English1 by AWAL RS

‫ق��ررت وزارة الرتبيـــــــــــــــــــــ��ة والتعليــــــــــــــــم‬ ‫تدري��س هذا الكتــــــــــــــــ��اب وطبعه على نفقتها‬

‫الطبعة الثانية‬ ‫‪1431 - 1430‬هـ‬ ‫‪2010 - 2009‬م‬

‫ح وزارة التربية والتعليم ‪ 1427 ،‬هـ‬ ‫فهر�سة مكتبة الملك فهد الوطنية �أثناء الن�شر‬

‫وزارة التربية والتعليم‬ ‫�إنجليزي ‪ ( 1‬التعليم الثانوي ) ‪ -‬الريا�ض ‪1427 ،‬هـ‬ ‫�ص ‪� ،‬سم‬ ‫ردمك‪9960-48-239-1:‬‬ ‫‪ 1‬اللغة الإنجليزية ‪-‬تعليم ‪ 2-‬التعليم الثانوي‪-‬ال�سعودية‪-‬‬‫كتب درا�سية �أ‪ ،‬العنوان‬ ‫‪1427/3789‬‬ ‫ديوي ‪428،241‬‬

‫رقم الإيداع ‪1427/3789 :‬‬ ‫ردمك‪9960-48-239-1 :‬‬

‫له ��ذا الكتاب قيم ��ة مهمة وفائدة كبي ��رة فحافظ عليه واجع ��ل نظافته ت�شهد على‬ ‫ح�سن �سلوكك معه ‪.‬‬ ‫�إذا ل ��م تحتفظ بهذا الكتاب في مكتبتك الخا�صة في �آخر العام لال�ستفادة فاجعل‬ ‫مكتبة مدر�ستك تحتفظ به ‪.‬‬ ‫حقوق الطبع والن�شر محفوظة لوزارة التربية والتعليم ـ المملكة العربية ال�سعودية‬

‫�أ�شرف على الطباعة والتوزيع‬

‫الإدارة العامة للمقررات المدر�سية‬ ‫موقع‬

‫وزارة التربية والتعليم‬ ‫‪www.moe.gov.sa‬‬

‫موقع‬

‫البوابة التعليمية للتخطيط والتطوير‬ ‫‪http://www.ed.edu.sa‬‬

‫موقع‬

‫�إدارة التعليم الثانوي‬ ‫‪www.hs.gov.sa‬‬

‫البريد الإلكتروني لإدارة التعليم الثانوي‬

‫‪Secondary-Education@curriculum.gov.sa‬‬

‫ت�أليـــــف‬ ‫�أ‪� .‬أنفـــال بنت عبدالعزيز �صــــابر‬ ‫�أ‪�.‬س� �حـر بنت ر�ش ��دي العظمــة‬ ‫�أ‪�.‬إمي ��ان بن ��ت جميــ ��ل فكهــ ��اين‬ ‫�أ‪�.‬سمريةبنتحممدح�سنيزيدان‬ ‫�أ‪.‬حنـان بنت ر�ض ��وان �س ��روجـي‬ ‫�أ‪.‬هنـ ��اء بن ��ت غ ��ازي جمدلــــي‬ ‫�أ‪.‬حنـ ��ان بن ��ت عب ��داهلل الري� ��س‬

‫مراجعة وتدقيق‬ ‫�أ‪.‬ذاكــــــــرة بنـــت �أختــــــــــر مــــرزا‬

‫�أ‪.‬زكيــ ��ة بن ��ت معتـوق ح�س ��نيــن‬

‫جلنة املراجعة النهائية‬ ‫�أ‪.‬عبداهلل بن �سعد البدري‬ ‫�أ‪.‬خــــالـــد بن ثابت العرابي‬

‫�أ‪.‬خــالــد خمــــي�س �سعــيــــــد‬

‫�أ‪ .‬عبد الرحمن بن عبد القادر �سرتي‬

‫�أ�شرف على الت�صميم الفني والتعليمي‬ ‫�أ‪ .‬عبداهلل بـن �سـعــد البــدري‬ ‫�أ‪ .‬خــــالـــــد خـمــيــــ�س �سـعـــيــــــد‬ ‫�أ�سهـم في ت�صميم الغـالف ‪:‬‬ ‫�أ‪ .‬مهـــــــا حمــــــــزة كـــــــــــومــــــــــي‬

unit 1 unit 2 unit 3 unit 4

Welcome Lesson 1... page 4

Lesson 5... page 14

Lesson 2... page 6

Lesson 6... page 16

Lesson 3... page 8

Lesson 7... page 20

Lesson 4... page 10

Lesson 8... page 22

Seasons Lesson 1... page 26

Lesson 5... page 42

Lesson 2... page 30

Lesson 6... page 46

Lesson 3... page 34

Lesson 7... page 48

Lesson 4... page 38

Lesson 8... page 50

Islam Lesson 1... page 54

Lesson 5... page 66

Lesson 2... page 56

Lesson 6... page 68

Lesson 3... page 60

Lesson 7... page 70

Lesson 4... page 62

Lesson 8... page 72

Review Lesson 1... page 76

Lesson 3... page 80

Lesson 2... page 78

Lesson 4... page 82

unit 5 unit 6 unit 7

Call 998 Lesson 1... page 86

Lesson 5... page 96

Lesson 2... page 88

Lesson 6... page 98

Lesson 3... page 92

Lesson 7... page 100

Lesson 4... page 94

Lesson 8... page 102

Media Literacy Lesson 1... page 106 Lesson 5... page 116 Lesson 2... page 108 Lesson 6... page 118 Lesson 3... page 110 Lesson 7... page 120 Lesson 4... page 112 Lesson 8... page 122

Review

page

137

page

173

Lesson 1... page 128

Lesson 3... page 132

Lesson 2... page 130

Lesson 4... page 134

First Level Book Map Units

Listening strategy

Listening tasks

Identifying the main idea / details.

- Recognizing level of formality of a conversation. - Identifying the topic of a lecture. - Identifying conversation skills.

-Role playing conversations in formal and informal setting. - Role playing party guests to practise conversing skills. - Role playing different situations to practise conversation skills.

- Predicting content. - Predicting weather and seasonal activities. - Predicting the effect of weather on people's moods.

- Predicting weather. - Predicting weather and seasonal activities. - Predicting life styles.

Unit 1 Welcome

-Making predictions Unit 2 Seasons

Noting and recognizing key terms using verbal cues. Unit 3 Islam

Unit 6 Seasons

Unit 7

- Noting key terms and their - Deﬁning the pillars of Islam and deﬁnitions using verbal cues in: the effect on one's life. - an interview. - Taking part in - a debate. a mini - debate. - a story. - Talking about the concept of heroism.

R e v i s i o n

Unit 4

Unit 5 Welcome

Speaking Activity

Analyzing and inferring from -Listening to conversations to context infer information from context.

- Role playing an emergency situation and analyzing it. - Speaking about hazards of a product.

Analyzing, synthesizing and inferring from information

- Role playing situations to inﬂuence people for a cause. - Analyzing media using key questions.

- Listening to a program to infer the basic ideas of media literacy. - Listening to analyze advertisements. - Listening to key questions to analyze media.

R e v i s i o n A

Reading

Vocabulary

Grammar

Translation

Writing

Reading an article to get the main idea.

Identifying synonyms & antonyms

- Using yes/no questions & short answers.

- Translating a short paragraph based on recognition of main ideas and supporting details from English into Arabic

Writing a summary.

Reading a text to predict content

- Recognizing parts of speech - Using sufﬁxes - forming combining nouns.

- Identifying cause and effect relationships. - Using linking words.

-Translating a paragraph from English into Arabic

- Describing a scene using sensory details and facts.

- Translating names and key terms.

- Writing a letter to the editor.

- Writing an essay to give instructions.

- Identify key terms using verbal cues from an article about the signiﬁcance of prayers.

- Using a monolingual dictionary.

- Using the past perfect tense.

R e v i s i o n -Reading about household hazards and safety instructions

Guessing vocabulary from the context

- Using If…+ instructions

- Translating a short paragraph.

Reading about the negative effects of TV.

Inferring meaning of vocabulary from context.

- Using the passive voice.

- Translating a short paragraph.

R e v i s i o n B

- Writing an essay about the advantages and disadvantages of advertisements.

UNIT

WELCOME Greetings.

Assalamu Alaykum

Introduce yourself and others.

will You . out. b a n lear

Carrying out a conversation. Speaking manners. Different meanings of "How are you?"

You will practise how to...

Listen • Greeting conversation.

• A lecture to get the main idea.

lo!

Hel

My name is SARA. I'm eleven years old. My father is a policeman This is my elder brother FAISAL .

Speak • Role play formal and informal W

greetings and extending conversation. • Role play different situations applying conversational manners.

Read

• An article about different responses to the question " How are you?"

Write

• A summary of an article with the title: "Sorry, I Can't Remember Your Name."

Main Idea

Use unit vocabulary

.......................

Use Grammar Yes / No questions and short answers.

Translate Compare different translations of one text. Produce your own translation of the same text.

Discussion How do you start a conversation with a new student in your class? Can you think of different ways of greeting and leave â&#x20AC;&#x201C; taking expressions and place them in order of formality.

Listening

what's Hello? ! ! ! llo llo llo He He He

Hello's always free

Inquiry

Conversation Circles are about

Expansion

Connecting

UNIT

Lesson

Pre-Listening Read the following EXPRESSIONS and RESPONSES in the speech balloons. Which do you think is a common… a) greeting? c) pre-closing ?

b) expression of introduction ? d) closing?

teacher, I'd like to introduce my llac Mr. David Wa e. Certainly.

See you later

I'm afraid I have to be going.

Nice to meet you,sir.

Nice talking to you.

Hi I’m Ahmad.

How do you do?

Take care.

Hello. I’m Sam.

See you later..

Here are some more expressions you can use in a conversation Introductions

Page

I'd like you to meet … Have you met…? This is my cousin/ friend, etc.

Responses Nice Glad Pleased

to meet you

You will hear four short conversations. Listen to the conversations and tick the expressions you hear as you listen. I’m afraid I have to leave now. So long Talk to you soon Have you met... Glad to meet you. See you later. It’s been good talking to you. Have a good day. Keep in touch. Nice to meet you. I’d like to introduce... B Listen to the conversations one at a time and answer the question that follows each conversation. Tick the correct answers. C Listen to the conversations again and check your answers.

UNIT

Lesson

How are you

Pre reading

A Discuss the following questions as class.

1. What do you say when someone asks "Howâ&#x20AC;&#x2122;re you"? 2. Do you usually greet only the people you know? 3. Is it important to smile when you greet someone? B These words are in the reading passage. Discuss them with a partner in class.

relationship (n.) response (n.)

typical (adj.)

complex (adj.)

openly (adv.)

Active Reading A Read the following questions. Find the answers in the reading passage.

1. Why do we have to respond differently to the question "How are you? " 2. What does a complete stranger want to know when he/she asks "How are you"?

How Are You? "How are you?" is a simple question, but the answer you get depends upon your relationship with the person you are addressing. 5

Page

In a grocery store, you don't know the salesman. He says, "How're you?" to be polite. He is not trying to start a conversation, so he does not expect a detailed account of your personal life. The typical polite response, "I'm fine, thanks", is enough even if you are not feeling very well.

On the other hand, when your parents ask "How are you?" your response will be different. You can express your feelings openly and talk about your problems. This is because they care about your welfare. Nevertheless, responding to friends can sometimes be more complex. Friends can be casual, close or best friends depending upon your intimacy. Casual friends are people you are with everyday but you cannot open your heart to. In this case your response will be short but polite. However, with close friends you can be more frank. Your answer to "How are you?" will be followed by information about a difficult exam or a coming holiday i.e. information that is not so personal. Best friends, on the other hand, are so close they can almost read your mind and then you cannot hide anything from them.

WELCOME

Make it a habit to smile cordially; it feels great to start your day with a smile and a friendly greeting.

B Understanding Details.

Write (T) true or (F) false on the lines. 1. …….… Your relationship with others determines the way you respond to greeting. 2. …….… You are expected to say the truth when someone asks "How you are?" 3. ….…… Personal problems should not always be discussed with everyone. 4. …….…"How are you" is more of a greeting than a question that needs an answer. 5. …….…Sometimes it is difﬁcult to decide what to say when people ask you how you are. 6. ……… The more you know the person, the less information you usually give. Understanding Reading Structure. C Match each paragraph with its topic. Write the correct number of the paragraph in the box. 1. 2. 3. 4. 5.

The way you respond to parents The proper way to respond to strangers. An easy way to win people's hearts. Relationship with others determines the way we respond to them. Different ways of responding to friends.

Understanding Pronoun Reference. D Look at the reading selection "How are you?" and write what these pronouns refer to. 1. "He" in paragraph (2) .................................................................................... 2. "they" in paragraph (3) .................................................................................... 3. "them" in paragraph (4) ....................................................................................

Post Reading Discuss the following questions. 1. How often do you respond to " How are you?" the way mentioned in the passage? 2. Do you think they are useful? How?

Page

Although responses may vary, they should be simple words said with a warm smile as they are the nearest way to peoples' heart.

Lesson

UNIT

Lesson

Synonyms: Synonyms are words that have similar meanings. Example : simple = easy personal = private intimacy = being close casual = informal

unhappy

sad Synonyms

A Fill in the blanks with a synonym of the underlined words.

frank

responded

coming

polite

welfare

address

1. Be ……………….. and polite when giving advice or people will not accept your honest opinion. 2. Your parents care about your well-being. They do their best for your ……………… 3. The way you ………..….…… people depends upon your relationship with them. You can’t speak to your principal the same way you talk to your friends. 4. Alia and Basma are well-mannered. They are ……………... to others. 5. He usually replies in a soft voice. This time he ……………… sharply to my questions.

Page

6. You have to plan for future events. If you don’t plan for the …………….. holiday, it will be difficult to book in hotels.

Lesson

WELCOME

Antonyms

Sad

Happy

Antonyms are words that have opposite meanings. Example :

confusing ≠ clear

happy

≠ sad

possible

≠ impossible

different

≠ same

can

can’t Left

B. Choose the correct antonyms for the underlined words. 1. It is not appropriate to speak loudly. (softly - slowly - clearly) 2. They are friendly and like to be with other people. (noisy - nice - unfriendly) 3. He spoke to the principal in an informal but polite way. (rude - respectful - sad)

4. It isn’t nice to ask strangers personal questions. (important - private - impersonal)

Page

Right

UNIT

Lesson

A Yes / No Questions and Short Answers.

Read the following passage. How many afﬁrmative answers do you have? Are you a sociable person? Do you think being sociable is good? If you don't know the answers, you might need to ask yourself more speciﬁc questions, such as; "Do I like to meet new people on a regular basis?" "Can I carry on a conversation with strangers easily?" "Would I accept invitations for different occasions?" "Am I a good host?" "Do people feel happy while I am around?" "Have I caused problems by talking to strangers?". If your answer is YES to most of these questions, you are probably a sociable person. If you answer YES only to the last question, then you had better try harder. Yes / No questions ask for information that can be answered by yes or no. Sometimes other expressions, meaning yes or no, are used. Are you a sociable person?

Yes, I am. / No, I'm not.

Do you like to meet new people?

Sure. /I'm afraid not.

Have you caused problems?

I guess I have. / I don't think so.

• When asking questions, the verb comes before the subject. • Do not use contractions in afﬁrmative short answers,

Yes, I 'm.

e.g. Yes, I am / Yes, he is. Contractions are usually used in negative short answers ;

Page 10

e.g. No, I'm not. / No, it isn't.

Yes, I am.

Lesson

WELCOME

B Formal and Informal, Afﬁrmative and Negative Answers.

Informal

Formal Afﬁrmative Absolutely .

Certainly .

I think so .

I hope so.

Of course.

Afﬁrmative Sure .

Right .

Yeah.

Negative

No .

Never .

I don't think so.

Certainly not . Of course not. I hope not .

I'm afraid not.

C In pairs: Read the situations ask Yes/No questions and give formal and informal,

affirmative and negative responses according to each situation.

Situation 2:

You are in the middle of a history exam. The remaining time is 10 minutes. Your teacher asks you, ''Would you like an extra 15 minutes to finish the exam?'' Your answer would be: ''............'' (Certainly, of course)

Your younger sister/brother wants to borrow money from for a new cell phone. Sister/ brother: I've just seen a beautiful cell phone, would you lend me the money to buy it. Your answer would be: ....... you just bought a new one last month. (never, of course not)

Page 11

Situation 1:

UNIT

Lesson

2. In a group, play the Yes / No game. Each group selects a student to ask the other members of their group yes / no questions. The students must tell the truth. If a student answers with yes or no; another one takes the turn and so on. Example: Student A:

Are you from Jeddah?

Student B:

Of course.

Student A:

Do you live alone?

Student B:

Certainly not.

Student A: Can you count to ten in French ? Student B: Yes. Oh, no … (Another student takes the turn)

Translation is expressing meaning of something said or written from one language into another beautifully and clearly. It does not mean giving literal translation of vocabulary items in isolation.

A Read this short paragraph then choose which translation is better.

Welcome is a beautiful word that expresses hospitality and generosity. It means "You are among your people and we feel at ease in your presence". All languages have words that convey the same meaning.

ô©`` °ûf h ∂jhP h ∂∏gG ø«H ∂`` fCG "»æ©J h ΩôµdG h áaÉ«`` °†dG ø`` °ùMo ø`` Y ô`` Ñq ©J á`` ∏«ªL á`` ª∏c É`` ÑMôe .CG .≈æ©ªdG ¢ùØf πªëJ äÉª∏c äÉ¨∏dG ™«ªL »a h ."∑OƒLƒd áMGôdÉH ô©`` °ûf øëf h ∂`` °SÉf ø«H âfCG "»æ©J »g h .ΩôµdG h áaÉ«`` °†dG øY ôÑq ©J »àdG á`` ∏«ªL á`` ª∏c É`` ÑMôe .Ü .≈æ©ªdG ¢ùØf π°UƒJ äÉª∏c É¡jód äÉ¨∏dG πc ."∑Qƒ°†M »a áMGôdÉH Page 12

1. Which translation did you choose? 2. Why did you choose it? Discuss with your group.

WELCOME

Lesson

To translate from English into Arabic, use an English Arabic dictionary. Many words have more than one meaning. Choose the closest meaning to the context. In general, you should… read the passage carefully. get the main idea. translate the idea of a sentence, not word by word. watch Arabic grammar and sentence structure. B The following translations are not quite correct. Read each sentence and

write your own translation. Avoid the mistakes in the given ones. 1. When you listen to people talking, you may not understand every word. However, you can use the words you know and the context of the conversation to guess the meaning of words you do not understand.

