G12 Secondary 3 Science TB WM 2021

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Eng Secondary 3 Teacher’s Book
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Scientific Section
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LBY Secondary 3 TB SCIENCE_2021_BOOK.indb 1 21/10/2021 14:25

English for Libya Secondary 3 Scientific Section Teacher’s Book
State of Libya
Ministry of Education
Curricula and Educational Research Centre
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Published by
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Garnet Publishing Ltd.

8 Southern Court, South Street,
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Reading RG1 4QS, UK

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First edition, copyright © 2020 Garnet Publishing Ltd.
Reprinted 2021.
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The right of the authors to be identified as authors of this work has been asserted by
them in accordance with the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior written permission
of the C.E.R.C (Libya). Any person who does any unauthorized act in relation to this
publication may be liable to criminal prosecution and civil claims for damages.
‫ لجنة من مركز المناهج التعليم ّية والبحوث التربو ّية‬:‫اإ�شراف‬

CONTENTS
Introduction .............................................................................................. 6
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Unit 1 Health Matters ............................................................................... 16
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Unit 2 Safety and Security ....................................................................... 36
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Unit 3 Careers and Industries .................................................................. 56
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Unit 4 Fun with English 1 .......................................................................... 78
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Unit 5 Holidays ......................................................................................... 88
Unit 6 Money Matters ............................................................................ 108

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Unit 7 Further Education ........................................................................ 128

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Unit 8 Fun with English 2 ........................................................................ 146

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Book Map
UNIT 1 UNIT 2 UNIT 3 UNIT 4
Health Matters Safety and Security Careers and Fun with
Page 6 Page 18 Industries English 1
Page 30 Page 42
Listening and • listening to check • listening to identify speakers • listening to identify • Revision and • li
specific information speakers practice of skills,
speaking • listening to check ideas
grammar and
• t
• listening for numbers • presenting ideas and reasons • listening to give answers • d
• listening and choosing to questions lexis from Units 1
for them • a
endings for sentences istening to complete
• listening to 3
• reading written exercises • d
• talking about previous aloud information
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• p
and current events • contributing
tributing to a class
• suggesting improvements d
• identifying solutions to to a partner discussion
• p
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problems • asking
sking and answering
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• practising dialogues questions
and adding new words • using
sing information to
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role-play
Reading and • identifying the best • skimming texts for specific reading to infer
• reading • s
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headline for an article information information to support
writing or oppose statements
• s
• identifying information • reading
eading to infer information in
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within a text nferring information from
• inferring ocused reading
• ffocused • r
• writing summaries an advert to recall information
• id
based on information efining new words
• defining
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• m
already given • rewriting
ewriting sentences with memory
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• producing a longer different verb formats • writing in reported
• w
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piece of writing using • using
sing notes to write speech
linking words and • a
paragraphs • writing about unreal
phrases a
situations using the
w
• writing argumentative second conditional
essays using ‘for’ and • using reported speech
‘against’... to report questions
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Structure and omparing past simple

• comparing s hould/shouldn’t for advice
• should/shouldn’t • zero and first • c
and past continuous and expectation conditional • r
language
• comparing
omparing past simple • ex
expressions to make polite • second conditional a
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and used to requests • third conditional • w

• saying it is necessary to do • indirect or reported a
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something speech • w
• comparing must and have to • w
• making suggestions and
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• r
offers a
• informal passive • r
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• r
Vocabulary • phrasal
phrasal verbs • compound nouns • words to express regret • w
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• wo
words to describe illness • abbreviations • words to describe jobs a
and health and careers • c
• linking words and • words used in • w
phrases conditional structures c
• adjective endings • verb prefix dis~ • c
• prefixes meaning not • word webs
• expressions of quantity • conditionals
• synonyms
• word groups

UNIT 5 UNIT 6 UNIT 7 UNIT 8
Holidays Money Matters Further Education Fun with English 2
Page 48 Page 60 Page 72 Page 84
• listening to identify topics • listening to infer specific • listening for specific information • Revision and
s, talking about previous events information practice of skills,
• • listening for detailed understanding
• listening to complete grammar and lexis
• describing a holiday • listening to a partner’s spoken work
1 information from Units 5 to 7
• asking and answering questions to identify ideas
• role-playing a real-life • talking about favourite things
• describing a process
situation
• speaking in front of a group
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• practising and extending
• summarizing and retelling
dialogues with a partner iscussing ideas with a partner
• discussing
information
• practising grammar in
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• talking about events in
meaningful situations
the past
• contributing to discussions
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about unit topics
• skimming for gist • reading for gist • matching

atching words with definitions
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• scanning a text to find specific • reading to understand • scanning
canning a text to find specific
information detailed information information
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• reading to infer information • reading to predict eading to infer information
• reading
information • reading
eading to identify main ideas
• identifying a writer’s attitude
• editing written work for
• matching beginnings and
endings of sentences mistakes
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• w
riting to express opinion
• writing
writing
riting a dialogue
• writing a description of a holiday • summarizing information • w
writing
riting an essay describing
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• analyzing and rewriting • sending an email of advantages and disadvantages
argumentative texts, using link complaint
words as appropriate
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• compound nouns eviewing active and passive

• reviewing • reviewing future tenses
• reviewing present perfect simple sentences • future in the past
and continuous: eviewing zero conditional
• reviewing
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• with adverbs such as ever (facts or things that

and never are generally true), first
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• with for and since conditional (talking

about possibilities in the
• with How long …?
present or future), second
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• reviewing simple/continuous conditional (talking about

and present perfect tenses unreal situations) and third
eviewing the past perfect tense
• reviewing
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conditional (unreal situations

• reviewing
eviewing relative clauses in the past)
• words
rds to describe holidays • words used in banking and • words used in education
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and travel finance • learning about word families

• collocations • guessing meaning from • linking words and phrases
• words which signal relative context
clauses • formal and informal
• connecting and linking words expressions

Introduction
1 Overview and functional syllabus. Within this framework

there is a coherent strand of skills development.
21st Century English for Libya is a modern, This is generally thought to be the most effective
engaging course, which integrates a general English organizational principle for English-teaching
syllabus with an element of 21st century skills, material used within state school systems, where
such as study skills, collaboration (pairwork and there are a variety of constraints on learning. The
groupwork), critical thinking and problem-solving – main constraint is time. Lack of time means that
the essential skills for students of English to thrive in lessons can only provide a framework within which
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the 21st century. language can develop. Students will inevitably
need to put in extra work, whether by studying
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This course has been developed for the teaching of independently, taking additional courses of study
English to students in Secondary 3. As such, the or travelling to English-speaking countries. An
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course has been specifically designed to reflect the additional constraint is the importance of testing
fact that the students are on their way to becoming within the state system. This understandably leads
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young adults. It covers topics that draw upon their to a certain emphasis being placed on knowledge
knowledge and experience of the world, as well as of the language as one of the objectives of learning.
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their personal interests. 21st Century English for Libya, Secondary 3 applies
a communicative approach to teaching and learning
The course gives students the opportunity to expand
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and takes the development of communicative
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their knowledge of English and become more fluent competence as its principal aim. Within the overall
users of the language. It also encourages the students principles of communicative methodology, a wide
to develop their study skills and start to become variety of strategies are used. One important
independent language learners, by providing them strategy, which has been introduced in the
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with ideas on how to continue learning outside Secondary stage, is a more overt analysis of the
the classroom. Grammar is approached in a more structure of the language. This has been adopted for
analytical way than in the earlier grades, as the a number of reasons:
• The cognitive ability of students at this age
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students begin to analyze language patterns and look

at detailed examples of the key language presented means that they are better able to understand
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(see Grammar and Functions).

Functions). the concepts behind the rules of English and
how they help to convey meaning. In other
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The content and approach of the course reflect words, the study of structure becomes part
the fact that, as well as using English in class, the of the development of communicative
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students will increasingly need to use English in the competence.

‘real world’. They may be preparing to undertake • Language needs constant recycling if students are
to develop accuracy and fluency. Study of how
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further study (for example at university) in English,

where they will need to communicate with non- language is put together is an opportunity for
native speakers from around the world. The learners to revisit language previously studied in
emphasis of the course is therefore on English as an a less academic way. The process of discovery
international language, and on the students’ long- also helps give the students a sense of ownership
term as well as short-term goals. and makes the language more memorable.
• The constraints placed on teaching by the state
examination system mean that students need to
2 Approach to teaching demonstrate both knowledge of language and
an ability to use the language. Fortunately, these
21st Century English for Libya, Secondary 3 is a two aspects go hand in hand, to some extent, for
topic-based course that follows a clear grammatical students of this age group. Within this approach

Introduction
to learning, mistakes should be seen as part Test booklet

of the developmental process. Students at the The test booklet contains progress tests that can be
Secondary stage need to be encouraged to think used to test the students after each unit. Each test
for themselves, experiment with the language, assesses the skills of listening, reading and writing,
and take some responsibility for their own as well as specific language points and vocabulary
learning. However, the teacher has a clear role in from the unit. Students should already be used to
bringing clarity to the process with regular class- the idea that they will be assessed near the end of
based summaries of progress. The Round up each unit. However, they may need to be reminded
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lesson is a useful reminder to do this at the end in advance so that they have plenty of time to revise.
of each unit. The teacher should guide students through each
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test, explaining the activities before the students
Self-study and individual learning activities form an begin – the students are not being assessed on their
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important strand of the course. The development of ability to understand written instructions, but on
self-study skills should also be encouraged during their listening, reading, writing and language skills.
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class time, with students working through activities Wherever possible, the tasks in the test are similar
on their own to arrive at their own answers and to tasks the students have encountered before in
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conclusions. These can then be discussed and the Course Book or Workbook. The students are
corrected with a partner, a group or the whole class, required to apply the particular listening, reading
as part of the learning process.
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and writing sub-skills they have been practising in
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the unit.
3 Components of the course Tasks in the tests include:

• listening and completing multiple-choice
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Course Book questions or writing notes

This book is used to present new language, as • reading and identifying topic sentences
well as providing activities for the development of • reordering a conversation
language skills. The book contains a variety of texts, • matching sentence halves containing new
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including articles, websites, emails, advertisements, vocabulary or structures

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guidebooks, leaflets and timetables. The texts are • completing and correcting sentences
highly illustrated and supported by clear instructions • matching words to pictures and definitions
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for the benefit of both teachers and students. The • completing an application form with personal
Course Book also provides regular opportunities information
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for speaking practice, in the form of group • writing tasks

discussions, pairwork, model conversations and
role-plays.
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It should be possible for all the students to finish the

written tests in the time given. At the end of each
Workbook test, the teacher should collect the tests for marking.
This book contains tasks to consolidate and A written record should be kept of each student’s
practise language presented in the Course Book. performance in the tests. This record could usefully
The exercises also develop the skills of listening, be broken down into different sections (reading,
reading and writing and help the students improve listening, grammar, vocabulary, writing). There is
their learning skills. There are listening and speaking a total score for each section of the test paper, but
tasks to practise specific pronunciation points and within that the allocation of marks has been left to
consolidate the phonemic alphabet. the teacher to decide. The actual allocation of marks
is less important than the consistency of marking.

Introduction
Consistency is necessary in order to measure the Icon key

students’ progress. In the last lesson of each unit, it is
Pairwork activity
advisable to review and practise any parts of the test
that posed problems. This should be done before the Group work activity
marked tests are returned to the students so that they
are not distracted by looking at their own results. Functional Grammar
Praise the students whose test results improve over
21st Century Skills
time, not just those who consistently achieve well.
5 mins Suggested timings
Website
A website hosting downloadable audio MP3 files
and learning resources can be accessed at 4 Organization
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englishforlibya.com. The audio extracts are an
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essential part of the course. They comprise recorded 21st Century English for Libya, Secondary 3 is
discussions, dialogues, conversations organized into eight units. Units 1 to 3 and 5 to
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and monologues. 7 are organized on a topic basis and present new
language. Units 4 and 8 (Fun with English) recycle
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Teacher’s Book language from the previous three units, presenting
The contents are listed at the beginning of this book. the language in different contexts. The Book Map
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The Introduction is followed by detailed plans for contains detailed unit-by-unit information on the
every lesson. These are laid out as follows: objectives, activities and language items covered and
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• A box showing the lesson objectives, the new highlights the 21st century skills in each unit.
language and vocabulary presented together with
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the 21st century skills included in the unit.
• Easy-to-follow lesson notes for each individual 5 Features of the course
exercise. This has been done to help teachers
manage their lesson timings. 5.1 Grammar and Functions
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This is a key feature of the 21st Century English for

Note: Timings have been included for every lesson Libya series. Specially written pages at the back
in both the Course Book and the Workbook, with of the Course Book expand on the key language
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a total of 45 minutes per lesson. These timings are points in each unit. Detailed explanations of usage
intended as a guide only. In some lessons, different and realistic examples are provided to help the
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exercises will take different amounts of time, students develop their grammatical competence.
The Functional Grammar boxes in the Course Book
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depending on the class group. They may take more

or less time than suggested. Also, teachers might contain page references to link them to the relevant
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sometimes want to ask pupils to do one or more of entries in the Grammar and Functions section.
the Workbook activities as extended or independent
learning. All timings are given in minutes (mins). 5.2 Round up pages
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Round up pages at the end of Units 1, 2, 3, 5, 6

and 7 allow students and teachers to review what
they have done in the unit and go over any problem
areas together before the tests. The students work
through each point on the page individually or in
pairs, thinking of more examples and referring to
the Grammar and Functions section if necessary.
The students should be encouraged to think for
themselves about what they have achieved and

Introduction
what they need to continue to work on. The teacher The students are also shown phonemic script, as this
should be prepared to answer any questions that the is an essential aid to pronunciation.
students may have, to write examples on the board
or to do oral practice of the points that the students
need to revise most. 6 Advice to teachers of teenagers
Independent study 6.1 Teaching English to teenagers

The Workbook of 21st Century English for Libya, It is important for teachers to be aware of some of
Secondary 3 contains a number of extended writing the characteristics of teenagers that affect teaching
activities. The teacher may decide to ask students to and learning. These have been taken into account in
do these independently outside of the lesson, so as the design of this course.
to encourage students to take responsibility for their
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own learning and allow them to explore areas that General characteristics and how to respond
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interest them personally. to them:
(i) Clearer personal goals: teachers need to tap into
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Vocabulary notebooks the positive aspects of their students’ goals and
A vocabulary notebook gives each student the encourage the students to shape these goals for
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freedom to record the words they need in the their long-term benefit and the benefit of society
society.
way that works best for them. It is suggested that (ii) Firmer opinions: teachers need to understand
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the students start a vocabulary notebook at the and acknowledge the opinions of the students,
very beginning of the course. Various methods U while at the same time introducing them to
of categorizing and arranging vocabulary are alternative ways of thinking.
possible: the aim is to let the students find their own (iii) Greater interest in the outside world: students
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method of remembering and associating words. can be motivated to find out more about the
It is worth taking the time to show the students world and make use of this knowledge in
how to draw word maps and to use pictures and classroom discussions.
diagrams to record the meaning of words and the (iv) Importance of peer pressure: teachers need a
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relationships between them, so that they do not clear strategy to identify students who have
always write Arabic translations and arrange words influence over their peers, so that their leadership
in alphabetical order. Finding a personal way of qualities can be used for the good of the class.
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recording vocabulary and ideas is another step on

the way to learner independence and is a skill that Educational characteristics:
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the students can transfer to other subjects. (v) Understanding of abstract concepts: this is a
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key aspect of educational growth. Students

Using a dictionary should be encouraged to take an interest in the
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To further develop language competence, the students underlying concepts and rules of English.
should begin to make more use of monolingual (vi) Critical thinking: the ability of students to
dictionaries when they read and write. This is a habit evaluate alternative courses of action can be
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that needs a lot of encouragement. Students are harnessed to promote spoken and written skills.
reluctant to use dictionaries for a number of reasons. (vii) A more reflective attitude to information:
One reason is simply that they are not sure how to students should be encouraged to interpret the
access all the information that dictionaries contain. meaning of listening and reading texts in their
This is why the students are shown how to do this own way and to discuss the interpretations
in the very first unit of the Secondary course, then of others.
encouraged to practise referring to dictionary entries
throughout Secondary 3.

Introduction
6.2 Lesson planning students to ask their partner questions, then report
It is advisable to read the teaching notes for each back to the teacher. Other points that can be revised
unit before beginning to teach it. This will give a during a lesson include:
clear idea of the content and activity types in the unit • Social language and ways of keeping a
well in advance. It is also a good idea to plan blocks conversation going, including question tags:
of lessons at a time, for example, a week’s classes. Really? That’s nice. Was it? Tell me more.
This will make it easier to gauge the students’ • Phrases for asking for and expressing opinions:
progress and to prioritize. Individual lessons should What do you think? I think … I agree …
be planned at least a day in advance, to allow time I disagree. Maybe you’re right. I’m not sure
to gather the appropriate materials and become about that.
familiar with the content of the lesson. • Describing location and giving directions:
Where’ss the new shopping centre? How do I get
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Planning a lesson in advance will also result in to the library from here?
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greater confidence during the lesson. This confidence • Adjectives to describe experiences and places:
will facilitate appropriate decisions during a lesson. What was it like? How did you feel? W Was it
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It will also be easier to manage time; for example, interesting? What was the best/worst thing
knowing which activities can be left out if time is about it?
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short, or when to stop an activity if it seems to be • Using a range of tenses: What did you do? What
taking up a disproportionate amount of time. Note happened next? What was your friend doing?
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that approximate timings are provided for each stage Have you ever been to Egypt? Will you do
of the lesson as guidelines for the expected duration U that again?
and relative importance of each activity. However, • T Talking
alking about timetables: What time does
it is left to the teacher’s judgement to manage class the sports centre open? When do you have
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time. The key to good time management is to have a basketball practice?
clear idea of the essential aims of the lesson. Plenty • Imperatives and polite requests (including lend
of time should be allowed before a lesson to plan the and borrow): Let’s work in groups. Could you
following important areas: help me, Zeena? Can you lend Nadia your book?
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• classroom language Can I borrow your pen?

• use of the board in the lesson
• layout of the class (arrangement and movement of 6.4 Organizing pairwork and groupwork
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furniture, organizing the class into groups, etc.). Activities in 21st Century English for Libya,
Using objects, photos and authentic materials such Secondary 3 frequently require students to be
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as leaflets, books, posters and timetables in English organized into groups or pairs. It is important to
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lessons is a good way of keeping the students’ ensure that this organization happens as smoothly
attention. Although the use of realia is not essential and quickly as possible, so that it does not disrupt
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(because the texts in the Course Book are designed to the flow of a lesson. Since the students’ attention
be as realistic as possible), learners respond well to will be distracted once they are sitting in groups, it
three-dimensional stimuli. The time taken in finding is a good idea to explain or demonstrate an activity
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realia will be well rewarded by the opportunities before you split the class up. You can then be sure
for practice and stimulating discussion that objects, that everyone is able to see and hear you.
pictures and articles provide in class.
Give clear instructions for rearranging furniture
6.3 Recycling language or moving seats around. If the students need their
The teaching notes for some lessons include ways of books, notebooks or pens, make sure that you tell
recycling language from earlier units. However, it is them to take them when they change seats. If you
assumed that teachers will take every opportunity are dividing the class into two groups, either draw
to do this throughout the course. There should be an imaginary ‘line’ down the middle of the room,
a variety of regular routines for revision, so that it making sure there are equal numbers on each side,
is both repetitive and varied. For example, get the or give each student a letter A or B. Then tell the
10

Introduction
A students to sit on one side of the classroom and As well as using the speaking activities suggested in
B students on the other. It will save time if you this book, the teacher may want to assess speaking
think carefully about your students before the by choosing four or five students to concentrate on
lesson. When dividing the class into smaller groups, before a lesson begins. Particular attention can then
you should generally try to ensure that students be paid to their participation in open-class situations
of similar ability are working together. The more or in pairwork. It is possible to assess students
able or confident students will, however, help less regularly in this way, preferably while they are
confident students, so it is useful to have a mixed unaware that they are under assessment.
ability in each group. If you know that some groups
or pairs will finish early, have some extra work ready Note: It is important to assess a student’s effort,
for them to do, or a game for them to play. This will not just the results that he/she achieves. In choosing
allow you to give the rest of the class the help and materials for students to read, or when asking
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encouragement they need, as well as giving all the questions to assess speaking, it is important to pitch
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students time to finish the set task. assessment at an appropriate level. If students are
particularly able, they can be given challenging texts
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For pairwork, it is easiest to ask students to work for reading and asked more demanding questions; if
with students who sit near them. However, pairings students are struggling, they should be given tasks
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should be varied sometimes to make language appropriate to their level. Your assessment of the
practice more interesting, so from time to time students over a period of time will then genuinely
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ask students to make new pairs. The interaction reflect their progress, rather than their ability to
will be more genuine if students are talking to attain unrealistic targets.
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someone they don’t know very well, e.g., if they are
exchanging opinions or talking about their hobbies 6.6 Homework
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and experiences. Moving students to a new seat Depending on the educational policy, you may
also keeps them interested and alert; rearranging the or may not assign regular homework. But some
classroom helps to signal a new stage in the lesson. independent study is useful in encouraging students
When you want to return to full-class activities, or to take responsibility for their own learning. If you
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stop an activity to give instructions, make sure you do give students tasks for independent study, it is
have everyone’s attention and that all the students important to keep a record of the students who
have stopped talking before you begin. It is a good complete the work on time. If you make it clear that
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idea to use a regular signal, such as clapping your you are keeping track of those students who fail to
hands or ringing a bell. hand in homework, the students will be more likely
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to make an effort. Correction of independent work

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6.5 Continuous assessment should promote positive reinforcement at the same

There are written tests to help assess progress in time as giving constructive criticism. At this level the
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listening, vocabulary development, reading and students can be directed towards areas that require
writing in each unit (see Components of the course). improvement (in the case of written work, for
In addition, assessment of students’ progress should example, they should be advised if they are not doing
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be incorporated into normal lessons. It is a good idea enough planning, if their work is not organized
to keep a written record of individual achievements satisfactorily or if they need to proofread their work
in reading, writing and speaking. Teachers are more carefully before they hand in a final version).
advised to record their students’ progress in a way Instead of correcting errors of grammar, spelling
that is suited to their own teaching situation. In or punctuation straight away, it is a good idea to
the case of reading, it is useful to listen to students highlight mistakes and get the students themselves
reading texts at regular intervals throughout the year. to work out how to correct them. Self-correction
Writing can be assessed while students are completing is a valuable skill that needs to be developed if the
writing activities in class, or when the Workbooks students are to improve the quality of their written
are collected in. Written work can be graded, but this work. To be fair to the students, make sure that you
should be carried out sensitively (see opposite). set and explain homework clearly and that students
11

Introduction
know the deadline for handing in their work. The should never come to a listening unprepared as it is
students need clear rules so that they can successfully unrealistic and will cause unnecessary anxiety. As
organize their own time. long as it does not interfere with the aims of the task,
the teacher should tell the students how many people
are speaking, and who and where they are, before
7 Teaching in 21st Century English for playing the audio. The Course Book pictures should
Libya, Secondary levels be used as much as possible to aid understanding,
since in real-world listening tasks, listeners usually
7.1 Listening have visual clues to help them (e.g., setting, gestures
Listening text types in 21st Century English for and facial expression of the speaker).
Libya, Secondary 3 fall into the following
broad types: A basic procedure for listening tasks is as follows:
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• words and phrases • Discuss any pictures and establish the context.
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• conversations between two or more speakers • Explain the task, demonstrating if appropriate.
• descriptions of people, places and things • Play the audio; students listen and do the task.
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• narratives or interviews Some texts will need to be played twice or more
• discussions (this is usually indicated in the teacher’
teacher’s notes).
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• Encourage students to compare their answers
7.1.1 Activities to develop the skill of listening in pairs.
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The course contains texts specifically dedicated to • Elicit answers, showing interest in the students’
the purpose of developing the listening skill and the U own understanding of the text.
related sub-skills listed below: • Confirm answers.
• recognizing context • Use the information for consolidation, transfer
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• making predictions about content or to stimulate discussion.
• comparing and revising predictions during and
after listening Note: The main aim of the tasks is to develop
• dealing with unknown words students’ listening ability, not to test it. This
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• identifying remarks made by different speakers development will only happen if they feel secure
• listening for gist and detail about the things they are being asked to do and
• listening and taking notes feel that you are interested in their individual
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• following the main points of a text achievement. Do not expect students to get all the
• identifying important/relevant information answers right, particularly after the first listening.
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• summarizing the main points of a text

oticing and dealing with features of
• noticing
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7.2 Speaking
spoken language (e.g., turn-taking, There is a wide range of speaking activities in
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hesitancy and redundancy) 21st Century English for Libya, Secondary 3.

• identifying grammar and language features For details of tasks in particular lessons, see the
• identifying the feelings and attitudes of speakers Book Map and unit summaries. In Secondary 3
©
the students will work towards the following

There are also dialogues and short texts that are competencies:
used to model and contextualize new language • understanding the differences between formal
structures and vocabulary or for pronunciation and informal situations
practice. It is important to read the teacher’s notes • giving and asking for personal information
carefully in order to identify whether a listening • asking and responding to questions
exercise is aimed at developing specific listening • making and responding to requests
sub-skills, modelling new language and/or is to be for information
used for extensive listening. In general, the teacher • making and responding to suggestions, stating
should aim to make the students feel as comfortable preferences and giving reasons
as possible with listening to the audio. Students • making and confirming arrangements
12

Introduction
• asking for, giving and responding to advice majority are not, and they are designed for silent
• expressing, asking for and responding to views reading. The students are asked to apply different
and opinions approaches to different types of text, to read texts
• expressing gratitude at different speeds and to focus on the appropriate
• interrupting politely parts to complete the task in hand. As with listening
• showing interest when someone is speaking texts, it is important to read the teacher’s notes for
• providing feedback and confirmation in each reading task carefully in order to identify which
a conversation skills and strategies the task aims to develop.
• describing people, places and things
• checking what someone has said and asking for The following sub-skills are covered in Secondary 3:
3
confirmation/clarification • skimming a text to establish topic(s)
• confirming information for listeners and • scanning a text for detail
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correcting misunderstandings • recognizing the purpose of different types of text
• identifying the audience of different types of text
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• giving simple explanations
• using features such as headlines, subtitles and
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7.2.1 Discussion work, problem-solving and topic sentences to locate information
decision-making • extracting and collating information from a
range of texts
A
21st Century English for Libya, Secondary 3
contains pairwork and groupwork activities where • using prior knowledge and experience to make
C
students are required to discuss an issue, reach predictions about the content of a text
agreement or make a decision. They are encouraged • understanding and summarizing the main ideas
U
to work together to compare ideas and answers. of a text
At this level the students should be encouraged to • guessing/working out meaning in a text where
ED
use English to complete the activity. They will be the topic is familiar
better able to do this if they are reminded of simple • using knowledge of language (grammar
(grammar,
structures for suggesting, agreeing and disagreeing, vocabulary, etc.) to follow a text and understand
e.g., Let’s … / Yes, I think so. / Yes, that’s right. / a sequence of events
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No, that’s wrong. I’m not sure I agree. • following texts that contain some unknown
vocabulary where meaning is clear from context
7.2.2 Extended turns • developing strategies to deal with
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The students should practise engaging in extended unknown vocabulary

turns at Secondary level, i.e., speaking for some • understanding how different texts are organized
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time without interruption. Extended turns need to and constructed

• using active reading techniques
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be structured so that they are coherent for listeners,

and so clear guidance (including listening models)
7.4 Writing
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is given as the course progresses. By the end of

Each of the presentation units contains six
Secondary 3,3, students should be able to produce
writing tasks:
about six sentences in a single conversational turn
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• Short writing tasks (60–80 words long)

and 20 or more sentences in a presentation.
• One longer end-of-unit writing task
(80–120 words long)
7.3 Reading
The reading material in the course is designed to
21st Century English for Libya, Secondary 3
present the students with as many text types as
concentrates on the development of writing as a
possible. The students are also encouraged to bring
skill. At this level the students will be working on
their own texts to class, reflecting the fact that at
writing tasks in various registers (from informal
this level reading outside the prescribed texts is a
notes and emails to reports or application forms).
vital way to increase vocabulary and consolidate
They will also be attempting longer pieces of writing
language skills. Although some of the texts in the
than they did in previous levels. In addition to these
Course Book are read aloud on the audio, the
freer activities, there are familiar controlled writing
13

Introduction
exercises (such as sentence completion, reordering There will be a range of writing ability in the class,
and gap-filling) to consolidate language patterns and and teachers should not expect all the students to
structures that have been introduced and practised produce the same amount of writing or the same
orally. The following text types will be produced at quality of handwriting. Writing tasks are sometimes
Secondary 3: open-ended (there is no word limit), so that stronger
• informal messages and postcards students have the opportunity to stretch themselves
• letters/emails and write as much as they need to. It is important
• factual texts to encourage the students to use their ideas and
• descriptions imagination so that they have the chance to show
• stories and extracts from stories their creativity, even if they need to improve their
• instructions grammar, spelling or mechanical writing skills. Some
• reports students make frequent errors in writing. They
N
• questionnaires should not become too demotivated, but should be
O
encouraged to edit and try to correct their own work.
Writing exercises still require scaffolding. It is
TI
important not to set a challenging writing task Planning, editing, self-correction and redrafting
without adequate preparation. In most cases the are essential skills for a successful writer, and the
A
students are taken step by step through a process of students should now be starting to do these things
brainstorming, planning and writing, as well as being on a routine basis. Make sure that the students have
C
given a model to follow. Wherever appropriate, the time to read through and correct their work. It is
teacher should refer back to the model text and draw a good idea, whenever possible, for the students to
U
attention to how it is organized and how sentences redraft their writing after it has been corrected, so
are structured. The teaching notes provide detailed that the final version is error-free.
ED
advice for each writing activity of this type.
Displaying finished work motivates the students to
Students should also be encouraged to refer to produce a correct version. Students are sometimes
the Checklist for Written Work at the back of the required to work collaboratively on writing and to
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Course Book. Students should follow this list when read each others’ work. They are asked to edit and
writing. Teachers need to present these tips in class correct texts written by other groups or individuals.
to ensure they are fully understood and the list This type of activity is highly motivating. It means
N
should be referred to whenever students undertake that students have a clear audience for their work
one of the writing tasks. By doing this, students will and encourages all the students to be involved in the
R
be encouraged to put more time and effort into their writing and editing process.
A
writing and will make continuous progression in

their writing throughout the year. While the students are writing, it is important to go
G
round and monitor their work, acting as a resource

Class time has been provided for some of the writing for ideas and a helper with spelling, rather than a
tasks. It is advisable for teachers to use this time to judge. Always have a task available for those who
©
encourage development in their students’ writing skills. finish writing early, and allow slower students to
This is best achieved by scaffolding writing activities finish their work at home. Stages and sub-skills
as much as possible and monitoring during the activity of writing at 21st Century English for Libya,
to provide assistance as necessary. Collaboration Secondary 3 include:
in writing tasks between students should also be • brainstorming ideas in preparation for writing –
encouraged whenever possible. Some writing tasks may selecting and rejecting ideas
be set as independent study, and these should be used • arranging information for impact
as practice for ideas that have been developed in class. • arranging information logically and coherently
• sequencing events
• selecting an appropriate layout
• organizing content into paragraphs
14

Introduction
• producing grammatically accurate sentences

• selecting formal/informal language to suit the
task and audience
• using punctuation to make meaning clear
• using discourse markers, conjunctions and
contrastive linkers
• proofreading for coherence and accuracy of
punctuation, spelling and grammar
• editing writing
• writing legibly
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O
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A
C
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A
G
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15

Unit 1 Health Matters
Reading and writing 21st Century Skills

• identifying the best headline for
an article Study Skills:
• identifying information within a text • Making inferences from images
• writing summaries based on information • Matching relevant information
already given reparing a questionnaire
• Preparing
• producing a longer piece of writing using ing notes to complete an essay
• Using
N
linking words and phrases
O
• writing argumentative essays using ‘for’ Life Skills:
and ‘against’... • Critical thinking
TI
A
Listening and speaking nformation Literacy:
Information
• listening to check specific information • Categorizing information
C
• listening for numbers U
• listening and choosing endings Numeracy Skills:
Numeracy
for sentences • Using figures in context
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alking about previous and current events

• talking
• identifying solutions to problems Communication Skills:
C
ractising dialogues and adding
• practising • Identifying suitable headlines
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new words • Inferring and summarizing information

from context
N
Structure and language

omparing past simple and past
• comparing
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continuous
A
omparing past simple and used to

• comparing
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Vocabulary
hrasal verbs
• phrasal
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ords to describe illness and health

• words
• linking words and phrases
• adjective endings
• prefixes meaning not
• expressions of quantity
• synonyms
• word groups
16

Key Words
ankle (n) – /ˈæŋk(ə)l/ furthermore (adv) – shark (n) – /ʃɑː(r)k/
be sick (v) – /biː sɪk/ /ˈfɜː(r)ðəˌmɔː(r)/ shoulder (n) – /ˈʃəʊldə(r)/
blood (n) – /blʌd/ give up (v) – /gɪv ʌp/ sneeze (n) – /sniːz/
blood pressure (n) – ice skating (n) – /aɪs ˈskeɪtɪŋ/ swallow (v) – /ˈswɒləʊ/
/blʌd ˈpreʃə(r)/ impolite (adj) – /ˌɪmpəˈlaɪt/ swollen (adj) – /ˈswəʊlən/
N
breathe (v) – /briːð/ in plaster – /ɪn ˈplɑːstə/ take up (v) – /teɪk ʌp/
campaigns (n) – /kæmˈpeɪns/ inefficient (adj) – /ˌɪnɪˈfɪʃənt/ treatment (n) – /ˈtriːtmənt/
O
check-up (n) – /ʧek ʌp/ joints (n) – /ʤɔɪnts/ try on (v) – /traɪ ɒn/
diabetes (n) – /ˌdaɪəˈbiːtiːz/ lose consciousness (v) – unfair (adj) – /ʌnˈfeə(r)/
TI
diabetic (adj) – /ˌdaɪəˈbetɪk/ /luːz ˈkɒnʃəsnəs/ unfortunate (adj) –
dizzy (adj) – /ˈdɪzi/ paramedics (n) – /ˌpærəˈmedɪks/ /ʌnˈfɔː(r)tʃ(ə)nət/
A
dolphin (n) – /ˈdɒlfɪn/ plenty of – /ˈplenti ɒv/ unhealthy (adj) – /ʌnˈhɛlθi/
faint (v) – /feɪnt/ puzzled (adj) – /ˈpʌz(ə)ld/ unpleasant (adj) – /ʌnˈplez(ə)nt/
C
first aid (n) – /fɜː(r)st eɪd/ regain consciousness (v) – unusual (adj) – /ʌnˈjuːʒʊəl/
fracture (n) – /ˈfræktʃə(r)/ /rɪˈɡeɪn ˈkɒnʃəsnəs/ wrist (n) – /rɪst/
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17

Unit 1 Lesson 1: B Match what each person is saying to

the correct picture. 7 mins
Accidents • Tell the students to look at the pictures and read
the problems in the speech bubbles. Teach any
Objectives: Revise and extend new vocabulary.
vocabulary for talking • Tell the students to match each sentence to
about health problems. a picture.
Language: Revision: verbs, nouns • Check answers.
and adjectives
Answers
Vocabulary: treatment, joints, ankle,
shoulder, wrist, breathe, a13 e6 i3 m4
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faint, sneeze, swallow, be b5 f14 j12 n1
c7 g8 k10
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sick, fracture, blood, dizzy,
swollen d9 h11 l2
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21st Century Skills: Critical Thinking –
Problem-solving
Reference: Course Book pages 8 C Now do Exercises A to D on pages
A
and 9, Workbook pages 4 4 and 5 of the Workbook. 25 mins
C
and 5, 1
•
U Ask the students how they revise vocabulary
vocabulary.
Write key words and phrases on the board,
Warm up 5 mins such as notes, textbook, dictionary, index cards,
ED
writing on index cards, testing with friends,
• Course Books closed. Tell ell students that in this listening, etc.
lesson they will be discussing accidents. To elicit • Then tell students to turn to page 4 in their
students’ already existing vocabulary, pretend Workbooks.
ET
that you have hurt a part of your body, for • Read the Study Tip on learning vocabulary
example your foot or your arm. Ask students to together. Ask students to list the words and
tell you what they think you have hurt. phrases that you have written on the board in
N
• Ask volunteers to pretend they have hurt two sets: Tools (e.g., textbook) and Activities
themselves in some wayway,, or that they have a cold (e.g., testing with friends).
R
or feel dizzy, etc. Ask the rest of the class to try

to describe what they think is wrong. Prompt
A
students if you feel they need help remembering WB A Study the Vocabulary Tip then,
using a dictionary, check the meaning
G
key vocabulary.
• Then tell students to open their Course Books at of any words you don’t know. Write
pages 8 and 9. the words below in the correct set.
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There are five words in each set.
A Look at the pictures. What minor • Read the words in the box. Tell the students to
health problems do you think each discuss the meaning of the words in pairs.
person is suffering from? 8 mins • Tell students to first use a dictionary to look up
any words in the box that they don’t know.
• Tell the students to look at the pictures. Ask • Explain the meanings of treatment and joints,
students to guess what they think each person is and the idea of inside and outside the body if
suffering from. Much of this vocabulary should necessary. Tell the students to divide the words
have been covered in the warm up activity. in the box into four sets and write them in
their books.
18

Answers Answers
Treatment: bandage, cream, 1 sneeze
medicine, plaster, 2 sick
pills 3 bleeding
Joints: ankle, elbow, knee, 4 hurts
shoulder, wrist 5 broken
Verbs: breathe, cough, 6 sore
faint, sneeze, 7 pain
swallow 8 dizzy
Inside and outside the body: blood, bones,
heart, skin, stomach
WB D 1 Listen and choose the
N
correct word to end each sentence.
WB B Work in pairs. Student A Write the numbers 1 to 6 in the
O
chooses one of the problems a to n correct boxes.
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on pages 8 and 9 of the Course Book,
but doesn’t tell Student B. Student • Tell
ell the students to read words a to f. Elicit
A mimes the problem and Student B
A
the meanings. Ask which of these is part of the
guesses what’s wrong and gives advice. body (throat
((throat);
throat);); which are injuries or problems
C
(burnt, swollen). Of the last two,
burnt, fractured, swollen
• Do the first mime yourself (licking and touching U which is a noun ((temperature) and which is
lips). Ask the class what the problem is (My lips a verb (swallow
((swallow)?
swallow Explain that one of these
are really dry and sore.). Ask students for advice words is the last word of each extract on
ED
(giving you shouldn’t touch them and you should the audio.
put cream on them as examples). • Tell the students to listen to the audio and
T
• Put the students in pairs. Tell
ell them to mime choose the correct word for each extract.
and guess the problems, then give advice for
ET
the problems.  Track 1

• When the students have finished, discuss the Listen and choose the correct word to
different suggestions. end each sentence.
N
1
Woman: What did the doctor do?
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WB C Complete each sentence with Girl: She told me to open my mouth

a word from the box.
A
and say ‘Aah’. Then she looked

at my throat.
G
• Ask the students to read the Study TTip on words

with similar meanings. Answer any questions 2
about vocabulary and the use of hurt, sore and Boy: One minute I feel hot and the next
©
pain. Explain that these words are often used minute I feel cold. I think I have
wrongly in English. a temperature.
• Summarize on the board to help students
3
remember:
Girl: I spilt boiling water on my foot.
It hurts.
It’s very badly burnt.
It is sore.
I have a pain. 4
• Tell the students to read the words in the box. Boy: What does the X-ray show, doctor?
Ask them to complete the sentences using each Female doctor: Your wrist is fractured.
word once.
19

5 happen? and elicit suggestions: coming to class,

Girl: I was running in high heels and my walking to school, driving your car, etc. Make a
foot went over. Now my ankle is separate list on the board.
really swollen.
6 A Work with a partner. Discuss

Mother: Why aren’t you eating your what is happening in each picture.
lunch, darling? Then read the text and guess the
Small boy: I can’t. My throat hurts too much missing words. 8 mins
when I swallow.
• ell the students to look at the pictures. Ask
Tell
Answers some general comprehension questions:
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a3; b4; c6; d5; e2; f1 Where are the boys?
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Which one is hurt?
What part of his body is injured?
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(Is this really an emergency?)
• Then ask the students to read the dialogues.
Unit 1 Lesson 2:
A
Review/elicit meanings of any words that you
think the students might not understand.
At the Hospital
C
• Put the class in pairs and tell the students that
U they have to complete the dialogue by filling in
Objectives: Read and understand the missing words.
a conversation.
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Practise a dialogue about a
health problem. B 2 Listen and check. Now do
Revise and practise Exercises A to C on pages 6, 7 and 8
past simple and past of the Workbook. 32 mins
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continuous.
Language: Revision: past simple and • Play the audio and ask the students to check
past continuous tenses their answers.
N
Vocabulary: ice skating, in plaster

21st Century Skills: –  Track 2
R
Reference: Course Book page 10, Listen and check your answers.
A
Workbook
W orkbook pages 6 to Adil: I’ve hurt my wrist.
8, 2, Grammar and Nurse: Sit down, please. I need to take
G
Functions page 90 your details.

Nurse: The doctor will see you very soon,
Adil.
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Warm up 5 mins Doctor: How did you do it?

