Hello (1 - 10)

A rY s
Ch
Year Two
ls
fo
sE
nD
o
C
l
i
g
s
n
L
L
O
E
!
H
Teacher's Guide
Russell Stannard
Introduction by Steve Thompson
Egyptian International Publishing Company Longman

10a Hussein Wassef Street
Messaha Square
Dokki
Giza
Arab Republic of Egypt
Egyptian International Publishing Company Longman 2009
All rights reserved. No part of this publication may be
reproduced, stored in any retrieval system or transmitted by
any means, electronic, mechanical, photocopying, recording or
otherwise, without the prior written permission of the copyright
holder.
ISBN 977-16-1193-3
Deposit No. 5141/2009
E
T
N
N
TS
o
C
Introduction
Unit 1
The world of work
14
Unit 2
Gullivers Travels
27
Unit 3
Todays money
40
Review A
Revision
53
Unit 4
Teamwork
63
Unit 5
Lord of the Flies
76
Unit 6
Thats amazing!
89
Review B
Revision
103
Unit 7
Business around the world
114
Unit 8
The Necklace
127
Unit 9
The Olympics
140
Review C
Revision
155
First Term Practice Tests
167
Unit 10
Where todays food comes from 179
Unit 11
Moby Dick
192
Unit 12
A place to live
206
Review D
Revision
219
Unit 13
Wise words
230
Unit 14
King Solomons Mines
244
Unit 15
Off the beaten track
256
Review E
Revision
269
Unit 16
Tourism today
279
Unit 17
Jurassic Park
291
Unit 18
Global issues
304
Review F
Revision
317
Second Term Practice Tests
327
Word List
339
Glossary
343
Unit
Title
Grammar
Functions
Listening
Unit 1
The world of
work
Past and present tenses
Describe likes and

dislikes
Four people talking about their jobs

Letters with different pronunciations in
different words
Unit 2
Gullivers
Travels
Linking words
(conjunctions)
Make small talk
A talk about Jonathan Swift

Different spellings of the same sound
Unit 3
Todays money
Revision of verb tenses
Ask and answer

questions
Three people discussing ways to buy

things
The hard and soft th sound
Review A
Revision
Revision
Unit 4
Teamwork
Future verb forms: will,

going to and present
continuous
Ask for and give advice
A conversation about sports

Long and short vowel sounds
Unit 5
Lord of the
Flies
Definite and indefinite

articles
Give opinions
A discussion about William Golding

Words with short vowel sounds
Unit 6
Thats amazing!
Comparative and
superlative forms asas,
less/least, more/the most
Express certainty and

uncertainty
Two people doing a quiz

Words with long vowel sounds
Review B
Revision
Revision
Unit 7
Business
around the
world
Relative clauses and

relative pronoun whose
Polite greetings
Business people introducing each

other
Pronunciation of schwa
Unit 8
The Necklace
Used to for past habits and

routines
Ask questions
A radio programme about Guy de

Moupassant
Silent consonants in sentences
Unit 9
The Olympics
Present perfect simple and

continuous
Make suggestions, agree

and disagree
A conversation about the Olympics

Pronunciation of diphthongs
Review C
Revision
Revision
Unit 10
Where todays
food comes
from
Question tags
Giving advice and

instructions
A discussion about organic and

modern farming
Word stress in tag questions
Unit 11
Moby Dick
Past perfect simple and

continuous
Make recommendations
A talk about Herman Melville

Pronunciation: // and /t/
Unit 12
A place to live
Pronouns, including
reflexive pronouns
Ask and answer about

dreams and ideals
Four people describing where they live

Pronunciation: /br/ and /pr/
Review D
Revision
Revision
Unit 13
Wise words
Zero, first, second and

third conditionals
Describe the morals of

stories
A description of a scientific experiment

Pronunciation of plural nouns
Unit 14
King
Solomons
Mines
Prepositions after nouns,

verbs and adjectives
Ask for and agree to help

people
A conversation about Rider Haggard

Stress in compound nouns
Unit 15
Off the beaten

track
Passive verbs
Persuade people and ask

for information
A talk about Dakhla oasis

Pronunciation: way or why?
Review E
Revision
Revision
Unit 16
Tourism today
Modal verbs of obligation

have to, must, need to
Compromise and come to

agreements
Three people discussing tourism

Word stress
Unit 17
Jurassic Park
Passive verbs
Compare and contrast

ideas
A talk about Michael Crichton

Pronunciation of lists
Unit 18
Global issues
Modal verbs describing

ability/possibility
Asking for permission
A discussion about global problems

Words which sound similar
Review F
Revision
Revision
Four people describing how they use

the internet
A talk about mountains
A sports quiz
An interview about shopping habits
Three conversations containing advice
A discussion about types of holidays
Reading
Critical thinking
Speaking
Writing
A web page about

Professor Magdi Yacoub
The positive contributions older

people can make to society
The value of charitable organisations
Conduct an interview
A report
A summary and explanation

of part of Gullivers Travels
How to understand when things are

or are not important
Give a talk about a

well-known writer
A narrative
A text about online

shopping
Consider the advantages and

disadvantages of internet shopping,
banking and money
Do a shopping survey
A report based on a survey
A web page about Louis

Pasteur
The value of health charities and

medical research
Do a reading survey
A paragraph about a job
A text about cooperation
The benefits of cooperation and

tolerance
PROJECT 1: Plan a new magazine

Write a web page advertisement for a magazine
A summary of Lord of the

Flies
Qualities needed for leadership
Discuss rules
A set of rules
A text about mountaineering
The importance of motivation
Describe an
experience
Use idioms
An informal e-mail
Punctuation: the apostrophe
An amusing story
Describe what makes you happy and

your ambitions
Give a talk about a

school challenge
A text about a book you have

enjoyed
A text about the global

economy
The importance of international trade
Roleplay business
introductions
A formal business letter
A summary of The Necklace
How you feel about your situation

in life
Describe a possession
A description of an object
A history of the Olympic

Games
The benefits of international sports
Plan new sports for

the Olympics
Complete a questionnaire
about a new Olympic game
The history of trade
The benefits of trade
An informal business
phone call
A paragraph about forms of

exercise
A text about genetically

modified food
The uses of genetic engineering
PROJECT 2: Complete a survey about healthy food

Write an article giving advice about food
A summary of Moby Dick
The dangers of being too ambitious
Review a book
A book review
A text about the purpose of

buildings
The value of traditional ways of

building
Discuss your ideal

home
A description of a house
Punctuation: commas and colons
The history of ice cream
The value of inventions
Discuss food labels

and nutrition
A recommendation of a type
of food
A newspaper report about

an ill train passenger
The importance of mobile phones
Tell a story with a

moral
A narrative
A summary of King
Solomons Mines
Why peoples home countries are

important to them
Ask for help with a

project and agree to
help
An e-mail agreeing to help

with a project
A text about less wellknown places in Egypt
Learn from the past
Roleplay a travel
agent and tourist
Poster text for a tourist

destination
A summary of She
The importance of our ancestors
Discuss a holiday
destination
A description of a place that is

off the beaten track
A text about tourism
The importance of tourism
Choose a holiday
destination
A formal e-mail
A summary of Jurassic Park
The advantages and disadvantages

of scientific research
Compare books or
films
An informal e-mail
A text about global warming
Taking responsibility for global

problems
PROJECT 3: Complete a survey about climate change

An article on climate change
Punctuation: inverted commas
A text about dinosaurs
The usefulness of science
A talk about animal

conservation
A paragraph about helping the

environment
Introduction
Introduction
This Introduction contains the following sections:

The aims of the course
The developing learner
The role of the teacher
The course components
Assessment
THE AIMS OF THE COURSE

The main aim of Hello! English for Secondary Schools Year Two is to further equip
students of secondary school age with the necessary language, thinking and study skills
to communicate effectively and understand competently spoken and written English.
It aims to give students the necessary experience and confidence to apply these skills
both inside and outside the classroom and beyond school in their current and future
lives. New language, skills and topics are introduced gradually and practised thoroughly,
so that students have the chance to learn and use the language before they move on.
Critical thinking skills and awareness of strategies to improve language and learning
skills support the learning of the language and contribute to the development of a more
autonomous learner.
The approach
The course uses a standards-based communicative approach and methodology for

the teaching and learning of English. Students are presented with interesting topics
and meaningful situations to help them to progress in their secondary-level language
skills. They use and integrate the four language skills (listening, speaking, reading and
writing) in meaningful contexts and undertake realistic language tasks which they would
potentially undertake in future academic, professional or vocational situations. To do
this effectively, student-to-student interaction in class is necessary. Students need to
speak and work together cooperatively when asked, they need to help each other when
directed, and they need to develop a sense of independence and responsibility for their
own learning. Therefore they will need to be able to work together in pairs, as well as in
groups, and work on their own or as a whole class.
The course is standards-based and it aims to fulfil the standards set out in the Ministry
of Education Standards Document. It aims to assist students in the process of reaching
certain proficiency, behavioural and civic goals, not only in the English language, but in
the day-to-day interactions which they encounter all their lives.
Because students are expected to acquire tools and not simply ingest rules, standards
are valuable and effective supports for good learning. This is because they express clear
expectations for what all students should know and be able to do. Teachers become
aware that language is a means by which students achieve wider goals, and is not an end
in itself. In this context, rote learning as a framework for linguistic progress becomes
1
Introduction
ineffective because it is insufficient to help students to achieve those wider educational
standards.
When teachers apply standards-based curricula, language learning is more purposeful
and practical than in most other forms of curricula. Standards communicate shared
expectations for learning and provide a common language for talking about the process
of learning and teaching. As a result, community leaders and business people become
more effective partners in, and monitors of, young peoples education.1 (El-Naggar,
et al., 2003, p. 144)
THE DEVELOPING LEARNER
Hello! English for Secondary Schools Year Two is a newly revised course for secondary
schools in Egypt that takes into account individual developments and their educational
context.
Extending learners linguistic knowledge

The course develops and extends the language and skills which students acquired
through Hello! English for Secondary Schools Year One. Previous structures, lexis and
functions are built on and enriched. In the first units of the new materials, students are
helped to make the transition from the previous level by recycling previously studied
language and structures in a new context with even more mature content. This approach
is continued and intensified through succeeding units, and more new language, skills,
structures, functions, tasks and activities are brought in to add to and deepen learners
linguistic knowledge and skills.
1
Ministry of Education Egyptian Standards of Education, Vol. 2 Ministry of Education, 2003.
Introduction
Taking account of learner development

These materials were developed with secondary-age students in mind. Topics were
chosen to appeal to learners

developing physical and emotional identity
developing awareness of the self as an individual
interest and engagement in the world beyond the home and classroom
positive desire to make the world a better place
transition to greater maturity
increasing intellectual and emotional independence
need for positive models of behaviour and achievement.
Pointing learners towards the right direction

Activities, skills and tasks in the materials are designed to channel students developing
intellectual abilities and personalities towards

acquiring a solid knowledge of the linguistic systems of English
regularly consolidating and recycling knowledge and skills in new situations
using language in purposeful, realistic and meaningful contexts
fostering the ability to think logically, critically and constructively about a range
of topics
developing a sense of responsibility for acquiring language for themselves in

contrast to expecting teachers to do this work for them
acquiring the knowledge, skills, strategies and attitudes which underpin and
make possible learner independence
broadening their abilities to cooperate in acquiring language
broadening their awareness of educational and civic roles and responsibilities.
Taking into account individual differences in learning styles

Learners have individual differences in the way they approach learning new subjects.
These differences can be summarised in terms of visual, auditory and tactile learners.
Visual learners generally need to see things in order to fully understand them. They tend
to think in pictures and learn best from visual displays such as diagrams, illustrated text
books and charts. During a lecture or classroom discussion, visual learners often prefer
to write things down.
Auditory learners learn through listening. They learn best through discussions, talking
things through and listening to what others have to say. Written information may have
little meaning until it is heard. These learners often benefit from reading text aloud and
using a tape recorder.
3
Introduction
Tactile learners learn through a hands-on style. They explore the world around them.
They tend to touch things, make things, fit things together or take them apart. They may
find it hard to sit still and may seem distracted by their need for activity and exploration.
Hello! English for Secondary Schools Year Two makes provision for differences in
learning styles by including

a variety of exercise types and activities which appeal to different learning styles
various strategies for making learning apparent and accessible
comprehensive teaching notes with suggestions on how to present and extend

learning.
THE ROLE OF THE TEACHER

In the communicative classroom, a teacher has many roles. Below are ten roles a teacher
may perform each time he or she teaches using a communicative approach.
Planner: The teacher decides on the aims and anticipated outcomes of each lesson
in order to decide what is taught, how it is taught, and what equipment and
materials will be needed in the lesson.
Instructor: The teacher introduces the language to be learnt, gives instructions to
students, and decides what language and activities need to be practised.
Language model: The teacher provides a model of spoken and written English for
students, especially when new language is presented and practised.
Manager: The teacher organises the class in order to fulfil the different activity
requirements. Sometimes this may mean putting learners into pairs or groups.
Controller: The teacher controls the pace and content of a lesson and the behaviour and
discipline of the students.
Decision maker: The teacher decides what activities students will engage in, which
students to ask questions to and how long each activity should last.
Advisor: The teacher monitors the progress of the class, deciding how learners are
performing and what extra input should be given, such as further clarification
of the task or extra examples of language items.
Monitor: When the students are working individually, in pairs or in groups, the teacher
moves from group to group helping students or correcting mistakes.
Personal tutor: The teacher identifies individual students areas of difficulty and finds
ways of helping them.
4
Introduction
Assessor: At different points in a class the teacher may observe the performance and
progress of particular students with a view to awarding ongoing assessment
marks or marks for participation.
Teaching a communicative course

As previously noted, a communicative course imposes a number of different roles on
how you teach, depending on what you are teaching and at which stage you are in a
lesson. The next part discusses some recurring themes which emerge while teaching a
communicative course.
Preparation, planning and monitoring
As a teacher, you can make teaching and learning as effective and enjoyable as possible
at the beginning of the year by:

getting to know the course materials very well by reading them through in
advance
planning the academic year
getting to know individual students names
making sure you have any important information about students.
As the academic year progresses, regular time and effort will be needed to:

prepare individual lessons
learn new teaching methods, techniques and activities
reflect on successes and constraints in the classroom
discuss teaching with colleagues
mark students written work
monitor individual students and assess their progress.
Using the course cassette
Always make sure that you wind the cassette to the correct section for your lesson before
your lesson actually starts.
If your cassette recorder has a counter, set it at zero each time before you play the
cassette. Then you will be able to find the correct place easily again when you have
played the cassette and need to repeat it.
Using your own initiative
The lesson notes in the Teachers Guide can provide a useful framework for presenting
the students learning materials. The notes are carefully thought out and well organised.
They should be read before a lesson and provide you with a valuable tool to help in your
teaching.
5
Introduction
Lesson notes can add to your skill and judgement as an individual teacher, but they
cannot replace them. The lesson notes here should not discourage you from using your
own initiative as a teacher with a unique knowledge of the needs and characteristics of
your own students.
Classroom language: mother tongue or English?
This is a widely debated topic, and teachers choose to take different approaches about
when to use the mother tongue. For example, in which language should you

give instructions
advise students
praise them
explain grammar
monitor understanding?
It is an area of foreign language teaching that has to be considered, and judgements have
to be made by individual teachers. They sometimes face a dilemma. Teachers wish to
maximise opportunities for students to hear and use English. At the same time they also
deal with different levels of ability and wish to ensure that as many students as possible
participate in a lesson. It is also generally agreed that the classroom situation provides
the natural context for the meaningful and repeated use of language, and the opportunity
to use English for these should not be missed. Also, as the classroom provides many
students with their only exposure to English, it should be used as much as possible,
except where learning will be impeded by its use.
Other considerations
Make sure that learners understand the rubrics in their books and make use of this language
when giving instructions for an activity. When setting up pair work and group work, use
the same instructions each lesson so that students become familiar with them.
Classroom management
The class can be organised in different ways according to the activity being taught at
different times of the lesson. This will be indicated in the detailed notes for each unit.
Teachers are encouraged to invest time and effort in training their classes to change from
one format to another in an efficient way.
Whole-class
For whole-class work, all the students face the teacher. This is useful when introducing
new language, using the board to teach new vocabulary, structures or writing patterns, or
introducing a new topic.
Individual students working alone
Students work on their own to complete a task. This is useful for simple tasks such as
paragraph writing, writing answers to questions, listening and note taking, and some
reading tasks.
Introduction
Pair work
Students work with a partner to complete tasks. This gives essential practice of oral
skills such as when learners engage in discussion activities, exchange ideas and opinions,
or complete exercises which involve exchanging information. It is a very natural form of
communication. It can also be used in activities when students need to help each other,
for example with planning writing tasks.
For some kinds of pair work, for example in controlled practice or when getting students
to model new language, students should first work in closed pairs before working in
open pairs.
Group work
Students work in groups of four or more to complete tasks. This allows an opportunity
for cooperative learning and for speaking in natural situations.
Cooperation
Students should be encouraged to help each other as much as possible. Research shows
that where students help each other, everyone learns better, both the faster and the slower
learners.
Language accuracy or language fluency?
When teaching a communicative course, you have to decide whether to focus on

language accuracy or language fluency. When learning and practising speaking English,
we want students to speak accurately and correctly, but we also want them to speak
naturally and at a reasonable speed. These two things can contradict each other. If a
student is trying to structure a sentence correctly, trying to remember vocabulary and
trying to pronounce words carefully, he or she might hesitate and speak slowly to give
lots of thinking time. Conversely, if a student is interested in what he or she is saying and
speaking quickly, then the number of language errors will probably increase. Generally,
try to balance accuracy and fluency. When practising and presenting new language, it
is perhaps more important to stress accuracy. During oral activities when students are
making use of language in a more life-like activity, you should stress fluency more, and
be prepared to tolerate errors more (and intervene in the lesson less!). In this way you
encourage students to be more responsible for their own learning.
Correcting mistakes
It is important to vary how and when you correct (and indeed sometimes if you correct)
work according to the kind of activity and the stage of the lesson. The important thing
is to maintain students enthusiasm to speak while at the same time helping them to
improve. One consideration is to vary how you correct mistakes. Do not always be
the source of corrections yourself. Highlight errors sometimes and give students or
their peers the opportunity to correct their own work. Another approach might be to
note consistent mistakes, and correct them the next time you review the language, for
example.
Introduction
THE COURSE COMPONENTS

The components of Hello! English for Secondary Schools Year Two are as follows:
1
2
3
4
5
6
7
One Students Book

One Workbook
One Course Cassette
A CD-ROM
A Website: www.longmansec.com.eg
A Course Reader
A Teachers Guide
1 The Students Book

The Students Book is the lead book of the Hello! English for Secondary Schools Year
Two course in that it is the principal means of presenting, contextualising, practising and
extending the language, topics and skills introduced at this stage.
The general aims of the Students Book are to:
contextualise, present and practise target
language
consolidate and extend students
knowledge of English structures, functions
and lexis
extend students strategies to cope with
language skills and language learning
develop students sense of independence,
autonomy and responsibility for their own
language learning
develop students critical thinking skills
and ability to evaluate and form opinions
about and comment on a range of
subjects
give opportunities to review recent
language
expose students to a range of interesting and educationally valuable topics.
Format and content
The Students Book consists of 18 main units based on a structural and communicative
syllabus covering a range of topics intended to motivate and interest students.
The 18 main units are arranged into groups of three units; at the end of each group of
three units, there is a Review Unit. This makes a total of 24 units, 12 of which are to be
covered in the first semester and 12 in the second semester.
8
Introduction
New language is introduced in the context of a series of subjects and themes which
engage the attention of the learners and which are a worthwhile and lasting contribution
to learners broader intellectual and moral education.
For authenticity and appeal, past and present Egyptian and international personalities
with whom students can identify and through whose achievements they can be inspired
are used in the materials.
Photographs, graphics and life-like illustrations are used to contribute to an attractive
and colourful design which will appeal to the maturity of students of this age.
The first page of each main unit starts with a box which summarises the objectives of
the unit for the students and gives teachers an opportunity to outline the structures and
functions contained in the unit. The objectives box gives students a useful checklist
against which to monitor their progress at the end of a unit and to help them as they
come to revise for their end-of-year examinations.
All units cover the four language skills listening, speaking, reading and writing
and practise many key sub-skills such as reading for the main ideas of a text, listening to
identify the purpose of an oral text, and note taking.
All units contain tasks which, by their variety, take into account different learning styles
and which encourage students to develop independent learning strategies and habits and
critical thinking skills.
There are also supplementary grammar units at the end of the book. These highlight key
structures introduced in the book and act as an aid to revision. The individual sections of
the Grammar Review are highlighted in the unit colours to show the correlation between
the unit being studied and the relevant section of grammar.
Unit format and content
Each main unit contains five pages, each of which fulfils a different function.
Each five-page main unit in the Students Book is complemented by a four-page unit
in the Workbook. The first, second, third and fifth Students Book pages are always
accompanied by a corresponding page in the Workbook.
With its unit objectives box, mentioned above, the first page of a main unit sets the scene
for the whole unit and presents a listening activity. It also contains discussion or pair
work activities to start students thinking about the unit topic.
The second page, the Language Focus, concentrates on the structural content of the unit
and contains activities to present and practise target language.
The third page concentrates on Reading. It develops both the content of the unit and
students reading skills.
9
Introduction
The fourth page develops Critical Thinking skills. It is designed to encourage students to
think for themselves. It contains activities which encourage students to think about the
topic and practise language which will help to express their ideas.
The final page concentrates on Communication and develops students skills in talking
or writing about a topic in English. The Communication pages encourage students to
become more independent learners.
In this course, three of the Communication pages (from Units 4, 10 and 18) feature a
project. Each project is designed to encourage students to work together effectively and
come to decisions as a team. Each project is related to the units topic and encourages
students to use the language from the unit. Each project is extended upon in the
corresponding Workbook page.
After each group of three main units are the Review Units. These also have five pages.
They are designed to revise and consolidate the language learnt in the preceding three
units. They can also be used as an additional tool to assess the progress of the students
and identify any extra work that needs to be done on a particular language element.
2 The Workbook
The Workbook is intended to accompany the
Students Book, reinforcing the language and
grammatical structures that students have already
met. The purpose of the Workbook is therefore
primarily to consolidate language presented
in the Students Book and to provide students
with extra practice in reading, writing and
manipulating known language.
The general aims of the Workbook are to

practise and consolidate vocabulary

practise and consolidate word
derivations and families
practise and consolidate grammatical
structures
encourage and facilitate the use of a
dictionary
give opportunities to review recent
language
consolidate reading skills
encourage and consolidate thinking and discussion skills
develop students abilities to plan, write and proofread short texts.
Format and content

10
In order to correspond with the Students Book, there are 18 core units and a Review
Unit after every third unit, giving a total of 24 units in all. However as there are five
Introduction
pages in the Students Book and four pages in the Workbook, only four pages of the
Students Book will be complemented by a Workbook page.
Workbook exercises are designed for use in class as a follow-up to the Students
Book lesson. They can be started in class and then given to students to complete for
homework. The core units of the Workbook are not intended to test the students, but to
give them an opportunity to use and consolidate what they have learnt and so to feel a
sense of achievement, progress and confidence.
In the middle and at the end of the book, there are three Practice Tests, set according to
the specifications of the GSEC Examination. These Practice Tests not only indicate how
well students are progressing, but also prepare students for the examination they will sit
at the end of the year.
Unit format and content
Each unit, including Review Units, contains four pages to complement lessons one, two,
three and five of the Students Book.
Each unit of the Workbook includes tasks and activities which students should find
stimulating, challenging and motivating. These include

a variety of grammar practice exercises

a selection of different types of short reading texts
a variety of writing tasks and activities
dictionary exercises, word squares and crossword puzzles
pictures, photographs and topics to comment on and discuss.
The Review Units differ from those found in the Students Book as they follow the
format of the Practice Tests. Like the Practice Tests, they are specifically designed to
allow students to become more familiar with the testing format and content structure
of the GSEC Examination before students sit the exam at the end of the course. During
these tests it is more beneficial for the student to work alone and remain silent.
3 The Course Cassette

The cassette contains recorded dialogues and listening texts
from the Students Book and Workbook. Full tapescripts are
included in the Teachers Guide within the lesson notes.
4 A CD-ROM
sEC
o n DA r
sC
ls
tion
al Pu
b
li
ing
ian In
t
sh
er
na
Year
ngman
an
Eg
ypt
Comp
Lo
H E LL O
!
ng li s
The CD-ROM encourages revision outside the classroom,

through specifically designed activities and exercises. All the
exercises are directly related to key topics in the Students
Book and practise language functions, vocabulary, grammar
and reading. With the aid of the CD-ROM, students are able
to consolidate all aspects of the material presented in the
Students Book and Workbook.
Two
11
Introduction
5 The Website
The website (www.longmansec.com.eg) is a new feature that provides support material
for teachers and students. It also encourages students to practise their computer and
internet skills. There is a Question & Answer section for everyone. The Teachers section
contains all recorded material, the Teachers Guide, and other materials and links to
other resources. The Students section contains new exercises for revision and practice
tests.
6 The Reader: The Spiders

The course Reader provides an excellent opportunity for students
to develop the habit of independent extensive reading in English.
The importance of fostering extended reading at this level cannot
be overemphasised, and the additional material provided in the
Reader enables the student to engage in such quality reading.
Students should be reminded at regular intervals to make use of
this resource.
The questions included in the Reader provide a means of
focusing and assisting students reading and of monitoring their
progress during the pre-reading, while-reading and post-reading process.
In accordance with the Test Specifications for the GSEC Examination, students will
be asked questions to test their understanding of plot, incident and character in the
prescribed Reader.
7 The Teachers Guide

Book format and content
The book begins with a scope and sequence table which

summarises the language content of the course, unit by unit, and
a general introduction to the course which includes a background
to the methodological approach, descriptions of the published
materials, and notes about useful and effective techniques and
activities.
The main part of the guide consists of detailed notes on how to
exploit the material and tasks presented in the Students Book
and Workbook effectively.
The Teachers Guide contains the answer keys to the Practice Tests which are located in
the Workbook.
At the end of the book, there is a word list which lists the words with the units in which
they first occur, and a glossary which contains words and phrases used in the Teachers
Guide and their Arabic (contextual) translation.
12
Introduction
Each unit in the Teachers Guide starts with an Objectives box

which summarises the unit content.
There are tapescripts of all

recorded materials.
A warm-up activity at the start

of each unit leads into the unit
content.
Detailed step-by-step notes are provided on how to effectively

present and exploit the Students Book and Workbook exercises and
activities in the lesson, and how to manage the class effectively.
Answers to all exercises

are provided.
Ongoing assessment
Together, the Review Units and the Practice Tests facilitate ongoing assessment of the
students within the classroom and also prepare them for their end-of-year examination.
The Workbook Review Units, which follow the test style and format of the GSEC
Examination, enable teachers to gauge the students progress and to identify any areas of
difficulty that may need extra teaching input. The Practice Tests also follow the style and
format of the GSEC Examination and can be given under test conditions, when students
work on their own and without books. Ensure that the students are facing the front of
the classroom and ask them to remain silent. At the end of the task, collect and mark the
students work. You can record their marks in a mark book.
Individual difficulties can be dealt with by talking with the student, or setting individual
exercises which may improve his or her confidence. Talk positively to the students even
about their mistakes. Show them that we learn through making mistakes!
13
UNIT
UNIT 1
SB pages 1-5
THE WORLD OF WORK
WB pages 1-4
Objectives
UNIT
Grammar
Objectives
The world
of work
Grammar Past and present

tenses
Functions Describe likes
and dislikes
Listening Listen for gist and
specific information
Listening
Reading Read for gist
Functions
Describe likes and dislikes
Listening
Listen for gist and specific
information
Check the meanings of these words

in your Active Study Dictionary.
air conditioning
delegation
uniform
Writing A report
The sounds of English

a Say these pairs of words. Which letters
are the same but sound different?
grandchildren Germany
You will hear four people talking about

their jobs. Which speaker likes:
a
computers?
helping to improve their country?
c
d
Writing
A report
civil engineer
grandchildren
research
Reading
Read for gist
Critical thinking
The positive contributions older
people can make to society and the
value of charitable organisations
Critical thinking The

positive contributions older
people can make to society
and the value of charitable
organisations
countries count
leader headline
good training and a smart uniform?
b Look up these pairs of words in your

Active Study Dictionary. How are they
pronounced?
meeting important people?
c Listen and repeat the pairs of words.
Listen again and choose the correct answers.

a Speaker 1 works in a modern/historic building.
b Speaker 2 works inside/outside.
DONT FORGET
know
Spelling does not always help you to
a
how to pronou nce a word. Look at how
This is
ary.
diction
the
in
word is pronou nced
shown immedi ately after the word.
c Speaker 3 started her job 2/12 years ago.

d Speaker 4 first became interested in computers
at university/school.
Read and answer the following questions.

a Which speaker does the job shown in the
photograph?
b Which jobs do the speakers do?
Imagine you have one of the above jobs. Tell a partner why you like it using this language.
The reason I like this job is that I meet all kinds of people.
The best thing about working here is the friendly people.
I enjoy/love working here because every day is different.
The main reason is Im proud to be helping to make Egypt a better place.
1
LESSON 1
SB page 1
WB page 1
Before using the book:
Example:
Student 1: Good morning. Im Ali.

Student 2: Good morning. Im
Sawsan.
As this is a new class, introduce yourself to the

students. Say Good morning or Good afternoon
and say your name.
This unit is all about work. Put the students into

groups of four or five and tell them to think of
all the jobs they know in English.
Tell the students to introduce themselves to

three or four students who are sitting near to
them. They should say Good morning or Good
afternoon and then Im ... .
Tell one student in each group to keep a list of

all the students ideas.
14
Now get some of the students to read out their

lists of jobs.
T h e
Listening
1 Check the meaning of these words in
your Active Study Dictionary.
1 Write the words on the board. Say them aloud
and get the students to repeat them.
2 Get the students to look up the words in their
Active Study Dictionary.
3 Make sure they understand the meaning of the
words. Tell them you are going to give a simple
explanation of a word and the students must tell
you what word it is.
Example:
Teacher:
Students:
Teacher:
Students:
It is something you wear to work.

It helps to identify you.
Uniform.
It is the children of your son or
daughter.
Grandchildren.
4 Continue in this way with all the words in the

exercise.
2 You will hear four people talking about

their jobs. Which speaker likes:
1 Tell the students to look at the book and read
the exercise.
2 Explain to the students that you are going to
play the tape, and they must write in the number
of the correct speaker.
3 You may need to play the tape more than once.
4 Afterwards, go through the answers with the
class.
Answers:
a 4
b 2
c 1 (given)
d 3
TapESCRIpT
Voice:
1.
Woman 1: I enjoy my work. The company trains us
well and gives us a smart uniform to wear.
Its very comfortable working in a modern
building with air conditioning. People come
here from all over the world most of them
dont speak Arabic, so I use my English a lot.
w o r l d
o f
w o r k
UNIT
Its important that Im friendly and efficient

that way theyll probably come back again.
Voice:
2.
Man 1:
Its a hard job working outside in the heat
with the noise of heavy machines around you
all the time. But Im proud to be helping to
build a modern country. Our roads, bridges
and dams will help to make Egypt richer, and
that will be good for our children and our
grandchildren.
Voice:
3.
Woman 2: My work is very exciting. Since I started the
job two years ago, Ive met important people
from all over the world. A trade delegation
from Europe arrived in Egypt two weeks ago,
so last week I was reporting on that story
almost every day. I even met the leaders
of France and Germany. My report was
headline news in our paper at the weekend.
Yesterday, I was interviewing business
leaders in Cairo.
Voice:
4.
Woman 2: Ive wanted to do this kind of work since
I saw my first computer at school. In my
opinion, computers are magical and Ive
worked and played with them ever since that
day at school. Now I work for a well-known
Egyptian company that writes computer
programs for important national and
international companies. At the moment, Im
doing research on a computer program for
an Australian company.
3 Listen again and choose the correct

answers.
1 Get the students to read the sentences first.
2 Make sure they understand all the words written
in bold.
3 Explain that you are going to play the tape
again and the students must circle the correct
word for each sentence.
4 Afterwards, get them to compare their answers
with another student.
5 Go through the answers with the class.
Answers:
a
b
c
d
modern (given)
outside
2
school
15
UNIT
T h e
w o r l d
o f
w o r k
4 Read and answer the following questions.

1 Ask the students to look at the picture. What job
does it show? Which speaker does this job?
6 Now another student can talk about the job he/

she has chosen.
7 Make sure each student has a turn.
2 Put the students into pairs and get them to

decide which job each of the speakers does. It is
not completely obvious so you may get different
answers.
6 The sounds of English
Answers:
2 Ask different students to read out the words.
a Speaker 2:
b Speaker 1:
Speaker 2:
Speaker 3:
Speaker 4:
civil engineer
hotel receptionist
civil engineer
news reporter
computer programmer
5 Imagine you have a job from this lesson. Tell

a partner why you like it using this language.
1 Read through the text in the box with the class.
2 Tell the students to choose one of the jobs of the
four speakers on the tape.
3 Put the students in groups of three or four.
4 Tell them to use the language in the box to take
turns to talk about their job to their group.
5 The other students must guess what job he/she
is talking about.
Example:
Student 1:
The reason I like this job is that

it is different every day. Computers
are always changing. I enjoy
working here because I learn new
things all the time.
Student 2:
Computer programmer.
16
1 Ask the students to look at the words in the

boxes.
3 Ask the students to listen for letters which look

the same but sound different in different words.
4 Tell the students to look up the words in their
dictionary to check pronunciation.
5 Now play the tape and get the students to repeat
the words.
6 Organise the students to work in pairs, taking
turns at the roles. Student 1 points to a word and
Student 2 pronounces it.
Answers:
a g in grandchildren/Germany; ou in countries/count;
ea in leader/headline
TapESCRIpT
Voice: grandchildren, Germany
countries, count
leader, headline
T h e
o f
w o r k
UNIT
2 answer the questions using

words from the box.
1 Ask the students to look at the words

in the word box.
The world of work
UNIT
w o r l d
2 Get the class to pronounce the words

aloud and then ask if they can explain
what the words mean.
1 What would you say in these situations?

a A friend wants to know what job you would like to do when you leave school.
3 Now tell the students to use the

words to complete the answers to the
questions.
Id like to be a civil engineer.

b A friend asks you why youd like to be a doctor.
c Your teacher asks you why you enjoy learning English.
Answers:
d A relative wants to know the best thing about your school.
a
b
c
d
2 Answer the questions using words from the box.

air conditioning
grandchildren
a Who can a company send when it needs people to speak for it at a meeting?
It can send a delegation.

b What do we call the children of our children?
3 Match the words with the same

sound. Check in your Active
Study Dictionary.
uniform
c What can you do in a modern building if it is too hot?
delegation
d How do you know a person is a police officer, a nurse or a fireman?
1 Ask the students to look in their

books. Tell them to read the words in
the first column aloud and then the
words in the second column.
3 Match the words with the same sound.

Check in your Active Study Dictionary.
a keen
b news
c noise
head
d company
uniform
e dead
country
boys
mean
2 Now get them to match each word in

the first column with the word with
the same sound in the second column.
WORkBOOk
It can send a delegation. (given)

We call them our grandchildren.
You can turn on the air conditioning.
They wear a uniform.
page 1

1 Tell the students to read the four situations first.
2 Tell them to think what they might say in each
of the situations.
3 Tell them to write their answers in the space
provided.
4 Get some of the students to read out their
ideas to the class. Students will have different
answers.
3 Afterwards, organise the students to

work in pairs. Student 1 says a word
from the first column and Student 2
says the word with the same sound
from the second column. Then
Student 2 says a word from the second
column.
Example:
Student 1:
Student 2:
Student 2:
Student 1:
Answers:
a keen, 2 mean
c noise, 1 boys
e dead, 3 head
Keen.
Mean.
Country.
Company.
b news, 4 uniform
d company, 5 country
17
UNIT
T h e
w o r l d
o f
LESSON 2
w o r k
SB page 2
Language focus
past and present tenses
1 Study these sentences from the
listening text, then answer the
questions.
WB page 2
UNIT
1 Put the students into pairs.
Language focus
Study these sentences from the
listening text, then answer the questions.
b What are the names of the tenses?
b When I was eight, I saw/was seeing a

programme about a famous Egyptian
doctor on television.
3 Now I work for a well-known

Egyptian company that writes
computer programs. ......................
Answers:
4 At the moment, Im doing research

on a computer program for an
Australian company. ......................
Pa<@[t: pa<@[t si<m<pl/pr}e[en<t p_@@ct
.............................................................
d We had/were having a meeting at work

this morning when suddenly all the office
lights went out/were going out.
.............................................................
e My sister has always enjoyed/was

always enjoying working with children.
At the moment, she trains/is training to
be a primary school teacher.
4
2
Now study the sentences again and

answer these questions.
a Which past verb refers to:
1 an action which started and finished in

I st<a<@td (p=a<@[t si<m<pl)
the past? ..................................................
2 something that happened for a period
of time in the past? ......................
2 Tell the students to read the sentences

again and then get them to read the
questions.
4 Organise the students to work in pairs

to discuss the answers.
c We make/are making a card for my

brother. Do you want/Are you wanting
to help?
2 Yesterday I was interviewing

business leaders in Cairo. .................
a and b
1 Past: past simple/present perfect (given)
2 Past: past continuous
3 Present: present simple/present simple
4 Present: present continuous
Choose the correct verbs to complete

these sentences.
a I was wanting/have wanted to be a
doctor since I was/have been ten.
1 Since I started the job two years

ago, Ive met important people from
all over the world.
3 Point to the first example which has

been done for them.
Grammar rev p121
a Which time does each sentence refer to:

the present or the past?
2 Tell them to read the sentences and

decide which time each sentence
refers to, present or past. Tell them to
name the tense for each sentence too.
2 Now study the sentences again

and answer these questions.
Complete these questions, then ask your

partner.
a Have you ever met ...................... ?
b How long have you ...................... ?
c When was the last time you ...................... ?
d What are you doing ...................... ?
e What were you doing ...................... ?
3 something that is part of a persons

experience? ......................
Have you ever met my brother?
b Which present verb refers to:

1 a habit or repeated action?
.. .. ... .. ... .. .. ... .. .. ... ... .. .. ... .. ... .. .. ... .. .. ... .. ... .. ... ..
2 something happening around now?

.. .. ... .. ... .. .. ... .. .. ... ... .. .. ... .. ... .. .. ... .. .. ... .. ... .. ... ..
No, I havent.
2 Then get them to choose the correct verb for

each sentence.
Answers:
3 Get them to compare their answers with a

student sitting near them.
a
1
2
3
b
4
5
I started (past simple) (given)

I was interviewing (past continuous)
Ive met (present perfect)
I work/that writes (present simple)
Im doing (present continuous)
3 Choose the correct verbs to complete

these sentences.
1 Tell the students to read through all the
sentences first.
18
4 Go through any problems with the class.
Answers:
a
b
c
d
e
have wanted; was

saw
are making; Do you want
were having; went out
has always enjoyed; is training
T h e
w o r l d
o f
w o r k
WORkBOOk
UNIT
page 2
1 Complete with the correct form

of the word in brackets.
UNIT
1 Complete with the correct form of

the word in brackets.
a I only bought ((buy
buy)) my new camera last week, but I
buy
((already take) 300 photos with it.
b My father
((work)
work) in a bank in the city
work
centre. He
((work)
work) there for 15 years.
work
c My company
((have) an important
Artwork WB 1/3
Photo A girl of about 16 taking
photos on a smart digital camera
(come) from their office in Japan.

((be) so tired last night that I
((fall
fall)) asleep while I
fall
(watch) a film on TV.

e At the moment we
((do) a history project at school. It
((be) very
interesting.
f It
((not often rain) in Egypt. It
((be) usually hot and sunny, so we
need air conditioning in many of our buildings.
2 Ask questions using these words and the correct verb tense.
a when/you first meet/your best friend?
When did you first meet your best friend?

b do/wear/school uniform?
c what/do/three oclock yesterday afternoon?
d when/start to learn/English?
e what/you do/since the weekend?
3 Now answer the questions in Exercise 2 about yourself.

a I first met my best friend when we were both about three years old.
b
c
d
e
2 Now tell the students to write the

correct form of the verb in the space.
3 Afterwards, get the students to
compare their answers.
meeting last month. A delegation
d I
1 Tell the students to read through all

the sentences first.
Answers:
a
b
c
d
e
bought (given); have already taken

works; has worked
had; came
was; fell; was watching
doesnt often rain; is
2 ask questions using these words

and the correct verb tense.
1 Ask the students to look at the
exercise.
2 Tell them to read through the words
and to think about how to form
questions correctly from the words.
3 Tell them to write the full questions
down.
4 Complete these questions, then ask your

partner.
1 Get the students to focus on the question
beginnings.
2 Tell them to complete the questions. There are
no fixed answers. The students can think of
different ways to complete the sentences.
3 Now tell the students to work in pairs. One
student asks the questions and the other student
answers. Once they have completed all the
questions they can swap roles.
5 Afterwards, organise the students to

work in pairs, asking and answering
the questions to each other.
Answers:
a When did you first meet your best friend? (given)

b Do you wear a school uniform?
c What were you doing at three oclock yesterday
afternoon?/What did you do at three oclock
yesterday afternoon?
d When did you start to learn English?
e What have you done since the weekend?
3 Now answer the questions in Exercise 2

about yourself.
1 Ask the students to look at the questions they
made in Exercise 2.
19
UNIT
T h e
w o r l d
o f
w o r k
2 Tell them to write answers to the questions.

3 Afterwards ask some of the students
to read out their answers to the class.
They will all have different answers.
surgeon
SB page 3
3 Ask the students to look up the words

in the Active Study Dictionary.
4 Check that they understand the
meanings of the words. Explain
the words in English and see if the
students can guess what each word is.
Example:
A person who performs
operations.
Surgeon.
a
b
He retired as a surgeon.
He lived in many places around Egypt.
He worked at a university in the United States.
He studied medicine at university.
He qualified as a doctor.
He researched new treatments.
He was head of a transplant programme

at a hospital in Britain.
Professor Magdi Yacoub

Professor Magdi Yacoub is a world-famous
heart surgeon. He was born in Egypt in
Belbis in 1935, the son of a surgeon who
worked in different places around the country.
The family had to move every few years, so
Yacoub learnt to adapt to different situations
and enjoyed meeting different people.
When his aunt died because of a heart
problem, Yacoub decided to become a heart
surgeon. He studied medicine at Cairo
University and qualied as a doctor in 1957.
In the 1960s, he taught at Chicago University
in the United States and worked with many of
the worlds best heart surgeons.
Now Yacoub had the qualications and
experience to do great things. In 1973, he
became a heart surgeon at Hareeld Hospital
in England. Under his leadership, Hareeld
became the most important transplant
2 Discuss these questions in pairs.

1 Tell the students that they are going to read an
article about Professor Magdi Yacoub. Ask them
to tell you what they know about him.
2 Write the students ideas on the board. To get
them started, you can ask simple questions such
as What does he do? Where was he born? and
so on.
3 Ask the students what other things they would
like to know about the professor. Write their
ideas on the board.
d He ...................... a lot of important

work in his life.
Read the article again and put the sentences

in the order they happened.
5 Continue in this way with all the words.
20
c He believes his work can

...................... a difference in peoples
lives.
b Read the article quickly. Were your ideas

mentioned? Did it answer your questions?
1 Tell the students to look at the four

words in the box.
Students:
transplant
a What do you already know about Professor

Magdi Yacoub? What would you like to know?
2 Write the words on the board and see

if the students can pronounce them.
Complete these sentences with the

correct form of make or do.
a Professor Magdi Yacoub was one
d<o
of the first surgeons to ......................
heart transplant operations.
qualify
Discuss these questions in pairs.
1 Check the meanings of these

words in your Active Study
Dictionary.
Teacher:
b Professor Magdi Yacoub was part of

a team which ...................... new heart
parts from human cells.
WB page 3
Reading
UNIT

operation
LESSON 3
Reading
centre in the country.

In the early 1980s, he was part of the team
which did the rst British heart transplant
operation. At this time, Yacoub travelled
thousands of kilometres in small planes
and helicopters to nd healthy hearts for
transplants.
Yacoub became Professor of Heart Surgery at
London University in 1986. Although he retired
as a surgeon in 2001, Yacoub continued to
research new treatments. Recently he was
part of a team which made new heart parts
from human cells.
If you ask why he continues to work in his
70s, he will say that he believes he can make
a difference to peoples lives. For this reason,
he works for a charity in Africa which helps
children with heart problems.
4 Now tell the students to read the article quickly.

Ask them if the things they thought they knew
before were correct and if they found out the
other things they wanted to know.
3 Read the article again and put the

sentences in the order they happened.
1 Tell the students to read the sentences.
2 Explain that they must read the article and then
put the sentences in the correct order.
3 Tell the students to work in pairs to compare
their answers.
T h e
w o r l d
o f
w o r k
UNIT
UNIT
1 Match to make sentences about Professor Magdi Yacoub.
Answers:
a do (given)
c make
b made
d has done
WORkBOOk
page 3
1 Match to make sentences about

professor Magdi Yacoub.
a Professor Yacoub did not spend his
he began working in an important heart
childhood in one place because

b He decided to be a heart surgeon after
1 Ask the students to quickly read the

text in the Students Book on page 3.
hospital in Britain.
2
c He went to Europe and America because 3
helps children with heart problems.
d In the 1970s,
he wanted to get work experience.
e He was a member of the team of doctors 5

f When he retired in 2001,
g The African charity he works for
2 Explain that they have to match each

sentence in the first column with a
sentence in the second column.
he continued to do research.
his aunt died of a heart problem.
his father had to work in different parts of Egypt.

that performed the first heart transplant
3 Put the students into pairs and get

them to compare their answers.
operation in Britain.
2 Choose the correct verbs.
Answers:
a Surgeons do/make operations on people in hospitals.
a
b
c
d
e
f
g
b My brother has a very difficult decision to do/make

next week.
c My sister, who works for a charitable organisation,
believes her work does/makes a difference to
peoples lives.
d Everyone does/makes mistakes when theyre
learning something new.
e Its been more than 20 years since surgeons did/
made the first heart transplant operation in Britain.
f Theres a factory in our town which does/makes parts
for cars and buses.
3
a 6
e 3
b 1 (given)
f 7
c 4
g 5
2 Explain that they must choose do

or make to complete each sentence
correctly.
4 Complete these sentences with the correct

form of make or do.
1 Ask the students to read through the sentences
first.
2 Explain that they have to write the correct form
of the verb do or make in each sentence to
complete it.

1 Ask the students to read through the
sentences.
Answers:
6 (given)
5
4
1
7
2
3
3 Organise the students to compare their

answers in pairs.
Answers:
a
b
c
d
e
f
do (given)
make
makes
makes
did
makes
21
UNIT
T h e
w o r l d
LESSON 4
o f
w o r k
SB page 4
Critical thinking
1 Read this quotation from
the article about professor
Magdi Yacoub and answer the
questions.
UNIT
Read this quotation from the article about Professor

Magdi Yacoub and answer the questions.
a What kind of people has Professor Yacoub helped in
his life?
b What differences has he made to their lives?
1 Ask the students to read the quotation

to the right of the questions.
2 Now put the students into pairs and
get them to discuss the questions.
Critical thinking
c Why do you think Professor Yacoub chooses to help

children in Africa?
If you ask why he continues to work in

his 70s, he will say that he believes he
can make a difference to peoples lives.
For this reason, he works for a charity in
Africa which helps children with heart
problems.
Answer the following questions.

a When was Professor Magdi Yacoub born? He
w>a<s b=orn i<n 1935.
b What did his father do?

c Who has Professor Magdi Yacoub helped since he retired?
3 Ask some pairs to say their answers

aloud to the rest of the class.
d Why do you think Professor Yacoubs father had to work in different places in Egypt?
e How do you think Professor Yacoub felt when his team did the first heart transplant?
f Why did Professor Yacoub not stop working when he retired?
Suggested answers:
a Professor Yacoub has helped many people

in many countries with heart problems.
He has worked in the UK and the USA.
He has also travelled all over Egypt and
helped many people with heart problems
there, too. Now he works for a charity in
Africa which helps children.
b He has saved peoples lives and given
people the chance to live a normal life by
doing heart transplants.
c Because there are not many heart
surgeons in Africa and he believes he can
make a difference.
a What is the normal retirement age for

people in Egypt?
b Can society benefit from people who
work in their 70s or 80s? Give reasons.
c What are peoples main reasons for
continuing to work when they are older?
d Do older people have any special
qualities that younger people do not
have? Give examples.
b How important a part do charities play around the world today? Use the language below.
Expressing opinion with reasons:
I think/believe charities are important because
In my opinion/view, charitable organisations do
an excellent job, as they
If you ask me, people should give more money
to charity so that
4

turns to ask and answer. One student asks a
question and the other answers it.
3 They dont have to ask and answer the
questions in order.
Example:
Student 1:
Student 2:
Student 2:
Student 1:
Discuss these questions with a different partner.

a What charitable organisations are important in Egypt? What do they do?
2 answer the following questions.

1 Tell the students to read the questions.
Explain that they must ask another
student in the class the questions.
Now discuss these questions in pairs.
What did his father do?

His father was a surgeon.
Who has Professor Magdi Yacoub
helped since he retired?
He has helped children in Africa.
Answers:
a He was born in 1935.

b His father was a surgeon.
c He has helped children with heart problems in
Africa.
d (Students own suggestions)
e He was very happy/proud.
f He believed he could make a difference to other
peoples lives.
3 Now discuss these questions in pairs.

1 Ask the students to read the questions.
2 Make sure they understand all the questions.
22
T h e
3 Put the students into pairs and get them to

discuss the questions.
4 When they have discussed all the questions, ask
some of them to share their answers with the
class.
Suggested answers:
a Sixty
b Students own answers. Possible answers: Yes,
because older people have lots of experience.
No, because older people dont learn to use new
technology. Also they have health problems and
might have accidents while working.
c They like seeing people. They like feeling useful.
They think they can make a difference to society.
d They have more experience. They often have more
knowledge. They are normally calmer and more
patient.
w o r l d
o f
w o r k
UNIT
Suggested answers:
a Students own answers.

b In my opinion, charities are more important than
ever as we have more and more problems with
diseases and food shortages, etc. I believe we need
them more than ever and the help they can provide
is very important. If you ask me, people should give
more money to charity so that these organisations
can help more people.
4 Discuss these questions with a different

partner.
1 Before starting this activity, make sure the
students know what charitable organisations
are. Ask them to think of some and write their
suggestions on the board.
2 Put the students into different pairs and tell
them to discuss the questions. Explain that
they can use the language in the box to help
them. Go through the box with the class. You
may want to do one or two examples using the
language to make it clear to the students what
to do.
Example:
Teacher:
I think charities are important

because they help people who are
poor and dont have much money.
In my opinion, charitable
organisations do an excellent job
as they work all over the world.
23
UNIT
T h e
w o r l d
LESSON 5
o f
w o r k
SB page 5
WB page 4
Communication
1 Read these three job
advertisements and discuss the
questions below.
1 Ask the students to read the three
advertisements and help them with
any unknown vocabulary.
ask them to discuss the questions.
3 Ask some of the students to report
their answers to the class.
Communication
UNIT
Surgeon needed
at Central Hospital
a Do people who do jobs like these help society? How?

b Which of these three jobs would you most like to do? Why?
This is a full-time job starting

in May.
Two years experience needed.
Apply online at:

www.centralhosp.org
Full-time junior
architect with
international
company
g
You will work on projects plannin
a new school and designing an
.
important city centre office building
Training will be given on the job.
Phone to arrange interview:
08954 740927
2 When you fill in a job

application form, you have to
answer questions about yourself.
Match the form headings 1-8
with the correct questions a-h.
Read these three job advertisements and discuss the

questions below.
When you fill in a job application form, you have to

answer questions about yourself. Match the form
headings 18 with the correct questions ah.
1 Surname
2 First name
3 Date of birth
Where do you live?
4 Nationality
When were you born?
5 Address
Which school do you go to?
6 Education
What is your first name?
7 Qualifications
Which country are you from?
8 Marital status
What exams have you passed?
Are you married or single?
What is your family name?
Part-time accountant
needed at University of Science

(1015 hours a week).
If you have a qualication in maths or some
accounting experience, apply in writing to:
P.O. Box 43, Cairo.
1 Tell the students that the list in the

first column in the box shows the
typical information you might be
asked to include in an application
form.
2 Help the students with any vocabulary
they dont know.
Title Mr/Mrs/Miss
Surname
Marital status
Now ask your partner

questions ah above and
complete this form with
their answers.
First name
Date of birth
Nationality
Address
Education
Qualifications
3 Ask them to match the words in the

first column with the correct questions
in the second column.
Answers:
a
c
e
g
8
5
6
4
b
d
f
h
1 (given)
3
2
7
3 Now ask your partner questions a-h

above and complete this form with their
answers.
1 Organise the students to work in pairs.
2 Explain to the students that they have to
complete the form by asking their partner
questions.
24
3 Go through the form with the class and make

sure they are clear what questions they need to
ask for each part of the form.
Example:
Teacher:
What is your title, Mr, Mrs or

Miss?
What is your surname?
What is your first name?
4 Now get the students to work in pairs. Student 1

asks the questions and completes the form about
Student 2. After they have finished, they can
swap roles.
T h e
UNIT
1 Read and complete this application form.

a Write down the job that you chose to do in Students Book
Exercise 1.
b Complete this job application form for the job with your own
details. Use some of the language from the box.
My main reason for choosing

this job is that
I am very interested in
I think I would be good at this
job because
I have some experience in ...
25 El-Ahram Street, Roxy

A
First name
Date of birth
Education
Qualifications
Why would you like to do this job?
What qualities would make you
Please sign and date this form and
w o r k
UNIT
4 Now tell the students to complete the

application form. They can use the
language in the box to help them. Tell
them to write drafts on separate paper
for their answers to B and C before
completing these questions on the
form.
2 Check and correct your writing.
2 If they wrote a draft, tell them to

transfer their draft to the application
form in the book.
Telephone number
Marital status
o f
1 Tell the students to read through their

applications and make any necessary
corrections.
Application Form
Personal details
Surname
Home address
w o r l d
3 Now ask the students to place their

application forms on their tables. Tell
them to get up and move around the
room and to read what other students
wrote.
(Write 50 words)
good at the job? (Write 50 words
4 Tell them to find out how many other

students in the class chose the same
job that they chose.
return it to the above address.
2 Check and correct your writing.

a Read what you have written very carefully. Look particularly for mistakes in the information
you have given in parts B and C.
b Correct the mistakes and write a final draft if necessary.
4
WORkBOOk
page 4
1 Read and complete this application form.

1 Ask the students to think back to the jobs that
were advertised in the Students Book on page 5.
2 Ask different students which job they chose.
3 Go through the text in the box with the class and
ask different students to use the language to say
why they chose their job.
25
UNIT
T h e
w o r l d
o f
w o r k
assessment
Listening Task
Target element: vocabulary and language

from the unit
Write these gapped sentences below on the board
and ask the students to read through them. Tell
the students that you are going to play the tape
again for Exercise 2 on page 1 of the Students
Book. Remind them that they will hear four
people talking about their jobs. Tell the students to
complete the gapped sentences with the missing
words by listening carefully to the four speakers.
1 The company ________ us well and
________ us a smart uniform to wear.
2 People ________ here from all over the
world most of them ________ speak
Arabic, so I ________ my English a lot.
3 But Im proud to be helping to ________ a
modern ________.
4 I even ________ the leaders of France and
Germany.
5 Now I work for a well-known Egyptian
company that ________ computer programs
for important national and international
companies.
answers:
1 trains; gives
2 come; dont; use
3 build; country 4 met
5 writes
Speaking Task
Target element: job language in context
In Lesson 5, Workbook page 4 Exercise 1, the
students each filled out an application for a job.
Organise the students to work in pairs and tell
them to show each other their application form so
each student knows what job the other applied for.
Write the following questions on the board and
explain that the students are going to interview
each other about the job they applied for. Student
1 interviews Student 2 about his/her job and then
Student 2 interviews Student 1 about his/her job.
Move around and listen to the interviews. Ask the
most confident students to perform their interviews
in front of the class.
26
1
2
3
4
5
6
7
What is your name?

How old are you?
What is your nationality?
What is your marital status?
Why would you like the job?
What qualities have you got for this job?
What are your hobbies?
Reading Task
Target element: language from the unit
Tell the students to look again at the text about
Professor Magdi Yacoub on page 3 of the Students
Book. Explain that they must each write six
sentences about Professor Magdi Yacoub. Three
of the sentences must be true and three of the
sentences must be false. Now organise the students
to work in pairs and tell them to give each other
their sentences to read and decide which are true
and which are false. They should write T by the
sentences they think are true and F by sentences
they think are false. Afterwards, they can give the
sentences back for their answers to be checked.
Writing Task
Target element: tenses used in the unit
Write these sentences on the board and tell the
students to copy and complete them. Get some of
the students to read out their completed sentences
to the class. The rest of the class must listen. If they
wrote the same thing they must stand up and read
the sentence again.
Yesterday at 2 oclock I was
Yesterday afternoon I
I have visited
I have never
A city in Egypt that I have not visited is
UNIT
UNIT 2
SB pages 6-10
UNIT
GULLIVERS TRAVELS
WB pages 5-8
Grammar Linking words

(conjunctions)
Gullivers Travels
Functions Make small talk

Listening Listen for gist and for
detail
Listening
1
Objectives
Objectives
Reading Read for gist and detail and

to guess the meanings of unknown
words
Critical thinking How to understand
when things are or are not important
Check the meanings of these words in your

Writing A narrative
commentary diplomat explanation

imaginative politician politics publish
Reading
Read for gist and detail and to guess
the meanings of unknown words
a Jonathan Swift was French/Russian/Irish.

b He was born in 1667/1867/1967.
c As well as being a writer, he was a doctor/
politician/farmer.
Listen to a talk about Jonathan Swift and
check your answers.
Listen again and complete these sentences.
Functions
Make small talk
Listening
Listen for gist and for detail
Read these sentences about the writer Jonathan

Swift. Can you choose the correct answer?
Grammar
Linking words (conjunctions)
Critical thinking
How to understand when things are
not important
a Jonathan Swifts mother was English, but

w>a<@[ Ir@i<@[h.
his father ........................
b Jonathan Swifts father died ........................
c In England, Swift worked as a secretary to
........................
d As soon as Gullivers Travels was published,

it was ........................
e Today, some people think Gullivers Travels
was the first ........................
f Gullivers Travels was Jonathan Swifts most
........................
Read and complete this conversation.
Writing
A narrative
A Are you reading Gullivers Travels?