Ωóîà°ùJ ™«£à°ùJ âfCG ,∫ÉM …CG ≈∏Y .áª∏c πc º¡ØJ ’ ÉªHQ âfCG ,¿ƒª∏µàj ¢SÉf ≈dEG ™ªà°ùJ ÉeóæY .±ô©J ’ âfCG äÉª∏µdG øe ≈æ©ªdG øªîàd åjóëdG øe ¢üædGh ±ô©J âfCG äÉª∏µdG ................................................................................................................... .................................................................................................................. .................................................................................................................. 2. No matter how difﬁcult it is for you to carry on a conversation, remember that it gets easier with practice.

.øjôªàdG ™e π¡°SCG »JCÉj ¬fCG ôcq òJ ,∑ô«Z ™e áKOÉëe âfCG πªëJ ¿CG Ö©°U ∞«c ôeC’G ¢ù«d -

3. Do you speak clearly enough without having to shout? People who speak loudly can be irritating; while those who speak softly, can hardly be heard.

øµªj kÉ«dÉY ¿ƒKóëàj øjòdG ¢SÉædG ? äƒ°üdG ™aôd ÜƒLƒdG ¿hO »aÉc ìƒ°VƒH çóëàJ âfCG πg .Gƒ©ª°ùj ¿CG áHƒ©°üH øµªj áeƒ©æH ¿ƒKóëàj øjòdG ∂ÄdhCG Éªæ«H ø«éYõe Gƒfƒµj ¿CG

Page 13

UNIT

Lesson

Pre-Listening

A Discuss the following:

1. Discuss the picture in groups. 2. How do people communicate? 3. Which form of communication is the most important? 4. Are there certain rules we need to follow when we speak? Mention some. These words will be in the listening task. Discuss them with a partner in class. firm (adj.)

eye contact (n.)

body language (n.)

address (v.)

brag (v.) pause (v.)

exaggerate (v.) personal (adj.)

moderate (adj.) compliment (n.)

Active Listening A communication skills teacher has invited Dr. Maher Habeeb, a writer of â&#x20AC;&#x153;How To Be Socially Smartâ&#x20AC;? to his class. Dr. Habeeb is giving the student tips on conversation skills. 1. Listen to the first segment. Then answer the question: a. What are the three questions that you need to think about before speaking? Tick them.

Page 14

Is it true? Is it polite? Is it rude?

Is it necessary? Is it nice? Is it formal?

B Listen to second segment. Then answer the questions.

C Listen to the whole talk and answer the questions.

UNIT

Lesson

Pre- writing A When you write your summary, give the main ideas. You have toâ&#x20AC;Ś

1. read the passage carefully. 2. underline the sentences that include main ideas. 3. Add supporting ideas. Include what, where, who, and why . Then cross out unnecessary details. 4. Add an introductory sentence(s). Paraphrase the sentences. B See how the writer follows the steps for writing a summary.

1. Reading the passage carefully. 2. Underlining the main ideas. "I'm So Sorry but I Can't Remember Your Name"

Page 16

How many times have you said or heard someone says, "I'm so sorry but I can't remember your name" Embarrassing moments like this have happened to all of us at on time or another. Most of us spend a great deal of time apologizing for not being able to remember someone's name. You regret it, but deep down, you believe there is nothing you can do about it. You were just born that way. But is this, in fact, true? No. You can, if you want, improve your memory for names easily and dramatically if you follow a few simple rules. This has to do with the way we encode (put information into our brain). It actually affects our ability to remember the

information later. If we want to retrieve new information to make use of it, we have to be able to fit it into our memory system. All it takes is a little concentration and practice. Here is some practical advice on how to remember names. a. Pay close attention when you are being introduced to someone. This point sounds simple and obvious, something that anyone would know, but as a matter of fact, most of us do not pay close attention during an introduction. We immediately start thinking about how we are not going to remember the name. Essentially,

WELCOME

we are too busy programming ourselves for failure to pay attention. How exactly do you pay close attention? Look directly at the person (in a friendly way, of course) and, at the same time, listen carefully to his or her name. b. Repeat the name and make a comment or ask the person a question about his or her name.

Louise Montag. What a beautiful name. Are you French? Or How do you spell your name? What is its origin?

- Bohaisa Mahfouz. Are you by any chance related to Najeeb Mahfouz? Or What's the meaning of Bohaisa? Don't worry. You won't offend the person. On the contrary, people like the attention they get if you show interest in their names. c. Associate the name with something or someone familiar to you.

Try to form a picture to connect it with the name in your mind.For example, if the name is Elizabeth, you might visualize Queen Elizabeth in your mind. If you cannot think of a mental picture, maybe you can associate by sound, e.g. the name Kaoru, you might associate with "car" or the verb "to carry". d. Use the person's name from time to time in conversation. Practice strengthens the memory and will help you remember the name longer. The more you practise the name, the easier it will be for you to recall it. e. Try to recall the person's name and face soon after your meeting. Later the same day, review the person's name and face in your mind. This review takes only a few seconds, but it helps strengthen the memory. (289 words)

3. Adding supporting ideas. Then crossing out unnecessary information. You can, if you want, improve your memory for names easily and dramatically if you follow a few simple rules. If we want to retrieve new information to make use of it, we have to be able to ďŹ t it into our memory system. a. Pay close attention when you are being introduced to someone. Look directly at the person (in a friendly way, of course) and, at the same time, listen carefully to his or her name. Page 17

Lesson

UNIT

Lesson

b. Repeat the name and make a comment or ask the person. A question about his or her name, e.g. "What a beautiful name!" or "How do you spell your name?" c. Associate the name with something or someone familiar to you. Try to form a picture to connect it with the name in your mind or you can associate it by sound. d. Use the person's name from time to time in conversation. The more you practise the name, the easier it will be for you to recall. e. Try to recall the person's name and face soon after your meeting. This review takes only a few seconds, but it helps strengthen the memory.

4. Adding introductory sentences and paraphrasing the sentences. This is a final draft.

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Most of us fail to remember people's names. Here are a few rules to strengthen your memory. When meeting someone for the first time use eye contact and listen carefully to the name. Comment on the name and use it frequently during the conversation. Relate it to a picture or a sound. After your meeting, try to remember the person's face and name. These steps will help you keep the new name in your memory system. If we want to make use of the new information, we have to fit it in our memory system. (96 words)

WELCOME

Lesson

1. Read the following paragraph and underline the main idea. A good conversation is something like a game of catch. In catch, the ball should always keep moving from one player to the next. If one or two players hold the ball for too long, the game is no fun for the others. In conversation it is just as important to keep things moving from person to person. One or two long-winded speakers can take the sharing out of the process. Remember that in conversation a speaker is a speaker only part of the time. The rest of the time the speaker should be listening and thinking of his or her response to others. 2. Paraphrase the main idea. Add a supporting sentence. ............................................................................................................................ ............................................................................................................................. ............................................................................................................................. 3. Read the following paragraph carefully. Follow the steps of writing a summary to summarise it. Write your summary in your workbook on page 6. Much of what we say to each other comes out in words or sounds called verbal messages. Sometimes, however, all or part of our message is sent through silent but visible signals. These signals are called nonverbal communication. Look carefully at these pictures: What messages do you receive from each picture? What gives you the message? You can also say things with body movements. While riding your bike down the street, you might say hello to a friend with the wave of a hand. While listening to someone tell a story, you might show you understand by nodding your head. Expressions on your face give messages, too. A smile tells your aunt, you're glad to see her. A frown tells your mom that salmon is not your favourite meal.

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As you can see, an important part of your daily communication is completely silent. Can you think of other examples of nonverbal messages you use or see every day?

UNIT

Lesson

A Read the following article. Do the title and the ﬁrst sentence tell you what

it is about?

Welcome And Welcome

“Welcome” may seem like a simple common word that we use everyday. But underneath lies a deeper meaning which shows emotions. When we say "Welcome" to our visitors, not only do we send a greeting message, but we also convey feelings and emotions "Welcome" said with a smile makes visitors feel relaxed, at the same time it implies our willingness, kindness and hospitality. Willingness may be the ﬁrst thing you imply by saying “Welcome”. It means that you are ready to invite that particular person to your home. This in itself has an important meaning since we do not allow just anyone to come into our homes. So by allowing our visitors in, we are actually telling them that they are special and that their presence in our house is desired. At the same time, willingness means we are ready to spend time with our guest.

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Kindness and friendliness are also expected when we say “welcome”. They are expressed not only in words but also by our

attitude. It is the host’s duty to make his/her visitors feel comfortable and accepted. So whenever we say Welcome to our visitors, these two characteristics should go hand in hand with our “Welcome”. Since hospitality is a well known Arab trait, it is eagerly offered by hosts and expected by visitors. When Arabs have visitors, they are expected to show their hospitality by offering the best they have whether it is food, drink or comfort. So, the minute the Arab host says "Welcome", he/ she is expected to be warm and generous. So next time you stand on your door step to greet a visitor and say “Welcome”, remember, it is more than just a greeting message. It is a bundle of attitude, expressions and feelings.

WELCOME

Lesson

B Read the passage again. Underline the important ideas. C Write the main ideas.

1. ............................................................................................................. 2. ............................................................................................................. 3. ............................................................................................................. 4. ............................................................................................................. 5. ............................................................................................................. D Include one necessary detail for each main idea. It may answer who, where, when or why.

1. ............................................................................................................. 2. ............................................................................................................. 3. ............................................................................................................. 4. ............................................................................................................. 5. ............................................................................................................. E Rewrite the main ideas with the details in your own words. This will be your ďŹ rst draft.

Revising It is important to go over your ďŹ rst draft carefully in order to revise it. This step helps you improve your summary. A When you revise your summary, check if:

1. you have included all the main ideas. 2. the details support your main idea. 3. the length is one third of the original text.

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4. your ideas are connected with conjunctions such as "and", "but" or "so" if needed.

UNIT

Lesson

Pre-Listening A Discuss the web as a class

Listening

Inquiry

Conversation Circles

Connecting

are about

Expansion

B Discuss these questions

1. Imagine you are taking a long trip on an airplane or waiting at the doctor's. You turn to the person sitting next to you. What would you do? a. How would you carry on an interesting conversation? b. How would you tell when someone does not want to take part in a onversation?

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c. Have you ever found yourself in the middle of a boring conversation? What did you do?

Lesson

WELCOME

Active Listening You will hear a conversation between two classmates, Rami and Shareef. A Find out where they are and what they are talking about. B Listen to the conversation and the three questions that follow then tick the

correct response.

He asks about Shareefâ&#x20AC;&#x2122;s... hobbies

family

job

education

travel experience

He gives short answers

He walks away and leaves

He does not respond He keeps on talking

He turns around and leaves

You will hear a conversation between two students introducing each other. C Listen to the conversation and compare dialogues by answering the writing the

correct information about the table about each one. Conversation (1)

Conversation (2)

1. Number of questions Shareef asked.

1. Number of questions Tony asked.

2. Number of questions Rami asked.

2. Number of questions Jameel asked.

3. Rami and Shareef are going to meet again.

3. Toni and Jameel are going to meet again.

4. Reflects good communication.

5. Needs improving.

D Listen to the conversations again. Based on your finding in (C), write three tips

to improve the conversation. 1. 2.

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UNIT

SEASONS Weather forecast.

will u o Y . out. b a n lear

Effect of weather on people’s activities and moods. Cause and effect of global warming.

Fishing

Sand Duning

Horseback Riding

2 Water Skiing

Camel Riding

Skiing

You will practise how to..

Cycling

Camping

Listen • a weather forecast. • seasonal activities. • effect of weather.

Speak • predict the weather. • talk about different seasonal activities. • predict people’s moods and activities

Write Make Prediction

• A descriptive paragraph.

during different seasons.

Read • An article about global warming.

Use unit vocabulary

Use Grammar

•

Cause and effect.

Translate

•

Effect of seasonal changes.

Discussion

• • •

Do you recognize the changes of seasons where you live? How? How does weather affect your lifestyle / plans / mood? Do you think that weather patterns are changing ?

UNIT

Lesson

Pre-Listening

A Discuss the following questions as a class.

1. Describe the weather in each picture. 2. Why is it important to predict weather? 3. What tools do weather forecasters use to make their predictions?

B Look at the satellite weather maps for the United States. What

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will the weather be like on April 26?

April 23, 2010 US Temperature

April 24, 2010 US Temperature

April 25, 2010 US Temperature

SEASONS

Lesson

You will hear a weather forecaster giving Friday’s weather forecast. C Discuss the following words and phrases as a class. Check a dictionary if you need a deﬁnition. weather forecasters weather forecast thunderstorm lightning high/ low temprature Fahrenheit (°F) scattered showers Celsius (°C) clear up chance of rain

fair skies

Active listening A Listen to the weather forecast to ﬁnd out the kind of

information the weather forecaster gives.

B Listen again to the weather forecast and choose the correct answers.

1. What was Friday’s weather like? hot and humid warm and dry partly cloudy 2. What was the high temperature on Friday in Orlando? 85 to 90 degrees °F. 91 to 95 degrees °F. 96 to 99 degrees °F. 3. What is Saturday evening’s weather forecast for Orlando? light rain over the entire city. scattered showers over the northern part. fair skies in parts of the city. C A boy is talking about his plans for the holidays.

1. « Oh no! I said as I looked out of the window, my father doesn’t like rain.» Predict what will happen next. .......................................................................................................................... ..........................................................................................................................

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Listen to parts of the story and predict what will happen next. Use the quotes (in italic) from the story to predict what will happen next.

UNIT

Lesson

2. « My father saw the sad look on our faces.» What happened next? What did the father decide? ...........................................................................................

3. « I looked at the sky and said to myself,» What does the boy mean? What did he say next? ...................................................................................................

4. « Deep inside I knew ….» What did the boy know? What do you think will happen next? ............................................................................................................................. D Listen to the story again. Then check your predictions as a class.

Pair work

Situation

You were chosen by The World Assembly of Muslim Youth (WAMY) to spend ten days as a volounteer to help the needy all over the world. You have two days to pack your clothes. Choose a city from the box below. With your partner, predict the weather then decide on the clothes and things you need to take with you. Use cards on page 141 - 144.

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Destination Guides Index New Delhi: Aug 1-Aug. 10 Cairo: Oct. 1- Oct. 10 Moscow, Russia: Mar.25- Apr. 4 Johannesburg: Aug. 28 – Sept. 10

Lesson

SEASONS

2. Plan for a trip using a Trip Weather Planner. The Trip Planner helps you have a successful trip.

City

Is it warm?

Is it rainy season?

Is the sky clear?

Is it windy?

Date

Rain

...........................................................................................................

Clothes

Other things

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Temperature: ...........................................................................................................

UNIT

Lesson

Pre reading 1. Discuss the map as a class.

154

151 134

61 14 17

121

133

51 57

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156

Arctic and Antarctic warming

Glaciers melting

Spreading disease

Sea level rise and coastal ﬂooding

Heat waves and Unusually warm weather

Droughts and ﬁres

a. Think of ways in which people will be affected if global climate changes signiﬁcantly. b. Predict and describe changes in the Earth’s environment.

Lesson

SEASONS

Active Reading Identifying Cause and Effect. A What effect do the greenhouse gases have on Earth? Read the passage and

find out the answer.

Global Warming

The «greenhouse effect» is responsible for keeping the earth at its normal temperature. Methane, carobn dioxide and nitrous oxide in the atmosphere are called greenhouse gases. Energy from the sun heats up the surface of the earth; most of this energy is then sent back into space. The natural amount of greenhouse gases holds just enough of this heat to keep the earth at its normal temperature of 60 F. Without this natural “greenhouse effect”, temperatures would be much colder, and life on earth would not be possible.

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It seems like the world has been suffering from unpredictable weather lately. The temperature of the Earth has risen by about one degree Fahrenheit over the past hundred years. This global warming has caused the snow in the Arctic Ocean and in Antarctica to melt. As a result, sea level has risen 4 to 8 inches. Rainfall has also increased by about one percent due to high temperatures. However, studies have shown that most of the global warming over the last fifty years has been caused by human beings. Human activities have resulted in an increase in greenhouse gases in the atmosphere, thus causing the strange weather changes our planet is experiencing.

UNIT

Lesson

In the past, natural climate changes took place so slowly that they allowed all living things to get used to the new temperatures. The real danger to our planet lies in rapid climatic changes. Increasing concentrations of greenhouse gases are likely to speed the rate of climatic changes. Scientists expect the average global surface temperature to rise 1 to 4.5 F (0.6 - 2.5 C) in the next fifty years. Evaporation will increase as the climate becomes warmer, thus increasing average global rainfall. Sea-level is also expected to rise. Rainstorms, hurricanes and earthquakes are likely to become more frequent. Changing regional climate could effect forests, crop, and water. It could also effect human health and animals. How can we overcome this major problem of global warming? The time has come to increase our efforts to reduce the amount of greenhouse gases into the atmosphere. Using electricity and fossil fuel wisely will make a difference. Each personâ&#x20AC;&#x2122;s contribution is necessary , so remember do your share.

B Understanding Reading Structure

Match each paragraph with its topic given below. Write the correct number of the paragraph on the line.

Cause and effect of global warming.

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We can help reduce global warming. Greenhouse effect. What scientists predict.

Lesson

SEASONS

C Understanding Details

In pairs, ďŹ nd out why or how the things in the ďŹ rst column happen.

Sea level increased by 4 to 8 inches.

......................................................................................... More heat is trapped and ......................................................................................... the average temp. of the ......................................................................................... earth has risen. ......................................................................................... ......................................................................................... ......................................................................................... Rainfall has increased by ......................................................................................... one percent. ......................................................................................... ......................................................................................... ......................................................................................... The average temperature o ......................................................................................... of earth is about 60 F. .........................................................................................

Post Reading

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Discuss the following questions: 1. Do you think that climate change is a serious problem? Why? 2. What can we do to reduce global warming?

UNIT

Lesson

A Identifying Parts of Speech

You can guess the meaning of a word if you know part of speech it belongs to: a noun, a verb, an adjective, an adverb, or a preposition.

A noun names a person, place, thing, or idea. It can be a subject or an object or an object of preposition. A verb shows action or a state of being. A pronoun is a word that takes the place of a noun. The words I, you, she, he, it, we, and they are pronouns. An adjective adds to the meaning of a noun or a pronoun. Adjectives tell which one, what kind, or how many. An adverb can describe a verb, an adjective, or another adverb. Adverbs tell you where, when, how often, to what extend or in which manner ( often end in «ly» ). A preposition is a word that relates to a noun, pronoun or to some other word in the sentence,e.g, in, on, of…etc, B Read the following paragraph and decide what part of speech the underlined

words are. Write the part of speech next to the number shown.