Adil: I was ice skating and I fell over.
• Books closed, tell the class: I’ve hurt my wrist. Adil: Do you think it’s broken?
Hold up your hand and show students to get Doctor: Probably not. But you need to have
their attention. Prompt the students to ask an X-ray to make sure.
questions using words and phrases from Adil: Is it broken?
Lesson 1 (swollen, hurts, fractured, etc.). Doctor: I’m afraid so. It’s fractured here.
• Ask the class what they think happened. Elicit Doctor: I’m going to put your wrist in
such responses as You fell over. Ask a student plaster.
to write these on the board, explaining that it Adil: How long will I have to keep it on?
is difficult for you to write. Ask When did it Doctor: Six weeks.
20

Answers WB B Put one verb in the past

2 hurt my wrist continuous and one in the past simple.
3 see you very soon
4 How did you do it • Ask the students to complete the sentences by
5 make sure putting the verbs into the correct tense.
6 Is it broken • Go through the answers with the class. Make
8 How long will I have to keep it on sure that the students understand the grammar
and the new vocabulary.
• Play the audio again as necessary.
Answers
1 I was thinking about you and then you
WB A Practise the dialogue in pairs. rang me.
N
Then practise it again, changing the 2 While Ali was having a shower
shower,, somebody
words in italics. knocked at the front door.
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3 I was cleaning my room and I found money
under my bed.
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• Tell the students to open their Workbooks at
4 Luckily,, Mona was not driving very fast
page 6. Ask them to read the first part of the
when the child ran into the road.
A
Functional Grammar box on using the right
5 A thief took our food while we were fishing.
tense to talk about the past. Return to the board
6 She told us to be quiet as we were making
C
and elicit sentences using the information from
too much noise.
the first activity to make some sample sentences: U 7 My sister hid my purse under the bed while
I was walking to school when I hurt my wrist.
I was not looking.
I was playing tennis and I fell over.
ED
8 AAs she was carrying the shopping from the
• Ask the students to read the second and third
car, my grandmother slipped and broke
parts of the Functional Grammar box. For
her ankle.
further information, refer to the Grammar and
Functions section on the past simple and past
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continuous on page 90 of the Course Book.

WB C Complete the sentences with
• Put students in pairs and tell them to practise the
your own ideas. Put the verbs in the
dialogue, first as it appears in the W
Workbook,
orkbook,
past simple.
N
and then substituting the words in italics with

other suitable phrases.
R
• Ask the students to read through 1 to 6. Explain

• After a few minutes, ask for pairs to volunteer to
that this time they have to imagine what
read their dialogues to the class.
A
happened next. Tell the students to complete

Sample answers the sentences using as many (or few) words as
G
Adil: I’ve hurt my legleg. they like. Monitor and help where necessary.
Nurse: Sit down, please. I need to take Encourage the students to be creative.
©
your details. • When most students have finished, ask some

Nurse: The doctor will see you very soon, Adil. students to read out their answers. Correct any
Doctor: How did you do it? mistakes with the past simple tense that arise.
Adil: I was playing football and I was kicked.
Possible answers
Adil: Do you think it’s broken?
1 I was running and I tripped over and fell.
Doctor: Probably not. But you need to have an
2 I wasn’t looking where I was going and I
X-ray to make sure.
walked into a tree.
Adil: Is it broken?
3 I was getting ready for school when the
Doctor: I’m afraid so. It’s fractured here.
school rang and told me it was a snow day!
Doctor: I’m going to put your ankle in plaster.
4 My little brother was playing football when
Adil: How long will I have to keep it on?
he slipped in the mud.
Doctor: Four weeks.
21

5 I was thinking about the summer holidays • Tell the students to skim the newspaper article
when the teacher suddenly yelled my name. and to read the four newspaper headlines. Ask
6 While I was waiting for the bus, I helped an students to choose which headline they think
elderly man cross the street. is most suitable and why. If the students are
unsure, explain that all these headlines are true,
then ask But what is the most interesting thing
about this story?
Unit 1 Lesson 3: Possible answer

Headline 3 is a suitable headline, because it is a
Danger in the Sea surprising and exciting title and is the last thing
mentioned in the article. It is a very memorable
N
part of the story because of this.
Objectives: Read and understand a
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newspaper article.
Read for details. B Now do Exercises A to G on pages
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Retell a story orally using 8 to 11 of the Workbook. 34 mins
past tenses.
A
Revise and practise • Tell
ell students to turn to page 8 in their
problematic adjectives Workbooks and complete Exercises A to G.
C
and adverbs.
Language: Revision: past simple and
past continuous tenses
U
WB A Read the article on page 11
of the Course Book and circle the
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Revision: adjective and
adverb endings correct answer.
Vocabulary: shark, dolphin, first aid
21st Century Skills: Media Literacy – • Tell the students to read questions 1 to 6 in
their Workbooks and then read the newspaper
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Identifying suitable
headlines article in the Course Book in detail. Instruct the
Reference: Course Book page 11, students to circle the correct answer, a, b or c, to
Workbook
orkbook pages 8 to 11 make complete and accurate sentences.
N
Answers
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1b; 2c; 3a; 4c; 5a; 6c

Warm up 5 mins
A
• Books closed, ask the students if they like to WB B Write questions about the
G
go swimming. Ask where they go swimming. article for the following answers.
Ask: Why is it important to be careful when you There are several possible questions
©
are swimming? you could write, but just write one

• Elicit some examples of things that can happen each time.
while swimming. Explain that they are going to
read a newspaper article about something that • Tell the students to read the example and the
happened to someone swimming in the sea. six answers. Remind the students of the possible
Wh …? question words (interrogatives) – Who,
Where, Why, What.
A Read the article and choose the
• Ask the students to write six questions that
best headline. 6 mins
match the answers given.
• Tell the students to open the Course Book and Possible answers
look at the picture. Check that they know the 1 What was Tariq Zaid doing when he saw
words shark and dolphin. Ask the students for the shark?
any differences and similarities. 2 What happened/did the shark do?
22

3 Why did he scream/start praying? • Ask the students to select the correct word in
4 What protected Tariq/frightened the shark sentences 1 to 5.
away?
Answers
5 Who heard Tariq’s screams/rescued him
1 interested
by boat?
2 exciting
6 What was waiting on the shore?
3 boring
4 frightened
5 interesting
WB C Take turns asking and
answering your partner’s questions on
the article. WB F Write four more adjectives
N
ending in ~ful.
• Put the students into pairs. Ask them to practise
O
the question/answer exchanges. Monitor and
• ell the students to read the second Functional
Tell
note down pronunciation problems. Then drill
Grammar box – on adjectives ending in ~ ~ful.
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the exchanges with the whole class.
Write on the board: The … was beautiful. Elicit
• Ask the students to shut their books and try to
some possible words to complete this sentence
A
repeat their questions and answers from memory.
(book, picture, story, etc.).
• ell students to write four more adjectives
Tell
C
ending in ~ful
~
~ful.
ful
WB D Close your books. Retell U
the story, taking turns to say one Possible answers
sentence each. thoughtful
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helpful
• Ask the students to open their books and skim painful
through the article in the Course Book one more careful
time. Then ask them to close their books.
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• Write on the board: Tariq Zaid was on holiday

in Sharm El Sheikh. One morning, … Ask G Circle the adjectives and underline
students to continue with the story in pairs. the adverbs in the sentences. What do
N
you notice about the suffixes?

Example answer
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… he decided to go swimming in the water

water. He
• Make sure students remember the difference
did not tell anyone where he was going. After an
between adjectives (they describe nouns) and
A
hour in the water Tariq started to get tired and

adverbs (they describe verbs).
tried to swim back to shore. The tide was too
• Ask students to read the sentences and to find
G
strong and Tariq was washed further away from

the adjectives and adverbs in each one, and to
the shore. While Tariq was trying to get
underline/circle them.
to the shore a fisherman saw him splashing.
©
• Remind them to look at the suffixes to see what

The fisherman rowed his boat to Tariq and
they notice about some of the words.
rescued him.
• Compare answers as a class.
Answers
WB E Underline the correct word.
Adjectives: nice, peaceful, careful
Adverbs: nicely, peacefully, carefully
• Ask the students to read the Word focus
The suffixes for adverbs are made by the
box – on adjectives ending in ~ing or ~ed. To
adjective + -ly.
summarize, write on the board:
It was frightening / boring / interesting.
I was frightened / bored / interested.
23

WB H Now write sentences using the Warm up 5 mins

~ful adjective and the ~fully adverb.
• Write on the board interested/interesting and
• Write beautifully on the board. Elicit bored/boring. Ask the students which of these
corresponding sentences using beautifully (The words describes a film they saw or book they
book/picture/story was beautifully written/ read recently. If necessary, review the Word focus
painted/told.). box from Lesson 3.
• Tell students to write three sentences using • Recap ~ful adjectives and ~fully adverbs from
adjectives ending in ~ful and adverbs ending the last lesson by asking students to remember as
in ~fully. many as they can. Write these on the board and
Possible answers ask students to try to form full sentences using
N
1 The picture was beautiful. the words from the board.
The story was beautifully written.
O
2 Your present was very thoughtful.
She looked thoughtfully at the painting. A Complete the texts below with the
TI
3 My broken arm is painful. correct figures from the box. 3
I moved my knee painfully. Then listen and check your answers.
A
12 mins
4 Our parents tell us to be careful when
crossing the street.
C
I walked carefully across the rocky beach. • Ask the students to look at the posters in the
U Course Book and to read the headlines. Ask
what the posters are telling them. Ask the
ED
students: Why is it better not to smoke? Write
the answers on the board ((money, health, etc.).
Unit 1 Lesson 4: • Ask the students: Why do people smoke?
Write another list on the board (advertising,
A Man-made Killer addiction, etc.).
ET
• Tell the students to look at the numbers in the

box and to read the texts. Tell them to
Objectives: Discuss facts and statistics guess which number they think completes
N
about smoking. each sentence.

Revise and practise
R
• When the students have completed the task, play

questions in the present the audio and ask them to check their answers.
A
tense.
Revise and practise phrasal
 Track 3
G
verbs.
Listen and check your answers.
Language: Phrasal verbs
Man: Every year, around 114,000
Prefixes meaning not, such
©
smokers in the United Kingdom die

as in~, un~, il~, im~, ir~
from their habit. That’s about 300
Vocabulary: unfair, inefficient,
people every day.
unfortunate, unusual,
Woman: Smoking in Britain is highest in the
impolite, unhealthy,
20–24 age group.
unpleasant, give up, take
Man: It is illegal to sell cigarettes to
up, try on
children under the age of 18. Yet
21st Century Skills: Information Literacy –
20% of Britain’s 15 year olds are
Numeracy
regular smokers.
Reference: Course Book page 12,
Woman: More than 80% of smokers
Workbook pages 12 to 14,
take up the habit when they are
3
teenagers.
24

Man: People who smoke a packet of possible question for this answer (e.g., How
cigarettes a day die on average many people does smoking kill every year?).
7 years earlier than people who • Tell the students to complete the remaining
have never smoked. questions.
Woman: Every day in the United Kingdom,
Possible answers
approximately 450 young people
1 Q: In which age group is smoking highest?
under the age of 18 start smoking.
A: It’s highest in the 20–24 age group.
Man: The British Government currently
2 Q: At what age is it legal to sell cigarettes
spends around £30 million a
to children?
year on anti-smoking education
A: At 18.
campaigns. A further £41 million
3 Q: When do most people start smoking?
is spent on measures to help people
N
A: When they are teenagers.
give up smoking.
4 Q: How much earlier do smokers die
O
Woman: More people in Britain die from
than non-smokers (people who have
smoking than from road accidents,
smoked)?
never smoked)?
TI
poisoning and AIDS*.
A: They die seven years earlier on average.
*AIDS = Acquired Immunity 5 Q: How many people under the age of 18
A
Deficiency Syndrome (an illness start smoking every day?
which destroys the body’s ability to A: Around 450 a day.day
C
resist infection) 6 Q: How much does the British Government
spend a year on anti-smoking education
Answers
U campaigns
campaigns?
ED
1 300 A: Around £30 million a year.
2 24
3 15 • Ask some students to read out their questions.
4 80% Choose some different, but correct, questions
ET
5 7 with the same answer to show the students that

6 18 there are several possible versions for each.
7 £41 • Ask the students if they think these facts are
surprising. Ask which ones. Elicit answers in the
N
form: I was surprised that … If necessary, review

R
B Now do Exercise A on page 12 of surprised/surprising using the Word focus box

the Workbook. 10 mins from Lesson 3 Workbook page 10.
A
• Now tell students to turn to page 12 in their

G
Workbooks.
orkbooks. C Read the Vocabulary Tip then find
another example of a phrasal verb
in the texts above. 5 mins
©
WB A Write questions based on

the text for the following answers. • Tell the students to study the Functional
There are several possible questions Vocabulary Tip box in the Course Book.
you could write, but just write one • Write start smoking and quit smoking on the
each time. board. Elicit the phrasal verb from the language
box that has the same meaning as quit smoking
• Tell the students to read the six sentences with (give up) and write it on the board. Now tell
incomplete questions in the Workbook. Explain students to find a phrasal verb meaning start
that they must write questions based on the smoking in the texts in Exercise A. Elicit take up
text, but that there are several possibilities. Read and write it on the board.
through the example together. Ask for another
25

• Elicit some more phrasal verbs from the rules help, but finally the best way to learn and
students, e.g., turn on, turn off, get up. Ask the remember these is through regular practice.
students whether the meaning of the phrasal verb • Tell the students to read through the list of
is similar or different to the original verb. 12 words in Exercise C. Check that they
understand the meanings of all the words in their
positive forms.
D Now do Exercises B and C on pages • Ask the students to complete the opposites
13 and 14 of the Workbook. 13 mins using un~, in~ or im~. Go through the answers
together.
• Tell the students to read the Vocabulary box at
the top of page 13 of the Workbook before they Answers
begin Exercise B. 1 incorrect
N
2 immoral
3 unfair
O
WB B Write the sentences, putting 4 inefficient
the verbs and objects in the correct 5 unfortunate
TI
order. Where two answers are 6 impatient
possible, write them both. 7 unusual
A
8 impolite
• Go through the examples for Exercise B on 9 unhealthy
C
page 13. 10 independent
• Tell the students to read sentences 3 to 8 and 11 inconvenient
complete them using the phrasal verbs correctly.
U 12 unpleasant
ED
Make sure that the students understand that two
answers are possible for noun subjects and only
one answer is possible for pronoun subjects.
Answers
Unit 1 Lesson 5:
ET
1 Can you turn on the television?/Can you

turn the television on?
2 I’ve already turned it on.
Healthy Habits
N
3 Youou should give it up.

4 When did you take up stamp collecting?/ Objectives: Practise giving health
R
When did you take stamp collecting up? advice using imperatives.
5 I can’tt remember when I took it up. Revise and practise
A
6 Can I try them on? countable and uncountable

G
7 Can you turn down the music?/Can you turn nouns.

the music down? Revise and practise
8 I’ll turn it down in a minute. expressions of quantity.
©
Language: Expressions of quantity,

e.g., much, many, a few,
WB C Make the opposites of these a little
adjectives by putting the correct Revision: imperatives for
prefix in front of them. Choose from giving advice
un~, in~, im~. Vocabulary: plenty of, check-ups,
excessive, blood pressure
• Ask students to read the four points of the 21st Century Skills: Study Skills – Writing
Functional Grammar box. Explain to the class questionnaires; Critical
that these prefixes (un~, in~, im~, il~, ir~) are Thinking – Problem-solving
the most common way of forming opposites in Reference: Course Book page 13,
English. This makes them very useful, but it can Workbook pages 14
also be quite easy to confuse them. The and 15
26

Warm up 5 mins WB A Underline four plural countable

nouns and four uncountable nouns on
• Discuss the four pictures at the bottom page 13 of the Course Book.
of page 13 of the Course Book. Use this
opportunity to review vocabulary the students • Write on the board Countable and Uncountable.
will need to do the first task. Underneath, write apples and fruit. Check that
the students understand the difference between
countable and uncountable nouns.
A Complete the health tips with the • Ask the students to open their Course Books
phrases from the box. 8 mins and find four plural countable nouns and four
uncountable nouns. Ask the students for the
N
• Tell the students to read the phrases in the box. countable and uncountable nouns that they
Ask them to choose which one they think is most found and form two lists on the board.
O
important and which one is least important.
Possible answers
• Check answers. Then ask the students if they
Countable Uncountable
TI
have changed their minds about which is the
eyes water
most important.
vegetables sleep
A
Answers amounts exercise
1 Get enough sleep times fruit
C
2 Eat a balanced diet soft drinks salt
3 Never miss breakfast
4 Take some exercise every day
U teeth
vaccinations
sugar
fat
ED
5 Drink plenty of water sport
6 See the dentist for regular check-ups tea
7 Don’t drink too much coffee coffee
8 Don’t smoke help
ET
9 Look after your eyes medication

10 Be safe when you travel
WB B Study the Functional grammar

N
B Match four of the health tips to box and add examples.

R
the pictures. 5 mins

• Ask the students to read the rule and examples
A
• Tell
ell the students to do the picture-matching task in the Functional Grammar box. Tell them to fill
in pairs and discuss the health tips together. in their own examples, trying not to use words
G
• Ask different students in the class which of these already written on the board.
things they do regularly
regularly. • When they have finished, go through some of the
©
students’ answers and add these to the lists you

Answers
started on the board for Exercise A.
a10; b9; c2; d4
Possible answers
Countable AND uncountable nouns
C Now do Exercises A to F on pages some juice / a lot of juice; a lot of hair / a lot
14 and 15 of the Workbook. 27 mins of plates
Uncountable nouns only
• Tell students to open their Workbooks at
a little homework; too much sauce
page 14.
27

WB C Complete the questions with WB E In your notebook, write four

much or many. questions for a questionnaire with
this title: How Healthy are You?
• Tell the students to skim questions 1 to 8. Write Write questions in the present and
How much (uncountable)? and How many past simple.
(countable)? on the board to summarize the
grammar point and make sure they understand. • Tell the students that they are going to make
Tell the students to complete the questions using their own questionnaire about health and
much or many. healthy living. Read through the two sample
questions. Explain that they must write four
Answers
more questions. Tell them to take a full page
1 much
N
and make the page look like a real questionnaire
2 many
with the title How Healthy are You? at the top
3 many
O
and spaces to write answers.
4 much
• Use the two examples as the first two questions.
5 much
TI
6 many Possible answers
7 much How much fruit did you eat yesterday?
A
8 many How often do you go to the dentist?
How much water do you usually drink in a day?
C
• After going through the answers with the class, Did you eat breakfast this morning?
focus on words such as time/times and exercise/
exercises where the countable and uncountable
U
WB F Work in pairs. Take
ED
nouns can easily be confused. Ask the students
if they can think of any other examples (space/ turns answering your partner’s
spaces, sense/senses, etc.). questionnaire.
• Put the students into pairs. Tell them to ask their

ET
partner the questions on their questionnaire and

WB D Complete the sentences with
to record their answers. Move around the class
a few or a little.
monitoring the activity.
N
• Ask the students how they think that a

• Tell
ell the students to skim sentences 1 to 8. Write
questionnaire like this could be used. Discuss
R
A few (countable) and A little (uncountable) on

their suggestions.
the board to summarize the grammar point and
A
make sure they understand. Tell the students to Possible answers

complete the sentences using a few or a little. Yesterday I ate all 5 pieces of fruit and veg.
G
I only go to the dentist once a year.

Answers
I usually only drink one glass of water.
1 a few
©
I ate a very healthy breakfast this morning.

2 a little
I always remember to eat breakfast.
3 a few
4 a little
5 a little
6 a few
7 a little
8 a few
• Go through the answers with the class.
28

Unit 1 Lesson 6: A Look at the pictures and read the

captions. Where and when do you
Now and Then think the pictures were taken?
3 mins
Objectives: Discuss the differences

• Ask the students to open their books and study
between life in the past
the pictures. Ask: Where do you think the
and now.
pictures were taken? Elicit reasons. Ask: When
Practise referring to the
do you think the pictures were taken? Elicit
past using used to.
reasons. Use the captions to encourage use of
Write opinions about the
used to … forms (Farmers
Farmers used to use camels.).
camels.
past and present.
N
(The students may also use present tenses as
Language: Revision: the forms and
they describe the pictures – The farmer is using
use of used to
O
a camel.)
Revision: comparative
adjectives Possible answers
TI
Vocabulary: nowadays I think the pictures were taken in Libya. I think
21st Century Skills: Critical Thinking – Talking they were taken 100 years ago.
A
about the past
C
Workbook pages 16 B Work with a partner. Which
opinions are true for Libya?
and 17, Grammar and
U Individually, write A (agree)
Functions page 90
ED
or D (disagree) in the boxes.
Then discuss your views with
Warm up 5 mins your partner. 6 mins
ET
• Books closed, ask the students if they have too • Tell the students to read the examples in the
much homework these days. Ask if they spend speech bubbles. Ask the students which facts
too much time studying. Ask if this was the same they agree with and which they disagree with.
N
when they were younger.. Ask: If you had more • Write I agree. That’s right. But on the board.
time now, what would you do? Ask the students which of these phrases or words
R
• Elicit what they did when they were younger are used for agreeing and which are used for
(in the past simple tense) and write some answers disagreeing. Mark them A or D on the board.
A
on the board (e.g., I went swimming, played Elicit other phrases for agreeing/disagreeing and
tennis, etc.). write them on the board.
G
• Write
rite on the board: Nowadays, all I seem to • Put the students into pairs. Ask them to read
do is study! Give the prompt: What did you through sentences 1 to 8. Tell them to go
©
use to do? Elicit answers, using the list if through the sentences and discuss whether they
necessary, like this: I used to (go swimming, agree or disagree with the opinion and to label
play tennis, etc.). the sentence A (agree) or D (disagree).
• Ask the students to discuss the sentences. The
first student should read the sentence as written
(Families used to be bigger.). The second student
should respond with one of the phrases for
agreeing/disagreeing and give a fact that supports
this (as in the four examples: I agree. Families
definitely used to be bigger.). Monitor to give
help. Encourage the students to use facts from
their own experience to support their agreement/
disagreement, or to invent them if necessary.
29

Sample answers D Read the Functional Grammar box.

1 Agree – most families are smaller these days, Now do Exercises A to C on pages
although there are still some very large 16 and 17 of the Workbook. 23 mins
families.
2 Agree – parents these days give their children • Ask the students to study the rules for using
more control over their own life choices. used to in the Functional Grammar box and read
3 Disagree – it’s about the same. Many the examples.
people are working very hard to improve • Then ask students to open their Workbooks at
the system, but it’s a difficult time. Many pages 16 and 17. Tell students to read the second
Libyans choose to get their healthcare Functional Grammar box in the Workbook
elsewhere. about using used to in questions. Ask the two
4 Agree – before the discovery of oil in Libya, questions to the class. Write on the board to
N
there was lot of poverty. clarify the point:
O
5 Agree – life expectancy is much longer than Did you use to …?
100 years ago, for example. W____ (who/what/why, etc.) did you use to …?
TI
6 Disagree – a lot money is being spent on I used to …
education, and new ideas will take time to • Tell
ell the students to ask each other the same
A
show positive results. questions and give their own answers. They
7 Disagree – there has been a pollution should then invent questions of their own to ask
C
problem in the past, but the country is each other.
working on making the environment cleaner. U
8 Disagree – culturally things have changed
across the world. Children used to be very WB A Study the Functional Grammar
ED
obedient but nowadays they express their box then complete the conversation
opinions more freely. But they are not between Huda and her grandmother
more rude. with the correct form of used to.
ET
• Tell the students to skim the incomplete

C Work with a partner. Talk about conversation between Huda and her
how life has changed in the past 100 grandmother. Explain that they have to fill in the
N
years. Make sentences with used to/ gaps to complete the conversation.
didn’t use to. 8 mins • Write on the board and explain that all the
R
answers will be in the form: (didn’t) use to/used

• Ask the students to read through the list of ideas
to + verb.
A
given in the question (children, cities, villages,

• Direct the students to the two examples given
etc.). Tell
ell them to think about how these have
G
and make sure that they fully understand the

changed compared with, for example, 100 years
reasons for these two answers before continuing.
ago. Elicit statements from the students using
Then tell the students to complete the rest of
©
used to/didn’t use to. After each one, ask the rest
the dialogue.
of the class if they agree/disagree. Encourage the
students to give supporting facts. Answers
1 did you use to watch
Possible answers
2 used to do
Parents used to let their children play
3 didn’t use to sit
outside more.
4 did you use to do
Many cities, like New York, did not use to be
5 used to help
as clean.
6 did you use to have
Entertainment used to be in the form of books.
7 used to play
Medicine did not use to be as effective.
8 used to have
Houses used to be built out of stronger material.
9 Did you use to go out
Many schools used to teach only boys.
10 used to go
30

11 used to come • Tell the students to read through the parts of the
12 used to talk paragraph provided. Explain that they should
13 didn’t use to walk make complete sentences using forms that they
have practised during this lesson. Encourage
them to read the whole paragraph through when
WB B Compare life today with life 50 they have finished to check that each sentence
years ago. Write pairs of sentences is correct.
using one of the adjectives in brackets
Possible answer
each time.
Life today is better than 50 years ago. For one
thing, today schools have technology and lots
• Ask the students if they have similar
of resources whereas they used to be more old-
conversations with their grandparents/parents/
N
fashioned and use only pen and paperpaper..
other older people. (Ask if they think that people
Secondly,, everyday life is easier today. Today
O
of their age have the same conversations in all
we have smartphones, computers and the
other countries.)
internet to help us with work and leisure
TI
• Tell the students that 1 to 5 are pairs of
whereas people used to have to do everything by
sentences, each comparing the present and
hand 50 years ago.
A
the past. Ask them to write their own pairs of
Finally,, medical advances are much better. Fifty
sentences using the adjectives given. Encourage
years ago people knew very little about how to
C
the students to make one positive sentence (is/are
cure cancer. Nowadays scientific research means
+ comparative) and one negative sentence (isn’t/
we are much more effective at treating cancer.
aren’t + as).
U Many more people survive cancer than they did
ED
Possible answers in the past.
1 Life is faster now than it used to be.
Life isn’t as easy as it used to be.
2 Films are more violent than they used to be.
ET
Films aren’tt as romantic as they used to be.

3 Streets are more dangerous than they used Unit 1 Lesson 7:
to be.
Streets aren’tt as clean as they used to be. Eating Healthily
N
owns are more crowded than they used

4 Towns
R
to be.
Objectives: Read and understand an
owns aren’t as polluted as they used to be.
Towns
article about health.
A
5 Doctors are better trained than they used

Study and classify linking
to be.
G
phrases.
Doctors aren’t
aren’t as cheap as they used to be.
Summarize an article from
memory.
©
• Go through the answers with the class. Make

Language: Linking phrases, e.g., In
a list of the comparative forms on the board. If
my opinion, Firstly, As
necessary, review comparatives.
a result
Vocabulary: campaigns, diabetic, last
but not least, furthermore
WB C Complete the paragraph with
21st Century Skills: –
your own ideas.
Workbook pages 18 to 20
• Ask the students if they think that life is
better generally now than it used to be.
Encourage free opinions. Prompt as necessary
with such questions as What about transport/
holidays/houses?
31

Warm up 5 mins
6 Now
7 Furthermore
8 Yet
• Remind students about the new phrases learnt in
9 Finally, let’s talk about
the last lesson: used to and didn’t use to. Ask the
10 In my opinion
students: Do you think that people
are healthier now than they used to be?
Elicit reasons.
B Now do Exercise A on page 18 of
the Workbook. 4 mins
A Complete the article with the
correct linking words and phrases • ell students to open their Workbooks at
Tell
page 18.
N
from the box. 8 mins
O
• Remind the students that when they are writing,
WB A Circle the correct sentence
they should make sure their sentences and
ending based on the information
TI
paragraphs are smooth and balanced. Tell them
in the article on page 15 of the
that there are many phrases that help to achieve
Course Book.
A
this in their writing. Point out For one thing,
Secondly and Finally in the last task the
C
• Tell
ell students to read the sentence beginnings
students did for Lesson 6 (Exercise C, Workbook
1 to 5 and ending options a, b, c. Allow them
page 17). U time to read the article carefully once more and
• Have the students look at the words and phrases
to select the right sentence ending.
ED
in the box on page 15 of the Course Book.
• Review the answers with the class.
Explain that these are all ways to introduce an
opinion or fact. Answers
• ell the students to skim the article ‘People
Tell 1b; 2b; 3a; 4c; 5a
should take responsibility for their own health’.
ET
Ask them to complete the paragraphs by filling

in gaps 1 to 10 with the words and phrases from C Read the Writing Tip and
the box. Tell the students that they will need to underline any words and phrases
N
use logic and grammar to make the phrases fit you don’t know. 3 mins
R
smoothly. It may be easier for them to fill in the

answers they are sure of first, then to go back to • Direct the students to the Writing Tip box on
A
the other gaps when there are fewer choices left. page 15 of the Course Book containing useful
• Go through the article in open class and stop linking phrases. Make sure that they understand
G
at each answer to confirm that the students not the four types of linking phrases.
only have the correct answers but understand Ask the students to read the article again and
the reasons. Sometimes this may involve the identify which sort of linking phrases are used in
©
process of elimination, i.e., giving reasons why it the article.

is not any of the other phrases. This process will • Ask students to underline any phrases they are
be useful for the students in later exercises and unsure of and elicit the meanings as a whole
in examinations. class. Write the words and brief definitions on
the board if necessary.
Answers
1 Let’s start with
2 The main reason is
3 As a result of this
4 Next, we need to look at
5 In the past
32

D Now do Exercises B to D on pages WB C Write 100 to 120 words on

18, 19 and 20 of the Workbook. ‘How to reduce the number of car
25 mins accidents’. Use the notes on the right
to help you. You don’t have to use all
• Tell students to open their Workbooks again at the ideas. Make sure you add words
page 18. and phrases to link the ideas and
sentences. You can find these on
page 15 of the Course Book. Use
WB B When you have checked your the text provided.
answers to Exercise A above, write
out the five correct sentences in full • Ask the students to read the title (‘How to
in your notebook. Use them as a basis
N
reduce the number of car accidents’) and to
for a summary of the article. Add the skim the list of key points. Focus on the four
O
following words and phrases in the causes of accidents. Make sure that the students
correct places to link the ideas and understand all the vocabulary
vocabulary.. Ask if they
TI
sentences. can think of any other causes. Next, tell the
students to read the government measures
A
• Tell the students to skim the article one more and again check understanding and elicit
time and then shut their books. Ask them to additional suggestions.
C
write out the five correct sentences from • Ask the students to read the first sentence of the
Exercise A in their notebooks. Then ask the U paragraph. Explain that they have to write 100
students to look at the Workbook and study the to 120 words around the structure given in their
words and phrases in the box (they should be necessary.
books. Monitor to give help where necessary
ED
familiar with all of them). Tell the students to
Model paragraph
use their five sentences to construct a paragraph
… driving too fast.
that summarizes the article. They should use
Or sometimes, the driver is not concentrating
the words and phrases in the box to make the
ET
because he is using his mobile phone.

paragraph read logically and smoothly. Tell them
A third cause of accidents is when the driver
to write the paragraph in their notebooks.
doesn’t obey road signs. He might drive through
• Monitor to check and give help. When most of
N
a red light and this is extremely dangerous.

the students have finished, tell them to stop and
Last but not least, the car might be badly
listen. Read the model answer
answer..
R
maintained. For example, it may have bad

Model answer brakes that do not work efficiently.
A
The government spends millions on people who There are several ways the government could
have made themselves ill in the following three deal with this problem. Firstly, they could have
G
ways. Firstly
Firstly,, because of their bad diet, 60% more traffic police to slow drivers down.
of British people are overweight and could get Furthermore, they could have more speed
©
diabetes. Furthermore, people no longer take cameras. In my opinion, the best solution would
enough exercise. And last but not least, smoking be to have stricter driving tests, because fewer
is destroying a lot of people’s health. I feel that people would be allowed on the road and bad
the government shouldn’t pay for people’s health drivers would not be allowed to drive.
care unless they take proper care of themselves
and their children.
WB D ‘The government should ban
smoking in all public places.’ Write
100 to 120 words on this topic. Use the
following notes to help you. Make sure
you link your ideas and sentences.
• When the students have finished Exercise C, ask

them if they found it useful to be given the first
33

few words of each sentence. Explain that in the

next exercise, they have to write a paragraph
Unit 1 Lesson 8:
with the title: ‘The government should ban
smoking in all public places.’ Ask the students to
Saving a Life
study the key points in their books. Ensure that
the students understand all the vocabulary. Tell Objectives: Read a text for general
the students to write a paragraph with a similar understanding (gist) and
structure to the one about car accidents they for detail.
have just written. Summarize a text orally
• Remind them to think about sentence order, and in writing.
logic and language flow, and to use the linking Language: –
words and phrases that they have been practising Vocabulary: diabetes, puzzled, to no
N
during this lesson. avail, lose consciousness,
O
• Monitor and answer any questions. paramedics, regain
• When the students have finished their drafts, ask consciousness
TI
them to swap with a partner and to mark each 21st Century Skills: Study Skills – Making
other’s work according to the rubric on page 20 inferences
A
of their Workbook. They then swap back and Reference: Course Book pages 16
discuss the feedback. and 17, Workbook
C
• The students then write their final drafts. When pages 21 and 22
they have finished, ask some of them to read out U
their work.
Warm up 5 mins
ED
Model paragraph
Smoking is a very dangerous habit. Thousands
• Ask the students to read the title of the lesson.
of deaths are caused every year from smoking-
• Ask the students to read the four possible titles
related diseases. Even people who don’t smoke are
for the text. Then get them to guess what the
ET
in danger, because they are breathing in the smoke

text might be about and what they know about
of people nearby. This is called passive smoking
the little boy in the picture. They should not read
and it is especially dangerous for children. One
the text itself at this stage. Elicit and discuss their
way to decrease the risk of passive smoking is
N
suggestions, but do not confirm or correct.

to create completely smoke-free environments
• Finally, ask the students to suggest where they
R
for non-smokers. Furthermore, doing this would

think such a text would come from: a magazine,
make life harder for smokers so they are forced to
a newspaper, a book or any other source.
A
give it up. In conclusion, a ban on smoking would

save lives and also would save a lot of money that
G
is now spent on health care. A Read the article and choose the
best title. 8 mins
©
• Tell the students to skim-read the text

and confirm which of the four titles is
the most suitable.
• When most of the students have completed
the task, ask for feedback. Tell the students
to explain briefly what the text is about.
Answer
3 SAVED BY HER 4-YEAR-OLD SON
34

B Now do Exercises A to D on pages WB C Cover the text on page 16

21 and 22 of the Workbook. 32 mins of the Course Book. Use the notes
above to retell the story. Add as much
• Ask students to read the article in the Course detail as you can remember. Take
Book again and then tell them to open their turns saying a sentence each. Use
Workbooks at pages 21 and 22. appropriate linking words.
• Put the students in groups of four. Course

WB A Find words or phrases in the Books closed, tell the students to summarize
text on page 16 of the Course Book the story orally using the notes in Exercise B of
that have a similar meaning to the the Workbook. They should help each other by
words and phrases below.
N
adding as much detail as possible.
• Elicit summaries from two different groups, with
O
• Use the example ‘surprised’ to demonstrate the rest of the class listening. Get the class to
what to do. decide which was the better summary
summary.
TI
• Leave the students to complete the activity on
their own. Go round helping and encouraging.
WB D Write a summary of the text in
A
• When some students have finished, get them to
check their answers in pairs. 100 to 120 words. Use the opening and
C
closing sentences below.
Answers
1 puzzled
2 shaking
U
• Students now write the summary in their
Workbooks.
W orkbooks. They can use the notes in Exercise B
ED
3 to no avail
to help them with the order of events.
4 lose consciousness
5 spilling Possible summary
6 the emergency services Little Mustafa Ahmed was surprised when his
ET
7 paramedics mother didn’t come into his room one morning.

8 regained consciousness She was still in her bedroom and looked like she
was asleep. When he tried to wake her up, she
N
still didn’t move. Mustafa’s mum, Latifa, has

WB B Put these notes in the correct diabetes, which means that she needs insulin
R
order. Number them 1 to 7. to make sure her blood sugar levels are high
enough. If she doesn’t have insulin, she could
A
• Introduce the task by eliciting the first thing that die. Mustafa knew this, so he got her a can of
happened. Then elicit what the students think is cola, but she couldn’t drink it. He called the
G
next in the notes. Don’

Don’t give the answer, but let emergency services and opened the front door
them read and find out. for the paramedics. When they saw her insulin
©
• Then let them continue on their own. user’s identity card, they gave her an injection
Answers and she regained consciousness. Latifa is very
b1; c2; d3; f4; a5; g6; e7 proud of her clever son.
Round up
• Go through the Round up page with students

quickly. Ask students to remind themselves of
the language they have learnt in this unit by
discussing each item with a partner. Ask students
to take turns giving additional examples for
each item.
35

Unit 2 Safety and Security

• skimming texts for specific information
• reading to infer information Communication Skills:
• inferring information from an advert • Inferring information from conversations
• defining new words
• rewriting sentences with different Study Skills:
verb formats • Confirming predictions
N
• using notes to write paragraphs • Inferring info from a text
O
• Note-taking
Listening and speaking
TI
• listening to identify speakers Information Literacy:
A
• listening to check ideas • Categorizing information
• presenting ideas and reasons for them
C
• reading written exercises aloud Life
Uife Skills:
• suggesting improvements to a partner • Critical thinking
ED
Structure and language Media Literacy:

Media
• should/shouldn’t for advice and • Identifying purpose of a text
expectation • Inferring information from job adverts
ET
xpressions to make polite requests

• expressions
aying it is necessary to do something
• saying
N
• comparing must and have to

aking suggestions and offers
• making
R
nformal passive
• informal
A
G
Vocabulary
ompound nouns
• compound
• abbreviations
©
36

Key Words
arrest (v) – /əˈrest/ follow the law (v) – /ˈfɒləʊ ðə lɔː/ officer (n) – /ˈɒfɪsə(r)/
baggage (n) – /ˈbæɡɪdʒ/ footprint (n) – /ˈfʊtˌprɪnt/ property (n) – /ˈprɒpə(r)ti/
brakes (n) – /breɪks/ install (v) – /ɪnˈstɔːl/ radar speed gun (n) –
branch (n) – /brɑːntʃ/ investigate (v) – /ɪnˈvestɪɡeɪt/ /ˈreɪdə spiːd gʌn/
civilian (n) – /səˈvɪliən/ join (v) – /dʒɔɪn/ robbed (v) – /rɒbd/
N
commit a crime (v) – law enforcement (n) – security camera (n) –
/kəˈmɪt ə kraɪm/ /lɔː ɪnˈfɔː(r)smənt/ /sɪˈkjʊərɪti ˈkæm(ə)rə/
O
crime scene (n) – /kraɪm siːn/ lock (n) – /lɒk/ solid (adj) – /ˈsɒlɪd/
declare (v) – /dɪˈkleə(r)/ maintain (v) – /meɪnˈteɪn/ supervise (v) – /ˈsuːpə(r)vaɪz/
TI
detect (v) – /dɪˈtekt/ metal detector (n) – unattended (adj) – /ˌʌnəˈtendɪd/
dispose of (v) – /dɪsˈpəʊz ɒv/ /ˈmet(ə)l dɪˈtektə(r)/ witness (n) – /ˈwɪtnəs/
A
essential (adj) – /ɪˈsenʃ(ə)l/ number plate (n) – /ˈnʌmbə pleɪt/
fingerprint (n) – /ˈfɪŋɡə(r)ˌprɪnt/ occurred (v) – /əˈkɜː(r)d/
C
U
ED
ET
N
R
A
G
©
37

Unit 2 Lesson 1: B 4 Now listen to two people

talking. Which speaker is: 10 mins
Law and Order

• Tell the students they are going to listen to two
people talking. Ask the students to listen to the
Objectives: Revise and extend
speakers and say which one is a police officer
vocabulary related to law
and which one is a driver.
and order.
Develop understanding of
compound nouns.  Track 4
Listen for detail. w listen to two people talking.
Now
Practise using different Speaker 1: I used to drive too fast. I thought
N
past forms. speeding was fun and I didn’t
didn’
realize how dangerous it was.
O
Language: Revision: used to and past
tenses from Unit 1 Then one day I drove by a police
car.
car. The speed limit was 110, but I
TI
Vocabulary: crime scene, fingerprint,
footprint, metal detector, was driving much faster. The police
officers had a radar gun, and
A
radar speed gun, security
camera they knew I was driving too fast.
They pulled me over and gave me
C
21 Century Skills: Study Skills – Organizing
st
information ; U a speeding ticket. I was about to

Communication Skills – leave when one of the officers gave
Listening for details me a piece of paper. It was a photo
ED
Reference: Course Book page 20, from a newspaper that showed a
Workbook
orkbook pages 23 and five-car crash. It was terrible.
24, 4 The police officer told me it
happened because someone was
ET
speeding. I realized that by driving

Warm up 5 mins too fast I could get hurt and hurt
other people, too. So I decided
N
• Tell
ell the students to look at the words at the top never to speed again. If I want to
of Course Book page 20. Ask what sort of words go fast, I can go on a roller coaster!
R
these are and elicit that these are all compound Speaker 2: You can get a lot of information
nouns. Point out that knowing the meanings of from a crime scene. Footprints can
A
different parts of compound nouns helps them tell you what type of shoes a thief
was wearing, how big his feet are,
G
understand the meaning of the word (words) as

a whole. and even how tall he is.
• Ask for examples of other compound nouns Sometimes we find fingerprints.
©
the students know

know. Make sure they realize that A person can leave fingerprints
compound nouns can be one word, two words, if his hands are dirty. Then the
three words or hyphenated. fingerprints are easy to find. But
people leave fingerprints even
when their hands are clean. We
A Match the words to the pictures. can see them only after putting a
10 mins special powder on them.
Matching fingerprints used to be
• Tell the students to match the words with the difficult. Now it’s much easier
photos in their Course Books. because computers can do a lot of
the work.
Answers
a6; b1; c7; d4; e8; f5; g2; h9; i3
38

Answers Answers
1 a police officer – Speaker 2 1 used to like
2 a driver – Speaker 1 2 were speeding
3 walked
4 didn’t use to have
C Now do Exercises A and B on pages 5 didn’t have
23 and 24 of the Workbook. 20 mins 6 was walking
7 used to watch
• Tell students to turn to pages 23 and 24 of 8 was watching
their Workbooks.
• Remind the students of how to use time lines.
Ask them to look at the time lines and sentences
N
WB A 4 Listen again and answer in the Study Tip.
the questions.
O
• Ask the students to work in pairs and write three
more sentences, one for each time line.
TI
• Ask the students to read through the sets of
Example sentences
questions in the Workbook. Can they remember
a I used to have a pet rabbit.
the answers to any of these? Tell them to listen
A
b Last month I started a new job.
to the speakers again and answer the questions.
c While I was studying for my exams, I made
C
• Ask the students to compare their answers with
revision cards to help me.
their partner and then check answers together by U
playing the audio track again.
ED
Answers
Speaker 1 [female]
1 She used to drive too fast. Unit 2 Lesson 2:
2 The limit was 110.
3 They had a radar (speed) gun. A Police Officer’s Duties
ET
4 She realized she could get hurt and hurt

other people. Objectives: Read for detailed
N
Speaker 2 [male] understanding.