B Yes, a
it yet.
a<l<t<h<o@u<gh
........................
A What do you b
I havent finished
.................. ......
of it?
B Its really exciting and very funny.

a Match the words in 1 with a word in 2 that
has the same sound.
1 although brought enough plough
A Id love to read it. Could

I c ........................ it when youve
finished?
B d ........................ course. Ill give you a
ring when Ive finished it.
A Thats very e
Thanks.
2 cow borrow suffer

er port
b Listen, check your answers and repeat the words.
........................
of you.
Listen and check your answers.
LESSON 1
SB page 6
WB page 5

Ask the students the names of any countries
they know in the world.
Write their ideas on the board. Now ask them
what countries they want to visit.
Move around the class and ask different
students to tell you.
Example:
Student 1: I want to visit England.
Student 2: I want to visit the USA.
Find out which is the most popular country for
the students to want to visit.
27
UNIT
G u l l i v e r s
T r a v e l s
Listening
1 Check the meanings of these words in
1 Introduce the students to the words in the box.
Tell them you are going to say the first and last
letter of each word and they have to tell you
what word it is.
Example:
Teacher:
Students:
Teacher:
Students:
C and y.
Commentary.
I and e.
Imaginative.
2 Help the students with any problems they have

with the pronunciation of the words.
3 Now get the students to look up the words in
their Active Study Dictionary.
4 Ask them to work in pairs. Student 1 says a
word and Student 2 explains what it means in
English.
Example:
Student 1:
Student 2:
Politician.
A person who works in politics.
2 Read these sentences about the writer

Jonathan Swift. Can you choose the correct
answer?
1 Ask the students to read the sentences.
2 Tell them to choose what they think is the
best answer. It does not matter if they dont
know the answers, as they will listen to some
information about the writer afterwards.
3 Go through the sentences with the class and find
out which answers the students chose. Dont tell
them the correct answers. They can correct the
work themselves in the next part.
Answers:
a Irish
b 1667
politician
3 Listen to a talk about Jonathan Swift and

check your answers.
1 Tell the students that they are going to listen to
a radio presentation about Jonathan Swift.
2 Explain that this is a chance for them to correct
the answers they gave in the previous exercise.
28
3 You may want to play the tape more than once.

4 Go through the answers with the students.
TAPESCRIPT
Female radio presenter:
You may already know the story of Gullivers Travels,
but how much do you know about its author, Jonathan
Swift? Do you know where and when he was born and
what he did as well as being an important writer? In
this talk you will find the answers to these questions and
more from todays guest, Professor James Smith.
Professor Smith:
Thank you. Well, lets start at the beginning. Jonathan
Swift was born in 1667 in Dublin, Ireland, when that
country belonged to England. His father, who died
before Jonathan was born, was Irish and his mother was
English. Although he spent his early years in England,
he returned to Ireland to go to school and university.
He found work in England as a secretary to a retired
diplomat. While he was working as a secretary, Swift
started to write. He later had other jobs, working as
a politician and a churchman, and he finally got an
important job at St Patricks Cathedral in Dublin.
In 1726, Gullivers Travels was published and became
a great success. Different people have different
explanations for this. To some it was an imaginative
childrens story, to others it was a clever commentary
on the politics of the day. Some people today see it as
the first science fiction novel. In my opinion, the book
succeeds because it has these different meanings.
Jonathan Swift wrote other books, but none were as
successful as Gullivers Travels. Jonathan Swift died in
1745.
If youre interested in knowing more about the author
of Gullivers Travels, I have a list of web pages you can
look at.
4 Listen again and complete these

sentences.
1 Tell the students to read all the sentences.
2 Tell them that you are going to play the tape
again and they must listen carefully and
complete the sentences.
G u l l i v e r s
4 Organise the students to work in pairs and ask

5 Go through the answers with the students.
Answers:
a
b
c
d
e
f
was Irish. (given)

before Jonathan Swift was born.
a diplomat.
a great success.
science fiction novel.
successful book.
T r a v e l s
UNIT
6 Read and complete this conversation.

1 Tell the students to read through the whole
conversation.
2 Ask the students to think about which words
they need to complete the conversation and tell
them to write the words in.
3 Put the students in pairs and tell them to
4 Now play the tape and get the students to check

their answers, and then go through the answers
with the students.
1 Ask the students to look at the two lists of

words.
5 Tell the students to practise reading out the

conversation in pairs.
2 Ask them to read the words aloud. Help them

with any difficulties in pronunciation.
Answers:
3 Play the tape and tell the students to listen and

repeat.
4 Organise the students to work in pairs and
explain the activity to them. Student 1 reads out
a word from row 1 and Student 2 reads out a
word from row 2 that has the same sound.
Example:
Student 1:
Student 2:
Plough.
Cow.
TAPESCRIPT
a although (given)
d Of
b think
e kind
borrow
TAPESCRIPT
A:
B:
A:
B:
A:
B:
A:
Are you reading Gullivers Travels?

Yes, although I havent finished it yet.
What do you think of it?
Its really exciting and very funny.
Id love to read it. Could I borrow it when
youve finished?
Of course. Ill give you a ring when Ive
finished it.
Thats very kind of you. Thanks.
Voice: One.
Although, brought, enough, plough.
Two.
Cow, borrow, suffer, port.
Answers:
although - borrow
brought - port
enough - suffer
plough - cow
29
UNIT
G u l l i v e r s
WORkBOOk
T r a v e l s
page 5
1 Match these words a-f with

their meanings 1-6.
2 Gullivers Travels
UNIT
1 Tell the students to look at the words

in the first column.
2 Revise the pronunciation of the words
with the class and tell the students
that you are going to call out a letter
from a to f, and they must call out
the word next to that letter in the
column. Correct any problems with
pronunciation as you go along.
Example:
Teacher:
Students:
F.
Publish.
1 Match these words af with their meanings 16.

a person who works in politics
the reason why something happens
c explanation
a person who is employed by a government to live in
d imaginative
e politician
print and make available for people to buy
f publish
containing new and interesting ideas
written opinions about and descriptions of a subject
2 Complete these sentences with

words from Exercise 1.
a I cant think of an explanation for the team
playing so badly.
b Gullivers Travels was

in the second column. Look at the
example and explain that the students
must write the letter next to each
word in column 1 beside the correct
definition for that word in column 2.
ed in 1726.
c Some people enjoy Gullivers Travels, but do not

realise that it is a
on European politics.
d When I was a child, I couldnt think of interesting ideas, so my stories werent very
e
.
Have you watched
the DVD yet?
3 What would you say in these

situations?
6 Go through the answers with the

class.
a Your friend bought a new DVD last

week. You want to know if he or she has
watched it. What do you say?
Have you watched the DVD yet?

b You want to know your friends opinion of the DVD. What do you say?
c You want to know if you can watch the DVD when he or she has watched it. What do you say?
d Your friend says Yes. You are very pleased. What do you say?
b3
c2
d6
e1
f 5

first and help them with any unknown
vocabulary.
Answers:
a explanation (given)
c commentary
e Diplomat
b
d
f
publish
imaginative
politician
2 Tell the students to use words from Exercise 1

to complete the sentences.
1 Ask the students to look at the picture on the

right.
3 Put the students into pairs and ask them to

2 Ask them to say what they can see happening in

the picture.
4 Go through the correct answers with the class.
3 Explain that the students must read the

sentences and then decide what they would
say in each situation. Make sure they fully
understand the situations.
30
s are meeting to discuss relations between our two countries.
f Winston Churchill was a famous British
5 Put the students in pairs and get them

to compare their answers.
a 4 (given)
1
2
another country and to speak for the government
3 Continue in the same way with all the

words.
Answers:
a commentary
b diplomat
G u l l i v e r s
T r a v e l s
UNIT
LESSON 2
Language focus
1
Grammar rev p123
UNIT
Read these sentences from the listening text.

a Complete the sentences with these words.
while
if
but
because
although
........................
........................
he was working as a secretary, Swift started to write.
3 In my opinion, the book succeeds ........................ it has these

different meanings.
youre interested in knowing more about the author, I

have a list of web pages you can look at.
........................
b Listen and check your answers.
3 Play the tape and get the students to

correct their work by listening to the
sentences.
Now match the linking words you added to Exercise 1 with their
meanings. Check in your Active Study Dictionary.
a used in the middle of a sentence before something that is different,
bu<t
or opposite from something that has come earlier ........................
b for the reason that ........................
c during the time that something is happening ........................
Answers:
d in spite of the fact that something is true ........................
a Although (given)
c because
e used to talk about something that might happen ........................
Rewrite these sentences in your exercise books using one of the linking words.
although
because
but
if
while
Iv}
e ha<r>d o_@ Jo@n<a<t<h<a<n Swi<_@, bu<t I d<i<d<nt k<n<o@w t<h<a<t h wr>ot Gu<l<l<i<v}ers Tr>a<v}el<@[.
...................................................................................................................................................
b You like science fiction novels. You will like Gullivers Travels.
c I know that Gulliver meets some very small people. Ive never read the book.
d It took me a long time to read Gullivers Travels. It is a very long book.
e I fell asleep. I was watching a long film.
Complete these sentences with your own ideas.
a I like reading novels, but ........................
b While I was coming to school today, ........................
c Although Ive heard a lot about England, ........................
d If I want to find out about a famous writer, ........................
e I enjoy studying English because ........................
7
4 Ask them to write down their ideas.

5 Tell the students to work in pairs and compare
their ideas.
Suggested answers:
a
b
c
d
Have you watched the DVD yet? (given)

What do you think of the DVD?
Could I borrow the DVD when you have finished?
Thats very kind of you. Thanks.
b While
d but
e If
TAPESCRIPT
a Ive heard of Jonathan Swift. I didnt know that he wrote Gullivers Travels.
Language focus
1 Read these sentences from the
listening text.
2 Ask them to read through the

sentences and then to choose the
correct word from the box to complete
each sentence.
4 Jonathan Swift wrote other books, ........................ none were as

successful as Gullivers Travels.
5
WB page 6
1 Tell the students to read through the

words in the box. Check that they use
correct pronunciation.
Al<t<h<o@u<gh he spent his early years in England, he returned to

Ireland to go to school and university.
SB page 7
Voice 1: One.
Voice 2: Although he spent his early years in
England, he returned to Ireland to
go to school and university.
Voice 1: Two.
Voice 2: While he was working as a
secretary, Swift started to write.
Voice 1: Three.
Voice 2: In my opinion, the book succeeds
because it has these different
meanings.
Voice 1: Four.
Voice 2: Jonathan Swift wrote other books,
but none were as successful as
Gullivers Travels.
Voice 1: Five.
Voice 2: If youre interested in knowing
more about the author, I have a list
of web pages you can look at.
2 Now match the linking words you added

to Exercise 1 with their meanings. Check
1 Tell the students to read all the sentences and
explain that each sentence refers to a word from
Exercise 1.
2 Tell the students to choose the correct word
31
UNIT
G u l l i v e r s
T r a v e l s
from Exercise 1 for each sentence.

3 Put the students into pairs and ask
class.
Answers:
a but (given)
d although
b
e
because
if
UNIT
1 Choose the correct linking words in these sentences.

a I need to learn English, but/because I want to work for an international company.
c while
b Although/If my brother works very hard, he doesnt earn much money.

c Ive been trying to contact my sister, although/but she isnt answering her phone.
d If/While you need to remember a date, write it in your diary.
e The phone rang while/because I was having a shower.
3 Rewrite these sentences in your

exercise books using one of the
linking words.
2 Match to make sentences using linking words.

2/3
Photo of a train at a
station [In Egypt preferable]
1 Ask the students to read the sentences.

example and explain that they must
use a word from the box to join each
pair of sentences in the same way.
3 When they have completed the
exercise, put the students into pairs to
class.
2 you should visit Egypt.

3 he wants to be an archaeologist.
d If you want to be an archaeologist,

e He wants to go to Egypt for his holiday
a Ive heard of Jonathan Swift, but I didnt

know that he wrote Gullivers Travels.
(given)
b If you like science fiction novels, you will
like Gullivers Travels.
c I know that Gulliver meets some very
small people although Ive never read the
book.
d It took me a long time to read Gullivers
Travels because it is a very long book.
e I fell asleep while I was watching a long
film.
because
4 it was late, so he caught it.

5 none of my friends wants to go
6 he was only third in the race.
3 Complete these sentences with a linking word.

a I fell off my bicycle while I was going round a corner.
b Ali and his family have visited many countries,
theyve never been to Europe.
you dont like hot weather, dont come to Egypt in July.
Ive seen that film twice already, Id love to see it again.
e Im working hard
I want to get a high mark in the test.
1 Tell the students to read through the sentence

beginnings first and then to complete them with
their own ideas.
2 Ask some of the students to read out their
sentences. If others in the class have written the
same sentences, they should stand up.
Example:
Student 1: I like reading novels, but I dont have
time.
(stand up if they wrote the same
sentence)
with me.
f Id like to see the new film, but
4 Complete these sentences with your

own ideas.
32
1 the phone rang six times.
b Although he ran as fast as he could,

c While they were having breakfast,
Answers:
Students:
a He thought he would miss the train, but
Student 2: I enjoy studying English because I can

listen to English songs.
Students:
(stand up if they wrote the same

sentence)
WORkBOOk
page 6
1 Choose the correct linking words in these

sentences.
1 Tell the students to read through the sentences
carefully.
2 Ask them to look at the example and explain
that they must choose the correct linking word
for each sentence.
G u l l i v e r s
UNIT
Reading
Example:
After a storm at sea, Lemuel Gulliver, a
ships doctor, is shipwrecked on the island
of Lilliput. The people of Lilliput are only
15 centimetres tall so they think Gulliver
is a giant sent by their enemies from the
neighbouring island of Belfusco. They are
frightened, so they capture him and tie him
to the ground to stop him from escaping.
Gulliver tells the people his story and
promises to help them in their ght against
Belfusco. He soon becomes a favourite of
the king. Gulliver then helps them to beat
their enemies by stealing all their ships, but
he does not agree with the idea of punishing
the people of the island. This makes the king
angry and he decides that Gulliver must die.
Luckily, a friend helps Gulliver to escape to
Belfusco and he sails home.

Read this part of Gullivers Travels and answer

these questions.
a How is Gulliver different from the people of
He i<@[ m<u<ch t<a<l<lr.
Lilliput? ...................................
represent
ridiculous
steal
tie (v)
voyage
b Who or what is Belfusco? ........................

c Why is the king angry? ........................
d Who or what is Brobdingnag? ........................
UNIT
4 Put the students into pairs. Student

1 reads a sentence beginning from
column one and Student 2 reads the
sentence ending from column two.
Gullivers voyage
to Lilliput
T r a v e l s
Choose the correct meanings of these words from A, B or C.

a giant
A foreigner
B a very small man
C a very big man
b neighbouring
A next
B friendly
C beautiful
c make fun of
A explain
B describe
C laugh at
Read the story again. Are these sentences True or False? Correct any false statements.
a The people of Lilliput are taller than Gulliver.
Fa<l<@[e: Th po@pl o_@ Li<l<l<i<pu<t a<r}e sh<o@@tr t<h<a<n Gu<l<l<i<v}er.
......................................................................................................
b The people of Lilliput believe that their enemies sent Gulliver. ........................
c The King of Lilliput rewards Gulliver for helping him to win his war. ........................
Student 1:
He thought he would miss

the train, but
Student 2:
it was late, so he caught it.
Student 2:
Although he ran as fast as

he could,
Student 1:
he was only third in the

race.
Answers:
a 4 (given)
d 2
b
e
6
3
c 1
f 5
3 Complete these sentences with a

linking word.
the sentences.
2 Tell the students to look at the
example and explain that, for each
sentence, they must write in a linking
word.
Answers:
a while (given)
d Although
b
e
but
because
c If
d For Swift, the people of Lilliput are like European politicians. ........................
e The people of Brobdingnag are the same size as Gulliver. ........................
8
LESSON 3
Answers:
a because (given)
d If
b Although
e while
c but
2 Match to make sentences using linking

words.
1 Ask the students to look at the exercise in
the book.
2 Tell them to read the sentence beginnings in
column one and then the sentence endings in
column two.
3 Explain that they have to match each sentence
beginning with a sentence ending.
SB page 8
WB page 7
Reading
1 Write the five words in the box on the board.
2 Point to the words and ask the students to
pronounce them.
3 Ask the students to look at the words in their
Active Study Dictionary. Make sure they know
what the words mean.
4 Ask students to come to the board to mark the
main stress on the words with more than one
syllable.
33
UNIT
G u l l i v e r s
T r a v e l s
Answers:
represent, ridiculous, voyage
2 Read this part of Gullivers

Travels and answer these
questions.
UNIT
1 Complete the puzzle to find a word.
3 Tell them to look at the example and

explain that the students must write the
answers to the remaining questions.
c near the place you are talking about
belong to you
p
__ __ __
__ __ __
__ __ __
f attach something with string or rope
__ __
__ __ __ __
f __ __
g a very big person
g __ __ __
The word in the boxes is
__
2 Complete these sentences with words from the puzzle.

a The Titanic sank on its first
voyage after it hit an iceberg.
b To the people of Lilliput, Gulliver was
a
c It is always wrong to
things that belong to other people.
d Children get upset if their friends
them.
e Egypt and Libya are
countries.
f You should
Answers:
that plant
to the wall to stop it from falling over.
a He is much taller. (given)

b It is an island.
c Because Gulliver doesnt agree with the
idea of punishing the people of the island.
d It is a place where the people are very big.
g In a dictionary, the letter v

s the word verb.
h In the past, some people believed the
earth was flat. What a
1 Read the three words with the class and

explain that the students must choose
the correct meaning for each word from
the three alternatives given for each, A,
B or C.
b
4 Read the story again. Are these sentences

True or False? Correct any false
statements.
1 Tell the students to read the sentences and
decide if they are true or false.
2 Tell the students to look at the example and
explain that they must mark the sentences True
or False and correct the false sentences.
idea!
3 Use your Active Study Dictionary to complete these sentences

using the correct form of the word in brackets.
3 Choose the correct meanings of

these words from A, B or C.
34
e take something that does not
a C (given)
h ___ __
Z ___ __
Y __
k __b __
e __
k __
i
c __ __ __ __ __ __ __ __
d laugh at (3 words)
4 Put the students into pairs and tell them

to compare their answers.
Answers:
b __ __ __ __ __
b a long journey on a ship
1 Ask the students to read the text about

Gullivers voyage to Lilliput. Help
them with any vocabulary they cant
understand.
2 Tell the students to read the questions
in Exercise 2.
a very silly
a The police found the
stolen
car 50 kilometres from where it was taken. ((steal

steal)
steal)
b The people in our street are very

c My uncle is a
d You should not
. They always help each other. ((neighbouring)
for an international oil company. ((represent

represent)
represent)
people who have different ideas from you. ((ridiculous)
Answers:
a False: The people of Lilliput are shorter than

Gulliver. (given)
b True
c False: The king is angry with Gulliver and decides
he must die.
d True
e False: The people of Brobdingnag are much taller
than Gulliver.
WORkBOOk
page 7

1 Tell the students to read the clues first. Explain
that each clue is a definition for another word or
words.
G u l l i v e r s
T r a v e l s
UNIT

words from the puzzle.
Critical thinking
UNIT
2 Tell them to read through the

sentences first and help them with any
difficult vocabulary.
In the story of Gulliver in Lilliput, Jonathan

Swift is making fun of European politics.
The war between the islands represents the
war between old enemies within Europe.
Swift also makes fun of the ridiculous things
politicians argue about. He shows this by
giving the people of Lilliput small minds as
well as small bodies. In the story, they cannot
agree about whether you should break a
boiled egg at the big end or the small end.
Answers:
a
c
e
g
On his second voyage, Gulliver sails to

Brobdingnag, where the people are 18 metres
tall. He has more exciting adventures. Only
this time, Gulliver feels very small.
He w>a<s a d<oc=t<or.
a What was Gullivers job on the ship? ....................................
c How tall were the people of Brobdingnag? ........................
e In your opinion, what does Jonathan Swift think about politicians at this time? ........................
f How do you think Gulliver felt when he arrived in Brobdingnag? ........................
Read this quotation from the story and answer the questions.
b Why do you think Gulliver does not agree

with the idea of punishing the people of the
neighbouring island after they have been beaten?
c What is Swifts message in this story?
b
d
f
h
giant
make fun of
tie
ridiculous
1 Tell the students to read the four

sentences and to look up the words
in brackets in their Active Study
Dictionary to find the correct verb
form for each.
d Why do you think Jonathan Swift writes about the war between two islands and not the war
between countries in Europe? ........................
a What does this quotation show about the

difference in character between Gulliver and the
King of Lilliput?
voyage (given)
steal
neighbouring
represent
3 Use your Active Study Dictionary

to complete these sentences using
the correct form of the word in
brackets.
b Why did the people of Lilliput tie Gulliver to the ground? ........................
1 Explain to the students that they must

use the words from the puzzle in
Exercise 1 to complete the sentences
in Exercise 2.
Gulliver then helps them to beat the people

of Belfusco by stealing all their ships, but
he does not agree with the idea of punishing
the people of the island. This makes the king
angry and he decides that Gulliver must die.
2 Tell them to write the words in the

spaces provided.
3 Put the students into pairs and ask
them to compare their sentences.
Discuss this question in pairs.
Disagreeing about whether to break a boiled egg at the big end or the small end is an example
of a ridiculous argument. What other ridiculous subjects do people sometimes argue about?
9
Answers:
a stolen (given)
c representative
b neighbourly
d ridicule
2 Explain that the students must complete the

puzzle by writing in the correct word for each
definition. When they have done this, they will
find the vertical word marked by the column of
boxes.
SB page 9
3 Put the students into pairs and tell them to

1 Answer the following questions.
4 Now go through the answers with the class.
Answers:
a ridiculous
b voyage
d make fun of
e steal
g giant
vertical word: represent
c neighbouring
f tie
LESSON 4
Critical thinking

questions first. Help them with any difficult
vocabulary.
2 Explain to the students that they may need to
refer back to the text to answer the questions.
3 Go through the answers to all the questions with
the class.
35
UNIT
G u l l i v e r s
T r a v e l s
Suggested answers:
1 He was a doctor. (given)

2 They thought he was sent by their enemy
and they were frightened of him.
3 They were 18 metres tall.
4 He wants to make fun of European
politics without getting into trouble for it.
5 He thinks they are ridiculous.
6 He felt very scared.
UNIT
Communication
You are going to talk about a famous writer. Choose a writer
you like and make notes to answer these questions.
a What is the writers name and nationality? ........................
b Is he or she living now? ........................
DONT FORGET
You can probably
nd the inform ation
you need in a library
or on the interne t.
c If the answer to b is No, when did the writer live? ........................

d What is the writers most famous book? ........................
2 Read this quotation from the

story and answer the questions.
e What is this book about? ........................

f What other books did this person write? ........................
g What do you like about this writer? ........................
1 Tell the students to read the quotation

in the box.
Use the example to make notes about your writers life and work.
Beginning Jonathan Swift (JS), Irish. Lived 16671745
2 Put the students into groups. Tell them

to read the questions.
Middle
Famous book: Gullivers Travels

Adventure s of doctor
Sails to Lilliput (island of small people) and
Brobdingnag (giants)
Other books: A Modest Proposal, A Tale of a Tub
End
Stories exciting, funny, with interesting

message
3 Make sure that the students

understand all the questions.
4 Tell the students to discuss the
answers to the questions in their
groups.
class.
Suggested answers:
a Unlike the king, Gulliver is not cruel or

unfair.
b Because Gulliver thought that losing the
war was punishment enough and he didnt
feel they needed to suffer any more.
c That you must forgive people.
Work in small groups.

a Take turns to tell the other students in the group about the
writer you have chosen. Use the notes you have made in
Exercise 2 above.
b After each student has spoken, other students in the group
who know this writer can say what they think of him or her.
10
3 Discuss this question in pairs.
LESSON 5
1 People often argue about silly things. In the
story Gulliver highlights the example of arguing
SB page 10
WB page 8
about which end to break a boiled egg.
2 Put the students into groups and ask them to
discuss any other ridiculous things that people
sometimes argue about.
3 Get the groups to report their ideas to the class.
Students own answers
Communication
1 You are going to talk about a famous
writer. Choose a writer you like and
make notes to answer these questions.
1 Tell the students to read the questions. Help
them with any difficult vocabulary and make
sure they understand the questions.
2 Explain to the students that they must think of a
writer they like and make notes about him/her
36
G u l l i v e r s
T r a v e l s
UNIT
2 Use the example to make notes

about your writers life and
work.
UNIT
1 Find and correct the mistakes in each sentence of this article

about Jonathan Swift.
1 Tell the students to look at the example

notes about Jonathan Swift. Explain
that they are going to use their
answers to the questions in Exercise
1 to write notes about their own
chosen author in the same way.
2 Move around the class and help the
students with their notes and any
vocabulary they need.
the larger
Jonathan Swift was born in Dublin,
city in Ireland, in 1667.
time.
Ireland belonged from Britain at that
Swift died on 1745, at the age of 78.

Travels,
His most famous book was Gullivers
which were published in 1726.
ing
He also wrote other famous book, includ
A Modest Proposal.
er has
I like Gullivers Travels although Gulliv
exciting adventures.
the small
It is also very funny to reading about
people of Lilliput.
Modest Proposal.
A next book I am going to read is A
largest
3 Work in small groups.

1 Put the students into small groups of
four or five.
b
c
d
e
2 Now write the article about the writer you discussed in groups.
a Plan your article using the notes you made in the Students Book.
b Write a first draft quickly in 100120 words.
s Use the text about Jonathan Swift in Exercise 1 above to help.
s Include some linking words ((although, because, but, if, while).
c Read what you have written carefully. Look for mistakes in grammar, vocabulary, spelling and
2 Tell the students to take turns to talk

to the other members of their group
about their chosen author, using their
notes to help them.
3 You can get the students to practise on
their own first for homework, before
they present their author to their
group.
4 The other students in the group should
listen carefully and think of questions
to ask or comments to add if they also
know about the author.
punctuation. Check spellings in your Active Study Dictionary.

d Correct any mistakes and write the final article.
8
based on the questions in the exercise.

You may ask the students to do this activity for
homework.
3 Tell the students to write their answers to the
questions.
4 Move around the class and help the students as
they work.
WORkBOOk
page 8
1 Find and correct the mistakes

in each sentence of this article
about Jonathan Swift.
in the article first.
2 Explain that there is a mistake in
each sentence and ask them to look
at the example. Tell the students that
they must find the mistake in each
sentence, cross it out and write the
correct word in the space provided.
3 Put the students into pairs and tell
37
UNIT
Answers:
a
c
e
g
G u l l i v e r s
larger largest (given)

on in
book books
reading read
b
d
f
h
T r a v e l s
from to
were was
although because
A The
2 Now write the article about the writer

you discussed in groups.
1 Tell the students that they are going to use the
notes they made for their talk about a favourite
writer (Students Book page 10, Lesson 5,
Exercise 2) to write an article.
2 Ask them to write a draft article first and
explain that they can use the text about Jonathan
Swift in Exercise 1 on page 8 of the Workbook
to help them. Ask them to use linking words
such as but, if, while, because and although in
their writing.
38
3 When they have completed their first draft, tell

the students to check it carefully and correct any
mistakes. They can look up any spellings they
are unsure of in their Active Study Dictionary.
4 Tell the students to write a final copy of their
corrected article.
5 Number the articles and display them on the
classroom walls.
6 Tell the students to move around the class and
read any five articles. Tell them to decide which
article they like most.
7 Ask the students which articles they liked most.
Read one or two of the best articles to the class.
G u l l i v e r s
T r a v e l s
UNIT
Assessment
Listening Task
Reading Task
Target element: listen for accuracy and revise

language from the unit
Target element: revise and expand

understanding of the text from the unit
Write the following sentences on the board

(without the answers in brackets) and tell the
students to copy them.
Write the following sentences (without the answers

in brackets) from the story of Lilliput on the board.
1 Jonathan Swift was born in 1667 in Dublin,

Ireland, when that country belonged to
America. (America England)
2 Although he lived his early years in England,
he returned to Ireland to go to school and
university. (lived spent)
3 While he was working as a secretary, Swift
started to paint. (paint write)
4 Gullivers Travels was published and was a
great success. (was became)
5 Jonathan Swift wrote other stories, but none
were as successful as Gullivers Travels.
(stories books)
Explain that these sentences are taken from the
listening passage in Exercise 3 on page 6 of the
Students Book, but that there is an incorrect
word in each sentence you have written. Tell the
students to listen carefully to the presentation about
Jonathan Swift again to find the incorrect word in
each sentence. Tell them to cross out the incorrect
word and write in the correct word.
1 He has been sent by our enemies. (the people

of Lilliput)
2 We must capture him and tie him down.
(the people of Lilliput)
3 I dont think we should punish the people
from the island of Belfusco. (Gulliver)
4 I can help you to fight against Belfusco.
(Gulliver)
5 I am very angry with Gulliver. We should
kill
him. (the King of Lilliput)
6 I think politicians in England are ridiculous.
(Gulliver)
Explain that the students must read the sentences
and decide who said them:
Gulliver
the King of Lilliput, or
the people of Lilliput.
Tell the students that they can read the text on
pages 8 and 9 of the Students Book to help them.
Writing Task
Speaking Task
Target element: revise and use language based
around the story of Lilliput
On the board, write the following basic structure
to the story of Lilliput from Gullivers Travels.
Explain that the students must use the structure to
retell the story. Organise the students to work in
small groups and to take turns to retell the story to
the group.
storm shipwreck
found by islanders
tie
help
steal ships
angry
friend
island
enemy
story
favourite
not punish
die
escape
Target element: revise linking words

Write the following sentences on the board
(without the answers in brackets) and tell the
students to copy and complete them.
1 ________ I was tired, I finished my

homework before going to bed. (Although)
2 The boy didnt go to school ________ he was
ill. (because)
3 ________ I was watching TV, I did my
homework. (While)
4 ________ I have time, I will come and see
you tomorrow. (If)
5 Gulliver escaped from the island ________
the king wanted to kill him. (because)
39
UNIT
UNIT 3
SB pages 11-15
TODAYS MONEY
WB pages 9-12
Objectives
UNIT
Grammar
Revision of past verb tenses
Objectives
Todays money
Critical thinking Consider

the advantages of internet
shopping, banking and money
debit card
credit card
cash
cheque
Writing A report based on a

survey
b Now check the meanings of these

words in your Active Study Dictionary.
Dictionary
a bargain
online
surf the internet
Listen to three friends talking about buying things and answer the questions.
Ca<@[h,
a Which three ways of paying for things do they talk about? ........................
b Which two places to buy things from do they talk about? ........................
Listen again and complete these sentences with a word or phrase.
h<i<@[
a Omar has bought a camera for ................
Critical thinking
Consider the advantages of internet
shopping, banking and money
Writing
A report based on a survey
Reading Read for gist and

Check your vocabulary.
Reading
Read for gist and specific information

detail
a Match the pictures to these

ways of paying for things.
Listening
Listen for gist and detail
Functions Ask and answer

questions
Listening
Functions
Ask and answer questions
Grammar Revision of past

verb tenses
b He bought the camera from ................
si<@[tr
................ .
................ ................ ................ .
c After he had bought it, he found the same camera for less money while he was ................
................ ................ .
d Hanys father buys things online because he doesnt ................
e Omar prefers to buy things from ................
................
to go shopping.
................ ................ .
f The guitar Alis father ordered from the internet was ................ when it arrived.
Discuss these questions in pairs, using language from the box.

a How do people you know pay for things?
b Where do people you know like to buy things from?
prefer to
Most/Not many people I know
like to
pay by (cash/credit card).

buy/get things from (supermarkets) because
would rather
b Listen and repeat these sentences.
a The th sound can be soft /2/ or hard /"/.

Listen and write S for soft or H for hard.
1
1 Their brother is older than my brother. Hes 33.

2 We meet on the third Thursday of each month.
this
them
3 Its my birthday. Thanks for the present.
that
three
thing
birthday
4 Things in the shops cost more than they did this

time last year.
11
LESSON 1
SB page 11
WB page 9

On the board, write the names of different
currencies around the world:
dollar
pound
euro
yen
Ask the students which countries they can find
this money in. Some of the currencies can be
found in more than one country.
Answers:
Dollar: Australia, Canada, Hong Kong, New Zealand,

USA and other countries
40
Pound: United Kingdom, Egypt

Euro: more than 20 countries in Europe: Andorra,
Austria, Belgium, Cyprus, Finland, France, Germany,
Greece, Ireland, Italy, Kosovo, Luxembourg, Malta,
Monaco, Montenegro, Netherlands, Portugal, San
Marino, Slovenia, Spain, Vatican City. More are likely
to be added in coming years.
Yen: Japan
Ask if the students can think of any ways, other

than with money, of paying for things.
To d a y s
Listening
1 Check your vocabulary.
1 Ask the students to look at the pictures and to
name the things they can see.
2 Tell them to look at the example and to write
the correct picture letter next to the other words.
Answers:
1
2
3
4
c debit card (given)

b cash
d credit card
a cheque
4 Tell the students to look up the words in the box

and check their meanings in their Active Study
Dictionary.
5 Check they understand the meanings of the
words. Tell the students that you are going to
give an explanation of a word and they must
call out the correct word.
Example:
Teacher:
Pupils:
Teacher:
Pupils:
Something that is cheap.

Something that is a good price.
Bargain.
To be connected to the internet.
Online.
Continue with all the words at random several

times, asking the class, groups and individual
students.
2 Listen to three friends talking about

buying things and answer the questions.
three friends talking about buying things.
Money
Answers:
a Cash (given), debit card, credit card

b shop in town, internet
TAPESCRIPT
Omar: Hany, look at this camera I bought for my sister
yesterday. Its her birthday tomorrow.
Hany: Wow! Thats fantastic, Omar! Where did you
buy it?
Omar: I got it from a shop in town. I was really
pleased with it, until later. Last night, while I
was surfing the internet, I found the camera was
much cheaper to buy online less than half the
price I had paid for it, even though I paid in
cash.
Ali:
Really? I know you can get some really good
bargains on the internet, but thats incredible,
Omar!
Hany: Yes, Ali. My father used to go into town every
week, but now he doesnt have time to go
shopping. Now he buys lots of things online.
Hes often told me to look on the internet
because things are often less expensive online.
Ali:
The problem is that you have to have a credit
card or a debit card to buy things from the
internet and you cant get one until you are an
adult.
Hany: My father sometimes buys things for me online
with his card.
Omar: Well, Hany, I prefer to buy things from markets
or shops, because you can look at them and
pick them up thats impossible on the internet.
Hany: Id rather buy books and CDs online because
theyre the same whether you buy them in a
shop or on the internet.
Ali:
But things can go wrong, Hany. My father
ordered a guitar for me from an internet shop
last year. It took three weeks to arrive and when
we opened the box, it was broken. My father
contacted the company, but they refused to give
him his money back.
Hany: Thats true. But Im sure your sister will love
the camera youve bought her, Omar.
2 Before they listen, tell the students to read the

questions and to listen for the answers when
you play the tape.

sentences with a word or phrase.
1 Tell the students to read the six incomplete

sentences.

UNIT
2 Tell them to guess what words they might need

again, and the students must listen and
41
UNIT
To d a y s
Money

depending on the sound made by the letters th

in the word.
5 You may need to play the first part of the

recording twice.
Answers:
a his sister (given)

c surfing the internet
e markets or shops
b
d
f
a shop in town
have time
broken
4 Discuss these questions in pairs, using

language from the box.
2 Ask them to think about their friends and how
they spend their money.
3 Tell the students to look at the language in the
box and explain that they can use it to talk about
how most people they know pay for things and
where they like to buy things.
4 Do an example for the students before they
work in pairs.
Example:
Teacher: Most people I know prefer to
pay by credit card.
Most of my friends like to buy things
from the internet because they are
much cheaper.
5 Now tell them to continue in the same way,
working in pairs.

1 On the board, write the words this and thing.
Say the two words and ask the students if they
can hear the difference in the first sound of each
word. Even though the sounds are spelt the
same (th), they sound different.
2 Point out that the letters th can have a
soft sound as in thing (shown as in their
dictionary), or a hard sound as in this (shown as
in their dictionary).
3 Tell the students to look at the list of words in
the exercise.
4 Look at the example with the class. Explain
that you are going to play the tape and that the
students must listen carefully to each word
and write S for soft or H for hard next to it,
42
Tell the students to practise the sounds in pairs.

Student 1 says a number from one to six and
Student 2 says the corresponding word in the
exercise, with the correct th sound.
Example:
Student 1:
Student 2:
Student 2:
Student 1:
Answers:
1H
2H
Number six.
Birthday.
Number one.
This.
3S
4H
5S
6S
TAPESCRIPT
Voice: One. This
Two. That
Three. Thing
Four. Them
Five. Three
Six. Birthday
7 Play the second part of the recording and tell

the students to follow the sentences in their
book.
8 Play the tape again and tell the students to
repeat the sentences.
turns. Student 1 says a number and Student 2
repeats the corresponding sentence.
TAPESCRIPT
Voice: One. Their brother is older than my brother.
Hes thirty-three.
Two. We meet on the third Thursday of each
month.
Three. Its my birthday. Thanks for the present.
Four. Things in the shops cost more than they
did this time last year.
To d a y s
d bought
g online
3 Todays money

debit card = plastic money. When you use this card,
a
money leaves your bank immediately.
Z __
[
__
b
b money we carry in our pockets

c
c look for information (on the internet)

d
d the past simple of buy
__ __ __
e
card = plastic money. When you use this card,
g buy things
__
__ __
e fully grown person (not a child)

f
you can buy things and pay later.
e adult
f credit
vertical word: bargain
__ __ __ __
g
= by being connected to the internet
__
1 Look at the example with the class

and make sure that the students
understand the task. They must write
complete sentences using the words
provided. All the sentences come from
the listening text for Exercise 2 in the
Students Book.
X ___ __
j
__ __
__
__ __
__ __ __ __
__
2 When the students have completed the

exercise, go through the answers with
the class.
__ __ __ __
2 Make sentences using these words from the listening text.

a that/fantastic./where/buy it?
Answers:
Thats fantastic. Where did you buy it?

b I prefer/buy things/markets or shops because/look at them and pick/up
c I/rather buy/books/CDs online because/same whether/buy/in/shop or/the internet
d my father/ordered/guitar/internet shop last year
e took three weeks/arrive/when/opened/box/broken
3 Make sentences with I prefer/Id rather and a verb to say which of

the two things you like.
a I have to go on a long journey. (plane or train?)
When
UNIT
2 Make sentences using these

words from the listening text.
UNIT
Money
I go on a long journey, I prefer to travel by plane.
b Im very thirsty. (water or orange juice?)

When
c I want to relax. (TV or read?)
a Thats fantastic. Where did you buy it?

(given)
b I prefer to buy things from markets or
shops because you can look at them and
pick them up.
c Id rather buy books or CDs online
because theyre the same whether you buy
them in a shop or on the internet.
d My father ordered a guitar for me from an
internet shop last year.
e It took three weeks to arrive and when we
opened the box, it was broken.
When
d I want to do a team sport. (basketball or football?)
When
e I want to communicate with a friend in another town. (e-mail or telephone?)
If
WORkBOOk
page 9

1 Tell the students to read the definitions.
2 Explain that they have to think of a word
meaning the same as each definition and write it
in the space provided.
3 Organise the students to work in pairs to
4 Go through the answers with the class. Make
sure the students know how to pronounce the
words.
Answers:
a debit (given)
b cash
surf
3 Play the tape again, sentence by

sentence, and tell the students to put
up their hands when they hear the
sentences.
3 Make sentences with I prefer/Id rather

and a verb to say which of the two things
you like.
1 Point out to the students that when we use I
prefer we add to before the following verb ((Id
prefer to buy from a shop), but with Id rather
we put the verb immediately after, without to
((Id rather buy from a shop).
2 Ask the students to read the sentences and think
about the choices.
3 Tell them to complete the sentences.
4 Organise the students to work in pairs and read
out their answers to each other. Ask how many
sentences they wrote which were the same.
43
UNIT
To d a y s
Money
5 Go through the possible answers with the class.
Answers:
a When I go on a long journey, I prefer to

travel by plane. (given)
b When Im thirsty, I prefer to/Id rather
drink water/orange juice.
c When I want to relax, I prefer to/Id rather
watch TV/read.
d When I do a team sport, I prefer to/Id
rather play tennis/football.
If I want to communicate with a friend in
another town, I prefer to/Id rather (send
an) e-mail/(call on the) telephone.
UNIT
c My brother learnt to drive last year.

My brother has learnt to drive.
Answers:
Now read these sentences from the listening text

and choose the correct verbs.
b Last night, while I surfed/was surfing the internet,

I found/was finding the camera was much
cheaper to buy online less than half the price I
was paying/had paid for it.
c He often telling/Hes often told me to look on the
internet.
d Im sure your sister will love the camera youve
bought/you buy her.
Listen to the sentences again to check your
answers.
Read these sentences and complete them with your own ideas.
I w>a<@[ h<a<vi<n<g d<i<n<nr wi<t<h m<y _@a<m<i<l<y.

a At 7.15 yesterday evening, ......................................................................
b Before I was five years old, I had ........................
c When I arrived at school this morning, I ........................
d By the age of ten, I ........................
e I have never ........................
In pairs, tell each other about the

following.
a Things you thought or believed when
you were 7 years old.
b Things you had done by the age of 12.
c Things you have never done, but would
like to do in the future.
12
a I finished = a completed action that happened at

8 oclock
I was finishing = describing the situation at
8 oclock; what was happening at that moment but
not completed
b my father left = he left at the moment I woke up
my father had left = he left before I woke up
c learnt = a completed action that took place in the
past, that is last year
has learnt = an action that happened in an undefined
moment in the past
I thought = I thought he was tall at the time I saw
him
I had thought = I thought he was tall before I saw
him
44
DONT FORG ET
Some verbs, such
as think, belie ve
and know, are
not usual ly used
in the cont inuous
tense .
a Look at this camera I have bought/bought for my

sister yesterday.

and get them to share their ideas about
the differences.
3 Ask some pairs to share their ideas
with the rest of the class.
Grammar rev p123
d I saw my cousin again last year. I thought he was tall.

I saw my cousin again last year. I had thought he was tall.
Language focus
1 Tell the students to read the pairs

of sentences and think about the
difference in meanings in each pair.
Discuss the difference in meaning between these pairs of

sentences with your partner.
b When I woke up, my father left.

When I woke up, my father had left.
WB page 10
1 Discuss the difference in

meaning between these pairs of
sentences with your partner.
a I finished my homework at eight oclock last night.

I was finishing my homework at eight oclock last night.
LESSON 2
SB page 12
Language focus
d Things you were doing at this time

yesterday.
2 Now read these sentences from the

listening text and choose the correct
verbs.
1 Tell the students to read the sentences first.
Explain that they are from the listening text for
Exercise 2 on page 11 of the Students Book.
2 Tell the students to choose the correct verb
forms in each sentence.
3 Now play the tape so that the students can
check to see if their answers are correct.
Answers:
a bought (given)
c Hes often told
b
d
was surfing; found; had paid

youve bought
To d a y s
Money
UNIT
3 Read these sentences and

complete them with your own
ideas.
UNIT
1 Tell the students to read the five

sentence beginnings.
2 Explain that they must complete the
sentences with their own ideas.
3 Put the students into small groups and
tell them to read out their ideas to each
other.
4 Move around the groups, listen,
encourage and note any problems.
1 Correct the grammar mistake in each

sentence. (One has no mistake.)
a Id just seen my friend Nadia. Shes going shopping
with her mother. Ive
b Ive sent you an e-mail earlier this morning.
c When my father come home, I was finishing my

homework.
d Mahmoud gave me back my book today. It has taken
him only two days to read it.
e In June 2006, Ive visited my uncle in Australia.

a In the past, people thought/were thinking the earth was flat.
b By the time my father was 18, he has/had been at work for
two years.
c What were you/have you been doing when I called?
d I didnt see my friend. When I arrived at her house, she gone/
had gone out.
e My sisters really happy. She has just won/just won the school
At school today, we made
a model of the Earth.
maths prize.
f I have never visited/never visiting Europe.
3 Write your own answers to these questions.

a What were you studying at school last week?
b Where was the last place you spent a holiday?
c What have you done recently that you are proud of?
10
TAPESCRIPT
Narrator:
Omar:
Narrator:
Omar:
Narrator:
Hany:
Narrator:
Hany:
a.
Look at this camera I bought for my sister
yesterday.
b.
Last night, while I was surfing the internet, I
found the camera was much cheaper to buy
online less than half the price I had paid
for it.
c.
Hes often told me to look on the internet.
d.
Im sure your sister will love the camera
youve bought her.
4 In pairs, tell each other about the

following.
1 Read through the instructions with the
class.
2 Make sure the students understand the
activity by doing some examples with
them.
Example:
Teacher: When I was seven, I thought
that everyone spoke Arabic.
I didnt understand that there
were other languages.
By the age of twelve, I had
learnt to swim and also to play
the piano a little.
I have never flown in a
helicopter and I have never
been to Australia, but I would
like to do both of these things
one day.
Yesterday at this time, I was
watching TV.
tell them to discuss the four questions.
4 Ask some of the groups to report their
answers to the whole class.
WORkBOOk
page 10
1 Correct the grammar mistake in each

sentence. (One has no mistake.)
2 Explain that there is a grammar mistake in all of
the sentences except one.
45
UNIT
To d a y s
Money
3 Tell them to find and cross out the mistake

and then write the correct word, as in
the example.
exercise, put the students into pairs
and tell them to compare their
answers.
Answers:
a Id Ive (given)
c come came
e Ive I visited
Reading
1
UNIT
Choose the correct meanings for these

words.
a If someone cannot get to a shop, how

could they buy something before there
was online shopping?
a broadband: a fast/slow internet

connection
b traditional: using/not using modern
ideas
b Ive I sent
d no mistakes
b Why do you think online shopping has

become so popular?
c user-friendly: good/easy to use
4
2
Use your Active Study Dictionary to find the

correct meaning of the words in bold.
Fa<l<@[e Thr}e a<r}e m<o@r}e.
.....................................................................
Mea<n<i<n<g 2: a<n a<r@r>a<n<gemn<t t<h<a<t a<l<l<o@w>[

yo@u t<o kp yo@u<r m<o@ny i<n a ba<n<k.
............................................................................

2 Explain that they must choose the
correct verb for each sentence and
circle it, as in the example.
Answers:
a thought (given)
c were you
e has just won
b had been
d had gone
f have never visited
3 Write your own answers to these

questions.
1 Ask the students to read the questions.
2 Tell them to write their answers.
Student 1 asks the three questions;
Student 2 answers. Afterwards, they
can change roles.
b What activities do you enjoy at the

weekend? ........................
d You can find lots of new

furniture in this catalogue..
d The greatest increase in online shopping

is among women. ........................
e People who do internet banking go to
their banks to arrange to borrow money.
........................
........................
The growth of
online shopping
People use computers for many
different activities, from
reading online newspapers to
listening to music, but the fastestgrowing areas of computer use
are online shopping and internet
banking.
Until recently, shoppers had

two choices: they could buy
things from shops, or they could
order them by post or phone
from a catalogue. What has
made internet shopping so
popular is the increase in the
number of broadband internet
connections. To attract customers,
many online shops and
WB page 10
Reading
1 Choose the correct meanings for these
words.
1 Write the three words on the board (broadband,
broadband,
traditional, user-friendly).
user-friendly
2 Make sure the students can pronounce them
correctly. Point out where the main stress is in
each word underline the stressed part as above.
3 Now tell the students to look at the book and
choose the correct definition of each word.
46
c Online companies send people attractive

catalogues to persuade them to order
online. ........................
DONT FORG ET
Read all the
mean ings in your
dictio nary and
decide on the
mean ing you need .
........................
LESSON 3
SB page 13
b Food can be delivered to people who

have ordered it online. ........................
............................................................................
c Click on the mouse to

get onto the internet.
Are these sentences True or False?

Correct the false ones.
a There are now fewer broadband
connections than in the past.
a My sister wants to open a bank account.
Answer these questions, then read the

article to check your ideas.

a Would you prefer internet banking or to
go to a traditional bank?
b Would you agree to put all your bank
details onto a website? Why/Why not?
companies now have interesting,

user-friendly websites which
make buying things easier
than traditional ways of
shopping. With just a few clicks
of the mouse, you can order
almost anything you can find
in ordinary shops. In some
countries, people order their
food online and have it delivered
by supermarkets to their homes.
In Britain, experts believe that in
the next year, online shopping
will increase.
As well as being easier for

people with busy lives, internet
shopping also helps people to
look for things they cannot find in

their own area and to find them at
the cheapest prices. Interestingly,
researchers have found that
the largest increase in online
shopping is among men.
People are also changing to
internet banking. In the past,
everyone used to go into their
bank to put money into their
accounts or to arrange to
borrow money. Now, more and
more people are doing all their
banking activities online. Some
people never visit a real bank
it
when they need cash, they get
from a cash machine.
13
Answers:
a fast (given)
not using
easy
2 Use your Active Study Dictionary to find

the correct meaning of the words in bold.
2 Ask them to say what they think the words in
bold mean.
3 Tell them to look in their Active Study
Dictionary to check the meanings of the words.
Remind them that, for each word, they need
to read all the meanings and decide which is
the correct meaning for the word in the given
sentence.
To d a y s
Money
UNIT

to discuss the answers.
UNIT
1 Complete these sentences using

words from the box. (You do not
need one word.)
account
broadband
activity
attract
catalogue
traditional

sentences. Explain that they must
decide if the sentences are true or
false.
this morning. It has more than a thousand pages

and is very heavy.
b If you have a
connection, you can
connect to the internet very quickly.

c My uncle has had a bank
since he was 18 and he has saved a lot of money.
d Companies have interesting websites to try to

e Many people prefer the
2 Tell them to mark the true sentences

True and the false sentences False
and to correct the false ones.
more customers.
way of buying things from shops and markets.
2 Complete using the correct form of the words in brackets.

a Do you prefer modern or traditional music?
3 Put the students into pairs to compare

their answers.
(tradition)
b I cant send e-mails because theres a problem
. (connect)
connect
connect)
with my internet
c There has been a real
in the number
Answers:
of people with broadband. ((grow

grow)
grow)
a False There are more. (given)

b True
c False They have interesting, userfriendly websites.
d False It is among men.
e False They do it on the internet.
d One day, Id like to work for a

organisation. (charity)
charity
charity)
e
many people prefer to use

traditional banks rather than online banking.
(
(interesting
)
3 Finish these sentences with your own ideas.

a In my opinion, internet shopping is
b In the future, I think more people will use their computers to
c My favourite websites are ones which
1 Tell the students to read the questions

and to think about their answers.
11

5 Now tell the students that you are going to
define a word and they must tell you what word
it is.
Example:
Teacher:
Pupils:
It is something you can use to

navigate around your computer.
Mouse.
6 Continue in the same way with definitions for

all the words.
3 Answer these questions, then read the

article to check your ideas.
1 Get the students to look at the book. Tell them
to read the questions and think about their
answers.
4 Now tell the students to read the

article.
4 Are these sentences True or

False? Correct the false ones.
Artwork 2WB 3/5

Photo of a bustling local
market [different to sb],
ideally in Egypt.
catalogue
a The postman brought a new clothes
3 Ask some of the pairs to share their

answers with the class.
2 Organise them to work in pairs to

discuss their answers.
3 Ask one or two students to share their
WORkBOOk
page 11
1 Complete these sentences using words

from the box. (You do not need one
word.)
1 Ask the students to look at the words in the box.
2 Call out the words and see if the students can
tell you what they mean.
3 Now tell the students to read the sentences.
4 Explain that they must use the words in the box
47
UNIT
To d a y s
Money
Answers:
a catalogue (given)
c account
e traditional
b broadband
d attract
UNIT
Be=
c=a<u<s=e n<ow t<h<ey c=a<n b=u<y t<h<i<n<\s on<l<i<n<e.
.................................................................................................
b What change in computer technology has made online shopping more popular? ........................
c Which group of people have increased their internet shopping the most? ........................
d Do you think there will be fewer banks in the future? ........................
1 Tell the students to read the gapped

sentences.
e What do you think makes a user-friendly website? ........................

f What groups of people do you think order their food online and have it delivered to their homes?
........................
a traditional (given)
c growth
e Interestingly
b connection
d charitable
Answer these questions.

a What advantages are there for companies that sell their things online?
b What advantages are there for their customers?
Answers:

a Why do fewer people use catalogues to buy things today?
2 Complete using the correct form

2 Explain that they must use the words

in brackets, in the correct form, to
Critical thinking
c Can you think of any disadvantages to online shopping?
Look at the following information about people who complained about

internet shopping and discuss the questions in pairs.
42% of people complained that they did not get what they ordered.
30% of people complained that what they ordered was never delivered.
11% of people complained that what they ordered was broken or damaged.
3 Finish these sentences with your

own ideas.
10% of people complained that they gave their bank account details to a false company.
a How do you think people can avoid these problems?
b Would you have the same problems if you bought
something from a shop?
1 Tell the students to look carefully at

the sentence beginnings.
2 Explain that they must complete each
sentence with their own idea.
exercise, put the students into small
groups and tell them to take turns to
read out their ideas to the rest of the
group.
a People have used many different things for money

in the past, for example salt, coins, bank notes
and plastic cards. What other things have been
used for money?
b Why do you think money has changed over the
years?
c How do you think people will pay for things in the
future?
14
4 Ask some of the students to share

their ideas with the class.
Suggested answers:
Discuss these questions in pairs or small groups.
a In my opinion, internet shopping is much cheaper

and easier than traditional shopping. / In my opinion,
internet shopping is much more dangerous and less
exciting than traditional shopping.
b In the future, I think more people will use their
computers to buy the things they need, like clothes,
food, tickets and books. / In the future, I think more
people will use their computers to share information
with others.
c My favourite websites are ones which are userfriendly and attractive. / My favourite websites are
ones which have videos.
LESSON 4
SB page 14
Critical thinking
2 Organise the students to work in pairs. Student
1 asks his/her questions and Student 2 answers.
They then swap roles.
3 Go through all the answers with the class.
Suggested answers:
a Because now they can buy things online. (given)

48
To d a y s
Money
UNIT
b The introduction of broadband internet connections.

c Men have increased their internet shopping the most.
d Probably, because more and more people are using
internet banking.
e It is easy to use and it looks good with lots of
pictures.
f People with busy lives and old or disabled people.
2 Tell the students to look at questions a and b

and to think about their answers.
2 Answer these questions.
Suggested answers:
1 Organise the students to work in small groups.

2 Tell them to read the questions and to think
about them. Encourage them to think about
price, delivery costs, shop overheads, size of
market, convenience, etc.
3 Get them to discuss the answers
4 Ask some of the groups to explain their answers
to the whole class. You can write up their ideas
on the board.
Suggested answers:
a Companies have a bigger market; they can sell

anywhere in the world. They dont need to spend
money on shops and places to sell their products;
they only need to have a website. This way they can
sell the products more cheaply. It is easier for people
to set up their businesses.
b Things are cheaper for customers to buy and they
have more choice because they can shop in many
different places, looking for the cheapest prices.
They can buy everything online and shop from
home. They dont have to go to the shops, so it is
quick and convenient.
c For customers, it can be risky because of credit card
fraud. You can only buy online if you have a credit
card, so children often find it hard to shop online.
Also, older people and people who dont have
experience using a computer might find it difficult.
You cannot actually see the products, only pictures
of them. You dont buy them and take them away.
The products might be delivered late and you have
to wait for them. Sometimes the wrong products are
sent or they arrive damaged or do not arrive at all.
3 Look at the following information about

people who complained about internet
shopping and discuss the questions in
pairs.
1 Tell the students to read the information. Help
sure they understand the information.
3 Organise the students to work in small groups to

4 Ask some students to share their answers with
the class.
a People must be very careful when ordering an item
online. They must avoid mistakes in writing order
numbers, etc. and they must write their address
and postcode clearly. They must use only trusted
companies and not give their bank information to
anyone else. The companies must package the goods
adequately to protect them when they send them.
b Some of the problems can be avoided if you buy
from a shop, though the shop can still take your bank
details. If you buy in a shop, you can check that the
product is not damaged and, of course, you know
exactly what you have bought.
4 Discuss these questions in pairs or small

groups.
1 Ask the students to read the questions. Help
sure they understand the questions.
2 Encourage the students to think about the ways
that people exchanged things in the past and
why they think money has changed. You can
give them some basic ideas to get them going if
they are having problems.
3 Now put the students into pairs or small groups
and tell them to discuss their answers.
4 Ask some of the groups to share their answers
with the class.
Suggested answers:
a People used to exchange anything they had. Gold

was very popular, and items of value like tigers
teeth and ivory from elephants, etc. People have
basically used anything that other people thought
had value.
b Because the way we can buy things has also
changed. We need quicker and easier ways to pay for
things.
c I think cash will be less and less important. In the
future, we will carry small electronic chips which we
can use to pay for things.
49
UNIT
To d a y s
LESSON 5
Money
SB page 15
Communication
1 You are going to ask someone
about their shopping habits.
Read the survey and add a final
question of your own.
WB page 12
Surname: . . . . . . . . . . . . . . . . . . . .
IN SHOPS
1 What was the last thing you bought in a shop? . . . . . . . . . . . . . . . . . . . . . . . .

2 Where did you buy it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 How did you pay for it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ONLINE
4 Have you ever bought anything online? YES/NO

If YES, what was it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How did you pay for it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5 Has another person bought anything online for you? YES/NO
If YES, what was it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How did this person pay for it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 Tell them to add one more question

of their own. It can be any question
connected with shopping. For example,
about their favourite shops, about the
future of shopping, about the things
they want to buy, etc. You can give them
some ideas to help them.
THE FUTURE 6 When you are older, will you buy things online? YES/NO
If YES, what is your main reason? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
If NO, why not? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7 Do you have any worries about buying things online? YES/NO
If YES, what are your worries? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
If NO, why not? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8 Will you do internet banking? YES/NO
Why?/Why not? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9 .....................................................................................................
Answer: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 Ask another student to complete

the survey and note down their
answers. Use this language.
Ask another student to complete the survey and note down their answers. Use this language.
Interviewer language (Asking for information)
Replies (Giving information)
Excuse me, could I ask you some questions about?
Yes, of course.
Could you tell me?

Can you say why/why not?
Thank you for your time.
Yes, thats fine.

Yes, certainly.
Id rather not answer that question.
Youre welcome.
Now answer your partners questions.
2 Go through the language in the boxes

with the class and explain that they can
use this language when they are asking
each other the survey questions.
3 Choose a confident student and do an example
survey with him/her. Use the language in the
boxes when asking the questions and make
notes of the students answers to show the
students how to conduct the survey correctly.
Example:
Teacher: Excuse me, could I ask you some
questions about shopping, please?
Student: Yes, of course.
Teacher: Could you tell me your first name
and your surname, please?
Student: Yes, certainly. (says first name and
surname)
Teacher: (notes the answers down) Could you
tell me, what was the last thing you
bought in a shop?
50
You are going to ask someone about their shopping habits.

Read the survey and add a final question of your own.
First name: . . . . . . . . . . . . . . . . .
2 Make sure they understand all the

questions.
1 Explain that the students are going to

complete the shopping survey for each
other.
UNIT
Shopping survey
1 Tell the students to read carefully

through the questions in the survey and
help them with any difficult vocabulary.
4 Ask some students to read out their

extra question to the class.
Communication
Check your notes.

a Read the notes you made about your partners answers and check
what you have written. You will need to use these notes later.
b Check for spelling mistakes, using your Active Study Dictionary
if necessary.
Student: I bought an exercise book.