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Last year’s hurricane (1) season had been (2) especially cruel to people in the Gulf of Mexico. Less than a month after (3) Hurricane Katrina made landfall and (4) caused (5)destruction, Hurricane Rita moved over the same area. (6) It has left thousands (7) of Americans displaced or (8) homeless and without (9) critical necessities.

(1) …………………..

(2) …………………..

(3) …………………..

(4) …………………..

(5) …………………..

(6) …………………..

(7) …………………..

(8) …………………..

(9) …………………..

Lesson

SEASONS

B Suffixes

Very often you can tell what part of speech a word is from the suffix at the end of the word. Some common suffixes are

Suffixes that indicate nouns (n)

Suffixes that indicate adverbs (adv.)

-al: seasonal / global -able: predictable - less: homeless -ous: disastrous -ern: northern -ful: beautiful -y: stormy

-er: camper -ology: meteorology -ist: meteorologist -tion: prediction -ing: fishing -ity: visibility -ment: equipment -ness: calmness

A homeless child

A camper van

-ly: extremely

extremely cold

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Suffixes that indicate adjectives (adj.)

UNIT

Lesson

Identify the suffixes in each word. Decide what part of speech the word belongs to.

1 psychology ……… prediction ……… skiing ………

comfortable ………

2 global ………

peaceful ………

hiker ………

happiness ………

3 breezy ………

easily ………

typically ………

entertainment ………

4 wisely ………

natural ………

evaporation ……… warming ………

5 gradually ………

southern ………

helpless ………

C Combining Nouns

Sometimes we use nouns to describe other nouns. The first noun describes the second noun and acts as an adjective. When two nouns are used together, they may be written seperately. Example: sleeping bag: is a bag for sleeping laundry bag: is a bag for laundry. Or they may be written as one word.

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Example:

sunlight: is the light of the sun. moonlight: is the light of the moon.

dangerous ………

Lesson

SEASONS

Use the words in the box to make combining nouns from the words in the circles. Then write them in the spaces below.

forecast coat report

summer fall coat rain

Weather

thunder man sand storm event bow

Storm

Weather report ………………………....…..

………………………....…..

Rain Camp ………………………....….. ………………………....….. ………………………....….. ………………………....….. ………………………....…..

………………………....….. ………………………....….. ………………………....….. ………………………....….. ………………………....….. Page 37

fire

UNIT

Lesson

Cause and Effect Read the following passage. What causes seasons? On our planet, seasons occur because the earth moves around the sun. As a result of

North

this movement, the North Pole faces the sun between March and September. C This is the warm season for the northern half of 21 June our planet. On the other hand, the South Pole faces the sun between September and March.

Sun on 21 D B

South

Therefore, when it is summer in the South Pole, it is winter in the North Pole and vice versa. Finding cue words for cause and effect - A cause shows why and how things happen (a reason). - An effect shows what happens (result). The relationship between cause and effect is shown by cue words. Cause The earth moves around the sun.

Cue word As a result,

Effect seasons occur

Cue Words of Cause and Effect:

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Cause Effect

Because / For /

Because of / Due to

Since

/ As

As a result / Thus / For this reason / Therefore / So / in order toâ&#x20AC;Ś

SEASONS

Lesson

Example: The earth moves around the sun. For this reason, seasons occur. The earth moves around the sun. Therefore, seasons occur. Seasons occur because the earth moves around the sun. Seasons occur since the earth moves around the sun. The earth moves around the sun, so seasons occur. Seasons occur because of the movement of the earth. (use the noun form of verb). In pairs,discuss the causes and their effects from the reading passage. Put one line under the cause, two lines under the effect and circle the cue words.

Exercises: Combine the sentences using the cue word(s) given between brackets. without changing the meaning. Make changes where necessary. 1. Summer is warmer than winter. The rays of the sun hit the earth at a direct angle during summer. (because) ………………………………………………………………………..................………… …………………………………………………………………………….…….………… (as a result) …………………….....................…………………………………………………………… …………………………………………………………………………….…….………… 2. Our distance from the sun differs. The earth’s orbit around the sun is not an exact circle. (for)

(thus) ………........……………………….......………………………………………………… …………………………………………………………………………….…….…………

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………………………………....……………………………………………………… …………………………………………………………………………….…….…………

UNIT

Lesson

3. The North Pole faces the sun between March and September. The warm season takes place. (therefore) …………………………………………………………………………….…….………… …………………………………………………………………………….…….………… (as) …………………………………………………………………………….…….………… …………………………………………………………………………….…….………… 4. June 21st is the day when we receive the most sunshine. It is regarded as the beginning of summer. (so) …………………………………………………………………………….…….………… …………………………………………………………………………….…….………… (since) …………………………………………………………………………….…….………… …………………………………………………………………………….…….…………

Read the following paragraph then follow the directions for each question. Scientists have noted that our mood can be affected by changes in the weather. In particular, heatwaves can cause fatigue, headaches, bad temper and forgetfulness. It is harder to work productively in over-heated environments because the body produces chemicals which reduce concentration. On the other hand, long winter nights cause depression in many people due to long hours of darkness.

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1. What is the main idea of the above paragraph? Express it in Arabic. …………………………………………………………………………….…….………… …………………………………………………………………………….…….………… …………………………………………………………………………….…….…………

Lesson

SEASONS

2. Underline the difﬁcult or new words. Can you guess their meanings from context? 3. Write the words that you could not understand and look them up in an EnglishArabic dictionary. Be careful! Some words have more than one meaning. Choose the nearest one to the context. Word ……………… ………………

Meaning ……………… ………………

Word ……………… ………………

Meaning ……………… ………………

4. Write your translation on the following lines. Make sure you choose the right words and correct structure. …………………………………………………………………………….…….………… …………………………………………………………………………….…….………… …………………………………………………………………………….…….………… …………………………………………………………………………….…….………… 5. Read your Arabic translation. Check if your sentences are connected properly. you need to change the form of the word (e.g. adjective to a noun) to get a better translation. you use colloquial words. 6. Exchange books with a partner. Check if there are grammatical or spelling mistakes. Arabic language structure is correct .

…........………………………………………………………………………….…….………… ……………..........……………………………………………………………….…….………… ………………............…………………………………………………………….…….……… ………………............…………………………………………………………….…….………

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7. Rewrite your translation. Make any necessary changes, if required.

UNIT

Lesson

Pre-Listening 1. Look at the pictures and discuss the questions as a class. - What season does each picture show? Why do you think so? - What is the relationship between the seasons and the activities?

Fishing

Sand Duning

Horseback riding

Camel riding

Water Skiing

Skiing

Page 42

sledging water skiing

Cycling

Camping

Seasonal activities: skiing fishing camping sand duning horseback riding

SEASONS

Lesson

Active Listening Chris is a student at an international school in Saudi Arabia. He is giving a talk about seasonal activities in his hometown, Sydney. A Listen to his talk in segments then answer the questions after each segment.

1st segment: - Predict the temperature in Sydney.

………………………………………………………………………..… ………………………………………………………………………… ….…….………… ………………………………………………………

2nd segment: - Predict the activities Australians enjoy during winter. …………………………………………………………… …………………………………………………………… ……………….…….………… …………………………

3rd segment: - Predict the activities Australians enjoy during spring. ………………………………………………………………………..… ………………………………………………………………………… Page 43

….…….………… ………………………………………………………

UNIT

Lesson

4th segment: - Predict what activities Australians enjoy on a hot summer’s day. …………………………………………………………………………….…….………… …………………………………………………………………………….…….………… …………………………………………………………………………….…….…………

5th segment: - Predict the activities Australians enjoy during autumn. …………………………………………………………………………….…….………… …………………………………………………………………………….…….………… …………………………………………………………………………….…….…………

B Listen to Chris’ complete talk and check your answers.

Exploring weather conditions through paintings. Look at the painting below. Each of the paintings shows a type of weather or a season.

Page 44

In groups of four, study the scenes in the paintings. Each member chooses a scene and answers the questions below about the painting he/she chooses. Then discuss your predicitions with the rest of of the group. Form a new group and discuss your predictions. Were your predictions similar? Different? In what way?

SEASONS

Lesson

A Pair work: Look at the weather map on page 149. Choose two cities and predict

seasonal activities for each city. Write your predictions. Do not let anyone know of your predictions.

City: ……………………………… Your prediction: ………………………………………………………………….…………

………………………………………………………………..……………..……..…………

City: ……………………………… Your prediction: ………………………………………………………………….…………

………………………………………………………………..……………..……..…………

City: ……………………………… Your prediction: ………………………………………………………………….…………

……………………………………………………………………….……..……..………… B Going on a trip? Take turns to role play a tourist and a travel agent.

Tourist: You want to visit a city of your choice. You try to find out about seasonal activities in the city. Use the following questions as a guide: - What will the weather be like in ……………… (city)?

Travel agent: Tell your partner about activities he / she can do there. Use pages 145 - 148. C Compare your prediction with the information the travel agent has given you.

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- What activities are there to do?

UNIT

Lesson

Describing a Scene: A descriptive paragraph is used to describe what something is like . A good description gives the reader a clear picture by using words that appeal to the senses. These words are usually verbs or adjectives. A Look at the picture then read the paragraph

below. Underline the facts and circle the sensory details following the examples:

The picture shows a scene by the sea side. It could be in any part of the world, it might be a village on a far away island or a small town by the sea, where people lead a quiet life. In the background the grey sky looks gloomy. The clouds are dark and predict heavy rain. The sea seems calm because there are no high waves, but the palm trees in the centre of the picture show bad weather, as the leaves are blown to one side.The houses in the front of the picture might be homes for ﬁshermen. They look old and shabby. The scene gives a fearful and uneasy feeling connected with a forthcoming danger such as a hurricane. B Look at the pictures below , write two sentences about each one stating a fact

Page 46

and using sensory details.

………………………………………………………………..…………….……..……..… ………………………………………………………………..…………….……..……..… ………………………………………………………………..…………….……..……..… ………………………………………………………………..…………….……..……..…

Lesson

SEASONS

Pre-writing Activities 1. Look at the picture. Write questions that will help you describe the picture. Use words such as what, where, who and when to guide you.

1. ………………………………………………………………..…………….……..……..…… 2. ………………………………………………………………..…………….……..……..…… 3. ………………………………………………………………..…………….……..……..…… 4. ………………………………………………………………..…………….……..……..…… 5. ………………………………………………………………..…………….……..……..…… 6. ………………………………………………………………..…………….……..……..…… 7. ………………………………………………………………..…………….……..……..……

Planning 1. Complete the cluster using the answers to the questions:

………… ………… Sensory Details

………… …………

Facts

………… …………

………… ………… Topic ……………… ………………

Active Writing Write a first draft of your descriptive paragraph in your workbook.

Page 47

………… …………

UNIT

Lesson

Revising A Applying Spatial order

A descriptive paragraph that describes a scene presents details according to their spatial order to help the reader visualize the subject. One way of doing this is by using prepositional phrases such as in front of the … , in the center of the … , to the left of the ... Prepositional phrases can be at the end or at the beginning of a sentence. Underline the spatial prepositional phrases in the paragraph on page 46 Write them on the spaces below. ………………………………………………………………..…………….……..……..… ………………………………………………………………..…………….……..……..… ………………………………………………………………..…………….……..……..… ………………………………………………………………..…………….……..……..… ………………………………………………………………..…………….……..……..… ………………………………………………………………..…………….……..……..… B Adding Adjectives

Page 48

Adjectives make descriptions more interesting and specific. e.g. the grey sky, bad weather, high waves, uneasy feeling, etc …

Add adjectives to describe these words. The ………………. ………………….. The ………………. ….………………. The ………………. ….………………. The ………………. …..……………… The ………………. …..……………… The ………………. ….………………. The ………………. ……………..……

…………………. wind. …………………. buildings. ………………..... trees. ………………..... firemen. ……………...….. weather. …………………. sky. …………….…… scene.

SEASONS

Lesson

Checking Read your paragraph. Check the content and the organisation. Use these questions to help you revise your paragraph. 1. Do you need to change the order of the sentences? 2. Do you need to add spatial prepositional phrases? 3. Are there interesting adjectives in the paragraph? 4. Do the adjectives describe the picture well?

Editing A Exchange your book with a partner. Check grammar and form using

these guidelines: 1. correct verb forms. 2. correct spelling. 3. correct capitalization and punctuation. B Make the necessary changes to your paragraph then write a final draft

Page 49

in your workbook.

UNIT

Lesson

Pre-listening ADescribe the pictures.

1. What are the people in the pictures doing? 2. What do you think the weather is like? What season is it? 3. What is the effect of weather on your mood? Give examples in the boxes below.

Hot climate …………………………………………… ……………………………………………

Cold climate …………………………………………… ……………………………………………

B You will hear the following words

in the listening task. Discuss the ones you do not know as a class.

WORDS climate effect

Active listening

mood affect temper

A classroom discussion during geography lesson, listen and answer the questions that follow. Segment 1: Predict what «climate» means …………………………………………………………………………….…….………… …………………………………………………………………………….…….…………

Page 50

Segment 2: Predict the effect of cold weather on people’s moods? …………………………………………………………………………….…….………… …………………………………………………………………………….…….………… C Listen to the whole discussion and check your answer.

SEASONS

Lesson

Exploring Weather Conditions Through Painting. Each of the paintings shows a type of weather or a season.

1. What type of weather is indicated in the painting?

…………………………………………………………………………….…….………… …………………………………………………………………………….…….………… a) In groups of five, look at the paintings. Each member chooses a painting and answers the questions below, in the provided space. Then, discuss your predictions with all group members. 2. What is the season?

…………………………………………………………………………….…….………… 3. What do you think is the life style and mood presented in the painting?

…………………………………………………………………………….…….………… …………………………………………………………………………….…….…………

…………………………………………………………………………….…….………… …………………………………………………………………………….…….………… Form a new group and tell each other your predictions. Were your predictions similar? Different? In what way?

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4. What clues shown in the painting helped you predict?

UNIT

ISLAM The pillars of Islam.

will You . out. b a n lear

Characteristics of a Muslim.

Importance of prayers.

You will Practise how to..

Listen

• Story of a revert. • Debate about things which reﬂect the image of Islam. • Story of Salman Al Farsi.

Speak

Write

• Talk about the pillars of Islam. • Debate about the appearance and

Note and recognize Key Terms Using verbal cues

character of a Muslim.

• Deﬁne heroism.

• Appearance of a Muslim.

Read • An article about the signiﬁcance of prayers.

Lesson

ISLAM Use unit vocabulary Terms

Deﬁnition

Testimony of faith Prayers Fasting Pilgrimage Use Grammar

• Past perfect tense.

Translate Prophets' massege

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Discussion • What does Islam mean? • How do Muslims show their belief in Allah? • What does Islam teach? • Who is the role model of all Muslims?

UNIT

Lesson

Pre-Listening Read the definition of Islam then complete the web. Islam means submission to the will of Allah. The word Islam comes from salam which means peace. Key Term:

Definition:

Verbal cue: Other verbal cue:

You will hear the following words in the listening task. Discuss the ones you do not know with your partner.

Pillars of Islam, obligatory worship ,

prayers, charity , revert,

fasting, pilgrimage, declaration of faith

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Active Listening The definition of a word explains its meaning. Definitions are usually recognized by verbal cues. 1- Listen to the first part of the interview. Listen to the words the guest speaker defines. As you listen, tick the key terms you hear from the list below. Pillars of Islam

Salat

Islam

Zakat

Shahada

fasting

Hajj

Hijab

revert

Lesson

ISLAM

2- Listen to the ﬁrst part of the interview again. Tick the verbal cues the speaker uses to deﬁne the key terms. mean / means / meaning

a person who / place where

deﬁned as

which is

to be called / is, are called

that is…

in other words 3- Listen to the ﬁrst part of the interview again. Write the key terms next to their deﬁnition. Then compare your answers with a partner Key Terms

Deﬁnitions Not eating or drinking from dawn to sunset. Prayer rituals performed ﬁve times a day. Declaration of faith. Dress code for Muslim women.

A person who became a Muslim. Holy journey Muslims make to Makkah. 4- Listen to the second part of the interview. Go back to exercise 1 and tick the key terms that the speaker deﬁnes. 5- Listen to the second part of the interview and go back to exercise 2 and tick the verbal cues the speaker uses to deﬁne each key term.

A In pairs, look at the pictures and guess what they refer to. Write the

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correct word under each picture. Then, put them in order by writing the number on the blank.

B In groups of ﬁve, choose a card on page 150 - 153 cards set ( 3 / 1 ) and read the information on it. Then tell your group how this pillar makes you feel closer to Allah and how it affects your life. Use cue words to deﬁne the term you are talking about.

UNIT

Lesson

Pre Reading A Look at the pictures below, can you predict which pillar the reading will

discuss and what key term will appear in the text?

B What information do you expect to ﬁnd in the reading selection? Read the

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title and look at the pictures, then tick the boxes that have possible ideas. Prayer timings Relationship with Allah Description of prayers What Muslims say during prayer Daily prayers Importance of prayer Beneﬁts of Fasting Prayers and daily routine

C These words are in the reading selection. Discuss them with a partner in class.

humility

forgiveness

mercy

obligation

ﬂexibility

disobeying

UNIT

Lesson

B Based on the reading article, choose the best definition for each term

1- Faith

pilgrimage to Makkah

belief and obedience

declaration of faith

2- Ablution

washing in the river

cleansing and purification

obedience and love

3- Righteously

4- Dawn

happily

morally good

in a careful way

noon

night

morning

C Making inferences

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1- After reading the Significance of Prayers infer the meanings of these words: 1- prostrate ( line 5 ) stand facing the Kaâ&#x20AC;&#x2122;aba kneel placing forehead on the ground sit praising Allah after prayer 3- sin (line 12 ) action that breaks the law of Allah. action that shows kindness action that presents belief

2- recite (line 6 ) describe learn say

4- prescribed manner (line 15 ) the correct way the wrong way the regular way

ISLAM

Lesson

2- Write if these statements are stated (s) or inferred (I). Write the number of the paragraph where the information is stated or inferred. a- (..........) Prayer is the second pillar of Islam. b- (..........) Muslims should stop whatever they are doing to perform their daily prayers c- (..........) Ablution is obligatory before prayer. d- (..........) A Muslim knows he is a servant of Allah.

Post Reading

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As class, discuss the signiďŹ cance of the other pillars of Islam.

