him there was no use c o m p la in in g a b o u t
so m e th in g tha t c o u ld n ’t be cha ng ed now.
b By the time we had realised o u r mistakes, the opp ositio n already had us in a difficult
position.
c W h ilst it w as a great goal, the footballers’ celebration w as
really u n n e c e ssa r y a n d e xtra v a g a n t.
W * ...................
»rds te rmiemlur
d I asked my boss fo r an advance on my salary to
t e m p o ra r ily s u p p o r t m e till payday, aggressive, compassionately,
cry over spilt milk,
e He apologised for his previous behaviour and said that he
enfranchisement,
w as w orkin g hard to c h a n g e his life fo r the better, extravagant, frail,
f A lthough som e people thought he was o ld a n d frail, he over a barrel, over the hill, '
told us he felt as energetic a s when he had been a young over the top, suffrage,
man, tide someone over

O bjectives
Skills: A t the end o f this pair o f lessons, students
should be able to:
Reading • read a newsletter
Listening • listen to a charity radio advert
Speaking • present a radio advert
W riting .write a newsletter
Topic • A humanitarian appeal
Functions • plan
• ask for help
• persuade
• present information
Vocabulary alleviate (V), appeal (N ), avert (V),
campaign (N ), commitment (N ), dire (Adj),
donate (V), extensive (Adj), humanitarian (Adj),
in leaps and bounds (Exp),
underprivileged (Adj)
Student’s book pages 28 and 29
Present active vocabulary needed for each activity.
Speaking A humanitarian appeal
Listen
#1 (3.1) ( 1 5 mins)
Explain to students that they are going to
hear a radio broadcast by a charity asking
for donations. Ask a student to read the
questions to the class. Remind students
that they should listen for the information
requested in the questions.
Play the recording once through and ask
students to provide answers. If they are
struggling, or if there are disagreements,
play the recording through again for
students to check their answers.
Listening scrip t 3.1, TG, page 132
^ (1 0 mins)
Put students in pairs or small groups.
Explain that they are going to produce
their own radio broadcast. First, however,
they need to decide what the appeal will be
about. In their pairs students discuss what
they want to talk about. Explain that they
will be producing their adverts individually,
but that this group work will give them
the opportunity to discuss ideas and
gather other people’s opinions. Make sure
students discuss all three bullet points.
Planning
(1 0 mins)
Having talked to other students about
their plans students begin to plan their
broadcasts individually. Remind them to
take into account the opinions of the other
students, as these students are their 'target
audience’.
50
Speak
(1 0 -1 5 mins)
Put students back into their pairs or groups and
tell them to read the questions. Explain that
they are going to perform their adverts to each
other and should use the questions to evaluate
each other’s performances. Allow students a few
minutes to discuss each others’ adverts. If there is
time, ask a few students to perform their advert to
the class. The class can then discuss these adverts
and decide whose is best.
Q u o te
Draw students’ attention to the Quote box. Ask
them to paraphrase it in their own words. Do
they agree with the quote’s message, that through
aiding others we also aid ourselves?
Thomas Browne (1605 - 1682) was an English
author who wrote on many diverse subjects
including philosophy, medicine, morality and
science. His writings show a deep interest in the
natural world and man’s place within it. He was
one of the earliest writers to embrace the new
scientific methodology.
Stud e nt s Book page
S p e a k b t f A h u m a n it a r ia n a p p e a l
U S tM
#1 (3.i) Listen to a ra d io advert fo r a charity. As you listen to the
advert, answer the fo llo w in g questions.
3 The purpose o f the advert is to ...
1 give inform ation about struggling people woridwide.
2 highlight the w ork the charity is doing.
3 raise money fo r a hum anitarian appeal,
b The speaker uses extreme contrasts to ...
1 highlight the small sacrifices donations w ould involve.
2 com plain about how expensive the modern world has
become.
3 provide inform ation on fundraising events.
Prepare to present yo u r ow n ra d io broadcast asking fo r d on a tio n s to a charitable appeal.
The charitable appeal can be real o r fic titio u s . T hink a b o u t the follow ing:
• W hat the appeal is concerned wich (hunger, disease, poverty, disaster victims)
• The name o f the appeal
• W hat you are asking people to do (send money, donate clothing, organise events)
W rite a b rie f plan o f w h a t you are going to say in note fo rm . M ake sure to use some o f the
devices and techniques you identified in exercise 1.
Speak
^ Perform y o u r ra d io broadca st to y o u r pa rtn e r and then let them perform to you. As they
read th e ir ra d io broadcast, ask yourself the fo llo w in g questions.
Is their advert s message effective? Does ic create interest in the appeal?
Does it give necessary inform ation about how you can help?
Is there anything missing in the advert?
USEFUL LANGUAGE
Asking for help F^ersuoding
We desperately need your help How would you feel if ?
Small changes in your Me Just think whal would happen 1
The things we take lor granted Surely if is unacceptable I r f
You con realty help / moke a difference by Wilh only KWD TO. you could
For the price of you con For (he cost of you could
Have you heard ol the conditions in GrventhcH you should
You con help averl a humonctonon tragedy
Just a few KW0 will
8y compassion we make others' misery our ow n, and s
Quote" we relieve ourselves also. **__________________________
Thomas Browne
JL)
 : (2 0 mins)
W r itin g A newsletter
Still in their small groups, students plan and write a
^ (1 5 mins)
newsletter. They can use the radio broadcasts from
page 28 as guidance, but combine all of their appeals
Explain newsletters to the students. Do they ever
into one larger appeal. If you wish, students could
receive newsletters? If so, who from? Instruct
each write a paragraph about their appeal, copying
students to read the newsletters. Explain that each
the style of the newsletter in the Student’s Book.
paragraph should have a heading, taken from the
Remind students that the newsletter should provide
list above the newsletter. Ask students if they can
information, rather than simply ask for donations.
match a heading with paragraph A (Improving
Make sure students check their letters thoroughly for
sanitation). Then, give students time to match the
spelling and grammatical errors. If there is time, ask a
other paragraphs with the headings.
few groups to read their newsletters to the class. Ask
£ (20 mins) the class to provide feedback.
Put the students in small groups to discuss the
Extension
questions. If you wish, you could provide extra
questions for guidance, e.g. Is the newsletter formal Ask students to exchange newsletters with other groups
or informal? Is the language emotive? Why is each for comment and feedback. Students then produce
campaign named? large versions of their newsletters for display, taking
into account the views and opinions o f the other
Go round and offer help where necessary. Then, groups.
bring the class together to share ideas.
Lesson 9
Workbook pages SO-S1, Reading
Stude nt s B o o k p a g e Workbook answer key - see page 1 4 2

O bjectives
Unit 3 H u m a n values
Skills A t the end o f this lesson,
You are going to produce a radio appeal th a t
A n e w s le tte r w ill be used as p a rt o f an advertising cam paign
students should be able
^ This is a new sletter fo r an English charity
asking fo r do n a tio n s fo r a hum anita rian project. to:
organisation. Charities use such letters to Reading • read an advert asking for
keep their m embers u p-to-d ate w ith projects and events. w< 'onJfi to remember
volunteers for the KRCS
Read the new sletter and m atch the paragraphs w ith the correct alleviate, appeal, avert,
headings. There are m ore headings than you need. campaign, commitment,
dire, donate, extensive, W riting • write an advert asking for
Progress made in Africa Im proving sanitation humanitarian, in
Full stomachs, sm iling faces W h a t s till needs to be done? leaps and bounds,
volunteers
N atural disasters Providing hospitals w orldw ide underprivileged
W h a t still needs to be done Functions • justly
D e ar M r Abdulham eed, • persuade
A ____________________
Thanks to the incredible response to our Campaign for Clean Water we’ve now successfully provided
clean water to over 500 villages and towns, supplying over 15,000 people with safe drinking water. This
campaign saw the construction o f wells and pumps, combined with an educational programme about Preparation for the project
the importance o f making water safe for consumption.
Tell the students they will be working on a
Our Fair Treatment projects have come along in leaps and bounds this quarter, An unprecedented
contribution from the public helped us raise over £5 million for the construction o f state-of-the-art project called Producing a set o f recommendations
hospitals in underprivileged areas worldwide. Construction has already begun on four sices, through
which the health care o f entire regions will be revolutionised. at the end of the module. Explain that they will
be making recommendations about protecting
The Halt Hunger campaign continued to make gains this year, with an increase in donations following
an extensive television appeal. This has allowed us to distribute food and aid to over 3 m illion people in human rights and values. In pairs, students
the most dire conditions. The distribution o f food alleviates many problems other than simple hunger.
Halting hunger allows the poor to provide for their families, defends bodies against illness and puts a discuss what human rights are, methods to
smile on children’s faces.
protect them and any human rights which they
W hilst the progress made this quarter has been encouraging, there is still a huge am ount o f work to
believe are threatened. Tell them to look in
be done. Every five seconds a child dies from lack o f nutrition. More than one in eight people have no books, magazines, on the Internet, etc., and
access to clean water. Over 1/6 o f the world’s population struggle simply to exist. We simply cannot
stress enough the need for your continued support and contributions. to collect any interesting articles or ideas they
Thank you for taking the time to read our newsletter. We really do appreciate the commitment you
make to our projects. W ithout your support we would be unable to positively affect the lives o f so many. would like to use. Ask them to bring this material
Together, we can make this world a fairer place.
Thank you again. to the next lesson.
Jack Jones
(Press manager)

Discuss the le tte r in sm all groups. W h a t techniques does the w rite r use? W h a t are the
benefits o f producing a charity new sletter fo r members?

\ N ow , in sm all groups, plan and w rite a new sletter to be sent to people w ho donated to
y our radio advert. You can com bine each other's adverts under one charity. Take the
fo llo w in g po in ts in to account:
I The newsletter should m ention successes your charity has made.
I It should be linked to y o u r radio advert b u t should n £ i repeat all the in fo rm a tio n .

f 29
 Focus on
Student’s Book page 30
The Foreign Diplomatic Institute
Pre-reading (5 mins)
Point to the photo. Ask students w ha t the p hoto
shows. H ow does it relate to the reading title? Ask some
general questions to guide them to the to p ic o f the text:
The Foreign Diplom atic Institute.
Reading Comprehension (15 mins)
Students read the text silently.
Ask students some questions to check th e ir
comprehension and to lead them into discussion. The
fo llo w in g are suggestions:
1 W h a t are the purposes o f the Foreign D iplom a tic
Institute? Are there any not m entioned in
Stude nt s B o o k pa ge
the text?
2 W hy has the FDI recently been
established? Give o pinions and
ju stifica tio n s.
3 W h a t kind o f person w ould make a
successful d ip lom at? Explain.
Point to any vocabulary you th in k the
students may find new or d ifficu lt. Try to
lead them to guess meaning from context.
For example, myriad in line 17 can be
guessed from the content o f the sentence.
Point to useful o r unusual expressions, e.g.
diplom ats-intraining.
Compound words (2 0 mins)
Read the note on com pound w ords w ith the
class, then ask students fo r an example o f a
com pound w ord from the first paragraph.
Then they find more examples in the text,
w orking in pairs. Check answers as a class.
Students answer b individually. Ask a few
students to read th eir sentences to the class.
Ask students to answer question 2
individually. Check answers as a class.
Focus on
The Foreign Diplomatic Institute
Kuwait has always Deen a country keen to promote its diplomatic ties and
relationships with other far-flung places. Tne Kuwait Foreign Diplomatic
Institute is just the latest in a long line of moves made by tne Kuwaiti
government to extend the hand of friendship to other countries.
5 ally
O fficial I' opened by His Highness Sheikh Sabah Al-Ahmed Al-Jaber Al-Sabah in December of 2008, the
Foreign;n Diplomatic
_ Institute w ill prepare and train future Kuwait diplomats for deployment throughout
the globe.
The centre is to be run by Ambassador Abdulaziz Al-Sharikh. Ambassador Al-Sharikh is a successful
diplomat who has worked in Australia, Brussels, Germany and Japan. W ith his guidance and experience
10 Kuwait can be sure of having a generation of well-trainea, competent and enthusiastic diplomats
representing them throughout tne globe.
The Foreign Diplomatic Institute has three main aims. Firstly, the institute is a training institute, its
objective is such that the staff of the institute w ill be responsible for training all of Kuwait's diplomatic
staff, both old and new. Newer recruits w ill obtain the entirety of their training from the institute,
15 receiving twelve months of training whilst in Kuwait, and a further six months whilst on foreign soil. Old
staff, on the other hand, w ill use the institute to update and reinforce their knowledge and skills, through
refresher courses and access to a myriad of professional training programmes.
Secondly, the institute w ill function as a government think-tank, conducting research on foreign policy
that may ultimately influence many important decisions taken by the government. Whilst the research
20 undertaken w ill mainly be used by officials and dignitaries there is also the hope that some of the work
undertaken may be published.
The third and final aim of the institute is the organisation of international seminars, conferences,
workshops and meetings w ith relevance to Kuwaiti foreign policy. Speakers from other countries w ill
also be invited to give talks. For example, the American Ambassador gave a talk in which she discussed
25 the impact of America's presidential election upon its relations with G ulf countries.
Ambassador Al-Sharikh says one of the most important lessons the diplomats-in-training w ill learn is
media relations. As he himself says, diplomats '...can never escape media... If they don't know how to
deal with the media, they w ill have lots of problems.'
So, what kind of person does it take to become a successful diplomat? Currently, the institute has 46
30 trainees, all of whom are university graduates. Most of them studied in the Faculty of Law or the Faculty
of Political Science at Kuwait University, but there are other disciplines represented, for example English
Language. However, the main criteria for success as a diplomat are confidence, friendliness and, most
importantly, willingness to work very, very hard.
C o m p o u n d w ords
A com pound word, such as well-trained, is formed when two words are joined, sometimes with a
hyphen, to make a new word. When the tw o words are put together, the meaning o f the new
word has to contain elements o f both,
a Find examples in the text.
bGive three other examples o f your own.
M atch w ords fro m colum n A w ith w ords fro m colum n B to fo rm com poun d words:
A 1 bitter B a aged .
2 rail b way .
3 fo o t c light .
high . d sweet .
m id d le . e ball .
 a and b Still in pairs o r small groups, students look a t the
educing a set o f recom m endations photographs on the page as well as any resources you may
choose to provide and discuss the state o f hum an rights
-te n t's Book pages 31 and 32 across the globe. Ask them to make notes as shown. W hile
M die class they are going to produce a set o f they are ta lkin g, w rite the tw o headings on the board,
e m e n d a tio n s fo r p ro tectin g hum an values, and then go round and listen to th eir discussions, supplying
they w ill be presenting th e ir recom m endations to vocabulary and o ffe ring ideas i f necessary.
T-e class. W hen they are ready, ask d iffe re n t students to come to the
board to w rite notes under the a p p ro priate headings.
Sc-dents can access these websites to obtain
-ore information: Some ideas:
UNfoundation.org Current problems - u n fa ir im prisonm ent; starvation;
www.hrw.org disease •

s ■ I Assessing the current situation

Proposals and solutions - governm ent intervention; food
aid; w o rld w id e im m unisation
(2 0 -2 5 mins)

read o u t the task. Put the students in pairs o r Stage 2 Reading and discussing (20-25 mins)
5?"all groups to discuss some in itia l ideas.
3 Ask the students to read the letter on page 32. Ask
them to make a note o f any d iffic u lt w ords, and
explain them to the class when they have all
finished reading.
Read o u t the question and ask the class to tell
you w hich issues are com plained a b o u t in the
letter.
b In sm all groups, students loo k a t the table on
page 31 again and decide the benefits o f raising
awareness o f h um anitarian issues. Go round and
a Discuss the State o f human rights in the w orld. The photographs on this page w ill give you
make suggestions i f necessary.
some ideas. You may also use other resources, such as newspapers, magazine clippings, etc
b Make notes under these headings: Ask the groups to share ideas and have a b rie f
Current problems Proposals and solutions class discussion. W rite key points on the board.
p u p i
B

2 Reading and discussing

a Read this letter which someone has w ritten to an English newspaper. W hich o f these
hum anitarian issues does the w riter com plain about?
I W ar » Free speech
I Starvation » Medical aid
I Unfair im prisonment I Natural disasters

(2L_7
 M odule 1 Progress Test
Stage 3 Agreeing on recommendations Workbook pages SS-SS

(25-30 mins) Workbook answer key - see page 1 4 2

3and b In pairs, students prepare a list and discuss w Extra listening page 1 3 6
how hum an rights could be protected. M ake sure they
note dow n th e ir ideas.
C Refer the students to the letter again and then ask
them to w rite th e ir recom m endations, in pairs o r
individually. Go round and make corrections and
suggestions as necessary.

Stage 4 Presenting recommendations

(1 5 mins)
d The students take turns to read o u t th e ir
recom m endations to the class. Encourage questions
and com m ent from the class.
b Finally, have a class vote fo r the best set o f
recom m endations.
If you have a recording device, the students could then
record th e ir presentations.

Dear Sir / Madam,

I th in k w e all need to d o m ore to prote ct h u m a n rights t h ro u g h o u t
the w orld. T h e a b u se s suffered b y people, e specially in con flict-ridde n
areas, are disgraceful. T h e inte rna tiona l c o m m u n ity ca n n o lo n g e r
sta n d by a n d w a tc h a s h u m a n rights are neglected a n d pe op le starve.

W h ils t l believe that w a r a n d con flict claim m a n y lives I am m o s t

con ce rn e d a b o u t less d ra m a tic p ro b le m s, w h ic h are often less o b v io u s
a n d less se n sa tio n a lise d in the news. Currently, there are m a n y pe op le
t h ro u g h o u t the w o rld w h o have n o access to clean w ater, n o h o u s in g
a n d interm ittent fo o d supplies. If everyone in d eveloped c o u n trie s were
to d o n a te a sm all a m o u n t o f their e a rn in gs to ch arita b le ca use s then
the w o rld w o u ld be a m u c h fairer place. N o t o n ly this, but the w o rld
w o u ld be a safer place, a s less pe op le w o u ld be driven to extreme
a c tio n s b y their dire circum stance s. W e need a p u b lic c a m p a ig n to raise
a w are n e ss o f the pligh t o f the w o r ld ’s p o o re st pe op le a n d to increase
ch arita b le actions.

M a n y thanks
W a le e d

b W hat reasons are there for increasing awareness o f humanitarian issues?

Stags 3 A g re e in g on re c o m m e n d a tio n s

a List five ways in which human rights could be protected and maintained,
b Discuss ideas th a t m ight help with this improvement.
C W rite a recommendation fo r each o f the five aspects.

Stags 4 Presenting re c o m m e n d a tio n s

a Pairs o r groups take turns to present their recommendations to the rest o f the class. Be
ready to explain how your ideas would affect people in Kuwait,
b Now have a class vote on the best set o f recommendations.

~ T R Y T H E S E W E B S IT E S F O R I N F O R M A T I O N :
 Student's B oo k Answ er Key
Module 1
H U nit 1, page 12, exercise 1 U nit 1, page 16, exercise 2
(Students’ own answers)' a paragraph 4
b paragraph 3
U nit 1, page 12, exercise 2
• a 9 b 5 c 6 d 1 e3 f8
c paragraph 2
d paragraph 1
M , g4 h2 i7
U nit 2, page 18, exercise 2 L\. 2.
Unit 1, page 12, exercise 4 a 4 b 5 c 7 d 6 e3 f2 g1
a theft; murder b 4,000 years ago
U nit 2, page 18, exercise 3
c governments d family law
A Economic necessity B Economic boom
Unit 1, page 13, exercise 5
a 2 b2 c 1
C conflict
Unit 2, page 19, exercise 4 (suggested answers)
Unit 1, page 13, exercise 6
aT: Crimes such as murder and theft Text Nationality Place they Reasons for
migrated to migration
have been considered crimes almost
everywhere. A Irish U nited States S o m e fo r e co n o m ic
b F: A basic principle o f most systems of o f A m erica benefit.
law is that someone is innocent O th e rs to escape
unless proven guilty, starvation a n d seek a

c F: Hammurabi’s code consisted of better life.

282 laws. B E u rop ea n Kuw ait Kuw ait needed skilled

workers.
d F: Governments make laws. The police and
W o rk e rs cam e seeking
judges enforce them.
better life a n d high
Unit 1, page 13, exercise 7 sta n d a rd o f living.
(Students’ own answers) C S p a n ish France, T h e effects o f war,
Unit 1, page 14, exercise 1 Britain and especially the killing o f
The first sentences describe a complete action. the U nited civilians
The second sentences describe a continuous action. States o f
A m erica
Unit 1, page 14, exercise 3
a Instead o f...
U nit 2, page 19, exercise 5
b In comparison with ...
a the farmers
c On the other hand ... b Irish emigrants
Unit 1, page 14, exercise 4 c skilled workers
a The career choice of a son compared with that of d the emigrant workers
his father. U nit 2, page 19, exercise 6
b The stress suffered by those who practise a legal (Students’ own answers)
profession compared with those who do not.
Unit 2, page 2 0, exercise 1
c A lawyer’s salary in comparison to a policeman’s
a had visited
wages.
b had eaten
Unit 1, page 14, exercise 5 c had finished / had started
(Students’ own answers) d left
Unit 1, page 15, exercise 1 U nit 2, page 2 0, exercise 2
a1 a public official...
a1 A quarter o f the population o f Ireland emigrated in
a2 to form an opinion ... 1854.
b1 the punishment imposed on a criminal ... a2 A quarter o f the population of Ireland emigrated in the
b2 a group o f words ... years leading up to 1854.
c1 a defendant’s representative ... b1 Irish people emigrated whilst lots of them were dying
c2 the action by which something resists attack from starvation.
d1 a legal dispute, to be settled ... b2 Irish people emigrated after lots o f them had died
d 2 a container in which clothes ... from starvation.
e1 o f short duration
U nit 2, page 2 0, exercise 3
e2 a written summary o f the legal points ...
1 hit 2 lasted / had lasted 3 was
Unit 1, page 15, exercise 3
4 had been obliterated 5 had become
a violent
6 showed 7 had split 8 had moved
b chaotic / legal
9 killed / had killed 10 injured / had injured
c innocent / guilty
55
 A nsw er k<
Unit 2, page 20, exercise 4 (suggested answers)
c The final scene ended tragically,
a He’d never flown before,
d My new shoes fit very comfortably,
b She’d failed twice,
e She creates culinary delights masterfully.
c He hadn’t seen him for ten years,
Unit 3, page 26, exercise 3
d He’d worked late the night before,
a 6
e She’d passed her exams,
b 2
f He’d switched his phone off.
c 4
U nit 2, page 21, exercise 1
d 5
a uncomfortable b impatient c unfit
e 1
d unhappy / displeased
f 3
U nit 2, page 21, exercise 2
U nit 3, page 2 6, exercise 4
a celebrating / unexpectedly b unfairly c desirable
type 0: b
d miserable / unlikely e wonderful / peaceful
type 1 : e, f
Unit 2, page 21, exercise 3 type 2: c
a earnings type 3: a, d
b destruction
Unit 3, page 26, exercise 4b
c disastrous
(Students’ own answers)
d majority
Unit 3, page 27, exercise 1
e activity
a2 b 1 c 1 d 1 e 1
f civilians
g permanently Unit 3, page 2 7, exercise 2 (suggested answers)
liberty; freedom (liberty is the state of being free
Unit 2, page 21, exercise 4
within society; freedom is the state of being
a Ireland b live c visited d started
independent)
Unit 2, page 22, exercise 2
empathy; sympathy (empathy is the ability to
1aShe was excited.
understand peoples’ problems; sympathy is feeling
IbThere was more open space, more opportunity to
pity for those problems)
swim, and she did better at school.
fundamental; basic (fundamental is something of
1c She is now studying to become a doctor and loves the
central importance to an idea; basic is something
Australian lifestyle.
simple)
Unit 2, page 22, exercise 3 compassion; charity (compassion is a concern for
Age she left England 12 others’ suffering; charity is giving aid to alleviate
W here she moved to and why Perth, Australia: fa th e r was suffering)
offered a jo b there suffrage; enfranchisement (mean the same)
Intended length o f stay / actual 3 years (possibly longer) / 6 U nit 3, page 2 7, exercise 3
stay years a crying over spilt milk
Occupation Student d o c to r b over a barrel
c over the top
Unit 2, page 22, exercise 4 d tide me over
(Students’ own answers) e turn over a new leaf
Unit 3, page 25, exercise 4 > f over the hill
IT freedom is not as straightforward as its name may Unit 3, page 28, exercise 1 (suggested answers)
imply. a 3
b Caring for those worse o ff than ourselves ... is a human b 1
attribute we find in almost every society, U nit 3, page 29, exercise 1 (suggested answers)
c Society gives us many forms o f protection that we A Improving sanitation
wouldn’t otherwise have ... B Providing hospitals worldwide
d ... some ethnographers and anthropologists have set C Full stomachs, smiling faces
out to establish a set o f universal human values. D W hat still needs to be done?
Unit 3, page 25, exercise 5 Unit 3, page 29, exercise 2
(Students’ own answers) (Students’ own answers)
Unit 3, page 26, exercise 1
a very badly.
b barking aggressively at the children playing noisily,
c drove smoothly ...
d talk loudly ... behaving unacceptably.
Unit 3, page 26, exercise 2
a the teacher shouted angrily,
b should be held carefully.
56 J
 M o d u le 2 Natural world

Student’s Book page 33
Opener ( 5 - 1 0 mins)
Tell students th a t this page shows them w h a t they w ill
De doing in the second m odule. Ask them to read the
title ( N atural world) and look at the pictures.
Put them in pairs and ask each o f them to choose one
picture. A llo w five m inutes fo r them to w rite tw o o r three
questions a b o u t the picture they have chosen. W hen they
are ready, invite students to share th e ir questions w ith
the class and see i f anyone can answer them . W rite good
questions and answers on the board.

Put them in pairs and ask

them to look at the five titles
and note dow n th e ir ideas fo r

M odule 2 N atural world each one. Go round and o ffe r

help p ro m p ts if necessary.

When they are ready, read o u t

each title in turn and invite
d iffe re n t students to share
th eir ideas w ith the class.
I f students have th o u g h t o f
the desert, encourage one
o r tw o o f them to give some
in fo rm a tio n they know a bo ut
the desert.

Unit 5: Precious resources

Do you recycle?
I f any students say th a t they
care fo r the environm ent, ask
,e *=arth at risk if they are pro tectin g it in any
save our planet?
way (e.g. not littering, planting
trees, etc.).

Project 2
flet on environmental
issues

» listen to a talk and a description » express opinion / make decisions

Outcomes
Y o u w ill b e a b le to :
► give explanations and experiences » present ideas and suggestions
* talk about cause and effect * write an account
► read for gist and detailed
information
\ 33

r$ 7
MODULE 2: Natural uuorld
Unit 4 The Earth at risk
M 22S E 3U M L
O bjectives
Skills: At the end of this pair of lessons, students
should be able to:
Reading #read an article a b o u t the spread o f the
desert
Speaking . ta lk a b o u t environm ental problems
Topic • The spread o f the desert
Functions • describe environm ental problems
• express o pinio n
Vocabulary clim ate (N ), desertification (N ), erode (V),
graze (V), harsh (A d j), increasingly (Adv),
kill o f f (PhV), overcultivate (V),
perm anently (Adv), precipitate (V),
productive (A d j), p ro p o rtio n (N ), soil (N ),
treacherous (A d j), unproductive (A d j),
wash away (PhV), w ild fire (N )
V
Student’s Book pages 34 and 35
Present active vocabulary needed fo r each
activity.
f
Discuss
^ (2 5 -3 5 mins)
A llo w tim e fo r students to look a t the
pictures. Ask them to suggest relevant
vocabulary and list good ideas on the
board (e.g. desert, sand, dry, rain, climate,
wind). Ask if anyone has ever been to a
desert; invite students to tell the class
a b o u t th e ir experiences.
Put students in pairs o r small groups to
discuss questions a-c. Go round and listen,
m aking suggestions where necessary. Then
invite d iffe re n t students to share th e ir ideas
w ith the class.
(15 mins)
Read o u t the firs t w ord (climate) and
ask students to m atch it w ith the correct
m eaning (2). Then p u t them in pairs to
com plete the task, using dictionaries o r the
glossary at the end o f the S tud en t’s Book
if necessary; encourage them to find the
w ords in the text.
Go round and o ffe r help where necessary,
then check th e ir answers.
Prepare students fo r the next question
by having them read the Factfile. Divide
the class into groups, and ask each group
w hich fa ct they fo un d the m ost interesting,
and w hich fa ct they fo un d the m ost
surprising. Encourage a class discussion,
58
helping students w ith any d iffic u lt vocabulary. Fee
free to share yo ur own opinions.
Read
(2 0 -2 5 mins)
^ First, p u t the students into pairs o r small groups.
Ask students to look at the title o f the article.
Students predict w h a t they m ig h t read in the
article. Ask them to note down th e ir ideas. Read
the question and explain to the class th a t they
have to read the article to discover the causes o f
the spread o f the desert. A llo w tim e fo r students
to read the article; go round and explain new
vocabulary, noting it down to check w ith the
w hole class later. W hen the class are ready, invite
th e ir ideas.
Stud e nt s B o o k p a g e
MODUie 2: N atural uuorld
The Earth at risk
G ra m m a r
Subordinate clauses of purpose and result
(in order to, because, to + infinitive, so that, to be the cause of,
with the result that, to lead to); prefixes
Ofetuito
Look at the pho tographs and discuss these questions,
a W hat kinds o f areas do these photos show? W hat differences can you see?
b How easy do you think life would be fo r people and animals living in areas <e these?
C W hat environmental problems are associated with these areas? W hat are the causes o f these
problems?
These w ords are from the article opposite. M atch each w o rd w ith its correct meaning. Use
a d ic tio n a ry o r the glossary a t the end o f this b oo k to help you check y our answers.
a climate 1 destroy slowly
2 weather conditions in an area over a period o f time
b overcultivate
C erode 3 what plants need to grow in
d graze 4 fire th a t spreads very quickly
e soil 5 put animals in a field so th a t they can eat the grass
f w ildfire 6 use land for growing crops so much rt can no longer be
used
.Factfile
• Every year 5 million hectares of land worldwide become desert.
• Since the 1950s, 9 million hectares of land in China have
turned into desert.
« Desertification affects 74% of die land of North America.
• In Africa, 73% of the drylands are affected by desertificadon.
« Dust from African deserts can reach cides in the Middle East
and even Europe.
« 5000 years ago, the Sahara Desert was covered with grass and
other plants.
ZD
 Unit- The Earth at the risk

Check your understandiofE Think and speak Expressing opinion

(1 0 mins) (1 0 -1 5 mins)
Read o u t the instru ction and the firs t incom plete Put the students in pairs o r small groups to discuss the
sentence. Ask students to ide ntify the correct question. Go round and listen, o ffe ring ideas where
ending and read the com pleted sentence. A llo w necessary.
tim e fo r the students to com plete the task alone,
Some suggestions:
then p u t them into pairs to check th e ir answers.
irrig a tio n ; p la ntin g shrubs and trees to nourish soil and
to reduce w ind erosion; crop ro ta tio n ; local reduction
£ (5 -1 0 mins) o f greenhouse gases
Read o u t sentence a and ask students i f they th in k W hen the students are ready, ask the students to
it is True (T ) o r False (F) giving th e ir ju stifica tio n s. re p o rt th e ir ideas back to the class. Finally, a llo w a
Students w o rk individually to com plete the s h o rt class discussion.
exercise, then check answers in pairs.
Lesson 3
Workbook pages 3 S -S 7 , Reading

Workbook answer key - see page 1 4 3

O bjectives

Skills A t the end o f this lesson,

students should be able
to:
Stu d e n t s B o o k D a a r
Reading • read an a rtic le a b o u t
U n it 4 The Earth at risk
South A m erican
N o w read the article. W h a t are the causes o f the pro b le m described in th e article? rainforests
T h e s p r e a d of the d e s e r t W riting • w rite a sum m ary
Desertification, which is the process in which productive land changes into desert, is an a b o u t S outh A m erican
increasingly serious problem in o ver a hundred countries w o rldw ide. One billion people,
ou t of a total w o rld population o f six billion, endure its effects.
rainforests
Desertification usually occurs in dry areas w here there is no rain and where the climate
5 is harsh. In these places, the to p layer o f soil is destroyed so that the land can no longer
Topic • Feeding chickens is destroying
be used fo r grow ing crops o r grazing animals. This means that people w h o depend on the climate
the land fo r food have to move to 'greener' areas in order to survive. A proportion o f the
population may survive by moving, but others may die because o f shortages of food and Functions • make suggestions
water.
10 Although natural changes in the clim ate often precipitate the process, the activities o f • give reasons
human beings are often the real cause o f desertification. Because there are growing
numbers o f people to feed, farm ers tend to overcultivate their land, w ith the result
that the soil becomes poor and unproductive. O th e r farm ers overgraze th e ir land and Vocabulary a t the expense o f (Exp),
this perm anently kills o ff grass and o ther plants. In addition to the effects o f farming,
15 deforestation - the cutting dow n o f trees - also erodes the soil. Trees are usually cut down
d eva statin g (A d j),
to make m ore agricultural land, but once there are no longer trees and plants on an area logger (N ), v ita l (A d j)
o f land, there is nothing to stop the wind and rain from blowing or washing away the to p
layer o f soil, The dust which this produces can travel long distances and affect the health o f
people living in cities thousands o f kilom etres away.
20 However, this is not the end o f the story; desertification can also create conditions which
produce strong winds and treacherous wildfires and this leads to even greater pressure on
the Earth's most precious resource, water.

Cfeech i

Choose the c o rre c t endings to the fo llo w in g sentence beginnings,

a Land can no longer be used fo r grow ing crops if
w orJs to reiheititer
climate, desertification,
erode, graze, harsh,
1 the to p layer o f soil is destroyed.
2 anim als are grazed on the land. increasingly, kill o ff
3 people move to greener areas. overcultivate, permanently, <
b The Earth’s m ost precious resource is ... precipitate, productive, ‘
1 productive land. proportion, soil,
2 water. treacherous, unproductive,
3 people. . wash away, wildfire
c Trees and plants ...
1 grow well in deserts.
2 stop w ind and rain from dam aging land.
3 are a m ajor cause o f desertification.
Are the fo llo w in g statem ents True (T ) o r False (F)? J u s tify y o u r ans
a The actions o f human beings are che only cause o f desertification. □
b A lm ost three-quarters o f the drylands in Africa are subject o f desertification. □

C D eforestation is caused by desertification.

HI M E x p re s s in g o p in io n
Discuss this q u e stio n w ith o th e r students.
In some parts o f Kuwait, desert areas are becoming green. W h a t can che Public A u th o rity for
Agriculture and Fisheries d o to speed up this process in Kuwait?
 L e s s o n 4 and 5
Objectives
Skills: A t the end o f this pair o f lessons, students
should be able to:
Speaking . discuss the causes and effects o f
environm ental problem s
. ta lk a b o u t clim ate
G ram m ar . use subordinate clauses o f purpose and
result (in order to, because, to + infinitive, so
that, to be the cause of, with the result that, lead
to)
, use prefixes
Topic . Climate
Functions . give explanations
. describe a problem and its effects
. express preferences
Vocabulary arid (A d j), atm osphere (N ), equator (N ),
flo o d in g (N ), forecasting (N ), frigid (A d j),
hum id (A d j), misbehave (V), planting (V),
prevailing (A d j), reclaim (V)
Pronunciation rhythm
V to read out their ideas to the class. Encourage
Student’s Book pages 36 and 37
Present active vocabulary needed for each
activity.
Subordinate clauses of purpose
and result (in o rd e r to, because,
to + infinitive, so that, to be the
cause of, with the resu lt that, to
lead to)
(5 mins)
Read out the question and then sentence
a; ask the class to identify the phrase which
introduces the explanation (in order to).
Continue with sentences b and c .
(1 0 mins)
Read out the instruction and the example
sentence, then ask the students to
complete the task in pairs. Go round
and check their work. Then ask different
students to come to the board and write
the questions.
(1 0 mins)
Put the students in pairs or small groups.
EITHER ask them to discuss all four
questions OR divide the class into four
parts, a, b, c and d, and ask them to
discuss the corresponding question.
Go round and listen. Make sure they are
using the target phrases from exercise 1.
Encourage them to note down their ideas.
When they are ready, invite different
students to share their ideas for each
question. Make sure each pair contributes
at least one idea.
Suggested answers:
I a Some farmers overcultivate and overgraze their
land in order to produce enough food for their
growing families.
b Some countries need more agricultural land to
feed their growing populations,
c Because of wind erosion and very high
temperatures, desertification is getting worse,
d Lack o f water is the main cause of people dyinj
in the desert.
(5 mins)
Read out the question and then sentence a;
ask the class to identify the phrase which links
an action with a result (so th a t). Continue with
sentences b, c and d.
€ (1 0 mins)
Read out sentence a, and invite ideas for how to
complete the sentence. Then put the students in
pairs to complete sentences b, c and d. Go roum
and discuss ideas, then invite different students
comments and discussion.
S t u d e n t 's B o o k D aae
■ S u b o rd in a te clauses o f p u rp o s e and r e s u lt (In order to, because, to + in fin it iv e , so th a t,
to be the cause of, w ith the result th a t, to le ad to )
G ram m ar reference pages 1 2 3 -1 2 4
W h ic h w ords o r phrases in these sentences in troduce explanations?
a Some people move to greener areas in order to survive.
b Because there are growing numbers o f people to feed, farmers tend to overcultivate their
land ...
c Trees are usually cut dow n to make more agricultural land
For th e three sentences above w rite questions w ith Why.
Why do some people move to greener areas?
Answ er these questions w ith y our ow n ideas, using explanation w o rds o r phrases.
a W hy do some farmers overcultivate o r overgraze their land ?
b W hy do some countries need m ore agricultural land?
c W hy is the problem o f desertification getting worse?
d W hy do some people die in desert areas?
^ 4 W hich w o rds o r phrases in these sentences fro m the artic le lin k an action w ith a result?
a ... the top layer o f soil is destroyed so th a t the land can no longer be used fo r growing ...
b ... the activities o f human beings are often the real cause o f desertification.
C ... farmers tend to overcultivate their land, w ith the result th a t the soil becomes poo r and
unproductive.
d ... this leads to even greater pressure on the Earth’s most precious resource, water.
C om plete these sentences w ith your own ideas.
a More and more trees are being cue dow n, w ith the result th a t.......... ......................................
b Dust from Africa which reaches large modern cities is the cause o f ................ ......... .............
c Forests are cue dow n so th a t----------------------- ------------------- ---------------------------------------------
d Some areas o f land are being reclaimed from deserts. This can lead t o ------------ ---------------
Discuss one o f these tw o environm ental problem s in groups. Describe the problem and ta lk
t a b o u t the results.
t Flooding - caused by rising sea levels
» Pollution - resulting from industry and traffic
36 )
 Unit A The Earth at the risk

(1 0 mins) Prefixes: mis-, re- and under-

Put the students in small groups, if possible
with different students. Ask them to choose one (1 0 mins)
of the topics and discuss its results. Suggest First, read out the note and invite the students to
they make notes. Go round and listen, offering suggest one or two more examples. Then read out the
prompts where necessary. Finally, take each topic instruction and the three meanings. Put the students in
in turn and invite ideas from different students. pairs to match the three prefixes (re-, mis- and under-)
Encourage a brief class discussion. with the three meanings. Tell them to read the example
sentences carefully before they decide.
/ocabulary climate
Pctinuncialion Rhythm
^ (1 0 mins)
f 4 ( 4 .1 ) (5 mins)
Ask the students to read the title and then scan the
Read out the explanation and the instruction. Ask the
text, without stopping at the gaps. Then ask them to
students to listen while you play the recording. Pause after
read the text again and complete it with the words
each sentence for them to repeat it.
from the list. Go round and offer help if necessary,
then put them in pairs to check answers. Listening scrip t 4.1, TO, page 133

^ (1 0 mins) ( 4 .2 ) (1 0 mins)
Students discuss both questions, in pairs or small Play the recording, pausing after each sentence for the
groups. Go round and join in their discussions, students to undedine the stressed syllables. Play it again
offering your own ideas if you wish. When they are and check their answers by inviting students to mark the
ready, invite different students to share their ideas with stressed syllables on the board.
the class and encourage short class discussions. Listening scrip t 4.2, TG, page 133
Student s Book paae
X ' (4.2) (5 mins)
Play the recording, pausing after each sentence
Unit 4 The Earth at risk
for the students to repeat it.
j^ o c a lu ila ry C lim a te Listening scrip t 4.2, TG, page 133
C om plete this text w ith a p p ro p ria te w o rds fro m the list below.

arid climate day-to-day droughts equator forecasting Lesson 6

| frigid humid planting prevailing
Workbook pages S B -8 9 , Language practice
H ow is clim ate different fro m weather?
Weather is what happens to the a ir and atmosphere outside on a ( 1 ) ___________basis, w hilst
Workbook answer key - see pagee
(2)__...................is the ( 3 ) ................. — weather in a particular place over a longer period o f 1 4 8 -1 4 3
tim e. Countries near the ( 4 ) ------------------ have ( 5 ) ------------------- , trop ical climates, while lands
close to the desert, such as Kuwait, have hot and dry climates.
In countries nearer to the ( 6 ) ------------------ polar regions than Kuwait, the clim ate is cooler and
colder. This does not mean that countries that are norm ally cold and wet cannot have hot, Objectives
( 7 ) ------------------ weather. Some even suffer from ( 8 ) ........... ...........which are periods o f very
low rainfall. Inform ation about clim ate is useful fo r weather ( 9 ) ___________ which can help Skills At the end of this lesson,
farmers know the best tim e fo r (1 0 ) __________ crops.
Discuss these questions in pairs o r groups.
students should be able
3 Describe Kuwait’s climate. W hat do you think is the perfect climate? to:
b W hat factors affect the w o rld’s climate?
Note
Grammar • use subordinate clauses
Prefixes: n f e r » and under­
A p r e fix is a w o r d o r g r o u p o f purpose and result
M atch the three prefixes a -c below w ith these meanings: o f le tt e r s w h ic h is a d d e d t o
t h e b e g in n in g o f a w o r d a n d (in order to, because, to +
again not enough wrongly or badly
J c h a n g e s its m e a n in g . E x a m p le :
overcultivate - t o c u ltiv a te
to o m u c h o r m o re th a n y o u
infinitive, so that, to the
cause of, with the result that,
s h o u ld ( over- m e a n s t o o
1 I spilt tea on my homework, so I had to rewrite it. to lead to)
2 During the storm three houses were destroyed and had to m u c h ).

1
2
be rebuilt.

l misheard you. I thought you said we’d meet a t 9 o’clock.

The children were very good. None o f them misbehaved in any
w lx to remember -
a r id , a t m o s p h e r e ,
• use prefixes
• use relative pronouns
way. e q u a to r , f lo o d in g ,

under- fo r e c a s t in g , f r ig id , h u m id ,
m is b e h a v e , p la n tin g ,
1 Parents do everything they can to help children who
p r e v a ilin g , r e c la im
underachieve.
■ !*«•« 4MM** *
2 | d id n ’t realise at the tim e, but I was undercharged. The price
tag said 200 KWD and I paid only 100 KWD.

. R h yth m
© (4.i) In spoken English we alternate stron g and weak syllables, stressing new o r im p o rta n t
w o rds. Listen and repeat these tw o sentences.
The weather’s cold today. He doesn’t like the rain.
(4.2) Listen and underline the stressed syllables in these sentences.
3 I’ m feeling warmer now. d The clim ate’s better here,
b They’re cutting down that tree. C W hat’s the weather like?
C Rain can damage crops. f It’s cool again today.
(4.2) Listen again and repeat. Stress the underlined syllables.
I 37
( C+
 Lesson 7 and 8 Q u o te
O b je c tiv e s Explain th a t a proverb is a well known saying,
Skills: A t the end o f this pair o f lessons, students usually w ith a m oral message, th a t has existed so
should be able to: long th a t its a u th o r is no longer known.
Reading • read an e-mail a b o u t w ater shortages Ask the students to read the quote and explain
Speaking .describe photographs w h a t it means. (O ur actions on Earth will affect our
W riting .w rite a reply to an e-mail children and future generations more than us. Therefore,
Topic • Water shortage we all have responsibility to protect the Earth.) Do
Functions .describe photographs students agree o r disagree? Why?
• com pare and contrast photographs
Vocabulary cu rta il (V), hurdle (N ), im plem ent (V),
intrinsic (A d j), paucity (N ), preservation (N ),
prevail over (PhV), scarcity (N ),
spearhead (N ), unw arranted (A d j)
V
Student’s Book pages 38 and 39
Present active vocabulary needed fo r each activity.

O P ’ /K in g Describing photograph s

Introduction Note-m aking

^ (2 5 -3 0 mins)
a and b Put the students in pairs and
Student s Book paae
assign roles A and B. Read o u t instru ction s
a and questions b 1 ,2 and 3.
A llo w tim e fo r them to note dow n th e ir
answers; go round and o ffe r suggestions
& paaktag D e s c r ib in g p h o t o g r a p h s
where necessary. W rite useful vocabulary
Ii M b c IIm N o te - m a k in g
on the board.
W o rk in pairs.
Then p u t them in new pairs, A A and BB, a Student A: Look at photographs 1 and 2.
to share ideas and amend th e ir notes Student B: Look at photographs 3 and 4.
b Make notes about your tw o photographs.
accordingly. Again, go round and o ffe r 1 W hat can you see in each photograph?
help where needed. 2 W hat do your photographs have in common?
3 How are they different?
CStill in th e ir new pairs (A A and BB) C Prepare to speak for one m inute about your tw o photographs. Use some o f the expressions
from the Useful Language box below.
students prepare and practise sh o rt talks
^ Describe yo u r p h o tograph s to y o u r partner.
a b o u t the photographs. Remind them to 9 Take turns to speak about your photographs. Look at your notes, but don’t read them word
lo o k a t the Useful Language box. Go round, fo r word.
b W hen your partner has finished speaking, say whether you agree w ith w hat he o r she has
listen and o ffe r suggestions. Remind them said.
to w rite notes, n o t speeches.

(1 5 -2 0 mins)
Students return to th e ir original pairs (A
and B) and take turns to speak a b o u t
th e ir p hotographs, using th e ir notes fo r
reference.

U SEFUL LAN G U AG E
Describing photographs
You can se e ...
On the left / right of Ihe photo,... / In the middle... / At the top / bottom ..
It seems that... / Its dear that...
Both photographs / pictures show ...
The photographs / pictures illustrate different aspects of...
The problems are caused by / are the result of...

[Quote "T reat the Earth weB: it was n o t given to yew by your parents, it
was loaned to you by your children.” A ncient proverb j

TT\
 Unit The Earth at the risk

W r itin g
Check
A reply
(1 0 mins)
Read
Tell them to check carefully th e ir spelling, g ram m ar

c (20-25 mins)
First, p u t the class in small groups. Ask the
and p unctuation and to share th e ir ideas w ith th e ir
partners.

students to read the e-mail and explain any new Lesson 9

vocabulary. Workbook pages 3 0 - 3 1 , Writing
Students add th e ir ideas to the spidergram .
Workbook answer key - see page 1 4 3
Go round and listen, giving suggestions where
necessary.
O b je c tiv e s
-... - ...........................................i
Planning and writing Skills A t the end o f this lesson,
students should be able
(10-1 5 mins) to:
Ask the students to use the notes they to o k Reading • read an o u tlin e o f
from th e ir discussions and to o ffe r tw o o r three a speech a b o u t the
practical ways o f saving water. Students then w rite preservation o f n atu ra l
a reply to the e-mail. The students should use a resources
more fo rm a l style, sim ilar to th a t o f the original Writing • w rite a speech a b o u t the
e-mail. preservation o f n atu ra l
resources
Functions • make suggestions
• persuade
Stude nt s B o o k oaae

Unit 4 The Earth at risk

W rttta g A r e p ly

Read

Read this e-mail from a leading expert on w a ter shortages. Then, lo o k a t the incom plete
spidergram below. Get in to groups and com plete the spidergram w ith y our own ideas.