Teacher: Where did you buy it?
Student: In the shop near my house.
4 Organise the students to work in pairs to
conduct the survey on each other. Remind them
to use the language in the boxes and to take
notes of their partners answers.
5 Move around, listen to and encourage the
students and make a note of any mistakes.
3 Check your notes.

1 Tell the students to read through the notes they
took when doing the shopping survey with a
partner.
15
To d a y s
Money
UNIT

exercise, organise them to work in
pairs to read out their answers to each
other.
UNIT

a You would like to ask someone about the subjects they are studying at school. What do you say?
Excuse me, could I ask you some questions about the subjects you are studying at school?
b You want to ask this person which subject they like best.
c You want to ask the same person the reason why they like this subject best.
d It is the end of your interview. You would like to thank the person for answering your questions.
2 Complete this sample report based on a shopping survey.

complain
website
Introduction
completed by a 16on a a survey
The information in this report is based
about his shopping
ons
questi
asked
Ali was
year-old student, Ali, earlier this year.
the shops in his town, although his
from
were
t
bough
he
things
the
of
habits. Most
on their computer.
things b
parents had also bought him one or two
In shops
The last thing Ali
centre. The book
c
d
was a book. He got it from a shop in

LE 50 and he paid in e
the city
.
Online
an
, but his father bought him a DVD from
Ali has never bought anything online
card.
g
his
with
paid
He
.
month
last
internet f
The future
and
buy things online because it is easy
When he is older, Ali thinks he will
et shopping, but he says he will
intern
about
ed
worri
not
is
He
er.
sometimes cheap
think he will do internet
if there are any problems. He does not
h
real bank.
a
into
go
to
able
be
to
because he wants
i
Final question
to having a bank
I asked Ali if he was looking forward
said that he was.
and he
3 Write a report using the information from your survey and the
report above.
12
2 Make sure they understand their notes and tell

them to look up any words they are not sure
about in their Active Study Dictionary.
3 Explain that they will need the notes for a
Workbook activity.
WORkBOOk
page 12

1 Tell the students to read through the four
situations and to think about what they would
say in each of the situations.
2 Tell them to write their answers. The first one
has been done for them as an example.
4 Ask some of the students to read

their answers to the class and then go
through the answers with the class
Suggested answers:
a Excuse me, could I ask you some

questions about the subjects you are
studying at school? (given)
b Could you tell me which subject you like
best?
c Can you say why you like this subject?
d Thank you for your time.
2 Complete this sample report

based on a shopping survey.
gapped report.
2 Help them with any difficult
vocabulary.
3 Ask them to read the words in the box
and make sure they understand them.
4 Tell the students to use the words in
the box to complete the report.
Answers:
a
d
g
j
survey (given)
cost
credit
account
b online
c bought
e cash
f website
h complain i banking
3 Write a report using the information

from your survey and the report above.
1 Tell the students to look at the notes they
made for the survey they did on page 15 of the
Students Book.
2 Tell them to write a report based on their notes.
Explain that they can use the example from
Exercise 2 about Ali to help them. For example,
they should use headings to make the report
more organised and easier to write.
3 After they have written their reports, organise
the students to work in groups of four or five.
Tell the students they must each read their
report to the group. The group should then
choose one of their reports to read to the class.
51
UNIT
To d a y s
Money
Assessment
Listening and Writing Tasks
Target elements: practise the language from

the survey and get the students to listen,
take notes and complete sentences
Tell the students that they are going to interview
you as a class about your shopping habits. They
can use the shopping survey on page 15 of the
Students Book. Not all the students have to ask
you questions but they must all listen and take their
own notes. Tell the students to use the notes from
your answers to the shopping survey to write six
sentences about their teachers shopping. Ask some
of the students to read out their sentences.
Speaking Task
Target element: talking about shopping
and buying things in the context of clothes
shopping
Write the following questions on the board.
When did you buy your ?
How much did you pay for it/them?
Where did you buy it/them?
How did you pay for it/them?
Put the students into pairs. Explain that they are
going to interview each other about four different
objects or pieces of clothing. Tell them to ask each
other the questions about their clothes and/or any
other objects they have with them. Monitor the
students as they work.
52
Reading Task
Target element: revise the meaning of new
vocabulary and practise definitions
Write the following incomplete definitions on the
board, without the answers in brackets. Tell the
students to read them and then complete them.
1 A website that is easy to use is
(user-friendly)
2 When you buy things online, you have to use
a debit card or a (credit card)
3 Going to shops and buying from catalogues
are more ways of shopping; modern
ways are on the internet. (traditional)
4 Most people keep their money in a bank
(account)
5 Online shopping is growing quickly. There
will be a in internet shopping in Britain
next year. (growth)
Review
Review A
SB pages 16-20
WB pages 13-16
four people talking about how they
use the internet.
Review
Listening
1
to e-mail friends
to find out sports information
d
e
2 Tell them to read the list of uses for

the internet.
3 Explain that they must write the
number of the correct speaker next to
each use, as in the example.
Listen to four people talking about

how they use the internet. Match each
speaker 14 with one of these subjects.
(You do not need one).
4 You may need to play the tape more

than once.
to study a language
to buy things
to find a new job
Answers:
Listen again and complete these sentences with a word or phrase.

a The first speaker wants to buy a present for one of her . gr>
. . .a
. .<n
. .<d
. .<c. h
. . <i. <l.<d
. .<r. }e
. .n
. ..
b The second speaker is going to be an . . . . . . . . . . . . . . . . . . . . . . when he finishes his training.
c The third speaker doesnt buy CDs. He listens to music . . . . . . . . . . . . . . . . . . . . . .
d The fourth speaker would like to work abroad as a . . . . . . . . . . . . . . . . . . . . . .
Finish these sentences with your own ideas, then compare

your ideas in pairs.
o@n tlvi<@[i<o@n o@r a<t t<h ci<nm<a.
..............................................
b The best thing about buying things online is . . . . . . . . . . . . . . . . . . . . .

c Some people would prefer to pay for things by credit card
because . . . . . . . . . . . . . . . . . . . . .
Complete these conversations.
a A Excuse me, could I ask you some
questions about holidays youve had?
B Yes, . . .c@
. . . . @t. <a
. .<i.<n
. .<l.<y
. ... . . . . .
b A I need to contact one of my friends
quickly but he lives in Australia.
B If you ask me, . . . . . . . . . . . . . . . . . . . . . .

a Listen and repeat the three sentences
you hear.
b Listen again and write the three
sentences.
c A You can borrow this magazine when I

have finished reading it.
B Thats very . . . . . . . . . . . . . . . . . . . . . .
A ...................................................
B ...................................................
C ...................................................
16
LESSON 1
SB page 16
a 2
c not needed
e 4
b 3
d 1 (given)
......................
a Most people I know prefer to watch films
WB page 13
Listening
1 Listen to four people talking about how
they use the internet. Match each speaker
14 with one of these subjects. (You do
not need one.)
TAPESCRIPT
Voice: One.
Woman: Its one of my grandchildrens
birthdays soon and Im trying to
buy him a book of short stories. Ive
looked in all the bookshops in the
city but I cant find what Im looking
for, so Im going to try and buy the
book online. You can sometimes
find really good bargains on the
internet and its so simple to pay. I
normally use my credit card. I dont
go shopping much these days. If you
have broadband, its so quick and
easy to get things online.
Voice: Two.
Man 1: I sometimes surf the internet for
fun, but I mainly use my computer
for sending e-mails. I have friends
in different towns and cities, and I
also keep in touch with people in
other countries. My best friend is
studying medicine in France hes
very clever. He wants to be a heart
surgeon when he finishes his studies.
Im training to be an accountant.
When I start work, Ill probably do
most of my business online.
53
Review
Voice: Three.
Boy:
I mostly go online to listen to music. I dont buy
many CDs anymore you can find everything
you want on the internet. Im also really keen
on sport so I often go online to find out the
scores in international matches. This week,
Germany beat Greece 3-1 in football.
Voice: Four.
Man 2: Well, Im looking for a job abroad, so Ive
done some research on the internet. Im a civil
engineer and Id like to work in another country
for a few years. Im in contact with a Chinese
company at the moment Id like to work for
them. Ill be head of a project building new
buildings, bridges and things like that in other
countries.

sentences with a word or phrase.
a Tell the students to read the four gapped
sentences and encourage them to guess what the
missing words are.
b Explain that you are going to play the tape
again and they must listen carefully and write in
the four missing words.
c You may need to play the tape more than once.
d Go through the answers with the class.
Answers:
a
b
c
d
grandchildren (given)
accountant
online/on the internet
civil engineer
3 Finish these sentences with your own

ideas, then compare your ideas in pairs.
4 Complete these conversations

1 Tell the students to read through the three
incomplete conversations.
2 Tell them to try to complete them.
3 Put the pupils into pairs to compare their
answers.
There are several possibilities.
Suggested answers:
a Yes, certainly.
b If you ask me, an e-mail would be quickest.
c Thats very kind of you.

1 Play the tape and tell the students to listen
carefully.
repeat the sentences.
3 Now play the tape again. This time, tell the
students to write the sentences down.
4 Go through the answers with the class by
writing the sentences on the board.
5 Ask some of the students to read them to the
class.
Answers:
a Although they thought theyd brought enough

clothes, they were cold at night.
b This week, Germany beat Greece 3-1 in football.
c Ill be head of a project building new buildings,
bridges and things like that in other countries.
1 Get the students to read the sentence

beginnings.
2 Tell them to look at the example and then to
finish the next two sentences with their own
ideas.
3 Put the students into pairs to read their
sentences to each other.
4 Ask one or two students to read their sentences
to the class.
54
TAPESCRIPT
Voice: A.
Man 1: Although they thought theyd brought enough
clothes, they were cold at night.
Voice: B.
Boy:
This week, Germany beat Greece 31 in
football.
Voice: C.
Man 2: Ill be head of a project building new buildings,
bridges and things like that in other countries.
Review
4 Ask some of the pairs to read their

dialogues to the class.
Suggested answers:
a Place: interview in an office

Speaker A: the interviewer
Speaker B: the person who wants/has
applied for a/the job
b Place: a clothes shop
Speaker A: a shop assistant
Speaker B: a customer
Review
UNIT
1 Say where each of the following two mini-dialogues takes place

and who the speakers are.
a A
B
b A
Good morning, Mr Mohamed. Please sit

down. First of all, could you tell me why
you are interested in working for us?
Place:
.............................................................................
Speaker A:
.............................................................................
Speaker B:
.............................................................................
2 Choose the correct answer from

a, b, c or d.
Well, Ive done this kind of work before and I have always enjoyed working with people.
That shirt is 50 pounds, sir.
Place:
.............................................................................
Can I pay by debit card?
Speaker A:
.............................................................................
Yes, certainly.
Speaker B:
.............................................................................

read the gapped sentences and choose
the correct word to complete each.
2 Choose the correct answer from a, b, c or d.

1 I find it very difficult to
a do
decisions quickly.
b get
c make
2 Scientists are still

a doing
3
2 Tell them not to rush and to think

carefully about the four possible
answers.
d come
into making cars safer.

b researching
c retiring
d trying
I was out shopping, I saw three of my friends from school.

a Because
b While
c If
4 My uncle does not enjoy

a drive
b to drive
c driven
5 All my sisters are married, but my brother is still

a one
b single
6 It is not kind to
a make
c alone
b do
c have
b but
8 Have you ever

a meet
9 While I
4 Now go through the answers with the

class.
d free
d laugh
you want to train to be a doctor.

c although
Answers:
d if
a famous person?
b met
c meeting
d meets
home, I saw some of my friends.
a am walking
b was walking
10 The people of Lilliput

a put
d driving
fun of people because of the way they speak.
7 You have to study for a long time

a while
3 Once they have completed the activity,

put them into pairs to compare their
answers.
d Although
in big cities.
c had walked
d walk
Gulliver to the ground so that he couldnt escape.
b fell
c tied
d made
13
WORkBOOk
1
2
3
4
5
6
7
8
9
10
c (given)
b
b
d
b
a
d
b
b
c
page 13
1 Say where each of the following two

minidialogues takes place and who the
speakers are.
1 Tell the students to read through the two
dialogues.
2 Explain that they must first think about where
the dialogues are taking place, then decide who
the two speakers are in each situation.
3 When they have completed the activity, put the
students into pairs to read the dialogues aloud.
55
Review
A
LESSON 2
SB page 17
WB page 14
Grammar review
Grammar review
1 Look at the pictures. Write what
people with this job do and what
this person is doing now.
1 First, tell the students to look at the
pictures and ask them to say what jobs
they think the four people have.
2 Tell them to read what the four jobs
are to see if they are right.
1 First, ask the students to read through the

conversation.
2 Then tell them to decide which is the correct
linking word for each sentence.
a although (given)
c If
e while
56
Look at the pictures. Write what people with this job do

and what this person is doing now.
Ar>ch<i<tct<@[ d[i<gn h<o@u<@[e[ a<n<d ot<hr bu<i<l<d<i<n<gs.

Moh<a<n<a<d i<@[ t<a<k<i<n<g ph<ot<o+gr>a<ph<@[ o_@ a nw bu<i<l<d<i<n<g pr>o@ject.
........................................................................................
........................................................................................
b because
d but
b Anwar is a surgeon. . . . . . . . . . . . . . . . . . . . . . . . . . .
c Ahmed is a civil engineer. . . . . . . . . . . . . . . . . . . . . . . . . . .
d Habiba is an accountant. . . . . . . . . . . . . . . . . . . . . . . . . . .
Which of these four jobs would you prefer to do? Why? Discuss
in pairs.
Choose the correct linking words in this conversation.

Mahmoud Would you like to go swimming tomorrow morning?
Sorry I cant, a although/while Id love to. But I have work to do.
Adel
2 Choose the correct linking words

in this conversation.
Answers:
a Mohanad is an architect.
Suggested answers:
a Architects design houses and other

buildings.
Mohanad is taking photographs of new
building project. (given)
b Surgeons perform operations.
Anwar is washing his hands.
c Civil engineers work on big building
projects like bridges and tunnels.
Ahmed is looking at some plans.
d Accountants keep the accounts of
companies.
Habiba is talking on the telephone.
3 Now, ask the students to think about

what the four people are doing now
and to write the answers in the spaces
provided.
class.
Review
Mahmoud You work very hard.

Thats b because/if I want to go to a good university.
Adel
Mahmoud
Adel
c If/While you ask me, you need to relax sometimes.

I know that, d because/but I only have to work for two more weeks.
Mahmoud I expect you think about work e although/while youre asleep, dont you?
Complete the sentences with the correct past forms of the verbs in brackets.
a Last summer I 1 . . . . . . .w}
..e
. .n
. .<t. . . . . . . . . . . (go) to Alexandria for my holiday. I 2 . . . . . . . . . . . . . . . . . . . . . . . .
(decide) to go by train because I 3 . . . . . . . . . . . . . . . . . . . . . . . . (travel) there by road the summer before
and it 4 . . . . . . . . . . . . . . . . . . . . . . . . (be) very hot and uncomfortable.
b Thirty years ago, when people 1 . . . . . . . . . . . . . . . . . . . . . . . . (buy) expensive things, they
2 . . . . . . . . . . . . . . . . . . . . . . . . (pay) by cheque. Before that, most people 3 . . . . . . . . . . . . . . . . . . . . . . . . (use)
cash. Cheques 4 . . . . . . . . . . . . . . . . . . . . . . . . (become) popular because people 5 . . . . . . . . . . . . . . . . . . . . . . . .
(not want) to carry coins and notes around with them. Then they 6 . . . . . . . . . . . . . . . . . . . . . . . . (invent)
credit and debit cards and everything 7 . . . . . . . . . . . . . . . . . . . . . . . . (change).
17
3 Complete the sentences with the correct

past forms of the verbs in brackets.
1 Ask the students to read through the two gapped
paragraphs.
2 Tell them to think about the verbs in brackets
and to choose the correct verb form for
each gap.
Answers:
a 1 went (given)
3 had travelled
b 1 bought
4 became
7 changed
2 decided
4 had been
2 paid
5 didnt want
3 had used/used
6 invented
Review
2 Read the text below, then write

the word which best fits each
space.
RA

gapped paragraph quickly.
UNIT
1 Correct the underlined mistakes in the following paragraph.
2 Now tell them to close their books and

ask them what the text is about. Ask
what they can remember about it. Put
the students into pairs to share their
ideas.
Michael Faraday was born in England in 1791.

He leaves school at 14 and worked in a bookshop.
But he preferred read books to selling them. Soon
he was thinking he wanted to be a scientist. So he
left
left the bookshop and became an assistant to one
3 Now, tell the pupils to open their

books and read the text again and
then to write the missing words in the
spaces.
of the most brilliant scientist of that time.
2 Read the text below, then write the word which best fits each
space.
Most people who go abroad come back with some foreign money. It is easy to change foreign
a
currency
into Egyptian money, but people sometimes b
that they
cannot change coins into Egyptian money. Now, some air companies ask passengers for their
coins so they can give this money to a charity to c
companies can d
poor people. Because air
a lot of coins from one country in this way, they can get the
coins changed into Egyptian money at a e

f
. They then give this money to
organisations around the country.

a When did Professor Magdi Yacoub first decide to be a heart surgeon?
When his aunt died because of a heart problem.

b Why did Professor Yacoub travel thousands of miles in small planes and helicopters?
c Do you think people like Professor Yacoub should be able to work after they retire?
Give a reason for your answer.
d Why do you think it is ridiculous for people to argue about how to break an egg?
4 Tell them to compare their answers

with their partner.
Answers:
a currency (given)/ money

c help
e bank
b forget
d collect
f charitable

the questions.
2 Help them with any vocabulary or
other problems they have.
3 Now tell them to write the answers.
e Why has internet shopping increased in popularity in recent years?
4 Put the students into pairs. Explain

that they must tell each other what
their answers are.
f Why do you think more and more men are shopping online?
14
5 Ask a few students to share their

WORkBOOk
6 Go through all the answers with the

class.
page 14
1 Correct the underlined mistakes in the

following paragraph.
1 Tell the students to read the paragraph.
2 Help them with any vocabulary they dont
understand.
3 Tell the pupils to think about the underlined
words and to correct them.
4 Go through the answers with the whole class.
Answers:
a left
b reading
thought
Suggested answers:
a When his aunt died because of a heart problem.

(given)
b To find healthy hearts for heart transplants.
c Yes, because they can help many people and they
have special knowledge and skills.
d Because it is not important.
e Because of the much quicker broadband internet
connections.
f Because it is cheaper and easier and they can do it
from home.
scientists
57
Review
A
LESSON 3
SB page 18
WB page 15
Reading
1 Complete the article about the
French scientist Louis Pasteur
with the correct form of these
words.
Review
When he rst went to school, he was a lazy

student, but his life changed when a new
and a . i<. m
. . .<a
. .<g
. .i<.n. <a
. . <t. <i. <v
. .}e
. . chemistry teacher
arrived. From that time, he became very
excited about the subject and he left school
with good b . . . . . . . . . . . . . . . . . . . .
He studied in Paris and, in 1854, after doing
c . . . . . . . . . . . . . . . . . . . for a number of years,
he became Professor of Chemistry at the
University of Lille in northern France. Part of
his work there was to help companies with
their problems. For example, he showed a
food company that they could kill germs in
milk by boiling it and cooling it again. This
made the milk safe to drink.
5 Tell them to close their books and

ask what they can remember from the
text. Write their ideas on the board.
6 Tell the pupils to open their books,
read the text again and try to complete
it using the words in the box.
After this, he showed that people could

catch diseases from other people who were
carrying germs. He also gave people an
d . . . . . . . . . . . . . . . . . . . as to how germs can
infect people. He described the three
different ways: through the air, through
our skin and in the food we eat. Later, he
discovered ways of preventing diseases
from passing from person to person.
Answers:
In 1888, he started a special school for the

study of diseases. The school took its name
from his e . . . . . . . . . . . . . . . . . . . : it was called
the Pasteur Institute. Pasteur died in 1895
at the age of 72. Thanks to his discoveries,
more people live healthy lives and fewer
people die from common diseases.
In pairs, use these words and phrases to

ask and answer questions about Louis
Pasteur.
a When/born?
Whn w>a<@[ Lo@u<i<@[ Pa<@[tu<r bo@r@n?

He w>a<@[ bo@r@n i<n 1822.
....................................................
....................................................
b Where/born?
c When/life change?
d Where/become/Professor of Chemistry?
e How/kill germs in milk?
f What/show?
g How/germs/infect us?
h What/discover?
1 Organise the students to work in pairs and ask

them to try to make questions from the words
and phrases provided, as in the example.
2 When they have done this, ask and answer the
questions with a confident student in front of
the class as an example.
58
18
2 In pairs, use these words and

phrases to ask and answer
questions about Louis Pasteur.
How can you kill germs in milk?

You can boil it.
When was Louis Pasteur born?
He was born in 1822.
surname
Louis Pasteur was a world-famous scientist,

who was born in 1822 into an ordinary
French family.
4 Now ask the pupils to read through

the text about Louis Pasteur quickly.
Teacher:
Student:
Teacher:
Student:
imaginative
research
Louis Pasteur,
18221895, Scientist
3 Ask the students what the words mean

and, if they dont know, tell them
to look the words up in their Active
Study Dictionary.
Example:
Complete the article about the French

scientist Louis Pasteur with the
correct form of these words.
explanation
2 Ask them to pronounce the words.
imaginative (given)
qualifications
research
explanation
surname
Reading
qualifications

in the box.
a
b
c
d
e
3 Tell the pupils to continue in this way in

their pairs, taking turns to ask and answer the
questions in any order.
Answers:
a A
B
b A
B
c A
B
When was Louis Pasteur born?

He was born in 1822.
Where was Louis Pasteur born?
He was born in France.
When did his life change?
It changed when a new (and imaginative)
chemistry teacher arrived at his school.
d A Where did he become Professor of Chemistry?
B He became Professor of Chemistry at the
University of Lille (in northern France).
Review
WORkBOOk
RA
UNIT
page 15
1 Read the following passage, then

answer the questions.
1 Read the following passage, then answer the questions.
1 Ask the students to look at the picture.
The story of money
2 Ask them to say what they can see and

write their ideas on the board.
Today, most people put their cash into a bank account.

Thousands of years ago, people did not use money at all. If they
wanted to have something, they gave the owner something that
belonged to them. Later, many different things were used as
money in different parts of the world, including sharks teeth.
In time, people decided to use gold as money because
everybody accepted it and it looked beautiful. The first gold
coins were made in Lydia (now western Turkey). But gold was
3 Ask them what they think the article

might be about.
4 Tell the students to read the article.
Help them with any vocabulary they
dont know.
very heavy.
The Chinese were the first people to make and use paper
money. When the Italian explorer Marco Polo went to China in
the thirteenth century, he was surprised to see people using
paper money. Later, in Europe, people started to leave their
gold in banks and paid for things with notes from their bank.
Today, people still use coins and banknotes, but there are
many other ways of paying, including cheques, credit cards
and online payments.
5 Tell the students to answer the

questions.
activity, put the students into pairs to
1 Where do most people keep money these days?

a in their pockets
b under their bed
c in a bank account
d in a box
2 What was the problem with gold?
Answers:
a There wasnt enough for everyone.
1
2
3
4
b It was very heavy.

c Some people didnt think it was real money.
d People preferred banknotes.
3 Where did Marco Polo come from?
a China
b Turkey
c Lydia
d Europe
4 Thousands of years ago, what did people do if they wanted something?

5 Why did people choose gold as a kind of money?
6 Why do you think the Chinese used paper money?
7 Why do you think Marco Polo was surprised to see paper money?
15
e A
B
f A
B
g A
B
h A
B
c in a bank account (given)

b It was very heavy.
d Europe (Italy is in Europe.)
They gave something they owned in
exchange for it.
5 Everybody accepted it and it looked
beautiful.
6 (suggested) Because it was not so heavy
as gold.
7 (suggested) Because it didnt have any
value like gold.
How can you kill germs in milk?

You can boil it.
What did Pasteur show?
He showed a food company how to kill germs in
milk./He showed that people could catch diseases
from other people who were carrying germs.
How do germs infect us?
Germs can infect us through the air, through our
skin, and in the food we eat.
What (other things) did Pasteur discover?
He discovered ways of preventing diseases from
passing from person to person.
59
Review
A
LESSON 4
SB page 19
1 Match a verb with a word or

phrase. Then use the correct
form of these words to complete
the sentences.
in the boxes. Explain that they must
match a verb from the first box with
words from the second box to make a
phrase. Encourage them to do this and
write their correct suggestions on the
board (make fun of someone, publish
a novel, research information, steal
money, surf the internet).
2 Tell the student to read the list of
gapped sentences on the right.
Review
make
information
publish
money
research
fun of someone
steal
the internet
surf
a novel
a Nobody likes people who .m<

. .a
. . <k
. .. . ._@.u. <n
. . . o._@ . .so
. . .m
. . <.e.=o
. .n
. .<e. . . . .
for making a mistake.
b You will lose your job if you . . . . . . . . . . . . . . .
from the company you work for.
...............
c My teacher told me to use the library to . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . about the Ancient Egyptians.
d If you have a computer, you can . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . to find information online.
Critical thinking
1
Read this quotation from the article about Pasteur

and answer the questions.
After this, he showed that people could
catch diseases from other people who were
carrying germs... Later, he discovered ways
of preventing diseases from passing from
person to person.
a How can people catch diseases from each other?

b How has Pasteurs work helped people today?
Answers:
a
b
c
d
e
Match a verb with a word or phrase. Then use the correct form of these words to complete
the sentences.
e I hope you will . . . . . . . . . . . . . . . my . . . . . . . . . . . . . . . after you

have read it.
3 Explain that they must use the correct

form of the phrases they made to
complete the sentences on the right.
class.
make fun of someone (given)

steal money
research information
surf the internet
publish; novel
Discuss these questions in pairs, then write short answers.

a Which charitable organisations help people to stay healthy?
Make a list of organisations you know about.
...................................................................................................
b What kinds of things do these organisations do to help people?

Make a list of some of their activities.
Thy hl<p po@pl i<n<ju<r}d i<n w>a<r>[.
...................................................................................................
c How can richer countries help poorer countries with their health problems?
Write a short list of suggestions.
Thy ca<n hl<p t<o t<r>a<i<n t<hi<r d<o+ct<o@r>[.
...................................................................................................
d Why is it important for countries to work with each other in doing

medical research? Note down one or two reasons.
...................................................................................................
Critical thinking
article about Pasteur and answer
the questions.
1 Ask the students to look at the picture and say
what they can see.
2 Tell them to read the extract from the text about
Pasteur.
3 Now put the students into pairs to discuss the
questions.
4 Ask some of the students to share their answers
with the class.
Suggested answers:
a People can catch diseases from each other in

different ways. Through the air, through their skin
and through the food they eat.
60
Compare your notes with another pair and discuss any points you disagree about.
19
b As a result of Pasteurs work, we know much more

about hygiene. We know much more about the way
diseases are passed around and how they can be
prevented. People live healthier lives and few people
die from infectious diseases.
2 Discuss these questions in pairs, then

write short answers.
1 Put the students into pairs to read the questions
carefully and to think about their answers. Point
out that some questions already have a possible
answer, but the students can think of more.
2 Tell the students to discuss their answers and to
write them down.
3 Put pairs of students together into groups of
four to compare their answers.
Review
LESSON 5
Review
SB page 20
Communication
Communication
1 Answer the questions to

complete this reading survey.
Answer the questions to complete this reading survey.
Reading survey
1 How old were you when you learnt to read? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 What was the first book you read? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 How many books a year do you read now? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 What kind of books do you like best? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5 Who is your favourite writer? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6 Which books have you read by this writer? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7 When and where do you read? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8 What are you reading at the moment?
or What was the last book you read? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Work in pairs. Compare your answers to the

survey questions.
a Which books have you both read? Tell your
partner about any books that he/she has not read.
b Tell each other about books you read when you
were children.
Discuss in pairs.
Choose a book each and agree on which one you
would rather/prefer to read.
Make brief notes saying what the book is about.
Make notes saying why you like the book.
Work in groups of four.

a Pairs should give a short talk telling another pair about the book
they talked about in Exercise 3. Use some of this language.
WB page 16
1 Explain that the students are going to

complete a survey about reading. Tell
them to read the questions and help
them with any difficult vocabulary.
2 Tell them to write their answers in the
spaces provided.
2 Work in pairs. Compare your

answers to the survey questions.
their answers to the survey.
2 Tell the students to read the two
additional questions in the book and to
discuss their answers
3 Each student should give a short
summary of any books they have read
but their partner has not read.
The reason I enjoyed this book

is that it
The best thing about this book
is
3 Discuss in pairs.
I like this writer because
Although this book (was written

40 years ago), it is
b After each book has been described,
students can ask and answer questions.
20
4 Ask some groups to share their answers with the

class.
Possible answers:
a Students own answers.

b They help people injured in wars. (given) They
provide food, shelter and clothing. They give advice.
c They can help to train their doctors. (given) They
can provide medicines, advice, materials, nurses,
doctors and other workers and medical facilities.
d It is important because they can share ideas and
experience. Some countries will have knowledge
in one area and others will have knowledge in
other areas. Problems of health are not restricted to
borders; they affect the whole world.
2 Tell them to choose a book they both

like and write about it. Tell them to
think about who the book was written
for, why they like the book, where the
story takes place, the main characters,
the story, etc.
3 You may want to write some ideas on the board
to help them to think about the book and what
they are going to write.
4 Tell them to take notes together. One or both of
the students in each pair will use the notes to
give a presentation about the book.
4 Work in groups of four.

1 Put pairs from the last exercise together into
groups of four.
box. Explain that each pair must use some of
the language in the box to give a presentation
61
Review
A
about the book they chose to the other pair in
their group.
3 Tell them to use the notes they

made in the last exercise. One of
the students in the pair can give the
presentation, or they can share it.
RA
UNIT
1 Write a paragraph about a job you would like to do when you

finish your education.
4 Encourage the listening pair to ask

questions.
5 Ask some of the students to present
their book to the class.
WORkBOOk
page 16
1 Write a paragraph about a job

you would like to do when you
finish your education.
1 Tell the students to think carefully
about the job they would like to.
Write the following questions on the
board to get them thinking:
2 Translation
a Translate into Arabic:
Louis Pasteur, the French scientist, has done really great services to humanity. He managed to
discover how people could catch diseases. He also devised ways of preventing diseases from
What job would you like to do?/

What skills do you need to do this
job?/ Why do you like the job?/ Can
you travel with this job?/Do you
have to study a lot to get this job?/
Do you know anyone who does this
job?/ Where do you work if you
have this job?
2 Get the students to write a paragraph
about the job. They dont have to
answer the questions; they are just to
guide them.
passing from one person to another.
b Translate into English:
?dG dG AKCG FbUCG e Md k FGO gJ g -1

Do you always go swimming with your friends during the summer holiday?
.e EG QOZ b HCG c , eCH SG eY -2
16
3 Put the students into groups of four or five and

ask them to read their paragraphs to each other.
Each group chooses one paragraph to read to
the class.
2 Translation
a
1 Tell the students to read the English paragraph,

translate it into Arabic and write the
translation.
2 Draw students attention to how the first

Arabic sentence is translated. Tell the students
to read the next Arabic sentence, translate it
into English and write the translation down.
62
3 Put the students into pairs to compare their

answers. Go through the answers with the class.
Answers:
a
/
.
/
.
b
1 Do you always go swimming with your friends
during the summer holiday? (given)
2 When I woke up yesterday, my father had left for his
office.
UNIT
UNIT 4
SB pages 21-25
UNIT
Teamwork
wB pages 17-20
Grammar Future verb forms: will,

going to and present continuous
Teamwork
Functions Ask for and give advice

detailed information
Listening
1
Objectives
Objectives

Critical thinking Discuss the
benefits of cooperation and
tolerance
Discuss these questions

with a partner.
Functions
Ask for and give advice
Writing An advertisement for a

magazine
a Which of these sports

have you played? Which
would you like to play?
Listening
Listen for gist and detailed
information
b Which are team games?

Which can be played as
individual sports?
Listen to a conversation about

sports and answer these questions.
a Which four sports do Ali and his brother
S|u<a<@[h,
Omar talk about? ........................
b What kind of sports does Ali prefer?

a Listen and tick the word you hear from
each pair.
.............................................................
Listen again and match the phrases

below to the sports they describe.
1 fit
basketball squash hockey football

a You have to beat the person you are playing
S|u<a<@[h
alone. ........................
b You cant play it on your own. ........................
feet
2 bit
beat
3 his
hes
4 will
wheel
Reading
Read for gist and specific information
Critical thinking
Discuss the benefits of cooperation
and tolerance
b Now listen and repeat these sentences.
c You need to be very tall. ........................
Grammar
Future verb forms: will, going to and
present continuous
1 My running shoes dont fit my feet.

2 He beat me because hes a bit faster.
d I already play that. ........................
3 Hes playing in his tennis tournament.
e Im sure youll enjoy it. ........................
4 Will the wheel fall off?
Writing
An advertisement for a magazine
In pairs, take turns to ask each other for advice about what
sport you should do, using this language.
Asking for advice
I like team games/individual sports.
Im (not) very tall. Which sport do
you think I should choose?
I want to keep fit/meet other people.
Which sport would you do?
Giving advice
If you ask me, you should
If I were you, Id go for
I think you should
Why dont you ?
I really would/wouldnt
21
LESSON 1
SB page 21
WB page 17

Put the students into pairs.
Ask them to think of a list of things they usually
do on their own and a list of things they usually
do in teams. It doesnt have to be sports; it can
be other activities too.
Ask some of the students for their suggestions

and write them on the board.
Discuss why it is often harder for people to do
things in teams than on their own. Write their
ideas on the board.
63
UNIT
Te a m w o r k
Listening
1 Discuss these questions with a partner.
1 Tell the students to look at the pictures of the
people doing sports. Have them also look at the
picture at the bottom of the page.
2 Ask them to name the sports (volleyball, [field]
hockey, squash, badminton, running). Write
their ideas on the board.
Ali:
Omar:
Ali:
Omar:

4 Put the students into pairs to answer the
questions together.
Ali:
Omar:

with the class.
Answers:
a Students own answers

b Hockey and volleyball are team games; squash,
badminton and running can be played as individual
sports
2 Listen to a conversation about sports and

1 Tell the students to read the questions before
they listen.
2 Tell them that they are going to listen to Ali and
his brother talking about four sports.
3 Play the tape.
4 Organise the students to work in pairs to discuss
the answers to the questions.
5 Go over the answers with the class.
Answers:
a Squash, basketball, football, hockey

b Team games/Sports involving other people of his
age, so he is going to try hockey.
TAPESCRIPT
Ali:
Omar:
Ali:
Omar:
64
Theyre starting lots of sports at our sports

centre soon. I cant decide what to try.
Which sport do you think I should choose?
Theyre all really exciting sports, but it
depends on why you want to do sport.
What do you mean?
Well, do you want to keep fit, or to prove
Ali:
Omar:
Ali:
Omar:
Ali:
Omar:
how good you are at something, or just to

mix with other people?
I dont really know its a combination of
all three, but the main reason is because I
want to do something with other people of
my own age.
OK, well that makes your decision a bit
easier, doesnt it?
Does it?
Of course. You see, sports like squash are
individual sports you have to beat the
person you are playing alone.
Yes, I see. And basketball is a team sport.
Thats right. You cant play it on your own
you need a team of five people, and you
cant win team games without working with
those other people. If you ask me, I think
youd enjoy a team sport like basketball
more than an individual sport.
So do you think I should choose basketball?
No, I dont you need to be very tall to be
a good basketball player. What other team
games can you do at the sports centre?
Theres football, but I already play that.
And theres hockey.
Well, why dont you try hockey? Im sure
youll enjoy it.
Thanks, Omar. Im definitely going to try
hockey.
A good choice. I think youll be very good
at it.
3 Listen again and match the phrases

below to the sports they describe.
1 Write the four sports listed in the box on the
blackboard and make sure the students can
pronounce them correctly.
2 Tell the students to read the five sentences.
again and they must write the correct sport next
to each sentence, as in the example.
Answers:
a
b
c
d
e
Squash (given)
Basketball (also possible: hockey, football)
Basketball
Football
Hockey
Te a m w o r k
4 In pairs, take turns to ask each other for

advice about what sport you should do,
using this language.
1 Ask the students to read through the language
table. Help them with any difficult vocabulary.
turns to ask each other for advice about doing
sports.
3 Choose a student and do an example with him/
her to make the activity clear.
Example:
Teacher: I like team games. Which sport do
you think I should choose?
Student: If you ask me, you should do football
or basketball. Or you could do
hockey.
Teacher: Im not very tall.
Student: I really wouldnt do basketball then.
You should do football or hockey.
4 Now get the students to do the same activity in
their pairs.
UNIT
TAPESCRIPT
Narrator:
Voice:
Narrator:
Voice:
Narrator:
Voice:
Narrator:
Voice:
One.
Fit
Two.
Beat
Three.
Hes
Four.
Will
fit
beat
hes
will
5 Tell the students to look at the sentences in

part b.
6 Tell them that you are going to play the tape and
they must repeat the sentences.
turns to say a number and to read the sentence
aloud.
Example:
Student 1:
Student 2:
Three.
Hes playing in his tennis
tournament.
TAPESCRIPT
1 Tell the students to look at the pairs of words in
the box.
2 Ask them to read the words aloud. Help them
with any problems with the pronunciation.
3 Explain that you are going to play the tape and
the students must tick the correct word.
Narrator:
Voice:
Narrator:
Voice:
Narrator:
Voice:
Narrator:
Voice:
One.
My running shoes dont fit my feet.
Two.
He beat me because hes a bit faster.
Three.
Hes playing in his tennis tournament.
Four.
Will the wheel fall off?
Answers:
1
2
3
4
fit
beat
hes
will
65
UNIT
Te a m w o r k
WORkBOOk
page 17
4 Teamwork
1 Find four team sports and four

individual sports in the puzzle.
UNIT
1 Remind the students that individual

sports are played alone and team
sports are played with a group of
people.
1 Find four team sports and four individual sports in the puzzle.
B B L S W I M M I
A A V
2 Tell the students to look at the puzzle

and find four team sports and four
individual sports, circle the words and
write them in the spaces on the right.
K M F R B
E
T N O C Y C L
W
O
L
B
N
Y
B
S
N
O
I
H
L
I
A
C
R
Q
A
O
M
O
E
T
V
L
A
U
I
T
M
C
Y
E
A
I
T
A
R
B
I
K
B
L
S
N
I
S
M
A
N
E
A
E
A
G
O
H
A
L
G
Y
L
I
A
H
N
O
N
L
B T B E B R A T
N G H E
I
Team sports
O N B
A O A L S Q U A S H O A
I
R M A N L
L L L F O O T B A L L T
2 Complete these sentences with the correct words.

Ali
Theyre starting lots of sports at our sports a centre soon. I cant decide
centre
what to try. Which sport do you think I should b
combination
Omar
O
P
L
R
K
E
B
A
L
L
depends
Ali
exciting
Omar
keep
mix
Ali
reason
prove
Theyre all really c
sports, but it d
on why you want to do
sport.
decision
S
I
O
R
T
C
E
L
A
F
T E L E
O T N A V A S A A K
choose
L
V
V
F
O
O
B
A
L
L
swimming
S D V O L L E Y B A L L
Answers:
B
A
D
M
I
N
T
O
N
L
Individual sports
N G O
O H O C K E Y P
L N L A N A

class. Make sure the students can
pronounce the names of the sports
correctly.
B
A
S
K
E
T
B
A
L
L
What do you mean?

Well, do you want to e
fit, or to f
something or just to g
with other people?
I dont really know its a h
how good you are at
of all three, but the main i
Omar
OK, well that makes your j
a bit easier, doesnt it?
Now listen and check your answers.

a A friend wants to cook the family meal this evening, but cant decide what to make. Give advice.
If I were you, Id cook something they all like.
Individual sports: swimming, cycling,

squash, badminton
Team sports: basketball, hockey, football,
volleyball
b Your friend asks for your advice about where to go on holiday. What do you reply?
c Advise a friend who wants to take a younger brother out for the day but cant decide where to go.
d A friend asks your advice about the best way to keep fit. What do you reply?

the correct words.
17

in the box.
2 Go through them and make sure the students
know the words and the correct pronunciations.
3 Tell the students to read through the dialogue. It
is an extract from the listening text between Ali
and his brother.
4 Explain that the students must use the words in
the box to complete the dialogue.
5 Play the tape so that the students can correct
their answers. You may need to play the tape
several times.
Answers:
a centre (given)
d depends
66
b
e
choose
keep
is
because I want to do something with other people of my own age.
c
f
exciting
prove
g mix
j decision
combination
reason

1 Tell the students to read through the situations.
2 Explain that they must decide what they would
say in each situation and tell them to write their
answers in the spaces provided.
answers.
4 Ask one or two of the students to read their
answers to the class.
Te a m w o r k
LESSON 2
UNIT
Language focus
SB page 22
Future verb forms
WB page 18
2 Choose the best future forms to
complete these conversations.
Grammar rev p124
Read these sentences from the listening text and answer the questions.
In which sentence does the speaker:
1 Theyre starting lots of sports at
our sports centre soon.
2 I think youll be very good at it.
3 Im definitely going to try
hockey.
Sen<tn<c 2: yo@ul<l b go+o+d

a make a prediction? ...................................................
a<t i<t.
........................
b refer to a definite decision or an intention?

........................
c talk about a plan or arrangement? ........................
Choose the best future forms to complete these conversations.

a A This year, Im going to go/Ill go swimming every day.
B Thats a good idea. Youll get/re getting very fit.
b A Im going/I will go on holiday tomorrow.
B Im sure you are going to/will enjoy it.
c A What do you do/are you doing at the weekend?
B I dont have any plans, but I expect
Ill spend/Im spending some time with my friends.
d A My football team are getting/get two new players for next year.
B Great. I think the team are going to win/will win more matches.
What is the difference between these two sentences that make predictions?
a
UNIT

2 Explain that for each sentence they
have to choose the correct future verb
form.
Answers:
a
b
c
d
A: Im going to go
B: ll get
A: Im going
B: will
A: are you doing
B: Ill spend
A: are getting
B: will win
3 What is the difference between

these two sentences that make
predictions?
1 Tell the students to look at the two
pictures and to read the speech
bubbles.
I think the weather in England

will be cold and rainy.
Theres not a cloud in the sky its

going to be another very sunny day.
Write what you would say in these situations, then compare answers with a partner.
Im go@i<n<g t<o...
a Youve just decided what to do this evening. Tell someone. .............................
b Think about the next seven days. What are your arrangements? ........................
c Look out of the window and make a prediction about tomorrows weather. ................. .......
d Think about this time next year. Make a prediction about your future. ........................
22
Language focus
Future verbs forms
1 Read these sentences from the listening
text and answer the questions.
1 Ask the students to look at the three sentences
from the listening in the box.
2 Now tell them to read the questions and write
their answers.
Answers:
a Sentence 2: youll be good at it (given)

b Sentence 3: Im definitely going to try hockey.
c Sentence 1: Theyre starting lots of sports at our
sports centre soon.
2 In both pictures a person is making a

prediction, but one is different from
the other. Ask the students if they can
see the difference. Tell them to make
suggestions.
Answers:
In picture a, this is simply a prediction but

there is no clear evidence, so we use will. In
picture b, there is evidence to help make the
prediction, so we use going to. The evidence
is that there are no clouds; the sky is clear.
4 Write what you would say in these

situations, then compare answers with a
partner.
1 Tell the students to read the four sentences.
2 Tell them to think about what they would say in
each example. They can write their answers in
the spaces provided. Remind the students that
we use going to when there is evidence to help
us predict the future.
answers.
67
UNIT
Te a m w o r k
Suggested answers:
a Im going to ... .
b Im (definitely) going to go to the gym
every day. / Im cooking lunch for my
family every day. / I think Ill (just) relax
all week.
c (I think) It will ... . / Its dusty today.
Tomorrow its going to ... .
d (I think) Ill ... .
UNIT
1 Complete with the correct future form of the verbs in brackets.

a Ive decided what to do at the weekend. Im going to visit ((visit)
visit) my uncle.
visit
b My school
d Were
WORkBOOk
page 18
((start
start)) a new project about keeping fit soon.
start
c Theres a TV programme about wildlife in Egypt. I think it
2 Complete these predictions using the

words in brackets.
1 Complete with the correct future

form of the verbs in brackets.
If there is a good reason for making
If its just an opinion, use will.
DONT FORGET
the prediction, use going to.
2 Tell them to write in the correct future

form to complete the sentences.
a The wind is getting stronger. (there/be/sandstorm)
Theres going to be a sandstorm.

b Your friend has had a very tiring day. (sure/he or she/feel better/after a good nights sleep)

class.
c The earth is getting very crowded. (perhaps one day/people/live on the moon)
Answers:
a
b
c
d
d My little sister looks very sad. (she/cry)
Im going to visit (given)

is starting
will be
going to go/going
2 Complete these predictions using

the words in brackets.
1 Remind the students to use going
to for future predictions when there
is evidence to show something will
happen.
e Look at those black clouds. (you can tell/rain)
f I hear youre starting your university course soon. (Im sure/you/enjoy it)
3 Match the situations ad with what somebody may say 14, then
18

situations and to write the correct predictions in
the spaces provided.
answers.
Answers:
a Theres going to be a sandstorm. (given)

b I am sure he/she will feel better after a good nights
sleep.
c Perhaps one day people will live on the moon.
d Shes going to cry.
e You can tell it is going to rain.
f Im sure you will enjoy it.
68
((be) good.
((go) to the Red Sea this summer. Ive already bought a guide book.
a You cant see your friend at the weekend.
I think
b Someone asks your opinion about the weather.
to Luxor.
c Someone asks you about your plans for your

next holiday.
study Japanese.
d Someone asks what you want to study at university.
Sorry, I m
rain.
visiting
relatives.
3 Match the situations a-d with what

somebody may say 1-4, then complete the
sentences.
1 Tell the students to read the situations first.
2 Explain that they must match each situation
with what somebody might say in that situation.
The students have to complete the gapped
sentences, too.
students into pairs to compare their answers.
Te a m w o r k
UNIT
LESSON 3
Reading
1
Check the meanings of these words in

attach bring up cooperate
pack (n) situation string tolerance
Discuss these questions in pairs. Then read

the article and check your ideas.
a How do members of sports teams cooperate?
Why do they do this?
b Can you think of ways in which animals such
as lions cooperate with each other?
UNIT
Cooperation
A friend who is playing in an important football

match this afternoon asks for advice. What will
you say? I think you should try to score lots
of goals? This is helpful, but perhaps the best
advice is Dont forget youre part of a team.
Pass the ball to other players.
There are many situations where groups of
people need to cooperate to succeed, for
example, surgeons, who work with a team of
doctors and nurses to help patients; or scientists
who have to work in large, complex teams to
send people into space.
Animals also cooperate. For example, lions hunt
their prey in packs, and elephants live in family
groups to bring up their young and protect ill
members. In a recent experiment, scientists
showed that even birds can cooperate on
complex jobs. Two birds were put into a cage
with a box of food outside. The birds could see
the food, but they had to pull pieces of string
attached to the box to get the food into their
cage. If only one bird pulled a string, the box
did not move. However, if both birds pulled the
strings at the same time, they moved the box and
got the food.
Read again and complete these sentences.

a Footballers, nurses and scientists are all
co+o@pr>a<t wi<t<h
examples of people who ..............................
ea<ch ot<hr t<o b su<cc@[s_@u<l.
....................................................
To be a successful team member, you may need

to cooperate with people who are very different
from you and who you may not like. To succeed,
you will have to show tolerance and work with
these people. Imagine what would happen if a
nurse refused to help a doctor.
b Lions and elephants are examples of animals

which ........................
c The experiment with the two birds shows that
even birds can ........................
d Tolerance is needed by people who

a How is the work of surgeons,
doctors and nurses different?
Artwork 2-7
b How do they cooperate?
Answers:
WB page 19
Reading
1 Check the meanings of these
Dictionary.
1 Write the words in the box on the
board.
2 Help the students to pronounce the
words by underlining the part of the
word where the main stress falls in
each: attach, bring up, cooperate,
pack, situation, string, tolerance.
3 Get the students to look the words up
in their Active Study Dictionary.
4 Check that the students know the
meanings of the words. Tell them
that when you say a word definition,
they must say which word you are
describing.
Example:
Teacher: When you work together
with another person.
Students: Cooperate.
5 Continue in this way with the
definitions for all the words.
........................
SB page 23
a-4 You cant see your friend at the weekend. Sorry, Im

visiting relatives. (given)
b-1Someone asks your opinion about the weather. I
think it will rain.
c-2 Someone asks you about your plans for your next
holiday. Im travelling to Luxor.
d-3Someone asks what you want to study at university.
Im going to study Japanese.
Answers:
23
attach: to fasten or join one thing to another

bring up: to look after children until they are
adults
cooperate: to work with someone else in
order to achieve what you both want
pack: a group of wild animals that hunt
together
situation: the combination of all the things
that are happening and all the conditions that
exist at a particular time and place
string: a thin rope made of several threads
twisted together, used for tying things
tolerance: when people allow other people to
do or believe what they want, without
critising or punishing them
2 Discuss these questions in pairs. Then

read the article and check your ideas.
1 Tell the students to read the two questions.
69
UNIT
Te a m w o r k
2 Put them into pairs to discuss their answers.

3 Ask some pairs to share their answers
with the class.
article. Help them with any difficult
vocabulary.
UNIT
1 Correct the grammar or vocabulary mistake in each sentence.

a Football players pass the ball to each other until one player can win a goal. score
b Space scientists has to work in large, complex teams to send people into space.
3 Read again and complete these

sentences.
c Elephants and gorillas live in large family groups to bringing up their young.
d In a recent experience, scientists showed that birds can cooperate on complex jobs.
e The birds could see the food, but to get him into their cage, they had to pull pieces of string

sentence beginnings.
2 Explain that they must re-read the
article and find the information to
attached to the box.

f Scientists found that they could successfully learn many pairs of birds to get their food in this
way.
2 Cross out the word that does not belong, then underline the word
which tells you the subject.
a doctor

Answers:
a cooperate with each other to be successful.

(given)
b cooperate (to succeed).
c cooperate on complex jobs.
d have to cooperate with people who are very
different or who they do not like.
health
b enormous
c football
d cat
surgeon
large
size
goalkeeper
elephant
lion
nurse
teacher
small
score
strong
student
wild animal
team
wolf
3 Complete using the correct form of the word in brackets.

a For animals and humans, cooperation is important for survival. (cooperate)
b A good business person can quickly make an important
. (decide)
c My
is that you will be a successful engineer. ((predict

predict)
predict)
d Her
is to pass all of her exams next year. ((intend

intend)
intend)
e The
of the wind and rain made driving very difficult. (combine)
4 Complete the sentences with a word from the box.

1 Put the students into pairs or small
groups.
a several people or things that are all together in the same

place, or that are connected in some way, e.g.
groups
Everyone please get into
of four.
team
groups
pack
b wild animals that hunt together, e.g. Wolves

usually hunt in a
.
c people who play a sport or game
together, or people who work together
to do a particular job, e.g. He was
saved by a
of doctors.
19
2 Tell them to read the two questions and

3 Ask two or three of the students to
share their answers with the class.
Suggested answers:
a Surgeons are qualified to perform operations; they

specialise in this. Doctors are qualified to practise
medicine and nurses are trained to care for sick
people, following the doctors instructions.
b They all work as a part of a team, each taking
responsibility for their part of the whole. They work
together to achieve the same goals to help sick
people to become well again.
WORkBOOk
1 Correct the grammar or vocabulary

mistake in each sentence.
2 Explain that they must cross out the mistake in
each sentence and write in the correct answer at
the end, as in the example.
3 When they have completed the activity, go
through the answers with the class.
Answers:
a win score (given)

c bringing bring
e him it
70
page 19
b has have
d experience experiment
f learn teach
Te a m w o r k
UNIT

Critical thinking

2 Explain that the students must change
the form of the word in brackets to
complete each sentence.

a Who works in a team with surgeons? ..............................................
Doc=t<ors a<n<d n<u<rs=e=s d<o.
b How do elephants cooperate with each other? ........................
c What did the birds in the cage have to do to get the food? ........................
d Why do you think lions hunt in packs? ........................
e Do you think that the scientists were surprised that the birds cooperated? ........................
f What would happen if people did not show tolerance to people they did not like?
UNIT
Read this quotation from the article and

To be a successful team member, you may

need to cooperate with people who are very
different from you and who you may not like.
To succeed, you will have to show tolerance
and work with these people. Imagine what
would happen if a nurse refused to help a
doctor.
.... ....................

Look at the pictures

and discuss the
questions in pairs.
Answers:
a How can people

of different ages
benefit from
cooperating with
each other?
a cooperation (given)
c prediction
e combination
b decision
d intention
4 Complete the sentences with a

word from the box.
a What could go wrong if a nurse refused

to help a doctor?
b Sometimes footballers refuse to pass the
ball. Why do they do this?
1 Tell the students to read the three

words in the box.
c Think of other people, like doctors and

nurses, who have to work in teams. How
do the different members of these teams
help each other?
b How would life be different if family

members did not show tolerance towards
each other?
d Why is it difficult for some people to show

tolerance towards others?
e How is showing tolerance towards people
different from liking them? Give some
examples from your personal experience.
2 Ask them to say the meanings of the

three words.
and then to use the three words in the
box to complete them.
c How can neighbours improve their

quality of life through tolerance and by
cooperating with each other?
24
2 Cross out the word that does not belong,

then underline the word which tells you
the subject.
1 Ask the students to look at each line of words
to find the word which defines the subject area.
Tell them to underline the word.
2 Now tell them to cross out the one word which
does not belong to the subject group.
Answers:
a health teacher (given)

c football student
b
d
size strong
wild animal cat
Answers:
a groups (given)
pack
c team
LESSON 4
SB page 24
Critical thinking
1 Ask the students to read all the questions.
2 Tell them to write their answers to the
questions.
3 When they have completed the exercise, put the
students into pairs and tell them to take turns
to read out their questions and answers to each
other.
71
UNIT
Te a m w o r k

all the class.
Suggested answers:
sometimes, you dont like them. It can happen in

school, in a team or group. It can even happen with
the people you study with in your class.
a Doctors and nurses do. (given)

b Elephants cooperate to bring up their young and
protect ill family members.
c They had to cooperate to pull the string at the same
time to move the box.
d Hunting is easier, and they can work together and
catch more animals.
e Possibly yes, as cooperation shows a high degree of
intelligence; or possibly no, as it seems that many
animals cooperate.
f It would be very hard for people to work together
and not many things would be achieved.
3 Look at the pictures and discuss the

questions in pairs.
2 Read this quotation from the article and

Suggested answers:
1 Tell the students to read the text in the box.

Help them with any difficult vocabulary.
2 Ask the students to read through the questions.
Make sure they understand them.
3 Now put the students into small groups to
4 Ask some students to share their answers
with the rest of the class and encourage class
discussion.
Suggested answers:
a If a nurse refused to help a doctor, the doctor would

not be able to do his/her job properly and patients
could be affected. It could put peoples lives in
danger.
b They want to score the goals themselves. They are
greedy and not thinking about cooperation. They are
not putting the importance of the team first.
c They each do different parts that together help the
team to achieve a goal. Each member does his/
her part, which makes the work of the whole group
easier.
d Tolerance may be very difficult for some people
if they hold strong ideas and beliefs that are very
different from those of the people they have to
work with, and if they and/or the other people are
inflexible.
e When you show tolerance to people you cooperate
with them and work with them even though,
72
1 Tell the students to look at the pictures and say

what they can see and what is happening in
each. Write their answers on the board.
2 Put the students into pairs. Tell them to read the
three questions related to the pictures and to
3 Ask some of the pairs to share their answers
with the class and encourage class discussion.
a Older people can pass on their experiences and their
knowledge to younger people; younger people can
use their strength and energy to help older people.
Both have something valuable to contribute.
b Some families would break down. It is natural that
not all people get on and agree all the time. Families
are like teams and they need to show tolerance
towards each other at times.
c They can make the neighbourhood a better and more
friendly place to live in. They can work as a team to
make life better for everyone.
Te a m w o r k
LESSON 5
SB page 25
WB page 20
Communication
UNIT
Project 1 Starting a local magazine

Situation
ed
You and your partner have decid
e
to start a magazine for young peopl
in your school or your local area.
ing
Neither of you have done anyth
like this before, so you decide to
the
get a team together to work on
,
project with you. Before you begin
ons.
decisi
some
you need to make
Read this situation, then discuss the questions in pairs.

a Who would you like to read the magazine
students, children, adults, older people?
b What are you going to put in your magazine
stories, news, pictures, facts, jokes, reports
on sports, films, politics, books?
Which of these jobs would you like to do? Discuss with your partner.
Job
Job description
Editor
Decide what should be in the magazine.

Improve the quality of writing.
Find out what the readers want.
Writer
Write news stories, interesting articles and fiction.
Illustrator
Draw pictures and cartoons.
Photographer
Take photographs.
Designer
Decide what the magazine should look like.
Business manager
Decide on the price.

Sell and deliver the magazine to readers.
2 Which of these jobs would you

like to do? Discuss with your
partner.
1 Before they look at the exercise in the
book, ask the students to think of the
different jobs that need to be done to
produce a magazine.
2 Write their ideas on the board.
3 Now, ask the students to look at the
jobs and the job descriptions in the
book.
4 Organise the students to work in the
same pairs as for the last exercise and
ask them to discuss which job they
would like to do and why.
c How often is it going to be published

daily, weekly or monthly?
UNIT
UNIT
5 Ask some students to share their

3 Now discuss these questions.

1 Explain that two people are not
enough to produce a magazine, so
each pair has to choose two other
people to join their team and decide
on the jobs they will do.
Now discuss these questions.

a You can have two more people to work in
your team. Which jobs are they going to do?
Can anyone do more than one job?
2 Still working in the same pairs, ask

the students to read through the
questions and discuss their answers.
b How are you going to choose the extra

people you need?
c How are you going to make sure your
magazine group works well as a team?
25

with the class.
Communication
1 Read this situation, then discuss the
questions in pairs.
1 Tell the students to read the situation in the box
on the right.
2 Ask them what content they would expect to
find in a magazine for their school.
3 Put the students into pairs and ask them to read
through the three questions and discuss their
answers.
4 Ask some pairs to share their answers with
the class.
73
UNIT
Te a m w o r k
WORkBOOk
page 20
1 You are going to describe your

magazine for a web page.
1 Explain to the students that they are
going to display information on a web
page for people who might want to
join their magazine team.
2 Ask them to work in their pairs to
read the questions and discuss their
answers.
3 Tell them to write notes in answer to
the questions in the spaces provided.
4 Ask one or two students to share their
2 Now write notes about the new

team members.
1 Explain that the students need to think
about the new team members they
want.
UNIT
1 You are going to describe your magazine for a web page.

This will be read by people who are interested in joining your team. Before you start, write notes in
answer to these questions.
a Who is going to read your magazine?
b What are you going to put in your magazine?
c How often is it going to be published?
d What are the jobs of the people already in your team?
2 Now write notes about the new team members.

a What is the name of the job they can do?
b What is the person going to have to do in this job?
3 Complete this description on the web page using your notes.
Interested in joining our team?

We are going to publish a new magazine for young
people in
We hope that you will be interested in helping us
produce an exciting magazine.
Who is going to be in the team?