UNIT

Lesson

Using a Monolingual Dictionary: A monolingual dictionary uses the same language for the words and their definitions. When using a dictionary, you have to be able to find the word and select the meaning that makes sense in a given sentence. The definitions of a word are numbered. The most common meaning comes first, but it is not necessarily that it is the right one for the given text. If a word can be more than one part of speech, find out how it is used in the context and look for the definition accordingly. Some dictionaries give you examples as well as definitions of words. These dictionaries can help you get a better understanding of the word. A The following is from the reading selection in your workbook p. 28

It has an underlined word that has different meanings. The word is given exactly as it appears in ``Concise Oxford English Dictionary``. Choose the definition that best fits the context.

1- Muslims must fast during the month of Ramadan.

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Which part of speech is fast in the sentence? Choose the correct definition and write it on the lines given.

2- They are not allowed to eat or drink between dawn and sunset for the whole month.

Lesson

ISLAM

What part of speech is dawn in this sentence? Write the definition.

3- Muslims must avoid lying or quarrelling. You may not find the definition of lying in the dictionary because it is the present participle of the verb lie, but you can look under lie.

Definition of lie:

Read the characteristics of a Muslim and their definitions then fill the spaces with the matching word. modest

just

considerate

wise

respectful

optimistic

honest

tolerant

1- .............................. is defined as thoughtful of the rights and feelings of others. 2- .............................. is the same as fair, which means treating people equally. 3-.............................. means decent and polite 4- .............................. is a person who has experience, knowledge and good judgement. 5- .............................. is defined as truthful and sincere. 6- .............................. is having the ability to put up with difficult situations. 7-.............................. means to have respect and regard for others. 8- .............................. is a person who hopes for the best.

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UNIT

Lesson

The past Perfect Tense A Read the story about Salahuddin. Notice the use of the simple past and the past perfect . One day after Salahuddin had returned from the battle field, an army scout came to him with a sobbing woman from the enemy camp. She told Sallahuddin that some of his men had entered her tent the day before and stolen her little girl. As she had heard about his mercy, she hoped he would help her get her daughter back. As soon as she had finished her story, Salahuddin sent someone to look for the girl. In less than an hour, a horseman arrived carrying the child on his shoulder. The mother was happy. She looked up at the sky and began to say her prayers. Salahuddin had the mother and her daughter sent back to their camp. The Past Perfect and the past tense Meaning: When there are two actions that took place in the past, we use the past perfect tense to describe the action that happened first. The action that happened second is usually in the simple past tense. For example : Example: After Salahuddin had returned from the battle field, an army scout came to him.

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Form: had + past participle. Statement I had returned

Negative I had not returned

Question Had he returned?

He had returned He had not returned Time adverbials with the Past Perfect Tense: After / by / by the time introduce the action that happened ﬁrst By the time she had prayed, the bus arrived. Before introduces the action that happened second. She had given her alms before the centre closed.

Short Answer Yes, I had No, I hadn`t

ISLAM

Lesson

B Read these sets of actions Ahmad observed when he performed pilgrimage

last year. Decide which happened ďŹ rst then correct the verbs between brackets. 1- By the eighth of Dhu al-Hijjah, nearly two million Muslims from all over the globe (gather) in Mina.

2- Pilgrims ( spend ) the night in Mina , they ( stand) together on the wide plain of Arafat and ( join ) in prayers for Allah`s forgiveness.

3- Pilgrims (gather) stones before they (leave) Muzdalifah.

4- By the time they ( arrive ) to Mina , the pilgrims (throw) stones.

6- After they (circle) the Ka`bah and ( go) between the mountains of Safa and Marwah, pilgrims (return) to their countries.

E In pairs, tell your partner what things you had done by the time you

joined the secondary school.

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5- Before pilgrims ( celebrate ) Eid - ul Adha , they (sacriďŹ ce ) an animal .

UNIT

Lesson

A Read the following paragraph then answer the questions.

Islam is the submission to the Will of Allah. It is not a new religion. The Qur`an refers to Islam as the religion of Abraham, Noah, David, Isaac, Jacob, Moses, Jesus, and other prophets. It is simply the last of the divine messages to reach mankind through Prophet Muhammad, peace be upon him. Muslims believe that all of Allah`s prophets brought the same message of Monotheism, which is the belief that there is only one God, to the world. This explains why there exists a strong link between Islam, Christianity, and Judaism 1- Read the names in italics. Can you recognize the Arabic versions of these names? Write them down.

2- What is monotheism ? Write both the Arabic and English definition of it.

3- What is the main idea of the paragraph? Express it in Arabic.

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Read the paragraph again and underline the difficult words. Can you guess their meaning from the context? Check your dictionary. Word

Meaning

Lesson

ISLAM

C Translate the paragraph into Arabic. Keep the main idea in mind

and use the words that best express the meaning of the text. Do not translate word by word.

D Read your Arabic translation. Check the following:

Are your sentences connected properly? Does the translation express the idea of the text clearly? E Exchange books with a partner. Check if your partner

has grammatical or spelling mistakes. uses Arabic language structure properly.

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F Rewrite your translation. Make any necessary changes.

UNIT

Lesson

Pre-Listening A Look at the pictures and discuss these questions as a class.

1- Do you recognize the people in the photographs? Who are they? What do they do? 2- What characteristic do you think they have in common? B What is a debate? Read the sentence and identify the key term and its definition. Complete the chart. A debate is a discussion that involves two groups or teams that discuss a topic. The topic is called the proposition. A proposition means a statement or idea about an issue that people can argue `for` or `against`. Key term:

Verbal cue:

C You will hear the following words in the listening task. Discuss the ones

you don`t know with your partner morals characteristics modest respectful tolerant honest

patient conduct

truthful fair

equated debate

Active listening

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You will hear a debate between two schools.

1- Listen and find out what the topic of the debate is. Choose the correct answer. a. Muslims in the west and Islamic dress code. b. Duties of a Muslim and the five pillars of Islam. c. Behaviour of Muslims affects the image of Islam. 2- Listen and tick the characteristics of a Muslim defined in the debate. wise considerate tolerant patient brave modest truthful honest 3- Listen and tick the verbal cues that helped you identify the key terms. mean / means a person who/a place where is defined as verb “to be” is /are is called / are called … that is

Lesson

ISLAM

4. Write each of the characteristics you ticked in question 2 in front of its definition. Key Terms

Definitions Stays calm and does not get upset easily. Does not talk much about his/her abilities or achievement Does not tell lies

Mini Debate: In pairs, you and your partner will speak for or against a statement . Each

student will give a one-minute speech. Think about the statement and give example(s) to defend your opinion against the opposing point of view

Opinions, Preferences I think..., In my opinion, Without a doubt ..., The way I see it, â&#x20AC;Ś I strongly believe that..., A

Useful expressions Disagreeing: I don`t think that..., I don`t agree, I`d prefer...,

Giving Reasons and offering explanations: To start with, The reason why..., That`s why..., For this reason...,

Statement 1: First impressions are important as people often judge you by your appearance. Example: Statement 2: First impressions do not last long as people are often fooled by your appearance. People should not be judgemental. Example:

Statement 1: A Muslim`s appearance is important to Islam. That is why Islam has a dress code. Example:

Statement 1: A Muslim`s appearance reflects values and teachings of Islam. Good appearance is a good way of inviting people to Islam. Example: Statement 2: It is what you say and how you act that encourages people to revert to Islam. Example:

Statement 1: The Prophet, peace be upon him, explained that it is a Muslim`s intentions that lead him / her to Paradise. Example: Statement 2: The Prophet , peace be upon him, always cared about good appearance. He encouraged his companions to be clean and tidy. Example:

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Statement 2: Physical appearance comes second to morals. Muslims must have a good character. Example:

UNIT

Lesson

A letter to the editor expresses people`s opinions upon certain issues. It is a very effective communication tool because it is usually published in the newspapers. Writing a Letter to the Editor / Expressing Opinion.

Pre-Writing When you write a letter to the editor, you should 1- state your opinion clearly. 2- give reasons for holding this opinion. A In groups, discuss the issue, judging people by their appearance. Say what your

opinion is. Use the graphic organizer to list your reasons. You do not have to write complete sentences. Your Opinion

Reason 1

Reason 2

Reason 3

B Read the following letter to the editor. Then, read the questions and the answers

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on the next page.

Dear Editor, I believe that Muslims have a great responsibility towards Islam today. The image of Islam needs true Muslims, who will spread peace, equality and justice. Therefore, Muslims should represent their Islamic qualities. By Islamic qualities I mean the characteristics which Islam calls for, such as tolerance, thoughtfulness, modesty and patience. Our behaviour is a reflection of Islam. If we do not practise these qualities, how can we expect others to realise how great our religion is?

ISLAM

Lesson

1- What is the writer`s opinion? Muslims should represent Islamic qualities. 2- What reasons does the writer give to support his/her opinion? First, our behaviour can be a free advertisement of Islam. Second, if we do not practise Islamic qualities, others cannot realise how great Islam is.

Active Writing A Read the letter to the editor. Then answer the questions.

Dear Editor, I strongly believe that there is a difference between the image of Islam and the image of Muslims. Islam teaches morals and conducts; such as patience, tolerance and thoughtfulness. Muslims, like other human beings, sometimes get impatient or cannot accept other peopleâ&#x20AC;&#x2122;s acts and opinions. It would be wrong to form an opinion by taking few Muslims as an example because one bad apple does not indicate the whole tree is rotten. 1- What is the writer`s opinion?

2- What reasons does the writer give to support his/her opinion?

B Write your opinion statement to the issue `` We should / should not

C List the reasons that support your opinion statement.

D Write your letter to the editor in your workbook.

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judge people by appearance``.

UNIT

Lesson

Revising Making yourself clear: You can clarify your opinion by Deﬁning a term that your readers might not know. Giving examples, using` for example` or ` such as`. A Read the following part of a letter to the editor. The writer

deﬁnes a term and gives an example to clarify his opinion.

term Verbal cue

Islam teaches us to show respect to others. It encourages courteous behaviour that builds strong ties among Muslims. Greeting people is one such behaviour. Muslims are required to greet people they know and those whom they don’t know. Keeping in mind that the Islamic greeting is Assalam Alaykum and not Hi or Hello, we are actually wishing our fellow Muslims peace and tranquillity whenever we meet them. Thus, this greeting establishes a healthy relationship and reﬂects the spirit of Islam.

example deﬁnition

B Read the following statements. Underline the parts which clarify the writer`s

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opinion. Write (e) if it is an example and (d) if it is a definition. 1- Islam is the religion of peace. If some people do not understand this concept, they should study its divine source, which is the Holy Quràn. 2- “Assalamu Alaykum”, which means peace be upon you, actually establishes a link between people and encourages a warm friendly atmosphere and a social well being. 3- Our duty is to spread the message of Islam. The best way to do so is through adapting the Islamic characteristics, such as modesty, honesty and patience. 4- Muslims should plan their daily routines giving priority to their prayers. For example, they should postpone a shopping trip until after a prayer. 5- Your real identity is the values you have been brought up to. Keeping the identity is what makes you a respectable person. So, be proud of your culture and traditions. C Refer to your letter to the editor. Add definitions or examples where

appropriate.

Lesson

ISLAM

Editing Formatting a Letter A letter to the editor has five parts: date, greeting, message, closing, and signature. A Look at the following letter and circle the five parts.

Dear Editor,

11 th November, 2006

Many people spend the evenings of Ramadan watching TV, going to parties, or shopping for the Eid. These people do not know the real value of Ramadan. By value, I mean the importance of this time as a chance to be closer to Allah. Muslims should spend their time reading Qur`an and praying. This does not mean they cannot do anything else. It simply means using time wisely.

Refer to your letter to the editor. Add the missing parts.

Exchange letters with a partner. Use the following checklist to edit : Is the opinion stated clearly? Are the reasons clear? Are there examples and/or definitions to support the opinion? Is the format of the letter done correctly?

Check spelling, punctuation, capitalization and grammar.

Now write your final draft in your workbook.

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Sincerely,

UNIT

Lesson

Pre-Listening A Discuss these questions as a class.

1- What is a hero? 2- Name some heroes/heroines from our history. What made them heroes? 3- What characteristics must someone have to be a hero?

B The following is a list of the first heroes/heroines. Match the names with

their deeds which made them heroes.

Hero/Heroine

Hero`s Characteristics generosity

1- Ali bin Abi Talib 2- Asma bint Abu Bakr

patience

3- Talha bin ObaidAllah

courage

4- Sumayya, Um Ammar

bravery

C Read the statements below. Circle the word ``agree`` or discuss ``disagree``

according to your opinion of what makes a hero. 1. A hero may be defined as a brave and strong person. 2. A hero is caring and thoughtful. 3. A hero is someone who is selfish. 4. A hero is never frightened. 5. A hero wants to be rewarded for his or her actions. 6. A hero is dishonest. 7. A hero is tolerant of enemies.

agree agree agree agree agree agree agree

disagree disagree disagree disagree disagree disagree disagree

D What is a hero? Use your own words to finish the sentence below.

In my opinion, a hero

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For example, E Discuss the following words with your partner.

Christian

renounce

Magians

hero

heroine

heroism

Active Listening You will hear a talk about heroism in segments. Listen and write down any key terms the speaker defines in each part in the table below. Listen to the parts again, one at a time. Write the verbal cues the speaker used to define each term in the table below. Listen to the talk. Write the definitions for the key terms in the table below.

Lesson

REVIEW ISLAM Key Terms

Verbal Cues

definitions

A Discuss these questions in general.

1- What can heroes teach you about behaviour? How? 2- HEROES IN ISLAM: Go to page 154 - 156 cards set ( 3 / 8). and choose a card with short biographies of the heroes of Islam. B

about the person in the card. Write down the following information about the person: Name 1- What is the main reason you think this person is a hero?

with another student. Discuss the characteristics of your hero with your partner. Describe their character and deeds.

your information with your group. Discuss your definitions of a hero. From this discussion, what would you add to your definition written above? Write a definition that you all agree upon.

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4- Based upon your ideas, write your definition of a â&#x20AC;&#x153;heroâ&#x20AC;?. A hero is

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2- What qualities do you admire in this person? abc3- What are the challenges that the person faced in his/her life?

UNIT

REVIEW

Finding the main idea / details.

ill w u Yo ew revi

Making predictions. DeďŹ ne meaning of key terms using verbal cues.

Review

UNIT

Lesson

A You will hear 8 questions. Listen and choose the correct response.

a) Yes. I believe we have. b) So long. c) Nothing special.

a) I see you too. b) Certainly. c) How about you?

a) Take care. b) That’s too bad. c) Nothing much

a) Nothing much. b) Okay. d) He’s an engineer.

a) I’m fine, thank you. b) Nice to meet you. c) See you later.

a) Sorry, I can’t. b) Glad to meet you. c. He’s not doing well.

a) So long. b) I’m fine, thank you. c) Nice to meet you.

a) I’m going skiing. b) Same to you. c) So long.

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B You will hear six short conversations followed by questions. Listen to the

questions carefully and choose the correct answer for each one. a. formal. b. informal. c. a and b.

a. friends. b. business men. c. teacher and student.

a. Winter. b. Autumn. c. Summer.

a. swimming. b. camping. c. hiking.

a. humid. b. rainy. c. windy.

a. Winter. b. Autumn. c. Spring.

Lesson

REVIEW

Role Play: You are at a party and you see many new faces. Someone sits next to you and you want to start a conversation. Think of ten questions you would like to ask him / her in order to carry on a conversation. Start and carry on a conversation with your partner. Take turns to speak. Use role cards on page 157 ( cards # 4 / 1 ).

Questionnaire 1. .............................................................................................................

.............................................................................................. 2. .............................................................................................................

.............................................................................................. 3. .............................................................................................................

.............................................................................................. 4. .............................................................................................................

.............................................................................................. 7. .............................................................................................................

.............................................................................................. 8. .............................................................................................................

.............................................................................................. 9. .............................................................................................................

.............................................................................................. 10. .............................................................................................................

..............................................................................................

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5. .............................................................................................................

UNIT

Lesson

A You will hear three conversations. Listen to the speakers and the questions

that follow. Choose the correct answers for the questions.

a. Ablution b. Prayers b. Obligatory

a. at a park b. at a school c. at a party

a. Sand duning – horseback riding b. swimming – camping c. skiing – camel riding B You will hear nine short talks followed by questions. Listen to the questions

Page 78

carefully and choose the correct answer for each question.

a. a revert b. a Christian c. a jew

a. footballer b. coach c. sportsman

a. seasonal activities b. food we eat c. the four seasons

a. Tsunami b. Global warming c. Earthquake

a. weather forecaster b. revert c. hero

a. the news b. talk show c. weather forecast

REVIEW

Lesson

A Match the words or expressions with their definitions: 1

The religion revealed first to Adam and then to all others prophets, ending with Muhammad, peace be upon them.

So long

Washing certain part of the body with water before performing prayers.

Islam

To be in contact by exchanging letters or by calling, etc.

The gradual increase of the earth's temperature caused by the greenhouse effect.

Ablution

Goodbye or see you later.

Global warming

Keep in touch

B Write the words with their definitions in a complete sentence using verbal cues.

1. ........................................................................ 2. ........................................................................ 3. ........................................................................ 4. ........................................................................ 5. ........................................................................ C Read the following situations and give a proper response for each one.

1 You are in a bookstore. You see the school principal. He / she asks, "How are you?"

Your response would be ............................................................................ 2 You are in a supermarket and you run into an old friend. He / she asks,

"How are you?" Your response would be ............................................................................ 3 You have a stomachache. Your best friend at school calls. He / She asks,

"How are you?" Your response would be ............................................................................ 4 You are at the school cafeteria buying juice. The person at the cashier asks,

"How are you?" Your response would be ............................................................................

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Work with a partner.

UNIT

Lesson

A Define the cause (C) and the effect (E) then join the

sentences using a suitable connector. 1. The prophet had no father. He lived with his grandfather.

............................................................................................................. ............................................................................................................. 2. He was known for his honesty. Khadija Bint Khwailid, a rich woman, asked him to handle her trade .

............................................................................................................. ............................................................................................................. 3. Khadija, Abu Bakr and Ali embraced Islam. Prophet Muhammad (peace be upon him) told them about his message.

............................................................................................................. ............................................................................................................. 4. The People of Makkah rejected him. They did not want Islam to spread.

Page 80

A Read the following letter to the editor and answer the questions.

1. What definition does the writer give to clarify her opinion? Underline it. Dear Editor,

7 th October, 2006

Islam appreciates physical beauty as much as beauty of the soul. Muslims should always be clean and tidy. Let us not argue too much about what beauty is. I feel it means looking oneâ&#x20AC;&#x2122;s best by taking care of personal cleanliness and wearing proper clothes. Sincerely, Huda Al-Saleh

REVIEW

Lesson

2. What is the writer's opinion?

B Now write a similar letter to the editor expressing your opinion on another

issue that is important to you. Clarify your opinion and give reasons to support it.