A A A __________ __________________ <v_________ q

Dear

One o f the most im portant issues o f the twenty-first century is the scarcity o f fresh water.
A paucity o f water presents m ajor hurdles to human development. Aside from fulfilling our
need to drink, fresh water also plays an intrinsic role in agricultural production.
W ater preservation is a major global challenge. Greater development and a perpetually
5 increasing population has led to unprecedented demands on all o f our resources, which has
in turn led to an increased water shortage. This has prom pted Kuwait into spearheading the
development o f the first desalination plants in the M iddle East, as well as im plementing
several studies by the Kuwait Institute o f Scientific Research in to im proving efficiency in the
use o f water fo r agriculture.

10 Ultimately, we need to curtail the unwarranted consum ption o f water i f we are to prevail
over the challenges facing Kuwait today. Do you have any suggestions about how the
average Kuwaiti can contribute to cutting back on water? Please let me know your ideas.
Many thanks
Dr Abdulhameed

examples ofw asteful usage)

^examples o f good usage)

c Using your spidergram , w rite a reply to the above e-m ail, suggesting ways in which
Kuwaitis can consum e less w ater in th e ir day-to-day lives. Make the e-mail around
200-220 w ords and include tw o o r three suggestions.

id s to renicitoW | l

^ W hen you have finished w ritin g , read your e-mail carefully. curtail, hurdle,
c implement, intrinsic,
3 Check spelling, grammar and punctuation,
paucity, preservation,
b Exchange e-mails with a partner. prevail over, scarcity,
\ spearhead, unwarranted

C2!_
( 63
MODULE 2: Natural Luorld

Unit 5 Precious resources

Lessons 1 and 2
r
f
I (1 5 -2 0 mins)
O bjectives Put the students in small groups. Ask them to
Skills: At the end of this pair of lessons, students the pictures and discuss the three questions, v
should be able to: student taking notes. Go round and listen; jo ir
Reading • read a short text a bo ut the environm ent discussions i f you wish.
Listening • listen to a discussion a bo ut waste products When they are ready, ask a student from each
Speaking #talk a bo ut recycling and environm ental issues to re p o rt back on th e ir ideas fo r question a. D
Topic • Recycling resources everyone agree? Then repeat w ith questions b
Functions • give reasons Finally, ask the students to suggest ways in wh
• give opinio n could become ‘greener’ (environm entally frien
Vocabulary collection points (N ), concur (V), crisis (N ),
m achinery (N ), offence (N ), pass a law (Exp),
prohibitively (Adv), reprocess (V)
V

Student’s Book pages 40 and 41

Present active vocabulary needed fo r each activity.

Discuss

(2 5 -3 0 mins)
3 On the board, w rite Recycling. Read o u t
the three d e fin itio n s 5 o f the w ord and ask
the class which one is the best (the second
one).
Put the students in small groups and ask Precious resources
them to guess some o f the vocabulary they
G ra m m a r
m ig h t come across in this unit. Then invite wish + would; wish + past simple;
wish + past perfect; phrasal verbs
them to share th e ir ideas w ith the class.
W rite good suggestions on the board.

Suggested answers:
waste, litte r, glass, plastic, fabric, w oo d,
cardboard, paper, metal
burn (incinerate), bury, p ollute,
contam inate
dustbin, b o ttle bank, lan dfill, incinerator,
tip ( * waste disposal site)
clim ate change, carbon dioxide, emissions,
the environm ent, the atm osphere,
p o llu tio n , co nta m in atio n
‘green’ , ‘ environm entally frie n d ly’,
biodegradable
b Ask the students to look at the title o f
the u nit (Precious resources) and suggest
w h a t it means ( natural resources that are finite
e.g. coal, wood. oil). Put students in pairs
o r small groups to discuss the question. Discuss these questions.
Students may find dictionaries o r the 3 Which o f these is the most accurate definition o f ‘recycling’?
• using objects and materials more than once
glossary helpful. Go round and listen, ► processing objects and materials so they can be used again
providing new vocabulary and adding yo ur • refusing to throw away objects and ma terials

own ideas if you like. Then ask d iffe re n t
students to re p o rt th e ir ideas back to the
class.
b W hy is recycling becoming such an im portant issue fo r many people today? The title o f th
unit, Precious resources, may give you an idea.
Look a t the pho tographs and discuss these questions.
3 W hich o f the waste products in the photos are recycled in Kuwait?
b W hat happens to the waste products chat are not recycled?
C How could these waste products be recycled?

4cT)
64 )
 Precious resources

Listen
(5.1) (1 0 —15 mins)

(5.1) (1 0 mins) Ask the students to read the sentences firs t, and try
to rem em ber i f they are True o r False (according to
Read o u t the question and play the recording
the speakers) giving th e ir ju s tific a tio n s . Then play
stra ig h t th ro ug h . Ask the class to note dow n the
the recording fo r them to check. W h o remembered
waste p ro du cts th a t are m entioned. Play it again
everything correctly?
to check, then p u t them in pairs to com pare
answers. Listening scrip t 5.1, TG, page 133
Listening script 5.1, TG, page 133 T h in k and s p e a k Talking about recycling and
enviromental issues
Check your understanding
(1 5 mins)
(5.1) (1 0 mins) In stru ct students to read the text. In pairs, EITHER
Play the recording, pausing to a llo w tim e fo r the ask h a lf the class to discuss question a and the o the r
students to com plete the missing w ords. Play the h a lf to discuss question b OR ask all the students to
recording again fo r them to check, then p u t them discuss b o th questions w ith th e ir partners. Go round
in pairs to com pare answers. and listen, adding yo u r own ideas i f you wish. W herever
possible, students should refer to the te xt in th e ir
Listening script 5.1, TG, page 133 answers.
Ask d iffe re n t students to re p o rt th e ir ideas back to the
class, and a llo w com m ents and fu rth e r discussion.

Lesson 3
Workbook pages 3 5 - 3 3 , Reading

Workbook answer key - see page 1 4 3

Unis ' Precious resources

O bjectives
Listen

* 3 (5.i) You are going to hear a discussion among three school friends. W hich o f the waste Skills A t the end o f this lesson,
products in the photographs in exercise 2 do they talk about?
students should be able
Check yum und erstanding
to:
# 4 (5.i) W hich words o r phrases are used by speakers to mean the following? Listen again and
Reading
w
complete the words or phrases, • read an a rtic le a b o u t
a put under the ground
-------- they sim p ly----------------------- most o f their rubbish.
ordg to reihenil>er m aking and recycling
b unwanted, unusable collection points, concur, paper
We take all o u r .-,.............. ........glass and paper to special crisis, machinery, offence,
collection points. pass a law, prohibitively,
C tools / machinery etc. reprocess
W riting • w rite a su m m a ry a b o u t
......— not everywhere has th e _____________ to reprocess it. recycled paper
d these provide electricity fo r motorists
... places where they recycle alm ost everything, you know ,_____________ _____________
fridges, wood ... Topic • Paper: new from old
e crime
I'd pass a law to make it a _____________ ______________ Functions • express o p in io n
f waste from people's homes
... no t to recycle 100% o f .......... ................ ............................ « make suggestions
f b (5.i) Listen again. According to the speakers, are the following statements True (T) o r False (F)?
Justify your answers.
Vocabulary c o m m e rc ia lly (A d v),
a One o f the reasons some items aren’t recycled is the prohibitive costs. —i p a rtn e rs h ip (N ),
b In m ost countries waste is burnt w o o d p u lp (N )
C The families o f all three speakers recycle their paper.

d There are still plenty o f places where rubbish can be buried.

e Burning unwanted rubbish causes pollution.

□
f In Jim ’s country it is a crim inal offence no t to recycle rubbish

g Flomes produce more rubbish than big companies.

□
I k ln l ip c i l i T a lk in g a h o u t re c y c lin g and e n v iro n m e n ta l issues

Read the s h o rt te xt and discuss these questions in pairs o r groups.

There is a unity and balance between man and nature. Caring fo r the environment, using
the w o rld’s resources in m oderation and protecting endangered species are therefore m ajor
concerns. We are all accountable fo r the damage done to our planet. For all these reasons
we bear responsibility fo r the condition o f the w orld and its ecosystems, all o f which are the
creations o f Allah.

a W hat are the m ost precious resources in Kuwait?

b How seriously do people take the problem o f waste and recycling in Kuwait?

(«’
 L e sso n s 4 and 5
Objectives
Skills: At the end of this pair of lessons, students
should be able to:
Grammar • use wish + would; wish + past simple; wish + past
perfect
. use phrasal verbs
Topic • Precious resources
Functions • ta lk a b o u t wishes
• express criticism / annoyance
• express regret
Vocabulary a dm in istratio n (N ), annoyance (N ),
bureaucracy (N ), come up against (PhV),
criticism (N ), cut down on (PhV),
get rid o f (PhV), go along w ith (PhV),
incinerator (N ), irrita tio n (N ),
keep up w ith (PhV), packaging (N ),
paperw ork (N ), p ut up w ith (PhV),
red tape (id io m ), run o u t o f (PhV)
Student’s Book pages 42 and 43
Present active vocabulary needed fo r each activity*
G r a m m a r » wjsh + would; wish + past simple; wish + past
perfect
£ (10 mins)
First, w rite these w ords on the board:
regrets, criticism, annoyance. Check th a t the
students understand each w ord.
Then p ut the students in pairs to discuss
the questions and note down th eir
answers. Go round and o ffe r prom pts if
necessary.
W hen they are ready, ask a student to read
o u t sentence a and ask w h a t it expresses
(criticism / annoyance).
Check sentences b-e in the same way.
# (5 m ins)
Read o u t the question and ask the class to
tell you the answer ( wish + would expresses
criticism / annoyance; wish + past simple
expresses regret; wish + past perfect;
expresses regret).
(10 mins)
Ask the students to look again at sentences
a-e in exercise 1 . Then read o u t ‘fo llo w -u p
sentence’ a from this exercise. W hich o f the
sentences in exercise 1 does it ‘fo llo w u p ’ ?
(c).
Ask the students in pairs to com plete the
task, noting down th e ir answers. Go round
and check.
(1 0 mins)
Ask the students to loo k a t picture a,
and ask if the man is expressing regret o r
criticism.
66
Put the students in pairs to discuss pictures b t<
Go round and listen, then check the answers wi
the class.
c (10 mins)
Ask a stu de nt to read o u t the firs t sentence and
the example answer. Then ask the students to
w rite down wish sentences to fo llo w sentences
b - e. Go round and o ffe r help if needed.
Note: / wish I / he/ she/ it were ... is correct b u t
rather fo rm a l ( it is the subjunctive). In spoken
English, was is acceptable.
(10 mins)
Ask the students to com plete the sentences w it
the correct tense o f the verb between brackets,
them to com pare answers w ith a partner. Then
check answers as a class.
€ (5 mins)
Ask the students to com plete the sentences w it
th e ir own ideas. Go round and make correctioi
i f necessary. Then tell them to com pare answet
w ith those o f a partner. Finally, ask a few stud<
to read any interesting answers either they, o r 1
partner, have w ritten .
Note: There are many possible answers.
Student s B o o K p a a e
G ram m ar
• wish + w o u ld ; wish + past sim ple; w ish + past p e rfe c t Grammar reference page 124
^ Read sentences a-e and answer the fo llo w in g questions:
t In which sentences do the speakers express regret?.................................................................
I In which sentences do the speakers express criticism or annoyance?...................................
a I wish people would take the problem more seriously,
b 1wish we could recycle plastic more easily,
c I wish I had kept my old newspapers,
d I wish I knew more about the enviroment.
e I wish they would scop littering everywhere!
W hich group o f sentences uses wish + would? W hich group o f sentences uses wish past
sim ple or wish + pasc perfect?
M atch sentences in exercise la - e w ith these fo llo w -u p sentences,
a But I can’t change that now.............
b It’s so a nn oying!...........
c Hopefully, we will be able to eventually............
d In the future I’ll know m o re ............
e Maybe one day they w ill.............
Look at pictures a-e. Are the speakers expressing regrec o r criticism ?
t
W rite wish sentences which could fo llo w these beginnings,
a I’m really tired, but I can’t sleep at night. I wish I could Sleep ot night.
b The weather’s to o hot at the moment.
c People drive to o fast in the city centre...........................................................................................
d The clothes I want to buy are too expensive................................................................................. .
e I forgot my homework and the teacher is angry...........................................................................
Com plete these wish sentences using the correct cense o f the verbs in brackets.
a I wish I ___ __________ (finish) my work before leaving the office yesterday.
b I
I wish _____________ (know ) the answer to that quiz question last week.
C I wish I ______________(go) on holiday with you last year!
C om plete these sentences w ith yo u r ow n ideas, then com pare y our sentences w ith o th e r
students.
I wish I w e re ..............
I wish I c o u ld .............
I wish people would .
«)
 U ; 5 Precious resources

Finally, invite tw o o r three students to tell the class

V ocabulary
th e ir ideas a b o u t each question.
Colour idioms Three-part phrasal verbs

^ (1 0 mins) V (15 mins)

First, ask the class to loo k at the idiom s in the Read o u t the instru ction s and the examples. Refer
list. D o they know any o f them already? Read o u t students to the note, too. Then ask them to ide ntify the
sentence a and ask them to tell you o r guess how th re e -p a rt phrasal verb in sentence a (keep up w ith).
they could replace the underlined w ords w ith one Invite a stu de nt to m atch it w ith its correct m eaning
o f the idiom s (saw red). ( 2 )-
Put them in pairs to discuss th e ir ideas fo r A llo w tim e fo r the students to com plete the task, then
sentences b -f, then p u t pairs to ge th er to make p u t them in pairs to com pare answers.
small groups. Do they all have the same answers?
Check th e ir answers, then discuss ‘co lo u r id io m s’ (1 0 -1 5 mins)
in the students’ own language(s). Are they similar? Put the students in pairs. EITHER ask them to discuss
all three questions O R divide the class into three, a, b,
£ (1 5 mins) and c, and ask the pairs to discuss the corresponding
Put the students in pairs. EITHER ask them to question. Go round and listen, and make a note o f
discuss all three questions OR divide the class interesting conversations.
in to three, a, b and c, and ask the pairs to discuss
the corresponding question. Go round and listen, Lesson 6
m aking sure they have understood the question Workbook pages 3 4 - 3 5 , Language practice
correctly (they do n o t need to keep repeating the Workbook answer key - see page *143

id io m ).
O bjectives

Skills A t the end o f this lesson,

students should be able
Unit f Precious resources
to:

Vocabulary Gram m ar • use wish + would

Calf
C o lo u r Id io m s
• use wish + past sim ple
c Replace the underlined phrases in these sentences w ith the correct
form o f one o f th e c o lo u r id iom s in th is list.
• use wish + past p erfect
• use present p erfect sim ple

a
out o f the blue red tape to be in black and white to $ee red
to give the green light to put someone on the black list

W hen he accused me o f being wasteful, I got very angrv.

J and sim ple past
• use present p erfect sim ple
b He’s been dum ping rubbish. The recycling society should tell everyone what he has done and present p erfect
and ban him c o n tin u o u s
C They’ve sale yes to the building o f a new incinerator,
d The rules clearly say th a t we m ust no t leave rubbish outside our homes.
• use phrasal verbs
Look, it ’s printed here clearly.
e It’s alm ost impossible to get a passport quickly. There is so much paperwork and Functions • make wishes
adm inistration: it is bureaucracy gone mad! • express o p in io n
i I heard this morning, unexpectedly, th a t I’d won a w ritin g com petition.
Discuss these questions in pairs,
a W hat ma kes you see red ?
b In w hat areas o f life in Kuwait is there a lo t o f red tape?
c W hich organisations would you p u t on an environmental black list?
Thcea-parl p tira s a i verbs
N ote
The three pares
^ In this conversation tw o speakers use th re e -p a rt phrasal verbs. o f these phrasal
verbs always
! We’re running out o f space to I ’d go along with that, stay together.
I use as landfill sites. but
" w ---------------------- --------------------
Find the thre e -p a rt phrasal verbs in these sentences, then match each verb w ith one o f the
meanings below.
a Things are moving so fast - it ’s impossible to keep up with the changes.
Supermarkets should cut dow n on packaging.
W e’ve come up against serious problems in our plan to recycle rubbish.
I’m looking forw ard to the day when 100% o f our rubbish is recycled.
People living near the in cinerator have to p u t up w ith a burning smell.
We must get rid o f some stuff.
mros
accept / stand / tolerate (som ething unpleasant)
w ■ords to rem e m ler
administration, annoyance,
know the latest inform ation about bureaucracy,
meet / face come up against, criticism,
reduce cut down on, get rid of,
w a it w ith pleasure fo r something to happen go along with, incinerator,
take action so as to be free o f irritation, keep up with,
packaging, paperwork,
N o w discuss these questions w ith a partner,
put up with, red tape,
a How do you keep up w ith news about Kuwait?
run out o f
b W hat are you looking forw ard to a t the moment?
c W hat irritations do you have to put up with in your daily life?
( 43
C 67
^ s z z s o .
O bjectives
W r itin g A report
Skills: A t the end o f this pair o f lessons, students
should be able to:
(1 5 mins)
Reading . read a re p o rt a bo ut waste and recycling
Ask the students to read the re p o rt aga
Speaking • discuss a statistical chart Put them in pairs to discuss the three
W riting .w rite a re p o rt based on waste and recycling
questions. Go round and give prom pts
statistics
necessary. Then discuss the questions •
Topic • Waste and recycling 2000-2006
the w hole class.
Functions • re p o rt q u a n tity
.co m p a re in fo rm a tio n
.express recom m endations
.express criticism and annoyance
• express regret
. make conclusions
.co m p a re inform a tion
Vocabulary com ponent (N ), co m p ost (V), constant (A d j),
co nstitu en t (N ), d u ra tio n (N ),
heartening (A d j), household waste (N ),
incineration (N ), m aterial (N ), q u a n tity (N ),
trend (N ), upsurge (N)

Student’s Book pages 4 4 and 45

Present active vocabulary needed fo r each c
activity.

Reading A report based on statistics

Rcadlnd A r e p o r t based on s ta tis tic s
Interpret and discuss

Look a t this bar chart. W h a t does it tell you? Discuss y o u r ideas w ith a p a rtn e r and w rite
(1 5 mins) dow n three key facts illustrate d in the chart.
A llo w tim e fo r the students to study the In 2005-2006, a total of 4 5 million tonnes o f household waste was recycled.

Paper and card ■ Green waste [J Other materials

bar chart. Go round and answer any y | Glass Metal
5,000
t soo
questions; i f necessary, explain the ch art * 4,COB
3.500
to the w hole class. ! 3 230

1
7 500
Put them in pairs to discuss the question 3.000
I 500
1ooo
and note dow n three key facts. 500

2000-1 2001-2 2002-3 2003-4 2004-5 2005-6

Read and analyse Read m* analyse

( 1 5 -2 0 mins)
A llo w tim e fo r the students to read the
te xt carefully. Go round and explain any
problem s; make a note o f them and check
w ith the w hole class.
Ask the students w hich o f the key facts
m entioned in the te xt they had noted
dow n in Exercise I.T h e n p u t them in pairs
to answer question b. (The fifth ‘ key fa c t’
is w rong: the second largest co m p on en t
was paper and card, then other materials.)
Read this re p o rt based on the chart in exercise 1. Then answer the fo llo w in g questions,
a Does it contain a n y o f the key facts you w rote down?
b One key face in the report is incorrect. Can you find it?
W aste and recycling 2 0 0 0 -2 0 0 6
In tr o d u c tio n
This report examines the trends in recycling between 2000 and 2006. It looks a t the amounts
recycled o f five different kinds o f waste.
Key fa c ts
O During the year 2005-2006, 4.5 m illion tonnes o f household waste was recycled.
{ ^ T h is is more than twice the am ount o f waste recycled in the year 2000-2001
Q Five different types o f waste were measured paper and card, glass, green waste, metal and
other materials
O In the first year o f the survey, more paper and card was recycled chan any other m aterial, but
by 2005-2006, green waste was the largest constituent w ith abo ut 30 per cent o f the total.
O In 2005-2006, the second largest com ponent was metal, 28 percent, then glass 20 per
cent.
O There was also an upsurge in the am ount o f other materials recycled.
C o n c lu s io n
The figures show chat, fo r the duration o f the period 2000-2006, there was a constant
increase in the quantity o f waste which was recycled. This waste came from tw o main sources:
collections from people’s homes, and collection points.
R e c o m m e n d a tio n s
W hilst the increase in waste being recycled is heartening, it also reveals ju s t how much
w o rk there is le ft to do. N o t only do we need to get more things recycled but, perhaps more
im portantly, we should try to create less waste to begin with.

44 )

68
 U t 5 Precious resources

Planning and writing C Discuss this question w ith the w hole class. Suggest
they note dow n main points in th e ir notebooks (o r
^ (1 5 -2 0 m ins)
w rite them on the b oard).
3 and b If possible, ask students to consult atlases
o r encyclopaedias to find o u t a b o u t the five Suggested answers:
countries represented in the bar chart. K uw ait is p robably s h o rt o f landfill sites; Luxem bourg
m ig ht have a problem w ith air p o llu tio n ; lessons in
Then students study the bar ch a rt carefully, and
recycling can be learned from Austria.
discuss question a in pairs. Go round and make
suggestions if necessary. Then ask them to discuss (1 5 -2 0 m ins)
question b. T he ir answers fo r a and b w ill p robably First, ask the students to re-read the article on page 44
'overlap'. and to look at the Useful Language box.
Then ask them to consider w h a t w ou ld be a good title
Suggested answers:
fo r a re p o rt based on the bar c h a rt in exercise 2. W rite
• K uw ait recycles the least, and uses the m ost
good suggestions on the board. Students choose one
lan dfill; it uses no incineration.
and w rite it at the to p o f th e ir reports.
• A ustria and Luxem bourg use the least lan dfill.
Students then use th e ir notes from exercise 2 to
• A ustria recycles the m ost - m ore than twice as
w rite th e ir reports. Remind them to use the headings
much as the second biggest recycler, which is
Introduction, Key facts, Conclusions and Recommendations
Finland.
and b u lle t points as in the model text. Go round and
• Luxem bourg uses the m ost incineration.
o ffe r help as necessary.
• A ustria and Luxem bourg use a b o u t the same
a m o un t o f lan dfill (although A ustria is much
Check (1 o m ins))
bigger).

Stu d e n t s B o o k page
C? a Tell the students to read th e ir w o rk
th rough carefully and check spelling,
g ra m m ar and p un ctua tio n,
b and C Students then read th e ir partners’
Precious resources
reports, referring to the questions.
You are going to write a report based on
W ritin g A re p o rt waste and recycling statistics
Encourage them to make suggestions and
Read the re p o rt again and discuss these questions w ith a partner,
com m ents.
a W hat do you nocice abouc many o f the verbs in this report? Finally, invite d iffe re n t students to read o u t
b W hy does the wricer use bullets [ o ] in the Key facts pare o f che report?
C Which in form ation in che Conclusion is noc illustrated in the chart? th e ir reports to the class. Again, encourage
P lanning w ritin g b rie f com m ents o r questions.
Look at the bar chart below.
■ LiodN* | Recycled/compelled Lesson 9
Workbook pages 3 6 - 3 7 , Writing
Workbook answer key - see page 1 4 3

a W hat does the chart tell you? Discuss your ideas w ith your partner and write down fo u r or O bjectives
five key facts.
b How do the five countries compare with each other? For example, which councry recycles Skills A t the end o f this lesson,
the most material? W hich country buries most waste in landfill sites?
c W hat conclusions can you draw from this chart? (You can include ideas o fy o u r own that students should be able
are not given in the chart.)
to:
W rite yo u r re p o rt in a b o u t 200 words. Use che headings: Introduction, Key facts, Conclusions
t and Recommendations, and expressions fro m the Useful Language box below. Keep your Reading • read a b a r c h a rt and a
language sim ple and y o u r sentences short. Use bullets [ I ] to separate points.
related re p o rt
cite*
^ 4 W hen you have finished w ritin g , read your re p o rt carefully. V f i f w v l v to rcnientber • W riting • w rite a re p o rt based on
9 Check spelling, grammar and punctuation, component, compost, statistics
b Exchange reports with a partner. As you read what your partner constant, constituent,
has w ritten, ask yourself these questions: duration, heartening, • make a b a r c h a rt
ft Has he / she included all the most im portant key facts? household waste,
(Refer back to the chart.) incineration, material, Functions • make suggestions
ft Are the conclusions sensible and correct? quantity, trend, upsurge
C Return your partner’s report and exchange thoughts and ideas.

USEFUL LANGUAGE
Reporting quantity
X per cent of waste material was recycled / burnt / buried in a landfill site.
Of all the countries, Kuwait buries the most waste in landfill sites
Austria burns 10 per cent of its waste, whereas Luxembourg burns 50 per cent.
In comparison with Austria, Luxembourg recycles half / a quarter / twice / three times as much / much
more / less than
Expressing recommendations: it would lalso) help if people .; It would be better if I suggest that
It w ould be a good idea to . , It would be sensible for people to I don't think motorists should
Expressing criticism and annoyance: Frankly, it's ridiculous that we We shouldn't do this, it's causing huge
problems.; This situation is unacceptable / unbelievable / inconceivable
Expressing regret: I wish we had recycled more „■We should ha ve ...; If only we had Things should never
M aking conclusions: In conclusion, it is clear that / it can be seen; I would suggest / believe il is important to
/ would argue th a t...; Ultimately / Finally / Primarily, we m u st...

CL
[ 69
MODULE 2: Natural world

Unit 6 Under threat

Lessons 1 and 2 Check your understanding
O bjectives
W A (5-10 mins)
Skills: At the end of this pair of lessons, students
Read the firs t title a and ask students to match
should be able to:
it w ith the correct paragraph (D), Students
Reading • read a text a bo ut the panda bear
Speaking • ta lk a b o u t threats facing animals and plants w ork individ ua lly to com plete the exercise,
today checking answers in pairs.
Topic • The bamboo bear
Functions • agree and disagree ^ (5-1 0 mins)
• express opinion ’ Students read the article again and com plete
• su pp ort opinion the sentences w ith in fo rm a tio n from the text.
Vocabulary acute (A d j), avoid (V), dam p (A d j), Check answers as a class.
expansive (A d j), extinction (N ),
fascinating (A d j), hibernate (V),
perm anent (A d j), pose (V), refuge (N ),
c (5 mins)
Ask students to read the tw o sentences and
reservation (N ), reticent (A d j), solitary (A d j), answer the question. Check answers as a class.
stem (N ), threatened (V), tim id (A d j)

Student's Book pages 46 and 47

Present active vocabulary needed fo r this activity.

Discuss
^ (5 m ins)
D irect students' a tte n tio n to the quiz on
page 46. Ask i f any o f them know anything
a b o u t the panda. Ask students to answer
Under threat
G ra m m a r
the questions in pairs and record th eir Explaining possibilities:
Modais +. infinitive / Modals + past participle;
answers. Tell them n o t to w o rry to o much Passive verb form (revision); prepositions

if they d o n ’t know the answers, as they w ill

find the answers later on when they read
the article. D fsc u & s

# t Answer as many o f these quiz questions s ; you c

Extension
PAN DA Q U I Z
In groups, students th in k o f a t least fo u r a W h i c h c o u n t r y is t h e n a t u r a l h a b i t a t o f t h e g i a n t p a n d a ?
A Japan B C h in a C In d ia D M a la y s ia
more questions a b o u t the dangers faced by bW h a t k in d o f fo o d d o e s t h e g ia n t p a n d a m a in ly e a t ?
animals and plants today, (e.g. What effect A bam boo B fis h C g ra s s D s m a ll a n im a ls
c H o w m a n y h o u r s a d a y d o e s t h e g ia n t p a n d a s p e n d e a tin g ?
are people having on animals? Do we destroy too A 4 h o u rs B 8 h o u rs C 12 h o u r s D 16 h o u r s

much plant life in building homes?) d H o w t a ll is a m a le g ia n t p a n d a ?

A lm B 1 .5 m C 2m D 2 .5 m
e H o w m u c h d o e s a m a le g ia n t p a n d a w e ig h ?
Read A 80kg B 100kg C 120kg 0 140kg
P H o w m a n y g ia n t p a n d a s a r e t h e r e l e f t in t h e w ild ?
(5-1 0 m ins) A 16 B 160 C 1600 D 16000
g W h a t is t h e g r e a t e s t t h r e a t to t h e s u r v iv a l o f t h e g ia n t p a n d a
Students match the w ords w ith their in t h e w ild ?

meanings, using dictionaries o r the glossary A t h e d e s t r u c t io n o f its n a t u r a l h a b i t a t

B p e o p le h u n t in g i t f o r its b la c k a n d w h i t e f u r
at the back o f the S tudent’s Book. A llo w C s h o r t a g e o f fo o d

tim e fo r students to com plete the exercise, D d is e a s e

then check answers as a class.

R ead

(5-1 0 m ins) ^ Before you read the article abo ut giant pandas, match these w ords w ith their meanings.
Ask students to read the article on page 47, Check your answers in a dic tio n a ry o r the glossary at the back o f the Scudenc’s Book.

looking carefully fo r in fo rm a tio n relating to a extinction .......... 1 sleep during the winter
b habitat .......... 2 the process o f ceasing to exist
the quiz. H ow many o f th e ir answers were C hibernate .......... 3 easily frightened / tim id
d sanctuary .......... 4 safe place where animals are protected
correct? e reticent ............ 5 natural living area or environment o f an animal

Read che article abo ut giant pandas. H ow m any o f y o u r answers to questions 1 a-g were
correct?

70 )
 U ..Jt6 Under threat

Think and speak Supporting opinion Lesson 3

Workbook pages 3 8 - 3 9 , Reading
Workbook answer key - see pages 1 4 3 - 1 4 4
( 1 5 -2 0 mins)
First, read o u t question a and invite suggestions
fro m the class. W rite them on the board. Then p u t O bjectives
the students in small groups to discuss all three Skills A t the end o f this lesson,
questions. Go round and listen, giving p ro m p ts students should be able
where necessary. W hen they are ready, invite to:
students fro m each g ro up to share th e ir ideas w ith Reading • read an a rticle a b o u t
the class. Encourage com m ents. the ways p la nts p ro te c t
themselves
W riting • w rite a su m m a ry a b o u t
types o f p la nts and
the w ay they p ro te c t
themselves
Topic How plants protect themselves

Functions • express o p in io n

Vocabulary ca rn ivo rou s (A d j),

enem y (N ), in je c t (V ),
stin g (N )

S tu d e n t s Book

Unit f Under threat

The Ramhnn Hear

A Although it is one o f the best-Icnown, best-loved and most fascinating wild mammals ir
the world, the panda is also one o f the most reticent, and lives a solitary life. Pandas were
originally found in several parts o f Asia, including Vietnam and Tihet, but row survive only
in certain parts o f China
5 R Pandas spend about 12 hours every day feeding and the remaining tim e sleeping o r resting.
The average weight o f a panda is 120 kg. Pandas usually live in cold, dam p conditions but
are protected by their thick, warm , black and white fur. A typical panda is one metre and a
h a lf tall. Unlike some memhers o f the bear family, pandas do n o t hibernate.
C Despite their size and weight, pandas are very good a t clim bing. I f they are being
threatened by th e ir natural enemies, such as brown bears o r leopards, they clim b up the
nearest tree fo r refuge. Their acute hearing also helps them to avoid their enemies.
D
Pandas m ainly eat the leaves, stems, shoots and roots o f bam boo plants. An adu lt can
consume as much as 20kg a day. They also eat fruit, other plants, eggs and sometimes fish,
E There are only a bo ut 1600 pandas le ft in the wild. Until the 1960s pandas were being
1S hunted fo r th e ir skins, so humans posed the biggest threat to their survival. Now their main
problem is the disappearance o f their habitat, which is caused by the increasing use o f land
fo r farm ing and building. Anyone who is caught hunting pandas is severely punished. The
Chinese authorities have also set up special permanent reservations which are expansive
enough for 500-600 animals.

f J i« r h u n d e rsta n d m e

Read the article again and match these headings w ith the correct paragraph A-E o f the
article.
a Eating h a b its ............................
b Typical lifestyle..........................
C Saving the p a n d a __________
d Basic in fo rm a tio n ...... .............
C Special a b ilitie s ____________

W C om plete these sentences w ith in fo rm a tio n fro m the article.

a In the past, pandas were found in various............................................................ ........ ...............
b Their th ick f u r ___ ________________________ __________ ___________________________
C Pandas are good clim bers even th o u g h ______________________ _____________________
d Pandas know when their enemies are near because_______________ _________________

Read the fo llo w in g extracts fro m the text. W h a t d o the w ords in b o ld refer to?
a Now t h e i r mam problem is the disappearance o f their habitat,
w h i c h is caused by the increasing...
b Unlike s n m e m e m h e r s o fth e bear family, pandas do n o t w .
o n t o t o revh em h e r

hibernate. acute, avoid, damp,

expansive, extinction,
T b in k ■ ip e a k S u p p o r t in g o p in io n
fascinating, hibernate,
Discuss these questions w ith ocher students. permanent, pose, refuge,
reservation, reticent,
Is it right for people who hunt rare animals to be punished?
solitary, stem, threatened,
h W hat sacrifices w ould you be w illin g to make to protect an
timid
endangered species? Why?
C Should protection o f an endangered species be a problem fo r
the government o r charity organisations? Support your opinion.
( 47
C r\
 Lesson 4 and 5
---------------------------------------------------------- -------------'
Objectives
Skills: At the end of this pair of lessons, students
should be able to:
Reading • read a sh ort text a bo ut Islam arid the
im portance o f plants
Speaking• describe w ha t happened before and after a
certain event
Grammar • explain possibilities
• use modals + infinitive / + past participle
• use passive verb form (revision)
• use prepositions
Topic • Under threat
Functions » describe events
Vocabulary aware (A d j), bounty (N ), cultivate (V),
encroach (V), grow (V), illegitim ate (A d j),
nourishm ent (N ), recompense (N ),
reward (N ), trespass on (PhV),
unsanctioned (A d j) wealth (N )
^ Pronunciation • rhythm (2)
Student’s Book pages 48 and 49
Present active vocabulary needed fo r each activity.
G r F a m ilia r # Explaining possibilities:
Modals + infinitive / + past
participle
(10 mins)
Ask a student to read o u t the tw o
sentences in a. Ask the class to match
them w ith meanings 1 and 2 (It can’t be = 2,
It must be * 7).
In pairs, students discuss the sentences
in b and c. Go round and o ffe r help if
necessary.
(1 5 -2 0 mins)
Put the students in pairs. Ask them to look
at the pho to and discuss w h a t they th in k
happened ju s t before and ju s t a fte r it was
taken. Before they sta rt, invite one o r tw o
example sentences w ith must have a n d /o r
can’t have, and w rite them on the board.
W hen they are ready, invite d iffe re n t
students to come to the board to w rite
th e ir ideas. Make sure there are sentences
w ith must have, can’t have and might have.
Suggested answers:
He m ust have fallen. He m ig h t have h u rt
himself. He m ig ht have had an im p o rta n t
phone call. He can’t have w anted to sit
down in the snow. He m ust have been
w alking (because he’s wearing boots). He
m ight have been going to w o rk (because o f
his suit). His car m ight have broken dow n.
He m ight have fallen o ff his bike, etc.
• Passive verb form (revision)
(5 -1 0 mins)
Read o u t the firs t sentence and ask the students
to tell you the passive verb ( were ... found). Then
p u t them in pairs to ide ntify the passive verbs in
sentences b-f. Go round and o ffe r help where
necessary,
^ (1 5 mins)
Ask the class to name the tense in sentence 3a
(past simple) then allow tim e fo r them to w rite
dow n the names o f the rem aining passive verbs.
Put the students in pairs. Ask them to discuss all
three questions. Go round and listen, b u t let therr
w o rk o u t the answers on th e ir own if possible.
Then check th e ir ideas w ith the whole class.
(10 mins)
Read o u t the example sentences, then p u t the
students in pairs to com plete the task. Go round
and o ffe r p ro m p ts if needed.
Stud e nt s B o o k oaae
Grrwmm*t
• E x p la in in g p o s s ib ilitie s : M o d a ls + in fin it iv e / + p a s t p a r tic ip le
G ram m ar reference page 124
W h a t are the differences in meaning between these pairs o f sentences? M atch the
sentences in each pair w ith one o f the meanings given.
a i It can’t be an interesting place to work.
I It must be an interesting place to work.
1 You feel sure it is.
2 You feel sure it isn’t.
b I The crowds m ight have spoiled it fo r me.
I The crowds m ight spoil it for me.
1 You think it is possible in the future.
2 You think it was possible in the past.
c i Some people might have come from Africa.
I Some people must have come from Africa.
1 You think it was possible.
2 You feel sure it was possible.
W o rk in pairs. Look a t the pho to above and say w h a t you th in k happened ju s t before and
ju s t a fte r the p h o to was taken. Make sentences using must have or can’t have, i f you feel sure
that something happened, and might have, if you are no t sure.
• Passive v e rb fo rm (re v is io n ) Grammar reference pages 1 2 4 -1 2 5
c Circle the passive verbs in these sentences,
a Pandas were originally found in several parts o f Asia,
b Pandas are protected by their thick, warm coats.
C If pandas are being threatened by enemies, they clim b up the nearest tree,
d Until the 1960s pandas were being routinely hunced fo r their skins,
e Anyone they catch hunting pandas is severely punished,
f Panda sanctuaries have been set up by the Chinese authorities.
a In w h a t tenses are the passive verbs in 3a-f? W rite the names o f the tenses and the verbs
C< in each sentence.
b Discuss these questions w ith a partner.
1 In which sentences, 3 a -f, do we know who or what does the actions?
2 W ho or what do you think does the actions in che other sentences?
3 Why do you think the writer does not m ention who or what does the actions in these
sentences?
Rewrite sentences 3 a - f using active verbs. You w ill have to th in k o f a subject fo r some o f
€ the active verbs. For example:
3a Pandas were originally found in several ports of Asia.
People originally found pandas in several parts of Asia.
Quote “ To s it in the shade on a fine day and lo ok upon the verdant green
hills is the m ost perfect refreshm ent.” jane Austen
 U nder threat
Q uote environment affects every aspect o f our lives, therefore it is
Read the q uo te to the class. Elicit stu de nts’ o pinio ns important we protect it).
and ideas a b o u t the quote. H ow d o they like to spend Ask the students to read over the te xt carefully, paying
th eir free time? careful a tte n tio n to new and d iffic u lt vocabulary.
Background: Jane Austen (1 7 7 5 -1 8 1 7 ) was an English Students then use a d ictio na ry, o r the glossary a t the
novelist whose realism , b itin g social co m m en ta ry and back o f the S tudent’s Book, to provide d efin itio ns to
masterful use o f free in d ire ct speech and iro ny have the w ords in exercise 1. Ask a few students to read th e ir
earned her a place as one o f the m ost w idely read and d e fin itio n s o u t to the class. D o the class agree?
m ost beloved w rite rs in English literature. Austen lived
~er entire life as p a rt o f a sm all and close-knit fam ily. (1 0 mins)
She was educated p rim a rily by her fa th e r and o ld er Using th e ir d ictionaries o r the glossary a t the back o f
orothers as well as th ro ug h her own reading. She w ro te the S tud en t’s Book, students m atch the w ords from
—any novels, inclu ding Sense and Sensibility, Pride and exercise 1 w ith a w o rd from the lis t in exercise 2.
Prejudice, Emma and Persuasion.
Prepositions
Vocabulary Environmental words
( 5 - 1 0 mins)
( 1 0 -1 5 mins)
Explain to students th a t they m ust use p repositions from
Explain to the students th a t they are going to
the lis t to com plete the sentences. Put students in to pairs to
read a te xt a b o u t nature, environm ental issues
check answers.
and Islam. Before they read the article, ask them
to o ffe r ideas a b o u t the subject and the value o f Pronunciation Rhythm (2)
environm ental p ro te ctio n to o u r everyday lives. If
necessary, make suggestions (e.g. The state o f the ( 5 - 1 0 mins)
Ask a stu d e n t to read o u t the firs t sentence. Check th a t
the rhythm is correct (Pandas live alone), then
amaa ;>r* <•' '. I A ask the class w hich o f sentences 5 - 8 matches th<
| rhythm (8). Put them in pairs to com plete the
task.
U n it U n d e r th r e a t
#5 (6.1) ( 5 - 1 0 mins)

\/a c a tinlary E n v ir o n m e n ta l w o rd s Ask the students to listen w hile you play the

c [ Read the text. Then, using a d ic tio n a ry o r the glossary a t the end o f this bo o k, give
d e fin itio n s fo r these w ords fro m the text.
recording s tra ig h t th ro ug h . Encourage them to
ta p the beat w hile they listen. Then play it again
Are you aware o f the im portance o f plants? In add ition to providing nourishment, plants enrich
the soil, protect it from erosion and produce the oxygen we need to breathe. They are also o f pausing a fte r each sentence fo r them to repeat
immense value because they provide us w ith medicines, oils, perfumes, waxes, fibres, timbers
and fuel.
it.
5 The Prophet M oham med (peace and blessings o f Allah be upon him ) says th a t any Muslim who
plants o r cultivates vegetation and eats from it, or allows another man, animal o r bird to eat
from it, w ill receive recompense from Allah He (peace and blessings o f Allah be upon him ) also
said th a t anyone who plants a tree under which people can seek shade o r shelter from the sun Listening sc rip t 6.1, TG, page 133
w ill have his reward with Allah.
io Therefore, the cutting down o f trees for illegitim ate reasons encroaches on the bounty o f all,
and disturbs the beauty o fth e environment which Allah has created.

Bounty ...... .............................................................................................................................

Lesson 6
Cultivate .............................................................................. —------------ -----
Workbook pages 4 0 - 4 1 , Language practic
Recompense ..................................................................................... —----- ------------------------------ Workbook answer key - see page 1 4 4
Illegitim ate — ..............................................................................................................................
Encroach ____________ — ..................... ............... ...............................................................
Nourishm ent -------------------------- ------------------------------------- —.................................................... O bjectives
W N o w m atch the w ords fro m exercise 1 w ith w ords in the box w ith the same meaning.
Skills A t the end o f this lesson,

fwpi i fflom
m A C om plete these sentences w ith the correct prepositions from
the box. There is one extra preposition.
w orJs to reniemlier
aware, bounty,
Gram m ar
students should be able
to:
• use modals + in fin itiv e
cultivate, encroach,

for from in of on with

grow, illegitimate, (explain p ossibilities)
nourishment, recompense,
reward, trespass on, • use modals + past
a Human beings are dependent.................. plants. • unsanctioned, wealth *
b Pandas clim b trees to escape.................. their enemies. p a rtic ip le (explain
c Eating plants provides u s ------ ---------nourishment. p ossib ilitie s)
d The panda is fo u n d .................. the fore sts----------------China.
PmflunrJatfnn
• fo rm questions
R h y t h m (2)
4 W o rk w ith a partner. Read sentences 1 - 4 a lo u d , then fin d a sentence from 5 -8 w ith the Functions • m ake enquiries
same rhythm
• ask fo r in fo rm a tio n
1 Pandas live alone. 5 Leopards don’t eat grass or leaves.
2 Pandas never hibernate. fi People made belts o u t o f crocodile skin. • give advice
3 The Chinese panda’s under threat. 7 A vulture is a type o f bird.
4 Pandas eat berries and various plants. 8 Eagles fly at night.

€ 5 (61 ) N ow listen and check your answers.

r «

C

O bjectives
Skills: A t the end o f this pair o f lessons, students
should be able to:
Reading • read a report about the organisation of
small businesses and a council housing
project
Speaking • perform a role play
W riting • write a formal report
Topic • Under threat
Functions • give reasons for a choice
• persuade others
• plan
• express possibilities
Vocabulary burgeoning (Adj), consensus (N ), dearth (N),
graduate (V), housing (N ), knock-on (Adj),
V
utilise (V), vociferously (Adv), wetland (N )
Student’s Book pages 50 and 51
Present active vocabulary needed for each activity.
Speaking r 0|c p|ay
Introduction ~fhe situation
(1 0 -1 5 mins)
First, allow time for the students to study
the information and the map. Go round
and explain any problems, then ask the
class for their initial reactions - where do
they think the new homes should be built?
Read out the question and ask different
students for their opinions.
Preparing fw the role play
(15 mins)
3 and b Put the students in groups o f three
(AAA, BBB and CCC). Ask them to read
the appropriate role card carefully. Then
ask them to discuss and note down their
ideas about where the new houses should
be built. Go round and make suggestions
if necessary.
Role play
^ (1 5 -2 0 mins)
a First, ask the students to look at the
Useful Language box. Then put students in
new groups (ABC). Each student takes
turns to put forward their character’s
point of view.
b In their groups, students discuss the
different ideas and try to persuade each
other.
C Groups vote for where the homes should
be built.
d Ask each group to report back to the
class. Did all the groups vote for the same
place? Finally, have a "free vote’ with
students’ real opinions.
74 )
Quote
Draw students' attention to the Quote box. Ask them
if they know anything about George Eliot. Read the
quote aloud and ask the students what the writer
means. Do they agree or not?
Background: George Eliot (1 8 1 9 -1 8 8 0 ) was an
English novelist. She was one o f the leading writers ol
the Victorian area. Her novels, largely set in provincia
England, are well known for their realism and
psychological insights.
Stud e nt s Book Daae
Spealdng Role play
I The situation
Read th is situ a tio n . W h o should decide where to build the
new homes?
► The population o f your region is growing rapidly and in a
few years there w ill be a serious dearth o f housing.
► There is an area very near your town where new homes
could be built, but this area is a wetland and is protected - it is the habitat o f a rare type o f
bird.
I There are two other possible areas:
1 5 kilometres away from the town.
2 20 kilometres away from the town. A new tow n and new roads w ould have to be built here.
R n p a fttf fo r the role piny
Your class has the jo b o f deciding w here the new homes should be b u ilt, b u t firs t you are
g oing to discuss the problem in groups o f three.
a Each student should play one o f the roles A -C described below.
b Read your role card and decide where you think the new homes should be built. Make notes
about your choice o f area. ________________________
Role A Environm entalist Role B - University student Role C - Tow n resident
►Your fam ily have lived
►You believe in preserving
animal habitats.
►You are soon going to
graduate from university in the town all their lives.
►You believe that too much and will need a home in this area. ►You think your town already
new building w ill damage ►Your fam ily live in the town has enough inhabitants.
the countryside. and you would like to live ►Animal conservation is not
►Your b rother’s fam ily w ant near them. a prion ty for you.
to move to the area. ►You d o n 't th in k birds are
very im portant.
Role
W o rk in groups o f three - A, B, C.
a First, each ‘character’ should say where he / she thinks the new homes should be built. Give
as many reasons as you can.
b When everyone has expressed their opinions, have a general discussion. Try to persuade the
others in your group th a t you are right.
C Organise a vote. W hat is your group’s conclusion?
d Compare your vote to the vote o f the other groups in the class.
USEFUL LANGUAGE
Giving reasons tor a choice Persuading others
There are 1wo reasons why I think we should build the houses here...
Firstly,... / Secondly,...
Can you see what I mean?
Look at it this way: if we build the houses
there,...
The main reason I would choose this area is because...
The purpose of this report is to comment on the projected housing project., If you build them there, it will mean
New houses near lo the town will
Equaly, we are concerned ...
This group strongly supports .
lu ote “ Anim als are such agreeable friends - they ask no questions, they
pass n o criticism .” George E liot
JD
 Unit 6 Under threat

riling ^ form al report (1 5 mins)

Remind students a b o u t the previous lesson’s Ask the students to return to the groups they were in
roleplay discussions. Tell them th a t they are going fo r the speaking activity in the previous lesson. W h ils t
to w rite a fo rm a l re p o rt a b o u t the new housing students should w rite th e ir own reports by returning
project, and th a t, as before, they are to imagine to th e ir groups, students can rem ind each o th e r o f the
th a t they live in the affected to w n. p oints they discussed in the previous speaking exercise.
Tell them to plan th e ir reports, using the ideas from
(15 mins) th e ir previous discussions. They should decide on the
Tell the students th a t they are firs t going to read section headings fo r th e ir reports and then w rite down
a re p o rt w ritte n by a g ro up o f local business th e ir main ideas.
owners fro m the to w n . For econom ic reasons, they
s u p p o rt the b u ild in g o f the housing p roject on the ( 1 5 -2 0 mins)
protected w etlands, w hich is the closest site to the 3 Ask students to read the Useful Language box and
tow n. rem ind them th a t the re p o rt fro m the local businesses
used b u lle t p oints to get key points across,
Ask them to read the report. W hen they have
finished reading, they should fill in the fo u r gaps
b Tell them to check th e ir spelling, g ra m m ar and
p un ctua tio n very carefully, then to read a nother
fo r headings a t the beginning o f each paragraph.
stu d e n t’s report. Do they express the same p o in t o f
Suggested answers: Purpose o f report; Why build on
view?
the wetland?; Why not build elsewhere?; Conclusion
C ollect in the reports fo r correction. You could ask
students to produce word-processed copies fo r a class
display.

