Sunrise SB10 Read Only PDF

Sunrise
10
Student’s Book 10
Student’s Book
Student’s Book
10
Welcome to Sunrise – a bright new look at English!
Sunrise is a complete English course
Sunrise
written4 especially
SB for primary and secondary school students. The course
has a communicative approach, integrating listening, speaking, reading and writing, with a clear focus on grammar
Nstructures. Sunrise
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development and learner autonomy.
Key features
• Sunrise 10 makes learning fun through seven motivating, topic-based teaching units. These units contain
vocabulary and grammar presentations Sunrise 4 ABon to skills work. Language Focus summary sections follow,
leading
offering additional vocabulary acquisition techniques.
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10 provides 122I@ôä†Šbr@õòŠbàˆ@çbØóïïn“ @óäbƒjŽ
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through ói@óÜ revision units.
• Sunrise 10 units all end with an episode of Around the World in Eighty Days.
• Sunrise 10 has a CD with all the dialogue, pronunciation and listening activities.
• Sunrise 10 offers seven optional projects related to the topics covered in the units.
• Sunrise 10 provides a substantialSunrise 4 TB
reference section to help students develop their ability to study independently.
• Sunrise 10 Activity Book provides grammar and vocabulary practice materials. It also supports the Student’s
Book
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Sunrise 10 materials are:
Student’s Book, Activity Book, Teacher’s Book, CD
Sunrise 10 SB
NòìaŠ‡Žïq@õ@H2009I@ôÜb@H124I@ôä†Šbr@õòŠbàˆ@çbØóïïn“ @óäbƒjŽïnØ@ôn“ @ômóîaŠóiòíŽîŠói@óÜ www.macmillanenglish.com
Property of Ministry Property of Ministry

of Education of Education
Sunrise 10 AB NOT FOR RESALE NOT FOR RESALE
@@NòìaŠ‡Žïq@õ@H2009I@ôÜb@H125I@ôä†Šbr@õòŠbàˆ@çbØóïïn“ @óäbƒjŽïnØ@ôn“ @ômóîaŠóiòíŽîŠói@óÜ
map of the book
WELCOME UNIT p4
Familiarisation with the Sunrise 10 books • Formation of statements and questions with the present simple, present
continuous and past simple • Describing • Giving personal details • Advising • Making arrangements.
UNIT 1 MAKING CONTACT p8

LANGUAGE SKILLS AND SOUNDS VOCABULARY
Present continuous Reading, listening: for personal details and Leisure activities
Present simple numbers Schedules and itineraries
Present tenses – future meanings Pronunciation: past simple endings, with Formal and informal greetings
Frequency adverbs phonetics To help you study: phonetics
Past simple Speaking: introduce oneself (AB: opposites)
used to Writing: an email to a new penfriend LITERARY READER: AROUND THE
WORLD IN EIGHTY DAYS
1 The journey begins
UNIT 2 HELP! p18

Reflexive pronouns Reading, listening: understand an account of Emergencies
Giving warnings past events Injuries
Past continuous + point in time Pronunciation: intonation in Yes/No and Wh Emergency services
Past continuous + past simple questions To help you study: networks
Adjectives and adverbs Speaking: give an account of past events; (AB: rooms in the home)
tell a true story LITERARY READER
Writing: write a true story 2 The race to India
UNIT 3 EAT WELL – BE WELL p28

some and any Reading: understand the basics of good Food and nutrients
much / many nutrition Food containers and quantities
a little / a few Listening: understand the poem Thanksgiving Body and health
a, the and zero article Speaking: read the poem aloud; explain To help you study: phonetics
Relative pronouns who, which Kurdish food and cooking to a visitor (AB: superordinates – ‘umbrella’ words)
and that Writing: explain Kurdish food and cooking to LITERARY READER
a visitor 3 Across dangerous India
UNIT 4 REVISION p38

Review of Units 1–3 language Reading: understand emails and a sequence Review of Units 1–3 vocabulary
of events LITERARY READER
Listening: take a phone message about 4 From India to Singapore
changes of plan
Pronunciation: past simple endings, with
phonetics
Speaking: explain changes of plan; tell a true
story
Writing: write a true story
UNIT 5 MOVING INTO SPACE p46

Present perfect with already, Reading, listening: understand a sequence of Space, planets and space travel
nearly, yet, just events up to the present To help you study: someone/everyone/
Present perfect and past simple Pronunciation: numbers anyone/no one, etc
Present perfect with ever, never, Speaking: make friends with a new neighbour; (AB: word pairs; opposites)
always, several times discuss places to show the new friend LITERARY READER
Present perfect with for and Writing: write a diary page about a day with a 5 From Singapore to Hong Kong
since new friend
2
MAP OF THE BOOK
UNIT 6 WHAT WE WEAR p56

Comparative and superlative Reading: understand why we wear what we Clothes
adjectives wear Descriptive adjectives
too …, (not) … enough Listening: understand shopping situations; To help you study: grammatical families
(not) as … as shopping choices (AB: grammatical families)
Comparison with adverbs Pronunciation: pr / pl / sp LITERARY READER
Speaking: choosing and buying 6 Adventures in Japan
Writing: compare three products
UNIT 7 REVISION p66

Review of Units 5–6 language Reading: understand a sequence of events Review of Units 5–6 vocabulary
in Silemani LITERARY READER
Listening: understand and note information 7 To ‘the Wild West’
about Silemani
Pronunciation: dates
Speaking: use notes to talk about Silemani
Writing: write to a penfriend about places in
Kurdistan
UNIT 8 IF... p72

Open conditional Reading: understand difficult situations and Housework jobs
First conditional choose between alternative possible actions To help you study: key verbs have, do,
Second conditional Listening: understand alternative proposals make and nouns
Second conditional with could, and note supporting arguments (AB: word pairs – verb and noun)
might Pronunciation: sounds of th LITERARY READER
Speaking: make proposals with supporting 8 From Fort Kearney to New York
arguments Harbour
Writing: report proposals with arguments
UNIT 9 MAD ABOUT SPORT p82

Reported statements Reading: make notes on two sports Sports
Reported requests and orders Listening: understand the poem To help you study: synonyms
Present simple passive Picking teams (AB: opposites)
Past simple passive Speaking: read the poem aloud LITERARY READER
Passive + by + agent Writing: reported commentary on a football 9 Back to Britain
match
UNIT 10 REVISION p92

Review of Units 8–9 language Reading: understand information about Review of Units 8–9 vocabulary
San Francisco LITERARY READER
Listening: understand phone conversations 10 A happy ending
giving messages
Pronunciation: sounds of th and ou
Speaking: report messages
Writing: report messages in an email
PROJECT FILE p98

REFERENCE SECTION p102
3
WeLcome Unit
1 Finding out about the books
This short unit will help you do two things fast.

1 Review important basic English that you have studied before.
2 Preview the books that you are going to use this year.
You can use this section in these different ways.
1 Practise with a partner and speak.
2 Work alone and write in your copybook.
3 Or you can do 1 and 2!
A ... numbered units are there? B There are …

A ... revision units ...? B There are …
A ... pages in Unit 1 ...? B There are …
2 Look at your Activity Book and do the same.

Find out about:
pages in the book pages in each type of unit
B How many ... are there? What are they

called?
Look at pages 98–111 in your Student’s Book.
Complete the questions and answers as fast as
Welcome to Sunrise 10. Let’s you can.
take a closer look together.
1 A How many projects are there in the
PROJECT FILE?
B There are ...
A How many are there? A What are Projects A and B called?
1 Look at the Map of the Book on pages 2–3 of B A is called …, and B is called …
this book. Complete the questions and answers 2 A How many parts are there in the
as fast as you can. REFERENCE SECTION?
C Has the book got a ... ?/ Yes, it has. It’s

How many units are there? called ...
Look at the Map of the Book and make more
questions and answers.
Has the book got

a unit on food?
Yes, it has. It’s called

‘Eat well – be well’.
There are eleven.
4
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WELCOME
2 Activities with the books
A My picture shows … It’s … and it’s …

Look carefully at this and the picture on page 70. Find differences between them and describe
them like this.
A My picture shows … It’s … and it’s …
B Mine shows …, too. But it’s … and it’s …
B She isn’t ... She’s … C There was some ..., but there weren’t
Look carefully at this and the picture on page any ...
19. Find the differences and describe them like 1 Look carefully at the picture on page 28 for
this. one minute and try to remember everything.
1 A The (doctor) in my picture is wearing …
B But in mine, (she) is ... 2 Close page 28 and read this list. Which
2 A The (mother and daughter) in my picture things were and were not in the picture?
are ...
apples biscuits bread chips coffee

eggs figs fish grapes milk onions
sandwiches sugar tomatoes
3 Complete the questions and answers, and

then make statements like this:
A Was there any …?
B Yes, there was.
A Were there any …?
B No there weren’t.
There was some …, but there weren’t any … .
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WeLcome Unit
3 Finding out about people
Perween
Personal details
1 Rasheed
2 Nearly 16
3 On 5th October
4 In Silemani
5 278654
Lifestyle
And now let’s talk about you! 6 About three hours a day
7 Only about one hour a day.
8 One brother and two sisters.
A What ...? When ...? Where ...? How ...?

2 Now copy the card for yourself and write
1 Look at Perween’s answers and copy and
notes.
complete the questions. Choose from these
words.
You
What When Where Who Why is are Personal details
How many How much How old do does 1
2
Questions 3
Personal details 4
1 … your family name? 5
2 … you?
3 … your birthday? Lifestyle
4 … you live? 6
5 … your phone number? 7
8
Lifestyle
6 … homework … you usually do every
day?
7 … hours of TV … you watch most days? 3 Make full statements about Perween and
yourself like this.
8 … brothers and sisters have …
Perween’s family name is Rasheed, and mine is …
She is nearly 16, and …, (too).
9780230727526-Sunrise 10 SB.indd 6 22/5/09 15:56:17

WELCOME
4 Doing things in English
A Advising: I’ve got a ... / Then you should ...

State problems and advice like this.
Then you should go

to the doctor.
I’ve got a bad

stomach ache.
Problems Advice
I’ve got a bad stomach ache. ... you should go to the camera shop.
a problem with this CD. ... you need to doctor.
I haven’t got any fruit. hospital.
I’ve lost my bike. market.
broken my arm. police.
I really need some ice cream. music shop.
some film. supermarket.
B Making arrangements: Let’s ... / Sorry, I can’t. I have to ...

Look at the diaries of Haveen and Gulistan. When can they not meet, and why not? When can
they meet?
Haveen’s diary Gulistan’s diary
morning afternoon morning afternoon
Sat school _ Sat school Revise – Maths test
Sun school Help Mum Sun school _
Mon school _ Mon school Go to basketball training
Tue school Visit my grandmother Tue school _
Wed school _ Wed school _
Create the dialogue. Start like this:

Haveen Let’s meet on Saturday afternoon.
Gulistan Sorry, I can’t. I have to revise for a Maths test.
Perhaps we can meet on ...
Haveen I’m afraid I can’t. I ...
Suggestions Refusing Accepting

Let’s meet ... Sorry, I can’t. Yes, that’s fine.
Maybe we can meet ... I’m afraid I can’t. Fine. No problem.
9780230727526-Sunrise 10 SB.indd 7 22/5/09 15:56:17

1
lessons
makinG contac t
I play basketball, too.
1&2 present continuous • present simple
A DO AND SPEAK
1 Look at pictures 1–9 and match them with activities a–i.
1 2 3
4 5 6
7 8 9
a playing basketball 2 Work with a partner. Ask and answer.

b playing computer games A Is the boy in number 5 (taking photos)?
c playing the guitar B Yes, he is. / No, he isn’t. He’s …
d reading a book Now it’s my turn.
e riding a bike What are the girls in number 1 doing?
f skateboarding A They’re …
g taking photos
h talking on the phone
i watching TV
B GRAMMAR p14
1 Look. 2 Play ‘Guess who’. Talk about people in
the class.
Present continuous A This person is (sitting) (near the door).
Statements At the moment, (he) is (writing something in
The girl in 2 is reading a book. his book).
The boys in 3 are playing basketball. B Are you talking about (name)?
Questions and answers A That’s right. Now it’s your turn.
is the girl in 2 reading a book? Yes, she is. or:
Are the boys in 3 reading? No, they are not. No, sorry. Try again.
They are …
What are the girls in 1 doing? They are …
Unit 1 page 2 Activity 1
8
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1 lessons 1&2
Copy and complete.

C LISTEN AND READ Conversation 1
Ben Excuse me. Is this seat free? Names Nationality Going to … Visiting his …
Haval Sure. Go ahead. Where are you travelling? Ben Canadian … …
Ben To Kurdistan. I’m staying with my dad for Haval … … …
a month. He’s an oil engineer near Dohuk.
Haval Really? I’m going there, too. Do you come Conversation 2
from Kurdistan?
Names Sport Plays for …
Ben No, I’m Canadian. This is my first trip to
Kurdistan. Ben … …
Haval It’s my first trip to Kurdistan, too. I’m Haval … …
Kurdish-American and I’m seeing my
cousins in Silemani. Conversation 3
Flight Number … From … Leaves at …
Gate Number … To … Arrives at …
D GRAMMAR p14
AA385 New York
JA831 Tokyo
BR467 Erbil
Gate 19
Gate 7
Gate
1 Look.
Present simple
Statements
This is my first trip to Kurdistan.
I play for my school team (every week).
It takes five hours.
Questions and answers
does that mean Erbil is three hours ahead?
Yes, it does.
What game do you play? I play basketball.
*****
Haval That’s a great sports bag. What game do
you play? 2 Read and act out the second part of the
conversation.
Ben I play basketball for a club in Vancouver.
Haval I play basketball, too. I play for my school E GRAMMAR p14
team. 1 Look.
*****
Ben How long does our flight to Erbil take? Present tenses – future meanings
Haval It takes five hours. We leave London at Present continuous for personal plans and
11.30 a.m., and we arrive at 7.30 p.m. arrangements
local time. I’m staying with my dad for a month.
Ben That’s eight hours. Does that mean Erbil Present simple for fixed future schedules
is three hours ahead of London?
We leave at 11.30 a.m.
Haval Yes, it does. There’s a three-hour time
difference.
Ben Ah, look at the screen. That’s our flight 2 Find more examples in the conversation.
– BR467 to Erbil. And now they’re
showing our Gate Number – 15. Let’s go!
Unit 1 pages 2–3 Activities 3–4
9
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1
lessons
makinG contac t
Dad looked on the internet.
3&4 present simple with adverbs of frequency • past simple • used to
A READ
A B C
1 COMPOSE EMAIL
Send Send Later Save to Inbox Link Tools Library
To Subject
Dear Bahar
Hi! I’m Haval, your American cousin. I hope you don’t mind this sudden email, but I think it’s time for us to make contact.
I expect you know the story: Dad left Silemani twenty years ago and moved to America. I was born here in San Francisco,
so I feel more American then Kurdish. But now I really want to learn about Kurdistan, so please write back!
Best wishes,
Haval
PS I’m attaching a photo. I’m the one with the ball. Dad took it during a big school basketball match last month.
2 COMPOSE EMAIL
To Subject
Dear Haval
I was very happy to get your surprise email. I know our dads often call and sometimes write, but you’re right. It’s good for
us to make contact.
Talking about that, Dad says that you must come and visit us. He suggests that you should come next vacation. I think
that’s a great idea. What do you think?
There’s lots to see in Kurdistan, too – like the beautiful waterfalls at Ahmadawa. I’m sending you a picture of our last family
picnic there. (We always go in spring, and last time I nearly fell in the water!)
Thanks for your photo. It looks a very exciting game! Did your team win? How many points did you score?
Best wishes,
Bahar
3 COMPOSE EMAIL
To Subject
Hi, Bahar
I’d really love to come, and my parents think it’s a great idea, too. Dad looked on the internet last night and found the best
route. He says he’ll call your parents soon and talk about dates. This is exciting! I’m really happy that we made contact.
Thanks for your photo. It looks a lovely place, and I can’t wait to see it!
You asked about my last picture. Did we win? Yes, we certainly did – 21-18! And I scored three!
It’s getting late, so I must stop. But before I finish, I’m attaching another picture. This time it’s a family photo. Those are the
little ones, Peri and Jwan, next to me. They’d love to meet all of you, too!
Bye,
Haval
10
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1 lessons 3&4
1 Do the tasks. Email 2, paragraph 3: I’m sending you a picture

1 Look at the pictures and say what is happening. of our last family picnic there.
2 Say what you already know about the boy in a) in Kurdistan b) at Ahmadawi
pictures B and C. Email 3, paragraph 1: This is exciting!
3 Read and match pictures A–C to emails 1–3. a) making contact with Bahar
b) planning the trip to Kurdistan
2 Answer.
1 Where does Haval live? B GRAMMAR p14
2 How do Haval’s and Bahar’s fathers sometimes 1 Look.
communicate?
3 Where do Bahar and her family always go in Adverbs of frequency
spring? ●●●●always ●●● usually ●● often
4 What did she nearly do last time? ● sometimes ● never
5 What happened in Haval’s big basketball match Our dads often call and sometimes write.
last month? We always go in spring.
6 How did Haval’s father find the best route to
Kurdistan? 2 Talk about normal days, after school.
3 Read to find the correct meaning. After school, I (always) go home. Then I (usually) …
Email 1, PS: Dad took it …
a) the ball b) the photo Unit 1 page 4 Activities 1–2
C READ AND SPEAK D GRAMMAR p14

Who might say what? Match 1–4 with a–d. 1 Look.
1 Haval’s sisters 2 Bahar’s father
Past simple with main verbs
3 Haval’s father 4 Bahar’s brother
Statements
a I was very happy to get your surprise email.
My sister was on a rock by the water, and
Dad looked on the internet.
the rock suddenly moved. She nearly fell in,
I nearly fell in the water.
but luckily I was able to catch her arm.
b did your team win?
We want to go to Silemani like him, but Yes, we did. 21–18.
Mum and Dad say no. They say maybe we how many points did you score?
can all see them next year. I scored three.
used to for things that often happened in
c
Our parents were very sad when he went the past
abroad. We all were, and we used to talk We used to talk about him a lot.
about him a lot. We used to read his letters I did not (didn’t) use to call home much.
again and again.
2 Talk about yesterday, after school.
d After school, I went home. Then I …
I didn’t used to call home much because
it was very difficult. But I often used to write. 3 Talk about things that you used to do.
I still sometimes write, but more often I call When I was (six or seven), I often used to …
them now. And I hope to see them again
soon, too – with the whole family!
Unit 1 page 5 Activities 3–5
11
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1
lessons
makinG contac t
Staying in contact
5&6
A LISTEN AND DO 4 Listen to Part 2 and answer.

1 Look at the picture and do the tasks. 1 What are the family doing after they leave the
airport?
1 Name the people that you already know.
2 Where are they going tomorrow?
2 Say who you think the other people are and
what is happening. 3 How do Haval and Ben say they will stay in
contact?
4 What is Ben’s problem?
5 Where do Bahar’s parents suggest he should
go?
6 How does the situation end?
5 Copy. Then listen again and write the

details.
Haval Ben
Phone: 3127496 Dad’s mobile: …
Email: havbakir@aol.com Email: …
Staying until: Sunday, 30th Staying until: …
B PRONUNCIATION
1 Listen to the verbs. Say which sounds you
hear – 1, 2 or 3.
2 Listen to Part 1 and check your ideas. Past simple 1 /t/ 2 /d/ 3 /ıd/
landed ✓
3 Listen again.
1 How do they greet each other? Choose from changed ✓
the following: stopped ✓
Good to meet you. / Good to meet you, too.
Hello. / Hello. Hi! / Hi!
a Bahar: ... asked expected scored suggested loved
Haval: … looked called talked started
b Uncle: ...
Haval: ... 2 Copy the table and add all the verbs. Listen
c Uncle: ... again and tick columns 1, 2 or 3.
Ben: ... 3 Listen to Part 2 and repeat the verbs and
2 Practise appropriate greetings for meeting sentences.
these people.
C SPEAK
a An old school friend who you meet in the
Make statements about the story. Use regular
school holidays.
and irregular past forms.
b A friend of your parents who you do not
Haval decided to make contact with Bahar a few
know very well.
months ago.
c A friend of your parents who you have
He sent her an email and attached a photo.
never met before.
She …
12
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1 lessons 5&6
D READ AND SPEAK

1 Read and make statements. 2 Introduce yourself like Amy and Jack.
Amy is 15, and Jack is …
He’s from Ireland, and she …
Both of them are in … at …
Hi! My name is
…, and …
Hi! I’m Amy Dawson, and I’m 15. I come from E WRITE
Sydney, Australia, and I’m in 10th grade at school. Amy and Jack want an email penfriend – you!
I have two younger brothers. Carl is 12 and Tim is Choose one of them. Then use information
10. I’ve also got an older sister. Her name is Ann, from D to complete his/her
and she’s 18 years old. email to you.
I like volleyball, and I’m also interested in painting
and drawing. I’ve got a new interest, too. I’m Unit 1 page 6 Activities 1–3
learning to cook, and it’s really exciting!
F UNIT TASK
1 Work with a partner. Ask and answer the
questions in paragraph 4 of your new
penfriend’s email.
2 Reply to your new penfriend’s email.
Hi, there! My name is Jack Connor. I’m 16 years old,

and I’m from Dublin in Ireland. At school, I’m in
Year 10.
I’ve got an older brother. He’s 17, and he’s called
Tony. I also have two younger sisters. Their names
are Lisa and Rose. Lisa is 13 and Rose is 11.
I love football, and another big interest is building
model planes. I’m also getting very interested in
learning the guitar. It’s fun, but it’s very hard!
13
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9780230727526-Sunrise 10 SB.indd 14 22/5/09 15:56:31

LANGUAGE
FOCUS
222 VOCABULARY
VOCABULARY
VOCABULARY
again
again
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v/n ��Š�� team
travel
��Š��
travel /phonetics/n
travel
/phonetics/v
/phonetics/v
/ˈtrævl/ v @@��†@o�� @@�ï�
@@��†@o��
@interest
@ internet
internet internet
/ phonetics/v/n
/phonetics/n
/phonetics/n
/ˈɪntəˌnet/ n oŽï�Š��ï� ��Š�� used
oŽï�Š��ï� travel
usedtoused to /phonetics/v
/phonetics/v
/phonetics/v
to /ˈjuːst tuː/ v @@@@oŽ��†@
î†�Š @@o��
oŽî†�Š
leave
internet
leave / leave /
phonetics/v
v phonetics/v
/liːv//phonetics/n oŽïÝŽî†@Ž�oŽ��
ïoŽ�Š��ï� vacation vacation
��used to /vəˈkeɪʃn/
ïÝŽî†@Ž�vacation/phonetics/n
/phonetics/n
/phonetics/vn @@��q @@@@oŽ��q
î†�Š
letlet (let’s)
leave /let
(let’s) (let’s)
/phonetics/v
/lets/ v /phonetics/v
phonetics/v ��oŽ��ŽïÝïŽî�@�� waterfall
†@Ž��
��Ž waterfall
ïwaterfall/phonetics/n
�@��vacation /phonetics/n
/ˈwɔːtəˌfɔːl/
/phonetics/nn ��Ä�� @@��q
��Ä��
let (let’s) /phonetics/v waterfall /phonetics/n @@ @@
3 TO HELP YOU STUDY > SB p103��Žï�@�� Copy the tables and put the words that rhyme
��Ä��
Phonetics can often help you. For example, in the correct columns. Use the phonetics to @@
when the same English spelling makes different help you.
sounds.
To Help
To You
HelpStudy
You Study
(Note:(Note:
Keep English
Keep English
as it’s)as it’s)
go /gəʊ/ do /duː/
To Help
ahead You Study (Note:
/əˈhed/ Keep
leave English as it’s)
/lːv/
nationality /ˌnæʃəˈnæləti/ reply /rɪˈplaɪ/
They can also help when different English

spellings make the same sound!
who /huː/ so /səʊ/
Find the full list of phonetic symbols and their no /nəʊ/ to /tuː/
sounds on page 103.
this /ðɪs/ thin /θɪn/
thank /θæŋk/ that /ðæt/

the /ðə/ think /θɪŋk/ 15 15
Unit 1 pages 8–9 Activities 1–3 15

15
9780230727526-Sunrise 10 SB.indd 15 22/5/09 15:56:36

Literary Reader:
Around the World in Eighty Days by Jules Verne
Episode 1: The journey begins
M r Phileas Fogg was tall, good-looking and about forty years old. He owned a large
house in an expensive part of London. His life was simple and quiet, and he did
the same things, at the same times, each day. He always got up at exactly 8 a.m., had
breakfast at 8.25 and washed at 9.35 each morning.
Mr Fogg lived alone and needed a servant to look after him. He never had visitors,
but on the morning of Wednesday, 2nd October 1872, he was waiting for a new servant
to come to the house. There was a knock at the door and a strong young man of about
thirty years of age came in.
‘I understand that your name is Passepartout. Where are you from?’ asked Phileas
10 Fogg.
‘Yes, my name is Jean Passepartout and I am from France. I am honest, and I have
had several different jobs. I used to be an acrobat in the circus, and after that I was a
firefighter in Paris. Now I hope to live a quieter life in England,’ said the Frenchman.
‘I hear that you work hard, Mr Passepartout. I am happy for you to be my
new servant. You can start today.’
Phileas Fogg picked up his coat and hat, and he left
the house at exactly half past eleven. He
walked to the Reform Club.
London – Suez: train and ship 7 days

Suez – *Bombay: ship 13 days
Bombay – Calcutta: train 3 days
Calcutta – Hong Kong: ship 13 days
Hong Kong – Yokohama: ship 6 days
Yokohama – San Francisco: ship 22 days
San Francisco – New York: train 7 days
New York – London: ship and train 9 days
Total: 80 days
*Bombay: the old English name for the Indian

city of Mumbai
16
9780230727526-Sunrise 10 SB.indd 16 22/5/09 15:56:40

LITERARY
READER
He did not work, and he went to the Club almost every day. There, he always read
20 newspapers and played cards with other rich men.
Later that day, he met five friends there, and they started playing a game of cards.
‘Have you heard the news?’ said Stuart, one of the men. ‘Someone has taken fifty-five
thousand pounds from the Bank of England. They think it was a well-dressed man who
was seen in the bank. The police have sent detectives all over the world, but I don’t think
they will ever find the robber – the world is just too big.’
‘The world has grown smaller than you think. With fast ships and new railways, you
could now travel round the world in only eighty days,’ said Phileas Fogg.
‘That’s not possible!’ replied Stuart. ‘No one can do it in eighty days.’
‘I believe that I can do it. If I can’t, I will give you twenty thousand pounds,’ said Mr
30 Fogg in a quiet voice.
The five men talked about Mr Fogg’s idea and finally they said, ‘We agree.’
‘Good. There’s a train that leaves London at a quarter to nine this evening. I will leave
today and will return to London, to this same room, before 8.45 pm on Saturday, 21st
December, or I will give you twenty thousand pounds,’ said Phileas Fogg quietly.
Mr Fogg finished the game of cards and walked home. He put twenty thousand
pounds into a large bag, and he gave it to his new servant.
‘Passepartout, put some of our clothes into this bag. I am travelling round the world,
and I want you to come with me,’ he said.
‘Round the world!’ said Passepartout, surprised.
40 ‘Yes, in eighty days, and we leave this evening at 8.45.’
Passepartout finished packing the bag, and they took a taxi to Charing Cross train
station in central London. Phileas Fogg bought two tickets to Paris. Then he said good-
bye to his five friends, who were waiting at the station. Mr Fogg and Passepartout
climbed into the train. Five minutes later, Phileas Fogg’s long journey started as the
train moved slowly away from the station.
DID YOU KNOW?