.............................................................................................................

............................................................................................................. ............................................................................................................. ............................................................................................................. ............................................................................................................. ............................................................................................................. ............................................................................................................. ............................................................................................................. .............................................................................................................

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.............................................................................................................

UNIT

Lesson

Exam

A Word Tennis

“Sum

In groups of five, you’re going to play a game called "Word Tennis". Take turns to give a word that is related to the topic.

Stude

Stud

Pillars of Summer

Islam

Winter

Islam

Conversation

Stud

ple:

mer”

nt A –

ent B

ent C

"hot "

– “hu

– “cl

mid”

ear s kies” – “ s wimm Stude nt E – ing” “foot ball” ent D

g Meetin People

B Complete the sentences with the correct words from the box.

patient

ablution

generosity

five pillars

declaration of faith

1 Islam is built upon ...........................................

Page 82

2 In fact, upon pronouncing the .............................., which is only the first of

those pillars, a person is considered a Muslim. 3 Before starting a prayer, a Muslim is required to perform .......................... 4 A Muslim who is truly guided by Islam and who is known for his noble

characteristics trains himself to be ............... , to control his anger and to forgive. 5 One of the characteristics of a Muslim is that to be .............................. which

means giving freely; his hands are always stretched forth to give to the needy.

CALL 998 REVIEW

Lesson

A Make yes / no questions and give affirmative or negative short answers for

the following statements.

1. Climate change is a serious problem. Q................................................................................................... ? A.................................................................................................... 2. Weather conditions have an effect on our health. Q................................................................................................... ? A.................................................................................................... 3. There are many practical ways to save our planet. Q................................................................................................... ? A.................................................................................................... 4. Camping can be fun in winter. Q................................................................................................... ? A.................................................................................................... B Combine the following pairs of sentences by using cue words for cause and

................................................................................................................... 3. Christians and Jews are called the People of the Book. They hold a special place in Islam................................................................................................

Translate the following paragraphs into Arabic: In some places, such as tropical areas, the weather is much the same all year round. Seasons do not show much change in temperature. It is usually hot and humid. On the other hand, seasons in the North or South Poles are different and have an extreme climate. Winters are dark and cold. Temperature goes as low as minus 60 degrees centigrade. The sun disappears for days. In summer, on the other hand , the poles are always in sunlight 24 hours a day. Some areas are famous for their midnight sun.

Page

2. Muslims are required to greet people they know and those they donâ&#x20AC;&#x2122;t know. Greeting establishes a healthy relationship.

Page 83

...................................................................................................................

effect. Make any necessary changes. 1. Fasting requires good behaviour. Muslims must avoid lying or quarrelling.

UNIT

CALL 998 Household hazards.

will u o Y . out. b a n lear

Safety precautions.

Handling Emergencies.

You will practise how to..

Listen • •

Make emergency calls. Take safety precautions

CALL 998

Speak • • •

Analyzing and inferring from context

Talk about dangers in the home. Role play an emergency call. Role play a hazardous situation.

Write • An instructional note about different emergency situations.

Read •

An article about accidents in the home.

Use unit vocabulary

Use Grammar • If … + instructions

Inspect the house in the picture for safety

Translate • First aid in case of poisoning

Discussion • Use the following Home Safety Inspection checklist.

a. Children not left in the bathroom alone. b. Extension cords not overloaded. c. Household cleaning products, knives, matches and plastic bags kept away from children. , d. Pots handles out of children reach. e. No furniture near windows. f. Electrical appliances kept away from water.

Yes No

UNIT

Lesson

Pre-Listening A Discuss these questions as a class

1. Look at the pictures and answer the questions. Write the correct letter in the box next to the picture. a. Who is going to get electrocuted? b. Who is going to be burned? c. Who is going to be poisoned? d. Who is going to be scalded? e. Who is going to be suffocated? f. Who is choking?

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g. Who is going to slip? trip? Fall?

2. What can we do to avoid such accidents? 3. Discuss the questions as a class. a. when do we dial 9-9-8? b. What does the word â&#x20AC;&#x153;emergencyâ&#x20AC;? mean? Give some examples c. What does a paramedic do?

997

B You will hear the following words while listening to the tape. Mark the words

you do not know. choking burns

hazard emergency

trip slip suffocation

prevent electrocution

poison CPR

scalds paramedic

Lesson

CALL 998

Active Listening A You will hear nine short conversations. Answer the questions that follow each

one by choosing the correct box.

Conversation 7:

An emergency call

The police station

If the child is breathing

An ordinary call

The doctor

If the child is conscious

All of the above

Emergency 998

If the child is talking

Conversation 2:

Conversation 5:

Conversation 8:

poisoning

electrocution

Exercise

electrocution

poisoning

CPR

choking

scalded

A test

Conversation 3:

Conversation 6:

Conversation 9:

Slip

A fire engine

A doctor

Trip

An ambulance

A nurse

Fall

A police car

A paramedic

A Have you ever needed assistance? What did you do? What emergency tips

might be useful in such situations? Discuss with your partner.

B In groups of four:

1. Brainstorm risky behaviour that could result in injury. Write a list of three hazards that could lead you to make emergency calls. 2. Think of ways to prevent these injuries from happening. Share your list with other groups. The hazards

..............................

Why is it a hazard?

..............................

What needs to be done

.............................. ..............................

to prevent the risk?

C In pairs: on a separate piece of paper, write a telephone conversation describing

an accident. Describe the accident or an emergency in detail. Present the telephone conversation to the rest of the class to identify the type of emergency.

Conversation 4:

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Conversation 1:

UNIT

Lesson

Pre Reading questions

Accidents in the hom e - by kind

1 Others 42 %

Others 42 %

Electronic shock

Poisoning 3 %

Burns / scales 7 %

12 %

3. Where do most accidents happen?

Broken bones

Cuts 35 %

2. Which age group has the most accidents?

Broken bones

1. Which is the most common accident in homes?

12 %

A According to the graphs shown,

B What can people do to prevent accidents? Accidents in the hom e - by place 33

Accidents in the hom e - by age group

30 25 20 19 % 19 %

Others

Gara Bathroom / 2

25 % 25 %

17 % 17 %

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27 % 27 % 12 % 12 %

5 0

4 years

Others Gara

Bathroom /

8 9

Stairs bedroom Bedroo

129

n Stairs

1716 16 12

kitchen kitchen Living Living Gareden

4-15 years

15-29 years

30-64 years

65+ years

C These words are in your reading passage. Discuss them with your classmates.

hurt

precautions

shock

death

develop

overdose

experimenting

sharp

common

active

gassing

prevent

D The following reading selection deals with accidents in the home. Find the

answers to these questions. 1. Are the dangers the same for everyone in the family? 2. What are some general precautions to be taken?

Lesson

CALL 998

Accidents in the Home

30 25 20 15

25 % 25 % 19 % 19 %

17 % 17 %

27 % 27 % 12 % 12 %

5 0

4 years

4-15 years

15-29 years

30-64 years

65+ years

Small children are very active and they love experimenting. They put everything into their mouths, so poisoning is a great danger. For example, some medicines look like sweets to them so they eat them. They play with everything, too, including sharp things like scissors and knives, so cuts are very common in small children. Most deaths in young children are the result of suffocation. They often pull plastic bags over their heads. Then they cannot breathe. Mothers and fathers often have different kinds of accidents. The greatest dangers for mothers are in the kitchen; burns or scalds from pots on the cooker, cuts from kitchen utensils, from open tins or from broken glass, and electric shocks from unsafe kitchen appliances. Fathers often make house and car repairs, themselves. So falling off ladders, using tools carelessly, and doing difﬁcult electrical repairs are all dangers in the house for men. Also, as they get older, men need to keep ﬁt: there are dangers from eating too much, from smoking and from too little exercise.

Older people develop problems with their sight and their hearing, and they become slower. Falls, burns, accidental overdose of medicine and accidental gassing are the most common accidents for older people. When you read this, you might feel that it will be difﬁcult for you to reach old age. However, you can prevent many accidents if you take simple precautions and learn some basic ﬁrst aid.

Of course, the dangers are not the same for every member of the family. If you look at Graph you will see that very young children and people between the ages of 30 and 64 have the most accidents in the home. Also, different age groups have different kinds of accident.

Accidents in the hom e - by age group

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When most people think of accidents, they think of trafﬁc accidents. However, a large number of accidents happen in the home. Millions of people are hurt every year in their homes. Some of the most common accidents in the home are falls, burns, scalds, electrocution, suffocation and poisoning.

UNIT

Lesson

A Choose the correct meanings of underlined words.

1. Most deaths in young children are the result of suffocation. They often pull plastic bags over their heads. Then they cannot breathe. suffocation means a. keeping food in plastic bags b. playing with plastic toys c. not being able to breathe 2. Small children are very active and they love experimenting. They put everything into their mouths, so poisoning is a great danger. experimenting means a. playing

b. trying out

c. eating

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3. The greatest dangers for mothers are in the kitchen; burns or scalds from pots on the cooker, cuts from kitchen utensils, from open tins or from broken glass, and electric shocks from unsafe kitchen appliances. scalds means a. high temperature b. burns caused by very hot liquid or steam c. broken glass shocks means a. pain

b. surprise

c. fire

4. You can prevent many accidents if you take simple precautions and learn some basic first aid. prevent means a. stop

b. avoid

c. have

CALL 998

Lesson

B From the reading selection ďŹ nd the phrases that match the information

in the following statements. 1. Not all accidents are necessarily road accidents.

4. Kitchen work, such as using knives and electric equipment, causes accidents to mothers.

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5. Unhealthy habits cause problems to men.

UNIT

Lesson

Guessing vocabulary from context In case of an emergency, there is no time to look up words in dictionary. So it is important to understand the meaning from clues within the context. Clues might be the other words in the sentence or the other sentences in the paragraph. Sometimes details about a vocabulary item give clues to its meaning. A Write the answers to the following questions about the underlined word in

each item. 1. A small child could choke on the doll's hair when she puts it into her mouth. The child then will not be able to breathe normally. a. What part of speech is choke in this sentence? ……………………………….. b. What causes the child to choke? ………………………………..………………. c. What happens if the child chokes?.................................................................

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d. What does choke mean? ………………………………………………………… 2. Many poisonous materials are widely used in homes as cleaning items. These items can be the most dangerous household hazards. a. What part of speech is household?................................................................ b. Where are the cleaning items used? ..………………………………………….. c. What does household mean? ..………………………………………………….. d. What part of speech is hazards? ………………………………………………… e. Why should people keep away from hazards?……………………………….... f. What does hazards mean? ………………………………………………………. 3. Parents should be warned about possible dangers. They should be cautious because there are risks that they might not think about. a. What part of speech is warned?..................................................................... b. What should people warn parents about? ……………………………………… c. Why should parents be cautious?................................................................... d. What does warn mean?..................................................................................

CALL 998

Lesson

B Circle the words that helped you guess the meaning. Tick the correct meaning

of the underlined word(s).

1. Some of the most common accidents in the home are falls, burns, scalds, electrocution, suffocation and poisoning a. Unexpected event that can cause injury or death. b. places that are dangerous for children. c. problems that need to be solved. 2. Smoking is hazard to human health. It can cause lung diseases. a. an emergency. b. a danger. c. a help.

C Find the following words in the reading, using the clues given below.

1. A noun with the suffix tion meaning actions taken to prevent something dangerous or unpleasant. ..................................…………….........…………… (paragraph 7) 2. A noun which describes injuries caused by fires. …………....……. (paragraph 1) 3. An appliance for cooking food. …………………………................... (paragraph 4) 4. A term referring to the help given to a sick or injured person until full medical treatment is available …………………………..........................….. (paragraph 7) 5. A term meaning the harm resulted from electric shock. ……………....................................................................................….. (paragraph 1) f. Breathing in poisonous gasses. ………………................………….. (paragraph 6)

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4. Old people should be careful while walking. If they trip, fall, or slip, it is difficult for them to become healthy again. a. catch one's foot on something. b. turn around quickly. c. walk on one foot.

3. You should know what to do when there is a fire. Therefore, families should have fire drills. a. know what to do to prevent fires. b. know how to treat burns. c. know what to do in case of fire.

UNIT

Lesson

If + Instructions Read the following paragraph then answer the questions. You can do a lot to prevent ﬁres in your home if you take certain precautions. • If you see a child playing with matches or a cigarette lighter, tell an adult. • If anyone in your home falls asleep with a burning cigarette, wake him up immediately. • If any electrical cables in your home are worn out, do not use them. • If your family keeps gas cylinders out in the hot sun, move them into the shade.

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There are many other causes of fires of course. Even if you do everything to prevent fires in the home, they can still start. So people should keep smoke detectors in their homes to warn them of a fire.

We use If + present, … instructions when we have a situation / problem and give instructions for that particular situation or problem: If you see a child playing with matches, warn an adult. A Make instructions with if about the following.

1. If you have an emergency, ………………….............…… 998. 2. If an elderly person falls down, ……………............…………... 3. If the ﬂoor is wet, ………………………………............………... 4. If a child swallows poison, ……………………............……….... We can also write instructions with if like this Instructions + if + present Warn an adult if you see a child playing with matches B Change the instructions in A in the same way.

Lesson

CALL 998

Read the following paragraph, then answer the questions. If you wake up at night and realize that there is a fire, get out of bed and onto the floor. The air is cleanest and coolest there because hot air, smoke and gases from a fire all rise to the ceiling. Shout to warn the rest of the family. Crawl to the bedroom door. If the door feels hot, do not open it. Leave through the window or wait there for the firemen. If the bedroom door does not feel hot, open it carefully. If the air is not too hot, crawl to the nearest exit. 1. What is the main idea of the paragraph above? Express it in Arabic.

Word

Meaning

.........................

3. Write your translation on the following lines. Make sure you choose the right words and correct structure.

................................................................................................................... ................................................................................................................... ................................................................................................................... ................................................................................................................... 4. Read your Arabic translation. Check if… your sentences are connected properly. the different steps are clear to follow. you need to change the structure of the sentences. 5. Exchange books with a partner. Check the following Grammar and spelling. Arabic language structure. 6. Rewrite your translation on a separete sheet of paper. Make any necessary changes.

Page

Word

UNIT

Lesson

Pre-Listening

Page

1. There are six ﬁre hazards in this room. Identify them. 2. What can you do to prevent the accidents from happening?

3. You will hear the following words. Mark the words you do not know. firefighter (fireman)

electrical ﬁre

ﬁre engine

ﬁre extinguisher

smoke alarm

escape plan

ﬁre alarm

ﬁre evacuation drill

Lesson

CALL 998

Active Listening A An interview with a guest speaker. You will hear ﬁve ﬁre safety tips to protect

yourself in the event of a ﬁre. Answer the questions that follow each one by choosing the correct box. 1.

A policeman

A doctor

Buy a ﬁre extinguisher

A ﬁreﬁghter

Call ﬁre engine 4.

Fix a smoke alarm

Fix a smoke alarm Buy a ﬁre extinguisher

Have a ﬁre drill Call 998 Make an escape plan

Call ﬁre engine 5.

Have a ﬁre drill Call 998

1. What other information would you like to know that wasn’t included in the listening?

Page

Make an escape plan

UNIT

Lesson

Writing Process Description A Process description is to describe how to do something, i.e. the "process" or

"how to" is called instructions. First aid instructions or CPR are also described as a process. Think of things that you can do and you are willing to tell others "how to"do them. Write them down; e.g. Using a ﬁre extinguisher. ........................................................................................................................... ........................................................................................................................... B Time order: When writing a paragraph on "how to" do something,

you need to use time-order to organize your ideas. Start with what happens ﬁrst, then the second step and so on.

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Put the following steps on how to use ﬁre extinguisher in the correct time order. aim at the base of ﬁre. sweep from left to right. squeeze the handle.

pull out safety pin.

C The sequence adverbs: We use the sequence adverbs; ﬁrst, second, etc. to

describe the sequence of a process. We can also use then, next, afterwards and ﬁnally for the same purpose. Read the following steps on how to practise ﬁre drills. Add the appropriate sequence adverbs, then write it as a paragraph. • Sit with family and work out all the ways to leave your house or apartment quickly.

• Decide on a place outside the house where you can all meet. • Go into your bedrooms and imagine that there is a ﬁre. Shout, "Fire!" Leave the house by the ways you decided and meet at the meeting place outside.

CALL 998

Lesson

D Writing Instructions: When writing instructions, the simple (base) form

of the verb is usually used. The subject you is not mentioned. The pictures on the right show steps of CPR. Read the instructions with a partner and underline the verbs. • Open the airway using a head tilt lifting of chin. Cover the baby's mouth and nose with your mouth. Give 2 small gentle breaths. • Try to feel for a pulse in the inside of upper arm. • Press down the chest softly with your 3rd and 4th fingers in the centre of the chest. • Repeat with two breaths and 30 pushes. E Writing a topic sentence:

2. Write topic sentences for the following topics. a. Safety in the home ………………………………………………………………. b. Young children …………………………………………………………………… c. Firemen …………………………………………………………………………… F Writing a Concluding Sentence.

A concluding sentence restates the main idea. Read the following paragraph. See how the topic sentence is restated as a concluding sentence. Most of fires are caused by carelessness. Some are caused by children playing with matches. Usually the children do not intend to start a fire. However, many of the fires which they start burn down buildings and kill people. Adults who are careless with cigarettes also start many fires. Other causes of fires are worn out electrical cables and careless cooking. No matter what the cause is, fires are dangerous and they can spread fast. They kill and injure people. Therefore, people .should be aware of the causes to avoid them. They should be more careful and responsible G In your workbook. write a paragraph about each situation giving instructions which students

can follow in case of emergencies. Write a topic sentence and a concluding sentence.

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1. Read each sentence. Underline the topic and circle the main idea. a. First aid training should be applied in schools. b. Emergency situations should be handled carefully. c. Older people develop problems with their sight and their hearing.

A good paragraph should have a topic sentence. The topic sentence introduces the writer's main idea. It has two parts: the topic and the controlling idea. Read the following examples; the topic is underlined and the controlling idea is in bold letters. 1. Choking is quite common among young children. 2. Choking can be prevented with certain precautions. 3. Choking may cause serious health risks among children.

UNIT

Lesson

Revising Writing an essay: Your paragraph can be more interesting to the reader. You can develop it into an essay. You can give it an introduction, which introduces your ideas. You can also write a conclusion, which sums up your ideas. You can add some more tips (details).