S tu d e n t s B o o k paqe Lesson 9
Workbook pages 4 3 - 4 3 , Writing

Workbook answer key - see page i 4 4

Unit 6 Under threat

You are going e o w rite a report to che council making

O bjectives
recom mendations about where to build houses.
Skills A t the end o f this lesson,
™ A fo rm a l re p o rt

T his is a re p o rt by a g ro u p o f local businesses w h o are in fa v o u r o f the new houses being

students should be able
b u ilt on che w e tlands near the tow n. to:
Read the report and fill in the text w ith suitable titles fo r the headings.
Reading • read an a rg um en ta tive
O r g a n is a t io n o f sm a ll b u s in e s s e s a n d th e c o u ncil h o u s in g project
essay a b o u t land
1 . __________________
The purpose o f this re p o rt is to com m e nt on the projected housing developm ent fo r the re cla m a tio n
local area, w ith respect to th e business c o m m u n ity in particular.
2 ___________________________ W riting • w rite an arg um en ta tive
W e recognise the needs o f the burgeoning p o p u la tio n and so, by consensus, are convinced essay
o f the need to utilise undeveloped w etlands fo r construction purposes.
As a result:
Functions • state advantages and
. b u ild in g here w ill increase dem and fo r services, w hich the members o f o u r organisation
provide. disadvantages
• any w in d fa ll fro m them w ill have a knock-on effect on che to w n and w ill help to im prove
che local economy.
• m ake suggestions
3 ________________________ _ • m ake c o m p la in ts
Equally, we are concerned th a t b u ild in g che new houses o u t o f to w n m ay represent a missed
o p p o rtu n ity fo r this to w n to expand and m odernise. O u t-o f-to w n housing w ill:
• require new shops and so increase c o m p e titio n fo r local businesses.
. d ire ct investm ent away from o u r to w n a t a tim e o f econom ic recession. Preparation for the project
4 ______________
This gro u p vociferously supp orts the b u ild in g o f new houses on local wetlands. W h ils t Tell the students th a t they w ill be w o rk in g on a
we are aware o f environ m ental concerns, the to w n ’s econom ic v ita lity m ust precede
environm ental issues. p ro je ct called W riting a leaflet on environmental
issues. Ask them to w o rk in pairs. They should
N o w plan a re p o rt to the town council from your group.
I Decide what your section headings will be.
I Take into account the views of your classmates in the
speaking exercises and the ideas put forward in the report
w Fords to renicm her
burgeoning, consensus,
b ra in sto rm any environm ental issues and
concerns they have. W hich do they th in k are
dearth, graduate, w o rth te llin g people about? Students then use
above.
housing, knock-on, utilise,
I Make recommendations to the council about where to build
the houses.
. vociferously, wetland ' books, magazines, the Internet, etc. to research
I Use the Useful Language box below. environm ental issues and fin d pictures they may
a W rite your report in about 200 words, using your plan and the b u s in e s ^ e p o r^ wish to use in th e ir leaflets. They should bring
b Check spelling, gram m ar and punctuation carefully.
these to the next lesson.
USEFUL LANGUAGE
Expressing Possibilities
We are concerned that... moy / might / could represent..
Perhaps / Possibly / Probably, 1his will mean that...
In all likelihood...

(J I
( 7C
 focus on
Student’s Book page 52

The Arfaj
Pre-reading (5 mins)
Point to the photo. Ask the students i f they know w hat
it is. Ask some general questions to guide them to the
to p ic o f the text: The A r fa j, e.g. Have they ever seen one?
Why is it an important plant to Kuwait?

Reading Comprehension (15 mins)

Students read the text silently.

Ask students some questions to check their

comprehension and to lead them into a discussion. The
fo llo w in g are suggestions:

1 W h a t is the purpose o f a national plant?

2 W hy was the A rfaj chosen as K uw ait’s national plant?

3 W h a t factors could have co ntribu te d to the A rfa j’s

decline?
S t u d e n t 's B o o k p a g e
Point to any new vocabulary you th in k
students may find new o r d ifficu lt. Try
to lead them to guess m eaning from
context.
Questions
(2 0 mins)
Ask students to read and answer the
first question. Elicit responses, then
provide the fo llo w in g in fo rm a tio n .
The two questions are called rhetorical
questions. A rhetorical question is asked for
effect with no answer expected. The answer
may be obvious or immediately provided by
the questioner. It is posed for its persuasive
effect as it encourages the listener to reflect on
what the implied answer to the question must
be.
Did students provide sim ilar answers?
Ask a few students to provide sim ilar
rhetorical questions to show they
understand the concept.
Direct students’ a tte n tio n to exercise
2. Explain th a t these are examples
focus on
T h e A rfa j
Have you heard of the Arfaj? Have you ever seen one? The Arfaj.
scientific nam e Rhanferium Epapposum Oliv, is the national plant
of Kuwait. The selection of the national flower was not at random, the
choice being the result of a long process, which took into account the historical roots.
5 symbolism and the fame of the flower. The Arfaj was chosen as the Kuwaiti national
flower because of its historic significance to Kuwaitis. Traditionally, the Arfaj was used as a
natural medicine, as a source of bedding and firewood, and as a food source for sheep.
In the past, the Arfaj was recorded as covering up to thirty percent of Kuwait’s land, a
phenomenal figure for a single species. French botanist Renato Desfontaines recorded
10 the Arfaj in his encyclopaedia “Flora Atlantica.” In this work he noted that, whilst rare in
many countries, the Arfaj seemed abundant in Kuwait. He was especially taken with the
plant’s bright orange flowers and beautiful fragrance.
Unfortunately, the Arfaj is one of 370 species of plants that are facing potential extinction
because of human activity and environmental degradation. Many people have
15 com mented on the dwindling number of Arfaj in Kuwait. Dr Jose Kaitharath, an Indian
botanist, notes that when he pointed out the Arfaj to students very few of them knew
what it was, or even that it was the national flower of Kuwait. He puts this down to the
fact that the Arfaj is no longer visible in many areas.
Unfortunately, because of human development, many important species are
20 disappearing from Kuwait. The Arfaj, as the country's national flower, may be one of
the better known examples, but it is by no means the only casualty. However, with
commitment, determination and hard work many groups are attempting to save these
species, by protecting them for generations to com e. Indeed, Kuwait’s natural heritage is
worthy of protection. Dr Kaitharath makes this clear when he says. “The plants unique to
25 Kuwait are strong in nature as they have to brave the harsh weather conditions. But once
dam aged by human activities, it could take years and years to resurrect it, and that’s
only if their seeds are still available in the soil... the 370 plant species in Kuwait cannot be
found in other places in the Middle East."
In protecting these rare plants, we are not only protecting a valuable part of nature; we
30 are protecting a part of Kuwait itself.
R h e to ric a l q u e s tio n s

o f rhetorical questions taken from ^ j j The article begins w ith tw o questions. W h a t is the purpose o f the tw o questions? Is the
a u th o r expecting answers?
everyday speech. Ask them to explain
and paraphrase the rhetorical
questions, so th a t they are in statem ent
Explain w h a t a speaker means when he/she says:
form .
a ‘ How much longer must people endure this injustice?’

b ‘ How many times do I have to tell you to stop walking into the house with mud on your
shoes?’

f ______ fO
\
Project 2
Read and discuss
W ritin g a leaflet on environm ental issues (10-1 5 mins)
Student's Book pages 5 3 -5 4 a Ask the students to read the leaflet, then p u t them in
groups to discuss questions 1 -3 . Check th e ir answers.
Tell the class they are g o in g to w rite a lea flet to
b and C Students discuss these questions in th e ir
raise e n viro n m e n ta l awareness. I f a p p ro p ria te ,
groups. M ake sure they note dow n th e ir ideas. W hen
you co u ld also give the stu de nts the o p tio n o f
they are ready, discuss the leaflet w ith the w hole class
c o m p o sin g a w ebpage (instead o f a lea flet). using the points in c.

Students can access these websites to Some ideas:

obtain more information: A leaflet needs an eye catching slogan as a heading /
www.en.wikipedia.org/wlki/giobal-warming title .
www.findarticles.com/p/articles/mi-m1 31 O/is/
The points need to be presented clearly and w ith o u t
a i-1 7 9 4 3 1 4 3
to o much te xt - b ullet p oints are a good way o f d oing
this.
An interesting picture catches the reader's a tte n tio n .
An effective leaflet engages the reader directly.

S t u d e n t s B o o k paae

P ro je c t 2
As part o f a campaign fo r a focal botanical park,
which aims at both attracting visitors and making
people more environmentally aware, you are going
W r it in g a le a fle t on e n v iro n m e n ta l
(■ t o y m d a i* j - «
issues
1 Read and discuss
a Read the leaflet below about Kew Cardens.
1 W hich environmental issue is the subject o f the leaflet?
2 W hich group o f people is the leaflet trying to persuade?
3 W hat ideas are the writers using to persuade these people?
W hat has the writer done to make the message o f the leaflet clear to readers?
W hat do you think about the design and layout o f the leaflet? Here are some things to think
about:
► The headlines / slogans
► The am ount o f text
ft The use o f separate boxes
ft The use o f illustrations
ft The use o f quotations

What is Kew Gardens? expertise Kew h a s helped to develop in

Kew G a rd e n s is a 3 0 0 -a c re p a rk in W e st 30 p ro p a g a tio n a n d g e rm in a tio n a lso helped
L o n d o n d ed ica ted to e d u c a tin g the to reintroduce plant life a n d restore
p u b lic a b o u t p la n ts fro m all over the e nviron m e n ts in A ustra lia , M a d a g a sc a r,
w orld . It c o m b in e s stu n n in g g a rd e n s the U K a nd S o u t h Africa, a lo n g with
s w ith gia n t g r e e n h o u se s that a llo w the m a n y othe r countries. Ke w G a rd e n s
c o n tin u in g existence o f m a n y species 35 a lso h o ld s so m e o f t h e m o s t im pressive
o f p la n ts th a t w o u ld o therw ise be b ota n ic al reference m aterials in the w orld
u n a b le to survive in E n glan d . K e w Every year t h o u sa n d s o f researchers from
G a rd e n s c o m b in e s beautiful, relaxing all over the w orld co m e to Ke w G a rd e n s
10 s u rr o u n d in g s w ith a c o m m itm e n t to to use the fa m o u s H e rb a riu m a n d Library.
e d u c a tio n a n d scientific endeavour. 40 A visit to Kew
M ille n n iu m Seed Bank G a rd e n s is On July 3rd, 2003, Kew
Kew G a rd e n s is n o t o n ly a place to see n o t sim p ly a Gardens was officially made
rare plant life. In p a rtn ership w ith its trip to o ne a World Heritage Site, and
sister site, W a k e hu rst Place, Kew G a rd e n s o f the m o s t therefore acknowledged as
15 ha s created the w o r ld ’s largest seed bank, 45 im pressive a site o f im portant cultural
a im in g to catalogue, p ro te ct a n d b a n k ga rd e n s in and scientific value. As Kew
7 5 , 0 0 0 plant species b y 2 0 2 0 . T h is is the w orld. Garden’s director. Professor
o ne o f the m o s t im p o rta n t con se rv a tion It is a lso a Peter Crane, said, the title
projects in the w orld, a llo w in g us to life -cha nging “ recognises the importance
20 better u n d e rsta n d the floral life a ro u n d
50 experience o f Kew’s uninterrupted
us and, ultimately, to protect bio-diversity th ro u g h contributions to botanical
fo r future generations. w hic h you and environmental science
can b e com e since 1759, together with its
Kew G ardens A ro u n d the W o rld
part o f the unique collection o f plants
T h e scientific kn ow ledge developed
55 c o m m itm e n t from all over the woHd, and
at Kew G a rd e n s ha s already helped
to protect its international influence on
25 co u ntless peop le a r o u n d the w orld. By
the diverse the history o f landscape and
helping survey p la nt life in C a m e ro o n ,
life o f planet garden design."
Kew w a s instrum ental in the creation
Earth.
o f the B a k o ssi N a tio n a l Park. T h e

(E
S ta g * * 2 D j5 C U 5 5

(10-1 5 mins) M odule 2 Progress Test

3 First, discuss the pictures w ith the whole class; Workbook pages 4 4 - 4 7

w rite any new vocabulary on the board. Workbook answer key page 1 4 4
Students then discuss the question in groups. Go round W Extra Listening pages 1 3 6 - 1 3 7
and make suggestions i f necessary, then invite the
students to share ideas w ith the w hole class,
b and CDiscuss these tw o questions w ith the whole
class.
d In th e ir groups again, students look at the
suggestions and then note dow n fu rth e r ideas.
W hen they are ready, invite them to share ideas w ith
the w hole class.

Stage 3 M ake your decisions

(1 0 mins)

In th e ir groups, students discuss the three p oints and

note dow n the main points fo r th e ir leaflet o r webpage.

StafiC 4 W rite your leaflet

(1 5-20 mins)
Stud e nt s B o o k p a g e
3, b and CStudents divide the tasks
am ong group members and prepare a
firs t d ra ft o f th e ir section o f the leaflet
o r webpage.
They then com m ent on each o th e r’s
ideas and make changes accordingly. Go Stage 2 D iscuss
Discuss these questions w ith y o u r pa rtn e r/s . W rite notes ab o u t m ain points o f
round and make suggestions and / o r agreement.
corrections as necessary. a W hat is the im portance o f preserving our natural plant life fo r future generations?
b W hat roles do plants play in our lives? Here are some ideas.
The groups produce the final version o f ft Plants and trees absorb carbon dioxide. Every tim e a tree is chopped down, more
carbon dioxide remains in the air, contributin g to global warming,
th e ir leaflets o r webpages. ft Photosynthesis is the most im portant chemical process in the world. Through this,
plants and trees convert carbon dioxide to oxygen,
Stag€ 5 Present your leaflet ft Plants and trees provide hab itat fo r the m illions o f creatures th a t we share the Earth
with.
(about 5-10 mins)
a and b Groups take turns to present
th e ir leaflets o r webpages to the class
( ‘webpages’ do n o t have to be actually
on co m p u te r screens). Invite com m ents
and fin a lly hold a class vote fo r the m ost C W hy is it im p o rta n t to make people aware o f these facts? W hat role do botanical gardens
play in raising awareness?
effective leaflet. d H ow could you get involved? Here are some ideas:
ft Volunteer at local gardens ft Fundraise fo r the gardens ft Become a member
Use the finished w o rk fo r a classroom
Stage 3 M a k e y o u r d e c is io n s
display.
Decide the fo llo w in g points:
ft The issue your leaflet w ill highlight, and how this affects people o f your age in Kuwait and
around the world.
ft Suggestions fo r action people can take.
ft Ideas which you can use to persuade young people th a t they should do something.

Stage 4 W r i t e y o u r le a fle t
a Share the tasks. For example, one student could w ork on an interesting design, find
illustrations, etc.; another could think o f suitable headlines or slogans; a third could w rite
the text.
b Each student in the group shows or tells the rest o f the group what he / she has done. The
group as a whole can comment on this and suggest improvements.
C Each student revises his / her ideas and produces a final version o f the leaflet.

Stage 5 P re s e n t y o u r le a fle t
3 Groups take turns to present their leaflets to the rest o f the class. (Leaflets can be
displayed on the classroom walls.)
b Talk about how effective each leaflet is. How persuasive is it?
Try these websites fo r in form ation:

• wwvven.wil«pedla.(^y^iki%lc^at„wapn)ing

( sQ
78
 Student's B o o k Answ er key
& . .

vUnit 4, page 34, exercise 1

. .
Unit 5, page 40, exercise 1 b
M o d u le 2
a deserts (Students’ own answers)
b (students’ own answers) Unit 5, page 40, exercise 2
c (suggested answers) (Students’ own answers)
environmental problems: lack of
Unit 5, page 41, exercise 3
water; sparse vegetation; wind
glass; paper and cardboard; plastic
erosion; extreme temperatures
Unit 5, page 41, exercise 4
causes: climate; actions of humans
a bury b waste c equipment d car batteries
Unit 4, page 34, exercise 2
e criminal offence f household rubbish
a 2 b 6 c 1 d 5 e3 f4
Unit 5, page 41, exercise 5
Unit 4, page 35, exercise 3 (suggested answers)
a T: Recycling can be prohibitively expensive,
no rain; harsh climate; top layer of soil destroyed;
b F: In most countries, waste is buried,
overcultivation and overgrazing; deforestation
c T: They all recycle paper.
Unit 4, page 35, exercise 4 d F: We’re running out of places where rubbish can be
a 1 buried.
b 2 e T: It pollutes the atmosphere.
c 2 f F: Jim would make it a criminal offence in his country,
Unit 4, page 35, exercise 5 g F: Big companies produce more waste than
a F: Climate is also a cause of desertification, households.
b F: 73% of the dry lands are affected, Unit 5, page 42, exercise 1
c F: Desertification is also caused by deforestation. a criticism/annoyance
Unit 4, page 36, exercise 1 b regret
a in order to b Because c to make (i.e. the c regret
infinitive) d regret
Unit 4, page 36, exercise 2 (suggested answers) e criticism/annoyance
1 a Why do some people move to greener areas? Unit 5, page 42, exercise 3
1 b Why do farmers tend to overcultivate their land? a=1c b=1e c=1b d=1d e=1a
1c Why are trees usually cut down? Unit 5, page 42, exercise 4
Unit 4, page 36, exercise 3 a criticism b regret c regret d criticism e regret
(Students’ own answers) Unit 5, page 42, exercise 5 (suggested answers)
Unit 4, page 36, exercise 4 b I wish it was/were cooler,
a so that c I wish they’d (= would) drive more slowly.
b (are) the real cause o f... --£> d I wish they are cheaper.
c with the result th a t... e I wish I had remembered it.
d this leads to ... Unit 5, page 42, exercise 6
Unit 4, page 36, exercise 5 a had finished
(Students’ own answers) b had known
Unit 4, page 37, exercise 1 c had gone
1 day-to-day 2 climate 3 prevailing 4 Equator Unit 5, page 42, exercise 7
5 humid 6 frigid 7 arid 8 droughts 9 forecasting (Students’ own answers)
10 planting Unit 5, page 43, exercise 1
Unit 4, page 37, exercise 3 a saw red
a again b wrongly or badly c not enough b put him on the black list
Unit 4, page 37, exercise 5 c given the green light
a I’m ft ling warmer now, d it’s in black and white
b They’re cutting down that tree, e red tape
c Rain can damage crops, f out of the blue
d The climate’s better here, Unit 5, page 43, exercise 2
e W hat’s the weather [ike? (Students’ own answers)
f It’s cool again today. Unit 5, page 43, exercise 3
Unit 5 ) page 40, exercise 1 a a keep up with = 2
“ Processing objects and materials so that they can be b cut down on = 4
used again c come up against = 3 ____
d look forward to = 5 (7 9
 e p u t up w ith = 1 d U ntil the 1960s, hunters were rou tine ly h un tin g
f get rid o f = 6 pandas fo r th e ir skins.
U n it
5, page 4 4, exercise 1 (suggested answers) e The auth orities severely punish anyone they catch
• The overall a m o u n t o f recycling has increased every h un tin g pandas.
year. f Chinese a uth orities have set up panda sanctuaries.
• The overall a m o u n t o f recycling has doubled. U nit 6, page 4 9 , exercise 1
• The greatest overall increase in recycling is in green Bounty: abundance, plenty
waste. C ultivate: grow , raise, plant, sow
• The sm allest overall increase is in m etal waste Recompense: reward someone fo r e ffo rt
U nit 5, page 4 4 , exercise 2 Illegitim ate: n o t in accordance w ith accepted standards
a (stud en ts’ own answers) Encroach: intru de on a person’s te rrito ry o r rights
b key fa ct # 5 N ourishm ent: fo od
U nit 5, page 4 5 , exercise 1 U nit 6, page 4 9, exercise 2
a The verbs are o fte n in the passive voice (because reward: recompense
it is a fo rm a l re p o rt, and because it describes grow : cultivate
processes). unsanctioned: illegitim ate
b Bullets are used to make the p oints stand o u t sustenance: nourishm ent
clearly. w ealth: b ou n ty
c The second sentence o f the conclusion is n o t trespass on: encroach
_____ illu strate d in the bar chart. U nit 6, page 4 9 , exercise 3
U nit 6, page 4 6 , exercise 2 a on
a 2 b 5 c1d 4 e3 b fro m
c w ith
U nit 6, page 4 6, exercise 3
d in ... o f
aBbAcCdBeCfCgA
U nit 6, page 4 9, exercise 4
Unit 6, page 4 7 , exercise 4
1,8 2,5 3,7 4,6
aDbBcEdAeC
Unit 6, page 4 7 , exercise 5 (Suggested answers)
a ...parts o f Asia, including Vietnam and T ibe t,
b ...protects them fro m cold, dam p cond itio ns,
c ...they are large and heavy,
d ...they have sharp hearing.
U nit 6, page 4 7, exercise 6
a pandas/ the disappearance o f th e ir h a b it
b m embers o f the bear fa m ily w ho do hibernate
U nit 6, page 4 8 , exercise 1
a the firs t sentence = 2; the second sentence = 1
b the firs t sentence = 2; the second sentence = 1
c the firs t sentence = 1; the second sentence = 2
Unit 6, page 4 8 , exercise 3
a were fo u n d b are protected c are being threatened
d were being hunted e is punished f have been set up

U nit 6, page 4 8, exercise 4 a

a past simple
b present simple
c present co ntin uo us
d past continuous
e present simple
f present perfect

U nit 6, page 4 8, exercise 4 b

1 b, c and f
' 2 d: hunters e: the auth orities
3 They are n o t as im p o rta n t as the actions
themselves / they’ re obvious

U nit 6, page 4 8, exercise 5

b T hick, w arm coats p ro te ct pandas,
c I f enemies are threatening pandas, they clim b up
on "\the nearest tree.
 Lifestyles

t?s B o o k page 55 Put them in to pairs and ask each pair to choose one o f the
pictures. Give them five m inutes to w rite dow n all the w ords
r (5 -1 0 minutes) they know w hich are connected to th e ir picture. These could
students th a t this page shows them w h a t they w ill be be w ords fo r items th a t they can actually see in the pictures,
n the th ird m odule ( Lifestyles) and ask them to look at o r m ore abstract w ords w hich the picture suggests to them .
: jres. W hen the tim e lim it is up, ask
the various pairs to share th eir
ideas w ith the class. W rite
suggestions fo r each picture on
the board.
Put students in to small groups
to discuss the questions in
the S tud en t’s Book and note
dow n th e ir ideas fo r each one.
Invite differen t students to
share th e ir ideas w ith the class,
giving th e ir reasons where
possible.

► listen t o a ta lk a n d a d e sc rip tio n » give a dvice

Outcomes ► c o m p a r e a n d c o n tr a st » w rite a m a g a zin e article
Y o u w ill b e o b le lo s 1 lnfer m e a n in S * re ad a b io g r a p h y
» w rite a b io g r a p h y » re a d a n a rticle a b o u t re sp e ctin g
y o u r eld e rs

J
MODULE 3; Lifestyles

Unit 7 Long lives

Lessons 1 and 2 Check your understanding
Objectives
^ 3 (7.1) (1 0 -1 5 mins)
Skills: At the end of this pair of lessons, students
A llo w tim e fo r the students to examine the table
should be able to:
and read the task. Then play the recording and ask
Reading • read a sh ort text a bo ut staying active
them to com plete the table w ith in fo rm a tio n from
Listening• listen to a jo u rn a lis t ta lkin g a bo ut old
the listening script.
people she has met
Put them in pairs to com pare answers. I f necessary,
Speaking • discuss how to live a long life
play the recording one more time.
• ta lk a bo ut ways o f show ing gra titud e and
respect to the elderly Listening script 7.1, TG, page 133
Topic • Staying active
^ (1 0 -1 5 mins) Remind the students o f the
Functions • give reasons
recording they heard, and i f necessary play it again
• make suggestions
to refresh th e ir memories.
• discuss and com pare
Read o u t sentence a and ask the class to com plete
Vocabulary cardiovascular (A d j), centenarian (N ),
it ( ... cycles to a nearby village). Then allo w tim e fo r
com m entary (N ), cycle (V), elderly (A d j),
them to com plete the task in pairs.
expectation (N ), geriatric (A d j), h o n ou r (V),
integral (A d j), onerous (A d j), supple (A d j),
vigorous (A d j)

Student’s Book pages 56 and 57 S tu d e n t s B o o k page

Present active vocabulary needed fo r each
activity. MODUlt 3: lifestyles
Discuss
Long live s
G ra m m a r
(1 0 -1 5 m ins) Direct and reported questions / statements;
Instruct the students to read the text. phrasal verbs with make and do

Then, p u t the students in pairs o r small

groups to look at the pictures and discuss
the question. Go round and listen, giving
p ro m p ts and supplying vocabulary where
necessary. Then invite d iffe re n t students
to share th e ir ideas w ith the class. Have
a class vote fo r the three m ost im p o rta n t
suggestions.

Listen

( 7 .1 ) (1 0 mins)
D i ic u «
Ask the students to read the w ords, then
The pho tograph s show people w ith busy and active lives.
play the recording stra ig h t th ro ug h .
W hy is keeping active im portant for a long life? Use the pictures and the suggestions from the
In pairs, students then w rite the text below to discuss your ideas with other students.

d efinitions. Staying active

One o f the best ways o f ensuring a long life is by staying active, both physically and mentally.
Then play the recording again fo r them to
H a lf an hour o f vigorous stretching in the m orning will help to keep your muscles supple,
check. w hilst running fo r a kilometre or two will improve your cardiovascular fitness. As you get
older, you m ight find it easier to go fo r a walk, but any kind o f exercise is positive.
Listening script 7.1, TG, page 133 It is also imperative to tax our brains. Sitting down with a book or a crossword is a useful
way o f exercising our minds and helps to keep us mentally flexible.

____________________________________________________J
Listen

& * ■ ' \ Listen to the jo u rn a lis t talking a b o u t old people she has m et. She uses all the w o rds in
a-d below. W rite b rie f defin itions o f the w ords. You may use a d ic tio n a ry o r the glossary at
the end o f this b o o k to help you check y o u r answers.

a com m e nta ry...

b onerous............
C close friends....
d compassionate

56 }

82 )
 Unit i Long lives

^ ( 5 - 1 0 mins) Lesson 3
Ask the students to lo o k a t sentence a and choose Workbook pages 4 8 - 4 9 , Reading
Workbook answer key - see pages *1 4 4 -1 4 5
the co rrect ending (2 ). A llo w tim e fo r them to
com plete the task in pairs.

^ (1 0 mins) Objectives
Ask students to com plete the sentences in the Skills A t the end o f this lesson,
S tud en t’s Book. Read o u t the firs t sentence, students should be able to:
pausing fo r a stu d e n t to com plete the m issing Reading • read an a rtic le a b o u t the
w o rd (geriatric). A llo w tim e fo r them to com plete im p o rta n c e o f sleep
the task in pairs.
Topic • Whv is sleep important?
Functions • give o p in io n
Think and speak Discussing and comparing
Vocabulary c h ro n ic (A d j), deprived
^ ( 2 0 -3 0 mins) o f (PhV), d ro w sy (A d j),
Put the students in pairs o r sm all groups to genetic m ake-up (N ),
discuss the question. Tell them to note d ow n th e ir restful (A d j), s h a llo w (A d j)
ideas. Go round and o ffe r suggestions i f necessary.
W hen the students are ready, ask them to re p o rt
th e ir ideas back to the class.
Finally, a llo w a s h o rt class discussion.

Student s Book paqt

Unit 1 Long lives

Chech v

r * (7,1) Listen again and com plete the table w ith any missing in fo rm a tio n . You may also w rite
add itio n a l in fo rm a tio n .
L o c a t io n N a m e (s ) Age(s) F a m ily O th e r
in fo r m a tio n in fo r m a tio n

Mexico 100 and 99

S u n il Works 6 hours
Narayanan a day in fam ily
shop
May Chin Husband died 20
years ago

Choose the correct ending to these sentences.

a Every day M ay Chm . .

w.
1 ... eats corn and soup
2 ... cycles to a nearby village. ords to r c it ic itilic r
3 . . drives to the city. cardiovascular,
b Alberto and Maria got regular exercise by . . centenarian, commentary,
1 ... farm ing for most o f their lives. cycle, elderly, expectation,
2 ... running every day. geriatric, honour, integral,
3 ... riding horses. onerous, supple, vigorous
C Sunil Narayanan worked as ..
*1 a policem an.
9om•-•••* •
2 a fisherman.
3 a grocer

c M atch the firs t h a lf o f each sentence a-c w ith the correct ending 1-3.
a The journalist is doing ... 1 .. his parents had a simple life.
b In Mexico, she m e t... 2 ,, research about elderly people.
C Alberto and Mana's son said ... 3 ... the world's oldest married couple

€ Using a dictio n a ry o r the glossary at the end o f this book, find o u t the meanings o f these
w ords and p u t them in the correct space.

O ld people’s homes are often known as ( 1 ) ______________ homes. It is rare to find these
homes in Kuwait and the Arab w o rld, because Islam teaches children to ( 2 ) ___ ___________
their parents and show them ( 3 ) ______________ in their old age. When I am older, it is
my ( 4 ) ____ th a t my children will care for me, ju st as I am w illing to care fo r my
parents. Family values are an ( 5 ) ............................. pare o f M iddle Eastern lifestyles and provide
a basis fo r living.
T h M i and apeak Discussing and com paring

H ow can we show gratitu d e and respect to the elderly? C om pare ideas in pairs o r groups.

giz:
( 83
 O bjectives
Skills: A t the end o f this pair o f lessons, students
should be able to:
Listening . listen to a jo u rn a lis t ta lkin g a b o u t old
people she has met
Gram m ar .. use direct and reported questions /
statements
. use phrasal verbs w ith make and do
Topic . Long lives
Functions . re p o rt questions and statements
Vocabulary blizzard (N ), conceal (V), dispute (N ),
do away w ith (PhV), do up (PhV),
do w ith o u t (PhV), excuse (N ),
frequently (Adv), in spite o f (Prep),
make up (PhV), make up fo r (PhV),
vicinity (N )
Student’s Book pages 58 and 59
Present active vocabulary needed fo r th is activity.
G r rammar • Direct and reported questions / statements
(1 0 mins)
Remind the students o f the recording
a b o u t very old people which they heard
previously. Ask the students to fill in the
gaps in the text. Read the firs t e xtra ct as an
example and com plete the m issing w ords
(had spent).
Put students in pairs to com pare answers
b u t do n o t supply the correct answers yet.
0 2 (7.2) (5 mins)
Play the recording, pausing after each
sentence fo r the students to check th eir
answers to exercise 1. Invite different
students to read o u t a completed sentence.
Listening scrip t 7.2, TG, page 133
(1 0 mins)
Ask students to look a t the com pleted
sentences in exercise 1, and then w rite down
the speakers’ actual w ords. Go round and
o ffe r help where needed.
(5 mins)
Put the students in pairs fo r th is task. Tell
them th a t there may be m ore than one
correct answer. Then p u t pairs to ge th er to
com pare answers. D o n o t supply correct
answers yet.
Note: In m odern English whom is generally
restricted to fo rm a l contexts when it fo rm s the
objective case in a sentence, e.g. T o whom do
you wish to speak?
The norm al practice in m odern English is to use
who instead o f whom, altho ug h it is useful to
m aintain the d istin ctio n in fo rm a l w ritin g .
84
(7.3) (1 0 mins)
Play the recording, pausing after each extract fo r
the students to check their answers. Discuss which
sentences could have an alternative answer (b and c,
see key). Then ask the students to decide the actual
w ords the jo u rn a list used.
Listening scrip t 7.3, TG, page 133
(1 0 mins)
Put the students in pairs to discuss the three
questions. Go round and listen, o ffe rin g ideas if
necessary. Then discuss the questions w ith the
w hole class.
(1 0 mins)
Read o u t question a and invite a stu de nt to
com plete the reported question. W rite the correct
sentence on the board (/ asked her how longshe had
been married) and check the students understand
w hy the tense has changed.
Put the students in pairs to com plete the task,
then invite d iffe re n t students to come to the board
and w rite the answers. M ake sure they do n o t
p unctuate th e ir sentences w ith question m arks!
G ra m m a r
■D ir e r t and r e p n rte d q u e s tio n s I s ta te m e n ts G ram m ar reference page 125
In these extracts fro m the recording, the jo u rn a lis t is re p o rtin g w h a t people said. C om plete
the sentences using the corre ct fo rm o f the verbs in brackets.
a One o f their sons to ld me th a t his parents............................. (sp e n d ) every day o f their lives
together ..
He said they______ ____ ___ (always have) a good social life and . . . ..........................(keep) ji
regular touch with their family, friends and neighbours.
C He said he—......................... (be) n o t sure, but suggested t h a t ...
d He added th a t they______________ (both be involved) in farm ing fo r m ost o f their lives.
e Sunil said that h e _______ -______ (spend) m ost o f his life w orking as a fisherman.
i He said h e ______ _______ (enjoy) every day o f his life.
g M rs Chin said she . .. . ___________ (never do) paid w ork ...
* 2 (7.2) N o w listen to the above sentences and check y o u r answers.
In extracts 1 a g, w h a t were the speakers’ ( n o t the jo u rn a lis t’s) actual words?
My parents spent every day of their lives together ...
^ 4 In these extracts the jo u rn a lis t is re p o rtin g the questions she asked. Com plete the
* sentences w ith some o f the w ords from this list.
what which who whether where ,
a I asked their s o n __________ ____the secret o f th e ir long life was.
b I asked h im ................... he remembered his wedding day.
c I asked him ..................... he had enjoyed his long life.
d I asked her.................. she cycled to.
e I asked th e m ............. ............... they were friends with.
f I asked h e r..............................she preferred, the past or the present.
(7.3) Listen and check y o u r answers. In extracts 4 a -f, w h a t were the jo u rn a lis t’s actual
questions?
N o w discuss these questions.
a How is the order o f w ords in a reported question different from the order o f words in a
direct question? Look at the order o f words after where
Reported question: 1 a s k e d h i m where he l i v ed .
D irect question: Where do you live?
b W hich extra words are added when we report a Yes / No question?
C W hat is the broad rule about verb tenses when we report people’s words?
R eport these statem ents and questions. The beginnings o f the answers are given.
a ‘ H ow long have you been married?’ I asked her.................................................................... .......
b ‘ Do you enjoy spending tim e w ith each other?’ I asked them--------------------------------------------
c ‘We d o n ’t have disputes a bo ut anything.’ They said they............................................................
d ‘W e’re taking o u r grandchildren on holiday.’ They said they..................................................... .
e ‘W hen did you first meet?’ She asked them......................................................................... ..........
SB)
 Unit 7 Long lives

(icabulary Lesson 6
ollocations: make ur du Workbook pages 5 0 - 5 1 , Language practice

Workbook answer key - see page 1 4 5

(1 0-1 5 m ins)
Read o u t the in fo rm a tio n and instructions and
sentence a. Invite a student to supply the first
O bjectives
missing w ord (doing). Then ask the students to fill
in the gaps in the sentences. Students com plete Skills A t the end o f this lesson,
the task on th e ir own, then compare answers w ith students should be able to:
those o f a partner. Gram m ar • use d ire c t and re p o rte d
Phrasal verbs with make and do speech
• use both ... and
(5 -1 0 m ins) • use phrasal verbs w ith
Ask the students to read the te xt and then match make and do
each phrasal verb w ith its meaning. Go round Functions • re p o rt q uestions and
and o ffe r help i f needed; encourage the use o f statem ents
dictionaries and the glossary.
^ (5 -1 0 m ins)
Ask the students to m atch sentences a -d w ith
meanings 1 -4 . Go round and o ffe r help if needed;
encourage the use o f dictionaries and the glossary
as before.

Stu d e n t s B o o k page

Unit 7 Long lives

Vocabulary
CettocattenB! make o r do

M ake and do have sim ilar meanings, b u t you c ann ot use them w ith the same nouns. For
example, we say do a jo b but make an arrangement. Complete these sentences w ith the correct
form o f make or do
a The jo urn alist said she w a s............................. research fo r an article.
b Scientists frequently.............................experiments to test their ideas.
C You will have t o ............................. a special effort i f you w ant to pass your exam.
d Can I ............................. a suggestion? W hy don’t w e .............................. the shopping together?
e If y o u ............................. a mistake, you have t o .............................. your homework again.
f I ............................. my decision very quickly.
g I ’v e .............................myself a promise. I’m going t o .............................. a success o f my new
job.
h Last night’s blizzard............................. a lo t o f damage to buildings in our vicinity.
Phrasal verba with rnafca and ito

M atch the phrasal verbs w ith make in this text w ith the correct meanings 1 - 3 below. You
may check yo u r answers in a d ictio n a ry o r the glossary at the end o f this book.
Ibrahim usually arrived at work on time, so his boss d id n ’t know
what to (a) m a k e o f it when he was an hour late one morning. N ote
He said that he was feeling ill, but actually this was an excuse A phrasal verb is a verb plus
he had (b) made up to conceal the truth. Ibrahim promised he a preposition o r sometimes
would (c) make up fo r the tim e he had lost. two prepositions or an
Meanings adverb, which creates a
meaning different from the
1 invent (a sto ry ).....................................................
original verb. Example:
2 take the place o f something lost or missing
run into - meet
run away « leave
3 think about / understand .

M atch the phrasal verbs with do in these sentences w ith the correct
meanings 1 -4 below. You may check your answers in a dictionary or
the glossary at the end o f this book.
3 I’ve hurt my back which means I have to get someone to do
my shoes up fo r me.
b The doctor told my grandm other she’d have to learn to do
without sugar.
C I could do with a cup o f coffee.
d N ot everyone in our family has a mobile, so we can’t do away !orck to raiicttitnrr
w ith our trad itiona l phone.
blizzard, conceal, dispute,
Meanings do away with, do up,
d o without, excuse,
1 need or w ant som ething............ 3 fasten / tie ............
frequently, in spite of,
2 get rid o f ............ 4 not have something make up, make up for,
and manage in spite vicinity
o f th is ............
CS9~
 Lessons 7 and r4 (1 5 mins)
*
O bjectives ** Put the students in pairs and ask them to discuss
Skills: A t the end o f this pair o f lessons, students each question, noting down their ideas. Go round
should be able to: and offer prom pts if necessary. When they are ready,
Reading • read a magazine article read o u t each question in turn and encourage a class
S p e a kin g ' • ta lk a bo ut how to show respect to the discussion.
elderly Suggested answers:
• discuss w ritin g techniques 3 by asking direct questions
W ritin g • w rite an article b The style is fairly inform al and friendly. It is written
Topic • Long lives fo r teenagers.
Functions • give o pinio n C The title should be ‘eye-catching’ and attract
• agree / disagree people to the article and to the magazine itself,
• give advice d It concludes the article. It ends on a positive and
• express g ratitude encouraging note, etc. (Students5own opinions)
• express o bliga tion / duty
Vocabulary a d m ira tio n (N ), affection (N ), ailm ent (N ),
bestow (V), deserve (V), due (A dj), fatal (A dj),
life expectancy (N ), reverence (N )

Student's Book pages 60 and 61

Present active vocabulary needed fo r each activity.

Reading A magazine article

Read and analyse S t u d e n t ’s B o o k D a q e

(1 0-1 5 mins)
First, ask if any o f the students read
magazines. W hich ones? W hich magazines
A m a g a z in e a r tic le
are the m ost p o p u la r w ith th e ir age group?
R ea d wn a n a t p u
Show examples o f them to the class. W hich
m . I T his article was w ritte n fo r a youn g person's magazine. W h ich o f the fo llo w in g is the
ones do they recognise? W h a t do they ^ best title fo r the article?
th in k o f them? » Give respect where it ’s due
I A guide to old age
Read o u t the in tro d u c tio n and l H ow to live longer

instructions. A llo w tim e fo r them to read

the article. Go round and explain any new
vocabulary; make a note and check w ith
the whole class later.
Ask the class which o f the three titles is the
best one ( How to live longer).
1 Are you aw are th a t K uw aitis are n o w living longer th a n before? Life expectancy has
n o w reached an average o f 78 years and m odern m edicine means th a t m any ailm ents
(15 mins) th a t used to be fa ta l can n o w be easily cured.

Put the students in pairs to discuss each
question. Go round and listen; tell them
yo ur own ideas too, i f you wish.
W hen they are ready, ask d iffe re n t students
to re p o rt back to the class. Have a sh ort
class discussion and then vote fo r the best
2 O f course, an aging p o p u la tio n means th a t there are m ore elderly people than ever
before, all o f w h o m deserve o u r a d m ira tio n and com passion. B ut w h a t is the best
way to dem o n stra te ou r respect fo r them ?
3 M any o ld people rely on th e ir fam ilies and friends fo r s u p p o rt. There are m any things
th a t old bodies c a n n o t d o as easily as young ones, so ju s t being there to help an
elderly person perform sim ple tasks is o fte n app reciated. S im ilarly, being there to
ta lk to them is a fa n ta s tic way to show reverence. Friendship is one o f the greatest
g ifts we can bestow u po n others, in c lu d in g the old.

4 There are o th e r ways to show o u r app re c ia tio n . Sim ple things like h o ld in g do o rs
piece o f advice.
open o r sta n d in g when som eone enters a ro o m are effortless ways to sh o w respect.

(5 -1 0 mins) 5 These tasks w ill never feel like w o rk because they are practical ways in w h ich we can
help the elderly and show o u r respect to them . Remember, w ith o u t the elderly, Kuw ait
Ask the students to read the text on page w o u ld never have become the co u n try we know and love today.
60 again. In pairs, students then match 6 M y message, then, is to lo o k a fte r and respect the elderly, and , one day, you’ll receive

headings a - f w ith the co rrect paragraphs. the same respect and a ffe c tio n th a t they do.

Discuss these que stio n s w ith a partner.

a W hich do you th in k is the best piece o f advice in the article?
b Is there any advice you do not agree with?
C Can you th in k o f any o ther ways to show respect to the elderly?

60)

86
 U n it ' Long lives

W ritin g An artide Check

Planning and writing (1 0 -1 5 mins)

3 and b Ask the students to check th e ir w o rk carefully
(1 5 mins) and then exchange articles w ith a partner. Refer them
3 Ask the students to j o t dow n notes a b o u t ways to the questions in b, and encourage them to make
o f show ing respect to the elders. Tell them th a t suggestions fo r im provem ent to each o th e r’s w o rk,
they can use th e ir ideas fro m exercise 2. paying p a rtic u la r a tte n tio n to the title s. If there is
b Students w o rk alone o r in pairs o r small enough tim e, students should then w rite a second
groups o f people w ho have chosen the same d ra ft.
subject. A llo w tim e fo r them to plan th e ir three Use the finished articles fo r a classroom display. You
paragraphs. Go round and make suggestions could also discuss w hich is the best title .
where necessary; rem ind them to use the te xt on
page 60 as a m odel.
C Students choose an ‘eye-catching’ title fo r th e ir Q u o te
articles. D ra w students’ a tte n tio n to the Q u ote box. Ask them
to paraphrase it in th e ir own w ords. Explain th a t ‘ m ind
(1 5 mins) over m a tte r’ is a com m on English expression.
Ask the students to lo o k a t the Useful Language box
Background: Samuel Langhorne Clemens (1 8 3 5 -1 9 1 0 )
and then w rite th e ir firs t d ra fts, using th e ir notes
b e tte r know n by the pen name M a rk Tw ain, was an
fro m exercise 5. Go round and make suggestions
Am erican a u th o r and h um ou rist. Tw ain is m ost noted
and corrections where necessary.
fo r his novels The Adventures o f Huckleberry Finn, which
has since been called the G reat A m erican Novel, and
The Adventures o f Tom Sawyer. He is extensively quoted.
Stu d e n t s B o o k paqe Am erican a u th o r W illia m Faulkner called Twain
‘the fa th e r o f Am erican lite ra tu re ’ .
U nit 7 L o n g lives

Lesson 9
M a tch each paragraph o f th e a rtic le w ith one o f these headings.
c a An increasingly mature p o p u la tio n ............
Workbook pages 5 S -5 3 , Writing

b In tro d u c tio n ______ Workbook answer key - see page 1 4 5

c A final message to the reader______ w w d s to rem eniher
d Practical respect............ admiration, affection,
e Easy ways to show respect............. ailment, bestow, deserve,
due, fatal, life expectancy,
O bjectives
f The g ift o f frie n d s h ip ............
reverence
* Read the a rtic le again, and discuss these que stions in pairs. Skills A t the end o f this lesson,
a H ow does the w rite r o f the article try to interest the reader?
students should be able to:
b How form al o r inform al is the style o f the article? W hy does the w rite r use this style?
C W hy is it im p o rta n t fo r an article like this to have an interesting title? Reading • read parag ra ph s extracted
d W h a t is th e purpose o f the last sentence? Does it end the article successfully?
fro m three articles
W riting • w rite an o u tlin e fo r an
Writing A n a rt ic le You are going to write a magazine a rtid e giving advice to people o f your
own age a b o u t hew to show respect to the elderly in a practical way a rtic le and c o m p le te it
P la n n in g ^ wH Haf

T h in k a b o u t w h a t pieces o f advice you could give to people o f y o u r o w n age a b o u t h o w to Functions • make suggestions
respect your elders.
a N ote d ow n practical ways in which we can show respect to the elderly. Use your ideas from
exercise 2.
b Plan your article in clear and concise paragraphs, using the article opposite as a model,
c Think o f a suitable title fo r your article.

# • W rite y o u r a rtid e in 2 0 0 -2 2 0 w o rds. Use y our notes fro m exercise 5 and expressions fro m
the Useful Language box below. F o llo w y our paragraph plan and express y o u r ideas clearly
and sim ply.

t W hen you have finished w ritin g , read th ro u g h y o u r a rtic le carefully,

a Check spelling, gram m ar and punctuation,
b Exchange articles w ith a partner.
As you read w hat your partner has w ritte n , ask yourself these questions:
l Has he / she chosen an interesting title which makes me w ant to read the article?
I Is the advice he / she gives helpful o r interesting to me personally?
I Is the style o f the article friendly?

USEFUL LANGUAGE
Giving advice Expressing gratitude
For me the golden rule is Ihis- Be ihankful /appreciative of / that / for..
If you dn ihis. Give praise / lhanks for ...
Remember some of these lips:. Show your respect/ gratitude by ...
In the end, you'll be more successful if Expressing obligation } duty
Another useful lip is this: , You must / should always ..
The besi way to. is lo .. Moke sure yo u ..
Don'l forget, .. It is a sign of respect to ...
In my experience, .. will be opprecioied / welcomed

uote| "A ge is an issue o f m ind over m a tte r If you d o n ’t m ind, it doesn’t

IfT -
(8 7
MODUL6 3: Lifestyles

Unit 8 Town and country

b Put students in to small groups. Ask them to
read the w ords in the w ords box and decide w hich
O bjectives
ones they th in k w ill appear in the text. They m ust
Skills: A t the end o f this pair o f lessons, students
explain why. Students can use dictionaries o r the
should be able to:
glossary at the end o f the S tud en t’s Book fo r help.
Reading • read a text a b o u t the end o f village life
Speaking . ta lk a bo ut why people move to the city # (1 5 -2 0 mins)
. ta lk a bo ut city life A llo w tim e fo r the students to read the article. Go
• ta lk a bo ut advantages and disadvantages o f round and explain new w ords, m aking a note o f
living in the city them to check w ith the w hole class later.
Topic • The end o f village life? W hen they are ready, read o u t questions a and
Functions • give reasons b, asking the class to supply the answers, (rural
• give opinion depopulation; the elderly; the wealthy)
• state advantages and disadvantages
Vocabulary alm ond (N ), d epopulation (N ),
deserted (A d j), export (N ), infrastructure (N ),
overcrow ding (N ), public services (N ),
reverse (V), rural (A d j), socioeconom ic (A dj),
unem ploym ent (N ), vacant (A d j),
vice versa (Adv)

Student’s Book pages 62 and 63

Present active vocabulary needed fo r each
activity.