The first steam engines began work in England 300 years
ago. People used them to lift water out of deep mines.
Engines for transport came about 100 years later. The
famous Rocket won a competition in 1829 with a speed of The Rocket,
58 kilometres per hour, and this was the start of fast land 1829
transport. Steam engines in ships soon followed. Ships
could now travel fast and did not have to wait for wind from
the right direction to push them along.
These
changes made the world a much smaller place in the
nineteenth century. For the first time, people could think of
The SS Sirius,
a journey around the world in only 80 days.
1838
17
9780230727526-Sunrise 10 SB.indd 17 22/5/09 15:56:40

2
lessons
heLp!
I was riding through the woods.
1&2 reflexive pronouns • past continuous + point in time
A LISTEN AND DO
1 Listen to Part 1 and name the children.
The (boy) in the (first) picture (is) called …
2 Listen to Part 1 again. Say what the children are trying to do.
(Dara is) trying to …
3 Zara / Lawik try / light / fire
2 Rondik try / tie / flower
1 Sirwan try / pick / orange 4 Dara try / make / toy car
B GRAMMAR p24 C SPEAK

1 Look. 1 Look at the situations and use the words to
give warnings.
Reflexive pronouns
Stop, Lily, or you …!
Singular: myself, yourself, him/her/itself
Rondik is going to cut herself.
Plural: ourselves, yourselves, themselves
Stop, Zara and Lawik. You are going to burn
yourselves.
hurt yourself! / Stop, Lily, / you are going to / or / and / fall
2 Listen to Parts 1 and 2. Repeat the
warnings.
hit cut fall and hurt burn

and / or / crash / hurt yourself! / Stop, Tom, / you are going to
2 Make up warnings for your younger
A Mrs Nawzad! Come quickly! Dara’s trying to
brothers, sisters or cousins.
make a toy car and he’s going to hit himself!
B Stop, Dara, or you’re going to hit yourself! Unit 2 page 10 Activity 1
18
9780230727526-Sunrise 10 SB.indd 18 22/5/09 15:56:42

2 lessons 1&2
D LISTEN AND READ Doctor Let me have a closer look.

Lawik It hurts.
Doctor Don’t worry. I’m going to try to help.
Zara Thank you, Doctor.
Doctor Were you with them in the garden, Mrs
Nawzad?
Mrs N No, I’m afraid I wasn’t. I was making
lunch in the kitchen.
Doctor So, Tom, how did you hurt yourself? Doctor And then the accident happened.
What were you doing?
Mrs N That’s right.
Tom I was riding my quad bike.
Doctor There are so many dangers around the
Doctor Were you riding fast? home for young children. We have to
Tom Well, I wasn’t riding very fast. watch them all the time!
Doctor And then what happened?
Correct the statements that are wrong.
Tom I went off the path towards a tree.
1 Tom was riding a bike through the woods.
Doctor Did you crash into it?
2 He was riding slowly.
Tom Yes, and I hurt myself quite badly.
3 He crashed, and he hurt himself quite badly.
Doctor You certainly did! Let me have a look.
4 Zara and Lawik were playing in the garden
***** before breakfast.
5 Mrs Nawzad was eating lunch in the kitchen.
6 Parents need to watch their children very
carefully.
E GRAMMAR p24
1 Look.
Past continuous
Statements
I was making lunch.
They were playing in the garden.
Were you riding fast?
I was not riding very fast.
What were they doing?
They were playing in the garden.
2 Read and act out the conversation between

the doctor and Tom.
Doctor Ah, Mrs Nawzad, what’s the problem?
Mrs N It’s Zara and Lawik. They’ve got some Unit 2 page 11 Activities 2–3
nasty burns.
Doctor Oh, dear, how did they burn themselves F SPEAK
like that? What were they doing?
Tom crashed at 2 p.m. yesterday. What were
Mrs N They were playing in the garden, and you doing at that time?
they tried to light a fire.
19
9780230727526-Sunrise 10 SB.indd 19 22/5/09 15:56:43

2
lessons
heLp!
While she was working, he came downstairs.
3&4 past continuous + past simple • adjectives and adverbs
A READ
Manchester Evening News 28th October, 20..
FAMILY HEROES FIGHT

HOUSE FIRE
The Horne family of 33, Green frightened,’ she said
Road had a lucky escape last night later. But then she had
when their home caught fire. 30 an idea.
At 7.00 p.m., John Horne left She quickly ran to
Julie, 15, and young Toby, 7, for her bedroom, found
a short visit to his wife Sara in her mobile phone and
hospital. By 7.30, Toby was getting rushed back past the
hungry, so Julie started cooking stairs. Smoke and
dinner. Then, while she was flames were starting to
10 working in the kitchen, he started rise.
to come downstairs. But he fell Her hands were
and hurt himself. Julie ran to help. shaking as she called
And while she was helping him, 40 999 and asked for help. Soon, a ladder was rising towards
the chip pan got too hot, and the oil Just then, John returned and the window.
caught fire. saw the fire – and Julie and Toby John passed Toby and then Julie
When she smelt it, she ran back at the upstairs window. He covered to the firefighter on the ladder. Then
– and made a terrible mistake. She his head with his coat to protect he, too, followed. Below, the other
threw water on the oil. It exploded himself and went inside. He ran 60 men were already fighting the
violently, and suddenly everything upstairs to the first floor, broke fire. Soon, the police and then
20 was on fire. She went to the phone through the fire there and raced on an ambulance arrived, and the
in the hall to call for help, but up to Julie and Toby. paramedics gave John first aid
there was no time: the flames were But the fire was getting worse, for his burns.
following her. 50 and smoke was coming under the Later, firefighter Steve Carter,
She carried Toby upstairs to door. John used his coat to stop 36, said, ‘Julie and her dad were
the front bedroom, opened the this. But there was no way back. heroes. He fought to save his
window and shouted, ‘Help!’ But Then they heard a siren: a fire children. And her phone call saved
the street was empty. ‘I felt really engine was coming. John shouted. all their lives!’
1 Answer the questions.

1 What did Julie start doing at 7.30? 5 How did Julie save the family?
2 Why did she do that? 6 Where were Julie and Toby when John
3 What was Toby doing when he fell? returned?
4 Was Julie working in the kitchen when the 7 How did John reach Julie and Toby?
fire started? 8 What happened in the end?
20
9780230727526-Sunrise 10 SB.indd 20 22/5/09 15:56:45

2 lessons 3&4
2 Read to find the correct meaning. C SPEAK

Line 16: When she smelt it … Ask and answer questions about the beginning
a) the oil b) the pan c) the fire of your lesson.
Line 35: … as she called 999 and asked for help. A What was …doing when our teacher arrived?
a) asked Toby for help What were … and … doing when you came in?
b) phoned to get help B When our teacher came in, he / she was …
c) shouted for help from the bedroom window When I arrived, they were …
Use these ideas.
writing the date cleaning the board
B GRAMMAR p24 reading something taking some books out
1 Look. talking about something
Past continuous or past simple DID YOU KNOW?

At 7.00 pm, John Horne left Julie and Toby. Fires are always
By 7.30, Toby was getting hungry. dangerous, but they
can be fun, too – if we’re
While she was working, he started to come
careful. In Japan, they
downstairs.
built the largest bonfire
When she smelt it, she ran back. in the world a few years
ago. It was 37.5 metres
2 Find more examples in the text.
high – the height of
three houses!
Unit 2 pages 12–13 Activity 2
D READ AND SPEAK E GRAMMAR p52

1 Put the statements in the correct order: 1 Look.
1 f, 2 …, etc.
a She got her mobile phone and called for help. Adjectives and adverbs
b While Julie was helping him, the chip pan The Horne family had a lucky escape last night.
caught fire. By 7.30, Toby was getting hungry.
c Firefighters arrived and used a ladder to save It exploded violently.
the family.
‘I felt really frightened,’ she said later.
d Later, Julie started cooking because Toby was
getting hungry.
e When she threw water on the oil, it exploded.
f John Horne went to visit his wife in hospital. Unit 2 page 13 Activity 3
g Julie carried Toby upstairs to the front
bedroom. F SPEAK
h Toby fell while he was coming downstairs.
i When John came home, he ran upstairs I’m not frightened of being
through the fire. up high on a ladder, but I’m
2 Read the text to check your work. really, really frightened of rats.
They’re horrible! What are you
3 Take turns to read out the statements in the frightened of?
correct order.
21
9780230727526-Sunrise 10 SB.indd 21 22/5/09 15:56:46

2
lessons
heLp!
Telling a story
5&6
A LISTEN AND DO B PRONUNCIATION

1 Look at the map. 1 Listen and choose. Say ‘Up’ or ‘Down’.
1 Are you Peter Stone?
2 What were you doing when the robbery
happened?
3 When did it happen?
4 Did you see the robbery clearly?
5 What happened then?
6 Can you describe the car?
7 Which way did it go?
8 And did you see anything after that?
2 Listen again and repeat the questions.
2 Listen to Part 1 and answer. C SPEAK

1 Who are the speakers? 1 Make up the conversation when Peter gets
2 Where is the boy? home. Work with a partner. Start like this:
3 Where is he going? Mum So what happened when you called the
police?
4 What kind of robbery is happening?
Peter A police car arrived very quickly, a police
5 What is the boy going to do next? officer jumped out, and then …
3 Listen to Part 1 again. Follow the car’s route
with your finger. Then describe it. 2 Act as a witness and a police officer at
another bank robbery.
4 Listen to Part 2. Copy and complete the
police officer’s notes.
3 Take turns as a police officer and a witness
at another robbery. Interview each other.
Witness: Tell your story.
Police officer: Listen and ask questions.
Place of robbery: City Bank, Green
Street
Time of robbery: …
Colour of car: …
Registration number: …
Last seen: Turning from … Road
into … Street
22
9780230727526-Sunrise 10 SB.indd 22 22/5/09 15:56:51

2 lessons 5&6
D WRITE
Write a story.
a b c
the doctor (say), ‘I don’t think you’re Adam (climb) over the safety rail the tour guide (call) the hospital for
going to do any more climbing for a help
few weeks!’
d e f
(fall) and (hurt) himself badly (go) to visit the great waterfalls at they (look after) Adam and (take) him
Ahmadawa to hospital
1 Put the pictures in the correct order: 1 e, 2 …, E UNIT TASK

etc.
Tell and write a true story.
2 Make simple sentences from the notes under
1 Think of a true but simple story
the pictures.
– something that happened to you or
3 Form while and when sentences from sentence somebody you know.
parts a–f and your sentences from 1. (Choose
2 Plan to tell it to your partner in 6–8
the past simple or past continuous for a–f.)
sentences. Note useful language.
a while the Wilson family (stay) in Silemani
3 Take turns.
b while the others (look) up at the waterfall
A Tell your story.
c while Adam (climb) down the cliff
B Ask questions when something is not
d while his Dad (rescue) Adam clear.
e when the paramedics (arrive) 4 Write your story in your copybook.
f when Adam (leave) hospital next day
4 Write the story in a paragraph. Start like
this..
An emergency at Ahmadawa
While the Wilson family were staying in
Silemani, they went to visit the ...
23
9780230727526-Sunrise 10 SB.indd 23 22/5/09 15:56:53

Language Focus
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  
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Present
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Lessons
Lessons Lessons
Lessons
Lessons 2-3:
2-3: Lessons
2-3:
2-3: 2–3:
Past
Past look,
Past
Past Past
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continuous 2-3: feel,
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Lessons
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Lessons 2-3:
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Lessons
Lessons
really Past
2-3:
2-3: Past
2-3: 2-3:
2-3:
2-3:
frightened! Past
continuous
2-3: Past
Past Past
Past
Past
Past continuous
continuous
look,
look,
be, look,
continuous continuous
continuous
continuous
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feel,continuous
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look, feel,
feel, +@past
feel,
look +@past
be
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By
ByBy
By 7.30,Toby
7.30,Toby
By
7.30,Toby
By 7.30,Toby
7.30,Toby was was By By getting
7.30,Toby
getting
was
getting
was 7.30, getting
getting hungry
…
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hungry
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By 7.30,Toby
ByBy By
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7.30,Toby
was wasgetting was gettingwas
By
was
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7.30,… getting
getting
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7.30,Toby
By
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wasBywas
was was7.30,…
was
7.30,… By
getting
getting
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hungry
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… Toby was
Lesson Bygetting
3:ByBy
7.30,…
By By↓By
By
7.30,…
By
7.30,…
Adverbs
By
ByByBy
7.30,…
hungry.
7.30,Toby
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By7.30,…
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By7.30,…
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>
of
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was
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frequency@ was
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was
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was
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pŠíØ@õìaìóm@õìì†‹iaŠ
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Ša†‹Ø@üi
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was
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ó óÜ@Šbu@ÚŽ @ôÙŽ
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WhileWhile
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Toby,
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Lesson 4: Past
…the ↑
While simple
While Whileshe
caught
@
While
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was helping
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and caught
adverbs fire @@ to America.
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oil
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oil oil
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oil caught
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fire
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LessonI / You 4: /Lesson
We/They
Adjectives
ôîbbî 4:and and …the
Adjectives …the oil
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adverbs caught
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and caught
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manner
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Lesson
Lesson Lesson
Lesson
Lesson
He/ She/ 4:
4: Adjectives
Adjectives
4:
4:
4: Adjectives
Adjectives
ItAdjectives and adverbs
and
adverbs
moved
and
and adverbs
(did
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manner
of
move)
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of manner
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Lesson Lesson
Lesson 4:
Lesson
@ìbå Lesson
Lesson
Lesson
Lesson Adjectives
Lesson4:
Lesson
Üòìb� 4:
4:4:4:4:
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4: Adjectives
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4: Adjectives
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4: and
ôîbbî
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Lessonôîbbî
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ôîbbî Lesson
4:
Adjectives
Lesson Adjectives
4: Adjectives
4: 4:
Adjectives
Adjectives
and and adverbs
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manner ôîbbîbä
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24
9780230727526-Sunrise 10 SB.indd 24 22/5/09 15:57:05

LANGUAGE
FOCUS
22VOCABULARY
ambulance ambulance nambulance n @@��î��@ôÝŽï�� @@��î��@ôÝŽ paramedic
paramedic ï��/phonetics/prepnparamedic n n @@õŠ��î��@ô�Ž@@ï��î�� õŠ��î��@ô�Žï��î��
again and/ˈæmbjʊləns/
again /phonetics/exp n Š��@õ��†@��@Š��paramedic like /ˌpærəˈmedɪk/ ��
ambulance
belowprep/advprep/advnambulance
below prep/adv n @@ ��î��@ôÝŽ ï ��
@@��î��@ôÝŽ
@@Š�� police @@ïŠ��
��
n /pəˈliːs/ n paramedic
policenn n @@ õŠ��î��@ô�Ž ï ��î��
@@õŠ��î��@ô�Ž
@@�ï�� @@�ï�� ï��î��
below /bɪˈləʊ/
ahead (of ) / phonetics/prep police local time /phonetics/phr
below prep/adv below prep/adv @@ Š�� ”Žïq@��police @@ n
Š�� police n @@ �ï�� @�� @@ �ï��
bonfire n nbonfire n
bonfire /ˈbɒnˌfaɪə/ @@��@�� @@police ��@��
police carcar n police car n n
/pəˈliːs ˌkɑː/ @@�ï��@ôÝï�� @@�ï��@ôÝï��
a.m / phonetics
bonfire /nabbbonfire n @@ @@ û Š
��@�� ï �@”Ž ï
@@q
police meet
��@�� car /phonetics/v
n police car n @@ �ï��@ôÝï�� oŽ î@@��Ž ïq@õ��
careful/lycareful/ly /ˌkeəfl (i)/ careful/ly
adj/adv
adj/adv adj/adv @@��ïî�îŠ�@�� @@police ��ïî�îŠ�@��
police officer offipolice officer n
n /pəˈliːs ˌɒfɪsə/
cer n @@�ï��@õŠ�� @@�ï��@ôÝï��
�ï��@õŠ��
arrive /phonetics/v
careful/ly careful/ly
adj/adv adj/adv Ž��†
@@@@��ïî�îŠ�@�� @@@@police nationality
��ïî�îŠ�@�� officer n /phonetics/n
police officern n n @@@@�ï��@õŠ�� @@��
@@@@�ï��@õŠ��
catch firecatch fire phr
/ˌkætʃ ˈfaɪə/ catchphrfire phr oŽî�� quad
oŽquad
î�� bike
��bike nquad bike
/ˈkwɒd ˌbaɪk/ Š��@��@��ŽîŠ�� Š��@��@��Ž îŠ��
attach catch
/ fire
phonetics/v phrcatch fire phr @@ oŽ î
��†@ ��
Žïq��rail quad
@@ oŽ î nearly
�� bike �� n/ quad bike
phonetics / n
adv @@ Š
 ��@��@��Ž î
@@��îŠ�� Š�� @@ Š
 ��@��@��Ž
� @�@õ��î� îŠ��
cliff /klɪf/cliff n n cliff n @@��‡�� @@��‡��
rail n /reɪl/ rail n n @@Š��‡��@ô @@ÝŽïŠ��‡��@ô ÝŽï�
born/kræʃ/ cliff
(be)
crash n cliff
v/n crash v/n n @@ ��‡�� rail @@ n
��‡��
ïoil rail n @@ Š��‡��@ô Ý
@@ ï
Ž �
Š��‡��@ô ÝŽï�
crash / v/n
phonetics/adj @@��@L@oŽ��@� ï�Žï�� @@��@ î�†��ratL@oŽ
rat n�Žï/ræt/
�� /phonetics/nnrat n @@��
@@��
crash
cut v/n cut crash v/nv/n @@��@ @@�îL@oŽ
��Ž�@ïL��@�
�ŽoŽï��î�@@�� @ rat n�Žï�� registration
Lregistration
@oŽ
��@ïLparent
registration rat n
number n number n @@��Š��@õ�Š�� @@�� @@��
cut Bye v/n v/n /phonetics/abb
(Goodbye)
/kʌt/ @@�î
�� oŽî�� /phonetics/n number @@��Š��@õ�Š��
��@� �î�†
cut v/n
downstairs cut v/n
downstairs
adj/adv adj/adv @@HŽ�@@��î
@��@��I@��Š��
LoŽî�� @@HŽ��@@@��@ registration
�î �/redʒɪˈstreɪʃn ˈnʌmbə/
rescue I�@��Š��
LoŽî�� v/n rescue numberv/nn number
registration n n @@��Š��@õ�Š��
@@��Š��Š @@��Š��@õ�Š�� @@��Š��Š
downstairs
can't wait /ˌdaʊnˈsteəz/
/ phonetics/expadj/adv ��@�� Š��@oŽ ï �� penfriend /phonetics/n ��@�Ž îŠ��
downstairs
emergency downstairs
adj/adv
services
emergency adj/adv @@ HŽ �
n services n @@��@õŠ�� @��@ I ��Š�� @@ HŽ �
@@��@õŠ�� rescue
@��@
robrescueI ��Š��
v v/n rescue
/ˈreskjuː/
rob v v/n v/n @@ ��Š��Š
@@��@õ�� @@@@�� Š��Š @õ��
emergency services
cousin /phonetics/n /ɪˈmɜːdʒənsi picnic /phonetics/n
emergency services
emergency services �� rob rob ��î��
ˈsɜːvɪsɪs/ nexplode v explode v n n @@ �
 ��@ õŠ��
@@oŽî���� robber @@ �
 ��@ õŠ��
@@rob
oŽî�� v /rɒb/ n�� robber v v n @@ �� @õ��
@@�� @@ �� @õ��
@@��
difference explode / phonetics/n
v explode v @@ oŽ î �� õ ��ï�
�
 � robber
@@ oŽ plan
î �� n �
 �/ phonetics
robber /n v/n ��†@��q @@ @� �� @oŽ ï ��†�†@��q
explode /ɪkˈspləʊd/
fire (on~) phr v
fire (on~) phr @@HoŽï��I@�� @@HoŽïrobberyrobber
�� I@��n/ˈrɒbə/ robbery n n @@õ�� @@õ@@��
during / /faɪə/ p.m
ï@õ��@��
fire (on~)firefirephonetics/prep
(on~)
enginephr phrfire engine
nfire (on~) phr n @@HoŽï�� I@�� @@HoŽïrobbery
��
robbery
rush I@�� abb robbery
n /ˈrɒbəri/
rush v/n n n @@õ�� ûŠ��ï�@��q @@õ��
@@��Žî��@��@ôÝŽ @@��Ž �� î��@��@ôÝŽ ï��
v/n @@��@�� @@��@��
fire engineer
engine fire engine nnfirefighter
//ˈfaɪə ˌendʒɪn/
phonetics/n
firefighter fire engine
n nn @@��Žî��@��@ôÝŽ @@Š��Ž@@��Ž ï��
î�� Š�î��
î��@��@ôÝŽ @@rush��ŽîPS(postscript)
Šrush
save v/n/rʌʃ/save
ïv��
�� rush
v/n vv/n /phonetics/abb @@�� @@��@��
@Š��Š @@�� Žî@@��Š�
��@��
@Š��Š q
firefighter
firefi gateghter first aid n nfirst
/ˈfaɪəˌfaɪtə/
/ phonetics/n firefighter
n aid n n @@Š��Žî@@��
@@ôî��Š��@ô��î�� Š�†@@save
ôî��Š��@ô��î�� Š��Žreply
save
shout v v/seɪv/
î�� save
v vv
/phonetics/v/n
shout @@@@��
@@@��†@��@Š��Š
Š�� @@@@��
@��†�†@��@Š��Š Š��
first aid first aid
/fɜːst ˈeɪd/
flame n first aid
n nflame n n @@ ôî��Š��@ô��î�� @@
@@��Ý�@��Š�� ôî��Š��@ô��î��
L�� shout
shout
siren @@�� v /ʃaʊt/ shout
siren
Ý�@L�� /phonetics/v/n
n v nv @@ ��
@@�îŠ��@õŠ�� Š�� @@ ��
@@�îŠ��@õŠ�� Š��
go ahead / phonetics/v score �†��Š�� @�@��† Š��
flame flame
/fl to
eɪm/
flower flame nn
nnnyou@flower @@��Ý�@L�� �� siren @@��@@Ýn�Ž�@L/ˈsaɪrən/
siren
slow/ly �� /adv siren nn adj /adv
slow/ly @@�îŠ��@õŠ�� @@�îŠ��@õŠ��
o�ï�ï�@��@�@@�Ž��
adj @@��Š�� @@��Š��
Good meet /phonetics/exp skateboard /phonetics/v/n @@��Žï��ïÝ��
flower /ˈfl flower aʊə/ nn adj
frightened flower n adj
frightened @@�� @@ �
Ž �� slow/ly
slow/ly
smell/smelt @@ �
Ž adj
��
@@�� /phonetics/v slow/ly
/adv
/sləʊ/li/
smell/smelt
v adj /adv
adj/adv v @@ ��Š��
@@��@�� @@�� @@��Š�� @��
grade / phonetics/n ��q suggest @@ ��†Š �ï��Žïq
frightened frightened
/ˈfraɪtnd/adj
hero/heroes frightened
nadj
hero/heroes adj
n @@����@L�� @@ ��
@@�� smell/smelt
smell/smelt
smoke
�� @L���� @@ ��n vsmell/smelt
smoke/smel/smelt/
n v v @@ �� @��
@@Ž�� @@ �� @@Ž��@��
��
Hi! / phonetics/exp
hero/heroes hero/heroes hero/heroes
n v
hit v /ˈhɪərəʊ/ˈhɪərəʊz/
hit nn @@����@@@L��  @@�� ��
�‡Ž��ï� smoke
team
��@@@��
smoke
stair L��
/phonetics/n
n n‡Ž�ï��/sməʊk/ smoke
stair n n n @@��ïÝ�@Žô�@õ�Ý� @@ �
Ž �� @@��ïÝ�@Žô�@õ�Ý�
@@ �ï�
@@ �
Ž �� @@ @@
@ @ interest
hit /hɪt/ vhit / phonetics/v/n hit vadv (=exactly) ��Š�� stair travel /phonetics/v
stair ‡Ž@@î�� @@��†@ o�� @@
‡Žî��@ @
@@
justv adv (=exactly) just @@Ho�� @@�� I@�� ‡Žï�@@Ho�� tiestair@@v��In@�� ‡Žï� tie
/steə/ nv n @@��ïÝ�@Ž ô�@õ�Ý�
@@�� ïÝ�@Ž ô�@õ�Ý�
@@�� @@
just internet
/dʒʌst/ just/phonetics/n
ladderadv (=exactly)
just advn (=exactly)
advn(=exactly)
ladder @@Ho��@@oŽ I@��ï�Š��ï�
��î�� tie
@@Ho��tievused
tour @��to
Iguide
@@/taɪ/
��î�� /phonetics/v
tie
vntour v guide n @@��‡Ž@îŽ��Š @@Š�‡��ï�
@@Š�‡��ï� @@@@��
oŽî†‡Ž�Š@Ž�î��@Š@ @@
ladder n ladder n v tour guide tour guide @@ @@
ladder leave/ˈlædə/
/ phonetics/v
leave/left n v leave/left @@oŽïoŽ ÝŽî�@@ï@ŽÝ��î��
ôŽî†�� @Ž�� @@towards �@@@Žô��î��
ïÝŽîvacation
oŽtour guide
�� n /ˈtʊə gaɪd/
/phonetics/n
preptowards prep n n @@@@Š�‡��ï�
õ��Š@��Š��@ @Ž�Š @@@@õ��Š@��Š��@
Š�‡��ï�
@@��q@Ž�@Š@ @@
Ä��Ä��@ @ @@
leave/left leave/left
vadjnasty/ily v /adv @@oŽïÝ@@Žî�o�� @Žô�� towards @Žô��prep towards @@õ��Š@��Š��@
��Žï�@��@@waterfall
oŽtowards
ï@@Ýwaterfall
Žî�o��
leave/left /liːv/ /left/
nasty/ily v n /təˈwɔːdz/
waterfall prep
nprep @@��Ä�� @@õ��Š@��Š��@
let (let’s) /phonetics/v /adv adj �� /phonetics/n ��@@��
nasty/ily pan nasty/ily
/ˈnɑːsti(li)/
n adjnasty/ily
/adv
adj/adv
pan n adj /adv @@o�� worry waterfall @@o��
waterfall v
�� n waterfall
/ˈwɔːtəˌfɔːl/
worry v n n @@ oŽï��@��Š��ï� @@��Ä��@@ oŽï��@��Š��ï� @@��Ä@��@ @@
@@
pan /pæn/pan n n pan n �� @@ worry worry v /ˈwʌri/
�� @@ worry vv @@ oŽï��@��Š��ï�@@@@ oŽï��@��Š��ï� @@
@@ @@ @@ @@
To Help You To HelpStudy You Study
(Note: Keep (Note: English Keep as English it’s) as it’s)
3 TO HELP To Help You
YOU STUDY
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Collect
To Help words
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fire station firefighter fire engine ambulance paramedic hospital
fire service ambulance service
the emergency
services
the police
25 25
police station police car police officer 25 25
Try making networks for these subjects. home: people, rooms, furniture
school: people, rooms, subjects
sports: types of sport, people, equipment Unit 2 pages 16–17 Activities 1–3 15
25
9780230727526-Sunrise 10 SB.indd 25 22/5/09 15:57:13