1 Footprints can tell you what type of shoes a Listen for specific
R
thief was wearing, how big his feet are, and information.
even how tall he is. Practise talking about
A
2 Youou can also find fingerprints. necessity, obligation and

3 They use it to see fingerprints. prohibition.
G
4 Matching fingerprints is easier because Language: Revision: modals of

computers can do a lot of the work. necessity, obligation, lack
©
of obligation, prohibition:
must/mustn’t/have to/don’t
WB B Complete each sentence with a have to/need to/needn’t
word or phrase from the box. Vocabulary: arrest, commit a crime,
follow the law, investigate,
• Tell the students to complete the sentences in pickpocket, witness (n)
their Workbooks with the verbs in the box. 21st Century Skills: Study Skills – Speculating
• Check answers and ask for reasons for the about pictures
different tenses. Reference: Course Book page 21,
Workbook pages 25 and
26, 5, Grammar and
Functions pages 90 and 91
39

Warm up 5 mins C Now do Exercises A to D on pages

25 and 26 of the Workbook. 25 mins
• Tell students to open their Course Books on
page 21 and to look at the pictures of police • Ask students to open their Workbooks at pages
officers and equipment on the right of the page. 25 and 26.
Ask students to tell you what they see in each
picture. Ask What do you think is happening
in the top left picture? What is he training for? WB A Find words in the texts on
What is happening in the bottom picture? page 21 of the Course Book that mean
the same as the phrases below.
N
A What does a police officer do? With • Remind the students that sometimes they can
a partner, list as many activities guess the meanings of unfamiliar words from
O
as you can think of in two minutes. the context. Ask them to find words in the
Use the pictures to help you. 8 mins text that mean the same as the phrases in their
TI
Workbooks.
• Ask the students for an example of what a police • Tell
ell the students how important it is to use new
A
officer does. Then tell them to work in pairs vocabulary to help them remember it. Ask them
and make a list of as many activities as they can to write another sentence of their own for each
C
think of. word to practise.
• Elicit answers orally and write these on the U Answers
board. Which pair thought of the most activities? 1 laws
ED
Example answers 2 investigate
Arrests criminals 3 arrest
Protects the community 4 witness
eaches young people in schools about safety
Teaches 5 pickpocket
ET
and internet crime

Investigates people who might be criminals
Interviews witnesses WB B 5 Listen and answer
the questions.
N
R
B A police officer has given a talk • Tell the students that, after the presentation, the
to a school class about his job. As class asked the police officer questions about his
A
part of the talk, he gave out an work. Ask what sort of questions they think he
information pack to the students. was asked.
G
Read the extracts from the • Tell the students to listen to the audio and
information pack below. What answer the questions in their Workbooks. Did
©
activities does he mention? How they predict any of the questions?

many are the same as your ideas?
7 mins  Track 5
Listen and answer the questions.
• Tell the students to read the extracts from the Question: Is being a policeman dangerous?
police officer’s information pack. Ask them to Answer: Sometimes. It can be dangerous
underline the activities he mentions. when you have to arrest somebody
• Ask the students to tell you the activities they or stop a fight. But it isn’t
noted and compare them with the list on dangerous all the time. When you
the board. are trying to find drivers who are
speeding it can even be a bit
40

boring, because you spend a lot • Elicit examples orally. What mustn’t you do at
of time waiting. One of the most college? What don’t you have to do this evening?
important qualities a policeman What do you need to do tomorrow?
must have is patience.
Answers
Question: Do you have to work at night?
1 mustn’t
Answer: There are always officers at the
2 don’t have to, needn’t
station to help people at any time
3 must, have to, need to
of the day or night. But we don’t
Note: The answers to 2 and 3 can be in
have to work every night. We
any order.
usually take turns so we can spend
some time at home with our family
and friends.
N
WB D Complete the sentences with
Question: What do you like best about being to, don’t have to
must, mustn’t, have to, to,
O
a policeman? need to or needn’t.
Answer: Well, I like solving crimes. It can
TI
be very interesting. Sometimes it’s a • ell the students to complete the sentences in
Tell
bit like solving a puzzle. I also like their Workbooks. They should use all the modals
A
the feeling that I’m helping people. at least once.
If people don’t obey the law, others
C
can get hurt. So when I arrest a Example answers
criminal or stop a driver from U 1 When you get in a car car, you must/need to/
speeding, I know that I’m making have to put on your seat belt.
our city a better place to live. 2 There’
There’s petrol in the car, so you don’t have
ED
to/needn’t go to the petrol station.
Answers 3 You’re driving too fast! You must/need to/
1 It can be dangerous when you have to arrest have to slow down.
somebody or stop a fight. 4 Please put out your cigarette. You mustn’t
ET
2 It is open all the time. smoke in the police station.

3 He likes solving crimes. 5 You don’t have to/needn’t pick me up in
he’s helping people.
He likes the feeling that he’s the car – I’ll get the bus.
N
He likes making his city a better place. 6 Police officers must/have to/need to
prevent crimes.
R
7 I mustn’t be back later than 8 o’clock tonight

WB C Study the Functional Grammar or my parents will be angry.
A
box then read the texts on page 21

G
of the Course Book and find all the

phrases that contain must, mustn’t, have
to, need to and needn’t.
to, don’t have to
©
Then complete the rules below.
• Ask the students what they can remember about

modal verbs: types, meanings, form.
• Tell the students to look at the sentences in bold
in their Course Books. Ask: Do ‘mustn’t’, ‘don’t
have to’ and ‘needn’t’ have the same meaning?
• If you wish, refer the students at this stage to the
Grammar and Functions sections on pages 90
and 91 of the Course Book. Revise the modals,
establishing which ones have a similar meaning.
41

Unit 2 Lesson 3:  Track 6

Listen and check your ideas.
Airport Security Conversation 1
Airline agent: Hello. I’d like to ask you a few
questions about your baggage.
Objectives: Listen to conversations for Father: Of course.
information. Airline agent: Could you tell me who packed
Practise using modals. your bags, please?
Language: Revision: sentences with Father: We did. Last night.
modals for making polite Airline agent: Since then, have you left your
requests, suggestions, baggage unattended at any time?
offers and giving advice
N
Father: haven’t.
No, we haven’t.
Vocabulary: baggage, unattended, Airline agent: Are you carrying any sharp objects,
O
dispose of, declare, gases or chemical products?
conveyor belt Father: aren’t.
No, we aren’t.
TI
21st Century Skills: – Airline agent: Has anyone asked you to carry
Reference: Course Book page 22, anything in your baggage for them?
A
Workbook pages 26 and Father: No, no one has.
27, 6 Airline agent: sir Have a good flight.
Thank you, sir.
C
U Conversation 2
Warm up 5 mins Security guard: Good morning, sir. Would you
put your bag on the conveyor
ED
• Books closed. Put the students into pairs. Ask belt, please?
them how often they travel by plane. Ask them Malek: Oh. Of course. What is that
to list what they have to prepare before they machine for?
even arrive at the airport. Security guard: It X-rays your bag. That way we
ET
can make sure you’re not carrying

anything dangerous.
A Look at the pictures. Which Malek: But I’m not!
places do you go to before
N
Security guard: I’m sure you’re not. But we have

boarding a plane? Which do you to check everybody’s bag. That’s
R
go to after getting off? What the rule. Could you empty your
happens in each place? 8 mins pockets, please?
A
Malek: Uh, sure.

• Ask students to open their Course Books
G
Security guard: Now please walk through the

and look at the pictures. Ask students which metal detector.
places they go to before they board a plane. [beeping noise]
©
Where do they go after they get off the plane? Security guard: Is there anything left in your
• Look at each picture in turn and ask students to pockets?
tell you what happens in each place. Malek: Oh, yes. My keys. Sorry!
Security guard: That’s all right. Just put them in
B 6 Listen and check your ideas. the tray and walk through again.
8 mins
Thank you. Have a good flight.
Conversation 3
• Ask the students to listen to the conversations Father: Shall we get some magazines
and check their answers to the questions in before boarding?
Exercise A. Malek: That’s a good idea. Let’s get some
• Ask the students to listen again to say what drinks, too.
happens at each check.
42

Mother: I’ll stay here with the bags if Customs Could you open it, please?
you want. Can you get me an official:
orange soda? Malek: Yes, of course.
Father: Of course. [zipping sound]
Loudspeaker Would the owner of a red nylon Customs Well, that’s fine, then. Have a
voice: bag with green straps please come official: pleasant stay in Tripoli.
and get it immediately? Reminder Malek: Thank you.
to all passengers: please do not
leave your baggage unattended. Answers
Unattended baggage will be Departure
disposed of by security staff. Check-in: The airline agent asks
Malek: What does that mean? questions about what you are
N
Father: It means you should always have carrying and if you packed the
O
your baggage with you. If you bags yourself.
don’t, somebody from security Security check: The security guard asks you
TI
might think it has something to put your hand luggage on a
dangerous in it and take it away. conveyor belt to pass through
A
Malek: Oh, no! an X-ray machine.
Father: What’s the matter? Airport lounge: The announcer reminds
C
Malek: I think that’s my bag! you not to leave luggage
U unattended.
Conversation 4
Passport agent: May I see your passport, please? Arrival
ED
Father: Certainly. Passport control: The passport agent checks
Passport agent: Are you travelling alone? your reasons for travelling and
Father: No, with my wife and my son. where you will be staying.
Passport agent: Could I have their passports? Customs check: The customs official checks
ET
Father: Here you are. you are not bringing anything

Passport agent: Are you travelling for business into the country illegally.
or pleasure?
N
Father: For pleasure.

Passport agent: Where will you be staying? C Look at the sentences from the
R
Father: ith my brother, in Tripoli.

With dialogues. Which ones are used to:
Passport agent: Thank you. Enjoy your visit. 8 mins
A
Conversation 5
G
• Elicit examples for a polite request, a suggestion,

Customs Good morning. Do you have
giving advice and an offer.
official: anything to declare?
• Tell the students to look at the examples
Malek: Well,
W ell, I’ve brought some gifts for
©
in the Course Book and match them with

my aunt and uncle.
their functions.
Customs What have you brought them?
official: Answers
Malek: A book for my uncle and some Make a polite request:
chocolates for my aunt. Would you put your bag on the conveyor
Customs Are you carrying any cigarettes, belt, please?
official: plants or animals? Could you empty your pockets, please?
Malek: No, I’m not. Can you get me an orange soda?
Customs Which bag is yours, please, sir?
official: Make a suggestion:
Malek: The red one. Shall we get some magazines before boarding?
Let’s get some drinks, too.
43

Give advice: Shall we/Can we go to the shops before the

You should always have your baggage with you. plane leaves?
We should/Let’s take a taxi to the airport.
Make an offer: Shall we/Can we take a taxi to the airport?
I’ll stay here with the bags if you want.
D Now do Exercises A and B on pages

26 and 27 of the Workbook. 16 mins Unit 2 Lesson 4:
• Tell students to open their Workbooks on pages Applying for a Job
26 and 27.
N
Objectives: Read and understand
O
an advert.
WB A Match the words and the
Read an advert for detail.
TI
definitions. Write the words.
Listen to a phone
conversation for
• Tell students to write the correct word from the
A
information and to
box next to each definition.
make notes.
C
• Check answers.
Practise using language for
• Elicit other situations when you can use
expectation.
these words.
U Language: should/shouldn’t for
ED
Answers expectation
1 unattended Common phrases for a
2 baggage phone conversation
3 empty Vocabulary: abbreviations: bldg., freq.,
ET
4 dispose of avail., w-e., exp., appt.,

5 declare lic., co.; computer literate
21 Century Skills: Life Skills – Reviewing
st
careers
N
WB B Make sentences giving advice Reference: Course Book page 23,

and making requests, suggestions and
R
Workbook pages 27 to
offers. Use the phrases in the box. 29, 7, Grammar and
A
Functions page 91
• Ask the students to look at the phrases in the
G
box and use them to make suggestions, offers,

requests and give advice. Point out that there Warm up 5 mins
may be several possibilities for some of these.
©
• Ask the students to compare their answers with • Ask students to tell you what kinds of things
a partner. get advertised, e.g., jobs, products, etc. Ask
Example answers students to guess how many adverts they see
Could you give me your passport, please? each day and where they might see them. E.g.,
Would you like me to help you with a poster at the bus stop, on TV, on the radio, on
your baggage? an app, etc.
You should keep your passport in a safe place.
May I/Could I/Can I see your ticket, please?
Let’s go to the shops before the plane leaves.
44

A Look at the job advert below. Answers

Where can you find adverts like 1 You should be friendly because you will have
this one? Now read the advert frequent contact with the public.
more carefully and do Exercises A 2 You need to be able to work weekends/use a
to D on pages 27, 28 and 29 of the computer/drive a car.
Workbook. 32 mins 3 No.
• Tell the students to look at the job advert. Ask

where they are likely to find job adverts (in a WB C  7 Listen to the conversation
newspaper or magazine, on the internet). between Samir Fakroun and
• Point out that there are some abbreviations Mr Aboud. Complete Samir’s notes
about what the security guard
N
in the advert. Explain that students will be
looking at them in more detail when they do the to a
does. How is the job similar to
policeman’s job? How is it different?
O
Workbook exercises. You can invite students to
guess what they mean, but don’t confirm or deny
TI
their suggestions at this stage. • Ask the students what they think the security
• Then tell students to open their Workbooks at guard has to do.
A
page 27. • ell the students to listen to the conversation
Tell
Samir Fakroun has with Mr Aboud and
C
complete Samir’s notes about what the security
WB A Read the advert on page 23 of U guard has to do. Are these duties the same as the
the Course Book and answer these students predicted? Ask the students how
vocabulary questions. the job is similar to and different from a
ED
policeman’s job.
• Ask the students to read the advert and answer
the questions.  Track 7
• Ask students what they think comp. literate Listen to the conversation and complete
ET
means. Ask: Are you computer literate? Is the notes.

everyone in your family computer literate? Samir: Could I speak to Mr Aboud?
Secretary: May I ask who’s calling?
N
Answers
1 a office bldgs. = office buildings Samir: This is Samir Fakroun.
Secretary: Just a moment, please.
R
b 18 yrs. = 18 years
c spk. Eng. and Arab. = speak English Mr Aboud: Hello.
A
and Arabic Samir: Good morning. Is that Mr Aboud?

d avail. at w-e. = available at weekends Mr Aboud: Yes, speaking.
G
e driving lic. = driving licence Samir: I’m calling about your advert in
2 a co. = company yesterday’s paper.
Mr Aboud: Very good. Shall I tell you a bit
©
b comp. = computer
c appt. = appointment about the job?
d exp. = experience Samir: Yes, please.
e freq. = frequent Mr Aboud: We need someone who is very
reliable and can come to work on
time every day. Work starts at
WB B Read the advert again and 6 a.m. You may need to work
answer the questions about the job. some weekends, but not at night.
Samir: That’s fine. I like getting up early.
• Tell students to reread the advert and answer the Mr Aboud: Good. Our security guards also
questions about the requirements for the job. need to be very fit. There are
• Check answers. security cameras in the building,
45

but you’ll have to walk around WB D Read the extracts from the
the building every hour, and it can conversation and underline the
be a bit tiring. When you’re not best alternative.
walking around the building, you’ll
have to watch television screens • Tell the students to read the extracts from
that show what is happening in the conversation and underline the correct
different areas. expressions from the words and phrases in italics.
Samir: Will I have to arrest people? • Check their answers.
Mr Aboud: No! If you see anything unusual,
Answers
you’ll call the police.
1 Could I speak to
Samir: Oh, good.
2 May
Mr Aboud: You also must be very friendly and
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3 This
like talking to people, especially
4 Just a moment
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if you work in a mall or an office
5 Is that
building. A lot of people go to those
6 about
TI
buildings, and many of them will
7 would
ask for information or directions.
8 What is a good time
A
Samir: That’s fine. I enjoy talking
to people.
C
Mr Aboud: Then you should enjoy the job. One B Read the Functional Grammar box.
more thing: you need to be computer U Now do Exercise E on page 29 of
literate for this job because you need the Workbook. 8 mins
to write reports at the end of every
ED
day. Can you use a computer?
• Tell the students to look at the Functional
T
Samir: es, my father’s got a computer
Yes,
Grammar box in the Course Book, read the
at home.
examples from the conversation and choose the
Mr Aboud: ell then, you shouldn’t have any
Well
ET
correct answer to the question.

difficulty using our computers. All
• Make sure they understand that should and
right then, would you like to come
shouldn’t have the meaning here of expectation.
in for an appointment?
Contrast this with the use of should and
N
Samir: es, I would. What is a good time?

Yes,
shouldn’t for giving advice in Lesson 3.
Mr Aboud: How about tomorrow at 10.00?
R
Samir: That’ss fine. Answer

Mr Aboud: Do you have an email address? b I think you will enjoy the job.
A
Samir: Yes,
Y es, I do.
G
Mr Aboud: Good,
G ood, I’ll send you the directions • Tell students to turn to page 29 in their
by email. They’re very clear. Workbooks to complete Exercise E.
You shouldn’t have any trouble
©
finding us.
WB E Match the beginnings and
Answers endings of the sentences.
1 some weekends
2 at night • Give the students some practice before the
3 walk exercise. Ask them to finish this sentence: You
4 hour should know this word because … it was in the
5 TV screens last lesson.
6 call (the) police • Tell the students to match the beginnings
7 information or directions and endings of the sentences with should
8 reports every day and shouldn’t.
• Check answers.
46

• Give them some sentence beginnings and ask them • Tell the students to scan the text and check
to complete the sentences in pairs. He should be their predictions.
here soon because … She should pass the exam
because … They shouldn’t get lost because …
B Work with a partner. Discuss your
Answers
ideas from Exercise A. 8 mins
1b; 2d; 3e; 4f; 5c; 6a
• Put students into pairs.

• Ask them to talk about the advantages and
disadvantages of each of the jobs in the pictures.
Unit 2 Lesson 5: ell students to decide together which of the

Tell
jobs they would most like to do and why. They
N
Military Jobs should try to reach an agreement.
O
• Ask students to share their opinions with
the class.
TI
Example discussion
a text.
Rewrite sentences using Scientist
A
language of expectation. danger, but
advantage: you are not in much danger
C
Language: Further practice of should/ you still help the fighting using technology
shouldn’t for expectation U disadvantage: you spend all day inside
Vocabulary: branch, join, install, a laboratory
maintain, officer, supervise, Soldier
ED
civilian advantage: you can protect your country
21st Century Skills: Study Skills – Speculating disadvantage: it is very stressful
about pictures; Information
Literacy – Extracting Pilot
ET
meaning from context advantage: you have lots of freedom, flying

Reference: Course Book pages 24 in the sky
and 25, Workbook pages disadvantage: it can be very dangerous
N
30 and 31 Doctor
advantage: you can save lives by healing people
R
disadvantage: you have to work long hours

Warm up 5 mins
A
• Ask students to read the title of the lesson. Ask

G
C Now do Exercises A to D on pages

What do you know about the military? What 30 and 31 of the Workbook. 25 mins
are the positive and negative aspects of having a
©
military? Make a list of these aspects on the board. • Tell students to open their Workbooks at pages
30 and 31.
A Look at the pictures. Which of the
jobs looks the most interesting?
Which do you think you can do in WB A Look at the words in bold in the
the military? 7 mins text on page 25 of the Course Book
and try to guess their meaning. Check
your ideas in a dictionary.
• Tell the students to look at the pictures and
discuss which jobs they think look interesting
• Tell the students to read the sentences that contain
and why. Ask them to predict which of these
the words in bold to try to guess the meanings.
jobs can be done in the military.
47

• Ask the students to check their ideas in WB D Rewrite the sentences with
a dictionary. should or shouldn’t, as in the example.
Answers
1 parts • Tell the students to read the sentences in their
2 become a member of Workbooks and rewrite them using should and
3 put in shouldn’t, as in the example.
4 make sure it keeps working Answers
5 someone in a higher position 1 You have always wanted to fly. You should
6 be in charge of like the Air Force.
7 outside the military 2 I’ve studied hard for the test, so I
should pass.
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3 You like exercising, so you shouldn’t have
WB B Study the Reading Tip then trouble getting fit.
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read the first paragraph of the 4 They learnt a lot in the military,
military so they
text more carefully and look at the job.
shouldn’t have trouble getting a job
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question in 1. 5 This is a new computer,
computer so it should be faster
than the other one.
one
A
• Tell the students that they are going to practise
finding the main idea in a paragraph, which is a
C
useful skill.
• Go through the exercise with the class. Make
sure they understand that the main idea of a
U Unit 2 Lesson 6:
ED
paragraph can often be found in one sentence,
but this is not always so. Sometimes the main A Robbery
idea is found by looking at all the sentences.

ET
WB C Now read the other paragraphs two different texts.

and find the main ideas. Identify differences
between formal and
N
• Tell
ell the students to find the main idea in the informal texts.
Read texts for detail.
R
remaining paragraphs of the text.

• Go over the answers with the class carefully to Language: Revision: have, get
A
make sure that they understand why each choice and make
is the right one. Informal passive
G
Vocabulary: robbed, occurred, alerted,

Answers property, lock
Paragraph 2: 21 Century Skills: Study Skills – Skimming
st
©
b If you know about computers, you can find and scanning

an interesting job. Reference: Course Book page 26,
Paragraph 3: Workbook pages 32
a There are also jobs for people who don’t and 33
have a technical background.
Paragraph 4:
c The military gives you a chance to get a Warm up 5 mins
better job.
Paragraph 5: • Elicit the meaning of the word robbery and
c The military teaches you skills you can use in brainstorm related words – steal, arrest,
civilian life. break in. Write these on the board.
48

A Skim the two texts. Are they about WB C Complete the columns on
the same or different events? 8 mins the right with less formal words from
the email.
• Tell the students to skim the texts and answer
the question. • Tell the students to look back at the texts. Ask them
which one is more formal: the newspaper article.
Answer
• Elicit common differences between formal and
They are about the same event.
informal writing: type of vocabulary, style, use
of passives, contractions.
B Now do Exercises A to D on pages • ell the students to complete the columns in
Tell
32 and 33 of the Workbook. 32 mins their Workbook with informal synonyms from
N
the email.
• Refer student to page 32 of the Workbook. • Check answers.
O
Tell students to read the Study Tip box. • Read out these words and ask the students to say
• Elicit what the students did in Exercise A which text they were in without looking again:
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(skimming). owners (1)
at the time of (1)
A
scared (2)
WB A Scan the texts on page 26 responsible (1)
C
of the Course Book, and circle the mess (2)
correct answer. U nice (2)
reminding (1)
• Tell the students to scan the texts and find homeowners (1)
ED
the information to answer the questions in luckily (2)
their Workbooks. sound asleep (2)
Answers Answers
ET
1b; 2c; 3a Formal Less formal

occurred happened
injured hurt
WB B Read the texts more carefully
N
alerted called
and answer the questions. investigate find out
R
property things
• Tell
ell the students to read the texts carefully and
A
answer the questions in their Workbooks.

WB D Study the Functional Grammar
G
Answers
1 Because this was the fifth robbery of box then rewrite the sentences with
the year. the correct form of have, get or make.
©
didn’ get hurt.

2 Because he didn’t
3 Really angry
angry. • Tell the students to rewrite the sentences using
4 Because her science report was on the have, get or make.
hard disk. • Go over the example, showing how somebody
5 Because the robber got in the house through is omitted in the rewritten sentence. Point out
the window. that it is also possible to say I got my television
stolen, but it is less likely here.
Answers
1 I had my hair cut.
2 She got the window fixed.
3 The noise made him look outside.
4 The wind made the leaves fall.
5 The witness had his/her picture taken.
49

Unit 2 Lesson 7: B Now do Exercises A to H on pages

34 to 37 of the Workbook. 34 mins
A Safety Brochure • Tell students to turn to page 34 in
their Workbooks.
Objectives: Skim a text for gist.
Examine language that
makes a text stronger. WB A Read the brochure on page 27
Write paragraphs to of the Course Book. The writer
complete a safety brochure. uses different techniques to keep
Language: Identify techniques for the reader interested and convince
making language stronger him that what he says is important.
N
Adjectives, adverbs and Find an example of the following
O
punctuation to improve techniques in the paragraphs in the
writing Course Book.
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Vocabulary: sentimental value,
essential, solid • Ask students to read the brochure again
21 Century Skills: Study Skills – Skimming
A
st
more carefully and notice what makes the
and scanning; Critical language convincing.
C
Thinking – Planning • Tell
ell them to answer the questions.
home safety U Answers
1 Why should you think about home safety?/
ED
What are the most important things for
home safety?
Warm up 5 mins
2 They can open your door with a bank
card or a paper clip!
ET
3 impossible; essential
• Ask the students if they think people are
4 extremely; unbelievably
generally careful about protecting their homes
5 For example, jewellery can have
from robbers. Ask students to tell you what they
N
sentimental value.
and their parents do to protect their homes.
R
A Skim the paragraphs from a safety WB B Look at some ideas for keeping
A
brochure published for the public your home safe. Think of a reason for
by the Police Department. What each one.
G
is its purpose? 6 mins

• Tell the students that they are going to complete
©
the brochure on home safety.

• Tell
ell the students that they are going to read part
• Direct students’ attention to the ideas in the
of a brochure.
Workbook. Tell students that the ideas will help
• Ask them to skim the paragraph and say what its
them complete the brochure (Exercise C), but
purpose is. Emphasize that students are to read
that the ideas need to be developed with reasons.
quickly and give them a limited time to do this.
• Ask students to work in pairs to write sentences
Answer with reasons.
2 to persuade people to take security measures
Answers
in their home
Things people shouldn’t do
Keep keys on a hook by the window
Thieves can get them by breaking the window.
50

Keep keys in a flowerpot by the door WB E Read your paragraphs to

Thieves often look here. a partner. Are your partner’s
Tell strangers when you will be away paragraphs clear? Is the language
They may be dishonest. strong? Tell your partner what you
like about his or her paragraphs, and
Things people should do make suggestions if you can.
Leave lights on when going out after dark
Thieves will think you are at home. • Tell the students to read their paragraphs to
Give a family member a key a partner.
They can check the property while you’re away. • Encourage them to tell their partners what
Ask a neighbour to collect mail is good about their paragraphs and to make
Thieves are less likely to know you are away.
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suggestions for improvement.
Tell your neighbours if you are going on holiday
O
They can look out for suspicious people around
your house. WB F You are going to write a leaflet
TI
about road safety for new drivers.
Write a list of things they should
WB C Now use your notes to
and shouldn’t do on the left, and the
A
complete the paragraphs below and
reasons
asons or examples to support your
on the next page.
C
ideas on the right. Use the topics in
the
Uhe box to help you.
• Tell the students to complete the paragraphs
with their notes from Exercise B.
• Tell
T ell the students they have been asked to write a
ED
• Monitor to help where necessary.
leaflet for new drivers about driving safety and
Example paragraphs protection against car theft.
ou shouldn’t leave your keys in a flowerpot
You • Tell the students to write what drivers should
by the door, because thieves often look there. and shouldn’t do in the column on the left, and
ET
Don’t tell strangers you will be away, as they write the reasons or examples on the right.
might be dishonest. • Tell them to look at the topics in the box to help
You
ou should leave some of the lights on, so that them get ideas.
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thieves will think that there are people at home. Example ideas
R
You should give your family members a key so Advice for drivers Reasons
that they can look after your house. You should Don’t leave your keys Someone could take
A
ask a neighbour to collect your mail for you so in the ignition. them and steal
that thieves don’t know that you are on holiday. your car.
G
Tell your neighbours if you are going on holiday, Park your car in a This puts off
so that they can look out for anything strange. well-lit area. thieves as their
©
actions are seen easily.

Don’t leave valuables Your car might get
WB D Exchange drafts with a partner in a car. broken into and these
and look at what changes you think would be stolen.
will make the paragraphs stronger Check your brakes It is essential to
and more convincing. regularly. have working brakes
in case you need to
• Tell students to think of adverbs, adjectives and
stop quickly.
punctuation that can make their paragraphs
more convincing and to make the necessary
changes to their paragraphs.
51

WB G Write your ideas in two • Now tell students to exchange paragraphs

paragraphs. Look at the paragraph back with a partner. Ask, Do you have any
headings to help you decide where to questions about your partner’s corrections to
put your ideas. the paragraphs? What is good about your
partner’s paragraphs?
• Tell the students to write their ideas in two • Ask volunteers to read their paragraphs to
paragraphs, organizing them according to the the class.
paragraph headings.
• Tell the students to look back at what they’ve
written, check that their writing is clear and see
if it can be made stronger.
Unit 2 Lesson 8:
N
Sample essay
It is very important to understand how to drive
Security Technology
O
safely when you have a car. Here are a few tips
that will help. Don’t speed when you are driving
TI
because you could cause an accident or get a Objectives: Read a text for gist and
speeding ticket. Check your brakes regularly for detail.
A
because you might need to stop quickly. Make Discuss a text.
sure you have an up-to-date driving license Language: Revision: sequencing
C
because if you don’t, you could be in trouble words first, second,
third, etc.
with the police. When you are driving in the
city, be especially careful because there are more
U Vocabulary: bounce back, detect,
ED
people around and you might not see them. identify, law enforcement,
Also, don’t drive long distances if you are tired number plate
because you might drive dangerously. 21st Century Skills: Study Skills – Skimming
and scanning
Ass well as driving safely, you need to keep your
ET
Reference: Course Book pages 28 and

car safe, because cars are very expensive. You
29, Workbook pages 38
need to get car insurance, because if you crash,
and 39
it might be expensive to fix your car. Another
N
way to keep your car safe is making sure you

don’t leave your car keys in the ignition. This Warm up
R
5 mins
is because someone could take them and steal
your car. Remember: don’t leave your valuables
A
• Ask the students to read the title of the lesson.

in your car, because thieves might break in and
Ask them to think about how radar helps in
G
steal them. As well as this, park your car in a

security. See if they can think of any other ways
well-lit area because this puts off thieves from
that technology is used to help security (for
breaking into your car.
©
example, X-rays at airports, fingerprint or

ollow these tips and you will be a safe driver!
Follow DNA matching).
WB H When you have finished your A Scan the text and find: 8 mins
work, swap with a partner and give
feedback on each other’s drafts. Use • Go over the first task. Before they begin, elicit
the rubric provided. examples of linking words and make sure they
know the meaning of vehicles.
• Ask students, What changes can you make • Tell students to scan the text and find examples
to make them clearer and stronger? Tell of items listed in 1 to 4.
them to proofread for spelling, grammar
and punctuation.
52

Answers WB C Work with a partner and

1 II (or two), 50, one agree on the five most interesting
2 after that, Although, however, So, In that facts in the text. Explain the reasons
case, then, and for your choice.
3 aircraft, ships, car
4 weather • Tell the students to work with a partner and
agree on the five most interesting facts in the
text. These might be things they know already or
B Now do Exercises A to D on pages things that are new to them.
38 and 39 of the Workbook. 32 mins • Elicit some ideas and model how to give the
information. For example: It is interesting that
• Refer the students back to the Study Tip on page
N
radar was invented so long ago.
32 of the Workbook. Elicit what the students did • Go round while they work and make sure they
O
in Stage A (scanning). are able to explain their choices.
• Then tell students to turn to pages 38 and 39 of • Elicit choices from different groups.
TI
the Workbook.
WB D Write about your choice of five
A
WB A Are these questions best facts and why they are interesting.
answered by skimming or scanning?
C
Begin
egin with the text provided.
(See the Study Tip box on page 32 of U
the Workbook.) Write SK or SC on the • Look at the activity and talk about how the
line next to the question. students might complete the activity
activity.
ED
• Tell the students to look at the questions in Example answer

Exercise A and decide which strategy is best for I think the following five facts are interesting.
each question. 1 First, that radar was invented during World
ET
• Tell
ell the students to read and answer the War II to detect enemy aircraft and ships.
questions. It’s been used for a long time and is still
• Check answers. useful!
N
2 Police can also use radar detectors from

Answers moving vehicles, so they can catch speeding
R
1 SK radar guns cars quickly. These radar guns take into

2 SC a machine that detects radar guns account the speed of the police car, so they
A
3 SK paragraph 3 are very clever.

4 SC some can 3 Police don’t have to stop speeding cars
G
because they can see the car’s number plate.

This means they don’t have to risk chasing
WB B It’s important to read a text
©
the speeding car, which is dangerous and a

more carefully to find more complex waste of police time.
information. Reread the text on page 4 In some places, radar detectors are illegal
28 of the Course Book more carefully and you can get a fine for having one. This
and write T (true) or F (false). means that in some places you can speed
without worrying about getting a ticket.
• Tell the students to read the text carefully 5 Police officers have to be trained to use
and answer the true/false questions in radar detectors properly, because they
their Workbooks. aren’t easy to use.
Answers
1F; 2F; 3T; 4T; 5T; 6T; 7T; 8F
53

Round up

quickly. Ask students to remind themselves
of the language they have learnt in this unit
by discussing each item with a partner. Ask
students to take turns giving additional
examples for each item.
N
O
TI
A
C
U
ED
ET
N
R
A
G
©
54

N
O
TI
A
C
U
ED
ET
N
R
A
G
©
55

Unit 3 Careers and Industries

• reading to infer information to support
or oppose statements Life Skills:
• focused reading to recall information • Critical thinking
• writing facts from memory
• writing in reported speech Study Skills:
• writing about unreal situations using the • Note-taking
N
second conditional riting interview questions
• Writing
O
• using reported speech to report questions
Career Skills:
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Listening and speaking • Jobs and occupations
A
• listening to identify speakers
• listening to give answers to questions nformation Literacy:
Information
C
• listening to complete information • Completing forms
U
• contributing to a class discussion • Inferring information from context
• asking and answering questions
ED
• using information to role-play Media Literacy:

Media
• Emails expressing regret
Structure and language • Matching relevant information
ET
• zero and first conditional

• second conditional Communication Skills:
N
• third conditional • Reporting information in an interview

ndirect or reported speech
• indirect
R
A
Vocabulary
G
ords to express regret

• words
ords to describe jobs and careers
• words
ords used in conditional structures
• words
©
erb prefix dis~

• verb
• word webs
• conditionals
56

Key Words
a great experience (n) – dislike (v) – /dɪsˈlaɪk/ scary (adj) – /ˈskeəri/
/ə greɪt ɪksˈpɪərɪəns/ disobey (v) – /ˌdɪsəˈbeɪ/ scientific research (n) –
accommodation (n) – distrust (v) – /dɪsˈtrʌst/ /ˌsaɪənˈtɪfɪk rɪˈsɜː(r)tʃ/
/əˌkɒməˈdeɪʃ(ə)n/ duty (n) – /ˈdjuːti/ solo (adj) – /ˈsəʊləʊ/
advice (n) – /ədˈvaɪs/ engineering (n) – /ˌendʒɪˈnɪərɪŋ/ stressful (adj) – /ˈstresf(ə)l/
N
allergies (n) – /ˈæləʤiz/ film director (n) – suit (v) – /suːt/
annoyed with – /əˈnɔɪd wɪð/ /film dɪˈre ktə(r)/ the aviation industry (n) –
O
annual (adj) – /ˈænjuəl/ fine art (n) – /faɪn ɑː(r)t/ /ði ˌeɪvɪˈeɪʃ(ə)n ˈɪndəstri/
application (n) – /ˌæplɪˈkeɪʃ(ə)n/ fit (v) – /fɪt/ the environment (n) –
TI
approve of (v) – /əˈpruːv ɒv/ geology (n) – /ʤɪˈɒləʤi/ /ði ɪnˈvaɪrənmənt/
architecture (n) – hostel (n) – /ˈhɒst(ə)l/ the media (n) – /ðə ˈmiːdiə/
A
/ˈɑː(r)kɪˌtektʃə(r)/ involve (v) – /ɪnˈvɒlv/ title (n) – /ˈtaɪt(ə)l/
canteen (n) – /kænˈtiːn/ level (n) – /ˈlev(ə)l/ train as (v) – /treɪn æz/
C
chase (v) – /tʃeɪs/ locations (n) – /ləʊˈkeɪʃənz/ trip over (v) – /trɪp ˈəʊvə(r)/
details (n) – /ˈdiːteɪlz/ opt for (v) – /ɒpt fɔː/ upset (adj) – /ʌpˈset/
dietary (adj) – /ˈdaɪət(ə)ri/
U
permit (v) – /pə(r)ˈmɪt/ well paid (adj) – /wel peɪd/
ED
disappear (v) – /ˌdɪsəˈpɪə(r)/ qualifications (n) –
disconnect (v) – /ˌdɪskəˈnekt/ /kwɒlɪfɪˈkeɪʃənz/
discourage (v) – /dɪsˈkʌrɪdʒ/ rescue (v) – /ˈreskjuː/
ET
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R
A
G
©
57

Unit 3 Lesson 1: • Elicit what jobs are associated with the different
careers areas.
Careers and Industries • Point out that we say I would like a career in the
tourist industry. I would like to be a tour guide.
Answers
Objectives: Revise and extend career-
a3; b11; c6; d8; e1; f10; g9; h5; i12; j4; k2; l7
related vocabulary.
Talk and write about jobs
and duties. B 8 Listen and match each speaker
Language: Phrases for writing to a career from the list above.
definitions: It’s someone Write the correct letter next to
who …
N
each name. 8 mins
Vocabulary: architecture, the aviation
O
industry, engineering, the
• ell the students they are going to hear four
Tell
environment, fine art,
people talking about their jobs. Ask them to
TI
information technology,
listen and match each speaker to a career from
the media, scientific
the list. They should write the correct letter next
A
research, duty, stressful,
to the name.
well paid
• Ask the students if the people like their jobs.
C
21 Century Skills: Communication Skills –
st
Matching speakers to roles;

 Track 8
Life Skills – Reviewing
U Listen and match.
careers and industries;
ED
Study Skills: Using Zaid: Hello. I’m Zaid. I’m the manager
word webs of the Sheraton Hotel in
Reference: Course Book page 32, Hurghada, Egypt. I love my job
Workbook pages 40 because it’s so varied.
ET
and 41, 8 Nada: My name’s Nada. I’m a presenter

on CBC television. I really enjoy
my work, but it can be quite
N
Warm up 5 mins stressful sometimes.

Bilal: I’m Bilal. I’m a pilot with Turkish
R
• Ask the students what careers they would like to Airlines. My favourite route
have in the future. Ask students to give you their is Istanbul to Bangkok. In my
A
reasons to begin a general discussion. opinion, being a pilot is the most

satisfying job in the world.
G
Faten: My name’s Faten. I’m a computer

A Match the careers to the pictures. programmer. I work for a big
Write
rite the correct number in each
©
company and I’m quite well paid.

box. 8 mins
Answers
• Ask them to look at the pictures and say what Zaid l
they can see in each. What careers do they think Nada g
are connected with the pictures? Bilal b
• Tell the students to read the list of career Faten f
areas and match them with the pictures. Which
do they think is the most interesting career?
The activity is designed to provoke discussion,
and not all students are expected to give the
same answer.
58

C Now do Exercises A to C on pages WB C Write definitions for the

40 and 41 of the Workbook. 21 mins following jobs.
• Ask students to turn to pages 40 and 41 in • Write a job on the board, e.g., film star. Elicit a
their Workbooks. definition, e.g., A film star is someone who acts
in films and is famous.
• Ask the students to look at the jobs in their
WB A Match the jobs and duties in Workbook.
the lists below. • Tell the students to write a definition for each
job using is someone who … and compare their
• Ask the students what a doctor does. Elicit answers with their partner.
N
A doctor helps people with different health • Check the answers.
problems. Ask which is the job (doctor) and
Answers
O
which is the duty (helps people) in the sentence.
1 A nurse
urse is someone who looks after sick
• Tell the students to match the duties with the
people and helps doctors.
TI
jobs in their Workbook.
2 A fashion
shion designer is someone who
Answers designs clothes.
A
1e; 2j; 3c; 4h; 5l; 6f; 7g; 8a; 9b; 10i; 11d; 12k otel manager is someone who is
3 A hotel
responsible for running a hotel.
C
salesperson is someone who sells things
4 A salesperson
WB B Ask and answer questions, U in a shop.
using both the jobs list and the duties 5 A TVT V presenter is someone who introduces
ED
list above. programmes on television.
6 A marketing manager is someone who
• Ask the students What do you call a person is responsible for advertising and
who designs buildings? The students answer selling products.
ET
An architect. Ask the students What’s an 7 A cartoonist is someone who draws

architect? The students answer It’s someone amusing pictures.
who designs buildings.
• Tell
ell the students to read the examples in
N
• Check how the students recorded and learnt

the Workbook. vocabulary from the first two units.
R
• Put
ut the students in pairs. Tell them to ask and • Ask if they know what a word web is.
answer questions like this about the jobs and • Ask them to look at the Study Tip in
A
duties in Exercise A. their Workbook.