We already have a
and
, but we
a
are now looking for people to do these jobs:
Who is the magazine for?

We think hundreds of people will read
our magazine, but it is mainly written for
This is the kind of work the

(job title) is going to do:
What is going to be in the magazine?
2 Working together in their pairs,

they must decide what jobs the new
members will do and what their
responsibilities will be.
We are going to have all kinds of articles, such as
3 Tell them to discuss the questions and

to make notes to answer them.
It is going to come out every
as well as
How often is it going to be published?
20
3 Complete this description on the

web page using your notes.
1 Ask the students to look at the form displayed
on the web page in the book. Explain that, on
the form, they can give information about their
magazine team and the type of people they are
looking for.
2 Tell the students to work in their pairs to
complete the information about their magazine
team. For the last part, tell them to describe
the kind of work for each job title they are
advertising.
74
3 Once the students have completed the form, put

pairs together into groups of four for each pair
to share their work with the other.
4 Ask some pairs to share their forms with the
class.
Te a m w o r k
UNIT
Assessment
Listening Task
Writing and Reading Task
Target element: key vocabulary and phrases

from the unit
Write the following phrases on the board.
1 I cant decide
2 I want to do something with
3 You cant play it on your own you need
4 What other team games can you do
5 Well, why dont
Tell the students to copy them down. Explain that
you are going to play the tape with the discussion
between Ali and his brother again and the students
must listen carefully and complete the sentences.
Play the tape at least twice.
Answers: 1
2
3
4
5
what to try.
other people of my own age.
a team of five people.
at the sports centre?
you try hockey?
Speaking Task
Target element: revise some of the key
vocabulary for sports and teams
Target element: language and structures for

writing and reading about jobs and the skills
needed to do them
Tell the students to imagine that they have got a
school magazine, but they need an editor for it. Tell
them to design and write an advertisement for the
post of Magazine Editor to go in the next edition
of the magazine. Tell them to describe the job, the
type of person they are looking for, the type of
work the editor will have to do, the hours they will
need to work, etc. Tell them to write their name at
the top of the paper.
Take in all the completed advertisements and then
hand them out to different students in the class. Tell
the students to read the advertisement they have
been given and write a reply saying why they think
they could do the job, what skills they have, why
they are good at working in teams, etc.
Collect each advertisement and its reply and give
both back to the student who originally wrote the
advertisement. Tell the students to read the replies
and decide if they think the person would be good
for the job.
On the board, write the names of the following

sports:
tennis
hockey
football
basketball
cycling
badminton
Tell the students to choose one of the sports and

to make notes to describe it, without naming the
sport. Put the students into small groups and tell
them to take turns to describe their chosen sport to
the group. The other students must listen and, at the
end of the description, name the sport.
Example:
Student:
It is a very popular sport. Boys and

men usually play it, but it is more and
more popular with girls, too. You need
to be very fit to do this sport. It is cheap
to play. You only need a ball and some
goals. This sport is played in teams.
Each team has eleven people.
75
UNIT
UNIT 5
sB pages 26-30
Lord of the fLies
WB pages 21-24
Objectives
UNIT
Grammar
Definite and indefinite articles
Functions
Give opinions
Objectives
Lord of the Flies
Grammar Definite and

indefinite articles
Functions Give opinions
Listening Listen for detail
and identify points of view
Listening
1

recognise attitude
Critical thinking Qualities
needed for leadership

a What is the last book you read?
Writing Rules
b Did you enjoy it? Why?/Why not?
Listening
Listen for detail and identify points of
view
Reading
Read for gist and recognise attitude
Before you listen, check the meanings of these words in your

cruel
literature
navy
optimistic
pessimistic
shocked
Listen to two people discussing the novel Lord of the Flies and
complete these sentences about the author, William Golding.
1911
a William Golding was born in ........................
and died in ........................
b Before he became a teacher, he worked as an ........................
c Golding believed that everyone could be ........................
Critical thinking
Qualities needed for leadership
Writing
Rules
5
Listen again and choose the correct answer.

a How did Karim know about William Golding?
A He saw a TV programme.
B He read a book.
C He heard a radio programme.
b Where did Golding teach?

A at Oxford University
C in a secondary school
B in a primary school
c What did Golding do during the Second World War?

A He was a soldier.
B He was a sailor.
C He was a pilot.
d When did Golding start to write?

A in the 1930s
B in the 1940s
C in the 1950s
e What did Golding find out about people during the war?
A They could be very cruel.
B They could be very kind.
C They didnt like children.
1 Have you read any of his other novels?
a Listen and repeat sentences 1-4.
2 Its not a happy story, but it makes you think.
b Now complete the table with the

matching short vowel sounds.
3 Golding studied at Oxford.
1 have /X//
4 Then he went to teach in a secondary school.
read /B//
his /'//
........................
........................
........................
........................
........................
........................
........................
........................
........................
........................
........................
........................
........................
........................
........................
h<a<ppy
t<h<i<n<k
novels /u//
n<ot
other //
bu<t
26
LESSON 1
SB page 26
WB page 21

Bring in a selection of books. They can be
novels, reference books, course books, etc.
If the book is a novel, ask what they think the

story might be about.
Show the students the covers and write the titles

(or a translation of the titles) on the board.
Ask the students if they read at home. Find out

how many students have read a book in English.
Ask what books students are reading at the
moment.
Ask what the students think each of the books

might be about.
76
L o r d
Listening
2 Tell them to look at the questions and discuss
them in their pairs.
with the whole class.
2 Before you listen, check the meanings

of these words in your Active Study
Dictionary.
o f
t h e
F l i e s
UNIT

and the students must listen carefully for
the information they need to complete the
sentences.
3 You may need to play the tape several times.
Answers:
a 1911; 1993
b actor
c cruel

2 Write the words on the board and help the
students to pronounce them correctly.
3 Tell the students to look up the words in their
4 Tell them that you are going to describe a word
and they must tell you which word you are
describing.
Example:
Teacher:
Students:
To be unkind, not to be nice to

someone. To try and hurt them.
Cruel.
5 Continue in this way with each of the words, in

random order.
Answers:
cruel
deliberately making people or animals feel

pain or sadness
literature books, poems, plays etc. that are considered
to be very good or important; printed
information about something
navy
the people and ships that a country has for
fighting a war on the sea
optimistic believing that good things will happen in the
future
pessimistic believing that bad things will happen in
the future
shock
when something very bad happens that you
did not expect, or the feeling you have when
this happens
3 Listen to two people discussing the novel

Lord of the Flies and complete these
sentences about the author, William
Golding.
1 First, tell the students to read through the
gapped sentences.
TAPESCRIPT
Karim: Have you finished reading Lord of the Flies,
Ahmed?
Ahmed: Yes, I have its not a very happy story.
Karim: No, but it makes you think, doesnt it?
Ahmed: Yes, it does. Do you know anything about the
writer, William Golding?
Karim: Yes, I heard a radio programme about him. He
was born in 1911 and he died in 1993.
Ahmed: What did he do before he was a writer?
Karim: He was a student at Oxford University, where
he studied English Literature. The first job he
did was in the theatre: he was an actor. Then
he became an English teacher in a secondary
school.
Ahmed: When did he start writing books?
Karim: Not until the 1950s. During the Second World
War, Golding was a sailor in the British navy.
After the war, he went back to teach in the same
school. He wrote Lord of the Flies in 1953
that was his first novel.
Ahmed: Why did he write a book about such cruel
children?
Karim: Thats an interesting question. I read an article
which said that Golding was shocked by things
he had seen during the war. He saw how cruel
people could be.
Ahmed: But Lord of the Flies is about children, isnt it?
Karim: Yes, but Golding believed that everyone could
be cruel, including children.
Ahmed: Thats a very pessimistic thought.
Karim: I agree, but this is why Golding wrote Lord of
the Flies.
Ahmed: Did he write other novels?
Karim: Yes, he did, but many people think Lord of the
Flies is the best novel he wrote.
77
UNIT
L o r d
o f
t h e
F l i e s
4 Listen again and choose the correct

answer.
1 Tell the students to read the questions and the
answer choices. Tell them they can think about
the correct answers but they must not write
anything yet.
2 Play the tape again, and tell the students to
listen and choose the correct answers. You may
need to play the tape at least twice.
4 Now, tell the students to close their books. Ask
them what they now know about the author,
William Golding, and write their answers on the
board.
Answers:
a
b
c
d
e
C He heard a radio programme. (given)

C in a secondary school
B He was sailor.
C in the 1950s
A They could be very cruel.

1 Ask the students to read the four sentences in
the box.
2 Tell them that you are going to play the tape and
they must listen and repeat the sentences.
3 Point out to the students that the underlined
sounds are short vowels.
4 Ask them to look at the table and tell them to
add the underlined words from the sentences
into the correct place in the table.
6 Organise the students to work in pairs. Student
1 points to a column and Student 2 reads the
words in that column.
78
Answers:
b
have
//
read
/e/
his
//
novel
//
other
//
happy
Then
think
not
but
at
went
in
Oxford
studied
secondary
TAPESCRIPT
Voice 1: One.
Voice 2: Have you read any of his other novels?
Voice 1: Two.
Voice 2: Its not a happy story, but it makes you think.
Voice 1: Three.
Voice 2: Golding studied at Oxford.
Voice 1: Four.
Voice 2: Then he went to teach in a secondary school.
L o r d
o f
t h e
F l i e s
UNIT
Answers:
a
b
c
d
e
5 Lord of the Flies
UNIT
2 Rewrite these sentences using the

words in brackets.
1 Complete the sentences with the correct words.

cruel
literature
navy
optimistic
pessimistic
a My grandfather loved ships and the sea. When he was a

young man, he spent five years in the
navy
b Ive read a lot of Arabic poems and novels, but I dont

use the words in brackets to rewrite
the sentences. The first one has been
done as an example.
know much about French

c Some people think it is
to
keep animals in zoos.

d My cousin is always
and
thinks something bad is going to happen.

e I am always

tell them to read out their sentences to
each other.
and think life is going to be good!
2 Rewrite these sentences using the words in brackets.

a My uncle was a sailor during the war. (navy)
My uncle was in the navy during the war.
b Golding found that people could show great cruelty during the war. (cruel)
Suggested answers:
c I am not very optimistic about the weather this weekend. (pessimistic)
a My uncle was in the navy during the war.

(given)
b Golding found that people could be cruel
during the war.
c I am pessimistic about the weather this
weekend.
d This novel is the writers best novel.
e What did you find out in the lesson?
d This novel is better than the writers other novels. (best)
e What did you learn in the lesson? (find out)
3 Match to make sentences about William Golding.

a At university, Golding studied
b Before he became a teacher,
what he had seen in the war.

in the navy.
navy (given)
literature
cruel
pessimistic
optimistic
c He became a sailor
d He wrote his first novel
he was an actor.
e Golding was shocked by
after the war.
English literature.

William Golding.
21
1 Tell the students to read the phrases.
WORkBOOk
2 Explain that they must match a phrase

in the first column with a phrase in
the second column to form complete
sentences about William Golding.
page 21
1 Complete the sentences with the correct

words.
2 Make sure they can pronounce them correctly.
3 Tell the students to read the gapped sentences
below the box.
4 Explain that they must use the words in the box
Answers:
a
b
c
d
e
3
4
2
5
1

79
UNIT
L o r d
LESSON 2
o f
t h e
F l i e s
SB page 27
WB page 22
Language focus
Definite and indefinite articles
1 Read these sentences from the
listening text.
Language focus
1
1 He became an English teacher in a secondary school.

2 During the Second World War, Golding was a sailor in the British navy.
3 After the war, he went back to teach in the same school.
4 I read an article which said that Golding was shocked by things he had seen.
a Underline all the articles.
b When do we use an instead of a?
b To refer to someones job or position, use

..............................................................................................
c To talk about one of many people or things, use
Answers:
2 Complete the sentences with a,

an or the and give examples from
Exercise 1.
Complete these sentences with a, an or the and give

examples from Exercise 1.
a For a person or thing we have already talked about,
t<h, e.g. Sen<tn<c 3, t<h w>a<r/t<h sa<m sch<o+ol.
use ........................................................................................
3 Ask the students to say when an is

used instead of a.
a 1 He became an English teacher in a
secondary school. (given)
2 During the Second World War,
Golding was a sailor in the British
navy.
3 After the war, he went back to teach in
the same school.
4 I read an article which said that
Golding was shocked by things he had
seen.
b We use an when it is followed by a word
beginning with a vowel sound.
..............................................................................................
d For a person or thing there is only one of, use

..............................................................................................
e To refer to a person or thing for the first time, use

..............................................................................................
Discuss the following in pairs.

a What is the difference in meaning between
these sentences?
1 Children can be cruel.
The children in Lord of the Flies are cruel.
2 The teachers at my school work very hard.
Teachers work very hard.
b When do we use no article with plural nouns?
Choose the correct articles (or no article) to

complete the beginning of Lord of the Flies.
A/the group of b -/the boys is escaping from c a/a

terrible war, when their plane is shot down. d -/The boys
manage to reach e a/an small island. Although there is no
one living on f an/the island, there are a lot of g -/the things
to eat and h -/the good places to sleep. Soon after they arrive,
i -/the boys make j a/the fire to signal to k -/the
ships which may pass l an/the island, but one of m -/the
boys lets n a/the fire go out. o A/The ship passes p an/
the island without seeing q a/the boys.
DONT FORG ET
We usual ly use the
with the name s of
seas, rivers, ocea ns,
Now complete the table orga nisat ions and
some place s, e.g. the
with the following.
Atlan tic Ocea n.
Europe
Jordan
River Ganges
Mediterranean
Africa
Nile
Pacific Ocean
European Union
United Arab Emirates
Australia
with the
without the
................................
t<h Ri<v}er Ga<n<ge[
................................
................................
................................
................................
................................
................................
................................
................................
................................
................................
................................
Eu<r>o@p
27

to discuss the answers and write them.
Answers:
Answers:
3 Discuss the following in pairs.
4 Choose the correct articles (or no article)

to complete the beginning of Lord of the
Flies.
a the, e.g. Sentence 3, the war/the same school. (given)

b a/an, e.g. Sentence 1, an English teacher and
Sentence 2, a sailor.
c a/an, e.g. Sentence 1, a secondary school and
Sentence 4, an article.
d the, e.g. Sentence 2, the Second World War, the
British navy.
e a/an, e.g. Sentence 1, a secondary school and
Sentence 4, an article
1 Ask the students to read the two questions.

2 Have the students discuss the answers in pairs.
80
UNIT
Read these sentences from the listening text.

in the box.
2 The articles in the first sentence have
been underlined. Tell the students
to underline the articles in the other
sentences.
Grammar rev p125
Denite and indenite articles
a
1 The first sentence refers to all children; the second
sentence refers only to the children in Lord of the
Flies, not all children.
2 The first sentence refers only to the teachers at the
writers school; the second sentence refers to all
teachers.
b When we are referring to everyone in that group, for
example teachers, politicians, children, etc.
1 Tell the students to read through the text.
L o r d
o f
t h e
F l i e s
UNIT
articles and which ones dont.

3 Get them to write in their answers.
4 Put the students into pairs and get
UNIT
1 Complete this text about William Golding with a/an, the or no article .
William Golding was a a
very famous English writer. After b
university
first job he did was to work in the theatre as d
education, c
British Navy during h
sailor in g
In 1953, he wrote Lord of the Flies, i
Second World War.
story about how cruel j
children
many people were surprised at how cruel l
can be to each other. k

children in
actor.
teacher in a secondary school. After that, he was
Then he went to work as e
book were.
2 Correct the mistakes in these sentences about islands.

students.
Answers:
with the: the River Ganges, the

Mediterranean, the Nile, the Pacific Ocean,
the European Union, the United Arab
Emirates
without the: Europe, Jordan, Africa, Australia
a Crete is the island in Mediterranean Sea and is

a popular place with the tourists. It is a largest
Crete
WORkBOOk
Greek island.
Crete is an island in the Mediterranean Sea

and is a popular place with tourists. It is the
largest Greek island.
b Japan is large group of islands in Pacific Ocean about 300 kilometres from a east coast of Russia.
The 125 million people live on islands.
c Australasia consists of the large island of Australia and a number of the smaller islands. A capital
of Australia is Canberra.
3 Read these sentences, then make similar sentences of your own.
page 22
1 Complete this text about William

Golding with a/an, the or no
article .
text and to ask about any problems
with vocabulary.
2 Tell them to complete the text with the
correct articles or with none.
a The Nile is in Egypt. (Amazon/South America)
The Amazon is in South America.

b The Gobi is a huge desert in Asia. (Sahara/Africa)
Answers:
a a (given)
f a
k
c Britain is part of the United Kingdom. (France/European Union)
d The Mediterranean Sea is between Europe and Africa. (Red Sea/Africa and Asia)
b a
g the
l the
c a
h the
m the
d an
i a
e a
j
22
2 Tell them to choose and circle the correct article

in each pair of alternatives. Remind them that
sometimes no article may be needed.
Answers:
a
f
k
p
A (given)
the
the
b
g
l
q
the
the
c a
h
m the
d The
i the
n the
e a
j a
o A
5 Now complete the table with the

following.
1 Tell the students to focus on the box.
2 Tell them to think about which words require
2 Correct the mistakes in these

sentences about islands.
sentences.
and tell them to discuss the mistakes
in the sentences.
3 Now, tell them to rewrite the
sentences correctly.
Answers:
a Crete is the an island in the Mediterranean Sea and

is a popular place with the tourists. It is a the largest
Greek island. (given)
b Japan is a large group of islands in the Pacific Ocean
about 300 kilometres from a the east coast of Russia.
81
UNIT
L o r d
o f
t h e
The 125 million people live on the islands.

c Australasia consists of the large island
of Australia and a number of the smaller
islands. A The capital of Australia is
Canberra.
F l i e s
UNIT
3 Read these sentences, then make

similar sentences of your own.

violent: wanting to help/wanting to hurt people
Read this summary of Lord of the Flies and complete it

with the correct form of the words from Exercise 1.
Read the story again. Are these sentences True or

False? Correct the false sentences.
a The boys make a fire to keep warm.
Fa<l<@[e. Thy m<a<k a _@i<r}e so t<h<a<t sh<i<p@[ wi<l<l se t<hm.
...................................................................;............................
Lord of the Flies starts when

a plane carrying a group of
British boys crashes near an
island. The boys realise they
must look after themselves on
the island until they are rescued.
The boys choose a leader and
start to organise their new life.
The leader, Ralph, tells them
they must work together. They
make a fire which may be seen
by a passing ship.
b They hope they will be seen by a plane flying above the

island. ............................
c The boys choose Ralph as their leader. ............................
d All the boys believe there is a frightening animal on the
island. ............................
Answers:
e Some boys join Jacks group because they dont like

Ralph. ............................
The Amazon is in South America. (given)

The Sahara is a huge desert in Africa.
France is part of the European Union.
The Red Sea is between Africa and Asia.
f Three of Ralphs group are captured in the fight between

the groups. ............................
g Jack wants to stop Ralph from escaping, so he sets fire
to the island. ............................
LESSON 3
SB page 28
LORD OF T
split: to add to/to divide
4 Finally, go through the answers with

the class.
a
b
c
d
Choose the correct meanings of these words, then

check in your Active Study Dictionary.
shelter: a place to keep you dry and safe/a hotel

sentences.
2 Explain that they must use the prompt
words to make similar sentences of
their own, as in the example.
Reading
b At first, the boys ............................ with each other.

(cooperation)
c But then the boys start to have a ............................ .
(disagree)
d Some boys believe there is a ............................ animal on
the island. (frighten)
Reading
e Ralph is saved by the ............................ of a ship. (arrive)

28
1 Write the words in the box on the board.

2 Ask the students if they know what the words
mean. Tell them to choose and circle one of the
two definitions provided for each word in the
book.
3 Tell them to look the words up in their Active
Study Dictionary.
Complete these sentences using the correct form of the

words in brackets.
leader
. (lead)
a The boys choose Ralph as their ............................
WB page 23
1 Choose the correct meaning of

these words, then check in your
At first, the boys cooperate

with each other and everything
goes well. Some look for
food and water, others build
shl<tr>[ to sleep in. But
a................
then there are problems. First,
the fire goes out.Then Jack, who
wanted to be the leader, tells
the boys there is a frightening
wild animal on the island. After
some disagreements, the boys
b .................. into two
groups. Jacks group believe the
wild animal is around and want
2 Read this summary of Lord of the Flies

and complete with the correct form of the
1 Tell the students to read the gapped text on the
right.
2 Help them with any vocabulary they find
difficult.
3 Tell them to use the words from Exercise 1 to

complete the text.
Answers:
shelter: a place to keep you dry and safe (given)

split: to divide
violent: wanting to hurt people
82
Answers:
a shelters (given)
b split
violent
L o r d
UNIT
THE FLIES
a sailors and ships a country has for fighting at sea

b divide into groups
a __
d __
W
l __
o
b __ __ __
__
c __ __
c upset and very surprised
d __ __ __
d a place that protects people from weather
e __ __
e to take something that does not belong to you
__ __ __ __
__ __ __
__ __
f __ __ __ __ __ __ __
__ __ __
g __ __ __
__ __ __
f something that makes you feel afraid is
o f
t h e
F l i e s
UNIT
frightening animal on the island.

e False. They join Jacks group because he
promises to protect them from the wild
animal.
f False. Two of the group are captured.
g True
4 Complete these sentences using

the correct form of the words in
brackets.
sentences.
g to catch someone or something in order to keep them
2 Tell them to write the correct form of

the word in brackets to complete each
sentence.
2 Complete using the correct form of the words from Exercise 1.
Answers:
a leader (given)
c disagreement
e arrival
a The men captured
b You must not
d It was a very
WORkBOOk
the animal and took it to the zoo.
to protect ourselves from the wind and rain.
match. Some of the players hit each other.
e The tourists wanted to do different things, so they
1 Tell the students to look at the

definitions and think about which
words they describe.
into three different groups.

a When the boys arrived on the island, they did/made a fire.
2 Tell them to write the words into the

puzzle.
b Later, they chose/decided Ralph as their leader.

c Some boys built/did shelters while others looked/watched for food.
d They tried to think of ways of getting/escaping from the island.
e Jack made/set fire to the island.
3 Read the story again. Are these sentences

True or False? Correct the false
sentences.
1 Ask the students to read the sentences and
decide if they are true or false.
2 Tell them to correct the false sentences.
3 When they have completed the exercise, put the
students into pairs to compare their answers.
page 23
1 Complete the puzzle to find a

word.
. Its wrong to take things that do not belong to you.
c The first thing we did was to build a
b cooperate
d frightening
23

Make sure the students can pronounce
the words correctly.
Answers:
a navy (given) b split c shocked

d shelter
e steal f frightening
g capture
vertical word: violent
2 Complete using the correct form of the

1 Tell the students to read the gapped sentences.
2 Explain that they have must use the correct

form of the words from Exercise 1 to complete
the sentences.
Answers:
a
b
c
d
False. They make a fire so that ships will see them.

False. They hope they/the fire will be seen by a ship.
True
False. Only some of the boys believe there is a
Answers:
a captured (given) b steal c shelter
d violent e split
83
UNIT
L o r d
o f
t h e
F l i e s

correct verb form for each sentence.
Critical thinking
LORD OF THE FLIES
UNIT
Answers:
a made
d escaping
b chose
e set
Read this quotation from Lord of the Flies and answer the
questions.
The boys realise they must look after themselves until

they are rescued. The boys choose a leader and start to
organise their new life. The leader, Ralph, tells them
they must work together.
a What will the children have to do to look after themselves in
this situation?
c built; looked
b Why do you think the boys want a leader?

c Why do the boys need to work together? What may happen
if they do not?
LESSON 4

a How does the story of Lord of the Flies begin?
A......................................................................................................
p=l<a<n<e ca<rr{i<n<g a \rou<p of b=o{s cra<s=h<e=s n<e=a<r a<n
i<.....................................................................................................
s=l<a<n<d.
.
SB page 29
b How do the boys try to attract passing ships?

......................................................................................................
Critical thinking
1 Read this quotation from Lord
of the Flies and answer the
questions.
1 Tell the students to read the quotation.
2 Put them into pairs and ask them to
read the three questions and discuss
their answers.
with the class.
Suggested answers:
to go hunting. Ralphs group just

want to escape from the island.
More boys join Jacks group
because he promises to protect
them from the wild animal and
give them meat.
Jacks boys paint their faces and
become very ...................
.
c
They think one of the other
boys is the frightening animal
and they attack him. Then they
attack Ralphs camp and steal
the glasses of a boy called Poggy.
They wanted to use the glasses
to make a fire. Ralphs group try
to get the glasses back but Poggy
is hurt. Jack captures two others
and Ralph is left alone. Jack then
sets fire to the island to try to stop
Ralph from escaping. A passing
ship sees the fire and comes to
rescue the boys. Finally, with the
arrival of adults on the island, the
fighting stops.
a They will have to find food, organise

shelters and choose a leader. They will
have to cooperate.
b They need someone to follow, to look
up to, to make decisions and to help the
group to cooperate and work together.
c They need to work together to be able to do all the
things they need to do. They need to get food, build
shelters, protect themselves and make a fire. If
they dont cooperate they wont be able to do these
things.

questions and think about answers to them.
2 Tell them to write the answers to them.
3 Now put the students into pairs. Tell them to
read the questions and then give their answers.
84
c Why does Jacks group want Poggys glasses?

......................................................................................................
d Why do you think the group choose Ralph as their leader?

......................................................................................................
e Why do you think the boys in Jacks group paint their faces?
......................................................................................................
f Why do you think the arrival of the adults changes the way
the boys behave?
......................................................................................................
Work in pairs. How would you choose a leader if you and

your friends were on an island?
a Write a list of the most important qualities that a leader
should have. Use language from the box. Check any of the
adjectives you do not know in your Active Study Dictionary.
should
He/She
must
A (good) leader
is someone who is
be
would need to
brave/calm/honest/
intelligent/imaginative/
kind/optimistic/patient/
respected/sensible/
tolerant/strong/
understanding
b Compare lists with a partner and discuss your ideas.

In my opinion,
a leader should
be honest and
sensible.
Suggested answers:
I think a good
leader is someone
who is patient
and respected.
a A plane carrying a group of boys crashes near an

island. (given)
b They try to attract passing ships by making a fire.
c They want to use his glasses to make a fire.
d They choose Ralph because he can help the children
to cooperate and work together. He had the right
qualities to be a good leader.
e They want to seem aggressive and frightening.
f Because the adults take control and the children do
not have to make decisions or fend for themselves
anymore.
29
L o r d
UNIT
Communication
a Why are rules important in families/in
schools/when driving a car?
b What can happen in situations where
there are no rules, or where people
break the rules?
If you were the leader of a group of

children on a desert island, what rules
would you make? Write one suggestion
under each of these headings.
Headings
Suggestions
Relationships with others
Be t<olr>a<n<t, t<r@y a<n<d get o@n wi<t<h ea<ch ot<hr
Planning for the future
Finding and preparing food
o f
t h e
F l i e s
UNIT
good leader should have. They can use

the language in the table to do this.
Make one or two example sentences
with the class first.
their ideas.
5 Finally, ask some students to share
their ideas with the class.
Suggested answers:
They should be calm. They need to be

intelligent and patient. A good leader is
someone who is understanding. They can
talk to people easily.
LESSON 5
SB page 30
WB page 24
Communication
Solving problems
Escaping from the island
1 Put the students into pairs to talk about

rules. Tell them to read the questions
and think about their ideas.
2 Now put the pairs together into groups
of four to share and discuss their
answers.
Discuss and compare your ideas.

a Discuss your ideas with a partner and
make a list of rules you both agree on.
b Compare the rules you have agreed on
with the rules of another pair of students.
30
3 Work in pairs. How would you choose a

leader if you and your friends were on an
island?
1 Discuss the qualities of a good leader with the
class. Write their ideas on the board.
2 Tell them to look at the table in the exercise.
Read through the text and tell them to look
up any unknown words in their Active Study
Dictionary. Make sure everyone understands all
the words.
3 Ask the students to imagine that they are on an
island and they need to choose a leader. Tell
them to write down the qualities they think a
3 Ask as many groups as possible to

share their answers with the class.
Suggested answers:
a Rules are important because they help

people to work together and to cooperate.
They help to make sure things run
smoothly and that people know what
other people will do in certain situations.
They help to make it possible to organise
things. For example, in families there may
be rules about bedtime, doing homework,
helping with chores; in school there
may be rules about uniform, meal times,
play times, etc. and when driving a car
there are rules about speed, traffic lights,
roundabouts, etc.
b If there are no rules, or people break the
rules, people dont know what others will
do in certain situations and it makes life
unpredictable. People can get hurt, cars
can crash and there could be a complete
lack of order.
85
UNIT
L o r d
o f
t h e
F l i e s
2 If you were the leader of a group of

children on a desert island, what
rules would you make? Write
one suggestion under each of
these headings.
UNIT
1 Ask the students to imagine that they

are leading a group of children on a
desert island.

a You are at an interview for university. The interviewer asks you what qualities you think are
important to be a successful student. What do you reply?
A successful student is someone who enjoys learning and works hard.

b You and a group of friends are discussing what makes a good friend. One of the group asks
what you think. What do you reply?
2 Tell them to look at the table in the

book and to think about what rules
and suggestions they would make for
each of the headings to make life on
the island work well.
3 Tell the students they must all write
at least one rule or suggestion in each
section.
Suggested answers:
a Be tolerant, try and get on with each

other. (given) Dont make fun of anyone.
b Organise groups to find materials to build
shelters, build shelters.
c Organise a group to search for food on
the island each day; take turns preparing
meals.
d If there are any disagreements, the people
involved must speak to the leader about
their problems.
e Make a fire so that people might see and
rescue us, and keep the fire burning all
the time. Build a boat or a raft; organise a
group to work on the boat each day.
c A friend asks you what you think makes a good teacher. What is your opinion?
d You and a group of friends are discussing what you need to do to be a successful sportsman. It
is your turn to express an opinion. What do you say?
2 You are going to write rules for life on an island. First, plan how to
organise your rules.
a Start by choosing five short headings, for example, Food.
b Decide which rules to include. Do not write more than two rules for each heading.
3 Write your rules clearly. Use your notes in the Students Book and
the following language.
Everyone must/should always
You must/must not
Nobody must
Dont
We must all
Never
Remember to/Dont forget to
FOOD
Everyone must help to look for food.
Remember to share the food you find with other people.
4 Check your writing.

a Read what you have
written very carefully. Look
for grammar and spelling

mistakes.
b Check spellings in your
c Correct the mistakes as you
write the final draft.
ESCAPE
24
3 Discuss and compare your ideas.

1 Put the students into pairs to discuss their
ideas and make a list of the best rules.
WORkBOOk
page 24
2 Now, put pairs together to make groups of

four to discuss the rules.
3 Ask groups to share their ideas with the class.
1 Tell the students to read about the situations and

think about what they would say in each.
2 Tell them to write their answers in the spaces
provided.
3 Now put the students into pairs to compare their
answers.
4 Finally, go through the answers with the class.
86
L o r d
Suggested answers:
a A successful student is someone who enjoys learning

and works hard. (given)
b (I think) A good friend is someone who shares what
he/she thinks with you and listens to you. / (I think)
A good friend helps you when you need something.
c (I think/In my opinion) A good teacher is someone
who makes the students interested. / (I think/In my
opinion) A good teacher is fair to the students.
d (I think/In my opinion) A successful sportsman
needs dedication. / (I think/In my opinion) You need
to work hard to be a successful sportsman.
2 You are going to write rules for life on an

island. First, plan how to organise your
rules.
1 Ask the students to think of some headings
for rules for living on an island, such as food,
shelter, defence, escape, etc. Write their
suggestions on the board.
o f
t h e
F l i e s
UNIT
4 Check your writing.

1 Tell the students to look carefully through their
work, checking for any grammar and spelling
mistakes. Tell them to check spellings in their
2 Tell the students to make a final draft.
3 Put the students into groups of four or five
to share their ideas and find out if they have
chosen different categories and rules for each
category.
4 Ask some students to read out their tables to the
class.
5 Display the tables in the classroom.
2 Tell them to choose five headings and think

about one or two rules for each.
categories and talk about their rules.
Suggested answers:
a Possible headings: food, shelter, protection,

problems, escape, exploring the island, cooking, etc.
b Possible rules:
No one can travel alone on the island.
All problems must be discussed with the leader.
Each day, two people must look for food.
The shelter(s) must be cleaned every day.
Food must be shared by all the people.
Two people must work on the garden each day (to
grow food).
One person must guard the entrance to the shelter(s)
at all times.
3 Write your rules clearly. Use your notes

in the Students Book and the following
language.
1 Tell the students to look at the table.
2 Explain that they must write in the section
headings and then write in the rules they have
for each section.
3 They can use the language in the box to help
them.
87
UNIT
L o r d
o f
t h e
F l i e s
Assessment
Listening Task
Target element: revise the listening activity

about William Golding and listen for detail
Write the following sentences on the board and ask
the students to copy them.
1 karim heard a television programme about
William Golding.
2 Golding was a student at London University.
3 He studied French literature.
4 He became a teacher in a primary school.
5 Lord of the Flies was his second novel.
6 William Golding was very optimistic.
Tell the students that each sentence has one
incorrect piece of information in it. Explain that
you are going to play the tape with the listening
text about William Golding again, and they must
correct the mistake in each sentence.
Answers:
1 television radio
2 London Oxford
3 French English
4 primary secondary
5 second first
6 optimistic pessimistic
Speaking Task
Target element: revise what the students know
about William Golding
Put the students into groups and get them to
remember everything they can about William
Golding. One member of the group should write
down all the groups ideas and then share them
with the class.
88
Reading Task
Target element: revise the story of Lord of
the Flies and activate the new vocabulary
Write the following sentences about Lord of the
Flies on the board. Tell the students to read them
and then put them in the correct order.
1 A passing ship sees the fire.
2 A plane carrying a group of British boys
crashes.
3 After a while, the group splits into two
groups.
4 The boys realise that they need a leader and
they choose Ralph.
5 More children join Jacks group.
6 Jack sets fire to the island.
7 Jacks group tries to steal Poggys glasses.
8 At first the children cooperate with each
other.
Answers:
2, 4, 8, 3, 5, 7, 6, 1
Writing Task
Target element: use new vocabulary related
to personal vocabulary and think in greater
depth about the story
Ask the students to think about the characters
of Jack and Ralph in the story Lord of the Flies.
Ask them to think about the qualities and types of
personality the children have. Tell them to think
about the adjectives they would use to describe the
boys. Now, ask them to write a short description
about each of the boys.
Suggested answer:
Jack wants to be the leader. He is not tolerant.
He likes to be aggressive and to use violence. He
makes the group split.
Ralph is a good leader. He encourages the boys
to cooperate and organises them to make a fire to
attract help, to build shelters and to look for food
and water.
UNIT
UNIT 6
sB pages 31-35
UNIT
ThaTs amazing!
WB pages 25-28
Thats amazing!
Grammar Comparative and superlative

forms less/the least, more/the most,
(not) as as
Functions Express certainty and
uncertainty
Listening
1
Listening Listen for gist and specific

information
Reading Read for gist and distinguish
fact from opinion

Critical thinking The importance of

motivation
above amazing deep

sea level summit
Where is the oldest tree in the world and how old is it?
Which is the highest mountain in the world?
How far above sea level is it?
Who was the first Egyptian to reach the summit of this

mountain?
Grammar
Comparative and superlative forms
less/the least, more/the most,
(not) as as
Functions
Express certainty and uncertainty
Writing An informal e-mail
Listening
information
Ask and answer in pairs. Make a note of your answers.
Objectives
Objectives
Reading
Read for gist and distinguish fact
from opinion
Where is the deepest part of all the oceans?
You are going to listen to two girls answering the same questions.
a Listen to Part 1 and put the questions in Exercise 2 in the order
you hear them.
b Now listen to Part 2 and check the answers you wrote for Exercise 2.
Critical thinking
The importance of motivation
Underline the phrases which show how sure the speakers are
about their answers. Which do you think is the most/least sure?
a I think its in the Pacific Ocean, but Im not sure.
b About nine thousand metres, maybe?
Writing
An informal e-mail
c I know that! It was definitely Omar Samra.

d I have an idea its in Canada.
1 Its the worlds deepest ocean.
a Listen and repeat these sentences which include

five long vowel sounds.
2 For me, it was an important event.
b Listen again and complete the table with the

matching vowel sounds in your exercise books.
4 We learned about the trees root.
1
2
3
4
3 Part two is more difficult.
start />://
sea /F://
turn /y://
course /-://
who /R
/ :/
........................
........................
dp@[t
........................
w>o@@l<ds
........................
........................
........................
........................
........................
........................
........................
........................
........................
........................
.................... ....
31
LESSON 1
SB page 31
WB page 25

Get the students thinking about things which
are the biggest and the smallest. Explain the two
concepts to the students, then ask them to name
the following things. You may need to translate
one or two of them.
The biggest object in the classroom.
The biggest city in Egypt.
The biggest animal they know how to say in

English.
The smallest object on their table.
The smallest coin in the Egyptian currency.
The smallest person in their family. (Smallest
here can mean youngest or smallest in size.)
89
UNIT
T h a t s
a m a z i n g !
Listening
3 Play the first part of the tape and have students

write the answers.
2 Tell them to look up the words in their Active

Study Dictionary and then to mark the main
stress in each word in the box.
3 Write the words on the board and show where
the stress falls on each word.
above
amazing
deep (no stressed syllable as only one syllable)
sea level
summit
Answers:
above: in or to a higher position than something else

amazing: making someone feel very surprised
deep:
if something is deep there is a long distance
from the surface to the top
sea level: the average level of the sea, used as a standard
for measuring the height of an area of land
summit: the top of a mountain
2 Ask and answer in pairs. Make a note of

your answers.
1 Tell the students to read through the questions
and help them with any difficult vocabulary.
2 Ask them to make notes of their answers to the
questions.
3 Now put the students into pairs. They can take
turns to ask and answer questions, using the
notes they made.
4 If the student does not know the answer, he
or she should simply say I dont know. The
students will hear the answers in the next
exercise.
3 You are going to listen to two girls

answering the same questions.
a
1 Tell the students that you are going to play the
tape.
2 They should listen and number the questions in
Exercise 2 in the order they hear them.
90
4 Tell the students that they must listen now to the

answers to the questions in Exercise 2.
5 Have them write the answers they hear next to
the answers they wrote in Exercise 2.
6 Play the second part of the tape. You might have
to play it a second time.
7 Have the students work in pairs to compare
their answers to the answers on the tape. How
many did they have correct?
Answers:
b
a
b
c
d
e
a 5
b 2
c 3
d 4
e 1 (given)
Sweden; (nearly) 10,000 years

Everest
8,850 metres above sea level
Omar Samra
Challenger Deep, Pacific Ocean (more than 11,000
metres)
TAPESCRIPT
Voice 1: Part one.
Leila: Hi, Abeer. Would you like to do this magazine
quiz with me?
Abeer: Yes. Whats the subject?
Leila: Its called The highest, deepest and oldest.
Its about the natural world.
Abeer: Interesting! Lets start.
Leila: OK. First question: Where is the deepest part of
all the oceans?
Abeer: Hmm thats difficult. Do you know?
Leila: I think its in the Pacific Ocean, but Im not
sure.
Abeer: Does it tell you the answer?
Leila: No, you have to phone a special number to hear
the answers.
Abeer: Next question?
Leila: This has three parts. First, which is the highest
mountain in the world? I think Everest or
Kilimanjaro.
Abeer: Everest is higher than Kilimanjaro!
Leila: I agree. Part two: How far above sea level is it?
Abeer: About nine thousand metres maybe?
Leila: Hmm Everests not as high as that. Its about
seven and a half thousand. OK, third part: Who
T h a t s
Abeer:
Leila:
Abeer:
Leila:
Abeer:
Leila:
Abeer:
Leila:
was the first Egyptian to reach the summit of

this mountain in 2007?
I know that! If the mountain is Everest, it was
definitely Omar Samra.
Yes, it was amazing. I read all the news stories
about him.
Yes, for me his climb was the most important
sporting event of 2007.
OK. Next question. Where is the oldest tree in
the world and how old is it?
I think its about five hundred years old, but Im
not sure where it is. Do you know?
Its older than that I think its about two
thousand years old. I have an idea its in
Canada.
Lets phone up for the answers.
OK.
a m a z i n g !
UNIT
the most sure: speaker c I know that; definitely

the least sure: answers will vary. Probably speaker a is
the least sure I think; Im not sure.

1 Tell the students to look at the sentences in the
blue box on the right.
2 Play the tape and ask the students to follow the
sentences in the blue box.
repeat. Explain that the underlined letters are
long vowel sounds.
4 Play the tape several times to allow the students
to become familiar with the sounds.
Voice 1: Part two.

Voice 2: This is Quizline. Here are the answers to The
highest, deepest and oldest quiz.
Question one: Challenger Deep is the deepest
part of the oceans its part of the Mariana
Trench in the Pacific. It is over eleven
kilometres deep.
Question two, part one: Everest is the worlds
highest mountain. Part two: Everest is eight
thousand, eight hundred and fifty metres above
sea level. And part three: The Egyptian climber
who reached the summit of Everest in 2007 was
Omar Samra.
And finally, the oldest tree in the world is nearly
ten thousand years old. Its in Sweden.
5 Ask them to look at the table in the book.
4 Underline the phrases which show

how sure the speakers are about their
answers. Which do you think is the most/
least sure?
Answers:
1 Ask the students to read through the sentences.

2 Tell them to underline the words that show
the level of certainty with which the person is
saying things.
3 Ask them to say in pairs which speaker they
think is the most sure and which is the least
sure.
Answers:
a
b
c
d
6 Explain that they must write the underlined

words from the sentences into the correct
columns, as in the examples.
turns. Student 1 points to a column on the table
and Student 2 says the words in that column.
Example:
Student 1:
(points to the /u/ column)
Who, two, root
Student 2:
1
2
3
start
//
sea
/i/
turn
//
course
//
who /
u/
part
deepest
me
tree
worlds
learned
for
important
more
two
root
TAPESCRIPT
Voice 1: One.
Voice 2: Its the worlds deepest ocean.
Voice 1: Two.
Voice 2: For me, it was an important event.
Voice 1: Three.
Voice 2: Part two is more difficult.
Voice 1: Four.
Voice 2: We learned about the trees root.
I think; Im not sure (given)

maybe
I know that; definitely
I have an idea
91
UNIT
T h a t s
WORkBOOk
a m a z i n g !
page 25
6 Thats amazing!
1 Find the words in the puzzle to

match the definitions.
UNIT
1 Ask the students to look at the list of

definitions a to e.
2 Ask them to suggest the words they
define and tell them to find and circle
the words in the puzzle.
1 Find the words in the puzzle to match the definitions.

class.
Answers:
S
P
T
O
A
T
C
E
H
B
E
O
E
B
B
Y
H
O
P
W
A
V
U
W
O
L
J
S
P
A
L
I
H
R
V
O
E
L
A
B
E
O
W
B
E
P
B
P
N
O
V
O
X
I
A
M
R
Y
A
Z
E
P
A
M
A
Z
I
N
G
T
L
L
P
E
A
F
T
R
D
T
A
S
U
M
M
I
T
M
E
O
J
V
M
E
A
E
O
O
E
N
T
R
Q
C
K
Q
N
O
P
I
Q
R
E
Z
I
S
E
L
Y
S
O O
U H W X
U M Q
O B W R
M E M E
B O
A M A
P M Z
C H
O N
R M O O
G D
B O
O N
B W A
the average height of the sea
very surprising
in a higher position
a long distance from the top to
sea level
the bottom, for example of water
the top of a mountain

a There are 14 mountains which are more than
8000 metres above sea
level
b This side of the swimming pool is too

to stand up in.
c I couldnt believe how beautiful the island was.
It was absolutely
d The
.
of this mountain is covered
with snow for most of the year.

a Someone asks you which city is the capital of Britain. What do you reply?

1 Ask them to read the gapped
sentences.
I know that! Its definitely London.

b Someone asks you how long the River Nile is. What do you answer?
c A tourist asks you which is the second largest city in Egypt. What do you say?
d Your younger brother or sister asks you how old the Pyramids at Giza are. What do you answer?
2 Tell them use the words they found in

Exercise 1 to complete the sentences.
class.
Answers:
a
b
c
d
sea level (given)

deep
amazing
summit

1 Tell the students to read through the situations
and to look at the example answer.
2 Ask them to think about what they would say in
each situation and to write in their answers.
92
25
3 Now put the students into pairs and to compare

their answers.
Suggested answers:
a
b
c
d
I know that. Its definitely London. (given)

Maybe about 6,000 kilometres.
Im not sure. Maybe Alexandria.
I have an idea they are about 3,000 years old.
T h a t s
LESSON 2
UNIT
SB page 32
b Everest is higher/highest than Kilimanjaro.
2 Tell them to match a phrase on the left

with one that means the same on the
right.
c Everest is not as high as/than that.

d Part two is more/most difficult than part one.
e For me, his climb was the more/most important sporting event of 2007.
f The older/oldest tree in the world is nearly 10,000 years old.
Now match the phrases which have the same meaning.

a more difficult
b the most unpopular
c not as modern
d less interesting
the most informal
e the least formal
the least popular
more boring
Answers:
less modern
a-3
b-5
c-2
d-1
e-4
less easy
Make sentences comparing these mountains.

less
the least
more
the most
not as as
Name
Annapurna (Nepal)
Mount Fuji (Japan)
the Matterhorn (Switzerland/Italy)
Beauty
"
"""
""
Danger
"""
"
""
Popularity
"
""
"""
b Annapurna/beautiful/the Matterhorn .............................................................................. .................

c Annapurna/dangerous .................................................................................................. .....................
d Annapurna/not popular/Mount Fuji ............................................................................................... ...
e Mount Fuji/dangerous .......................................................................................................................
In pairs, compare two cities, towns, tourist attractions or
buildings you both know. Use these adjectives.
beautiful
more difficult = less easy

the most unpopular = the least popular
not as modern = less modern
less interesting = more boring
the least formal = the most informal
3 Make sentences comparing these

mountains.
Mo@u<n<t Fu<ji i<@[ m<o@r}e ba<u<t<i<_@u<l t<h<a<n t<h Ma<<@h<o@r@n.

a Mount Fuji/beautiful/the Matterhorn ...............................................................................................
2 Now match the phrases which

have the same meaning.
phrases.
Choose the correct words in these sentences from the listening text.
a Challenger Deep is the deeper/deepest part of all the oceans.
UNIT
WB page 26
Grammar rev p126
Language focus
a m a z i n g !
famous
interesting
expensive
popular
I t<h<i<n<k Lo@n<d<o@n i<@[ m<o@r}e expn<@[i<v}e t<h<a<n Ca<i<r>o.
.................................................................................
32
Language focus
1 Choose the correct words in these
sentences from the listening text.

their answers.

first.
3 Go through the answers as a class.
Answers:
a deepest
d more
b higher
e most
c as
f oldest
2 Make sure they understand that the

table compares three aspects of three
different mountains: beauty, danger
and popularity. Make sure they
understand that the number of dots
represents the degree of the quality,
so three dots is the most beautiful and
one dot is the least beautiful; three
dots is the most dangerous and one
dot is the least dangerous; three dots
is the most popular and one dot is the
least popular.
and tell the students to complete the
sentences using the word cues, the
information on the table and the words
in the box.
2 Tell them to decide which is the correct word to

complete each sentence and to circle it.
1 Ask the students to look at the table.
Answers:
a
b
c
d
e
Mount Fuji is more beautiful than the Matterhorn.

Annapurna is less beautiful than the Matterhorn.
Annapurna is the most dangerous.
Annapurna is not as popular as Mount Fuji.
Mount Fuji is the least dangerous.
93
UNIT
T h a t s
a m a z i n g !
4 In pairs, compare two cities, towns,

tourist attractions or buildings
you both know. Use these
adjectives.
1 Get the class to think of different pairs
of cities, towns, tourist attractions or
buildings that they can compare.
UNIT
1 Make sentences.
a Climbing/dangerous/cycling. dangerous/the world
Climbing is more dangerous than cycling. Climbing is the most dangerous sport in
the world.
2 Write the pairs on the board. For

example:
Cairo - Alexandria
Red Sea - Mediterranean Sea
Encourage them to think of as many
as they can.
b Pacific Ocean/deep/Indian Ocean. deep/the world.
c Nile/long/Amazon. long/the world
d Everest/high/Kilimanjaro. high/the world
3 Now put the students into pairs to

choose and compare two things.
2 Correct the mistake in each sentence.

a Thats least interesting book Ive ever read.
4 Afterwards ask some pairs to share

their sentences with the class.
Example:
Student 1:
Student 2:
Thats the least interesting book Ive ever read.

b The most tall building in our city is the Central Bank.
c English is more easier to learn than Chinese.
London is more beautiful

than Amsterdam.
The Red Sea is smaller
than the Mediterranean
Sea.
WORkBOOk
3 Ask questions using these words and the correct superlative.

a old/building/your town
What is the oldest building in your town?

b big/city/your country
c beautiful/building/your town
page 26
d popular/food/your family
1 Make sentences.
4 Now answer the questions in Exercise 3.

a The oldest building in my town is the library.
1 Tell the students to look at the word

cues and explain that they are going to
use them to make sentences.
2 Look at the word cues and the model
answer in a with the class. Make
sure the students understand how the
sentences have been formed from the
word cues.
b
c
26
3 Tell them to follow the model in the first

example and to write similar sentences for the
other word cues.
answers.
d Everest is higher than Kilimanjaro. Everest is the

highest mountain in the world.

and look for the mistake in each.
2 Explain that the students must re-write the

sentences correctly.
Answers:
a Climbing is more dangerous than cycling. Climbing

is the most dangerous sport in the world. (given)
b The Pacific Ocean is deeper than the Indian Ocean.
The Pacific Ocean is the deepest ocean in the world.
c The Nile is longer than the Amazon. The Nile is the
longest river in the world.
94
Answers:
a Thats the least interesting book Ive ever read.

(given)
b The tallest building in our city is the Central Bank.
c English is easier to learn than Chinese.
T h a t s
a m a z i n g !
UNIT
4 Now answer the questions in

Exercise 3.
Reading
1
Check the meanings of these words in

UNIT
Why do people climb

mountains like Everest?
challenge conquer lifelong

mountaineer slightly toddler
A question which people often ask mountaineers is

Why do you climb mountains? The most common
answer is Because they are there. But this does not
tell us the real reasons why people choose this exciting
hobby.
Professional mountaineers climb for money, but for
many others, climbing a great mountain is a lifelong
ambition. For example, Omar Samra, the Egyptian
who reached the summit of Everest in 2007, says that
he had dreamed of climbing mountains since he was a
toddler. He even had photos of Everest on his bedroom
walls. But Omar does not just climb for himself. He
always takes an Egyptian flag with him and leaves it on
the mountains.
2 Put them in pairs to discuss their

answers to the questions.
spaces provided.
4 Ask some students to read their
answers to the class.
Read the article quickly. Does it include any of the reasons you discussed in Exercise 2?
Why do they do it?
Discuss in pairs.
1 Tell students to look at the questions

they wrote in the last exercise.
Some mountaineers say that their hobby is no different

from other hobbies, but most people do not understand
this because the hobby is so dangerous. Between 1922
and 2006, Everest was climbed by about 3,000 people,
but more than 200 of these climbers lost their lives. So
perhaps we should ask a slightly different question:
Why do people climb dangerous mountains? Many
mountaineers say the answer is simple: most people
want to conquer something during their life. A
dangerous mountain is a challenge; when someone
has climbed it, they have reached their goal and they
feel fantastic.
Answers:
a The oldest building in my/our town is ...

b The biggest city in my/our country is ...
c The most beautiful building in my town
is ...
d The most popular food in my family is ...
The Italian climber Reinhold Messner was the first

mountaineer in the world to climb the 14 mountains
which are over 8,000 metres high. What is even more
amazing is that he was the first man to reach the summit
of Everest without the use of oxygen cylinders!
LESSON 3
SB page 33
Read the article again and discuss these questions in pairs.

a Why do you think people often ask mountaineers, Why do you climb mountains?
Reading
Beca<u<@[e t<hy ca<n<n<ot u<n<dr>[t<a<n<d w#h<y a<n<yo@n w>a<n<t<@[ t<o d<o so@mt<h<i<n<g so d<a<n<ger>o@u<@[.
............................................................................................................................................... .............
b Who do you think pays professional climbers? Why do they pay them?
1 Check the meaning of these

Dictionary.
c Why do you think Omar Samra leaves an Egyptian flag at the summits of the
mountains he climbs?
d Why do you think the Italian climber wanted to climb 14 different mountains?
Discuss in pairs.
a Which of these sentences are facts (F) and which are opinions (O)?
1

in the box.
Professional mountaineers climb for money.
Between 1922 and 2006, Everest was climbed by about 3,000 people.
Most people want to conquer something during their life.
When someone has climbed it, they feel fantastic.
b Make a statement of fact about mountains.

c Express an opinion about mountaineers.
33
2 Tell them to check the meanings

of the words in their Active Study
Dictionary.
3 Explain that you are going to define
a word and they must say what word
you have defined.
3 Ask questions using these words and the

correct superlative.
Example:
Teacher: It is a word to describe a
young child.
Students: Toddler.
1 Ask the students to look at the words in each

line and explain that they are going to make a
question from them.
2 Tell them to use the example answer as a model.
answers.
Answers:
a
b
c
d
What is the oldest building in your town? (given)

What is the biggest city in your country?
What is the most beautiful building in your town?
What is the most popular food in your family?
WB page 27
4 Continue in this way with all the

words.
Answers:
challenge:
something new, exciting or difficult that

needs a lot of skill or effort to do
conquer:
to win control of a country or defeat an
enemy by fighting a war
lifelong:
continuing all through your life
mountaineer: a climber of mountains
slightly:
a little
95
UNIT
toddler:
T h a t s
a m a z i n g !
a young child who has just learned to

walk
2 Discuss in pairs.
1 Ask the students to read and think about the
question.
2 Put the students into pairs to talk about what
motivates people to climb high and dangerous
mountains. Ask them if they think everybody
would like to climb Everest.
3 Ask pairs to share their suggestions and write
them on the board.
Suggested answer:
Suggested answers:
a Because they cannot understand why anyone wants

to do something so dangerous. (given)
b Sponsors normally pay the climbers. Sponsors are
often the people who make the clothes they wear, the
bags they carry, the boots they wear, the equipment
they use, etc. It gives them good publicity and
advertising.
c Because he is very proud of his country and he wants
to honour his country by his climbing achievements.
d Because he wanted to be the first to do it. It was
something that no other man had done. It was a great
challenge.
5 Discuss in pairs.
The most obvious reason is because it is a challenge. It

is something unique that only a few thousand people in
the whole world have managed to do. It is an ambition
that many people but not all have.
1 Discuss the difference between a fact and an

opinion with the students. Explain that a fact is
something that is true and can be proven, and an
opinion is someones personal thoughts about
something.
3 Read the article quickly. Does it include

any of the reasons you discussed in
Exercise 2?
2 Put the students into pairs to read through

the sentences and decide if they are facts or
opinions.
1 Tell the students to read through the article

Why do they do it? quickly.
3 Go through the answer with the class.
2 Ask them if any of the reasons for climbing

high mountains that they thought of in Exercise
2 are mentioned in the article.
3 Ask the students for any reasons for climbing
high mountains that were included in the article
that they didnt think of in Exercise 2.
Answers:
Reasons why mountaineers climb mountains included in

the article:
because they are there
for money
to fulfil a lifelong ambition
for their country
as a hobby
because its a challenge to conquer
because it makes them feel good
4 Read the article again and discuss these

questions in pairs.
1 Put the students into pairs to discuss the
questions and then write down their answers.
96
4 Now ask the pairs to give a fact about

mountains and then express an opinion about
mountaineers.
5 Ask pairs to share the fact and opinion with the
class.
Answers:
a 1F
2F
3O
4O
b (suggested answer) There are 14 mountains
over 8,000 metres.
c (suggested answer) Mountaineers are very brave
people.
T h a t s
a m a z i n g !
UNIT
UNIT
Answers:
UNIT

a challenge
a little
b conquer
people who climb mountains
c lifelong
a child who has just started walking
d mountaineers
continuing through your whole life
e slightly
f toddler
something difficult or new that needs effort or skill

sentences.
get control over a problem or a feeling

from Exercise 1 to complete the
sentences.
It was so long ago.

climb mountains without using
oxygen.
c My brother has had a
d Climbing would be a real
wish to be a doctor.
Answers:
for me. I dont
like heights.
e I cant swim. I wish I could
a
b
c
d
e
my fear of water.
3 Which of these sentences are facts (F) and which are opinions
(O)? For each opinion sentence, write a fact.
a
O I think mountaineers are incredibly brave people.