Discuss ( 1 5 -2 0 mins)
Touin and country
G ra m m a r
Inverted sentences
First, ask the class to look at the
photographs and discuss and note down
relevant vocabulary in pairs.
Then ask the w hole class to suggest useful
w ords and w rite good suggestions on the
board (e.g. crowds, tra ffic , busy, noisy,
shops, buildings, city, to w n , village, quiet,
peaceful, countryside ...).
Then p u t the students in small groups to
discuss the tw o questions and com plete
th e T -B a r. Go round and listen; o ffe r some Discuss

ideas o f yo ur own i f you wish. Look at the tw o pho tograph s and discuss these questions in pairs.

W hen they are ready, invite students from
each group to share th e ir ideas w ith the
class. Encourage com m ents and fu rth e r
discussion.
3 Many o f the people who used to live in the village now live in the city. W hy do you think they
moved?
b W hat advantages and disadvantages are there to living in a city? W rite your answers on the
T-bar.
_____________ Advantages______________________Disadvantages___________

Read
(10 mins)
Read
8 D irect students to read the title o f the
^ a Before reading, look at the title o f the article. W hat do you think the article is about?
article b u t make sure they do n o t read the b W hich o f these words do you think w ill appear in the text? Why? You may use a dictionary
or the glossary at the end o f this book fo r help.
article itself. Ask students to say w h a t they
th in k the article is a b o u t (people moving deserted graduated inhabitant overcrowding public services athletics vacant

from villages to cities). Can they th in k o f any

examples o f this, o r a sim ilar phenom enon
C socioeconomic hibernate foundation corruption referee taxonomy cardiology

M you read the article, answer these questions.

I W hat tw o-w ord phrase is used fo r the movement o f people ou t o f country areas?
in Kuwait?
b W ho now lives in deserted villages and country areas? The article mentions tw o groups o f
people.

62)
 Toutn and country

Check your understanding Think and speak Presenting ideas

^ ( 5 - 1 0 mins) ( 1 5 -2 0 mins)
Tell students to locate the w ords in the article and 3 First, read o u t the firs t question and invite
w o rk o u t th e ir m eaning fro m th e ir context in the suggestions fro m the class. Then p u t the students in
text. Students then use the a p p ro priate w ord to small groups to discuss question a in greater depth. Go
com plete the sentences. Go round and o ffe r help round and listen, giving p ro m p ts where necessary. Join
where necessary. Check answers as a class. in w ith your own o pinio ns i f you w a n t to.
W hen they are ready, invite students fro m each
^ (1 5 mins) g ro up to share th e ir ideas w ith the class. Encourage
' Discuss question a w ith the w hole class, then p u t com m ents.
the students in pairs o r small groups to discuss
b Read o u t the question th a t is m ore relevant to the
questions b and c. Go round and o ffe r ideas where
class, and then fo llo w the same procedure as fo r
needed. question a.

Lesson 3
Workbook pages 5 4 - 5 5 , Reading

Workbook answer key - see page 1 4 5

O bjectives
Skills A t the end o f this lesson,
students should be able to:
Reading • read an a rtic le a b o u t Silk
S t u d e n t s B o o k Daae
C ity
W riting • w rite a s u m m a ry o f the
U nit 9 Town and country differences between Silk
C ity and o th e r m odern
cities
The end o f village life?
Topic • Silk City
W h e n large numbers o f people move from their homes in country areas to find better-paid jobs in towns
and cities, the villages and farms they once lived in are often left vacant. N o one wanes to buy the houses Functions • give reasons
because they cannot make money out o f them. This phenomenon, which is called rural depopulation, can
lead to overcrowding in cities a s well as deserted country areas and is a major socioeconomic problem • c o m p are and c o n tra s t
5 nowadays.
• express o p in io n
O ne example o f this phenomenon is the Garrigues area o f Spain, about one hour’s drive from Barcelona.
The area has a Mediterranean climate, but because it is at high altitude and not close to the sea, winter Vocabulary c o n te n tm e n t (N ), crow n
temperatures are quite low. The area has an annual rainfall o f 4 8 2 m m which falls in only 4 7 days o f the year,
during the autumn and spring. Historically, this w as a successful agricultural area; o n the higher ground, jew el (N ), d e m a rc a tio n (N ),
i the farmers grew almonds, while in the river valleys, wheat, com, beans and sunflowers were the traditional
crops. The area was renowned for its high-quality olive oil which was grown mainly for export.
skyline (N ),
The population o f the area w as at its greatest about 150 years ago, when a typical settlement might have had vertica l village (Exp)
50 0 inhabitants, whereas now some villages have a s few a s 100 permanent inhabitants. A s farming became
less and less profitable, and unemployment grew, the population began to move to the cities to find work.
15. T h is trend started in 1860 and has continued until today. Now, some villages consist mainly o f elderly people
The area is suffering from the effects o f depopulation, p oo r infrastructure and deserted farms, For example.
In some parts o f Europe in recent years, however, the move from the country to the city has been reversed
as many wealthy people move to the countryside to escape from the overcrowding, pollution and tension o f
city life. Som e are moving permanently, but many are buying holiday or weekend homes which are empty for
20 much o f the year. ........... ....... ~ IMI, , -- .....

f heck yivo u n d erstanding

A Choose the m ost a p p ro p ria te w o rd to com plete these sentences.

1 The mayor said the cown's...............................needed modernising.
a farm s b overcrowding c inhabitants d nfrascructure
2 The scientists observed an unusual........................... in their experiments.
a agriculture b tension c phenomenon dolive oil
3 ............ .................. levels reached new highs during the recession.
a Climate b Export C Temperature d Unemployment

^ Think o f possible answers to thesequestions. (The article d oe sn't give definite answers.)
a W hy did the Spanish farmers grow different crops on the high ground and in the river valleys?
b W hy do you think farm ing has become less profitable in recenr
years?
c Why are many o f the inhabitants o f the villages in Spain elderly
w
erJfi ic rertieTVilirr
almond, depopulation,
people?
deserted, export,
Think »>■>! fipM lIi P r e s e n t i n g id ea s graduated, infrastructure,
overcrowding,
Discuss these questions w ith o th e r students, public services, reverse,
a H ow could city life be made less stressful fo r the people who live rural, socioeconomic,
there? unemployment, vacant,
b W hat would you miss m ost about city life i f you moved to a vice versa
cou ncry area, o r vice versa?

C 63

Objectives
Skills: A t the end o f this pair o f lessons, students
should be able to:
Reading . read an e-mail
Gram m ar • use inverted sentences
Topic • Town and country
Vocabulary astounded (A d j), bum p in to (PhV),
densely (Adv), disturbance (N ),
embarrassed (A d j), fa r and wide (id io m ),
g la m o u r (N ), hub (N ),
hustle and bustle (id io m ), m etropolis (N ),
narrate (V), odds and ends (id io m ),
pluck up the courage (Exp), tra n q u il (A d j)
Pronunciation • In to n a tio n patterns (1)
Student’s Book pages 6 4 and 65
Present active vocabulary needed in each activity.
*% < r>
Ml mar . Inverted sentences
(2 0 -2 5 mins)
a Ask the students to carefully read the text
and to lo o k fo r the six examples o f inverted
S t u d e n t 's B o o k D a o e
sentences. Explain to them th a t in inverted
sentences, the w ord o rd e r o f the sentence
is rearranged fo r rhetorical effect - to give
greater emphasis. Very o fte n an adverb
(rarely, seldom, never, etc.) is placed a t the
beginning o f the sentence o r phrase. If
required, explain any u n fa m ilia r vocabulary
to the students.
b Ask the students to cover the e-m ail and
loo k a t the sentences in exercise 1 b. Tell
them to rearrange the sentences here in to
an inverted fo rm . W hen they have finished,
have them check th e ir w o rk against the text.
(1 0 -1 5 mins)
Put the students in pairs and ask them to
ta lk a b o u t the value o f inverting sentences.
In th e ir pairs they should ta lk a b o u t how
it m ig h t change the m eaning and how it
changes the emphasis.
(1 0 mins)
Tell the students to read the uninverted
examples in exercise 3. Tell them to invert
these sentences, giving any help required.
I f necessary give the firs t sentence as an
example (Seldom have I been so upset about
something). Ensure th a t students have
correct answers before m oving o n to the
extension.
Speaking extension:
W hen the students have finished w ritin g , p u t
them back in to th e ir pairs and tell them to repeat
b oth the original sentence fro m exercise 3 and the
inverted sentence. Ask them to concentrate on the
differences in emphasis, and get them to stress the
adverb a t the beginning o f the inverted sentences.
Vocabulary y own and country
(1 0 mins)
Read o u t the instru ction s. Then ask the students
to m atch the firs t w o rd (metropolis) w ith the correct
answer on the rig h t (8).
Put them in pairs to com plete the task, using
dictionaries o r the glossary a t the end o f the
S tudent’s Book.
Check th e ir answers. Are there sim ilar w ords in the
students’ language(s)?
Idioms with and
(1 0 mins)
Read o u t sentence a, pausing fo r the students to
supply the missing w ords (far and wide). Then p u t
© ra m m a r
‘ In v e r t e d s e n t e n c e s G ram m ar reference page 1 2 6
m _ a R e ad the e -m a il below . L o o k o u t f o r the s ix in ve rte d se n te n c e s in the text.
CJ
I am w ritin g to tell you about my outin g to the countryside the other day -
rarely do I have such a good story to narrate. I was visiting my cousins in their
village when I saw my favourite musician doing some shopping. Never have I
been so astounded!
I went in to a village shop and spotted him, bu t no sooner had I plucked
up the courage to speak to him , than he le ft for another shop. I hurried out
o f the shop bu t scarcely had I done so when I ran right in to him I was very
embarrassed - little did I expect to bum p in to my hero!
However, he told me th a t n o t only did he value his fans, b u t he really enjoyed
meeting them. He asked me about myself and we discovered that we had both
been brought up in the village and both now live in the same area.
See you soon,
Ahmed
fa C o v e r the text ah o ve arid rearran ge the sentences b elow s o that they are inverted.
1 I rarely have such a good story to narrate.
2 l have never been so astounded!
3 As soon as I had plucked up the courage to speak to him , he le ft fo r another shop
4 I had scarcely left when I ran right in to him.
5 I little expected to bum p in to my hero.
6 He to ld me th a t he valued his fans and really enjoyed meeting them.
In pairs, talk a b o u t the value o f inverting sentences.
> W hat effect does changing the sentence structure have on the meaning o f the sentence?
I How does it change the emphasis and em otion o f the sentence?
Now create inverted sentences from these sentences.
1 I have seldom been so upset abo ut som ething...--------------. .. .. .. .. . .. .. .. . .. .. .. .. . .. -----------
2 I have never been so proud o f y o u !.................................................. ..................................... .. ..
3 She only now understood the pro b le m .----------------------------- ------------------------------------------
4 I could no t sleep because the situation was so strange----------------------- --------------------------
5 He had rarely seen som ething th a t made him so happy..........................................................
6 They had never seen such a beautiful sight............... — ...........................................................
64 )
 Town and country

them in pairs to com plete the task. Ask the students to listen w hile you play the recording.
Check th e ir answers, and rem ind them th a t the Pause a fte r each sentence fo r them to repeat it.
o rd e r o f w ords is im p o rta n t (e.g. peace and quiet, Listening scrip t 8.1, TG, page 133
n o t quiet and peace).

word families
Lesson 6
^ ( 5 - 1 0 mins) Workbook pages 5 6 - 5 7 , Language practice
Read o u t the firs t sentence and ask a student Workbook answer key - see page 1 4 5
to com plete it w ith the correct fo rm o f nature
(natural). Then p u t the students in pairs to
O bjectives
com plete the task. Tell them to read each sentence
com pletely before they com plete the missing w ord. Skills A t the end o f this lesson,
Go round and o ffe r help i f needed; encourage the students should be able to:
use o f dictionaries. Gram m ar • use inverted sentences
Pronunciation Intonation patterns (1 ) • use c o m p a ra tive and
co ntrastive co nn ecto rs
• use relative p ro n o u n s
(8.1) (1 0 mins)
Read o u t the instructions. Then play the recording, Functions • express o p in io n
pausing a fte r each sentence fo r the students to
discuss the in to n a tio n (i.e. does it fall o r rise a t the
end?).
Listening scrip t 8.1, TG, page 133
r s (8.1) (1 0 mins)
S t u d e n t s B o o k D aqe

U n it 8 Town and country 1

Vocabulary Tow n and m u n try

Match the words on the left with their definitions.

€
• m etropolis ......... 1 calm, free from disturbance
b glam our ______ 2 d irty air, often found in cities
C tra n q u il ____ 3 centre o f activity
d hub ......... 4 an attractive and exciting qua lity
e shielded _______ 5 protected
f smog _______ 6 area outside the city
g suburb ______ 7 associated w ith coun try life
I) pastoral _______ 8 densely populated city

Idufns wuti nnri

Com plete these sentences w ith idiom s from the box.

[ pick and choose by and large nearest and dearest odds and ends far and wide
JL hustle and bustle peace and quiet

People com e fro m .....................................to see the Green Island in Kuwait.

I love spending tim e w ith m y................................. .. so we often have fam ily get-togethers.
W hile I was on holiday, I bought lots o f __________________ to give as presents.
There are lots o f restaurants near here You ca n __________________ from a b o u t fifty.
Some people enjoy th e .....................„ .............o f shopping in street markets.
He moved o u t o f the city to get som e......................................
City life ,..________________ _ is m ore stressful than living in the countryside,
Word

C o m plete these sentences w ith w o rds fo rm e d fro m th e w o rd s in capitals.

Z Switzerland is a coun try o f g re a t__________________ beauty. (NATURE)
b Careless drivers can seriously _______________ the safety o f pedestrians. (THREAT)
c In Kuwait City, there is a w id e ...___________ o f entertainm ent to choose from , (VARY)
d I’d like to live in a s m a ll.....................................village near the sea. (PEACE)
e The storm damage is a la s tin g . .. .. .. .. . .. .. .. . .. .. .. .. . o f the pow er o f nature. (R E M IN D )
f I’ll never forg et th e _______________ ___I felt on my first day a t school. (EXCITE)

Prrni uncial ion I n to n a tio n p a t te r n s ( 1 )

# 4 (8.1) Listen to a conve rsatio n between tw o friends. As you liste n, _ t

' decide if th e speakers’ voices fa ll o r rise a t th e end o f each line \ n r i t l
W* to remeniber
C o m pare yo u r ideas w ith those o f a n o th e r stu d e n t.
astounded, bump into,
A: Did you enjoy the concert? E: Which concert? densely, disturbance,
A: The school concert. B: I didn't go. embarrassed,
€5 (8.i) N o w listen again and repeat the conversation.
far and wide, glamour,
hub, hustle and bustle,
metropolis, narrate,
odds and ends,
pluck up the courage,
tranquil
 Quote
O bjectives D raw students' a tte n tio n to the quote. Ask them i f they
Skills: At the end o f this pair o f lessons, students know anything a b o u t Charles Caleb C olton. Do they
should be able to: agree w ith his quote? W hy o r why not?
Reading .re a d an e-mail giving recom m endations
Background: Charles Caleb C olton (1 7 8 0 -1 8 3 2 ) was
Speaking • discuss choices o f suitable places to live
an English w rite r and collector, well know n fo r his
W riting .w rite an e-mail giving recom m endations
eccentricities. C olto n was educated at Eton and King's
Topic • Town and country
College, Cam bridge g ra du atin g w ith a B.A. in 1801 and
Functions .c o m p a re and contrast
an M .A. in 1 804. In the tw e ntie th century and to the
• com pare and explain choices
present day he has been read m ost frequently perhaps
Vocabulary advantageous (A d j), leafy (A d j),
in q u o ta tio n books, including B a rtle tt's Fam iliar
make it your own (Exp), palatial (A d j),
Q u o ta tio n s , where many o f his aphorism s have been
picturesque (A d j), residents' parking (N )
preserved.

Student’s Book pages 66 and 67

Present active vocabulary needed in each activity.

y peaking Choosing suitable places to live

(1 0 mins)
Explain the task to the class. Tell students they m ust
assess the d iffe re n t needs o f the three groups listed in
the task box on page 67. Students w o rk in pairs and
discuss the needs o f the groups, recording Stud e nt s B o o K page
th e ir results in ta b u la r fo rm . Give students
a few m inutes to com plete th e ir tables,
and then bring the class together to share
S p e a k i n g C h o o s in g s u ita b le places t o live
ideas.

C (1 5 -2 5 mins)
First, ask the students to loo k a t the fo u r
pictures and tell you w hich place they
w ould choose to live in and why.
leafy suburban area
Read o u t the task and in stru ctio n , then
p u t the students in pairs o r small groups.
Students lo o k at the Useful Language box
and then discuss ideas in th e ir pairs o r
groups. Go round and listen, o ffe rin g
suggestions and m aking corrections where
necessary. Make a note o f any serious and villa busy tourist resort in Kuwait

/ o r com m on mistakes and go over them W o rk in pairs o r sm all groups. M ake notes ab o u t the people’s d iffe re n t needs in a table
like the one below. A dd as m uch in fo rm a tio n as possible.
w ith the w hole class afterw ards.
Fam ily o f four Young couple Elderly couple
Type o f fla t / house small
(1 5 -2 5 mins) C ity o r country city
W hen they are ready, p u t pairs o r groups Type o f area quiet
Distance fro m shops near supermarket
to gether to com pare ideas.
Invite tw o o r three groups to share th e ir C om pare and co n tra s t the fo u r places in the pho tographs, then decide w hich is the
c
best fo r each person o r group. D isc u ss your ideas before m aking a final decision. Use
ideas w ith the class. Finally, have a class com paring and contra s tin g language fro m the Useful Language box below.

vote fo r the m ost suitable place fo r each C om pare y o u r choice w ith th a t o f ano ther pa ir o r group. Explain y o u r choices

set o f people. USEFUL LANGUAGE

C om paring and contrasting
T h e se p e o p le / T h is fa m ily n e e d (s ) ... w h e re a s / b u t th e s e p e o p le / th is fa m ily ..
In c o m p a r is o n w it h th e c ity c e n tre , th is p a r t o f th e t o w n is v e ry q u ie t.
T h e f l a t is in a m u c h m o r e c o n v e n ie n t lo c a tio n th a n th e h o u s e .
I f th e y liv e d h e re , it w o u ld ta k e th e m le ss tim e t o g e t t o s c h o o l.
O n th e o t h e r h a n d , i t w o u ld be n o is ie r liv in g h e re.

C om paring and explaining choices

W e t h in k th is f l a t w o u ld be m o r e s u ita b le f o r th is fa m ily b e c a u s e ...
T h e m a in re a s o n w e ’ve c h o s e n th e s m a ll h o u s e in th e c o u n t r y is ...

_ [“ I f you w ould be know n, and n o t know , vegetate m a village; if

V j U Q f 0 i you w ould know , and not be know n, live in a city.”

66)

92^)
 Town and country

W ritin g An e-mail giving recommendations Planning and writing

Read ' (2 0 -2 5 mins)
Using th e ir discussions fro m page 66, and the te xt
(1 5 mins)
on page 67, as a guide, students plan and w rite a
Ask students to read the task box on page
sim ilar e-m ail. They should w rite a b o u t one o f the
67 then to read the e-m ail. Students discuss
places in the pho tos on page 66, b u t w ill need to use
and answer the questions in pairs. A fte r a few
th e ir im aginations to fill o u t th e ir descriptions. Make
m inutes b ring the class to ge th er to com pare
sure students use a sim ilar style and layo ut to the
ideas and discuss.
e-m ail in exercise 1. Give students tim e to w rite th e ir
Suggested Answer:
descriptions. Go round the class, o ffe rin g help where
The email was w ritte n by an estate agent
necessary.
tryin g to sell a p ro p e rty to a couple.
Check
Extension
Give the students a few m ore com prehension
( 1 5 -2 0 mins)
questions a b o u t the e-m ail, e.g. What style is
Give students a few m inutes to check th e ir g ra m m ar
the letter in? W hat adjectives does the writer use?
and p un ctu a tio n . Then, p u t students in to pairs.
Students give responses to these questions
Tell them to read th e ir p a rtn e r’s co m p ositio n,
and discuss. These questions should help to
rem em bering to answer the questions in b. Students
guide students in the next task.
note dow n th e ir responses, then return each o th e r’s
letters and exchange ideas.
I f there is tim e you could ask a few students to read
th e ir e-mails to the class. The class can o ffe r criticism
Stu d e n t s B o o k page and vote on w hich e-m ail they th in k is the best.

U n r t 8 T o w n and co u n try

You are going to suggest which o f the four places in the Lesson 9
photographs on page 66 would be the most suitable place to
Workbook pages 5 8 - 5 9 , Reading
jive for a family o f four, a young couple or an elderly couple.
Workbook answer key - see page 14B
Writing A n e - m a il g i v i n g r e c o m m e n d a t i o n s

Read
O bjectives
# F irst, read th e e-m a il helow. W h o do you th in k w ro te it and why?

^6 6 CD Skills A t the end o f this lesson,

Dear M r and M rs Al-Jaber, students should be able to:
I th in k I’ve found the perfect place fo r you. It’s a palatial villa in a green suburban area
th a t w o uld really s u it your needs. I know you’ve been com pla ining a b o u t the noise in your Reading • read d e scrip tio n s o f places
current a pa rtm e nt, so the lo cation o f the new one w o uld be a great im provem ent. It’s q uiet to live
and calm and there’s a picturesque park ju st over the road. There isn’t even m uch traffic,
and w ith residents’ parking you’ll never have tro u b le fin d in g a space. It’s also a lo t more W riting • w rite an advertisem ent
expansive than yo u r curre nt place and w o uld have lo ts o f room fo r entertaining. It’s no t
furnished, so all o f the furn itu re you already ow n could go straight in. You could make it describing a place to live
your own very quickly. It’s also an advantageous lo cation. There’ s a large supermarket about
5 m inutes away and it ’s very easy to reach the m otorw ay. I really th in k you should arrange a Functions • describe a residential place
viewing o f this place. It’s a great fin d th a t you w o u ld n ’t w a nt to miss o u t on.
• make p re d ic tio n s
M any thanks,

M r M oham m ed

P la n n in g w r itin g

M N o w , using the e-m ail ahnve as a guide, w rite a s im ila r one. You can w rite to any o f the
groups liste d in the task box b u t m ust suggest a suitab le place fo r them to live. W rite y o u r
notes and expand them in to an e-m ail.

Check
^ Wh
a
you have finished w ritin g , read y o u r e-m ail carefully.
w orJfi An remcniler
Check spelling, gram m ar and pun ctuatio n. advantageous, leafy, make
b Exchange letters w ith a partner. ic your own, palatial,
As you read your partner’s co m position, ask yourself these picturesque,
questions: residents' parking
I Is the e-mail successful and persuasive? W hy o r w hy not? "**•« » » ••» «
I Is the tone correct fo r this type o f e-mail?
► W h a t could your partner have done to have made th e ir e-m ail m ore successful?
c Return your partner’s e-mail and exchange thoughts and ideas.

c 93
MODULE 3: lifestyles

Unit 9 Neui w ays and old

Listen
O bjectives
Skills: A t the end o f this pair o f lessons, students f ^ (9.1) ( 1 0 - 1 5 m in s )

should be able to: Read o u t the instru ction and then play the firs t
Listening • listen to three conversations a bo ut d ifferen t conversation. Ask the class w h a t they are ta lkin g
ways o f d oing things a b o u t (buyinga bicycle).
Speaking • discuss tra d itio n a l and modern pastimes Play the rem aining conversations, pausing each
Topic • New ways and old tim e to ask the same question.
Functions • describe
Listening script 9.1, TG, pages 133-134
• ta lk a b o u t change
• give examples
• com pare
Vocabulary com petent (A d j), cookery (N ),
custom -made (A d j), fix (V), mail order (N ),
m ass-produced (A d j), unique (A d j),
unusual (A d j), w orkshop (N )
V
Student's Book pages 68 and 69
Present active vocabulary needed fo r this activity.

Discuss

^ (2 0 -3 0 mins)
a Put students in pairs and ask them to Neui w ay s and old
practise describing each picture. Go round G ra m m a r
Causative verbs (present / past / future); suffixes
and listen, p ro vid ing new vocabulary where
needed. M ake a note o f new w ords, and
w rite them on the board fo r the w hole class.
Then invite students to share th e ir ideas
w ith the rest o f the class and encourage
com m ents and fu rth e r discussion.
Some suggestions:
She's d o in g em broidery / m aking a
carpet /ru g .
He's sawing w ood. He's b u ild in g a house.
They're having coffee / tea a t the mall,
b Read o u t the question and invite answers
fro m the class.
Suggested answers:
T ra d itio n a l skills have disappeared as large
factories emerged.
M any item s th a t w ou ld take days to make
are now m ade q uickly by autom ated 3 W hat are the people in the photos doing?
b How have traditional pastimes and leisure activities changed in the modern world?
machinery. C Make a list o f leisure activities people enjoyed in the past and ones they enjoy nowadays.
People w atch T V o r play c o m p u te r games You may put some activities in both columns.

instead o f tra d itio n a l games. In the past In the present day

C The pairs discuss tra d itio n a l and

co nte m p o ra ry pastim es and com plete the
table w ith ideas fro m th e ir discussions.
A fte r giving students tim e to com plete the Listen
n (9.i) You are goin g to hear three conversations in w hich people ta lk a b o u t d iffe re n t ways
task, b rin g the students to gether to share o f d o in g things. W h ich d o the speakers ta lk about?
ideas as a class. * Agriculture • Car repairs
» Cookery * Using a com puter
» Medical treatm ent * Buying a bicycle

68 )
94j
 Unit 5' Neu* w a y s and old

Check your understanding Think and speak Giving examples; com paring

(9 .1 ) (10-1 5 mins) (2 0 -2 5 mins)

Ask the students to listen w hile you play the Put the students in pairs o r small groups, i f possible
recording again. Put them in pairs to discuss the w ith d iffe re n t students. Either divide the class in to
questions and note dow n th e ir answers, then play tw o (a and b) and ask the students to discuss the
it again to check. corresponding question, o r ask the students to discuss
b o th questions. Go round and listen, o ffe rin g p rom pts
Listening scrip t 9.1, TG, pages 133-134 where necessary. Join in the discussions i f you w a n t to.
Finally, invite d iffe re n t students to re p o rt back to the
(5 - 1 0 mins)
class. Encourage com m ents and questions.
Read o u t sentence a and ask the class w hether it
is True (T ) o r False (F). Ask students to justify their
answers. Then a llo w tim e fo r them to consider the Lesson 3
rem aining sentences. Go round and o ffe r help i f Workbook pages 6 0 - 6 1 , Reading
necessary. Then p u t them in pairs to check th e ir Workbook answer key - see page 1 4 6
answers.
O bjectives
Skills A t the end o f this lesson,
students should be able to:
Reading • read an a rticle a b o u t Bayt
Lothan
W riting • w rite a su m m a ry a b o u t
the changes in Bayt
Stud e nt s B o o k page
Lothan
Topic • Bayt Lothan: an old house
U n i t 9 N e w w ay s and old serving new purposes
C h e c k ywr u n d e r s t a n d in g Functions • m ake inferences
# 3 (9.i) Listen again and choose the correct answers, 1 , 2 , 3 or 4 to these m ultiple-choice • express o p in io n
questions.
a In Conversation 1, where did the boy get his bike from? Vocabulary c o n te m p o ra ry (A d j),
1 from a local shop
2 by mail order cra fts m a n (N ),
3 he made it himself w . o nls to rementUr in p arallel (Exp),
4 from a local engineer competent, cookery,
b How is his bike different from other bikes? custom-made, fix, p la tfo rm (N ),
mail order,
1 It is mass-produced.
2 It is not as heavy as other bikes.
mass-produced, unique, p o tte ry (N ), p ro m o te (V ),
unusual, workshop
3 It was much more expensive. seamlessly (A d v),
4 It has an unusual shape.
C In Conversation 2, which o f these statements is true? socialise (V)
1 The young man is going to repair his own car.
2 The older man is going to repair the car.
3 The older man is a com petent mechanic.
4 The car is going to be fixed at a garage,
d In Conversation 3, which o f these statements about the boys is no t true?
1 They w rote their own magazine.
2 Their magazine was printed professionally.
3 They spent more than tw o m onths writing and editing their magazine.
4 They used a com puter to produce their magazine.

Are the fo llo w in g statem ents True (T) o r False (F)? Justify your answers,
a It was much more expensive to have the bike custom-made. CD

b The man's car engine is controlled by a com puter processor.

C The m an’s father was unusual because he could repair his car.

d The magazine w ould have been cheaper if printed professionally. CD

T h in k and s p c a li G i v i n g e x a m p le s ; c o m p a r i n g

c Discuss th ese questions in pairs or groups.

a In the second conversation, the first speaker does no t have the skills to fix his car,
something which people in the past were able to do. Can you th in k o f any other skills
which were com monplace in the past bu t are unusual now?
b In the last conversation, a group o f friends produced their magazine on a home
computer. W hat other creative uses are there for home computers?

(*•

G L

O bjectives
Skills: At the end of this pair of lessons, students
should be able to:
Speaking • ta lk a bo ut skills and processes
• describe things you can have done
Grammar . use causative verbs ( present / past / future)
• use suffixes
Topic • New ways and old
Functions • compare the past and the present
Vocabulary below par (Exp), call the shots (Exp),
im m obile (A d j), neck and neck (Exp),
put to (PhV), snooker (N ),
substandard (A d j), toe the line (Exp),
ungentlem anly (A d j)
Student’s Book pages 70 and 71
Present active vocabulary needed fo r each activity.
G ram mar • Causative verbs ( present / past / future)
*1 (9.2) (5 -1 0 mins)
Remind the students o f the three conversations which
they heard in the last lesson. Tell them th a t sentences
a -f are extracts from th a t recording. Play
conversation a and ask the class to answer
question a (an engineer). Then continue w ith
the rem aining extracts and questions.
Listening script 9.2, TG, page 134
(1 5-20 mins)
3 Read o u t the question and ask the
students to discuss it in pairs. Then invite
suggestions.
b Students discuss how they th in k the
causative verbs are form ed. A fte r a few
m inutes, invite suggestions. C orrect
and explain as necessary. (To form the
causative, use the the verb have + object +
past participle, e.g. He}s had his car fixed.)
^ (10-15 mins)
Read o u t the firs t sentence and the
example. Then p ut the students in pairs to
com plete the task. Go round and o ffe r help
where needed.
^ (10-15 mins)
In pairs, students study the example and
then discuss and note down answers to b
and c. Go round and help, adding ideas
where necessary.
Note: There are several possible correct
answers here.
Suggested answers:
b You can have yo ur eyes tested.
You can have yo ur glasses mended.
C You can have yo ur house painted.
____ You can have the walls w allpapered /
96 Jplastered.
Vocabulary
Words mth suffixes
(10 mins)
Remind students o f the usage o f suffixes. Read
through the firs t sentence and ask the class to add
the correct suffix to friend (-ship). Ask a student
to read th rough the com pleted sentence to check
it is correct. Students then com plete the exercise
individually. Go round and o ffe r help where
necessary.
(1 0 mins)
Using w ords o f th e ir own choice, and the suffixes
in the box above, students w rite 4 o r 5 sentences
o f th e ir own. They should try to use d iffe re n t
suffixes fo r each sentence. Ask a few students
to read o u t a few o f th e ir sentences. The class
discuss w hether they th in k the suffixes are used
appropriately.
S tud ent s B ook page
• C a u s a tiv e v e rb s ( p re s e n t / p a s t / fu tu r e ) G ram m ar reference page 1 26
f l (9,2) Listen to six extracts fro m the conversations and answer these questions.
3 W ho made the bike? (C o n v e rs a tio n !)....................................................................
b Is the speaker going to repair his car tomorrow? ( 2 ) ............................................
C W ho used to repair the car? (2)
d W ho fixes the engine? ( 2 ) ..........
e Does this speaker think his son produced the magazine himself? (3)
f W ho writes the articles and edits the magazines? (3)
Compare the three sentences below.
8 W hat is the difference in meaning among them?
> They built their own house.
I Their house was built by a local builder
I They had their house built by a local builder.
b How is the causative sentence formed?
W rite fo llo w -u p sentences using causative verbs.
8 I d id n ’t repair the car myself. I .h a d jt _repaired.__________
b She d id n ’t make the dress herself. She_______________________
C He isn’t going to take his own p h o to .................................................
d My father doesn’t clean his car him self.............................................
e We d id n ’t cut down the trees in our garden ourselves....................
t Discuss these questions w ith a partner and then w rite sentences.
What can you have done ...
8 by a dentist? You can have « .tooth token,oui
b by an operation?.................... -..............................................................
C by a decorator?......................................................................................
 ! New w a ys and old

cheating is highly frow ned upon. Som ething which

Sports idioms
is ‘ju s t n o t cricket’ is therefore c o n tra d ic to ry to the
(1 0 mins) norm al o r accepted standards o f fairness.
Ask the students to read sentence a and to 2 ‘ Neck and neck’ describes tw o horses th a t are
ide ntify the idiom (just (was) not cricket). Then ask extrem ely close to ge th er in a race. There is a lm ost
them to m atch it w ith the correct d e fin itio n (5). n oth in g between them and it is extremely d iffic u lt fo r a
Ask students to w o rk in pairs and com plete the spectator to judge which is w inning. It is now used as a
exercise. figurative expression.
3 In athletics, athletes have to p u t th e ir fo o t to a
(5 -1 0 mins)
designated line before the race begins. T o e in g the line’
In pairs, students ide ntify w hich s p o rt each
is therefore to accept the rules o f a game o r situ atio n.
idiom comes fro m . A fte r giving students tim e to
com plete the task, b ring the class to ge th er to 4 ‘ Par’ is the name given to the a m o u n t o f shots a
com pare and check answers. professional player should take to com plete a round
o f golf. To be ‘ below p a r’ therefore, is to fail to meet a
Extension required standard.

I f there is tim e, ask students to a tte m p t to explain 5 In a tra d itio n a l game o f billiards, players w o u ld say
the answers to exercise 4, and how these sports which ball they intended to p o t on th e ir next play. This
have influenced the m eaning o f these idiom s. is known as ‘calling a s h o t.’ Someone w ho ‘ calls the
Suggested answers: shots’ is therefore in c o n tro l o f the next round o f play
and, by extension, the game itself.
1 C ricket is a tra d itio n a lly gentlem anly sp ort, in
which players are expected to display an extreme Lesson 6
degree o f fairness and integrity. Because o f this, Workbook pages 6 2 - 6 3 , Language practice
_____ Workbook key - see page 1 4 6
Stu d e n t s B o o k paqe
O bjectives

U n it 9 N e w w a ys and old Skills A t the end o f this lesson,

students should be able to:
V o c a b u la ry

W o rd s w ith s u ffix e s Gram m ar • use causative verbs

• use used to ■
Add the app ro p ria te suffix to the w o rds to com plete the sentences.

Functions • c o m p are the past and

present
a O u r.........................(frie n d ) was put to the test last summer after we had a huge row.
b I find w atching sport very......................... (enjoy). It gives me g re a t.......................... (enjoy) and
............... (happy)
C Some pastimes are not ......................... (fashion) any more,
d The broken limb must b e -........................ (immobile) immediately and the patient be given
................-........(care) attention.
e She was a ......................... (master) tennis player and won many matches.
f He always tried his hardest and w a s..........................(tire ) in his efforts.
N ow , w rite y o u r ow n sentences using the suffixes above w ith w o rds o f y o u r o w n choice.

N porta id io m s

U nderline the sports idiom s in these sentences. Then match them w ith one o f the meanings
1 -5 . "

It ju s t wasn’t cricket, the way I was treated X T ’£

Ahmed has been calling the shots in his com pany fo r a few years H f V o r d s to remember
The tw o candidates were neck and neck until the final votes.
below par, call the shoes,
He was unpopular w ith the other sta ff and rarely toed the line.
immobile, neck and
e The restaurant we went to was really below par, neck, put to, snooker,
1 to control something completely; to direct action substandard, toe che line,
ungentlemanly
2 to refuse to accept the authority o r rules o f a particular group
3 som ething which is substandard
4 evenly matched o r paced
5 unfair o r ungentlemanly conduct, contrary to accepted standards o f fairness

^ N o w m atch the id iom s id entified in 3 (a-e) w ith the sports they orig in a te from .

1 Cricket CD 3 Horse Racing EC 5 Billiards / Pool / Snooker EH

2 Athletics CD 4 G olf □
(H

O bjectives
Skills: A t the end o f this pair o f lessons, students
should be able to:
Reading • read a biography
Speaking • ta lk a bo ut biographies
W riting • w rite a biography
Topic • Massouma Al-Mubarak
Functions .e x p la in differences
• give biographical in fo rm a tio n
• plan
Vocabulary a p p o in t (V), bill (N ), biography (N ),
custom arily (Adv), degree (N ), d octorate (N ),
master's degree (N ), m inister (N ), parliam ent (N ),
p o rtfo lio (N ), resign (V), whereas (C o nj)
V_________________ ____________________
Student's Book pages 72 and 73
Present active vocabulary needed fo r each activity.
Reading a biography
Discussion
(2 0 -2 5 mins)
First, read o u t the task and invite initia l
ideas - w ho m ig h t the students choose to
w rite about?
3 Read out the question and invite answers
(a biography is the true story o f someone's life; an
autobiography is the writer's account o f his / her own
life)-
b Invite students to tell the class about
biographies they have read o r would like to
read. Also tell them about biographies you
have read.
C Put the students in pairs to discuss this
question; ask them to note down their ideas.
Go round and jo in in their discussions, then
have a class vote fo r the three most im p o rta n t
kinds o f inform ation.
Read and analyse
(2 0 -2 5 mins)
3 Ask the students to read the biography
quickly. Go round and explain any difficulties.
Then put them in pairs to discuss the
question.
b Students discuss this question in pairs and
then report back to the class.
98j
W ritin g a biography
Planning and writing
(2 0 mins)
a Read o ut the instructions and suggestions.
Invite a few suggestions from the class and then
ask the students to choose a person to write about.
Allow them to discuss ideas w ith other students and
to form pairs or small groups if they wish,
b Students then make a plan, dividing their notes
into fo u r paragraphs, using the text on page 72 as a
model.
(20 mins)
3 and b Ask the students to loo k a t the Useful
Language box, then allo w tim e fo r them to w rite
th e ir biographies. Go round and make suggestions
and corrections where necessary.
Stu d e n t s B o o k D a a e
R e a d in g a b io g ra p h y
Disc u s s io n
Discuss these questions w ith a partner.
a W hat is a biography? How is a biography different from an autobiography?
b Whose biography have you read or would you like to read?
C W hat kinds o f biographical details could be included under these headings?
t Personal details
» Physical description
I Family and early life
» Career
» Personal life
» Im po rtant dates
t Beliefs / opinions
» Achievements
Read and l l i l v
Read this b rie f biography.
a W hich inform ation from question 1 c above is included?
b H ow is this biography constructed? W hat is the topic o f each paragraph?
M as so u m a A l-M u b a ra k
Massouma Al-M ubarak is Kuwait’s first female minister.
She was born in Kuwait and grew up there. In 1971
she graduated from Kuwait university w ith a degree in
political science. This was the beginning o f her lifelong
s interest in politics. A fter this, she travelled to the US to
pursue further study.
She obtained a master’s degree in Political Science from
Northern Texas University in 1976 and gained another
master’s degree in International Relations from the
to U n iversityof Denver, C olorado in 1980. In 1982, she
received a doctorate in International Relations from
the University o f Denver. She used to spend long hours studying whereas nowadays she
spends most o f her tim e working fo r the people o f Kuwait.
In 1983, she was appointed to Kuwait Universiey as a political science professor and
is remained in the post until her appointm ent as minister. Al-M ubarak became Kuwait’s
first female minister when she was given the Planning and Administrative Development
p o rtfo lio in June 2005, one m onth after parliam ent passed a bill granting women more
political rights. Traditionally, only men had represented Kuwaitis in the government,
but nowadays there are several women elected to serve their country in parliament.
» In August, 2007, Al-M ubarak resigned from the post o f health minister. In 2009,
she and three other women won seats in Kuwait’s parliam entary elections, thereby
becoming the first women to enter the Kuwaiti parliament.
ID
 i Neui w ays and old

th a t are still relevant and useful.

Check Background: Jose Bergamin G utierrez (1 8 9 5 -1 9 8 3 ) was a

Spanish w rite r, essayist, p oe t and playw right. His fa th e r
(1 0 mins) served as president o f the canton o f M alaga. He studied law
a t the Universidad C entral.
3 Ask the students to read th e ir w o rk through
carefully, checking fo r spelling, g ra m m ar and
p un ctua tio n. Go round and o ffe r help and Lesson 9
suggestions where necessary, Workbook pages 6 4 - 6 5 , Writing
b and CTell them to read th e ir p a rtn e r’s biography Workbook answer key - see page 1 4 6
and check it as suggested. Encourage them to
make o th e r useful com m ents too.
O bjectives
Students then make any necessary corrections o r
a dd itio ns to th e ir own w o rk. Go round and make Skills A t the end o f this lesson,
final checks, o r collect th e ir w o rk in to correct and students should be able to:
return. If there is tim e, invite tw o o r three students Reading • read a b o o k review
to read o u t th e ir w o rk to the class. W riting • w rite a b o o k review
Functions • express o p in io n

Quote
Draw students’ a tte n tio n to the quote. Ask them to Preparation fo r the project
'ead it and paraphrase it in th e ir own w ords. The quote Tell the students th a t they w ill design and produce a poster
means th a t tra d itio n is the name we give to all custom s to p ro m o te Kuw aiti culture fo r the m odule project. Ask them
to w o rk in pairs. They should b rainstorm ideas o f
S t u d e n t s B a o K pa how they th in k K uw aiti culture could be defined
and expressed. W h a t w ou d o th e r people
U n it 9 New ways and old w a n t to kn ow a b o u t Kuwait? Are there any
images o r phrases th a t could sum K uw ait up?
W r i t i n g A b io g ra p h y You m g p n g to s r t i s t h a n b gcy p h y o f «• Tell students to lo o k in boooks, magazines o r the
P la n n in g * kMMVkAM afadUC
Internet, etc, and to collect suitable in fo rm a tio n
You are going to w rite a s h o rt biography o f som eone w ho has had an interesting oi
unusual life. and pictures to use in th e ir posters. Ask them to
a Decide who you are going to write about. Here are some ideas: b ring th e ir pictures next lesson.
I Someone you know well personally, fo r example, a member o f your family, or a
well-known figure in your tow n or city.
► Someone who is famous nationally o r internationally, fo r example, a sports personality
o r a musician.
► An unknown person you respect and w a nt to tell everybody about, fo r example,
someone who has helped others, like a do c to r o r a teacher.
b Plan your biography in fo u r paragraphs, using the biography opposite as a model. Make

w.
sure you compare their life in the past to th e ir life today.
W rite your biography in 2 0 0 -2 2 0 words.
ords to remember
Include the inform ation you decided was im p o rta n t in question ,
1c on the previous page. appoint, bill, biography,
customarily, degree,
Follow your paragraph plan and w rite clearly and simply. Try to
doctorate, master’s
interest your readers in the subject o f your biography. Use the degree, minister,
Useful Language box below. parliament, portfolio,
C heck resign, whereas
'•«•«# »*#****"
W hen you have finished w ritin g , read y o u r biography carefully.
a Check spelling, gram m ar and punctuation,
b Exchange biographies w ith a partner.
As you read w hat your partner has w ritten, ask yourself these questions:
> How is the subject o f the biography interesting or unusual?
> Does the biography include the kinds o f inform ation I w ant to know?
> W hat other inform ation w ould I find interesting?
C Return your partner’s biography and exchange thoughts and ideas. Ask more questions
about the subject.

USEFUL LANGUAGE
G iv in g b io g r a p h i c a l i n f o r m a t i o n C o m p a r in g th e p a s t a n d p r e s e n t

.. was born in ... . People would / could / used to ...

His father worked as a ...
... elder / younger brother / sister,. .. ,. ..
In his / her spare time he / she ...
This was the beginning o f his / her ...
In the following year, he / she ...
whereas nowadays they...
... used to be pop u la r...; ... is
rarely seen nowadays / at presenc
/ in the present day / in these
times ...
Traditionally / historically/
custom arily,...

Student’s Book page 74
Games of the past;
Pre-reading (5 -1 0 mins)
Ask the students to read the title and sub-titles and to
look at the photo. Ask some general questions to guide
them into discussion. Can they th in k o f any games
o f the past? Have th e ir parents ever to ld them a bo ut
games they used to play as children?
Point to any vocabulary you th in k students may find
d ifficu lt.
Reading (5 mins)
Students read the text silently.
Discussion (1 0 mins)
In pairs, students discuss the text. Had they heard o f
any o f the games m entioned before? Have
they ever played them? W o u ld they like to
play them?
Apposition (5 mins)
Read the explanation a bo ut apposition and
the example.
(5 mins)
Ask students to do exercise 1. Then
students volunteer to give correct answers.
(1 0 mins)
Students w rite tw o sentences o f th eir
own, then exchange them w ith a partner.
Students then check each other's w ork. If
there is tim e, ask a few students to read
th eir sentences to the class. The class
check i f the sentences are correct and vote
on which is the best sentence.
100 '
"Ocus on
Stu d e n t s B o o K pa ge
Focus on
Games o f the past
Nowadays many o f us spend free time playing com puter games, talking on the Internet or
watching television. But have you ever wondered how young people passed the tim e in the
past? Before the invention o f Nintendo, computers, television, radio and other modern-day
entertainment devices we take for granted today, children had to make their own fun, often
5 literally. The games o f the past tended to involve groups socialising and playing a well-known
game with well-known rules. They also often utilised items from their everyday life, such as rocks,
shells, sand and almost any other everyday item you can think of. Here are ju st a few games they
enjoyed.
Ai-Khabsah
Al-Khabsah is a simple game, normally played by groups o f girls. Each
10 girl brings a few simple items such as shells, stones, beads and any
Other items the players can get their hands on. First, the girls form
a pile, or cone, o f sand and then wet it to make it more solid. The
first girl places one o f her items within the pile, and then splits this
structure into smaller piles, thereby hiding her item within one o f the
Sb!
is smaller ones. At the given signal, the other girls search through these
piles fo r the item th a t has been hidden. Whichever girl finds the item )
wins not only the game but also the item itself. It is then her turn to |_
place an item in the large sand pile and repeat the game.
Daw am a
Dawama is a game played by two players. Eac1^ p a>er -as a spinning top, or dawama, shaped like
20 a cone and made from wood and string. The cent'e. or core, o f the spinning top is taken out and
replaced with a small piece o f metal, made bv a blacksm th. to make it stronger. The players wind
a piece o f string round it and pull it o f f quic. g the cone spin rapidly on its point. The two
players try to damage each other’s tops 'ne v* nner 5 the player whose dawama suffers the least
damage.
Am bar
25 Am bar is a team sport which uses rocks a-a 5 The fi 5t team throws a ball at a pile o f seven
rocks in an attem pt to scatter them - e- t “ e - 2 .e done this, the second team take the ball.
The first team then have to attem pt to d e e .*.»a c - Ec-o o f each other, whilst the second team
attem pt to hit them with the bai If a d a. e c ca^geo with the ball, then he is out o f the
game. The first team win i f the\ ~ 2 - age t : r~e rc^ks up thout losing all their players.
30 The second team win i f they manage re £( -e - -si tea- □ a.ers out the game.
So there you have three classic Kuwa t ga—es a Dc - e 1 c ~e . ou re thinking about playing the
latest video game or w a tc h in g ^ . ese : =j-t«a_a games instead and go and see
your friends. W ho knows, m a. de . c . e? ■ 2 =: —e e-c t ng games o f your own!
/ S + ++ + »*» |
A p p o s itio n s
An apposition is a grammatical con sc-, a r ase is placed next to another one
between two commas to define or mod - - -o '-’ tre text is: The centre, or core, of the spinning
top h taken out (mitre = core)
3 Find another apposino- - ea ■rj^racyis
b Draw the form ula....... ..... .............- . fo*- each example.
Write two sentences using appas c
Alexander the Great, the s -nest successful commanders.
(Alexander the Great = c o n c ^
74 )
Design and produce a poster S t a g e 1 R e a d a n d ana lyse
Student’s B ook pages 75 and 76
( 2 0 - 2 5 m in s)
Tell stu d e n ts th ey are g o in g to design and 3 -e I f you have some posters o r advertisem ents, display
pro du ce a p o ste r to p ro m o te K u w a iti cu ltu re , them round the room so th a t the class can refer to
and th a t th e ir fin a l designs w ill be used in a them during the lesson.
classroom display. Read o u t the task and ask the students to look a t the
posters. Have any students been to any o f the places
Students can access these websites to
shown?
obtain more ideas and information:
Put the students in pairs o r small groups to discuss
www.visit-kuwait.com questions a -e ; ask them to make notes. W hile they
www. Canada, travel
www.visitlondon.com
are talking, go round and listen to th e ir discussions,
www.enioyrome.com supplying vocabulary and o ffe ring ideas i f necessary.
www.dubai-tourism.net
W hen they are ready, ask d iffe re n t students to share
www.visit-dubai-city.com
www.arizonaguide.com th e ir ideas w ith the class and invite a general class
discussion.