Literary Reader
Episode 2: The race to India
M r Fogg and Passepartout travelled by train to Italy, and there they caught a large
ship called the Mongolia. This was going to sail through the Suez Canal to
Bombay, in India.
A week after they left London, Mr Fogg and his servant found themselves in Suez.
While the ship’s crew were putting more coal in the boat, Phileas Fogg and Passepartout
went to the British Consulate to check their passports. While they were getting off the
ship, another Englishman saw them. It was Mr Fix, an English police detective who was
in Suez because he was looking for the London bank robber. Detective Fix was excited
to see that one of the men who were getting off the ship closely matched the description
10 of the robber. He secretly followed Fogg and his servant. Mr Fogg later left the Consulate
and returned to the ship alone. Mr Fix decided to talk to Passepartout. He discovered
that the men were travelling round the world, and that Mr Fogg was carrying twenty
thousand pounds in his bag. Passepartout did not know much more than that about
his master. But when he heard these strange things, Detective Fix felt sure that Phileas
Fogg was the man that he was looking for. He decided to
go on the ship to Bombay, where he hoped to arrest
Mr Fogg in a place that was a British colony. He
immediately sent a message to the police
in London asking for the correct arrest
20 papers to be sent to Bombay.
During the journey, Passepartout
was surprised to see Mr Fix again,
but the two men spent time
together and became friends,
while Phileas Fogg played cards
with the other passengers. The
journey along the Suez Canal,
through the Red Sea and across
the Indian Ocean to Bombay,
30 usually took ten days. However,
Phileas Fogg quietly promised the
engineer of the Mongolia a large
amount of money and asked him to
get them to Bombay ahead of time.
The ship arrived in Bombay at 4.30 p.m.
on 20th October – two days earlier than
planned.
26
9780230727526-Sunrise 10 SB.indd 26 22/5/09 15:57:15

LITERARY
READER
In Bombay, Mr Fogg sent Passepartout to buy more clothes for them both. While
Passepartout was shopping, Mr Fogg went straight to the passport office, and then to
30 the railway station. There, he waited quietly for the 8 p.m. train to Calcutta. He was not
interested in seeing Bombay.
Passepartout was not like Fogg: he was excited to be there. He bought some clothes,
and then he looked round the city. He saw a beautiful temple, and he decided to look
inside. But he did not know that it was very important to take off his shoes before going
into a temple. Immediately, three angry priests began attacking him and pulling off his
shoes. Passepartout was shocked, but quickly hit his attackers and ran out of the temple.
He escaped and arrived at the railway station, without his hat or shoes, five minutes
before the train to Calcutta left. He immediately explained his story to Phileas Fogg and
told him all about the temple and his lucky escape. Mr Fix was hiding not far from them
40 in the station, and he also heard the story. He still did not have the arrest papers, but he
wanted to follow Mr Fogg and Passepartout to Calcutta on the train. He watched them
climb quickly into one of the train carriages. He was going to get into the next carriage
when he suddenly changed his mind. As he watched the steam train slowly starting the
three-day journey to Calcutta, Mr Fix thought carefully about the Frenchman’s story,
and he had a new idea.
DID YOU KNOW?

Big international engineering projects began in the 19th century, and these helped travel and transport
around the world a lot. Two of the biggest were the Suez Canal, finished in 1869, and the Panama Canal,
opened in 1914. The map shows how they changed journeys around the world. Travel suddenly became
much faster and safer. (The journey around Cape Horne was especially dangerous in the old days.)
27
9780230727526-Sunrise 10 SB.indd 27 22/5/09 15:57:17

3
lessons
eat WeLL
How many do we need?
– be WeLL
1&2 some and any, much and many • a, some and the
A LISTEN AND DO Dairy products

8 9
Fruit & vegetables Drinks
1 2 3 13 14 15 16 c
10 11
4 6
5 7
Canned Fish, meat and eggs

products Bread 17 18
a 12
19 d
20
b
1 Look at the food and drink in the

supermarket. Match their names with numbers
1–20.
bread butter cheese chicken legs coffee B GRAMMAR p34
eggs fish kebabs lemonade lemons 1 Look.
lettuces milk olives onions orange juice
oranges potatoes tea tomatoes yogurt some or any
We need some ground meat.
2 Find these new items. Match their names Do we need any vegetables?
with letters a, b, c, d.
We don’t need any tomatoes.
bread rolls cola ground meat much, many, a little, a few or a lot of
tomato paste How much meat do we need?
How many people are coming?
3 Copy the shopping list. Then listen and There isn’t much time.
complete it for Lucy and Tim.
We don’t need many packets.
We only have a little time.
Shopping list We only need a few onions.
That’s a lot of meat!
Item Quantity
bag bottle can
ground meat 10 kilos carton jar kilo 2 Listen to the conversation again and
find more examples.
onions litre packet
tomato paste piece tub
bread rolls
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3 lessons 1&2
C SPEAK 2 Complete the statements. Find the correct

1 Write your own shopping list. nouns in the text.
Item Quantity 1 There are enough …, but they haven’t got
enough …, so Lucy wants Tim’s help with
2 Now work with a partner and take turns to these.
ask and answer. Make a new shopping list to 2 He has to get some … and cut these into small
write what your partner says. ….
A Are you going to buy any (drinks)? 3 Then he has to mix these with some … and
B No, I’m not going to buy any (drinks) today. some … to make the burgers.
But I’m going to buy some (olives). 4 He has to heat some … in a … and cook the
A How (many) are you going to get? burgers for ten … .
B I’m going to get (half a kilo). 5 At the same time, he has to cut some … and
prepare some … .
3 Compare your lists. They should be the
same!
E GRAMMAR p34
D LISTEN AND READ 1 Look.
a, some and the

Get a pan, and cut some onions.
Take some meat and some tomato paste.
Mix the meat and the paste together.
2 Read and act out the conversation between

1 Listen and read. Lucy and Tim.
Lucy Right, Tim, we’ve got enough chips, so
could you help make a few more burgers? Unit 3 page 19 Activities 5 and 6
I can’t make them fast enough.
Tim Sure. Just tell me what to do.
Lucy Well, first cut some onions into very
small pieces. Then take some meat and F LISTEN AND SPEAK
some tomato paste ... and mix the meat, Play a memory game.
the paste and the bits of onion together. Say what you bought at the supermarket.
Tim OK. And what do I do next? How long can you make the list? Start like this:
Lucy Get a pan and heat a little oil in it. A We bought some bottles of cola.
Tim And then? B We bought some bottles of cola and a jar of
Lucy Put the burgers in, and cook them for coffee.
about ten minutes. C We bought some bottles of cola, a jar of coffee
Tim What else do I need to do? and two kilos of potatoes.
Lucy Get some bread rolls and cut them. And D We bought some bottles of cola, a jar of coffee,
you also need to prepare some lettuce. two kilos of potatoes and …
Tim Oh, look, the fireworks are starting!
Lucy Very pretty! But come on, Tim, we have
to keep cooking.
Tim OK, OK!
29
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3
lessons
eat WeLL
Types of food that you need
– be WeLL
3&4 a, the and zero article • relative pronouns who, which and that
A READ
Make mine a pyramid

pizza, please! by Dr Lynda Hill
Yesterday, I saw a teenager who a big bag of chips and some cola.’ ‘You should do
did not feel well. Joe started to His only good meal was dinner at two things,’ I said.
explain. ‘I don’t have much energy home in the evening. ‘First, you need
at school, and I often get bad He looked like a lot of young to start eating
headaches.’ people that come to see me. He breakfast. Your body needs energy
Then he talked about food. ‘I was tired and overweight. I said, in the morning, and that means
don’t eat breakfast because I never ‘Joe, you’re a good example of the food. Secondly, you should try to
feel hungry then – and I’m always old saying: “You are what you eat”. change to a healthy diet.’
late for the school bus at 7.30! And You eat unhealthily, and you are Then I showed him the Food
for lunch,’ he went on, ‘I usually get unhealthy!’ Pyramid diagram.
Fat, oil and sugar
(Only small amounts! We get lots from
other food groups.)
Dairy products Meat, fish and eggs

(2–3 portions a day for calcium and (2–3 portions for protein, iron and Vitamin B)
carbohydrates)
Vegetables Fruit Bread, pasta, rice and cereals

(3–5 portions for fibre and (2–4 portions for (6–11 portions for fibre
Vitamins A and C) Vitamins A and C) and carbohydrates)
The Food Pyramid includes the six groups of food which we eat. Between
them, these give the 50 nutrients that we need, and you can get all of them You need …
quite easily. Try the pyramid pizza: ● calcium for strong bones;
• The base brings you the bread group. ● carbohydrates for quick
• The cheese comes from the milk group. energy;
• Add some chicken and you’ve got the ● fibre to help your
meat group. stomach work well;
• Some onion or pepper gets you the
● protein to build your
vegetable group.
body;
• Top it with some pineapple and you’ve
even got the fruit group! ● vitamins and iron for
Yes, it’s really simple. Eat well and you’ll be good health.
well!
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3 lessons 3&4
1 Do the tasks. 2 Find more examples in the text.

1 Look quickly at the photo and diagram, and:
a) name the writer’s job. Unit 3 page 20 Activity 1
b) say what you think she is writing about.
2 Look at the diagram for a minute, and then C READ AND SPEAK
cover it. Say: 1 Decide what the title means.
a) how many groups of food there are. a) Could you make a pyramid out of pizzas,
b) all the types of food that you can remember. please?
2 Correct the statements that are wrong. b) Please make a pizza that looks like a pyramid.
1 Joe eats three healthy meals a day. c) I’d like a pyramid pizza, please.
2 Not many teenagers have the same problem 2 Explain the Food Pyramid diagram. Start
that Joe has. like this.
3 Joe needs to get up earlier in the morning. At the top of the Pyramid, there is one
4 He needs to start having lots of chips and cola food group – fat, oil and sugar. We need
for lunch. only small amounts because we get …
5 If you put fruit and vegetables together, you In the middle of …, there are two …
need about 50 portions a week. – dairy products and … With dairy products,
we need two or three … These give us
3 Read to find the correct meaning. calcium and … With meat, fish and …, we
paragraph 4: … and that means food. need …
a) energy is the same thing as food At the bottom of …
b) to get energy you have to eat food
Unit 3 page 20 Activities 1 and 2
B GRAMMAR p34
1 Look. D SPEAK
Agree with each other.
a/an/some, the or (–) zero article A I (really) like (meat). A I don’t like (oranges).
I usually get a bag of chips / some chips. B I love …, too. B I can’t stand …, either.
I’m always late for the school bus at 7.30.
I often get (–) bad headaches. Unit 3 page 21 Activity 3
E GRAMMAR p34 F SPEAK

1 Look. 1 Look at the pyramid pizza again. Ask and
answer questions.
Relative clauses with who, which and that A Why is the (chicken) in the pizza important?
He looked like a lot of young people who / that B Because that’s the ingredient which / that gives
come to see me. us (protein).
The Pyramid includes the six groups of food
which / that we eat. 2 Ask and answer questions about people that
you have met in this book.
2 Find more examples in the text. A He’s (the Canadian) who (was travelling to
Kurdistan in Unit 1).
B You’re talking about (Ben), aren’t you?
A That’s right. Now it’s your turn.
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3
lessons
eat WeLL – be WeLL
Explaining your culture: food
5&6
A READ Thanksgiving
1 Look at the pictures and the poem. Then Thank You
answer these questions. for all my hands can hold –
1 What does the first line of each verse say? apples red,
2 Look at the title. What does it mean? and melons gold,
3 Who do you think the writer is speaking to? yellow corn [5]
both ripe and sweet,
peas and beans
2 Listen to the poem and check so good to eat!
your answers.
Thank You
3 Listen to each verse. What does each for all my eyes can see – [10]
one say ‘thank you’ for? lovely sunlight,
a) Wonderful things in nature that you can hear field and tree
b) Wonderful things from nature that you can eat white cloud-boats
in sea-deep sky,
c) Wonderful things in nature that you can see
soaring bird [15]
and butterfly.
4 Listen to your teacher’s explanations and
find all the ‘wonderful things’ in the pictures. Thank You
for all my ears can hear –
birds’ song echoing
5 Work out the meanings of these words –
far and near, [20]
a) or b).
songs of little
Line 5 corn
stream, big sea,
a) a type of flower
cricket, bullfrog,
b) a type of plant that people use for food duck and bee!
Line 6 ripe
Ivy O. Eastwick
a) young and not yet ready to eat
b) fully grown and ready to use for food
Line 15 soaring
a) flying fast and high in the sky
b) walking quietly on the ground
6 Listen again. Then read the poem

aloud.
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3 lessons 5&6
B WRITE
1 Write a, some, the or – (zero article).
A simple Japanese dish
The Japanese have a very good, traditional diet.
Like many other people in Asia, they eat _1__ rice.
They also eat a lot of _2__ fish and _3__ vegetables.
They do not eat a lot of meat or dairy products,
and this means their diet is low in _4__ unhealthy
fat. It is also quite low in _5__ sugar and in _6__ oil.
Let’s look at some of the ingredients that you
need to make nabemono /næbemɒnəʊ/, a simple 2 Look at the first sentence in paragraphs 1
Japanese dish. For this, you need _7__ kilo of white and 2 of A simple Japanese dish.
fish. You also need half _8__ kilo of tofu /ˈtəʊfuː/
These are the paragraph topic sentences. They tell
(white soya bean cake), and it is very important
you the subject of the paragraph. A topic sentence
to have _9__ green vegetables, too. Then you need
is usually the first sentence of a paragraph.
_1__0_ soya sauce and Japanese spices, and you
must have _1___ 1 rice – about _1___
2 cup for each 3 Choose the best topic sentence for
person. paragraph 3.
a) You can make several dishes with fish,
vegetables, tofu and rice.
b) There are a lot of jobs that you need to do in
the kitchen.
c) Here’s how to cook this traditional Japanese
dish.
C UNIT TASK
1 Explain Kurdish food to a visitor.
1 Explain the types of traditional food that
Kurdish people eat.
We like … / eat a lot of …
We don’t eat much / many …
Our diet is healthy / unhealthy because …
2 Choose a simple Kurdish dish to talk about.
List the ingredients that you need.
You need a / some …
You must also have a / some …
3 Explain how to cook the dish.
First, clean _1___
3 fish and cut it into pieces.
First, clean / cut / prepare / wash the …
Then wash _1___ 4 vegetables and cut them into
pieces, too. Also cut _1___
5 tofu into pieces. Now Then … / Now … / Next, …
it is time to start cooking _1___
6 rice. Next, heat a 2 Write your explanation with topic
large, deep pan of water. When it is hot, add _1___ 7 sentences.
soya sauce and spices, and then slowly add _1___ 8
other ingredients and let them cook for about
fifteen minutes. Then eat!
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bread rollbread 2 VOCABULARY 2n det VOCABULARY 2 VOCABULARY ��@�
a (~day) î�†�� oil /phonetics/n
@@ì�‹��@��‹�� item @@n�� @@��
/ˈbred ˌrəʊl/ aroll
bread (~day)n roll
ndet
a (~day) @@ìì�� @�@@
@@�� ìì�� @�det
ì�‹@@��@��
ì�‹
packet
�� packet
��@�� ‹�� packet
n /ˈpækɪt/
‹��item
n n n
item n @@@�� @�@��@�@��
@@@��
a a
(~day) det 2
(~day) ByeVOCABULARY
det 2
(Goodbye)VOCABULARY
burger burger @@
/phonetics/abb
n item nn ì�‹ ��@��
@@ ì�‹ ��@��
‹
 �� item ‹
 �� n item �
Ž
@@amount ��@�
‹�� n �� pepper parent pepper
(=sweet /phonetics/n pepper/capsicum) @@ @��
n @�@@ @��
@�� @� @�� @�
@@ �� î�†
burger @@ì�‹��@��
/ˈbɜːgə/‹�� namount amount
n
a (~day) det
@@‹�� n pepper
‹� @@@@@��
@@item /ˈpepə/
‹jar
� jar
(=sweet
n@�@�� n pepper/capsicum) n @@n‹� jar n @@@@��
��
@�@��í
amount amount can't
ncalcium n wait a (~day) det a
n
(~day) det jar @@ ì�‹
jar ��@�� ‹
 �� @@ ì�‹
penfriend��@�� n ‹
 �� @@nì�‹item
��@�� n �� @�@item
‹�� @@ @��
@@�� @�@��í
@�@�� @@@��@�@��
a (~day)a det /ˈkælsiəm//
calcium
(~day)@@det
phonetics/exp
calcium
‹base
� n jar
n n
n @@ ‹
 � ��@��@@ ‹
 �
n Š ��@oŽ
@@ ��
base n @@ï n��
�� piece piece n
@@piece/piːs/
�� @ n
�@ n
��í
/phonetics/n @@ @@
��í
��
@@��
@ �@ ��í @@
keep �� @�Ž
@�@ @@��
��
(=continue) î
@�@Š
 ��
�� n
a (~day) det @@ì�‹base n n ‹�� item @@ì�‹��@��
namount @@ì�‹��@�� ‹��n item ‹�� n item @@�� @@nn�� keep keep (=continue)
(=continue) n ‹�n jar n @@@��@�@@@�� @��@�@�� @@�ìí�@��ì��
@@�ìí�@��ì��
base nbase cousin
n
carbohydrate amount
/phonetics/n
carbohydrate n��@��
carbohydrate
/ˌkɑːbəʊˈhaɪdreɪt/ namount n n n�� @@keep
@@ �� @@ keep
(=continue)
�� @@ ��
(=continue)
�� @@ n ‹

