Flying High for Saudi Arabia - Student's Book 1 by Macmillan Education

FlyingHigh for Saudi Arabia Level1

Simon Brewster Paul Davies Mickey Rogers

Contents UNIT

1 2

Travel

Page 6

LESSONS

GRAMMAR

1 Vacations 2 Getting ready 3 Final destination 4 Lifeline to meteorology

• Present progressive • Present simple and present progressive

1 Places of interest 2 Plans for the weekend 3 Airport problems 4 Lifeline to urban planning

• Imperatives for instructions • Countable / uncountable nouns

Around town

Checkpoint 1

Bon appetit!

1 Good food • was / were – affirmative and yes / no questions 2 Hungry? 3 What was your favorite restaurant? • was / were – wh questions and negative statements 4 Lifeline to health

Life stories

1 Personal history 2 Life changes 3 Truth and knowledge 4 Lifeline to culture studies

• Past simple – affirmative regular and irregular verbs • Past simple – wh questions

Checkpoint 2

Looking back

1 A busy week 2 Famous lives 3 Epic journeys 4 Lifeline to history

• Past simple – yes / no questions • Past simple – who questions • ago

Past and future goals

1 Life events 2 Making plans 3 Reunions 4 Lifeline to continuing English

• Future – going to • Time expressions for past, present, and future

Checkpoint 3

Contents

FUNCTIONS

VOCABULARY

PRONUNCIATION

• Describing vacations • Describing the weather • Talking about activities in progress • Talking about temporary situations

• Climate and weather • Clothes • Natural disasters

• Talking about location • Making suggestions and excuses • Listing items

• Places in a city • Prepositions of place • Making suggestions

• Word stress – places

• Talking about food • Talking about restaurants • Talking about diet

• Foods • Words to describe restaurants

• Weak forms – was / were

• Weak forms – present simple / present progressive

• Talking about famous people’s lives • Prepositions of time and place • Talking about changes in life • Past tense verbs

• Intonation – wh questions

• Talking about the recent past • Talking about famous people’s lives • Talking about journeys

• Collocations and categories • Past tense verbs

• Intonation – wh questions

• Talking about important events • Talking about future plans • Talking about personal profiles • Talking about language learning

• Important life events • Vacation activities

UNIT

Page

LESSONS

GRAMMAR

Activate your English

1 At an international convention 2 In a foreign city 3 Getting to know you 4 Lifeline to international travel

• Review of present simple • Questions with Who and What

Your environment

1 A nice place to work 2 A nice place to live 3 A big move 4 Lifeline to student life

• Much, many, a lot of and countable/ uncountable nouns • Possessives

Checkpoint 4

Time on, time off

1 Unusual lives 2 Manual and non-manual 3 Festivals 4 Lifeline to relaxation

• Present simple vs. present progressive • Object pronouns

In the past

1 Famous lives 2 Personal history 3 Famous events 4 Lifeline to history

• Past simple • Past simple Who / What questions • Past progressive

Checkpoint 5

Describing people

1 Who is he? 2 Visitors 3 Meeting new people 4 Lifeline to descriptions

• Present progressive as future • Prepositional modifiers

1 On the town 2 What’s happening? 3 Internet! 4 Lifeline to food management

• Gerunds and infinitives • Going to / will / won’t

9 10 11 12

Time out

104

Checkpoint 6

112

Irregular verbs Pronunciation Learner training Spelling rules

114 115 116 118

Contents

FUNCTIONS

VOCABULARY

PRONUNCIATION

• Asking for and giving personal information • Talking about cities • Talking about yourself • Talking about international travel

• Occupations • Countries, nationalities, and languages

• Sounds – the alphabet

• Talking about offices • Describing cities • Talking about student accommodation

• Things in an office • City characteristics • Adjectives for describing places

• Contrastive stress

• Talking about habits and routines • Talking about work • Talking about celebrations • Talking about relaxation

• Manual and non-manual work • Holidays and special days

• Weak forms

• Talking about famous people’s lives • Talking about famous events • Describing a scene • Talking about events in the past

• Past tense verbs • Understanding words from context

• Past tense regular verbs

• Describing people • Talking about future plans • Identifying people • Talking about relationships

• Physical descriptions • Personality adjectives • Sports and leisure activities • Small talk

• Word stress

• Giving directions • Making plans • Making suggestions • Planning a small business

• Prepositions and directions • Computers and the internet

• Stress and weak forms

Unit 1 Travel

Vacations 1 Speaking

Language assistant: holidays

Answer the following questions. 1 What are your two favorite holidays? 2 How many days or weeks do you usually have for these holidays? 3 What do you usually do?