Stage 2 Discussion and decisions

(2 0 -2 5 m ins)

Stu d e n t s Bo o K page
a -d In th e ir pairs o r groups, students discuss
th e ir poster, m aking notes; go round and o ffe r
suggestions. I f they have d iffic u lty th in k in g o f
Project 3 ideas, p u t pairs o r groups to ge th er to share
ideas.

D e sig n and p ro d u c e a p o s te r N ote: Illustra tion s could be students7 own

Stage 1 R ead and a n a lyse drawings, pictures cu t o u t o f magazines, o r
Look at these posters which have been designed to prom ote the culture o f various countries even dow nloaded images.
and to attract tourists and other visitors. Discuss questions a-e below.

a W hat aspects o f culture do the posters show?

b Do you think any o f the posters have been designed fo r a particular age group or
nationality?
C W hich images on the posters do you find attractive? W hich w ould put you o ff visiting the
countries?
d W hat do you chink o f the layout and design o f the posters? W hat are the good and bad
points?
e W ould you like more, or less, w ritten inform ation to accompany the photographs, or do
you think the balance o f w riting and pictures is about right?

(7 ?
S t a g e 3 p ro d u c e y o u r p o ste r Stage 4 D isplay y o u r p oste r
( 3 0 - 3 5 m in s) (10-1 5 m ins)

a -c Students divide the tasks am ong g ro up members
and prepare firs t d rafts. Encourage them to refer to
magazines, brochures and the In te rn et i f possible.
They then co m m en t on each o the r's ideas and make
changes accordingly. Go round and make suggestions
and / o r corrections as necessary.
The groups produce the final version o f th e ir posters.
Remind them to choose an eye-catching title .
a -c The students take turns to show th e ir posters
to the class and to explain w ho it is designed to
a ttra c t. Encourage questions and com m ents from
the class.
Finally, have a class vote fo r the m ost persuasive
poster.

M odule 3 Progress test

Workbook pages 6 6 - 6 9

Workbook answer key - see pages 1 4 6 - 1 4 7

^ Extra listening page 1 4 7

r S tu d e n t's B o o k page

Stage 2 Discussion and decisions

a Decide w hat country or region you are going to prom ote w ith your poster:
I your own country
I a group o f countries to which your country belongs
I a larger region
b Decide who you would like your poster to attract: young people, older people or everyone?
C Decide what aspects o f your culture to include on your poster: historical, environmental,
literary, musical, sporting, architectural, etc.
d Choose six o r seven images you could use to represent these aspects o f your culture.

Stage 3 P ro d u c e y o u r p o s te r
a Share o u t the tasks th a t need to be done. Here are some possible tasks:
I Select suitable images to include on your poster. Look in magazines, travel brochures and
on the Internet. •
» W rite short texts describing each image on the poster.
I Plan the layout and overall appearance o f your poster,
b When the individual tasks have been completed, get together as a group and make the
poster.
C Think o f one o r more eye-catching titles o r slogans to make people notice your poster.

Stage 4 D ispla y y o u r p o s te r
a Display your poster on the classroom wall.
b Tell the rest o f the class why you have chosen your images and who you hope to attract.
C You could end this project w ith a class vote: which group has produced the most persuasive
poster?

T R Y T H E S E W E B S IT E S F O R
IN F O R M A T IO N
•wwwvisif-kuvvaftconj
• www.c«rtada; travel
• WA'/* . .*V>V
• wwwcrjo/'o
n ixr*y«r.5t
• w w w a n s G n o g u fd s G c m }

ZD
 Student's B o o k Answ er key
Module 3
Unit 7, page 56, exercise 2
a The expression o f o pinio ns o r explanations a b o u t an event o r situ atio n,
b involving an a m o u n t o f e ffo rt th a t is burdensom e
c very good friends
b feeling o r show ing sym pathy and concern fo r others
Unit 7, page 57, exercise 3
Location Name(s) Age(s) Family information O ther information
Mexico A lb erto and M aria 100 and 99 Married 86 years, Spent every day together since
Lopez-Garcia three sons and three marriage. Simple way o f life. Eat
daughters corn and soup fo r every meal.
South India Sunil Narayanan 102 M arried age 1 2. W orks 6 hours a day in fam ily
shop. Enjoyed everyday o f his life.
China May Chin 100 Husband died 20 years Com passionate w om an. Gets up
ago. 11 0 children, everyday at 6 o ’clock to cycle to
grandchildren and great nearby village and buy food.
grand children
Unit 7, page 57, exercise 4 Unit 7, page 58, exercise 7
a2 b 1 c2 a I asked her how long she had been m arried,
Unit 7, page 57, exercise 5 b I asked them if / w hether they enjoyed spending
a2 b 3 c1 tim e w ith each other.
Unit 7, page 57, exercise 6 c They said they d id n ’t have disputes a b o u t
1 geriatric 2 h o n o u r 3 com passion anything.
4 expectation 5 integral d They said they were ta king th e ir grandchildren on
Unit 7, page 57, exercise 7 (S tudents' own answers) holiday.
Unit 7, page 58, exercise 1 e She asked them when they had firs t met.
a had spent Unit 7, page 59, exercise 1
b had always h ad/had kept c was a doing b do c make d make / do e make / do
d had both been involved e had spent fm a d e g made / make h did
f had enjoyed g had never done Unit 7, page 59, exercise 2
_~rUnit 7, page 58. exercise 3 ----------- 1 b 2 c 3 a
b Tfiey always had a good social life and kept in regular Unit 7, page 59, exercise 3
touch ... 1 c 2 d 3 a 4 b
c I’m n o t sure, b u t I suggest... Unit 7, page 59, exercise 4 (S tudents’ own answers)
d They were both involved ... Unit 7, page 60, exercise 1 (S tudents’ own answers)
e I spent m ost o f my life ... Unit 7, page 60, exercise 2 (S tudents’ own answers)
f I have enjoyed (every single day of) my long life ... Unit 7, page 61, exercise 3 ___
g I never did paid work. at 2 b 1 ~c6 d_5 e 4 f T )
Unit 7, page 58, exercise 4 Unit 8, page 62, exercise 1 (a and b)
a w h a t b w hether (o r if) c i f (o r whether) d where (S tudents’ own answers)
e w ho f w hich Unit 8, page 62, exercise 2a (S tudents’ own answers)
Unit 7, page 58, exercise 5
Unit 8, page 62, exercise 2b (suggested answers)
a W h a t is the secret o f th e ir long life?
deserted, in h a b ita n t, overcrow ding, p ublic services,
b Do you rem em ber yo ur w edding day?
socioeconom ic
c Have you enjoyed yo ur long life? Note: N O T Did you
Unit 8, page 62, exercise 3 (a and b)
enjoy...., because th a t means the life is finished,
(S tudents’ own answers)
d W here do you cycle to?
Unit 8, page 63, exercise 4
e W h o are you friends w ith?
1d 2c 3d
f W hich do you prefer, the past o r the present?
Unit 7, page 58, exercise 6
a Reported questions do n o t invert the verb as direct
questions do - i.e. they do n o t take the interrogative
fo rm .
b i f o r whether
c change: the tense o f the verb; pronouns and possessive
adjectives; tim e and place o f references ( 103
 Unit 8, page 6 3, exercise 5 (suggested answers) U nit 9, page 70, exercise 2a
a The d iffe re n t co nd itio ns m eant th a t d iffe re n t crops In the firs t sentence, they were the builders o f th e ir
grew b e tte r in the d iffe re n t locations, own house. In the second sentence, a b u ilde r b u ilt
b M odern technology has made it possible fo r big th e ir house. In the th ird sentence, they asked a
farm s to price sm aller farm s o u t o f the m arket. Cheap b u ilde r to build a house fo r them .
im p o rts fro m o th e r countries threaten indigenous U nit 9, page 70, exercise 3
farm ers. b She had it made,
c A ll the young people have left fo r w o rk in the cities, c He’s going to have his p h o to taken,
leaving o nly old people w ho are already retired. d He has it cleaned,
Unit 8, page 63, exercise 6 (S tudents’ own answers) e W e had them cu t dow n.
Unit 8, page 64, exercise 1 (a and b)
Unit 9, page 70, exercise 4
1 Rarely do I have ... b You can have y o u r eyes tested,
2 Never have I been so ...
c You can have yo u r house redecorated.
3 ... no sooner had I ...
U nit 9, page 71, exercise 1
4 ... scarcely had I l e f t ...
a friendship b enjoyable / enjoym ent / happiness
5 little did I e x p e c t...
c fashionable d im m obilised / careless e m asterful
6 ... he to ld me th a t n o t o nly did he value his adm irers..
f tireless
Unit 8, page 64, exercise 2 (S tudents’ own answers)
Unit 9, page 71, exercise 2 (S tudents’ own answers)
U nit 8, page 64, exercise 3
Unit 9, page 71, exercise 3
1 Seldom have I been so upset a b o u t som ething.
a ju s t (was) n o t cricket 5
2 Never have I been so proud o f you!
b calling the shots 1
3 O nly now did she understand the problem .
c neck and neck 4
4 So strange was the situ a tio n th a t I could n o t sleep.
d toed the line 2
5 Rarely had he seen som ething th a t made him so happy.
e below par 3
6 Never had they seen such a beautiful sight.
U nit 9, page 71, exercise 4
Unit 8, page 65, exercise 1
1a 2d 3c 4e 5b
a 8 b 4 c1 d 3 e 5 f 2 g6 h7
U nit 9, page 72, exercise 1c (Some suggestions)
Unit 8, page 65, exercise 2
personal details: name, date o f b irth , age
a fa r and w ide b nearest and dearest
physical description: height, w eig ht / build, hair
c odds and ends d pick and choose e hustle and bustle
c o lo u r
f peace and q u ie t g by and large
fa m ily and early life: fa m ily background, sisters /
U nit 8, page 65, exercise 3 brothers, housing, education, interests
a natural b threaten c variety d peaceful e rem inder
career: q ua lifica tion s, previous jo b s , current jo b ,
f excitem ent
fu tu re prospects
Unit 8, page 65, exercise 4 personal life: friends, marriage, children
A D id you enjoy the concert? (rise) im p o rta n t dates: school, higher education, jo b s
B W hich concert? (fa ll) beliefs / opinions: w h a t is im p o rta n t in life;
A The school concert, (fa ll) principles he / she lives by
B I d id n ’t go. (fa ll) achievements: sp ort, exam inations, music, current
U nit 9. (page 68, exercise 1 (S tudents’ own answers) and fu tu re challenges, etc.
U nit 9, page 68, exercise 2 U nit 9, page 72, exercise 2
buying a bicycle, car repairs, using a co m p ute r a They are all included except:
Unit 9, page 69, exercise 3 • physical description
a4 b2 c4 d2 • o pinio ns and beliefs
Unit 9, page 69, exercise 4 • personal life
a F: It w asn’t much m ore expensive, b (suggested answers)
b T: Car engines are much more com plicated than they paragraph 1: B irth and fa m ily education
used to be. paragraph 2: Details o f her career
c F: In the past everyone w ou ld repair th e ir own car. paragraph 3: Achievments
d F: It was much cheaper fo r the boys to p rin t it
themselves.
U nit 9, page 70, exercise 1
a an engineer b no (he’s having it repaired)
c the speaker’s fa th e r d an expert
e no (he th inks someone else produced it)
f the boy and his friends

104 )
AODUl€ 4: Achievements
Unit 10 Pushing the limits
Lessons 1 and 2
O b je c tiv e s
Skills: A t the end o f this pair o f lessons, students
should be able to:
Reading • read a re p o rt a b o u t a Kuwaiti clim ber
Speaking • ta lk a bo ut qualities needed fo r surviving in
the Himalayas
• discuss clim b in g expeditions
T op ic • The seven summits
Functions • describe qualities
• state d ifficulties and problem s
• give personal opinions
• discuss preparations
• give reasons
Vocabulary ascend (V), a tte m p t (N ), dizzying (A d j),
elite (N ), exhaustion (N ), extreme (A d j),
fro st-b ite (N ), highlight (V), perilous (A d j),
reconstruction ( N ) , scale (V), sum m it (N )
S tud en t’s B o ok pages 78 and 79
Present active vocabulary needed fo r each S t u d e n t 's B o o k p a g e
activity.
MODUL6 4: Achievements
Discuss
(2 0 -2 5 m ins)
a and b Ask the students to spend a few
m inutes studying and discussing the
pictures.
Then p u t them in pairs to discuss
questions a and b. Go round and listen
and tell them yo u r ow n ideas i f you wish.
W hen they are ready, invite d iffe re n t
students to re p o rt th e ir ideas to the class
and encourage a s h o rt class discussion.
W rite useful vocabulary on the board.
Extension
Ask the class to th in k a b o u t fam ous
expeditions ( n o t necessarily to m ountain
regions). Read
Put them in sm all groups to choose a
fam ous expedition and note dow n w h a t
they know a b o u t it. Encourage them to
use reference books and the Internet to
fin d o u t m ore a b o u t it. Ask them to keep
th e ir notes fo r later use.
Read
(1 0 mins)
Ask the students to look a t the photos on
pages 78 and 79, the title o f the u n it and
the title o f the text on page 79. Ask students
to use these visual clues to help them th ink
o f as many w ords as possible related to the
unit. Students record th eir answers on a
word map, like the one shown on page 78. Go round
offering help where necessary. A fte r a few minutes
bring the students together to share ideas as a class.
(15 m ins)
Explain th a t the students need to com pare the
sentences in this exercise to the article on the next
page. First, however, you should ask them to read
the sentences and say which they th in k are True
(T ) and False (F). Ask students to ju s tify th e ir
answers. Then, a llo w tim e fo r students to read the
text. Go round and explain any new w ords, m aking
a note o f them to check w ith the w hole class
together. Ask again w hether students now th in k
the firs t sentence is True o r False ( it is true). Then
p u t them in pairs to com plete the task, referring
back to the te xt as necessary. G o ro u n d a n d o ffe r
help where needed.
Unit 10 P u sh in g the lim its
G ra m m a r
Past perfect simple and continuous
Look carefully a t the p ho tograph s o f the Him alayas and discuss these questions,
a W hat qualities w ould a person need to survive in these conditions?
b W hat difficulties and problems would you face i f you attem pted to spend tim e in these
conditions?
Before reading, th in k o f as m any w o rds as possible related to the u n it and the text
opp osite. Use the title o f the text, the pictures on b oth pages, and the u n it title to provide
hints. Record y o u r ideas in a w o rd map, like the one show n below.
adventure
Read the re p o rt and say w h eth er these statem ents are True (T) o r False (F)? Justify your
answers.
a Zed Al Refai was the first Arab man to clim b the tallest m ountain on every continent.
□
b A fter clim bing M o u n t Aconcagua, Al Refai decided to retire.
□
c Al Refai was nervous about clim bing M ount Everest because he was inexperienced.
□
d The weather on M ount Everest was extremely poor.
□
ID
 Unit P u sh in g the lim its

€ (1 5 mins)
A llo w tim e fo r the students to read the article
Check yam understanding

again and note dow n any ideas w hich are the same (1 0 mins)
as the ones they discussed in 1 a and b. Read o u t the firs t sentence and ask the class to suggest
W hen they are ready, invite several d iffe re n t an explanation (e.g. It is a very difficult mountain to climb).
students to tell the class anything fro m the article Then a llo w tim e fo r the students to discuss b and
th a t they had predicted. c w ith a partner. Go round and o ffe r suggestions i f
necessary.
Extension
( 5 - 1 0 mins)
Ask the students to read the article again. Then
Read o u t the firs t sentence and ask the class to tell you
p u t them in pairs and ask them to prepare six
w h a t it refers to (climbing Mount Everest). Then a llo w tim e
questions fo r Zeddy - the questions m ust all have
fo r them to com plete the task and com pare answers
th e ir answers in the text (e.g. W h y did you do
w ith a partner.
it? H ow long did it take? H ow did you feel a t the
end?, etc). Think and Speak Giving personal opinion
Students EITHER role play an interview w ith Zeddy (15 mins)
OR w rite a dialogue between an interview er and Read o u t the tw o questions. Put the students in pairs
Zeddy.
and EITHER ask them to discuss b oth questions OR
Go round and check, then invite tw o o r three
choose one o f the questions to discuss. Go round and
pairs to p erform th e ir role plays o r read o u t th e ir listen, o ffe ring p ro m p ts i f necessary and adding yo ur
dialogues to the class.
own ideas i f you wish.
W hen they are ready, invite d iffe re n t students to
re p o rt back th e ir ideas to the class. Do the o th e r
students agree w ith them?
Stu d e n t s B ooK paae
Lesson 3
W o rk b o o k p a g e s 7 0 - 7 1 , H eading
Unit 10 Pushing the lim its
W o rk b o o k a n s w e r k e y - s e e page 1 <47

The seven summits he had been fighting extreme cold, strong

On February 5th, 2004, Kuwaiti climber 25 winds, dizzying heights and dangerously
low levels o f oxygen, but he was able to
Zed ‘Zeddy’ Al Refai became the first Arab
reach the top. It was very difficult, but he O bjectives
man to ascend the highest mountain on
every continent. He had reached the top knew he had a great team supporting him
and this had helped him to keep going. Skills
s o f M ount Aconcagua in Argentina, South
30 One o f Zeddy’s aims in climbing the seven
A t the end o f this lesson,
America, in four days. This was five years
after he had climbed M ount McKinley, the peaks was to highlight the importance
o f protecting the environment in the
students should be able
highest peak in North America. A part from
exhaustion and a little frost-bite, Zeddy G ulf region and to inspire other Arabs to
become involved in the sport,
to:
io was in good health and very happy to have
joined tne elite 'seven summit’ cluo. is The year after climbm
These seven summits include M ount Aconcagua, Zeddy ” : Reading • read an a rticle a b o u t
Everest, the highest mountain on Earth. travelled to the
Zeddy’s first attempt at Everest had almost mountains in Pakistan^ Steve Fossett
is ended in calamity and a member o f his to help his fellow
team had to carry him down the mountain 40 Muslims following W riting • w rite a s u m m a ry o f a
and save his life. the huge earthquake
Zeddy showed his determination. He had and take part in tim e lin e
been preparing for his second attempt for reconstruction efforts.
20 many months, and in 2003 he was able to You may chink that Zed Al Refai had
get to the top o f M ount Everest. He knew 4S had enough o f mountains after all these Topic • Steve Fossett - a
it would be the hardest thing he had ever expeditions, but the following year he
done and was nervous despite the fact that scaled the Matterhorn, a difficult and record-breaker
he was an experienced climber: Conditions dangerous mountain in Switzerland.
were perilous and for much o f the climb Functions m discuss pros and cons
• express o p in io n
K 4 H o w m any o f the difficulties and problem s you discussed in 1 b are m entioned in the
report?
Vocabulary cla m b e r (V ), m anned (A d j),
C h e c h your u n d e r s t a n d i n g
set a record (Exp),
D Suggest explanations fo r these extracts fro m the report.
a He was nervous despite the fact th a t he was an experienced climber.
subm erged (A d j)

b Zeddy’s first attem pt at Everest had almost ended in calamity ,,.

C ... but he knew he had a great team supporting him and this helped him to keep going.

^ W h a t do the w o rd s in bold in these extracts from the re p o rt refer to?

a He knew i t w ould be the hardest thin g he had ever done............................. (lines 21-22)
b You may think th a t Zed Al Refai had had enough o f m ountains after all these
e x p e d i t i o n s . . .........................(lines 44-46)

c the f o l l o w i n g y e a r he scaled the M atterhorn......................... . (lines 46-47)

T l l l n h and s p e a k G iv in g p e r s o n a l o p in io n
T V ords tn reihenilier
Discuss these questions w ith o ther students.
.. . . ascend, attempt, dtzzyi"g,
a W hat kind o f preparations do people have to make before they . £|in!| exhaustionj extreme,
go on expeditions like the one you have read about? Frost-bite, highlight,
W ould you be interested in doing something as physically and * perilous, reconstruction,
mentally dem anding as Zed Al Refai’s clim b up M o u n t Everest? * scale, summit
W hy or why not?
(79

C 1 07
 pSSSZZUZELI
O bjectives
Skills: A t the end o f th is p a ir o f lessons, students
should be able to :
Reading • read a rep ort a b o u t adventures
Listening * listen to quiz questions
G ram m ar • use past perfect simple and continuous
Topic • Pushing the limits
Vocabulary afflicted (A d j), alight (A d j), arson (N ),
austere (A d j), come across (PhrV),
come away w ith (PhrV), come down (PhrV),
come over (PhrV), come round (Phr V),
come up (PhrV), exhilarated (A d j),
fatigued (A d j), traverse (V), unconscious (A d j),
visible (A d j),
P ronunciation « In to na tion patterns (2)
V a class activity.
S tud en t’ s B ook pages 80 and 81
Present active vocabulary needed fo r each activity.
ammar
at
ft Past p erfect sim ple and co ntinuous
(1 0 -1 5 m ins)
Read o u t sentence 1, pausing fo r the students to
tell you a the verb tense (pastperfect
tu d e n t $ B o o k p a g e
simple) and b the main event behind this
background in fo rm a tio n (he scaled Mount
Aconcagua). Then p u t the students in pairs
to discuss sentences 2 -5 in the same way.
Go round and o ffe r help where needed.
c
(1 0 m ins)
3 and b Read o u t sentences 1 and 2 and
ask the students to tell you the verb tense
(past perfect continuous). Then ask how the
tense is form ed (had been + present participle).
C In pairs, students then discuss the
question, then discuss the answer w ith the
whole class (The action was continuous/ the
action was completed).
(1 0 m ins)
Read o u t the first sentence and the
explanation given as an example. Then put
the students in pairs to complete the task.
Go round and listen, making corrections if
necessary.
(1 5 m ins)
Read o u t the tw o situations and the
example explanations. Then p ut the
students in new pairs and ask them to
discuss and w rite down fu rthe r background
inform ation fo r each situation, using the
past perfect simple and / or the past perfect
continuous. Go round and listen, making
suggestions i f necessary.
108 )
\/ocabulary
Phrasal verbs with come
^ (1 0 m ins)
Read o u t sentence a and ask the students to find
the correct m eaning o f came out (m eaning 3).
A llo w tim e fo r the students to com plete the task
and then p ut them in pairs to compare answers.
P oint o u t th a t come up appears twice, w ith d ifferer
meanings.
Adjectives beginning with a
^ (1 0 -1 5 m ins)
a Read o u t the instru ction and then com plete a as
b Read o ut the instructions and check th a t the
students understand. Then allow time fo r them to
complete the task in pairs. Go round and check.
G r a m m a r # p ast p e rfe c t sim p le and c o n tin u o u s G ram m ar reference pages 1 2 6 - 127
Read extracts 1-4 fro m the re p o rt a b o u t Zed Al Refai and answer these questions.
a W hich verb tense is used in these extracts?.......................................................................
b W hich main event do they provide background for? ......................................................
1 He had reached the to p ...
2 ... the hardest thing he had ever done ...
3 ... and this had helped him to keep going.
4 You may think th a t Zed Al Refai had had enough o f mountains ...
Read tw o more extracts and answer these questions.
a W hich verb tense is used in these extracts?.......................................................................
b How is this verb tense form ed?...........................................................................................
1 For much o f the clim b he had been fighting extreme cold, strong winds, dizzying heights
and dangerously low levels o f oxygen ...
2 He had been preparing fo r his second attem pt fo r may m onths ...
C W hich o f these ideas do these verbs express?
ft The action was repeated / the action happened once
ft The action was continuous / the action was completed
Suggest explanations fo r these facts a b o u t Zed Al Refai’s clim b using the w ords in
brackets. Make sentences using verbs in the past perfect sim ple o r the past perfect
contin uous.
a When he arrived, Zed Al Refai was fatigued, (clim b / fo u r days)
He'd been climbing for four days.
b When he reached the top, he was exhilarated, (join / ‘seven sum m it’ club)
C M r Al Refai carried oxygen w ith him. (oxygen levels / be / dangerously low)
d He knew he w ould succeed, despite the very austere weather conditions, (great team /
support)
e M r Al Refai was afflicted w ith frost-bite, (temperatures / be / extremely low)
f Despite his experience, he was very nervous, (know / hard thing / ever do)
W o rk in g w ith a partner, discuss w h a t m ig h t have happened leading up to these events and
then w rite sentences using verbs in the past perfect sim ple o r contin uous. (You w ill need to
use your im agination .)
a On May 13, 1999, a Japanese college
student, Ken Noguchi, became the
youngest person to reach the sum m it o f
M ount Everest.
Before he climbed Everest, Ken Noguchi
had ascended many other mountains. In
fact, he first started clim bing m ountains
since he was 8.
b In 1986, Michael Asher was the first
westerner to traverse the Sahara Desert
from west to east on a camel. Before he
set o f f on his journey across the Sahara,
Michael Asher had learnt how to ride a
camel.
8<r)
 Unit 10 Pushing the limits

✓ 4 (10.2) ( 5 - 1 0 mins)
P r o n u n c ia tio n |nt;onatjon p atterns (2 )
Read o u t the instructions, then play the firs t question.
(10.1) (5 -1 0 mins) Choose a student to answer it - it doesn’t m atter i f their
Read o u t the explanation and the instructions, then answer is right o r w rong! Ask the class if the answer
play the firs t question and answer. Ask the students sounded sure o r unsure.
to decide whether the answer is sure o r unsure and Play the remaining questions, pausing after each one fo r
to note down th eir answers. Then play the remaining the students to say the answer to their partners. Do they
conversations, pausing after each one fo r the sound sure o r unsure?
students to w rite sure o r unsure. Finally, play each question again, and choose different
Play the recording again and then check their students to answer it. Ask the class if they sound sure or
answers. unsure - then ask them to check the answer by looking in
the text. Were they right o r wrong?
Listening scrip t 10.1, T&, page 134
Listening scrip t 10.2, TG, page 134
Quote
D ra w students’ a tte n tio n to the quote. Tell them to
read it carefully. Ask students to give an explanation
o f w h a t it means (H illa ry means th a t in successfully
clim b in g a m ou nta in, he has shown the c o n tro l he has
over him self.). D o students agree w ith this quote? W hy
o r w hy not?
Background: Edm und H illa ry (1 9 1 9 -2 0 0 8 ) was a
m ountaineer and explorer fro m New Zealand. On 29
M ay 1953 a t the age o f 33, he and Sherpa m ountaineer
Tenzing N orgay became the firs t clim bers known to
Stud e nt s B o o k paae
have reached the s u m m it o f M o u n t Everest.
Follow ing his ascent o f Everest he devoted
U n it IQ Pushing the limits much o f his life to helping the Sherpa people
o f Nepal th ro ug h the Himalayan Trust, which
^neafaulary
he founded. Through his e ffo rts m any schools
P h ra s a l ve rb s w ith com e
and hospitals were b u ilt in this rem ote region
t M atch the verbs underlined in these sentences w ith the corre ct meanings 1 - 8 below. o f Nepal. On 11 January 2008, H illa ry died o f
a It had been cloudy all m orning, but in the afternoon the sun came o u t____ _
b As we were walking up the m ountain, we came across a small camp s ite .____ heart failure a t the age o f 88. Books w ritte n by
C Come over when you're next in to w n ..........
d A fte r she fell and hit her head on the ice, it was ten minutes before she came round. . H illa ry include: High Adventure, No Latitude for
e A jo b has come up a t the polar research centre - I may apply fo r it . . . . . . .
f I wish the price o f petrol w ould come dow n_____ Error and Schoolhouses in the Clouds.
g When I was talking to my brother yesterday, your name came up several tim e s.. . . . . .
h In the end. I came away w ith first prize__________
1 visit 5 be mentioned
Lesson 6
2 become available 6 recover after being unconscious Workbook pages 7 2 - 7 3 , Language
3 appear / become visible 7 find by chance practice
4 fall / decrease 8 succeed in winning something
A d je ctive s b e g in ln g w ith a Workbook answer key - see page 1 4 7

c a M atch adjectives beginning w ith a- from List A w ith other adjectives which have the same
m eaning from List B which can be used in fro n t o f nouns.
O bjectives

Skills A t the end o f this lesson,

A a afraid b alight c alike d alive e asleep
B 1 burning 2 frightened 3 living 4 sim ilar 5 sleeping students should be able
Complete as many o f these sentences as you can using words N ote to:
from List A. If-you can’t use List A, use an alternative from Some adjectives beginning
List B with a- cannot be used in Gram m ar • use past p erfect sim ple
The fire had started when everyone in the house was front o f a noun. For example, and c o n tin u o u s
(1 ) ——............................. In less than ten minutes, the whole we can say: T h e f r ig h t e n e d
building was ( 2 ) .............................. .. The fam ily escaped, but b o y , but not T h e a f r a i d b o y • use such... that / so ... that
the parents had to calm their ( 3 ) .................... ............children. If we want to use afraid, we
have to say: T h e b o y w a s
Some people had m inor burns, bu t fortunately everyone Functions • make suggestions
was still ( 4 ) . . . . . . . . . . . . . . . . . . . . . . . . . The police suspected arson a f r a id .
as there had been fo u r ( 5 ) . . .. .. .. .. . .. .. .. . .. .. .. fires m the • persuade
previous month.
ords to reihemlier
Pronunciation In to n a tio n p a tte rn s (2)
affucted, alight, arson,
(.10,1) You are going to listen to answers given Co five quiz questions. austere, come across,
Decide whether the people are sure o f their answers or not, come away with,
come down, come over,
a Four days d Two come round, come up,
b Five e Seven exhilarated, fatigued,
c 2003 traverse, unconscious,

(10.2) W ork w ith a partner. You are going to take it in turns to

answer some more quiz questions a bo ut Zed Al Refai’s climb.
I f you know the answer, make yo u r voice sound sure. A fte r each answer, y our partner should
say w hether you sound sure o r unsure.

E UGt 0 | sn(H the m ountain th a i

i iUund
we conquer b u t o t ir w lv * i ’

( «i
nr,
 L e sso n s 7 and 8
Extension
O bjectives In pairs o r small groups, students prepare another
Skills: A t the end o f this p a ir o f lessons, students list o f six items, this time using their own ideas as well
should be able to : as the ideas on the page. Tell them to number the
Reading .rea d a scenario items in order o f importance, and be ready to explain
• read an advert their reasons.
Speaking ♦ make d iffic u lt choices EITHER p u t pairs o r groups together to discuss each
W ritin g .w rite a response to an advert fo r a place on an other's lists OR ask each pair o r group to report back
expedition to the class, and have a class discussion.
T opic • Do you have what it takes?
Finally, have a second class vote fo r the six m ost
Functions .co m p a re lists
im p o rta n t items. H ow does the result compare w ith
• be persuasive
the original list?
• explain a choice
• agree and disagree
V ocabulary assist (V), binoculars (N ), cope w ith (PhV),
crave (V), e ng ulf (V), entail (V), feat (N ),
gruelling (A d j), m ountaineer (N ),
l strong-w illed (A d j)

S tud en t's B ook pages 8 2-83

Present active vocabulary needed fo r each activity.

i) peaking M a kin g d iffic u lt choices

Stud e nt s B o o k paae
Introduction sjt;uat;jon

(15 20 mins)
Ask the students to read the scenario in
pairs o r small groups and discuss how
they w ould react. Go round and listen,
supplying new w ords as necessary.
Then invite tw o o f the students to tell the
i ) peaking M a k in g d iffic u lt choices
In tro d u c tio n T h e s itu a tio n
Read th is scenario. H o w w o u ld you react i f you were actually in this situation? W o u ld you
stay calm o r w o u ld you panic?

class how they w ould react. A llo w a sh o rt
class discussion.
(15 mins)
Ask the students to loo k a t the pictures
and choose the six items they w ould take
w ith them . A t this stage they should w o rk
on th e ir own. Suggest th a t they num ber
them in o rd er o f im portance, and note
dow n reasons w hy they consider them to
be im p o rta n t.
O m a r and Nader are driving across the Kuw aiti desert in th e ir 4x4 when a sandstorm ,
very com m on to the area, blows up. There is nothing they can do ab o u t the w eather and
unfortun ate ly, sand engulfs the car and gets in to the engine. Regardless o f th e ir best efforts,
the engine sim ply w ill not start so they are forced to change th e ir plans.
The tw o men are still 30 kilom etres, around 12 hours w alk, away from th e ir destination
and know th a t it is located to the north. However, they are forced to abandon the car and
contin ue the jo urn ey on fo o t, carrying all th a t they can w ith them . They have supplies in the
car but can only take w ith them w h a t w ill fit in their backpacks.
The weather is extremely hot, m aking walking by day very gruelling, b u t they are in good
health and fit enough to w alk 30 kilom etres under norm al cond itions. The tw o men have
some critical decisions to make.
They have room in th e ir bags fo r three item s each and have to choose from the eleven items
they have in the car...
Look a t the illu s tra tio n and choose w hich six item s O m a r and N ader should take in th e ir
backpacks. D o n ’t discuss your ideas w ith y o u r friend yet.

(15 mins)
a, b and c Put the students in pairs. Read
o u t the instructions, then a llo w tim e fo r
them to make th e ir six choices. Remind
them to refer to the Useful Language box on
page 83.
Go round and listen; o ffe r p ro m p ts where
necessary and yo u r own ideas i f you
wish. M ake sure they are using some o f
the language in the Useful Language box. W o rk in pairs and b o th make a lis t o f the six item s th a t O m a r and N ader should take w ith
W hen they are ready, invite three o r fo u r them fo r the rest o f th e ir journey.
a Compare individual lists. Which items are on both lists?
students to re p o rt th e ir ideas back to the b Make a final list o f the six items that O m ar and Nader should take w ith them.
class and invite the class to com m ent. C Using inform ation in the text, try to persuade your partner that your choices are the right
ones. Use the Useful Language box on page 83.
Finally, have a class vote fo r the six m ost
im p o rta n t items.
82~)

110 )
 P u sh in g the lim its

/*/ riting A response to an a dve rt vote on w h a t they th in k are the m ost im p o rta n t skills
and personality types needed fo r this expedition and
Read and analyse
w h a t lessons they w ou ld learn.
^ (10 -1 5 m ins) Write
Ask the students to read the advert on page 83.
Explain th a t the advert is asking fo r com panions ^ 3 (2 0 m ins)
to accom pany the team o f the Kuw aiti Adventure a Basing th e ir answers around the ideas discussed in
Club m ountaineers on th e ir next expedition. Ask exercise 2, students should w rite a reply including any
students to tell you how the advert grabs the o f the positive personality tra its o r skills they have
reader's a tte n tio n . w hich w ould be helpful fo r the expedition. Go round
Suggested answers: and o ffe r help where necessary.
Bold heading; rhetorical questions; inform al tone; b Students check th e ir w o rk fo r errors then exchange
directly addresses the reader. it w ith another student. They then com m ent on each
others' w ork. Students could re d ra ft th e ir w o rk at this
Discuss
p o in t, i f they wish.
^ (1 5 mins)
a and b In small groups students read and discuss Extension
the questions. Go round and help as necessary. If there is time, ask a few students to read their replies.
A fte r a few m inutes, bring the class to ge th er and The class can com m ent on them and vote on which reply
ask a few students fo r th e ir ideas. Encourage o th e r they th ink is best. They can even decide which student has
students to co ntribu te . You could ask the class to won the com petition.

Stu d e n t s B o o k page Lesson 9

Workbook pages 7 4 - 7 5 , Writing

Ur,. Pushing the lim its

Workbook answer key - see page 1 4 7

O bjectives
You are going to w rite a response to an advert for a place on a
Kuwaiti expedition to the sum m it o f M o u n t Everest. Skills A t the end o f this lesson,
students should be able
Wntmg A response t o an a d v e rt
to:

Read the adve rt below. The adve rt is fro m an im aginary society called the Kuw aiti
Reading • read an interview w ith an
Adventure Club. H ow does the advert grab y o u r atten tion? extreme sports enthusiast
D O Y O U H A V E W H A T IT TA KES ? W riting • w rite an interview a b o u t
Are you the kind o f person who loves a challenge?
Do you crave adventure and excitement?
the dangers o f extreme
Do you long fo r the chance to prove yourself? sports
I f the answer to these questions is “ Yes” then you could be just what we’re looking
for. The Kuwaiti Adventure Club, along w ith its team o f experienced mountaineers, is Functions • give advice
planning a challenging and arduous expedition to the sum m it o f M ount Everest and
we’re looking fo r motivated, strong-willed individuals to assist us. This is the chance
• make suggestions
o f a lifetime to experience one o f the planet’s most magnificent environments and to
take part in an amazing feat o f human endeavour. I f you think you have what it takes,
please write telling us why you should be chosen fo r this expedition, what skills and
attributes you w ill contribute, and how you will cope w ith the huge e ffort such an
expedition entails.
Replies should be about 200 words.
Expeditions Manager, Kuwaiti Adventure Club

Read the advert and discuss these questions in sm all groups,

w .edw to remember
assist, binoculars,
a W hat type o f personality and skills do you think are im portant cope with, crave, engulf,
fo r this challenge? entail, feat, gruelling,
b W hat do you think you would learn from the expedition? mountaineer,
strong-willed
W rite

c a W rite your reply in about 200 words.

b Check your letter fo r grammar, punctuation and spelling errors.
Exchange letters with a partner and discuss both. W hat is good and bad about
your partner’s reply?

USEFUL LANGUAGE
E x p la in in g a c h o ic e B e in g p e rs u a s iv e A g re e in g a n d d is a g r e e in g
I’d take the because ... Would it be a good idea to take ...? I agree.
We really need the ... to { + verb) It might be a better idea to take ... Okay, I see what you mean,
I think it will be necessary If we don’t take the ..., X might happen. but I don’t agree.
because ... I don’t agree.
Why don’t we leave the ...
and take the ... instead?

(~83

i in
MODULE 4: Achievements

The final frontier

Lessons 1 and 2
(11.1) (1 5 mins)
O bjectives Play the first p art o f the recording, then ask the
Skills: A t the end o f this pair o f lessons, students class the question (the first speaker approves.) Play it
should be able to: again to check. Repeat w ith the second and third
Reading • read a factfile sections.
Listening • listen to interviews a bo ut the pros and cons
o f space travel
Listening script 11.1, TG, page 134
Speaking .ta lk a b o u t the International Space Station
• discuss space travel
Check your understanding
Topic • International Space Station (11.1) (1 5 mins)
Functions • identify in fo rm a tio n Play the recording again, one section at a tim e.
• give opinions A fte r each section, allow tim e fo r the students
• give examples to read through the list o f sentences contained
• ju stify w ith in the table and w rite the appropriate number
Vocabulary a bhorrent (A d j), awe-inspiring (A d j), a fte r the correct ones. Play the recording again fo r
concept (N ), detrim ent (N ), execute (V), them to check, then p u t them in pairs to compare
fro n tie r (N ), intrepid (A d j), mission (N ), answers.
o rb it (V), revere (V), revolve around (PhV),
Listening script 11.1, TG, page 134
sentient (A d j), universe (N ),

S tu d e n ts BooK page
Student’s Book pages 84 and 85
Present the active vocabulary needed fo r
MODUlt 4: Rchievements
each activity.
Discuss The final frontier
G ra m m a r
The passive with modal verbs;
C s (2 0 mins) either/or and neither/nor

A llo w a few m inutes fo r the students to

study the photographs, then ask them to
close th eir books and describe them . Ask
Factfile
them to make vocabulary suggestions and I nternational
p u t them up on the board. S pace S tation
• Crew: 3
Ask students to read the Factfile, then • Launched in
1998
w ork w ith a partner to answer the • M oves at an
average speed o f
27,743.8 kph
questions a b o u t the International Space • Takes 91 minutes
to orbit the Earth
S tation. • Revolves around
the Earth 16
In th e ir pairs, students then discuss times per day
• USA, Russia,
question b, choosing and providing Japan, Brazil and
the European
ju s tific a tio n fo r th eir answer. Ask d ifferent Space Agency are
all involved in the
students to re p o rt th eir ideas back to the project
• in 2006. ll*r
class. Kuwait Scientific
Center organised
radio contact
Listen with the space
station - the
first such
communication in
(1 0 mins) the Arab world
• The space station
Read o u t the first w ord (detriment) and aims to conduct
experiments that
ask the students to match it w ith its are not possible
on Earth.
m eaning (6). Then a llo w tim e fo r them to a Answer these questions w ith a partner.
com plete the task. Encourage them to use 1 H ow long does it take the International Space Station to o rb it the Earth?
2 W hy is the space station im portant?
dictionaries o r the glossary. Ask them to 3 H ow many times does the International Space Station o rb it the Earth in a week?
com pare answers w ith a partner. 4 W hich countries or organisations helped to establish the International Space Station?
W hat is unique about the relationship between Kuwait and the International Space
Station?
b Now, look a t the photo and the unit title and predict what you think the topic o f the unit will be.
1 Space exploration □
2 The International Space Station □
3 The Kuwait Scientific Center □

___ ____ 51.)

112)
 U nit 11: The final frontier

Lesson 3
Workbook pages 7 6 - 7 7

In pairs o r small groups, students read through Workbook answer key - see pages 1 4 7 -1 4 B

the statem ents and discuss. Go round offering

help and yo ur own o p in io n where necessary. A fte r
O bjectives
a b o u t five m inutes, tell students to stop their
discussions and record th e ir answers in the space Skills A t the end o f this lesson,
provided. Make sure they ju s tify th e ir answers. students should be able to:
Ask a few students to read o u t th e ir answers Reading • read an a rtic le a b o u t the
and ju stifica tio n s. Ask the class to respond, b ut M orning Star
tell the class they are n o t tryin g to disagree w ith W riting • w rite notes in fu ll
the students’ opinions. Instead, they should sentences
say w hether the students’ ju stifica tio n s are an Topic • The Morning Star
adequate explanation o f th e ir opinio n.
Functions • ju s tify answers

Think and Speak Giving examples; justifying Vocabulary a p p ro x im a te ly (A d v),

d isp a tch (V ), obscure (V ),
(1 0 -1 5 mins) perceivable (A d j),
Put students in to pairs o r small groups. Students scrutinise (V)
should take it in turns to answer the questions.
Go round giving help, and your own ideas, where
necessary.

Stu d en t s BooK page

U n it The final fro n tie r

Listen

You are g o in g t o hea r in tervie w s w ith three peo ple w h o are ta lk in g a b o u t th e pro s and cons
o f space travel. B e fore liste n in g , m a tc h these w o rd s w ith th e ir d e fin itio n s . You m ay use a
d ictio n a ry o r the glossary a t the end o f this b oo k fo r help.
a detrim ent ............... 1 eager to know o r learn W ' ...................
I n fttfo rertiem ber
som ething
b execute .......... 2 interesting abhorrent, awe-inspiring,
C fascinating ------------ 3 to carry o u t an o rd e r o r plan concept, detriment,
- execute, frontier, intrepid,
d dram atic ------------ 4 the Earth, planets and stars
* mission, orbit,
e curious ...............- 5 fearless and brave revere, revolve around,
f universe ..... 6 the state o f being harm ed o r \ sentient, universe „
damaged
g in trepid __ 7 exciting o r impressive
^ ( 11.1 ) Listen to the interviews. Discuss w hether the speakers approve o r disapprove o f space
travel.
Check your n m J e rM .in illn jI

(11.1) Listen again and m atch these opinio ns and ideas w ith the right speakers.

Speaker 1 Speaker 2 Speaker 3

Exploring space costs to o m uch money.
I revere the people w h o w o rk in space
exploration.
I w o uld stop space exploration as soon
as possible.
People have always wanted to fin d o u t
everything a b o u t th e ir w o rld.
Scientific progress should proceed.
Space exploration helps us progress on
Earth.

Read the fo llo w in g sentences. The y are all statem ents fro m th e in terview s yo u have ju s t
heard. D o you agree o r disagree w ith these sentences? J u s tify y o u r answer.

a I th in k (space exploration) is very exciting and I really adm ire the scientists w h o design the
spacecraft and execute the missions.

b I fin d the concept o f space travel endlessly fascinating.

C I th in k it’s an abh orrent waste o f m oney and I d o n ’t understand why they are d o in g it.

d Human beings are inherently curious. W e w a nt to explore everything in o u r universe.

T h in k ma spea k G iv in g e x a m p le s ; ju s tify in g

m T h in k a b o u t tim es w hen yo u have been presented w ith tw o choices.

D id you choose one o f the optio n s given? O r was neither one choice n o r the other acceptable to
you? Explain why. __________
( 85_______
 L e sso n s 4 and 5

O b je c tiv e s
Skills: A t the end o f this p air o f lessons, students
should be able to:
Reading •
read a paragraph a b o u t Mars
Speaking •
ta lk a b o u t choices
G ra m m a r •
use the passive w ith m odal verbs
•
use either/ or and neither/ nor
Topic •
The final frontier
V ocabulary astronom ical (A d j), conducive (A d j),
exceptionally (Adv), h a b ita tio n (N ),
natural satellite (N ), on board (A d j),
o p p o rtu n ity (N ), roughly (A dv),
solar system (N ), superb (A d j), wane (V)

S tu den t’s B ook pages 8 6 and 8 7

Present the active vocabulary needed fo r each activity.

Grammar # The passive w ith m odal verbs

( 1 0 - 1 5 m ins)
Explain to students th a t they have to change active
sentences in to passive sentences and passive sentences
into active sentences. Ask a student to read the first
sentence. Ask the class i f it is passive or
Stu d en t's BooK paae *
active (passive). Ask one o f the students
to change it into an active sentence ( The
police should arrest hooligans). Ask the class to
(grammar
go through the other sentences changing
• T h e p a s s iv e w it h m o d a l v e r b s G ram m ar reference page 127
passive sentences in to active sentences and
Change the passive sentences in to active sentences and vice versa,
vice versa.
a A stronauts should be rewarded by the government.
• E ith e r / o r and n e ith e r / n o r
b Each astronaut has to wear a space suit.

^ l ( 1 0 - 1 5 m ins)
C Space shuttles can tra n s p o rt equipm ent in to space.