Mountaineers need to be very fit.
Sir Edmund Hilary was the first man to climb Everest.
I think the Red Sea is the most beautiful sea in the world.
It is possible to climb mountains without oxygen.
To me, Everest looks like a frightening mountain.
Children should be taught to swim when they are very young.
1 Make sure that the students

understand the difference between an
opinion and a fact.
page 27
2 Tell them to match each word with its correct

definition.
2 Tell them to read the sentences and

decide which ones are facts and which
ones are opinions.
3 Look at the example answer with the
class and explain that if the sentences
are opinions, the students must write a
fact about the same topic.
1 Match these words a-f with their

meanings 1-6.
1 Tell the students to look at the column of words
on the left and the column of definitions on the
right.
toddler (given)
mountaineers
lifelong
challenge
conquer
3 Which are these sentences are

facts (F) and which are opinions
(O)? For each opinion sentence,
write a fact.
27
WORkBOOk
5 (given)
6
4
2
1
3

2 Complete these sentences with words

from Exercise 1.
a I dont remember what it was like being a toddler
.
b Some
a
b
c
d
e
f

students.
Suggested answers:
a
b
c
d
e
f
O Mountaineers need to be very fit. (given)

F
O The Red Sea borders Egypt.
F
O Everest is the highest mountain in the world.
O Most children can walk before they are two years
old.
97
UNIT
T h a t s
a m a z i n g !
LESSON 4
SB page 34
Critical thinking
UNIT
r m<on<e=y.
a Why do professional mountaineers climb mountains? Fo
.....................

the questions and help them with any
vocabulary they find difficult.
b When did Omar Samra climb Everest? .....................

c How many people climbed Everest between 1922 and 2006? .....................
d Why do you think Omar Samra had photos of Everest on his bedroom walls? .....................
e What do you think are the main causes of accidents on mountains? .....................
2 Explain that they have to answer the

questions and ask them to write their
answers.
f Why do you think the Italian climbed Everest without oxygen cylinders? .....................
3 Now organise the students to work

in pairs and take turns to read out a
question and give their answer.
Read what some mountaineers have said about

climbing, then discuss the questions.
Everest is amazing, but its a frightening
mountain. I still want to climb after my
accident but I am more nervous of the really
big mountains now. I dont want to go away
and leave home for months either.
4 When they have done this, go through

the answers to all the questions with
the class.
a Why do you think people want to climb even after

an accident?
b Why do you think this climber does not want to be
away from home for months?
Everest is a very dangerous mountain. There
is no room for mistakes. Big mountains take
lives. The dangers have never changed only the equipment has changed.
Answers:
a For money. (given)

b In 2007.
c 3,000
Suggested answers:
d Because climbing Everest was something
he wanted to do for a long time and
something he dreamed about doing.
e People falling off the mountain, exposure
to the cold, the snow falling off the
mountain, snow storms.
f He wanted to be the first to do it. He
wanted to meet the challenge and prove
that he could overcome all the obstacles.
Critical thinking
c What does this climber mean when he says There is

no room for mistakes?
d How do you think climbing equipment has changed?
Do you think mountaineering is safer now?
It is not the mountain we conquer but ourselves.
e What does this mean?
Ive always been inspired by stories of great
explorers and all the men who were motivated
by something greater than themselves. For me,
this has always been national pride.
f What does the speaker mean by national pride?
Discuss these ideas in pairs.

a Would you like to climb a mountain
like Everest? Why/Why not?
b If you could interview a successful
mountaineer, what questions
would you ask him or her?
34
2 Read what some mountaineers have

said about climbing, then discuss the
questions.
Parts a and b
1 Tell the students to read the first quote.
Perhaps they like the comradeship of being with

other climbers.
b Perhaps the climber doesnt want to be away from
family and friends.
Parts c and d
2 Help them with any vocabulary they dont

understand.
4 Tell the students to read the second quote and

help them with any difficult vocabulary.
3 Put the students into pairs or groups to discuss

the questions.
5 Discuss the questions with the class.
Suggested answers:
a They want to climb even after an accident because

they love the experience and the challenge of it.
98
Suggested answers:
c The climber means that even the smallest mistake

can lead to death. You have to do everything
correctly because the dangers are very high. Not
T h a t s
only can you put yourself in danger but also the team
of climbers who work with you.
d The equipment is better now. For example, the
communication equipment has changed. It is easier
to communicate with people on the ground. The
materials are lighter, the clothing is warmer, etc.
Part e
6 Ask the students to read the third quote.
7 Make sure the students understand the word
conquer. Tell them to look it up in their Active
Study Dictionary.
8 Discuss the quote with the class.
Suggested answers:
a m a z i n g !
various aspects of climbing such as preparation,

time away from family, dangers, challenge,
reasons for climbing, when the dream started,
and so on.
3 Go over the answers with a class and get some
of the pairs to share their answers.
Suggested answers:
a Yes, because I enjoy difficult challenges. No,

because I would miss my family and friends too
much and I wouldnt want them to worry about me.
b When did you start to think about climbing? What
do you like most about it? What do you like least
about it? What is your favourite mountain? What
was the first mountain you climbed? What mountain
are you going to climb next?
e The real test is the human one. It is overcoming the

fear and the worry of climbing. It is not climbing the
mountain that is the hardest thing; it is actually what
is in the mind thinking about the dangers, missing
family and friends, spending many hours alone,
pushing yourself to work hard. This is the biggest
challenge.
Part f
9 Tell the students to read the final quote.
10 Help them with any vocabulary they find
difficult; tell them to look up words in their
11 Ask the students to read the question and then
discuss the answer with the class.
Suggested answers:
f
UNIT
UNIT
The climber believes that when someone climbs a

big mountain it is something to celebrate as a nation.
It is not just success for the individual, but for the
whole country.
3 Discuss these ideas in pairs.

1 Tell the students to read the questions and help
them with any vocabulary they find difficult.
2 Put the students into pairs to discuss the two
questions. Write some words on the board to
encourage them to think about different ideas.
For example: danger, challenge, family,
friends, cold, lonely, unique, conquer,
lifelong dream, etc. The students could ask
lots of questions. Guide them to think about the
99
UNIT
T h a t s
a m a z i n g !
LESSON 5
SB page 35
WB page 28
Communication
1 Read this e-mail from someone
who has been diving in the Red
Sea and answer these questions.
1 Tell them to read through the e-mail
very quickly and then close their
books. Put the students into pairs
to discuss what they can remember
about the e-mail they read.
2 Ask some students to talk about
the e-mail to the class. Now tell the
students to open their books again and
read the e-mail a second time.
3 Tell them to look at the questions
and discuss the answers in pairs. Go
a Ahmed is writing to his friend. We can

tell this because he uses their first names
and writes as he would speak to his
friend.
b The e-mail is informal. Ahmed uses
informal language such as Hi and See you
soon.
Answers:
Read this e-mail from someone who has been diving

in the Red Sea and answer these questions.
b Is the e-mail formal or informal? How do you know?
Hi Tamer,
Ive just done something very special! Last weekend I went diving in the Red Sea
with my family. We went to Dahab and dived in the Blue Hole thats the deepest
part of the Red Sea. It was quite dark, and we saw some enormous sh. It was a
real challenge for me. We went with two professional divers.
Diving in deep water can be dangerous, so I was slightly worried. Something
dangerous can happen out of the blue. My motivation wasnt personal pride: I did
it for charity. The money I collected goes to help children who dont have parents.
The experience really made my day. I hope Ill do it again one day.
See you soon,
Ahmed
Look at the idioms in red above.

a Does out of the blue mean suddenly and unexpectedly or quietly?
b Does made my day mean made me worried or made me very happy?
c Now look at the following idioms.
1 Ask the students to think of something they

have done that they are proud of, (or imagine
they did something that made them proud).
Example
Meaning
a close call
That was a close call.
Something bad nearly happened.
to keep your cool
I was in a dangerous situation but

I kept my cool.
To stay calm and not get upset or

nervous.
in a tight corner
We were in a very tight corner.

Escape looked impossible.
To be in a difficult situation with not

many choices.
You are going to write an e-mail telling a friend about something you have just done that you
are proud of.
b Write notes in answer to these questions.
diving in Red Sea

last weekend
3 Why did you do it?
to raise money for charity
4 How did it make you feel? slightly worried but excited and proud
1 What did you do?
2 When did you do it?
In pairs, take turns to tell your stories. Use some of the idioms above.
a Out of the blue means suddenly and unexpectedly.

b Made my day means made me very happy.
c (suggested) That mountaineer almost fell to his death
it was a close call. He lost his footing but he kept
his cool. When his tent got lost, he was in a tight
corner.
3 You are going to write an e-mail telling

a friend about something you have just
done that you are proud of.
Idiom
a Choose something that really happened to you, or fiction. If it is fiction, choose something you
would really like to do one day.
2 Look at the idioms in red above.
1 Tell the students to read questions a

and b. Put them in pairs to discuss the
answers, then go through the answers
with the class.
2 Ask the students to study the table.
Ask them to work in pairs to think of
another sentence which uses each of
the idioms.
UNIT
a Who is the person writing to? How do you know?
Answers:
100
Communication
35
2 Ask them to look at the questions and sample

answers in part b. Tell them to make similar
notes to answer the questions about the thing
they did. Explain that they will be using the
notes in an exercise in the Workbook.
4 In pairs, take turns to tell your stories.

Use some of the idioms above.
1 Put the students into pairs to tell each other
the story of what they did. They can use the
notes they wrote in Exercise 3b to help them.
Encourage them to use idioms when they speak,
and write the following on the board:
out of the blue
made my day a close call
to keep your cool in a tight corner
2 Select some pairs and ask them to read their
stories to the class.
T h a t s
a m a z i n g !
UNIT
2 Order the e-mail in Exercise 1.

1 Ask the students to look again at the
e-mail. Explain that the sentences are
in the wrong order. Tell them to read
the sentences and then decide the
correct order.
their answers, then go through the
UNIT
1 Read about the apostrophe, then

insert the missing apostrophes in
this e-mail to a friend.
Hi David
Suddenly, out of the blue, the wind started to blow us towards some
trees. I thought we were about to hit them, but the pilot told us to keep
our cool. He said everything would be OK.
Answers:
Here I am in South Africa and I love it! Im writing to tell you about
something I did yesterday that Im very proud of it really made my day.
See you soon, Peter
What happened was I went up in a hot air balloon with my family. We took
off at four oclock in the afternoon so the sun wasnt too hot.
You should try going up in a balloon. Youd love it.
The ight lasted nearly two hours. It was amazing seeing the animals
below us. We even saw our pilots house.
He was right, of course, and we were safe, but it was a close call!
3 Read the e-mail again and find

the following.
a Apostrophes are used for two reasons:

s to show that something belongs to someone:
This is Ahmeds house. (= This is the house which belongs to Ahmed.)
s to show that a letter or letters are missing. Apostrophes are often used in short verb forms:
Ahmeds my best friend. Youd like him. (= Ahmed is my best friend. You would like him.)
b Write in the five apostrophes missing in the e-mail above.
2 Order the e-mail in Exercise 1.

3 Read the e-mail again and find the following.
a four idioms out of the blue,
b language and expressions that show it is informal Hi,
Im writing,
4 Write your e-mail to a friend.

a Plan your e-mail using the notes you made in Exercise 3 of your Students Book.
s Think of a first and a last sentence. Think clearly about the order of events in your story.
b Write your e-mail in 120140 words.
s Read what you have written very carefully. Correct any grammar and spelling mistakes.
28
s Check that you have used apostrophes in the right places.
WORkBOOk
page 28
1 Read about the apostrophe, then insert

the missing apostrophes in this e-mail to
a friend.
1 Tell the students to read the rules below the
e-mail and make sure they understand that there
are two reasons for using apostrophes: to show
possession or to indicate missing letters.
2 Write some examples on the board then tell the
students to read through the e-mail and insert
the five missing apostrophes.
Answers:
See page image above.
4, 1, 7, 2, 6, 3, 5
1 Here I am in South Africa ...
2 What happened was I went up ...
3 The flight lasted nearly two hours ...
4 Suddenly, out of the blue, the wind
started ...
5 He was right, of course, ...
6 You should try ...
7 See you soon, Peter
1 Put the students into pairs to find four

idioms and five expressions that show
that the e-mail is informal, then go
Answers:
a out of the blue (given), keep our cool,

made my day, a close call
b Hi, Im writing, (given) OK, see you soon,
youd love it.
4 Write your e-mail to a friend.

1 Remind the students of the e-mail they
planned in the SB, p. 35, Ex. 3.
2 Tell them they are going to use the
otes they wrote to plan their e-mail.
Tell them to think about the order of
events. Write a model based on the
e-mail in the WB on the board to help
them.
Salutation
where I am and why I am writing
Tell story part 1
Tell story part 2
Finish story
Say goodbye
3 Ask the students to write their e-mails. Tell
them to read their writing carefully and correct
all the mistakes. Remind them to check their
apostrophes.
4 Put the students into groups to read out their
e-mails. Ask each group to choose one e-mail to
read to the class.
101
UNIT
T h a t s
a m a z i n g !
Assessment
Listening Task
Target element: revise questions for

comparatives and superlatives
Write the following questions on the board:
1 Where is the ______ all the oceans?
2 ______ is the highest mountain ______?
3 How far above ______?
4 Where is the oldest ______and ______ it?
Tell the students you are going to play the first
part of the listening for Unit 6, page 31, Exercise 3
again, and they must listen carefully and complete
the gapped questions.
Answers:
1 Where is the deepest part of all the oceans?
2 Which is the highest mountain in the world?
3 How far above sea level is it?
4 Where is the oldest tree in the world and how
old is it?
Speaking Task
Target element: practise and use language
from the e-mail
Reading Task
Target element: revise the text and practise
key vocabulary
On the board, write the following:
1 For many, climbing a great mountain is a
________ ambition.
2 When Omar was a ________ he liked to
climb stairs.
3 Most people want to _______________
something during their life.
4 Some mountaineers say that their hobby is
no different from other ________.
5 When someone climbs a mountain they have
________ their goal.
Ask the students to read the gapped sentences and
to complete them. Tell them that they will find the
missing words in the text in Exercise 3 on page 33
of the Students Book.
Answers:
1 lifelong
3 conquer
5 reached
2 toddler
4 hobbies
Writing Task
On the board, write some of the key words as

prompts to the story in the Workbook about the boy
in the hot air balloon:
Target element: revising comparatives and

superlatives
South Africa
family
hot air balloon
4 oclock
2 hours animals, pilots house
wind blew
pilot Ok
Cairo Alexandria big

Challenger Deep deep ocean
Mount Fuji Matterhorn beautiful
London Cairo expensive
Amazon Nile long
tree old world Sweden
Put the students into pairs and ask them to tell the
story to each other, using the key words.
102
Write the following words on the board:
Tell the students to write sentences to compare the

things in each line. They should use the adjective
as a cue to help them.
Suggested answers:
Cairo is bigger than Alexandria.
Challenger Deep is the deepest place in the ocean.
Mount Fuji is more beautiful than the Matterhorn.
London is more expensive than Cairo.
The Nile is longer than the Amazon.
The oldest tree in the world is in Sweden.
Review
Review B
SB pages 36-40
WB pages 29-32
Answers:
Review
Listening
1
a There is always snow at the top of high

mountains because it never gets hot
enough there for the snow to melt.
b The heat of the sun doesnt turn the snow
to water because, at high levels, there is
little oxygen and the air is so thin that it
can hold hardly any heat, so the water
always turns to snow and ice and does not
melt.
Discuss these questions with a partner.

a Why is there always snow on the top of
high mountains?
b Why does the heat of the sun not turn the
snow into water?
Now listen to a talk and check your ideas.
Listen again and complete the sentences.

above
colder
higher
never
above
summit
TAPESCRIPT
mountains
sun
air
a The . . . . su<
. . . .m
. .<m
. . .<i.<t. . . . . . of Everest is nearly
9000 metres . . . . . a<
. .b
. .o
. .@v
. .}e. . . . . . . sea level.
b The temperature at the bottom of . . . . . . . . . . . . . . . . . . . . like Everest
is hot because the air holds the heat of the . . . . . . . . . . . . . . . . . . . . .
c The . . . . . . . . . . . . . . . . . . . . at the top of mountains is thinner than
the air at the bottom.
d The . . . . . . . . . . . . . . . . . . . . you go, the less heat there is in the air.
This means that the temperature gets . . . . . . . . . . . . . . . . . . . . .
e The snow . . . . . . . . . . . . . . . . . . . . turns to water . . . . . . . . . . . . . . . . . . . . the
snow line on mountains.

a Are the underlined vowels in sentences 13 long
or short? Listen and complete the table.
1 Theres always snow on the summit.
2 The sun doesnt turn the snow to water.
3 The air is much thinner at the top.
b Listen. Which word in each group sounds
different from the other two?
1
fit
his
wheel
eat
Short vowels
o@n
su<m<m<i<t
...........................
...........................
Long vowels
a<l<w>a<ys
.......... .................
.......... .................
...........................
.......... .................
...........................
.......... .................
...........................
.......... .................
...........................
...........................
heat
hill
it
meal
hit
36
LESSON 1
SB page 36
WB page 29
Listening
1 Discuss these questions with a partner.
Scientist: Hello. Today were going to ask

ourselves a scientific question:
Why is there always snow and
ice on the summits of the highest
mountains? The summit of Everest,
which is nearly 9,000 metres above
sea level, is the nearest place on
the earth to the sun, so why doesnt
the heat of the sun turn the snow
to water? If you take a piece of
ice out of your fridge at home and
leave it in the sun, it turns into
water in just a minute or two, so
why doesnt this happen to the
snow on high mountains?
Heres the answer. The air at the
bottom of mountains like Everest
holds the heat of the sun. This
means that the temperature is
quite hot. However, at the top of
mountains, there is less oxygen.
This means the air is much thinner.
The air here does not hold the suns
heat so easily. So the higher you
go, the less heat there is in the air,
so of course the temperature gets
colder and colder. Above a certain
height, called the snow line, the
snow never turns to water.

2 Put them into pairs to discuss their answers.
2 Listen again and complete the sentences.
3 Tell the students to listen carefully and check

their ideas as you play the tape.
1 Tell the students to read the gapped sentences.

2 Explain that the words in the box are the words
103
Review
B
needed to complete the five sentences. Tell the
students to guess which words complete which
sentences.
3 Now play the tape or read the tapescript again

and tell the students to listen carefully, check
their answers and write the correct words in the
gaps if they guessed incorrectly.
summit; above (given)
mountains; sun
air
higher; colder
never; above

Part a
2 Put them in pairs and tell them to read the
sentences aloud to each other.
3 Now play the tape. Tell the students to decide
whether the underlined words are short vowels
or long vowels and write them in the correct
box.
Answers:
Short vowels
on
summit
sun
doesnt
much
thinner
top
Long vowels
always
turn
water
TAPESCRIPT
Voice 1: One.
Voice 2: Theres always snow on the summit.
Voice 1: Two.
Voice 2: The sun doesnt turn the snow to water.
Voice 1: Three.
Voice 2: The air is much thinner at the top.
104
5 Tell the students to look at the box with three

lists of words.
6 Explain that the students must listen carefully
and circle the word in each list that uses a
different vowel sound.
7 Play the tape.
Answers:
a
b
c
d
e
Part b
9 Ask the students to read the words aloud to

practise the short and long vowel sounds.
10 Put the students into pairs to take turns.
Student 1 says a number, one, two or three and
Student 2 reads the words in that list.
Answers:
1 heat (is long; the others are short)

2 hill (is short; the others are long)
3 eat (is long; the others are short)
TAPESCRIPT
Voice 1: One.
Voice 2: fit, his, heat
Voice 1: Two.
Voice 2: wheel, hill, meal
Voice 1: Three.
Voice 2: eat, it, hit
Review
Suggested answers:
a Why dont you play tennis? (given)

b You need someone who can cooperate
with other people.
c I know this. Its English.
d Maybe five thousand kilometres.
B Review
UNIT

a, b, c or d.
1 Respond to each of the following situations.

a A friend says he or she wants to do an individual sport to keep fit. Give advice.
Why dont you play tennis?

b A friend asks how he or she should choose a new leader for their sports team. What do you say?
c A friend asks you what language they speak in Australia. What do you answer?
2 Now tell them to read again and

choose the correct answer for each
question.
d Your teacher asks you, How far is it from Cairo to London? You guess the answer.
2 Choose the correct answer from a, b, c, or d:

1 Football and hockey are
a team
2 I want to become
a an
c individual
c the
3 Im hoping to study French
a find
c novel
c optimistic
c to visit
b borrow
c capture
b an
c the
b enjoy
9 Azza is the
a intelligent
d steal
c will enjoy
d its
it.
a (given)
b
a
a
c
d
c
c
d
d
d are going to enjoy
student in our class.

b more intelligent c less intelligent d most intelligent
10 I think its absolutely

a surprising
d visiting
Mediterranean Sea.
8 Theres a history programme on TV tonight. I think you

a are enjoying
d cruel
from shops should be punished.
7 The north of Egypt is on

a a
d writers
my aunt.
b visit
6 People who
1
2
3
4
5
6
7
8
9
10
person. He always thinks the worst is going to happen.
b unhappy
5 Next Saturday, Im going

a for visit
Answers:
d any
at university.
b books
4 My brother is quite a/an

a pessimistic
d pack
doctor when I finish university.

b a
a literature
sports.
b group
1 Ask the students to read through all

the questions first.
that people climb mountains without oxygen.
b tiring
WORkBOOk
c unusual
d amazing
29
page 29
1 Respond to each of the following

situations.
1 Tell the students to read through the situations.
2 Tell them to write down what they would say in
each situation.
answers.
4 Go through the answers with the class and ask
some students to share their answers with the
class.
105
Review
B
LESSON 2
SB page 37
WB page 30
Grammar review
Grammar review
1 Choose the correct future form to
complete the conversation.
Choose the correct future form to complete the conversation.
Mahmoud
c I will meet/Im meeting my brother at the airport. d He will come/Hes coming

home for the weekend.
Adel
Great! Lets meet somewhere. Im sure e well have/were having a lot to talk about.
Mahmoud Good idea.
Complete with a, an, the or (no article).

William Golding, a
Are you doing? (given)

Im going to
Im meeting; Hes coming
well have
2 Complete with a, an, the or (no

article)
2 Write their ideas on the board.
2 Ostrich
3 Red
Junglefowl
Common
"
""""
Size
""
"""""
Long wings
"""
""""
5 Bee
Hummingbird
"""""
""
"""
"""
""""
"
""
"""""
"
b Bird 1 (common) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c Bird 4 ((long wings) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d Bird 2 ((size) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Now compare the birds using these words.

a Bird 1/bird 4 ((big) . .Bi<
. . .r.>d
. . .1
. . .i<.@ [. .n<
. .o
. .t. .a<
. .@ [. . b
. .i.<g
. . .a<
. .@ [. . b
. .i.<r. >d
. . . 4.
..............................................
b Bird 5/bird 3 (common) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c Bird 3/bird 1 ((long wings) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d Bird 4/bird 2 ((small
small) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
small)
b
e
h
k
the
c
f
i
l
the
the
the
3 Look at the information about five birds

and make sentences.
1 Tell the students to study the table.
2 Make sure they understand how it works, with
the number of dots representing the degree of
the quality, so five dots is the most common
and one dot is the least common; five dots is
the biggest and one dot is the smallest; five dots
is the longest wings and one dot is the shortest
wings.
106
4 Andean
Condor
a Bird 5 ((size) . . Bi<

. . . r. >.d. . .5. . i<. @.[. .t<.h
. .. . sm<
....a
. . <l. <l.
. .[.t. .b
. .i.<r.>d
. ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 Tell them to read the text and write in

the correct articles.
the
a
the
the
..................
Look at the information about five birds and make sentences.
1 Spixs
Macaw
1 Ask the students what they can

remember about the author William
Golding.
a
d
g
j
m
author of Lord of the Flies, and his wife Ann visited
trip, Golding wrote k . . . . . . . . . . . . . . . . . . travel book called An Egyptian Journey. In l

book, Golding wrote about some of m . . . . . . . . . . . . . . . . . . things they had seen.
Answers:
Answers:
t<h
..................
b . . . . . . . . . . . . . . . . . . Egypt in 1984. They travelled up c . . . . . . . . . . . . . . . . . . Nile in d . . . . . . . . . . . . . . . . . .

boat. On e . . . . . . . . . . . . . . . . . . journey, they went to f . . . . . . . . . . . . . . . . . . famous places that most
g . . . . . . . . . . . . . . . . . . foreign tourists go to, but they also visited h . . . . . . . . . . . . . . . . . . small villages
where i . . . . . . . . . . . . . . . . . . peoples lives had not changed for many years. After j . . . . . . . . . . . . . . . . . .

a
b
c
d
Mahmoud Hi, Adel. a Are you doing/Will you do anything this weekend?
Adel
Yes, b Im going to/I will watch the hockey match on TV. What about you?

dialogue.
correct future form to complete the
conversation.
Review
3 Explain any vocabulary the students dont

understand or give them time to look it up in
4 Tell the students to use the cues and the
information in the table to make sentences using
the superlative, as in the example.
Suggested answers:
a
b
c
d
Bird 5 is the smallest bird. (given)

Bird 1 is the least common.
Bird 4 has the longest wings.
Bird 2 is the biggest bird.
37
Review
WORkBOOk
1 Rewrite the following sentences, using the word(s) in brackets,

to give the same meaning.
a Annapurna is more dangerous than Everest. ((less)

and explain that the students must
rewrite the sentences using the
word(s) in brackets to give the same
meaning as the original sentences.
Everest is less dangerous than Annapurna.

b The Pacific Ocean is deeper than the Indian Ocean. ((not as as)
c My advice is this: Work very hard. ((if

if II))
d I think mountaineers are very brave people. (opinion)
Answers:
Wise words: The sherman and the little sh

said, Im not as big than the other sh. Throw me back now.
a Everest is less dangerous than Annapurna.

(given)
b The India Ocean is not as deep as the
Pacific Ocean.
c If I were you, I would work very hard.
d In my opinion, mountaineers are very
brave people.
The
Then, when I am biger, you will be able to catch me again.

Oh, no, said a sherman. I may never catch you again.
page 30
1 Rewrite the following sentences,

using the word(s) in brackets, to
give the same meaning.
RB
An old sherman had caught nothing all day. He decided

to try a little longer and soon he caught a little sh. A sh
c
d
3 Read the text below, then write the word which best fits each
space.
Many people have tried to climb Everest. George Mallory may have
a
one/man
2 Correct the underlined mistakes

in the following paragraph.
been the first
to make it to the top of the worlds b

1924. Some people believe that Mallory reached the c
mountain in
and died on his

text quickly.
way down. Mallory was never seen again. People believe that one
day his camera will be
found and then we will know if he reached the top. But until now,
no one has found his
camera or the d
he took with it. This means that we will probably never
e
whether or not Mallory was the first man to f
Everest.
2 Ask them what the text is about and

write their ideas on the board.
3 Tell them to look at the underlined
words and to correct them.
30
4 Now compare the birds using these

words.
1 Tell the students to look at the word cues
and the model sentence. Tell them to use the
cues and the information in the table to write
comparative sentences like the example.
Answers:
a Bird 1 is not as big as bird 4. (given)

b Bird 5 is not as common as bird 3.
c Bird 1 has longer wings than bird 3. /Bird 3s wings
are not as long as bird 1s wings.
d Bird 4 is smaller than bird 2.
Answers:
a
b
c
d
The (given)
as
bigger
the
3 Read the text below, then write the word

which best fits each space.
1 Tell the students to read the gapped text quickly.
2 Put them in pairs and tell them to explain to
each other what the text is about.
3 Tell the students to read through the text again
107
Review
B
and try to complete it with the best words
for the spaces.
d Go through the answers with the class.
Review
Answers:
a one/man (given) also possible:

mountaineer/climber/person
b highest
c summit
d pictures/photos
e know
f conquer/climb
Complete this story with the correct

form of these words.
honest
intelligent
situation
A simple mistake
Nadia was an a . . . i<. n
. . <t.
. .l.<l.<i.<g
. .e. n
. .<t. . . student and wanted to study English b . . . . . . . . . . . . . . . . . . . . at
university. It was nearly the end of her nal year at school and Nadia was starting her last piece
of homework. She had missed the last English lesson because she had been ill, so she phoned her
friend Azza and asked what homework they had been given. Azza said that the teacher wanted
them to write an article. The title which Nadia heard her friend say was: The best things in life are
three.
Nadia thought about the strange title and did not know what to write. She thought about her
parents. There were only two of them. But she had four brothers and sisters. She thought about
all the things that made her happy in her life. To be c . . . . . . . . . . . . . . . . . . . . . . , she said to herself,
there are too many to count.
During her next English lesson, Nadias teacher asked her to read her article to the class. Nadia
stood up and began. Im going to talk about why the best things in life are NOT three,
she said. At rst, the other students said nothing, then they started to laugh. It was a difcult
.d
. . . . . . . . . . . . . . . . . . . . . . After a few seconds, her teacher said, Nadia, the title of the article was The
best things in life are free, not three.
WB page 31
Reading
1 Complete this story with the

correct form of these words.
Choose the correct answer from A, B, C or D.

a When will Nadia start university?
1 Tell the students to read the text and

then to close their books.
c What did Nadia think about the article?
A next year
A She didnt understand what it meant.
B in two years
B She thought she had to write about her family.
C in one year
C She thought it was about things you cannot

count.
D the next day

b Why did Nadia need to phone Azza?
A She was a lazy student.
2 Put them into pairs to discuss what the

text is about.
3 Tell the students to open their books
again and read the text a second time.
Reading
literature
LESSON 3
SB page 38
D She thought it was about maths.

d Why did the other students in the class laugh?
B She had not been at school when the

teacher gave the homework.
A They were making fun of her.
C She was ill during the holidays.
C Nadia had written about the wrong subject.
D She had forgotten to do it.
D Nadia had written about her family.
B Nadia looked strange.
38

in the box to complete the text.
2 Tell them to read all the questions carefully.
Answers:
3 Explain that they must choose the correct

answer from the alternatives given.
a
b
c
d
intelligent (given)
literature
honest
situation
2 Choose the correct answer from A, B, C

or D
1 Remind the students about the article they read
in Exercise 1.
108
Answers:
a
b
c
d
A
B
A
C
Review
RB
UNIT
1 Read the following letter, then answer the questions.

Hi Jack,
told
I must tell you about my grandfather. He was a pilot and today he
hell
me about his first flying lesson. It was an amazing experience which
never forget.
His flying instructor was a friend of his parents and he was an excellent
and
teacher. They took off in a small plane at ten oclock in the morning
flying
were in the air for nearly two hours. For some of the time they were
he
above the sea. The instructor flew to start with, explaining everything
would
was doing. After about half an hour, he asked my grandfather if he
like to fly the plane.
Answers:
1
2
3
4
He describes one lesson.

A friend of his parents was his teacher.
At 10 oclock.
After the first 30 minutes (half an
hour)./At about 10.30.
5 b
6 c
7 c
an hour.
Of course, he said yes, and after that he was in control for about
had
He said it was slightly frightening at first, but not as difficult as he
thought it would be.
first
After he landed, his instructor said, Well done! Youve passed your
going
test! My grandfather now wanted to become a pilot. He said, Im
to work really hard to make sure that I succeed.
Best wishes,
Andrew
1 How many flying lessons does Andrew describe?
He describes one lesson.
2 Who taught his grandfather to fly?

3 When did they take off?
4 When did his grandfather take over the controls?
5 How long did his grandfather fly the plane for?
a half an hour
b about 60 minutes
c two hours
d all morning
6 How did his grandfather feel when he started flying?

a terrified
b very frightened
c a little frightened
d not frightened at all
7 How easy did his grandfather find flying the plane?

a very easy
b more difficult than he had expected
c easier than he had expected
d as difficult as he had expected

31
WORkBOOk
page 31
1 Read the following letter, then answer the

questions.
1 Ask the students to read through the letter
quickly.
2 Tell them to close their books. Now ask them to
tell you what the letter is about and write their
ideas on the board.
3 Tell the students to open their books, read the
letter again and answer the questions below.
4 Put them in pairs to compare their answers.
109
Review
B
LESSON 4
SB page 39
1 Find words in the story to
Review
b The noun is happiness. What is the adjective? . . . . . . . . . . . . . . . . . . . . . .

c The adjective is countable. What is the verb? . . . . . . . . . . . . . . . . . . . . . .
d The noun is honesty. What is the adjective? . . . . . . . . . . . . . . . . . . . . . .
Now complete the following with a word from Exercise 1.

a We use How many with . . . .c. o
. .@u
. .<n
. .<t.<a
. .<b
. .l.. . . . . nouns.
b She felt great . . . . . . . . . . . . . . . . . . . . . . when she saw her exam results.
c The most . . . . . . . . . . . . . . . . . . . . . . students go to the best universities.

class.
d Hassan is very . . . . . . . . . . . . . . . . . . . . . . he always tells the truth.
Critical thinking
Answers:
a
b
c
d
Find words in the story to answer these questions.

a The noun is intelligence. What is the adjective? . . . . i<. n
. .<t.
. .l.<l.<i.<g. e
. .n
. .<t. . . .
1 Tell the students that they can find

the words they need in the story in
Exercise 1 on page 38.
questions and then to write their
answers.
intelligent (given)
happy
count
honest

a What does Nadia want to do after she leaves school?
Sh<e wa<n<t<s t<o st<u<d<y En<\l<i<s=h l<i<t<e=ra<t<u<re a<t u<n<i<ve=rs=i<t<y.
....................................................................................
b What problem did she have on the phone?

....................................................................................
c When did she read out her article?
2 Now complete the following with

a word from Exercise 1.
....................................................................................
d What do you think were the things that made Nadia happy in her life?
....................................................................................
1 First, tell the students to read all the

sentences.
2 Explain that they must use words
from the first exercise to complete
sentences in Exercise 2.
e Give some examples of good things in life that are free.

....................................................................................
f Do you agree that The best things in life are free? Why or why not?
....................................................................................

class.
Complete these sentences.

a The best things in my life are . . . . . . . . . . . . . . . . . . . . . .
b For me, happiness is . . . . . . . . . . . . . . . . . . . . . .
c Money cant buy . . . . . . . . . . . . . . . . . . . . . .
d When I leave school, I want to . . . . . . . . . . . . . . . . . . . . . .
39
Answers:
a countable (given)
c intelligent
b happiness
d honest
Critical thinking
questions.
2 Now tell them to write down their answers.
3 Put the students into pairs to take turns to read
out the questions and give their answers.
110
Answers:
a She wants to study English literature at university.

b She didnt hear the question properly and mistook
free for three.
c During the next English lesson.
d (suggested): Her family (parents, brothers and
sisters) and other things, perhaps friends, music,
books, etc.
e (suggested): Friendship, family, ambition,
imagination, the countryside.
f (suggested): Generally yes. Friendship, good family
relations and good health are all things that come
free. However there are many nice things that
cost money, too. For example travelling, a good
education, etc.
Review
LESSON 5
Review
SB page 40
Communication
Communication
What would you say in these situations?

a A friend asks for your advice about what he/she can do for charity.
If I w}er}e yo@u
.................................................................................................................................
b Someone asks you what you think makes a good charity worker.
In m<y o@pi<n<i<o@n
.................................................................................................................................
c A friend asks you how long it takes for someone to run 10,000 metres.
Im n<ot su<r}e. I t<h<i<n<k
.................................................................................................................................
Read the poster and discuss these questions in pairs.

a How many different activities do the organisers suggest?
School Challenge

situations and think about what they
would say.

their answers.
Activity day next month

Local charities need your help.
What can YOU do?
Can you
run 5,000 metres?
swim 500 metres?
walk for 5 hours?
do something special?
To all children:
It doesnt matter whether youre 5 or 15. If you can spend all
or part of next Saturday running, swimming or walking and
collecting money, you will be helping local charities.

There is no one correct answer for
each sentence.

2 Read the poster and discuss these
questions in pairs.
Ring the school office, or just come along to the Sports Centre for more
information.
1 Tell the students to read the sentence

beginnings.
1 Tell the students to look at the poster

and ask them the following questions.
Discuss the answers as a class to help
them understand the poster.
What is the poster about? (an activity
day to raise money for charities)
What is going to happen? (Children
will take part in sports activities to
raise money.)
When will it happen? (next month)
Who can participate? (all children
from 5 to 15)
What activities can you do? (running,
swimming, walking)
2 Tell them to complete the sentences truthfully

for themselves.
2 Now put the students into pairs to

discuss the two questions in the book.
3 Ask some of the students to read their sentences

to the class. There is no single correct answer.
You would like to help the School Challenge. Make notes to answer these questions.
a What will you do? Chose one of the activities on the poster or another activity you can do well.
b How will you prepare for this challenge? For example, if you decide to run 5,000 metres, how will
you train for the event?
c How will you collect money for the charities?

situations?

spaces provided.
b How old do you have to be to help the organisation?
WB page 32
Work in groups. Tell other students what you have decided to do.
a Talk for about a minute, referring to your notes.
b Ask questions about each others plans.
40
2 Complete these sentences.
Answers:
a They suggest three different activities: running,

swimming or walking. You can also do something
special and collect money, so these are also activities
you can do.
b You can be as young as five.
111
Review
3 You would like to help the School

Challenge. Make notes to answer
these questions.
three questions.
RB
UNIT

a Why do elephants live in family groups?
2 Now ask them to think about the

questions and make notes to answer
them.
So they can protect ill members and bring up their young.

b In Lord of the Flies, how did the boys try to attract passing ships?
c Why do people need oxygen to climb very high mountains?
3 Explain that they will need the notes for

the next activity.
d Why do you think it is important for members of teams to work together?

e In Lord of the Flies, why do you think the boys behaved so badly?
f What is your opinion of people who climb mountains without oxygen?
Suggested answers:
2 Write a paragraph of seven (7) sentences about a book that you

have enjoyed reading.
a The students can either choose one of

the activities from the poster, or they can
choose another activity they like. Make sure
they have a reason for choosing the activity,
such as being good at it or being able to do
it for a long time, etc.
b The students would probably want to train
in preparation, so they will do the activity
better. Tell them to say how often they will
train and where.
c The students must say how they will
organise collecting money from the friends
and family who sponsor them.
3 Translation
All living creatures need to cooperate in order to achieve their goals. Teamwork, which means
the ability of a group to work well together, is something we cannot do without. Teamwork,
together with tolerance, is essential for the success of any project.
4 Work in groups. Tell other

students what you have decided
to do.
? dc dCG , LGQdG cQ e HU cCG G J -1

Mountain climbing is more difficult than cycling, isnt it?
. jL b QR Y J iS M G EG kGZ gS -2
32
1 Put the students into groups to talk

about what they are going to do, how
they are going to prepare and how they
are going to collect the money. They can use
the notes they made in the last exercise to help
them.
2 Tell the students to think of questions they can
ask each other about their plans. Write their
suggestions on the board, for example:
Are you going to train alone?
Where are you going to train?
Why did you choose that activity?
How will you collect the money?
WORkBOOk
page 32

1 First, ask the students to read through all the
questions.
2 Now tell them to write down their answers.
answers. The students should each read out the
questions and then give their answers.
112
Review
Answers:
a So they can protect ill members and bring up their

young. (given)
b By making a fire.
c Because the higher up they climb, the thinner the air
gets and there is very little oxygen.
d Because if they cooperate, they can achieve their
teams goals.
e (suggested) It might be human nature; it might be
because other people wanted to be the leader; it
might be because Ralph was not a good leader and
lost the respect of the group. There could be many
reasons.
f (suggested) I think they are very brave but I would
never do it.
2 Write a paragraph of seven (7) sentences

about a book you have enjoyed reading.
1 Start by telling the students about a book you
have enjoyed reading.
2 Write the name of the book on the board and
tell the basic story to the class.
3 Explain to the students that they must think of
a good book they have read. Tell them to write
seven sentences about it.
3 Translation
a

translate it into Arabic and write the translation
down.
b
2 Draw students attention to how the first Arabic
sentence is translated. Tell the students to
read the next Arabic sentence, translate it into
English and write the translation down.
answers.
Answers:
.
/
.

.
b
1 Mountain climbing is more difficult than cycling,
isnt it? (given)/ Mountaineering is more difficult
than cycling, isnt it?
2 We are going (are going to go) to the hospital
tomorrow where my grandmother will have a heart
transplant operation.
5 Tell each group to choose the book in their

group that they found the most interesting.
6 Ask the students whose books have been chosen
to read out their sentences to the class.
113
UNIT
UNIT 7
sB pages 41-45
Business around the world
wB pages 33-36
Objectives
UNIT
Grammar
Relative clauses, relative pronoun
whose
Objectives
Business around
the world
Grammar Relative clauses, relative

pronoun whose
Functions Polite greetings
Listening Listen to check
predictions and for detail
Listening
Reading Read for gist, for detail

and in order to understand reference
words
Critical thinking Appreciating the
importance of international trade
Functions
Polite greetings
Writing A formal business letter
Check the meanings of these words in your Active Study Dictionary.

chain (of supermarkets)
Listening
Listen to check predictions and for
detail
chief (buyer)
representative
yield (n)
grows
Fruco is an important company which
fruit to
and exports fresh vegetables and
East.
Asia, Europe, Africa and the Middle
Read about the export company

Fruco. What kinds of fruit and
vegetables do you think it exports?
Listen to Fruco employees welcoming visitors and answer the questions.

In which conversation
Reading
Read for gist, for detail and in order
to understand reference words
Co@n<v}er>[a<t<i<o@n 2
a does a meeting take place at the office of Fruco? ...............................
b do two scientists meet? ...............................
c do two Fruco employees meet an Asian visitor? ...............................
d have the two speakers met before? ...............................
Now complete the conversations.

can I help you Pleased to meet you I have an appointment
Its good to see you may I introduce Welcome back
Critical thinking
Appreciating the importance of
international trade
Mr Wong
............................... ,
b Receptionist
Mr Karmi.
Good morning. How ............................... ?
Miss OConnor Morning. ............................... with Mr Latif.

c Ibrahim
Writing
A formal business letter
m<a<y I i<n<t<r>o+d<u<c Mr Karmi?

Mr Wong, .................................
Hes our sales manager.
a Mr Latif
Tom
...............................
to Egypt, Tom.
Hi, Ibrahim. ............................... again. How are things?

a Listen and repeat these words which include the most
common English vowel sound called schwa //. What do
you notice about the underlined parts of these words?
b Listen and underline
the parts that have a
schwa sound.
arrived introduce vegetables

attack petrol welcome
1 Mr Wong has just arrived from China.

2 I have an appointment to meet Mr Latif.
3 Can you come to our office tomorrow?
41
LESSON 1
SB page 41
WB page 33

Ask the students what things Egypt produces
and sells in other countries. Do they know the
name of the objects in English?
What things does Egypt buy from other
countries?
Now, on the board, write the names of the
following companies:
114
Mercedes
Sony
Fulla
Orascom
Microsoft
Gucci
Ask if the students can tell you which countries

they come from.
Answers:
Mercedes Germany
Sony Japan
Fulla Saudi Arabia
Orascom Egypt
Microsoft USA
Gucci Italy
B u s i n e s s
a r o u n d
t h e
w o r l d
UNIT
Listening
3 Put the students into the pairs to discuss the

answers.
1 Tell the students to look at the four words in the

box. Point out that the word representative has
the stress on the third syllable.
4 Play the tape a second time and tell the students

to write the answers in the spaces provided.
2 Ask if the students can explain any of the words

in English.
Answers:
a Conversation 2 (given)
c Conversation 1
3 Tell them to look up the words in their Active

Study Dictionary.
Answers:
chain:
chief:
representative:
yield:
a group of shops, hotels, etc. that are

owned by the same person or company
highest in rank
someone who is chosen to do things,
speak, vote, etc. for someone else
the amount of money or the quantity
of something that another thing
produces
TAPESCRIPT
Voice:
Presenter:
Mr Latif:
Mr Wong:
2 Read about the export company Fruco.

What kinds of fruit and vegetables do
you think it exports?
Mr Latif:
1 Tell the students to read the text in the box.
Voice:
Presenter:
2 Ask them to tell you what the company exports

((fresh vegetables and fruit) and which regions
they export to ((Asia, Europe, Africa, the Middle
East).
Mr Wong:
Suggested answers:
Fruit:
Vegetables:
grapes, peaches, oranges, melons,

dates, pomegranates, mangoes, lemons,
watermelons
green beans, garlic, onions, tomatoes,
courgettes, potatoes, aubergines, peppers
Receptionist:
Miss OConnor:
Receptionist:
Miss OConnor:
Receptionist:
3 Listen to Fruco employees welcoming

visitors and answer the questions.
Miss OConnor:
Receptionist:

employees talking to visitors about the company
they work for, Fruco.
Miss OConnor:
2 Ask the students to read the questions before

they listen. Then play the tape.
b Conversation 3
d Conversation 3
Voice:
Presenter:
One.
Mr Wong, who has just arrived in
Egypt, is the representative for a
Chinese import company. He is
visiting Fruco for the first time. He is
at Cairo airport where Mr Latif, the
manager of Fruco, is meeting him.
Listen to their conversation.
You must be Mr Wong.
Yes, thats right. Im very pleased to
meet you, Mr Latif.
Mr Wong, may I introduce Mr Karmi?
Hes our sales manager.
Pleased to meet you, Mr Karmi.
Two.
Miss OConnor, whose company buys
fruit and vegetables from Fruco, has
made an appointment to meet Mr Latif
at his office. Miss OConnor is the
chief buyer for an Irish supermarket
chain. She has just arrived at the
main reception desk. Listen to her
conversation with a receptionist.
Good morning. How can I help you?
Morning. I have an appointment with
Mr Latif.
May I have your name, please?
Its Miss OConnor.
Thank you, Miss OConnor. Would you
like to take a seat?
Thanks.
Ill tell Mr Latif youre here. Hell be
with you in a minute.
Thank you.
Three.
Ibrahim Abaza, who works for
Fruco as a scientist, is meeting Tom
Masters, a research scientist from the
University of Edinburgh in Scotland.
115
UNIT
B u s i n e s s
Ibrahim:
Tom:
Ibrahim:
Tom:
Ibrahim:
Tom:
a r o u n d
t h e
w o r l d
Listen to their conversation at Cairo

airport.
Welcome back to Egypt, Tom.
Hi, Ibrahim. Its good to see you
again. How are things?
Fine, thanks. How was your flight?
Very comfortable, thanks. It went
quite quickly. I spent most of the time
studying the reports you sent me about
the low yield problems that you are
having with some of your vegetables.
Dont worry about that now. We can
discuss the reports at our meeting.
Can you suggest a time when you can
come to our office tomorrow?
I can come any time.
4 Now complete the conversations.

1 Tell the students to look at the phrases in
the box.
2 Help them with any words they dont
understand; they can use their Active Study
Dictionary, too.
3 Tell them to read through the sentences below
the box and try and use the phrases from the
box to complete them. The conversations are
from the dialogues the students listened to in
Exercise 3.
4 Play the tape again so that the students can
check their work.
Answers:
a may I introduce (given); Pleased to meet you

b can I help you; I have an appointment
c Welcome back; Its good to see you

Part a
1 Ask the students to look the words in the box.
2 Write the words on the board, underlining the
same sounds as in the Students Book.
3 Say the words to the students. Ask them what
they notice about the sound in each word that is
underlined.
116
Answer:
The sounds are not stressed. Schwa sounds are always in

unstressed syllables.
TAPESCRIPT
Voice: Arrived, arrived
Introduce, introduce
Vegetables, vegetables
Attack, attack
Petrol, petrol
Welcome, welcome
Part b
4 Tell the students to look at the three sentences
in the box.
5 Explain that you are going to play the tape and
they must listen to the sentences and underline
the schwa sounds in each.
6 You may need to play the tape several times.
7 Write the sentences on the board and go through
the answers with the students.
8 Finally, put the students into pairs to practise
reading the sentences. Student 1 points to a
sentence and Student 2 reads it. Then they swap
over.
Answers:
a Mr Wong has just arrived from China. (given)

b I have an appointment to meet Mr Latif.
c Can you come to our office tomorrow?
TAPESCRIPT
Voice 1: One.
Voice 2: Mr Wong has just arrived from China.
Voice 1: Two.
Voice 2: I have an appointment to meet Mr Latif.
Voice 1: Three.
Voice 2: Can you come to our office tomorrow?
B u s i n e s s
a r o u n d
t h e
w o r l d
UNIT
Answers:
a
b
c
d
around the
7 Business
world
UNIT
2 Use your Active Study Dictionary

to answer these questions.
1 Complete using words from the box.

chains
chief
a Our fruit yield
representatives
yield

questions.
has increased since we
started watering our plants more often.

b The three biggest supermarket
are
2 Help to explain if they dont

understand the instructions. Make sure
they use their Active Study Dictionary
to answer the questions. For question
c, they can also look back at Exercise
5 on page 41 of the Students Book
and at Exercise 1 in the Workbook.
used by 75% of the population.

c My uncle has an important job. He is the
engineer for a car company.
d
yield
chains
chief
Representatives
of countries which export oil are

meeting to discuss the economic situation.
2 Use your Active Study Dictionary to answer these questions.

a What are two other meanings for the word chain?
b What is the verb related to representative?

their answers.
c Name two nouns that can follow the adjective chief.

a You meet a visitor to your country at the airport. You want to make him or her feel at home. What
4 Then go through the answers.
do you say?
Hello. Welcome to Egypt.
Answers:
b A person you do not know arrives in your school. Ask if you can help them.
a It can also be used to mean a type of

jewellery a chain you wear around
your neck or a chain you use to
connect things.
b to represent
c concern, reporter, buyer, engineer
c You meet a friend who you have not seen for a long time. What do you say?
d In class, you see a school friend who has been away for several weeks. What do you say?
33

situations?
four situations first.
WORkBOOk
page 33
2 Ask them to think about what they

would say in each situation and to
write in their answers.
1 Complete using words from the box.


their answers.
2 Tell them to read through the sentences below

and to use the words from the box to complete
them.
3 Go through the answers with the class. Note
that the final answer must begin with a capital
letter as it starts the sentence.
4 Now go through the answers with the

class.
Suggested answers:
a
b
c
d
Hello. Welcome to Egypt. (given)

Can I help you (with anything)?
Its good to see you again.
Where have you been? How are things?
117
UNIT
B u s i n e s s
a r o u n d
LESSON 2
t h e
w o r l d
SB page 42
Language focus
Relative clauses and relative
pronoun whose
listening text.
WB page 34
UNIT
Language focus
Relative clauses and relative

pronoun whose
Grammar rev p127
Study these sentences from the listening text.

1 Mr Wong, who has just arrived in Egypt, is the chief buyer for a Chinese import company.
2 He is at Cairo airport, where Mr Latif is meeting him.
3 Miss OConnor, whose company buys fruit and vegetables from Fruco, has made an
2 Tell them to look at the example, then

to circle the relative pronoun (the
connecting word, like who, which,
that, etc.) in each sentence in the same
way.
4 I spent most of the time studying the reports which you sent me about the low yield
problems that you have.
3 Now ask them to look at the example

again and tell them to underline the
relative clause(s) (which refer to the
object/person/thing referred to by the
relative pronoun) in each sentence
in the same way. Tell them that one
sentence has more than one relative
clause.
appointment to meet Mr Latif.
5 The man that Ibrahim met at the airport was from Edinburgh in Scotland.
6 Can you suggest a time when you can come to our office tomorrow?
a Circle the relative pronouns. Which one shows that something belongs to or is connected
with someone?
b Underline the relative clauses. (Sentences may have more than one.)
that
which
who
where
when
whose
e Use ...................... to say that something belongs to someone, or that something

is connected with someone.
Study these sentences and answer the questions.
a In which sentence do the underlined words give us information that we

do not need to understand the meaning? ......................
b In which two sentences do the underlined words help us understand
who or what the sentences are about? ......................
Join these pairs of sentences using a relative clause.

a Fruco is an important Egyptian export company. Fruco was started in 1985.
Fr@u<co, w#h<i<ch w>a<@[ st<a<@td i<n 1985, i<@[ a<n i<m<po@@t<a<n<t Egypt<i<a<n expo@@t co@m<pa<n<y.
.....................................................................................................................................................
b Mr Latif has worked for Fruco for 25 years. Mr Latif is the manager of Fruco. ..............................
c Tom Masters comes from Edinburgh. He works as a research scientist. ..............................
d The company imports cotton from Egypt. I work for this company. ..............................
e Miss OConnor travels all over the world. Miss OConnors home is in Ireland. ..............................
Complete these sentences with a relative pronoun and your own ideas.
a When Im older, Id like to work for a company ..............................
b A queen is someone whose husband ..............................
42
1 Tell the students to read through the rules about

relative clauses.
d Use ...................... or ...................... to refer to things, e.g. sentences ......................
3 The person who shes visiting is the manager of Fruco.
2 Now complete the sentences about

relative clauses.
2 Tell them to write in the correct words to

complete the rules.
b Use ...................... or ...................... to refer to people, e.g. sentences ......................

c Use ...................... to refer to a place, e.g. sentence ......................
2 The supermarket chain that she works for is the largest in Ireland.
Answers:
a
1 who (given) 2 where
3 whose
4 which; that 5 that
6 when
Whose shows that something belongs to
or is connected to someone.
b
1 who has just arrived in Egypt (given)
2 where Mr Latif is meeting him
3 whose company buys fruit and vegetables
from Fruco
4 which you sent me; that you have
5 that Ibrahim met at the airport
6 when you can come to our office
w#hn to refer to a time, e.g. sentence ......................

6.
a Use ......................
1 Miss OConnor, whose company buys fruit and vegetables from

Fruco, has made an appointment to meet Mr Latif.

their answers.
5 Finally, go through the answers with
the class.
Now complete the sentences about relative clauses.
c In my opinion, a good business person is someone
Answers:
a when - 6
c where - 2
e whose - 3
..............................
b who; that - 1, 5
d which; that - 4
3 Study these sentences and answer the

questions.
1 Tell the students to read the three sentences in
the box.
2 Now tell them to read the questions below the
sentences and think about the answers.
3 Put the students into pairs to discuss their
answers.
118
B u s i n e s s
a r o u n d
t h e
w o r l d
UNIT
2 Put the students into pairs or small

groups to compare their answers.
Answers:
UNIT
1 Complete these sentences with a relative pronoun. (Two answers

may be possible.)
a 1970 was the year when/that
b The company
c Port Said,
my mother was born.
my father works for exports goods to Europe and Asia.

his business is located, is an hours drive from our house.
d The companys Sales Manager,

university.
e The person
f The exports,
home is in Alexandria, studied economics at
the company belongs to is an accountant.

include cotton and metal goods, come from all over Egypt.

a My brother went to Oxford University
where
a Fruco, which was started in 1985, is an

important Egyptian export company.
(given)
b Mr Latif, who is the manager of Fruco,
has worked for Fruco for 25 years.
c Tom Masters, who works as a research
scientist, comes from Edinburgh.
d The company which I work for imports
cotton from Egypt.
e Miss OConnor, whose home is in Ireland,
travels all over the world.
which he studied economics.

b My cousin, that is a research chemist,
works in the food industry.
c Greg, who father lives in London, has
been in Cairo for six months.
d The university which my uncle works
is in Cairo.
Oxford University
e The university where I want to go to is

near my uncle.
3 Complete the sentences with a relative pronoun and your own

ideas.
a My uncle Ahmed, who
is a businessman,
lives in Tanta.
b Tanta,
c Ahmed,
is Egypts fifth largest city,
has many customers in India,
often
d Ahmeds clothes company,
he started
in 1950,
e The clothes,
are made of Egyptian
5 Complete these sentences with a

relative pronoun and your own
ideas.
beginnings.
2 Tell them to write down their own
ideas to complete the sentences.
3 Put the students into groups and tell
them to read out their completed
4 Ask if any of the students wrote the
same sentences.
5 Invite some students from each group
to read their sentences to the class.
cotton,
f Ahmed,
business is very successful,

.
34
Answers:
a The clause in sentence 1 gives us extra information;

it is not necessary to understand the meaning of the
sentence.
b Sentences 2 and 3 require the information in the
clauses to make it clear which supermarket and
which person they are referring to.
4 Join these pairs of sentences using a

relative clause.
1 Ask the students to read the sentences carefully.
Tell them they must make the two sentences
in each pair into one sentence, using a relative
clause.
Suggested answers:
a that/which exports products to other

countries.
b is the king of a country.
c who always sees opportunities to make
money.
WORkBOOk
page 34
1 Complete these sentences with a relative

pronoun. (Two answers may be possible.)
1 Ask the students to read the gapped sentences
through.
2 Tell them to add a relative pronoun to complete
each sentence.
Answers:
a when/that (given) b that/which

d whose
e who/that
c where
f which
119
UNIT
B u s i n e s s
a r o u n d
t h e
w o r l d

1 Explain to the students that there is
a mistake in the relative pronoun in
each sentence.
2 Ask them to read through the
sentences and find the mistakes, then
correct each sentence in the space
provided.
Reading
1
UNIT
Before you read the article, check the meanings

of these words in your Active Study Dictionary.
Discuss in pairs.
a The title of the article below
is about the global economy.
What does this phrase mean?
b Read the article quickly to
check your answers.

Were living in a global economy
Answers:
a which where (given)

c who whose
e where which
b that who
d which where
3 Complete the sentences with a

relative pronoun and your own
ideas.
sentence parts.
2 Explain that they must add a relative
pronoun and complete the main clause
of each sentence.
People describe todays world as a global

economy. This means that a company in
one country sells what it produces to other
countries around the world. Of course
countries have been trading in this way for
thousands of years. What is different now is
that computer technology has completely
changed the ways in which companies produce
and distribute their goods and communicate
with each other and their customers.
Websites and e-mail have made it possible
for companies of all sizes to sell their goods
cheaply and quickly all over the world.
Suggested answers:
It also means that people can buy goods

from countries where wages are lower. For
example, many things that are sold in Europe
and Africa are now made in China. Because
these goods can be made more cheaply in
China, more people can afford them.
The advantage of this economic system is the
increase in international trade that it brings.
This means that more people can buy more
goods, which in turn means that more people
all over the world have jobs.
But the global economy is more than this.

It also means that companies do not need
to stay in one country. Large international
corporations, like Japanese car companies,
a Countries have been trading with

each other
b Today, computer technology helps
companies
large international corporation.
to produce and sell their goods

more easily.
for thousands of years.
c A Japanese car company is an

example of a
trade increases because more

people can afford them.
d European and African customers
are buying more things made

in China.
e If goods are produced more cheaply,
This is sometimes called a win-win situation,

because everyone wins!
Match to make sentences about the global economy.
3 Put the students into pairs to read out

their sentences to their partner.
4 Ask some of the students to read out
their sentences to the class.
can set up in almost any location, employ

local workers to produce goods there and
trade with other countries in the same region.
What do these words and phrases in bold from the reading refer to?
a A company in one country sells what it produces to other countries
t<h co@m<pa<n<y
around the world. .................................
b Because these goods can be made more cheaply in China, more

a My uncle Ahmed, who is a businessman,
people can afford them.
lives in Tanta.
c This increase means that more people can buy more goods, which in turn
means that more people all over the world have jobs.
b Tanta, which is Egypts fifth largest city,
has many mosques.
c Ahmed, who has many customers in
India, often goes there for holidays.
d Ahmeds clothes company, which he started in 1950,
Ask if they can explain any of them to you.
exports all over the world.
2 Tell them to look the words up in their Active
e The clothes, which are made of Egyptian cotton, are
Study Dictionary.
very good quality.
f Ahmed, whose business is very successful, exports
3 Ask the students to mark the stress in each
goods all over the world.
of the words with more one than one syllable
.................................
.................................
LESSON 3
SB page 43
WB page 35
Reading
1 Before you read the article, check the
meaning of these words in your Active
Study Dictionary.
1 Tell the students to look at the words in the box.
120
(afford,
afford, corporation, distribute*, economy,
employ, global, technology, wages).
wages *Some
dictionaries give distribute as a possible British
pronunciation.
Answers:
afford:
to have enough money to pay for

something
corporation: a large business organisation
distribute:
to supply goods to shops and companies
43
B u s i n e s s
a r o u n d
t h e
w o r l d
UNIT
title. Ask them what they think the

phrase global economy means.
UNIT

E
C
T
O
A
F
F
O
R
D
M
O
E
C
O
N
O
M
Y
D
P
R
U
W
O
L
J
E
P
I
L
P
O
R
P
O
E
Q
A
S
O
O
W
A
G
E
S
P
N
T
Y
R
X
I
A
M
R
L
A
R
I
A
A
M
A
Z
I
O
G
I
M
T
P
E
A
F
T
Q
R
B
a pay someone to work for you
T
I
U
G
O
O
D
S
D
U
O
O
M
E
A
E
O
A
P
T
N
N
A
G
L
O
B
A
L
E
T
E
C
H
N
O
L
O
G
Y
2 Put the students into pairs to discuss

their ideas.
article and see if they understood the
title.
Answers:
a The phrase global economy refers to the

fact that countries economies are
interconnected. Companies from one
country often trade in many other
countries, so if the economy goes bad in
one country, it affects another.
employ
b knowledge and equipment used in scientific or industrial work

c the money that someone is paid every week by their employer
d have enough money to pay for something

the global economy.
e supply goods to shops and companies in a particular area

f a large business organisation
g affecting or including the whole world
h the way that money, businesses and products are organised in a country
i things that are produced to be sold
2 Explain that they must match each

sentence beginning from the first
column with a sentence ending from
the second column.
2 Complete using the correct form of the words in brackets.

a The global economy has increased international trade. ((nation)
b The
situation in our country is improving. (economy)

economy
economy)
c New businesses will
hundreds of people in the city. (employment)

employment
employment)
d Companies can now
goods all around the world. (distribution)
e E-mails help to improve the way companies
with their customers. (communication)
3 What do the words and phrases in bold refer to?
a China has a population of 1.3 billion people. This is growing by 15 million every year.
the population of China
Answers:
b Eighty percent of the people live in half the area of the country. Most of them live in small
villages.
a 3 (given)
c Agriculture, which employs most of the population, is mainly in the east of the country.
d Beijing is the capital of China, but Shanghai is its largest city.
35
in a particular area
economy:
the way that money, business and products
are organised in a country or area
employ:
to pay someone to work for you
global:
affecting or including the whole world
goods:
things that are produced in order to be
sold
technology: a combination of all the knowledge,
equipment, methods, etc. that are used in
scientific or industrial work
wages:
all the amount of money that someone
is paid every week by their employer,
especially someone who works in a
factory or a shop

take turns to read out their answers.
b2
c1
d 5
e 4
4 What do these words and

phrases in bold from the reading
refer to?
sentences.
2 Explain that they must decide what the words in

bold relate to.
3 Put the students into pairs to discuss and write
down the answers.
Answers:
a it = the company (given)

b them = goods
c which = more people can buy more goods
2 Discuss in pairs.
1 Tell the students to read the article
121
UNIT
B u s i n e s s
a r o u n d
WORkBOOk
t h e
w o r l d
page 35

UNIT
1 Tell the students to look at the puzzle.