• When
hen they have finished, ask them to cover • Demonstrate by writing a topic in the middle
G
their books. Ask them some of the questions to of the board and eliciting associated words
see what they can remember. from the students.
©
Example questions and answers • Ask students to add more words to the word
What
hat do you call a person who is responsible for web in the Workbook.
the safety of swimmers?
A lifeguard.
What’s a tour guide?
Someone who shows tourists around.
59

Unit 3 Lesson 2: B 9 Listen and check

your answers. 8 mins
Planning Ahead
• Play 9 and tell the students to listen to the
dialogue to check their answers.
Objectives: Extend career-related • Check answers with the students.
vocabulary.
Revise and practise using
zero and first conditionals.
 Track 9
Interview each other about
Adviser: What would you like to do when
career plans.
you finish studying?
Make recommendations
N
Student: I’m not sure yet. But I’m very
and give advice.
interested in ecology and
O
Language: Revision: zero and first
the environment.
conditionals
Adviser: If you’re good at science and
TI
Vocabulary: application, conserving,
geography, there are lots of jobs to
geography,
geology, involve,
choose from.
A
purification, qualifications
Student: I love them both. They’re my
favourite subjects.
C
Adviser: Well,
W how about a career in
Workbook pages 42 to U water technology? That’s really
important in this country.
Functions page 92
ED
Student: What exactly does water
technology involve?
Warm up 5 mins Adviser: If you work in water technology,
you look for ways of conserving
ET
• Elicit what sort of information a careers advisor water and purifying it.
can give you. What questions can the students Student: Yes, I’d like to work in the water
ask a careers advisor? What questions can a industry. Water conservation and
N
careers advisor ask the students? purification are really important

in this country. What kind of
R
qualifications do I need?
A A student is having an interview Adviser: First of all, you need to get a
A
with a careers adviser at school. degree. You could choose from

Complete the conversation with the environmental science, geology
G
correct words from the box. 6 mins or even engineering.

Student: Which university offers
©
• Tell
ell the students to read the dialogue and use the those courses?
vocabulary in the box to fill the gaps. Adviser: I have to check. If you come back
next week, I’ll have the answer.
Answers
1 environment
2 science
3 career
4 involve
5 conserving
6 qualifications
7 university
60

C Read the Functional Grammar D Now do Exercises A to E on pages

box. Then underline examples of 42 to 45 of the Workbook. 18 mins
conditionals in the conversation.
8 mins • Refer students to pages 42 to 45 of
the Workbook.
• Ask a student what he or she wants to be. Give a
zero conditional in reply: If you want to be a …,
you have to go to university. Elicit the name of WB A Match the sentence halves
this conditional: zero. Give a first conditional: If and complete the sentences. Add a
you get a good degree, your parents will be very comma (,) where necessary.
happy. Elicit the name of this conditional: first.
N
• Tell the students to read the Functional • Look at the example with the students and
Grammar box and check understanding. then ask them to match the sentence halves
O
• Tell the students to underline examples of to complete the sentences. They should add a
conditionals in the dialogue and say if they are comma where necessary
necessary..
TI
zero or first. • Ask the students if these are examples of zero or
first conditionals.
Answers
A
• Ask the students when we use unless. (To say
Adviser: What would you like to do when you
if … not .) For example: Unless you revise for
not.)
finish studying?
C
the test, you won’t get a good mark.
Student: I’m not sure yet. But I’m very
interested in ecology and the
environment.
U Answers
1b I can’
can’t get to sleep if I drink a lot of coffee.
ED
Adviser: If you’re good at science and 2c If I lend my brother CDs, he always
geography, there are lots of jobs to loses them.
choose from. Zero 3f If you work in marketing, your job is to
Student: I love them both. They’re my encourage people to buy.
ET
favourite subjects. 4d If you’re good at languages, you can be

Adviser: ell, how about a career in water
Well, an interpreter.
technology? That’s really important 5a My parents get worried if I come home late.
N
in this country. 6g You need to improve your English if you

Student: What exactly does water technology want to study in Britain.
R
involve? 7e Food goes bad unless you keep it in

Adviser: technology you
If you work in water technology, the fridge.
A
look for ways of conserving water

and purifying it. Zero
G
Student: Y es, I’d like to work in the water

Yes, WB B Write these sentences
industry. Water conservation and using the correct form of the verbs
©
purification are really important in brackets.

in this country. What kind of
qualifications do I need? • Tell the students to put the verbs in brackets
Adviser: First of all, you need to get a into the correct forms and write the complete
degree. You could choose from sentences. Go over the example sentence with
environmental science, geology or the class.
even engineering.
Answers
Student: Which university offers those
1 If I don’t pass the high school exam this year,
courses?
I’ll take it again next year.
Adviser: I have to check. If you come back
2 If she doesn’t apply for a scholarship, of
next week, I’ll have the answer. First
course she won’t get one.
• Check answers.
61

3 If anyone needs advice about their WB D Work with a partner. Ask each
application forms, I’ll be here tomorrow other these questions. Write down
to help. your partner’s answers in note form.
4 If he logs on to the British Council site, he’ll
find quite a lot of useful information about • Tell the students they are going to interview each
courses in Britain. other about their career plans. Read through the
5 If you want to do a degree in Britain, questions with the students.
you’ll have to do a one-year foundation • Put the students in pairs and tell them to ask
course first. each other the questions. They should note
6 Unless he makes a big effort this term, he down their partner’s answers.
won’t get through the end-of-year exams.
7 If you are offered a place at Carnegie
N
University, will you accept it? WB E Work in pairs. Have
O
conversations based on your partner’s
answers in Exercise D.
TI
WB C Study the Functional Grammar
box then complete the sentences in • Ask
sk the students to look at the notes they have
the first conditional.
A
made and to think of some recommendations
and advice to give their partner. Review ways
C
• Ask the students if the present simple is always of giving recommendations: If you like/enjoy/
used in the if clause of the first conditional (no, U are good at/want toto, and giving advice: You
we can also use the present continuous if the could …/You should …/It might be a good
action is prolonged). Ask them to look at the idea to …
ED
first two examples in the Functional Grammar • Look
L ook at the example conversation in the
box on page 43 of the Workbook. Elicit another Workbook with the students and then ask them
example for this. to role-play using their own information.
• Ask what else we can use instead of will in • Monitor and give help where necessary.
ET
the main clause: present continuous with • Choose one or two pairs to repeat their
future reference; going to; can; might, should; conversations for the class.
imperative. Ask the students to look at the rest
N
of the examples in the Functional Grammar box

and elicit one more example for each.
R
• Tell
ell the students to complete the sentences
in Exercise C in the first conditional in their
A
own words.
G
• Check
heck by asking for sentences from the class.
Possible answers
1 IIff I do really well in the exams, my parents
©
will be very happy.

2 If you want to work in the media, you
should get experience with a media
company first.
3 If my parents can afford it, we will go to
Europe for a holiday next year.
4 If I don’t get a place at university, I will
work for my uncle and retake my exams.
5 If you want to study languages, you might
try and travel as much as possible.
62

Unit 3 Lesson 3:  Track 10

Listen and read.
Choosing a Career Cathy: If you could have any career in the
world, what would you choose?
Maryam: I’d like to be a pilot.
Objectives: Listen and read. Cathy: Do you think that dream is ever
Practise a dialogue going to come true?
about careers. Maryam: No, I don’t. It’s just a dream. My
Identify and practise parents wouldn’t approve of it.
second conditional in They want me to train as a doctor.
writing and conversation. Cathy: What hat if you refused?
Language: Revision: second
N
Maryam: Are re you joking? They’d be really
conditional dis~ for upset if I refused.
O
negative verbs Cathy: But ut it’s your dream.
Vocabulary: approve of, disappear, Maryam: now. But I could never be a
I know.
TI
disconnect, discourage, successful pilot, anyway.
dislike, disobey, displease, Cathy: What
W hat do you mean?
A
distrust, scared of heights, Maryam: IIff I was a pilot, nobody would fly
train as, upset with me.
C
21 Century Skills: Life Skills – Reviewing
st
athy:
Cathy: Why
W hy not?
careers and industries Maryam:
U aryam: Because I’m a bit scared of heights!
Reference: Course Book page 34, Cathy:
C athy: If I were you, I’d train as a doctor
ED
and have flying lessons in my
47, 10, Grammar and free time.
Functions page 92 M
Maryam: What free time? Medical students
don’t have any free time!
ET
Warm up 5 mins
Answers
• Recap
ecap from last lesson: Ask students to Maryam is going to study medicine.
N
remind themselves about using zero and first She would prefer to be a pilot.
conditionals. Ask students to define these,
R
provide an example sentence of each, and write

these on the board. B Now do Exercise A on page 45
A
• Tell
ell students that in this lesson they will look at of the Workbook. 6 mins
choosing careers. Ask the students if they have a
G
‘dream’ job and how likely it is that they will do • Refer students to page 45 of the Workbook.
this job in the future.
©
WB A Practise the dialogue on

A 10 Listen and read, then answer page 34 of the Course Book in pairs.
the questions. 8 mins
Then change Maryam’s ideal career
and the other words in bold and
• Tell students they are going to listen to and read
create and practise new dialogues.
a conversation about Maryam’s future career.
• They should answer the two questions: What is
• Put the students in pairs and ask them to
Maryam going to study? What career would she
practise reading the dialogue.
prefer to have?
• Choose one or two pairs to read the dialogue to
• Check answers.
the class.
63

• Ask the students to look in their Workbooks. Conversation 3

Tell them to say the dialogue again but this time As before with these changes.
to change some of the language. Use the first Maryam: I’d like to be a writer.
situation as an example. Ask one student to be Maryam: I know. But I could never be a
Cathy and ask the questions. You answer using successful writer, anyway.
the new information. Maryam: If I was a writer, nobody would read
• Tell the students to practise the different my books.
dialogues in their pairs. Maryam: Because I haven’t got anything very
• Monitor to help where necessary. important to write about!
Cathy: If I were you, I’d train as a doctor
Answers
and write stories in my free time.
time
Conversation 1
N
Cathy: If you could have any career in the
world, what would you choose?
C Read the Functional Grammar
O
Maryam: I’d like to be a painter.
box. Then underline examples of
Cathy: Do you think that dream is ever
TI
the second conditional in the above
going to come true?
conversation. 8 mins
Maryam: No, I don’t. It’s just a dream. My
A
parents wouldn’t approve of it. They
• Go through the Functional Grammar box with
want me to train as a doctor.
C
the students. Make sure they understand that the
Cathy: What if you refused?
order of the clauses can be if clause/main clause
Maryam: Are you joking? They’d be really
upset if I refused.
U or main clause/if clause:
clause
I would go to Britain to study if I had enough
ED
Cathy: But it’s your dream.
money or If I had enough money, I would go to
Maryam: I know. But I could never be a
Britain to study.
successful painter, anyway.
• Tell the students to underline examples of the
Cathy: What do you mean?
second conditional in the conversation.
ET
Maryam: If I was a painter,, nobody would

• Check answers.
buy my paintings.
Cathy: Why not? Answers
Maryam: Because my art is always a Cathy: If you could have any career in the
N
bit messy! world, what would you choose?

R
Cathy: If I were you, I’d train as a doctor Maryam: I’d like to be a pilot.
and do art in my free time
time. Cathy: Do you think that dream is ever
A
Maryam: What free time? Medical students going to come true?

don’tt have any free time!
don’ Maryam: No, I don’t. It’s just a dream. My
G
parents wouldn’t approve of it. They

Conversation 2 want me to train as a doctor.
As before with these changes. Cathy: What if you refused?
©
Maryam: I’d like to be an actor. Maryam: Are you joking? They’d be really
Maryam: I know. But I could never be a upset if I refused.
successful actor, anyway. Cathy: But it’s your dream.
Maryam: If I was an actor, nobody would Maryam: I know. But I could never be a
come to my shows. successful pilot, anyway.
Maryam: Because I’m not a brilliant Cathy: What do you mean?
performer! Maryam: If I was a pilot, nobody would fly
Cathy: If I were you, I’d train as a doctor with me.
and be an actor in my free time. Cathy: Why not?
64

Maryam: Because I’m a bit scared of heights! WB C Work in pairs. Complete the
Cathy: If I were you, I’d train as a doctor sentences with your own ideas.
and have flying lessons in my
free time. • Look at the example. Elicit what some of the
Maryam: What free time? Medical students students would do if they had their own car.
don’t have any free time! • Read through the other three sentence
beginnings with the students.
• Look at the second example with the students. • Tell the students to work in pairs and decide
Ask if Maryam is going to refuse: No. Elicit that what they would do in the different situations.
this is not a real situation. It is imaginary. • When they have finished, ask for some examples
• Remind the students that we normally say If I from different pairs.
were you (not was).
N
Possible answers
1 If I had my own car
car,, I’d take my friends on
O
D Now do Exercises B to D on pages picnics every weekend.
2 If my father won a million pounds, he’d
TI
45, 46 and 47 of the Workbook.
18 mins
buy his mother a much nicer house.
3 If I had one wish, I’d take my little brother
A
sailing around the world.
• Tell students to open their Workbooks again
4 If I had three wishes, I’d be Aladdin.
C
at page 45.
U
WB D Write 100 to 120 words
WB B Complete the sentences in the
ED
second conditional using the verbs beginning If I was a millionaire, … Use
in brackets. some of these ideas:
• Tell the students they are going to write about

• Tell
ell the students to complete the sentences using
ET
what they would do if they were millionaires.

the correct form of the verbs in brackets.
Elicit a few examples and then read through
• Check answers.
the ideas in the Workbook. Tell them that for
Answers
N
the writing they shouldn’t use all the ideas but

1 If I had lots of money, I would buy choose one or two and then write about them
R
a racehorse. in more detail.

2 I wouldn’t have to spend so long on my • Write first, after that and then on the board.
A
homework if I had a computer of my own. Show how the students can use these to
3 Where would you choose to live if you could sequence their ideas.
G
live anywhere in the world? • The students write their paragraph(s).

4 I would learn to parachute if my friend said • Monitor to give help where necessary.
she would do it with me.
©
5 If I were you, I wouldn’t ask his advice

about anything. E When you have finished your draft,
6 She would look much nicer if she wore swap with a partner and give
contact lenses instead of glasses. feedback on each other’s drafts.
7 He would be more attractive if he shaved Use the rubric provided.
his beard off.
8 I wouldn’t marry him even if he was/were • Ask students, What changes can you make to
the last man on Earth! make them clearer and stronger? Tell them
to proofread for spelling, grammar and
punctuation.
65

• Now tell students to exchange paragraphs

back with a partner. Ask, Do you have any
Unit 3 Lesson 4:
questions about your partner’s corrections to the
paragraphs? What is good about your partner’s
Career Icons
paragraphs?
• Ask volunteers to read their paragraphs to Objectives: Read an interview for
the class. information.
Revise and practise
Example paragraphs
reported speech.
If I was a millionaire, I’d buy a wonderful
Write
rite invented answers to
house with lots of bedrooms and a swimming
interview questions.
pool. First, I’d invite my family and friends to
Role-play an interview
N
live there with me. It would be so much fun!
with a pilot.
After that, I’d buy a really fast car that would
O
Report an interview
interview.
stay at the house so anyone could use it. I would
Language: Revision: reported speech
make sure I could use it more than everybody
TI
Vocabulary: scary
scary,, solo
else, though!
Then, I’d spend a year travelling. I’d go to
A
America and see the Statue of Liberty, and Workbook pages 47 to 49,
C
then go to Italy and visit Venice. After that, I’d Grammar and Functions
go to Australia and go surfing! I’d buy lots of U page 92
souvenirs for my family and friends, too.
ED
• Ask the students how we can make the Warm up 5 mins
opposite of the verb agree: disagree.. Ask if they

can think of any more verbs that start with • Ask the students what they know about surgeons
dis~, e.g., disapprove. and surgery. For example, ask What possible
ET
• ell students to read the Functional Grammar

Tell qualifications do you need to become a surgeon?
box on page 47 of the Workbook and to write What is possible in surgery nowadays that
the opposites of the verbs in the box. Warn them wasn’t possible before?
N
that one verb needs to change slightly.

• Check answers.
R
• sk the students to say what situations they

Ask A Read the interview, then cover your
would use these verbs in. books. Write down three facts you
A
• ell the students that there is no simple rule that

Tell can remember about Dr Ehtuish.
Take turns telling the class. 8 mins
G
will help them decide whether to use the prefix

dis~ rather than another prefix such as un~.
They should check in a good dictionary if they • Tell the students to read the interview. Give a
©
are unsure. time limit. At the end of the time limit, tell them
to cover their books.
Answers
• Ask them to write down three facts they can
dislike
remember about Dr Ehtuish.
disobey
• Ask individual students to tell the class one fact
distrust
each until all have been given.
disappear
displease Sample answers
disconnect He has performed over 350 organ transplants.
discourage (not disencourage) He wanted to be a surgeon since childhood.
He studied at Benghazi University.
He has a high success rate with transplants – 95%.
66

B Write the interviewer’s questions in I asked where she had been.

reported speech. 10 mins She asked what they would say.
He asked me whether I could help.
• Ask the students to look at the interviewer’s first
question. What did she ask? Elicit the sentence in
their Course Books: She asked him when he had WB B Imagine you are a pilot being
decided to become a physician. interviewed. Use your imagination to
• Tell the students to write the interviewer’s answer the questions below.
questions in reported speech.
• Check answers. • ell the students to use their imagination to write
Tell
answers to the interview questions. Look at the
Answers example with them.
N
She asked him when he had decided to become • When they have finished writing, elicit some
a physician.
O
answers from the students.
She asked him why he had decided to become
a physician. Example answers
TI
She asked him about his background. See Example role-play below.
She asked him what kind of organ transplants
A
he was famous for.
She asked him what the success rate of his WB C Use the questions and answers
C
transplants was. above to role-play an interview with
She asked him how many publications on organ a pilot. Student A asks the questions
U
transplantation he had. and Student B answers.
ED
She asked him what advice he would give to
younger medical students. • Put the students in pairs and tell them to use the
information they have written down to role-play
interviews. Then ask them to change roles.
C Now do Exercises A to D on pages • Monitor and help where necessary.
ET

Example role-play
22 mins
Interviewer: How long have you been flying?
N
Pilot: I have been flying for five years.

• Refer
efer students to pages 47 to 49 of
Interviewer: Do you still like the job?
R
their Workbooks.
Pilot: Yes, every flight is different.
Interviewer: What’s your favourite route?
A
WB A Study the information in the Pilot: My favourite route is between

Spain and Ecuador, because I
G
Functional Grammar box. Complete

the reported questions. get to fly over the mountains
and the sea.
©
• Review tense changes in reported speech by Interviewer: How did you feel on your first
asking the students some questions and then solo flight?
asking them to report what you asked. Pilot: I was nervous, but excited. And I
• Tell the students to look at the rules and felt proud of myself.
complete the examples. Interviewer: Have you ever had a scary
• Check answers. experience when flying?
Pilot: Yes, I flew through a scary storm
Answers last year in the middle of the
I asked him if he knew. Atlantic Ocean. There was thunder
He asked me if I was OK. and lightning and it was extremely
He asked me what I was doing. windy. It lasted for about an hour!
She asked if I had had fun.
67

WB D Report the interview in Warm up 5 mins

Exercise C as if you were the
pilot. Write reported questions • Tell students to look at the title of the lesson.
and answers. Elicit the meaning of regret.
• Ask students to name things they or others have
• Tell the students to report the interview as if done that they have regretted in life, for example
they were the pilot. They should write reported that they forgot to water the plants, or that they
questions and answers. Look at the example and no longer speak to an old friend, etc.
elicit the first couple of questions. Ask students
to finish the task for homework.
Answers A Match each sentence to a picture.
N
6 mins
1 He/She asked me how long I had been flying.
I told him/her it had been five years.
O
2 He/She asked me if I still liked the job. I told • Tell
ell the students to look at the pictures and say
him/her that … what’s happened in each. Then have them match
TI
3 He/She asked me what my favourite route the sentences to the pictures.
was. I told him/her … • Concept check with questions: Did she turn the
A
4 He/She asked me how I had felt on my first oven off? No, she wishes she had. Did he take
solo flight. I told him/her … his sunglasses with him? No, he wishes he had.
C
5 He/She asked me if I had ever had a scary • Write I wish I had … and If only I had … and
experience when flying. I told him/her …
U ask which is the stronger. Point out the emphasis
on the word only when used in this way. If only
ED
I hadn’t tripped over that rock.
• Tell
T ell the students that you’re hungry because you
didn’t have breakfast/lunch today. Elicit I wish
Unit 3 Lesson 5: I’d had breakfast. Ask for examples of things the
students didn’t do yesterday or earlier today and
ET
Expressing Regret now regret.

Answers
N
Objectives: Practise writing about a2; b1; c6; d5; e4; f3

regrets.
R
Write
W rite an email to a friend
B Read the driving test report after
A
expressing regrets about an

interview.
Salma Omar failed her driving test.
Then write her regrets. 9 mins
G
Language: I wish and If only for

expressing regret
• Ask the students to look at the picture and say
Vocabulary: trip over, annoyed
©
what they think has happened. Elicit possible

with, create a good/bad
reasons for Salma failing her driving test. Write
impression, make eye
them on the board.
contact
• Tell the students the report is by the examiner
and includes what Salma did wrong. Ask them
to read the report to see if their suggestions were
right or not.
to 52
• Ask the students to write down what Salma
is thinking now about her test. Look at the
example given: hadn’t learnt the Highway Code
becomes I wish I’d learnt the Highway Code.
68

Answers 6 I wish/If only I hadn’t left my camera at

1 I wish I’d learnt the Highway Code. Faten’s house.
2 I wish I hadn’t driven through a red light. 7 I wish/If only she hadn’t lost their address.
3 I wish I had slowed down at the crossroads.
4 I wish I hadn’t parked illegally on
the pavement. WB C Write two regrets for each
5 I wish I hadn’t exceeded the speed limit. situation using I wish … and If only …
6 I wish I hadn’t hit a tree when reversing.
7 I wish I hadn’t driven into the back of • Give the students the first situation and elicit
a parked car. two possible regrets, one using I wish … and one
using If only …
• Ask students to work in pairs and write two
N
C Now do Exercises A to D on pages regrets for each of the other situations.
O
• After they have finished writing, elicit some of
the regrets from different pairs.
TI
• Tell students to open their Workbooks at
Possible answers
page 49 to begin.
Situation 1
A
I wish I’d got up earlier.
WB A Study the rules and complete If only my father had given me a lift.
C
the examples. Situation 2
I wish they’d had more training.
• Tell the students to read the rules and complete
U If only they had changed the goalkeeper.
ED
the examples. Situation 3
I wish I’d had some extra tuition.
Answers If only I hadn’t spent so long studying for the
I wish I hadn’t gone to bed so late. English exam.
I wish I had driven more carefully. Situation 4
ET
I wish I’d asked him if I could borrow his

MP3 player.
WB B Write regrets starting If only If only I hadn’t dropped his MP3 player.
N
or I wish for the situations below. Situation 5

R
I wish I hadn’t left my things in the car.

• Give the students the first situation and elicit
If only I’d locked the car.
the regret: If only I hadn’t eaten three bars of
A
chocolate. Remind the students that I wish

G
and If only are interchangeable, but if only is WB D You went to an interview at

stronger and has more emphasis. a TV company. You were hoping
• Tell
ell them to look at Exercise B in the Workbook to get a place to train there as a
©
and write regrets starting with I wish or If only camera operator. Unfortunately,
for the situations. the interview went badly and they
Answers didn’t offer you a place. Complete the
1 If only I hadn’t eaten three bars of chocolate. email below to a friend telling him/
2 I wish/If only he hadn’t fallen over. her what happened at the interview.
3 I wish/If only you hadn’t been rude to your Express your regrets. Here are some
brother. suggestions for regrets:
4 I wish/If only I hadn’t spent all my money at
the weekend. • Ask the students for ideas about what can go
5 I wish/If only they had trained every day. wrong in a job interview.
69

• Tell them that they are going to write an email to Warm up 5 mins
a friend about an interview that went very badly.
Ask them to read the situation in the Workbook. • Tell the students you had a childhood dream to
• Read through the list of things that they now be an artist but … (elicit you couldn’t paint).
regret and ask them to use some of these in • Ask the students if they remember what they had
the email. wanted to be when they were younger.
• Ask the students to read the beginning of the
email and to write another 120 words.
Sample email
A 11 Listen to a film director talking
… And I wish I hadn’t forgotten the name of
about finding the right career. He
the main person who was interviewing me. The
is explaining what happened when
he tried other jobs. Complete the
N
worst part was, he had a name badge on for
the whole interview, but I was too nervous and
captions under each picture. 10 mins
O
looked at the floor the whole time. I didn’t see
it until the end of the interview, and by then • Tell
ell the students that Mustafa wanted to do
TI
it was too late. Also, it was really hot and my several different jobs, but there were problems.
suit was quite heavy, so I was really sweaty. • Tell
ell the students to look at the pictures and read
A
I couldn’t relax and when they asked me the the captions underneath. Ask where Mustafa is
names of my favourite TV programmes, I in each, what is happening and how he’s feeling.
C
couldn’t remember any! After I left the interview, • Ask the students to listen to Mustafa talking and
I realized that I didn’t ask any questions about
U complete the captions under the pictures orally
orally,
the training, either. as in the example (picture 1).
ED
Write back soon!
Hassan
 Track 11
Listen and complete the captions.
Hello, my name’s Mustafa Ali and I’m a film
ET
director. I’m pretty successful and I really enjoy

my job. But it wasn’t easy finding the right
Unit 3 Lesson 6: career. When I was young, I tried quite a few

courses and jobs. Somehow, none of them were
N
Finding the Right right for me.

R
My mother suggested I should train as a pilot.

Career So I went to the flying academy, where I had to
A
take a lot of tests. I failed the eye test and they

G
Objectives: Listen for specific told me I couldn’t become a pilot.

information.
When I was 18, I started training to be a
Learn and practise using
©
doctor. Halfway through my course, I realized

third conditional.
that I was scared of blood. So I knew it wasn’t
Language: Third conditional
the right profession for me.
Vocabulary: chase, fit, film director,
profession, rescue My father was an engineer. When I gave up
21st Century Skills: – medicine, he said I should become an engineer
Reference: Course Book page 38, like him. One day, I went with him to see a
Workbook pages 53 and dam that he was building. It was really high
54, 11, Grammar and and I suddenly got dizzy. My legs felt weak and
Functions page 92 I nearly fell off the side of the dam. I realized
then that I was scared of heights and I told my
father I could never be a successful engineer.
70

Some months later, I joined the police force. C Read the Functional Grammar box.
One day, I had to chase a thief, but I couldn’t Now do Exercises B and C on pages
run fast enough. I just wasn’t fit enough. So I 53 and 54 of the Workbook. 25 mins
gave up being a policeman.
• Ask students to read the Functional Grammar
Later, I got a job as a tour guide. There were
box. Point out that, unlike first and second
tourists from all over the world: Britain,
conditionals, the third is completely about the
France, Japan, China, Italy. I couldn’t
past. It cannot be changed.
communicate with most of them because I
• Write the following on the board: I was late for
didn’t speak enough languages. So I wasn’t a
class. I didn’t do my homework. I overslept.
very good tour guide and my boss asked me
I caught a cold. Give the first part of the
to leave.
N
conditions for the students to complete orally:
If I hadn’t missed the bus … If I hadn’t been so
Answers
O
busy … If I hadn’t gone swimming …
1 … I failed the eye test.
• Put the students in pairs and ask them to think
2 … I was scared of blood.
TI
of some pairs of sentences that were true for
3 … I was scared of heights.
them. Give or elicit an example first: I didn’t buy
4 … I wasn’t fit enough.
A
that MP3 player. I didn’t have enough money
money.
5 … I didn’t speak enough languages.
Tell them to exchange sentences and to join them
C
using the third conditional: If I had had enough
B Now do Exercise A on page 53 of U money, I would have bought that MP3 playerplayer.
the Workbook. 5 mins They should write at least two sentences.
• Ask some of the students to read out their
ED
• Tell
ell students to open their Workbooks at page 53. conditional sentences
sentences.
WB A Match the beginnings and WB B Complete the sentences using

ET
endings of Mustafa’s sentences. the verbs in brackets.
• Tell
ell the students to read the sentence beginnings • Ask the students to put the verbs in brackets in
N
and endings and match them. the correct form to complete the sentences.
• Ask if they know what we call this structure: • Ask them to compare answers.
R
third conditional. Look at one example from the Answers

A
exercise: I would have trained as a pilot if I had 1 had known

passed the eye test. Concept check with Did he 2 had left
G
pass the eye test? Did he train as a pilot? 3 wouldn’t have eaten
• Give an example of something you did/didn’
did/didn’t 4 had had
do yesterday which meant something else 5 had come
©
didn’t happen. I didn’t watch the film last night 6 could/would have died
because I got home too late. Elicit If I had got 7 would have been
home earlier, I would have watched the film.
Answers
WB C Complete these sentences
1e; 2b; 3a; 4d; 5c
in the third conditional. Use an
appropriate verb in the correct form.
• Tell the students to complete the sentences in

the third conditional. They should think of an
appropriate way to finish each one.
71

Sample answers • Ask if the students would prefer to go to a

1 I wouldn’t have missed the plane if I hadn’t college in a city or the country and why.
got up so late. • Tell them that they are going to read an
2 We wouldn’t have camped there if we’d advertisement for an English college. What sort
known about the snakes in the bushes. of information do they expect to find?
3 If we had looked at the map, we wouldn’t
have got lost.
4 If I hadn’t had the operation, I would A Complete the advertisement
have died. with the correct words from the
5 You wouldn’t have broken your ankle if box. 12 Then listen and check
you hadn’t worn those ridiculous shoes. your answers. 10 mins
6 If you had stayed in bed and rested, you
N
would have got better more quickly. • Ask the students to read the advertisement
O
7 She wouldn’t have got sunburnt if she had and fill in the gaps with the correct words from
worn a hat. the box.
TI
8 They would have won the match if their • Ask them to compare answers.
best player hadn’t been sent off. • ell the students to listen and check their
Tell
A
answers. Explain any unfamiliar vocabulary.
• Ask the students some comprehension questions:
C
How many colleges are there? What choice do
the students have? What are the classes like?
Unit 3 Lesson 7: U Where can the students stay? How can they
Learn English in apply to the college?

ED
the UK  Track 12
Learn English in the UK at Birchwood
ET
Objectives: Read and complete an International College.

advertisement.
Fill in an application form. We have colleges in 24 different locations across
N
Role-play asking for and the country. Choose a busy city, where you can
giving information. enjoy shopping, eating out and sightseeing.
R
Language: Revision: question forms Or opt for a village in the English countryside,
Vocabulary: accommodation, advice, where you will enjoy beautiful surroundings,
A
allergies, canteen, details, lovely walks and a slower pace of life.

G
dietary, duration, hostel,

dietary
All our teachers are qualified and highly
level, locations, opt for,
experienced. Classes are small, which means
permit (v), suit (v), tailored
©
that you will be sure of a high level of

to, title
individual attention. Our courses, which run
throughout the year, are tailored to your needs,
and our friendly staff are always on hand to
offer expert advice. Choose from courses of one
12 week to 3 months’ duration.
We offer a choice of accommodation to suit

Warm up 5 mins
your needs. If you choose homestay, you will
stay in an English home, which means you will
• Ask the students if they know anyone who has
have the opportunity to experience family life
studied English in the UK and what it was like
in Britain. You will also be able to practise your
for them.
English in the evenings.
72

In 12 of our locations, you can choose WB B Work in pairs. You and your
residential accommodation. We have our partner are interested in doing a
own students’ hostels where we can offer course at Birchwood International
comfortable accommodation in single rooms. College this summer. But you have
Breakfast is provided and students can buy some questions first. Write down
other meals in the on-site canteen. five more questions you would like to
ask about the courses, locations and
Download an application form from
accommodation.
www.birchwoodcollege.org.uk, attach a
recent passport photograph and return it to
• Put the students in pairs and tell them they are
applications@birchwoodcollege.org.uk.
thinking about going to Birchwood International
N
College to do a course this summer
summer,, but they
Answers
need some more information. Look at the
1 locations
O
examples with the students.
2 experienced
• Ask them to write five questions to ask about the
3 level
TI
courses, locations and accommodation.
4 staff
5 advice Sample questions
A
6 courses Are you allowed to bring pets with you?
7 suit Does the campus have facilities for people
C
8 experience with disabilities?
9 hostels
10 accommodation
U Are gluten-free meals provided?
Does the campus have free Wi-Fi?
ED
11 canteen Are local transport discounts provided
12 return for students?
WB C Work with another pair.

ET
B Now do Exercises A to E on pages

55 to 58 of the Workbook. 30 mins Pair A: You are students wanting to do
a course at Birchwood International
College this summer. Take turns
N
• Tell
ell students to open their Workbooks at
page 55 to begin. asking the questions you prepared in
R
Exercise B. Pair B: You are secretaries

at Birchwood International College.
A
WB A Complete the accommodation Use the information on page 39 of the

form for yourself. Use the correct Course Book and your imagination to
G
words from the box for questions 6–10. answer the questions.
©
• Ask the students what information they might • Tell the students they are going to role-play
have to give on an accommodation form. conversations between the secretaries of the
• Read through the words in the box with them and college and the students who have questions.
ask them to use the words to complete the form. Before they do the role-play, ask the students
They should add extra details for 6–10 if relevant. to look at the questions they have written
and imagine what the answers might be to
Answers
these questions.
1–5 Students’ own answers.
• Put pairs of students together. Pair A are the
6 details
students with the questions and Pair B are the
7 dietary
secretaries. Pair A should take turns to ask their
8 medical
questions and Pair B should use their ideas and
9 allergies
imagination to give answers.
10 permit
73

• Pairs swap roles so that they all have a chance to WB E Write an email to a friend
ask and answer questions. asking him/her to come with you
• Feed back some interesting questions and abroad this summer to do an English
answers to the class. course. Write 100 to 120 words. The
Sample role-play following notes will be useful.
What types of accommodation are there?
• Ask the students not to look at the email they
You can stay in an English home where you can have just completed and to use the information
practise your English in the evenings, or you can they can remember to write another email of
stay in residential accommodation which has about 100 to 120 words on the same topic.
single rooms. • ell them to write a first draft and then check
Tell
N
How long are the courses? for clarity. Remind them to look at spelling,
grammar and punctuation. Monitor to give
The courses last from one week up to
O
help and advice.
three months.
• Ask the students to write the final draft.
TI
• Ask them to exchange their emails with a
partner and comment on them.
WB D Complete an email to a
A
• Choose some students to read their emails to
friend asking him/her to come with
the class.
you to Britain this summer to do an
C
English course. Use the information Sample email
on page 39 of the Course Book.
U Dear Leila,
ED
• Ask the students why it might be better to go to I really want to do an English course abroad
a college like Birchwood with a friend. this summer with you! I’d like to go in June for
• Tell
ell the students that they should give their two weeks. We could go to the city or to the
friend some information about different things. countryside. I’d prefer to go to the countryside
ET
Elicit what they should write about: when to go, because it will be quiet and there will be
how long to stay, which location, where to stay, beautiful scenery, but I don’t mind if you’d prefer
what they will spend money on, why it will be a to go to the city.
N
good experience. There are also different types of accommodation.

• Tell
ell the students they will not have to write the We could stay at a British family’s house and
R
complete email but rather, add information to practise our English in the evenings. Or we could
an outline. Tell the students they should refer to stay in a hostel and meet other students.
A
the information in the Birchwood International

College brochure on page 39 of the Course Book I think it will be expensive, but we will improve
G
to help them complete the email. our English, so it will be worth it!
• Check that the students understand what they What do you think?
©
have to do. Sarah

• Allow the students time to write the information.
• Tell them to check what they have written for
clarity and mistakes.
• Go through the outline, asking different students
to give their answers.
74

Unit 3 Lesson 8: B Now do Exercises A to D on pages

Focus on Careers: • Tell students to open their Workbooks at pages
Brain Surgeon 59 and 60.
Objectives: Read and understand WB A Look up the following words

a text. and phrases in a dictionary. Then
Extend and practise using use them in sentences that show
vocabulary related to their meaning.
careers and education.
N
Language: – • Tell
ell the students to look up the words and
O
Vocabulary: annual, avoid, delicate, phrases in a dictionary and then write a
demanding, diversity, sentence for each that shows its meaning.
TI
exceptional, fascinated, • Ask
sk the students to read out some of
function (v), high their sentences.
resolution, medical
A
residency, passion, Sample answers
1 Making a clock is such a delicate process
C
procedure, scan, shaking
21 Century Skills: –
st that one tiny mistake can be disastrous.
U Johan’s passion – he spends all his
2 Skiing is Johan’
time and money on it.
ED
and 60 3 Once I graduate in medicine, I will probably
do my medical residency at a hospital in
Cairo.
Warm up 5 mins 4 If there are no signs of cancer on your brain
ET
scan, you can come back in a year.

• Tell
ell students to read the title of the lesson. 5 Sara’s exam results were quite exceptional –
Elicit the meaning of brain surgeon.
surgeon. Ask students she got the highest mark in her year.
N
what a brain surgeon might do, where they

might be needed, and the qualities necessary to
R
be a brain surgeon.
WB B Find words or phrases in the
• Ask students if any of them would consider a
text on page 40 of the Course Book
A
career as a brain surgeon and why/why not.

that have a similar meaning to the
words and phrases below.
G
A Read the text and write T (true) or • Ask the students to read the text again to
©
F (false) next to each statement. find words or phrases that mean the same
8 mins as those given.
• Tell them to compare their answers.
• Tell the students they are going to read some Answers
statements about the text. They have to decide 1 extremely demanding
whether the statements are true or false. 2 function (very) well as a unit
• Tell them to read the text, decide whether the 3 diversity
statements are true or false and correct the false 4 procedure
statements. 5 tiny bit
• Ask them to compare answers in pairs. 6 avoid
Answers 7 fascinated
1T; 2F; 3F; 4F; 5T; 6F 8 high resolution
75

WB C Write five questions that you C Study the careers in this unit. Is
would like to ask Dr Ibrahim about there a career you are interested
being a surgeon. in? In pairs, talk about your hopes
for your career. What challenges
• Tell the students that they want to find out more will you face along the way? 10 mins
information about Dr Ibrahim’s job.
• Ask them to write five questions they would like • Ask the students to look back through Unit 3
to ask. to remind themselves of the various careers they
have encountered. Did any of the careers interest
Possible questions
them, or do they know of another career they
1 How many hours a week do you work?
would like to pursue?
2 Where was the most interesting place
N
• Ask the students to work in pairs to discuss their
you went for work?
hopes and the challenges they might face. If they
3 How many years did you have to study for
O
don’tt know of a career they want to pursue, they
to become a brain surgeon?
can still discuss their interests and their reasons
4 When did you first become interested in
TI
for not feeling there is a profession they wish to
the brain?
identify with. You could remind them of some
5 What was the worst moment of your career?
A
language from the unit they could use, such as:
If I …, I will/would/might/couldn’t …
C
WB D Imagine you are Dr Ibrahim. I’m interested in …
Write answers to the questions in
U I’m good at …
Exercise C as if you were him. I’d like to …
Students could also look back through the
ED
• Get the students to write invented answers unit to identify question forms they can use
to the questions in Exercise C as if they to interview each other.
were Dr Ibrahim.
ET
Possible answers Round up

1 Itt depends, but I usually work between 50
and 60 hours a week. If it’s a really bad • Go through the Round up page with students
N
week, I might work 70 hours! So my job quickly. Ask students to remind themselves
takes up a lot of my time. of the language they have learnt in this unit
R
2 During
uring my studies, I did a three-month by discussing each item with a partner. Ask
placement in New Zealand. It was an
A

absolutely beautiful place. examples for each item.
G
3 Well,
ell, I studied neuroscience for four
years; then I did my medical degree, which
lasted seven years. After that, my medical
©
residency in Beirut took six years. So I had

to study – and work! – for seventeen years in
total.
4 I first became interested in the brain when
I was seven years old, when my parents
bought me a book about the human body. It
had really amazing illustrations of the brain.
5 I don’t know, but sometimes I have to give
my patients very bad news, like telling them
they’re probably going to die soon. That can
be very hard, especially with young people.
76

N
O
TI
A
C
U
ED
ET
N
R
A
G
©
77

Unit 4 Fun with English 1
• Revision and practice of skills, grammar 21st Century Skills

and lexis from Units 1 to 3
Life Skills:
• Critical thinking
Career Skills:
• Applying for jobs
N
O
Information Literacy:
• Inferring information from context
TI
• Matching relevant information
A
C
U
ED
ET
N
R
A
G
©
78

Key Words
a good record (n) – considerable (adj) – state (v) – /steɪt/
/ə gʊd ˈrɛkɔːd/ /kənˈsɪd(ə)rəb(ə)l/ surgeon (n) – /ˈsɜː(r)dʒ(ə)n/
ambitious (adj) – /æmˈbɪʃəs/ creative (adj) – /kriˈeɪtɪv/ vacancy (n) – /ˈveɪkənsi/
boredom (n) – /ˈbɔː(r)dəm/ equivalent (adj) – /ɪˈkwɪvələnt/
charm (v) – /tʃɑː(r)m/ motivate (v) – /ˈməʊtɪveɪt/
N
communication (n) – personality (n) – /ˌpɜː(r)səˈnæləti/
/kəˌmjuːnɪˈkeɪʃ(ə)n/ profession (n) – /prəˈfeʃən/
O
competitive salary (n) – punctual (adj) – /ˈpʌŋktʃuəl/
/kəmˈpetɪtɪv ˈsæləri/ relaxed (adj) – /rɪˈlækst/
TI
A
C
U
ED
ET
N
R
A
G
©
79

Unit 4 Lesson 1: B Now do Exercises A to D on pages

Doctors Direct • Tell students to turn to pages 61 and 62 of
the Workbook.
interview.
Practise writing about the WB A Write five sentences about
past with used to. Dr Khan, and about healthcare in the
Talk about differences past. Use used to.
between the past and the
present using used to.
N
• Elicit sentences using used to and didn’t use to.
to
Language: Revision: used to • Tell
ell the students to write five of the sentences in
O
Vocabulary: convenient, everyday, their Workbooks.
pharmacy, prescribe,
Example answers
TI
reassurance, register,
Dr Khan used to work in a local doctor’s surgery.
remote, via
Her patients used to complain that waiting times
21 Century Skills: Study Skills – Scanning
A
st
were too long.
a text for specific
People didn’t use to be able to see a doctor face-
C
information
to-face on their phones.
Reference: Course Book page 44, U People who lived in remote areas didn’t use to be
Workbook pages 61
able to see a doctor easily.
and 62
ED
People didn’t use to have smartphones.
Warm up 5 mins
WB B Find words in the text on
page 44 of the Course Book that have
ET
• Ask a student what activities he/she used to do

a similar meaning to the words and
when he/she was younger.. Contrast this with
phrases below.
now: What do you do now? Remind students
N
that we use used to to contrast the past with

• Ask the students to read the text again to find
the present. Ask for more examples from the
R
words or phrases that mean the same as those

students of activities they used to do but
given.
now don’t.
A
• Tell them to compare their answers.