Page

100

Parts of a paragraph. A paragraph has a main idea, which is stated in the introductory or topic sentence. A paragraph has supporting sentences. A paragraph has a concluding sentence.

Parts of an essay. An essay has an introduction which attracts the reader's attention and introduces the topic through a topic sentence. An essay has a body (one or more paragraphs). The body paragraph supports and explains the idea(s) in the introduction. An essay has a conclusion which summarizes the main idea and gives the feeling of completion.

CALL 998

Lesson

1. Read this introductory paragraph on "How to Help a Choking Child". Choking is quite common among young children. When a child puts a toy in his mouth, he would be in great danger. In order to help a choking child, follow these simple steps. Topic sentence 2. Write down a suitable introduction to one of the paragraphs which you have written earlier. The introduction should state your topic sentence.

restatement of the topic sentence.

4. Write a conclusion to your paragraph that sums up your ideas.

....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... 5. Think of some more details to add to your paragraph. Check if you have irrelevant information in your previous paragraph. Make sure of what comes ďŹ rst, what is second etcâ&#x20AC;Ś

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It is important to keep dangerous items out of the children sight and reach. It is also important to learn the necessary steps to help a child when he chokes.

101

3. Read this conclusion of a passage on "How to Help a Choking Child" which sums up the idea.

UNIT

Lesson

Pre-Listening A Discuss the picture

Page

102

a. What do you think of when you hear the term “hazardous”? b. What are the different types of household hazards? Look at the hazards in this home. Write the letter "E" for electrical, "P" for poison, or "F" for ﬁre next to each hazard.

B What would you do if you see this label on a bottle?

What is the clue to the correct meaning of the word "FLAMMABLE"?

This Liquid is Inﬂammable Do Not Smoke

ﬂammable 3

C You will hear the following words in the listening task. Mark the words you do

not know and discuss as a class. Product Safety Labels: Signal words:

DANGER

WARNING

CAUTION

toxic inﬂammable

Lesson

CALL MEDIA998 LITERACY

Active Listening A Listen to a conversation between Karen and Jane and answer the questions

that follow by choosing the correct answers. 1.

See signal words Read product safety labels Store in a safe place

Signal words Warning labels Fire hazards

Signal words Warning labels Fire hazards Within children’s reach Away from direct heat In direct sunlight

Danger Warning Caution

B You will hear a description for product safety labels. Listen for dangers,

DANGER

WARNING

CAUTION

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C Listen to the situation and mark the product the lady has been using. c

103

DANGER:

CAUTION:

EYES: SEVERE IRRITATION. MAY CAUSE CHEMICAL BURNS With/ PERMANENT CORNEAL INJURY. ETHER WILL CAUSE BLOOD & BONE DAMAGE. SKIN: SEVERE IRRITATION.

Causes eye irritation. Avoid contact with eyes. In case of contact with eyes, immediately ﬂush eyes with plenty of water. Get medical attention if irritation continues. Store out of the reach of children

WARNING! Avoid contact with

eyes or broken skin. Discontinue use if an allergic reaction occurs Keep out of reach of children.

1. What is the importance of products safety labels? 2. Group work: Use card sets #(5/8) on page 159. You work for a company that specializes in writing product safety labels. With your group read the product label to ﬁnd out what the product is and what it can be used for. Then discuss how each product can be a hazard for humans and write certain details (a product safety label) for each product.

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103

cautions and warnings. Tick the correct signal word.

WARNING

BU R N HAZARD KEEP AWAY FROM CHILDREN

UNIT

MEDIA LITERACY

will u o Y . out. b a n lear

identifying different types of media . understanding the importance of media literacy . evaluating information from the media for credibility.

6 Johnny !!! Are you watching violence on T.V. again?

You will practise how to..

Listen

• An interview with an educator about the role of media. • Two different commercials. • The second part of the ﬁrst interview.

No Mom… I’m watching CARTOONS!

Speak • Role playing situations to inﬂuence people for a cause. • Analyzing media using key questions.

Analyzing , synthesizing and inferring from information

Write • an informative essay about advantages and disadvantages of advertising.

Read • An article about the negative effect of TV on youth.

Use unit vocabulary

Use Grammar â&#x20AC;˘ Passive voice.

Discussion What is Media ?

Translate â&#x20AC;˘ The importance of media literacy.

UNIT

Lesson

Pre-Listening 1. What is Media Literacy and why do you need it? 2. Look at the scenes below.

Page

106

a.How does it make you feel? Have you seen similar scenes else where? On TV, magazines, or billboards along the street?

b. What message do the pictures carry? What is the purpose of these pictures? Choose the correct answer. To present you with information. To inďŹ&#x201A;uence you to help.

To entertain you. To sell you a product.

3. Who is the target audience of this media message? Children. Teenagers.

Adults. All of the above.

4. You will come across the following terms in the listening task. Mark the words You donâ&#x20AC;&#x2122;t know. Discuss with your partner. media media literacy billboard direct

commercial print media message persuade

construction purpose target audience broadcast

MEDIA LITERACY

Lesson

Active listening A You will hear four segments from an interactive television program. After each

segment, you will hear a question. Circle the letter of the best answer. 1. What does Professor Smith teach? a. Media Education. b. Psychology. c. English Literature 2. The three types of media Professor Smith mentioned are:

3. The purpose of media is to inform, influence, entertain and sell. Which purpose is the caller talking about?

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a. entertain. b. influence. c. inform. 4. Media Literacy means a. turning off the television + radio. b. letting media messages control you. c. being critical and seeing through media messages.

The Red Crescent has chosen your class to send media messages in order to collect aid for disaster victims all over the world. In groups of three or four, discuss the pictures and the notes on your card to plan your media message for your target audience. Use Cards sets no. (6 / 1) pages 160 â&#x20AC;&#x201C; 161.

107

a. print, newspaper, junk mail. b. direct, broadcast, television. c. billboards, magazines, movies.

The Red Crescent

UNIT

Lesson

Page

108

Pre-Reading 1. How much time do you spend watching TV every day? 2. What are your favourite TV programmes? 3. Fill in the table with the advantages and disadvantages of television. Advantages

Disadvantages

1-…………………………………

2-………………………………………

4. What do you expect the passage to be about?

Active Reading

Read the following questions. Find the answers in the reading passage. Media and the Youth , How does media affect society, particularly young people? I think it s a perfect time Parents, teachers and media researchers have thought deeply to operate , about this question. To understand media s influence on youth, on him. we must examine the role of TV in their lives. , TV has become the parent and teacher of today s children. Most children replaced play, exercise, study, reading, as well as human interaction with TV. By the time they have grown up, children will have heard more spoken words from the television than from parents and teachers. Because of this, television has an enormous and powerful influence on young people, as well as with their attitudes and behaviour. The influence is especially strong when media makes unacceptable behaviour seem funny and socially acceptable.

MEDIA LITERACY

Research has shown that media violence has negatively inﬂuenced the behaviour of many young people. This is not surprising as children learn through imitation of what they see and hear. If they are constantly exposed to the values of the media, they will tend to model people and events portrayed by television, ﬁlm, and print. Research indicates that the visual media plays a major role in the attitude of young people toward parents, social matters, and violence. That is why sociologists strongly support the role of religion in moral developing and behavior. We, as educators, should help young people become media literate and learn how to use their critical and analytical skills. They need to give them the tools to question what they see, hear or read to make responsible and informed choices throughout their lives. In addition mass communication should be taught in school, along with other subjects such as math, geography and science. With some guidance, even elementary level students can develop critical viewing skills.

MEDIA MESSAGES

From the reading article, infer answers to the following questions. Tick the most appropriate one.

109

1. Who wrote the article? a. media researcher b. educator c. school principal 2. Who is it written for? a. parents only b. educators c. both a and b. 3. What is the purpose of the article? a. to inform b. to entertain c. to inﬂuence 4. What is the message of the article? ……………………………………………………………………………………….. 5. Mention the reason the writer gives to make you believe in what he or she is saying? ………………………………………………………………………………………..

Page

Lesson

Read each sentence carefully. Underline the sentence in the article that is closest to its meaning. 1. TV affects the way our children think and act. ………………………………………………………………………………………….. 2. We should help our children become smart watchers. …………………………………………………………………………………………..

post-Reading Discuss in class: Do you agree that media education should be part of your school subjects? Why / Why not?

UNIT

Lesson

Making Inferences When you read an article, you can infer the meaning of new words from the information given in the surrounding sentences. A Read the following paragraph, then answer the questions.

Page

110

Advertising; The Good, The Bad and The Ugly

Advertising is a media message used to sell products or ideas to a target audience, namely us the buyers. By being well informed, consumers can compare, contrast, try and finally, choose the right product. However, some advertisements give a false image of products.Advertisers promote these products to make people feel the need to buy. In other words, they advertise their products by sending attractive messages to influence consumerâ&#x20AC;&#x2122;s

decision. Producers become the decision makers. Consumers end up buying things they do not necessarily need. The worst role of advertising is when companies advertise harmful products, such as energy drinks or fatty food, not to mention unacceptable ideas. They persuade their target audience and make them believe they are making the right choice, but in fact they might end up harming themselves.

1. These words are from the above paragraph. Infer their meaning and write words or sentences that helped you know the meaning. Words Target audience consumer promote advertise persuade

Inferred meaning

What helped me

MEDIA LITERACY

Lesson

2. Read the title. Divide the paragraph into parts according to which is the good, the bad and the ugly side of advertising. B Check your English - English dictionary and answer the following questions.

1. Where does the word media come from? Does it take a plural or a singular verb? ………………………………………………………………………………………........ 2. Based on the information from your dictionary, what is the singular form of data? ………………………………………………………………………………………........ 3. Do you know any other words which have the same singular and plural forms as data and media? ………………………………………………………………………………………........

1. readers, listeners or viewers.

entertain

2. the ability to analyse media materials.

media literacy

3. cause to believe something.

purpose

4. provide with amusement or enjoyment.

audience

5. the reason for which something is done.

D Give examples for these items.

TV channels Newspaper Brand name TV programmes Websites

Saudi channel 2 / ..........……………….. / ……………..….. Saudi Gazette / …………….…….. / ………………….….. Panasonic / ………….......……….. / ………….....…...….. Sesame Street / …………..……….. / …..……………….. Moe.gov / ………………..…….. / ………..…………...…

www.moe.gov.sa

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persuade

111

C Match the words with their definitions.

UNIT

Lesson

The Passive Voice: A Read the following passage and underline the main verbs.

Passive and Active

Page

112

People are attracted by different media. Many enjoy TV series or movies. Some are only interested in live shows. But most just sit and watch everything and anything. Unfortunately, the last category is mainly represented by children. Children are the main target audience. That is why children should be taught to be critical viewers in order to recognize the difference between «good» and «bad» media content.

Examples

Explanation

Active

Media attracts people.

The focus is on media, which performs the action.

Passive

People are attracted by media.

The focus is on the receiver of the action.

The use of passive voice: We use the passive when a. we don’t know who performed the action. b. it is clear who or what performed the action. c. the action is more important than the performer.

MEDIA LITERACY

Lesson

The form of passive voice: • The passive voice is formed with transitive verbs (verbs that are followed by an object). • To form the passive sentence, verb be is used. It has to agree with the subject in its singular or plural form.

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subject + verb be ( am, is, are, was, were) + past participle + by + object (doer of action)

Example:

Active :

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The passive voice is formed in this way:

Subject Verb Object A good advertisement attracts many people.

Passive : Many people are attracted by a good advertisement. Subject Verb Agent Tense of Verb

Active

Passive

Simple present

Media inﬂuences people.

People are inﬂuenced by media.

Simple past

Media inﬂuenced people.

People were inﬂuenced by media.

Helping verb + main People could be inﬂuenced Media could inﬂuence people. verb by media.

UNIT

Lesson

A Change the following sentences into passive.

1. People read newspapers every morning. …………………………………………………………………………………… 2. Different audience understand media differently. …………………………………………………………………………………. 3. Media affects children greatly. …………………………………………………………………………………….

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114

4. In the older days, people got information from the radio. ……………………………………………………………………………........... 5. Parents can help children to think critically. ………………………………………………………………………………........ 6. Media makes unacceptable behaviour acceptable. ……………………………………………………………………………........

B In small groups, make up five sentences describing people, places, or things, but

don’t reveal who/what they are. Use passive verbs. See if other groups can guess who or what you are describing. Here are some examples. Can you guess the answers? 1. It is announced every evening on TV. at 9.00 o’clock. 2. It was painted by Leonardo Da Vinci and is displayed (exhibited) in the Louvre Museum in Paris. 3. This famous Egyptian scientist was given the Nobel Prize for chemistry. 4. They must be used on envelopes to send letters. 5. It can’t be seen, but it can be felt.

MEDIA LITERACY

Lesson

Read the following paragraph and do the exercises that follow it. Media literacy cannot be separated from education. If students are trained in basic skills such as reading and arithmetic; if they are taught about their native languages, and the history of their countries; if this is done so that they become useful adults and productive citizens, then media must be taught as well. Students need to understand the media because it helps them learn. 1. What is the main idea of the paragraph? Write it down in Arabic.

Check the meaning of words that you could not understand in an English - Arabic dictionary. Word

Meaning

………………………………………… ………………………………………… ………………………………………… …………………………………………

3. Write your translation on the following lines. Make sure you choose the right words and correct structure. ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ………………………………………………………………………………………

Page

2. Can you guess the meaning of the difﬁcult or new words from context?

115

…………………………………………………………………………………………… ………………………………………………………………………………………….

UNIT

Lesson

Analyzing Media ADVERTISEMENTS

Pre-Listening 1.

Have you ever bought anything because you saw an interesting advertisement for it? Why?

Look at the advertisement and discuss these questions to analyze it.

Page

116

a. What is the purpose and who are the target audience for the advertisement? b. Does the advertisement mention anything about nutritional values? c. Would you buy this product? Why? Why not? d. What is the message?

BODY - BUILDING PROTEIN - RIGHT IN THE BREAKFAST BOWL ! percentage of daily protein needs provided by a standard portion , (1 ounce ) of Kellogg s Corn-Soyn when served with 4 ounces ( 0.5 cup) of milk or cream * Average Man (154 Ibs.) 13.36 % Average Woman (123 Ibs.) 15.58 %

Child (78 Ibs.-10 - 12 yrs.)

13.36 %

Child (58 Ibs.- 7 - 9 yrs.)

15.58 %

* Recommended dietnry allowance (revised 1948). National Researsh Counell

3. Look at the words in the box. Discuss them as a class.

catch attention analyze advertisement/ads

persuade

promote

MEDIA LITERACY

Lesson

Active Listening 1. Listen to Dr. Habeeb's talk. Then answer the question. Tom sees his brother Jimmy having an energy drink. Tom tells Jimmy about the bad effects of such drinks. This leads them to discussing advertisements. Listen to their discussion in segments. After each segment you will hear a question. Circle the correct answer. segment 1. a- He doesnâ&#x20AC;&#x2122;t believe advertisements. b- He thinks they are important. c- He believes advertisements.

segment 3. a- The cost of advertisements. b- The inďŹ&#x201A;uence of advertisements on society. c- The role of youth on advertisements.

Group Work: -Your teacher will assign an advertisement to your group card set # 6 / 5 page 162 - 165. Look at the advertisement. Read its text and use the questions discussed previously to analyze it. - Present your advertisement to your class.

Page

a- Taking the products of the shelves. b- Making products look better than they are. c- Giving only the information about the product.

117

segment 2.

UNIT

Lesson

Writing about the advantages and disadvantages. When we say advantages and disadvantages, we mean the positive and negative sides or the good and bad points of a particular thing. The purpose of writing essays that show the advantages and disadvantages of a topic is to inform your audience and help them decide upon the issue, not to persuade them. A In groups of ﬁve, list the advantages and disadvantages of advertisements,

118

Advantages

Disadvantages

Page

either broadcasted or printed. Try to think of all the good and bad effects of advertisements. This list will be the main points for the body of your essay.

*.......................................................... *..........................................................

*.......................................................... *.........................................................

*........................................................ *.........................................................

*......................................................... *.........................................................

*.......................................................... *.........................................................

*......................................................... *.........................................................

*.......................................................... *.........................................................

*......................................................... *.........................................................

B Write the ideas you listed in exercise A. in the form of two paragraphs; one to

present the advantages and the other the disadvantages of advertisements. ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………………………………………………………………………

MEDIA LITERACY

Lesson

C Your introduction should state why your topic is important to the reader. It

should have a topic sentence that deﬁnes the topic and tells the reader that the essay will deal with the advantages and disadvantages of advertisements. Read this introduction of an essay about the advantages and disadvantages of computer games: Technology today offers a variety of services. These services have both advantages and disadvantages. Computer games, for instance, play a major role in the lives of our children. But how far does this role go?

D The conclusion of your essay is the last paragraph. It should summarise the

main ideas and restate the topic sentence. Read this conclusion of an essay about the advantages and disadvantages of computer games: For many children, computer games act as a teacher, an entertainer and even a companion. Yet this role can be quite dangerous as they consume time, money and health. Write your concluding paragraph for the essay to wrap up your ideas. ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………………………………………………………………………

Page

………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………………………………………………………………………

119

Write your introductory paragraph for the essay . Include your topic sentence

UNIT

Lesson

Adding Details: When writing an essay about the advantages and disadvantages of ads, you should add details. Details such as statistics, quotations from experts and / or an example of a life experience, support your ideas and make each point clear. You must add these details equally for both sides; advantages and disadvantages.

Page

120

1. Go back to the reading selection, what details does the writer give? 2. Write any details that help clear your points. Provide equal number for both points, because your purpose is to inform not to persuade.

Main Points

Details

Advantages ………………………………………… ………………………………………… …………………………………………

………………………………………… ………………………………………… …………………………………………

Disadvantages ………………………………………… ………………………………………… …………………………………………

………………………………………… ………………………………………… …………………………………………

Read a classmate’s essay and answer these questions to revise it: 1. Does the essay have an introduction? 2. Does it have a topic sentence? Is it clear or should it be re-written? 3. Are the advantages and disadvantages clearly listed and explained? 4. Did your classmate provide interesting details? 5. Does the conclusion summarise the main idea of the essay? 6. Is there any part of the essay that is not clear?

Lesson

MEDIA LITERACY

Check the punctuation, grammar and spelling of your essay. Write the ﬁnal draft of your essay. Make sure you have followed all the rules. Write a title. Follow this outline.