Eid al-Adha Eid al Fitr

2 Reading and speaking a Match the vacations in the box with the descriptions in the advertisement. 1 Safari in Kenya

2 Beautiful Aspen

3 Bali – Tropical Getaway

W in ! W in ! W in ! W in ! W in ! W in !

agazine M l e v a r T o t Subscribe lay the p d n a h t n o this m ! PETITION M CO a z n Bona It’s a hot, sunny day. You’re taking photographs of zebras, lions, and elephants. You’re driving past beautiful mountains and lakes. Suddenly you see hundreds of flamingoes ... If you love nature, this is the vacation for you!

en-day vacation for two – choose from ★ T three fabulous vacation destinations! ★ 100 winners! ★ Look at these photographs and imagine …

Do you love the ocean? Here you can swim, play tennis, and eat delicious food! Shop in the local markets. Walk on the beach at night under the stars. Perfect! For snow lovers! Ski on some of the most beautiful mountains in North America. This world-class resort is a winter wonderland. Enjoy the fresh air, exercise, and excellent food of Colorado.

b Work in groups. Talk about which vacation destination you would prefer. I would prefer Aspen because you can ski there. I love skiing.

Unit 1

Travel Lesson 1 3 Word builder:

climate and weather

a Complete the weather chart with words from the box. You can use each word only once. cold spring cool

fall warm summer

hot sunny windy

rainy cloudy

The seasons in your hemisphere December–February: (1) ____________________ winter March–May: (2) ____________________________ June–August: (3) ___________________________

snowy winter

Weather conditions

September–November: (4) _ _________________ cold Temperature: -10° centigrade: (5) _____________ 6–12° centigrade: (6) _ ______________________ 20–25° centigrade: (7) _ _____________________ Above 30° centigrade: (8) _ __________________

(12) _________________

(11) _________________

(9) _________________

(13) _________________ (10) _________________

b Work in pairs. Ask and answer questions about the weather chart. A: What’s the weather like in the summer? B: It’s hot and sunny. c In groups, answer the questions about the climate in your country. 1 I s there a very wet place, with lots of rain (or snow)? 2 Is there a very dry place, with little rain? 3 Is there a very cold place in the winter? 4 Is there a very hot place in the summer?

4 Writing and speaking

Vacation Competition! lous Win this fabu two vacation for _______________________ – the perfect vacation destination! You can see _______________________________. Visit _____________________________________. This is a good place to ______________________.

a Work in groups. Complete the advertisement for a vacation competition in your country.

The best time to visit ______________________ is ________________________ because the weather is

b Compare your advertisement with the class. What are the favorite vacation destinations?

___________________________.

Unit 1

Lesson 2 Travel

2 Getting ready 1 Listening and writing a Listen to a phone conversation between two friends. Check (✔) the sentences T (true) or F (false). 1 Janet is going to Miami for a vacation. T

2 The weather is good in Miami.

3 Janet wants to see Lisa.

b Check your answers in pairs. Correct the false information. c Listen again and answer the questions. 1 Where is Janet? 2 When is the job interview? 3 Where is Lisa? 4 How is the weather in Miami?

2 Word builder:

clothes

a Match the words in the box with the pictures.

A 10

1 blouse 3 boots 5 sneakers 7 jacket 9 jeans 11 pants 2 shoes 4 skirt 6 sweater 8 dress 10 scarf 12 shirt b Choose a vacation destination. Is the climate there cold or hot? Make a list of clothes to pack. c Compare your list with a partner’s list.

Unit 1

Travel Lesson 2 3 Grammar builder:

present progressive

a The present progressive can indicate a) things happening at the moment and b) things happening over a period of time. Does each of these examples use a) or use b)? 1 I’m reading a good book. 3 It isn’t raining now. 2 Amy is taking a walk. 4 We’re learning English. b Does your language have a verb construction similar to the present progressive (be + verb + ing)? If so, does it have similar uses? c Put the words and phrases in the correct order to form sentences, using the present progressive. 1 Susana / writing / a / is / letter 2 taking / Alex and Mike / classes / are / karate 3 isn’t / Peter / this / working / week

4 doing / are / what / the children / ? 5 are / electronic games / playing / they 6 making / are / we / for / sandwiches / lunch

d Look at the table. Then complete the sentences using verbs from the box in the correct form. You can use each word only once. Two sentences are negative. Affirmative

Negative

Interrogative

I am (I’m)

verb + ing

I am not (I’m not)

verb + ing

Am I

You are (you’re)

You are not (aren’t)

Are you

It is (it’s)

It is not (isn’t)

Is it

1 I can’t watch TV. I __________ my homework. 2 Chris is in the kitchen. He __________ breakfast. 3 Jennifer is on a diet this month. She __________ cake or cookies. 4 Shh! I __________ a really good show on TV.

verb + ing

make

eat

enjoy

watch

work

5 Eric __________ this week. He’s on vacation. 6 Are you __________ the party?

4 Reading and writing a Read the e-mail and underline the examples of the present progressive. Which examples talk about an action happening now and which talk about things happening over a longer period? b Write an e-mail to a good friend. Talk about things you are doing. Read your e-mail to a partner.

Hi Emma, It’s raining, so I’m finishing some work for schoo l. How are you? Are you feeling better after the flu? My brother has the flu and he’s feeling terrib le. It started last week and he isn’t a lot better. He isn’t using the computer so I can write to all my friends. I have a lot of work at school but I’m taking a course in creative thinking. It’s really interesting. Marian is teaching me to speak Arabic. I’m terrible, but it’s fun. Fortunately Marian is very patient! How are things with you? Your friend, Julia

Unit 1

Lesson 3â&#x20AC;&#x192; Travel

3 Final destination 1 Reading and speaking a Look at the photograph below. Where is it? What is happening?

2 Speaking and listening a Look at the photograph above. Answer these questions. 1 What do you know about Vancouver? 2 What do you think they are talking about? b Listen to the conversation. Are the two people friends? c Listen again. Write the correct answers for Paolo and Ali.

b Read the conversation. How much does the guest pay for two nights? Clerk:

Good afternoon. Can I help you?