portion �
portion jar
picnic portion nn /ˈpɔːʃn/ @@
/phonetics/n n ‹
 � n jar@@n@��@�@@@@@�� ìí�@��ì�� @@ �ìí�@��ì�� @@@@��
�� î�� @�@@@��í
�� @@��@�@��í
amount amount
n @@ �� n bone keep (=continue)
n n @@‹� jar n base n @@‹� n bone jar n
@@‹� @@��Ž@@��Ž
n jar n @@ �ìí�@��ì��
loaf @@ ��Ž @@ � �
�� loaf
@ �@ @@
��í (loaves)
�� @ �@ ��í n
amount n bone � ��(=continue) loaf(loaves) (loaves)
@@ ��n @ �@n
@@�� @@�‹Žn��í�
��í keep (=continue) n @@ �‹Ž �@@�í��‹Ž��í�
bone nbone can difference
n /kæn/ can nbase n n
/ phonetics/n
n can
loaf
base n @@��Ž�� @@��Ž loaf � � loaf
(loaves)
boss @@ õ
(loaves)
í�í� @@
n��ï��
@@ pretty
í�í� nplan
pretty keep pretty
/ily @@ ��
/phonetics
adv/adv
/ˈprɪti/ /ily adj/adv /keep
adv/adv v/nn (=continue) @@�‹Žnutrient
��†@��q �@@�í�
��@�@oŽ@�ï@��í� @@��
�ìí�@��ì��
@@��†�†@��q @�@��í� @@�ìí�@��ì��
base n base nbase@@n��Ž�boss � boss (loaves)
n n@@�� keep bone n @@n�� n@@keep �� n
@@ ��@��(=continue)
@@ keep
��@�� (=continue) @@
n nutrient
nutrient �‹Ž � �í� n @@��Ž@@
n n@@�ìí�@��ì�� @��
loaf @@�ìí�@��ì�� n@@�ìí�@��ì��
n @@��@��
@@ ��@��
boss n boss nduring/kænd/
canned bonecanned
/ canned nadj adj bone n @@��@��
(=continue)
nutrient @@nutrient
ì�‹�í� í@@�@�� @@��Žníproduct
ì�‹�í� ��@��
� p.m
product loaf product ��Žn�� n loafn (loaves)
@@/ˈprɒdʌkt/
n(loaves) � � (loaves)
n @@��@�� @@û�� @@��@@�‹Ž��í� @@�‹Ž��í�
phonetics/prepadj nutrient @@��@�� n@õ��@�� abb @@��@�� Š��ï�@��q
bone n bone n@@bone ��@�� n bottle bottlen @@n��Ž�n� loaf (loaves) boss @@n��Ž n �bottle
� @@loaf ��Ž�n� (loaves) loaf @@ �
Ž n@@��@��
(loaves)
�í� overweight
@@Ž�n�í�/ˈprəʊtiːn/ n
overweight adj
@@n��@�� adj
@@ �‹Ž � �í� @@ �
Ž
nutrient �í� overweight
n @@ �‹Ž � �í� @@ �‹Ž
@@ �
ì�adj
�í�
� ��
@@ @�
ì���@��Ž
� �� @� ��@��Ž� � � �
n carton
bottle bottle n /ˈkɑːtn/
engineer carton
boss ncarton
/ phonetics/n nn n boss n @@Ž��í� @@overweight �
Ž �í� ��
@@��@��
overweight adj
Š�î�� @@�� protein protein @@protein
nutrient
PS(postscript)
adj ��@�� nn nutrient /phonetics/abb @@ì�n��@��@��Ž @@ì���@��@��Ž �� @@�� @@‹Ž��@��
�î@@��Š��q ‹� @@��@��
boss n boss n@@Ž��í� overweight adj @@bottle
��@�� bread nutrient roll n
nutrient @@ ì� � �� @� ��@��Ž � � @@ìì��overweight
@��@@��@�� packet n
boss n bread bread rollroll n n nutrient n @@n��@�� @@ìì�� @@@@�í� @��
ìì�� n
@�pyramid n packet
packet
��/phonetics/v/n n n@@��@��
n @@Ž��í� adj
@@��@�� @@��
��@ �� @@ì�@@��
n @@ n ��@��
cola n ncola @@��Š�†
�� pyramid n /ˈpɪrəmɪd/ adj
@@��†�†@��
rollcola
bread bread ngate /ˈkəʊlə/
roll bottle
/ nphonetics/n packet
bottle @@ ìì�� n@�@@ ��
ìì�� @� packet
�� packet
n @@
n �
Ž pyramid
�� replyoverweight @@ �
Ž �í� n adj overweight @@ ��
@@ @�� @@† ��
@�� @� @@��ì���@
��@@@�� ��@��Ž @��@��Ž��
bottle @@
n ìì��
bottle @� ��
n burger n n @@ �
Ž �í� burger @@ overweight
�
Ž �í� n overweight adj pepper @@ ��
adj @@ ‹�� @@ ì� � �� pepper
@� ��@��Ž
@@ ì� � �� @�
� � (=sweet
��@��Ž � � pepper/capsicum) n
bottle n dairy n dairy burger n overweight
@@Ž��í� roll n pepper bread roll
adj n @@ ‹��
sauce @@score
‹�� sauce pepper
nn n n @@ (=sweet (=sweet
@@ì�ìì�� pepper/capsicum)
��@�@��@��Ž
�� packet
pepper/capsicum)
n �� @@��
n n n @@ �� @@ ��
n dairy @@pepper
�� sauce
/ˈdeəri/ bread n rollnn bread @@��Š��
�� packet n /sɔːs/ packet @@�� @@��
burgerburger go nahead / phonetics/v
@@diagram
‹�� pepper @@ ‹�� @@
(=sweet pepper/capsicum) ‹�� @@ ìì��
(=sweet
calcium n @� ��
(=sweet
pepper/capsicum) @@ ìì�� @� ��
/phonetics/v/n
pepper/capsicum)
@@��
n �†��Š�� @@ ��
piece @� @��† Š�� @@ �� @@ ��
bread roll n bread bread
diagram roll n roll
/ˈdaɪəˌgræm/
burger diagram nncalcium
calcium
n@@ ìì��
n nn@��
burger
n
n
packet @@burger
ìì��
n @�� @@ìì��n @@�� @�� packet
Ý�
Ž �
@@ ��@@n��
saying packet
n saying
@@
saying
Ý �
Ž � ��
pepper
nn/ˈseɪɪŋ/
piece npiece nn n @@‹��
pepper @@��@@�� pepper(=sweet @@�� n @@��
pepper/capsicum)
@@��ì n @@��ì
@@��@@@�@ ��
@�@n��
calciumcalcium
n Good n to meet you@piece /phonetics/exp @@�� @@�� piece o�ï�ï�@��@� npiece
carbohydrate @@�‹��
n
�� skateboard @@@@‹�� (=sweet pepper/capsicum)
/phonetics/v/n@@��@�@��(=sweet n
pepper/capsicum)
@@��@�@�� @@��Žï��ïÝ��
portion
@@�� @@��
burger n burger n @@
burger
dish /diʃ/ ndish ndish�� n carbohydrate n
n @@‹�� n pepper
carbohydrate n calcium @@(=sweet
‹�� @@ ��í� @@n‹�� @� pepper
@@��í�@�@@ ‹�� @@ �� sectionpepper
(=sweet
section
n
section
n ��
(=sweet @�@
pepper/capsicum)
portion ��
portion pepper/capsicum)
n n @@ ��
n
piece @@ �� n @@ �� @@ ��
calcium n calcium n@@��
pepper/capsicum)
n @@��
‹�� piece
n /ˈsekʃn/ n n piece
n
@@��
n @@�� @@�� @@��
n @@ �� @�@ @@��
�� @�@ �� @@ ��
en carbohydrate
carbohydrate
graden / phonetics/nn portion @@n�� portion portion
can n
��q suggest @@��n/phonetics/v @@��†Š @@�ï��Ž
��@�@ ïq �� @@��@�@��
calcium n calcium @@ ��
calcium
n energy
energy /ˈenədʒi/ n can@@�� ncan
energyn n nn piece carbohydrate
n @@ �� @@ �� piece
@@��ìn
n @@��ì n soya piece
soya@@ í�í� n n
soya
@@ /sɔɪə/
í�í� pretty
n @@ ��
npretty@@/ily /ily adv/adv
@@ �� adv/adv
�� @�@ �� @@@@í�í�
portion @@��
H�Ý��@��@��Ž@@npretty@�@��
@@��
H�Ý��@��@��Ž �@/ily
�� �@�@
�� adv/adv
�@��@@��@@@�� @��í� @�@��í�
can n can nHi! / phonetics/exp carbohydratecarbohydrate n @@í�í� n@@pretty í�í� pretty @@��
/ily adv/adv /ily adv/adv
�� team portion
@@�� /phonetics/n n portion n @@��@�@��í� @@��@�@��í� @@�ï�@@�� @@��
carbohydrate carbohydrate
fiber @@ í�í�
n pretty
n /ily adv/adv @@ �� @@ canned
�� portion adj spice portionn @@n �� @� @��í� @@ ì�‹�í� í �@�� product @@ �� n @@ ��
carbohydrate n fibre /ˈfaɪbə/ n fiber canned n adj adj portion
canned can n @@ �
Ž �� @@
@@ �
Ž
ì�‹�í� �� spice
@@ì�‹�í� í �@�� nspice/spaɪs/ product
n
í�@��/phonetics/v n
product n n pretty @@ �� @@ �� @@ ��@@ ��
@@�� pretty @@/ily í�í�
n @@�� /ily adv/adv
cannedcanned adj / can
adj@ @interest n can @@nì�‹�í�í@@�@�� ì�‹�í�product
í�@�� product n ��Š�� @@í�í�n travel pretty @@/ily
í�í� adv/adv adv/adv @@��†@ @@��@�@��í� @ @@@ ��@�@ @��í� @
@@�� @@�� n@�o��
phonetics/v/n product
can
ground n @@
can ì�‹�í�
meat ground
n í �@��
ground meat
/ˌgraʊnd ˈmiːt/ meat
n nnn @@ @@ carton
��@��
í�í� pretty
í�í� n stomach pretty
stomach stomach
adv/adv n @@
/ˈstʌmək/
adv/adv�� n @@�� @@�� protein @@@@��
��@
can n carton n
carton@@í�í� n prettycanned /ily adv/adv adj @@ ��@�� @@ /ily �� @@ �� /ily protein n n
protein@@nì�‹�í� @@ �� í
@� �@��
@��í� product n @�@��í� @��í�
@@��@ @@��@@‹�� � ‹�
cartoncarton
n internet n canned adj canned adj proteinprotein n@@ì�‹�í� ín�@�� used product @@ì�‹�í� í�@��
to /phonetics/v n product n @@ �� @@ ��
n n @@��@@@@�� n@@��
/phonetics/n ‹� @@�� ‹�
canned adj headache
cannedcanned adj headache
@@��
/ˈhedeɪk/ headache
adj colacolaprotein
nnn
n í�@�� product ì�‹�í�
carton n í@@ �@�� ŽoŽ�product
@@cola
nì�‹�í�
ïn�Š��ï�
��
í�@��@@��Ž�� tomato tomato
product n ��
@@ tomatopaste n @@pyramid
paste
pyramid n��/təˈmɑːtəʊ peɪst/
paste ‹� nn n @@�� n@@pyramid
protein ��@�ì��
@@�� @@��@�ì��@@oŽn î†�Š
@@�� @@���@@��@ @��@ ��@@ @
@@ ì�‹�í�
carton n n carton n@@�� @@pyramid nÝŽî†@@@Ž� protein @@ �� protein n @@ ��
@@ ��
cola n colahealthy/ily
nleave / phonetics/vhealthy/ily
/ˈhelθ/ili/ healthy/ilypyramid
n �� @@pyramidoŽ
dairy
�ì�� ï ��
�� tubntub vacation
n tub
/tʌb/ @@ ��
n
n
/phonetics/n @@ �� � ��@ @@ �� �
sauce��@ @@ �� @@ ��q @@��‹� @@��‹�
@@�� n n @@�ì��
n n @@�� ��@ @@‹�� n @@ ��
carton n cartoncarton n
cola
ndairy
n
dairyn @@��
n
cola
protein cola n@@��
n @@�� protein @@ �� protein
@@ n
��
pyramid
nsauce sauce n n
pyramid @@ ��
�� pyramid n@@��‹� @@��‹� @@�� @ @
@@ ��
@@@��@ ��@
dairy ndairy let
cola
n (let’s)ingredient
ingredientn @@
cola
/phonetics/v
��n ingredient
/ɪnˈgriːdiənt/ n n
sauce n @@n��
n @@�� sauce nsauce diagram ��
��Ž pyramid
��Žn��ï@@��Ž
�@�� unhealthy/ily
n �
pyramid �waterfall
unhealthy/ily unhealthy/ily @@�� @@ adj/n /ʌnˈhelθi/li/
/phonetics/n
�� adj adj/ adj nadj/adj @@
@@�� @@saying
�� Ý�
Ž �
��@@@@�ì�� @@ n ��Ä@@����@
�ì��
cola n diagram diagram n@@�� n pyramid dairyn@@n�� @@�� @@�� n ÝŽ�� ÝŽ�saying n
� n saying n @@n�� sauce n ����@ @@����@ @@��ì@@��ì
diagramdiagram
niron /ˈaɪən/n iron dairy
n niron n n dairy
saying
n��ÝŽ�@@
@@ � ��saying Ý�
Ž � n @@@@��
saying ��� n@@vitamin ��� vitamin
@@��
sauce @@��
vitamin n /ˈvɪtəmɪn/ n saucen n@@����@ @@ ��ì @@ ��ì @@ @�� @@ @�� @@@@�� @ @ @@@@��
dairy ndairy @@�� n ÝŽ�dish � dish n dish n @@��ìn n @@��í� @�‹�� n @@�� @@�� section n
dairy n n n saucediagram n@@�� n sauce
@@�� @@��í� @@��í� nsauce @�‹�� n section
@�‹�� section @@�� Ž�@@��saying @@��@@@�@ ��
@�@��
dish n dish n diagram n@@�� diagram
@@ ��í� @@
@�n‹�� @�section
��í� ‹�� section
n @@ �� n Ý �
Ž � saying @@ �� nÝŽ�� saying n@@Ý�� @�@ ��
@@��@�@�� @@ @@ ��ì @@��ì
diagram n
3 TO
diagram @@ HELP
��í�
diagram
n @� YOU
‹�� n
energy STUDY
section
energy n�� n
n ÝŽ�� saying dish n@@�� n ÝŽ��@@��ÝŽ��
energy saying n sayingn @@ ��ì @@ ��
n @�@
soyasoya ��
n @@n��í�@�‹�� @@
section n ��ì soya n
@@��ì @@H�Ý��@��@��Ž @@�Ý��@��@��Ž
��ì ��@�� �@��
dish @@ dish @@ ��ì @@ ��ì @@ H
energyenergy
n In English,
n onen letter soya maynhave @@��ì several soya
@@��ì sounds, @@fiber
n soya ��í� n @@@�and
n ‹�� @@here @@section
��í� you @�‹��nreally section
need nthe
@@H�Ý��@��@��Ž phonetic
@@H�Ý��@��@��Ž
�� @�� ��@spice alphabet.
�� @@@@��@�@�� @@ @@��@�@��
dish n dish n dish n@@��ì fiber n nn@�‹�� section
fiber @@��í�
energy @@@��í�
‹�� n @�section‹�� @@section
Hn�Ý��@��@��Ž
@@ �
Ž �� @@ �
Ž ��
��
nspice �@��
spice n n @@��@�@ @@Ž��
soya @@��@�@�� @@�� n @�@ �� @@�� @@ �� @@H�Ý�
fiber nfiberDon these tasks. energy n @@ ��í� energy @@nŽ�� @@Ž�spice
n
nspice n @@��ì soya n @@��ì soya n
@@ ��ì
�� n
@@H�Ý��@��@��Ž��@@@�� H�Ý��@��@��Ž��@��
@@ �
Ž �� spice n �� ground meat n @@ �� @@
@@��@@��
��@�� stomach n
To
energy Help nToYou
energy HelpTo
nground Study
You
Help Study
You (Note: Study Keep
n (Note: Some
(Note: English n@@Some words
��ì assoya
@@words @@it’s)
below
��ì n soya below arentranslated are translated into n Kurdish)
ninto �� @@spice
�@Kurdish) H�Ý��@��@��Ž n@@H�Ý��@��@��Ž
��@�� ��@�� @@��@
energy n
n groundground
meat
1fiberUse nmeat the fiber
nphonetic n
ground
stomach
meat
fiber
spellings @@
meat
@@��ì n @@to
��@��
n nfiber
soya
��@��
read stomach out stomach
the n @@Ž��
headache
��@�� @@��@��
n 3 spice Copy
stomach
@@nŽ�the
��
stomach
@@H�Ý��@��@��Ž
table spicein �@@��
nŽ�1�� and @@ add
@@ ��@ the @@ words
��@
tomato
@@ in 2.
paste
@@
@@��
@@��@
@@��
@@ ��@��
fiber n spice n
spice @@ ��@ @@ ��Ž � �� n
iber n
n words
n
n in ground
n headache
the table. headache
meatground@@ �
Ž n��n spice ground
n @@��Ž�meat
n
@@��Žn�tomato
@@ �
Ž �� meat @@
@@paste
�
Ž
��@��
�� n @@��ŽTh n
npaste nstomach
@@ � ��
��Ž �n
��
en add more tomato tomato
n stomach
paste
@@ paste n@@��
��@��
words@@nthat n stomach
you n @@
know. Read out
��
@@
@@ �� @@ ��@�ì��
@@ @@
@@ ��@�ì��
@@ @@
nn @@��@��
headache
headache paste n�� �� tomato ��@�ì�� @@��@�ì�� @@��@ @@��@
ground meat n ground @@
ground ��Ž
meat � �� n meat tomato
healthy/ily n
healthy/ily
@@ ��@�� n n stomach @@ ��@��
headache n @@ healthy/ily
��@�� n stomach @@ �ì�� stomach
the
@@ �ì��
@@��@�ì��
columns. n
tub n
tub n @@ ��Ž � ��
@@ ��@ @@
@@ �ì��
tomato paste @@
tub@@��@ n
n @@��@ @@�� @@ ��
healthy/ily
healthy/ily
n
headache
n headachetub
@@bone
�ì��
headache
bottle n bone ��Ž
n headache
��Žhoney��í��
�n� ingredient
�n� cola @@�ì��
nhoney��í��
@@nkilo@�Ý��
�ì��tub n tub
@@stomachkilo@�Ý�� @@ningredient
��Žn�tomato
@@n��Ž��n tomato
�� tomato paste
@@@��Ž��
npaste
paste tomato
@@unhealthy/ily
��
@n
n paste n@@�� @@�� @@��@�ì�� @@��@�ì��
��Žn�@@��@�ì�� unhealthy/ily @@
@@��@�ì��@@adj/ @@ @@ adj
@@ @@
headache n
ingredient
ingredient
n n[ˈbɒtl]healthy/ily
ingredient @@
n ��Ž � ��
healthy/ily
n tomato
��Ž n� �
��Ž
healthy/ily
paste
unhealthy/ily
��Ž � �
��
@@
unhealthy/ily �ì�� adj/
��Ž
4 adj tub
adj/
� �
��Ž
Do @@
� unhealthy/ily
�
the
�ì��
n
adj same tub@@@@ n
adj/adj/
�ì��
��@�ì��
with these @@
adj adj
@@
tub
words.
�ì�� @@ �ì�� @@ @@
�ì��
��
@@�ì��
@@��
healthy/ily n healthy/ily onion
healthy/ily n o@��@
��Ž nion
�iron
� niron @��@ [ˈkəʊlə]
orange@Ž
unhealthy/ily
n �ì��
@@ n
��‹�@�adj/
orange@Ž top��í�
��‹�@ adj
tub n ingredient
[ˈstʌmək]
@@�ì��top��í� irontub
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n nalready tub @@��� nalready
@@
��Ž
���
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�ì�� @�Žn�� @@@@@@@cheap
vitamin n ��Ž @@
@@@@@@@cheap
��
��
@@���
unhealthy/ily
@@@@@@@@@@eat
vitamin @@@@@@@@@@@@eat
�� n ��
adj/ @@adj
@@
��
@@@@@ @@@@@ @
@@ @@ @@@��@@ @@
@��
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iron niron n
ingredient
ingredient n ingredient
ingredient n@@��� n vitamin n
@@ ��� n @@vitamin ��� vitamin n ��Ž
unhealthy/ily
n
adj�� unhealthy/ily
headache � � unhealthy/ily
headache ��Ž
��Ž@@��@�� adj��Ž
@�� unhealthy/ily
adj/
�@@�@�� adj
adj@@@@�ì�� @@
real���� @@ adj/
@��
real����adj @@ @��@@ steal @��@@ �ì��
steal @�� @@ �ì��
ngredient n
iron n ��Ž��n unhealthy/ily
iron
iron��Ž n �adj/ � ��Ž
@@��� vitamin
adj/
bread
@@��� @@n
adj/
vitamin @@���n meat vitamin@@n�ì��
@@ @@ meal
@@�ì��
@@
@@@��
@@ @@
@@ @@
@@@��
ron n iron niron n @@��� vitamin n @@��� @@vitamin ��� vitamin n @@ n
@@[bred] @@@��[miːt] @@
@@ @@@��@@@��
[miəl] @@ @@ @@ @@
@@ @@ @@ @@ @@ @@ @@ @@
@@
@@words below are translated into Kurdish)
To To Help Help You You Study Study (Note: (Note: To Some Help Some words You@@words belowStudy below are @@(Note:
translated
are Some
translated into intoKurdish) Kurdish) @@ @@ @@
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To Help You To Study
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(Note: Help
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words Studybelow(Note:
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translated
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o Help You Study To Help To HelpYouSome Study
Youwords Study
(Note: (Note:
Some Some
words words
below below are translatedare translated into Kurdish) into Kurdish)
2 Use (Note:
the phonetic spellings below toareread translated
out theinto Kurdish)
following words. bone bone � ��honey��í��
��Ž��Ž honey��í��kilo@�Ý��bone
kilo@�Ý��Ž�� honey��í�� @ kilo@�Ý�� @
@
bone bone
��Ž � �
honey��í�� kilo@�Ý�� honey��í��
��Ž � � honey��í�� kilo@�Ý�� kilo@�Ý�� @ @
onion @��@ orange@Ž
oniononion
@
orange@Ž
@��@@��@ orange@Ž��‹�@ top��í�
��‹�@
bone ��Ž ��top��í�
honey��í��
��‹�@
alreadyalready
kilo@�Ý��
already/ɔlˈredi/ ��Žtop��í�
��Ž
�@�Ž��@�Ž
� �� cheap @@@@@@@cheap already
@ ��
@@@@@@@cheap
/tʃiːp/ ��Ž@@@@@@@@@@eat
�� @�Ž ��
@@@@@@@@@@eat 35@@@@@@@chea
�� @@@35
@@ @@@@@
o nion o nion
@��@ orange@Ž
@��@ bone
bone orange@Ž
� ��‹�@
/bəʊn/ ��Ž �� bone
top��í�
��‹�@ honey��í��
top��í�
honey honey��í��
��Ž�� /ˈhʌni/ kilo@�Ý��
already already
��Ž � kilo@�Ý��
�@�Ž��Ž
� � � �@�Ž � � @@@@@@@cheap @
@@@@@@@cheap
�� @ @@@@@@@@@@eat
@@@@@@@@@@eat
��
@@@ @@ @@@ @@ @ @
ange@Ž��‹�@ top��í�
bone bone already
honey��í��
�� honey��í�� Ž � �@�Ž
kilo@�Ý�� kilo@�Ý��@@@@@@@cheap �� @@@@@@@@@@eat
eat /iːt/ �� @@@ @@ @ headache headache
/ˈhedˌeɪk/ ��Ž � �@�� @@ real�
one ��Ž�� honey��í�� kilo��Ž �� kilo@�Ý��
��Ž
/ˈkiːləʊ/
onion @��@ orange@Žoniononion @��@ onion
/ˈʌnjən/
��‹�@ @ @��@ orange@Ž��‹�@
orange@Ž
top��í�
� ��‹�@ top��í�
@
already
@top��í�
headache
headache
��Ž �
��Ž��@��
already
�@�Ž � � ��Ž
@@ already
��Ž��@�� @@
@@@@@@@cheap
� �@�Ž � �
real����
real����
��Ž
�� @�Ž ��
@@@@@@@cheap
@@@@@@@@@@eat ��
steal
��
steal
@@@@@@@cheap @��@��
@@@@@@@@@@eat ��
��@ @
@@headache headache real���� real���� steal steal @��
��Ž��@����Ž�@@�@�� real@@steal
/riəl/ steal @��
/stiəl/ @@@ @@
o nion
orangeo nion
@��@ orange@Ž
@��@
/ˈɒrɪndʒ/ headache
orange@Ž
� ��‹�@ � top��Ž�/tɒp/
��‹�@ �@��
top��í� top��í� real����
already already
��Ž � �@�Ž ��Ž
� � � �@�Ž @��
� � @@@@@@@cheap @@@@@@@cheap
�� @@@@@@@@@@eat
�� @@@@@@@@@@eat
��
@@@ @@ @@@ @@ @ @
nion @��@ orange@Ž��‹�@ top��í� already ��Ž��@�Ž�� @@@@@@@cheap
headache �� Ž�@@@@@@@@@@eat
�@�� @@ ��
headache headache
@@@@@
@@ ��Ž@ ��@��
real����
��Ž��@�� @@steal @��real����
real���� steal @��
headache ��Ž��@��headache @@ headache ��Ž ��@����Ž
real���� @@��@��
Unit 3 pages@@ real����
steal
24–25 real����
@��Activities 1–3 steal @�� steal @�� 15
35
9780230727526-Sunrise 10 SB.indd 35 22/5/09 15:59:12

Literary Reader
Episode 3: Across dangerous India
P hileas Fogg and Passepartout were now on a journey from one side of India to
the other by train. They travelled through forests which were home to wild tigers,
snakes, elephants and monkeys. There were also groups of very dangerous Indians living
in the forests who often hurt or killed their own people and visitors.
Another Englishman was sitting next to Mr Fogg and Passepartout on the train. His
name was Sir Francis Cromarty and he was a soldier in the British army in India.
‘Mr Fogg, your friend made a big mistake at the temple. If the British police catch
him, you will have a lot of problems,’ said Sir Francis quietly.
‘If the police catch him, then they will decide what happens to him. I haven’t done
10 anything wrong. They can’t stop me from completing my journey,’ Phileas Fogg calmly
replied.
A little later, the train stopped suddenly and a man walked through the train asking
everyone to get out.
‘Why have we stopped?’ Mr Fogg asked the man.
‘There isn’t any more railway,’ said the conductor, ‘it isn’t finished. There are fifty
miles between here and Allahabad, the town where the railway line starts again.’
36
9780230727526-Sunrise 10 SB.indd 36 22/5/09 15:59:17

LITERARY
READER
The three travellers got off the train and started to look for another way to cross the
fifty miles. Phileas Fogg decided to go by elephant. He bought an elephant from a local
man for two thousand pounds, and then found a guide who knew the way. All three
20 men climbed onto the elephant and the guide took them through the dangerous forests.
After hours of travelling, they heard something in the forest. They hid themselves in
the trees and watched. It was a group of people singing, dancing and playing sad music
while they walked. They were carrying a rich old prince who was dead, and were making
a beautiful young woman walk next to the dead body.
Sir Francis knew what was happening. ‘This is called a “suttee”,’ he said. ‘They will
burn the woman alive with her dead husband tomorrow morning.’
Mr Fogg was unhappy to hear this and said, ‘I think we should save this woman.’
‘Yes, I do too,’ said Sir Francis, ‘but it will be very dangerous.’
They followed the strange group of people to a temple near there. At the temple it
30 seemed impossible to save her because there were too many people protecting her. The
morning arrived and they did not know what to do. The people put the woman on top
of a pile of wood with her dead husband. They started the fire and a lot of smoke started
to come from the burning wood. Suddenly, the dead body on top of the fire stood up
and carried the woman down from the fire. When the crowd saw this they were very
frightened. The dead man took the woman to Phileas Fogg and quickly said, ‘Let’s go!’
It was really Passepartout! Fogg and Sir Francis helped the woman get on the elephant
and quickly ran away before the crowd understood what was happening. They escaped
and when they arrived in Allahabad, Mr Fogg paid the guide and gave him the elephant
as a present.
40 The woman spoke English perfectly and was very beautiful. She thanked the men
and explained that her name was Aouda. She had an uncle in Hong Kong and Phileas
Fogg offered to look after her and take her there. Mr Fogg, Passepartout and Aouda
caught the train and finally arrived in Calcutta at 7 a.m. on 25th October. Phileas Fogg
was no longer two days early – he was just on time, but he was happy.
DID YOU KNOW?