O n the b o a rd , w rite either/ or and neither

d Scientists m ight have cured diseases if they had n’t spent their tim e w o rking on space
/n o r . Invite exam ple sentences fo r each technology.

and w rite g o o d ones on the b o a rd . Give
th e stu de nts the answ er to sentence a
• e ith e r / o r and n e ith e r / no r G ram m ar reference page 127
(nor). Then p u t stu de nts in pairs to read
sentences b - f and fill in the gaps.
(1 0 -1 5 mins)
Explain to students th a t they m ust
com bine all the sentences contained
w ith in each question in to one sentence.
To do this they m ust use either / or and
neither / nor along w ith o th e r words, such
as because. Give students a few m inutes to
com plete the exercise. Go round o ffering
e Experiments can be carried o u t on board the International Space S tation.
C o m p le te the sentences using either / o r a nd neither / nor
a ...... ..........p ove rty............. . disease are solved through
space travel.
b ................ we learn from the amazing technology th a t we
have................ we let it go to waste.
C I am ............ in favour o f space e x p lo ra tio n .................
against it.
d ...... ..........we fund space programmes p ro p e rly ____ ____
we forget ab o u t exploring the boundaries o f o u r universe.
e O n Mars, there is ............. . air to b re a th e ................ w ater
to drink.
f O pinion is divided ab o u t the International Space S tation.
People................ th in k it is exciting and pushing the
frontiers o f ou r know ledge................ it is to o expensive.

help where needed. Check answers as a
class. Accept any correct sentences.
^ 3 Turn the m u ltip le sentences in to single sentences using
either / o r o r neither / nor.
3 We can spend money exploring space. We can spend money feeding the homeless. We can t
do both.
b Space exploration is pointless. It can’t solve the problems on Earth. It can’t help us escape
ou r problems.
C He is allergic to nuts. He is allergic to dairy products. He can’t eat them,
d I could stay up late and watch a film . I could get a good night’s sleep. I can’t do both,
e I am ta lle r than my brother. I am heavier than my brother. We are identical twins,
f You could buy a new game. You could buy a new book. O nly one is possible.

86 )

114 )
 Unit 11= The final frontier

Vocabulary Space ( 2 0 -2 5 mins)

Go through the vocabulary w ith the students, m aking
(2 5 mins) sure they know w h a t the w ords mean. Encourage the
3 Ask students to read the text and take note o f the use o f dictionaries o r the glossary i f needed.
w ords in b old. Explain vocabulary where necessary. Divide the class into pairs and ask the students to fill in
Encourage a sh o rt discussion a b o u t the differences the gaps in the text. Provide the answer to question 1
and sim ilarities between Earth and Mars, (astronomical). Go round the class and o ffe r help where
b Ask the students to w rite a paragraph on Earth necessary.
entitled The Blue Planet. Find o u t i f the class know
A llo w the students tim e to com plete the exercise. Ask
w hy it is called the Blue Planet ( it is the only planet
a p air to provide the answer to question 2. The rest
with water). Tell them to use in fo rm a tio n and
o f the class say i f they agree o r not. You can e licit all
vocabulary from the article on Mars, and to use
the answers from the class by asking d iffe re n t pairs to
th e ir own knowledge. Give them a few m inutes to
provide the so lu tion to d iffe re n t gaps. I f tim e allows,
com plete the task. I f tim e perm its you could ask a
discuss w ith the class how they w o u ld feel a b o u t the
few students to read th e ir paragraphs to the rest
prospect o f travelling into space.
o f the class, inviting questions, com m ents and
criticism from the o the r students.
Lesson 6
Workbook pages 7 8 - 7 9 , Language practice

Workbook answer key - see page 1 4 8

O bjectives

Skills A t the end o f this lesson,

students should be able
S tu d e n t s B ook paqe
to:
U n it 11 The final fro n tie r Gram m ar • use th e passive w ith
m o d a l verbs
Vocabulary Space
• use m ixed tenses
3 Read this b rie f paragraph a b o u t M ars. Take note o f th e w ords in bold.

The Red Planet

M ars has held people’s fascination on Earth fo r a lo ng tim e because it is the only other
planet w ith the pote n tia l to sustain life. However, as w ith the other planets in o u r solar
system (except E a rth ), its atm osphere lacks oxygen and is n o t conducive to hum an
habitation.
A M ars year lasts 687 days, m eaning th a t it takes roughly tw o Earth years to o r b it the Sun.
M ars has tw o tin y n a tu ra l satellites, the m oons Phobos and Deimos.

b Use the highlighted vocabulary, in fo rm a tio n fro m the paragraph above and y our own
knowledge to w rite a description o f Earth, w ith the title The Blue Planet.

Fill in the gaps in th is text. Use a d ic tio n a ry o r th e glossary a t the end o f this b o o k i f required.

Station Shuttle hazardous space astronom ical astronauts mission

contin u a l conveyed preservation aud io wane transm itted

Space and the M uslim w o rld

Islamic Civilisation has tra d itio n a lly played a m a jo r role in ( 1 ) ........................ science and
M uslim ( 2 ) ........................ have taken an active p a rt in space exploration, engaging in
hundreds o f hours o f ( 3 ) . .............. ........ -walks. Even m ore amazingly, the 1971 A p o llo 15
( 4 ) ..... .............. — to the m oon to o k w ith it the firs t surah o f the Holy Q u r’an as a prayer to
protect the astronauts on an exceptionally ( 5 ) -------------------- mission.
The (6 ) -------------------- involvem ent o f M uslim s in space is evident in Kuwait, particularly in
the form o f the Kuw ait Scientific Center, w hich hosted the 2005 W o rld Space Week. The
Center's displays include a K uw aiti flag, w hich was ( 7 ) ____________ in to space by the
Space ( 8 ) __________.__Discovery. In 2006, children visiting the Kuwait Scientific Center
were given the o p p o rtu n ity to make co n ta c t w ith the International Space ( 9 ) ___ ____ , the
firs t students in the Arab w o rld ever to d o this. This am azing experience was repeated on
M onday, July 14, 2008, when Gregory C h a m ito ff, an astro naut on board the International
Space Station, answered questions from students at the Scientific Center o f Kuwait.
Students fro m the Salmiyah region particip ate d in the 2008 contact. The actual radio
signal to the Internatio nal Space Station was ( 1 0 ) ___ ______ „ „ by Nance Rocheleau in
H o nolulu. T his signal passed between Kuwait and H o n o lu lu and was then com m unicated
to the ISS. The ( 1 1 ) .............. ......... was superb durin g th e talk. Greg C h a m ito ff was
answering the 17th question when the signal began to ( 1 2 ) ____________ and finally faded
o u t. In Kuwait, this event had been prepared by M aryam Al Joaan
fo r the D epartm ent o f A stronom y and Space Sciences (DASS)
at Kuwait Scientific Center.
The Scientific C enter o f Kuwait is dedicated to the advancement
o f science and the ( 1 3 ) ____________ o f th e cultural heritage o f
w m*<2§ to rem em W
astronomical, conducive,
Kuwait. The Center, which opened in A p ril 2000, was a g ift to the exceptionally, habitation,
n atio n fro m His Highness the late A m ir Sheikh Jaber Al Ahmed natural satellite,
AI Sabah and was b u ilt by the Kuwait Foundation fo r the on board, opportunity,
Advancement o f Sciences. roughly, solar system,
superb, wane

Ce __
 L e sso n s 7 and 8
(1 5 mins)
Objectives
Ask the students to read the rep ort again. Put them
Skills: A t the end of this pair of lessons, students in pairs to discuss the fo u r questions. Go round
should be able to: and give prom pts i f necessary. Then discuss the
Reading • read a rep ort a b o u t space age technology questions w ith the whole class.
Speaking • ta lk a bo ut recent technological advancements
Writing • w rite a rep ort on space technology
Topic • Space-age tech nolog/ today
Functions give examples
• express opinion
• give in fo rm a tio n
• express approval / disapproval
Vocabulary abnorm al (A d j), alert (V), data (N ),
dual (A d j), durable (A d j), econom ical (A d j),
emission (N ), GPS (A b br), m o n ito r (V),
revolutionise (V), specifically (Adv),
s p in -o ff (N ), take fo r granted (Exp),
trainers (N )

Student’s Book pages 88 and 89

Present the active vocabulary needed fo r each activity.

Reading A report

Discuss
Stu d en t s B o o k page

(1 5 mins)
Read o u t the task and ask a student to
R eading ^ rep o rt
read the sh ort text above exercise 1. Then
Discuss
allo w tim e fo r them to read through
The extreme conditions of space have required man to create more advanced and more durable
questions a, b and c. Answer any questions technologies. Many o f these advances have produced ‘spin-offs': items used in space that improve
the students may have a b o u t vocabulary. our lives on Earth. For example, solar power was first developed for space ships and satellites.

Put the students in pairs o r small groups to

discuss the questions. Go round and listen,
offering your own ideas to o. Encourage the
students to make notes.
When they are ready, ask students from
each pair o r group to rep ort th e ir ideas
back to the class. Do they all have sim ilar
Discuss these questions in groups or pairs. Use a graphic organiser to present your ideas,
a In your groups, brainstorm recent advances in technology.
b Which of the changes you have discussed have had the greatest impact on people in Kuwait?
Choose two or three examples.
C Which o f these advances do you think may have come from space technology?
Read on<t analyse
You are going to read a report describing some im portant technological advances that are
spin-offs from technology developed for space.

ideas? A llo w a b rie f class discussion. Space-age technology today

Read and analyse
^ (1 5 -2 0 mins)
Read o u t the title o f the rep ort and ask
the students to discuss w ith th eir partners
w hat they th in k the re p o rt w ill be about.
Then briefly discuss ideas w ith the whole
class.
A llo w tim e fo r the students to read the
report. Go round and explain any new
words, m aking a note o f them to check
w ith the whole class later.
When they are ready, ask i f th eir guesses
were correct.
^ a What is the purpose o f the three headings:
Advances in technology designed specifically
for space have enabled people to revolutionise
their lives on Earth. This report will focus on
two examples o f this dual technology.
Aircraft technology
5 Space technology and flight have always gone
hand in hand. Space technology has helped
to make aircraft lighter, faster and more
economical. Developments made in space
have made aeroplane engines quieter and
10 have also lowered fuel consumption and
emissions.
W ireless com m unication
The enormous distance between the Earth and
space, and the obvious communication problems this created, led scientists to develop
wireless technology. This technology is used to access data collected by space ships from
15 Earth. Wireless technology is now used in medicine to monitor heart activity and to alert
medical staff of abnormal activity there. It is responsible for saving many lives.
Other uses
Space technology has proven very adaptable and has been applied to over 30,000 spin-offs
for human benefit. For example, satellite television, weather forecasting and GPS systems
rely on satellites, whilst everyday items such as sunglasses, mobile phones, air conditioning
20 units and running trainers have been improved by technology originally used in space.
To conclude, many of the things we take for granted now were developed to resist the
extreme conditions o f space. In the future, we can expect that space exploration will
continue to help us here on Earth.
A ir c r a f t technology , W ireless com m unication
and O th e r uses ?
b What is the purpose of the first paragraph?
C Does the report contain mostly facts or opinions?
d Is the language generally formal or informal?
88~)

V ______________
 The fin a l fro n tie r

W riting A report on space technology (20 mins)

Ask the students to re-read the article on page 88 and
Planning and writing to look at the Useful Language box.
Then ask them to w rite th e ir reports. Go round and
(25 m ins)
o ffe r help as necessary.
3 Put the students in pairs o r small groups. Ask
them to look back at the re p o rt and pick tw o Check
examples o f space technology. If they know
(10 mins)
o f other examples, they can use these instead.
3 Tell the students to read th e ir w o rk through carefully
Examples o f o the r technology include solar power,
and check spelling, g ram m ar and punctuation,
running trainers using technology from m oon
b and C Students then read th e ir partners’ reports,
boots, satellite technology used fo r weather
referring to the questions.
forecasting and TV, glasses w hich use m em ory
Encourage them to make suggestions and comm ents.
metals (m etals th a t when bent, return to th eir
I f necessary, a llo w tim e fo r students to make alterations
original shape), s cra tch -p ro o f lenses and lenses
to th e ir w ork.
able to block o u t higher levels o f solar radiation,
Finally, invite d ifferen t students to read o u t their reports
b Students then divide the w o rk between members
to the class. Again, encourage b rie f com m ents or
o f the group and note dow n im p o rta n t facts, if
questions.
possible using reference books a n d /o r the Internet.
C In th e ir groups, students plan th e ir reports,
fo llo w in g the points. Q u o te
D raw students’ a tte ntio n to the quote. Ask
them to paraphrase it in th e ir own words. Help
them where necessary. Do they agree w ith the
Stud ent s Bo o k page
quote? W hy / o r w hy not?
Unit 11 The final frontier Background: Bill Gates (b o rn O ctober 28,
1955) is an Am erican business magnate,
W r itin g A r e p o r t o n sp a c e te c h n o lo g y p h ila n th ro p ist, author, the w o rld ’s richest
person and chairm an o f M icro soft. Gates
You are go in g to w rite a re p o rt describing some o f th e ways in which
was the richest person in the w orld fo r 1 5
man has benefited fro m space technology. consecutive years. Gates is one o f the best-
Plan your report that describes two benefits o f space technology on our lives on Earth,
known entrepreneurs o f the personal co m p ute r
a Choose either examples provided by the report on the previous page, or think o f your own revolution. In the later stages o f his career,
examples.
b Make a note o f important facts about the two examples you have chosen. You may need to
Gates has supported a num ber o f p hilan thro pic
use an encyclopaedia or the Internet to show how they were used in space. endeavours, d o n atin g large am ounts o f
C Plan your report. Include the following:
I A descriptive title m oney to various charitable organisations and
I A brief introduction
I Two paragraphs focusing on the advances, with clear explanatory headings
scientific research program m es through the Bill
> A brief concluding paragraph & M elinda Gates F oundation, established in
Write your report in 200-220 words. Use the sample report as a model and include some 2000. Gates has authored tw o books: The Road
expressions from the Useful Language box.
Ahead (1995) and Business @ the Speed o f Thought
C heck
(1999).
K W hen you have finished writing, read your report carefully, ord« to rem m iW *
a Check spelling, grammar and punctuation,
b Exchange reports with a partner. abnormal, alert,
As you read what your partner has written, ask yourself these data, dual, durable,
questions: economical, emission,
GPS, monitor,
Lesson 9
I Can you tell from the title and headings what the report is about?
i Does the report consist mainly o f facts? revolutionise, specifically,
spin-off, take for granted, Workbook pages SO-B1, Writing
I Is the language formal?
trainers
C Return your partner’s report and exchange ideas and thoughts.
Workbook answer key - see page 1 4 8
U SEFU L LANGUAGE
Giving information Objectives
Advances in technology designed specifically for space have enabled people ..
This report will focus on ...
Developments made in space have ... Skills A t the end o f this lesson,
Space technology has proven very adaptable ...
... have been improved by designs used in space. students should be able
Everyday items...
To conclude ...
to:
A p p r o v a l / D is a p p r o v a l
An incredible / useful / practical / awe-inspiring innovation is ... Reading • read notes a b o u t life in
The changes brought about by modern technology are ...
However, such innovations are not without cost... space
This project is wasteful / pointless / unnecessary / ridiculous ...
I am totally in favour o f/ against... Writing • w rite an arg um en ta tive
essay a b o u t space
Q U O t ^ “W rfg changing thg w r U with technology.*__
Functions • s u p p o rt o p in io n

f 117
MODULE 12: Achievements

_ Unit 12 Geniuses
Lessons 1 and 2 Read
Objectives
fe (1 5 -2 0 mins)
Skills: At the end of this pair of lessons, students
Ask the students to look at the title and
should be able to:
in tro d u c tio n . Then ask them to look at the pictures
Reading • read an article a b o u t talented children
and say w ha t kind o f talents they are going to read
Speaking • ta lk a b o u t people's special talents
about.
• discuss the advantages and disadvantages o f
A llo w tim e fo r them to read the article; go round
being a child prodigy
and explain new vocabulary, n otin g it dow n to
Topic • So talented, soyoung
check w ith the whole class later. A llo w tim e fo r the
Functions • describe ta le n t
students to read the article again and m atch the
• state advantages and disadvantages
sections o f text w ith the correct headings. Put the
Vocabulary abstract (A d j), a rb itra rily (Adv),
students in pairs to com pare answers.
audience (N ), BSc (A b b r), d ig it (N ),
genius (N ), MSc (A b b r.),
o utstan din g (A d j), PhD (A b b r.),
precocious (A d j), prodigy (N ),
ran do m ly (A dv), ta le n t (N ), to u r (V),
virtuoso (N )

Student’s Book pages 90 and 91

Present the active vocabulary needed fo r MODUL6 4: Achievements
each activity.
Unit 12 G e n iu s e s
Grammar
Discuss Relative clauses and verbs ending in -mg;
comparison o f scale: ... as ... as ... ; prepositions

# [ (1 5 -2 0 mins)
Ask the students to loo k at the title fo r this
m odule (Geniuses). Can they th in k o f any
examples? W o u ld they like to be geniuses?
W hy o r w hy not?
Ask them to loo k at the photographs
and discuss the first tw o questions in
pairs. Students then answer question c
individually. Ask a few students to re p o rt
back to the class. Discuss
^ l l Look at the photographs and discuss these questions,
^ (10 mins)
a What special talents do the people in the p h o t o s have?
Read o u t the first w o rd (awe-inspiring) and b Do you know anybody who had an outstanding talent as a child?
ask the students to m atch it w ith the correct C Are you talented at Maths? Try multiplying 10,027 by 5. How long did it take you? Do
you think this is fast enough to be considered exceptional?
meaning (6). Then p u t them in pairs to
These words are from the article on page 9 1 . Match each word with its correct meaning.
com plete the task, using dictionaries o r the Use a dictionary or the glossary at the end o f this book to check your answers.
glossary at the end o f the Student's Book if a awe-inspiring — ...... __ 1 number - 1, 2, 3, etc.
b arbitrarily ~ .............. 2 natural ability to do something well
necessary. Remind them th a t the w ords may C digit ................. 3 having developed certain skills unusually early
have several meanings b u t they are looking d virtuoso ................. 4 an abstract idea or belief
e outstanding ............. 5 highly-skilled person
fo r meanings related to the unit. f talent 6 amazing
Go round and o ffe r help where necessary, g theory 7 randomly
h precocious .............. 8 excellent / unusually good
then check th eir answers.
Read
Read the article and choose the best heading for each section of the article. There are
two more headings than you need.
1 A master at nine
2 Public less interested as child grows up
3 Youngest master now doing research
4 Lifelong success for young composer
5 A child prodigy and an author

90 )

118 )
 Unit 12 G e n iu se s

Check your understanding Think and Speak Stating advantages and

disadvantages
^ 4! (10 mins)
Read the task to the students and direct th eir (1 5 -2 0 mins)
a tte ntio n to the table. Explain th a t they should Put the students in pairs o r small groups. EITHER ask
w o rk o u t which colum n is to be used fo r each them all to discuss both questions, OR ask h a lf the
child prodigy by com paring the in fo rm a tio n given class to discuss question a, and the others to discuss
in the table w ith the in fo rm a tio n in the text. Give question b. Go round and listen, offering ideas where
students tim e to com plete the table. Compare necessary.
answers as a class. W hen the students are ready, ask the students to re p o rt
th e ir ideas back to the class. Finally, allo w a short class
^ ^ 3 (1 0-1 5 mins)
discussion fo r each question.
Read o u t the question to the class. Invite ideas
from students and encourage discussion. A fte r
a few m inutes, students could vote on w ha t they
Lesson 3
Workbook pages 8 2 - 8 3 , Reading
th in k is the m ost amazing talent.
Workbook answer key - see page 1 5 5

Objectives
Skills A t the end o f this lesson,
students should be able
to:
Reading • read an a rtic le a b o u t
K u w aiti inventors
S tu d e n t s Book page Writing • w rite a su m m a ry o f the
a rticle a b o u t K uw aiti
inventors
U nit 12 Geniuses
Topic • Kuwaiti inventors return from
So talented, e>o ifoimg award ceremony in Geneva
A c h ild p ro d ig y is a perso n w h o has an o u ts ta n d in g ta le n t o r s k ill a t a very e a rly age. In this
a rtic le y o u a re g o in g to re a d a b o u t th re e o f these p re co cio u s ch ild re n w ith d iffe re n t ta le n ts
o r skills. Functions • m aking wishes
A ----------------------
Shakuntala Devi, from India, is known as the ‘human calculator’.
People noticed her amazing mathematical skills when she was doing 18,991,669, 111,995, Vocabulary acqu ire (V ), a ttire (N ),
difficult calculations in her head at the age o f only three. She could
also beat adults in memory games involving numbers. Unlike some d e p u ty (N ),
s children with this capability, Shakuntala kept her talent as an adult.
113,130
She demonstrated this in 1980, multiplying two 13-digit numbers in her
electrochem ical (N ),
head in 28 seconds. The numbers, which were chosen arbitrarily by a fo ru m (N ), m e d a llis t (N ),
computer, were: 7,686,369,774,870 and 2,465,099,745,779.
The answer was: re a c to r (N ), sewage (N ),
10 18,947,668,177,995,426,462,773,730.
Shakuntala Devi has also written books on popular mathematics. sp o n so r (N ),
B - ..
At the age o f 12, Tathagat AvatarTulsi was the world’s youngest person to
unprecedented (A d j)
gain a Master’s degree. He finished high school at the age o f nine, gained a
15 BSc at the age o f 10 and an MSc when he was only 12. Ac 18, he is now a
PhD student in Bangalore, India, doing high-level research. His awe-inspiring
mathematical talent was noticed by his parents when he was only six.
C ___________
Wolfgang Amadeus Mozart was one o f the greatest musical virtuosos o f all
20 time. He was born in Salzburg, Austria, in 1756 and began writing music before
he was four years old. As a child prodigy, he toured Europe, playing his own
compositions on the violin and other instruments to astonished audiences which
often included kings and queens. In common with many ocher child prodigies,
Mozart lost some o f his appeal to audiences when he became an adult. Despite
25 his genius, he had to work hard throughout his short life to earn a living and
died very poor at the age o f 35.
Chech >«»r understanding
^ 4 Com plete the table w ith in fo rm a tio n fro m the text. Some o f the in fo rm a tio n has been filled
in fo r you.________________________________________________________________________
Name N a tionality Talent Achievements
Shakuntala Devi
Youngest person
w ith M aster’s degree.
(BSc age 10, MSc
age 12)
Musical genius

W hose ta le n t do you th in k is the m ost amazing? W hy?

r ordg to remember
Y hfclh S t a t i n g a d v a n t a g e s a n d d is a d v a n t a g e s "abstract, arbitrarily,
audience, BSc,
Discuss these questions w ith o th e r students, digit, genius, MSc,
a W hat are the advantages and disadvantages o f being a child outstanding, PhD,
prodigy? precocious, prodigy,
b Do you think child prodigies should be treated as special cases randomly, talent, tour,
by their parents and teachers? virtuoso

91

( 1 19
 Le sso n s 4 and 5
Objectives
Skills: At the end of this pair of lessons, students
should be able to:
Reading
T opic
• read a sh ort text
. Geniuses
Grammar . use relative clauses and verbs ending in -ing
. use com parison o f scale ... as ... as ...
. use prepositions
Vocabulary accusation (N ), agonise (V),
extravagantly (Adv), high-living (N ),
jockey (N ), repudiate (V), season (N )
°ronunciation .In to n a tio n patterns (3)
Student’s Book pages 92 and 93
Present active vocabulary needed fo r each activity.
fa m ilia r • Relative clauses and verbs ending in -ing
f (1 0-1 5 mins)
Read o u t questions A, B and C and ask the class to
answer them in relation to sentence a (A : the first part;
B: to add detail; C: involving). Put the students in pairs to
consider sentences b-d in the same way. Go round and
o ffe r help where needed.
(1 5 mins)
Read o u t the instructions and the example
sentence, then ask the students to
com plete the task in pairs. Go round and
check th e ir work.
(1 0-1 5 mins)
Read o u t sentence a, and invite ideas fo r
how to rewrite it using the -ing fo rm (...
in big competitions, becoming the youngest...).
Then p u t the students in pairs to com plete
the task. Go round and o ffe r help where
needed.
• Comparison o f scale ...as...as
(10 mins)
hr
Ask a student to read o u t the sentences
so students can see how they are form ed.
Explain th a t ...as...as is usually used to
create figurative expressions, like the ones
on the page. Give a few more examples
using the words in the box, e.g. He was as
hungry as a horse. The smashed glass was as
sharp as a knife.
Students w rite a few o f th e ir own
sentences. Give the class tim e to com plete
the exercise. Ask a few students to read o u t
th e ir sentences. The class vote on the best
ones.
D
Vocabulary
NOUIIS and adjectives
c (10 mins)
First, ask the students to fill in the incom plete
sentences.
Ask a student to read o u t sentence a, including
the missing w ord (able). Then allo w tim e fo r the
students to com plete the task, using dictionaries
o r the glossary a t the back o f the S tudent’s Book
i f necessary. Tell them to com pare answers w ith a
partner.
(10-1 5 mins)
a Ask students to read the instru ction . Give them a
few m inutes to com plete the exercise. Tell them to
check answers w ith a partner,
b Students w rite a few o f th e ir own sentences then
com pare answers in pairs.
S tu d e n t s B ook o aa e
Grammar
• R e la t iv e c la u s e s a n d v e r b s e n d i n g in -ing G ram m ar reference page 127
Read sentences a -d , then answ er questions A -C below,
a She could also beat adults in memory games involving numbers,
b She demonstrated this in 1980, m ultiplying tw o 13-digit numbers in her head.
C He became a PhD student in Bangalore doing high-level research,
d As a child prodigy he toured Europe, playing his own com positions on the violin.
A W hich pa rt o f sentences a -d contains the m ost im p o rta n t inform ation: the first o r the
second p a rt? ................ ................................ ........ ..........................................................................
B W hat is the purpose o f the other part o f each sentence?...................... ..... ............................
C W hich w ord in each sentence links the tw o parts?...................................................................
Complete sentences 1a-d w ith these beginnings.
a She could also beat adults in m emory games which involved numbers.
b She dem onstrated her mathematical talen t when she .............................................................
C He became a PhD student in Bangalore w h ere......................................... ...............................
d As a child prodigy on tours o f Europe, h e ................................... .............................................
Rewrite the fo llo w in g , using the -ing fo rm o f the verbs.
3 A t the age o f 14, my brother N aw af started riding horses in big competitions. W hen he
did this, he became the youngest professional jockey in Kuwait.
b In his first season, he came firs t in every race and beat the
previous record fo r a new jockey.
C A t the end o f his second season, he was the highest paid jockey in
the country. He was earning a m illion dollars a year.
d Soon afterwards, a newspaper began publishing stories which
accused N aw af o f spending money extravagantly on high-living.
e N aw af repudiated these accusations. He explained th a t he spent his money on his fam ily
and th a t he gave much o f it to charity.
f He continued to ride, trusted in his faith, and refused to let the newspaper stories agonise
him.
• C o m p a ris o n o f s c a le :... os ... os ...
c Read the sentences below. T he sentences use the fo rm . as ... as ... . W rite your own
... as ...as ... sentences using the w ords below.
He was as tall as a tree. She fe lt as cold as ice.
92
 Geniuses

Prepositions ( 12.1 ) (1 0 m ins)

(15 m ins) Play the recording again, pausing after each sentence
fo r the students to repeat w ha t the second speaker says.
a Read o u t the firs t sentence, pausing fo r the
Repeat several times.
students to supply the missing w ord from the list
(at). Then p u t the students in pairs to com plete Listening scrip t 12.1, T G , page 134
the task. Tell them to read whole sentences before
they choose the missing words. Do n o t check their (12.2) (5 m ins)
answers yet. Read o u t the instructions, then play the firs t statem ent
b Students check th e ir own answers by referring to (/ can do mental calculations really quickly). Choose a
the text on page 91. student to respond either w ith or w ith o u t interest.
Ask the class i f the answer sounded interested or
Pronunciation In to n a tio n p atterns (3 )
uninterested. Do they guess correctly?
✓ 4 (12.1) (1 0 m ins) Play the rem aining statements, pausing a fte r each one
Read o u t the explanation and the instruction. fo r the students to respond (in pairs, in tu rn ). Do their
Ask the students to listen w hile you play parts a partners th in k they sound interested o r uninterested?
and b (the examples). Ask the students to explain Finally, play each statem ent to the class, and choose
the difference in in to n a tio n between the tw o (the d ifferen t students to respond. Ask the class i f they
intonation goes up at the end in a, and down at the end sound interested or uninterested. Were they right or
in b). Then play parts c, d, e and f, pausing after wrong?
each one fo r them to say Interested o r Not interested.
Listening scrip t 12.2, T G , pages 134-135
Repeat several times.

Listening scrip t 12.1, T G , page 134

S tu d e n t s B ook page Lesson 6
Workbook pages 5 4 - 8 5 , Language
practice
Unit 12 Geniuses Workbook answer key - see page 1 5 5

Vocabulary
Nouns and adjectives
Fill in the m issing w o rd s related to the w o rds in capitals, O bjectives
a M y sister is a very........................student. (ABILITY)
b To m y--------------------, I g o t over 90% in the exam. (AM AZING ) Skills A t the end o f this lesson,
C M any children find young animals very____________ (APPEAL)
d When she said she was leaving, we ju s t stared at her in ..........................(ASTONISHED) students should be able
e I’ve never been very good a t ....... ................. (MATHEMATICAL)
f I enjoy listening to all kinds o f ....................... .. (MUSICAL) to:
g S port has increased greatly in ----------------- in recent years. (POPULAR)
^ a C om plete the fo llo w in g sentences using w o rd s fro m the box and the app ro p ria te prefix. Gram m ar • use p re p o sitio n s
Prefixes: ir- dis- il-
^ Words: legal respect relevant usual
1
2
J
This essay is interesting, bu t some o f the inform ation is ____________
Criminals are people who p e rfo rm ___________ actions.
Functions
• use verbs end in g in -ing

• express surprise
3 It was an ........................sight to see such a rare bird. • express a p o lo g y
4 He was to ld o f f by the teacher fo r h is ________ ___ _
b W rite tw o o r three sentences o f yo u r ow n using th e prefixes fro m the sentences above • make suggestions
and w o rds o f y o u r ow n choice.

*
Wo,•ords to rememW
accusation, agonise,
^ Read this s h o rt te x t a b o u t child prodigies,
. extravagantly, high-living,
a Complete the text using these prepositions:
\ jockey, repudiate, season
at for throughout with by

Child prodigies are children who dem onstrate talents ( 1 ) ........................a very young age.
However, some child geniuses lose their talents ( 2 ) ........................adulthood. Mathematical
geniuses are often able to do com plicated calculations ( 3 ) ........................ their heads
(4 ) ...... ju s t a few seconds. This is particularly remarkable when they are dealing
(5 ) ------------------------------------------------------------numbers th a t have been selected ( 6 ) . . . _random
(7 )— ......... a com puter. Musical geniuses, like M ozart, are often able to learn to
play new pieces o f music ( 8 ) ------- ------------ a variety o f instrum ents very quickly. M ozart
was certainly the m ost talented com poser o f his tim e, b u t many people believe he wasn’t a
genius, but worked hard (9 ) —.............. — his life. W hen he died
( 1 0 ) ........................1791, some people said th a t overwork was the cause ( 1 1 ) ________...___
his death.

b Check your answers by finding sim ilar phrases in the main article on page 91.
Pronunciation In to n a tio n p a tte rn s (3 )

^ ( 12.1 ) Into n a tio n can be used to show w h e th e r we are interested in w h a t som eone says to
us o r not. You are going to hear some s h o rt conversations. Listen and decide w hether the
second speaker in each conversation is interested o r n o t in w h a t the firs t speaker says.
3 Can you? Interested_____ d Brilliant! .................. .....
|b Is he? Npt jnteresfed e Do you? .............. .........
C Great! f Are you?
(12.1) Listen to the conversations again and repeat w h a t the second speaker says.

/ c (12.2) W o rk w ith a partner. Listen to th e firs t speaker again and respond to w h a t they say.
Decide fo r each response w hether to sound interested. A fte r each response, y our partner
says w hether you sound interested o r not.
( 93
(T T
 L e sso n s 7 and 8 Q u o te
D raw students' a tte ntio n to the quote. Ask them w ha t
O bjectives
they th in k it means. Do they agree o r disagree? Help
Skills: A t the end o f this pair o f lessons, students
them where necessary.
should be able to:
Background: Oscar W ilde (1 854-1 900) was an Irish
Reading • read a letter o f app lica tion fo r an im aginary
playw right, poet and a u th o r o f num erous short stories
award
and one novel. Known fo r his b itin g w it, he became one
Speaking • solve riddles
o f the m ost successful playwrights o f the late V ictorian
W riting • w rite a letter a b o u t a genius you know
era in London, and one o f the greatest celebrities o f his
Topic • Geniuses
day. A t a tim e when all citizens o f Britain were finally
Functions • express possibility / guess
able to embrace literature the w ealthy and educated
• give explanations
could only once a ffo rd , W ilde w rote many sh ort stories,
•ju s tify
plays and poems th a t continue to inspire m illions
• give recom m endations
around the w orld. Num erous books and articles have
• express praise
been w ritten on Oscar W ilde, reflecting on the life and
Vocabulary accolade (N ), aligned (A d j), bladder (N ),
c o n trib u tio n s o f this unconventional a u th o r since his
eternity (N ), genetics (N ), gifted (A d j),
death over a hundred years ago.
m olecular (A d j), nom in a tion (N ),
non-invasive (A d j), recipient (N ),
researcher (N )
V
Student’s Book pages 94-95
Present active vocabulary needed fo r each activity.

S p e a k in g Ridd|es
S tu d e n t's Book oaqe
Preparation (2 0 -2 5 mins)

a and b Put the students in pairs (AA and

BB) S p e a k in g Riddles
Explain the concept o f riddles to the Preparation
students. A riddle is a question, often a W ork in pairs.
presented as a game, w hich is inten tion ally Student A: Try to work out a possible answer to Questions 1 ,2 and 3.
Student B: Try to work ou t a possible answer to Questions 4, 5 and 6.
phrased to make its solu tion d iffic u lt to
Q uestion 1
discover. They often suggest a fa r more As fast as an eagle, as slow as a slug. As tall as a tree, as small as a bug.
Sometimes in fron t, sometimes behind. Never on top, and always aligned
com plex solu tion than is actually required. Question: W hat is it?

A llo w tim e fo r them to read and discuss Q uestion 2

W hat has a m outh but cannot eat, moves but has no legs and has a bank
the appropriate questions; go round b u t can’t put money in it?

and o ffe r suggestions where necessary. Q uestion 3

W hat appears once in a minute, twice in a m oment and never in a thousand
Encourage them to use language from years?
Q uestion 4
the Useful Language box. Tell them to note The beginning o f eternity,
dow n th e ir ideas. The end o f tim e and space,
The beginning o f every end,
CThen p u t them in new pairs, AB. Tell And the end o f tim e and place.
Question: W hat is it?
them to read each other's questions. Q uestion 5
W hat gets w etter the more it dries?
Q uestion 6
Explanation ( 2 0 -2 5 mins) Feed me and l grow, give me a drink and I die. W hat am I?

b Prepare to explain your ideas to another student, using some o f the words
a Students then take turns to explain and and phrases in the Useful Language box below. W rite brie f notes to refer to
when you are giving your explanation.
discuss th e ir ideas w ith th eir partners,
C Now, look a t your partner’s questions and try to solve them.
b Finally, read o u t the 're al' explanations Explanation
(see Answer key) - are they better than ^2 a Take turns to explain your ideas to your partner. I f you do n o t
understand your partn e r’s explanation, o r i f you disagree w ith it,
the students' own ideas? A llo w a class suggest your own ideas.
discussion. b Finally, listen to the explanations from your teacher and discuss.
USEFUL LANG U AG E
Expressing possibility / guessing Giving explanations
M a yb e ... It refers t o ... / The reason is ...
Perhaps... because it sa ys...
Probably... If you think about it then you see
It could b e ...
What if...?
Do you th in k...?

~94~")
 Unit 12 G e n iu se s

Write
A le tte r a b o u t a genius you kn o w
^ (20 m ins)
Read and analyse
Give students a few m inutes to decide w ho they
are going to recomm end fo r the award. It could be
^ (1 5 -2 0 m ins)
someone fam ous o r someone the student knows
Explain th a t the letter the students w ill read
personally. As long as they ju s tify th e ir recom m endation
is a recom m endation fo r an im aginary award
there are no w rong answers. If students are struggling to
recognising geniuses. Give the students a few
come up w ith geniuses you could always suggest a few.
m inutes to read the letter.
Give students tim e to w rite th e ir letter. They should use
3-C D irect students’ a tte n tio n to the questions. Ask the example letter and Useful Language box on page 9 4 as
a student to read o u t the first question. Ask the a helpful guide.
class fo r some ideas. ( The writer uses formal language,
making the letter seem professional and sincere.) In pairs Check
students answer the other questions. Go round
(10 m ins)
and o ffe r help where necessary.
" Students take a few minutes to check th eir w ork fo r
spelling, pun ctua tio n and gram m atical errors. They
then swap letters w ith another student. A fte r reading
each others’ letters they discuss w ho has w ritten the
more convincing letter. I f there is tim e you could ask a
few students to read th eir letter to the class and ask the
class to vote on whose letter should receive the award.

S tu d e n t s Book paqe
Lesson 9
Workbook pages 8 6 - 8 7 , Writing

Workbook answer key - see page 1 5 5

O bjectives
Read analyse Skills A t the end o f this lesson,
Read the le tte r below. It is an app lica tio n fo r an im aginary award recognising geniuses, students should be able
a W hat kind o f language has the w riter used to convince the society o f his case?
to:
b Why does the writer include inform ation about A l-M aghrebi’s previous awards?
C Is the language used form al o r informal?
W riting • fill an a p p lic a tio n fo rm
• w rite a personal
G e n iu s A w a r d A p p lic a tio n
s ta te m e n t fo r a university
Genius Society members,
I am w riting to you to suggest that you consider Dr May Al-Maghrebi for
Functions • express fu tu re hopes and
your new Genius Award. Dr Al-Maghrebi is an incredibly gifted molecular
scientist and biologist who has developed an im portant, non-invasive plans
technique fo r detecting bladder cancer which will help to save thousands
o f lives every year. In 2000, the Medical College o f Virginia awarded her a
• give reasons
PhD in molecular biology and genetics. She also received Kuwait University’s
“ Best Young Researcher A w ard” in 2003 and has been the recipient o f many
other local and international awards. I believe that these accolades ju stify her
nom ination fo r the new Genius Award. Preparation fo r the project
Yours sincerely, Tell the students th a t they w ill be w orking on a
Waleed project called A balloon debate at the end o f the
Write m odule. Ask them to w ork in pairs. They should
. Write your own letter to the Genius Society members suggesting a potential recipient for discuss w ha t could be meant by balloon debate.
the award. State why they should, in your opinion, receive this award. You must not use
This s h ou ld n ’t be explained to students at this
more than 220 words.
CiHX* stage as they w ill find o u t the answer during
When you finish writing, read your letter carefully. W. onHs to re m e ih W the project. W hy do people have debates? Can
accolade, aligned, students th in k o f any good debate techniques?
a Check spelling, gram mar and punctuation, bladder, eternity, genetics,
b Compare your letter w ith the person sitting next to you. As gifted, molecular, Students could look in books, on the Internet,
you read what your partner has written, ask yourself these ' nomination, non-invasive,
questions: recipient, researcher etc. to find examples o f recent debates as
ft Whose letter is more convincing?
ft Whose chosen candidate do you think deserves the award?
••• • ^w*::*:'*:* * guidance. Ask students to bring any good
USEFUL LA N G U AG E
examples they find to the next lesson.
Giving recommendations Expressing praise
1would recommend to ... He / She is an incredibly gifted ...
1believe he / she deserves this award because ... Their achievements are outstanding ...
He / She has made huge advances in ... Perhaps one of the greatest minds in the 219
For all of these reasons ... deserves this award. century...

GE
 F o c u s on
Student’s Book page 96
Maha Al-Ghunaim
Pre-reading (1 0-1 5 mins)
Point to the title , Maha Al-G hunaim , and the picture.
Have any o f the students ever heard o f her? W h a t do
they th in k she does?
Explain th a t M aha A l-G hunaim is a successful Kuwaiti
businesswoman. Can students th in k o f any other
fam ous Kuwaiti business people?
Reading Comprehension (15 mins)
Students read the text silently.
Ask students some questions to check th eir
comprehension and to lead them in discussion. The
fo llo w in g are suggestions:
1 H ow did A l-G h un aim ’s degree help her
in business?
2 W h a t is Al-GhunainVs ultim ate am b itio n
in business?
3 How does she balance the many parts o f
her life?
Point to any vocabulary you th in k the
students may find new o r d ifficu lt.
Suffixes (15-20 mins)
Read the instructions to the class. Talk
them through the example in the box to
make sure they understand the concepts
and the task. Give students tim e to
com plete the task themselves. Then, bring
the class together to com pare answers.
If there is tim e, provide students w ith a few
words and ask them to add suffixes and
w rite sentences w ith them .
124 N)
S tud ents'J3o ok paqe
Focus on
Maha Al-Ghunaim
Maha Al-Ghunaim is an extremely successful Kuwaiti businesswoman. As head
of Global, she is one of the stars of the Arab business w orld, commanding a
company with an estim ated w orth of over KWD1.7 billion.
Al-Ghunaim studied for a Bachelor’s degree in Mathematics a t San Francisco
5 State University. After graduating, she went on to join th e Kuwait Foreign
Trading Contracting and Investment Company (KFTCIC) as head of the p o rtfo lio l
m anagem ent departm ent. She later becam e a m ember of several major
fund committees and was appointed assistant general m anager of asset m anagem ent at the Kuwait
Investment Company (KIC). Eventually, in 1 9 9 8 , she established her own company, Global, and found
1 0 herself a t the helm as vice-chairm an and managing director. Today, Global stock is trade d on the Kuwait
Stock Exchange, Bahrain Stock Exchange and Dubai Financial M arket.
Asked about w here she sees herself in a few years tim e, Al-Ghunaim says, "I would like to see myself
still involved with Global in the long run, steering it to its logical end as the largest investment company
in the Middle East. I admit it is quite stressful. It calls for strong support from my husband and family.”
15 However, with her family behind her and her strong business ethic, it seems that nothing will stop Al-
Ghunaim from fulfilling her dream .
Talking about her s ta rt in business, Al-Ghunaim says th at her parents' support was instrumental
in helping her to achieve success. In fact, she believes that such support is essential for everyone.
“Parents should encourage both their sons and daughters to choose a career they love," she
2 0 emphasises. “As fa r as banking as a career option is concerned, my advice is simple: go for it."
Al-Ghunaim has received many awards and accolades for her work. These include being listed in Forbes
internatio nal as one of T h e 1 0 0 m ost powerful w om en’ and as one of the T o p 5 0 Leading Arab
Women’ by Forbes Arabia. She was also placed as one of the 4 3 most influential people in th e Middle
East Newsweek Arabia.
2 5 However, Al-Ghunaim's life does not simply revolve around business. She aiso heads the Kuwaiti
chapter of Young Arab Leaders, an organisation which tries to improve education and prom ote
entrepreneurship for Kuwaiti youths. “This is part of my social responsibility to the Kuwaiti community
since I believe th a t we have a large reserve of potential leaders who are waiting in the wings and need
to be nurtured and developed,” she explains.
/ / / s*|
S u ffix e s
m t A d ding suffixes to some w o rds may change the m eaning and / o r p a rt o f speech o f these
w ords. In the w o rds in bold in the text, id entify the suffixes added and say if they change
the m eaning a n d /o r the p a rt o f speech o f these words.
word suffix chan ge in fro m .....t o .......
meaning p a rt o f speech
extremely -iy X adjective — ¥ adverb
96 )
Project 4
the class understands the basic concept - i.e. d iffe re n t
A balloon debate speakers w ill explain w hy they are more im p o rta n t than
Student’s Book pages 97 and 98 the o th e r speakers.
b Students then read a b o u t the situ a tio n . Again, check
First, read the title A balloon debate o u t loud to the they understand by asking som ebody to explain it in
class. Ask the students to look at the picture and th e ir own w ords.
then ask them if they know (o r can guess) w h a t a C and d Play the recording straig ht th ro ug h , then allo w
balloon debate is. tim e fo r the students to discuss w ith a p artne r w ho
Tell the students they are going to hold balloon should stay in the balloon.
debates to practise th e ir persuading, debating and Play the recording a second tim e. A llo w a little more
public speaking skills. tim e fo r fu rth e r discussion, then have a class vote to
see w ho stays in the balloon.
Introduction
Listening script P4.1, T G , page 135
' 4 (P 4 .1 ) (20 mins) St3g6 1 Prepare for your part in the balloon debate
3 Ask students to read the in fo rm a tio n . Then (25-30 mins)
choose som ebody to explain w h a t a balloon
3 First, ask the students to read a b o u t the situ atio n.
debate is, using his o r her own w ords. Make sure
Go round and answer any questions. Once m ore, ask a
stu de nt to explain the situ atio n to the class in
S tud ents B ook page his / her own w ords.
b Put the students in groups o f fo u r and ask
them to choose th e ir roles. I f groups o f fo u r are
n o t exactly possible, make some groups o f five
Project 4 and EITHER ask them to th in k o f a fifth role
OR have tw o students w o rk as a pair.
C Ask the students to read th e ir instructions.
A b a llo o n d e b a te
S llil t In tr o d u c t io n A llo w tim e fo r them to prepare th e ir speeches.
a You are going to hear a short balloon debate. Before you listen, read this definition Go round and make suggestions o r corrections
A balloon debate is a debate in which several speakers attempt to
where necessary. Make sure th a t they consider
win the support o f an audience. The audience has to imagine that the
speakers are flying in a hot-air balloon which is slowly sinking. Unless all the aspects suggested in th e ir books.
som eone is thrown out o f the balloon, the balloon will hit the ground
and no one will survive. Each speaker has to persuade the audience why
they should not be thrown out o f the balloon. Usually each speaker Stage 3 Convince your audience
takes the part o f a fam ous person, or a particular profession.
(20 mins)
b Now read about the situation o f the fo u r speakers you are going to hear.
3 and b Each gro up presents th e ir argum ents
The island o f Literock has been
alm ost destroyed by a hurricane. to ano the r gro up in the class. The groups w ho
The islanders have lost their are listening, the audience, vote fo r w ho should
hom es and all their possessions.
N o b o d y has been killed, but continue the jo u rn e y to the ship. You could
m any people have slight injuries. go round the class and jo in in the discussions
A group o f four professional
people have been invited to
a b o u t w ho should stay, helping where
help the islanders rebuild their necessary.
community. These people are:
The groups then switch roles, the firs t group
a teacher, a doctor, an engineer
and an economist. The only listening and deciding w ho should stay w h ils t
way o f getting to Literock is by the second group present th e ir argum ents.
balloon. Half-way to the island,
the balloon starts to lose height.
O nly one person will be able to
reach the island, so the others
will have to jum p into the sea.
(Fortunately they are all strong
swimmers.)

0 C P4.1 Listen to the debate. As you listen, decide who you think should NOT be thrown o u t o f

the balloon.
d Compare opinions w ith those o f a partner.

c
( 97

125
ta g e 4 A different kind o f balloon debate
(2 5 -3 0 mins)
3 Put the students in new groups o f fo u r (o r five i f necessary,
as before). Tell them to read the instru ction s and decide w ho
to ‘ be’ .
b Students then prepare th e ir speeches. Go round and make
suggestions and corrections where necessary.
C Students then take turns to make th e ir speeches to the
whole class. A fte r each g ro up has finished, the class votes on
w ho should stay in the b alloon.