Guest: Yes. How much is a single room? Clerk:

Itâ&#x20AC;&#x2122;s $90 a night.

Guest: Fine. A single room for two nights, please. Clerk:

OK. Can you fill out this registration form, please?

Guest: Sure. c Now work in pairs. Practice checking into a hotel. Use different information.

Unit 1

Home country a) Brazil b) India c) Dubai Paolo _______________ Ali _______________

Reason for visit a) attending a conference b) on business c) studying Paolo _______________ Ali _______________

Occupation a) computer programmer b) student c) engineer Paolo _______________ Ali _______________

Accommodation a) living with a family b) staying in a hotel c) staying with a friend Paolo _______________ Ali _______________

Travel Lesson 3 3 Grammar builder:

present simple and present progressive

a Look at the examples. Which refer to: a) an action happening now b) an action happening over a longer period c) a situation that is more permanent?

1 John works for a marketing firm. 2 Look! The sun is shining. 3 I’m learning English.

b Complete the two texts with the verbs in the box. You can use each verb only once. wear is shining are wearing shines have are having

A The weather is good here in Vancouver. The sun (1) _______________ but it isn’t hot. It’s 16 degrees. We (2) __________ lunch on the balcony, and we (3) __________________ sweaters. I’m reading an article in the newspaper about the changing climate.

B In Vancouver it is usually hot and humid in the summer. The sun (4) ___________________ a lot, and people (5) __________________ light clothes. They often (6) _____________________ picnics in the parks. It is very different in the winter. It is cold, and it snows a lot.

c Which text, A or B, is a general description of Vancouver, and which is a description at this moment? d Read and complete the telephone conversation using either the present simple or present progressive. Sarah: Hi, Emma. This is Sarah. How is life in Vancouver? Emma: Hi, Sarah. Well, I (1) ______________ (work) very hard and I (2) _____________ (paint) my new apartment. Sarah: Oh, really! Do you (3) _____________ (like) your new job? Emma: Yes, I (4) ______________ (like) it a lot. How’s Jerry? Sarah: F ine, thanks. He (5) ________________ (get) a degree in education. He (6) ________________ (go) to classes every Tuesday. Emma: Well. Thanks for calling. Come and visit me. Sarah: Great. Take care!

4 Pronunciation: weak forms a Listen to the questions. Circle the appropriate answer to each question. 1 2 3

a) I’m a student. b) I’m studying. a) I write magazine articles. b) I’m writing an article. a) I usually stay at the Key Hotel. b) I’m staying with a friend. 4 a) I usually stay with friends. b) I’m staying in a hotel. b Listen and practice the questions. 1 2 3 4

What do you do? What are you doing? Where are you staying? Where do you stay?

5 Speaking a Imagine you are a visitor to Vancouver. Create a personal profile from the table. an Italian doctor, on business, living with a family a Japanese doctor, visiting a friend, staying in a hotel Home country Occupation Reason for visit

Accommodation

Oman

student

visiting a friend

l iving with a family

Germany

actor / actress

making a movie

renting an apartment

Italy

doctor

on business

s taying with a friend

Japan

engineer

studying

staying in a hotel

b Now work in groups. Imagine you are with a group of tourists. Talk to some of the other people. A: This is a nice place. B: Yes. Where are you from?

Unit 1

Lesson 4â&#x20AC;&#x192; Travel

Lifeline to meteorology A

C G

Unit 1

Travel Lesson 4 1 Word builder:

natural disasters

a Match the words in the box with the photographs. B – drought hurricane tornado flood

drought storm tidal wave earthquake

b Work in groups. Discuss the questions. 1 Do you have any of these problems in your part of the world? 2 Where do they happen? When do they happen?

2 Reading a What do you know about El Niño? Check (✔) the following sentences T (true) or F (false). 1 2 3 4

El Niño originates in the Atlantic Ocean. It is changing the normal distribution of wet and dry weather. It produces large hurricanes in the Atlantic. It can cause droughts.

b Read the article, and check your answers to exercise 2a. c Look at the natural disasters in exercise 1.

Which ones are caused by El Niño? Which ones are caused by La Niña? El Niño causes … La Niña causes …

3 Writing a Imagine you are on vacation in a place in your country. Write a postcard to a friend. Where are you? What are you doing? What’s the weather like?

T■ T■ T■ T■

F■ F■ F■ F■

THE TERRIBLE TWINS: EL NIÑO AND LA NIÑA E

l Niño and La Niña both originate in the Pacific Ocean, but they are affecting the global climate. El Niño is the result of very warm water in the equatorial Pacific. La Niña is a result of very cold water in the same region. These two conditions often alternate. During El Niño, the distribution of dry and wet weather changes radically, especially along the Pacific coasts of the American continent. It rains a lot in normally dry regions, and there are

sometimes terrible floods. Other regions suffer from abnormally dry conditions.