G
Answers
A Read the interview and answer 1 register
the questions. 10 mins 2 pharmacy
©
3 reassurance
• Tell
ell the students they are going to read an 4 convenient
interview with Dr Sarah Khan. Ask them to look 5 prescribe
at the pictures and predict what Dr Sarah will 6 remote
say about how her life has changed. 7 via
• Tell them to read the interview and answer 8 everyday
the questions.
Answers
1 She used to work at a local doctor’s surgery.
2 Patients can use a smartphone app to book
an appointment and see a doctor face-to-
face, usually within 24 hours.
80

WB C Write five questions that you

would like to ask Dr Khan about
Unit 4 Lesson 2:
Doctors Direct. How to be the best!
• Tell the students to imagine they are going to
interview Dr Khan. They should write down five Objectives: Practise language of
more questions they would like to ask her. obligation, necessity and
• They must not repeat any of the questions from giving advice.
the original interview. Language: Revision: have to; don’t
have to; need; must;
Possible questions
mustn’t; should; If you
1 Do patients always see the same doctor on
(want to) ..., you
N
Doctors Direct?
(should) ...
2 How many patients do you see a day? And
O
Vocabulary: punctual
how many did you use to see?
3 Do you miss seeing patients in person?
TI
4 Do people pay to use Doctors Direct?
Workbook
W orkbook pages 63
5 What happens to people in remote areas who
A
and 64
don’t have a smartphone?
C
Warm up 5 mins
WB D Now, imagine you are Dr Khan,
and answer the questions in C.
U
• Remind the students how we use modals of
Remind
ED
necessity and giving advice. Ask students to give
• Get students to write imagined answers to the
examples of modals and write these on
questions in C as if they were Dr Khan.
the board.
Possible answers
ET
1 Yes,
es, if it’s possible. Of course, some of our
doctors are part-time, so not all of them can A Write the number to match the
see a patient within 24 hours; in that case, sentence halves. 6 mins
N
you can either choose to wait, or choose to

see a different doctor. • Tell the students to match the sentence halves to
R
2 I see 18 to 24 patients a dayday.. I used to see make full sentences.

more patients, but I didn’t use to have • Ask the students for reasons.
A
enough time with each patient. In the local Answers

G
surgery, I used to see people for a maximum 1d; 2g; 3h; 4b; 5e; 6f; 7a; 8c
of 10 minutes, but now I see them for 15
minutes if necessary.
©
3 Sometimes I do. But most of the time, I can B Match six of the sentences from
help people without seeing them in person. Exercise A to the pictures below.
4 Yes, they do. There’s a subscription fee of 6 mins
$15 per month.
5 Doctors from local surgeries used to visit • Tell the students to match six of the sentences to
people at home, but now that doesn’t happen the pictures.
so much. So we are trying to reach isolated
Answers
people. Some people have contacted Doctors
A8; B3; C1; D5; E6; F2
Direct using a smartphone which belongs to
a friend or a family member.
81

C Now do Exercises A to D on pages WB C Play the had to chain game in

63 and 64 of the Workbook. 28 mins teams of six or more students.
• Tell students to turn to pages 63 and 64 of • Explain the ‘had to’ chain game to the students:
the Workbook. First, give the whole team a job, profession or
business. Then each student in the team has to
say what they had to do in their job last week.
WB A Work with a partner. Ask The next student has to repeat what the previous
and answer about what you have to student said, and add something.
do at home. • For example, Write Owner of a restaurant on the
board. Say Last week, I had to go to the market
• Tell the students to look at the examples in their
N
with the chef and ask one student to repeat this.
books. Ask them if the person has a choice about Then say Last week, I had to go to the market
O
helping. Ask them who decides he/she has to with the chef, and I had to order a new fridge.
help. Give them an example of something you Ask another student to repeat this. Say Last
TI
have to do at home and why. I have to pay my week, I had to go to the market with the chef,
rent because my landlord tells me to. I had to order a new fridge, and I had to …?
A
• Put the students in pairs and tell them to ask and elicit the next phrase.
and answer questions about what they have to • Put the students in teams of six or more and give
C
do at home. each team a job, a profession or a business. Ask
• Ask for some examples from different pairs. U them to play the game in their teams.
Example answers • Ask which team remembered the most actions.
Ask a student from each team to repeat the
ED
I have to water the plants so that they don’t die.
I have to help my mother with the shopping longest sentence they achieved.
because she has a bad knee.
I have to take my little sister to school because WB D Read the Functional Grammar
ET
she is too young to walk by herself. box, then complete the sentences
about Birchwood International
College with have to, don’t have to,
WB B Make a list of six things that
N
mustn’t, should or shouldn’t.

you know you have to do in the next
week or two.
R
• Elicit two sentences, one using mustn’t and

one using don’t have to. You mustn’t smoke
A
• Tell
ell the students something you have to do in the classroom. You don’t have to buy a big
tomorrow or at the weekend: I have to paint the dictionary. Ask students if mustn’t and don’t
G
kitchen. I have to mark your homework. have to mean the same. If we change them in
• Ask them to write down six things they have to these sentences, do they make sense?
do over the next week or so.
©
• Establish the difference between have to and

• Ask for some examples from different students. should (have to is stronger).
Example answers • Establish the difference between mustn’t and
I have to go to the gym. shouldn’t (mustn’t is stronger).
I have to take my parents to the airport. • Read through the Functional Grammar box with
I have to go to the doctor because my wrist the students.
is sprained. • Ask them if they remember Birchwood
I have to go food shopping. International College. What is it?
I have to tidy my bedroom. • Tell them they are going to read some
I have to get my hair cut. information for new students. Ask them to
complete the information with have to/don’t
have to, mustn’t and should/shouldn’t.
82

Answers yourself and then ask for each student to give an

Accommodation adjective for his/her partner if they can.
1 don’t have to
2 don’t have to
3 have to/should A Read the text. Which personality
4 mustn’t type do you think you are? 8 mins
5 mustn’t
• Tell the students to read the article.
Courses
• Ask them how many personality types the article
1 mustn’t/shouldn’t
talks about.
2 have to/should
• Ask the students to list the adjectives used to
3 don’t have to
describe personality in the article and write them
N
4 don’t have to
on the board. Check the meaning.
5 don’t have to, should
O
• Ask which personality type the students are.
TI
B Tick (3) one column each time.
Unit 4 Lesson 3:
A
6 mins
C
What’s your •
•
U Ask the students to read and complete the quiz.
Tell
Tell them to add up their scores.
personality type?
ED
C Now do Exercises A to G on pages
Objectives: Do a personality quiz and 65 to 68 of the Workbook. 26 mins
report answers.
Practise writing sentences • Tell students to turn to page 65 of
ET
with conditionals. the Workbook.

Language: Revision: indirect or
reported speech
N
Revision: zero, first and WB A Take turns telling the class

second conditionals what your partner said about him/
R
Vocabulary: personality
personality,, relaxed, herself. Put statements from the quiz
surgeon into indirect speech.
A
21 Century Skills: Study Skills –

st
• Ask one student what he answered for one

G
Skimming a text for

general information ; question and then report this.
Communication Skills – • Tell students to look at the two examples in
©
Speculating the Workbook.

Reference: Course Book page 46, • Ask students in turn to report one statement for
Workbook pages 65 to 68 their partner.
Example statements
… said he/she expected to be the best at
Warm up 5 mins
everything he/she did.
… said he/she would feel annoyed if he/she
• Tell the students they are going to read a short
didn’t win a game.
article about different personality types.
… said he/she had to do physical exercise at least
• Elicit adjectives they know to describe
four times a week.
personality. Give one adjective to describe
83

WB B Complete the sentences with shouted at him. Ask students what they would
your own ideas. have done.
• Look at the first example with them.
• Put the words I get angry if … (people don’t • Tell the students to talk to their partners
reply to my emails). I’ll get angry if … (you’re about what they would have done in the rest of
late again tomorrow). I would get angry if … the situations.
(someone damaged my car). Ask for suggested • Ask for examples from each pair.
endings. Elicit the correct forms and complete Example answers
the sentences. Ask students which refers to: See answers to Exercise E.
1 always true
2 future event
WB E Now write what you would have
N
3 imaginary situation
• Tell the students to write the endings for the done in each of the situations.
O
sentences in the Workbook.
• Ask for examples of endings around the class. • Tell
ell the students to write their sentences down.
TI
Possible answers Possible answers
1 … his sister borrows his CDs. 1 I would
ould have moved to a different seat.
A
2 … someone hears me talking to myself. 2 I would
would have cooked something for them.
3 … her mother cooks her favourite meal. If I hadn’t had any food, I would have taken
C
4 … I do well in the test. them out for a meal.
5 … they are late for class.
6 … he catches you in his room.
U 3 I would have told the truth. If they’d been
very upset, I would have bought another vase.
ED
7 … I got into a top university. 4 I would have complained to the manager.
8 … we didn’t eat lunch together. If the manager had been rude, I would
have told everybody in the restaurant about
my meal.
WB C Use the prompts in brackets
ET
5 I would have asked the neighbours to turn

to complete the sentences using the down the TV. If they hadn’t turned down the
correct conditionals. TV, I would have called the police.
N
• Tell
ell the students to complete the sentences with
R
the correct forms of the verbs in brackets

brackets. WB F Write 100 to 120 words about a
Answers really bad day out where everything
A
1 were went wrong. Use your imagination.

2 ’ll help Begin with the text provided.
G
3 would you do; woke up; found

4 could • Tell the students to write 100 to 120 words
©
5 will Muna apply about a really bad day where everything

6 Does/W
Does/Will your brother get went wrong.
Model answer
I had a terrible day last Saturday. I wish I had
WB D Work in small groups. Discuss
stayed in bed then all this would not have
what you would have done in the
happened. Firstly, I found that the roof of my
following situations.
bedroom had a hole in it and all of my clothes
were ruined. If I had heard the sound of water,
• Tell the students that you were travelling in a
I would have moved them. Now I have to buy
mobile-free part of a train and a man was using
new clothes and I don’t have enough money.
a mobile phone. The passenger next to you really
Secondly, I found out that my company is getting
84

rid of some staff because they are trying to cut

costs. If I were in a higher position I might be
Unit 4 Lesson 4:
safe, but I don’t know what will happen. Lastly,
I had to walk home after a horrible day because
Applying for Jobs
someone had stolen my bike!
Objectives: Read a job advertisement
and complete a letter of
WB G When you have finished your application.
draft, swap with a partner and give Language: Language to describe
feedback on each other’s drafts. Use experience and abilities
the rubric provided. Vocabulary: ambitious, competitive
salary,, considerable,
N
• Ask students, What changes can you make to equivalent, motivate,
O
make them clearer and stronger? Tell them to personal trainer, state (v),
proofread for spelling, grammar terms and conditions,
TI
and punctuation. vacancy
• Now tell students to exchange paragraphs 21st Century Skills: –
A
back with a partner. Ask, Do you have any Reference: C Course
ourse Book page 47,
questions about your partner’s corrections to the Workbook pages 68 to 71,
C
paragraphs? What is good about your partner’s 13
paragraphs? U
• Ask volunteers to read their paragraphs to
the class. Warm up 6 mins
ED
• Ask the students how they would try to find a

WB H Complete each word with the job. Elicit Read job advertisements.
right ending. • Tell them that a leading pharmaceutical company
ET
is looking for laboratory technicians. Ask what

• Tell
ell the students to complete the vocabulary the students think the job duties will be and what
review exercise by completing each word with sort of qualities you need for a job like this.
N
the right ending.

R
Answers
A Read the job advertisement, then
1 fracture
complete the application letter.
A
2 inefficient
8 mins
3 unfortunate
G
4 independent
• Tell them to read the advertisement. Check
5 unusual
understanding and new vocabulary by asking
6 identify
©
questions:
7 supervise
What kind of staff are Pharmaceutical
8 witness
Engineering looking for?
9 application
Where is the job based?
10 discourage
What kind of people are they looking for?
What qualifications must applicants have?
What do the company offer?
What must people do if they want to apply?
• Ask the students to talk to their partners about
what you need to include when you write a letter
of application for a job.
85

• Write suggestions on the board. Answers

• Tell the students to guess which words can fill 1 advertisement
the gaps in the letter. 2 apply
3 company
4 opportunities
B 13 Listen and check your answers. 5 involved
6 mins 6 course
7 under
• Play the audio and ask students to listen to check 8 confirm
their answers. 9 looking
10 forward
 Track 13
N
C Now do Exercises A to C on pages
O
Dear Ms Marquez,
TI
I saw your job advertisement posted on `
jobsrus.com on 23rd June for Laboratory • ell students to turn to page 68 of
Tell
Technicians and would like to apply.
A
the Workbook.
As you will see from my attached CV, I
C
left university a year ago with a degree in WB A Match the words and the
Biomedical Science. Since then I have been
travelling and volunteering for a vaccination
U
definitions.
ED
programme with Oxfam in West Africa. I am
• Tell
Tell students to match the words and definitions.
now keen to find a full-time job in a busy
company that will give me opportunities for Answers
career development. I am very impressed with 1e; 2c; 3a; 4d; 5b
ET
Pharmaceutical Engineering’s reputation and I

would like to be involved in drug development
because I feel it is very valuable work. WB B Read the job advertisement
and complete the email below to
N
I have considerable knowledge of using apply for a job as either a receptionist

statistical software from my degree course, or a personal trainer.
R
where I also attended some coding classes.

A
When I was volunteering, we would often • Tell the students they are going to read an
work very long hours in the evenings and at advertisement for jobs at a health club. Ask
G
weekends. Our group was very effective under what jobs might be advertised.
pressure. The team leader will be happy to • Tell them the jobs are receptionists and personal
confirm this. trainers. Elicit what skills and qualities these
©
people need.
Although I do not have any previous experience
• Ask the students to read the advertisements
in a laboratory, I feel I have the personal
in their Workbooks and check the skills and
qualities and skills that you are looking for.
qualifications required.
I look forward to hearing from you.
• Elicit which jobs the students would prefer to
Yours sincerely, apply for and why.
• Go through the outline letter of application.
Aya Osman Make sure the students know what sort of
thing they should write after I would like to say
that … Point out that they can choose any points
in the adverts and expand on them.
86

• Ask them to read the gapped letter to check what Example email
is included: Reference to advert, qualifications, Dear Mr Shakir,
experience, qualities, reason for applying.
I saw the advertisement in The Times of 15th
• Tell them to refer to the letter of application in
August for a restaurant manager and would
the Course Book.
like to apply. I have worked in a restaurant
Model application for two years and am the team leader here.
Dear Ms Kubba, It is very busy, but I am always calm but
I saw your recent advertisement for a personal energetic. The restaurant owner, Mr Azizi,
trainer and would like to apply. will be happy to confirm this. I have a top
qualification in customer service which taught
As you can see from my CV, I left school last
me how to work hard and understand how to
year and since then have been working as a part-
N
make restaurants succeed.
time waiter. I am now keen to find a full-time job
in the sports and leisure industry. peak Arabic fluently and English very well,
I speak
O
and often receive compliments from customers
I have all the qualifications you mention in your
TI
about my communication skills. I feel I would
advert. In particular, I would like to say that I
be a great addition to your restaurant.
am very fit and go to the gym every day. I also
A
have some coaching experience from when I was I look
ook forward to hearing from you.
at school.
With
ith thanks and best wishes,
C
I look forward to hearing from you. Mohammed
M
Uohammed al-Badri
Yours sincerely,
Ben
ED
WB C Read the job advertisements

below, choose which one you would
ET
like to apply for and write an email

applying for the job.
N
• Tell
ell the students they are going to read some
more advertisements for jobs at a jewellery
R
store and a restaurant. Ask what jobs might be

A
advertised there. Tell them the jobs are designer

and manager.. Elicit what skills and qualities
G
these people need.

• Ask the students to read through the
advertisements to check.
©
• Ask which job the students would prefer to

apply for and why
why.
• Tell the students to read through their answers
to Exercise B in their Workbooks and also to use
the letter on page 47 of the Course Book as a
guide, changing details as appropriate.
• The students write a first draft of 100 to 120
words. If appropriate, they can read and
comment on each others’ letters.
• Then students can write the final draft.
87

Unit 5 Holidays
Reading and writing Vocabulary

• skimming for gist • words to describe holidays
• scanning a text to find specific and travel
information • collocations
• reading to infer information • words which signal relative clauses
• identifying a writer’s attitude onnecting and linking words
• connecting
• matching beginnings and endings
N
of sentences 21st Century Skills
O
• writing a description of a holiday
• analyzing and rewriting argumentative Study Skills:
TI
texts, using link words as appropriate • Completing
ompleting tables
A
dentifying relevant information in a text
• Identifying
Listening and speaking • Scanning
canning for information
C
• listening to identify topics U
• talking about previous events Communication Skills:
• describing a holiday • Matching relevant information
ED
• asking and answering questions • Retelling information

• describing a process
ractising and extending dialogues with
• practising Life Skills:
ET
a partner • Collaboration
ractising grammar in meaningful
• practising • Critical thinking
N
situations
Media Literacy:
R
Structure and language • Predicting information based on

A
ompound nouns
• compound headings and visuals
G
eviewing present perfect simple and

• reviewing
continuous:
ith adverbs such as ever and never
• with
©
• with for and since

• with How long …?
• reviewing simple/continuous and present
perfect tenses
• reviewing the past perfect tense
• reviewing relative clauses
88

Unit 5 Holidays
Key Words
achieve (v) – /əˈtʃiːv/ exceptionally (adv) – seafront (n) – /ˈsiːˌfrʌnt/
anything to declare – /ɪkˈsepʃ(ə)nəli/ self-catering apartment (n) –
/ˈenɪθɪŋ tu dɪˈkleə(r)/ excursion (n) – /ɪkˈskɜː(r)ʃən/ /self ˈkeɪtərɪŋ əˈpɑː(r)tmənt/
atmosphere (n) – /ˈætməsˌfɪə(r)/ extend (v) – /ɪkˈstend/ self-service (adj) – /self ˈsɜː(r)vɪs/
board (v) – /bɔː(r)d/ five-star hotel (n) – sightseeing (n) – /ˈsaɪtˌsiːɪŋ/
N
boarding card (n) – /faɪv stɑː(r) həʊˈtel/ ski resort (n) – /skiː rɪˈzɔː(r)t/
/ˈbɔːdɪŋ kɑː(r)d/ flavour (get a ~ of) (n) – speciality (n) – /ˌspeʃiˈæləti/
O
brochure (n) – /ˈbrəʊʃə(r)/ /ˈfleɪvə(r)/ spectacular (adj) –
car hire (n) – /kɑː(r) ˈhaɪə(r)/ heart attack (n) – /hɑː(r)t əˈtæk/ /spekˈtækjʊlə(r)/
TI
cheat (v) – /tʃiːt/ luxurious (adj) – /lʌɡˈzjʊəriəs/ surroundings (n) – /səˈraʊndɪŋz/
compound (n) – /ˈkɒmpaʊnd/ mint (n) – /mɪnt/ thoroughly (adv) – /ˈθʌrəli/
A
considerably (adv)– nervous (adj) – /ˈnɜː(r)vəs/ throughout (adv) – /θruːˈaʊt/
/kənˈsɪd(ə)rəbli/ operate (v) – /ˈɒpəreɪt/ transfer (v) – /trænsˈfɜː(r)/
C
considering (adv) – /kənˈsɪdərɪŋ/ package deal (n) – /ˈpækɪʤ diːl/ travel agency (n) –
consist of (phrasal verb) – packed lunch (n) – /pækt lʌnʧ/ /ˈtræv(ə)l ˈeɪʤ(ə)nsi/
/kənˈsɪst ɒv/
U
personal (adj) – /ˈpɜː(r)s(ə)nəl/ two-storey (adj) – /tuː ˈstɔːri/
ED
display (n) – /dɪsˈpleɪ/ physical (adj) – /ˈfɪzɪk(ə)l/ unbelievably (adv) –
entertainment (n) – relationships (n) – /rɪˈleɪʃənʃɪps/ /ˌʌnbɪˈliːvəbli/
/ˌentə(r)ˈteɪnmənt/ research (n) – /rɪˈsɜː(r)tʃ/ variety (n) – /vəˈraɪəti/
eventually (adv) – /ɪˈventʃuəli/ routine (n) – /ruːˈtiːn/
ET
N
R
A
G
©
89

Unit 5 Holidays
Unit 5 Lesson 1: B Make compound nouns by matching

the words in the two columns.
Travelling Abroad 6 mins
• Choose one compound noun from the students’

Objectives: Expand the students’ suggestions in Exercise A and write it on the
vocabulary for discussing board. Highlight the fact that in English, some
holidays. words are made from two nouns or adjective +
Develop understanding of noun.
compound nouns. • Introduce the word-matching activity
activity. Tell the
Language: Compound nouns students to match the words from both columns
Vocabulary: package deal, boarding
N
to make compound nouns.
card, five-star hotel, • ocus on the stress patterns in compound nouns
Focus
O
travel agency, packed – the first word normally carries the main stress
lunch, ski resort, car hire, in noun–noun compounds (e.g., travel agency).
TI
self-catering apartment, • Point out which words are written as two
sightseeing, seafront, separate words and which as a single word.
A
compound, anything to • The main stress is shown below in bold. Five-
declare?, perfume star hotel and self-catering apartment have two
C
21 Century Skills: Media Literacy – Inferring
st
equal stresses.
information U Answers
Reference: Course Book pages 50
1 boarding
boar card
and 51, Workbook pages
ED
2 travel agency
72 and 73, Grammar and
3 five-star hotel
Functions page 93
4 package deal
5 packed lunch
ET
Warm up 5 mins 6 ski resort

7 car hire
• Discuss where students went on their last 8 self-catering apartment
N
holiday.. For those who stayed in Libya or at 9 sightseeing

home, show an interest in what they did. 10 seafront
R
• Elicit vocabulary items related to holidays, for

example, different types of holidays, where you
A
can stay, what you can do, things you need to C Match some of the compound
take when you travel, etc. Try to elicit some words above to pictures a to f in
G
of the vocabulary on pages 50 and 51 of the Exercise A. 6 mins

Course Book.
©
• Ask students to find which of the compound

nouns are in the pictures.
A Work in pairs. Describe the pictures
Answers
below, saying what they show and
a sightseeing
how each picture is connected with
b packed lunch
travelling. 10 mins
c ski resort
d car hire
• Elicit what the students can see in the pictures.
e seafront
Clarify what each image represents, using
f boarding card
the appropriate compound noun. Ask students
to explain how each picture is connected
with travelling.
90

Unit 5 Holidays
D Read the dialogue in the picture WB B Match the questions and

above. Find the compound noun. responses. Then write one more line
6 mins for each conversation.
• Tell the students to look at the picture (there • Introduce Exercise B. Do the first one as a class.
are two very large bottles of perfume in the Get the students to write it in their books.
bag) and read the conversation. • Tell the students to match the other two-line
• Elicit a reply from the customs officer. dialogues in the same way.
For example: Two small bottles would be • Elicit a possible third line for the first dialogue,
OK, madam. for example, I’m sorry, madam. I’ll send
• Ask the students if they noticed the compound immediately.. Then get the
someone to fix them immediately
N
noun – travel agency. students to work in pairs and complete the rest.
• Elicit the compound nouns: exchange rate,
O
conditioning.
check-in, air conditioning.
E Now do Exercises A to C on
Answers
TI
pages 72 and 73 of the Workbook.
1b; 2c; 3a
22 mins
A
• Refer students to pages 72 and 73 of the WB C Practise the conversations
C
Workbook. in pairs.
U
• Tell
T ell students to practise the dialogues in pairs.
WB A Complete the sentences with
ED
When the conversations have been practised
the compound nouns on page 51 of the
once, ask students to switch roles.
Course Book.
• Then ask pairs to demonstrate the conversations
in front of the rest of the class.
• Tell
ell the students to complete the sentences
ET
using compound nouns.

• Quickly test the students by giving them the
first part of the compound noun and asking
N
•
them to supply the second part.
Tell
ell the students to read the Functional
Unit 5 Lesson 2:
R
Grammar box and check their understanding

Adventures
A
of compound nouns.
Answers
G
Objectives: Discuss holiday

1 self-catering apartment
experiences.
2 package deal
Review and practise
©
3 boarding card
present perfect simple.
4 seafront
Create short dialogues.
5 travel agency
Language: Present perfect simple +
6 packed lunch
ever/never/just/already/yet
7 sightseeing
Vocabulary: cheated, unbelievably,
8 car hire
luxurious
Functions page 93
91

Unit 5 Holidays
Warm up 5 mins
What’s the strangest food you’ve ever eaten
abroad? Well, in Thailand I ate deep-fried
crickets and in Laos I drank snake juice!
• Ask the students if they have ever stayed in an
unusual hotel. If so, ask when and what it was like.
• Elicit examples of interesting, new or bad
experiences you can have on holiday, e.g., eat
unusual food. You might want to elicit some of
the experiences on page 52 of the Course Book,
• Tell students to turn to page 73 in
but do not focus on the quiz at this stage.
their Workbooks.
N
A Choose the correct ending for each
quiz question. 8 mins WB A 14 Listen to different people
talking about points related to
O
holidays. Match them to the topics
• Ask the students to look at the pictures and say
below. Write the correct number in
TI
what they can see. Elicit questions to go with
each box.
the pictures.
A
• Tell the students to complete the quiz by
• Elicit the meaning of the seven topics in
matching the beginnings of the questions with
C
Exercise A. Tell the students they are going to
the endings.
U hear people talking about different things related
Answers to the topics. Ask them to listen and match the
1d; 2g; 3c; 4f; 5b; 6h; 7e; 8a speakers and the topics from the list.
ED
• Play the first speaker and elicit the answer as a
class. Then play the other six speakers straight
B Work in pairs. Take turns asking through. Let the students try to match the
and answering the quiz questions. speakers to the topics. Play a second time so they
ET
10 mins
can check their answers.
• Ask extra questions: How long was the flight?
• Choose one student and ask him/her to ask you What was in the brochures? What excursions
N
one of the questions. Respond. does the speaker talk about? What did one
• Ask some of the students a couple of the waiter do? Why was the atmosphere good?
R
questions. Make sure you receive at least one Which sports were possible?
‘never’ response. Ask one follow-up question • Ask the students if they have ever been on
A
requiring the past simple for each: Did you a really long flight, been on an interesting
enjoy it?
G
excursion, had terrible service or played golf.

• Ask the students to read the example exchange.
• Put them in pairs and tell them to take turns
 Track 14
©
asking and answering the questions in this way

way.
Listen to different people talking. Match.
They should add one piece of information each,
1
as in the example.
Girl: It took six hours from London to
Example exchanges Washington. The food was awful,
Have you ever camped on a beach? No, I but the films were OK. I watched
haven’t. But I’ve camped in a forest and next two and slept the rest of the time.
to a lake.
Have you ever flown in a helicopter? Yes, I 2
have. It was incredible. I flew over Fox Glacier Boy: Have a look at them. They’re full
in New Zealand. of colour photos of luxury hotels
on the beach and beautiful places
to visit in the area.
92

Unit 5 Holidays
3 example sentence with ridden, e.g., I have never

Girl: On the first day there’s a jeep trip ridden a horse. Elicit examples of what they
to the desert. On the second day have/haven’t ridden.
there’s a bus trip to a souq. On • Tell the students to write sentences using the
the third day there’s a trip to the remaining prompts. Ask them not only to write
camel races. about themselves but also about friends and
family members.
4 • Check answers.
Boy: The waiters were terrible. They
were really slow and one of them Possible answers
spilt soup on my shirt. 1 I’ve never ridden an elephant.
My sister has never held a scorpion.
N
5 2 I’ve never played a game on a computer
computer.
Girl: There are candles and flowers My brother never lets me play a game on his
O
everywhere and the music is Nintendo.
amazing. The people there are 3 I never make my own food.
TI
always really friendly and cheerful. My parents never eat food at restaurants.
It’s a place where you always 4 I’ve never been to an uninteresting place.
A
feel good. My cousin never visits that place.
5 I never do any sports that involve running.
C
6
My friend Sarah never swims in the sea.
Boy: There’s plenty to do there – golf, U
tennis, windsurfing, walks.
WB C Write one word in each gap,
ED
7
Girl: What shall I book for next then write the conversation in the
week – a hotel or a self-catering correct order.
apartment?
ET
• Write Have you ever camped on a beach? On

Answers the board.
a7; b6; c5; d2; e3; f1; g4 • Write another sentence on the board next to the
question: I camped on the beach last year. Ask
N
why this is in the past simple. Answer: because

R
WB B Write true sentences with we are talking about an event at a specific time.
never about you, your family and your • Introduce Exercise C. Tell the students the
A
friends. Write about: dialogue is in the wrong order. Ask them first to
read it and write one word in each gap.
G
• Write
rite a sentence from one of the students’ • Then ask them to work in pairs to put the lines
exchanges in Course Book, Exercise B on the in the correct order.
• Ask one pair to read out the correct conversation.
©
board. It should be present perfect with never.

Elicit the question and ask where to put the Answers
word ever. A: Have you ever camped in the desert?
• Read through the Functional Grammar box on B: Yes, I have.
page 74 of the Workbook. Ask if we can use ever A: Lucky you. I’ve never done that, but I’d like
in the positive form. to. When did you go?
Answer: no – only in the question form. B: Two years ago, Karim organized a trip on
• Ask the students to look at Exercise B in their his birthday.
Workbooks. Tell the students that they are going A: Oh, I remember. I wanted to go on that, but
to write some true sentences about themselves, I couldn’t. What was it like?
their families and friends. Ask them to look B: It was great. We made a fire and we cooked
at the prompts for Question 1. Give them an a whole sheep. I really enjoyed it.
93

Unit 5 Holidays
WB D Complete the responses, Warm up 8 mins

using just/already/yet and an
appropriate verb. • Write on the board:
Yes, I have.
• Tell the students that there are other words that No, I haven’t.
will help them know when to use the present No, I haven’t … yet.
perfect. Introduce the Functional Grammar box • Ask the students if they have done their
on page 75 of the Workbook about the present homework. Elicit different answers. Point out
perfect and just, already and yet. that if they say No, I haven’t, it does not indicate
• Tell students to complete the responses using that they will. If they say No, I haven’t yet, it
just, already and yet. indicates that they intend to do it at some point.
N
Example answers • Tell
ell the students your favourite places in Libya.
1 I’m sorry, I haven’t told her yet. After each place, ask students if they have been
O
2 Thanks for asking, but I’ve already seen it. there. Elicit answers using the above: Yes, I have.
3 Here you are. I’ve just finished it. No, I haven’t been there yet, etc.
TI
4 I know, I’ve already seen it. • Ask the students if they like reading travel
5 He can come. I’ve already asked him. articles, what places they like reading about
A
and if they have read about any interesting
places recently.
C
Unit 5 Lesson 3:
U
A Read the article and answer the
questions. 10 mins
ED
A Happy Tourist • Refer the students to the pictures and ask them
to identify the places shown. What do they think
Objectives: Read an article for specific the article is going to be about?
ET
information. • Tell the students to read the questions. Ask them

Extend knowledge of what Safar Tours is. Ask the students to scan the
collocations. article to find how many times Safar Tours
N
Review the present perfect is mentioned.

simple and continuous.
R
• Then ask them to read the article and find the

Language: Present perfect simple/ answers to the questions.
A
continuous + for/since
Vocabulary: extend, excursion, Answers
1 Since 2009.
G
considerably, thoroughly,
considerably
achieve, considering, 2 Fifteen times.
wouldn’t hesitate to 3 For over 30 years.
©
recommend, live up to my 4 For three years.

expectations 5 Since last July.
21 Century Skills: Communication Skills –
st 6 For eight days so far on this visit.
Rephrasing information 7 He has been going on tours around the
Reference: Course Book page 53, country since finishing his business.
Grammar and Functions
page 93
B Now do Exercises A to E on pages

their Workbooks.
94

Unit 5 Holidays
WB A Find the collocations for the • Ask: How long have they been married? And
following words in the text on page 53 point to 10 years. Elicit For ten years. Point
of the Course Book. to 2003 and ask: How long have they been
married? Elicit Since 2003. Ask: Are they still
• Remind students of the compound nouns they married? Will they be married tomorrow? Elicit
studied in Lesson 1. Elicit some of these from Yes in both cases.
the students. Explain that these are examples of • Ask the students to look at Exercise B. Tell them
words or phrases that we often find together. to complete the phrases using either for or since.
• Now establish that there are also verbs and other Answers
types of words that are often found together. 1 since
We call these collocations. Give the example of 2 since
N
the verb perform. We perform a play; a surgeon 3 since
performs an operation. We do not perform 4 for
O
a discussion or a lecture, for example. So we 5 for
can say that perform a play and perform an 6 since
TI
operation are collocations. Collocations can be 7 for
verb + noun, noun + noun, adjective + noun, etc. 8 since
A
Students should learn collocations so that their 9 since
English will sound more natural. 10 since
C
• Go through the words in Exercise A and elicit 11 for
what words the students think come after each U 12 for
one. If they make any errors, do not correct them
at this point. The aim of this activity is to get
ED
them interested in the idea of collocations. WB C Work in pairs. Take turns
• ell the students to scan the text on page 53
Tell asking and answering the questions.
of the Course Book and find the words in Then make up five more questions
Exercise A and the words that follow them. and ask and answer them.
ET
Answers
1 enjoy • Introduce Exercise C. Tell the students they are
going to ask and answer questions about how
N
2 say
3 expectations long they have done or had something. Put them
R
4 few in pairs. Look at the example question and ask

them if the answer is true for them. Ask them to
A
ask you some of the questions.

WB B Complete the phrases with for • Tell them to take turns asking and answering
G
or since. the questions.

• Tell them to then invent five more questions to
ask and answer.
©
• Ask the students to think about the answers to

the questions in the Course Book on page 53 and • Check by asking round the class for examples.
tell you what they all talk about – time. Elicit the Example dialogues
usual way we ask about time: How long …? How long have you known your best friend? For
• Tell the students to read through the 8 years. / Since 2010.
Functional Grammar box on page 77 of the How long have you studied English? For 2 years.
Workbook. While they read, draw the following How long have you been able to sing? For a very
on the board: long time.
NOW How long have you been interested in art? Since
10 years I was at school.
2003
95

Unit 5 Holidays
WB D rewrite the second sentences

so they have a similar meaning to
Unit 5 Lesson 4:
the first sentence. Use the word in
brackets.
Planning a Trip Abroad
• Ask the students to look at the examples and Objectives: Clarify the contrast
point out how the second sentence means the between past simple and
same as the first (It uses the present perfect.). present perfect.
• Tell the students to do the same with the Analyze the difference
sentences in the exercise. between been and gone.
• Check answers. Revise past participles of
irregular verbs.
N
Answers
Language: Present perfect/past simple
1 We’ve known them since July.
O
Vocabulary: brochure, research, flavour
2 He’s had that motorbike for a long time.
(get a flavour of), in the
3 She hasn’t been to the dentist
TI
long run
since September.
21st Century Skills: Information Literacy –
4 We haven’t eaten there since July.
A
Transferring
T ransferring information;
5 He’s been angry since lunchtime.
Communication Skills –
6 He hasn’t been in touch for six months.
C
Listening for detail
U Reference: Course Book page 54,
WB E Read the Functional Grammar
ED
box. Then use the information to
Functions page 93
complete the exercise below.
• Introduce the Functional Grammar box on Warm up 5 mins

ET
page 79 of the Workbook.

orkbook. Explain that this is
an extension of the grammar in the Functional
• Books open, elicit what the students can see in
Grammar box on page 77.
the picture. Ask what they think the women are
N
• Tell
ell the students to read the explanation and
doing. Remind the students of brochure and
look at the example. They should complete the
present the word research.
R
questions and answers for homework. They

• Go through the first two lines of the
should answer some questions with for and some
conversation with the class to establish what is
A
with since.
happening. Elicit different possibilities for words
G
Example questions that could go in the first two gaps (brochures

1 How long have you been learning Japanese? and been). Tell the students to look at the other
2 How long have you been a pilot? seven gaps and guess what might go in them.
©
3 How long have you been writing? • Ask the students to summarize what they think
4 How long have you known her? the conversation is about.
5 How long have you been cooking?
Note: The present perfect tense is one that A 15 Listen to the dialogue and fill
the students will take a long time to fully in the gaps with the correct words.
understand. The purpose of the explanations and 10 mins
activities is to help focus attention on one area

of the present perfect in an attempt to move on • Tell the students to listen to the conversation and
their understanding. Whether or not you explain complete the gaps in the text. Play it a second
the second Functional Grammar box in the time so they can check the answers.
class, the students will still not be able to fully • Ask questions to check their understanding of
understand and use the tense correctly. the conversation. For example:
96

Unit 5 Holidays
Where does Muna want to go on holiday? B Underline examples of the present

Has Katie been to Thailand before? perfect in the conversation. Circle
Who did she go with? Where did they go? examples of the past simple. 8 mins
Why does Katie say a package deal is a
good idea? • Ask the students to find and underline examples
Where did Katie stay in Bangkok? of the present perfect and circle examples of the
Has Katie tried Thai food? past simple in the conversation.
What did she think of it? • Elicit which tense was used more (past simple).
How about Muna? • Elicit the two key words used in the examples
yet. Remind the
of the present perfect, ever and yet.
 Track 15 students that the past simple is used for a point
N
Listen to the dialogue and fill in the gaps. in time and the present perfect for a period
Katie: Hi, Muna. What are you doing with all (ever = the period of your life, yet = the period
O
those holiday brochures? until now).
Muna: Oh, I’m just doing a bit of research on Answers
TI
holiday deals in Thailand. Have you ever Present perfect:
been there? Have you ever been there?
A
Katie: Yes. We had a family holiday there a Have you found one yet?
couple of years ago. Haven’t you ever tried it?
C
Muna: So, which places did you go to?
Katie: Well, we spent a week in Bangkok to get a U Past simple:
flavour of the city life and then two weeks on We had a family holiday there …
ED
the beach in Phuket. So, which places did you go to?
Muna: I’m sure that was beautiful! Well, we spent a week in Bangkok …
Katie: It was amazing! I really enjoyed it. Well,
ell, we I’m sure that was beautiful!
all did. There was something for everyone. I really enjoyed it.
Muna: We’re
e’re looking for a package deal.
ET
Well, we all did.

Katie: That’ss a good way to do it. At least you There was something for everyone.
know where you’re going and what you’re Which hotel did you stay at in Bangkok?
doing. And it often works out cheaper in
N
We stayed at the Golden Palace …

the long run. Have you found one yet? Then we moved on to the Marriott.
R
Muna: No, but there are two or three that look The service was excellent …
really good. Which hotel did you stay at in And what did you think of Thai food?
A
Bangkok? I had green curry once.