China has the largest population in the world (1.3 billion), but India’s population of 1.1 billion is not far
behind, and by 2030 there will be more Indians than Chinese – about 1.5 billion. That’s 1,500,000,000 men,
women and children!
About two thirds of the people in India still live in the country, but the cities are growing very fast.
Mumbai and the capital, Delhi, are two of the six largest cities in the world.
Large parts of India are still very poor, but the economy is developing fast, and people in the cities are
quickly getting richer. There are a lot of new industries, and one of the strongest is information technology.
This has developed partly because of high levels of education and computer skills and partly because
Indians can communicate internationally through English.
37
9780230727526-Sunrise 10 SB.indd 37 22/5/09 15:59:17

4
lessons
reVision
See you soon!
1&2
A READ
1 COMPOSE EMAIL
2 COMPOSE EMAIL
Send Send Later Save to Inbox Link Tools Library Send Send Later Save to Inbox Link Tools Library
To Subject To Subject
Hi, Haval Hi, Ben

I want to stay in contact, so here’s a quick email. I also I want to stay in contact, too, so thanks for your email
want to say thanks again to your parents. They were two days ago. And yes, I’m having a great time!
very kind while I was waiting for Dad at the airport on I’m sorry I couldn’t write back yesterday, but we were out
Saturday. all day. We were having a big family picnic with lots of
I hope that you enjoyed Saturday night in Erbil, and that cousins and aunts and uncles. We went to Ahmadawa, a
you got back safely to Silemani yesterday. beautiful place with waterfalls. It’s a place which is very
I’m enjoying myself a lot. Dad is taking a short holiday popular for picnics.
from Friday this week, and we’re travelling into the Kurdish picnics are amazing! We prepared about ten
mountains near Ahmadawa. I’m looking forward to that kilos of biriani, 100 kebabs, and I counted 30 bottles of
very much. cola and fruit juice! We sang traditional songs, and we all
I expect you’re having a good time, too. enjoyed ourselves a lot!
Best wishes, We’re hoping you’d still like to visit Silemani. But there
Ben isn’t much time because I fly home on Saturday the
22nd, and it’s already the 5th. Maybe you can come after
your trip.
Bye!
Haval
3 4
COMPOSE EMAIL COMPOSE EMAIL
Send Send Later Save to Inbox Link Tools Library Send Send Later Save to Inbox Link Tools Library
To Subject To Subject
Hi, Haval Hi, Ben

Thanks very much for your invitation yesterday. I’d love That’s a good plan. Call when you get to Erbil. Then we
to come then. It’s a good time because Dad is going to
Dear Melanie, can be ready to meet you when you arrive. I hope you
Dear
be Melanie,
very busy at work. get and
this before younumbers.
leave today.
Kindly Kindly
find below
find some
below other
somevocabulary into Kurdish.I
other vocabulary indicated
into Kurdish.I the units
indicated the unitstheand
page
the page numbers.
Today,
Kindly Kindly
Let meLet I’m
know getting
meifknow ready
you have for the trip.
if yousomething. We’re
have something. going Sorry, I have to run. We’re all going into town!
Thanks. tomorrow,
Shaswar. Friday
Thanks. Shaswar. the 7th, and we’re coming back next Good luck in the mountains. Go carefully!
Tuesday.
Haval
Dad says he can take me to Erbil on Wednesday
morning, and then I can catch a bus. He says buses
leave Erbil for Silemani every two hours.
Unit 4 Lessons
Unit 1& 2 Page
1& 238Page 38
Best4 wishes,
Lessons
@ @ Ben
busy/ily /phonetics/
busy/ily
busy/ily adj/adv
/phonetics/
/ˈbɪzili/ ôadj/adv
adj/adv��ô
@��Ž��
�� @�Ž��
plan /phonetics
plan / v/n v/n
plan/plæn/
/phonetics / v/n��@��@�@�Ž��ò��@��
��@��@�@�Ž��ò��@��
@ @
@ @
Unit 7 Lesson
Unit 7 sLesson
1& 2 sPag
1&e 266Page 66
rug /phonetics/ n ��@�nò��

��@ @@@ @�ò��@ @@@
38 rug /phonetics/
statue /phonetics/ @
n �� n ��
statue /phonetics/ @
9780230727526-Sunrise 10 SB.indd 38 22/5/09 15:59:21

4 lessons 1&2
1 Do the tasks.
1 Look at the picture. Say what is happening.
2 Match the correct email to the picture.
2 Copy and complete the time charts.
Events before Ben’s trip to the mountains (past simple):
Saturday, Sunday, Tuesday, Thursday,

1st April 2nd April … …
Ben & Haval Haval & his Haval & his … Ben …
arrived in … family drove …

Events from the start of Ben’s trip (going to for future):
Friday, Tuesday, Wednesday,

… … …
en & his dad

B Ben & his dad … Ben is …
are going …
3 Answer the questions. 4 Correct the statements that are wrong.

Email 1: 1 Ben and his dad are planning to spend four
1 What does Ben want to say to Haval’s parents? nights in the mountains.
2 What is Dad’s plan? 2 Ahmadawa is a place that is very popular for
Email 2: bonfire parties.
3 What was Haval doing all day on Tuesday? 3 Haval and his family went to Ahmadawa for a
birthday party.
4 Why must Ben visit Silemani before Saturday
the 22nd? 4 They took some lemonade, but they did not
take much cola or fruit juice.
Email 3:
5 They sang modern ‘pop’ songs.
5 Why should Ben stay with Haval soon after the
trip? 6 Haval enjoyed himself at Ahmadawa, but the
others did not.
6 How often do buses go from Erbil to Silemani?
Email 4:
5 Read to find the correct meaning.
7 What time of day is Haval writing this email?
Email 3: I’d love to come then.
How do you know?
Email 4: That’s a good plan.
39
9780230727526-Sunrise 10 SB.indd 39 22/5/09 15:59:21

4
lessons
reVision
Language
3&4
A SPEAK
1 Describe and identify pictures in Units 1–3. Use a/an, some and the.
In this picture, there are some

Kurdish people, and they are
saying hello to a boy. The boy is
about 15.
Ah, you’re talking about

Haval and his family at the
airport in Unit 1, aren’t you?
That’s right. Now it’s your turn.
2 Plan a class picnic.

1 Agree on the things that you need and make a shopping list.
A We need some (apples). B We need some (lemonade).
B How many, do you think? A How much, do you think?
A Not many – just a few. B Not much – just a little.
B So let’s say (three/half a kilo). A So let’s say (a litre/three cans).
2 Use your shopping list. Say what you plan to buy.
A We’re buying (half a kilo of apples).
B And we’re getting (a litre of lemonade).
C We’re also …
3 Ask questions about Units 1–3. Answer with relative clauses.

A Who’s Bahar? B What’s a pyramid pizza?
B She’s the cousin who Haval emailed A It’s a pizza which includes all
before his visit. the different food groups.
40
9780230727526-Sunrise 10 SB.indd 40 22/5/09 15:59:28

4 lessons 3&4
4 Compare your past and present life. 7 Say what you were doing.
Use these ideas.
at (8.00) yesterday morning / afternoon /
play with my friends help around the house evening
watch TV at this time yesterday / on Friday / last week
A (At this time on Friday,) I was (playing

A I (often) (played with my friends) (in the
football). What were you doing, (Newar)?
afternoon).
B (At this time on …). I was … What were you
But now I (always) (do homework) (in the
doing, (Azad)?
afternoon).
What about you?
B I (usually) (used to watch TV) (in the 8 Complete the dialogues with words from the
afternoon). box.
But now I (often) (help around the house) (at
I/me/my/mine/myself he/him/his/himself
that time).
she/her/hers/herself you/your/yourself
What about the evening? they/them/themselves
5 Talk about your plans for Friday. Use these 1 A Look at those cuts on Dara’s legs. What
ideas. happened to ___?
B ___ fell off ___ bike this morning and hurt
go shopping with my parents
___.
meet my friends visit (name) in hospital
2 A Sirwan, ___ can’t go to the party like that!
have a picnic
Look at those dirty shoes!
A What are you doing on (Friday afternoon)? B Well, yes, OK, ___ need to clean ___.
B (I think) I’m (going shopping with my parents). A And look at ___ in the mirror! ___ face is
What about you? dirty, too. Go and give ___ a good wash!
A I’m … 3 A Chinar, are these ___ trainers?
B No, ___ aren’t ___. ___ trainers are over
6 Talk about Haval’s and Ben’s flights home. there. What about asking Shilan? ___ hasn’t
Name Fly Leave Arrive Leave Arrive got anything on ___ feet.
on … at … in … at … in … at … A Yes, maybe ___’re ___. ___’ll ask ___.
at … on …
Haval 22/04 18.15 London, 22.45 San
21.30 Francisco,
07.50,
23/04
Ben 30/04 18.15 London, 22.20 Vancouver,

21.30 07.10,
23/04
Haval flies on the 22nd of April, and he leaves at … .

He arrives in … at … . Then he … at … , and he
finally … .
41
9780230727526-Sunrise 10 SB.indd 41 22/5/09 15:59:29

4
lessons
reVision
Vocabulary and skills
5&6
A VOCABULARY
Complete. Change the forms when necessary.
1 An email ahead of arrive attach internet make contact reply
COMPOSE EMAIL
To Subject
Hi, Luke,
Thanks for your email. It 1 five minutes ago, and so I’m quickly 2 to it before I go to bed.
It’s strange, isn’t it? For you in New Zealand, it’s 8.00 in the morning, and that’s nine hours 3 us here in Kurdistan.
For you, it’s Wednesday now, and here it’s still only Tuesday. But with email and the 4 we can 5 so easily. We really live
in a small world!
I’m 6 a photo of me with my family. I hope you like it.
I must stop now and get some sleep. I’ve got a busy day tomorrow.
Bye for now,
Azad
2 A newspaper story
ambulance emergency first aid paramedic rescue save
Manchester Evening News 2nd May, 20..
999 FOR HILDA BARKER, 99

After a week of heavy rain, the between the ages of 73 and 99. The the way, they needed to give 5 to
streets of Newton are today under a oldest, Mrs Hilda Barker, will be Hilda and some of the others to
metre of water. The 1 services are 100 this week. keep them alive.
busy helping people all over town, Firefighters brought Hilda and Later, Hilda said, ‘Those
getting them to dry land and safety. her friends to dry land by boat. wonderful young men and women
A 999 call from the Newton There, several 3 and nurses were 6 my life. I want all of them
Old People’s Home at 9.30 this waiting with four 4 to take them to come to my birthday party on
morning led to the 2 of 28 people quickly to Newton Hospital. On Saturday!’
3 A magazine article
amount bottle healthy ingredient product teenager
Think before you

eat and drink! by Dr Lynda Hill
A s a 1 who is growing into an

adult, it’s very important for
you to have a good diet. You need
different food and drink 3 that you
eat and drink. And you need to try
to choose ones that are 4 .
but read the labels, and you may
find that the 6 of sugar in one is
much greater than in the other. You
to make sure you’re getting all the Take two different sorts of cola at know that too much sugar is bad for
right nutrients. So you need to know the supermarket, for example. The you, so you now know which cola
about the 2 that go into the many two 5 may look almost the same, not to buy!
42
9780230727526-Sunrise 10 SB.indd 42 22/5/09 15:59:31

4 lessons 5&6
B LISTEN D SPEAK
1 Listen to Part 1 and answer. You are Haval’s uncle. Use your notes to
1 Who is calling? explain to Haval and your wife when they come
back from shopping at 5.00 p.m. Start like this.
2 Who is answering the phone?
Listen, Ben called at … , and there’s a problem.
3 Why is he taking a message?
His dad’s car …
4 What is happening today?
2 Listen to Part 2 and complete.

Unit 4 pages 30–31 Activities 1 and 2
Time now: 4.45
The problem: The car broke down near
…
What happened: The car started again, but
E UNIT TASK
they missed … 1 Choose one of the following and tell
a short, true story about something that
The situation now: Ben is waiting for the … at
happened to you.
…
Hopes to … 1 Going on a journey from one place to
another in Kurdistan.
2 Having a picnic.
3 Staying with an uncle and aunt or cousins.
C PRONUNCIATION Think about the following points.
1 Listen to the verbs. Say which sounds you * When did this happen, and where?
hear – 1, 2 or 3.
* What was happening?
Past simple 1 /t/ 2 /d/ 3 /ıd/ * What happened then?
happened ✓ * How did you feel?
* What happened in the end?
stopped ✓
suggested ✓ 2 Write your story in an email to the
penfriend that you chose in Unit 1 – Amy
2 Copy the table and add these verbs. Listen Dawson in Australia or Jack Connor in
again and tick columns 1, 2 or 3. Ireland.
stayed looked started arrived Let me tell you about something that
happened to me not long ago…
3 Listen to Part 2 and repeat the verbs and

sentences.
43
9780230727526-Sunrise 10 SB.indd 43 22/5/09 15:59:32

Literary Reader
Episode 4: From India to Singapore
I n Bombay, Detective Fix still did not have the correct papers to arrest Mr Fogg, but he
knew that Passepartout could go to prison for his mistake at the temple in Bombay.
He gave the priests at the temple some money and they agreed to go to Calcutta and tell
the police about Passepartout.
And so, as Phileas Fogg, Passepartout and Aouda were getting off the train in Calcutta,
a policeman stopped them. ‘Are you Mr Phileas Fogg, and is this man your servant?’ he
said.
‘Yes, ’ answered Fogg.
The policeman asked them to follow him and twenty minutes later they arrived at a
10 strange building. As they were going inside, Mr Fogg realised that it was a court-room.
There was a judge, and a lot of people were watching. A door opened and the three
Indian priests came in. The judge explained why the men were in the court-room and
held up a pair of shoes. ‘My shoes!’ shouted Passepartout in surprise. It was now clear
that Passepartout was guilty.
The judge began to speak, ‘The English law protects the religions of the Indian people.
And because Passepartout went into the temple while
he was wearing shoes, he must go to prison
for fifteen days. ’
‘Fifteen days!’ shouted
20 Passepartout.
‘Silence! And Mr Phileas
Fogg will go to prison for
seven days because he is
your master, ’ finished
the judge.
Fix was happy. There
was now enough time
for the arrest papers to
arrive in Calcutta.
30 Mr Fogg stood up and
calmly said, ‘How much is
the bail? I will pay it now.’
‘Bail will be one thousand
pounds for each man,’ said
the judge, ‘and you will get the
money back when you leave prison.’
44
9780230727526-Sunrise 10 SB.indd 44 22/5/09 15:59:33

LITERARY
READER
Mr Fogg paid the two thousand pounds, Passepartout took his shoes and they both
left the court with Aouda. They went immediately to the port and prepared to get on the
20 Rangoon. This was a ship that was soon leaving Calcutta for Hong Kong. Detective Fix
followed them to the ship and was very unhappy to see that Phileas Fogg was planning
to leave the country and lose the bail money. Fix decided to follow them onto the boat
secretly. He asked the police to wait for the arrest papers for Mr Fogg and then to send
them to Hong Kong, another British colony. It was going to be his last chance to arrest
Phileas Fogg on British ground.
During the voyage the weather was good and the passengers relaxed. Everyone
enjoyed seeing the beautiful Andaman islands as the ship moved through the Bay of
Bengal. Detective Fix decided to look for Passepartout on the ship. He wanted to find
out about the woman who was travelling with them. Passepartout was very surprised to
30 meet Fix again, but he told him all about their journey from Bombay and Aouda’s story.
Passepartout started to think that Mr Fix was following them. ’Is he watching Mr Fogg
for the men at the Reform Club?’ he asked himself. He decided not to tell Mr Fogg his
ideas.
On the afternoon of Wednesday, 30th October, the Rangoon went through the narrow
Strait of Malacca. At 4 a.m. the next morning the ship arrived at Singapore island, half
a day early, and stopped for a few hours to get coal. Passepartout got off the ship and
went shopping for some mangoes, while Phileas Fogg and Aouda took a two-hour trip
through the beautiful country in a horse and carriage. A little way behind, hidden in the
trees, was Detective Fix. He was carefully watching their every move.
DID YOU KNOW?

Singapore is a very special place that stands almost exactly on the Equator. It is only a small island-city,
but it is an independent country, and it has a very special geographical position.
It stands on a narrow piece of water, the Strait of Malacca, that is on the main sea route between the
West and the Far East. Before planes and before the Panama Canal, almost all goods and people that
moved between East Asia and Europe travelled this way. And Singapore itself, although small, has one
of the largest ports in the world. In the days of Mr Phileas Fogg it was always, and today it still is, full of
ships from all over the world.
This accident of geography made Singapore very rich. And the high skills of its four million people
are helping to keep it rich.
45
9780230727526-Sunrise 10 SB.indd 45 22/5/09 15:59:34

5
lessons
moVinG into space
I’ve just had an idea!
1&2 present perfect with already, nearly, yet, so far and just • past simple
A LISTEN AND DO
1 Copy the words. Number them 1–6 in the 2 The International Space … project
order that you hear them.
Earth orbit satellites
signals spacecraft station
2 Listen again. Copy and complete the The ISS in …

diagram labels with words from 1.
around Earth
1 Communications … at work
[Heading:]
TV and 2 The International Space 4 project
other … [against orbit arrow]
ISS in 5
[against spacecraft]
36,000 6 on its way to ISS
kilometres
above …
A … flight to the ISS
B LISTEN AND READ

Teacher Now, everyone, I hope everything
has gone well with your projects C GRAMMAR p52
about space. And remember: you 1 Look.
need to complete them by next
Monday. James, how far have you Present perfect with already, nearly,
got? not … yet and so far
James I haven’t finished yet, but I’m going Statements
to soon. We have nearly finished.
Teacher Good. And how much have you I have already finished.
done so far, Katie and Daniel? I have not finished yet, but I am going to soon.
Katie We’ve nearly finished. Questions
Teacher Good! And Emma, have you nearly Have you nearly finished?
finished, too? How much have you done so far?
Emma I’ve already finished!
Teacher Well done! Tony and Sam, have you
finished yet? 2 Act out the conversation.
Tony & Sam No. We haven’t started yet!
Read again and answer the questions.
1 When must the students’ work be ready?
2 Why is the teacher very happy with Emma?
3 What problem have Sam and Tony got?
46
9780230727526-Sunrise 10 SB.indd 46 22/5/09 15:59:39

5 lessons 1&2
D LISTEN AND READ E GRAMMAR p52

Sam We need to write our space 1 Look.
project, Tony.
Present perfect with just
Tony Mmm, but I’m watching TV.
We have just had some big news from the ISS.
*****
TV Presenter We’ve just had some big news from Present perfect or past simple
the International Space Station. So We have just finished, and it is now complete.
we’re going live to the international A When did you finish?
team of astronauts there. Captain B (We finished) a few minutes ago.
Iryna Primakova, tell us your news.
Captain We’ve just finished the last section 2 Act out the TV conversation as far as:
of the new ISS, and it is now And now we’re going to have a party!
complete.
Presenter When did you finish? F SPEAK
Captain A few minutes ago. 1 Give the astronauts’ reports during their
Presenter How long has the job taken? space walk.
Captain Two days. We arrived with the This is report 1. It is now 10.25, and we’re space
final section the day before walking to ...
yesterday. And now we’re going to This is report 2. The time is now 10.28. We’ve just
have a party! completed our …
Presenter Fantastic! People all over the Next, we’re going to connect …
world are watching these pictures
Report 1 2 3 4 5 6
right now, and we’re all going to Time 10.25 10.28 10.40 10.52 10.57 11.00
celebrate, too. Well done! Action space complete connect finish return complete
Astronauts Thank you. Spasiba! Arigato! Shor walk our the new connecting to the our
to the space section … ISS return
sepas! new walk to to the to …
Sam Amazing! section … ISS
***** 2 Give the astronauts’ final report after the

Tony Yes, but how do they send the space walk.
pictures round the world? This is our final report. We did the job between …
Sam Good question. And I think you’ve and …
just found the answer to our First, we space walked to … Then we connected
problem. … After that, …
Tony How do you mean?
Sam Let’s write about communications
satellites! Unit 5 page 33 Activity 3
Tony Yes! Great!

Correct the statements that are wrong.
1 The final section of the ISS has just arrived
from Earth.
2 The team have just started work.
3 They are going to have a party because it is the
Captain’s birthday.
4 There are four nationalities or more on the ISS.
5 At the end, Sam and Tony have decided the
subject of their project.
47
9780230727526-Sunrise 10 SB.indd 47 22/5/09 15:59:42

5
lessons
moVinG into space
Have you ever looked up?
3&4 present perfect with ever and never, for and since • past simple
A READ
http://www.movingintospace
Space – our new window on the world

Have you ever looked up at the night sky and wondered about the thousands of stars? Our solar
system is only a very small part of the universe. It consists of a star and eight planets in orbit around
it. The third planet looks blue and very beautiful from space. The star is the sun, and the third planet
from the sun is our home, Earth.
Human beings have lived on Earth for many thousands of years. But only half a century ago,
something new happened: we made our first journey into space. In 1957, the Russians launched
Sputnik, a small satellite that orbited Earth and sent back radio signals to us. Their first astronaut
followed in 1961. Then, in 1969, two Americans flew to the moon.
Astronauts have been to the moon several times since 1969, but humans have never travelled beyond
10 it. Instead, we have explored the planets with unmanned spacecraft which we have sent all over the solar
system. For example, we now know that Mars has water, and so humans could perhaps live there.
However, space travel is very expensive, and some people have always believed it is a waste of
money. ‘Why are we looking at other worlds when we have so many problems here?’ they say. ‘Let’s
use the money to change the world that we already have!’
They forget one thing. Work in space has already changed our world enormously. This has
happened through satellite communications.
In 1960, an American satellite sent back the first weather pictures to Earth. In 1962, another
started sending television pictures round
the planet. Since then, we have launched
20 thousands of satellites to do many different
jobs. Most importantly, there are now nearly
200 communications satellites in orbit 36,000
kilometres above Earth. These send TV signals
round the world, day and night. They bring
us great events as they happen. They bring us
people’s faces – sad or happy. They bring us
closer to each other.
We humans share this one small home
and must learn to share it well. Satellite
30 communications are helping us to do exactly
that.
1 Copy and complete the time charts. 2 Read to find the correct meaning.
1 Space travel 1 Paragraph 2: Their first astronaut followed in
1957 1961 1969 Now 1961.
>>>Since then>>>
2 Paragraph 6: Since then, we have launched
thousands …
The Russians … … … 3 Explain in your own words.

launched … … 1 Paragraph 6: they bring us closer to each other.
2 Satellite communications 2 Paragraph 7: we humans … must learn to share
1960 1962 Now it well.
>>>>>>>>>>>>Since then>>>>>>>>>>>>
A satellite … … …
sent back … …
48
9780230727526-Sunrise 10 SB.indd 48 22/5/09 15:59:45

5 lessons 3&4
B GRAMMAR p52 C SPEAK

1 Look. Ask and answer.
Present perfect with ever, never and
other time expressions A Have you ever seen a space launch?
Have you ever looked up at the night sky? a space documentary?
Humans have never travelled beyond the moon. (Startrek)?
B Yes, I have. I saw one (last week).
2 Find examples of the present perfect with it (a year ago).
always and several times. A What did you think of it?
B I thought it was (very interesting).
D READ AND SPEAK E GRAMMAR p52

1 Decide what the title means. 1 Look.
Through our work in space, we can now:
Present perfect with for and since
a see Earth from the International Space Station.
Thousands Now
b find other planets that are like our own world.
of years ago
c learn much more about other people on Earth. Humans have lived on Earth
>>>>>> for thousands of years. >>>>>>
2 Decide who might say what. Match 1–6 with 1962 Now
comments a–e. Explain your choices. >>>>>>>>Since 1962,>>>>>>>>
1 one of the first astronauts on the moon
we have launched thousands of satellites.
2 someone watching TV in a rich country
3 a top space scientist
2 Think of the situation on the new ISS on
4 the first astronaut in space page 47. Complete the statements with for or
5 a doctor in Africa since.
The astronauts have been there … two days.
a Was it really possible to go into space and The astronauts have been there … the day before
come back alive? No one knew the answer yesterday.
until I did it.
b Give us a thousandth of the money that they Unit 5 page 35 Activity 4
spend on space, and we will save 100,000
people’s lives. F SPEAK
c That first step was only a small step for me, but 1 Make statements from your time charts in A.
it was an enormous step for all human beings Try different ways, using the past simple and
everywhere. the present perfect.
d It’s very expensive to go into space, but 1 Space travel started in (date).
it’s also very important. Think of satellite (number) years ago.
communications, for example.
Space travel has continued since (date).
e Before I saw the pictures on the news, I really
for (number) years.
knew nothing about those people’s terrible
lives. We must try to help them. 2 Humans first went into space …
Humans have been in space …
Unit 5 pages 34–35 Activity 3 3 We put our first satellite in space …
There have been satellites in space …
49
9780230727526-Sunrise 10 SB.indd 49 22/5/09 15:59:45

5
lessons
moVinG into space
Describing what you have done
5&6
A LISTEN AND SPEAK

1 Look at the picture and answer.
1 From what you have read, where might
this be?
2 Do you think it is from the past, the
present or the future?
2 Listen to Part 1. Copy and complete

the notes.
1 Distance from Earth to Mars:
… million kilometres
2 Time taken: … months
3 Name of the place: …
4 People first arrived there: …
5 It is now … years old
6 Full population: …
3 Listen to Part 2 and answer.

1 Who are these people?
2 Where are they?
3 How long has each of them been
there?
4 Where are they going to go? C SPEAK
Read and act out.
Beth Have you just arrived?
B PRONUNCIATION Sara Yes, we landed yesterday evening.
Beth So you’ve only been here for twelve hours!
1 Listen and choose a or b.
Sara That’s right. Have you arrived recently, too?
1 a) Thirteen b) Thirty
Beth No, I’ve lived here all my life.
2 a) Fourteen b) Forty
Sara Really! So you’ve never seen Earth.
3 a) Fifteen b) Fifty
Beth No, I haven’t. My parents arrived in 2150,
4 a) Sixteen b) Sixty and I was born here.
5 a) Seventeen b) Seventy Sara That’s amazing!
6 a) Eighteen b) Eighty Beth Well, has anyone shown you round yet?
7 a) Nineteen b) Ninety Sara No, not yet. There hasn’t been time.
Beth And have you learned to fly yet?
2 Listen to Part 2 and repeat the numbers. Sara No, but I really want to. It looks great!
50
9780230727526-Sunrise 10 SB.indd 50 22/5/09 15:59:49

5 lessons 5&6
D WRITE
1 Look at the picture and answer.
1 What game are they playing?
2 What is strange about the game?
2 Read and do the tasks.

1 Find the information on these two pages and in
your notes to fill gaps 1–8 in Sara’s diary page
below.
2 Find out why the game in the picture above
looks strange.
3 Complete Sara’s diary page in your Activity

Book.
1 Add the information that you have found.
2 Put the verbs in brackets in the correct tenses
– past simple or present perfect.
Sunday, 1st November

It’s hard to believe, but at last we are
here in Ground Station Number One.
We (leave) 2 on 1st May, so we (be)
in space for six whole months, and we
(travel) a distance of 3 . We (arrive)
yesterday 4 , and the Welcome Team
(bring) us straight here to our new
flat.
I (already make) my first new friend
here, and we’re neighbours. Her
name is 5 , and she’s very nice. This
morning she (teach) me to fly, and E UNIT TASK
then she (show) me round. So now 1 Discuss the best places to show a new
I (already see) the 6 where they
neighbour in your area. Agree on the best
grow food for everyone, and also the
7 with its thousands of trees. Now three.
we (just come) back from a game of
2 Read the situation and write your diary.
space basketball, and that (be) really
fun! Situation: You are at home. Like Beth, you
It’s amazing how high you can jump recently met a new neighbour and made
here, but of course the nets are very friends. Today, you have shown this person the
high, too. Nearly ten metres high! best three places in your area. You have had a
You see, 8 is a small planet, and
that means gravity is much weaker
great day together.
here than it is back home. Write: Write about your new friend, and
I (have) a wonderful day, and I’ll about the places that you have visited today.
always remember it!
Use ideas from paragraph 2 of Sara’s diary.