Students can access these websites to obtain more

information.
www. en.wikipedia. org/wiki/Balloon-debate

www.kent.ac.uk/careere/interviewa/balloondebafce.htm

Module 4 Progress test

Workbook pages 8 8 -8 1 Student s Book page
Workbook answer key - see pages
1 55 -1 5 6

0 Extra listening page 1 3 7

2 P re p a re f o r y o u r p a r t in th e b a llo o n d e b a te
W o r k in g ro u p s o f fo u r
a Read about your ‘balloon’ debate situation.
A large passenger ship, 50 kilometres o u t to sea, has run aground and radioed fo r help.
The passengers are no t in any im m ediate danger, b u t some are suffering from
sea-sickness and many o f them are very angry. The sea is rough and the weather is to o
bad fo r a helicopter to fly. A small boat w ith a crew o f fo u r specialists is making its way
towards the damaged ship. The specialists are a diver who is also a marine engineer, a
doctor, a representative o f the shipping com pany and a police officer. Unfortunately,
the boa t hits a rock and starts to take in water. O nly one o f the specialists w ill be able to
reach the ship before the boat sinks, so three o f the specialists w ill have to get o u t o f the
boat and swim back to the shore.
b Each member of the group should choose one of the four specialist roles:
Diver / marine engineer
D octor
Representative o f the shipping com pany
Police officer
C Prepare your speech
Remember you have about h a lf a m inute to persuade the audience th a t you are the best
person to continue the journey to the ship. Make notes to refer to while you are speaking.
T hink about these aspects o f the situation:
The short-term situation: the passengers’ health and com fo rt; law and order; letting
the passengers know w h at is happening
The long-term situation: moving the ship; com pleting the journey; getting the
passengers o f f the ship; suggesting how passengers could spend their tim e

3 C o n v in c e y o u r aud ience
W o r k w ith a n o th e r g ro u p o f fo u r s tu d e n ts
a The tw o groups take turns to speak to the other group. W hen all fo u r speakers in the first
group have made their speeches, the members o f the second group, the audience, vote
fo r the person w ho should continue.
b The members o f the second group then make th e ir speeches w ith the first group as the
audience.
4 a d iffe re n t kin d o f b a llo o n d e b a te
W o r k in d iffe re n t g ro u p s o f fo u r
a Each student chooses to be a famous person from Kuwait. You must choose someone
everyone in the group knows about. It could be a politician, a sports personality, a writer,
a musician ... anyone you like.
b Each ‘famous person’ prepares a speech saying why they should no t be throw n o u t o f the
slowly-falling balloon.
c Each group, in turn , speaks to the rest o f the class. After listening to each group, the
audience votes w ho to keep in the balloon and who to th ro w out. *

T R V T H ftt W €8S*T€5 FOR IN F O R M A T IO N

* www.sf3;wihipedia.org/wfk{/:BJ3iioon„d€bcjfe
• www.Kentao.^/oareei's/mferviews/balloc^iDabafe.hiTT!

98 J
 - Student's B o o k Answ er Key
<£r U nit 10, page 78, exercise 1 (Suggested U nit 10, page 81, exercise 1
M o d u le 4

answers) a 3 b 7 c1 d 6 e 2 f 4 g 5 h 8
a qualities needed w ou ld include: fitness, U nit 10, page 81, exercise 2 a
K strength, perseverance, d eterm ination, afraid - frightened
a b ility to endure solitude, a lig ht - burning
b difficulties and problem s m ig ht include: alike - sim ilar
exhaustion, lack o f oxygen, avalanches, alive - living
Ift sickness, injury, getting lost / losing asleep - sleeping
co n ta ct w ith the outside w o rld , the cold. U nit 10, page 81, exercise 2 b
U nit 10, page 7 8, exercise 2 (Students’ own answers) 1 asleep 2 a lig ht 3 frightened 4 alive 5 sim ilar
Unit 10, page 78, exercise 3 U nit 10, page 81, exercise 3
a T: He was the firs t to ascend the highest m ountain a sure b unsure csu re d unsure e unsure
on every continent. U nit 10, page 81, exercise 4
b F: He: clim bed M a tte rh o rn tw o years a fte r M o u n t 1 very bad 2 to inspire others 3 Zeddy
Aconcagua. 4 the M a tte rh o rn 5 he helped w ith reconstruction
c F: He was very experienced b ut he was still nervous, U nit 10, page 8 2, exercise 1 (Students’ own answers)
d T: The co nd itio ns were perilous. U nit 10, page 8 2, exercise 2 (Students’ own answers)
U nit 10, page 7 8, exercise 4 U nit 10, page 8 2, exercise 3 (Students’ own answers)
exhaustion, lack o f oxygen, extreme cold, frost-b ite, U nit 10, page 8 3, exercise 1 (Students’ own answers)
strong w inds, dizzing heights U nit 10, page 8 3, exercise 2 (Students’ own answers)
U nit 10, page 7 9, exercise 5 (suggested answers) U nit 11, page 8 4, exercise 1a -
a He was nervous because he knew how dangerous 1 91 m inutes
the expedition w ou ld be. 2 It conducts experiments n o t possible in space
b He had to be carried dow n the m ountain by a 3 16x7=112
m em ber o f his team. 4 USA, Russia J a p a n , Brazil and the European Space
c He had an experienced team th a t he relied on fo r Agency
support. 5 Kuw ait was the firs t co u n try in the Arab w orld to
U nit 10, page 79, exercise 6 c o n ta ct the ISS.
a clim b in g M o u n t Everest U nit 11, page 8 4, exercise 1 b
b his clim b in g o f the seven sum m its 1
c the year a fte r visiting Pakistan U nit 11, page 85, exercise 2
U nit 10, page 79, exercise 7 (Students’ own answers) a 6 b 3 c 2 d 7 e1 f 4 g 5
U n it 10, page 8 0, exercise 1 U nit 11, page 8 5, exercise 3
1 Past perfect sim ple; he scaled M o u n t Aconcagua speaker 1 approves; speaker 2 disapproves; speaker 3
2 Past perfect simple; clim b in g the m ountain approves
3 Past perfect simple; his team su pp orting him U nit 11, page 8 5, exercise 4
4 Past perfect simple; he had clim bed so many a 2 b 1 c 2 d 3 e3 f3
U nit 10, page 8 0, exercise 2 U nit 11, page 8 5, exercise 5 (Students’ own answers)
a past perfect continuous U nit 11, page 8 5, exercise 6 (Students’ own answers)
b had been + past p articiple U nit 11, page 8 6, exercise 1
c The action was co ntin uo us / the action was a The governm ent should reward astronauts,
com pleted b A space suit has to be w orn by each astronaut,
U nit 10, page 8 0, exercise 3 c Equipm ent can be transported in to space by space
a He’d been clim b in g fo r fo u r days, shuttles.
b He had joined the ‘seven sum m it’ club, d Diseases m ig ht have been cured by scientists i f they
c Oxygen levels had been dangerously low. hadn’t spent all th e ir tim e on space technology,
d He’d had the support o f a great team, e Scientists carry o u t experiments on board the
e Temperatures had been extremely low. International Space Station.
f He knew it would be the hardest thing he had ever U nit 11, page 8 6, exercise 2
done. a neither / n o r b either / o r c n e ith e r/n o r d either /
U nit 10, page 8 0, exercise 4 (Suggested answers) e n e ith e r/n o r fe ith e r/o r
a He’d been tra in in g fo r a long tim e.
He’d b ou gh t lots o f new equipm ent.
His m oth er had been w orrying,
b He’d done the journey by jeep.
He’d talked to the local people.
He’d been planning it fo r m onths. c
Unit 11, page 86, exercise 3 (Suggested answers) Unit 12, page 92, exercise 3
a We can either spend money exploring space o r feeding a ... in big co m petitions, becom ing the youngest ...
the nomeless. b ... came firs t in every race, beating the previous ...
b Space exploration can neither solve problem s on Earth c ... in the country, earning a m illion ...
•- ; r help us escape o u r problems, d ... stories accusing N a w a f...
c - e can neither eat nuts nor dairy products due to his e ... these accusations, explaining ...
a ergies. f ... continued to ride, tru stin g ... , refusing ...
d can either stay up late and w atch a film or get a good U nit 12, page 9 2, exercise 4 (Students’ own answers)
n ig ht’s sleep. U nit 12, page 9 3, exercise 1
e I am neither ta lle r nor heavier than my tw in brother, a able b amazement c appealing d astonishm ent
f You could either buy a new game or a new book. e m athem atics f music g p op ularity
Unit 11, page 87, exercise 1b (Students’ own answers) U nit 12, page 93, exercise 2a
Unit 11, page 87, exercise 2 1 irrelevant 2 illegal 3 unusual 4 disrespect
1 astronom ical 2 astronauts 3 space 4 mission U nit 12, page 93, exercise 2 b (Students’ own answers)
5 hazardous 6 continual 7 conveyed 8 shuttle U nit 12, page 93, exercise 3
9 Station 10 tran sm itted 11 audio 12 wane 1 a t 2 by 3 in 4 in 5 w ith 6 a t 7 by 8 on
13 preservation 9 th ro u g h o u t 10 in 11 o f
U nit 11, page 88, exercise 3 U nit 12, page 93, exercise 4
a T heir purpose is to give the subject o f the paragraph, c N o t interested
b To alert the reader to the subject o f the rep ort d Interested
c facts e Interested
d form al f N o t interested
U nit 12, page 94, exercise 2
Unit 12, page 9 0, exercise 1 a
Question 1
playing chess; playing the piano
The answer to the riddle is a shadow. Shadows
Unit 12, page 90, exercise 1 (b and c)
always move at the same speed as the object which
(Students’ own answers)
casts them , are always in p ro p o rtio n to th a t object,
Unit 12, page 90, exercise 2 can be cast in fro n t o f or behind th e ir source and are
a 6 b 7 c 1 d 5 e8 f2 g4 h3 always aligned w ith the object th a t casts them .
Unit 12, page 90, exercise 3 Question 2
A 5 B3 C 2 The answer to the riddle is a river. A river has a m outh
Unit 12, page 91, exercise 4 (suggested answers) (the place where it enters the sea), a bank (the land
alongside it) and moves (o r flow s) b ut has no legs.
Name Nationality Talent Achievements Question 3
Shakuntala Indian incredibly fast Published author. The answer is the letter m. m is in the w ord minute
Devi maths skills M ultiplied tw o 13 d igit once, in the w ord moment twice, and n ot at all in
numbers in 28 seconds. a thousandyears. The tim e phrases are chosen as
Tathagat Indian M athem atics Youngest person w ith distractors.
Avatar Tulsi M aster’s degree. (BSc Question 4
age 10, MSc age 12) The answer is e. e is the firs t letter in (The beginning
W olfgang Austrian Musical One o f the greatest o f) eternity, every and end. It is the last letter (The end
Amadeus genius musical virtuosos o f o f) time, space and place.
M ozart all time. W rote music
Question 5
before age o f four.
The answer to the riddle is a towel. A towel dries
Toured Europe playing
som ething else and in doing so absorbs w ater from
music.
the object it dries, becom ing w et in the process.
Question 6
Unit 12, page 91, exercise 5 (Students’ own answers) The answer to the riddle is a fire. You feed a fire w ood
U nit 12, page 91, exercise 6 (Students’ own answers) o r coal and it gets bigger. However, i f you give w ater a
U nit 12, page 9 2, exercise 1 d rin k (p o u r w ater on it) it goes out.
A the first p a rt (applies to all) U nit 12, page 95, exercise 1
B to add detail (applies to all) a fo rm a l, polite language; technical language;
C i nvolving; m ultiplying; doing; playing opinions and facts
Unit 12, page 92, exercise 2 b To ju s tify her nom in a tion fo r the prize; to back up
b ... m ultiplie d tw o 13 -d ig it numbers in her head, his o pinions
c ... he does / he is doing high-level research, c form al
d ... played his own com positions on the violin.
 Literature Time
H enry V and G re a t Expectations
Literature Tim e! fo r Grade 1 2 features abridged
versions o f the English classics Henry V by W illia m
Shakespeare and Great Expectations by Charles
Dickens.
About the Stories
(henryv )
William Shakespeare (1564 — 1616)
H istorical plays were very p o p u la r in the
Renaissance w hich was a period o f nationalism .
Shakespeare lived in the Elizabethan era which
was named a fte r Queen Elizabeth I, a m a jo r
historical figure w ho inspired thinkers and w riters
by her dedication to her country, England. The
theatre was flo u rish in g a t th a t tim e and many
historical plays were staged in trib u te to the
achievements o f the great kings o f England. Since
the main concern o f such ^vorks was (to p ro m o te
loyalty tow ards the n a tio n )p la y w rig h ts w o u ld
often slightly exaggerate certain Tacts arid events,
o r even add cbaracters th a t did not exist in reality,
to serve th e ir p u rp o se.
H istorically, Henry V was one o f the kings who
ruled England in the fifte e nth ce ntu ry. He was
a national hero and subsequently became an
a lm ost m ythical figure. Songs and ballads
w ritte n a b o u t him were still being sung a century
later. The sixteenth-century play Henry V is one
o f Shakespeare’s m ost fam ous historical plays
which depicts some o f the greatest achievements
o f Henry \/w ith m in o r tw ists added to real events.
It portrays Henry as a great king, h ig h lig h tin g his
in te llig ence and his mastery o f the a rt o f rhetoric.
Indeed, he is presented as a rem arkable leader
w ho was much adm ired and loved by his people
and as such possessed qualities th a t are essential
to the m aking o f a king.
GREAT EXPECTATIONS
C h arles D ic ke n s ( 1 8 1 2 — 1870)
Dickens was one o f the m ost p o p u la r novelists
in V ictorian England. He w ro te stories dealing
w ith life in V ictorian England, and was especially
concerned w ith the p lig h t o f the low er classes.
His novels are often read fo r th e ir insightful
descriptions o fV ic to ria n society and criticism o f
the social divisions w ith in England a t the tim e,
coupled w ith th e ir frequently hum orous and
exaggerated heroes and villains. M any o f Dickens’
novels were o rig in ally w ritte n as episodic stories,
w ith small sections being published each m onth
in newspapers.
Great Expectations tells the story o f Pip, a young
orphan w ho lives w ith his sister and brother-in-law ,
a blacksm ith by the name o fjo e Gargery. The novel
charts Pip’s rise fro m w o rkin g class child to w o u ld -
be-gentleman and is m ainly set in London and the
countryside o f Kent in the south o f England.
The main themes o f the novel include gra titu d e,
friendship, g u ilt, suffering, and social m o b ility. A fte r
w o rkin g fo r a rich lady nearby, Pip is ridiculed fo r
being w o rkin g class and dreams o f becom ing a
gentlem an. He eventually achieves this aim because o f
the g ra titu d e o f M agw itch, a w ro n gly accused convict
w hom Pip helps as a child. However, as Pip clim bs the
social ladder he begins to distance h im se lf from his
old friends, m ost n o ta b ly jo e . Pip feels g u ilty a b o u t
this and eventually redeems himself, reaffirm ing his
old friendships and setting his life in order.
Literature tim e ! fo r Grade 1 2 is an episodic
a d a p ta tio n o f tw o classic stories. This fo rm a t
corresponds to and builds on the structure used in
Grade 9 o f the Target English series. The inclusion o f
tw o longer texts is intended to reflect your students’
enhanced understanding o f the English language, and
to challenge them as th e ir language skills progress.
A t this level, students should be able to approach
a longer, co ntin u ou s text confidently, and indeed
benefit from the linguistic challenges it presents
them w ith . Its division in to episodes also allows
students greater o p p o rtu n ity to revise w h a t has gone
before, and p re dict w h a t w ill fo llo w , developing both
language and cognitive skills in the process.
(henryv
Note on the quotes
1st Quote / Episode 1 (p. 100)
King Henry sends a message to the D auphin
in fo rm in g h im th a t he w ill n o t demean him se lf by
responding to the insult by another, b u t rather
chooses to preserve his status as king in tact. Instead,
he p romises to prove his greatness throu g h actions
rather t1Tahwor3s, and tFfaf througFTconquering
the kingdom o f France. By so doing, he w ill have
avenged his h on o u r and claim ed w h a t he believes to
be rig h tfu lly his; hence, his cause is sacred. Then, the
D a u p h in ’s jo ke w ill n o t seem to him as clever as when
he firs t conceived it, fo r it w ill cause m ore people to
cry than those w ho laughed a t it.
2nd Quote / Episode 2 (p.101)
The French king knows th a t King Henry (also referred
to as H arry) is pow erful. He urges his princes to
arm themselves well in order to face him . Henry is a
descendent o f a m ighty fa m ily w ho has th ro u g h o u t
the ages inflicted pain and destruction upon the _______
_______ (-1 2 9
kingdom o f France. He is thus to be feared since he
to o m ight, like his ancestors, bring a b o u t th e ir d oom .
3rd Quote / Episode 3 (p. 103)
Henry addresses his soldiers urging them to resume
the fig h t. In order to be able to reach every m em ber
o f his army, he addresses the d iffe re n t classes o f
men present. First, he asks the noblemen to be like
th e ir fathers w ho were invincible. He compares
them to the great Alexander, fo r they had fo u g h t in
battles fro m the early hours o f m o rn in g till late in the
evening w ith o u t ever giving up. He then addresses
the com m on people (farm ers, cra ftsm en...) asking
them to co nfirm th e ir va lo u r o f w hich he is already
confident. It’s tim e now fo r them to gather all th e ir
courage and a tta ck since everything is a t stake.
4th Quote / Episode 5 (p. 106)
The king is responsible fo r his subjects’ actions and all
w hich they m ust do. But when it comes to th e ir soul,
they are the ones w ho m ust preserve it and keep it
safe fro m harm.
5th Quote / Episode 6 (p. 107)
Those w ho survive this day and return home w ill show
th e ir scars every year to th e ir neighbours as marks o f
h o n o u r and pride themselves o f the fa ct th a t these
w ounds were the result o f the battle. W ith age, they
w ill end up fo rg e ttin g m any things, yet they w ill always
rem em ber w h a t they have accom plished on this day in
details. The story o f this battle w ill be passed on from
generation to generation. U ltim ately, Henry declares
th a t he w ill consider all those w ho fig h t w ith him in
this b attle and get w ounded as his brothers.
Key Answers
Before Reading
The play is a b o u t a king called Henry V w ho ruled
England in the 1 5th century. Shakespeare is te llin g
his story as he was one o f the greatest kings w ho ever
came to the th ro n e o f England and was very much
loved by his people.
Episode 1
1 he is co nsta ntly w orried a b o u t the safety o f his
King Henry was greatly offended by the tennis
balls w hich the D auphin o f France sent him as a
g ift to rem ind him o f his mischievous youth. So
he decided to wage w a r on France to avenge his
honour.
2 and unlike the English they were all geared up
The French tried to bribe the Earl o f C am bridge, the
Lord Scroop and Sir Grey, three English courtiers,
to kill the English king in order to avoid war. The
three men agreed to do so. But the plan failed as
King Henry was aware o f the m en’s treachery and
was n o t deceived by th e ir lies.
130 )
Episode 2
The D auphin and the King o f France had tw o
opposing views tow ards King Henry. The first
underestim ated him , th in k in g he w o u ld soon
make an erro r o fju d g e m e n t and lose the war;
w hile the second knew how pow erful King
Henry was and so was fu lly aware o f the threa t
facing his own kingdom .
Episode 3
K now ing th a t the English tro o p s were
weakened by hunger and exhaustion, and thus
no longer as strong as they were when they first
started the war, the French still clung to the
hope th a t they w o u ld be the victo rio us party.
Episode 4
1
O nly one English soldier died. King Henry had
given clear and s trict orders fo r his tro o p s to
tre a t the French civilians decently and w ith
u tm o st care. Since this soldier had disobeyed
the king’s orders, he was p u t to death.
2
The French considered the English foolish
as the la tte r were advancing at n ig ht in an
unknow n te rrito ry. By so doing, they were
endangering themselves.
Episode 5
1
In order to check up on his soldiers and to
see w h a t state o f m ind they were in, King
Henry decided to disguise him se lf w ith a cloak
belonging to one o f his officers and mingle
w ith them so he w o u ld n o t be recognised.
2
King Henry believed th a t there is a m ajor
difference between a king and a com m on man.
The fo rm e r ca nn o t enjoy a m om e n t o f peace as
kingdom and his subjects. The la tte r can have
peace o f m ind as soon as his simple dom estic
m atters are settled.
Episode 6
1 True: The French outnum bered the English
and energetic.
2 False: King Henry was quite satisfied w ith the
num ber o f English soldiers and addressed all
his soldiers as brothers.
3 True: The French were unable to carry on.
They knew th a t the English had w on and had
decided to surrender to the king o f England.
 Literature Time

4 False: King Henry a ttrib u te d th e ir extraordinary 2

vic to ry to the d ete rm in a tio n o f his troops.
Pip is embarrassed b y jo e because he reminds
5 True: H enry’s dem ands were all granted him o f his past. In tryin g to become a gentlem an
in clu ding the French king’s dau g hte r’s hand in Pip is breaking w ith his past. Pip is to blame as
marriage. he makes Joe uneasy.
6 False: Both parties to o k an oath never to fig h t Episode 4
each o th e r again and become allies.
1
Short story analysis
Pip feels remorse because o f how badly he has
1 acted to w a rd s jo e , b u t also because it seems
like he may lose his fo rtu n e . Pip’s remorse seems
The main them e o f the text is w a r and its m a jo r
to be genuine in regards to his tre a tm e n t to Joe.
consequences. There are many underlying themes
However, he feels a t his w o rst when it seems like
am ong w hich are betrayal, rashness, arrogance
he may lose his w ealth, w hich suggests possibly
and the a rt o f rhetoric.
his feelings are n o t genuine.
2
2 (S tudents’ own answers)
This play continues to be read as it is a b o u t war,
Episode 5
hum an nature, mistakes and many o th e r hum an
characteristics w hich are co m m o n to people all a F: It was a long tim e till H erbert came back.
over the w o rld . The play m irrors universal hum an b F: Com peyson was pretending to be a
qualities and as such people can still relate to it gentlem an.
a lthough it was w ritte n over 4 centuries ago.
c T
3
d F: W em m ick warned Pip th a t people were
(S tu d e n ts’ ow n answers)
searching fo r M ayw itch.
GREAT EXPECTATIONS
e T
Before Reading Episode 6
1 S tudents’ own answers 1
2 S tudents’ own answers M agw itch is largely unconcerned a b o u t being
Episode 1 caught. He is happy to have helped Pip, to w hom
he feels he owes a debt, and was w illin g to risk
1
being captured to do so.
a 3 b 1 c3
2
2
Joe fe lt th a t Pip no longer needed his help. Joe
(S tu d e n ts’ ow n answers) also feels th a t he is in tru d in g on Pip’s desire to
Episode 2 be a gentlem an and does n o t w a n t to prevent Pip
fro m fu lfillin g his dreams.
1
3 (S tudents’ own answers)
Miss Havisham paid fo r Pip’s apprenticeship as a
reward fo r the tim e he spent w o rkin g and playing Short story analysis
a t her house. Pip feels he should be grateful but, 1 (S tudents’ own answers)
because he no longer wishes to be a blacksm ith,
2 (S tud e nts’ own answers)
finds it hard to genuinely feel this sentim ent.
Episode 3
1

Pip is extremely pleased a b o u t his new fou n d

wealth and happy he w ill no longer have to be
a blacksm ith. It is n o t clear i f Miss Havisham is
Pip’s benefactor, b u t Pip certainly believes she is.
 Liste n in g scrip t
Unit 1
1.1
Lecturer M y ta lk today is an in tro d u ctio n
to the law, law-m aking and legal
systems. First o f all, can anyone
tell me w hat the law is?
Student! It’s the collection o f rules o f a
country, isn’t it?
Lecturer T h a t’s right. M y d e finition is this:
the law is the code or set o f rules
which govern all individuals and
organisations in society. Although
diffe re nt countries have different
codes o f law, some actions
have always been crimes alm ost
everywhere. Can anyone suggest
an action o f this kind?
Student 2 H ow ab ou t theft?
Lecturer Yes, th a t’s certainly one, and o f
course m urder is another. A nother
basic principle o f m ost systems o f
law is th a t a person is innocent
until someone proves th a t they are
guilty.
Okay, so w hat do we know ab ou t
the history o f law-making? Does
anyone know when the earliest
code o f law was established?
Student 3 Was it ab ou t tw o and a h a lf
thousand years ago?
Lecturer No, it was much earlier than that.
The earliest code o f law we know
ab ou t was established nearly
fo u r thousand years ago by the
Middle-Eastern ruler H am m urabi.
This consisted o f 282 laws which
governed the fam ily, work,
personal property and trade.
Since then, every country has
developed its own code o f law
over hundreds o r thousands
o f years. Let’s move on. Can
someone tell me w ho makes laws?
Student 4 Governments make laws, d o n ’t
they?
Lecturer T h a t’s right, in m ost modern
societies, governments make
laws and the police and judges
enforce them. In some countries,
juries, made up o f members o f the
public, decide whether an accused
person is innocent o r guilty. In
m ost systems, there are three
main types o f law. Firstly, the one
th a t people know m ost about:
crim inal law, which deals w ith
m urder and other acts o f violence
and crimes against property,
such as theft. The second type is
civil law, which deals w ith a wide
range o f actions from arguments
between neighbours to the
behaviour o f large companies.
And can anyone tell me w h at the
th ird type o f law is?
Student 5 Is it personal law?
Lecturer N o t quite, it ’s fam ily law, which
is concerned m ainly w ith fam ily
relationships: marriage, ad op tion
and the welfare o f children.
_____ As I am sure you are aware, the
132 )
law affects every area o f people’s
daily lives, from driving their
cars to paying tax. But to w ork
effectively laws must be backed
by penalties and punishments
imposed by courts. So, fo r
example, individuals w ho have
com m itted m urder o r th e ft are
sent to prison. But w hat w ould be
a typical punishm ent fo r someone
w ho had done som ething less
serious, say someone w ho has
damaged the ir neighbour’s
property?
Student 6 They usually have to pay a fine,
d o n ’t they?
Lecturer Yes, th a t’s right. Okay, my final
question is this: why is it so
im p o rta n t to have laws?
Student 7 M ore people w ould behave
badly if we d id n ’t have laws,
w o u ld n ’t they?
Lecturer T h a t’s right. The simple tru th is
this: w ith o u t laws there w ould be
chaos.
Unit 2
2.1
a drink, access to medical help and m=-
A Are they from Spain?
B No, they’re from Ireland,
b blessings? W h a t w ould we do if we :
A Are they on holiday in America?
B No, they live in America,
c living all over the w orld w ho d o n ’t ha
A Have you ever lived in Ireland?
B No, but I’ve visited Ireland,
d strikes. C urrently over 20% o f the v ic 'i
A Did it start in 1940?
B No, it started in 1936.
2.2
I was born in the south o f England and
th a t’s where I resided fo r the first twelve
years o f my life. I attended the local school
and had many friends. I really liked sports
o f all kinds, and was especially keen on
swimming.
Then, one day I came home from school
and w ent in to the kitchen to get myself a
drink. I can remember it very clearly. It was
warm and sunny and I’d had a strenuous
day a t school. M y parents were in the
kitchen, engaged in deep conversation.
I c o u ld n ’t hear w h at they were saying. I
remember thin kin g they sounded quite
anim ated, b u t I d id n ’t th in k to o much
ab ou t it. I g o t my drink and was ab ou t to
go in to the garden to take a breather, but
my Dad said “ Hang on a m inute. W e’ve
got some news fo r you. You’d better sit
do w n .”
I sat down rather nervously, I c o u ld n ’t
imagine w hat my Dad was going to say.
“ I’ve been offered a jo b in Perth in
Australia and I’ve decided to take it. It’s
fo r three years, b u t if we like Australia, we
may decide to stay.”
I c o u ld n ’t believe it. Australia! I’d seen
film s and television programmes set in
Australia and I’d always wanted to go
there fo r a holiday. But to go fo r three
years! T hat was fantastic. I’ll never forget
th a t day.
We left tw o m onths later and arrived r
Perth after a long and arduous flight.
The house we were renting was a sing-e-
storey building ab ou t 500 metres fro - ;
beach. The first thin g th a t struck me * *
how much open space there was aroc11
the house. And the weather. O f course
I went sw im m ing every day - sometimes
spent the whole day a t the beach. The
local children were very welcom ing ar q
the tim e I started school, I’d made lots
friends. I actually did better at schoc c*
I had done in England.
T h a t was six years ago. I’m in my first
semester at university now - I’m tra in n j
to be a doctor. We never w ent b a c k ::
England to live, though we have beer ~
holidays. I ju s t love everything about
in Australia, b u t o f course I’m still En:
and I keep in regular touch w ith all m
English friends.
Unit 3
3.1
The modern w orld has given us man
advantages. We have roofs over our
heads, food on ou r tables, clean w ai*•
other privileges we take fo r granted E
how w o uld we cope i f we d id n ’t hate •
o u r security to famine, dro ug ht o r v. *
A t this very m om ent there are peop e
anyone to depend on when their cror:
fail, when rivers dry up o r when disa?
po pulation have no reliable access to
clean water, over 30% o f the world s
po pulation struggle fo r fo o d , and o.e
40% o f the w o rld ’s po pu latio n have i
o r no access to medical aid.
We, the members o f Help the Hum a-
believe this is unacceptable. W ith yo_'
help things can change. For ju s t K \\C
you could Tielp feed a fam ily o f fo u r-,
a week. For KWD 5 you could pay fc-
ch ild ’s vaccinations, protecting the-'-
fatal disease th ro u g h o u t the ir c h ild f:
For KWD 10 you could help us insta
a fresh w ater supply in a village. KW I
15 provides a m o n th ’s train in g fo r a
com m unity nurse, w ho helps to loo-
and educate people in her com m une
KWD 200 pays fo r a field ambulance
\ which we can reach those m ost in ne
These am ounts o f money are minise.
when com pared to the jo y and happ
you can bring to people in need.
For the cost o f a cup o f coffee you c«
save a life.
For the cost o f a DVD you can feed i
fam ily fo r a m onth.
For the cost o f a sho rt taxi ride you :
provide a village w ith fresh water.
Any do na tion you can give w ill be g-
appreciated.
If you w ould like to receive an inform
pack ab ou t how you can assist Hels
the Hum an, through fundraising da
sponsored runs and other charity e>
then please, log o n to o u r website.

in it 4
•1.1
The weather’s cold today.
-e doesn’t like the rain.
•t.2
a I’ m feeling warmer now.
b They’re c u ttin g down th a t tree,
c Rain can damage crops,
d The clim ate’s better here,
e W hat’s the weather like?
f It’s cool again today.
nit 5 _ _ --------
'.1
Jm: There’s no d o u b t ab ou t it - the
w o rld ’s g o t to do som ething ab ou t
the crises o f waste management.
elena:You’re right, it’s getting worse every
year.
[Oliver: I wish people w ould take the
problem more seriously.
elena:Some countries take it very seriously.
Austria, fo r example, recycles nearly
40% o f its waste.
"m: T h a t’s still not even half.
Oliver: No, but it’s more than most
countries, where they simply bury
m ost o f their rubbish.
elena:W hat does your fam ily do ab ou t
recycling?
Im: We take all o u r waste glass and
paper to special collection points.
Hiver: In o u r fam ily we recycle all o u r paper
and old clothes. We have masses
o f paper every week - newspapers,
magazines, old letters - it ’s
incredible.
elena:We do th a t in o u r family. But w hat
ab o u t plastic? I wish we could
recycle plastic more easily,
ihn: It is possible to recycle plastic - but
n o t everywhere has the equipm ent to
reprocess it.
slena:There are places where they recycle
alm ost everything, you know, car
batteries, fridges, w ood, clothes
and shoes, children’s toys, books.
T h a t’s fantastic!
Wver: I wish every country had a system like
that.
-lena :The problem is th a t recycling can be
prohibitively expensive. It ju s t isn’t
w o rth recycling some things,
rn: T h a t’s true - but there are tw o
problems here: the earth is running
o u t o f resources and we’re running
o u t o f places to bury all our waste,
iver: In some countries they burn their
rubbish, but I d o n ’t th in k th a t’s
the answer. I mean burning gets rid
o f the rubbish, but it also pollutes
the atmosphere.
*elena:And w h at ab o u t green waste?
m: W h a t do you mean “ green waste” ?
elena:You know, anything th a t has grown
in the ground - grass, trees, leaves
and plants.
liver: Those kinds o f things are often
recycled anyway. People have always
burned w ood fo r heat o r to cook
w ith , and the other green things
are often used to help new plants
grow - th a t’s real recycling.
Jim: I wish I was in charge o f ou r cou ntry-
I’d pass a law to make it a crim inal
offence n o t to recycle 100% o f
household rubbish.
Oliver: I concur, but it ’s not households th a t
produce the most rubbish.
Supermarkets sell far to o many
things w ith several layers o f plastic or
cardboard packaging. I wish they
w o u ld n ’t do that.
Unit 6
6.1
1 Pandas live alone.
8 Eagles fly at night.
2 Pandas never hibernate.
5 Leopards d o n ’t eat grass o r leaves.
3 The Chinese panda’s under threat.
7 A vulture is a type o f bird.
4 Pandas eat berries and various plants.
6 People made belts o u t o f crocodile
skin.
Unit 7
7.1
As part o f the research I’m doing fo r a
magazine com m entary I’ m w ritin g about
the lives o f the elderly, I’ve travelled all over
the world and talked to some incredible
people.
I started in Mexico where I met the w o rld ’s
oldest married couple, A lb erto and his
wife M aria Lopez-Carcia. Alberto, a
centenarian, is 100 and M aria is 99 years
old. They have been married fo r eighty-
six years, and have three sons and three
daughters w ith the oldest eighty-one years
old. They even have a granddaughter w ho
is herself a grandm other. A lb erto married
M aria at the age o fth irte e n . One o f their
sons to ld me th a t his parents had spent
every day o f the ir lives together since the
day they g o t married. He said they had
always had a good social life and had kept
in regular touch w ith the ir family, friends
and neighbours. I asked the ir son w hat
the secret o f the ir long life was. He said he
was not sure, but suggested th a t it m ight
be the ir very simple way o f life. Apparently
they eat corn and soup fo r every meal. He
added th a t they had both been involved
in farm ing fo r most o f their lives. In other
words they had had regular exercise.
Unit 8
A fte r tha t, I travelled to the south o f India,
where I met Sunil Narayanan who is 102
years old. Even now Sunil still works for
six hours every day in the fam ily shop. It’s
not onerous w ork - ju s t a little liftin g and
carrying. But most im portantly, it keeps
him busy and gives him a chance to talk
to lots o f people. He knows his customers’
names and says they are all close friends.
Sunil to ld me th a t he had got married
when he was 12 years old. I asked him
L iste n in g scrip t
whether he remembered his wedding day
He described in detail w hat he and his
bride had worn th a t day and to ld me tha t
after they were married they had both
gone back to school to finish their studies.
Sunil said th a t he had spent most o f his
life w orking as a fisherman. I asked him if
he had enjoyed his long life - he said with
a smile th a t he’d enjoyed every single day
o f it and hoped th a t he’d live fo r another
102 years.
Finally, I went to China where I met the
hundred-year-old May Chin. She to ld me
th a t her husband had died tw enty years
ago, but said she was never lonely as she
had 110 children, grandchildren and
great grandchildren. Mrs Chin said she
had never done paid w ork, but she was a
compassionate wom an and had spent all
her life looking after the younger and older
members o f her family. She said she still
gets up every m orning at six o ’clock and
cycles to the nearby village to buy food for
the day.
7.2
a One o f their sons to ld me th a t his
parents had spent every day o f their
lives together...
b He said they had always had a good
social life and had kept in regular
touch w ith the ir fam ily, friends and
neighbours.
c He said he was not sure, but suggested
t h a t ...
d He added th a t they had both been
involved in farm ing fo r m ost o f their
lives.
e Sunil said th a t he had spent most o f
his life w orking as a fisherman,
f He said he had enjoyed every single day
o f his life.
g Mrs Chin said she had never done paid
work.
7.3
a I asked their son w hat the secret o f
the ir long life was.
b I asked him whether he remembered
his w edding day.
c I asked him i f he had enjoyed his long
life.
d I asked her where she cycled to.
e I asked them w ho they were friends
w ith.
f I asked her which she preferred, the
past o r the present.
8.1
A Did you enjoy the concert? [rise]
B W hich concert? [fa ll]
A The school con cert.[fall]
B I d id n ’t go. [fa ll]
Unit 9
9.1
f Unit 10
^ A ' T h a t’s a beautiful bike, where did you
buy it?
B I had it custom-m ade fo r me by an
engineer w ho lives near here.
A I should th in k th a t was expensive.
B N o t particularly, in fact n o t much
more expensive than a good bike from
a sports shop.
A Really? And when you say you “ had it
made” , w h a t do you mean?
B W ell, I w ent to the engineer’s workshop
and to ld him exactly w h at I wanted,
which was a very light bike w ith a
strong frame.
A And you can’t do th a t w ith a shop-
bought bike, can you?
B No, th a t’s rig ht - th a t’s because they’re
mass-produced. You see, my bike is
unique - no one else has g o t one like it.
Q Can you give me a lift to the a irp o rt
tom orrow ?
B No, sorry I can’t - I’m having the car
repaired to m o rro w .
A W here do you take it to?
B The little garage round the corner.
They’re very good and n o t to o
expensive.
M y father always used to repair his
own car. He was a very good mechanic.
B Things have changed now - car engines
are much more com plicated than
they used to be. For instance, my car
engine’s controlled by a com p uter
processor - i f anything goes w rong I
have to have it fixed by an expert.
In the old days everyone used to do
the ir own car repairs - it wasn’t only
m y father, __
<$> Read this new magazine Dad - I thin k
you’ll like it.
It’s very good. W ho made it?
Me and my friends.
It looks really good.
Thanks - it ’s all o u r own ideas. We all
investigate the stories, w rite the articles
and design the layout.
W here did you have it put together?
We did it all ourselves on o u r home
com puter. It to o k over tw o m onths to
w rite and edit it. We could have had
it printed professionally b u t it ’s much
cheaper to do it this way, and you get
com plete con tro l o f how it looks.
I had the bike made specially fo r me by
an engineer w ho lives near here,
b I’m having the car repaired tom orro w ,
c M y father always used to repair his
own car.
d I f the engine goes wrong, I have to have
it fixed by an expert,
e W here did you have it put together?
134
f We all investigate the stories, w rite the
articles and design the layout.
10.1
Questioner H ow long did the clim b take?
Answer 1 Four days (Sure)
Questioner H ow many years before this had
he clim bed M o u n t McKinley?
Answer 2 Five (Unsure)
Questioner W h a t year did he reach the to p o f
M o u n t Everest?
Answer 3 2003 (Sure)
Questioner H ow many attem pts did he have
a t clim bing Everest?
Answer 4 Two (Unsure)
Questioner Reaching the to p o f Aconcagua
meant he had jo ine d an elite club.
H ow many m ountains did he have
to climb?
Answer 5 Seven (Unsure)
10.2
1 W h a t was the weather like on M o u n t
Everest?
2 W h a t was one o f Zed Al Refai’s aims in
clim bin g the seven summits?
3 W h a t is Zed Al Refai’s nickname?
4 W h a t European m ountain did he clim b
after Aconcagua?
5 W h a t did he do in Pakistan?
Unit 11
11.1
Interview 1
Interviewer W h a t do you th in k o f space
travel? Do you th in k it ’s a good idea o r
not?
Speaker 1 I th in k it ’s very exciting and I
really adm ire the scientists who design
Unit 12
the spacecraft and execute the missions. I
know th a t it can be very costly, b u t it is so
im p o rta n t to push scientific boundaries. If
we explore M ars and other planets, we will
discover interesting in fo rm atio n ab o u t our
own planet. I find the concept o f space
travel endlessly fascinating.
Interviewer W h a t made you so interested
in space travel?
Speaker 1 I visited the Scientific Center in
Kuwait tw o years ago and we were able to
speak w ith astronauts on the International
Space Station. Establishing contact w ith
them was one o f the m ost awe-inspiring
m oments o f my life!
Interviewer Thank you very much.
Interview 2
Interviewer Can I ask you w h at you th in k o f
space travel? Are you fo r it o r against it?
Speaker 2 I’m com pletely against it! I th in k
it ’s an abhorrent waste o f money and I
d o n ’t understand why they are doing it.
W hat is it for? Do they th in k th a t when
there are to o many people on Earth, we
can all move to the M oon o r Mars? I f I
were in charge, I’d discontinue all space
travel immediately.
Interviewer But maybe there is sentient life
on other planets.
Speaker 2 In my op in ion it is obvious
humans are the only living beings in the
universe. I f there had been life on Mars,
w ould have found it.
Interviewer Thank you very much.
Interview 3
Interviewer Can I ask you w hat you thins,
o f space travel? Are you in favour o f it oi
not?
Speaker 3 I th in k all kinds o f exploration
are im p o rta n t. Human beings are
inherently curious. We w ant to explore
everything in o u r Universe. I f intrepid
explorers in the past hadn’t set sail in
the ir boats, they w o u ld n ’t have discover
oth er civilisations. The w orld w ould be
a very different place today. Science a- :
exploration can either move forw ard a--:
help man to progress o r stand still, w f f l
w ill be to the detrim ent o f technologic;,
advances.
Interviewer But space exploration is so
expensive. We could use the money to
end poverty in the w orld, o r to feed th ;
h u ngry.
Speaker 3 I agree we should try to
end poverty, b u t not by halting space
exploration. I f we had stopped space
exploration in 1960, men w o u ld n ’t ha.-
walked on the M oon. Thousands o f
beneficial innovations have evolved f r c -
the w ork o f space scientists, particula-
in digital technology, food p ro d u ctio r
medicine and alternative energy
technology.
Interviewer Thank you very much.
12.1
a
A I can do mental calculations really
B
quickly.
Can you? (Interested)
b
A A li’s very good at doing calculatio
his head.
B Is he? (N o t interested)
c
A I’m learning to play the violin.
B Great! (N o t interested)
d
A M y sister’s com peting in next year
O lym pic Games.
B B rilliant! (Interested)
e
A I love tra d itio n a l music.
B Do you? (Interested)
f
A I’m going to a concert tonight.
B Are you? (N o t interested)
12.2
a
A I can do mental calculations really
quickly.
 L iste n in g s c i ipt

Chair: Thank you. O u r last speaker is the

Ali’s very good a t doing calculations in economist.
nis head. Economist: I am an econom ist who
specialises in agriculture. For the last
m learning to play the violin. tw o years I have been w orking in a very
p o or part o f southern Africa, advising
Vly sister’s com peting in next year’s government departm ents and farmers
O lym pic Games. ab o u t how to get the best o u t o f their
land. M ost o fth e agricultural land on
love tra d itio n a l music. Literock has been seriously damaged by
the hurricane and this year’s crops have
m going to a concert tonight. all been lost. The people o fth e island are
p o or and cannot afford to im p o rt food
from other countries - they depend on
local farms fo r the ir food supply. I f they
do not have enough fo o d , the people w ill
W elcome to this week’s balloon
have to leave the island o r starve. I can
ate. You know w h at the situation is,
offer practical agricultural and financial
I’ll introduce the fo u r speakers in turn,
advice which w ill enable the islanders to
ch person w ill speak fo r a b o u t h a lf
stay on the island and get back on their
n in u te . You w ill have to decide w ho
feet.
rould be allowed to reach the island o f
Chair: Thank you all very much. N ow it’s up
erock. The first speaker is the teacher.
to you the audience to decide w ho you
r: Okay, let me tell you why I should
th in k w ill be m ost useful to the people o f
allowed to reach Literock. As far as we
Literock.
ow, m ost o f the islanders are homeless,
ey w ill need tim e to rebuild the ir houses
d the ir com m unities, b u t they w o n ’t be
e to do this i f they have to take care o f
sir children all the tim e. So, w h at they
d m ost o f all is a qualified teacher to
k after the ir children during the day,
d teach some o fth e practical skills
ey w ill need in the future - like cooking,
-ming, building. Then in the evenings, I
jld run classes fo r parents w ho need to
rn new skills.
Next we have the doctor.
r: Let me tell you a little ab o u t myself,
a doctor, I have experience o f dealing
th the kind o f situation the people
■Literock are in. I spent nearly a year
crking in a village in Pakistan th a t had
en h it by an earthquake. In situations
<e this people need a qualified d o c to r to
eat any physical and mental problems
ey have. We know there have been
>deaths on the island, but we do not
ow how serious people’s injuries are,
r whether diseases are spreading am ong
e po pu latio n. U ntil people are fit and
ealthy again, they cannot get on w ith
ebuilding the ir lives,
lir: N ow it ’s the engineer’s turn.
.ineer: It seems to me th a t it’s quite
bvious why the people o f Literock
eed an engineer more than any other
rofession. From reports we know th a t all
le buildings and other structures on the
land have been destroyed o r damaged
:y the hurricane. Power lines are down
•nd w ill need replacing and the water
upply w ill have to be repaired. These are
ery basic problems which need to be
jealt w ith before life can even begin to get
jack to norm al. M ost o fth e islanders are
armers w ho have no skills. They need an
;xpert like me i f they w a n t to rebuild their
its on Literock.
r 135
 Extra Liste n in g M a te r ia l
Teacher’s Notes 2 Now answer these questions.
1 W ho did the interviewer host?
There is one extra listening exercise at the end o f each module. Each
2 H ow w ill speed drivers be punished?
exercise follow s the same sequence. The teacher’s instructions are as
3 Discuss why speed driving is dangerous fo r the driver and o th e ^
fe lo w s:
4 W h a t social issues did the mayor ta lk about?
5 H ow did Johnson feel ab ou t the interview?
1 Ask the students to listen carefully to the text.
2 Tell the students they w ill hear five questions and th a t they will
3 Check all your answers with a partner.
listen to the text again. Read each question clearly. A t this stage,
students should not w rite anything.
Key
3 Ask the students to listen again while you read the text a second
1 M a yo rjo h n so n
time. 2 Speeding drivers w ill be forced to pay a penalty.
4 Read out each question, pausing after each one fo r the students to
3 It risks the lives o f both the car’s passengers and the people c —
w rite their answers. I f necessary, repeat the questions.
streets.
4 M igration from the state
Module I 5 He was pleased to do this interview.

Module 2
1 Listen carefully.
Interviewer: T onight I am hosting M ayo rjo h n so n w ho is going to
1 Listen carefully.
tell us ab ou t the new codes o f law th a t he has adopted
To whom it may concern,
fo r this year. W elcome M r Mayor.
1 am w ritin g this letter in response to the latest issue o f your
Mayor: Thank you.
magazine in which you asked readers to share w ith you some ide=s
Interviewer: M r Mayor, could you please tell ou r listeners a little bit
fo r saving the planet. M y name is Ahmed and I come from Kuv.; t
more ab ou t the new speeding law th a t you are going
As you have mentioned in your previous issue, everybody shoulc
to enforce this year?
responsibility in keeping the Earth a safer environment. For exa~c<
Mayor: Sure. But before I begin, I w ould like to note to the
we should have special collection points in every neighbourhocc
listeners and to all citizens th a t these new principles
so th a t we could keep our household waste fo r recycling insteac re­
are in favour o f o u r citizens and fo r the ir welfare.
sending it to landfills. Also we could make use o f our gardens. O ®
Interviewer: O fcourse. twigs and leaves are a valuable source o f nutrients which could r
Mayor: First, I have set a law against fast driving especially in
turned in to com post. In my country, the government has come - :
residential areas. All those who go beyond the new
w ith a solution to the issue o f waste. It has assigned a committee
speed lim it w ill be forced to pay a penalty.
fo r holding a waste management conference. The com m ittee’s
Interviewer: T hat is good. Speeding drivers have always caused a lo t
ad m inistration have listened to the ideas o fva rio u s leading ind_:c*
o f accidents and have risked the lives o f many innocent companies which showcased the ir waste and recycling machiner,
people.
and services.
Mayor: Exactly. I consider speed driving as dangerous as any
Deforestation is another problem th a t our environm ent is suffe- '
other act o f violence. Speeding drivers are as gu ilty as
from . Trees are being cut down in an increasingly careless way. —~-
thieves o r criminals. They are risking the ir own lives
has negative effects on the air and on the soil because floods was*
and the lives o f others. away the nutrients in the soil and the rate o f oxygen th a t the trees
Interviewer: Yes. W h a t ab ou t social issues such as m igration from
leaves release in to the atmosphere decreases. Deforestation ma-c?
the state. Have you taken any action to solve such
the land arid. This is known as desertification.
issues? Waste management, deforestation and desertification are only a ■*
Mayor: O fcourse. I have spoken to the president and together
examples o f environmental threats th a t we are com ing up againsi
we are going to look closely at the various factors th a t
today. It is our responsibility as citizens to keep up w ith the most
necessitate people to migrate and w o rk on find in g a
recent ways and inventions to overcome these threats.
solution to them.
Thank you,
Interviewer: Wish you all the luck M r M ayor and thank you fo r your
Ahmed
time.
Mayor: It has been a pleasure. Thank you.
2 Now answer these questions.
1 W ho is the w rite r o f the letter?
2 W hy did he w rite this letter?
3 Name the environm ental problems th a t the w rite r mentioned
in his letter?
4 Did he offer solutions to the problems? If yes, w h at are they?
5 H ow does deforestation affect the environment?