2 Tell them to read the definitions below
the puzzle and think of the words that
Answers:
a employ
d afford
g global
E
C
T
O
A
F
F
O
R
D
M
O
E
C
O
N
O
M
Y
D
P
R
U
W
O
L
J
E
P
I
b technology
e distribute
h economy
L
P
O
R
P
O
E
Q
A
S
O
O
W
A
G
E
S
P
N
T
Y
R
X
I
A
M
R
L
A
R
I
A
A
M
A
Z
I
O
G
I
M
T
P
E
A
F
T
Q
R
B
So
t<h<a<t t<h<e=y ca<n h<i<re l<oc=a<l work<e=rs a<n<d t<ra<d<e wi<t<h n<e=a<rb=y cou<n<t<ri<e=s.
..................................................................................................................................................
b How has the internet helped global trade?
c Where are many goods now made that are sold in African and European countries?
d Do you think it is good that more people can afford to buy things that are made in
other countries? Why / Why not?
e What do you understand by the phrase a win-win situation?
f Do you agree that everyone wins in a global economy? Why/Why not?
O
O
M
E
A
E
O
A
P
T
N
N
A
G
L
O
B
A
L
E
T
E
C
H
N
O
L
O
G
Y
Read this short article, then discuss the questions.
Port Said
Port Said is a big city in the
northeast of Egypt. It has a number
of industries, including shing and
chemicals. It is also an important
harbour for the export of rice and
cotton and as the place where ships
passing through the Suez Canal can
get fuel.
c wages
f corporation
i goods
T
I
U
G
O
O
D
S
D
U

a Why do some companies set up in other countries?
3 Explain that they must find the words

in the puzzle.
their answers.
Critical thinking
a Why are many exports carried from one country to another by ship?
b What are the advantages and disadvantages of sea travel?
c What kinds of goods need to be taken by air?
d Why is the Suez Canal so important to world trade? How was the situation different before
the canal was built?
Discuss in pairs.
A company is starting a chemical business in Port Said.
What would be the advantages and disadvantages for
the local people? Think about the following.

of the words in brackets.
Peoples everyday lives

sentences. Explain that they must use
the words in brackets to complete the
sentences.
The local and national economies
Jobs and wages

The environment
44
Answers:
a international
d distribute
b economic
c employ
e communicate
3 What do the words and phrases in bold

refer to?
Answers:
a
b
c
d
This = the population of China

them = 80 percent of the people
which = agriculture
its = Chinas Critical thinking
LESSON
1 Tell the students to read through the sentences.
Each sentence has a word in bold. Tell the
SB page 44
students they must decide what the word in
bold refers to.
answers.
122
Critical thinking

1 Tell the students to read all the questions.
B u s i n e s s
2 Explain that they must write the answers.

3 Now put the students into pairs. The students
should take turns to read out a question and then
give the answer.
4 Go over the answers to all the questions with
the class.
Suggested answers:
a So that they can hire local workers and trade with

nearby countries.(given)
b It makes it easier to trade and sell products in other
countries, to distribute goods, etc.
c Many goods sold in African and European countries
are now made in China. Another emerging country is
India.
d Yes, because more people can enjoy many more
things. Or no, because big corporations move to
where they can make goods most cheaply, and local
producers lose business and people lose jobs.
e Everyone wins: companies make more profit (that
is, they sell more products around the world) and at
the same time, they create more jobs for countries all
over the world.
f Yes, because there are more jobs, more products for
people to enjoy and more money for companies. Or
no, because in some countries the workers are paid
very low wages so that the companies can sell goods
at very low prices around the world. Also, global
trading causes pollution as products are shipped
around the world.
2 Read this short article, then discuss the

questions.
1 Tell the students to read the article about Port
Said quickly and then to close their books.
2 Put the students into pairs and tell them to take
turns explaining to their partner what the article
is about.
3 Tell them to open their books again and to read
the article a second time.
4 Put them into pairs again and tell them to read
and answer the questions.
a r o u n d
t h e
w o r l d
UNIT
b Sea travel is slower than air travel, and if there is an

accident it can lead to pollution in the sea. Sea travel
is better in that ships can carry much larger cargoes,
and it is better for transporting very heavy cargo
such as large lorries, tractors or things like oil and
minerals.
c Goods which are perishable, such as fruit, vegetables
and flowers, need to be transported by air so they
are still fresh at the point of sale. If these goods were
taken by road or sea, they would perish before they
could be sold.
d The Suez Canal allows ships in the Mediterranean
to access India and beyond without having to travel
all the way around Africa. Before the Suez Canal
was built, ships had to travel right around Africa
before travelling on to China, India and many other
countries.
3 Discuss in pairs.
1 Tell the students to read the situation.
2 Ask them what is meant by chemical business.
Make sure they understand what type of
industry it is and what it does.
3 Tell them to read the question.
question. Tell them to cover each of the points
in the box.
5 Ask some pairs to share their answers with the
rest of the class.
Suggested answers:
A chemical business might be positive for peoples

everyday lives because it would create jobs and
investment in the area.
It could create a lot of jobs for local people, which
would mean more money for other businesses in the
area.
It may not be good for the environment; it may
create pollution and there could be such dangers as
fire and accidents.
It could be good for the national economy as well
as the local one. If the chemicals are sold in other
countries, it will create wealth for the country.
Suggested answers:
a Some products cannot be moved by plane or by

other forms of transport. For example, it is not
possible to move millions of barrels of petrol from
one country to another by plane or road. Ships can
carry much bigger loads.
123
UNIT
B u s i n e s s
a r o u n d
LESSON 5
t h e
w o r l d
SB page 45
WB page 36
Communication
Communication
1 Read this letter and answer the
questions.
Communication
1
UNIT
Read this letter and answer the questions.
Ch<if Bu<yer@
a What is Miss OConnors job at her company? ..............................
1 Ask the students to read the letter.
b When did she write this letter? ..............................
2 Check that they understand all the

vocabulary. If there are any words
they are unsure of, tell them to
look them up in their Active Study
Dictionary.
d Where is she staying while she is in Cairo? ..............................
c When does she suggest a meeting? ..............................
www.superval.co.ie
14 June 2009
Dear Mr Karmi,
rsation, I am writing to arrange a
Following our recent telephone conve
fruit order from Fruco.
future
our
s
discus
to
meeting with you
4 Tell them to read the questions above

the letter.
ss
buy oranges and lemons. If our busine
In our first year, we would like to
from you.
order other fruits and vegetables
relationship is successful, we may
g.
each fruit that we need to our meetin
I will bring details of quantities of
5 Put the students into pairs to answer

the questions.
g at the
Tuesday at 14.30 and will be stayin
I am arriving at Cairo airport next
the following morning at 9.30.
meet
we
that
st
sugge
I
Hotel.
Cairo Tower
I look forward to meeting you.
Yours sincerely,
Answers:
Helen OConnor
Chief Buyer, Superval
2 Roleplay the first few minutes of

a conversation between these two
people when they meet in Cairo.
Use some of the language below.
1 Put the students into pairs. Tell them
to imagine that they are having a business
meeting. One student will take role A and the
other will take role B. Tell them to read about
their roles.
2 Tell the pairs to make a dialogue for the
business meeting. Explain that they can use the
language in the box to help them.
3 Tell them to write out their dialogue and then to
try to memorise it. They will need to practise it
several times.
4 Now, choose pairs of students to perform their
dialogues for the rest of the class. Encourage
them to say the dialogue without looking at the
script.
124
101, Kings Street

DUBLIN 1
IRELAND
Giza
Arab Republic of Egypt
3 Ask the students to explain what the

letter is about.
1 Chief buyer (given)

2 She wrote the letter on 14th June 2009.
3 She suggests meeting at 9.30 on
Wednesday.
4 She is staying at the Cairo Tower Hotel.
SUPERVAL
Mr Maher Karmi
Sales Manager, Fruco
10b Hussein Wassef Street
Messaha Square, Dokki
Roleplay the first few minutes of a conversation between

these two people when they meet in Cairo. Use some of
the language below.
Student A You are a chief buyer from Superval, a European
supermarket chain which wants to buy fruit and
vegetables from Fruco.
Student B You are the sales manager at Fruco.
Pleased to meet you.

Welcome to Fruco.
Did you have a good flight?
Its good to be here.
Thank you for arranging the meeting.
Id like to discuss
Can you offer?
Well need to have
We can offer you
45
B u s i n e s s
a r o u n d
t h e
w o r l d
UNIT
4 Tell the students to re-write the letter

using more formal language. The
letter on page 45 of the SB can help
them.
UNIT
1 Rewrite this business

letter using more formal
language.
Hi Mr Latif,
Dear Mr Latif,
Great talking to you on the phone. I said
Following our recent telephone conversation,
Id write to you about ordering some
5 Put the students into small groups to

read out their letters to each other. Tell
each group to choose the best letter
in their group and to read it out to the
class.
Suggested answer:
Dear Mr Latif,
Following our recent telephone conversation,
I am writing to arrange a meeting to discuss
our future order.
This year we would like to buy beans
and onions. If our business relationship is
successful, we may order fruit as well.
I am arriving at Cairo airport next Monday at
15.30 and will be staying at the Main Hotel. I
suggest that we meet the following morning
at 10. I look forward to meeting you.
Yours sincerely,
Pete Stamp
Chief Buyer
vegetables from you so thats what Im

doing.
To start with, well probably want to buy
beans and onions this year and then, if
things are OK, we may want your fruit
as well.
Im getting to the airport in Cairo next
Monday afternoon about half past
three. Im staying at the Main Hotel. Can
we meet in the morning after about
10 oclock?
See you soon.
Best wishes,
Pete Stamp
Chief Buyer
2 Write a business letter of your own, using the following information.

a You are a student who is doing a project on Egyptian export companies. First, plan the letter to
Mr Gamil, Manager, Port Said Chemical Corporation.
s 9OUWANTTOARRANGEAVISITTOASKABOUTTHECOMPANY
s 9OUCANVISITTHECOMPANYANYTIMENEXTWEEK
b Write your first draft quickly in 80100 words.
s 2EMEMBERTOUSEFORMALPHRASESANDEXPRESSIONS
s 2EADWHATYOUHAVEWRITTENCAREFULLY,OOKFORGRAMMARANDSPELLINGMISTAKES
s #HECKTHECORRECTSPELLINGINYOURActive Study Dictionary.
c Correct the mistakes, then write the final letter.
36
2 Write a business letter on

your own, using the following
information.
1 Tell the students they are going to
write a business letter. Ask them to
read the situation outlined in part a of
the exercise.
2 Tell them to think about the style of
the letter, how they will open and
close it, and what they should include
in the content.
WORkBOOk
page 36
1 Rewrite this business letter using more

formal language.
1 Tell the students to read the letter on the left.
2 Explain that the letter is informal but that when
we write a letter in business we use more formal
language.
3 Ask the students to identify some of the phrases
that make it informal. ((Hi, great talking to you,
if things are OK
OK, about half past 3, after about
10 oclock, See you soon, Best wishes)
3 Ask the students to write a first draft,

then check it carefully for grammar
and spelling mistakes.
4 Put the students into pairs to read and
comment on their partners draft. Then
each student should rewrite his/her
letter.
tell them to read every letter in their
group.

125
UNIT
B u s i n e s s
a r o u n d
t h e
w o r l d
Assessment
Listening Task
Reading Task
Target element: revise the listening activity

and roles within business
Target element: revise and understand the

formalities in a letter
Write the following table on the board and ask the

students to copy it.
Tell the students to read the letter on page 45 of the

Students Book. Write the following questions on
the board and ask the students to answer them.
Mr Wong
Mr Karmi
Miss OConnor
Ibrahim Abaza
Tom Masters
Chief buyer for an Irish

supermarket
Scientist at Fruco
Sales manager
Representative of Chinese
import company
Scientist at the University
of Scotland
Tell the students to listen to the tape and to match

the jobs with the people. Play the tape again from
Lesson 1 Exercise 3.
Answers:
Answers:
Mr Wong
Mr Karmi
Miss OConnor
Ibrahim Abaza
Tom Masters
1 What is Mr karmis position in the

company?
2 What is the name of the company Helen
OConnor works for?
3 What is Helen OConnors job?
4 Where do you write the name of the
company you are writing to?
5 What is the internet address (URL) of
Superval?
6 Where is the date normally written?
Chief buyer for an Irish

supermarket
Scientist at Fruco
Sales manager
Representative of Chinese
import company
Scientist at the University of
Scotland
Speaking Task
1
2
3
4
5
6
Sales Manager
Superval
Chief buyer
on the left at the top of the page
www.superval.co.ie
The date is normally written on the left, underneath
the address of the company that you are writing to.
Writing Task
Target element: revise key phrases for formal
business letters
Target element: revise and use key vocabulary

Write the following phrases on the board:
from the unit
Tell the students to imagine that a power company
from the USA is planning to build a nuclear power
station about 30 km from their town. On the board
write the following categories:
Jobs and employment
The building industry
Safety
Pollution
Local shops and businesses
Language schools
Put the students into pairs to think of the positive
and negative aspects of this form of investment.
They can make notes but they should not write out
their ideas in full. Tell them to present their ideas to
the rest of the class.
126
1
2
3
4
5
6
7
Best wishes
See you soon
Hi, Mr Thomas
To start with
Im getting to the airport
I want to chat about future orders
If our business idea goes well
Ask the students to think of more formal phrases to

replace each one with.
Possible answers:
1 Yours sincerely
2 I am looking forward to meeting you.
3 Dear Mr Thomas
4 Firstly
5 I arrive at the airport
6 I want to discuss future orders
7 If our business relationship is successful
UNIT
UNIT 8
SB pages 46-50
UNIT
The Necklace
WB pages 37-40
Grammar Used to to refer to

completed past habits
The Necklace
Functions Ask questions

Listening Listen for gist and to
guess the meaning of unknown
words
Listening
1
Objectives
Objectives
Reading Read to check predictions

and for specific information
Critical thinking How you feel
about your situation in life
Check the meanings of

these words in your Active
Study Dictionary.
Writing A description of an object
act (v) army

canoeing collection
...........................
telling us about Maupassants life?
...........................
tell us about his early life?
Wo@u<l<d yo@u m<i<n<d
Reading
Read to check predictions and for
c Was he . . . . . . . . . . . . . . . . . . . . . . . . . . . school?
d
...........................
he use to do anything else
as well as writing?
Functions
Ask questions
Listening
Listen for gist and to guess the
meaning of unknown words
Listen to a radio programme about the writer Guy de

Maupassant and complete these questions.
b
Grammar
Used to to refer to completed
past habits
Listen again. Are these sentences True or False? Correct the false ones.
a Maupassant started writing at the age of 42.
Fa<l<@[e. Ma<u<pa<@[sa<n<t d<id a<t t<h a<ge o_@ 42.
............................................................
Critical thinking
How you feel about your situation
in life
b Maupassant wrote three novels and 600 short stories. . . . . . . . . . . . . . . . . . . .

c When he was a boy, Maupassant went fishing. . . . . . . . . . . . . . . . . . . .
d He enjoyed working as a clerk in Paris. . . . . . . . . . . . . . . . . . . .
e After the success of Boule de Suif, he wrote all the time. . . . . . . . . . . . . . . . . . . .
f Une Vie was Maupassants second novel. . . . . . . . . . . . . . . . . . . .
g He travelled to have a rest from writing. . . . . . . . . . . . . . . . . . . .
Guess the meaning of the words in bold

from the listening.
a His life was very boring, except on
Sundays. . n<
. .o
. .t. .i<.n. <.c.l.<u
. .<d. .<i<.n. <g
...
b He wrote continuously, as many as four
collections of short stories a year.
.....................
c His first novel sold 25,000 copies in the

first year. . . . . . . . . . . . . . . . . . . . . .

a Listen and underline the consonant that
you do not hear in these phrases from
the listening.
Writing
A description of an object
1 the first thing

2 he went to college
3 in his short life
4 he used to enjoy fishing
5 he moved to Paris
Discuss in pairs.
6 he loved travelling
Why do you think Maupassant found writing

stories more interesting than working as a clerk?
b Now listen and repeat the phrases.
46
LESSON 1
SB page 46
WB page 37

Ask the students to think of as many expensive
objects as they can. Write their ideas on the
board.
Ask which things the students would like to

have.
Ask the students to guess how much the objects

would cost to buy.
127
UNIT
T h e
N e c k l a c e
Listening
2 Write the words on the board and mark the
stress on the words with more than one syllable:
act, army, canoeing, collection
3 Model the pronunciation for the class.
4 Tell the students to look up the meanings of the
words in their Active Study Dictionary.
Answers:
act:
army:
canoeing:
collection:
to perform as a character in a play or film

the part of a countrys military force that
is trained to fight on land
the sport or activity of using a canoe
a set of similar things that you keep
together, especially because they are
interesting or attractive
2 Listen to a radio programme about the

writer Guy de Maupassant and complete
these questions.
1 Tell students to read through the gapped
sentences in the Students Book.
2 Tell them they are going to listen to a radio
programme about a writer called Guy de
Maupassant. Explain that they must listen
carefully to the tape for the correct words to
3 Play the tape.
Answers:
a Would you mind telling us about Maupassants life?

(given)
b Could you tell us about his early life?
c Was he good at school?
d Did he use to do anything else as well as writing?
TAPESCRIPT
Presenter:
128
Good evening. Welcome to Nineteenth

Century Writers. In this programme,
were looking at the life and work
of Guy de Maupassant. Our guest

is Professor Richard Hillery, who
teaches French literature at a
university in Australia. Professor,
would you mind telling us about
Maupassants life?
Professor Hillery: Yes, the first thing to say about
Maupassant is that he died when he
was only forty-two. But in his short
life he wrote six novels, three hundred
short stories, three books on travel
and a collection of poems.
Presenter:
Amazing! Could you tell us about his
early life?
Professor Hillery: Well, Guy de Maupassant was born in
1850 in Dieppe in northern France.
Until he was thirteen, he lived happily
with his mother in a large house near
the sea. In those days, he used to
enjoy fishing.
Presenter:
Was he good at school?
Professor Hillery: Not at first. He didnt enjoy school
until he went to the college in Rouen,
where he acted in plays and studied
poetry. He left in 1870, joined the
army and fought for France in a
European war. In 1871, he moved to
Paris where he worked as a clerk. His
life was very boring, except when he
used to go canoeing on the river on
Sundays.
Presenter:
When did he start writing?
Professor Hillery: Well, in 1878 he started writing for
newspapers. It was also then that he
began writing stories. His friends
said he used to spend all his free time
writing.
Presenter:
Did he make money from writing?
Professor Hillery: He certainly did. His first short story,
Boule de Suif, was very successful
and made him famous. After that, he
wrote continuously, as many as four
collections of short stories a year. In
1883, he wrote his first novel, Une
Vie, which means A Life. It sold
twenty-five thousand copies in the first
year.
Presenter:
Did he use to do anything else as well
as writing?
Professor Hillery: Not much he didnt use to enjoy
staying at home and he loved
travelling, and on every journey he
wrote new stories. However, when he
got older, he didnt use to leave his
house very often and spent most of his
time alone. He died in 1893.
T h e
presenter:
Was he a happy man?
Professor Hillery: No. In fact, he said, I have wanted
everything, and enjoyed nothing.
3 Listen again. Are these sentences True or

False? Correct the false ones.
and help them with any difficult vocabulary.
2 Explain that you are going to play the tape again
and they must decide whether the sentences are
true or false.
N e c k l a c e
UNIT
5 Discuss in pairs.
2 Tell the students to read the question and
discuss it in pairs.
3 Ask some of the pairs to share their answer with
the class.
Suggested answer:
Working as a clerk was ordinary and boring. Writing is

more imaginative and Maupassant could travel and write
different things including travel books, poems, etc.
3 Tell them that if the sentences are incorrect,

they should correct them.
4 Play the tape. You may need to play it twice.
1 Explain to students that sometimes sounds

merge when speaking in phrases and sentences.
Answers:
a False. Maupassant died at the age of 42. (given)

b False. He wrote six novels, three hundred short
stories, three books on travel and a collection of
poems.
c True
d False. He was bored when he was working as a clerk
in Paris.
e True
f False. It was his first novel.
g False. He wrote new stories when he travelled.
4 Guess the meaning of the words in bold from

the listening.
1 Tell the students to read the three sentences.
2 Ask them what they think the words in bold
mean.
3 Put the students into pairs to discuss what they
think the three words mean.
with the class.
Answers:
a not including (given)

b non-stop, without stopping
c books, prints of the book
2 Tell the students to read the six phrases in

the box.
3 Tell them that when you play the tape,
they must listen carefully to find out which
consonants they do not hear separately. Play
the tape.
5 Put the students in pairs to take turns to say the
phrases exactly as they heard them on the tape.
Answers:
1
2
3
4
5
6
the first thing

he went to college
in his short life
he used to enjoy fishing
he moved to Paris
he loved travelling
TAPESCRIPT
Voice 1: One.
Voice 2: the first thing
Voice 1: Two.
Voice 2: he went to college
Voice 1: Three.
Voice 2: in his short life
Voice 1: Four.
Voice 2: he used to enjoy fishing
Voice 1: Five.
Voice 2: He moved to Paris
Voice 1: Six.
Voice 2: he loved travelling
129
UNIT
T h e
WORkBOOk
N e c k l a c e
page 37
1 Match these words a-f with their

meanings 1-6.
in the column on the left and their
definitions in the column on the right.
8 The Necklace
UNIT
2 Help them with any vocabulary they

find difficult.
3 Tell the students to match each word
to its meaning.
class.
Answers:
a 4 (given)
d 2
a act
part of a countrys military force that fights on land
b army
a set of similar things that are kept together
c canoeing
d collection
e continuously
activity or sport using a long narrow boat
f except
without stopping
not including
perform in a play

a Many people have holidays
canoeing
on
rivers or lakes.
b 1
e 6
b This shop is open every day
c 5
f 3
c The city is flooded because it has rained
for the last three days.
d In some countries, young men have to join the

1 First, tell the students to read through
all the sentences and help them with
any difficult vocabulary.
for
Fridays.
e There is a wonderful
and train for a year.
of old books in our town library.
f Before you can be in a film or play, you have to learn to
2 Explain that the students must use the

words from Exercise 1 to complete
the sentences.
3 Tell them to write the correct words to
a You are interviewing an older person about their education. What do you ask?
Were you good at school?/What did you study?

b You want to know when this person began their first job. What do you ask?
c You are interviewing one of your grandparents for a school project. You want to know what his
or her life was like when he or she was young. What do you ask?
d You want to know if this grandparent did anything when he or she was not working.
37

class.
Answers:
a canoeing (given)
c continuously
e collection
b except
d army
f act
4 Ask some of the students to read out their

answers to the rest of the class.
5 Go through the possible answers with the class.
Suggested answers:
1 Tell the students to read through the four
situations.
2 Tell them to write down what they would say in
each situation.
3 Put the students into pairs to read out their
answers to each other.
130
a Were you good at school?/What did you study?

(given)
b When did you start your first job? / When did you
start working for the first time? / Could you tell me
about your first job?
c What was your early life like? Could you tell me
what your life was like when you were young?
d What did you use to do when you were not working?
/ Did you do anything when you werent working? /
What did you (use to) do in your free time?
T h e
LESSON 2
Language focus
1
SB page 47
Grammar rev p128
Used to
UNIT
WB page 38
UNIT
Study these sentences from the listening text and do the following.
1 In those days, he used to enjoy fishing.
2 He used to go canoeing on the river on Sundays.
3 He left in 1870, joined the army and fought for France in a war against Prussia.
4 He used to spend all his free time writing.
5 Maupassant died in 1893.
a Underline all the verbs which refer to the past.
b Which of the underlined verbs refer to things which happened once?
c Which of the underlined verbs refer to things that happened more than
once, but do not happen now?
d How are the past verbs in the sentences below different from the past
verbs in sentences 1, 2 and 4 above?
1 Did he use to do anything else as well as writing?
2 He didnt use to enjoy staying at home.
N e c k l a c e
Answers:
a 1 he used to enjoy
2 he used to go canoeing
3 he left, joined, fought
4 he used to spend
5 died
b 3 left, joined, fought
5 died
c used to enjoy, used to go canoeing,
used to spend
d Sentences 1, 2 and 4 above are in the
affirmative and use used to. Sentence 1
below is in the question form and
sentence 2 below is in the negative
form. Both of these forms use did and
use to (not used to).
Look at these photos of Paris 100 years ago and Paris now.
a Compare peoples lives using used to.
2 Look at these photos of Paris 100

years ago and Paris now.
People used to walk, but now they travel by car or bus.

b Now compare peoples lives in Egypt 100 years ago with
their lives now.
1 Ask the students to look at the two

pictures of Paris and make sure they
understand that one shows Paris
a hundred years ago and the other
shows Paris now.
2 Ask them to describe the two pictures.
Ask what they can see and what things
they can see people doing, etc.
3
3 Put the students into pairs to talk

about how people used to live and
how they live now.
In pairs, discuss your life in the past

using used to and the following ideas.
home school clothes
games music family
holidays TV programmes
When I was young, we used to live in

Luxor, but now we live in Cairo.
47
4 Do some examples with the class to

make the activity clear.
Example:
Language focus
Used to
1 Study these sentences from the listening
text and do the following.
1 Tell the students to read the five sentences in
the box.
2 Put students into pairs to read through the
questions and discuss the answers.
3 Ask some of the students to explain their
answers to the whole class.
People used to walk or to travel with

a horse but now they travel by car or
bus.
5 When they have done this, ask the students to
think about Egypt. Ask how the people used to
live and how they live now?
Suggested answers:
People used to work very long hours but now they dont
work so many hours.
The cities used to be smaller but now theyre much
bigger.
People used to travel by horse and cart but now they
travel by car.
131
UNIT
T h e
N e c k l a c e
3 In pairs, discuss your life in the past

using used to and the following
ideas.
in the box.
UNIT
1 Complete with the correct form of used to.

a I dont walk to school every day now. When I was younger, I used to walk to school every day.
2 Explain that they must compare their

lives in the past with their lives today
in relation to the topics in the box.
b My brother doesnt want to be a fireman now. When he was a boy,

c My sister likes going to bed early now. When she was little,
3 Put the students into pairs to make

sentences.
d I havent always lived in Egypt. Where did you
e I dont go swimming every weekend now. When I was younger
4 Ask some of the students to share

their answers with the class.
2 John Pools life changed when he got a good job.

Write sentences about the changes in his life.
Suggested answers:
Before
Car
When I was young, I used to live in ... but

now I live in ...
I used to watch TV every day but now I only
watch once or twice a week.
I used to play the piano but now I play the
violin.
I didnt use to play computer games but now
I play them occasionally.
I used to walk to school but now I go by bus.
a 10-year-old small car

b repair it himself
House
c small flat (2 bedrooms)

d no guests
Holidays
e camping
f once a year
a
b
After
new big car
best garage in town
large house (5 bedrooms)
weekend parties
best hotels
three times a year
John Pool used to drive a ten-year-old small car, but now he drives a big new car.
He
c
d
e
f
3 Rewrite the bold verbs in these sentences using used to if you can.
a Last week, my brother worked 20 hours. In the past, people worked much longer hours.
Last week, my brother worked 20 hours. In the past, people used to work much longer hours.
WORkBOOk
page 38
b My father lived in Alexandria when he was a boy. When he got married, he moved to Cairo.
c When I first met Lisa, she wore glasses, but last year she stopped wearing them.
1 Complete with the correct form

of used to.
1 Explain that we use used to plus the
infinitive to talk about activities we
did repeatedly in the past which have
now finished.
d I know you went abroad for your holidays last year, but where did you go when you were a child?
38
2 Tell the students to read the sentences and the

following sentence beginnings.
3 Tell them to complete the sentence beginnings
using used to.
answers.
Answers:
a
b
c
d
e
I used to walk to school every day. (given)

he used to want to be a fireman.
she didnt use to like going to bed early.
use to live?
I used to go swimming every weekend.
132
2 John Pools life changed when he got

a good job. Write sentences about the
changes in his life.
1 Ask the students to look at the table. Make sure
they understand that it gives information about
a man called John Pool. Explain that it tells us
about John Pools life before and after he got a
good job.
2 Tell the students they must use the information
in the table to write sentences about John Pool
comparing his life before he got the job with his
life after he got the job. They must write about
what he used to do and what he does now.
3 Put the students in pairs to read their sentences
to each other.
T h e
UNIT
N e c k l a c e
UNIT
3 Rewrite the bold verbs in these

sentences using used to if you
can.
four sentences.
Reading
2 Tell them to look at the example and

to rewrite the sentences using the
verbs in bold and used to.
Check the meanings of these words in your Active

Study Dictionary.
admire ball (dance) debt identical
manual (work) necklace savings valuable

2
Look at the pictures. What do you think

The Necklace is about?
Read the story

and check your
predictions.
Answers:
The
Necklace
because she does not have a good

enough dress to wear. Loisel knows
how much his wife wants to go to
the ball, so he gives her some of
his savings to buy a new dress. He
suggests that she borrow valuable
jewellery from a rich friend, Jeanne
Forestier. Mathilde goes to see her
friend and borrows a beautiful
diamond necklace.
Loisel works as a government clerk

and does not earn much money. His
wife Mathilde is very beautiful, but
she cannot afford the kind of life she
would like.
Everyone at the ball admires

Mathilde and she has a wonderful
evening. When the couple arrive
home, however, they no longer have
the diamond necklace!
One day, Loisel receives an invitation

to a ball. At first, Mathilde refuses to go
Mathilde is too ashamed to tell

Jeanne, so they decide to buy an
Match to make correct sentences about the story.

a Loisel and his wife are not as rich
to buy a new dress for the ball.
b Loisel gives his wife enough money
on the way home from the ball.
c Mathilde borrows jewellery
which is much more valuable than the

necklace Mathilde borrowed.
to repay the money they borrowed.
from a friend who is richer than she is.
d Mathilde probably loses the necklace

e Loisel and Mathilde buy a replacement
f Loisel and Mathilde have to work for ten
years
as they would like to be.
Discuss this question with a partner.

How do you feel about Loisel and Mathilde at the end of the story? Why?
48
Answers:
a John Pool used to drive a ten-year-old small car, but

now he drives a new big car.
b He used to repair his car himself, but now he takes
his car to the best garage in town.
c He used to have a small flat (with two bedrooms),
but now he has a large house (with five bedrooms).
d He didnt use to have any guests, but now he has a
party/parties every weekend.
e He used to go camping for holidays, but now he
stays in the best hotels.
f He used to go on holiday once a year, but now he
now goes three times a year.
a Last week, my brother worked 20 hours.

In the past, people used to work much
longer hours. (given)
b My father used to live in Alexandria when
he was a boy. When he got married he
moved to Cairo.
c When I first met Lisa, she used to wear
glasses, but last year she stopped wearing
them.
d I know you went abroad for your holidays
last year, but where did you use to go
when you were a child?
LESSON 3
SB page 48
WB page 39
Reading
1 Check the meaning of these
Dictionary.
1 Tell the students that they are going
to read a story and they need to
understand the words in the box.
2 Tell them to look up the meanings of
the words in the box in their Active
Study Dictionary.
3 Tell them that you are going to say
the meanings of the words and the
students must call out the word which
has that meaning.
Example:
Teacher: It is the money you dont
spend but keep in the
bank.
Students: Savings.
Teacher: It is something that is
worth a lot of money.
Students: Valuable.
133
UNIT
T h e
N e c k l a c e
Answers:
4 Match to make correct sentences about

the story.
ball:
debt:
identical:
manual:
1 Tell the students to read the sentence beginnings

on the left and then the sentence endings on the
right.
admire:
necklace:
savings:
valuable:
to look at someone or something and think

how beautiful or impressive they are
a large formal occasion where people dance
money that you owe to someone
exactly the same
working using your hands, especially doing
hard physical work
a piece of jewellery that you wear around
your neck
all the money that you have saved
worth a lot of money
2 Explain that they must match each beginning in

column 1 with the correct ending in column 2 to
make complete sentences.
Answers:
2 Look at the pictures. What do you think
The Necklace is about?
1 Tell the students to look at the picture and
describe the things they can see. Write their
ideas on the board.
2 Ask them what they think the story might
be about and write any suggestions on the
board. There are no correct answers; it is just
important to get the students to use any clues
in the pictures to make predictions. Accept all
reasonable suggestions.
3 Read the story and check your

predictions.
1 Tell the students to read through the story
quickly.
2 Discuss with the class how close their
predictions were to the story they have read.
3 Ask what they can remember about the story
after reading it once. Write their ideas on
the board.
134
a
b
c
d
e
f
6
1
5
2
3
4
5 Discuss this question with a partner.

1 Tell the students to read the question.
2 Ask them why the ending of the story is
surprising. Ask them how they feel about the
ending. Ask if they have learnt anything from
the story.
3 With the class, discuss how the students feel
about Loisel and Mathilde at the end of the
story.
T h e
N e c k l a c e
UNIT
UNIT
e act
f ball
g identical
vertical word: valuable
UNIT
a __
s __
a
a all the money that you have not spent
v __i __
n __
g __
s
b have a very good opinion of someone
__ __ __ __ __
c __ __ __ __
c a piece of jewellery worn around the neck

gapped sentences.
__ __ __
d __ __ __
__ __
d type of work done by people using their hands
__ __
e be a character in a film or play
__ __ __

from Exercise 1 to complete the
sentences.
g __ __ __ __ __ __ __ __
f large formal occasion when people dance
g exactly the same


words from the puzzle.
2 Complete these sentences with words from the puzzle.
Answers:
a
b
c
d
e
a My cousins look exactly the same. They are
identical
b I bought my sister a gold
twins.

the correct prepositions.
as a wedding present. It is quite

and it looks beautiful.
work can be very tiring. And it is not very well paid.
d I really

gapped sentences and the words in the
box.
my grandfather. He has spent his whole life working to look
after his family.

e She is going to spend some of her
on a new car.
3 Complete these sentences with the correct prepositions.

as
for
from
of
2 Tell them to use the correct

preposition from the box to complete
each sentence.
to
a This morning, I received an invitation

b Im going to borrow a dictionary
c Her grandparents had to work hard
d The shirt I am wearing is made
e Before he retired, my uncle worked
WORkBOOk
to
identical (given)
necklace; valuable
Manual
admire
savings
a meeting at my college.
one of my friends.
years before they could afford their own car.

cotton.
a hospital doctor.
page 39
39
Answers:
a
b
c
d
e
to (given)
from
for
of
as
1 Tell the students to read through the definitions

from a to g.
2 Tell them to think of the words that are being
defined, write the words into the crossword and
find the hidden word.
Answers:
a
b
c
d
savings (given)
admire
necklace
manual
135
UNIT
T h e
N e c k l a c e
LESSON 4
SB page 49
Critical thinking
a He was a government clerk.

b He gives his wife some of his savings.
c Because she is proud that she has paid
back all her debt.
d (suggested) He loves her a lot. He knows
she wants to go to the ball and so he gives
her some of his savings. He thinks his
wife is very beautiful.
e (suggested) Because her friend had lent
it to her and trusted her, and she feels
ashamed that she has lost it.
f (suggested) She feels very bad because
she knows the necklace wasnt worth
much money. / She feels shocked and sad
because Mathilde has worked very hard
for a necklace that wasnt worth much
money.
c Why does Mathilde feel pleased ten years later? . . . . . . . . . . . . . . . . . . .

d What do you think Loisel feels for his wife? . . . . . . . . . . . . . . . . . . .
e Why do you think Mathilde is too ashamed to tell her friend the truth about the
necklace immediately? . . . . . . . . . . . . . . . . . . .
f How do you think Jeanne Forestier feels when she hears Mathildes story? Why?
2
identical diamond necklace as a
replacement. The cost 36,000 francs
is more than they can afford. They
have to borrow 18,000 francs, leaving
themselves with heavy debts. For the
next ten years, Loisel and his wife
spend all their time working to earn
enough money to pay their debts.
1 Tell the students to read the quotation.

2 Put them into small groups to read through and
3 Ask each group to share their answers with
the class.
a Perhaps she feels a bit disappointed because she
hasnt got nice clothes or nice jewellery. She wants
to have a better life.
b She is excited. She wants to go. She wants to wear
a lovely dress and enjoy the evening. She wants to
mix with people who have more money or perhaps a
higher social status than her.
c It is important so that she looks as good as everyone
else. She doesnt want to look different.
136
...................
Read this quotation from the story and discuss

the questions.
Loisel works as a government clerk and does not earn
much money. His wife Mathilde is very beautiful, but
she cannot afford the kind of life she would like.
One day, Loisel receives an invitation to a ball. At
first, Mathilde refuses to go because she does not
have a good enough dress to wear. Loisel knows how
much his wife wants to go to the ball, so he gives her
some of his savings to buy a new dress.
After ten years of hard manual work,

Mathilde looks old and exhausted.
Although she has lost her beauty, she
feels proud that she has paid all her
debts. When she meets her friend
Jeanne Forestier, she tells her the story
of the lost necklace. Jeanne is shocked
and tells Mathilde that the necklace
she wore to the ball was really made of
glass. It cost only 500 francs.

story and discuss the questions.
Suggested answers:

b How does Loisel afford to buy a new dress for the ball? . . . . . . . . . . . . . . . . . . .
2 Put the students into pairs to read out

the questions and their answers to
each other.
Answers:
UNIT
a What was Loisels job? . He

. . . . .w
. .a
. .<s. . .a. . \o
. . . .v. .e.=r. n
. .<m
. . .<e. =n
. .<t. . cl<
. . .e.=r. k
. ... . . .

the questions, then to answer them.
3 Go through all the answers with the

class.
Critical thinking
a How do you think Mathilde feels about her life?

b How do you think she feels about the ball?
c Why do you think it is so important for Mathilde
to wear an expensive dress?
d How do you think Loisel knows that Mathilde
wants to go to the ball?
e What does this quotation tell us about the
characters of Loisel and Mathilde?

a Which of the following ideas are important in The
Necklace? Which do you agree with? Why?
Poor people should try to improve themselves.
It is best to be honest at all times.
Money makes people happy.
People should be happy with what they have.
Hard work is the way to real happiness.
b What advice would you give to someone like
Mathilde, who thinks that money and things can
make her life better?
49
d He knows that his wife is unhappy because they

do not have much money and she cannot have the
beautiful things she would like. He saw that she was
excited by the invitation but then was disappointed
and refused to go when she remembered that she
didnt have a good enough dress to wear.
e For Mathilde, money, nice things and appearances
are very important. For Loisel, his wife and her
happiness are the most important things.

1 Put the students into pairs to read and discuss
the sentences. Ask them which ones they agree
with and why.
T h e
N e c k l a c e
UNIT
UNIT
LESSON 5
UNIT
SB page 50
Communication
Communication
Read this description of a piece of missing jewellery. Which of the pictures does it describe?
a
Work with a partner. Take turns to describe the other two necklaces.
You are now going to describe something of yours.
Answer:
It describes necklace c because it is

attached to the chain in only one place and it
has two circles joined by Roman numbers.
a First choose something you like. It need not be

valuable. For example, it could be a book that you
have read several times or a toy that you liked
playing with as a child.
2 Work with a partner. Take

turns to describe the other two
necklaces.
b Make notes in answer to these questions.

What shape is it?
What does it look like?
What is it made of and how was it made?
How many parts are there?
What is it used for?
c Now take turns to describe the thing to your
partner. Do not name it. Your partner has to
guess what it is.
1 Read this description of a piece

of missing jewellery. Which of
the pictures does it describe?
1 Ask the students to look at the pictures
of the three pieces of jewellery.
2 Ask them to suggest words to describe
each one and write their suggestions
on the board.
3 Tell the students to read the
description in the box and to decide
which necklace it describes.
This beautiful piece of jewellery is very valuable because it is made of gold and diamonds. The main part
of the necklace is round and is attached to the chain in one place only. This main part consists of two
circles: the smaller, inside circle is joined to the larger, outside circle by the Roman numbers for twelve,
three, six and nine. This makes the necklace look like the face of a traditional clock or watch.
WB page 40
You can listen to

music with this ...
Tell other pairs about the things you

described to your partner.
1 Put the students into pairs to take

turns to say sentences to describe
the other two necklaces. Student 1
says a sentence describing one of
the necklaces and Student 2 guesses
which necklace is being described.
They then swap roles.
Example:
50
2 Ask what advice they would give to a person

like Mathilde who thinks that money and things
can make life better.
Student 1: It is connected to the chain

in two places which are
very close together at
the top.
Student 2: Necklace a.

the class.
2 Get the students to continue in this way, taking

turns to describe a necklace.
Suggested answers:
3 You are now going to describe something

of yours.
a It is best to be honest at all times.

People should be happy with what they have.
The story perhaps suggests that money is not the
most important thing, but even more, that things are
not what they really seem (that is, the necklace was
not really valuable, but they assumed it was).
b Everything may not really be what you think it is,
and you should be happy with the life you have got
and be proud of what you have got.
1 Tell the students that they are going to describe

an object of their own. It must be something
that they like but it doesnt have to be valuable.
Look at the pictures with the class and ask
for suggestions to give the students ideas for
objects to describe.
2 Tell them to think about their object and to use
137
UNIT
T h e
N e c k l a c e
the questions in the box to help them

describe it.
3 Tell them to make notes of their answers to
the questions in box. Explain that they
can use the notes to write a description
of the object, but they must not name
the object.
4 Now put the students into pairs to take
turns to read their description to their
partner, who must try to guess the
object. Then they swap roles.
UNIT
1 Answer the questions and add a question of your own.

Questions
4 Tell other pairs about the things

you described to your partner.
1 Put the pairs of students together to
make groups of four.
2 Tell each student to read out their
description for the other pair to guess.
3 Invite some students to read their
description to the class for everyone to
guess.
WORkBOOk
a What shape
b How big
c What is it
metal and glass
made of?
d What is it
to tell the time
used for?
e
?
1 Answer the questions and add a

question of your own.
2 Write a description of the thing you described in the Students Book.

a Use the notes you made in the Students Book and the notes above.
b Write a first draft quickly in 75100 words, using the description of the necklace in the Students
Book as an example.
c Read what you have written very carefully. Look for mistakes of grammar, vocabulary, spelling
and punctuation. Check spellings in your Active Study Dictionary.
d Correct any mistakes and write the final description.
40
Suggested answers:
Questions
clock
laptop computer
mobile phone
a What shape
is it?
round
(given)
rectangular
b How big
is it?
as big as a
plate (given)
as big as a small
briefcase
rectangular (with
rounded corners)
about 10 cm high,
5 cm wide and 1cm
deep
c What is it
made of?
metal and
glass (given)
plastic and metal
metal and plastic
d What is it
used for?
to tell the
time (given)
writing
documents, surfing
and downloading
from the internet,
playing computer
games, listening to
music
making phone
calls, sending
text messages,
surfing the internet,
downloading and
listening to music,
taking photographs
e Where do
you normally
find it or see
it?
indoors on
a wall at
home/office/
school, etc.
at home, at school,
in offices and
businesses
in most peoples
pocket
138
as big as a plate
is it?
page 40
1 Tell the students to look at the table.

Ask them to name the objects pictured
across the top (clock, laptop computer,
mobile phone).
2 Tell them to read the questions, on the
left, about the three objects.
3 Ask them to add one more question, for
example Where do you normally find it
or see it?
4 Now tell the students to complete the
table.
round
is it?
2 Write a description of the thing you

described in the Students Book.
1 Remind the students about the object they
described in Ex. 3 p.50 of the Students Book.
2 Tell them to write a draft description of their
object. They can use the example in Ex. 1 in the
Students Book and the language in the table
above to help them.
3 Tell them to check the vocabulary, grammar and
spelling.
4 Put the students into groups to take turns to read
out their descriptions. Ask each group to choose
one description to read to the class.
T h e
N e c k l a c e
UNIT
Assessment
Listening Task
Target element: further comprehension of the
listening activity on Guy de Maupassant
On the board, write the following sentence
beginnings and tell the students to copy them.
1
2
3
4
5
6
Professor Richard Hillery teaches _________

He works at a university in __________
(year)
Guy de Maupassant was born in __________
In 1871 he moved to __________
His friends said he used __________
On every journey he __________
Explain that you are going to play the listening

from Exercise 2 on page 46 of the Students Book
again. Tell the students to listen carefully and to
use the information to complete the sentences. Play
the tape.
Answers:
1 French literature. 2 Australia.
4 Paris.
5 to spend all his free time writing.
6 wrote new stories.
3 1850.
Speaking Task
Target element: revise used to and the present

simple to talk about habits
Draw the following table on the board.
Toms life
He used to play football for work but now he writes

about football for work.
He used to drive a Mercedes but now he drives a
Toyota.
Reading Task
Target element: revise key language from the
reading
Write the following sentences on the board and ask

the students to copy them.
1 Loisel works as a government engineer.
2 One day Loisel receives an invitation to a
party.
3 Mathilde goes to see her friend and buys a
beautiful diamond necklace.
4 Mathilde borrows a beautiful diamond
watch.
5 They decide to buy a similar diamond
necklace as a replacement.
Explain that each sentence has a factual mistake.
Tell them to read the story called The Necklace on
pages 48 and 49 of the Students Book again and
to find the mistakes. Tell them to cross the wrong
words out and write the correct word at the end of
each sentence.
Answers: 1 engineer clerk
3 buys borrows
5 similar identical
2 party ball
4 watch necklace
Writing Task
In the past
Now
Eating
eat in restaurants
eat at home
Sports
play football every day
watch TV
Money
earn 9000 a week
earn 500 a week
Work
play football
write about football
Car
drive a Mercedes
drive a Toyota
Target element: revise the language of

descriptions
Remind the students of the questions they
answered to complete the table about three objects
on page 40 of the Workbook. Write the questions
on the board.
Put the students into pairs to take turns to use

information from the table to say sentences
comparing Toms life in the past with his life now.
Tell them to talk about what he used to do and what
he does now.
What shape is it?

How big is it?
What is it made of?
What is it used for?
Where do you normally find or see it?
Answers:
Tom used to eat in restaurants, but now he eats at
home.
He used to play football every day, but now he
watches TV.
He used to earn 9,000 a week, but now he earns
500.
Now place three objects at the front of the class.

Tell the students to choose one of the objects and
to write a description of it. Tell them to make sure
that all the questions on the board are answered
in the description, but that they dont mention the
name of the object. Ask some of the students to
read their descriptions to the class and see if the
class can guess what the objects are.
139
UNIT
UNIT 9
sB pages 51-55
The Olympics
WB pages 41-44
Objectives
UNIT
Grammar
Present perfect simple and continuous
Objectives
Grammar Present perfect
simple and continuous
The Olympics
Functions Make suggestions,

agree and disagree
Listening
Functions
Make suggestions, agree and disagree
Reading Read for gist

and guess the meaning of
unknown words

a What is the subject of these photographs?
Critical thinking The benefits

of international sports
b Who is the man in the photograph?

What did he do in 2008?
Writing A questionnaire
c What do people think of what he did?
Listening
information
Reading
Read for gist and guess the meaning
of unknown words
Critical thinking
The benefits of international sports
Check the meanings of these words and

phrases in your Active Study Dictionary.
bronze medal exercise
judo take part in (something)
Listen and answer these questions.

a List all the sports you hear in the conversation between these two friends. . . . . . . . . . . . . . . . . . . . . . . . . . . .
b Why wont Tamer take part in the 2012 Olympic Games? . . . . . . . . . . . . . . . . . . . . . . . . . . .
Listen again and complete these sentences.

a At the 2008 Olympic Games, Hesham Mesbah won the . . b
. . r. >.o. @n
. .ze
. . . .m
. . . .d
. .<a
. .<l. ._@.o. @ r
. . .ju<
. .d
. .<o
. ... .
b Egypt had not won a medal for judo . . . . . . . . . . . . . . . . . . . . . . . . . . .
c Hesham Mesbah . . . . . . . . . . . . . . . . . . . . . . . . . . . the Olympic Games in 2004.
d Between 2004 and 2008, Hesham Mesbah . . . . . . . . . . . . . . . . . . . . . . . . . . . really hard.
e Tamer plays two sports: . . . . . . . . . . . . . . . . . . . . . . . . . . . and . . . . . . . . . . . . . . . . . . . . . . . . .
Writing
A questionnaire
f Tamer enjoys playing squash and it helps him to . . . . . . . . . . . . . . . . . . . . . . . . . . .

a Why do you think the Olympic
Games are so important for
sportsmen and sportswomen?
b Did you watch the last Olympic
Games on television? If you did,
what did you like and dislike? Why?

a Many English vowels are made of two sounds
(dipthongs). Listen and decide how many vowel
sounds you hear.
1 fit
............
fight
............
2 bake
............
back
............
3 phone
............
fun
............
4 town
............
ten
............
5 John
............
join
............
51
LESSON 1
SB page 51
WB page 41

Ask the students to imagine that the Olympic
Games are going to be held in their country.
Put them into groups and ask them to discuss
what things would need to be built and what
things would need to be done to run the
Olympic Games.
Write the following ideas on the board to help
them:
140
accommodation for athletes/visitors

water sports
football
athletics
swimming
local transport
information
airport
security
entertainment
Ask students from each group to share their
answers.
Ask if the students know where the last
Olympic Games were held (China, 2008).
T h e
Listening
1 Put the students into pairs and tell them to look
at the pictures.
2 Tell the pairs to read the questions and discuss
the answers.
3 Ask some students to share their answers with
the class.
Answers:
a The pictures introduce the theme of the Olympic

Games.
b The man is Hesham Mesbah. He won the bronze
medal for judo in the 2008 Olympic Games in
Beijing, China.
c Egyptian people feel very proud of him for his
achievements.
2 Check the meanings of these words and

phrases in your Active Study Dictionary.
Ask them if they can explain the meanings of
any of the words.
2 Tell them to look up the meanings of the words
3 Now, ask them again to explain what the words
mean.
Answers:
bronze medal: the prize that you get for coming third
in a race or competition
exercise:
physical activity that you do in order to
stay strong and healthy
judo:
a sport from Japan in which you try to
throw your opponent onto the ground
take part in: to do something together with other
people
3 Listen and answer these questions.

1 First, ask the students to think of all the sports
they know and write their ideas on the board.
2 Now, tell them to read the two questions before
they listen carefully to two friends talking about
the Olympic Games.
3 Play the tape.
answers to the questions.
O l y m p i c s
UNIT
Answers:
a judo, football, squash

b Because squash is not an Olympic sport.
TAPESCRIPT
Magdy: Hello. Magdy speaking.
Tamer: Hi, Magdy. Its Tamer. What have you been
doing? Ive been trying to phone you since this
morning.
Magdy: Sorry, my phone was turned off. Ive been
watching the Olympic Games all day.
Tamer: Its great, isnt it? Did you see Hesham Mesbah
when he won the bronze medal for judo?
Magdy: Fantastic, wasnt it? Its the first medal Egypt
has won for judo since 1984.
Tamer: He looked so proud when he received his medal,
didnt he?
Magdy: He certainly did he couldnt stop smiling.
Tamer: He should feel proud of himself. Hes been
training really hard since the Olympic Games
in Athens in 2004.
Magdy: How well did he do there?
Tamer: He came seventeenth.
Magdy: Have you ever done judo?
Tamer: No, I havent.
Magdy: Neither have I, but I find it very interesting. Ive
watched all the judo at the Olympics this year.
What sports do you do?
Tamer: Well, Ive been playing football for as long as I
can remember, but for the last few months Ive
been playing squash regularly.
Magdy: Do you enjoy it?
Tamer: Yes, I do and its very good exercise, so its
helped me to keep fit. I joined a squash club last
year and Im now in one of the adult teams.
Magdy: Egyptian squash players usually do very well in
internationals, dont they?
Tamer: Yes, they do.
Magdy: So will we see you taking part in the London
Olympics in 2012?
Tamer: No, Im afraid you wont. Unfortunately squash
isnt an Olympic sport at the moment.

sentences.
1 Tell the students to read through the gapped
sentences.
2 Explain that you are going to play the listening
from Exercise 3 again and they must listen
carefully and complete the sentences with the
correct words.
141
UNIT
T h e
O l y m p i c s

Example:
Student 1:
Student 2:
Student 2:
Student 1:
Answers:
a
b
c
d
e
f
bronze medal for judo. (given)

since 1984.
came seventeenth in
trained
football and squash.
keep fit.

1 Put the students into pairs and tell them to read
through the questions.
Fight.
Yes.
Fit.
No.
Answers:
1
2
3
4
5
fit - 1 fight - 2 (given)

bake - 2 back - 1
phone - 2 fun - 1
town - 2 ten - 1
John - 1 join - 2
2 Tell them to discuss the questions in their pairs.

with the class.
Suggested answers:
a It sets them a target. It is the highest award they

can receive. It is a challenge. It is a goal for them to
achieve and their chance to make history.
b Students might talk about the different sports they
watched, or about the opening or closing ceremony,
etc. Encourage them to say why they liked or
disliked something they saw.

1 Explain that there are eight vowel sounds,
called diphthongs, which are made up of two
vowel sounds each: /e/ as in day, /a/ as in sky,
// as in boy, // as in fear, /e/ as in bear, /
/ as in tour, // as in go, /a/ as in cow.
2 Play the tape and tell the students to decide
which words contain diphthongs.
3 Tell the students to write 1 after the words that
contain one vowel sound, and 2 after the words
that contain two vowel sounds, i.e., a diphthong.
5 Ask the students to work in pairs to practise the
sounds. Student 1 says a word and Student 2
says if it includes a diphthong or not. Then they
swap roles.
142
TAPESCRIPT
Voice 1:
Voice 2:
Voice 1:
Voice 2:
Voice 1:
Voice 2:
Voice 1:
Voice 2:
Voice 1:
Voice 2:
One.
Fit, fight. Fit, fight.
Two.
Bake, back. Bake, back.
Three.
Phone, fun. Phone, fun.
Four.
Town, ten. Town, ten.
Five.
John, join. John, join.
T h e
O l y m p i c s
UNIT
2 Complete with a word or phrase

from Exercise 1.
9 The Olympics

five gapped sentences.
UNIT

a do an activity with other people
2 Explain that they must use words from

Exercise 1 to complete the sentences.
a __
j __
W __
a [__
b __ __ __
b physical activity which helps people stay healthy
c __ __
c a medal for being third in an Olympic race
d __ __ __
d often; every day, every week, every month, etc.
f __
W __
h __
j
e __ __
__ __ __ __
Answers:
__ __ __
__ __ __ __ __
__
e a sport in which two people try to throw each other

onto the ground
.
2 Complete with a word or phrase from Exercise 1.

a I play tennis regularly
at least twice a week.
b Most people feel
when athletes from their country do well in the Olympics.
c Swimming and cycling are very good forms of
medal.
is a Japanese sport which is a kind of fighting.
3 Match the words which have the same vowel sound. Check in
a daughter
b light
c phone
late
d rain
road
3 Match the words which have the

same vowel sound. Check in your
2 If they are unsure, tell the students to

check the pronunciation in their Active
Study Dictionary.
dry
fourteen
4 Make sentences using the two matching words in Ex. 3.

a His daughter is fourteen.
Answers:
a-2
c-4
c
d
41
WORkBOOk
page 41

1 Tell the students to read the definitions of the
words and one phrase.
2 Explain that they must write the words and
the phrase into the puzzle to complete it and
then find the new word.
Answers:
a take part (given)

c bronze
e judo
vertical word: proud
b proud
d bronze
1 Tell the students to look at the two

columns of words. Explain that they
must match a word in column one
with a word with the same vowel
sound in column two.
d The swimmer hoped he would win the race, but he came third and won the
e
a regularly (given)
c exercise
e judo
b exercise
d regularly
b-1
d-3
4 Make sentences using the two

matching words in Exercise 3.
1 Tell the students to write sentences using the

pairs of words from Exercise 3. Ask them to
look at the example to help them.
sentences to each other. Tell them to think
carefully about the pronunciation of the words.
3 Ask some students to read their sentences to the
class.
Suggested answers:
a
b
c
d
His daughter is fourteen. (given)

The clothes will be dry when it is light.
There is a phone at the side of the road.
I will be late because of the rain.
143
UNIT
T h e
O l y m p i c s
LESSON 2
SB page 52
WB page 42
Language focus
Present perfect simple and
continuous
listening text.
taken from the listening for Exercise 3
on Students Book page 51.
2 Tell them to read the instructions in
a and b and to circle examples of
present perfect continuous verbs and
underline examples of present perfect
simple verbs.
UNIT
Language focus
Study these sentences from the listening text.

1 Ive been trying to phone you since this morning.
2 Its the first medal Egypt has won for judo since 1984.
3 Ive been watching the Olympic Games all day.
4 Hes been training really hard since the last Olympic Games.
5 Ive watched all the judo at the Olympics this year.
6 For the last few months, Ive been playing squash regularly.
a Circle the present perfect

continuous verbs.
b Underline the present
perfect simple verbs.
c How are the two tenses
formed?
7 Squash has helped me to keep fit.
Discuss the difference in meaning between these sentences.

a 1 Ive watched the Olympic Games for the last 20 years.
2 Ive been watching the Olympic Games all week.
b 1 Ive read the sports news.
2 Ive been reading the sports news.
c 1 I played squash for two years.
2 Ive played squash for two years.
3 Ive been playing squash thats why Im so tired.
3 Now tell them to look at the question

in c and to think about how the two
tenses are formed.
Choose the correct verbs to complete this conversation.

Randa Hi, Leila. Its Randa.
Hi, Randa. a Ive tried/Ive been trying to contact you
for ages. What b have you done/have you been doing?
Randa Im sorry c I was/Ive been really busy recently. And
my phone d didnt work/hasnt worked very well since
e I dropped/Ive dropped it last week.
Leila
Leila
Answers:
a 1 ve been trying (given)

3 ve been watching
4 s been training
6 ve been playing
b 2 has won (given)
5 ve watched
7 has helped
c Present perfect simple = have/has + past
participle
Present perfect continuous = have/has
been + -ing
ing form
Grammar rev p128
Present perfect simple and continuous
Its good to hear from you.
Randa Would you like to come to my house and watch the

Olympic Games with me? f Ive watched/Ive been
watching it on my own all week.
Leila
Discuss in pairs.
Thatd be great. Shall I come now?