La Niña can produce severe Atlantic hurricanes. These are sometimes very destructive, like Hurricane Mitch in 1999. La Niña can also affect the weather in Australia, Indonesia, and southern Africa, with extreme storms and floods. Meteorologists are studying these Terrible Twins so they can prepare for possible future disasters.

b “Send” your postcard to a classmate. Wait for an answer.

Hi, Jonathan tion in How are you? I’m on vaca ting in a Aspen. Right now I’m sit ge. My restaurant at the ski lod ather is friends are skiing. The we There’s a great – sunny and cold. lot of snow. are you What about you? What her like doing? What’s the weat Mike. at home? See you soon,

Unit 1

Unit 2 Around town

A 11

Places of interest 1 Reading and listening

a Match the words in the box with the symbols.

1 hotel 2 park 3 supermarket 4 bank 5 museum 6 mosque 7 restaurant 8 convention center 9 bookstore 10 library 11 department store 12 Internet café b Read the conversation and listen to two tourists talking. Put the underlined places in the correct positions on the map. A: OK, let’s see. Where’s the art museum (1)? B: It’s on Fourth Street, next to the convention center. And there’s a history museum (2) across from the art museum. A: Oh, good. There’s a bank (3) on Lincoln Avenue. It’s next to a big gym. B: Is there an Internet café (4) near here? A: Yes. There’s one on the corner of Lincoln Avenue and Third Street. It’s near the hotel. c Now listen to the rest of the conversation. Put the bookstore (5), Lincoln Park (6), and the department store (7) on the map.

B A

Unit 2

Around town Lesson 1 2 Word builder:

prepositions of place

a Match the prepositions with the correct picture. 1 across from

2 next to

3 on

4 near

5 on the corner of

b Look at the map again. Complete the sentences with the correct prepositions. You can use each one only once. 1 Lincoln Park is ___________________________ Fifth Street. 2 There’s a restaurant _______________________ the library. 3 The mosque is ______________________ the department store. 4 The hotel is __________ the corner __________ Lincoln Avenue and Second Street. 5 There’s a supermarket _____________________ the bank.

3 Pronunciation:

word stress – places

a Listen and underline the stressed syllables. 1 convention center 2 department store 3 museum 4 supermarket 5 restaurant

6 7 8 9

hotel bookstore mosque Internet café

b Listen and practice saying the words.

4 Speaking a Work in pairs. Student A, add a science museum, a bus station and an aquarium to the map in exercise 1; Student B, add a technology museum, a computer store and an Italian restaurant to the map. b Ask about your partner‘s places. Add the places to your map.

c Write the names of your three favorite places in your city. In groups, talk about the places.

A: Where’s the technology museum?

A: I like Lights Restaurant.

B: It’s on Fourth Street, near the convention center.

B: Where is it? A: It‘s on 24th Street, near the park.

Unit 2

Lesson 2 Around town

Plans for the weekend 1 Listening and speaking a Listen to the telephone conversation. Is it about

a) yesterday b) plans for the evening?

b Listen again. Circle the correct answers. 1 2 3 4 5

Carl is talking about The game is at Jeff and Carl are meeting They’re meeting at Mario’s Pizza is across from

a) a) a) a) a)

basketball 6:00 p.m. at a friend’s house 6:00 p.m. the art museum

b) b) b) b) b)

soccer. 7:00 p.m. at a pizza restaurant. 7:00 p.m. the convention center.

c In pairs, practice the conversation. Act it out for another pair or your class.

2 Grammar builder: imperatives for instructions a Look at these examples from the telephone conversation. How do we form the imperative in English? Don’t take a bus. Take the subway to the convention center. Meet me at Mario’s Pizza at 6 o’clock. Don’t forget your ticket. b How do you form the imperative in your language? c Complete the sentences with the verbs in the box. You can use each one only once. don’t worry

come here

Have

Look

Don’t sit

1 Claudia, ___________________________. I want to talk to you. 2 It’s late but ___________________________. We can take a taxi. 3 That chair is broken. ___________________________ there. 4 A: It’s really hot.

B: ___________________________ a cold drink.

5 ___________________________! It’s Sophia.

Unit 2

Around town Lesson 2 3 Word builder:

making suggestions

a Work in pairs. Look at the table. Use the table to complete the conversation.

Making suggestions

Activity

Time phrase (when)

Agreeing

Do you want to …? Let’s …

go to the book festival have lunch go to the game go shopping play soccer

on Tuesday after the festival tonight at 2 o’clock tomorrow

OK Fine Good idea

{

}

A: Do you want to __________________________________ (activity) ____________________________________

_______________(when)?

B: _______________ (agree). Let’s meet at _____________________________________ (place) at ____________

_____________ (time).

A: OK. See you there. b In pairs, practice the conversation. Act it out for another pair or your class.

4 Speaking and reading a Work in groups. Discuss these questions. 1 Do you like reading? 2 What’s your favorite type of book? 3 Who are your favorite writers? b Look quickly for the following information in the advertisement for the Manchester Book Festival. 1 2 3 4 5 6

How many days is the festival? Where can you hear Brian Melville speak? What time is the talk about business? Who has a book about food? In which talk can you hear comedy? Which talk contains the most information?

c Read the descriptions of the talks and choose one you want to hear. As a class vote on the most popular. Can you think of other types of book?