Katie: Wee stayed at the Golden Palace for the I really didn’t like it.
G
first two nights. Then we moved on to the It nearly burnt a hole in my mouth!
Marriott. The service was excellent in both
of them.
©
Muna: And what did you think of Thai food? C Now do Exercises A to D on pages
Katie: Oh, it’s delicious. Haven’t you ever tried it? 80, 81 and 82 of the Workbook.
Muna: I had green curry once. I really didn’t like it. 22 mins
Katie: Why not?
Muna: It nearly burnt a hole in my mouth! • Tell students to open their Workbooks at
page 80.
Answers • Draw two squares on the board and label them
1 brochures 6 package Kamal’s house and the bank.
2 been 7 cheaper • Say Kamal has gone to the bank. Point to the
3 couple 8 excellent bank and say He’s here. Then say Kamal has
4 beach 9 mouth been to the bank. Point to his house and say
5 everyone He’s here.
97

Unit 5 Holidays
• Elicit the difference between He’s gone and • Tell the students to complete the dialogue in
He’s been. Exercise C, putting the verbs in the past simple
• Tell the students to read the Functional or the present perfect simple. They should refer
Grammar box in the Workbook. to the Functional Grammar box on page 81 of
• Check understanding by saying He’s gone to the the Workbook to help them decide which tense
bank. Where is he? (at the bank). He’s been to to use.
the bank. Where is he? (in his house).
Answers
1 Have you bought
2 have
WB A Write the past participle of
3 bought
these irregular verbs.
4 Have you booked
N
5 haven’t
• Tell the students to write the past participle form
6 have just written
O
for each verb (not the past simple form). The
7 Have you bought
students should know these.
8 have
TI
Answers 9 I bought
be – been
A
buy – bought
do – done WB D Practise the dialogue in pairs a
C
find – found few times until you can do it without
go – gone reading it from the book.
U
leave – left
ED
meet – met • When the students have completed W Workbook
see – seen Exercise C, ask them to practise reading it in
spend – spent pairs. Ask pairs to demonstrate to the class.
ET
WB B Complete the sentences with

the correct form of the present
perfect. Choose an appropriate verb Unit 5 Lesson 5:
N
in each case.
Travel Trouble
R
• Tell
ell the students to do Exercise B. Point out that
A
they should use been or gone where appropriate.

Objectives: Review the past perfect.
• The students can use full forms or contractions.
G
Clarify the difference

Answers between the past simple
1 have seen and the past perfect.
©
2 have found Write a paragraph using

3 have bought the past perfect and
4 have been past simple.
5 have left Language: Past perfect
6 has gone Vocabulary: –
WB C Complete the dialogue with Workbook pages 82 to 84,
the correct present perfect or past Grammar and Functions
simple form of the verbs in brackets. page 94
• Elicit the rules the students know about when

to use the present perfect and when to use the
past simple.
98

Unit 5 Holidays
Warm up 5 mins C Now do Exercises A to D on pages

26 mins
• Tell the students to look at the pictures on
page 55 and discuss what is happening with
their partner. • Tell students to turn to page 82 in
• Elicit ideas from the whole class. their Workbooks.
A Write the number to match the WB A Read the Functional

sentence halves. 8 mins Grammar box.
N
• Introduce the matching activity using the example • Read through the Functional Grammar box in
1h (We couldn’t get a room because we hadn’t the Workbook
orkbook with the students. Make sure they
O
booked.). Tell the students to match the rest of the can see the difference between: I had breakfast
sentence halves to make complete sentences. and then I went to school (past simple/past
TI
• Check answers with the whole class. simple) and I went to school after I had had my
• Focus on the main stresses in the sentences. For breakfast (past simple/past perfect). The second
A
example: We couldn’t get a room because we sentence uses the past perfect because the first
hadn’t booked. action mentioned is in the past simple. When we
C
• Point out that each sentence half has a stressed look back in time from that past point, we use
word. Get the students to practise as a class. U the past perfect.
Try to get them to feel they are explaining to
ED
someone. Point out they should feel disappointed
in 1, 2 and 7, neutral in 3 and 5, assertive in 4 WB B Complete the text with the
and 6 and surprised in 8. correct past simple or past perfect
• Get the students to practise saying the sentences form of the verbs in brackets.
in pairs.
ET
• Tell the students about a place you returned to

Answers later which had changed. Ask if they have ever
1h; 2b; 3g; 4d; 5a; 6e; 7c; 8f been back somewhere that had changed a lot.
N
What sort of changes had happened?

• Ask the students to read through the text
R
B Match five of the sentences from and put the verbs in either the past simple or
Exercise A to the pictures below.
A
past perfect.
6 mins
Answers
G
• Tell
ell students to look at the pictures. What can 1 had changed
they see? Ask them to match five of the sentences 2 wasn’t
©
to the pictures. 3 had grown

• Elicit any situations that are familiar to the 4 had built
students. Encourage additional comments. 5 looked
6 had made
Answers 7 had closed
a3; b6; c4; d8; e2 8 was
9 had become
10 had moved
11 hadn’t planted
12 was
99

Unit 5 Holidays
WB C Work in groups. Choose one Sample paragraph

of the situations below. Take it in I got home from the shops yesterday and found
turns to say one sentence each on the my family had organized a surprise party
chosen situation. for me. They had turned off all the lights
so I thought no one was at home. Someone
• Tell the students they are going to talk about had blown up some colourful balloons in the
some imaginary situations. living room, so I knew something special was
• Read through the situations with the students. happening. My mum had brought out a cake
Elicit one example for each situation. with candles on it and some of my favourite
• Ask the students to work in small groups. music played. When my dad turned on the
Ask them to choose a situation. In their groups, lights, I saw that my family had invited all of my
friends. Everyone shouted ‘surprise!’ I was really
N
they should then take it in turns to say one
sentence each using the past perfect for this surprised and happy. They had also printed lots
O
imaginary situation. of photos of me and my friends in a book for me
• In open class, ask for examples from each as a present. It was a great birthday.
TI
group. Ask if the students have ever been in a
similar situation or know anyone who has.
A
What happened?
Unit 5 Lesson 6:
WB D Write about one of the
C
Trip Review
situations in Exercise C, using the past
U
perfect and past simple. Write 100 to
ED
120 words. Start like this: Objectives: Read and understand a
text about a holiday.
• Tell
ell the students to choose one of the situations Extend vocabulary related
and write about it. They can use examples from
ET
to holidays.
the group activity. They should write 100 to 120 Describe a holiday orally
words and follow on from one of the three first and in writing.
sentences given. Language: –
N
• Tell
ell the students to focus on the past perfect, Vocabulary: transfer, two-storey,
although they can also use the past simple
R
atmosphere, board (v),

where appropriate. exceptionally,
A
self-service, speciality,
spectacular, variety, consist
G
WB E When you have finished your

of, mint, entertainment,
draft, swap with a partner and give
display (n), overlook, set
feedback on each other’s drafts. Use
©
in, regional, octopus

the rubric provided.
21st Century Skills: Study Skills – Scanning a
text for specific information
• Ask students, What changes can you make to
make them clearer and stronger? Tell them to
proofread for spelling, grammar and punctuation.
• Now tell students to exchange paragraphs
back with a partner. Ask, Do you have any Warm up 8 mins
questions about your partner’s corrections to the
paragraphs? What is good about your partner’s • Ask the students to talk about these questions
paragraphs? with a partner:
• Ask volunteers to read their paragraphs to What is a travel magazine?
the class. What can you read about in a travel magazine?
100

Unit 5 Holidays
Have you ever read a travel magazine or written WB B Read the text carefully and
a letter to one? answer these questions.
What do you think people write about in
magazines like this? • Ask the students to read the text carefully to
What would you like to read about? Why? answer the next set of questions.
• Ask the students to tell you what they discussed. • Ask the students to compare their answers.
Example answers
A Scan the text about a holiday in 1 flight/accommodation/transfers/ferry/
Tunisia. Find one piece of information breakfast and dinner/entertainment
about each of the following: 9 mins 2 Very close/A short walk.
3 Thehe peaceful atmosphere.
N
• Tell the students to scan the text quickly to find 4 They
hey went to the Roman theatre, they
went on a donkey cart ride, they toured the
O
the information. Set a time limit of one minute.
• During the feedback try to find different things island
sland in a taxi, they went for a camel ride,
they learnt to windsurf
TI
the students have found. This is a chance for them
to give their own responses to the questions. 5 They
hey watched the free entertainment at
the hotel.
A
Possible answers
The journey – this included a flight, bus transfers
C
and ferry rides. WB C Find words in the text on page
The food – this was exceptionally good and you 56 of the Course Book that match the
could have almost anything you wanted.
U
definitions below.
ED
The hotel – it was not very luxurious but had its
own swimming pool and tennis courts. • Ask the students to scan the text to find words
The activities – there was a lot to do, including a for the definitions.
camel ride and surfboarding. • Ask them to compare answers. Check answers.
ET
• Elicit the following: names of places the students

know that you can get to by ferry, any luxurious
B Now do Exercises A to F on pages 85, hotels they can name, the most spectacular view
N
they have seen, an interesting display they have

seen and the names of some Libyan specialities.
R
• Tell
ell students to open their Workbooks at page 85.
Answers
1 ferry
A
WB A Scan the text on page 56 of the 2 luxurious

G
Course Book to find the answers to 3 spectacular

these questions. 4 speciality
5 hospitality
©
• Ask the students to scan the text in the Course 6 display

Book to answer the questions in Workbook
Exercise A.
• Check answers.
WB D Talk about these questions with
a partner.
Answers
1 Kerkennah Islands • Ask the students to look at the questions and
2 two weeks/a fortnight talk about them with a partner. They can make
3 £180 a few notes first.
4 Sfax • Ask for some opinions in open class.
5 swimming pool, tennis courts
6 octopus
7 On a tour of the island.
101

Unit 5 Holidays
WB E Work in pairs. Give your

partner a brief description of a holiday
Unit 5 Lesson 7:
you have been on. Ask your partner
questions to get more information
A Medical Tourist
about the holiday. Destination
• Tell the students they are going to tell a partner
the details of a holiday they have been on. Elicit Objectives: Review defining and non-
what Anna included in her account: place, cost, defining relative clauses.
journey, hotel, facilities, food, holiday activities. Analyze the punctuation
• Put the students in pairs to describe their used with relative clauses.
Language: Defining and non-defining
N
holidays.
• Ask them to tell the class one interesting detail relative clauses
O
about their partner’s holiday. Vocabulary: medical tourism
TI
WB F Now write a brief description of Workbook
W orkbook pages 88 to 93,
the holiday. First, make notes about Grammar and Functions
A
the points below. Then write your page 94
C
description. Write 100 to 120 words.
• Tell the students to write a short description of

U
Warm up 5 mins
the holiday in about 100–120 words.

ED
• Ask the students what they can remember
• Ask them to make notes about the points in the
about Kerkennah from the previous lesson.
questions to help them.
Ask specifically about which villages Anna and
Sample paragraph her cousin saw. Elicit and write on the board:
ET
My y mum and I have recently returned from a Anna saw the villages where the fishermen catch
week in Santorini. We stayed in a luxury hotel octopus. Ask: Which villages? Elicit: The villages
with a beautiful swimming pool. Our room where the fishermen catch octopus.
N
was very big and had a view of the sea. In the • Highlight the relationship between the parts of
day, we went swimming or went on boat rides the sentence as follows: Anna saw the villages
R
to different Greek islands. In the evening, we where the fishermen catch octopus.
ate delicious dinner at the hotel restaurant, and • Remind the students that the part of the sentence
A
listened to the musicians playing traditional which gives more information about the village
Greek music. The best thing about the holiday is called a relative clause. Relative clauses are
G
was when we had a tour of the island and saw signalled by words such as that, which, where
some ruins. The worst thing about the holiday and who.
©
was when I spent too long in the sun and got

sunburnt. It was my favourite holiday ever!
A Read these sentences and underline
the part of the sentence that gives
WB G Assess your own work. Did you you more information. 6 mins
find answers to all of the questions?
• Ask the students to look at the pictures on the
• Ask students to review their work and feedback web page on page 57 of the Course Book and
to the class. guess what sort of information the web page will
contain. Elicit a few ideas.
• Elicit the meaning of the rubric; if necessary you
can refer back to the Warm up. Students should
underline the relative clause in each sentence.
102

Unit 5 Holidays
You can help them by eliciting the word that The city has around 11,500 doctors who have
gives them a clue in each sentence (the word trained internationally. (D)
which signals the presence of a relative clause, Treatment that is organized by services such as
such as who, that or which). If necessary, you Cedarmed and Medical Tourism Lebanon can
can also help them by telling them that the include travel, treatment and recovery. (D)
relative clause is sometimes in the middle of the The most popular procedures people travel to
sentence, rather than at the end. Beirut for are plastic surgeries, which are 70% of
all its medical tourism. (ND)
Answers
Beirut is chosen by patients who want to
See answers to Exercise B.
combine a holiday with treatment, to rest and
recover. (D)
N
B What type of information do the
phrases you underlined give –
C Now do Exercises A to I on pages
O
essential information (defining) or
non-essential information (non- 88 to 93 of the Workbook. 28 mins
TI
defining)? 6 mins
• ell students to open their Workbooks at
Tell
A
page 88.
• Ask students if they can see a piece of
punctuation that comes before some of the
C
relative clauses. (The answer is a comma, which
WB A Read the Functional Grammar
appears in the first and fourth sentences.)
• Explain that the comma signals a different kind
U
box and think of four more examples.
ED
of relative clause called non-defining. Explain
• Tell
T ell the students to read through the Functional
that this is when the clause gives non-essential
Grammar box to clarify their understanding of
information, rather than information essential to
the rules.
the first part.
• Check understanding by asking checking
ET
• Discuss the first two sentences together

together.. In the
questions, for example: Which give essential
first sentence (which has a comma), the relative
information? Which give non-essential
clause introduces information which is non-
information? Which use a comma? etc.
essential – the first part of the sentence would
N
• Tell the students to think of four more sentences

make the same point if the relative clause was
and write them down. Two should have defining
R
missing. So this is a non-defining relative clause.

relative clauses and two non-defining.
But in the second sentence (which doesn’t have a
• Elicit sentences from the students and discuss.
A
comma), the relative clause introduces essential

information: the first part of the sentence would Example sentences
G
have a completely different meaning without the The car that I drive is black.
relative clause. Try to elicit the two meanings The man who manages our company is very kind.
of the sentence, with and without the defining My mother, who loves gardening, spends as
©
relative clause. much time as possible outside.

• Ask students to write ND next to the first America, where I’m originally from, is getting
sentence and D next to the second. Then get more and more expensive to visit.
them to work through the other three sentences,
marking them in the same way.
• In pairs, let the students discuss their answers. WB B Combine these sentences with
who, that or where.
Answers
Beirut is famous for its hospitals, which provide
• Introduce Exercise B. Ask the students to
high-quality and affordable healthcare. (ND)
complete the sentences with defining pronouns
to form defining relative clauses.
103

Unit 5 Holidays
• Check answers. Answers

1 Salwa, who has a biology degree,
Answers
wants to work with animals.
1 The lady who I spoke to on the phone told
2 The Tigris Hotel has a fabulous pool
me to call back later.
that/which opened two months ago.
2 They’ve knocked down the restaurant
3 Bashir, who passed his driving test last
where we had a meal last year.
week, is going to buy a car very soon.
3 The garage that I always go to for
4 The Star Restaurant has a lovely
repairs/where I always go for repairs
garden where you can have a meal
was closed today.
on summer evenings.
4 The car that he bought last month has
broken down.
N
5 The textbook that had the information I
ideas
WB E It is easier to think of ideas
wanted was missing.
when you are in a group. Practise with
O
the following essay title. One person
TI
WB C Complete the sentences should be the secretary and write
with who, which, where or whose and down the ideas.
A
add commas.
• Asksk the students what they do first when they
C
read an essay title. Are they good at coming up
• Introduce the activity. Make sure the students
with ideas?
know they should add commas in the
appropriate place.
U
• Read
R ead through the advice in the box. Add that
it is also a good idea to divide the ideas into
ED
• Check answers.
different sections.
Answers • Put the students in small groups and ask them to
1 Riverside Cinema, where the tickets only brainstorm ideas for the essay: What would you
cost £6 for students, usually has good recommend a visitor to do for a week in Libya?
ET
foreign films. • Tell them to look at the three points under

2 Beirut, which is full of good cafés and the essay title. These might correspond to the
restaurants,, is a really interesting city. sections or paragraphs of the essay.
N
3 My cousin Mike, who loves skiing, is going • Ask the students to brainstorm more ideas for
to buy a holiday home in the Swiss Alps. the three sections.
R
4 My sister, whose favourite food is pizza, • Ask for ideas from the groups. Ask if you
is having her birthday party at an Italian could use all these points in a 100- to 120-
A
restaurant. word essay (probably not). Point out that after

5 Fatima, whose article was in the science
G
brainstorming/writing down ideas, they should

magazine yesterday, is a very talented girl. prioritize and choose the best ideas for an essay.
©
WB D Use the correct relative WB F Now read the notes for this essay
pronoun to make one sentence. title: ‘The future of tourism in Libya’.
The sentence in brackets ( ) becomes Work in pairs and add three or four
the relative clause. Add commas suggestions on what you think tourism
where necessary. in Libya will be like in the future.
• Introduce the activity by going over the • Tell the students that sometimes essay titles are
examples. more abstract. They need to think what the title
• Let the students check answers in pairs before is asking.
checking as a class. • Workbooks closed. Write the title The future of
tourism in Libya on the board. Elicit what sort
104

Unit 5 Holidays
of things the students would write about. They • Ask different pairs for their examples. Do the
should think about what tourism is like at the others agree they are relevant?
moment and what changes might happen. What
sections would they have?
• Tell the students to look at the sections given WB H When you write essays you
in their Workbooks. Are they the same as their should use connectors to link your
ideas or different? ideas. Which of these connectors
• Put the students in pairs and ask them to add are used a) for adding information?
ideas about the future of tourism in Libya. b) for contrasting?
• Ask different pairs for examples. Do the
others agree? • Write
rite two sentences on the board: We should
organize more tours. We should build more
N
Sample suggestions
hotels. Ask what is wrong with writing like this.
More desert activities
O
Elicit that the sentences should be linked. For
Camel rides
example: In addition to organizing more tours,
Day trips to Gaberoun
TI
we should build more hotels.
Tour buses
• Refer the students to Exercise H and ask them
UNESCO world heritage sites; Roman ruins
A
to categorize the connectors according to
Beach resorts
whether they are for a) adding information or
Homestay holidays to help you learn about
C
b) contrasting.
Libyan life
Water sports Answers
U Adding information: in addition (to this), also,
ED
as well as, too
WB G Work in pairs. Look at the Contrasting: but, however
however, although
brainstorming ideas for this essay
title: ‘What can make a good
holiday?’ Add specific examples for WB I Choose one of the essays in
ET
Accommodation, Money, Meeting new Exercises E, F or G. Write 100 to

people and Learning about a different 120 words.
culture. Then write two more general
N
answers with specific examples. • Tell the students they are going to choose one
R
of the essay titles in this lesson and write 100 to

• Tell
ell the students that it is a good idea to give 120 words on it.
A
examples of the different points you make in an • Remind them to choose the best ideas and not to
essay. They make your argument much stronger. try to write about everything discussed.
G
However, the examples need to be relevant and • Also remind them to plan their essay and group
part of the answer. their points logically, including examples.
• Write What can make a good holiday? on • Encourage them to use connectors to link ideas.
©
the board and elicit different sections or • When they have finished, they should read and
general answers. check for mistakes. If appropriate, they can look
• Ask the students to look at the general answers at the essay with a partner to check for mistakes.
in Exercise G and see if their ideas are there. Sample essay
Then they should look at the specific examples What can make a good holiday?
given. Can they give other examples for the There are lots of things to think about when you
first two? are planning your holiday. What kind of holiday
• Put the students in pairs and ask them to add do you want? If you want a relaxing beach
specific examples for the remaining sections. holiday, make sure you go with someone who
They should then decide on two more general also wants to relax. However, if you want lots of
answers to add to the list and give specific variety, you should go to the city where you can
examples for these, too.
105

Unit 5 Holidays
see lots of shops, museums and people. If you A Work in groups. Discuss the title
want some luxury, go to a hotel, or if you want and picture. What do you think the
to meet other travellers as well as save money, text will be about? 8 mins
you can stay in a hostel. Also, if you want to
learn about a new culture, you should go to the • Tell the students to follow the instructions.
tourist office and ask if there are tours by local They should discuss the title of the text and
people. Think about these things and you will picture and predict what the text will contain.
have a great holiday. Encourage them to come up with as many ideas
as possible.
• licit information from each group.
Elicit
N
Unit 5 Lesson 8: B Skim the text and match the
the
O
headings to the
he ccorrect
orrect pa
paragraphs.
Happy Holidays 8 mins
TI
• Tell
ell the students to read through the paragraph
Objectives: Read a text for general and
A
headings and then read the text quickly to
detailed understanding.
match headings and paragraphs.
Identify the writer’s
C
• Ask
sk them to compare answers with others in
attitude.
their groups. Why did they choose these answers?
Give your own opinion.
Language: –
U
• Did
D id the text contain what they had predicted?
ED
Vocabulary: ensure, sufficient, Answers
physical, stroke, heart 1B; 2E; 3D; 4A; 5C
1
attack, on the move,
indefinitely, eventually,
ET
workaholic, cannot bear,

personal, relationships, 94 and 95 of the Workbook. 21 mins
trekking, routine, vital
21st Century Skills: Study
tudy Skills – Skimming • Tell students to turn to pages 94 and 95 in
N
a text for general their Workbooks.

R
information
Reference: C Course
ourse Book pages 58
A
and 59, Workbook WB A Read the text on page 58

pages 94 and 95 of the Course Book and circle the
G
correct answer.
Warm up
©
8 mins • Tell the students to read the text again to do

the next task. They should read each sentence
• Ask students what they do to relax when they and choose the correct answer.
are stressed because of work. Ask, Do you stay • Remind the students that the answers are not
at home, or do you try to get away? What might directly stated in the text. They have to infer.
be some of the benefits of going away for a • They should compare their answers in pairs.
short period of time?
Answers
1b; 2a; 3b; 4c; 5b
106

Unit 5 Holidays
WB B Answer this question. Round up
• Tell the students to write down the answer to • Go through the Round up page with students
the question and then discuss in pairs. quickly. Ask students to remind themselves
of the language they have learnt in this unit
Answer
by discussing each item with a partner. Ask
This answer is for discussion, but points that
could be raised by students are as follows:
examples for each item.
• Life is fast and most people spend a lot of
time working.
• The stress of life and work in particular can
cause health problems.
N
• Everyone, including people who work, need
a change of scene and pace of life; both
O
brain and body need a break.
TI
WB C Find words or phrases in the
A
text on page 58 of the Course Book
that mean the same as the words and
C
phrases below.
• Ask the students to try to find synonyms for

U
ED
the words and phrases in the text.
• Ask them to compare answers with the group.
• Tell
ell the students to check any other unfamiliar
words in a dictionary.
ET
Answers
1 ensure
2 indefinitely
N
3 deadline
4 around the corner
R
5 snatched
6 well-being
A
7 vital
G
WB D Discuss these questions with

©
a partner.
• Ask the students to work in pairs to discuss the

questions in Exercise D. Go round and listen to
students’ discussions. Ask pairs with exemplary
ideas to share them with the rest of the class.
107

Unit 6 Money Matters

• reading for gist
• reading to understand detailed Communication Skills:
information • Formal emails
• reading to predict information • Inferring information from context
• editing written work for mistakes atching relevant information
• Matching
• summarizing information
N
• sending an email of complaint Information Literacy:
O
• Identifying information in a
Listening and speaking bank statement
TI
• listening to infer specific information • Making predictions
A
• listening to complete information
• role-playing a real-life situation tudy Skills:
Study
C
• summarizing and retelling information • Inferring Information from a text
U
• talking about events in the past • Summarizing information
• contributing to discussions about
ED
unit topics Life Skills:

Life
ET
eviewing active and passive sentences

• reviewing
eviewing zero conditional (facts or
• reviewing
N
things that are generally true), first

conditional (talking about possibilities in
R
the present or future), second conditional

A
(talking about unreal situations) and

G
third conditional (unreal situations in

the past)
©
Vocabulary
• words used in banking and finance
• guessing meaning from context
• formal and informal expressions
108

Key Words
account (n) – /əˈkaʊnt/ currency (n) – /ˈkʌrənsi/ misspelt (n) – /ˈmɪsˈspelt/
advise (v) – /ədˈvaɪz/ current (account) (n) – /ˈkʌrənt/ open (an account) (v) – /ˈəʊpən/
approve (v) – /əˈpruːv/ deposit (n, v) – /dɪˈpɒzɪt/ overdraft facilities (n) –
ATM (n) – /ˌeɪ tiː ˈem/ disappoint (v) – /ˌdɪsəˈpɔɪnt/ /ˈəʊvə(r)drɑːft fəˈsɪlətiz/
attract (customers) (v) – /əˈtrækt/ exchange rate (n) – owner (n) – /ˈəʊnə(r)/
N
balance (n) – /ˈbæləns/ /ɪksˈʧeɪnʤ reɪt/ password (n) – /ˈpɑːsˌwɜː(r)d/
bank card (n) – /bæŋk kɑː(r)d/ expert (n) – /ˈekspɜː(r)t/ pay (fees) (v) – /peɪ/
O
bank online (v) – /bæŋk ˈɒnˌlaɪn/ expired (v) – /ɪksˈpaɪə(r)d/ pay back (v) – /peɪ bæk/
bank statement (n) – fee (n) – /fiː/ PIN (n) – /pɪn/
TI
/bæŋk ˈsteɪtmənt/ handbag (n) – /ˈhæn(d)ˌbæɡ/ rate (interest ~) (n) – /reɪt/
bill (pay a ~) (n) – /bɪl/ instalments (n) – satisfying (adj) – /ˈsætɪsˌfaɪɪŋ/
A
branch (bank ~) (n) – /brɑːntʃ/ /ɪnˈstɔːlmənts/ savings (account) (n) – /ˈseɪvɪŋz/
cancel (v) – /ˈkæns(ə)l/ insurance (n) – /ɪnˈʃʊərəns/ tip (v) – /tɪp/
C
cash (n) – /kæʃ/ interest (n) – /ˈɪntrəst/ transaction (n) – /trænˈzækʃ(ə)n/
charge (~ a fee) (v) – /tʃɑː(r)dʒ/ investment (n) – traveller’s cheques (n) –
cheque (n) – /tʃek/ /ɪnˈves(t)mənt/
U /ˈtræv(ə)ləz ʧeks/
ED
cheque book (n) – /ˈtʃekˌbʊk/ keep in touch (v) – /kiːp ɪn tʌʧ/ valid (adj) – /ˈvælɪd/
convince (v) – /kənˈvɪns/ knowledgeable (adj) – value (n) – /ˈvæljuː/
credit card (n) – /ˈkredɪt kɑː(r)d/ /ˈnɒlɪdʒəb(ə)l/ withdrawal (n) – /wɪðˈdrɔːəl/
credit limit (n) – /ˈkredɪt ˈlɪmɪt/ loan (n) – /ləʊn/
ET
N
R
A
G
©
109

Unit 6 Lesson 1: • Tell the students to listen and write numbers

beside the parts they have underlined to
Bank Statements show the order of the information. Play the

audio again.
• Ask which students receive bank statements.
Objectives: Listen for specific Ask if they always check them carefully.
information. Why/Why not?
Extend knowledge
of vocabulary related  Track 16
to banking. others talking.
Listen to two brothers
Understand the benefits of Underline the items on the bank statement
recording new vocabulary.
N
that they talk about.
Language: Revision: non-defining Aziz: Hi, Rami. What are you doing?
O
relative clauses Rami: I’m trying to understand something
Vocabulary: ATM, bank card, bank I got from my bank. I’m not sure
TI
statement, account, what it is.
balance, cheque, Aziz: Let me see. Oh, that’s
that’ your bank
A
transaction, withdrawal, statement. This is a paper that
deposit (n and v), cash, you’ll get every month from your
C
PIN, credit card bank. It’s really important because
21st Century Skills: Study Skills – Listening for U it shows you how much money
key words went in and came out of your
ED
account every month. You
Workbook pages 96 and should look at it carefully and
97, 16 and 17 check it to make sure there aren’t
any mistakes.
Rami: Can you help me figure out what
ET
Warm up 5 mins
it all means?
Aziz: Sure. Look, to the left of the
• Ask the students where most people keep their
title ‘Bank Statement’ is the
N
money: in a bank account.

account. Elicit the names of
name of your bank. Then there’s
any big banks they know.
R
information to identify the bank

• Ask how banks give us information about our
account. Your name is on the left.
bank accounts: They send us a statement. Elicit
A
Your account number, which is an

what information a bank statement gives us.
eight-digit number, appears
G
on the top right. That’s

straightforward, right?
A 16 Listen to two brothers talking. Rami: Sure, that’s easy.
©
Underline the items on the bank

Aziz: A transaction is an activity in
statement that they talk about.
your account. So the second
10 mins
column is where the bank says
what happened in your account
• Tell the students they are going to listen to
during the month, if you wrote
Rami and his brother Aziz talking about a bank
a cheque or deposited money,
statement. Tell them to listen to the conversation
for example. The date when that
and underline the different things on the bank
transaction happened is on the left.
statement that the brothers talk about.
Rami: And what does ‘Balance’ mean?
• Play the audio. Ask the students to listen and
complete the activity.
110

Aziz: The balance is the total that is B Now do Exercises A to E on pages

left in your account after each 96 and 97 of the Workbook. 30 mins
transaction. The first entry, which
says ‘Opening balance’, shows the • Tell students to turn to pages 96 and 97 in
amount that was in your account their Workbooks.
at the beginning of the month.
Rami: And under that it says cheque
number 001. That must be a WB A Match the words and the
cheque I wrote. definitions. Look back at the bank
Aziz: Yes, and further down there are statement on page 62 of the Course
more cheques. See? Numbers 002, Book to help you.
003 and 004. You wrote a lot of
N
cheques last month! • Tell
ell the students to match the words to the
O
Rami: Yes. I remember number 001 was definitions. They can look at the bank statement
to my dentist. The others are on on page 62 of the Course Book to help them.
TI
the same day. Those must be from • Let them look at the new words for a short time
the day I went to the mall. I bought and then give them a quick oral test by giving
A
some CDs, some clothes and the definitions and asking for the words.
some computer games by cheque
Answers
C
that day.
1b; 2c; 3e; 4f; 5d; 6a
Aziz: Oh, can I see your games? U
Rami: Sure, but can you help me with the
rest first?
ED
WB B Look at the example from
Aziz: Yes, well, cash withdrawal means
the conversation.
you took money out of your
account, probably at an ATM.
• Read the example with the class and ask
Rami: Yes, I did.
ET
the students if the sentence will still be

Aziz: And deposits are transactions when
understandable if you take out the clause – yes,
you put money into your account.
it is. Elicit what we call this type of clause (non-
Rami: es, that was my first pay cheque
Yes,
defining relative clause) and remind students that
N
from my new job.

these clauses add extra information.
R
Answers • Tell the students to complete the sentences with

1 CCB (= name of bank) the non-defining relative clauses from the box.
A
2 Rami Adam (= name) • Ask the students if they can think of other short
3 Account number relative clauses that could go in the same places,
G
ransaction
4 Transaction e.g., 1, which tells you what is in your account.
5 Date
Answers
©
6 Balance
1 Your bank statement, which you’ll get every
7 Opening balance
month, is very important.
8 Cheque no. 001
2 Aziz, who is Rami’s brother, is very helpful.
9 Cheque no. 002
3 The mall, where I sometimes buy clothes, has
10 Cheque no. 003
fabulous shops.
11 Cheque no. 004
4 The computer games, which I played
12 Cash withdrawal
yesterday for the first time, are really great.
13 Deposits
5 Don’t forget to check your bank balance,
which is in the column on the right.
6 The cheque, which I deposited on the 10th,
was for 450 pounds.
111

WB C 17 Complete the definitions. I forgot my PIN, but luckily I had written
it down in my diary!
• Tell the students to work in pairs and complete I wrote a cheque for my sister as a
the short definition for each item. birthday present.
• Play the audio and tell the students to listen I paid for my graduation clothes with my
and repeat for pronunciation practice. credit card on the internet.
 Track 17 WB E Complete the paragraph with

Complete the definitions. words and phrases from the lesson.
Bank card: a piece of plastic you can use to
pay for things or get money in • ell the students to complete the paragraph
Tell
N
the street with words or phrases from the lesson.
ATM: somewhere you can get money
O
using a bank card Example answer
PIN: a secret number you can use with a I opened a bank account last month. Now I’ve
TI
bank card to stop others using it got a bank card,
card, which I can use to get money
Cheque: a piece of paper you can use to pay out of the ATM/account
ATM/account. Yesterday, I made a
A
for things withdrawal of 35 Libyan dinars to go to the
Credit card: a piece of plastic you can use to cinema and buy some juice. I need to remember
C
buy things and pay for them later to write down how much I spend – it’s easy to
spend too much money! I should get a bank
Possible answers
U statement very soon, which will show me
ED
Bank card: a piece of plastic you can use to pay how much money I’ve still got in my account.
for things or get money in the street I haven’t got a credit card yet, so I pay for
ATM: somewhere you can get money using everything by cash or by cheque.
a bank card
ET
PIN: a secret number you can use with a bank

card to stop others using it
Cheque: a piece of paper you can use to pay
N
for things
Credit card: a piece of plastic you can use to buy
R
things and pay for them later

A
WB D Write five sentences using

G
new words.
©
• Ask
sk the students for examples of how to record
new vocabulary.
• Point out that it is important to write sentences
using the new words to show the meaning and
how they are used. Ask if they can remember
the last five words they recorded.
• Tell the students to write sentences with five
new words from this lesson.
Possible answers
I paid for the meal with my bank card.
I got some money yesterday from an ATM
on my street.
112

Unit 6 Lesson 2: WB A Read the information on

page 63 of the Course Book. Answer
Opening an Account the questions.
• Tell students to answer the questions based on

Objectives: Practise scanning a text to what they have just read. Check answers.
find specific information.
Answers
Practise and extend
1 A savings account
knowledge of vocabulary
2 A children’s account
related to bank accounts.
3 A current account
Listen for specific
4 A current account
information.
N
5 A university student account
Language: Revision: the passive
O
Vocabulary: current (account), cheque
book, savings (account), B 18 Listen to the conversation
TI
open (an account), fee, between the customer and a banker
interest, charge (a fee), and tick ((3
(3)
3)) the things they talk
about. 10 mins
A
pay (interest), overdraft
facilities, rate (interest~),
C
maintain (a minimum • Tell
ell the students they are going to hear a
balance) U conversation between a customer and a banker.
21st Century Skills: Study Skills – Listening • Read through the ten topics on page 63 of the
for key words; Course Book and check understanding. Then tell
ED
Communication Skills– the students to listen and tick which of the ten
Information exchange items the girl and the banker discuss.
Reference: Course Book page 63, • Check answers.
ET
101, 18, Grammar and  Track 18

Functions page 95 Listen to the conversation between the
customer and a banker and tick the things
N
they talk about.

Warm up 5 mins
R
Customer: Good morning. I’d like some

information about opening
• Elicit what different types of accounts you can
A
an account.
get at a bank and list the students’ suggestions
Banker: Of course. What kind of account
G
on the board.
would you like to get?
Customer: Well, I’m not really sure. What
kinds of accounts do you have?
©
A Read the information about the

Banker: Well, first of all, are you over 17?
bank accounts. Use the glossary in
Customer: Yes, I’m 18. Why?
the middle of the page to help you.
Banker: Well, we have special accounts
Then do Exercise A on page 98 of
for people under 17. But if you’re
18, you have different accounts to
choose from. If you get a savings
• Introduce the task. Tell the students to read the
account, you get an ATM card.
questions in the Workbook and then scan the
The interest is paid by the bank
texts on page 63 of the Course Book to find the
every six months.
answers. Ask them to look at the glossary and
Customer: That sounds like a good account.
suggest they use this to help.
Can I get a cheque book? I think
I’ll need a cheque book to pay bills.
113

Banker: No. Cheque books aren’t provided WB B Match the verbs and nouns
with a savings account. But you to make collocations.
get a free cheque book if you open
a current account. • Remind the students about collocations (see
Customer: And can I get an ATM card, too? Unit 5, Lesson 3).
I want to be able to get cash easily. • Introduce Exercise B. Tell the students to
Banker: Yes. The cards can be used at any match the verbs with the nouns to make new
ATM machine in the country. You collocations.
can also make withdrawals all • Check answers.
over the world if you need money • Then ask the students to test each other in pairs.
while you’re travelling.
Answers
Customer: What do I need to do to open
N
1c; 2a; 3d; 4e; 5b
an account?
O
Banker: You need to have an identity
card and to deposit 400 Libyan
WB C 18 Listen to Track 18 again
TI
dinars. If you have less than 200
and complete these sentences from
Libyan dinars in your account,
the conversation.
A
we charge a fee of 50 Libyan
dinars per month.
• Write
rite two sentences on the board: We pay rent
C
Customer: That’s a lot of money. I haven’t got
every month. Our rent is paid every month. Elicit
a job. I’m a student, I’m starting U which is passive and which is active.
university next autumn.
• Play 18. Tell the students to listen and
Banker: Oh, then you should get a
ED
complete the sentences in Exercise C with words
University student account.
from the conversation.
You don’t have to maintain a
• Check answers and ask the students to tell you if
minimum balance.
these are active or passive sentences.
Customer: Doo you have a branch near
ET
• Ask the students to give you the active forms of

the university?
these sentences.
Banker: es, we do. It is being renovated,
Yes,
• Highlight the difference in form and focus on
but it will open again next month.
N
how passive sentences are formed.

Customer: hat’s great. I think I’ll open a
That’s
• Read through the Functional Grammar box on
student account then.
R
page 99 of the Workbook to clarify use of the

passive. Check understanding by asking questions
A
Answers
like: What is the subject? (who or what did the
1, 2, 3, 4, 6, 9, 10
action), Who deposited the money in the example?
G
(the uncle), What is a process? (something you do

step by step), How do you say ‘The statement will
C What kind of account does the
©
show the cash withdrawal’ in the passive?

customer decide to get? 3 mins
Answers
• Elicit the answer to the question from the whole 1 provided
class – the customer opens a student account. 2 used
3 being
D Now do Exercises B to F on pages


their Workbooks.
114

WB D Unscramble the words to make 6 My bedroom is being painted, so I’m

passive sentences. sleeping in the living room.
7 My ATM card was stolen yesterday, so I
• Tell the students to read the active sentences have to get a new one.
and then unscramble the corresponding passive 8 Bank statements are sent at the end of
sentences in brackets. each month.
Answers
1 My wallet was stolen last week.
2 The bank was robbed yesterday.
3 The bill will be paid tomorrow.
4 These coins are used in Egypt.
Unit 6 Lesson 3:
N
Meet a Banker
O
WB E Work in pairs and role-play
the situation. Objectives: Develop the reading skills
TI
of prediction, reading for
• Tell the students to work in pairs. Student A gist and reading for detail.
A
should ask questions to get information about Develop an understanding
bank accounts. Student B should answer the of paragraph structure.
C
questions with the information in the table. Discuss the issues raised
in the text.
Read through the beginning of the conversation
with them.
U Language: Revision: the passive
ED
• When they have finished, Student A should read Vocabulary: convince, attract
the information back to Student B, who should (customers), branch
correct any mistakes. (bank ~), advise,
• Monitor and give help where necessary. responsibility, approve,
ET
• Ask a strong pair to act out their role-play for disappoint, knowledgeable,
the class. satisfying, expert, loan
21 Century Skills: Study Skills –
st
Understanding text
N
WB F Complete the sentences using structure

R
the verb in brackets. Reference: Course Book page 64,

Workbook pages 101
A
• Tell
ell the students to complete the sentences in to 104
the Workbook with the passive form of the
G
verb in brackets.
• Refer
efer them to the Grammar and Functions Warm up 8 mins
©
section on page 95 of the Course Book.

• Discuss the following questions with
Answers
the students:
1 The cheque was signed last week.
What do you think the job of a banker is like?
2 A fee will be charged if you don’t have
What do you think a banker has to do?
enough money in your account.
What sort of qualifications or skills does a
3 This letter was written by my father.
banker need?
4 The magazine is published every month.
5 I used my father’s car while my car was
being repaired.
115

A Skim the text. What is the main WB B Choose which of the

topic? Tick (3) the best description. following sentences give supporting
8 mins information for the main idea, The
variety of a banker’s job. Tick (3) the
• Tell the students to read the text on page 64 of ones you choose.
the Course Book quickly and choose the best
description from the three at the top of the page. • Elicit the fact that texts are divided into
• Then ask them to compare their predictions paragraphs and that these have a structure.
about the job of a banker with the information Tell the students you are going to look at how
in the text. paragraphs are structured.
• Explain that most paragraphs have a main
Answer
N
idea and several details that support this main
3 What a banker’s job is like.
idea. Write on the board examples/reasons/
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explanations and say that these are what the
B Now do Exercises A to E on pages supporting details can include.
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101 to 104 of the Workbook. 29 mins • Elicit the instructions for Exercise B. Then
ask the students to tell you the main idea of
A
• Refer students to pages 101 to 104 of paragraph 1.
the Workbook. • Tell
ell the students to study the statements in
C
Exercise B and choose which ones give the
U supporting details. Ask the students to discuss
WB A Decide if these statements their answers with a partner and be prepared to
explain them.
ED
about the text on page 64 of the
Course Book are true (T) or false (F).
). • Check answers as a class.
Underline the parts of the text that Answers
helped you find the answer. 1, 2 and 4 (because they give more information
ET
about what a banker does)

• Check the meanings of possible unfamiliar
words: convince – persuade, suitable – right for
them, extend – make bigger, a range of – a lot of, WB C Look at the other three
N
requires – needs, assess – judge. paragraphs in the text on page 64

R
• Ask the students to read the text again carefully of the Course Book. Choose the
and answer the true/false questions in the main idea and supporting details for
A
Workbook.
orkbook. Ask them to underline the parts of each paragraph.
the text that give them the answers.
G
Answers • Tell the students to continue in pairs with

1 F: No two days are ever the same. Exercise C. Ask them to find the main idea
©
2 F: … we can attract students by offering and the supporting details for each of the
special student accounts … remaining paragraphs of the text on page 64 of
3 T: It is often up to me to decide whether the the Course Book.
business is a good idea or not … Answers
4 T: Unfortunately, I cannot always approve Para 2: Main idea a), supporting details a) and c)
a loan. Para 3: Main idea b), supporting details a) and c)
5 F: … you have to be quite knowledgeable Para 4: Main idea b), supporting details a) and b)
about many different subjects.
6 F: Another important skill is being able to • Ask the students whether they think being a
work with other experts … banker is a good job and why/why not. Would
they like a job like this? Why/Why not?
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• Get them to discuss this in pairs or groups and to decide whether or not to give out loans
then listen to their ideas in open class. to people or businesses. Loans are used for
expensive purchases, like buying a house or
starting a business. Sometimes they cannot
WB D Complete the sentences with approve loans, but can give advice. Bankers
the passive or active form of the verb can choose to work with big companies or
in brackets. small businesses. You need skills in maths
and research to be a banker. You also have
• Ask the students to find an example of a verb in to be a good communicator, because people
the passive form in paragraph 3 of the text: … trust someone who communicates well. Also,
you have to understand how the products are bankers must be able to explain complicated
made and used. things to people easily, to help them make
N
• Introduce Exercise D. Tell the students to decisions about money.
O
complete the sentences with the passive or active
form of the verb in brackets.
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Answers
1 The money in a bank account is used
Unit 6 Lesson 4:
A
in many ways.
2 The machine is being repaired at
Money Matters
C
the moment.
3 The loan is paid back with interest at
the end of the year.
U Objectives: Extend knowledge of
ED
4 The decision will be made tomorrow by vocabulary related to
the bank manager. personal banking.
5 Fatima got a loan last week to buy her flat. Develop gist listening
6 The business was started two years ago by by matching conversations
ET
two brothers. to situations.