Randa No, it g has finished/has been finishing for today.
Come tomorrow.
Ive been playing volleyball
for four years and I love it.
Talk to each other about something you have done for

a long time. Tell your partner why you enjoy doing it,
when and how you started it and describe some of your
experiences.
52
2 Discuss the difference in meaning

between these sentences.
the three groups of sentences.
2 Ask them what the difference between the
sentences in each group is.
it is not clear when

2 An action that has just been done/recently
finished
c 1 A past activity (not done any more)
2 A past activity (but it may still be done now)
3 An activity that has just been done/recently
finished
3 Choose the correct verbs to complete this

conversation.
Answers:

conversation.
a 1 Completed actions done over the last twenty

years
2 Duration of a completed activity during this week
b 1 An action that has been done and completed, but
144
2 Explain that they must choose the correct verb

from the given alternatives to complete each
sentence.
T h e
O l y m p i c s
UNIT
2 Now put the students into pairs to talk

about their activities. Tell them to look
at the example in the Students Book
and do another example to make sure
it is clear what they have to do.
UNIT
Example:
I have been playing football for about
ten years. I have scored lots of goals
and played football in many different
places. I have played for four different
teams. I like playing football because
I like being part of a team and it gives
me good exercise.
1 Complete with the present perfect simple or present perfect

continuous form of the verbs in brackets.
a A I have been reading (read
(read
read)) that book you lent me and Im really enjoying it.
B Yes, I enjoyed it, too. The same author
(write) three other novels,
((not see) any of them in the shops.
but I
b A I cant wait any longer for the bus. Im going to walk.

B
((you
you wait
wait)) a long time?
A Yes, I
(stand
(stand
stand)) here for nearly two hours.
c A You look tired. What

B I
(do)?
(
(have
) a busy day. I arrived at the shop at seven
oclock this morning and I

I
d A What
B I
((have
have not
not)) even
(
(serve
) customers all day.
time for lunch.
((you do) since we last met?

(travel)
travel) round Europe. I
travel
(visit)
visit
visit)
France, Italy and Spain.
WORkBOOk
2 Ask and answer questions using the past simple,

present perfect or the present perfect continuous.
1 Complete with the present

perfect simple or present perfect
continuous form of the verbs in
brackets.
a How long/you/learn/English?
How long have you been learning English?

Ive been learning English since I was eight years old.
b When/you start/learning English?

gapped dialogues.
c What/you study/in geography recently?
d How long/your father/work for/his company?
3 Correct the grammar mistake in each sentence. (One is correct.)

Ive drunk
a Ive been drinking three cups of tea this morning.
b Theyve playing squash all morning thats why they look so tired.
c My brother has just passed his university exams thats why he looks so happy.
d My father has been travelling abroad six times in the last two months.
42
3 Go through the answers with the class. Make

sure they understand why they made their
choices.
Answers:
a
c
e
g
Ive been trying (given)

Ive been
I dropped
has finished
page 42
b have you been doing

d hasnt worked
f Ive been watching
4 Discuss in pairs.
1 Ask the students to think about things they have
been doing for a long time. It might be hobbies,
sports, interests, clubs they are part of, etc. Ask
them to make some suggestions and write their
ideas on the board.
2 Explain that they must use the verbs

in brackets to complete the sentences
and they should use either the present
perfect simple or the present perfect
continuous tense.
Answers:
a have been reading (given); has written;

havent seen
b Have you been waiting; have been
standing
c have you been doing; I have had; have
been serving; havent even had
d have you been doing; have been travelling;
have visited
2 Ask and answer questions using the past

simple, present simple or present perfect
continuous.
1 Tell the students to look at the four question
prompts. Tell them to make questions from the
prompts, as in the example, and then to answer
them.
answers.
145
UNIT
T h e
O l y m p i c s
Suggested answers:
a How long have you been learning

English?
I have been learning English since I was
eight years old. (given)
b When did you start learning English?
I started learning English in 2000.
c What have you been studying in
geography recently?
I have been studying the creation of
mountains.
d How long has your father been working
for his company?
He has been working for them for about
two years.

sentences.
Before you read, check the

meanings of these words in your
What do you know about the

history of the Olympic Games?
Write down one or two facts.
Now read the article quickly.

Does it include any of the facts
you wrote?
Match these headings with the

correct paragraphs.
a
The Olympics become

amateur again
How ordinary people benefit

from the Olympics
The new professionals
d
e
2 Explain that there is a mistake in three

of the sentences. Tell the students to
cross out the mistake and write the
correct answer, as in the example.
The first Olympic Games
The Olympic Games today
Guess the meanings of the words in

bold, then answer these questions.
a What other kinds of festivals
are there other than the Olympic
Games? . . . . . . . . . . . . . . . . . . . . . .
b Do you think highlight has a
positive or negative meaning?
Look at the two parts of the word.
......................
c How do earthquakes destroy

buildings? . . . . . . . . . . . . . . . . . . . . . .
d Look at the seven words which
follow amateur. What do you think it
means? . . . . . . . . . . . . . . . . . . . . . .
Answers:
Ive been drinking Ive drunk (given)

Theyve playing Theyve been playing
Correct
has been travelling has travelled

How do you think countries can
help their athletes to prepare for the
Olympic Games?
LESSON 3
SB page 53
WB page 43
Reading
1 Before you read, check the meaning
of these words in your Active Study
Dictionary.
Ask if they can tell you the meaning of any of
the words in the box.
2 If necessary, tell them to look up the words in
146
UNIT
The Olympic Games
benefit boxing career

professional take place
festival
3 Correct the grammar mistake in

each sentence. (One is correct.)
a
b
c
d
Reading
The Olympic Games, an international sports festival

which takes place every four years, are particularly
famous for athletics. But they also include individual
sports, like swimming, and team sports, like football and
hockey. For sportsmen and sportswomen everywhere,
taking part in the Games is usually the highlight of
their careers.
At first, the Olympic Games were part of a religious

festival in ancient Greece. The only sport at that time
was a running race. Later, longer races were added,
together with boxing. The Romans conquered Greece
during the second century BC and, soon after, the Games
lost their religious meaning. Athletes were only interested
in money, so, in 349, the Games were stopped.
Fifteen hundred years later, archaeologists

discovered the ancient Olympic stadium, which had
been destroyed in an earthquake. This discovery gave
people an idea. They thought that individual athletes
would benefit if the Olympic Games started again. They
also believed that the Games would help the world to be
a more peaceful place. So, in 1896, the first modern
Games took place in Greece. Again, the Olympics were
only for amateurs; no one was paid to take part.
Although competitors are still not paid to take part,

some countries now train and pay future professional
Olympic athletes, so they are not really amateurs. Some
say this is not fair.
Since the modern Olympics began over a hundred

years ago, athletes have been getting faster and
stronger and, at every Games, world records have been
broken. This is good not only for individual athletes, but
also for ordinary people. Watching Olympic athletes
makes some people want to try new sports themselves.
3 Ask the students to explain the words again.
Answers:
benefit:
if something benefits someone, it helps

them
boxing:
a game in which two men fight by hitting
each other wearing big leather gloves
career:
the period of time in you life that you
spend working
professional: doing a sport or activity as your job;
professional sports are played by people
who are paid
take place: to happen
53
T h e
2 What do you know about the history of

the Olympic Games? Write down one or
two facts.
1 Put the students into pairs. Ask them to think
of anything they know about the history of the
Olympic Games. Tell them to write their ideas
down. They can think about where the games
started, which sports have been involved, where
the games have taken place, etc.
2 Now ask some of the pairs to share their ideas.
3 Now read the article quickly. Does it

include any of the facts you wrote?
1 Tell the students to read through the article
quickly.
2 Ask if the facts they thought of in the last
exercise were included in the article.
3 Ask them if they have learnt any more facts
about the history of the Olympics from reading
the article.
4 Match these headings with the correct

paragraphs.
O l y m p i c s
UNIT

meanings of the words.
Answers:
a festival = a time when people celebrate something;

an occasion when there are a lot of concerts, films,
or performances, which happens in the same place
every year. (Suggested):
Suggested): Sham el-Naseem, Cairo
Suggested
International Film Festival, Tourism and Shopping
Festival
b highlight = the most important, interesting, or
enjoyable part of something. It has a positive
meaning.
c destroy = to damage something very badly, so
that it cannot be repaired. Earthquakes shake the
foundations of buildings and weaken or break them
so that the buildings fall.
d amateur = someone who does something because
they enjoy it and not as a job; the opposite of
professional

1 Put the students into pairs and ask them to talk
about how countries can help their athletes to
prepare for the Olympic Games.
1 Tell the students to read the list of titles. Explain

that one title is suitable for each paragraph.
2 Tell them to think about things such as trainers,

facilities, equipment, food, accommodation,
travel, etc.
2 Tell the students to match each title to one of

the paragraphs from the article.

with the whole class.

answers.
Suggested answer:
Answers:
a
b
c
d
e
3
5
4
2
1 (given)
Governments can provide sports facilities for sportsmen

and sportswomen. They can pay for their equipment and
sports clothes. They can also help to pay for their travel
to attend events, for the special foods they need and
their accommodation near to the best sports centres, etc.
5 Guess the meanings of the words in bold,

then answer these questions.
1 Tell the students to find the words in bold in the
reading text.
2 Tell them to think about what the words in bold
italics mean.
147
UNIT
T h e
WORkBOOk
O l y m p i c s
page 43

UNIT

definitions and think which words
they define.
I
B
O
X
I
N
G
P
R
D
2 Ask them to write each word next to

its definition.
3 Then tell the students to look at the
puzzle and try to find the words.
R
L
E
F
R
O
Y
R
Y
H
D
E
S
T
R
O
Y
O
P
I
A
P
O
R
P
O
M
F
A
G
M
C
A
R
E
E
R
E
F
H
A
R
X
A
A
M
L
S
E
L
T
A
A
X
L
Z
O
S
S
I
E
T
P
A
K
F
Y
I
T
G
U
I
U
T
O
O
S
O
I
H
R
O
M
U
B
E
A
N
V
T
N
N
A
R
K
O
A
A
A
E
B
E
N
E
F
I
T
L
L
Y
a someone who does something because they enjoy it (the opposite of c)
amateur
b damage something very badly

c someone who earns money from doing an activity
Answers:
a
b
c
d
e
f
g
h
d the most interesting, enjoyable part of something

e the period of time in your life you spend working
amateur (given)
destroy
professional
highlight
career
festival
benefit
boxing
f a time when people celebrate something

g be helped by something
h a sport in which two men wearing gloves hit each other
2 Match these take verbs with their meanings.
R D A M A T E U R N B
B L E P C R A T
O N E
O E S O A X A P U M A N
R R P E A L K O B K F
N O O O E M Z F O E O
G Y Y M R L O Y S A A T
P R O F E S
R Y P A F E S T
D H
G H L
O N A L
I
2 Tell them they must match each phrasal verb on

the left with its correct meaning on the right.
148
d take part
do something one after the other
e take off
do something together with other people
go up into the air (planes)
look after
b Last night, our plane
two hours late
because of bad weather.

c On school trips, the older children usually
the younger ones.
d In our English class, the students usually
to answer the teachers questions.
e I couldnt
in the race because I had broken
my leg.
43
G H T E Y
1 Ask the students to look at the two columns of

words.
a 3 (given)
d 5
c take place
happen
V A L
2 Match these take verbs with their

meanings.
Answers:
1
2
3 Complete with the correct form of take verbs from Exercise 2.

a In 2008, the Olympic Games took place in Beijing.
X F T R R A X A T U R E
I
a take care of
b take turns
3 Complete with the correct form of take

verbs from Exercise 2.
1 Ask the students to read through the gapped
sentences.
2 Tell them to use the phrasal verbs from Exercise
2 to complete the sentences.
answers.
b 4
e 2
c 1
Answers:
a took place (given)

d take turns
b took off c take care of

e take part
T h e
LESSON 4
UNIT
Critical thinking
b Why did the Romans stop the Olympic Games in 349? . . . . . . . . . . . . . . . . . . . . .

c What happened to the original Olympic stadium? . . . . . . . . . . . . . . . . . . . . .
d Why do you think some countries in the 20th century started to train and pay their athletes?
.....................
e How can sportsmen and sportswomen win more Olympic medals? . . . . . . . . . . . . . . . . . . . . .

f Why do people want the Olympic Games to take place in their country? . . . . . . . . . . . . . . . . . . . . .
Read this quotation from The Olympic Games and discuss the questions.
a Do you think international sports events like
the Olympic Games have helped the world
to be a peaceful place? Why/ Why not?
b Do you think all Olympic athletes should be
amateurs? Why/Why not?
c What would happen to the Olympic Games
if sportsmen and sportswomen were never
paid?
They thought that individual athletes would

benefit if the Olympic Games started again. They
also believed that the Games would help the
world to be a more peaceful place. So, in 1896,
the first modern Games took place in Greece.
Again, the Olympics were only for amateurs; no
one was paid to take part.
Now discuss these questions in pairs.

a What qualities are needed to be a successful international athlete? Think about athletes
characters as well as their health and fitness.
b Do you think international sport brings people together? Give reasons for your answer.
c How do countries benefit from international sport?
Discuss these questions in small groups.

a Why are fair play and honesty so important in international sports?
b Read about two Olympic athletes. Do you think what they did was fair and honest?
Abebe Bikila
In the 1960 Olympics,
the Ethiopian runner
Abebe Bikila won the
gold medal for running
but he ran without
shoes. Some people
said this was not fair.
What do you think?
UNIT
SB page 54
a What kind of festival was the Olympic Games at first? . It

. . . w
. . .a
. .<s. .a
. . .r.e
. .=l.<i<.\. i<. o
. .u
. .<s. . fe=
. . .s.=t.<i.<v
. .a. <l. ..
O l y m p i c s
Zola Budd
In the 1984 Olympics,
the runner Zola Budd
broke the world record
for the womens 5,000
metres and won a medal
for Britain. However,
Zola Budd was South African, not British. But
1984 was a year when South Africa could not
be in the Olympic Games. Was this fair?
b The games were stopped because the

athletes were only interested in money.
c It was destroyed in an earthquake.
d (suggested) Because winning the
Olympics can bring a lot of prestige and
pride to a country.
e (suggested) They can train harder, get
better people to help and train them,
and use the best equipment and the best
techniques.
f (suggested) It can bring a lot of attention
to the country and lots of money from the
visitors, TV coverage, etc.
2 Read this quotation from The

Olympic Games and discuss the
questions.
quotation in the box. Check that they
understand the meaning. Ask them
why the Olympic Games started again
(because they thought individual
athletes would benefit) and what it
was hoped they would achieve (that
they would help the world to become a
more peaceful place).
2 Now put the students into small
groups. Tell them to read the three
questions and discuss their answers.
3 Ask some groups to share their
54
Critical thinking
1 Start by asking the students to think about all
the things they know about the Olympic Games.
2 Now tell them to read all the questions.
turns to read out a question and then give the
answer.
Answers:
a It was a religious festival. (given)
Suggested answers:
a The Olympic Games are a way for people to have

contact with other nations and come together.
Through them, countries can learn about the
heroes of other places in the world. Countries
have to collaborate and cooperate for a successful
Olympic Games, and so they have helped to develop
understanding and respect between nations.
b It is hard for the Olympic Games to stay amateur
because the athletes need to train a lot to be good
enough to compete and so they do not have time to
work. So it is probably fair to say that, in the current
situation, it is nearly impossible.
c If they were never paid, fewer people would
participate and possibly fewer records would be
broken. It is the money and training that drive the
sport forward.
149
UNIT
T h e
O l y m p i c s
3 Now discuss these questions in pairs.

1 Put the students in pairs and ask them to read
through the three questions.
2 Make sure they all understand the questions,
then ask them to discuss the questions in their
pairs.
3 Get some pairs to share their answers with the
class.
Suggested answers:
a Athletes need to be determined and willing to

make large sacrifices, including not having much
contact with their families, training for long hours,
travelling, eating healthily and being very organised.
So self-motivation, focus and self-discipline are all
very relevant characteristics.
b Yes, because it allows cultures to come into contact.
It allows people to appreciate athletes from other
countries. It means people travel and meet and are
exposed to other cultures.
c They benefit because the host nations get lots of
publicity (such as China when it hosted the 2008
Olympic Games) and so a lot of attention is focused
on them. International sport also allows smaller
or poorer nations to excel (for example the longdistance runners from Ethiopia).
4 Discuss these questions in small groups.

1 Tell the students to read about the two athletes.
Make sure they understand the two stories
fully. Ask what Abebe Bikila wore on his feet
(nothing). Ask where Zola Budd was born
(South Africa), why she ran for Britain (South
Africa could not be in the Olympic games in
1985) and who she won the medal for (Britain).
2 Now, put the students into small groups and tell
them to read and discuss the questions.
3 Ask some of the group members to share their
150
Suggested answers:
a Fair play and honesty are important in international

sports because all competitors and countries must be
seen to have an equal chance. It must be certain that
no one has an unfair advantage.
b Abebe Bikila: Most people would probably think
that it is harder to run with no shoes, and this was
actually a disadvantage which he chose for himself.
Zola Budd: Students may feel that Zola Budds
winning the medal for Britain was not fair because
she was not born in the UK and was not a resident of
the UK. Perhaps people should compete only for the
country they were born in ( but what if they were
born in one country but their parents were born in
another?).
T h e
LESSON 5
SB page 55
O l y m p i c s
UNIT
WB page 44
Communication
UNIT

questions. Then put the students into
pairs to discuss the questions.
with the class.
chess
climbing
netball
Suggested answers:
water skiing
The five activities in the pictures are not part of

the Olympic Games now, but may be in the future.
Discuss the questions in pairs.
a What do you know about these games? Have you ever
played or watched any of them? Which do you like?
squash
b Which of these games are played in Egypt? How good

are your international players of these games?
c Which countries do you think would do well in these
games? Why?
d Which of these games would you like to be part of the
Olympic Games in the future? Why?
In groups, discuss these games using language from the boxes.
Making suggestions
Agreeing with suggestions
Disagreeing with suggestions
If you ask me, (chess)

should
Thats a good idea.
Im not sure about that.
Ill go along with that.
I dont agree.
I agree.
No, Id prefer to have
Thats what I think.
I wouldnt choose
What about having?

I think itd be a good
idea to have
a Take turns to suggest that one of the

five games be part of a future Olympics.
b When all students in the group have
made their suggestions, the group
should discuss and decide which three
games should be in the Olympics.
Now discuss this question.

Are there any games that you think should
never be part of the Olympics?
55
Communication
1 The five activities in the pictures are not
part of the Olympic Games now, but may
be in the future. Discuss the questions in
pairs.
1 Tell the students to look at the pictures. Ask if
they know of all the games.
2 Ask which of these games are normally done
in teams and which ones are normally done
individually.
3 Explain that these games are not part of the
Olympic Games at present.
a
Chess is a game for two people played
with sixteen pieces each, including two
kings, on a chessboard with black and
white squares. The winner is the person
who gets the opponents king into a
position where it cannot be moved.
Water skiing is a sport in which a motor
boat pulls a person along while they are
standing on skis, skimming the surface of
the water.
Netball is a team game played with a ball
on a court in which the players usually
girls or women score points by throwing
a ball through a high horizontal ring with
a net hanging from it. There are seven
players in each team.
Climbing as a sport uses permanent
anchors fixed to a wall or rock, especially
bolts, for the climbers protection. The
climber progresses from the bottom to the
top of the climbing face. The sport tests
the climbers gymnastic ability, strength
and endurance.
Squash is a game for two players who
use rackets to hit a small, fairly soft ball
against the walls of an indoor closed
court.
b All of these sports are played in Egypt, but squash

is the most popular of them. Egyptian international
squash players have been very successful in
worldwide competitions for many years. They are
some of the best in the world circuit.
c The Russians would do well in chess because the
game is played widely and taken very seriously in
Russia. It is sponsored by the State and young people
showing a talent for chess are trained by professional
coaches and, if they succeed at the game, can
achieve a high social status. The Australians tend
to be very good at water sports like water skiing
because Australia has many beaches perfect for the
151
UNIT
T h e
O l y m p i c s
sport, and warm or hot weather for most of the year

in which to practise. The British might be good
at netball, as it is a sport often played in British
schools.
d The students should justify their choices, explaining
why they have chosen a particular sport.
2 In groups, discuss these games using

language from the boxes.
three boxes.
2 Tell them to decide which activity from the
five in Exercise 1 should be included in future
Olympic Games. Tell them to think of their
arguments why they think it is a good idea,
using language from the boxes.
3 Put the students into groups. Each member
of the group should present his/her idea for
the sport they think should be part of the next
Olympic Games. The other students in the
group must say if they agree or disagree, and
why.
4 Do an example to make the activity clear.
Example:
A: I think it would be a good idea to have
water skiing in the Olympics. Its a great
sport that requires a lot of skill.
B: I agree, I think it is a very difficult sport
and people need to work hard to learn it.
C: I disagree. Its not fair. What about
countries that dont have access to a lot of
water to practise on?
5 Finally, ask each group to choose and present to

the class three sports which they think should
go into the next Olympics.
152
3 Now discuss this question.

1 Ask the students if there are any sports which
they think should never be a part of the
Olympic Games.
2 Tell them to give reasons for their choices.
Suggested answers:
Darts is a sport that many in England think should be

included in the Olympic Games, but most people say
that it is not a sport but a game and so should not be
included.
Cricket should not be included either, as it is played
largely only by the countries from the British
Commonwealth.
Rugby is a very popular sport but is played only by a
limited number of countries and so therefore should not
be included
Chess, like darts, is not really a sport but a game and so
also should not be considered..
T h e
9
1 Complete this questionnaire about the sports your group chose to
be part of the next Olympics.
New Olympic Games
s Which three games do you think should be part of the Olympic Games in the future?
New Game 1
What is your main reason for choosing this game?
O l y m p i c s
UNIT
them to complete the questionnaire.

They have to write in the sports their
group chose and their reasons for
choosing them. They should also
choose one sport that they dont think
should be included in the Olympics.
4 Ask one person from each group to
stand up and read out the information
on the completed questionnaire.

situations?
New Game 2

four situations carefully.
New Game 3
2 Tell them to decide what they would

say in each situation and to write their
answers in the spaces provided.
s Which sport do you think should NOT be part of the Olympics in future?
What is your main reason for choosing this sport?

their answers.
4 Now go through the possible answers
with the class.

a Someone suggests going to the shops this afternoon. You agree to go. What do you say?
Thats a great idea.

b A school friend suggests going to the beach tomorrow. You dont want to go to the beach, but
would like to play chess. What do you say?
c You would like to go on a family trip to Alexandria. Make this suggestion to your father.
d You and your brother or sister are discussing what to buy your mother for her birthday. Suggest
an idea to your brother or sister.
Suggested answers:
a Thats a great idea (given)

b Im not sure about that. What about
playing chess?
c I think it would be a good idea to have a
family holiday in Alexandria.
d If you ask me, we should get her a
necklace.
44
WORkBOOk
page 44
1 Complete this questionnaire about the

sports your group chose to be part of the
next Olympics.
questionnaire.
2 Remind the students of the groups they worked
in for Exercise 2 in the Students Book when
they chose sports to put forward for the
Olympic Games.
3 Put the students in their groups again and tell
153
UNIT
T h e
O l y m p i c s
Assessment
Listening Tasks
Reading Task
Target element: revise key grammar from the

listening
Target element: revise key language from the

Olympic Games text
On the board, write the following gapped sentences

and ask the students to copy them down.
Write the following sentences on the board:
1 Its Tamer. What have __________________?

2 Ive been watching _____________________.
3 Hes been __________________________
since the Olympics Games in Athens in 2004.
4 Have you _______________ judo?
5 For the last few months Ive ______________
regularly.
Tell the students that you are going to play the
tape for the listening activity from page 51 of the
Students Book again. They must listen carefully
and complete the sentences.
Answers: 1 you been doing
2 the Olympic Games all day
3 training really hard
4 ever done
5 been playing squash
Speaking Task
Target element: revise the history of the
Olympic Games
On the board, write these key words about the
history of the Olympic Games:
originally religious festival races and boxing
Romans in Greece no money stopped
destroyed earthquake
modern games 1896 peace amateur
today countries pay more sports
athletes train hard new records motivate
people big business
Put the students into pairs and ask them to discuss
the topics. Monitor the pairs as they work.
1 The Olympic Games take place every four

years.
2 Football is not included in the Olympic
Games sports.
3 After the Romans conquered Greece, the
religious meaning of the Olympics was lost.
4 The Olympic Stadium was destroyed by the
Romans.
5 The modern Olympic Games started in 1986.
6 The Olympics can make people want to try
sport for the first time.
Tell the students to re-read the article about the
Olympic Games on page 53 of the Students Book
and decide if the sentences are true or false. Tell
them to rewrite the false ones correctly.
Answers: 1 True
2 False. Football is included in the
Olympic Games sports.
3 True
4 False. The Olympic stadium was
destroyed by an earthquake.
5 False. The modern Olympic Games
started in 1896.
6 True
Writing Tasks
Target element: revise the qualities and

characteristics of different sports
Tell the students to choose a sport which they
think should be included in the Olympic Games.
Tell them to write down their ideas in a short
presentation. They should:
Describe the sport and say whether it is an
individual or a team sport.
Say what characteristics and sporting qualities
people need to do this sport.
Explain why they think it is a good sport to
choose.
Finally, ask some of the students to read out their
presentations.
154
Review
Review C
SB pages 56-60
Review
Listening
1
WB pages 45-48
the quiz questions and to discuss their
answers. It doesnt matter if they cant
answer all the questions.

with the class.
Can you do this sports quiz in pairs?

a Where did the Olympic Games take place in 2004?
Th
. . . . .y
. . . t<. o
. .+o
. .@k. . .p. l. <a
. . <c
. .. . i<. n
. . . At<
. . . .h.
. .n
. .<@ [.,. .Gr}
...e
. .
. .c.,
. . . .i<.n. . .2004.
.........
b How many circles are there in the Olympic sign? . . . . . . . . . . . . . . . . . . . . .
c What are these circles? . . . . . . . . . . . . . . . . . . . . .
d Who won the football World Cup in 2006? . . . . . . . . . . . . . . . . . . . . .
e Where did the first international tennis matches take place? . . . . . . . . . . . . . . . . . . . . .
f Where did the Pan Arab Games take place in 2007? . . . . . . . . . . . . . . . . . . . . .
Now listen to check your answers.
Listen again and complete these notes.

a All the quiz questions are on the subject of . . i<. n. .<t.. .r.@n. .<a. .<t.<i.<o. @.n. <a
. . <l. . sp
...o
. . @
. .@t... .
b In the football World Cup in 2006, France lost in . . . . . . . . . . . . . . . . . . . . .
c The student in team A knew where the Pan Arab Games took
place in 2007 because he . . . . . . . . . . . . . . . . . . . . .
d The first international tennis matches took place in the
year . . . . . . . . . . . . . . . . . . . . .
e In the class quiz, both teams scored . . . . . . . . . . . . . . . . . . . . .
4 Play the tape and tell the students to

check if their answers are correct.
Answers:
a They took place in Athens, Greece, in

2004. (given)
b There are five circles in the Olympic sign.
c Each circle represents a continent: Africa,
the Americas, Asia, Europe and Oceania
(=Australia and Pacific islands).
d Italy won it in 2006.
e They took place at Wimbledon in
England.
f They took place in Cairo in 2007.
If you could have a free ticket to any international

sport, which would you choose? Why?

a Work in pairs. Read these sentences to your
partner, then underline the schwa sounds.
1 Were going to do a quiz.
2 Italy beat France at the weekend.
3 Thats a good photograph of you.
4 Who won the squash tournament last year?
5 The pupil studied for a long time.
6 I am going to the theatre this summer.
b Now listen and check your answers.
56
LESSON 1
SB page 56
WB page 45
Listening
1 Can you do this sports quiz in pairs?
1 First, ask the students to name all the sports
they can. Write their ideas on the board, making
two lists: one of individual sports and one of
team sports.
2 Put the students into pairs. Tell them to read
TAPESCRIPT
Teacher: OK. Today were going to do a
quiz about international sport.
Team A, heres your first question.
Where did the Olympic Games take
place in 2004?
Ali:
Er, was it London?
Teacher: No, it wasnt. Team B, do you know
the answer?
Nadia: I think it was Athens.
Teacher: Correct! Thats one point to Team
B. Now its Team Bs question:
How many circles are there in the
Olympic Games sign?
Samy:
I know that. There are definitely
five circles.
Teacher: Thats right. And now Team A
again: What are the five Olympic
circles?
Mona:
Are they Asia, Africa, Europe, the
Americas and Oceania?
Teacher: Right! Youve scored your first
point. Team B: Who won the
football World Cup in 2006?
155
Review
Nadia: Was it France?

Teacher: No, Im sorry, it wasnt. Team A, do you know?
Ali:
Yes, it was Italy they beat France in the
final.
Teacher: Thats two points each. OK, Team A, this is
your last question: Where did the Pan Arab
Games take place in 2007?
Nadia: Cairo. I know that because I watched it on
television.
Teacher: Correct. Thats three points. Well done! Now
Team B, heres your last question: Where did
the first international tennis matches take
place?
Noha: I know it was England. Was it a place called
Wimbledon?
Teacher: Youre right. They started there in 1877.
2 Listen again and complete these notes.

1 Tell the students to read through the notes.
Make sure that they understand the vocabulary.
Tell them to look up any difficult words in their
2 Explain that the students must listen to the
dialogue again and complete the notes.
3 Play the tape again and tell them to write their
answers.
they could choose to attend any international

sporting event at all. Ask them to discuss which
one they would choose and why.
3 Ask some pairs to share their answers with the
class.

1 Remind the students of the schwa sounds in
words like to, the, for when they are in the
middle of sentences.
2 Tell them to look at the sentences and to think
about where they think the schwa sounds might
be. Tell them to underline the schwa sounds.
3 Now play the tape and tell the students to check
their work.
Answers:
1
2
3
4
5
6
Were going to do a quiz.

Italy beat France at the weekend.
Thats a good photograph of you.
Who won the squash tournament last year?
The pupil studied for a long time.
Im going to the theatre this summer.
Answers:
a
b
c
d
e
international sport. (given)

the final.
watched it on TV.
1877.
three points.

1 Write on the board a list of the big sporting
events that students might dream of attending,
for example:
The Olympic Games
The Pan Arab Games
The Football World Cup
The European Football Champions League
final
The World Athletics Championships
read the question. Tell them to imagine that
156
TAPESCRIPT
Voice 1: One.
Voice 2: Were going to do a quiz.
Voice 1: Two.
Voice 2: Italy beat France at the weekend.
Voice 1: Three.
Voice 2: Thats a good photograph of you.
Voice 1: Four.
Voice 2: Who won the squash tournament last year?
Voice 1: Five.
Voice 2: The pupil studied for a long time.
Voice 1: Six.
Voice 2: Im going to the theatre this summer.
Review
4 Ask some of the pairs to read their

dialogues to the class.
Review
UNIT
Suggested answers:
1 Say where each of the following two mini-dialogues takes place

and who the speakers are.
a A
Hello. Id like to join, please. Im particularly interested in basketball and football.
Do you have any friends who already

belong here?
Place:
.............................................................................
Yes, three or four of my school friends

are members.
Speaker A:
.............................................................................
Speaker B:
.............................................................................
OK. Could you tell me your name and age, please?
b A
Good afternoon. Welcome to Radio 9

and todays World of Science.
Place:
.............................................................................
Speaker A:
.............................................................................
Speaker B:
.............................................................................
Thanks. Its good to be here.
I wonder if you could introduce todays

subject to our listeners?
Well, Im going to talk about the research Ive been doing recently.
a who
b which
hes meeting his grandfather.

c where
2 The first person

a which
b that
3 My cousin,
a who
d when
spoke English to me was my uncle.

c he
d what
father is my mothers brother, is three years younger than me.

b whos
c which
d whose
4 When he was five years old, my brother
Answers:
watch all the childrens TV
1
2
3
4
5
6
7
8
9
programmes.
a use
b uses
c used
d used to
5 Where did you use to play when you were a/an

a toddler
b adult
c parent
6 Some countries have

a sold
b bought
7 International corporations
a buy
b employ
b care
b admire
workers in many different countries.

in the next Olympic Games.
c off
d part
c benefit
d distribute
9 International sport can

a afford
d business
c distribute d take
8 My cousin hopes to take

a place
d leader
with each other for thousands of years.
c traded
individuals and their countries.
WORkBOOk

a, b, c or d.
1 First, tell the students to read through
all the sentences. Explain that for each
question they have to choose a given
answer, a, b, c or d.
2 Choose the correct answer from a, b, c or d.

1 Ahmed is at the station
a This conversation is in a sports club.

Speaker A is a person/someone who
would like to join. Speaker B is a/the
secretary.
b This conversation is on a radio
programme/in a radio studio.
Speaker A is a radio journalist/
presenter and speaker B is a scientist.
c (given)
b
d
d
a
c
b
d
c
45
page 45
1 Say where each of the following two

mini-dialogues takes place and who the
speakers are.
1 Tell the students to read through the two
dialogues.
2 Explain that they must first think about where
the dialogues are taking place, then decide who
the two speakers are in each situation.
students into pairs to read the dialogues aloud.
157
Review
C
LESSON 2
SB page 57
WB page 46
Grammar review
1 Match a-e with 1-5 and complete
with a relative pronoun.
Grammar review
1
b Today, many electrical goods are

made in China

class.
c At the Beijing Olympics, China

was the country
e In 2008, Egyptians were very

proud of Hesham Mesbah,
w#h<i<ch
has a population of 20 million

people.
won the bronze medal for judo at

the Beijing Olympics.
athletes won the most medals.
Complete these definitions with a relative clause and your own ideas.
b A professional is someone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
c A ball is a dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d Water skiing is a sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
a 3 which (given) b 1 where

c 5 whose
d 2 where
e 4 who
Rewrite these sentences like the example using used to.

a Today, people usually travel by air when they go abroad.
In t<h pa<@[t, t<hy u<@[d t<o t<r>a<v}el by sea.
..........................................................
b Today, people buy things with their credit cards. . . . . . . . . . . . . . . . . . . . . . . .

c Today, people contact their friends by e-mail or mobile phone. . . . . . . . . . . . . . . . . . . . . . . .
d Today, ships can sail through the Suez Canal. . . . . . . . . . . . . . . . . . . . . . . .
e Today, many students go to university when they leave school. . . . . . . . . . . . . . . . . . . . . . . .
2 Complete these definitions with

a relative clause and your own
ideas.

read their answers to each other.
3 Ask pairs to share their answers with the class.
Suggested answers:
which sells many different things. (given)

who trains to do their job.
which is very formal.
which is still not part of the Olympics.
3 Rewrite these sentences like the example

using used to.
1 Tell the students to read through the sentences.
2 Explain that they must rewrite them using used
to. Remind the students that we use used to to
talk about past habits or states.
Complete with the correct form of the verbs in brackets.

Two years ago, I a
w>a<t<chd
.......................
(watch) a TV programme about
China and its growing economy. Since I b

programme, I c
I d
.......................
.......................
.......................
(see) that
(become) very interested in China and
(read) everything I could find about the country and
its people. When I e . . . . . . . . . . . . . . . . . . . . . . . (tell) my parents about my interest,

they f . . . . . . . . . . . . . . . . . . . . . . . (suggest) that I should write to a student of my

the sentence beginnings. Explain that
they have must use a relative clause
and then finish each sentence.
158
the Olympic Games first took place.
a A supermarket is a large shop . .w#

. .h
. .<i.<c. h
. . . se
. . . l. <l.<@ [. . .m<
. .a
. . <n
. .<y
. . .d<
. .i.<_.@ *_.. r. }e
. .n
. .<t. .t<.h
. .<i.<n
. .<g
. .s.
..
Answers:
a
b
c
d
they can be produced very cheaply.
d Greece was the country
Match ae with 15 and complete with a relative pronoun.

a Shanghai is a modern Chinese city 1

beginnings and endings in the two
columns. Explain that they must
decide which ending matches which
beginning, and which relative pronoun
to use to connect them.
their answers.
Review
age in China. I g
.......................
lives in Shanghai and we h
(find) a pen friend on the internet. He
.......................
(start) writing to each other
nearly a year ago. Since then, we i
.......................
(write) to each
other every month. Of course, we j
.......................
(never visit) each
others country, but we hope to in the future.

57
3 Ask them to look at the example and use it as

a model. Tell them to read the sentences again
carefully and to write their answers.
Suggested answers:
a
b
c
d
e
In the past, they used to travel by sea. (given)

In the past, they used to pay (with/in/by) cash.
In the past, they used to write letters.
In the past they used to travel around Africa.
In the past they used to get a job.
4 Complete with the correct form of the

verbs in brackets.
1 Tell the students to read through the text and
then to close their books.
Review
WORkBOOk
RC
UNIT
1 Rewrite the following sentences using the word(s) in brackets

to give the same meaning.
a The last time I saw my cousin was during the last school holiday. ((since)
I havent seen my cousin since the last school holiday.

b I started phoning you at eight oclock this morning. ((been)
c Where did you live before? (use)
d My sister always helped me with my science homework when I was little. (used)
used
used)
page 46
1 Rewrite the following sentences,

using the word(s) in brackets, to
give the same meaning.
sentences. Explain that they must
rewrite each sentence using the words
in brackets and that the meaning must
stay the same.
2 Ask some students to share their
sentences with the class.

Tin is a metal which looks like silver. Because it were
easy to work with, it was one of the earliest metals used
by man. We use tin to making bronze.

We believe than European tin was rst found in the west of
England 4,000 years ago, but there is none left there today.
Now a worlds largest producer of tin is China.
was
b
c
3 Read the text below, then write the word which best fits
each space.
One of the sportsmen in the first modern Olympic a
Boland. In the spring of 1886, he went to Athens to b
Games
was John
a friend. When
this friend told him that the Games were taking c
, Boland decided
to go and watch a tennis match. Because Boland played this d
himself, he decided he wanted to take e
in the tennis. To everyones
surprise, he won the gold f
Answers:
a I havent seen my cousin since the last

school holiday. (given)
b I have been phoning you since eight
oclock this morning.
c Where did you use to live?
d My sister always used to help me with my
science homework when I was little.
2 Correct the underlined mistakes

in the following paragraph.
paragraph. Then ask them to tell you
what it is about.
2 Tell them that in some of the lines
there is a mistake which is underlined.
46
2 Put the students into pairs and ask them to

discuss what the text is about.
3 Now tell the students to open the book again
and complete the text using the correct form of
the verbs in brackets.
3 Tell them to cross out the mistakes

and to write in the correct words in the
spaces provided.
Answers:
a were was (given)

c than that
b making make
d a the
3 Read the text below, then write the word

which best fits each space.
Answers:
1 Tell the students to read through the gapped

paragraph.
a
d
g
j
watched (given)
have read
found
have never visited
b saw
e told
h started
c have become
f suggested
i have written
2 Put them into pairs and ask them to tell each

other quickly what the text is about.
3 Now tell the pairs to complete the text with the
best word for each space.
159
Review
Answers:
a Games
d sport
b visit
e part
c place
f medal
Review
Reading

Why do you think international trade has
grown so quickly in the last hundred years?
LESSON 3
SB page 58
As you read the article, make lists of the

following.
a Cities: . . Ba<
. . . .b
. .y
. .l<.o. @n
. . ,. . . . . . . . .
WB page 47
b Countries: . Ch<
. . . .i.<n
. .<a
. .,. . . . . . . . . . . .
c Things you can eat: . .c.r. >o
. .@ p
. .@[. ,. . . . . . . . . . . . .
d Other goods: . .go
. . . l.<d
. .,. . . . . . . . . . . . . .
Reading
3

1 Ask a student to read the question
to the class. Make sure the students
understand the meaning of
international trade (trade between
countries).
Read the article again. Are these

statements True or False? Correct the
false sentences.
a Traders from Babylon had little space for
food because they had to carry goods.
Fa<l<@[e - Tr>a<dr>[ _@r>o@m Ba<byl<o@n h<a<d

l<i<<<l spa<c _@o@r go+o+d<@[ bca<u<@[e
.t<.h
. .. y
. . . h<
. .a
. .<d
. . .t<.o
. . .c. a
. .<r. @.r.@y
. . ._@.o. +o
. .+d
. ... . . . . . . . . . . . . . . . . .
....................................................
....................................................
b The Romans took silk to China and wheat

to Africa. . . . . . . . . . . . . . . . . . . . . . .
c In the twelfth century, Italy became an
important centre of trade. . . . . . . . . . . . . . . . . . . . . . .

the question. Tell them to think about
transport, languages, cooperation and
modern technology, and how all these
things have affected international
trade.
d Arab traders started travelling to

the Far East in the fifteenth century.
......................
e European countries exported potatoes and

tobacco to America. . . . . . . . . . . . . . . . . . . . . . .
f World trade has increased during the last
hundred years because transport has
improved. . . . . . . . . . . . . . . . . . . . . . .
3 Ask pairs to report to the class with

their ideas and write them on the
board.
How trade began

For thousands of years, people produced
most of what they needed themselves.
They grew crops and hunted for food.
However, they learned that they could
have more goods if they traded with
other countries. Groups of traders from
Babylon travelled thousands of kilometres
on camels in caravans. But because they
had to carry food for themselves and
their animals, there was little space for
goods. For this reason, these traders
carried small, valuable things like gold
and diamonds.
During Roman times, trade became very
important. The Romans traded with China
and brought silk to Europe. Roman ships
also brought tin from Britain, wheat from
Africa and jewellery from the East. After
the Romans, there was less trade, but in
the twelfth century, it increased again.
The Italian cities of Venice and Genoa
became the worlds most important trade
centres. From Venice, traders travelled
to China, bringing back spices and silk.
In the fourteenth century, Arab traders
visited India and China.
In the fteenth and sixteenth centuries,
global trade increased. Great traders from
Spain and Portugal opened many new
sea routes. Later, European companies
in America started exporting sugar, rice,
potatoes and tobacco to Europe and
importing expensive goods like silk and
jewellery.
In todays global economy, it is easy
to carry goods quickly and cheaply by
air, road and railway. For more than a
hundred years, world trade has been
increasing and, as the world becomes a
smaller place, trade between countries
will continue to increase.
Suggested answer:
Over the last century, trade has increased as

transport and communication have improved
and as the internet has opened markets and
allowed greater commerce. Also, more and
more people communicate in English and
there is greater cooperation and exchange of
ideas.
58
2 As you read the article, make lists of the

following.
1 Tell the students to read the question and to
look at the list headings in their book.
2 Tell them to read the article and to make a list
after each heading.
3 Explain that this is a skimming activity and that
they do not need to understand everything in the
article but just look over it quickly. Tell them to
160
be careful though they dont have to write

down the names of continents!
Answers:
a Cities: Babylon (given), Venice, Genoa

b Countries: China (given), India, Spain, Portugal,
Britain, America
c Things you can eat: crops (given), food, wheat,
spices, sugar, rice, potatoes
d Other goods: gold (given), diamonds, silk, tin,
jewellery, tobacco
Review
Answers:
RC
UNIT
1 Read the following passage, then answer the questions.

As international trade increased, people from different countries met for the first time. As well as
trading goods, they traded ideas and taught each other many things.
The wheel was invented in 4,000 BC in Sumeria, now part of Iraq. With the wheel, people could
travel further and carry goods more easily.
Paper was invented in China in the second century. Arabs learned how to make paper from wood
and cotton in the eighth century. The Europeans then learned this from the Arabs.
Bicycles were invented in the 19th century by the Germans. The first bicycles had a big wheel at
the front and a small wheel at the back. There are now many kinds of bicycles.
A type of camera was invented by the Iraqi Ibn al-Haytham in around 1020. The first camera that
was small enough to be carried from place to place was designed by the German scientist Johann
Zahn in 1685. However, his design was not used to take photographs until 150 years later.
a False. Traders from Babylon had little

space for goods because they had to carry
food. (given)
b False. The Romans took the silk from
China to Europe and the wheat from
Africa.
c True
d False. Arab traders visited India and China
in the fourteenth century. / In the fifteenth
century, Spanish and Portuguese traders
opened many new sea routes.
e False. Potatoes and tobacco were exported
from America to Europe.
f True. (There are other reasons too.)
1 Where was the wheel invented?
In Sumeria, which is now part of Iraq.

2 Which inventions do you read about in the passage?
WORkBOOk
3 How were the first bicycles different from the bicycles we use today?
4 How big was the first camera?
1 Read the following passage, then

5 Why did the invention of the wheel change the world?

a Because it was invented in Iraq.

passage, to underline any difficult
vocabulary and to look the words up
b Because people could travel to Iraq more easily.

c Because people could carry goods longer distances.
d Because it was invented in 4,000 BC.
6 Who first invented paper?
a the Arabs
b the Chinese

questions and then answer them.
c the Egyptians
d the Europeans
7 When did the Arabs learn how to make paper from wood?
a in 4000 BC

their answers.
b in 250 BC
c in the 8 century
th
d in the 19th century
page 47
47
4 Ask pairs to share their answers with

the class.
3 Read the article again. Are these

statements True or False? Correct the
false sentences.
1 Tell the students to read through the statements.
Now tell them to read the article again.
2 Explain that they must decide if the statements
are true or false. If a statement is false they
must correct it.
answers.
Answers:
1 In Sumeria, which is now part of Iraq.

(given)
2 the wheel, paper, the bicycle, the camera
3 The front wheel was much bigger than the
back one.
4 It was too big to be carried from place to
place./It was very big.
5 c
6 b
7 c

161
Review
C
LESSON 4
SB page 59

the correct form of the verbs in
brackets.
gapped sentences. Explain that they
must use the correct form of the verbs
in the brackets to complete them.
2 After they have completed the
exercise, go through the answers with
the class.
Answers:
a were (given)
c has been found
e have eaten
b have traded
d have visited
f has grown
Review
Complete these sentences with the correct form of the verbs in brackets.
a People from Babylon . . . . . .w}
. .e
. .r.}e
. . . . . . . . . . . (be) the first to trade with other countries.
b Europeans . . . . . . . . . . . . . . . . . . . . . . (trade) with China since Roman times.
c Tin . . . . . . . . . . . . . . . . . . . . . . (find) in Britain since Roman times.
d Arab traders . . . . . . . . . . . . . . . . . . . . . . (visit) India and China since the fourteenth century.
e People in Europe . . . . . . . . . . . . . . . . . . . . . . (eat) potatoes since the seventeenth century.
f The world economy . . . . . . . . . . . . . . . . . . . . . . (grow) continuously for more than a hundred years.

Today many people around the world eat the same food and drink the same drinks.
Do you think this is a good thing? Why?/Why not?
Critical thinking
1

a What kind of goods did the early traders from Babylon carry?
Th<
. . . .e. =.y. . ca<
. . . .r.r. i.<e
. .=d
. . .sm<
. . . .a
. .<l.<l,. . .v. a
. .<l.<u
. .<a
. .<b
. .=l.<e. . t<. h
. . <i. <n
. .<\
. .s. . l<. i. <k
. .<e
. . .\o
. . . l. <d
. . . a<
. .n
. .<d
. . .d<
. .i.<a
. .<m
. . <.o. n
. .<d
. .<s. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
b What did the Romans bring from Britain? . . . . . . . . . . . . . . . . . . . . . .

1 Read the question with the class and
explain that as a result of world trade,
many people eat and drink the same
things.
c What goods did the Europeans import from America? . . . . . . . . . . . . . . . . . . . . . .

d Why do you think the traders from Babylon travelled in caravans? . . . . . . . . . . . . . . . . . . . . . .
e Why do you think traders from Europe and the Middle East wanted to trade with India
and China? . . . . . . . . . . . . . . . . . . . . . .
f Why was it important that the Spanish and Portuguese traders opened up new sea routes?
......................
a Why was it difficult to move goods in the past?

b How were goods carried from place to place in the past?

whether they think this is a good
consequence of world trade or a bad
one.
3 Ask some pairs to share their ideas
with the rest of the class, then discuss
as a class.
Suggested answers:
Read this quotation from the article and answer the questions.
c Which of the three types of transport trains, lorries and planes

do you think has made the greatest difference to trade?
d Why do you think trade has continued to grow for more than
a hundred years?
e What does it mean when people say that the world is
becoming a smaller place?

a What things do you and your family use that are made
in other countries? Think about the following: food,
drinks, clothes and electrical equipment.
b Why do people buy things which are imported from
other countries?
It is good because it gives people equal

opportunities. Or it is bad because countries
may lose their separate identities and become too
similar. People may spend more on imported
foods. Many of the things we all eat and drink
are unhealthy, such as hamburgers and cola.
Critical thinking
questions and then to write the answers. Explain
that they may find it helpful to read the article
about trading on page 58 of the Students Book
again.
162
In todays global
economy, it is easy to
carry goods quickly and
cheaply by air, road and
railway. For more than
a hundred years, world
trade has been increasing,
and as the world becomes
a smaller place, trade
between countries will
continue to increase.
2 Put the students into pairs to take turns to read

out the questions and their answers. Tell them to
3 Now ask some students to share their answers
with the class.
the class.
Answers:
a They carried small, valuable things like gold and

diamonds. (given)
b They brought tin.
c They imported sugar, rice, potatoes and tobacco.
d (suggested) Because they had to carry lots of
valuable things with them and they could protect
each other.
59
Review
e (suggested) Because China and India had things they

wanted such as silk, jewellery and spices.
f (suggested) Because it made trading easier and
quicker, and so increased trade. It created a new
trading route to America.
2 Read this quotation from the article and

1 Tell the students to read the quotation in the
box. Make sure they understand its meaning
by checking that they know all the vocabulary
and asking them some questions. For example,
What is a global economy? How has transport
changed in the last hundred years?
2 Tell the students to read through the questions.
3 Put them in pairs and ask them to discuss their
answers.
the class.

through the two questions.
2 Tell them to work in their pairs to make a list of
things their families use which come from other
countries. Ask them to think about why things
are imported.
3 Now put the pairs together in groups of four to
4 Ask some groups to share their answers with
the class.
5 Discuss the answers with the class.
Suggested answers:
a cars, electronic goods, clothes, shoes, etc.

b Because imported goods might be cheaper, or
because they are products that are not made in their
own country, or because they are very good quality
or have a good reputation.
Suggested answers:
a Because there were no cars, trains or planes to move

products. For example, in early trading, groups of
people had to travel by camel in caravans and take
along all the food they would need for the journey,
etc.
b By camel, donkey, horse, wagon before motorised
transport existed.
c They have all had an impact. It depends on what you
are transporting, but planes have radically changed
the speed at which goods can be transported.
d Because of continual improvements to transport and
communication technology.
e It means that the world seems smaller because it
is much easier and quicker to travel around it and
because communication across the world is so much
quicker and easier, especially with the internet.
163
Review
C
LESSON 5
SB page 60
WB page 48
Communication
1 Change the underlined words and
phrases in this e-mail using more
formal language. Use the words in
this box.
Review
Change the underlined words and phrases in this e-mail using more formal language. Use
the words in this box.
It was good I have I visited it has last week I am
I look forward to hearing from you possible produced
Yours sincerely It will please could you let us have

e-mail.
Mr Fawzi
Meeting
2 With the class, discuss how some of the

language in the e-mail is very informal.
Explain that the idea is to make the
e-mail more formal.
Dear Mr Fawzi,
I a<m
a Im . . . . . . . . . . . . . . . . . writing to thank you for your warm welcome when

b I came to . . . . . . . . . . . . . . . . . your Alexandria ofce
e Ive . . . . . . . . . . . . . . . . . now nished writing my report and
Im g I am (given)
I came to g I visited
The other day g last week
It was fun g It was good
Ive g I have
its g it has
Itll g It will
I can g possible
send us g please could you let us have
Made g produced
Write soon g I look forward to hearing
from you
Bye g Yours sincerely
Before our meeting, i send us . . . . . . . . . . . . . . . . . the following information.

1 Where will most of the machines be
j made . . . . . . . . . . . . . . . . . ? In Egypt or Britain?
2 How will the machines be distributed around the country?

3 How many workers will be employed on this work?
k Write soon . . . . . . . . . . . . . . . . . .
l
Bye . . . . . . . . . . . . . . . . . ,
Mr Jenkins
Read your e-mail to another student. Do you agree on the answers?

a Why are most business letters and e-mails written in formal language?
b Why is it better that business letters and e-mails do not sound too friendly?
Roleplay a telephone conversation between Mr Jenkins

and Mr Fawzi.
Student A You are Mr Jenkins. You could not send your
e-mail to Mr Fawzi because there was
something wrong with your computer. Give
your partner the information from your
e-mail, but speak informally. Start and end the
conversation in a friendly way.
60
2 Read your e-mail to another student. Do

you agree on the answers?
1 Put the students in pairs and tell them to take
turns to read out their revised e-mails and see if
they are the same.
1 Make sure the students understand what a
business letter/e-mail is.
through the questions and discuss their answers.
164
f its . . . . . . . . . . . . . . . . . been
sent to the head ofce in London. g Itll . . . . . . . . . . . . . . . . . be discussed at the end of next
week. Of course I will let you know any news as soon as h I can . . . . . . . . . . . . . . . . . .
4 Tell them to make the e-mail more

formal by using phrases from the box to
replace the underlined words in the
e-mail.
a
b
c
d
e
f
g
h
i
j
k
c the other day . . . . . . . . . . . . . . . . . .
d It was fun . . . . . . . . . . . . . . . . . to meet you and I found our meetings very useful.

formal phrases in the box.
Answers:
Communication
Student B You are Mr Fawzi. You are happy to get a

phone call from Mr Jenkins. As he gives you
information, ask him questions.
Suggested answers:
a All details, such as dates, times and agreements,

must be clear and precise in a business letter to make
sure there can be no misunderstandings. Imprecise
dates, times, etc. could cause confusion.
b It is important to give a professional, business-like
image, so it is not good to sound too friendly, as the
relationship is based on business and not friendship.
4 Roleplay a telephone conversation

between Mr Jenkins and Mr Fawzi.
1 Put the students into pairs and explain that they
are going to roleplay a telephone conversation.
Tell the students in each pair to decide who is
Review
Mr Jenkins thanks Mr Fawzi for his

welcome at their last meeting.
Mr Fawzi says he hopes the meeting
was helpful.
Mr Jenkins tells Mr Fawzi it was an
enjoyable and useful meeting.
Mr Fawzi asks Mr Jenkins if he has
written his report.
Mr Jenkins tells Mr Fawzi hes
finished his report and has sent it to
the head office.
Mr Fawzi asks Mr Jenkins when it
will be discussed.
Mr Jenkins tells Mr Fawzi the
report will be discussed at the end
of next week.
Mr Fawzi tells Mr Jenkins he will
be very interested to hear about any
decisions made.
Mr Jenkins tells Mr Fawzi he will
let him know any news as soon as
possible.
Mr Jenkins asks Mr Fawzi for
information about:
- where the machines will be made
(Mr Fawzi tells him in Egypt)
- how they will be distributed (Mr
Fawzi tells him by train)
- how many workers will be
employed on the work (Mr Fawzi
tells him 200)
RC
UNIT

a Why are so many of the worlds goods now made in China?
Because it is cheaper to produce them there.

b What was the only sport in the ancient Olympic Games?
c Do you think the increase in international trade is a good thing? Why?/Why not?
d Which sport do you think is the best form of exercise? Give a reason.
e What nationality was the writer of The Necklace?
f Why do you think Mathilde Loisel borrowed her friends necklace?
2 Write a paragraph of seven (7) sentences about a form of exercise

that you enjoy doing.
3 Translation
In the past, trade - the buying and selling of large quantities of goods - was on a small scale.
Today trade has greatly developed and increased. Goods are now transported quickly and
safely by air, sea, road and railway.
? g ejCG a dH S"EG L AG j CG G e g -1
Can one climb Mount Everest easily today/nowadays?
. Y c a QG EG IG G e dG fOH Q uon J -2
4 Tell the pairs to practise their

conversation, remembering to speak
informally.
5 Ask some pairs to perform their
conversation for the class.
48
A and who is B and then ask them to read their

parts.
2 Remind the students that they must imagine that
the e-mail is not working and so they have to
speak on the phone. Tell the students that they
will have to give the information from the
e-mail in Exercise 1.
3 Ask them to think about the information they
need to give. Tell them to look again at the
e-mail and list the information Mr Jenkins
needs to pass to Mr Fawzi. Explain that they
need to think of questions for Mr Fawzi to ask
Mr Jenkins, to make it a dialogue. Write their
answers on the board, for example:
WORkBOOk
page 48

questions, then to write their answers.
turns to read out one of the questions and the
answer they gave.
the class.
Answers:
a Because it is cheaper to produce them there. (given)

b A running race was the only sport.
165
Review
c (suggested) It is good in many ways because it

creates jobs, tolerance and cooperation but it might
be bad for the environment because of pollution, and
it might mean that countries increasingly lose their
individuality.
d (suggested) Swimming is the best form of exercise
because you have to use most of the major muscle
groups. This gives your body a good workout and, if
you swim fast you get a good aerobic workout, too.
e The writer was French.
f (suggested) She wanted to look rich and as good as
all the other women at the ball. She wanted to give
the appearance of being richer than she really was.
Example answer:
I have been walking for exercise for four years now.

You dont need much to get started just a strong,
comfortable pair of shoes or walking boots and suitable
clothing for the weather. All you have to do is to plan
your route and walk along it at a reasonable pace.
Walking is good for you, especially if you walk at a
fast pace or uphill, because it exercises your heart and
lungs and works the muscles of the lower body. I would
recommend walking to other people because it is simple
and cheap; you can do it alone or with friends and you
can enjoy beautiful scenery at the same time.
3 Translation
2 Write a paragraph of seven (7) sentences
about a form of exercise that you enjoy
doing.
1 Tell the students to think about a form of
exercise they like doing.
2 Write the following questions on the board:
How long have you been doing it?
What equipment do you need to do it?
What do you have to do?
Why is it good for you?
Why would you recommend it to other
people?
3 Now tell the students to write seven sentences
about their chosen exercise. Tell them to use the
questions on the board to help them but not to
answer them directly.
4 Ask some students to read their paragraphs to
the class.
a
translate it into Arabic and write the translation
down.
b
2 Draw students attention to how the first Arabic
sentence is translated. Tell the students to
read the next Arabic sentence, translate it into
English and write the translation down.
answers.
Answers:
a
-
/ -
.
. /
b
1 Can one climb Mount Everest easily today/
nowadays? (given) OR Is it possible for someone/
one to climb Mount Everest easily today/nowadays?
2 Our country exports lots of good products
(abroad) every year.
166
gg
ll
oo
ss
ss Term
aaPractice
rr Tests
yy
First
Practice
Test
1
Practice
Test
1
Practice
Test
Practice
Test 1
1
A Language Functions
A
A
A
1
1
1
1
2
2
2
2
Language Functions
Language
LanguagetoFunctions
Functions
Respond
each of the following situations:
Respond to each of the following situations:
a A friend asks
why you
newspapers.
Respond
to
each
of
the
following
situations:
Respond
toyou
each
of enjoy
the reading
following
situations:
a
a
a
b
b
b
b
c
c
c
c
d
d
d
d
A friend asks you a question you would prefer not to answer.