5 Speaking

Work in groups. Imagine it’s Thursday. Make plans for the afternoon or night. A: Let’s go out on Thursday night. B: OK. What do you want to do? C: Let’s go to the mall. B: Or a restaurant. There’s a new restaurant near my house. A: I prefer the mall. C: Let’s go to a restaurant. We can go to the mall after dinner. A: Good idea! B: OK. Meet me at my house at 7:00 p.m.

Manch este stival Book Fer A celebration of writers and writing

Philip Smith – Playing games

The popular historian talks about the history of sports, including football and tennis. Many interesting facts. ■ Monday 14 December, Great Hall, 14:00.

Brian Melville – Something’s Cooking

In his new book Something’s Cooking, Brian shows you how to make great, healthy food with very little mone y. Hear him speak and learn some new recipes. ■ Tuesday 15 December, Great Hall, 14:00

Penny Kilroy – A Funny Thing Happened …

In her popular radio show, Penny asked listeners to phone in with true stories. Many of them were very, very funny and so she chose the best ones for this book. She reads them here at the Literary Festival for the first time. ■ Wednesday 16 December, Librar y, 12:00

Bob Garrett – Time is money: in life and in business Bob Garrett is one of the most successful busine ssmen in Australia. While here on business in Manchester, he talks to us about his new book Time is Money and explai ns how to organize your life so that you can achieve your goals. ■ Thursday 17 December, Small Hall, 13:25

Unit 2

Lesson 3 Around town

3 Airport problems 1 Speaking a Look at the photograph. Where is this? b Who are the people and how are they feeling? c What do you think the problem is?

2 Listening and writing a Listen to the conversation and check your answer to exercise 1c.

ALAir

Report form

✈

b Listen again to the conversation and complete the report.

Date: Name of passenger:

First name:

Last name:

Daniel

Flight number: Short description of lost item:

suitcase

3 Reading, listening, and writing a Read the second part of the conversation. Official:

Now, could you describe the contents please, sir?

Passenger: Yes. Well, there are some clothes. Two shirts, two pairs of pants, and a (1) ____________________. Official:

A (2) ______________________ jacket?

Passenger: That’s right. There are two (3) ______________________ and some CDs. Official:

OK. Are there any expensive items?

Passenger: Oh, yes. There’s an (4) ______________________ razor and a CD player. Official:

OK. Is that it?

Passenger: No. There’s some (5) ______________________, some tea, and a pair of jeans. Official:

Lotion and tea! Is there any money?

Passenger: No, there isn’t. But there’s some perfume. Oh, and there’s a pair of casual (6) __________________ and there are two ties. Official:

Thank you, sir.

b Now listen to the second part of the conversation and fill in the missing information.

Unit 2

Around town Lesson 3 4 Grammar builder:

countable and uncountable nouns

a Which of these items – shoes, lotion, books, chocolate, shirts, money – can you count? b Work in pairs. Look at these sentences and answer the questions. There is a jacket.

There are some CDs.

There is some lotion.

Are there any expensive items?

Is there any money?

There isn’t any coffee.

There aren’t any toys. 1 2 3 4

Do we use is or are with uncountable nouns? Can we use a / an with uncountable nouns? Can we use some / any with a) singular nouns b) plural nouns c) uncountable nouns? When do we use some and when do we use any?

c Complete the sentences. 1 There _____________ three DVDs in the box. 2 Is there _____________ tea? 3 There’s _____________ coffee in the kitchen. 4 There’s _____________ book in the car. 5 ____________ there any rice in the cupboard? 6 There aren’t _________________ shoes in the suitcase. 7 ___________ there any shirts in the suitcase? 8 There’s _______________ perfume in my bag. 9 There isn’t _______________ shampoo in the bathroom. 10 Is there _____________ chocolate in the box?

5 Speaking and writing a Work in pairs. Student A is the passenger; Student B is the airport official. Use the conversation in exercise 3 as a model but

b Now change roles. Student A is the airport official; Student B is the passenger. Student B, describe the contents of suitcase B.

change the suitcase contents. Student A, describe the contents of suitcase A; Student B, ask questions and take notes. Only Student A can look at the suitcase.

c Check your lists with the suitcases in the photographs.

Unit 2

Lesson 4 Around town

Lifeline to urban planning 1 Speaking a In pairs, look at map A. Add: 1 2 3 4

an airport a park a swimming pool a factory.

b Compare your map with another pair’s map. A: On your map, where’s the airport? B: It’s next to the highway. Where is it on your map? A: It’s ...

2 Listening and speaking a Listen to a city planner talking to a city council member. Check (✔) the new places the city needs.

■ an airport ■ another park ■ a highway ■ a swimming pool ■ a train station ■ a clothing factory ■ another college ■ another bus station b Listen to the conversation again. Label the airport, factory, park, and swimming pool on map B. c Work with your partner from exercise 1. Compare map B with your map. A: Our airport is near the college. B: Her airport is near Olson Road. Which do you think is better?

Unit 2

Around town Lesson 4 3 Reading

Look at map B in exercise 2. Read the city planner’s recommendations for Urbanville. There are seven errors in the report. Cross out or correct the incorrect information.