7 Bankers usually like helping their customers. Develop the skill of
8 Was the information sent to you by mail guessing the meaning
last week? of words from context.
N
Review conditional
R
sentences.
WB E Summarize the text. Write Language: Zero, first, second and
A
100 to 120 words. third conditionals

Vocabulary: cancel, credit limit,
G
• Ask the students how much they can expired, valid, handbag
remember about the text and what the job of 21 Century Skills: Communication –
st
a banker is like. In pairs they can note down

©
Interpreting conversations
the points. Elicit sentences about the text from Reference: Course Book page 65,
different students. Workbook pages 104
• The students can check their points against the to 107, 19
points in Exercise C in the Workbook. They
should now write a summary of the text. They
can use the points to help them. Warm up 5 mins
Sample summary
A banker has lots of responsibilities. Their • Elicit the sort of problems you can have with bank
job is to make sure people use the bank by cards and credit cards. Write these on the board.
creating discounts and offers. They also have
117

A What kinds of problems are these Cashier: Well, if you go to the bank in the
people having? 19 Listen to the next street, you could get cash
conversations and match them to from the ATM.
the pictures. 10 mins Customer: Thank you very much.
Conversation 3
• Tell the students to look at page 65 of the
Waiter: I’m sorry, sir. Your credit card
Course Book and guess what problems the
isn’t working.
people in the pictures are having.
Customer: Could you try it again, please?
• Tell the students that they are going to listen to
It worked yesterday.
four conversations about different problems.
Waiter: I’m sorry,, it still isn’t working.
They should match the conversations and
Sometimes if you put in the wrong
N
the pictures.
number several times, it gets
• Play the audio and ask the students to match
blocked. Or you may have reached
O
the conversations and the pictures.
your credit limit. Would you like to
pay by cheque instead?
TI
 Track 19 Customer: Yes,
Yes, that’s a good idea.
Listen to the conversations and match them
A
to the pictures. Conversation 4
Conversation 1 Customer: Good morning. Can you help me?
C
Banker: Good morning, National Bank. My bank card didn’t
didn’ come out of
Can I help you?
U the ATM.
Customer: Yes, I don’t know what to do. I’ve Banker: Of course. Can you give me your
ED
lost my handbag. My wallet, with account number? I’ll check your
all my money and bank cards, was account.
in it. Customer: Yes, it’s 92671098. Does this mean
Banker: Are you sure you’ve lost it? there’s no money in my account?
Banker: No. If there was no money in your
ET
Couldn’tt you have just left it

at home? account, the machine would still
Customer: No. I definitely had it when I was give you your card back. I see the
at the café. I was talking to my problem. Your card has expired.
N
friend when we left and I think I Customer: It has?

R
left it on the table. Banker: Yes. Today is 5 April and your card
Banker: Did you go back to look for it? was valid until 4 April. We sent
A
Customer: Yes,
Y es, it wasn’t there. If I hadn’t been you a new card two weeks ago.
in such a hurry, I wouldn’t have Customer: I never received it.
G
left it there! Banker: We’ll cancel that one and send

Banker: Don’
Don’tt worry. If we cancel your you a new one, then. You should
receive it in three or four days.
©
cards now, no one else will be able

to use them. New ones will be sent Answers
to you very soon. 1c; 2b; 3d; 4a
Conversation 2
Customer: Do you take credit cards?
B Now do Exercises A to D on pages
Cashier: I’m sorry, we don’t.
Customer: Can I pay by cheque?
Cashier: No, we only take cash.
• Refer students to pages 104 to 107 of
Customer: I didn’t know that.
the Workbook.
Cashier: Look, it’s on the sign.
Customer: Oh, no. If I’d known that, I would
have brought cash.
118

WB A 19 Listen to and read • Use concept questions to check meaning: If you
the conversations. Decide if these put in the wrong number several times, it gets
statements are true (T) or false (F). blocked. (Does this always happen? – yes) If we
cancel your cards now, no one else will be able
• Play the audio again and ask students to read the to use them. (Will no one else be able to use the
conversations in the Workbook. card? Only if it is cancelled.) If you go to the
• Ask them to work in pairs to decide whether the bank in the next street, you could get cash from
statements about the conversations are true or the ATM. (Is this going to happen? – maybe) If
false. They should also be prepared to say why I’d known that, I would have brought cash. (Did
they made their decisions. she bring cash? – no)
• Ask the students to check the Functional
Answers Grammar box and classify the examples on the
N
1T; 2T; 3F; 4T; 5T; 6T; 7F board as zero, first, second or third conditional.
O
• Tell
ell the students to find the other two examples
• Put the students in pairs and tell them to find in the conversations and classify them. ((If I
TI
these words in the conversations: cancel, credit hadn’t been in such a hurry, I wouldn’t have
limit, expired, valid. (The words are in bold in left it there. and If there was no money in your
the conversations.) They should try to guess the
A
account, the machine would still give you your
meanings of the words from the context of the back.)
card back.)
C
conversations. Encourage students to read the • Elicit more examples using the following
sentences before and after a sentence containing U situations:
an unfamiliar word. My friend sometimes borrows money from me,
• Elicit what the students think the meaning is. but he always pays me back quickly
quickly. (If my
ED
Encourage them to express the meaning in their friend borrows money from me, he pays me
own words. back quickly.)
• During feedback, try to use words the students I might be late, and then my teacher will be
already know.. However, you might want to angry. (If I’m late, my teacher will be angry.)
ET
clarify the meaning of valid in Arabic, as can be I didn’t hear the alarm clock this morning and I
used only gives the meaning in this situation. was late for work. (If I’d heard the alarm clock,
The word acceptable may be more appropriate. I wouldn’t have been late for work.)
N
Possible answers I’m not very rich. I can’t buy the Ferrari. (If I
cancel: stop something working were very rich, I’d buy the Ferrari.)
R
credit limit: the amount of money you

A
can borrow
expired: come to an end WB C Choose the sentence with
the same meaning and match each
G
valid: can be used

sentence to the statement that best
describes it.
©
WB B Find conditional sentences

in the conversations. Read the • Tell the students to read the conditional
Functional Grammar box and identify sentences and choose which sentence, a or b,
what type they are. is closest in meaning to it.
Answers
• Elicit examples of conditionals from the 1a (third conditional) A
conversations. Choose and write on the board 2a (second conditional) B
one example of each type, zero to 3b (first conditional) D
third conditional. 4a (zero conditional) C
119

WB D Tell your partner about a time A Read the email and do Exercise
when you lost or forgot something. A on page 108 of the Workbook.
Then use the context to help you
• Tell the students about a time when you forgot match the words in bold with these
or lost something important. The students pictures. 12 mins
listen. Ask them: What did I lose/forget? When
and where did I forget/lose it? Why did this • Tell students to read the email and check how
happen? Did I get it back? What were many of their suggestions are mentioned.
the consequences? • Ask some quick questions about the email.
• Tell the students that now it’s their turn. When does Hazem’ss plane leave? What is he
They are going to tell their partner about a taking in his suitcase? Why can’t he take the
N
time when they lost or forgot something. Underground? What is the exchange rate?
• They should use the ideas in the Workbook to
O
help them and take two minutes to prepare
what they’re going to say. They can make notes WB A Reread the email on page 66
TI
if they wish. of the Course Book and answer
• Then the students tell each other their stories the questions.
A
and ask each other questions about them.
• Ask some students to retell their stories to • Tell
ell the students to read the email again and
C
the class. answer the questions in Exercise A on page 108
U of the Workbook. They can write short answers.
Answers
ED
1 Packed. Bought some new clothes and some
guidebooks. Got some traveller’s cheques.
Unit 6 Lesson 5: 2 By taxi, Underground and bus.
The Big Day 3 By email from an internet café.

ET
• Ask the students to use the context to guess

Objectives: Read an email for detailed the meanings of these words from the email:
N
understanding. traveller’s cheques, currency, pounds,

Understand and use basic exchange rate
R
conditional sentences in • Elicit the difference between regular cheques and

both controlled and freer traveller’s cheques. Ask if they know what the
A
situations. exchange rate is at the moment.

Language: Zero, first, second and • Ask the students if they think Hazem’s idea
G
third conditionals about taking traveller’s cheques is a good one.

Vocabulary: traveller’s cheques, Why/Why not? Elicit how they, or members of
©
exchange rate, currency, their family, usually take money when travelling.
tip (v) Answers
21st Century Skills: – traveller’s cheque: a special cheque that can be
Reference: Course Book pages 66 and used in any bank (top left picture)
67, Workbook pages 108 currency: money or a system of money (bottom
and 109 right picture)
pounds: the currency used in the UK (top right
picture)
Warm up 5 mins
exchange rate: the amount of money you get
when changing from one currency to another
• Ask the students what they think people do to
(bottom left picture)
prepare for a holiday. Write their suggestions on
the board.
120

B Work in pairs. Match the currencies WB C Continue the event chain,

and their names. 8 mins using the first conditional for as long
as you can.
• Elicit as many currencies as you can from the
students and write them on the board. • Ask the students to work in pairs to continue the
• Tell the students to work in pairs to match the event chain in Exercise C for as long as they can.
currencies and their names. Each conditional depends on the one before. Go
through the examples with the students and elicit
Answers
the ending of the second sentence with them.
1f euro
Make sure they are familiar with the form of the
2a US dollar
first conditional.
3b Japanese yen
N
• Check answers and listen to several possibilities
4h Syrian pound
from different pairs.
5d Chinese yuan
O
6e Indian rupee Possible answers
7i Saudi riyal 1 If I go to town, I’ll spend a lot of money
money.
TI
8g Libyan dinar 2 If I spend a lot of money
money, I won’t be able to
9c Australian dollar buy new shoes.
A
10j UAE dirham 3 If I don’t
don’t buy new shoes, I won’t be able to
go running.
C
don’t go running, I won’t be as healthy.
4 If I don’t
C Now do Exercises B to F on pages
108 and 109 of the Workbook.
U 5 If I’m not healthy
healthy, I will feel very tired.
6 If I feel very tired, I won’
won’t be able to work
ED
20 mins as efficiently.
• Refer students to pages 108 and 109 of

the Workbook. WB D Continue the regret chain,
using the third conditional as long as
ET
you can.
WB B Match the clauses to make
meaningful sentences.
N
• Ask students to do the same as Exercise C

with the regret chain in Exercise D. Make sure
R
• Quickly review the four types of conditional they are familiar with the form of the third
from the previous lesson. Elicit answers as conditional. Explain that each condition leads to
A
complete phrases: If you travel by bus, what do another action and regret. Get feedback in the
you need? (You need cash.) same way.
G
If Hazem wants to go sightseeing, what will he

Possible answers
use? (He will use his guidebooks.)
1 If my alarm clock had gone off this morning,
©
If he arrived at the airport at 3.30, what would

I wouldn’t have overslept.
happen? (He would miss the plane.)
2 If I hadn’t overslept, I wouldn’t have missed
• Introduce the Workbook Exercise B matching
the bus.
task. Tell the students to complete the matching
3 If I hadn’t missed the bus, I wouldn’t have
task and then compare their answers.
been late for my interview.
Answers 4 If I hadn’t been late for my interview, I
1b; 2d; 3a; 4e; 5c would have got the job.
5 If I had been given the job, I would have
been able to get a pay rise.
6 If I had been given a pay rise, I would have
been able to pay my rent this month.
121

WB E Complete the sentences

with the correct form of the verb
Unit 6 Lesson 6:
in brackets. A Car Loan
• Ask the students to use the correct forms of the
verbs in brackets to complete the sentences in Objectives: Listen and read for specific
Exercise E. Explain that the sentences use all information.
four types of conditionals. Extend knowledge of
• Ask the students to compare answers. vocabulary related to
• Check answers and concept check each sentence banking and finance.
to make sure they understand the meanings. Practise
ractise using conditionals.
Language: Zero, ero, first, second and
N
Answers
third conditionals
1 If my plane doesn’t leave on time, I’ll miss
O
Vocabulary: d down
own payment,
my connection this afternoon.
instalments, pay back,
2 If you hadn’t renewed your passport last
TI
investment, value,
month, you wouldn’t have been allowed
insurance, owner
to travel.
21 Century Skills: SStudy
A
st
tudy Skills – Listening for
3 If I don’t bring some books, I usually get
key words
very bored on the plane.
C
4 If I have any currency left over after the trip,
U Workbook pages 110 and
I’ll keep it for my next visit.
5 If they didn’t have duty-free shops at the
Functions page 92
ED
airport, people wouldn’t be very happy.
Warm up 5 mins
WB F Complete the sentences with
your own ideas.
ET
• Elicit which students drive and have cars, what

cars they have or would like to have. Discuss the
• Tell
ell the students to complete the sentences in
advantages and disadvantages of buying a used
N
their Workbooks with their own ideas. Do one

car over a new car.
sentence with them as an example: If you hadn’t
R
come with me, I would have got lost.

Possible answers A 20 Read and listen to
A
1 If you hadn’t
hadn’t come with me, I would have the conversation. 8 mins
G
got lost.
2 If they hadn’t
hadn’t run out of petrol, they • Tell the students to scan the conversation on
wouldn’t have missed their flight. page 68 of the Course Book and find and
©
3 If I hadn’
hadn’t seen you at school, I would have underline all the questions.
thought you’d graduated. • Elicit the questions. Clarify the new vocabulary:
4 If I went to London, I would visit the Houses down payment and monthly instalments. With
of Parliament first. the question: What are they? make sure the
5 If I had a bank account, I could pay with a students understand that it means: What are the
card instead of cash. monthly instalments?
6 If I didn’t know the word, I would have • Tell the students to listen and read. They
looked it up. should pay particular attention to the answers to
the questions.
122

B Now do Exercises A to D on pages Nour: Yeah. But it’s worth it. This sort of
110 and 111 of the Workbook. 32 mins car is a real investment. It won’t
lose money. In fact, it may even go
• Tell the students to turn to page 110 of up in value.
the Workbook. Ahlam: Well, I suppose it’s more enjoyable
than investing your money in a
business and waiting for it to make
WB A Read the conversation on a profit! Maybe I should make an
page 68 of the Course Book and investment like this.
answer the questions. Nour: Here we are. Do you think I can fit
into that parking space?
Ahlam: Sure. Uh, no, maybe not. (Sound of
N
• Tell the students to answer the questions.
• When you have checked answers, ask: Why is crash) Oh, no. I think one of your
O
Nour glad the loan includes free car insurance? lights is broken.
• Ask what other things people get loans for. What Nour: Luckily,
Luckily, the loan also includes free
TI
do we call a special loan for buying a house? car insurance!
A mortgage. What other sorts of insurance
A
can we get? Answers
1 WWith
ith a car loan.
C
 Track 20 2 No, she didn’
didn’t.
Read and listen to the conversation.
U 3 800 Libyan dinars.
Ahlam: Wow! Is that your car? 4 Five years.
5 Because it’it’s not a new car.
ED
Nour: Yes! Nice, isn’t it? I bought it
yesterday. Do you want to go for Final question: Because she’s just broken
a drive? a light.
Ahlam: Sure, that’ss a great idea. I’d love a
ET
car like this one. How did you pay

WB B Read the conversation again on
for it?
page 68 of the Course Book. Look at
Nour: I got a car loan.
the words in bold. Write the meaning.
Ahlam: That’ss a good idea. Maybe I should
N
do that. If I got a car loan, would I

• Tell the students to read the conversation,
R
have to make a big down payment?

focusing on the words in bold.
Nour: No. I didn’t
didn’t pay any money in
• Let them discuss in pairs before writing a
A
advance at all. I just have to pay a

definition in Exercise B.
certain amount every month.
G
• Check answers. Ask the students: What other

Ahlam: That’ss even better! But the monthly
That’
things can you buy by making a down payment
instalments must be pretty high.
and monthly instalments? What do you think
What are they?
©
would be a good investment today? What else

Nour: About 800 Libyan dinars. It wasn’wasn’t
can go up in value?
that expensive, because it isn’t a
new car. Possible answers
Ahlam: It looks new! 1 Part of the total cost that is paid first.
Nour: The owner took really good care of 2 Part of the total cost that is paid
it. It’s actually three years old. every month.
Ahlam: How long do you have to pay 3 Something you buy that makes money.
it back? 4 The amount you can sell something for
Nour: Five years. increases.
Ahlam: That’s a long time. Won’t it cost 5 Money you pay to a company so you can
you a lot in interest? get money if your car is lost or damaged.
123

WB C Read the first sentence in each

item. Then complete the gaps to
Unit 6 Lesson 7:
make conditional sentences with the
same meaning.
Emails
• Tell the students to complete the sentences using Objectives: Read emails for gist and
conditionals so that they have the same meaning. specific information.
Do the first one with them, then let them work Extend knowledge of
on their own. common expressions used
• Refer them to the Grammar and Functions in letters/emails.
section on conditional sentences on page 92 of Identify formal and
informal language in
N
the Course Book if they need help.
• Feed back as a class. letters/emails.
O
Language: Expressions used in letters/
Answers
emails
1 If the car was new, Nour would have to pay
TI
Vocabulary: password, please find
big instalments.
enclosed, misspelt,
2 If Nour pays monthly instalments, she will
A
inconvenient, bill (pay a ~),
finish paying in five years.
bank online
3 If the owner hadn’t taken good care of the
C
21 Century Skills: –
st
car, Nour wouldn’t have bought it.
U Reference: Course Book page 69,
4 If Nour had parked her car carefully, she
Workbook pages 112
wouldn’t have broken a light.
to 114
ED
5 If Nour didn’t have car insurance, she would
have to pay for the broken light.
Warm up 5 mins
WB D Complete the letter with words

ET
from the box. • Ask the students how often they write
letters and/or emails. Then discuss the
following questions:
• Tell
ell the students to read the letter and think
N
Who do you write to?

about the words that could complete the gaps.
What sort of letters and emails do
R
• Check general understanding by asking questions

you receive?
such as:
Why do you think people sometimes
A
Who was Tom om writing to?

write letters rather than send emails?
Why did he buy a car?
G
How do letters and emails differ from texts?

Wasas it new?
How long is the loan for?
Is he a careful driver? Note: Make sure students know how to add
©
• Then tell the students to complete the letter using titles when writing emails. Check that they
the words in the box. know Mr stands for Mister and Mrs stands
for Missus (for married women). remind
Answers them that we use the title and the surname,
1 salary e.g. Mr Wilson, Mrs Smith. We can use titles
2 loan with full names (Mr Carl Wilson), but it is
3 banker less common.
4 owner
5 down payment
6 instalments
7 insurance
124

A Read the emails. Which is an email the expressions and write F or I to identify
of thanks? Which is an answer to a the expressions as formal or informal. Some
request for information? 8 mins expressions can be used in both formal and
informal pieces of writing and students should
• Tell the students to read the questions in mark these F/I.
Exercise A, then skim-read the emails to find • Go through the information in the box on page
the answers. 113 of the Workbook with the students.
Answers Answers
Email of thanks: 2 Addressing the letter/email:
Answer to a request for information: 1 Dear Mr Smith, F
Dear Rashid, I
N
Dear Sir, F
B Now do Exercises A to D on pages Starting the letter/email:
O
112, 113 and 114 of the Workbook. This letter/email is to inform you ... F
32 mins Thank you for your letter/email of … F
TI
Thanks for your letter/email. I
• Refer students to pages 112 to 114 of I am writing to … F
A
the Workbook.
Making a request:
C
Would
Would you …? F/I
WB A Read the emails on page 69 U Could you …? F/I
of the Course Book and answer Can you …? I
ED
the questions.
Saying you are sorry:
• Tell
ell the students to read the emails on page 69 of I’m sorry I … I
the Course Book again and answer the questions I apologize for … (~ing) F
ET
in Exercise A.
Answers To say you are sending something with the
1 10 April, 2019. letter/email:
N
2 Three days after opening an account. Please find enclosed/attached … F

3 He would have taken some pictures, too. Here’s … I
R
4 Buy him a waterproof phone case like his. I enclose/attach … F

A
Closing the letter/email:

WB B Which expressions can we use Yours sincerely, F
G
in formal letters or emails? Which can Yours faithfully, F

we use in informal letters or emails? Best wishes, I
©
Write F,
F I or F/I in the boxes. See you soon. I
• Ask the students to cover the emails and see if

they can remember the following: WB C Look at the email Samira sent
What greetings did the writers use? complaining to her bank and put it in
How did the emails start? the correct order. Then answer the
How did they finish? questions after the email.
• Ask the students how well they think the writers
know the people they are writing to. Are there • Introduce the task. Tell the students they are
any differences in the styles of the two emails? going to read an email about a problem, but the
• Tell the students to look at the expressions sentences are in the wrong order. Tell them to
in Exercise B. Then tell them to go through reorder the sentences.
125

• Elicit what Samira’s problem was and what she

asked her banker to do.
Unit 6 Lesson 8:
• Tell the students to write the answer in the space
provided in the Workbook.
Making Money
Answers
Objectives: Develop reading skills:
a6; b4; c3; d2; e1; f5
prediction, gist and
Possible answer inference.
Samira’s name was misspelt in her cheque book. Extend knowledge of
She asks Mr Saleh to send her a new cheque collocations and compound
book and some information about nouns.
online banking. Discuss topics related to
N
money.
money.
O
Language: –
WB D Complete Mr Saleh’s reply to Vocabulary: put aside, pension plans,
Samira. Use words or phrases from
TI
regular savers, fixed sum,
Exercise B. financially minded, a risky
A
business, major players,
• Tell the students to complete Mr Saleh’s letter of break even, realize a profit
C
reply. They should refer to the list of expressions 21 Century Skills: Communication Skills –
st
in Exercise B. U Information exchange

Answers Reference: Course Book pages 70 and
1 Dear 71, Workbook pages 115
ED
2 Thank you for your email and 116
3 apologize
4 enclose
5 Yours sincerely, Warm up 5 mins
ET
• Books closed. Ask students to suggest different

ways of making money apart from working a
N
normal job. For example, buying a property

and renting it out, etc. Write their suggestions
R
on the board.
A
A Work in pairs. Read the title of the

G
text then talk about what points

you think might be mentioned in
©
the text. 6 mins
• Ask the students to look at the title of the text on

page 70 of the Course Book and discuss in pairs
what they think the text is going to be about. Go
round and listen to their suggestions.
126

B Now read the first sentence of each WB C Find the words in the text that
paragraph and check your ideas. complete the following phrases.
3 mins
• Ask the students to try to complete the phrases

• Tell students to read the first sentence of each with words from the text. They should then
paragraph to check their ideas. Ask students to compare answers in pairs.
tell you how their ideas compared to the text. • Tell the students to check any other unfamiliar
words in a dictionary.
C Now do Exercises A to D on pages Answers

115 and 116 of the Workbook. 31 mins 1 put some aside
2 pension plans
N
• Tell students to turn to pages 115 and 116 of 3 regular savers
4 a fixed sum
O
the Workbook.
5 financially minded
6 a risky business
TI
WB A Match the paragraph headings 7 major players
with the paragraphs of the text on 8 break even
A
page 70 of the Course Book. 9 realize the profit
C
• Tell the students to read through the paragraph
headings in the AB and then read the text WB D Discuss these questions in
U
quickly to match headings and paragraphs. small groups.
ED
• Ask them to compare answers in pairs. Ask why
they chose these answers. • Ask the students to discuss the questions in
• Elicit
licit whether the text contains what they small groups
had predicted. • When they have finished, discuss the questions
ET
as a class. Elicit from different groups which

Answers
were the most interesting questions.
1 Para 2
2 Para 4
N
3 Para 1 Round up
4 Para 3
R

A
quickly. Ask students to remind themselves of

WB B Read the text on page 70 of
the language they have learnt in this unit by
the Course Book and circle the
G

correct answer.
each item.
©
• Tell
ell the students to read the text again to answer
the multiple-choice questions. Remind them that
the answers are not directly stated in the text.
They have to infer.
• They should compare their answers with the
rest of the class and discuss why they chose one
answer over the others.
Answers
1b; 2c; 3c; 4b
127

Unit 7 Further Education

• matching words with definitions
• scanning a text to find specific Communication Skills:
information • Contributing to discussions
• reading to infer information • Matching relevant information
• reading to identify main ideas • Retelling information
• writing to express opinion
N
• writing a dialogue Study Skills:
O
• writing an essay describing advantages • Completing tables
and disadvantages • Preparing for a talk
TI
A
Listening and speaking Life Skills:
• listening for specific information • Critical thinking
C
• listening for detailed understanding U
• listening to a partner’s spoken work to Career Skills:
Career
identify ideas • Volunteering
ED
• talking about favourite things

• speaking in front of a group Media Literacy:
iscussing ideas with a partner
• discussing • Inferring information from context
ET

N
viewing future tenses

• reviewing
uture in the past
• future
R
A
Vocabulary
G
ords used in education

• words
earning about word families
• learning
inking words and phrases
• linking
©
128

Key Words
admit (on a course) (v) – /ədˈmɪt/ graphic design (n) – responsibility (n) –
charity (n) – /ˈtʃærəti/ /ˈgræfɪk dɪˈzaɪn/ /rɪˌspɒnsəˈbɪləti/
chat (v) – /tʃæt/ intensive (adj) – /ɪnˈtensɪv/ self-disciplined (adj) –
conference (n) – /ˈkɒnf(ə)rəns/ job prospect (n) – /self ˈdɪsɪplɪnd/
connection (internet ~) (n) – /ʤɒb ˈprɒspekt/ shift (work ~) (n) – /ʃɪft/
N
/kəˈnekʃ(ə)n/ librarian (n) – /laɪˈbreəriən/ spreadsheet (n) – /ˈspredˌʃiːt/
convenient (adj) – /kənˈviːniənt/ management (n) – /ˈmænɪdʒmənt/ support (v) – /səˈpɔː(r)t/
O
crafts (n) – /krɑːfts/ medical (adj) – /ˈmedɪk(ə)l/ venue (n) – /ˈvenjuː/
efficient (adj) – /ɪˈfɪʃ(ə)nt/ register (for a course) (v) – web design (n) – /web dɪˈzaɪn/
TI
enhance (v) – /ɪnˈhɑːns/ /ˈredʒɪstə(r)/
enrol (v) – /ɪnˈrəʊl/
A
C
U
ED
ET
N
R
A
G
©
129

Unit 7 Lesson 1: WB A Write down ideas from

your discussion. Then read the speech
What can I study? bubbles on page 75 of the Course
Book and add more ideas to your lists.
Objectives: Discuss learning after • Tell the students to write their ideas from their
leaving school. discussions in Exercise A in the Workbook. They
Extend vocabulary related then read the speech bubbles on page 75 of the
to learning. Course Book and add more ideas to their lists.
Develop the skill of
guessing the meaning of
words from context. C Read what these people are saying
N
Language: Word building and add more information to
to your
O
Vocabulary: enhance, enrol, admit lists. 6 mins
(on a course), conference,
TI
register (for a course), • Refer the students to the five characters on
efficient page 75 of the Course Book. Ask them if they
21 Century Skills: Study Skills – Using word
A
st
know any people like these.
families • Tell
ell the students to read the speech bubbles
C
Reference: Course Book pages 74 and and add ideas from this information to what
75, Workbook pages 117 U they have already written in Exercise A of
to 119 the Workbook.
• Ask the students to read out examples of what
ED
they have written.
Warm up 5 mins
• If appropriate, tell students what you studied D Now do Exercises B to D on pages

ET
after you left school. What other jobs did you 118 and 119 of the Workbook. 20 mins
do? Ask students to tell you what they are
thinking of doing when they leave school. • Ask students to turn to pages 118 and 119 in
N
their Workbooks.
R
A Work with a partner. Discuss the

three questions below. Use the WB B Match the following definitions
A
pictures to prompt your discussion. to the words in bold on page 75 of the

Course Book.
G
8 mins
• Ask the students for examples of what people • Point out that the students will have already
©
can study after they have left full-time education tried to guess the unfamiliar words from the
and why
why.. Give an example of something extra context they are in. Ask them to match the
you have studied if this is appropriate. words in bold in the speech bubbles on page 75
• Tell the students to read the questions on page 74 of the Course Book to the definitions in
of the Course Book and discuss the questions Workbook Exercise B to check understanding.
with a partner. Elicit ideas from the class. • Tell the students to discuss their answers with
a partner by using the explanations instead of
the words on page 75. Use the first one as an
B Write your ideas in Exercise A on example: I need to learn new skills to make my
page 117 of the Workbook. 6 mins chances of getting a good job better.
• Point out that the students will need to do more
• Ask students to turn to page 117 in than just substitute words.
their Workbooks.
130

Note: The students might make mistakes in this WB D Complete each sentence with
activity, but it is important to give them a chance a word from the box.
to experiment with language.
Answers • Tell the students to complete the sentences with
1 register a word from the box.
2 conference Answers
3 workshop 1 enhance
4 application 2 application
5 efficient 3 conference
6 enrol 4 admitted
7 enhance 5 register
N
8 admitted 6 qualifications
O
WB C Making word families can help
TI
you remember vocabulary. Use the
suffixes to help you complete the Unit 7 Lesson 2:
A
words in the box. Note the following:
A Language School
C
• Elicit the six words from Exercise C. Point out
that these are part of a word family. Prompt the
students to guess what this is.
U Objectives: Read and understand a
brochure.
ED
• Tell the students to look at the suffixes in
Exercise C and find one example in the chart Extend vocabulary related
– application.. Elicit the verb that comes from to learning after leaving
application. school.
Develop the skill of
ET
• Point out that there are sometimes modifications

to the root word when they are given suffixes. guessing the meaning of
Go through the rubric in Exercise C. words from context.
• Tell
ell the students to complete the chart using the Listen and understand a
N
suffixes given. conversation.

Review tenses used to talk
R
• Encourage the students to notice any changes

in spelling. Point out that being able to notice about the future.
Language: Future forms
A
such things is the best way to see patterns and

improve spelling. Vocabulary: job prospect, intensive,
G
placement test, mandatory

Answers 21st Century Skills: Study Skills – Making
Verb Noun inferences ; Study Skills
©
enhance enhancement – Assessing written

enrol enrolment information
apply application Reference: Course Book page 76,
admit admission/admittance Workbook pages 119 and
attend attendance 120, 21, Grammar and
register registration Functions pages 95 and 96
Note: Admittance and admission (as in gain

entry) mean the same thing, although one is
sometimes more appropriate than the other.
131

Warm up 5 mins C Read the Functional Grammar box

and complete the rules with the
• Ask the students to imagine they are going phrases from the box. 5 mins
to enrol on a language course. Elicit what is
important when choosing the right course. Write • Ask students to read the Functional Grammar
suggestions on the board, for example, cost of box discussing future tenses and complete the
course, number of students in a class, etc. rules using the phrases in the box on the left.
For further information, refer to the Grammar
and Functions section on pages 95 and 96 in the
A Read the brochure. Does it give you Course Book.
the information you need to choose Answers
N
a course? 5 mins Use the present continuous for fixed
arrangements.
O
• Tell the students to read the information from Use the future continuous for a fixed time in the
the brochure on page 76 of the Course Book and future where the focus is on the action.
TI
see if it can tell them what they need to know. Use the present simple for schedules.
• Discuss the reasons given for learning a Use going to + infinitive for plans and intentions.
A
language. Are they good reasons? Are there any Use the future simple for predictions.
other reasons the students can think of?
C
D Now do Exercises B to D on pages
B Now do Exercise A on page 119 of
U 119 and 120 of the Workbook. 24 mins
ED
• Ask students to reopen their W
Workbooks at
• Ask students to turn to page 119 in their page 119.
Workbooks.
ET
WB B Hasan is taking English lessons.

WB A Complete the sentences using 21 Listen to a conversation between
the words in bold in the brochure on Hasan and his friend, Zaid. Then
N
page 76 of the Course Book. decide if these statements are true (T)
R
or false (F).
• Refer the students to the words in bold in the
A
brochure on page 76 of the Course Book. • Introduce the conversation between Hasan and
• Discuss the first word, maximum,
maximum as a class. his friend, Zaid. Explain that Zaid discovers
G
Prompt the students to identify clues to help that Hasan is learning English and so asks him
them guess – the brochure is highlighting small questions about it. Elicit the kind of questions he
classes, so ten students is likely to indicate the
©
might ask.
highest number. • Introduce the task in Exercise B.
• Then tell the students to use the words to • Tell the students to listen and complete the true/
complete the sentences in Exercise A. false exercise.
Answers
1 placement test
2 intensive
3 maximum
4 course fees
5 mandatory
132

 Track 21 3 T
Listen to a conversation between Hasan 4 T
and his friend, Zaid. 5 F: It’s hard work.
Zaid: Hi, Hasan. I’m meeting Abdulla at 6 F: He just wants to relax after work.
7.00 to watch the football game.
Why don’t you come with us?
Hasan: Hi, Zaid. Thanks. I’d love to, but
WB C Read sentences 1–5. Decide
I’m afraid I can’t. At 7.00 I’ll be
what type they are. Write letters
sitting in an English class, listening
a–e in the boxes.
to my teacher!
• Reassure the students that learning how to use
Zaid: You’ll be at school? I thought you
the future tense takes place over a period of time.
N
had a job.
Point out that they have already studied the five
Hasan: I do. But I’m also studying at a
O
forms discussed and that this exercise will help
special language school to improve
them remember how they are used.
my English. Classes start at 6.00,
TI
• Explain that there are two main areas of
so people can take them even if
language learning:
they work. It suits me perfectly.
A
nowledge of the language and its rules
– knowledge
Zaid: But your English is really
– ability
bility to use the language fluently
good now.
C
and accurately
Hasan: Not good enough. The company
• Point out that the first is the one they make
I work for needs people whose U most use of in the exams, so they need to learn
English is fluent so that they can
the rules.
ED
go on business trips to other
• Tell
T ell the students to read the five sentences in
countries. I’m going to work on
their Workbooks and decide which type they are.
my English a lot this year.. I’d really
They can refer back to the Functional Grammar
like the opportunity to travel with
box on page 76 of the Course Book if necessary.
my job.
ET
• Elicit ideas from the class. Clarify the idea

Zaid: It must take up a lot of your time.
behind each one if necessary.
Hasan: It does. I spend four hours a week
in class, and when I get home I Answers
N
have to do a lot of homework. 1e; 2c; 3b; 4d; 5a

R
Zaid: I couldn’tt do that. When I get

home from work I don’t want to
A
do anything. I just want to relax! WB D Write five different types of

Hasan: I know
know.. It’s hard work and pretty future sentence. Use the correct verb
G
tiring, but it’s worth it if my form in each case.

English improves. I’ll get a better
job really quickly. • Point out that the students should write five
©
Zaid: Are the classes expensive? different types of future sentence with the
Hasan: Well, yes. They cost 400 Libyan corresponding verb form, as in the Functional
dinars. But the classes are fun. Grammar box on page 76 of the Course Book.
And speaking better English will They can write about their own lives and
help me when I’m on holiday in arrangements/plans/intentions.
other countries. I’m actually quite • The students may also refer to the Grammar
enjoying studying again, too! and Functions section on pages 95 and 96 of the
Course Book.
Answers
1 F: He’ll be having an English lesson.
2 F: He has a job.
133

Sample answers Revising future forms from last lesson, ask

Schedules: I work on Mondays and Tuesdays. students in pairs to predict how the world of
Fixed arrangements: I am meeting a friend for work might change in another 50 years.
lunch on Thursday.
Plans and intentions: I am going to apply for
a new job. A Work in pairs. Discuss the kind
Predictions: I will go to the supermarket later. of computer skills you feel it is
Fixed time in the future with focus on the important to learn. 8 mins
action: This time next year I will be living in
Hong Kong. • Ask the students how important it is to have
good computer skills for working today
today. Ask
them which skills are most important to help
N
in a job.
O
• ell them to discuss this in pairs.
Tell
Unit 7 Lesson 3:
TI
Improving Your B Read the article below and
see which computer skills are
A
Computer Skills mentioned. 8 mins
C
• Now tell the students to read the article and see
article.
U which of their ideas are mentioned. Elicit any
new ones.
ED
Extend vocabulary related
• Write
W rite on the board programme and program.
to learning after leaving
Elicit the difference – the first is a list of activities
school.
such as a university programme and the second
Develop the skill of making
is a piece of software, as in computer program.
ET
inferences.
Point out that in American English both words
Review and practise tenses
are spelt program. Highlight the fact that the
used to talk about the
first syllable is stressed.
future.
N
Language: Future forms

R
Vocabulary: graphic design, job seeker

seeker,
C Now do Exercises A to F on pages
spreadsheet, web design,
A
self-disciplined, continuing 24 mins

education
G
21st Century Skills: Study Skills – Making

inferences
the Workbook.
©
Workbook pages 121

to 123 WB A Match the words and phrases
in bold on page 77 of the Course Book
with the definitions below.
Warm up 5 mins
• Ask the students to look at the definitions in

• Ask students to look at the title of the article,
Exercise A and match them to the words and
‘Work Today’ on page 77 of the Course Book.
phrases in bold in the article.
Ask them to tell you how they think the world
• Compare answers with a partner before checking
of work might have changed from 50 years
as a class.
ago. Try to elicit people use computers today.
134

Answers Answers
1 self-disciplined Paragraph 2:
2 spreadsheet a If you are a banker, you should learn to
3 job seeker use spreadsheets.
4 web design Paragraph 2:
5 graphic design b More and more companies have websites.
Paragraph 3:
b Many universities offer classes for people
WB B Reread the article on page 77 who work.
of the Course Book and answer the Paragraph 3:
following questions. a Some online classes won’tt help you get a
better job.
N
• Introduce the questions in the Workbook. Tell Paragraph 3:
O
the students to read and write short answers. a Teaching
eaching yourself with an app is not easy.
• Let the students check answers in pairs.
TI
Answers
WB E Complete the sentences
1 To improve job prospects./To help find a
with the correct future form of the
A
new career.
verb in brackets. Use the present
2 Because they can show information in table
C
simple, present continuous or going
form./Because they are good for showing
to + infinitive.
financial information.
3 A publisher, advertising agency or
U
• Tell
T ell the students to put the verb in brackets
ED
TV station.
in the correct form, using the present simple,
4 Because you can study whenever you want.
present continuous or going to + infinitive.
5 On a course, online or from an app.
• During feedback, get the students to tell you why
they made their choice.
ET
WB C Read the Study Tip about Note: The alternative answers in brackets are
making inferences. also correct usage.
Answers
N
• Write Reading skills and Inferring on the board. 1 is going to take

R
Ask the students what they can remember about 2 starts (is starting)
inferring answers to questions. 3 ’s going to tell
A
• Read through the information box in the 4 ’re leaving (leave)

Workbook
orkbook with them and do the activity as 5 ’re having (’re going to have)
G
a class. 6 begins
©
WB D Choose a or b to say which WB F Use the phrases in the box to

inference you can make from the make sentences about the future.
article on page 77 of the Course Book.
Underline the sentence or sentences • Tell the students to use the phrases in the box to
that helped you decide. make sentences about the future. They should
use an appropriate future form for the type
• Tell the students to work on their own and of sentence. They may refer to the Functional
choose the right answer, a or b. Grammar box on page 76 of the Course Book
• Let the students discuss their answers in pairs. and/or the Grammar and Functions section on
• Check answers as a class. Use the opportunity to pages 95 and 96 of the Course Book.
clarify how the inferences are made.
135

Sample sentences A Read the catalogue to find the

Next year I am going to go to Spain. answers to Exercise A on page 124
My class starts tomorrow at 3.00. of the Workbook. 9 mins
In the summer I will be working at a
summer camp. • Give the students 30 seconds to skim-read the
I would like to get a dog some time soon. catalogue page in the Course Book and
While you are at work, I will go to the library. ask them:
How many courses are mentioned? (4)
Are they all about computers? (no)
What sort of information is given about each
course? (place/time/suitable whom)
place/time/suitable for whom)
Unit 7 Lesson 4:
N
Summer Courses
O
WB A Scan the course catalogue
on page 78 of the Course Book and
TI
answer the questions.
a course catalogue.
A
Listen for specific • Tell
ell the students to scan the course catalogue to
information. find answers to the questions in the Workbook.
C
Discuss a favourite class/ Answers
course.
Introduce and practise
U 1 Basic web design
2 English for work
ED
future in the past. 3 Basic web design
Language: Future in the past: I 4 Protecting our environment
thought I would learn … / 5 a where something takes place
I decided I was going to 6 a improve them
ET
study …, etc.
Vocabulary: venue, prior knowledge
21st Century Skills: Communication Skills B 22 Listen to Nisrin talk about her
– Preparing and sharing plans.
N
5 mins
information
R

Workbook pages 124 C Read the Functional Grammar
A
and 125, 22, Grammar box. Then do Exercises B to D on

and Functions pages 95 pages 124 and 125 of the Workbook.
G
and 96 26 mins
• Play the audio and ask students to listen to the

©
Warm up 5 mins talk then to read the Functional Grammar box

before they go on to do the Workbook exercises.
• Ask the students what sort of course they • Refer students to pages 124 and 125 of
would like to study for a short time if they the Workbook.
had the opportunity.
WB B 22 Listen again to Nisrin

talking about her summer class. Tick
(3) the reasons she liked her class.
• Tell the students they are going to listen to a

woman talking about a class she took during
136

the summer. Ask them to read through the list of What subject did Nisrin think about studying
reasons why she liked her class in the Workbook. when she finished school in June? (history)
Tell them to listen to the audio and tick which of Did she go on to study this? (no)
the reasons they hear. What did she study? (a secretarial skills course)
What does she want to study next? (business)
 Track 22 • Tell the students to look at the first pair of
Listen to Nisrin talking about her summer examples in the Functional Grammar box in
class.Tick the reasons she liked her class. the Course Book on page 78. Ask them which
Nisrin: I took a class in secretarial skills last sentence refers to what she used to think. Point
summer, and I’m very glad I did. out that people are always changing their minds.
When I finished school in June, I just This is one way of expressing a change of plan.
Write I was going to study history on the board
N
didn’t know what I wanted to do.
I thought I’d study history and and emphasize that this is another way of
O
become a teacher, but I wanted time to talking about the future from the point of view
think about it. I decided to get a job, of the past.
TI
so I enrolled in the class on secretarial • Tell
ell the students to think about their current
skills. I enjoyed it a lot because I plans and how they have changed. Write on
A
learnt so many new things. I knew a the board:
little about computers when I started, I think I will …
C
but in the class I learnt about all sorts I thought I would …
of new programs, and I learnt to type •
U Elicit pairs of sentences expressing past and
much faster. The classes were never current plans from different students.
ED
boring. Our teacher was great and
explained everything very clearly. She
was also very kind and sometimes
WB C Match the beginnings and
stayed after class if someone had more
endings of the sentences.
questions. We usually did!
ET
• Refer students to Exercise C in the Workbook.