A
A friend
friend asks
asks you
you a
a question
question you
you would
would prefer
prefer not
not to
to answer.
answer.
Id
rather
not aanswer
that./Sorry,
would
prefer
not to answer that.
You want
to know
friends opinion
of a bookIyou
have both
read.
You want to know a friends opinion of a book you have both read.
You
You want
want to
to know
know a
a friends
friends opinion
opinion of
of a
a book
book you
you have
have both
both read.
read.
What
dotoyou
the book?
You want
knowthink
which about/of
subject yourthis
unclebook?/Did
enjoyed most you
whenlike/enjoy
he was a student.
You want to know which subject your uncle enjoyed most when he was a student.
You
You want
want to
to know
know which
which subject
subject your
your uncle
uncle enjoyed
enjoyed most
most when
when he
he was
was a
a student.
student.
Which subject did you enjoy most/the most when you were a student?
Say where these mini-dialogues take place and who the speakers
Say
where these mini-dialogues take place and who the speakers
are:
Say
Say
are: where these mini-dialogues take place and who the speakers
a A For homework, please do Exercises A and B on page 20.
are:
are:
a
a
a
B
B
B
3
B
3
3
3
friend asks
you why
you enjoy
reading
newspapers.
IA enjoy
reading
them
because
they
tell me what is happening in the world./
A
you
why
enjoy reading
newspapers.
A friend
friend asks
asks
youkeep
why you
you
readingabout
newspapers.
Because
they
meenjoy
updated
the world around me./Because I like to
A friend
asks you
a question
you would prefer not to answer.
read
about
sports
news.
A
B
A
A
B
A
B
B
A
A
A
b A
b A
B
b A
A
b
B
A
B
B
A
B
A
A
B
B
B
For
homework,
please
Exercises A and B on page 20.
Could
you repeat
that, do
please?
Place:
For
homework,
please
do
Exercises
A
B
20.
For
homework,
please
do
Exercises
A and
and
B on
on page
page
20.
Could
you
repeat
that,
please?
Place: A:
Certainly. Do exercises A and
B on page
20.
Speaker
Could
you
repeat
that,
please?
Place:
Could
you
repeat
that,
please?
Certainly. Do exercises A and B on page 20.
Speaker A:
Place:
B:
Certainly.
Speaker A:
B:
Certainly. Do
Do exercises
exercises A
A and
and B
B on
on page
page 20.
20.
Speaker A:
Speaker B:
How would you like to pay for it, sir?
Place:
Speaker B:
How
would
youplease.
like to pay for it, sir?
Place:
Speaker A:
By credit
card,
How would
would you
you like
like to
to pay
pay for it,
it, sir?
sir?
Place:
Speaker
How
Place: A:
B:
By
credit
card,
please.
Thats
fine,
sir. Shall
I put it for
in a bag
for you?
Speaker A:
By
credit
card,
please.
B:
Speaker A:
By
credit
card,
please.
Thats
fine,
sir.
Shall
I
put
it
in
a
bag
for
you?
No, thank you. Its starting to rain, so I think Ill wear
it now.
Speaker
B:
Thats
fine,
sir.
Shall
I
put
it
in
a
bag
for
you?
Speaker B:
Thats
fine,you.
sir. Shall
I put it to
in rain,
a bagsofor
you?Ill wear it now.
No,
thank
Its starting
I think
No, thank
thank you.
you. Its
Its starting
starting to
to rain,
rain, so
so II think
think Ill
Ill wear
wear it
it now.
now.
No,
Vocabulary and Structure

Vocabulary
Structure
Choose the and
correct
answer from a, b, c or d:
Vocabulary
and
Structure
Choose
correct
from. a, b, c or d:
1 My father the
has just
bought aanswer
camera
Choose
Choose the
the correct
correct answer
answer from
from a,
a, b,
b, c
c or
or d:
d:
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
6
6
6
6
My father has just bought a camera

.
a
by
internet
b by awebsite
c . online
My
father
has
just
bought
camera
My
father
has
just
bought
a
camera
a by internet
b by website
c . online
Id
be a doctor
than
a dentist.
a
by
internet
b
by
website
c
a by internet be a doctor
b bythan
website
c online
online
Id
a dentist.
a
rather
b
prefer
c want
Id
be
a
doctor
than
a
dentist.
Id
be a doctor
than a dentist.
a rather
b prefer
c want
Iahave
a very important
decision to
next
week.
rather
b
prefer
c
want
a
rather
b
prefer
cnext
want
I have a very important decision to
week.
a
make
b have
cnext
come
II have
a
very
important
decision
to
week.
have
a
very
important
decision
to
next
week.
a make
b have
c come
In
the
evenings,
I
like
the
internet.
a
make
b
have
c
come
a
make
In the
evenings, I likeb have
the internet. c come
a the
surfing
b travellingthe internet. c going
In
evenings,
I
like
In
evenings, I likeb travellingthe internet. c going
a the
surfing
Scientists
are doing
into new kindsc ofgoing
energy.
a
surfing
a surfing are doing b
b travelling
travelling
Scientists
into new kindsc ofgoing
energy.
a study are doing b research
c ofwork
Scientists
into
new
kinds
energy.
Scientists
are
doing
into
new
kinds
of
energy.
a study
b research
c work
people
live
with
their
families
before
they
are married.
a
study
b
research
c
work
a study people live bwith
research
c they
workare married.
their families before
a Single people live bwith
Individual
c they
Alone
their
are
their families
families before
before
are married.
married.
a Single people live bwith
Individual
c they
Alone
a
Single
b
Individual
c
Alone
a Single
b Individual
c Alone
.............................................................................
.............................................................................
Classroom
.............................................................................
.............................................................................
Teacher
.............................................................................
.............................................................................
Student
.............................................................................
.............................................................................
.............................................................................
.............................................................................
Clothes shop
.............................................................................
.............................................................................
Shop assistant/Seller
.............................................................................
.............................................................................
Customer/Client/Buyer
.............................................................................
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
on computer
on computer
on
on computer
computer
like
like
like
like
do
do
do
do
running
running
running
running
experiment
experiment
experiment
experiment
Professional
Professional
Professional
Professional
51
51
51
51
167
gg Term
ll Practice
oo Tests
ss
First
ss
aa
PT1
PT1
7 Application forms often ask people about their
status.
7 Application
ask people about their
a married forms often
b waiting
c marital
status.
rr
d famous
waiting
8 a
Mymarried
father works verybhard,
and he
cworking
marital even when heddoesnt
famousfeel well.
8 a
Mygets
father
he
on works verybhard,
goesand
back
feel well.
cworking
gets upeven when heddoesnt
goes on
gets on
9 a
Surgeons
b goes back
c gets
up
operations
to help people
get better.
d goes on
9 Surgeons
a do
operations
get better.
b make to help people
c take
d bring
do
b make
10 a
Professor
Magdi Yacoub
is a famous heart c take
surgeon.
d bring
10 Professor
is a famous heart c transport
surgeon.
a change Magdi Yacoub
b move
d transplant
change
11 a
Mother
Teresa really b move
d transplant
transportlives.
a difference inc peoples
11 a
Mother
Teresa really b made a difference inc peoples
lives.
making
did
d does
12 a
Itsmaking
OK to
b made when we are learning

c did something for the
d does
mistakes
first time.
12 Its
OK to
a do
mistakes
first time.
b have when we are learning
c take something for the
d make
13 a
Mydo
father is a
b have
c take
. He works in politics.
d make
13 My
father is a
a diplomat
. He works in politics.
b politician
c surgeon
d pilot
a diplomat
14 Can
you give me an b politician
for being late cto surgeon
class today?
d pilot
14 a
Can
you give me an b imagination
for being late cto explanation
class today?
example
d invitation
b hard
imagination
explanation
d invitation
15 a exampleI studied as
as I could, I only cscored
70% on my exam.
15 a AlthoughI studied as
70% on my exam.
b hard
If as I could, I only cscored
Because
d However
a Although
16 Its
If horses can fly!

to thinkbthat
c Because
d However
16 a
Itsfamous
to thinkbthat
horses can fly!
ridiculous
c available
d traditional
b ridiculous
c available
d traditional
a famous
4 Find the mistake in each of the following sentences, then write

mistake in each of the following sentences, then write
4 Find
themthe
correctly.
them
correctly.
1 This car
factory does parts for cars and buses.
car
factory
parts for cars and buses.
1 This
This car
factory
does makes/produces
parts for cars and buses.
2 Have you ever meet a famous person?
you
ever
a famous
person?
2 Have
Have you
ever
meetmet
a famous
person?
3 When you pay with money, you pay in credit.
you
pay(in/with/by) cash.
3 When
When you
paypay
with with
money,money,
you pay you
in credit.
4 I dont like meat. I prefers to eat fish.
dont
I prefer
to eat fish.
4 I
I dont
likelike
meat.meat.
I prefers
to eat fish.
5 Something that contains new and interesting ideas is traditional.
contains
and interesting
ideas is imaginative.
5 Something
Something thatthat
contains
new andnew
interesting
ideas is traditional.
6 The children of our children are called our grandparents.
children
ofchildren
our children
called our grandchildren. OR
6 The
The children
of our
are called are
our grandparents.
52
52
168
The parents of our parents are called our grandparents.
yy
gg
ll
oo
ss Term
aaPractice
rr Tests
yy
First
ss
PT1
PT1
PT1
PT1
C Reading
5 Read the following passage, then answer the questions:

C
C
what your goal is. For example, do you want to pass
First, decide
you want to achieve.
goal is something
the following
passage,
then
answer
the
questions:
C
5 ARead
write it down on paper and look at it
your goal, the
decided
have
you
to be a doctor? When
want following
Do youthe
Read
passage, then on
answer
questions:
5a test?
do to succeed.then answer the questions:
what you must
decide
the
following
passage,
5everyRead
day. Then
that your
believe
Some people never reach their goal because they think it is impossible. But you must always
is difcult, but
test
This
think,
Instead,
fail.
probably
Ill
difcult.
is
test
This
think,
Dont
possible.
goals are
Ive worked hard and I will pass it.
at the goal
Most people are successful at things they enjoy. So always try to enjoy your work. Keep looking
while you are
happiness
that
about
Think
succeed.
you wrote on paper and think how happy you will be when you
work.
your
working and you will enjoy
a Give short answers to the following questions:
1 What
is this
passage
about? This passage is about goals and how to achieve them.
2
What
should
you
do
your
paper?

when you
have written

goal on When I have written my goal
a
1 Give short answers to the following questions:
a
Give short answers to the following questions:
on paper, I should think how happy I will be when I succeed./When you have
3
1
2 written

1
b
2 Choose the correct answer from a, b, c or d:
Why
do
some
people
not
reach
their
goal?
3

Some people dont reach their goal because they
2
4 think it is impossible.
3
b
b
b
the correct answer from a, b, c or d:
5 Choose
What is the opposite of pass?
4
4
a succeed
b fail
c lose
d miss
5
5 What kind of things are most people successful at?
5
a Things that are easy.
b Things that are difficult.

c Things that they enjoy doing.
6
6
6
d Things they work hard at.
Read the following passage, then answer the questions:

on the pavement wearing old
sitting
men. One was
saw twoanswer
in town when Ithen
Read
thewaiting
following
the
questions:
for a friendpassage,
day, I was
One
Some people
clothes. He had a hat in front of him. As people passed, he said, Can you give me money, please?
people and asked
threw coins into his hat, but most walked past. The other man, who was wearing a suit, stopped
or notes. During the
them politely to lend him money to buy petrol for his car. Most people happily gave him coins
did not go to buy petrol.
ten minutes I was watching him, he collected a lot of money. He put it all in his pocket, but
more than the one in the
I soon realised that both men just wanted money. The one in the old clothes needed money
strange?
a
Give
short
answers
to
the
following
questions:
that
Isnt
money.
more
got
suit
the
in
one
the
but
suit,
1
a
2 Give short answers to the following questions:
a
Give
short
thedifferent?
following
questions:
1
How
the
two men
did
answers
tolook
One (man) was wearing old clothes and the other was
3
a
Give
short
answers
to
the
following
questions:
1
2 wearing a suit.
1
b
Choose
the
correct
answer
from
a,
b,
or seen?
d: The writer thought it was strange.
2
did the
writer think about
what he chad
3 What
2
4 What
3
does
the
word
most
refer
to
in
but
most
walked
past
?

Most refers to people who passed

b
by the man in old clothes.
b Choose
the correct answer from a, b, c or d:
4
b Choose the correct answer from a, b, c or d:
4
4 Why was the mans hat in front of him?
a It had fallen off his head.
5 b It was there on the pavement before he sat down.
c He put it there for people to throw money into.
5
d He had taken it off because it was a hot day.
5
5 Why didnt the man in the suit go to buy petrol?
a There was already petrol in his car.
He was going to buy petrol later.
c He didnt have a car.
He had lied about why he needed money.
53
53
53
53
169
D b2Writing
Complete
the following
make
sentences:
The pilot thought
the fourto
men
hadmeaningful
died of
b Complete the following to make meaningful sentences:
The men
found
treasures
in
the rooms
using a machine called
Read
the
quotation
and of
answer
the questions:
a paragraph
about
100
words
about a job that you would
8 1cb1Write
Complete
the
following
to
make
meaningful
sentences:
The
men
found
treasures
in
the
rooms
using
called
2 The
pilot
thought
thethe
four
men had
of a machine
Wed
better
get on
radio,
saiddied
the
engineer.
like
to
do
when
you
finish
your
education.
1
found treasures
thehad
rooms
2 The men
pilot thought
the four in
men
diedusing
of a machine called
c Read
quotation
answer
theleft
questions:
Those
words
saved
life.
the car
gg Term
ll the
ootheandpilots
ssHe
ssand went back
aato the helicopter
rrand the radio.
yy
First
Practice
2 The pilot
thought the fourTests
men had died of
Translation
c Read the quotation and answer the questions:
Wed
better
get on thecrew
radio,
said
Why
did
the helicopter
need
tothe
getengineer.
on the radio?
Read
the
quotation
and
answer
the
questions:
Wed
better
get
on
the
radio,
said
the
engineer.
Those words saved
pilots life. He left
the car and went back to the helicopter and the radio.
a Translate
intothe
Arabic:
Wed
better get
on the
the pilots
radio,life.
said
Those words
saved
Hethe
leftengineer.
the car and went back to the helicopter and the radio.
Egyptians
of Professor
Magdi
Yacoub.
Thanks
1
Why
theproud
helicopter
crew
need
tothe
get
on thelife?
radio? to his high qualifications, he has become
2
How didare
engineers
words
save
pilots
Those
words
saved
the pilotsoperations.
life. He leftThough
the car and
and
the efforts
radio.
the
pioneer
of
heart
transplant
he iswent
in hisback
70s,tohethe
is helicopter
still making
great
1 Why did the helicopter crew need to get on the radio?
for
the
sake
of
children
with
heart
problems.
1
need
getpilots
on thelife?
radio?
2 Why
How did
did the
the helicopter
engineers crew
words
savetothe
1
c
PT1
PT1
PT1
PT1
PT1
D 2Writing
How did the engineers words save the pilots life?
2 How did the engineers words save the pilots life?
Write
a paragraph
of about 100 words about a job that you would
8The
Reader
(The Spiders)
7D
Writing
Reader
(The
Spiders)
7 The
like
tothe
dofollowing
whenquestions:
you finish your education.
Writing
a
Answer
The
Reader
(The
Spiders)
7D
Write
a
paragraph
8
a
Answer
the
following
questions:
b
Translate
into
English:
Writing
D 1 Why
engine?
did
the mens
car move
without lights and
with a silent

The mens car moved without
Reader
(The
Spiders)
7Translation
Write
a
paragraph
about
100
words
about
a
job
that
Answer
the
following
questions:
8a1The
Why
car move
without
lights
andeducation.
with a silent
engine?
likedid
tothe
domens
when
youof
finish
your
.
you
would

lights and with a silent engine because they didnt want to alert others to their presence.
Write
a
paragraph
of
about
100
words
about
a
job
that
you
would
8
Why
did
the
car move
andeducation.
with a silent engine?
like
tothe
domens
when
youwithout
finishlights
your
a
Translate
into
Arabic:
Answer
following
questions:
Reader
(The
Spiders)
7 9 1aThe
2 Why
the men
walls?
were
do
carrying
special
equipment
that could
see through

The men were carrying
Translation
like
to
when
you
finish
your
2 Why
were
the
men
carrying
special
equipment
that
could
see
through
walls?
Egyptians
are
proud
ofmove
Professor
Magdi
Yacoub.
Thanks
to
his
highqualifications,
he has
become
1
did
the
mens
car
without
lights
andeducation.
with
a silent
engine?
.

a Answer the following questions:
special equipment that could see through walls so that they could use it to find the
Translation
theTranslate
pioneer
of men
heart
transplant
operations.
Though
is insee
histhrough
70s, he walls?
is still making great efforts
2 Why
were the
carrying
special
equipment
that he
could
a
into
Arabic:
9
treasures in the hidden rooms.
Translation
1 Why
didsake
thethe
mens
car move
without
lights and sentences:
with a silent engine?
for the
of following
children
with
heart
problems.
to make
meaningful
a
Translate
into
Arabic:
9bb2 Complete
Egyptians
are
proud
of Professor
Yacoub.
Thanks
histhrough
high qualifications,
he has become
Why
were the
carrying
equipment
that
could to
see
walls?
Complete
themen
following
to special
makeMagdi
meaningful
sentences:
The
men found
treasures
in theoperations.
rooms
using
a machine
theTranslate
pioneer
of proud
heart
transplant
Though
he iscalled
intohis
70s,
he
is still makinghegreat
efforts
a
into
Arabic:
91b Complete
Egyptians
are
of
Professor
Magdi
Yacoub.
Thanks
his
high
qualifications,
has become
the following to make meaningful sentences:
The
men
found
treasures
in special
the
rooms
using a machine
that could
called
Ground Penetrating Radar (GPR)
Why
were
the
carrying
equipment
see
through
walls?
for
sake
ofmen
children
with
heart
problems.
the the
pioneer
of
heart
transplant
operations.
Though
he is into
his
efforts
The
pilot
thought
the
four
men
had
died
of
Egyptians
are
proud
of
Professor
Magdi
Yacoub.
Thanks
his70s,
highhe
qualifications,
has become
The
men
found
treasures
in
the
rooms
using
a machine
called
thirst
The
pilot
thought
the
four
men
had
died
of
Complete
the
following
to
make
meaningful
sentences:
for
the
sake
of
children
with
heart
problems.
the pioneer of heart transplant operations. Though he is in his 70s, he is still making great efforts
Read
thethought
quotation
answer
the
questions:
The
pilot
the and
four
men
had
died
of a machine called
for the
sake
of children
with
heart
problems.
The
men
found
treasures
in
the
rooms
using
Read
the
quotation
and
answer
the
questions:
Complete
the
following
to
make
meaningful
sentences:
Wed better get on the radio, said the engineer.
The
pilot
thought
thethe
four
men had
died
of
Read
the
quotation
and
answer
the
questions:
b Translate
into
English:
Wed
better
gettreasures
on
radio,
said
the
engineer.
The
men
found
in
the
rooms
using
a
machine
called
Those words saved the pilots life. He left the car and went
back to the helicopter and the radio.
Wed
better
get
on
the
radio,
said
the
engineer.
.

Those
words
saved
pilots
He
left
the car and went
back to
thehelicopter
and
the radio.
c
the
quotation
and
answer
the
questions:
2 Read
The
pilot
thought
thethe
four
menlife.
had
died
of
1 Why
did
the helicopter
crew
need
to get
on
the
radio?
b
Translate
into
English:
Those
words
saved
the
pilots
life.
He
left
the
car
and
went
back
to
the
helicopter
and
the
radio.
Wed
betterhelicopter
get on thecrew
radio,
said
engineer.
1
Why
did
need
tothe
get
on the radio?
c Read
thethe
quotation and
answer
the
questions:
b Translate
into pilots
English:
.
Those
words
saved the crew
life. He
left on
the
car
and
went
back
to
the
helicopter
and
the
radio.
.

1The helicopter crew needed to get on the radio to report what they saw/had seen
Why
did
the
helicopter
need
to
get
the
radio?
Wed
better
get on
the words
radio,save
said the
the pilots
engineer.
b Translate
into
English:
2 How
did
the engineers
life?
.
2to the police.

How
engineers
words
save
life?
1
Why
did
the helicopter
need
tothe
get
on
radio?
Those
words
saved the crew
pilots
life.
He
leftpilots
thethe
car
and went
back to
thehelicopter
and
the radio.
.
.life?

2 How did the engineers words save the pilots
1 Why did the helicopter crew need to get on.
the
radio?

The engineers words saved the pilots life because by going back to the helicopter
2
How did the engineers words save the pilots life?
Writing
1
2
2
1
2
b
c
2
1
c
b
2
54 c
1
D
.
to use the radio, the pilot walked away from the car where the deadly spider was
D Writing
2
How
did
the
engineers
words
save
the
pilots
life?
Writing
D
ready to bite him.
a paragraph of about 100 words
about a job that you would
8 Write
8 Write a paragraph of about 100 words about a job that you would
like
to
do
when
you
finish
your
education.
Writing paragraph of about 100 words about a job that you would
D
854 Write
like toado
when you finish your education.
like
to
do
when youoffinish
Writing
D
Translation
aboutyour
100 education.
words about a job that you would
8 Write a paragraph
Translation
54 like to do when you finish your education. (Answers will vary.)
a paragraph
8
Translation
a Translate
into Arabic:
954 Write
Translate
into
Arabic:
9 a
like
to do
when
you finish
education.
Egyptians
are proud
of Professor
Magdiyour
Yacoub.
Thanks to his high qualifications, he has become
Translation
Translate
into
Arabic:
954 a
Egyptians
of Professor
Magdi Yacoub.
Thanks
his70s,
highhe
qualifications,
has become
the
pioneerare
of proud
heart transplant
operations.
Though
he is intohis
efforts
the
pioneer
of
heart
transplant
operations.
Though
he is intohis
efforts
Egyptians
are
of Professor
Magdi
Yacoub.
Thanks
his70s,
highhe
qualifications,
has become
forTranslate
the
sake
ofproud
children
with
heart
problems.
Translation
into
Arabic:
9 a
for the sake of children with heart problems.
Egyptians
are
of Professor
Yacoub. Thanks to his high qualifications, he has become
forTranslate
the sake
ofproud
children
with
heart Magdi
problems.
into
Arabic:
9 a
Egyptians
are
of Professor
Yacoub. Thanks to his high qualifications, he has become
for the sake
ofproud
children
with heart Magdi
problems.
for the sake of children with heart problems.
/ .
b
Translate
into
English:

.
b Translate
into English:

. .

.
.
.
.

.

Now I am doing (a) research about modern technology.
.
.
I have never been/gone to any (foreign) country in Europe or America. OR

.
I havent visited any (foreign) country in Europe or America before.
54
54
54
170
54
54
gg
ll
oo
ss
ss Term
aaPractice
rr Tests
yy
First
Practice
Test 2
Practice
Practice Test
Test 2
A
A
A
1
1
1
Language Functions
Language
Language Functions
Functions
Respond to each of the following situations:
Respond
to
Respond to each
each of
of the
the following
following situations:
situations:
a
a
a
You want to know a friends opinion of a tennis match you both went to.
You
want
to you
know a friends
of a tennis
match you both
to.
What
do
of opinion
the tennis
match?/Did
you went
like/enjoy
the tennis match?
You
want
to knowthink
a friends
opinion
of a tennis
match you both
went
to.
b Someone asks for your advice. They want to know what you would do to keep fit.
b Someone asks for your advice. They want to know what you would do to keep fit.
b Someone
your advice.
They
want
to know a
what
I wouldasks
eat for
a healthy
diet
and
exercise
lot.you would do to keep fit.
c
c
c
A friend asks you what you know about Omar Samra.

A friend asks you what you know about Omar Samra.
A
friend Samra
asks you is/was
what youthe
know
about
Omar Samra.
Omar
first
Egyptian
to (successfully) climb Mount Everest.
d Someone asks your opinion about what makes a successful swimmer.

d Someone asks your opinion about what makes a successful swimmer.
d Someone
asks
opinion aboutswimmer
what makesone
a successful
swimmer.
I think to
beyour
a successful
needs/you
need to practise regularly
and follow all the instructions of his/her/your swimming coach.

2 Say
2
Say
where these
these mini-dialogues
mini-dialogues take
take place
place and
and who
who the
the speakers
speakers
2 Say
are. where
are.
are.
a A Im sure our listeners would like to hear how you first became interested in heart surgery.
a A
a A
B
B
B
A
A
A
B
B
B
A
A
A
b A
b A
b A
B
B
B
A
A
A
B
B
B
B
B
B
3
3
3
Im sure our listeners would like to hear how you first became interested in heart surgery.
Im
listeners
likesotoI hear
you first him
became
in heart
Well,sure
my our
father
was a would
surgeon
grew how
up watching
saveinterested
peoples lives.
Butsurgery.
I really
Well,
my interested
father wasina heart
surgeon
so I grew
up
watching
him
save
peoples
lives. But I really
became
surgery
when
my
aunt
died
of
a
heart
problem.
Well, my father was a surgeon so I grew up watching him save peoples lives. But I really
became interested in heart surgery when my aunt died of a heart problem.
became
in hearttosurgery
when even
my aunt
diedyou
of acan
heart
problem.
And
whyinterested
do you continue
work today,
though
take
lots of time off?
And why do you continue to work today, even though you can take lots of time off?
And why
do you
continue
to work
today,
even though
you can
take lots of time off?
Well,
I believe
that
I can really
make
a difference
in peoples
lives.
Well, I believe that I can really make a difference in peoples lives.
I believe
I cantime
really
make
a difference
in peoples
lives.
Well, thats
all that
we have
for.
Thank
you very much,
Professor.
Well, thats all we have time for. Thank you very much, Professor.
Well, thats all we have time for. Thank you very much, Professor.
Place:
.............................................................................
Radio
programme/show/studio
Place:
.............................................................................
Speaker
A:
.............................................................................
Place:
.............................................................................
Professor
Magdi Yacoub
Speaker
.............................................................................
Speaker A:
B:
.............................................................................
A: .............................................................................
Radio
host/presenter
Speaker B: .............................................................................
Speaker B: .............................................................................
How long have you been feeling unwell?
How long have you been feeling unwell?
How
have you been feeling unwell?
Sincelong
Thursday.
Since Thursday.
Since
Thursday.
I see. Well,
you need to go to bed, keep warm and rest for a few days. Take one of these
Itablets
see. Well,
need
to go to bed, keep warm and rest for a few days. Take one of these
threeyou
times
a day.
I see. Well,
you
need
to go to bed, keep warm and rest for a few days. Take one of these
tablets three times a day.
tablets
three times a day.
Thank you.
Thank you.
Thank you.
Place:
.............................................................................
Hospital/Clinic
Place:
.............................................................................
Speaker A: .............................................................................
Place:
.............................................................................
Doctor
Speaker A:
.............................................................................
B: .............................................................................
.............................................................................
Speaker A:
Patient
Speaker B: .............................................................................
Speaker B: .............................................................................

Vocabulary
Vocabulary and
and Structure
Structure
Choose the correct answer from a, b, c or d:
Choose
Choose the
the correct
correct answer
answer from
from a,
a, b,
b, c
c or
or d:
d:
1
1
1
2
2
2
3
3
3
It isnt very polite to make

of people.
It
isnt
very
polite
to
make
of people.
a isnt
laugh
joke
c funny
It
very polite to b
make
of people.
a
laugh
b
joke
c funny
If you
are a policeman,
you have to wear a special
a
laugh
b joke
c funny
.
If
you
are
a
policeman,
you
have
to
wear
a
special
.
a
shirtare a policeman,
b dress
c uniform
If you
you have to wear a special
.
a
shirt
b
dress
c
uniform
In most
pay by
, cheque
or credit card.
a
shirt shops, you can
b dress
c uniform
In
you can
pay by
, cheque
credit card.
a most
cash shops,
b money
c debitor
In
most
shops, you can
pay by
, cheque
or credit card.
a cash
b money
c debit
a cash
b money
c debit
d
d
d
d
d
d
d
d
d
fun
fun
fun
trousers
trousers
trousers
coin
coin
coin
55
55
55
171
gg Term
ll Practice
oo Tests
ss
First
ss
aa
PT2
PT2
PT2
4 Squash is
sport.
a a team
b
a single
c an individual
4 Squash
is
sport.
5
To
be
successful,
the
members
of
a
sports
must
a a team
b
a single
cteam
an individual
4 Squash
is
sport.
leave
pass
5 a
To cooperate
successful, theb
must
a
abe
team
b members
a single of a sports c
cteam
an individual
6
They
just
a goodof
decision.
leave
pass
5 a
To cooperate
behave
successful,
theb members
a sports cteam
must
rr
yy
d a personal
with
other.
d a each
personal
d
with
other.
d prove
a each
personal
d prove
with
each other.
a
done
b
made
c
found
d
brought
They
have
just
a
good
decision.
a cooperate
b leave
c pass
d prove
.bHemade
always
the worst
is going to happen.
Hes
very
a done
c found
d brought
a goodthinks
decision.
They
have just
a
sensible
b
happy
c
pessimistic
d brought
intelligent
.bHemade
always thinks the worst
is going to happen.
7 Hes
very
a done
c found
d
8
Shakespeare
and
Dickens
are
two
of
the
most
famous
names
in
English
.
a sensible
c pessimistic
d intelligent
7 Hes
very
.bHehappy
always thinks the worst
is going to happen.
b
c
d
8 a
Shakespeare
are two of the most
famous names in English
.
a music
sensible and Dickens
b books
happy
c writers
pessimistic
d literature
intelligent
ambition
is to
Everest.
9
brothers and Dickens
a
music
b books
cMount
writers
d literature
8 My
Shakespeare
are two
of climb
the most
famous
names in English
.
b
long
d
ambition is to climb c
Everest.
9 a
My
brothers
a lifelong
music
b life
books
cMount
writers
d wrong
literature
10
While
I was doing the
one
ofEverest.
my teachers. d wrong
lifelong
b shopping,
life
long
9 a
My
brothers
ambition isI to climb cMount
a
was
meeting
b
met
c
have
met
meeting
10 aWhile
I was doing the
I
of my teachers. d
lifelong
b shopping,
life
cone
long
d am
wrong
11
IWhile
could
sleep
anywhere
was Imeeting
b shopping,
met
cone
have
met
oftired.
my teachers. d am meeting
10 a
was doing
the
II was extremely
whilemeeting
b although
c have
because
d am
however
11 a
Iacould
sleep anywhere
I was extremely
tired.
was
b
met
c
met
d
meeting
12
As
soon
as
I
got
to
the
station,
I
realised
that
I
my
train.
a
while
b
although
c
because
d
however
11 I could sleep anywhere
I was extremely tired.
missed
b
c
missed
my train.d
12 a
Ashad
soon
as I got to the
station, I realised that
a
while
b missed
although
c Ihave
because
d miss
however
author
of
Lord
of
the
Flies
is
William
Golding.
13
missed
b missed
c Ihave missed
my train.d miss
12 a
Ashad
soon
as I got to the
station, I realised that
a had
An missed
b missed
A of the Flies is William
c have
The
d miss
No article
author of Lord
Golding.
13 a
b
c
missed
d
14 a
Europe
not as large
Asia.is William
An is author
b A of the Flies
c The
d No article
13
of Lord
Golding.
as
b
c
d
14 a
Europe
Asia.
a
An is not as large
b than
A
c to
The
d so
No article
15
Next
Monday,
I
my
brother
for
lunch.
Weve
already
booked
the restaurant.
a
as
b
than
c
to
d
so
Asia.
14 Europe is not as large
a
meet
b
met
c
will
meet
d
am
meeting
15 a
Next
my brother for lunch.
restaurant.
as Monday, I
b than
c toWeve already booked
d sothe
it.
16
Go
and
see
that
film.
Im
sure
you
a meet
b metmy brother for lunch.
c will
meetalready booked
d amthe
meeting
15 Next
Monday, I
Weve
restaurant.
a meet
will
bIm
enjoy
cit.will
are going
d am
are enjoying
16 a
Go
andenjoy
see that film.b
sure you
met
c
meet to enjoy d
meeting
6
7
6
a will
enjoy
16 Go
andenjoy
see that film.bIm
sure you
cit.are going to enjoy d are enjoying
mistake
in each of thecfollowing
sentences,
then write
4 Find
a willthe
enjoy
b enjoy
are going to enjoy
d are enjoying
Find the
mistake in each of the following sentences, then write
4 them
correctly:
mistake
each
of the following sentences, then write
them
correctly:
4 Find
a Ali is the
the
faster
runner ininour
school.
them
correctly:
a Ali is the
faster runner in our school.
Aliis
is
the
runner
inolder.
our school.
b
like
to
be fastest
therunner
doctor
Im
a Id
Ali
the
faster
inwhen
our school.
b Id like to be the doctor when Im older.
Id
like
to
be
a doctor
when
Im
c
jogs
the
internet
for
long
hours
everyolder.
day.
b Mona
Id
like
to be
the
doctor
when
Im
older.
c Mona jogs the internet for long hours every day.
Mona
surfs
theItaly
internet
for
long
every day.
d
Greece
arelong
all on
a Mediterranean
c Egypt,
Mona
jogs
the and
internet
for
hours
everyhours
day. Sea.
d Egypt, Greece and Italy are all on a Mediterranean Sea.
e
father
was aand
sailor
theall
army.
Egypt,
Greece
and
Italy
are
all on the Mediterranean
Sea.
d My
Egypt,
Greece
Italyinare
on
a Mediterranean
Sea.
e My father was a sailor in the army.
fe The
children
inwas
the
Flies
to each other.
My
was
aLord
sailor
in
the
army.
Myfather
father
aofsailor
inwere
thekind
navy./My
father was a soldier/an officer in the
f The
children in Lord of the Flies were kind to each other.
army.
f The children in Lord of the Flies were kind to each other.
56
56
56
172
The children in Lord of the Flies were cruel to each other.
gg
ll
oo
ss
ss Term
aaPractice
rr Tests
yy
First
PT2
PT2
PT2
C Reading
C
Read the
the following
following passage,
passage, then
then answer
answer the
the questions:
questions:
5 Read
5
C
on grass, but
C
Hockey is a very old team sport which is popular all over the world. Hockey is normally played
C
the
following passage, then answer the questions:
5thereRead
hockey.
is also ice
Read
the
following
then
answer
the
5
mixed teams. Like football, there
inquestions:
play together
and in some countries
play hockey,passage,
and women
Read
the can
following
passage,
then they
answer
the
questions:
5 Men
control the ball either to pass it to
are eleven players in a hockey team. Players carry sticks which they use to
player who can kick
other players on their team, or to hit it into a net and score goals. The goalkeeper is the only
the ball.
if it hits a player, and
Hockey can be a dangerous game. The ball, which is small and very hard, can break bones
cannot lift their
players
that
is
sport
the
of
rules
important
the
of
One
sticks.
their
with
other
each
hurt
can
players
sticks above their shoulders.
a Give
Give short
short answers
answers to
to the
the following
following questions:
questions:
a
1 On what surfaces is hockey played? Hockey is played on grass and ice.
1
2
What short
do hockey
players
usefollowing
to hit the questions:
ball? Hockey players use sticks which they carry to hit
a
answers
to the
2 Give
a
Give short answers to the following questions:
the ball.
1
3
a
Give
short
answers
to
the
following
questions:
3
1 What can goalkeepers do that ordinary players cannot do? Goalkeepers can kick the ball;
1
2
ordinary hockey players cannot/cant.
b
b Choose
Choose the
the correct
correct answer
answer from
from a,
a, b,
b, c
c or
or d:
d:
2
2
3
4
4 How do players score goals in hockey?
3
3
a They the
kickcorrect
the ballanswer
into the from
net. a, b, c or d:b They hit the ball into the net with a stick.
b Choose
b
d They carry the ball into the net.
4 c They throw the ball into the net.
4
5
5 How is a hockey ball different from a football?
6
6
a It is softer.
b It is larger.
5
5
Read
the
5
Read
the following
following passage,
passage,
c It is smaller.
d It is not round.
then
then answer
answer the
the questions:
questions:
year. They had climbing lessons

lastquestions:
in Switzerland
holidayanswer
climbingthen
went on a three-week
friends
of mythe
Read
following
passage,
the
6 Two
equipment.
important
other
and
ropes
Read
following
passage,
then
6
they left and took
before
monthsthe
Read
the
following
passage,
then answer
answer the
the questions:
questions: sunny day
6for six
the rst day of their holiday, they started climbing one of the easy mountains. It was a bright,
On
of the food they had
and they did not nd climbing difcult. When it was nearly dark, they stopped and ate some
side provided
mountain
The
rock.
of
piece
large
a
on
themselves
for
beds
made
they
then
them,
brought with
shelter from the wind.
woke up in the
During the night, it became very cold and started to snow. Unfortunately, when my friends
too much snow
was
there
But
mountain.
the
morning, the snow was still falling and they decided to come down
rescued.
be
to
hours
and they had to wait for ve
a
a Give
Give short
short answers
answers to
to the
the following
questions:
1
1 What did the writers friends do before they went climbing? The writers friends had/took climbing
a
Give
shortfor
answers
to the following
questions:
2
lessons
six months
(and took
ropes and other important equipment with them before
2
1
a
Give
short
answers
to
the
following
questions:
3
they
went
climbing).
3
1
2
What was
the weather
like when they
started
climbing? The weather was bright and sunny when
1
b
the
answer
b Choose
Choose
the correct
correct
answer from
from a,
a, b,
b, c
c or
or d:
d:
2
they
started
climbing.
3
2
4
4 How did the story end? They were unable to continue because snow was falling. They had
3
3
b Choose
answer
a, b, c or d:
to waitthe
forcorrect
five hours
tofrom
be rescued.
4
b
Choose
the
correct
answer
from
a, b, c or d:
5
5
4
4 How long was the writers friends holiday?
b six months
c three weeks
d a year
5 a six weeks
5
5 When did the two people decide to stop climbing?
a on the second morning
b on the first evening
c during the first night
d on the first morning
57
57
57
57
57
173
gg Term
ll Practice
oo Tests
ss
First
ss
aa
rr
yy
PT2
PT2
PT2
PT2
7
7
7
7
The Reader (The Spiders)

The Reader (The Spiders)
a
Answer
the following
questions:
The
Reader
(The Spiders)
The
Reader
(The Spiders)
a
Answer
the following
questions:
1 Answer
Why did the
Ayman
write an
e-mail to Dr Shereen Fakhry at Oxford University?
a
following
questions:
a
Answer
following
questions:
1 Ayman
Why did the
Ayman
write
an
e-mail
Shereen Fakhry
at Oxford
University?
wrote
an e-mail
to to
DrDrShereen
Fakhry
at Oxford
University to ask her for
1 Why did Ayman write an e-mail to Dr Shereen Fakhry at Oxford University?
1
Why
did
Ayman
write
an
e-mail
to
Dr
Shereen
Fakhry
at
Oxford
University?
information
about
the
strange
spider
he
saw/had
seen
earlier.
2 What did the spider do when it found a quiet dark place?
2 What did the spider do when it found a quiet dark place?
2 When
What did
thespider
spider do whenaitquiet
found a quietplace,
dark place?
the
it laid 2,000 eggs then waited.
2 What did
the spider found
do when it found dark
a quiet dark place?
1
To researchthe
about
the spider,
Ayman
used the sentences:
b Complete
following
to make
meaningful
b
following
to make
meaningful
sentences:
1 Complete
To researchthe
about
the spider,
Ayman
used the internet.
2 To
Theresearch
spider needed
a safe
place
for itsused
family
1
about the
spider,
Ayman
thebecause
1
about the
spider,
Ayman
thebecause the spider was a female and it was ready
2 To
Theresearch
spider needed
a safe
place
for itsused
family
2
The
spider
needed
a
safe
place
for
its
family
because to lay its eggs.
c
the quotation
2 Read
The spider
needed a and
safe answer
place forthe
its questions:
family because
c Read the quotation and answer the questions:
The story
the spiders
just be
story. Good luck with identifying your spider.
c Read
the of
quotation
andmay
answer
thea questions:
c Read
the of
quotation
andmay
answer
thea questions:
The story
the spiders
just be
story. Good luck with identifying your spider.
1 What
was of
the
story
of the
spiders?
The story
the
spiders
may
just be a story. Good luck with identifying your spider.
the
spiders
may
just be a story. Good luck with identifying your spider.
1 The
Whatstory
was of
the
story
of the
spiders?
1 The
Whatstory
was the
story
of
the
spiders?
of story
the spiders
is about a town in ancient Egypt (called Bawiti). Its people
1
was
the
of pleased
the spiders?
2 What
Do you
think
Ayman is
or disappointed when he hears that the story may not be true?
to think
burn it down
because
it was fullwhen
of deadly
spiders.
2 had
Do
is answer.
pleased
or disappointed
he hears
that the story may not be true?
Giveyou
a reasonAyman
for your
2 Do you think Ayman is pleased or disappointed when he hears that the story may not be true?
Giveyou
a reason
for your
2 Do
think Ayman
is answer.
pleased or disappointed when he hears that the story may not be true?
(Answers will vary.)

Writing
Writing
Write
an e-mail of about 100 words to your friend Hassan telling
Writing
Writing
him
about
a book
have
recently.
yourHassan
friend why
you
Write
an e-mail
of you
about
100read
words
to yourTell
friend
telling
Write
andisliked
e-mail
of
about
100read
words
to your
friend
Hassan
telling
him
about
a
book
you
have
recently.
Tell
your
friend
why
you
liked
or
it.
Your
name
is
Wessam
Ahmed.
Write
an e-mail
of you
about
100read
words
to yourTell
friend
telling
him
about
a book
have
recently.
yourHassan
friend why
you
liked
or
disliked
it.
Your
name
is
Wessam
Ahmed.
him
a book
have
read
recently. Ahmed.
Tell your friend why you
Translation
likedabout
or disliked
it.you
Your
name
is Wessam
Answers will vary.
liked or disliked it. Your name is Wessam Ahmed.
Translation
Translation
9 a Translate into Arabic:
Translation
a Translate
into
Arabic:
9 Internet
shoppinginto
has greatly
grown nowadays. Lots of shops and companies now have userArabic:
9 a Translate
a Translate
Arabic:
9 Internet
shoppinginto
has
greatly
grown
nowadays.
shops
and companies
now more
have and
user-more
friendly
websites
to
make
buying
easier,
cheaperLots
andof
more
interesting.
In this way,
D
D
8
D
D
8
8
8
Internet
shopping
has
grown
nowadays.
shops
and companies
now more
have user-more
friendly
websites
to
make
buying
easier,
cheaperLots
andof
more
interesting.
In this way,
people
attracted
togreatly
online
shopping.
Internetare
shopping
has
greatly
grown
nowadays.
Lots
of
shops
and companies
now have and
userfriendly
websites
to
make
buying
easier,
cheaper
and
more
interesting.
In
this
way,
more
and more
people
attracted
to online
shopping.
friendly are
websites
to make
buying
easier, cheaper and more interesting. In this way, more and more
people are attracted to online shopping.
people are attracted to online shopping.
/ /
()
/ bTranslate

English:
.
into

: .

:
:

:

When will the plane .reach
Rome:
evening?

inthe
morning
or

.
.
58
58
58
58
174
We all must/have to cooperate together and be more tolerant in order to lead a

better life.
gg
ll
oo
ss
ss Term
aaPractice
rr Tests
yy
First
Practice Test 3
A Language Functions
1 Respond to each of the following situations:
a You are sitting on a bus and the person next to you starts to smoke.
Could you please not smoke?/Do you mind putting out the cigarette?
b Someone asks your opinion about what makes a good team player.
I think a good team player cooperates with his mates and plays to win.
c You have just been introduced to Mrs Brown, a person you have not met before.
Pleased/Nice to meet you./How do you do?/Its a pleasure to meet you.

d Youve just met a friend who you havent seen for a year. You want to know about your friends
activities since you last met.
How have you been (all this time)?/What have you been doing?
2 Say where these mini-dialogues take place and who the speakers
are:
a A
B
A
B
A
b A
B
A
B
Helwan, please.
Street/Taxi
Place:
.............................................................................
Taxi
passenger/Customer
Certainly, sir. But it will take a long time
Speaker A:
.............................................................................
because the roads are crowded.
Taxi
driver
Speaker B:
.............................................................................
Yes, I understand.
(after an hour) Here we are, sir. That will be twenty pounds.
Thank you. Here you are.
Cairo Citadel/ The Citadel

.............................................................................
Place:
Welcome to this famous Egyptian site.

Tour Guide
Speaker A:
.............................................................................
It was built by Salah El Din Al Ayyoubi.
Tourist
Speaker B:
.............................................................................
When was it built?
It was built in 1176. It was built to protect Cairo from enemies.
Its amazing!
B Vocabulary and Structure

1 We went to Italy by sea. Our
a flight
took two days.
b drive
c crew
2 Its quite safe to swim here. The waters not very

a deep
3 The
b high
d long
of that mountain is always covered in snow.
a head
b bottom
4 My fathers company
a plays
b works
5 Im afraid we cant
a buy
c tall
d voyage
c summit
d height
people from many different countries.

c keeps
d employs
a holiday this year.

b pay
c afford
d earn
59
175
gg Term
ll Practice
oo Tests
ss
First
PT3
PT3
PT3
6 There are many
ss
aa
rr
yy
pictures in the museum. Some are 1,000 years old.
a valuable
b cheap
c rich
d high
6 There are many
pictures in the museum. Some are 1,000 years old.
7
loveare
to many
take
inpictures
the Olympic
but
Ill never
be good
enough.
6 Id
There
in the Games,
museum.
Some
are 1,000
years
old.
a valuable
b cheap
c rich
d high
place
care
turn
part
a valuable
b cheap
c rich
d high
in the Olympic Games, but Ill never be good enough.
7 Id love to take
8 Id
Thelove to takeof the year in
forthe
myOlympic
family was
my sisters
Games,
but Ill wedding.
never be good enough.
7
a place
b care
c turn
d part
height
highlight
benefit
worst
a place
b care
c turn
d part
8 The
of the year for my family was my sisters wedding.
9 The
Have you everof the yearafor
dangerous
8
my familyspider?
was my sisters wedding.
a height
b highlight
c benefit
d worst
a see
b saw
c seen
d seeing
height
highlight
benefit
worst
apictures
dangerous
spider?
9 There
Have you
ever
6
are many
in the
museum. Some are 1,000 years old.
10
was you
so tired
I was doing my homework.
9 IHave
everthat I fell asleep
a dangerous spider?
a valuable
see
b cheap
saw
c rich
seen
d high
seeing
a
b
c
d
a while
b because
c if
d but
see
saw
seen
seeing
10
I was
sototired
was doing
homework.
in the Olympic IGames,
but my
Ill never
be good enough.
7 Id
love
takethat I fell asleep
11
one that
of I fell asleep
books Ive ever
read.
I was
doing my homework.
10 That
I waswas
so tired
a place
while
b care
because
c turn
if
d part
but
a
b
c
d
a best
b the
best
c better
d good
while
because
if
but
books
Ive
ever
read.
11
That
was
one
of
8 The
of the year for my family was my sisters wedding.
sunnybooks
and warm
tomorrow.
12
I expect
Ive ever
read.
11 That
wasitone of
a
b
best
c
d
a best
height
b the
highlight
c better
benefit
d good
worst
will be
is being
is
is going to be
a best
b the
best
c better
d good
sunny
and
warm
tomorrow.
12
I
expect
it
a dangerous spider?
9 Have you ever
you can buy many different things.
13 IAexpect
supermarket
is a large
shop
12
it
sunny
and warm tomorrow.
a
b
being
c
d
going to be
a will
see be
b is
saw
c is
seen
d is
seeing
whobe
what
which
where
a will
b is
being
c is
d is
going to be
13
A
supermarket
is
a
large
shop
you
can
buy
many
different
things.
10 I was so tired that I fell asleep
I was doing my homework.
14 A
In supermarket
the past, many
to pay
forcan
things
cash.different things.
13
is apeople
large shop
you
buyinmany
a while
who
b because
what
c if
which
d but
where
a
b
c
d
a use
b uses
c using
d used
who
what
which
where
toever
pay read.
for things in cash.
14 That
In thewas
past,
many
11
one
of people books Ive
15
first
person
was
sister.
paymorning
for things
in my
cash.
14 The
In the
past,
many people I spoke totothis
a best
use
b the
usesbest
c better
using
d good
used
a
b
c
d
which
that
what
when
a use
b uses
c using
d used
spoke
to this
morning was my sister.
15 IThe
first itperson
sunnyI and
warm
tomorrow.
12
expect
16 The
Where
usetotothis
live?
15
first.................
person your brother
I spoke
morning was my sister.
a will
which
b is
that
c is
what
d is
when
a
be
b
being
c
d
going to be
does
b do
did
doing
a which
that
c what
d when
16
Where
.................
your
brother
use
to
live?
13 A supermarket is a large shop
you can buy many different things.
16 Where ................. your brother use to live?
a
b
c did
d
a does
who
b do
what
which
d doing
where
Find
the mistake
in each of theccfollowing
sentences,
a does
b do
did
d doing then
14 In the past, many people
to pay for things in cash.
PT3
write
them
correctly:
the mistake
in each of thecfollowing
sentences,
then write
4 Find
a use
b uses
using
d used
mistake
eachEnglish?
of the following sentences, then write
4 Find
a How the
long
are
you beenin
learning
them
correctly:
I spoke to this morning was my sister.
15 The first person
them correctly:
4
a
a
b
16
a which
b that
How
long are you been
learning English? c what
How
long
are
youenjoyable
been
learning
English?
What
is
the
more
thing
about
learning
English?
Where
.................
your
brother
use
to live?
How long have you been
learning
English?
d when
a does
b do thing about learning
c didEnglish?
d doing
b What
is the more enjoyable
b What
is
the Egyptian
more enjoyable
thing
about
learning
English?
c
In
the
past,
children
didnt
used
to
learn
English
until
they
were 11 or 12 years old.
What is the most enjoyable thing about learning English?
the mistake in each of the following sentences, then write

4 Find
c In the past, Egyptian children didnt used to learn English until they were 11 or 12 years old.
them
correctly:
c
In
the
past,
Egyptian
children
didnt
used
to learn
English
until they
were 11
or 12 they
years were
old. 11 or
In the
past,
Egyptian
childre
didnt
use
to learn
English
until
d People
describe
todays
world
as a local
economy.
a
d
d
e
b
e
e
f
c
f
f
d
60
60
60
How
long areold.
you been learning English?
12 years
People describe todays world as a local economy.
People
describe
todays
world as
a local
economy.
Diamond
necklaces
are cheap
pieces
of jewellery.
People
describe
todays
world
as
a global
economy.
What is the more enjoyable thing about learning
English?
Diamond necklaces are cheap pieces of jewellery.
Diamond
necklaces
are in
cheap
pieces
jewellery.
People who
come third
a race
win aof
gold
medal.
In
the past, Egyptian
children
used to learn
English
until they were 11 or 12 years old.
Diamond
necklaces
aredidnt
expensive
pieces
of jewellery.
People who come third in a race win a gold medal.
People who come third in a race win a gold medal.
People
describe
todaysthird
world as
economy.
People
who come
inaalocal
race
win a bronze medal./People who come first in
a race win a gold medal.

e Diamond necklaces are cheap pieces of jewellery.
f People who come third in a race win a gold medal.
176
gg
ll
oo
ss
ss Term
aaPractice
rr Tests
yy
First
PT3
PT3
PT3
PT3
PT3
C Reading
C
C
C
Paris was one of the most
1870s,questions:
the early the
during
Read
the
following
then
answer
in the French capital
5 When
t arrived passage,
Maupassan
Guy de
C
in the poorer parts of the
houses
old
their
with
streets,
narrow
its
of
Many
world.
modern
the following passage, then answer the questions:
cities in
exciting
the
5 Read
new buildings. These were
beautiful
with
streets
by wide
and replaced
down in the 1840s
Read
the following
passage,
then
answer
the questions:
5 had
been knocked
city,
city every day to

much healthier for people to live in. New railway lines brought thousands of people into the
work in the growing industries.
an important
The Eiffel Tower opened in 1889 and brought thousands of tourists into Paris, which was already
more visitors.
centre for artists and writers. The rst line of the Paris Metro opened in 1890, attracting even
short
Maupassant
tomove
Maupassant moved to Paris during the early 1870s.
When
did
to Paris?
1
a Give
answers
the following
questions:
1
2
What
does
the
word
These
mean
in
These
were

much healthier?

These means the beautiful
1
2
a
Give
short
answers
to
the
following
questions:
new buildings (built in place of the old houses in the poorer parts of the city).
3
1
2
3
into Paris
by railway?
did people come

People came into Paris by railway to work in the
1 Why
2
3
growing industries (there).
2
b
3
b
4
3
were
of Paris
rebuilt?
4 When
b
Choose
theparts
correct
answer
from a, b, c or d:
b
5 a
4
in the 1840s
b in the 1870s
c in the 1880s
d in the 1890s
5
4
5 What does the word Metro mean?
6
6
6
6
6
5 a private transport
b a meeting place c a bus route
Read the following
passage, then answer the
5
d an underground railway
questions:
Read
the
following
passage,
then
answer
questions:
him. The guard asked, Whats
stopped
a guardthe
bicycle when
Turkey on his then
from Greece into
going following
man was the
ARead
passage,
answer
the
questions:
in the bag on your back?

Sand, said the man.
Take it off. I want to have a look, said the guard.
the bag, put it on
The man took the bag off and opened it to prove he was only carrying sand. Then he closed
his back and continued into Turkey.
again there was
The next week, the same thing happened. Again, the guard wanted to see inside the bag, but
only sand. This continued for six months, but then one week the man did not come.
I knew you were
Some years later, the guard saw the man in the town and said, You can tell me the truth now.
what.
know
didnt
I
but
country,
our
into
something
bringing
smiling.
said the man,
bicycles,
It
a was
Give
short answers
to the
1
1
2
a
to the
the bicycle
following
Where
was
the man
travelling
to? The man on the bicycle was travelling to Turkey.
1 Give
short
answers
on

questions:
2
3
1
2 What did the guard expect to find in the
bag?
The guard expected to find something illegal in
3
1
2
b
3 the bag.
2
3
mean
in This
continued
does
This
answer
from
4
b What
Choose
the
correct
a, b, cfor
orsix
d: months? This means the man going from
3
4 Greece to Turkey and the guard looking inside his bag and finding only sand.
b
4
5
4
5 How many journeys did the man make?
5 a between one and ten b between 11 and 20 c between 21 and 30 d between 31 and 40
5
5 Where did the guard find out the truth?
a in a Turkish town
b in a Greek town
c between Greece and Turkey
61
61
d We dont know.
61
61
61
177
gg Term
ll Practice
oo Tests
ss
First
ss
aa
rr
yy
PT3
PT3
7 The Reader (The Spiders)

7 The Reader (The Spiders)
1 What

Dr Fakhry
receive
from the
archaeologist

Dr Fakhry received an e-mail with
did
in Egypt?
1 What
did
Dr
Fakhry
receive
from
the
archaeologist
in
Egypt?
a picture of a deadly spider in ancient Egypt from the archaeologist in Egypt.
2
2

In her computer conversation with Ayman, what does Dr Fakhry suggest he does if he sees the
In her computer conversation with Ayman, what does Dr Fakhry suggest he does if he sees the
spider

again? In her computer conversation with Ayman, Dr Fakhry suggests that he
spider again?
photograph the spider next time he sees it.
b
b
1
1
Complete the following to make meaningful sentences:

Complete the following to make meaningful sentences:
Ayman thinks that if he tells the police that hes seen a big dangerous spider, they will
Ayman thinks that if he tells the police that hes seen a big dangerous spider, they will
laugh at him.
2
2
c
c
Some
of spiders
lay a lot of/many/more than 2,000 eggs.
species

Some species of spiders lay
Read the quotation and answer these questions:
Read the quotation and answer these questions:
Businesses in the town would lose money. Everyone would be furious, Ayman wished he had
Businesses
the town would lose money. Everyone would be furious, Ayman wished he had
never startedinthis.
never started this.
1 Why would

money? Businesses in town would lose money because
businesses
in town lose
1 people would believe Aymans story about dangerous spiders. They would not
Why would businesses in town lose money?
stay in the towns hotels, eat in its restaurants, or buy its food products.
2 Why would everyone be furious?

2 Why would everyone be furious?
D
D
8
8
Everyone would be furious because they would be losing money and living costs
would be very difficult for them to afford.
Writing
Writing
Write a paragraph of about 100 words about an object that you
Write
paragraph
of about
100 words
about aanwatch
object
like. Itacould
be a mobile
phone,
a necklace,
orthat
anyyou
other
like.
It
could
be
a
mobile
phone,
a
necklace,
a
watch
or
any
other
cheap or expensive object.
cheap or expensive object. Answers will vary.
Translation
Translation

The Olympic Games first started in Ancient Greece, where they were part of some religious
The
OlympicSince
Games
first
started
Ancientinternational
Greece, where
theyfestivals
were part
of some
religious
celebration.
then
they
haveinbecome
sports
which
are held
in a different
celebration.
Since
then
they
have
become
international
sports
festivals
which
are
held
a different
city every four years. In these games, the winning competitors get gold, silver or bronzeinmedals.
city every four years. In these games, the winning competitors get gold, silver or bronze medals.
( )
. / .
.

62
62
178
Do you think the Pacific Ocean is deeper than the Indian Ocean?
.
.
We travelled to Sudan and spent two weeks with my brother, who works at the
Egyptian Embassy there.

Hello (1 - 10)

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Hello (1 - 10)

Uploaded by

Copyright:

Available Formats

A rY s

Introduction by Steve Thompson

Egyptian International Publishing Company Longman

The world of work

Lord of the Flies

Business around the world

First Term Practice Tests

Where todays food comes from 179

King Solomons Mines

Off the beaten track

Second Term Practice Tests

Past and present tenses

Describe likes and

Four people talking about their jobs

Make small talk

A talk about Jonathan Swift

Revision of verb tenses

Ask and answer

Three people discussing ways to buy

Future verb forms: will,

Ask for and give advice

A conversation about sports

Definite and indefinite

A discussion about William Golding

Express certainty and

Two people doing a quiz

Relative clauses and

Business people introducing each

Used to for past habits and

A radio programme about Guy de

Present perfect simple and

Make suggestions, agree

A conversation about the Olympics

Giving advice and

A discussion about organic and

Past perfect simple and

A talk about Herman Melville

Ask and answer about

Four people describing where they live

Zero, first, second and

Describe the morals of

A description of a scientific experiment

Prepositions after nouns,

Ask for and agree to help

A conversation about Rider Haggard

Off the beaten

Persuade people and ask

A talk about Dakhla oasis

Modal verbs of obligation

Compromise and come to

Three people discussing tourism

Compare and contrast

A talk about Michael Crichton

Modal verbs describing

Asking for permission

A discussion about global problems

Four people describing how they use

A talk about mountains

An interview about shopping habits

Three conversations containing advice

A discussion about types of holidays

A web page about

The positive contributions older

A summary and explanation