Recommendations for Urbanville Additions to Urbanville:

Recommended locations:

an airport

airport – next to the college factory – on highway 180 park – on Madison Hill

another bus station two schools a swimming pool another park

Tennessee Mason and Company City Planners

swimming pool – in the park

a soccer stadium a clothing factory a train station

4 Speaking and writing a Work in groups. Make a list of things your city or town needs. b Decide on locations for the things on your list.

Let’s put the airport on the highway, near the cement factory.

c Complete the city planner’s report below for your city or town.

Recommendations for City Planners: Additions:

Recommended locations:

Tennessee Mason and Company City Planners

d Compare your report with other groups’ reports. Which group has the best ideas?

Unit 2

CHECKPOINT

1 Check your progress a Complete the telephone conversation with appropriate words or phrases. Pam: Paula, this is Pam. I heard you passed your English test. Well done! Paula: Thanks, Pam. Pam: What are you (1) _____________________? Paula: Oh, I (2) ___________________________TV. Pam: B ut we should celebrate. Let’s (3) _________ out for lunch! Paula: Great. (4) ____________________________ Italian food?

b Look at the map and complete the sentences with the correct prepositions. 6 The bank is _____________________________ the bookstore. 7 The gym is ___________________________ Pacific Avenue. 8 The hotel is ____________________________ Pacific Avenue and First Street. 9 The supermarket is _______________________ the museum. 10 The gas station is ________________________ the supermarket.

Pam: Sure! (5) _______________________ be late! c Complete the sentences with the correct words. 11 12 13 14 15

There ______ four shirts in the suitcase. Is there ______ orange juice in the fridge? There __________ a CD player on the table. _______ there any clothes to wash? There is _________ hot coffee in the kitchen.

d Look at the picture of the store and identify the different articles of clothing. 16 $25 _____________________ 17 $18 _____________________ 18 $30 _____________________ 19 $22 _____________________ 20 $28 _____________________ Score out of 20 18–20 Excellent! 15–17 Very good! 12–14 OK, but review.

9–11

You have some problems. Review units 7 and 8.

0–8

Talk to your teacher.

SALE Fantastic prices!

Checkpoint 1

5 3

2 Games to play a Crossword Use the symbols to complete the crossword.

2 6

4 8

Find the missing word. b Where is it? Play in groups. Describe the climate in a place in your country. The first person to guess the place gets a point. It’s cold and dry in the winter and warm and rainy in the summer.

3 Your world

Complete the sentences with information about yourself. Then compare your answers with a classmate’s answers. 1 I usually have lunch _ ______________________

4 Right now, I _________________________________

_ _______________________________________ .

2 This week at school / work we are ____________

5 My favorite lotion / perfume ___________________

____________________________________________ .

3 In the evening, I like to eat __________________

6 My house is ________________ Street / Avenue near

and drink some_ _________________________ .

___________________________________________ . ___________________________________________ . ___________________________________________ .

4 Personal word bank

Add words that are important to you. In groups, compare your lists. Clothes

Places in a city

Climate / seasons

Countable Uncountable nouns nouns

jeans mosque a dry summer shirts lotion

Phrases Let’s meet at 8:00.

Unit 3 Bon appetit!

Good food 1 Word builder:

foods

a Match the words in the box with the correct foods. B â&#x20AC;&#x201C; pasta

Carbohydrates

fish tomatoes

Vegetables

potatoes pasta

chiles milk

Dairy products

beans

corn

cheese

rice

carrots

yogurt

lettuce

peas C

Fruits

Proteins

Fat, oil, and sugar

apples

beef

mayonnaise

oranges

lamb

margarine

bananas

eggs

sugar

strawberries

b Listen and check your answers. Then listen again and say the names of the foods. c Put these foods in the correct categories in exercise 1a. chocolate

Unit 3

lemons

bread

cream

spinach

oil chicken

Bon appetit! Lesson 1 2 Listening and speaking a Check (✔) the foods in exercise 1 that you like. Cross (✘) the foods you don’t like. b Listen to the conversation and fill in the spaces. Adam:

What’s your favorite (1) __________________ , Paul?

Paul:

Hmm. I really like fish and (2) __________________ . I don’t like fast food. What about you?

Adam:

I like (3) __________________ and I love French fries. I don’t like (4) __________________.

Paul:

I also like (5) __________________ . Latte is my favorite.

Adam:

And I just love cake and (6) __________________ .

c Work in groups. Talk about your likes and dislikes. Use the conversation in exercise 2b to help you.

3 Reading, speaking, and writing a Match the descriptions below with the nationalities in the box.

American Chinese Indian Lebanese

In this ethnically diverse country, there are many types of food, but traditionally people eat a lot of beef, chicken, and potatoes. Sandwiches are very popular for lunch.

Grains, pulses, seeds, herbs, spices, vegetables, and fruit are very important in this national cuisine. People don’t eat much meat, but they eat some beef, lamb and chicken.

4 The main ingredients in this cuisine are rice and vegetables, sometimes with chicken, fish, or beef. The food is usually salty because it contains monosodium glutamate (MSG).