Title

Introductory paragraph Topic sentence

6 – 8 sentences

All disadvantages including details 6 – 8 sentences

Concluding paragraph 2 - 4 sentences

Page

All advantages including details

121

2 - 4 sentences

UNIT

Lesson

Pre-Listening 1. How do the media affect beliefs, attitudes and behaviors of teens and children? 2. How can teens and children become critical media viewers? 3. Answer the questionnaire. Choose the suitable answer

Page

122

a - The average thirteen year old child a) watches three hours of TV per day b) surfs the internet and communicates via e-mail three hours per day c) plays video games three hours per day.

b - Excessive TV viewing has been linked to:

MEDIA MESSAGES

a) near sighted vision b) obesity c) lack of concentration

c - Children who have violent video games. a) watch violent movies. b) fail school exams. c) become violent.

How Do They Affect our Youth?

MEDIA LITERACY

Lesson

d - Which of the following statements about media literacy is not correct? a) The ability to ask questions. b) The ability to understand and analyze. c) The ability to choose a good colour TV.

e - There is a direct relationship between violence in movies and violent real world behavior a) True. b) False.

f - By the time people reach the age of 65, they will have spent three years of their lives doing this: b) watching commercials.

123

d) talking in chat rooms

Page

a) watching local news.

4. Compare your answers with your partners. What information was new to you?

UNIT

Lesson

Active Listening You will hear the workshop on media literacy in segments. Listen to the question after each segment and circle the question that should be asked. Five Key Questions to Analyze Media Message

Q2. a - What techniques are used to attract my attention? b - What values are left out of this message? c - Why was the message sent?

Page

124

Q1. a - When was the message sent? b - Why was the message sent? c - Who created the message?

Key Words …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………

Q3. a - What lifestyles, values and points of view are represented in or left out of this message? b - How might different people understand this message differently from me? c - What techniques are used to attract my attention?

…………………… …………………… …………………… …………………… …………………

Q 4. a - What lifestyles, values and points of view are represented in or left out of this message? b - How might different people understand this message differently from me? c - What techniques are used to attract my attention?

…………………… …………………… …………………… …………………… …………………

Q5. a - Why was the message sent? b - Who created the message? c - When was the message sent?

…………………… …………………… …………………… ……………………

REVIEWLITERACY MEDIA

Lesson

………………………………………………………………… ………………………………………………………………… ………………………………………………………………… …………………………………………………………………

Answer to key question # 2 --------------

Answer to key question # 3 --------------

Answer to key question # 4 ---------------

Answer to key question # 5 ---------------

125

Answer to key question # 1 ------------

Page

What is being advertised?

Page 125

Group work: Your teacher will assign an advertisement to your group. Look at the advertisement and use (6 / 8 handout) on page 166 – 170 to analyze it. Complete the table with your ﬁndings.

UNIT

REVIEW Analyzing and inferring from context.

ill w u Yo ew i v e r

Analyzing , synthesizing and inferring from information

Review

UNIT

Lesson

A You will hear four short conversations. Answer the questions that follow

each one by choosing the correct box. CAUTIO

How to give CPR How to use a ďŹ re extinguisher. Fire drill.

Warning Flammable material

Page

128

Danger

Burglar alarm Smoke alarm Alarm clock

WET FLOOR

of fallin

Poisoning. Burning. Electrocution.

Role Play: Work with a partner.Make a list of ten products you use everyday. Student A chooses one of the products from his / her list. She / He promotes the product ( say how it is useful, beautiful, inexpensive, etc.) to persuade student B to buy it. Student B lists the disadvantages of the product and how advertisements give false images about it. Exchange roles.

REVIEW

Lesson

A Change the following active sentences into passive whenever possible.

If you canâ&#x20AC;&#x2122;t change the sentence, just copy it. 1. New technology controls our lives.

............................................................................................................. 2. The uses of computers are limitless.

............................................................................................................. ............................................................................................................. 4. The internet provides us with information about any subject.

............................................................................................................. 5. New technology offers a variety of entertainment materials.

............................................................................................................. 6. Computer games are popular among children.

............................................................................................................. 7. Parents should supervise their children playing computer games.

Mass media can be divided into four basic types: informative media - such as newspapers, ..............................,

..................................., and ............................. educational media - such as ..............................,

..................................., and ............................... entertainment media - such as ..........................,

..................................., or .................................. persuasive media - such as ................................,

..................................., and ................................

Page 129

3. We can send and receive messages in seconds.

UNIT

Lesson

A Read the following paragraph then answer the questions.

Homes are not safe enough for children. According to a study done by the Ministry of Health, the home is the second most common place of accidents next to the road. Preschool age is the most vulnerable and the most common locations are

Page

130

the kitchen and living room. Home injuries can be prevented. Parents can protect children from harm. Of course, they cannot childproof their home, but they can watch over their children all the time. Toys for instance are fun and they help children learn about themselves, their environment and the people around them. Unfortunately, some toys can be dangerous and may lead to bad results. Always remember that supervision is the most important safety factor that you can provide to protect a child from harm.

1- Read the following statements, then write the sentences in the passage from which the information is inferred. a) Accidents in the home are quite common and dangerous.

Lesson

REVIEW

A Read the following deﬁnitions and then write the word they describe on the

line.

........................

(n.) a public notice for a product or service, in magazine

........................... (n.) signboard, usually outdoors, for advertising posters.

........................... (n.) various ways of communication like radios, television,

........................... (n.) the reason for doing something.

and internet.

B Write the best word for each sentence in the spaces.

ambulance

choke

precaution

hazardous

injury

electrocution

1. We should take enough ...................................................... to stop accidents. 2. Make sure you chew your food carefully. If you don’t, you may ........................... 3. An ......................... came for the soccer player who broke his leg, and it took him to the hospital. 4. Don't leave a baby near the swimming pool. It can be ........................... 5. ........................... is caused when using electricity near water. 6. The woman’s ........................... was not serious. She only needed simple ﬁrst aid care.

Page 131

or on TV.

UNIT

Lesson

A You are going to hear ďŹ ve advertisements and a question that follows each

one. Listen to one advertisement one at a time and choose the correct answer.

Page

132

To sell To inďŹ&#x201A;uence To inform

Under weight people Over weight people Thirty years old people Business men House wives Students

Cellular phone company Telephone company Both Kids shoe store Candy store Children products

A What are some precautions you can take to avoid home accidents? Fill in the

graphic organizer with information about one of the dangers at home. Then write an essay about it in your workbook.

Why ?

........................... ...........................

Danger:

Where?

How to avoid it ?

........................... ...........................

REVIEW

Lesson

Read the following paragraph then translate it into Arabic. Media is a double sided coin, it has its positive and negative sides. Some people believe that media violence has no direct effect on real crime. But some researches show that violence in media has a direct inﬂuence on youths. It may have three major effects on viewers: they may become less sensitive to pain ﬁnally they are more likely to behave in aggressive or harmful ways.

............................................................................................................. ............................................................................................................. ............................................................................................................. ............................................................................................................. ............................................................................................................. ............................................................................................................. ............................................................................................................. .............................................................................................................

Role Play: In groups of ﬁve, discuss how media has inﬂuenced our values in the past few years. Think of people's appearance, relationship with others. What they wore , daily routine ( sleep / behave / worship Allah).

Page 133

and suffering. They may become more fearful of the world around them, and

UNIT

Lesson

You will hear segments of an interview with a consumer. Identify the segments in which the following information is mentioned. Write the number of the segments in the box provided. There are many things that effect fashion.

134

I don't have to buy what I see.

Page

I like to see what is new in the world of fashion.

The effect of advertising on what people wear.

A Group work: Each group chooses a situation card from Card set # 7/ 4 on

page 171 . Then answers the questions on the card and writes safety tips in the table below.

The situation

Safety Tips

................................................

Each group assigns a group reporter to present their tips to the class.

Compare your tips to the ones given by your teacher.

Lesson

REVIEW

A Fill in the spaces with the words in the box below. Then ďŹ nd these words in

the puzzle on the next page and cross them out. AUDIENCE PURPOSE PERSUADEPRINT

HEADLINES INTERNET

MEDIA

COMMERCIAL LITERACY BILLBOARD TARGET

But .................. and .................. are also types of media. 2 A .................. is a television or radio advertisement. It usually has a message

that persuades ............................ to buy a certain product. 3 Newspaper .................. are a summary of the most important items of news.

Page 135

1 Many people think of TV, radio and newspapers as the only types of ..................

Speaking Cards Unit 1

WELCOME

"5 cards"

Page

138

Card set : 1/5

Lesson 5

1 Student A: Task: Start a short conversation with student B in your group. Ask questions about family, education, job, free time, travel. After a short time, introduce student C to student B, who in turn carries on the conversation. (student C's name is Juan/Christina Demitri. Student B's name is Alberto/Lamita Carlos.) Answer Student D's questions. Your personal information: Name: John/Sally Smith. Age: Thirty three years old. Country of origin: England. Residence: Yanbu. Marital Status: Married and have three children. QualiďŹ cations: A degree in marketing from London University. Job: A sales manager at a sports shop / beauty and cosmetic department. Salary: 12.000 Riyals a month. Hobbies: Reading and watching TV on weekends, scuba diving. Personal traits: Looking around while talking to others. Vacation: In England.

Speaking Cards Student B:

Task: Answer student A's questions. Ask Student C questions about family, education, job, free time, travel. Your personal information: Name: Alberto/Lamita Carlos Age: Forty three years old. Country of Origin: Spain. Residence: In Madrid. Marital status: Married and have no children. QualiďŹ cations: A Ph.D in pediatrics from The University of Madrid. Job: A pediatrician at a private clinic. Salary:17.000 riyals a month. Hobbies: Soccer/ swimming, prefer indoor activities. Personal Traits: Move hands while speaking. Vacation: Summer in Marbella, winter in Bahrain.

Student C:

Task: Answer student B's questions. Ask Student B questions about family, education, job, free time, travel. Move on to ask Student D questions. Your personal information: Name: Juan/Christina Demitri Age: Twenty nine. Country of Origin: Greece. Residence: Live with family in a big family house. Marital Status: Not married. QualiďŹ cations: A degree in public relations from The University of Athens. Job: A TV programmer and you like your job. Salary: 4900 riyals a month Hobbies: Travelling. Have been to Singapore, Tokyo, Brasilia, London and Istanbul. Have also had tours in country of origin. Personal Traits: Have a loud voice and you ask too many personal questions. Vacation: In Beirut with Lebanese relatives.

Page 139

Introduce yourself to student E.

Speaking Cards Student D:

Task: Answer student C's questions brieﬂy. Ask Student C questions about family, education, job, free time, travel.

Page

140

Your personal information: Name: Jackie/ Len Chan. Age: Twenty three. Country of Origin: China. Residence: In Hong Kong. Looking for a new place to live after marriage. Marital Status: Engaged and will get married this summer. Qualiﬁcations: Planning to get a degree in education. Job: A teacher at kindergarten. Salary: 3300 riyals a month. Personal Traits: A shy person, bite your ﬁnger nails nervously while listening to others and not interested to answer Student C's questions, but willing to ask Student E.

Student E:

Task: You are not interested in student D's questions. Answer Student B's questions, giving details about work and family. Ask Student B questions about family, education, job, free time, travel, but don't wait for answers. Your personal information: Name: Hasan Farouq / Majida Farouq. Age: Fifty one. Country of Origin: Saudi Arabia. Residence: In Jeddah. Marital Status: Married, have two sons and ﬁve grandchildren. Qualiﬁcations: Have written three famous books on psychology and education. Job: A university professor. Salary: 15.900 riyals a month. Hobbies: Reading and writing. Personal Traits: You talk too much about your family and work. Vacation: London and Beirut.

Speaking Cards Unit 2

SEASONS

Lesson 1

Card set : 2/1

"8 cards"

New Delhi

Aug.

Temperature

Humidity Events

high

avg

Low

High

Avg

Low

8/1

Rain, Thunderstorm

8/2

100

Rain, Thunderstorm

8/3

100

Rain

8/4

8/5

8/6

8/7

8/8

8/9

8/10

100

Rain

Rain, Thunderstorm

The year before Aug.

Temperature

Humidity Events

high

avg

Low

High

Avg

Low

8/1

Rain

8/2

100

Rain

8/3

100

Rain

8/4

Rain

8/5

Fog

8/6

8/7

8/8

8/9

Rain, Thunderstorm

8/10

100

Rain

Fog

Page 141

Last year

Speaking Cards

Last year Humidity Events

high

avg

Low

High

Avg

Low

3/25

3/26

Rain

3/27

Rain, Thunderstorm

3/28

Fog

3/29

100

Fog, Rain, Thunderstorm

3/30

Fog

3/31

4/1

4/2

Rain

4/3

Rain

4/4

Johannesburg

Apr.

142

Temperature

Page

Mar.

The year before Mar.

Temperature

Humidity Events

Apr.

high

avg

Low

High

Avg

Low

3/25

Fog

3/26

Fog

3/27

Fog

3/28

3/29

3/30

3/31

4/1

4/2

4/3

4/4

Rain Fog

Speaking Cards

Last year

Cairo

Temperature

Humidity

high

avg

Low

High

Avg

Low

10/1

100

10/2

10/3

10/4

10/5

10/6

10/7

10/8

10/9

10/10

Events Fog

The year before Oct.

Temperature

Humidity

high

avg

Low

High

Avg

Low

10/1

10/2

10/3

10/4

10/5

10/6

10/7

10/8

10/9

10/10

Events

Page 143

Oct.

Speaking Cards Last year

Moscow

Page

144

Jun.

Temperature

Humidity

Precipitation Events

Jul.

high

avg

Low

High

Avg

Low

Sum

8/28

100

0.00

Rain

8/29

0.00

Rain

8/30

100

0.00

8/31

100

0.00

9/1

100

0.00

9/2

100

0.00

9/3

0.00

9/4

100

0.00

Fog. Rain

9/5

100

0.00

Fog. Rain

9/6

100

0.00

9/7

100

0.00

Rain, Thunderstorm

The year before Jun.

Temperature

Humidity

Precipitation Events

Jul.

high

avg

Low

High

Avg

Low

Sum

8/28

100

0.00

8/29

100

0.00

8/30

100

0.00

8/31

100

0.00

9/1

100

0.00

9/2

100

0.00

9/3

0.00

9/4

100

0.00

Rain

9/5

100

0.00

Rain

9/6

100

0.00

Fog. Rain

9/7

100

0.00

Rain

Fog

Speaking Cards Unit 2

SEASONS

Lesson 5

Card set : 2/5

"7 cards"

Lesson 5 City Guide brought to you by The Weather Channel Travel Agent

1. Moscow

Page 145

Travel Agent

2. Hong Kong

Climate

Moscow's summer is hot and wet, with heavy rainfall and thunderstorms. Winter months are bitterly cold and dry.

Hong Kong's best weather begins in late September and lasts through early December. The days are pleasant and sunny and the nights are comfortably cool. Spring in Hong Kong is sometimes rainy. Summer is typhoon season in Hong Kong and is generally hot, sticky, and unpleasant.

Monthly Averages

Month Avg. High

Avg. Low

Mean

Ave. Precip.

Month

Avg. High

Avg. Low

Mean

Ave. Precip.

Jan.

21°F

11°F

16°F

1.40 in

Jan.

67°F

58°F

62°F

1.10 in

Feb.

24°F

12°F

18°F

1.10 in

Feb.

67°F

59°F

63°F

1.70 in

Mar.

34°F

22°F

28°F

1.30 in

Mar.

71°F

63°F

67°F

2.90 in

Apr.

49°F

34°F

42°F

1.50 in

Apr.

77°F

69°F

73°F

5.50 in

May

63°F

44°F

54°F

2.00 in

May

83°F

75°F

79°F

11.20 in

June

69°F

51°F

60°F

2.60 in

June

86°F

79°F

83°F

15.70 in

Jul.

71°F

55°F

63°F

3.20 in

Jul.

89°F

81°F

85°F

14.30 in

Aug.

68°F

52°F

60°F

2.80 in

Aug.

89°F

81°F

85°F

14.80 in

Sep.

57°F

43°F

50°F

2.30 in

Sep.

87°F

79°F

83°F

11.70 in

Oct.

45°F

33°F

39°F

2.00 in

Oct.

83°F

75°F

79°F

4.70 in

Nov.

32°F

24°F

28°F

1.70 in

Nov.

76°F

67°F

72°F

1.50 in

Dec.

25°F

16°F

21°F

1.70 in

Dec.

70°F

60°F

65°F

1.00 in

Seasonal Activities:

Skiing Cycling

Cycling Fishing Boat racing

Walking Horseback riding

Water skiing Water surﬁng

Speaking Cards Travel Agent

Travel Agent

Page

146

3. Singapore

4. Zurich

Climate

Singapore's weather is hot and humid, with the temperature around 80 degrees Fahrenheit year-round. Between November and February is the rainy season. Thunderstorms occur throughout the year and 67% in April. It is a good idea to always carry an umbrella.

June and September are two most pleasant months. Spring and fall can be quite cold. Heaviest rainfall occurs from June to August.

Monthly Averages Month Avg. High

Monthly Averages

Avg. Low

Mean

Ave. Precip.

Month Avg. High

Avg. Low

Mean

Ave. Precip.

Jan.

85°F

73°F

78°F

7.80 in

Jan.

37°F

27°F

32°F

N/A

Feb.

87°F

74°F

80°F

6.10 in

Feb.

40°F

28°F

34°F

N/A

Mar.

88°F

75°F

80°F

6.70 in

Mar.

49°F

34°F

42°F

N/A

Apr.

89°F

75°F

81°F

5.60 in

Apr.

55°F

38°F

47°F

N/A

May

88°F

76°F

82°F

6.20 in

May

65°F

46°F

55°F

N/A

June

88°F

76°F

81°F

5.50 in

June

70°F

52°F

61°F

N/A

Jul.

87°F

75°F

81°F

5.70 in

Jul.

75°F

56°F

66°F

N/A

Aug.

87°F

75°F

81°F

5.60 in

Aug.

74°F

55°F

65°F

N/A

Sep.

87°F

75°F

80°F

7.00 in

Sep.

68°F

50°F

59°F

N/A

Oct.

88°F

75°F

80°F

6.60 in

Oct.

56°F

43°F

50°F

N/A

Nov.

86°F

74°F

79°F

9.90 in

Nov.

45°F

34°F

39°F

N/A

Dec.

85°F

73°F

78°F

N/A

Dec.

39°F

30°F

35°F

N/A

Seasonal Activities: Cycling

Seasonal Activities: Water skiing

Sailing

Walking

Horseback riding

Camping

Skiing

Cycling

Fishing

Swimming

Speaking Cards Travel Agent

Travel Agent 6. Sydney

Climate

London is milder than its neighbors in the north, but it can still be cold, damp, and wet in the winter. May and June usually offer the best chance of dry, sunny weather. July and August tend to be hot and humid. September and October can be pleasant too, with the added attraction of brilliant autumn colors.