51
9780230727526-Sunrise 10 SB.indd 51 22/5/09 15:59:53

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@ 52
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9780230727526-Sunrise 10 SB.indd 52 22/5/09 16:00:09
LANGUAGE
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@@ 2 VOCABULARY
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@ ìì���Ü look lookround round v v @oŽ@îoŽ‹Ž�î��ì�� ‹Ž��ì��
above
above action action
prep /ˈækʃn/
prep n action n n @@@@@ìì���Ü ��@”Ž
ìì���Ü L��ï@@look
look nearly
�� nearly
round
round adv nearly
@L�� /ˈnɪəli/ adv
adv
@@@oŽoŽ @@��î�� @@��î��
ahead (of ) / phonetics/prep local time oŽ@@îîî‹��î��
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above
action
action n nprep @@ ��
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nearly round
adv adv v @@ ��ì��
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action
action all all
nna.m over/ɔːl ˈəʊvə/
over all overphr
adv/prep adv/prep
adv/prep phrphr @@��î�ì��@L@@�ì��î�@ì��@�Ü ��î�ì��@L�ì��î�@ì��@�Ü nearlyneighbour
nearly neighbour neighbour
n /ˈneɪbə/ nn @@Ž�@@ì�� @@Ž�ì��
action n adv/prep / phonetics/ abb @@@@@@��
��
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nearly adv
adv /phonetics/v
advn n oŽî@@��Ž @@ ��î��
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allall
over
over adv/prep
amazing phr
amazing/əˈmeɪzɪŋ/ phr
amazing adj
adj adj @@ ��î�ì��
@@ ��î�ì�� @L �ì��î�@ì��@�Ü
@L �ì��î�@ì��@�Ü @@”Ž��‹�� neighbour
neighbour
�net
@@neighbour
”Ž netn /net/nnet
��‹�� @@ �
Ž @@ ì��
�
Ž
@@�� ì�� @@��
nn
n
all
all
all over
over
overarrive adv/prep
adv/prep
adv/prep
phr
phr
/phonetics/v
phr @@@@@@��î�ì��
��î�ì�� @L@L �ì��î�@ì��@�Ü
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neighbour nationality /phonetics/n @@@@@@Ž�Ž� ì��
ì�� @@��
amazing
amazing anyone adj adj
anyone/ˈenɪˌwʌn/pronanyone pron pron
��î�ì�� @L �ì��î�@ì��@�Ü
@@”Ž @@”Ž ��‹����‹�� @@ÚŽ��� @@ÚŽnothing net net n n
�nothing
�� pron
n
nothing
/ˈnʌθɪŋ/pron pron @@ÚŽ��@��
Ž ì��
@@�@@���@@��ÚŽ��@��
amazing
amazing
amazing adj
adj / phonetics/v
attach
adj @@@@@@”Ž ”Ž ��‹��
��‹�� ��†@ Ž ï net
net
q��
net nn nearly /phonetics/ adv @@ ��îŠ�� @@@@@@@�����
��
@õ��î�
anyone
anyone pron
astronaut pron
astronaut astronaut
n
/ˈæstrəˌnɔːt/ n n ”Ž
@@ÚŽ@@�ÚŽ�� ‹��
�@@�� ì�� nothing
nothing
orbit
@@��ì�� n
orbit pronpron
v/n orbit
/ˈɔːbɪt/
(in ~) v/n (in
v/n (in ~) ~) @@ÚŽ@@�@@ÚŽ��@�� Ü��@�� @@��Ü��
anyone
anyone pron
pron
born (be) / phonetics/adj @@@@@@ÚŽÚŽÚŽ����
�� nothing
nothing oil /phonetics/n
pron
pron @@@@@@ÚŽÚŽÚŽ��@�� @��
anyone
astronaut
astronaut
beyond pron
beyond prep
n n /biˈjɒnd/ beyondprep prep @@��ì��@@��ì�� �� @@��@�
ì�î�ì�Ü î�†��
orbit nothing
orbitperhaps
@@perhaps
ìv/n (inpron
�î�ì�Ü
v/n (in perhaps
adv
~) /pəˈhæps/
~) adv adv @@@@�î��ì� @@��@��
��Ü�� Ü�� Ü @@�î��ì�Ü
astronaut
astronaut
astronaut Bye nn(Goodbye) /phonetics/abb
n/bɔːn/ @@ @@ ��ì��
��ì�� Ž��@�@@orbit orbit
orbit
�� parent
v/n
v/n (in
(in ~)
~) /phonetics/n @@ @@ ��Ü��
��Ü��
��@�@@�î�†
beyond
beyond born
prepborn
prep adj born adj adj @@@@��ì��
ì@@@@�î�ì�Ü �ì��@Úî��Ü
ì�î�ì�Ü perhaps planet
�ì��@Úî��Ü
perhaps planet v/nadvn(in
adv planet
~)
/ˈplænɪt/ n n @@@@����
�î��ì�@@@@�î��ì� ��Ü�� Ü Ü ����
beyond
beyond prep
prep ��@��@@@@@@Šììì��@oŽ �î�ì�Ü
�î�ì�Ü perhaps
perhaps @@@@@@��û �î��ì�
�î��ì�
can't waitclose @@penfriend ‹� ÜÜÜ îŠ@@��
/ adj
phonetics/exp ïplanet
�� adv
adv /phonetics/n ��@�Ž
beyond
born
born adj adjclose
close prep adj
/kləʊz/ adj
@@�ì��@Úî��Ü
@@�ì��@Úî��Ü �î�ì�Ü @@Úî�� project
perhaps
planet projectnÚî��
n adv n project
/ˈprɒdʒekt/ n n @@@@���� @@�î��ì�
���� û‹�
born
born adj
adj cousin
connect /phonetics/n
advconnect adv @@@@ �ì��@Úî��Ü
�ì��@Úî��Ü planet
planet
�� remember picnic
nn /phonetics/n
remember @@��î@@��@�Ü @@ @@ ����
���� î��
‹�@@‹��î��@�Ü
born connect
adj /kəˈnekt/ v @@ ��@��î��@ @@ ��@��î��@
L@ oŽ
@@�ì��@Úî��Ü� ��î��@��î�� L@ oŽ � ��î��@��î��
planet remember v v
/rɪˈmembə/ v ����
close
closeadj adj @@Úî�� @@Úî�� project project nnn @@��û @@��û
close
close adj
adj @@@@�Ü@oŽ
@@@@Úî��
Úî�� project
project @�@@@@
difference îplan /phonetics(~ / v/n @@@oŽ��û @@��û �‹‹‹��@o��
��
close consist
adj consist of consist
v of v
/ phonetics/n
of /kənˈsɪst/ v îõ��Ž��ï�
��projectright
@@�Ü@oŽ right (exactly)(~here,~now)
nn right
��Ž�n� (exactly) (exactly)(~here,~now)
here, ~ now) /raɪt/
adv adv @@@Žadv
��†@��q ��@o�� ï@Ž��†�†@��q
connect
connect adv adv @@��@��î��@
@@��@��î��@ L@oŽL@�oŽ��î��@��î��
��î��@��î�� Úî�� remember
remember v v @@��î @@��î ��@�Ü ��û
��@�Ü
connect
connect documentary
adv documentary
adv / phonetics/prep Ü��@@remember
remember
satellite nvsatellite @@�‹��@@@@��î ��î
��îû��@�Ü ��@�Ü
n@@@@��@��î��@
@@��@��î��@ L@L@
L@oŽoŽ
oŽ�@@��î��@��î��
��î��@��î��
documentary
during n
/ˌdɒkjʊˈment(ə)ri/ n @@�î�� @õ��@�� î��
satellite
p.m Ü�� abb v/ˈsætəˌlaɪt/ n n @�� @@�‹�� Š��ï�@��q ��@��
connect
consist
consistofof vadv
v ��@��î��@ ��î��@��î��
�Ü@oŽ
@@ �Ü@oŽ î ��Ž î ��Ž
� � � � right remember
right(exactly)(~here,~now) v
(exactly)(~here,~now) adv
adv @@ @Ž
@@
� @Ž @@��@o��
��@o��
� ��@�Ü
Earth n Earth n @@��ì�� show @@�ì�� round show round v @@��@��@ @@@@@@@Ž@@@Ž@Ž��
��@��@
��ì�ì��
consist
consist
consist
documentary
Earth
documentary
of
of
of vvv /ɜːθ/
engineer
nn
/nphonetics/n @@@@@@�Ü@oŽ
�Ü@oŽ
�Ü@oŽîîî��Ž ��Ž
��Ž �� right
��Š�î��
right
right
satellite
satellite
show (exactly)(~here,~now)
(exactly)(~here,~now)
round
PS(postscript) v /ˌʃəʊ ˈraʊnd/
(exactly)(~here,~now)
v adv
adv
/phonetics/abb
adv ��@o��
�� @o��
��@o�� Žî��ì�ì��
��Š�q
everyone everyone
pron pron @@ �î��
@@ �î��
@@ ÚŽ �
Ü ��
��ì��
Ü �� @@ ÚŽ � signal
��ì��
nn
signal @@ �‹��
@@
@@ �‹��
��
 @L@
 ��
@��
�� @@
@��
�� @L@ ��
everyone
documentary
documentary nn /ˈevriwʌn/
gate / phonetics/n pron @@@@@@�î��
�î�� Ü��
ÜÜ�� Š�† satellite
satellitesignal reply
v/n /ˈsɪgn(ə)l/
nn /phonetics/v/n v/n v/n @@@@@@�‹��
@@@�� ‹�� †@��  �� @�@�� @��
��†�†@��
documentary
Earth
Earthn neverywhere n �î��
@@ �ì��@@ �ì�� show satellite
show round
round n v v
@@ ��@��@
@@ ��@��@ �‹�� 
��ì�ì�� ì�ì�� @��
everywhere everywhere
adv adv @@ÚŽ��Žî��@ì��@�Ü @@ÚŽ��Žîshow sosofar
��@ì��@�Ü so far advadv
faradv/səʊ fɑː/ @@��Ž ��@�� @@��Ž��@��
Earth
Earth n ahead / /ˈevriweə/ phonetics/v adv show round
round
Earth ngo
everyone
everyone npron pron @@ÚŽ@@�ÚŽ��ì�� ��ì��
@@@@@@�ì��
�ì��
�ì�� Š��
signalshow
signal
score
round vv
/phonetics/v/n
v @@@@@@��@��@
��@��@
�†��Š��ì�ì��
��@��@
@@��
��ì�ì��
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everyone
everyone
exact (ly)
exact(ly) exact
adj/adv
pronto/ɪgˈzæktli/
pron
(ly) adj/adv
adj/adv @@o��signal solar
signal
v/n
@@solar
o��v/nsystem solarn system n
v/nsystem /ˈsəʊlə ˌsɪstəm/ n @@@@��@��
�� @L@@L@ ��
Ü��
@@��@��Ü��
everyone Good pron meet you@/phonetics/exp @@@@@@ÚŽÚŽÚŽo�ï�ï�@��@�
����ì��
��ì�� signal skateboard
v/n /phonetics/v/n @@ @@��
�� @@ ��Ž @L@ @L@ ï ��
��
��ïÝ��
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everywhere
everywhere so sofar v/n
fantastic adv
fantastic adv/fænˈtæstɪk/
fantastic
adj adjadj @@ÚŽ@@�ÚŽ�Žî��@ì��@�Ü
�Žî��@ì��@�Ü ”Ž��‹�� @@”Ž ��far adv
�spacecraft
‹��
spacecraftadv spacecraft
n /ˈspeɪsˌkrɑːft/
n n @@@��@�� @@��Ž @@��Ž �@��
@��@��@��
everywhere
everywhere
everywhere grade adv
adv
/
adv phonetics/n @@@@ ÚŽ
ÚŽ��Ž�Ž îî��@ì��@�Ü
��@ì��@�Ü so
so
��q
so far
far
far suggest
adv
adv /phonetics/v @@@@ ��Ž ��Ž
��†Š � ��@��
�@��ï��Žïq
exact
exact(ly) (ly)
forget forget
adj/adv
adj/advv forget
/fəˈget/ v v @@ÚŽ��Žî��@ì��@�Ü @@@@o��
@@�� o�� @�Ü solar
@@solarspend
�� spend advv spend
system
system
��@�Ü n n vv
/spend/ @@��@��
@@@@��@
��@�� @@��Ž Ü�� Ü�� @@�@��@��
exact
exact (ly)
(ly) Hi! adj/adv
adj/adv
/ @@@@ o��
o�� solar
��solar system
system
team n
n
/phonetics/n @@
@@ ��@��
��@�� Ü ��
Ü ��
exact
fantastic
fantastic
go(ly) go adjadj
well
phonetics/exp
adj/adv
well/ˈgəʊ ˌwel/
phrgo well phr phr @@”Ž @@”Ž ��‹�� @@‹o�� @@��@��
�� solar
spacecraft @@star
��@��
spacecraft
star nsystemn star
/stɑː/ n nn n @@��@��
@@@��@��
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fantastic
fantastic
fantastic @ @ adj
adj
interest
gravity / phonetics/v/n
gravity @@
@@ ”Ž ”Ž � ��
�� ‹
 ‹
 ��
�� ��Š�� spacecraft
spacecraft
spacecraft
think travelof n n/phonetics/v
think of @@
@@ @��@��
@��@�� @@ ��†@ o��
forget
forget v adj /ˈgrævəti/ n
vgravity n n
@@@@��
@@”Ž @@�� @�Ü
��‹��Ž ‹�� ��@��Ž
��@�Ü @@��‹��Ž
��spend
spend ��@��Ž
think v v�� ofn/θɪŋk əv/ v
v v @@@@@��@��
�Ü@�ì��
@@��@ @@��@ �� @@�� Ü@�ì��
forget
forget vvinternet
vinstead adv/phonetics/n
instead adv @@
@@ ��
�� @�Ü
��@�Ü
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spenduniverse
@@@��@�Ü used
vv to /phonetics/v
nuniverse @@ @@ ��@
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�� @@oŽî†�Š
goforget spend ���@@�ìì��
instead @@@@�� @�Ü n
gowell
well phr phr /ɪnˈsted/ adv ��@��
@@��@�� star star nuniverse
n v /ˈjuːnɪˌvɜːs/ n @@@@ �‹Ž
@@�‹Ž ����
go
go well
well phr
phr @@@@��@��@�� star
star @@@@@@�‹Ž @@�‹Ž
leave nvacation �‹ŽŽ�� ��
���
international international
/ phonetics/v oŽ��ïÝŽîÜ†ì��Ž@Ž��
�� unmannednn �� unmanned adj/phonetics/n
go well
gravity
gravity international
n nphr
adj adj adj
/ˌɪntəˈnæʃn(ə)l/ @@��Üì��Ž
@@��‹��Ž
@@��‹��Ž �@@�@��Ž
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�� think
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unmanned
of ofv v /ʌnˌmænd/ adj adj
@@�Ü@�ì��
@@�Ü@�ì�� ��@@��q @@Ž��
gravity
gravity human
nn (let’s) (being)
human (being) n/adj n/adj @@@@��‹��Ž think
ïthink
�@��waste of
of (~ of) waste (~ of) v/nv/n
@@��‹��Ž ��@��Ž �@��Ž �@@��û‹� @@@@@@��
�Ü@�ì��
�Ü@�ì��
let n/adj @@waterfall
�û‹� û��@@�� Äû��
ofnvvvn(~ of)/phonetics/n
v/n /weɪst/
gravity
instead
instead human
adv nadv (being) /phonetics/v
/ˈhjuːmən ˈbiːɪŋ/ ��‹��Ž
@@@��@�Ü
@@@��@�Ü �@��Ž�� Ž think
universe
universe waste �Ü@�ì��
@@�ìì��
@@�ìì��
instead
instead launch v/n launch v/n @@��Ü��universe work
universe ��Ü��(at
@@work n ~)work (at ~) phr H�ÜI@�� H�ÜI@��
instead launch
international
international
adv
adv /lɔːntʃ/
adv adjadj v/n @@@@@@@��@�Ü
@��@�Ü
@��@�Ü universe
unmanned
unmanned
n(at
nadjadj~)phr/wɜːk/ phr @@@@@@�ìì��
�ìì��
�ìì�� @@��
live adjadj live adj @@ ��
@@ ��
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�� @@ �
Ž @@��
Ž ��
international
international
live adj @@@@@@��
�� �� @L�� ìì��î�� unmanned
unmanned @Lìì��î� adj
��Üì��Ž
ÜÜì��Ž
ì��Ž��@L@ @L@
@L@@@�� @@@@Ž�Ž�Ž��
international /laɪv/ adj
adj unmanned adj
human
human(being) (being)n/adj n/adj ��
�û‹�
@@�û‹� �� waste waste(~(~of)of) adj
v/n v/n @@��@@�� û�@@û��
human
human (being)
(being) n/adj
n/adj @@
@@ �û‹�
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waste (~
(~ of)
of) v/n
v/n @@
@@ ��
�� û
û� � ��
human
launch
launch 3v/n(being) TO HELP
v/n n/adj YOU STUDY @@�� @@�� @@Ü�� û‹� Ü�� work waste
work (~~)of)
(at(at ~) v/n
phrphr H�ÜH@@I�Ü@��
I@�� û��
��
launch
launch You v/ncan sometimes build sets of words. @@
v/n @@
You ��
�� Ü��
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already work
work (at
(at
2 ~)
~)
Workphr out the other words inHHthe �Ü �Ü I I @ @
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live
liveadjadj
To v/nHelp You Study (Note: Keep�� English
�� @L @@@L��
ìì��î� ìì��î� Ü��
as work (at ~) phr
it’s)
live
live know Helpthe You Help
words StudyYou Study
in(Note:
the Keep
table. (Note:
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the English it’s)following. as it’s) them to the table.
live adj
adj
adj ��
��@L@L @Lìì��î�
ìì��î�
ìì��î�
1 Copy the table and add four more words from the 53 53
word list above. someone … … no one
something everything anything …
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Study(Note:
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KeepEnglish
Englishasasit’s)
it’s)
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Study … … anywhere …
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Unit 5 (Note:
(Note:
pages Keep
38–39Keep English
English
Activities 1–3 as
as it’s)
it’s)
5353
53
53
53
53
9780230727526-Sunrise 10 SB.indd 53 22/5/09 16:00:30

Literary Reader
Episode 5: From Singapore to Hong Kong
W hen Phileas Fogg and Aouda returned to the Rangoon they met Passepartout.
He was carrying fresh mangoes.
‘I have just been shopping. Would you like some fruit?’ he asked. The ship was just
starting its thirteen-hundred-mile voyage to Hong Kong, a small British island near the
coast of China.
Phileas Fogg hoped to complete the journey in six days, in time to catch the ship to
Yokohama, Japan, on 5th November. At first, the weather was fine, but then it changed.
Strong winds and rough seas made the ship go slowly. Mr Fix was very pleased because
he wanted Phileas Fogg to miss the boat to Yokohama. After the storm, Phileas Fogg
10 went to see the captain of the ship.
‘We are going to arrive twenty-four hours late,’ the captain told Mr Fogg.
‘Has our next ship, the Carnatic, already left Hong Kong?’ asked Phileas Fogg.
‘No, she hasn’t sailed yet. There was a problem with the ship. The engineers have
nearly repaired her and she is going to leave at 5 a.m. tomorrow morning,’ said the
captain.
The Rangoon arrived in Hong Kong at 1 p.m. on 6th November and everyone got off.
Phileas Fogg now had sixteen hours to find Aouda’s uncle, while she waited in a hotel.
Fogg soon returned with some news.
‘I’m afraid that your uncle has gone to live in Europe,’ Fogg said.
20 ‘What should I do?’ asked Aouda.
‘Come with us to Europe. Passepartout, go to the Carnatic and tell them that three
of us will travel with the ship tomorrow.’
At the port, Passepartout was surprised to hear that the ship was now ready to sail
that same evening. He was just leaving to go and make sure that Phileas Fogg also knew
this. But then Mr Fix appeared and invited him into a café there. Detective Fix still did
not have the arrest papers and now Mr Fogg was ready to leave Hong Kong! He decided
to try to keep Passepartout talking. That way, he could make Passepartout and Mr Fogg
miss the boat.
54
9780230727526-Sunrise 10 SB.indd 54 22/5/09 16:00:32

LITERARY
READER
While they were drinking their second cup of tea, Mr Fix told Passepartout about
20 himself. He explained that he was really a detective and that he was sure Mr Fogg was
the London robber. He said that he needed to keep Mr Fogg in the British colony until
the arrest papers arrived. He offered Passepartout £500 for his help. Passepartout did
not believe Mr Fix and did not want to help him. After a lot more talk, Passepartout
looked at his watch and suddenly remembered that the ship was soon going to leave.
Did Mr Fogg know from someone else that the ship was leaving early? He hoped so. He
rushed to the Carnatic and climbed on just in time, hoping that Phileas Fogg and Aouda
were already in their cabins.
Early the next morning Phileas Fogg arrived at the port to find that the Carnatic was
not there and neither was Passepartout. Mr Fix also arrived and happily told Mr Fogg
30 that there was not another ship for a week. Phileas Fogg immediately looked for another
boat. Three hours later, he offered to pay a man with a small boat £100 a day to take
them to Yokohama.
‘This is a small boat and the open seas are very dangerous. Yokohama is too far, but I
will take you to Shanghai. The Carnatic starts from there,’ said the captain of the boat.
‘I agree!’ said Phileas Fogg. He then said to Mr Fix, ‘First I have to go to the police
and ask them to look for Passepartout. After that, we will leave. Would you like to come
with us?’
Mr Fix, was unhappy that Fogg was leaving, but he was pleased that he could follow
him. He agreed.
DID YOU KNOW?

Long ago, life on sailing ships was dangerous. One big
problem was this: people often did not know their position.
They could be close to danger and not know it.
Today, this has changed, thanks to GPS (Global
Positioning System). GPS uses satellites to work out our
exact position anywhere in the world. We have had it since
1994, and now people use it everywhere – on land, in the
air and, of course, at sea.
It works like this. There is a network of 24 satellites
about 20,000 kilometres above Earth. A GPS receiver on the
ground can always ‘see’ four or more of these satellites. It
uses signals from them to work out its distance from each
one. From that, it works out its own position on the ground.
GPS often saves lives. If your boat is sinking out at sea,
for example, you can radio for help and, with GPS, you can
give your exact position. People can then find you quickly
and rescue you fast.
55
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s
6
lessons
What We Wear
It looks too small for me.
1&2 comparative and superlative adjectives • too …, (not) … enough
A DO AND SPEAK
1 Harry and Jessica 2 Mark 3 Emma
g
a
d
k
h
e b
i
j
f
c
1 Look at pictures 1–3. Match a–l with words B GRAMMAR p62

from the box. 1 Look and listen.
cap coat dress jacket jeans shirt Comparison with adjectives

shoes skirt socks trainers trousers Harry’s shoes look newer / better / more stylish
than Mark’s trainers.
2 Sound out these other words and find them Emma is wearing the nicest / the best / the
in pictures 1–3. Say who is wearing what. most sensible clothes for cold weather.
Jessica is wearing a…
2 Make more comparisons. You can use these
other adjectives.
cool smart warm attractive

comfortable fashionable
blouse boots gloves
/blaʊz/ /buːts/ /glʌvs/
C SPEAK
sweater T-shirt hat
Compare the clothes in pictures 1–3. Say
/ˈswetə/ /ˈtiː ˌʃɜːt/ /hæt/ which you prefer.
A Which do you prefer – the (coat) or the
3 Describe the people in pictures 1–3. (jacket)?
(Harry and Jessica) (are) dressed for a (cool) day B I think the … is better. It looks … than the …
in (autumn).
He a …, …, …
B Which do you prefer – the (shoes), the
is wearing some …, … and … (trainers) or the (boots)?
She a pair of …, …, … A I think the … are the best. They look the … of
them all.
56
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6 lessons 1&2
D LISTEN AND READ 2 Answer the questions.

1 Does Emma need a lighter or a heavier coat?
1 Listen and read. Why?
Assistant How can I help you? 2 Does Emma want to try on the first coat?
Mother We’re looking for a spring coat for my Why not?
daughter. She needs something cooler 3 With twenty per cent off, is the coat cheap
than the one that she’s wearing. enough – or is it still too expensive? How
Assistant Would you like the same colour again? much is it, and how much is the budget?
Emma Yes, but I’d like to try something less
dark than this.
Assistant Please wait, and I’ll bring some coats. E GRAMMAR p62
***** 1 Look.
Assistant Would you like to try this one?
Emma Hmm, the colour is nice, but it looks
too and not … enough
too small for me. It looks too small for me.
Assistant It’s size 8. It is not (isn’t) big enough for you.
Emma And I need size 10.
Assistant So it isn’t big enough for you. I’ll get
some size 10 coats.
*****
Assistant These are all the right size. What do
you think?
F SPEAK
Talk about the clothes that these people are
trying on.
The (hat) is too … for (her). The (hat) isn’t …
1 hat / small
hat / big
Emma Well, this one is nearly the same shade

as my winter coat, so it’s too dark.
Sorry. 2 trousers / short
Mother And this one? It’s prettier than the trousers / long
dark one, and it’s also the cheapest of
the three.
Emma Yes, but Mum, it’s much too light. No,
the other one is the nicest shade – not
too dark and not too light.
Mother But it’s the most expensive. My budget 3 jacket / heavy
is only $125, so it’s too expensive. We jacket / light
can’t buy it.
Assistant But wait! It’s in our sale. There’s 20 per
cent off the price.
57
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6
lessons
What We Wear
We dress as smartly as possible.
3&4 comparison with adverbs • (not) as … as
A B
A READ
C D
Welcome to ‘Our World’.