For these dishes, meat or vegetables are added to a spicy sauce, often containing chiles and cumin. People usually eat rice or chappatis (a type of bread) with the main dish.

b Say what the underlined words in the descriptions mean in your language. c In groups, choose a traditional dish from your country. Write a short description of the ingredients. Compare your dish with other groups.

Unit 3

Lesson 2â&#x20AC;&#x192; Bon appetit!

The

Beverly

Hungry?

m en u

1 Speaking and reading Appetizers

a Discuss these questions. 1 2 3

What types of restaurants are there in your town? What is your favorite restaurant? When do you normally go to a restaurant?

b Look at the menu and put the words in the box in the correct place. roast beef chocolate cake mineral water lemonade teriyaki chicken soft drinks

corn tomato soup potatoes fruit chicken consommĂŠ

(1) (2)

Green salad _____________________ _____________________

Main courses Grilled fish (3) _____________________ (4) _____________________

Vegetables (5) (6)

Mixed vegetables _____________________ _____________________

2 Speaking and listening a Work in pairs. Look at the picture and describe the people and place. b Look at the waiterâ&#x20AC;&#x2122;s order pads. Listen to the conversation and identify the correct order for Paul and Steve.

1 teriyaki chicken 1 potatoes 1 salad 1 roast beef 1 mixed vegetables 1 chocolate ice cream 1 orange juice 1 lemonade 1 coke

1 teriyaki chicken 1 salad 1 roast beef 1 potatoes 1 chocolate cake 1 lemonade 1 mineral water

en 1 teriyaki chick bles 1 mixed vegeta 1 roast beef 1 potatoes 1 chocolate cake 1 mineral water 1 coke

Unit 3

Restaurant

Desserts Ice cream: vanilla, chocolate, & coconut (7) _____________________ (8) _____________________

Beverages Fresh juices: orange, apple, & pineapple (9) _____________________ (10) ____________________ (11) ____________________

Bon appetit! Lesson 2 3 Reading and listening a Complete the spaces with the words in the box. You can use each word only once. lemonade plates terrible service expensive lunch

c Complete the restaurant questionnaire for Steve.

Help us to improve at The Beverly Restaurant

Jim:

How was your (1) ________________ at the Beverly, Steve?

Steve:

Oh. It was (2) ____________________.

Jim:

Why?

Please complete this questionnaire and select one option from 1 to 5.

Steve:

Well, the (3) ________________ was slow and the waiters were very unhelpful.

( 1 = terrible, 2 = satisfactory, 3 = good, 4 = very good, 5 = excellent)

Jim:

Really. Was the food good?

Steve:

No, it wasn’t. And Paul’s teriyaki chicken was cold. And the (4) ________________ was horrible.

Jim:

Oh, no. What a shame.

Steve:

And the (5) _______________________ were dirty.

Jim:

And was the meal cheap?

Steve:

No, it wasn’t. It was (6) _________________. The check was $85!

3 The prices

4 The waiters

Other comments: _________________________ __ _____________________________________________

Thank you for your time.

b Listen and check your answers.

4 Grammar builder:

1 The service 2 The food

past simple of be – affirmative and yes / no questions

Affirmative Subject

Verb be

Yes / no questions Verb be Subject

Short answers

The service

was slow.

Was

the food bad?

Yes, it was. / No, it wasn’t.

The plates

were dirty.

Was

the meal cheap?

No, it wasn’t. / Yes, it was.

was expensive.

Were

the waiters nice?

No, they weren’t. / Yes, they were.

a Study the table and answer the questions. 1 W hat is the past of the verb be in singular and plural? 2 H ow do we form yes / no questions with was and were? b Complete the sentences with the correct forms of the past simple of be.

5 Pronunciation:

weak forms

a Listen and notice the pronunciation of was and were. 1 2 3 4

The meal was terrible. The plates were dirty. Was the food good? Were the waiters nice?

b Listen again and practice the sentences.

1 A: Was the food good? B: No, it (1) _______________. 2 The children (2) _______________ very good in the museum yesterday. 3 A: (3) _______________ the exam difficult? B: Yes, it was. 4 This book (4) _______________ cheap. It was only $15! 5 A: (5) _______________ the police officers nice to you? B: Yes, they (6) _______________. 6 A: (7) _______________ the students early for class? No, they (8) _______________.

6 Writing and speaking a Work in pairs. Imagine you went for a meal last week at the Beverly Restaurant. b Use the menu in exercise 1b to write a conversation similar to the one in exercise 3a. c Practice your conversation. d Act out your conversation for another group or the class.

Unit 3

Lesson 3 Bon appetit!

3 What was your favorite restaurant?

1 Speaking

diner Am E. a small restaurant in the United States that sells simple, cheap food.

Look at the photograph and read the definition. Answer these questions. 1 What is a diner? 2 Do you think this is a recent photograph? Why? / Why not? 3 Would you like to eat in a diner? 4 Are there any restaurants similar to a diner in your country?

2 Listening

Listen to the conversation when Ben interviewed his grandmother for a school project. Check (✔) the sentences T (true) or F (false). 1 2 3 4

Her favorite restaurant was a diner. T The food was expensive. T The diner was in front of a soccer stadium. T Her favorite food was apple pie and T ice cream.