Note that Australia is in the southern hemisphere and the seasons are the opposite of those in northern hemisphere. Temperatures in early autumn (March through May) and in the spring (September through November) are temperate and stable. Summer (December through February) can be extremely hot and humid with occasional heavy tropical rains late in the season. Winter (June through August) is cool.

Monthly Averages Month Avg. High

Monthly Averages

Avg. Low

Mean

Ave. Precip.

Month Avg. High

Avg. Low

Mean

Ave. Precip.

Jan.

44°F

32°F

38°F

3.10 in

Jan.

79°F

65°F

N/A

4.60 in

Feb.

44°F

32°F

39°F

2.00 in

Feb.

79°F

65°F

N/A

4.40 in

Mar.

49°F

34°F

42°F

2.40 in

Mar.

77°F

63°F

N/A

5.80 in

Apr.

54°F

38°F

46°F

2.10 in

Apr.

73°F

57°F

N/A

4.70 in

May

61°F

43°F

52°F

2.20 in

May

68°F

51°F

N/A

3.50 in

June

67°F

48°F

58°F

2.20 in

June

63°F

46°F

N/A

5.10 in

Jul.

71°F

52°F

62°F

1.80 in

Jul.

62°F

43°F

N/A

2.10 in

Aug.

70°F

51°F

61°F

2.20 in

Aug.

64°F

45°F

N/A

3.50 in

Sep.

65°F

47°F

57°F

2.70 in

Sep.

68°F

50°F

N/A

2.40 in

Oct.

69°F

43°F

51°F

2.90 in

Oct.

72°F

55°F

N/A

3.10 in

Nov.

50°F

37°F

44°F

3.00 in

Nov.

75°F

59°F

N/A

4.00 in

Dec.

45°F

34°F

40°F

3.10 in

Dec.

78°F

63°F

N/A

3.20 in

Seasonal Activities: Horseback riding Cycling

Seasonal Activities: Camping

Water skinng Hiking

Horseback riding Cycling

Page 147

5. London

Speaking Cards Travel Agent 7. Dubai

Page

148

Climate Dubai is hot and dry most of the year. Temperatures can reach as high as 118 degrees Fahrenheit in the summer (June to September). Rainfalls come in January and February.

Monthly Averages Month Avg. High

Avg. Low

Mean

Ave. Precip.

Jan.

73°F

58°F

66°F

N/A

Feb.

74°F

59°F

67°F

N/A

Mar.

80°F

63°F

72°F

N/A

Apr.

88°F

69°F

79°F

N/A

May

97°F

76°F

87°F

N/A

June

100°F

80°F

90°F

N/A

Jul.

103°F

85°F

94°F

N/A

Aug.

103°F

86°F

95°F

N/A

Sep.

100°F

81°F

90°F

N/A

Oct.

93°F

74°F

84°F

N/A

Nov.

86°F

67°F

76°F

N/A

Dec.

77°F

61°F

69°F

N/A

Seasonal Activities: Sand duning

Camel riding

Cycling

Camping

Swimming

Speaking Cards SEASONS

Lesson 5 Weather map

Page 149

Unit 2

Speaking Cards Unit 3

ISLAM

"5 cards"

Page

150

Card set : 3/1

Lesson 1

THE DECLARATION OF FAITH is the first pillar of Islam. It is called Shahadah in Arabic. The first part is: To testify that: There is No God but Allah. This is to be said verbally, believed in sincerely, and Muslims need to live by it. No one is worthy of worship except Him. The second part of the Shahadah is: To testify that: Muhammad is His Messenger. The message of Allah has come to us through a man like ourselves. Muhammad, peace be upon him, is His most magnificent creature, His most beloved Messenger and a chosen Prophet. He is the last of the Prophets and the most beloved to the Creator of this universe.

Speaking Cards

Salat, or prayer is the second pillar of Islam Muslims perform the prayers five times a day, facing toward Makkah. The person bows, kneels, and then prostrates with the forehead touching the ground. It is a direct link between the worshipper and Allah. Salat cleans our hearts and makes us good Muslims. Prayers are performed at mosque regularly on time: Fajr: dawn . Dhuhr: noon/ after midday Asr: mid-afternoon/ between midday and sunset Maghrib: sunset /right after sunset Isha'a: one hour after sunset Muslim must perform ablution before prayer. The body must be purified by water or sand, if water is not available. The parts cleansed include hands, face, arms up to elbow, head, and the feet up to the ankles.

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PRAYER

Speaking Cards 3

FASTING RAMADAN Ramadan is the ninth month of the lunar calendar. Muslims fast from dawn to sunset.

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152

Fasting is for all able, adult Muslims. Children, and the insane are excused from fasting. Sick people, people on a journey, and pregnant or nursing women are allowed to break the fast and make up when they can later in the year. The Qur'an was sent down in Ramadan as a guide to mankind. On the physical side, fasting is abstaining from food, drink, and things that break the fast. On the moral and behavioural side, one must stop lying, gossipping, and quarrelling. Special prayers, called Tarawih, are held in the mosque every night of the month. During the last ten days, the Special Night of (Laylat al-Qadr) occurs.

ZAKAT (Obligatory Charity) Zakat is the third pillar of Islam. Zakat is an act of worship. A percentage (2.5%) of yearly excess wealth is given to needy people by wealthy Muslims. The act of Zakat puriďŹ es your wealth. Zakat increases your wealth.

ZAKAT

Speaking Cards

Pilgrimage to Makkah (Hajj) Pilgrimage (Hajj) is the fifth pillar of Islam. Hajj is obligatory for every Muslim who can afford it at least once in one's lifetime. It is on the ninth day of Dhul-Hijjah, which is the last month of the year of the Arabic calendar. Hajj ends with a festival, called 'Eid al-Adha, celebrated by prayers and sacrificing an animal. Pilgrims wear special clothes (Ihram) ; two, very simple, untailored white garments. Pilgrims stand on Arafat and pray for Allah's forgiveness. Pilgrims stand, before Allah as equal, rich and poor, Arab and non-Arab, black and white Ramadan ends with a festival.called 'Eid al-fitr' celebrated by all Muslims.

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Speaking Cards Unit 3

ISLAM

Card set : 3/8

Lesson 8 "6 cards"

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154

Ja'afar Ibn Abi Talib ¬æY ˆG »°VQ

A cousin of Prophet Mohammad, peace be upon him who looked very much like him. Among the ﬁrst to become a Muslim. Tolerated the bad treatment from Quraish, which is a famous tribe in Makkah. A brave and patient Muslim. Went to Abyssinia, which is Ethiopia today. Was a great spokesman in Abyssinia. A spokesman is a person who speaks on behalf of others. Earned the title "The father of the poor" because he cared for the poor. A title is another name given to a person for a characteristic he has. Killed in the battle of Mo'ta

Aisha Bint Abi Bakr É¡æY ˆG »°VQ

The wife of Prophet Muhammad, peace be upon him and his most beloved. Her father, Abu Bakr, was a loyal compainion of Prophet Muhammad, peace be upon him. Memorized the Qur'an and transmitted more than two thousand sayings of Prophet Muhammad, peace be upon him. An expert in Islamic law (Fiqh), medicine and poetry. An intelligent person. Took an active part in education and social reform.

Speaking Cards Bilal Ibn Rabah

¬æY ˆG »°VQ

Tolerated a torture, pain and bad treatment from the people of Makkah. One of the most trusted and loyal friends of Prophet Muhammad, peace be upon him. A true example of a patient Muslim. Prophet Muhammad, peace be upon him, appointed him as his own store-keeper.

Ammar Ibn Yassir (A man of Paradise)

¬æY ˆG »°VQ

His mother, Sumaya, was the ﬁrst martyr in Islam. Martyr means to be killed for one's devotion to Islam. Suffered a lot because he embraced Islam. Among the least talkative people. An honest and brave soldier. Prophet Muhammad, peace be upon him, loved him greatly. Had great faith in Prophet Mohammad, peace be upon him. He accompanied him in all battles. Prophet Muhammad, peace be upon him, called him "the good scented, kind man".

Page 155

The ﬁrst caller to prayer in Islam.

Speaking Cards Anas Ibn Malik

¬æY ˆG »°VQ

Page

156

He was only ten when Prophet Muhammad, peace be upon him, came to Madinah. His mother asked the Prophet, peace be upon him, to take him as a servant. He served the Prophet Muhammad, peace be upon him, for ten years; till the prophet's death. He lived till he became more than one hundred. He had many children. He narrated many of Prophet Muhammad's sayings.

Khadija Bint Khwailid

É¡æY ˆG »°VQ

Known as Al-Tahira; the pure. A daughter of a wealthy business man, who left her a lot of money. Before she married Prophet Muhammad, peace be upon him, she had a dream that the sun dropped something into her house which caused bright light that covered Makkah. She was a wise and loving wife. She gave birth to all of Prophet Muhammad's children, except Ibrahim, who was the son of Maria. She was the ﬁrst one to believe in Prophet Muhammad, peace be upon him. She gave him comfort and support. When she died, Prophet Muhammad, peace be upon him suffered greatly. The year of her death was called "The Year of Sorrow".

Speaking Cards REVISION

Card set : 4/1

Lesson 1 "8 cards"

Name: Cindy/Mark Age: 25 Nationality: Australian Marital status: Not married Job: Teacher Education: Master degree in teaching English as a second language. Place of living: Cairo Travelled to: Istambul, Damascus, Beirut and Amman. Hobbies: Reading, visiting museums and cycling.

Name: Julie/ Brian Age: 31 Nationality: British Marital status: married/ one child Job: news reporter Education: Bachelor degree in public relation Place of living: London Travelled to: Baghdad, Kabul, Cuba, Nicaragua and the Philippines. Hobbies: hiking, camping, reading

Name: Doris/ James Age: 45 Nationality: American Marital status: married/ 2 boys in high school Job: weather forecaster Education: Bachelor degree in science Place of living: Pasadena, California, U.S.A Traveled to: Hawaii, Alaska, India, South East Asia. Hobbies: traveling, horseback riding, diving

Name: Maria/ Lorenzo Age: 32 Nationality: Spanish Marital status: engaged Job: fashion designer Education: diploma in fashion designing Place of living: Toledo, Spain. Traveled to: Paris, Milan, New York. Tokyo Hobbies: traveling, diving, sand- dunning

Name: Brenda/ Alan Age: 15 Nationality: Irish Marital status: not married Job: student Education: 8th. grade Place of living: Casablanca, Morocco Traveled to: Canary Island, Rabat, Ivory Coast, London Hobbies: playing computer games, football, swimming

Name: Ruth / Todd Age: 57 Nationality: Philippines Marital status: married/ 2 daughters/ 5 grand children Job: shopkeeper. Education: the basics Place of living: Manila, Philippine Traveled to: Holly places in Saudi Arabia. Hobbies: gardening/ reading/ painting

Name: Olivia/ Mark Age : 35 Nationality: American Marital status: not married Job: teacher Education: master degree in teaching English as a foreign language Place of living: Cairo Traveled to: Baghdad/ Dubai/ South Africa Hobbies: camping/ hiking/ surďŹ ng/

Name: Samia / Shahid Age: 29 Nationality: Indian Family: married with 2 children Job: computer programmer Education: computer science Place of living: New Delhi Traveled to: U.S.A Hobbies: reading / camping / ďŹ shing

Page 157

Unit 4

Speaking Cards Unit 5

CALL 9-9-8

Page

158

Card set : 5/5

Lesson 5 "4 cards"

Student: A 1 1

You have just read about a huge fire that occurred in a hospital and you are really worried because you know very little about fire safety. Talk about it to Ss B and ask him or her; "How do we know what to do in a fire. We don’t even have a fire alarm?”

Student: B 1 2

Listen to your partner (Ss A) and tell him or her how to plan for a ﬁre emergency.

Student: A 2 3

You are worried about your parents and other old people because they don’t mind much about fire hazards. Call the fire department. Tell them about your worries and ask them to send someone to tell them about fire hazards.

Student: B 2 4

You are going to talk to older people in Al Rabee district about ﬁre hazards and how to prevent ﬁres.

Speaking Cards CALL 9-9-8

Card set : 5/8

Lesson 8 "5 cards" 1

DISINFECTANT

HYPO-ALLERGENIC

SPRAY

LIQUID

ELIMINATES

HAIR SPRAY

ODORS

Extra hold

KILLS

USED BY PROFESSIONALS Read Caution Details on Back Panel Before Using

HOUSEHOLD GERMS,

Page 159

Unit 5

MOLD AND MILDEW Read Caution Details on Back Panel Before Using.

Easy Slim A Cactus Used To Be Just a Cactus, Not Anymore!

Read Caution Details on Back Panal Before 3 Using.

It Helps Suppress Your Appetite and « Fools » Tour Brain Into Believing Your Stomach Is Full

Speaking Cards MEDIA LITERACY

"6 cards"

Purpose: collect food and tents. Target audience: Age 10 â&#x20AC;&#x201C; 18 Media Type: Broadcast (T.V.)

Purpose: collect volunteers and clothing Target audience: Age 19 â&#x20AC;&#x201C; 25 Media Type: Print (newspaper)

Disaster: Earthquake

Page

160

Card set : 6/1

Lesson 1

Disaster: Tsunami

Unit 6

Speaking Cards

Disaster: Floods

Page 161

Purpose: collect blankets and medicines Target audience: Age 25 â&#x20AC;&#x201C; 40 Media Type: broadcast (radio)

Disaster: Volcanoes

Purpose: collect blankets and money Target audience: Age 6 â&#x20AC;&#x201C; 10 years Media Type: Direct (brochures)

Speaking Cards Unit 6

MEDIA LITERACY

Page

162

Card set : 6/5

Lesson 5

"7 cards"

Page 163

Speaking Cards

Page

164

Speaking Cards

Page 165

Speaking Cards

Speaking Cards Unit 6

MEDIA LITERACY

Page

166

Card set : 6/8

Lesson 8

"8 cards"

Page 167

Speaking Cards

Page

168

Speaking Cards

Page 169

Speaking Cards

Page

170

Speaking Cards

Speaking Cards REVISION

Card set : 7/4

Situations

"8 cards" Group Problem-Solving Activity Problem Cards

You discover that many paints, solvents and cleaning solutions are stored in a cabinet over the stove. What should you do?

In your bathroom, you will probably ﬁnd several warning labels. What kinds of items might they be? What should you do with these items?

Your parent is building a bookcase, using an electric saw outdoors. What can you do to help him/her be safe?

What should you do about ﬂammable products that must be used in the kitchen, such as cooking oil?

You see someone smoking a cigarette while pumping gasoline in his car. What should you?

After painting the bookcase using paint which is ﬂammable, your parent puts the paint brushes, paint, paint thinner and dirty rags in a closet near the water heater. What should you do?

You are planning a barbecue party at your home. You plan to cook out on a gas grill. What should you plan to do to prevent a ﬁre? What safety rules should you follow?

Another friend carries a half-full container of gasoline in his car for emergencies. What should you do?

Page 171

Unit 7

UNIT

1 WELCOME

Page

174

NOUN closing eye contact greeting introduction relationship response welcome

UNIT NOUN

VERB address carry on communicate interrupt introduce respond

NOUN ablution characteristics charity declaration of faith hero/heroine monotheism pillars testimony of faith

casual close (friend) formal / informal frank personal private proper

ADVERB absolutely certainly

2 SEASONS VERB

climate affect Fahrenheit predict global warming greenhouse gases lightning mood/ temper activity/ activities cause/effect temperature thunderstorm weather forecast

UNIT

ADJECTIVE

ADVERB

global high low seasonal

3 ISLAM VERB bow deďŹ ne obey/disobey Prostrate worship

ADJECTIVE considerate honest just modest obligatory optimistic respectful tolerant wise

ADVERB

5 CALL 998

NOUN extinguisher fire alarm fire engine ambulance hazards precautions emergency first aid injury poisoning electrocution shock smoke alarm

UNIT NOUN advertising billboard construction consumer media literacy message product purpose target audience

VERB avoid burn choke prevent hurt scald slip/trip/fall suffocate prevent

ADJECTIVE

ADVERB

conscious hazardous poisoned risky

MEDIA LITERACY VERB

analyze educate inﬂuence persuade promote

ADJECTIVE broadcasted (media) direct (media) printed (media)

ADVERB

Page 175

UNIT

Page

176

Five Core Concepts and Five Key Questions

Key Questions

Core Concepts

1. All media messages are «constructed.”

1. Who created this message? Guiding Questions: a. What kind of “text” is it? (advertisement/ ﬁlm/ program … etc. b. What are the various elements (building blocks) that make up the whole? c. Which technologies are used in its creation? d. How would it be different in a different medium? e. What choices were made that might have been made differently? f. How many people did it take to create this message? What are their various jobs?

2. Media messages 2. What techniques are used to attract my attention? are constructed Guiding Questions: using a creative a. What do you notice about… language with its - colors and shapes? own rules. - sound effects? Music? Silence? - dialogue or Narration? - clothing? - Movement? - Lighting? b. How is the story told? What are people doing? c. Are there any visual symbols or metaphors? d. What’s the emotional appeal? Persuasive devices? e. What makes it seem “real”?

Core Concepts

3. Different people experience the same media message differently.

4. Media have embedded values and points of view.

5. Media are organized to gain proﬁt And /or power.

3. How might different people understand this message differently from me? Guiding Questions: a. Have you ever experienced anything like this? b. How close does it come to what you experienced in real life? c. What did you learn from this media text? What did you learn about yourself from experiencing the media text? d. What did you learn from other people’s response and their experience? e. How many other explanations could there be? f. How can you explain the different responses? g. Are other viewpoints just as valid as mine? 4. What lifestyles, values and points of view are represented in or omitted from this message? Guiding Questions: a. How is the person characterized? What kinds of behaviors/ results are shown? b. What type of person is the reader / watcher / listener invited to identify with? c. What questions come to mind as you watch/ read/ listen? d. What ideas or values are being “sold” in this message? e. What political or economic ideas are communicated in the message? f. What judgments or statements are made about how we treat other people? g. What is the overall worldview? h. Are any ideas or information left out? How would you find what’s missing? 5. Why was this message sent? Guiding Questions: a. Who’s in control of the creation of this message? b. Why are they sending it? How do you know? c. Who are they sending it to? How do you know? d. Who is served by, profits or benefits from the message? The public? Private interests? Individuals? Institutions? e. Who wins? Who loses? Who decides? f. What economic decisions may have influenced the construction or transmission of the message?

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Key Questions

ˆG óªëH ”