Now, have you ever thought
about this question: Why do
we wear what we wear? Let’s
ask a few people.
1 3
First, Mark from Canada. What’s your answer to And now Shillan from Kurdistan. Shillan, you’ve
the question? just become a nurse, haven’t you? How do you feel
about your uniform?
Well, we have to wear warm sweaters and thick

jackets in winter because it gets as cold as minus I’m very proud of it. It shows that I’m part of a team
40 degrees. The summer is completely different. that helps save lives, so I wear the uniform proudly. I
It’s much warmer then, and we can dress more always keep it clean, and I try hard to look smart at
comfortably in T-shirts and jeans. But for more than work. All of us do. And because we dress as smartly
half the year we have to dress like this. as possible, doctors and patients respect us. And
that helps us do our job better.
2 4
Next, let’s ask Pedro from Venezuela. Pedro, your Let’s go now to Yoko from Japan. Yoko, why are
climate is hot all year, isn’t it? So I’m sure those you wearing that kimono? It’s beautiful, but it’s very
thick gloves and heavy safety boots are very old-fashioned, isn’t it?
uncomfortable! Do you have to wear them?
It’s traditional, but please don’t say it’s old-

Yes, and our hard hats, too. Our work is fashioned! Our traditions are as important now
dangerous, you see. In the old days, we weren’t as as they always were. Kimonos are part of our
careful as we are now – and too many people died. Japanese culture, and our culture is alive and well.
So now we do things more carefully, and we protect Another thing: we wear a kimono for important
ourselves as well as we can. Our protective clothing events such as family weddings. On days like this,
feels uncomfortable, but that’s better than a terrible we want to dress as nicely as possible to show our
injury. Remember the saying: ‘Better safe than sorry’. respect for our family and friends. If we don’t try our
best, it’s like saying they aren’t important.
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6 lessons 3&4
1 Look at the pictures and do the tasks. 5 Explain in your own words.
1 Describe the situation in the first picture. 1 ‘Better safe than sorry.’
2 Suggest a connection between this and pictures 2 The difference between traditional and old-
A–D. fashioned.
3 Describe the people in A–D. B GRAMMAR p62
4 Say where they might be from. Give reasons. 1 Look.
2 Read and do the tasks.
1 Match pictures A–D to texts 1–4. Adjective or adverb of manner
2 Write the speaker’s name and country for I’m proud of my uniform.
pictures A–D. I wear the uniform proudly.
3 Contrast the climates where Mark and Pedro That helps us do our job well.
live.
Comparative adjective or adverb of
3 Read, copy and complete with the correct
names.
manner
It’s much warmer in summer.
1 … is wearing clothes that may protect him
from an injury. We can dress much more comfortably.
2 … has dressed specially for a special day. 2 Find more examples in the text.
3 … wears clothes that show she is part of a
special group. Unit 6 page 42 Activities 1–3
4 … is wearing clothes that are right for the
weather. C SPEAK
4 Read to find the correct meaning. Compare your favourite stars.
1 What’s your answer to the question? A I think … is even (more beautiful) than …
2 All of us do. B And she (dresses / sings) even (more
beautifully / better) than her, too.
D READ AND SPEAK 2 Read out the statements in the correct order.
3 Close your books. Explain in your own words.
1 Read the text again. Look at statement 1. Then
put statements a–h in the correct order.
1 People wear different types of clothing for E GRAMMAR p62
many different reasons.
Comparison with as … as … or not
as … as …
a Thirdly, some people have a uniform to show We dress as smartly as possible.
that they belong to a group.
In the old days, we were not as careful as
b For example, Japanese women usually wear we are now.
kimonos to weddings.
c Secondly, a lot of people need special clothes Find more examples in the text.
to protect themselves.
d For example, nurses dress similarly everywhere. Unit 6 page 43 Activities 4–5
e First of all, we often have to choose clothes to

match the weather. F SPEAK
f Finally, people in many cultures like to wear Compare your life on school days and on
traditional clothes for special events. Fridays. You can use these ideas: dress tidily,
g For example, oil workers have to wear safety get up early, work hard, do everything quickly.
boots and hard hats. On school days, I have to dress more tidily than I
h For example, we wear warm clothes in winter do at …
and cooler clothes in summer. On Fridays, I don’t have to dress as …
59
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6
lessons
What We Wear
Comparing and choosing
5&6
A LISTEN
1 Do these tasks. baker’s bicycle shop bookshop

1 Name the types of shop in the shopping street. clothes store coffee shop
2 Give examples of things that you can get in music shop shoe shop sports shop
each place.
C SPEAK
2 Listen to three conversations. Note where
Read and act out.
they are happening.
Teenager Excuse me, but how much are
a At the … b At the … c At the …
these, please?
Assistant 2 They’re $150.
3 Copy. Listen again and note the products
Teenager Oh! That’s very expensive.
and the prices.
Assistant 2 Yes, but they’re very, very good.
Types of product Prices They’re great for running or for
a … … games like basketball.
b … … Teenager Mm, but they’re too expensive for
me. Can I see some cheaper ones?
c …
Assistant 2 Yes, of course. What about this
pair?
Teenager Yes, I prefer these. They’re perfect!
B PRONUNCIATION Assistant 2 And they’re a special price this
1 Practise your pronunciation. Listen and week. There’s ten per cent off, so
repeat the words. they’re only $115.
price please special Teenager Great! I’ll take them. Here you are:
$120.
2 Now listen to Part 2 and repeat more words.
Assistant 2 And here’s your change. Five.
prefer place sport
Teenager Thanks.
practise pleased speed
present player space
promise plane speak Unit 6 pages 44–45 Activities 1–2
60
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6 lessons 5&6
D WRITE
Read the survey results and work out the missing parts 1–8 of the discussion below.
What to Buy Magazine February 20..
SPOTLIGHT on
We recently looked at three new types of trainers in the shops – Heroes, Champs and Lasers.
We tested them, we checked prices and we asked a group of 100 teenagers for their ideas.
These are the results of our survey.
Heroes Champs Lasers
Questions
1 How good do they look? **** *** **
2 How fashionable are they? **** *** **
3 How comfortable are they? ** *** ****
4 How well made are they? *** **** ***
5 How heavy / light are they? 986g 880g 794g
6 How well do they perform? ** *** ****
7 How much do they cost? $129 $89 $99
8 Overall, how good value for
** *** ****
money are they?
Heroes
E UNIT TASK
First, there are some positive things to say about
Write the second part of the discussion
these trainers. Of the three types, they look the 1 ,
– about Lasers. Use information from the
and our teenagers agree that they are much
chart and language from the first part.
2 than Champs or Lasers.
Start like this.
However, there are also several negative things
Lasers
to say about them.
Paragraph 1: First of all, there are some
For one thing, they are 3 of them all. negative things to say about these trainers.
Again, they are not 4 Champs. They (Discuss points 1–2 and 4.)
are 5 both Champs and Lasers, too. They Paragraph 2: However, there are several
also perform 6 the others in sports such positive things to say about them. (Discuss
as basketball and volleyball. Finally, they are much points 3 and 5–7.)
7 Champs and Lasers. Conclusion: Together, the results of …
Together, the results of our survey show that (State point 8.)
Heroes are 8 value for money of these
three new types of trainers. Unit 6 page 45 Activity 4
61
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@
Language Focus
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Lesson
Lesson
Lesson 3:
3: 3:Comparative
Comparative adverbs
adverbs of of manner@
manner
Lesson
Lesson
Lesson 3: Comparative
Comparative
3:
3: Comparative
Lesson Lesson
Comparative
adverbs
adverbs
3:
3: Comparative adverbs
Comparative
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adverbs
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manner@
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(adverbs of manner)
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comfortably.
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Hçüàbä@ôÙŽ ïn’@óäaŒaíŽ
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comfortably. comfortably. Lłbi@õóÝq@Žßó óÜ@çóØò†@”îŠbØ@çbàóèI
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morelesscarefully.
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old
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@@@@@Z@Zæšò†@çbØòìbå Üòìb÷@óÜ@@łbi@õóÝq@ôäbØóïîbbîbä
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òŠbÙ
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æšò†@çbØòìbå Üòìb÷@óÜ@@łbi@õóÝq@ôäbØóïîbbîbä
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òìb÷@óÜ@@łbi@õóÝq@ôäbØóïîbbîbä ÜòŠbÙ Üòìb÷Üòìb÷
Üòìb÷@óÜ@@łbi@õóÝq@ôäbØóïîbbîbä • Üòìb÷òŠbÙ
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òŠbÙ Üòìb÷• òŠbÙ Ü•òìb÷
well
well -- better,
better, badly
badly -- worse,
worse, early
early -- earlier,
earlier, far
far -- farther/
farther/ further,
further,
@@ @Z æšò†@çbØòìbåfast-
fast- faster,
faster,
Üòìb÷@óÜ@@łbi@õóÝq@ôäbØóïîbbîbä òŠbÙ Üòìb÷ •
do does not > doesn’t
well
hard
hard
well@@---not
well
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better, badlybadly
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-
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higher,
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early-badly
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worse,
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late-later,
late-later,
worse,
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early
worse,
badly
early
earlier,
long-
long-
far
-early
farlonger.
far
longer.
– earlier,
--farther/
-worse,
earlier,- earlier,
farther/ early
far
farther/
far
further,
further, far
–-farther/further,
-further,
farther/
earlier, fast-fast-
- farther/
further,
far faster,
faster,
fast- further,
-faster,
farther/
fastfast- faster,
fast faster,
–further,
faster, fast- faster,
well
hardhard @ -- better,
harder,
@- harder,badly
hard highhigh-
hard
@-our - worse,
higher,
harder, - higher,early
late-later,
@- –harder, - earlier,
late-later,
high
high@- late-later,
hard harder,
higher, long- far
long-
- higher, -
longer.farther/
longer.
- late-later,
late-later,
high higher,long- further,
long- fast-
longer. faster,
That hard
hard
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helps harder,
us do high job
high higher,
better.
higher,
better. late long-
– later, longlate-later,
longer. –longer.
longer long- longer.
hard
ThatThat
That@helps
- harder,
helpshelpsus us
us
helps That
do
dohigh
us
our
doThat
helps
our
do
job
-our
higher,
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our usjob
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do
Thatlate-later,
better.
us
our
better.
job better.do
helps
job @@our
NæŽus long-
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do better. job better. ômbØóÜ@béäóm@óØ@óîóè@‘Stative Verbs’@@pó
î†ŠbØói@ò†b@õìì†‹ióäaŠ@ Üby@õŠbØ@ÚŽî‡äóè
Th at helps us do
That helps us do our job better. our job better. @ @ belong like love need want@ Zóäí¹üi
Lesson
Lesson 4:
4: Comparison
Comparison with
with as…..as
as…..as and
and not
not as…as
as…as @@
Lesson
Lesson
Lesson 4: Comparison
3:
4: Adverbs
Comparison
Lesson
4: Lesson
Comparison ofwith
4:
4: Comparison with
Lessonas…..as
frequency@
with as…..as
Comparison 4: with
as…..as andand
Comparison notnot
with
as…..as
and notas…asas…as
as…..as
and
with
as…as
NNŠa†‹Ø@ì@o’@ôä†‹Ø†ŠìaŠói@üi@çbØòŠbÙ
@ not @@ as…as
and
as…..as @ not@ as…as
notÜòìb÷@ì@çbØòìbå
as…as
and ÜÜòìb÷@Žßß@ ó óÜ@μåŽ ïïèò†ŠbØói@óäaíŽ ï’@ãó÷ •••
Lesson
Lesson 4: Comparison
4: Comparison
Zçóäbàó÷@çbïäbØòŠbî†@òŠbÙ with
Üòìb÷with as…..as as Ša†‹Ø@ì@o’@ôä†‹Ø†ŠìaŠói@üi@çbØòŠbÙ
… as and
and not not as
as…as … @
NNŠa†‹Ø@ì@o’@ôä†‹Ø†ŠìaŠói@üi@çbØòŠbÙ as Üòìb÷@ì@çbØòìbå
Üòìb÷@ì@çbØòìbå òìb÷@Ž ó óÜ@μåŽ
Üòìb÷@Ž ßßó óÜ@μåŽèò†ŠbØói@óäaíŽ
Üòìb÷@Žßïïó óÜ@μåŽ
ïïèò†ŠbØói@óäaíŽ ’@ãó÷
ïÜòìb÷@Ž
NŠa†‹Ø@ì@o’@ôä†‹Ø†ŠìaŠói@üi@çbØòŠbÙNŠa†‹Ø@ì@o’@ôä†‹Ø†ŠìaŠói@üi@çbØòŠbÙ
NŠa†‹Ø@ì@o’@ôä†‹Ø†ŠìaŠói@üi@çbØòŠbÙ
Ša†‹Ø@ì@o’@ôä†‹Ø†ŠìaŠói@üi@çbØòŠbÙ NŠa†‹Ø@ì@o’@ôä†‹Ø†ŠìaŠói@üi@çbØòŠbÙ
Üòìb÷@ì@çbØòìbå
Üòìb÷@ì@çbØòìbå òìb÷@Ž Üòìb÷@ì@çbØòìbå
ßó óÜ@μåŽ
Üòìb÷@Ž Üïòìb÷@Ž
ßèò†ŠbØói@óäaíŽ
ó óÜ@μåŽ
ó óÜ@μåŽ ï’@ãó÷ ï’@ãó÷
ïßèò†ŠbØói@óäaíŽ
’@ãó÷ ••ó óÜ@μåŽ
••ï’@ãó÷ ï’@ãó÷
ïèò†ŠbØói@óä
•
In
In the
the old
old days,
days, we
we were
were not
not as
as careful
careful
N as
as we
we are
are now.
now.
Ša†‹Ø@ì@o’@ôä†‹Ø†ŠìaŠói@üi@çbØòŠbÙ (adjective)
(adjective) Üòìb÷@ì@çbØòìbå Üòìb÷@Ž ß ó óÜ@μåŽ ï èò†ŠbØói@óäaíŽ ï ’@ãó÷ •
In always
the
In
In oldold
the
the old usually
days,
Indays,
the
days,weaswe
In
old
we often
werethewereold
days,
were Insometimes
not as
not
days,
we
the
not careful
as
were
old
as careful
we not
days,
carefulnever
wereasas we
as
not
we weare
asare
careful
as were
we now.
areasnow.
careful
not we
now.(adjective)
as as
are(adjective)
we
careful now.
(adjective) are now.
as(adjective)
we are (adjective)
now. (adjective)
We
We want
want to
to dress
dress as smartly
smartly as
as possible.
possible. (adverb)
(adverb)
In
We @@
the
We
In Z
the
want
We óäí¹@üi
old
want
old
wantto L
days,
to
Weæ
days,î
Ž
dress
to †ŠbØói@•ímbèa†@ì@ìì†‹iaŠ@Ž
we
dress
we
wantWe
as
dress wereas
were
towant not
not
smartly
dress
smartly
as Weto
smartly as
as careful
careful
as
dress
as
wantsmartly
possible.
as ß
as
to ó óÜ@Šbu@ÚŽ
as
possible. as
dress
possible. we
smartly
as we are
as î ‡äóè@ãłói
are
(adverb)
as
possible.
(adverb)
(adverb)now.
smartly now. L æ î
(adjective)
(adjective)
possible. as
(adverb) (adverb)
possible. (adverb) ßó óÜ@õŠûŒói@óäaŠbÙÜòìb÷@ãó÷ •
We
We protect
protect ourselves
ourselves as
as well
well as
as we
we can.
can. (adverb-
(adverb- irregular)
irregular)
WeWeWewant
protect
IWeoften to
protect
protect
want dress
toourselves
We
played as
assmartly
ourselves
We
protect
computer
ourselves
dress as well
as
protect
ourselves
smartly We
games
as as
as
well possible.
we
asaswe
ourselves
protect
as
well when
as
possible.can.
well
we can.
as
was (adverb)
(adverb-
as
Iourselves
can. (adverb-
well
we as
young
(adverb-
(adverb) .@irregular)
as
can. we irregular)
well can.as we
(adverb-
irregular) (adverb- irregular)
can. (adverb-
irregular) irregular)
WeWe protect ourselves as well as we can.
protect ourselves as well as we can. (adverb – irregular) (adverb- irregular)
Lesson 4: Past simple @
�î�� @
I / You / We/They moved@(did not move) to America. @ôäbåŽïèŠbØói@ói@pa†ò†ììŠ@ŠbuŠûŒ@óØ@æîiŠò†@ÚŽîŠbØ@μäaímò†
He/ She/ It moved (did not move) to America.@ Ãììbš@K@used to
• I used to play computer games(a lot) when
�� I was young
(When) did I/ you / we/ they @@@move to America? @ @��Žî�ó�@��ó��@ó�@��@��ó��@��@used to
@did he/ she/ it @@@@move to America? • I didn’t use to play computer games (much)
when I was young.
��
did not >@didn’t
62 14
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62 62 62 62 62
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9780230727526-Sunrise 10 SB.indd 62 22/5/09 16:01:11

LANGUAGE
FOCUS
VOCABULARY
again
again (in (in addition)
addition) again
/əˈgen/(in
advaddition)
adv @@H��@��
adv Š�Š�� Š�� Šper
@@HI��@�� percent
�Š�� cent
I�Š��(%)
(%)per cent (%)adj/adv
/pəˈsent/
adj /adv adj /adv @@�� @@��
again and again /phonetics/exp Š��@õ��†@��@Š�� like /phonetics/prep ��
become
become /bɪˈkʌm/ v v become v @@��@�Ž�� price price
@@��@�Ž�/praɪs/
n �� price
n n @@�� @@��
ahead (of ) / phonetics/prep ”Ž ï q@�� local time /phonetics/phr ��@��
blouse
blouse /blaʊz/ nn blouse n protective
@@�� protective protective
@@�� /prəˈtektɪv/ adj
adj adj @@��Š�ŽîŠ�� @@��Š�ŽîŠ��
a.m / boots
phonetics / abb
boots n @@ û Š ��ï �@”Ž ï q meet /phonetics/v oŽ î ��Ž ï q@õ��
boots /buːts/ nn @@�� proud proud/ly/ly adj
@@�� proud
/adv /lyadj/adv
/praʊd/li/ adj /adv @@�� @@��
arrive /phonetics/v
budget budge t n n budget n
/ˈbʌdʒɪt/ �
Ž ��†
@@�� respect nationality
respect
@@��v/n /phonetics/n
respectv/n
/rɪˈspekt/ v/n @@æ��ŽîŠ@L@�Žî��@�Ž
@@æ��Ž @@ ��
îŠ îŠ@L@�Žî��@�ŽîŠ
attachchange
change / phonetics/v
/tʃeɪndʒ/ nsmall
n (= change
(= money
small (=)small money
n money) )
@@H��Š��@��†@ @@ŽHï��Š��@�
�Š��I��Š� nearly
q��result
result
�Š�� /phonetics
/rɪˈzʌlt/
In��Š� n n / adv
result @@��îŠ��@�@õ��î�
@@�� @@��
born (be)
climate / phonetics/adj
climate n nclimate n
/ˈklaɪmət/ ��@�
@@��@��@ L��î�†�� oilLn/phonetics/n
safety
safety
@@��@��@ safety
/ˈseɪfti/
�� n n @@��
@@��
clothing
Bye (Goodbye)
clothing /ˈkləʊðɪŋ/ nclothing n
n /phonetics/abb @@�Š�� @�� sale
Ž��@� @@parent
sale n /seɪl/
�Š�� nsale n
@�� /phonetics/n @@�� @�@@�� î�†
completely
completely
can't wait(totally) completely
/kəmˈpliːtli/ adv ��@��Š��@oŽ
(totally)
/ phonetics/exp adv (totally) adv @@�� sensible (ly)
ï�� sensible(ly)
@@penfriend sensible
�� /ˈsensəbl/ (ly)
/phonetics/nadj/adv @@Š��@L@�� @@��@�Ž
adj /adv adj /adv Š��îŠ@L@
��
culture culture
cousin/ˈkʌltʃə/n n
/phonetics/nculture n @@��Š@LŠ�� shade
shade
@@��Š /ʃeɪd/
@LŠ��
n
picnic shade
n
/phonetics/nn @@H��@L@�Ž ��I@��Š
@@H@��
��@L@�Ž ��I@��Š @��
�� î��
daughter daughter
/ˈdɔːtə/ nn daughter n @@�� smart
smart(ly)(ly) smart
adve (ly) adj/adv
/smɑːt(li)/
@@��adj/ adj/ adve @@�� @L��@�@oŽï@@��†�†@��q
��@L��
difference / phonetics/n õ��ï� plan /phonetics/ v/n ��†@��q
degree degree (° degree
/dɪˈgriː/n n(*temperature
temperature)
n (*temperature
) ) @@��Š��@�� spotlight
@@spotlight spotlight nn
��Š��@��n /ˈspɒtˌlaɪt/ @@Š��@��@�� @@Š��@��@��
during / phonetics/prep @õ��@�� p.m abb ûŠ��ï�@��q
dressvv
dress /dres/ dress v stylish
@@��Š��@��@@�� Š��(ly)
stylish(ly) stylish
adv (ly) adj/
/ˈstaɪlɪʃ(li)/
@�� adj/ adv
adj/adv @@��@Ž�� @@��@Ž��
engineer / phonetics/n Š�î�� PS(postscript) /phonetics/abb Žî��Š�q
gloves nn
gloves /glʌvs/ gloves n @@”Ž�� such @@”Ž�as
such such asphr
asphr/sʌtʃ æz/
�� phr @@�� @@��
gate / phonetics/n ��Š�† reply /phonetics/v/n @@ @�� † @�� @� ��†�†@��
g abb(gram
g /dʒiː/ abb g abb (gram weight)
(gram weight)
weight) @@�� survey
survey @@n�� survey
/ˈsɜːveɪ/ nn @@��Ž��Š @@��Ž��Š
go ahead / ��Š�� score /phonetics/v/n �†��Š��
@@��Ž�î��@�@��† Š��
phonetics/v
Good/ˌgʊd ˈlʌk/
luck! expGood
Good luck! expluck! exp @@æ��Š��@�� survive
@@æ��Š�� @��
survive survivev v
v /səˈvaɪv/ @@��Ž �î��
Good to
hat
hat /hæt/ n meet
n you@ /phonetics/
hat n exp o�ï�ï�@��@� � �� skateboard
sweater
@@�� sweater /phonetics/v/n
sweater
@@��/ˈswetə/ n
n n @@��Š��@�Š��@�� @@ ��Ž ï ��ïÝ��
@@��Š��@�Š��@��
gradehowever
however / /haʊˈevə/
phonetics/n however adv
adv adv @@��@Ž��q suggest
tradition
@@��@Ž /phonetics/v
traditionnn
��n /trəˈdɪʃn/
tradition @@��
��†Š
@@��î��@��îŠ�� ï��Žïq
�î��@��îŠ��
Hi! / phonetics/exp
less/theless / the
least least
/les/ less
n / the n
/ðə liːst/ least n @@æî��@L�� tryteam
try
@@æî�� v try v
@L��/phonetics/n
v/traɪ/ @@��@��@�Š��@�� @@�ï�
@@��@��@�Š��@�� @@ @@
minus minus
@ @interest
/ˈmaɪnəs/ minus adj / prep
adj adj/prep
/ prep
/ phonetics/v/n @@��@LŠ��@��
��Š��type
@@�� travel
type@LŠ��@��
n/taɪp/ type n
/phonetics/v
n @@Š��@L��Ž�@@��†@
@@Š�� @L��Ž�� @ @
o�� @@
negative negative adj
negative
internet /ˈnegətɪv/adj adj
/phonetics/n ï�Š��ï�uncomfortable
@@oŽ�� @@��
uncomfortable
used uncomfortable
to /phonetics/v adj adj @@��
adj /ʌnˈkʌmftəbl/ @@@@��
oŽî†�Š �� @ @ @@
/ɒf/ off
offleave adj adj
/adv (~(~aoffaprice)
/ adv
/ phonetics/v price)
adj / adv (~ a price) @@�� value (for
(formoney)
@@vacation
��
oŽïÝŽî†@Ž�� value
value
money) (for money)nn @@H�Š��@��I�� @@H�Š��@��I��
n /ˈvæljuː/
/phonetics/n @@��q
old –fashioned
old-fashioned oldadj
–fashioned
/ˈəʊld ˈfæʃnd/ adj adj @@��@�� well @@ –made adj
��@��
well-made well –made adj
/ˌwel ˈmeɪd/ adj @��@ L ��Š�@��
@��@ L ��Š�@�� @@ @@
let (let’s) /phonetics/v ��Žï�@�� waterfall /phonetics/n ��Ä��
@@ @ @ @@
patient patient n n patient n
/ˈpeɪʃnt/ �� @@ @@
@@ @@
3 TO HELP YOU STUDY @@ @@ @@ @@
Collect words in grammatical families. Copy this table and add words from page 58.
To Help
To Help YouYouTo Study
Help
Study You
(Note: Study
(Note: Keep
Keep (Note:
English
English Keep
asasit’s)
it’s)
English as it’s)
noun adjective
1 difference different
2 safe
3 heat
You can collect words in other grammatical families – like these. Copy and complete the next two
tables with these words that you have already met.
safely sell life surprising use product save usefully surprise
verb noun verb noun adjective adverb

1 live 1 safety safe
2 sale 2 surprise surprisingly 63 63
3 produce 3 use useful
15
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Literary Reader
Episode 6: Adventures in Japan
P assepartout arrived in Yokohama on the Carnatic on 13th November with no

money and with only the clothes that he was wearing. He walked round the city
streets for hours and felt hungrier than ever before. The next morning he decided that
he needed some money.
Then Passepartout saw a clown who was wearing funny clothes and dancing in the
street. He followed the clown to a theatre that was painted with bright pictures of clowns
and acrobats. It was a sort of circus. He
went inside and found the master of the
group.
10 ‘I used to be an acrobat in France
and I would like to work in your circus,’
said Passepartout.
‘Are you strong?’ asked the circus
master.
He was not as strong as he used to
be, but the Frenchman still answered
proudly, ‘Yes, I am stronger than
anyone I know’. The master needed a
new acrobat for his circus that same
20 afternoon and he gave Passepartout
some colourful old-fashioned clothes
to wear. Later that afternoon, the circus
started. Passepartout had to stand very
still while other acrobats climbed up and
stood on top of him. At that moment,
Passepartout suddenly noticed Phileas Fogg and Aouda at the back of the theatre. He
was so surprised and happy to see Fogg again that he moved and the acrobats came
falling down. The people in the circus were very angry with Passepartout. Mr Fogg
30 offered the circus master some money, and then Passepartout left the theatre with Mr
Fogg and Aouda.
‘But you were not on the Carnatic. How did you get to Japan?’ Passepartout asked
Mr Fogg as they were leaving.
‘We arrived at the port in Hong Kong too late to catch the Carnatic so Aouda, Mr
Fix and I all took a small boat to Shanghai,’ answered Fogg.
‘Shanghai? With Mr Fix?’ said Passepartout, amazed.
‘Yes, the ship to San Francisco starts there and we caught it and arrived here this
morning. It doesn’t leave for America until this evening, so I decided to look for you,’
said Phileas Fogg.
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LITERARY
READER
30 It was now half past six, and all three of them went as quickly as they could to the
port. They got on the American ship only minutes before it left to sail across the Pacific
Ocean. The General Grant was one of the fastest ships in the world, and it usually took
no more than twenty-one days from Yokohama to America.
On the ninth day of the journey, Mr Fogg found himself exactly half way around
the world from London. On the same day, Passepartout saw Mr Fix on the ship! He
was still angry with Fix for making him miss the ship from Hong Kong. Passepartout
immediately rushed over and attacked the detective. Mr Fix got up slowly and said,
‘Have you finished?’
‘For the moment, yes,’ replied Passepartout.
40 ‘Then I would like to talk to you,’ said Mr Fix, coldly. ‘The arrest papers arrived in
Yokohama and I now have them. But I cannot arrest your master now because we are
no longer in a British colony. I have decided to wait and follow him back to England. I
am telling you this because we now both want the same thing. We both want Mr Fogg
to get back to England as fast as possible. Will you keep my secret?’ he finished.
Passepartout thought for a moment and then agreed not to tell Mr Fogg about their
conversation.
Eleven days later, the General Grant arrived safely in San Francisco on 3rd December.
Phileas Fogg was exactly on time.
DID YOU KNOW?