Check all your answers with a partner.
Ley
I A Kuw aiti citizen named Ahmed
! In response to the e d ito r’s call fo r solutions ab ou t environmental
problems in the previous issue.
' Waste management, deforestation and desertification.
t Yes, recycling, p lan ting more trees, stopping animals from grazing
in cultivated areas.
5 It makes the soil weak and increases pollu tion .
lodule 3
Listen carefully
elcome to Healthy Tips For A Vigorous Lifestyle!
! name is Faisal and I started this health blog to give you tips to
acome healthier. Here you w ill find many commentaries regarding
neight loss, healthy foo d choices, fitness and more. M any health tips
c-e sho rt and to the p o in t because I believe th a t changing yourself
[■rough small steps at a tim e w ill make it advantageous fo r you to
.cceed in your long-term health goals.
>alth tip 1 Get active!
: is imperative to w alk fo r h a lf an hour daily, especially fo r elderly
itople. W alking activates the cardiovascular muscles and helps you
d away w ith the extra fa t in your body. Instead o f driving to w o rk
't o school, w alk to school o r to w o rk i f you live nearby. I f not, you
In always cycle instead.
;alth tip 2 Eat well - be well!
►healthy balanced diet contains a variety o f types o f food. Instead
i "chocolate and fa tty snacks which may cause fatal diseases, you
ay have other healthier snacks such as almonds. In spite o f the
gh percentage o f fa t found in alm onds, these nuts are high in
•otein, fibre, calcium , magnesium, potassium, vitam in E, and other
itioxidants which help prevent osteoporosis and regulate blood
essure.
;alth tip 3 Relax!
idies have shown th a t stress and lack o f sleep are integral reasons
rvarious ailments. A fte r long hours o f hard w ork, make sure to
rake up fo r the sleeping hours th a t you have missed. Furthermore,
ake it your own routine to go to a tra n q u il place to relax away
t om all the hustle and bustle.
etter lifestyle habits can help you reduce your risk o f a heart attack,
sit my blog again fo r healthier lifestyle tips in the future.
Now answer these questions
N hy did Faisal w rite on his blog?
A/hat kinds o f com m entaries can you read in Faisal’s blog?
Name the health tips th a t Faisal mentioned.
V ld at least 2 health tips to Faisal’s blog.
How does relaxation benefit your health?
Extra listening material
3 Check all your answers with a partner.
Key
1 to give us tips to become healthier
2 weight loss, healthy food choices, fitness and more.
3 Get active, eat well - be well, relax.
4 Students’ own answers
5 It reduces stress which causes lots o f fatal diseases.
Module 4
1 Listen carefully.
Once upon a tim e there was a middle-aged man, Robert, w ho lived
in a remote cottage in the countryside. He had retired to the
country three years before in order to recover from his illness. One
day while Robert was in the park w atching birds w ith his binoculars,
he heard a loud cry. He walked towards the source o f the sound. To
his surprise, he found a small boy in the lake caught in the broken
ice. Since Robert had osteoporosis, it was perilous fo r him to dive
in to the freezing water. He said to him self “ I f I d o n ’t assist the boy
now he m ight die o f hypotherm ia.” W ith o u t a second tho ugh t, Rob­
ert to o k o f f his coat, jum ped in to the lake and swam tow ards the
boy. A fte r a gruelling struggle, Robert managed to save the boy and
swim back safely to the bank. W hen they reached the bank, the boy
was unconscious. The hospital was far from the park, but Robert
was a strong-willed man. He wrapped the boy in his coat and carried
him to the hospital. A t the hospital the doctors to o k care o f the little
boy w ho finally came around. The doctors also to o k care o f Robert
because he was very fatigued and his extremities were frost bitten.
Two days later, both Robert and the little boy came o u t o f hospital.
2 Now answer these questions
1 W here does the accident take place?
2 W h a t was Robert doing when he heard the cry?
3 W hy was it dangerous fo r Robert to ju m p in to the freezing water?
4 H ow was the boy when Robert saved him?
5 W hat happened in the hospital?
3 Check all your answers with a partner.
Key
1 A t the park
2 He was w atching the birds w ith his binoculars.
3 He had osteoporosis.
4 He was unconscious.
5 The doctors to o k care o f Robert and the boy.
( 137
Extra M aterial
A talk show
1 D r Ali is discussing environmental protection on a T V talk show.
Listen to the T V show.
Host: Hello and welcome to W ide W ide W orld , the ta lk
show unafraid to ask those d iffic u lt questions. Today,
we’re talking to D r Ali, a prom inent ecologist, ab ou t
environm ental change and the challenges it poses. D r Ali,
thanks fo r jo in in g us.
D r Ali: It’s a pleasure to be here.
Host: So, D r Ali. W h a t are the main ecological challenges facing
the w orld today?
D r Ali: W ell the main one, which I’m sure we are all aware of, is
global warm ing.
Host: You’re right, I th in k we have all heard o f it, b u t w hat exactly
does it mean?
D r Ali: G lobal w arm ing is when the tem perature o f the earth, as a
whole, increases. It m ight sound positive, as I’m sure many
people w ould be happy to see more h o t weather, b u t in fact
it ’s an extremely dangerous phenomenon.
Host: H ow so?
D r Ali: W ell, p u ttin g it simply, global w arm ing means th a t many
natural systems d o n ’t w o rk as they ou gh t to. It’s n o t as
simple as saying the w orld gets hotter; so people need to
get used to heat. G lobal w arm ing effects weather systems
in ways m ost people can’t envision. W eather doesn’t simply
become hotter; it becomes more unpredictable. I f global
w arm ing continues, we’ll see more droughts, more storms;
in essence nature w ill become more threatening to us.
Host: T hat sounds aw ful. H ow does it affect oth er species?
Dr Ali: W ell, I said earlier th a t global w arm ing is the main challenge
facing the w o rld , and this is especially true when we look
a t the anim al kingdom . W h a t we m ight th in k o f as small
changes in tem perature, movements o f ab o u t 1 o r 2
degrees, actually have m onum ental effects on eco-systems
across the globe. So global w arm ing isn’t a localised issue;
like deforestation o r wildfires, it affects the whole planet.
Host: Can you give us any specific animals that are under threat?
D r Ali: Hm m . I suppose one o f the m ost enduring images I can give
you is the polar bear. Everyone is fa m ilia r w ith the polar
bear, if only from TV, but this amazing anim al is really in
danger right now. The bear’s habitat, the ice o f the arctic,
is disappearing as a result o f global warm ing. I f something
isn’t done soon we could well become the last generation to
see this w hite w onder in the w ild.
Host: T h a t’s terrible. Is there anything o u r viewers a t home can do
to help?
D r Ali: Everyone a t home can make small changes to the ir lives
which w ill have a significant im pact. Just turning lights
o f f when n o t in the room , n o t leaving the T V on standby,
getting the bus instead o f takin g the car; all these kinds
o f changing help us to conserve energy, and as energy
pro du ction is a m ajor cause o f global warm ing, it really
helps.
Host: OK, th a t sounds reasonable. Anything else?
D r Ali: Also, I’d encourage anyone w ho is really enthusiastic ab ou t
these issues to become involved in ecological projects, and
to w rite letters to papers, radio stations, even MPs, raising
awareness o f the issue. The more people w ho know ab ou t
the problems the more chance we have o f overcoming the
potential problems.
Host: I’m afraid th a t’s all we have tim e for. Thanks fo r jo in in g us
tod ay D r Ali.
D r Ali: M y pleasure.
2 Are the following statements True or False? Justify your answers.
1 D r Ali is a prom inent economist.
2 W ildfires affect the whole w orld.
3 Large changes in tem perature cause small changes to the planet.
4 Energy pro du ction is a m ajor c o n trib u to r to global warm ing.
5 The polar bear is affected by global w arm ing because it prefers the
cold.
3 C h e c k y o u r a n sw e rs w ith a partner.
Key
1 False: D r Ali is a prom inent ecologist.
2 False: W ildfires tend to affect the local area (although the
destruction o f trees does con tribu te to global w arm ing.)
3 False: Small changes in tem perature cause massive changes to the
planet.
4 True. Energy conservation w ould be helpful fo r people to reduce
global warm ing.
5 False: The po la r bear is affected by global w arm ing because its
h a bita t is disappearing.
4 Now, answer the following questions in pairs. Then check your
answers.
1 Do you th in k it ’s w o rth m aking small changes in your life to help
prevent global warming? W h a t i f you’re the only person who
changes your lifestyle?
2 W hy is global w arm ing one o f the m ost im p o rta n t ecological
problems?
3 W hy m ight the name ‘global w arm ing’ confuse some people?
Key
(Suggested answers)
1 It is w o rth m aking changes fo r several reasons. Firstly, the changes
involved are very m inor, so aren’t a big sacrifice to make. It w ill a s:
save you money to fo llo w D r A li’s advice. The fact other people
d o n ’t change the ir lifestyles doesn’t mean you shouldn’t. I f one
person changes his habits others w ill soon fo llo w suit. Besides,
other people’s inaction is no excuse fo r o u r own.
2 G lobal warm ing is one o f the m ost im p o rta n t problems because
it affects the whole w o rld, n o t ju s t a single area. Unlike some
ecological issues, global w arm ing is a problem fo r every single
person alive today.
3 G lobal warm ing m ight confuse some people because it doesn’t
actually mean the w orld is sim ply going to become hotter. W hilst
this w ill happen it w ill also mean th a t weather becomes more
unpredictable and dangerous as a result.
5 W rite a brief presentation about global warming, the dangers
it poses and what people can do to help solve the problem. You
should write your presentation in note form, as if you were go - 1
to present to a large group.
A Man at the Mechanic’s
1 Listen to the conversation between a mechanic and a car owner
C a r owner: Hello, is there any chance you can take a look a t my ca'
fo r me?
Mechanic: H m m , I’m quite busy today. W h a t’s wrong w ith it?
C a r owner: I’m pretty sure th a t there is som ething wrong in the
engine; it ’s been m aking a squeaking noise and stalling.
Mechanic: H m m , th a t sounds like it could be serious. Have you .
oil in it lately? Sometimes a lack o f oil makes the engine
m alfunction.
C ar Owner: Yes, I check the oil level every m onth. I’ve had a quick
look a t the engine, b u t obviously I’ m an am ateur w he" I
comes to car maintenance.
Mechanic: Yeah, o f course. It sounds like you need it looking at, b_t
u n til someone gets under the hood we w o n’t really know
w h a t the problem is.
C a r Owner: I understand tha t. T h a t’s why I brought it here. I really
need it fixed ASAP.
Mechanic: OK, well, like I said I’m pretty busy. Tell you w hat, how
ab o u t you bring it back this afternoon and we’ll see
w h a t’s wrong w ith it?
C ar owner: Is there no chance you could look a t it now? I really
d o n ’t feel good ab o u t driving it at the mom ent.
Mechanic: I see your po in t, b u t I already have other customers’
cars w aiting. W h a t i f one o f the lads gives you a lift to
wherever you need to go, and we give you a call when
we’re done?
C ar Owner: OK, th a t sounds good. H ow w ill I get back here though-
Mechanic: Can someone from your w o rk n o t give you a lift?
'ar Owner: Hm m , maybe. I f not I’ll get a taxi over.
.echanic: W ell, th in kin g ab ou t it there’s no need fo r you to come
back if the car’s not ready. W hy d o n ’t you leave us your
num ber and we’ll call you when your car is ready?
lar Owner: T hat makes more sense. M y num ber is 00555 792882.
Anything else you need?
'echanic: Well if you can fill in these form s and then ju s t leave us
your keys.
"ar Owner: Sure thing. Here are my keys.
echanic: OK, thanks a lot. W e’ll give you a call before we do any
w ork on the car so you know how much it w ill cost.
lar Owner: Thanks, I appreciate it.

I Are the following statements True or False?

i The mechanic is to o busy to look at the car till tom orrow .
! The man knows w h at is wrong w ith his car.
i The man w ill get a taxi back to the garage.
I The mechanic doesn’t know how much it w ill cost to fix the car.
i The mechanic is going to drive the man to work.

Now check your answers with a partner,

ley
I False: The mechanic is busy, but w ill look at the car in the
afternoon.
I False: The man thinks he knows w h at is w rong w ith the car, but he
could be wrong.
I False: The man w ill only get a taxi i f one o f his w ork colleagues
can’t give him a lift.
■ True. The mechanic w ill call the man to tell him how much it w ill
cost.
| False: One o f the mechanics employees w ill drive the man to work.

Answer these questions with a partner, then check your answers.

W ho is the mechanic referring to when he says ‘one o f the lads’ ?
W hat is meant by the term ‘ under the h o o d ’?
W hat does the car ow ner mean when he says ‘ I’m an am ateur when
it comes to car m aintenance’? W h a t is the com m ent intended to
do?
ey
I The mechanic is referring to the other men w ho w ork w ith him at
the garage, presumably his employees. ‘One o f the lads’ is a phrase
denoting fa m ilia rity o r group belonging.
‘Under the h o od’ refers to the engine, which is situated under the
hood o f the car. However, in this context it also implies the whole
o f the car. The mechanic means th a t until someone begins w orking
on the car there is no way to discover w h at is w rong w ith it.
The car owner is atte m p tin g to inject some hum our in to the
conversation. However, this is more a hum orous way o f saying th a t
he isn’t sure w hat is w rong w ith the car than an a tte m p t to make
the mechanic laugh. The phrase also shows th a t he has attem pted
to w o rk o u t w hat is w rong himself, b u t has been forced to seek the
help o f a professional.
Imagine you and your partner are the mechanic and car owner.
Roleplay the conversation in which the mechanic calls the car
owner to tell him what is wrong with his car and how much it will
cost. The mechanic’s quote can be reasonable or unreasonable,
and the car owner can accept the mechanic’s offer, or take his
car elsewhere. Be as creative as you like.
 /
W o rkb o o k A n sw er Key
Module I W o rld issues 5 civil c 4
7 penalty d 1
Unit 1 The law Down 2 C
2 innocent
Reading 3 (Students’ own ideas)
4 broke in to
6 fraud
old crimes: th e ft / fraud U n it 2 M ig r a tio n
8 invisible
new crimes: identity th e ft
b to pass on confidential inform ation 4 (Suggested answers) Reading
and plan crimes a Sorry, I wasn’t paying atten tion to 1
the speed lim it. The correct de finition is travel to live
2 in a warmer place ( move somewhere
b You aren’t supposed to do tha t!
a 1 to find work refers to people who
Identity th e ft is a crime.
b 3 migrate from one cou ntry to
c Dogs aren’t allowed in to the
c 2 another; sleep during the winter is a
museum. D id n ’t you read the sign?
d 5 definition o f the verb hibernate)
5 (Suggested answers)
3
a She’s ju s t been shopping. She’s been
a 4 a The days are longer in the north in
buying food fo r her family.
b 6 the summer - so food is more reac
b She’s ju s t left the library. She’s been
c 2 available.
doing research fo r a school project.
d 1 In the south it is warm er in the
c They’ve ju s t eaten a fam ily meal.
e 3 winter. There is also more food,
They’ve been celebratingjam eela’s
f 5 b Two theories: animals have a
graduation.
4 compass in the ir head / they use th-
6 sun and stars
a Identity theft
a I haven’t seen my grandparents fo r a
b usually nothing is actually stolen or 3
long time. The last tim e they visited
physically damaged a False. They do return,
us was three weeks ago.
c grow th o f com puter crime b False. M ost animals migrate to find
b M y headmaster promised Fatima a
d fake charity organisation... fo r food and raise the ir young,
scholarship last week.
someth n g w o th le s s c True. Anim al m igration is a regular
c Do you know th a t the law prohibits
5 (Suggested answers) people from driving w ith o u t a driving event.
a C om puter crime is on the increase licence? d True. Anim al m igration happens in
because the num ber o f people w ho d This organisation has been planning the same way from one generation ::
use Internet websites, to buy things, fo r this huge project fo r months. another.
to book holidays o r to access their e False. They migrate to the north in
bank accounts, is growing, the summer.
A great am o un t o f money has f True. Anim als which have moved to
b C om puter crime is more d iffic u lt to
been spent by o u r school on the better environments have been most
solve than tra d itio n a l crime because
renovation o f o u r library.
crim inals are often invisible and their successful.
b I f ou r city builds a big house fo r
actions may be impossible to prove,
the homeless, the ir numbers will 4
c (Students’ own answers)
decrease dram atically. a myth
6 c The old system was com plicated, b to get through
1 c whereas the new system is very c original
2 a simple. d creature
3 b d The police have worked hard on this e survive
case, haven’t they? f adapt
7 (Students’ own ideas)
e Computer-based com m unication is g theory
Language practice extremely fast in com parison w ith h compass
1 telephone o r postal services, which
5
a 3 and 6 are slow.
a ancient civilisations
b 5 and 7 (Self-assessment) b anim al m igrations
c 1 and 8 A have you been doing c the animals
d 2 and 4 B ’ve passed / have been having d experts
2 b A Have you ever done e the animals
a property B have ju s t carried o u t / was
6 b
b co u rt c A Have you ever broken
c row B threw / happened / have never 7 (Students’ own answers)
d fine been
8 (Students’ own ideas)
3 W riting
Across Language practice
1
1 increasing a 3
3 enforce m igration
b 2
2 famine
140 )
3 migrants 7 volunteers w ho raise funds and
4 m in or a You’ve never lived outside Kuwait, provide manpower.
5 foreign have you?
7 (Students’ own ideas)
6 seek b Ahm ed’s bags were packed as soon
7 m ajor as the news was heard, Language practice
8 migrated c M oham m ed shouldn’t have waited
1
fo r his aunt to pick him up.
2 /\ a A make sure you phone me
d Had Fadia worked on the project all
a destroying B I f my phone’s battery has power
by herself?
b permanent b A I f I weren’t so busy
e The m igration o f lots o f animals is
c earnings B you w ould have tim e fo r all your
caused by deforestation.
d disastrous friends
e damage Writing c A I f it ’s raining hard
f civil 1 B we w o n ’t get there in tim e
C1 A 2 B 3 I 4 G 5 D 6 E 7 J 8 F 9 d A I f you do up your tie
3
H 10 K 11 B I w o n ’t be able to breathe
a m ispronounce
e A I w o uld go on holiday
b dissatisfied 2
B I f a had saved enough money
c m ultinational C ju s t after m idnight
f A i f my cousins arrive early
d review A ten minutes later
B i f you tell them to come later
e restored B Immediately
1 When I went in to the ir bedroom 2
4
G O ur (younger brother) a a crying shame
1 th a t was th irty years ago
D he (had n o t been woken) b be a crybaby
2 I’ ll never forget th a t day
E Next c crying w o lf
3 the first thin g I did
J so we d crying fo r the moon
4 I remember feeling
F T h a t’s when...
5 W h a t ab ou t your house 3
H outside
6 tw o days later a frail / incapable
K Eventually
b impulse
5
3 (Students’ own ideas) c compassion
1 emigrated
d discrim ination
2 arrived
Unit 3 Human values e suffrage
3 had been
f donate
4 was Reading
g inevitable
5 slept 1
h incapable
6 resided a (Students’ own answers)
i attrib u te
7 provided b to protect and assist people in
j m in ority
8 ran hardship and to provide the ir basic
k overview
9 b u ilt human needs
I legislation
10 went c (Students’ own answers)
m abuse
11 attended
2 n universal
12 was
a 4 o over the hill
13 all worked
b 9
14 were 4
c 10
15 returned a m inority
d 6
16 had loved b universal
e 7
17 had learnt c impulse
f 1
18 made / had made d frail
g 8
e inevitable
6
3 (Students’ own answers) f donate
a I w ent to the d o c to r’s this m orning. I
had felt ill during the night. (List B 5) 4
b I had dream t o f visiting China fo r officially; thereby; effectively; L M O Q A L T C O Q
many years. Last year I spent tw o particularly
m onths there. (List B 6) Sentences: Students’ own ideas L I O R Z I P M E B
c M y sister and her husband moved
5 (Students’ own answer) U N I V E R S A L S
in to a new fla t a t the weekend.
Before th a t they had lived w ith her 6 I O F E E Q T E B T
husband’s parents. (List B 1) a False. The KRCS joine d a pre-existing
international group o f societies, H R B R A F Q Z A V
d M y father retired last year. He had
worked fo r the same com pany all his b True. The KRCS perform s w ork th a t E I S M A X N D T w
life. (List B 3) w ould drain governmental resources.
e I wasn’t surprised th a t he fell asleep In return, the government gives the T T R H K I O E I A
at the wheel o f his car. He had driven volunteers training.
L Y T T O N L L V L
nearly 1000 kilometres w ith o u t a c True. T heir m otivation is compassion
break. (List B 2) and the desire to assist those in need, O N B I A S R T E E
f He had looked fo r w o rk fo r only tw o d False. These are the only human
weeks. Then yesterday he was offered needs m entioned in the article. A M Z T P E Q O N F
tw o jobs. (List B 4) Others m ight include shelter,
U K E S L U P M I G
com panionship o r freedom,
e False. The KRCS is supported by
( 141
 3 4
a 2 1 b
5
b 3 2 a
a I f I go to the mall today, I w o n ’t go
c 3 3 c
shopping next week,
4 (Students’ own answer)
b I f we d o n ’t slow down, we w ill crash, 4
c I f you see my friend, tell him to call a more 5
me. b Fewer a illegal
d I f you eat to o much, you’ll get fat. c less b export
e I f it snows heavily, school w ill be d Europe c consum ption
cancelled fo r the day. e low-paid d global
f I f you d o n ’t do your hom ework, your f better / simple e to o l
teacher w ill be angry.
5 6 (Students’ own answers)
6 (Self-assessment) a I w ant chocolate ice-cream instead o f
7 (Students’ own ideas)
a im politely chocolate.
b skilfully b I like fo o tb a ll whereas my friend likes Language practice
c gently / peacefully tennis. 1
d spectacularly / dangerously c I’m good at maths b u t I’m better at 1 increasingly
e rapidly / professionally English. 2 Consequently
f compassionately / regularly 3 occurring
6
4 have resulted
W riting a green
5 am ount
1 b blue
6 alter
a (Suggested answer) They’re hoping c red
7 permanently
to get an emotive response because d black
8 w ith the result th a t
the kind o fw o rke rs they need are e white
compassionate people, 2
7
b (Students’ own answers) a misheard
1 lack of
b redo
2 (Suggested answers) 2 d o n ’t do enough
c undercharged
a a place w ith o u t hum anity / feeding 3 knew
d overslept
hungry children / lending a helping 4 /
e reuse
hand / protecting the lives o f 5 our
f cover
thousands o f people / restore the 6 go ab ou t
g damaged
smile to a c h ild ’s face... 7 possible
h mismanaged
b w o rk tirelessly / compassion / kind- 8 the / our tow n council
hearted... 9 attract 3
c to make a link between donating 10 be a Illegal
through financial support and 1 1 boost b vital
donating one’s own tim e c consum ption / devastating
8
d global
3 (Students’ own answers) a 2
e economies
b 4
f displaced
Module 1 Progress test c 5
g sustained
d 1
Reading
e 3 4
1 Across
1 came W riting
1 atmosphere
2 returned
1 (Students’ own answers) 3 frigid
3 /
5 arid
4 / 2 (Students’ own answers)
Down
5 come
Module 2 N atural world 2 climate
6 ✓
4 Desertification
7 came
Unit 4 The Earth at risk 6 humid
8 earn
9 take Reading 5
10 / 1 a The Amazon rainforest has an
11 send a (Students’ own answers) im p o rta n t effect on the clim ate o f
12 earn the w orld because it covers such a
13 / 2
large area.
14 go a ab ou t 180
b The rainforest has been cut down in
b to feed chickens
order to make more farm land,
2 c to grow soya beans / to make land
c Farmers need more land so th a t they
a False: The British po pulation had fo r cattle / to look fo r oil / fo r
can grow more soya beans,
increased. M ore people had come to valuable wood d In addition to changing the w orld
Britain than had left,
3 clim ate, deforestation is affecting
b False: M any im m igrants came to
a 4 the native po pu latio n o f the Amazon
secure better paying jobs,
b 7 rainforest.
c False: British citizens le ft the UK
c 1 e Environmentalists are doing
m ainly to live in countries w ith
d 5 their best to protect the Amazon
warm er climates and cheaper
e 3 rainforest.
-------- \ housing.
142 j f 2
6 8 9 quickly learned
a whose 1 c 10 made
b which 2 b
7
c when 3 b
a have come up against / have been
d who
9 (Students’ ow n answers) w ith o u t
e where
b have taken up / haven’t been keeping
10 (Students’ own ideas)
W riting up w ith
2 Language practice c have come up w ith / Have you been
a We are gathered here today / Let me
1 w orking on
start w ith / Believe it o r not / Are you a black
8 (Suggested answers)
aware o f / We are responsible fo r / b blue
a I wish I had applied fo r this
W hy d o n ’t we start by / I wish you... c red
university.
b we are responsible / W hy d o n ’t we... d pink
b I w ould suggest recycling in order to
c also / In ad dition / And therefore / In e blue
reduce the use o f landfill sites,
conclusion... 2 c I wish people w ould start respecting
3 (Students’ own answers) a The Internet has enabled us to reach the environment.
o u t to people all around the w orld,
W riting
Unit 5 Precious resources b Environmentalists are w orking hard
1
to come up w ith new ways o f saving
Reading a The lig h t grey c olou r represents the
energy.
year 1996 and the dark grey colou r
1 (Students’ own answer) c I f this project doesn’t w ork, we’ll ju s t
represents the year 1997.
have to fall back on o u r original plan,
2 (Students’ own answer) b Paper was recycled the m ost and
d M y journey to w ork gets worse every
plastics were recycled the least,
3 day. I d o n ’t th in k I can p u t up w ith it
c The year 1996 records more recycling
a 2 fo r much longer,
than the year 1997. The am ount o f
b 1 e It’s alm ost impossible fo r
recycling has decreased,
c 4 people to keep up w ith all the
d Paper and O ther materials
d 3 new developments in com puter
m aintained the same level o f
technology.
4 recycling.
f I tho u g h t th a t w orking from home
a False. Paper can be made from e A : Introduction
was a good idea, but I’m com ing
various different materials, B: Key facts
up against all kinds o f practical
b False. We should recycle as well as C : Conclusion
problems.
make new paper because the modern D: Recommendations
w o rld uses so much paper, 3 (Self-assessment) f (Students’ own answers)
c False. When trees are cut down fo r b I wish she (m y sister) w o u ld n ’t /
2 (Students’ own answers)
making paper, new ones are planted, d id n ’t spend so long talking on the
d True. A b o u t h a lf o f it is newspaper phone.
Unit 6 Under threat
and magazines. c I wish I wasn’t so shy a b ou t speaking
in public. Reading
5
d I wish / She wishes she hadn’t wasted 1 (Students’ own answers)
a materials
so much tim e on com p uter games,
b sustainable forests 2 c
e I wish newspapers and magazines
c household waste 3
d id n ’t contain so many adverts,
d environment 1 c
f I wish I had listened to my teacher.
e tonne 2 b
4
6 1 b
3 c
a W h a t shows K uw ait’s great interest 4 c
2 b
in recycling paper is the building 5 a
3 c
o f recycling centres w ith one 4
partnership between a com pany and 5
a university. a Hussein is as good at maths as Type of plant protects itself
b (Students’ own answers) Ahmed.
with / by
b Fahad spends his free tim e more
7 (Suggested answers)
effectively than I do. Cactus sharp thorns
a ... made the first paper tw o thousand
c A lo t o f hom ew ork has been given to
years ago. Nettle injecting painful
us (by o u r teacher) lately,
b ... is one o f the materials used to and irritating
d O u r old book was less interesting
make paper.
than o u r new one. substances
c ... use the parts o f trees which are
used to make paper, 6 Acacia ants
d ... are saved fo r every tonne o f paper 1 arrived
2 has worked Horse chestnut a sticky
used fo r recycling,
e ... a powerful greenhouse gas. 3 has been substance
4 has never wanted
Venus flytrap consuming
5 firs t arrived
6 d id n ’t imagine insects
7 suffered
8 wanted
5 (Students' own answers) 7 (Suggested answers) g False. Scientists w ant authorities to
a (Nightshade is not m entioned.) a I’m calling to find ou t when the take immediate action.
university entrance exam w ill be held, 3
6 (Students’ own answers) b I d o n ’t th in k you should w o rk so a 4
hard.
7 'Students’ own ideas)
c W hy d o n ’t you ask your brother fo r c 3
Language practice help?
Language practice
1 d I’d love to stay fo r dinner, but I’ve go t
1
a on plants hom ew ork to do.
a because
b on bushes
8 b in order to
c on trees
a 6 c because
d under the ground
b 5 d so th a t
2 (Self-assessment) c 1
2
a on d 3
a may be
b fo r / from e 2
b must have posted
c in / on
W riting c must be
d of
1 d m ight have forgotten
3 (Suggested answers) The w riter o f the essay is neither fo r
3
b It must be the postman (a t the nor against land reclam ation.
a is located
door). He always comes at this time, 2 b settled
c The roads m ight be very busy tonight. In this com position, I will discuss ... / c finished
There’s an im p o rta n t fo o tb a ll match I will start by considering ... / First o f d exported / numbered
in town. a l l, ... / Secondly, ... / Therefore, ... / e developed
d She can’t have forgotten to phone I will now move on to ... / Personally,
4
me. .../ I believe ... / I th in k ...
a habitat
e It m ight be my friend. It looks like his
3 b climate
car.
a 8 c soil
f She must have got good grades in her
b 2 d tem porary
exams. She has worked very hard,
c 7 e protect
g It can’t be my uncle’s car. It doesn’t
d 1 f overcharged
have the same sound,
e 4 g re-used
h They m ight be building a new school.
f 5 h graze
4 g 9 i conditions
a Unlike
4 (Students’ own answers) W riting
b despite
1 (Students’ own answers)
c but
M odule 2 Progress te st
d Although 2 (Students’ own answers)
Reading
5 (Suggested answers)
1
a H ow long have you been w orking on
1 to o
this project? Unit 7 Long Lives
2 from
b H ow many books have you read by
3 fo r Reading
George Eliot?
4 been 1 (Students’ own answers)
c H ow often do you go to the library?
5 this
d H ow tall is your brother now? 2 (Students’ own answers)
6 is
e How much progress have you made?
7 to 3
6 8 because Para 1 E
a Plants are continually under attack 9 of Para 2 G
from animals and insects. Because 10 on Para 3 A
o f this, they have developed ways o f 11 be Para 4 D
defending themselves and ensuring 12 if Para 5 C
their survival.
2 4
b Some plants cover themselves w ith a
a True. Greenhouse gases keep the heat a babies
sticky substance. This helps to prevent
o f the sun in. b elderly (o ld ) people
predators from eating them,
b True. They’ve been using fossil fuels c concentrate
c Have you ever tried to pick a flower
such as coal, gas and oil. d horm one levels
and found that the sharp thorns make
c False. The tem perature o f the Earth is e deprived o f
it impossible? These thorns are part
increasing because more o f the sun’s
o f the plant’s sophisticated defence 5
heat is being kept in by greenhouse
system. a True: None o f the in fo rm atio n in tht
gases.
d Plants have ways o f protecting text is advice. For example, the text
d False. Flooding is the result o f
themselves from many different doesn’t tell you how to ensure bett;*
extreme weather like high winds and
threats. N ot only do cactuses have sleep.
heavy rain.
spikes to ward o ff enemies, they also b True: Several factors affect how
e False. Trees and forests consume
store water to ensure their survival in much sleep we need,
carbon dioxide.
the harsh dry conditions o f the desert. c False: Sleep is affected by our age,
f True. W hen the ice melts, its water
o u r daily routine, the quality o f slee:
flows into the sea, and thus the sea
and genetic make-up.
level rises.
d False: If you feel tired during the day f W ould you like to go shopping Language practice
you probably need more sleep, tom orrow ? 1
e True: M any teenagers need 9 hours 1 fa r and wide
5
sleep a night. 2 m etropolis
a I have both maths and English
3 hustle and bustle
6 homework.
4 densely
a need b Both Turki and Hamza play foo tb all,
5 disturbance
b g ift c (B oth ) Turki and Hamza play both
6 spot
c knowledge fo o tb a ll and basketball,
7 tranq uil
d feeling d Both the maths teacher and the
8 bumped in to
e tho u g h t English teacher were pleased w ith my
f concentration homework.
g cause a pick and choose
6
h alteration b chalk and cheese
1 h
c odds and ends
7 (Students’ own answers) 2 d
d trial and error
3 a
Language practice e nearest and dearest
1 4 g
5 b 3
a make up for
6 e a The city, which is very polluted, is
b compassion
7 i home to over 250,000.
c adm iration
8 f b The park, where I play fo o tb a ll, is
d onerous
9 c famous th ro u g h o u t the country,
e imperative
c The actor, who I went to school w ith,
f geriatric 7 (Self-assessment)
obviously gained great enjoyment
a do w ith o u t
2 from his profession,
b made up
a Your room is absolutely full o f d I’ll always remember the day when I
c do up
rubbish. You m ust tid y it up before started school.
d make up fo r
your cousin arrives.
e do away w ith 4 (Suggested answers)
b There is a serious shortage o f sugar
a I’ ll miss you. Keep in touch,
at the m om ent. You w ill have to do Writing
b I d o n ’t th in k this house is suitable fo r
w ith o u t it in your coffee, 1
me.
c You have really offended your A Exercise you’ll enjoy - 2
c This isn’t the colou r I asked for.
friend. To make up fo r it you should B Enjoy your food and stay healthy - 3
apologise and buy her some flowers. C T hinking is good fo r you -1 5
a In com parison w ith / Whereas
3 2 (Students’ own answers)
b instead o f / However
b Boushra asked Sabika where she was
going. Unit 8 Town and country 6
Sabika said / replied th a t they were b/1 Kuwait City is the largest city in
Reading
going to visit the ir cousins in the next Kuwait, but Silk C ity w ill be alm ost as
1
tow n. big.
a 7
c N a if asked N a w w a f if he could take c/4 Kuw ait C ity has a po pu latio n o f
b 5
him to the a irp o rt the fo llow ing day. ab o u t 150,000, whereas Silk C ity w ill
c 1
N a w w a f asked N a if w hat tim e he had have a po pu latio n o f 750,000.
d 8
to be there. d/2 M any cities mix financial, business
e 4
N a if replied th a t his plane left at 4 and residential areas, while Silk City
f 2
o ’clock in the afternoon, w ill separate these sectors.
d Hessa asked Noura if she had 2 e/6 Kuwait City was established in the
enjoyed her holiday. a To establish Kuwait as a commercial eighteenth century, in com parison
Noura said th a t it had been very hub and to provide housing and jobs w ith Silk City, which is going to be
relaxing. b To ensure the ir happiness, people w ill b u ilt in the 21st century.
Hessa asked (N o u ra ) when she had always be near water o r greenery f/3 The Burj M ubarak Al K a b irw ill
g o t back. c It is 1001 metres tall / 200 storeys / dom inate the skyline o f Silk City like
Noura replied (th a t she had got houses seven ‘vertical villages’. the Kuwait Towers, which tow er
back) very late the previous night - above Kuw ait City.
3
the ir plane had been delayed,
a residential 7 (Suggested answers)
e Faisal asked Anw ar i f he had seen his
b financial b No sooner had I finished my dinner
briefcase.
c amenities than the doorbell rang.
A nw ar said he hadn’t and asked
d habitation As soon as I had finished my dinner,
Faisal when he had last had it.
e innovative the doorbell rang.
Faisal said he had brought it home
f crown jewel c Little did I expect to see my friend at
from w ork the previous day, and
the library.
added th a t he hadn’t seen it since. 4
I little expected to see my friend at
a 3
4 the library.
b 1
b I slept fo r ten hours last night, d Rarely have I been so excited as when
c 2
c (Please) Can I go o u t w ith my my team won.
d 1
friends? I have rarely been as excited as when
d Do you w ant to go swim m ing w ith 5 (Students’ own answers) my team won.
me?
6 (Students’ own ideas)
e I’m enjoying my new job. ( 1 45
 7
Writing Unit 9 New ways and o ld _ hasn’i graduated from school yet.
1
Reading 7 (Self-assessment)
Description A Picture 2
1 (Students’ own answers) a calligraphy / tra d itio n a l
Description B Picture 3
b Exhibitions / director
Description C Picture 1 2
c Craftsmen / pottery
a 10
2 d artists / contem porary
b 2
A
c 11 W riting

Descriptions of is located in d 5 1 The purpose o f the other

e 8 recom m endations at the end is to
location a village two
f 9 suggest alternative books th a t may
kilometres from interest the reader if they liked The
g 6
the sea h 4 Pearl.
1 7 2
Adjectives to architect-
a (suggested answer):
describe building designed /tiled / 3
positive: m oral story, great tension,
a 3
and garden shady / colourful / suspense and flair, wonderful
b 2
well looked after/ illustration
c 1
luxurious negative: not to ld in an especially
4 (Students’ own answers) realistic way, lack o f realism
Nouns for parts storeys / roofs / b Paragraph 1: Introd uctory
5 (Students’ own ideas)
of building ground floor/first in fo rm atio n ab ou t the au thor
Language practice Paragraph 2: The origin o f the story.
floor / garden /
1 The Pearl
swimming pool
Across Paragraphs 3-4: Summary o f the plot
Nouns for natural garden 2 biography o f the story
3 middle Paragraph 5: Conclusion, including
features
5 housewife reviewer’s o p in ion o f The Pearl
B
6 mass produced c Generally positive, but w ith a few
Descriptions of is situated on Down m in or negative remarks. (See answer
location the outskirts of 1 civil servant to a above.)

a medium-sized 4 unique 3 (Students’ own answers)

town 2
a to toe the line Module 3 Progress test
Adjectives to two-storey
b below par Reading
describe building / modern / c calls the shots 1
and garden medium-sized / d ju s t not cricket 1 my
large / flat 3 2 from
a have it repaired 3 to
Nouns for parts garden / roof
b had it b u ilt 4 was
of building / balconies / 5 got
c have them serviced
windows / d had it taken / done 6 Of
7 can
Nouns for natural garden / lawn / 4
8 has
features trees / shrubs / 1 com pared to when I was a lad
9 me
hedges 2 fo r one
10 so
C 3 W ow !
11 used
4 if you wanted to see your friends
12 but
Descriptions of is located in a 5 and m ost people d id n ’t have a
location residential area telephone 2
6 people have less respect these days a on a farm in the country, in the
in the suburbs of
7 I d id n ’t mean you m iddle o f nowhere
a large city b ten kilometres
5 c to go to university
Adjectives to two-storey a used to earn d His new life was exciting, challenging
describe building / modern / b used to have and very varied. He g o t to know a
and garden residential / large c used to eat lo t o f new people and w ent to more
/ small / low / d used to have
places.
quiet / flat / bright 6 e It can be stressful (noise, traffic,
a I made tw o mistakes in the last quiz crowds o f people).
yellow
b Next week, I will get up / am going 3
Nouns for parts garden / wall / to get up a t 7:30 every morning, a 1
of building roof c Please d o n ’t call around 6:00
b 1
to m o rro w evening because we will be c 2
Nouns for natural garden / trees / visiting our grandparents,
features shrubs d He has lived / has been living alone
since his parents died,
3 (Students’ own answers)
e O u r daughter, w ho is 22 years old,
Language Oractice the com petition away, d Sure. It w ould be really nice i f you
1 *’ c I’ m so busy during the to u rist season did.
a I asked him w hat his name was. I can barely keep my head above
6
He said it was Sabeeh. water.
a /
b I asked him where he lived. d During the first week o f your new jo b ,
b They finished making Reem’s dress a
He said he lived in the city centre, ju s t try to learn the ropes,
week before the wedding. They had
c I asked him where he had lived before e He blamed me even though he broke
been making it fo r over a m onth.
that. the lamp. It’s ju s t not cricket.
He said he had lived in the country, c I went to the hospital to see Fahad.
8
d I asked him i f / whether he had He had broken his leg during a
a 3
enjoyed living there. foo tb all match.
b 1
He said he had / he’d enjoyed it /
c 2 d Everyone enjoyed the fam ily
living there most o f the time,
d 5 celebrations. Amal had made all the
e I asked him if / whether he was
e 4 food herself.
married.
He said he wasn’t (m arried) yet, but W riting e /
th a t he was getting married next / the 1 (Students’ own answers)
7
fo llow ing m onth,
b I was so scared tha t I c o u ld n ’t move,
f I asked him w hat his jo b was. Module 4 Achievements
c Her room is such a mess th a t she
He said he was a teacher,
Unit 10 Pushing the limits can’t find anything.
g I asked him i f / whether he worked in
d He’s such a strong man th a t he can
a school. Reading
lift a car.
He said he d id n ’t. / He said he 1 (Students’ own answers) e The com puter is so com plex th a t I
worked in a university,
2 can’t understand it.
h I asked him w hat subject he taught.
a 2
He said he tau ght economics. 8 (Self-assessment)
b 2
/ a came round
2 c 3
b come over
a Seldom do tourists visit this old city,
3 c came o u t
b So poorly was I treated th a t I left in
d come across
a 3
disgust.
b 1 e come down
c Scarcely could I believe my eyes /
c 3
w hat was happening, W riting
d Never have I been so sure o f 4 (Students’ own answer) 1
something. a No, he’s not. He advises the reader to
5 (Students’ own ideas)
be prepared, take a medical kit and a
3
Language practice mobile phone, tell people where he /
b No, he had it taken out.
she is going and not to push him self
c No, they’re going to have it built, / 1
a burning / herself to o much,
d No, I had it put up.
b sleeping b (Stu dents’ own answers)
e No, I’ ll / we’ll have them cut down,
c sim ilar
f No, I had it cleaned. 2
d alive
a Firstly, make sure... / always take... /
4 (Suggested answers)
2 secondly, tell... / M ost im portantly,
a Can I help you at all?
a g o t away / com ing after d o n ’t...
b Excuse me. When does the next train
b No problem / I guess the question...
b came forw ard
leave, please?
c come in handy / it ’s part o f the territory when you’re
c You should take a break. You look
d came o u t / com ing up against into... / You’ll always run the risk...
exhausted.
e came to an end
d Excuse me. Could you tell me how to 3 (Students’ own answer)
get to the city centre, please? 3
a fatigue Unit 11 The final frontier
5
b highlight
a do it up Reading
c sum m it
b make up 1 (Students’ own answers)
d ascend
c do away w ith
e perilous 2
d made
a 1
e splash 4 (Suggested answers)
b 2
f do a I th in k th a t’s to o dangerous. I’m
c 1
g quiet worried you’ll get hurt,
d 1
h tune b Q uick! Someone call m ountain
e 3
i wide rescue.
c It’s really not th a t dangerous. 3
6 5 (Suggested answers)
a to carry o u t a systematic o r form al
X ✓ inquiry in an attem pt to discover
a I’m going snow boarding w ith some
a evens odds facts
friends.
b whistle bustle b alike; resembling w ith o u t being
b No, it ’s really safe as long as you take
c do w ith in it do w ith o u t it identical
proper precautions,
d piece peace c to record inform ation
c Yeah, I get scared sometimes, but
d The layer o f gases which surround a
7 th a t’s pa rt o f the fun.
planet.
b I f we practise every day, we w ill blow
( 147
 e able to be likened to something else; d None o f the three crew members on 3 musical
similar the International Space Station were 4 astonished
f an adjective or short phrase used to wearing a spacesuit. b 1 able
express a quality characteristic o f a 2 skilful / skilled
7
person ofth in g 3 amazing
a will be sailing
g completely lacking in something. 4 popularity
b /
4 c will have eaten 2
a True. Venus is the second planet from d will be doing 1 at
the Sun. 2 in
8 (Self-assessment)
b True. Venus is visible fo r 6 hours 3 of
a had finished / finished,
every day. 4 with
b meet
c False. The Americans launched the 5 in
c am doing
first mission to Venus in 1962. 6 of
d was looking / had been looking
d False. Venus is about the same size 7 in
e go / will go / can go
and age as the Earth, 8 by
e True. It is too difficult to study Venus W ritin g 9 with
w ithout using probes, 1 (Students’ own answers) 10 for
f False. Because o f its heavy
2 (Students’ own answers)
11 in
atmosphere Venus has a surface 12 under
temperature o f 459 "C. 3 (Students’ own answers) 13 of
g True. Only the Sun and the Moon are 14 from
brighter than Venus. Unit 12 Geniuses 15 about

5 (Students’ own answers) Reading 3

1 1 prodigy
6 (Students’ own ideas)
2 gifted
Inventor Invention
Language practice 3 precocious
1 Ahmed Al-Hashash Airbag 4 ability
a exploration 5 researchers
Equipped Attire
b production 6 arbitrarily
for Motorcycle
c discoveries 7 master
d admiration Riders 8 genius
e bravery
Sadeq Ahmed Al- Light Indicator
2 Qassem System
4
a space shuttle
Abdullah Al- electrochemical a Uni ess you have enough general
b space suit
knowledge, you won’t make it to the
c space station Yateem reactor to
end o f the contest,
d space walk produce energy b Our school library is as rich in
e space mission
2 valuable books as the public library,
f space race
a 2 c The teacher explained that he had
3 b 1 tried several methods to deal with
a 2 c 1 that student’s failure, but that it had
b 3 d 2 been in vain.
c 1 d Some interesting theories have been
3 proved by the researchers concerning
4 a False. He is the deputy chairman o f human genes.
1 e the Science Club o f Kuwait,
2 b b False. It alerts drivers how close they 5
3 d are from other drivers, b An American holds the world record
4 c c True. He hoped to do this with an for sending a text message, typing
5 f electrochemical reactor, a text o f 160 letters on his mobile
6 a d False. They were supported by phone in less than a minute,
the Kuwait Foundation for the c A 38-year-old Swede set a unicycle
5
Advancement o f Science. speed record fo r 100m, completing
b Spacecraft and probes have also
the distance in 12.11 seconds,
been sent to Venus by the Russians, 4 d In December 1998, a young British
c I can type up this report from the a Honour man broke the record fo r the most
meeting next week, b praised books balanced on the head, using
d We have to deliver the news from c creativity skills he had developed as a builder,
Kuwait today. d sponsored e He actually succeeded in carrying 62
6 e support books weighing 98.4 kg.
a I thought the TV programme about f electrochemical
6 (Suggested answers)
space was both dramatic and 5 (Students’ own answers) a Hello! It’s been a longtim e!
fascinating.
6 (Students’ own ideas) b You have an amazing musical talent!
b I am curious about neither space
c Sorry fo r being late; my dad’s car had
travel nor deep-sea diving, Language practice
a flat tyre.
c You can either watch TV or read a 1
d Why don’t we study together?
book. a 1 talented
e I think I should return it to the shop
2 mathematical
ow ner.
148 )
 W ritin g c As a result he became slimmer and Writing
1 (Students’ own answers) fitter, losing 10 kg while he was 1 (Students’ own answe
training.
2 (Students’ own ideas)
d He managed to get plenty o f rest,
sleeping for eight hours every night,
Module 4 Progress test
e On the day o f the race he felt very
Reading confident, getting up at six o’clock in
1 the morning.
1 had f Unfortunately he was second in the
2 in race, coming in 0.5 o f a second behind
3 by the winner.
4 to
4
5 were
a talented ... ability
6 the
b mathematical
7 them
c destruction
8 at
d popularity
9 be
e historical
10 not
f skilful / skilled
11 than
12 on

2
a False. The first woman climbed Everest
between 1953 and 1975.
b True. In 1975 two men were the first to
climb a mountain w ithout oxygen,
c True. Other climbers considered it
foolish to climb w ithout oxygen.

3
a Messner and Habeler’s first
achievement was climbing Gasherbrum
w ithout oxygen.
b They attempted to climb Everest 3
times.
c It took Messner and Habeler a lot o f
time to reach the summit because the
lack o f oxygen meant they kept falling
down in exhaustion.

Language practice
1
a had been trying
b had attempted
c had given
d had already made
e had been falling down
f had successfully climbed

2
a It will have to be repainted. / It has to
be repainted.
It couldn’t be repaired,
b Have you filled in the application form
fo r that jo b yet?
It has to be posted / It will have to be
posted before next Tuesday,
c You took them facing the sun. Photos
should always be taken with the sun
behind you.
d It could have been sent to the wrong
address.
e It will have to be upgraded,
f He must have seen the signs.
3
a Ali trained hard for the competition,
running 3000 metres every evening for
6 months.
b He was careful about his diet, eating
only healthy food.