Another reason I liked the class is that • Tell the students to match the beginnings and
we had very modern equipment, just endings to make complete sentences.
N
like the equipment we would be using • Listen to their answers and make sure they
in our jobs. I liked the other students, are correct.
R
too. The class was not too big, so we • Ask students to mark sentences that talk about
got to know each other quite well. the future in the past (1, 4, 5, 6, 8).
A
Everybody was very motivated to

Answers
G
learn, and we all helped each other.

other If
1 When I was ten, I thought I would be a pilot.
one of us was going to be absent, she
2 I can’t stay long because I’m meeting my
told the others so that we would make
brother at 6.00.
©
copies of the class notes for her. The

3 Next semester we will be studying biology
best thing about the course is that it
at school.
helped me find a job very quickly.
4 They didn’t stay for dinner because they
I use all the skills I learnt on the
were having dinner with a friend.
course. Next, I think I’ll study
5 She felt sleepy and decided she was going to
business. Until then, I have a job as a
get to bed early.
secretary that I enjoy very much.
6 She studied English because she knew she
would be travelling for work.
Answers
7 If you leave now, I think you will get there
3, 4, 6, 7, 9, 10
on time.
8 When I read the catalogue, I saw that classes
• Ask the students: started in June.
137

WB D Speaking: Take two minutes Warm up 5 mins

to prepare to tell a partner about a
class/course you’ve enjoyed. You can • Write the word volunteer on the board and ask
take notes if you want. Talk about: the students what it means: someone who works
for no money, usually to help other people. Ask
• Tell the students about a course you enjoyed. Use the students if anyone in the class volunteers
the headings in Exercise D as a framework. anywhere. Why is volunteering important? Who
• Explain that you want them to give a similar does it benefit?
talk to Nisrin’s about a class or course they have
enjoyed. Point out that they can use the framework
in Workbook Exercise D to help them. They A Work in pairs. Discuss the questions
N
should take two minutes to prepare what they’re below. 8 mins
going to say. They can make notes if they wish.
O
• Organize the students in pairs to give their talk. • Give them the adjectival form of the word –
Encourage the partners to ask questions when voluntary.. Write this underneath volunteer on
TI
the first student has finished speaking. the board.
• Ask one or two students to repeat their talk for • Contrast the stress patterns in the two words:
A
the class, if appropriate. teer; voluntary.
teer;
volunteer; voluntary.
• Ask for examples of types of voluntary work.
C
• Discuss the questions at the top of page 79 with
U the class.
Unit 7 Lesson 5:
ED
B Read the three paragraphs and
Volunteers at the make notes in Exercise A on page
126 of the Workbook. 10 mins
Hospital
ET
• Tell the students they are going to read about

the experiences of three volunteers working in
Objectives: Discuss voluntary work.
a hospital. Ask what sorts of jobs they might
N
Identify the functions of

do there.
linking words in a text and
• Then tell students to open their Workbooks at
R
use them in context.

page 126.
Write
W rite a short text giving an
A
opinion.
Practise future in the past. WB A Read the paragraphs on page
G
Language: Future in the past 79 of the Course Book. Make notes

Linking words, e.g., for about the questions you discussed.
©
instance, as a result, as
soon as, whereas • Tell students to read the paragraphs and note
Vocabulary: librarian, medical, down what the volunteers say in response to the
supervise, management, questions the students discussed in Exercise A.
shift (work ~), support,
charity Suggested answers
21 Century Skills: Study Skills – Making
st A volunteer is someone who works without
notes being paid.
Reference: Course Book page 79, You can find volunteer work:
Workbook pages 126 by looking at websites that have information
to 129 on volunteer opportunities.
at a local hospital.
138

The volunteers in the Course Book wanted to: … you have to enjoy working with people,
help other people. whereas to write articles you have to be able to
learn more about a possible career. work on your own. (comparison or contrast)
take care of children.
• Ask for answers from the students. For practice,
The volunteers learnt:
ask them to complete these sentences:
to handle greater responsibilities.
1 I didn’t do my homework, and as a result …
about a nurse’s job.
2 Unlike my friend, I …
new skills.
3 As soon as I got home after school, I …
4 I often make mistakes with my English
C Now do Exercises B to E on pages grammar.. For example, I …
N
WB C Complete the text with linking
O
the Workbook.
words from the box.
TI
• ell the students to complete the gapped text
Tell
A
WB B Read about linking ideas in using some of the words in the box.
a paragraph. • Check the answers in open class.
C
Answers
• Tell the students that we can make our writing U 1 Once
more interesting by linking different ideas. Write 2 However
ED
three short sentences on the board in this format: 3 for instance
I’m a nurse. 4 Unlike
I work in a hospital. 5 so
I’m not a nurse.
• Ask the students how to link the two statements
ET
on the left with the statement on the right (using WB D Underline the correct form of
and and but). the verb.
• Write
rite the headings from the information box on
N
the board. Go through what they mean and ask • Remind the students how we use the future in
R
for some examples. the past.

• Read through section A of the box with the • Tell them to complete the sentences by choosing
A
students and ask them to find an example from the correct verb in each pair. Point out that some
the first paragraph in the Course Book. Get them of the sentences may not refer to the future in
G
to underline all the examples given. the past.

• Read through the remaining sections and tell • Check the answers in open class.
them to work in pairs to find and underline the
©
Answers
relevant part of the sentence.
1 was going to become
Note: Point out that they should underline both
2 would like
parts of the sentence in D, because the word
3 is starting
whereas contrasts two ideas.
4 had
Answers 5 will be sleeping
1 … such as playing with the children, ... 6 started
2 As a result, I’m getting a very good idea of 7 would be
what a nurse’s day is like.
3 After that, I got a different volunteer job …
(time order)
139

WB E Some people do volunteer them to proofread for spelling, grammar and

work in different countries. They punctuation and to make any changes they feel
can build houses or teach children to will improve their work.
read. Do you think this is a good idea? • Ask volunteers to read their paragraphs to
Write 100 to 120 words explaining the class.
your opinion.
• Ask the students if they know anyone who has

done volunteer work in another country.
• Ask what disadvantages there might be in doing Unit 7 Lesson 6:
this. Write any suggestions on the board.
Learning Experiences
N
• Tell the students to look at the points listed in
their Workbooks. Which are advantages and
O
which are disadvantages? Why? Objectives: Listen
Listen for general and
• Tell the students to write a short text giving their specific information.
TI
opinion about the subject. They can talk about Review
R eview future in the past.
these points and they should try to use some of Practise
P ractise language for
A
the linking words and phrases they have looked giving advice/persuasion.
at in this lesson. Role-play a conversation.
C
• Review some expressions for giving your opinion Language: Future in the past
and introducing different points: I think this is a U should, shouldn’t, etc.
really good idea because … It is also useful to … Vocabulary: crafts, removals
Another point is … It can be quite difficult to …
ED
However, in general I think … Reference: Course Book page 80,
• If the students do not finish in class, they can Workbook pages 129 and
complete the writing for homework. 130, 23
ET
Possible answer
I think it is a really good idea to volunteer to
work in different countries because it is good to Warm up 5 mins
N
think about other people. There are lots of things

we can do to help, such as build houses and • Review: Ask the students what sort of training
R
schools. It is also useful to help with teaching courses people can go on while they are working
children to read. to help them get better jobs.
A
I think it can be quite difficult to be away

G
from home for a long time, and the language A 23 Listen to five people talking
differences might cause problems. However
However, in about their learning experiences.
Find the name of each speaker.
©
general I think it would be very useful for me

12 mins
to learn new skills and meet new people. At the
same time, I could help people who have less
than me. • Tell the students that they are going to listen to
five people talking about their jobs and learning
experiences. Present the new words crafts and
F Reflect on your writing using the removals, using the pictures on page 80 of the
rubric below. Course Book where possible.
• Play the audio and ask the students to match the
• Ask students, What changes can you make to pictures to the speakers.
your work to make it clearer and stronger? Tell • Ask these questions about each person: What did
he or she learn? What made him or her decide to
do some training?
140

 Track 23 3
Listen to five people talking about their Joe: Art was always my favourite class
learning experiences. at school, but when I started my
1 job at the bank I stopped drawing
Sarah: I work for a large company that and painting. Then one day I
buys crafts in many countries had lunch with a friend who is a
throughout the world. Then we banker, too. I found out he was
sell these products all over Great going to a painting class that
Britain. I worked as a secretary evening. I went with him to see
at the company for many years. what it was like, and I enjoyed it
I liked my job at first, but then I so much I enrolled immediately.
Now I go to my painting class once
N
decided I wanted to have more
responsibility. I knew a lot about a week, and I also paint at home at
O
the company and the products we weekends. It’s really relaxing and
buy, but I couldn’t get a better job who knows, I might sell some of
TI
because I couldn’t speak any other them one day!
languages. Our company does a 4
A
lot of business with the Middle Layla: When I left school, I had trouble
East, so I decided I was going to finding a job. My father said I
C
learn Arabic. I found a language should take a class in web design,
school that offered Arabic classes U but I didn’t really want to. I knew
in the evening, and I went there the classes started in the summer,
ED
twice a week after work. It took a and I wanted to go on holiday with
long time, but it was great fun and my friends. And I didn’t know a
really interesting, and now I have lot about computers. I was more
a more exciting job. I travel to the interested in fashion, and I thought
Middle East once a month and
ET
the classes would be boring. But

meet the craftsmen. My job is to in the end, my father convinced
help decide what products we buy. me and I enrolled. I learnt a lot
N
2 and I was surprised how much I

Ahmad: I work for a company that makes enjoyed the class. Now I maintain
R
and sells petroleum products. the website of a famous clothing

To make sure that our products company and I love my job.
A
are high-quality, we analyze 5

G
them in our laboratory. When Tareq: I worked for a removals company

I started at the company, I was for a year. I liked the work, and
a laboratory technician and I I was very disappointed to learn
©
helped the scientists by measuring the owner would be closing the

the products and operating the company in the autumn, so I
machines. I was a good worker, decided to start my own company.
so my employer said the company My friends didn’t think it was a
would give me on-the-job good idea. They said I would have
training. I learnt much more to work harder than if I worked
about laboratory procedures, and for somebody else. And they were
now I supervise a team of right. It was very difficult at the
laboratory technicians. beginning. I had to spend all
141

the money I had saved on office 3 I found out he was going to a painting class
equipment and a removals van. that evening.
I couldn’t afford to pay many 4 I knew the classes started in the summer.
employees, so I did most of the 5 I was very disappointed to learn the
work myself. That meant I couldn’t owner would be closing the company
spend much time with my family in the autumn.
and friends. And if there was a
problem, it was my responsibility
to fix it. I was tired and worried all WB B 23 Listen again to the last
the time. But it was worth it. My speaker and make a list of advantages
company is doing well now, and I and disadvantages of having your
am very proud of my work. I enjoy own business.
N
making all the decisions, and the
O
best thing about running my own • Ask the students what the last speaker (T(Tareq)
company is that I don’t have to do did. Was it easy for him?
TI
what someone else tells me to do. • ell the students to look at Exercise B. They
Tell
I choose who I want to work with, should listen again to Tareq and list the
A
too, so I get along with everybody. advantages and disadvantages of having your
own business.
Answers
C
• Ask the students if they can think of any
Speaker 1: Sarah
more good or bad points about having your
Speaker 2: Ahmad
Speaker 3: Joe
U own business. Do they think it’s worth it?
Why/Why not?
ED
Speaker 4: Layla
Speaker 5: Tareq Answers
Advantages:
You can be proud of your company.
B Now do Exercises A to C on pages
ET
You make all the decisions.

129 and 130 of the Workbook. 28 mins You don’t have to do what someone else says.
You can choose who you work with.
• Ask students to turn to pages 129 and 130 in
N
Disadvantages:
their Workbooks.
You have to work harder.
R
It’s difficult at the beginning.

You have to spend your own money.
A
WB A Rewrite the sentences using

You have to do a lot of the work yourself.
the future in the past. 23 Then
You can’t spend much time with your family
G
listen to Track 23 again and check

and friends.
your answers.
Everything is your responsibility.
©
• Write
rite a sentence on the board: I’ve decided I’m
going to have chess lessons. Ask the students: WB C Work in pairs and
Imagine it’s tomorrow. What did I decide role-play a conversation for the
yesterday? (You decided you were going to have following situation.
chess lessons.)
• Tell the students to change the sentences from
• Put the students in pairs. Tell the students to
the future to the future in the past, then listen to
imagine that one of them wants to start his/her
the audio again and check their answers.
own business. The other one thinks this is a bad
Answers idea and tries to persuade his/her friend not to
1 I decided I was going to learn Arabic. go ahead. The students use the points in
2 My employer said the company would give Exercise B and can add any extra ideas that they
me on-the-job training. think of.
142

• Remind the students of useful language for A Read about essays that express
giving advice and persuasion. Elicit some of these opinions in Exercise A on page
expressions and write them on the board: 130 of the Workbook. What
But what if … information is presented in the
That’s not a good idea … body of the essay? 10 mins
The problem is …
I think you should … • Tell students to read the information box on
I’d rather … page 130 of the Workbook.
It’s better to …
• Tell the students to role-play the situation.
• If there is time, choose one or two pairs to repeat WB A Read about opinion essays.
their role-play for the class.
N
• After students have read the information
O
box, ask these questions: As well as saying
what you think, what else must you say in an
TI
opinion essay? Why? What do you say in the
Unit 7 Lesson 7: introduction? What do you do if there are two
A
sides to a question? Where do you give your
Books and the Internet own opinion?
Objectives: Analyze the organization

C
of an essay expressing
U
B Now do Exercises B to E on pages
ED
opinion.
Study and practise • Tell students to turn to pages 131 and 132 of the
T
using linking words and Workbook and complete Exercises B to E.
discourse markers.
ET
Read for general

understanding (gist) and WB B Read the essay on page 81
detailed understanding. of the Course Book and put the
Language: Linking words: although, paragraphs in order below.
N
but, in addition, unlike

R
Vocabulary: connection (internet ~), • Ask the students to take a quick look at the
chat essay on page 81 of the Course Book. Elicit what
A
21st Century Skills: – points the writer might make in the essay.
Reference: Course Book page 81, • Tell them that the essay is not in the right order.
G
Workbook pages 130 to 132 They should read it more thoroughly this time
to reorder it. They should write the paragraph
©
letters next to their description in Workbook

Warm up 5 mins
Exercise B.
• Elicit what the students would expect to see in Answers

an essay expressing opinions. Elicit examples of 1 Introduction: C
the type of things they might express opinions on 2 Body: D and B
in an essay. 3 Conclusion: A
• See if they can remember the general framework
of an essay: introduction, main body, conclusion.
WB C Read the essay again and
answer the questions.
• Tell the students to read the essay again and

answer the questions in Exercise C.
143

Answers
1 It is convenient. There are many sources of
Unit 7 Lesson 8:
information.
2 The information is not always reliable.
Using the Library
3 The information is more reliable. You
can find more in-depth information. The Objectives: Read a text for general
ideas are better developed. They are more understanding (gist) and
convenient (you can take them with you). detailed understanding.
You can buy them easily (online). Develop the ability to
4 The internet is fine for general information, deduce meaning from
but books help you learn better. context.
Discuss the points raised
N
in the text.
WB D Look at how the words in
O
Language: –
brackets are used in the essay. Use Vocabulary: catalogue, astounded, job
TI
them to rewrite these sentences. offer,, body language,
offer
21st Century Skills: Study Skills –
A
• Tell the students to study the way the underlined Re-presenting written
words are used in the essay. information
C
• Look at the first pair of sentences in Exercise D Reference: Course Book pages 82 and
with the students and elicit how to connect them. U 83, Workbook page 133
• Tell the students to combine the rest of the
sentences using the words in brackets.
ED
• Listen to their answers in open class and make Warm up 5 mins
sure they are correct.

• Draw the students’ attention to the lesson title.
Model answers
Ask what experience students have of using a
ET
1 Unlike computers, books can be

library, either in the school or elsewhere.
used anywhere.
2 In addition to reading information on the
internet, you can also listen to the news.
N
A Read the text and choose the

3 Buying books can be expensive, but using
best title. 8 mins
R
the internet can be cheaper.

4 Although using the internet is sometimes
• Tell the students to skim the text and choose
A
dangerous, you can’t

can’t get a virus from
which of the three titles is the best.
reading a book.
G
Answer
b A new career
WB E Work in pairs. Do you agree
©
with the essay? Say why or why not?

How do you prefer to get information? B Read one paragraph and then
explain the content in your own
• Tell the students to work in pairs and discuss words. 10 mins
whether they agree with the points made in the
essay or not, and why. • Tell the students to work in groups of four.
• Ask them how they prefer to get information. Allocate one paragraph to each student. Tell
them to read in enough detail to be able to
explain what their paragraph is about.
• Get the students in each group to summarize
their paragraphs.
144

C Now do Exercises A to C on page Round up

• Tell students to open their Workbooks at quickly. Ask students to remind themselves of
page 133. the language they have learnt in this unit by
WB A Read the text on page 82 of each item.
the Course Book. Decide if these
statements are true (T) or false (F).
N
• Tell the students to decide if the statements are
true or false.
O
Answers
1F; 2T; 3T; 4F; 5F
TI
A
WB B What do these words mean in
the text? Circle the correct answer.
• Tell the students to use the context to match the

C
words in bold with the correct answers.
U
ED
Answers
1b; 2a; 3c; 4b
ET
WB C Complete the sentences about

the text.
N
• Tell
ell the students to complete the sentences about
the text.
R
Possible answers
A
1 … he then decided it wasn’

wasn’t what he wanted
to do for the rest of his life.
G
2 … what skills or qualifications you need to

do a new job.
3 … has practice books to help people prepare
©
for examinations.
145

• Revision and practice of skills, grammar 21st Century Skills

and lexis from Units 5 to 7
Study Skills:
• Guessing meanings of words based on
root form
• Preparing for a talk
ransferring information from text
• Transferring
N
to table
O
Information Literacy:
TI
• Inferring information from charts
A
• Matching and inferring
relevant information
C
U
Media Literacy:
• Predicting content through visuals
ED
Career Skills:
C
• Environment and science
ET
Life Skills:
N
R
A
G
©
146

Key Words
bury (v) – ˈberi/ fundamental (adj) – /ˌfʌndəˈmɛntl/ renewable (adj) – /rɪˈnjuːəb(ə)l/
capture (v) – /ˈkæpʧə/ landfill (n) – /ˈlæn(d)ˌfɪl/ replace (v) – /rɪˈpleɪs/
complex (adj) – /ˈkɒmplɛks/ limit (v) – /ˈlɪmɪt/ separate (v) – /ˈsepəreɪt/
concentrate (v) – /ˈkɒns(ə)nˌtreɪt/ mismanage (v) – /ˌmɪsˈmænɪʤ/ uplands (n) – /ˈʌpləndz/
crops (n) – /krɒps/ precise (adj) – /prɪˈsaɪz/ wisely (adv) – /ˈwaɪzli/
N
creatures (n) – /ˈkriːʧəz/ redirect (v) – /ˌriːdɪˈrɛkt/
drip (v) – /drɪp/ regulations (n) –
O
enforce (v) – /ɪnˈfɔː(r)s/ /ˌreɡjʊˈleɪʃ(ə)nz/
TI
A
C
U
ED
ET
N
R
A
G
©
147

Unit 8 Lesson 1: C Skim the texts and match each

paragraph to the most appropriate
Our Natural Resources picture. 6 mins
• Introduce the task. Tell the students they are

Objectives: Read for general going to read three texts about natural resources
understanding and for and match the photographs to each of the texts.
detailed understanding. • Set a time limit of one minute for the task.
Extend vocabulary related • Check answers as a class. Ask check questions
to natural resources. such as: What can’t we live without? What
Develop understanding of examples of renewable and non-renewable
prefixes and suffixes.
N
resources are given? How can we protect
Language: Prefixes and suffixes the environment?
O
Revision: future forms
Answers
Vocabulary: limit, renewable, replace,
Paragraph a: 3
TI
concentrate, potentially,
Paragraph b: 1
disastrous, deforestation,
Paragraph c: 2
A
deoxygenation, plentiful,
logging, wisely
C
21 Century Skills: Media Literacy – Predicting
st
D Now do Exercises A to D on pages
information ; Study Skills –
Matching texts and images
U 20 mins
ED
Workbook pages 134
• Tell students to turn to pages 134 and 135 of
T
and 135, Grammar and
their Workbooks.
Functions pages 96 and 97
ET
Warm up 5 mins
WB A Match these words from the
texts on page 86 of the Course Book
with their definitions.
N
• Books open, elicit the title. Explain that

resources are things you can use. Show the class
R
• Ask the students to match the words with

the resources you have for teaching: whiteboard,
their definitions.
books, CD player
player,, etc.
A
• Check answers.
G
Answers
A Look at the pictures. Which are 1c; 2d; 3a; 4b
natural resources? 6 mins
©
• Ask the students to look at the pictures and WB B Read the texts again and
decide which ones are natural resources. Point answer the questions.
out that all the items except soda are natural.
• Read through the questions with the students
and elicit possible answers.
B Work in pairs. Discuss the questions
• Tell the students to reread the texts and check/
below. 8 mins
answer the questions in their Workbooks.
• Tell the students to compare their answers with
• Tell the students to work in pairs or small groups
a partner.
and discuss the rest of the questions.
• When they have finished, elicit ideas from
different pairs.
148

Answers WB D Read the conversation between

1 Because we use them for many things, two friends about a trip to South
such as food, water and energy. America. Complete the questions.
2 Renewable resources don’t disappear
when they are used. Non-renewable • Review forms used for talking about the future
resources will eventually disappear. by asking some simple questions: What are you
3 Renewable: trees, energy from the Sun. going to do after school? Are you doing anything
Non-renewable: petrol. at five o’clock? What do you think will happen if
4 Greenhouse gases contribute to we don’t protect the environment? etc.
global warming. • ell the students that they are going to read one
Tell
5 Deforestation happens when large half of a dialogue which gives answers to a series
numbers of trees are cut down and they
N
of questions. Tell the students to work in pairs
cannot be replaced. It endangers plant and write possible questions in pencil. Point out
O
and animal habitats. that by discussing the questions in pairs, they
will gain a better understanding of the use of
TI
future tenses.
WB C Guess the meanings of the • Discuss the answers as a class, but don’
don’t let
following words.
A
the students write the answers yet. Use this as
an opportunity to talk about different ways
C
• Write disappear and plentiful on the board. of expressing future time. Tell the students to
Ask the students to tell you what the prefixes U complete the questions in pen, making any
or suffixes are in these words. necessary changes to what they wrote originally.
• Elicit any other prefixes or suffixes they • Ask one or two pairs to read their dialogues to
ED
can remember. the class.
• Remind them that knowing different prefixes
and suffixes can help them understand Answers
unfamiliar words. Q: Where are you going?
ET
• Write de~ and ~ation on the board. Ask them A: I’m going to South America.
to find a word in the text beginning and ending Q: What are you going to do there?/
with these – deforestation.. Can they guess what Why are you going there?
N
the prefix and suffix tell us about the word? A: I’m going to study the disappearance
• Read through the information box with them. of animal habitats.
R
• Ask the students to guess the meanings of the Q: Are the animals endangered?
words in their WWorkbooks
orkbooks and then check the A: Yes, many animals are endangered
A
meanings in a dictionary. because of deforestation.

Q: Do you think the forests will
G
• Ask for answers from the class.

disappear completely?
Answers A: No, I don’t think the forests will
1 removing the oxygen from something
©
disappear completely, because more

2 reducing the population of an area and more people are becoming aware
3 reducing the value of something of the problem.
Q: When are you leaving?
A: I’m leaving on Monday.
Q: When does your plane leave?
A: My plane leaves at 9.00.
Q: How long will you be staying in
South America?
A: I’ll be staying there for six months.
149

Unit 8 Lesson 2: • Elicit who had the right answer. Then write: No,
I thought it was … on the board. Ask the others:
Recycling Waste Did you think it was what they were made from?
and elicit their answers prompted by the sentence
on the board.
Objectives: Read to confirm
predictions.
Study vocabulary related to C Do Exercise A on page 136 of the
recycling waste. Workbook. 24 Then listen to a
Listen for specific description of how waste can be
information. recycled. Complete the flow chart
Practise writing passive below with the correct words from
N
sentences. the box in the passive form. 10 mins
O
Language: Revision: the passive
Vocabulary: buried, separate • ell students to open their Workbooks at
Tell
TI
21st Century Skills: Career Skills – Transferring page 136.
information ; Study Skills
A
– Completing a flow chart;
Study Skills – Interpreting WB A Match the words and the
definitions.
C
a flow chart
Reference: Course Book page 87, U
Workbook page 136, • Ask the students if they know the meanings
24 of the words in Exercise A.
ED
• Tell
Tell them to match the words with the definitions.
• Check answers.
Warm up 5 mins
Answers
1c; 2b; 3a; 4d
ET
• Ask
sk students how many try to recycle at home.
Ask, Why is recycling important? Which
• Tell students they are going to listen to a
countries do you think are good at recycling?
description of the waste recycling process.
N
• Tell them to look at the flow chart on page 87 of

R
the Course Book and read the different stages in

A Work in pairs. Look at the pictures
the process. Point out the words in the box and
and discuss what they have in
A
check they understand the meanings.

common. 8 mins
• They should listen to complete the chart with
G
words from the box.

• Ask the students to look at the pictures and
guess what they have in common. Explain
©
that the same thing can happen to all of these

products. TTell the students to guess what all the
products have in common and write it down.
Encourage them to write something even if they
are not sure.
B Read the text and check your

predictions. 6 mins
• Ask students to read the text to check if they

were right – they can all be recycled.
150

 Track 24 process. They should use the information from

Listen to a description of how waste can the completed flow chart.
be recycled. Complete the flow chart with • Point out the words we use in describing stages
words from the box. in a process: first/then/next/after that/once it
The recycling process has several stages. has been …
First, the waste is sorted at home. The main Answers
types of waste are food waste, glass and glass 1 First, the waste is sorted at home.
products, paper and plastics. There are also 2 Then, it is placed in different bags.
some items (for example, batteries) that cannot 3 Next, it is collected by a refuse lorry.
normally be recycled. The waste is then placed 4 After that, it is taken to a waste
in different bags, one for food waste, another treatment plant.
N
for glass, another for paper, and so on. These 5 In the waste treatment plant, it is separated
bags are then placed outside the house, where into different types.
O
they are collected by the refuse lorry and taken 6 Then, it is cleaned in special machines
machines.
to the waste treatment plant. At the waste inally, glass, paper and plastic can be
7 Finally,
TI
treatment plant, all waste is separated into again..
used again
different types. Then it is carefully checked, and
A
any waste which cannot be recycled is removed.
The waste is then cleaned in special machines. WB C Look only at the flow chart on
C
Finally, it is taken to different factories, where page 87 of the Course Book. Retell
it is treated. Products like glass, plastic and the process to a partner, using the
U
paper can all be used again. verbs in the passive form.
ED
Answers • Tell
Tell students to close their Workbooks and look
1 placed only at the flow chart in their Course Books.
2 collected • Tell them to use this information to retell the
ET
3 taken process to a partner, using passive forms.

4 separated
5 cleaned
6 used
N
R
D Now do Exercises B and C on page

A

G
• Tell
ell students to reopen their Workbooks at
page 136.
©
WB B Look at the flow chart on page

87 of the Course Book and complete
the sentences about the recycling
process, using the passive form.
• Ask what verb form is used to describe the

process (passive).
• Tell the students to complete the sentences
in their Workbooks to describe the recycling
151

Unit 8 Lesson 3: Answers

1d; 2c; 3b; 4a
Careers and the

B Match the pictures of the jobs
Environment above to the job descriptions.
6 mins
Objectives: Read for detailed

understanding. • Tell the students to match the jobs with the
Listen for specific job descriptions.
information. Answers
Discuss environmental Pictures: b, d, c, a
N
problems and possible
O
answers.
Language: Revision: future in the C 25 Listen and check your
answers.
TI
past (including reporting 8 mins
intentions)
Vocabulary: enforce, park ranger, • Tell
ell the students to listen to the people talking
A
regulations, landfill about their jobs, and compare what the people
have to do with the ideas elicited in Exercise A.
C
21st Century Skills: Media Literacy – Predicting
information ; Study Skills – •
U Ask what sort of animals a park ranger protects.
Matching texts and images Ask what health and safety rules must be
Reference: Course Book page 88, followed at a petrol refinery
refinery. Ask how we can
ED
Workbook pages 137 and divide our rubbish for recycling. Ask what can
138, 25 cause water pollution.
• Ask which of these jobs the students would
prefer to have and why.
ET
Warm up 5 mins
 Track 25
• Ask the students if they would like to have a Listen and check your answers.
N
job connected with the environment and why/ Park ranger

why not. I’ve been working as a park ranger for five
R
• Elicit examples of jobs they know of that are years. I love this job because I love animals.
connected with the environment (e.g., air quality I spend a lot of my working hours outdoors,
A
coordinator,, waste manager). Write them on the collecting information about animals – where
G
board. Elicit what these different people have they are, what they are eating, if they are
to do. healthy. I also make sure that people respect the
rules for protecting them. I don’t allow hunters
©
in the park, and remind visitors not to leave

A Match the jobs to the pictures. rubbish that can hurt the wildlife.
6 mins
Health, safety and environment manager
• Ask the students to look at the list of jobs I work in a petrol refinery. I’m the health,
on Course Book page 88. Elicit what the safety and environment manager. Petrol is an
students think these people do. Write their important natural resource, but so are the
ideas on the board. air and water. There are lots of rules that we
• Tell the students to match the jobs to the have to follow to make sure that our refinery
pictures. Then discuss whether any of these are doesn’t damage the environment. I also make
on the list of jobs they have provided. sure that the people at the refinery work in safe
conditions. It’s an important job, and I’m glad
that I can help keep people safe.
152

Recycling coordinator WB B Read what the teens said about

As the recycling coordinator for my city, I how they can help the environment.
make sure that everybody understands the Then complete the sentences using
importance of recycling. I give talks to school the information underlined.
groups and send people brochures with
recycling information, such as which products • Ask the students what people like us can do to
to put in the different coloured recycling bins. help the environment.
When people realize that recycling helps keep • Write on the board: I’m going to recycle my
the Earth clean for future generations, they bottles. Last year I decided I was going to
usually want to participate in the recycling recycle my bottles. Review future in the past.
programme. I like to feel I’m making a • ell the students to read the comments of
Tell
difference in the quality of our environment by
N
the teens.
helping people reduce the amount of rubbish • ell them to complete the sentences about each
Tell
O
we put in landfill sites or incinerate. person using forms to express future in the past.
Water quality planner Answers
TI
A water quality planner has an important job, Ibrahim decided he was going to work in a
because water is so important in our lives. We petrol refinery
refinery..
A
drink it, wash in it, cook with it and use it to help Nabeel thought she would be more careful about
plants grow. That’s why our water must be as clean sorting and recycling her rubbish in the future.
C
as possible. I am in charge of a team that collects Hazem decided he would take a big bag to put
water samples and makes sure that the water is
clean. If there is a problem with the water, I help
U their rubbish in.
Amal had to hurry because the library was
ED
identify the reason and look for solutions. closing in half an hour.
D Now do Exercises A to C on pages WB C With a partner, talk about why

one of these problems is important.
ET

20 mins Discuss what you think can be done
about it. Make some notes. Then tell
the class what you have talked about.
N
• Tell
ell students to turn to pages 137 and 138 in
their Workbooks. Does everyone agree with you?
R
• Tell students they are going to talk about

A
WB A 25 Listen to Track 25 again environmental problems. Discuss each topic,

and decide if these statements are Air pollution, Water pollution and Rubbish, as
G
true (T) or false ((F

(F).
F).
F). a class. Prompt the students with information,
depending on what they know already.
• Tell
ell the students to listen again and mark the
©
• Put the students in pairs (or small groups) and

statements true or false, and then correct the give one problem to each pair.
false statements. • Ask them to talk about this problem and note
Answers down ideas. They should think about why this
1F; 2T; 3T; 4T; 5F; 6T; 7T problem is important and how we can try to
solve it.
• Ask the students from the different pairs to
talk about their ideas in open class. The other
students should agree or disagree and give
their comments.
• Ask the students to decide which problem is the
most important.
153

Note: Teachers will need to do some research on B Read the article and check your
the topics in preparation for the class discussion. answers to Exercise A. Then write
a heading for each section. 9 mins
• Tell the students to skim the article to see if they

can confirm any of their predictions.
Unit 8 Lesson 4: • Tell the students that they are going to write
headings for the paragraphs.
Irrigation – A case • They should read the paragraphs carefully to
understand the main idea of each one. From
Study this, they should make up a heading for each.
N
The students can work in pairs for this activity.
Objectives: Read an article for • heck answers. Ask why the students chose
Check
O
general understanding. these headings.
Scan an article for Possible answers
TI
specific information. 1 Watering
atering the crops / Making crops grow
Compare information. 2 Moving
oving water from place to place / How to
A
Language: – move water
Vocabulary: capture, complex, Developments in irrigation
3 Developments
C
creatures, crops, drip, serious mistake
4 A serious
fundamental, mismanage,
precise, redirect, uplands
U
ED
21st Century Skills: Information Literacy – C Now do Exercises A to C on page
Predicting information 139
Reference: Course
ourse Book page 89,
Workbook page 139 • Tell students to open their Workbooks at
ET
page 139.
Warm up 5 mins
WB A Read the article on page 89

N
• Ask
sk students to work in groups to brainstorm of the Course Book and decide if these
R
the different uses for water. Invite groups to statements are true (T) or false (F).
share their ideas with the class. As a class, ask Correct the false statements.
A
students to suggest what would happen if the

world’s seas started to dry up. • Tell the students to look back at the article to
G
complete the fact file in their Workbooks.

• They should compare their answers with
A Look at the pictures. What do you
©
a partner.
think the article will be about?
6 mins
Answers
1 T
2 T
• Ask the students to look at the title of the
3 F Humans have been irrigating the land for
lesson and the pictures and briefly discuss what
thousands of years.
information they think the text will contain.
4 F Irrigation systems are complex and
Elicit that the article is going to be about the
very advanced.
a place called the Aral Sea. Ask the students
5 T
what they know about the sea and write any
6 F In the 1960s, an irrigation system was
information on the board. They may not know
built to redirect water from the sea.
the sea at all, in which case ask students to
name the seas they do know.
154

WB B Find words in the text that WB D Work with two other students.
have the following meanings. You may Tell them what you learnt and listen
need to change the form. to what they learnt.
• Tell the students to find the words in the article • Put the students into groups of three.
to match the meanings in their Workbooks. • The students tell each other what they learnt
• Check answers. about The Aral Sea. Encourage them to retell
what they learnt from memory, but they can
Answers
refer to their fact file if necessary. They can ask
1 fundamental
each other questions.
2 crops
3 creatures
N
4 uplands
5 capture
O
6 redirect
7 complex
TI
8 drip
9 precise
A
10 mismanage
WB C Do some research on The Aral

C
Sea online. Fill in the fact file.
U
ED
Possible Answer
Name Aral Sea
Type of feature lake
ET
Location Kazakhstan and Uzbekistan,

in Central Asia
Rivers Syr Darya and the Amu Darya
N
Size in 1960 67,000 square km

Size in 1996 30,000 square km
R
Problem Lake is shrinking. W Water is

getting saltier, so fish are dying.
A
Fishermen have no jobs and

local people have nothing to
G
eat. Way of life in area has

been destroyed.
©
Reasons Redirection of water for use

in irrigation, farming etc;
global warming.
Possible solutions A dam was built in 2005. Water
levels a rising and salt levels are
falling. Fish are returning.
155

N
O
TI
A
C
U
ED
ET
N
R
A
G
©

G12 Secondary 3 Science TB WM 2021

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RY

Eng Secondary 3 Teacher’s Book

LBY Secondary 3 TB SCIENCE_2021_BOOK.indb 1 21/10/2021 14:25

Garnet Publishing Ltd.

Reading RG1 4QS, UK

First edition, copyright © 2020 Garnet Publishing Ltd.

‫ لجنة من مركز المناهج التعليم ّية والبحوث التربو ّية‬:‫اإ�شراف‬

LBY Secondary 3 TB SCIENCE_2021_BOOK.indb 2 21/10/2021 14:25

Unit 6 Money Matters ............................................................................ 108

Unit 7 Further Education ........................................................................ 128

Unit 8 Fun with English 2 ........................................................................ 146

LBY Secondary 3 TB SCIENCE_2021_BOOK.indb 3 21/10/2021 14:25

Structure and omparing past simple

and used to requests • third conditional • w

LBY Secondary 3 TB SCIENCE_2021_BOOK.indb 4 21/10/2021 14:25

• skimming for gist • reading for gist • matching

• compound nouns eviewing active and passive

• with adverbs such as ever (facts or things that

• with for and since conditional (talking

• reviewing simple/continuous conditional (talking about

conditional (unreal situations

and travel finance • learning about word families

LBY Secondary 3 TB SCIENCE_2021_BOOK.indb 5 21/10/2021 14:25

1 Overview and functional syllabus. Within this framework

students begin to analyze language patterns and look

(see Grammar and Functions).

students will increasingly need to use English in the competence.

further study (for example at university) in English,

LBY Secondary 3 TB SCIENCE_2021_BOOK.indb 6 21/10/2021 14:25

to learning, mistakes should be seen as part Test booklet

3 Components of the course Tasks in the tests include:

Course Book questions or writing notes

including articles, websites, emails, advertisements, vocabulary or structures

for speaking practice, in the form of group • writing tasks

It should be possible for all the students to finish the

LBY Secondary 3 TB SCIENCE_2021_BOOK.indb 7 21/10/2021 14:25

Consistency is necessary in order to measure the Icon key

This is a key feature of the 21st Century English for

depending on the class group. They may take more

Round up pages at the end of Units 1, 2, 3, 5, 6

LBY Secondary 3 TB SCIENCE_2021_BOOK.indb 8 21/10/2021 14:25

Independent study 6.1 Teaching English to teenagers

recording vocabulary and ideas is another step on

key aspect of educational growth. Students

LBY Secondary 3 TB SCIENCE_2021_BOOK.indb 9 21/10/2021 14:25

• classroom language Can I borrow your pen?

LBY Secondary 3 TB SCIENCE_2021_BOOK.indb 10 21/10/2021 14:25

to make an effort. Correction of independent work

6.5 Continuous assessment should promote positive reinforcement at the same

LBY Secondary 3 TB SCIENCE_2021_BOOK.indb 11 21/10/2021 14:25

• summarizing the main points of a text

hesitancy and redundancy) 21st Century English for Libya, Secondary 3.

the students will work towards the following

LBY Secondary 3 TB SCIENCE_2021_BOOK.indb 12 21/10/2021 14:25

The students should practise engaging in extended unknown vocabulary

time without interruption. Extended turns need to and constructed

be structured so that they are coherent for listeners,

is given as the course progresses. By the end of

• Short writing tasks (60–80 words long)

LBY Secondary 3 TB SCIENCE_2021_BOOK.indb 13 21/10/2021 14:25

writing and will make continuous progression in

round and monitor their work, acting as a resource

LBY Secondary 3 TB SCIENCE_2021_BOOK.indb 14 21/10/2021 14:25

• producing grammatically accurate sentences