Japan was a closed country for 350 years, until 1868 – four years before the time of Around the World
in Eighty Days. For all that time, few people could visit Japan, and Japanese people could not travel
abroad. Then when Japan began to open up, the whole world wanted to find out about this strange
country, its culture and its traditions.
At the same time, the Japanese wanted to learn about the whole world, and that is what they have
done ever since then. In fact, Japan has now become one of the most developed countries on Earth.
With over 30 million people, Tokyo-
Yokohama has the largest urban
population anywhere in the world
today. Japan is also home to some of
the world’s largest, richest and most
famous companies – companies
such as Toyota and Sony.
However, the Japanese have also
kept much of their old culture. For
example, there are a lot of festivals
when people still dress traditionally
and enjoy their traditional food,
music and dancing.
65
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7
lessons
reVision
I’ve lost my wallet!
1&2
A READ
A B
1 2
Ben I’ve never been in a bazaar before. It’s Ben I like this park. Tell me about the statues.
fantastic! Haval They’re famous Kurdish writers. And
Haval Yes, it’s great. The whole city’s great. Bahar wants to meet us here by the
Ben It’s larger than I thought. statues to take us home. So let’s sit down.
Haval It isn’t as big as Erbil, but it’s big. Ben Look, she’s coming now.
Ben And I want to see everything! Haval Hi, Bahar!
Haval Well, the bazaar’s a good start. Look at *****
this amazing shop! 3 Dear Melanie,
Dear Melanie, Kindly find below some other vocabulary into Kurdish.I indicated the units
Benfind below
Kindly Wow! I’mother
some going to get something
vocabulary forindicated
into Kurdish.I my Ben
the Kindly
units andOh,
Lettheno!
me knownumbers.
page if you have something.
Kindly Let medad. know if you have something. Thanks. Shaswar.
Haval What’s wrong?
Thanks. Shaswar.
Man Can I help you? Ben I’ve lost my wallet!
Ben Yes, please. Bahar Have you checked all your pockets?
Man This rug is only 80,000 dinars. BenUnit 4 Yes,
Lessonsand1&it’s gone.
2 Page 38
Unit 4
Ben Lessons 1& 2 Page 38
It’s nice, but that’s too much. @
Bahar Now, think as clearly as you can. When
@
Man This pot is less expensive. did you last have it?
Ben It’s beautifully made. How much is it? Haval You
busy/ily had it adj/adv
/phonetics/ in theô�bazaar.
��@�Ž��
busy/ily /phonetics/ adj/adv ô��@�Ž��
Man Only 18,000 dinars. Benplan /phonetics / v/n
And later I bought ��@��some
@�@�Ž��ò��@��
postcards at the
plan /phonetics/ v/n ��@��@�@�Ž��ò��@�� @
Ben OK. Here’s 20,000. museum.
@ @
Man And here’s your change. Haval And you paid for our ice creams in the
@ park.
*****
Ben Maybe I dropped it by the statue.
Unit 7 Lessons 1& 2 Page 66
Unit 7 Lessons 1& 2 Page 66 Bahar Let’s go and look!
* *@@@ * * *
rug /phonetics/ n ��@�ò��@
rugrug /rʌg/ nn ��@�ò��@ @@@
/phonetics/ statue /phonetics/nn ��@
/ˈstætʃuː/
statue
66/phonetics/ n ��
statue @
Unit 10 Lessons 1&2 Page 92

Unit 10 Lessons 1&2 Page 92
9780230727526-Sunrise 10 SB.indd 66 22/5/09 16:01:30
7 lessons 1&2
4 5
Ben It isn’t here. I’m so stupid! Officer Where did you lose it?
Bahar Oh, these things happen. Ben In the park, I think.
Haval What can we do? Officer Can you describe it?
Bahar Let’s go to the police station. Ben It’s light brown, and there’s a card with
***** my name – Ben Brown.
Officer Well, someone has just brought it in. Here
you are.
Ben Fantastic! I’m a very lucky guy!
1 Look at the pictures and do the tasks. B LANGUAGE

1 Match pictures A and B with the correct
1 Talk about places that you have visited.
conversations: 1, 2, 3, 4 or 5.
A Have you ever been to (Silemani)? (Dohuk /
2 Say where the people are in these pictures.
Paris / …)
3 For each picture, say what has happened and
B Yes, I have. I’ve been there several times. /
what is happening now.
(once or twice / many times / …)
In picture A, Ben has (just) paid for the … .
No, I’ve never been there.
And now the man in the shop is …
Follow a yes answer like this.
2 Correct the statements that are wrong.
A When did you (first / last) go?
1 Ben has often been to bazaars before.
B (time).
2 The pot is more expensive than the rug.
A And what did you do there?
3 Ben gets 2,000 dinars change.
B I (visited my cousins / went to a wedding / …)
4 When they get to the statue, Bahar has already
arrived.
5 Ben has not taken any money from his wallet 2 Choose places to show some visitors.
since he bought the pot. Agree on five places in your city, town or area.
6 Haval says that Ben is a very lucky guy. Use this language.
A I think (name) is the (most interesting) place.
3 Think about all the conversations and do the B It’s (interesting), but I think … is more …
tasks.
don’t think it’s as … as
1 Describe what happens between each
conversation. You can use these other adjectives:
2 Name all the places that Haval and Ben visit
during the day. attractive beautiful exciting
good nice old pretty strange
3 List everything that Bahar suggests that they
do.
4 State all the things that you have heard about
Silemani.
4 Read to find the correct meaning.
1 And I want to see everything!
2 Let’s go and look!
3 Well, someone has just brought it in.
5 Explain in your own words. once /wʌns/ adv = one time

Oh, these things happen. twice /twaɪs/ adv = two times
67
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7
lessons
reVision
Vocabulary and skills
3&4
A VOCABULARY
Complete the following with the correct words. Change the forms when necessary.
a A website
all over amazing beyond humans planets signals

During the last 50 or 60 years, we 1 have sent spacecraft 2 the solar system. They have
studied Mars, Venus and all the other 3 , and they have travelled 4 the solar system, deep
into outer space. With their radio 5 , they have also given us 6 pictures of places hundreds
of millions of miles away.
connect consist of international launch spend waste

Exploring space is very
expensive, and countries with
space programmes have 7 huge
amounts of money on it. In recent
years, they have seen that it is a 8
of money for different countries to
work alone. So, instead of this, they
have started working together. The
most important result so far is the
9 space station. This 10 a large
number of sections which different
countries have produced. One by
one, they have 11 these into
space. Then astronauts have
12 them together in space, 400
kilometres above Earth.
b An email
climate completely culture degree minus negative
COMPOSE EMAIL
To Subject
Dear Annie
I’m writing to you from our new home in Alaska. Last week, we moved
from the warm sun and blue skies of Florida to the coldest 1 in the
whole of the USA! (They say it gets as cold as 2 35 3 here in the middle
of winter!)
We’ve also moved from city life in Miami to a small town in the middle
of nowhere. So as you might expect, our lives have 4 changed. People
here think and live differently. We all speak the same language, but here
they really have a different 5 . I don’t want to sound 6 about our new
life here, but I am worried. I hope Mom and Dad’s idea of moving here
wasn’t a big mistake!
68
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7 lessons 3&4
COMPOSE EMAIL
boots dress gloves hat survive sweater
To Subject
It’s only October, but winter has already arrived. Up here in the north, people have to 7 in warm, thick clothes to 8 the
terrible cold outside. I’m attaching a photo of me in my new winter clothes. What do you think of me in my big blue 9
and my thick green 10 and my big black 11 ? And look at that beautiful 12 on my head!
Anyway, it’s getting late, so I must stop now. Write soon.
Love,
Sue
B LISTEN D SPEAK
1 Listen to Part 1 and answer the questions. You are one of the tourists in B. Now you are
1 Where does the speaker come from? telling a friend at home about Silemani. Use
your notes in B2. Start like this.
2 Where are the tourists from?
One of the nicest places that we visited was …
3 Where are all these people now?
4 What is the speaker going to tell the others
about?
2 Listen to Part 2 and complete the notes.

E UNIT TASK
You are writing to a penfriend who wants
About Ibrahim Pasha Today’s city
to know more about interesting places in
Emir of Baban: 1782 – 1 Population: 3 Kurdistan. Begin like this:
Started building Silemani: 2 Kurdistan’s I’d love to tell you something about a few
capital of 4
interesting places in Kurdistan. First of
Places to see all, you should know a bit about …
The Bazaar – place: 5
You can write about the places that you
The Museum – to see: traditional 6 ,
discussed in Lesson 2, B2, or you can write
traditional 7 about others. Or you can describe ones that
and many ancient ‘finds’.
you have never visited, starting like this.
The 8 – to see: the lovely 9 , I’ve never been to (name), but I want to
write about it because …
and the 10 of important Kurds.
Compare the places that you write about.

You can use these adjectives.
attractive, beautiful, exciting, good, interesting,
C PRONUNCIATION nice, old, strange
1 Listen and write the dates that you hear.
1 1872 1782 4 1981 1891 Try to use ways of comparing such as these:
2 1945 1954 5 1897 1987 (name) isn’t as (old) as (name), but it’s more
3 2023 2032 6 2074 2047 (beautiful).
People say that it’s the (most beautiful) place in
2 Listen and repeat the dates. Kurdistan.
69
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Literary Reader
Episode 7: To ‘the Wild West’
I t was seven in the morning when Mr Fogg, Aouda and Passepartout stepped off the
General Grant onto the land of America. The first train to New York did not leave
until six in the evening, so they went to a hotel near there to eat breakfast.
‘Sir, I have heard that Sioux Indians have already attacked some trains this winter,’
said Passepartout to Mr Fogg, ‘do you want me to buy some guns to take with us on the
train?’
Mr Fogg gave Passepartout some money for the guns, and then he went with Aouda
to see the Californian capital. They were walking near the hotel when Mr Fix suddenly
appeared. He seemed amazed to see them and said, ‘What? Have we just been across
10 the Pacific together and not met on the ship?’
Mr Fogg politely invited Mr Fix to come and look round the city with them. Mr
Fix happily went with them. In the afternoon they returned to the hotel to meet
Passepartout and then all four of them went to the railway station together. The train
left on time and started its long journey east across America. The train route took them
through dangerous country that was full of Indians and wild animals. This trip usually
took seven days and so Phileas Fogg planned to be in New York to catch a ship across
the Atlantic Ocean on 11th December. The passengers ate and slept on the train and Mr
Fogg and Aouda played cards to pass the time.
70
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LITERARY
READER
It was snowing a lot, but the train still travelled easily over the Sierra Nevada
20 mountains and through the state of Utah and into Wyoming. But as they were travelling
across Nebraska, they heard the sound of guns outside the train. Passepartout looked
out of the window and saw that a lot of Sioux Indians were attacking the train! They
were riding horses and some were climbing onto the carriages. Many had guns and
they were shooting. One of the Indians attacked the driver. The train was out of control
and went even faster than before. The passengers on the train started to use their guns
to fight the Sioux. Aouda was braver than the other women and shot at the Indians
through the broken windows.
Fort Kearney station was now less than two miles ahead of them. There were lots of
soldiers there who could help them. The conductor of the train shouted that someone
30 had to stop the train before it went past the fort into open country. ‘We will stop it,’
said Phileas Fogg, but Passepartout pushed past him towards the front of their carriage
and said, ‘Stay here, Sir. I will go’. Passepartout first climbed out of the carriage and
then secretly climbed under the other carriages towards the front of the train. When
he finally got to the front, he pulled a metal bar as hard as he could. The engine then
came away from the rest of the train. The carriages were free and started to slow down,
but the engine went even faster on its own. The carriages finally stopped close to Fort
Kearney station and the soldiers at the fort came running to the train when they heard
the guns. When the Indians saw the soldiers coming they ran away from the train and
disappeared to the south.
40 When everything was calmer the soldiers counted everyone on the train and realised
that the brave Frenchman and two others were gone. Many of the other passengers
were hurt, but no one was dead.
‘I will find him, dead or alive,’ Phileas Fogg said quietly to Aouda. Aouda knew
that he was serious. She knew that nothing could stop him from trying to rescue
Passepartout.
DID YOU KNOW?

Europeans started arriving to live in America in the early seventeenth century. Their numbers
grew during the next two centuries, but they remained on or near the east coast. Then, in the early
nineteenth century, many more Europeans began arriving, and people moved west.
These people were poor, and they were looking for land and a new life in ‘the New World’. However,
that land was the land of five million native Americans, who fought hard to keep the Europeans out.
Also, there was often trouble between the new Americans themselves. People rightly called it ‘the Wild
West’, and thousands died over the years.
Trains were one of the first signs of a quieter future. In 1869, a railroad connected the east and west
coasts for the first time. This was the still-dangerous, seven-day journey that Phileas Fogg and the
others made only three years later.
71
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8
lessons
i f…
If you do the housework, I’ll …
1&2 open conditional • first conditional
A LISTEN AND SPEAK

1 Copy the housework jobs. Listen and number the jobs 1–8 as you hear them.
A B
make (my) bed tidy up (my room)

C D
make (dinner) take out the rubbish

E F
clean the windows do the vacuuming

G H
do the washing up
sweep the floor wash the car
2 Say what you (do not) have to do. C SPEAK
I have to (tidy up my room). 1 Ask and answer. Use these ideas.
I don’t have to (tidy up any other rooms in the A What do you usually do when you (leave home
house). in the morning)?
3 Compare the past with the present. B When I leave home, I (always run to catch the
These days, I (sometimes) have to (do the school bus). What about you?
vacuuming). A When I leave home, I …
But I didn’t have to do that when I was small.
2 Ask and answer. Use these ideas.
feel hungry at night what do you do?
have some free time what can you do?
B GRAMMAR p78
want a break from work what might you do?
1 Look.
Open conditionals if / when + present

A If you (feel hungry in the middle of the night),
simple, present simple what (can) you do?
if Mum is very tired, I make dinner for the family.
B If I feel hungry in the middle of the night, I
I usually help Dad when he washes the car. (can go to the kitchen and make a sandwich).
What about you?
2 Listen again for more examples. A If I feel …, I …
Unit 8 pages 52–53 Activity 2
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8 lessons 1&2
D LISTEN AND READ Ed And I’ve vacuumed and tidied up

everywhere. What about you?
At 8.00 a.m.: Sophie Well, dinner is cooking, but I haven’t
Ed Can you come home early, Mum? It’s made the cake yet. If I don’t start now,
your birthday. it won’t be ready.
Mum Sorry, Ed, but we’re open till seven Ed Is there anything we can do to help?
tonight. And I must go now. I’m late. Sophie Yes, it’ll help if you wash the dishes.
All ’Bye. Ed Right, come on, Will.
Ed That’s sad. *****
Will And when she gets home, she’ll start At 7.30 p.m.:
cooking and cleaning.
Will They’re home. I can hear the car.
Ed And she’ll be too tired for her presents.
Ed Let’s go to the door.
Sophie Well, if we do the cooking and cleaning,
she’ll be free to relax. Mum What’s this? ‘Happy Birthday, Mum!’
Ed Good idea, but we can’t cook. Ed Hi, Mum!
Sophie Well, if you do the other housework, I’ll All Happy Birthday!
make dinner – and a birthday cake, too. Mum What a lovely surprise!
Ed Fantastic!
Will And I’ll make a birthday banner for the
front door.
*****
At 5.30 p.m.:
Sophie How are you two getting on?
Will I’ve made the banner.
Copy and complete the notes. 2 Find more examples in the text.
Events of the day: 3 Find a When sentence with the same

Morning: At 5.30: At 7.30 p.m.: structure.
Mum leaves to starts making Mum and

go to work … Dad … Unit 8 page 53 Activity 3
S, E & W plan E & W start S, E & W

… … go to the
door
F SPEAK
1 Choose a place for a class picnic.
If we choose (the park near the school), (it will be
E GRAMMAR p78 easy to get there.)
1 Look.
2 Divide the jobs. (Think about all the things
First conditionals if + present simple, that you will need.)
future with will If you bring (some plates), (name), I’ll bring (some
if we do the cooking, she will (she’ll) be free to relax. glasses).
It will (It’ll) help if you wash the dishes.
73
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8
lessons
i f…
What would you do?
3&4 second conditional
A READ
Quiz:
What would you do in these situations?
Imagine yourself in these situations. Would you do a), b) or c)?
Situation 1 Situation 2
Your grandmother is ill in hospital two hours You have always been a good singer, and you have
away. You know that she would love to see recently won a singing competition on TV. As a
you. However, you have an important test early result, someone has now offered you work as a
tomorrow morning. You need as much time as professional singer. The pay is not very good, and the
possible to prepare for it. job may not last long. However, if everything went
If you were in this situation, would you … well, it would perhaps lead to much bigger things.
a) spend a happy day with your grandmother If this happened to you, would you …
and risk a bad mark tomorrow? a) do the safe thing and stay at school to complete
b) get a message to her to say sorry and explain your education?
the need to study? b) try to do both things – go to school and sing
c) visit her, but only stay for a short time, and every evening?
then make the long journey home again and c) leave school and risk everything for the chance
study until 3 a.m.? of success?
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8 lessons 3&4
1 Look at the pictures. 2 Find more examples in the text.

Each teenager is thinking about choices. Describe
the choices.
2 Read and do these tasks. Unit 8 page 54 Activity 1
1 Choose. Would you do a), b) or c)?

2 Decide which would be the worst thing to do. C SPEAK
B GRAMMAR p78 Talk about your answers to the quiz.
1 Look. A What would you do in Situation 1?
B If that happened to me, I would … Would you
Second conditionals 1 do the same?
if + past simple, would + verb A Yes, I would. / No, I wouldn’t. If that happened
if everything went well, it would lead to things. to me, I would … (, too).
if this happened, would you do the safe thing?
D READ 1 Find the correct meaning.

Situation 1 a) If you did both things, …
Comments
Situation 2 b) If you did this, ….
With questions like these, the answer is not
Situation 2 b) In the end, you might fail at both.
always the same for everyone. So you would
need to think carefully about the one that would 2 Answer the questions.
be best for you. Think about these points. 1 Which answers does the comment writer seem
to think best and worst?
Situation 1 2 Do the comments make you want to change
a) If your grandmother knew that you risked either of your own answers?
a bad mark, she might prefer you to stay at
home and study. E GRAMMAR p78
b) If you did not visit her, you could instead go 1 Look.
later, after the test.
c) If you did both things, your visit would not Second conditionals 2
be very long or much fun. And you would if + past simple, would / might / could + verb
be tired tomorrow morning, so you would if you did this, you would be very tired.
probably do the test badly. You might succeed, but you could easily fail.
Situation 2 2 Find more examples in the text.

a) If you decided to finish your education, you
would probably get a safer job with better pay. Unit 8 page 55 Activities 2–3
However, you might always wonder about the
chance that you did not take.
F SPEAK
b) If you did this, you would certainly be very
tired all the time. In the end, you might fail at Discuss what you would / could / might do in
these situations.
both.
1 A friend hopes to be a great singer but sounds
c) If you did this, you might succeed, but you
terrible. If this friend asked what you thought
could easily fail. And your failure to finish
of his / her singing, what would you say?
your education would probably damage your
future badly. 2 You have a rich uncle in America who has
suddenly decided to give you $1,000,000. If you
had $1,000,000, how would you spend it?
75
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8
lessons
i f…
Making a suggestion
5&6
A LISTEN AND SPEAK

1 Look at the picture and do these activities.
a Say where you think this is.
b Describe what is happening.
c Guess what the people are talking and thinking about.
2 Listen to Part 1 and check your answers to 1a–c.
3 Read the lists of ideas. Then listen to Part 2 and match a–f to 1–6.
Ideas
1 we (build) a new bridge across the river a this (help) to build a better, stronger
2 transport in the city (work) better community.
3 we (have) a new shopping centre b all the important shops (be) in one place
4 people (can) find everything together c thousands of people (be able to) enjoy this
green space
5 we (create) a beautiful new city park
d cars (can) move through the city faster
6 all of us (have) a place to relax and enjoy
ourselves e they (be able to) do their shopping more easily
f life (be) better for everyone
76
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8 lessons 5&6
B PRONUNCIATION C SPEAK
1 Practise your pronunciation. Copy and Take the parts of the taxi driver, the young
extend the table, then listen to Part 1 and write woman and the young man. Use the notes in
the words in the correct columns. Activity 3 to make their suggestions. Use if
sentences.
the this thirty thousands through that
thank you other everything they their D WRITE
thin
Complete the presenter’s script for the end of
SPEAK YOUR MIND.
1 the /ði/ /ðə/ thirty /ˈθɜːti/
2
3 Unit 8 page 57 Activity 2
2 Now listen to Part 2 and repeat the words.
E UNIT TASK
1 Your school might get some extra money. Think about ways to use it.
a Suggest different ways to use it.
a new computer room a new library a new science laboratory

a new sports hall some new classrooms
some new equipment for all the classrooms some new sports equipment
b Suggest one or two good points about each idea. (Use if sentences.)
c Choose one project.
d Make notes.
2 Write a report to your Head Teacher.
77
9780230727526-Sunrise 10 SB.indd 77 22/5/09 16:02:06

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Sunrise

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UNIT 1 MAKING CONTACT p8

UNIT 2 HELP! p18

UNIT 3 EAT WELL – BE WELL p28

UNIT 4 REVISION p38

UNIT 5 MOVING INTO SPACE p46

UNIT 6 WHAT WE WEAR p56

UNIT 7 REVISION p66

UNIT 8 IF... p72

UNIT 9 MAD ABOUT SPORT p82

UNIT 10 REVISION p92

PROJECT FILE p98

This short unit will help you do two things fast.

A ... numbered units are there? B There are …

2 Look at your Activity Book and do the same.

B How many ... are there? What are they

C Has the book got a ... ?/ Yes, it has. It’s

Has the book got

Yes, it has. It’s called

9780230727526-Sunrise 10 SB.indd 4 22/5/09 15:56:12

2 Activities with the books

A My picture shows … It’s … and it’s …

apples biscuits bread chips coffee

3 Complete the questions and answers, and

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A What ...? When ...? Where ...? How ...?

9780230727526-Sunrise 10 SB.indd 6 22/5/09 15:56:17

4 Doing things in English

A Advising: I’ve got a ... / Then you should ...

Then you should go

I’ve got a bad

B Making arrangements: Let’s ... / Sorry, I can’t. I have to ...

Create the dialogue. Start like this:

Suggestions Refusing Accepting

9780230727526-Sunrise 10 SB.indd 7 22/5/09 15:56:17

a playing basketball 2 Work with a partner. Ask and answer.

9780230727526-Sunrise 10 SB.indd 8 22/5/09 15:56:19

Copy and complete.

9780230727526-Sunrise 10 SB.indd 9 22/5/09 15:56:19

Send Send Later Save to Inbox Link Tools Library

Send Send Later Save to Inbox Link Tools Library

Send Send Later Save to Inbox Link Tools Library

9780230727526-Sunrise 10 SB.indd 10 22/5/09 15:56:20

1 Do the tasks. Email 2, paragraph 3: I’m sending you a picture

C READ AND SPEAK D GRAMMAR p14

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A LISTEN AND DO 4 Listen to Part 2 and answer.

5 Copy. Then listen again and write the

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D READ AND SPEAK

Unit 1 page 7 Activity 4

Hi, there! My name is Jack Connor. I’m 16 years old,

9780230727526-Sunrise 10 SB.indd 13 22/5/09 15:56:23

9780230727526-Sunrise 10 SB.indd 14 22/5/09 15:56:31

They can also help when different English

thank /θæŋk/ that /ðæt/

Unit 1 pages 8–9 Activities 1–3 15

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London – Suez: train and ship 7 days

*Bombay: the old English name for the Indian

9780230727526-Sunrise 10 SB.indd 16 22/5/09 15:56:40

rug /phonetics/ n ��@�nò��