Unit 3

F F F F

5 T he customers were mostly business people. 6 Al and his brother were very friendly. 7 The coffee wasn’t very good. 8 The diner isn’t there now.

T T T

F F F

Bon appetit! Lesson 3 3 Grammar builder:

was / were – wh questions and negative statements

a Study the table and answer the questions. Question word

Verb be

Subject

What

was

your favorite restaurant?

Where

was

Al’s Diner?

Who

was

the owner?

b Compare the affirmative sentence with the wh question. Where is the subject in each sentence? Where is the verb? My favorite food was apple pie and ice cream. What was your favorite food? c Put the words in the correct order to form wh questions. 1 was / favorite / what / your / subject / ? 2 time / was / lunch / what / ? 3 every / were / meals / what / main / the / day? 4 was / school / where / your / ? 5 your / were / who / soccer players / favorite/?

d Study the table. How do we form the negative of be in the singular and the plural? Subject

Verb be

The food

wasn’t expensive.

They

weren’t very nice.

e Write negative sentences about the 1950s. 1 Now there’s a lot of fast food. In the 1950s, __________________________________________ . 2 There are supermarkets in every city. In the 1950s,________________________________ . 3 Technology is very advanced. In the 1950s, __________________________________________ . 4 Food is very varied today. In the 1950s, __________________________________________ . 5 Microwave ovens are very common. In the 1950s,________________________________ .

b Read the conversation and complete the spaces.

4 Writing, reading, and speaking a Think about your favorite restaurant when you were a child. Complete the first column in the table with information about yourself. Name Type Location Customers Favorite food Owner(s)

You

Your partner

A: What ___________ your favorite restaurant when you were a child? B: It was _____________________________________. A: What type of restaurant was it? B: It was _____________________________________. A: Where ___________? B: It ________________________________________. A: What ___________ your favorite food? B: __________________________________________. A: Who ___________ the customers? B: They _____________________________________. A: Who___________ the owner? B: __________________________________________. A: Is the restaurant there now? B: __________________________________________. A: Thank you, ___________! c Work in pairs. Interview your partner and complete the last column in the table. Use questions from the conversation in exercise 4b to help you.

Unit 3

Lesson 4 Bon appetit!

Lifeline to health 1 Reading and speaking a Look at the food triangle and the list of food groups. Write the food groups in the correct places on the triangle.

HealthyFood

Food triangle

(Recommended number of servings per day)

Food groups

1 ______________________ small quantities

2 ______________________ 2–3 servings

A – proteins B – carbohydrates C – fat, oil, sugar D – fruit E – dairy products F – vegetables

3 ______________________ 2–3 servings

4 ______________________ 2–4 servings

5 ______________________ 3–4 servings

6 ______________________ 6–10 servings

b In pairs, compare your triangles. A: I think number 2 is food group A. B: No, I think it’s C.

Unit 3

Bon appetit! Lesson 4 2 Reading a Read the article and check your triangle in exercise 1.

Variety and Balance for a Healthy Diet T o look and feel good, you need a balanced diet. For example, some people think it’s bad to eat carbohydrates, fat, or sugar. In fact, you need all kinds of foods, including fat. The food triangle shows what to eat every day. At the base of the triangle, and at the base of a good diet, are carbohydrates – bread, cereal, rice, and pasta. Carbohydrates are low in fat and they give you energy. Eat six to ten servings of these a day. Next on the triangle are fruit and vegetables. These give you vitamins and they have antioxidants. Antioxidants can protect you from cancer and other serious health problems. Eat three or

four servings of vegetables and two to four servings of fruit every day. For calcium and protein, eat two or three servings of dairy products – milk, cheese, or yogurt – every day. These foods maintain strong bones and normal blood pressure. Protein also comes from meats, fish, beans, eggs, and nuts. These foods promote muscle development and protect you from anemia. Eat two or three servings of these high-protein foods every day. Finally, at the top of the triangle are fat, oil, and sugar. Don’t eat big quantities of these foods, but don’t eliminate them from your diet. Fats help transport vitamins in your body, and sugar gives you energy.

b Read the article again and answer these questions. 1 Which foods give us protein? 2 What food group forms the base of a good diet? 3 Which foods give us energy?

4 Which foods have antioxidants? 5 Which foods protect us from anemia? 6 Which foods help transport vitamins in the body?

3 Writing and speaking a Write the foods and number of servings you usually eat for breakfast, lunch, dinner, and snacks in the table. Then count the total number of servings you eat from each food group per day. Food group

Breakfast

Lunch

Dinner

Snacks

Servings

A Proteins B Carbohydrates C Fat, oil, sugar D Fruit E Dairy products F Vegetables b Analyze your table. Do you think you have a good diet? c In groups, discuss your results. 1 H ow many people have good diets according to the food triangle? 2 Who has the most balanced diet? 3 What types of foods do people in the group need to eat more of? 4 What types of foods do people in the group need to eat less of?

d Interview your parents or grandparents. Ask them these questions. 1 W hat was your typical diet when you were young? 2 What was your favorite food and drink when you were young?

Unit 3

Unit 4 Life stories

Personal history

Spotlight on a Hero Dr. Muhammad Yunus Dr. Muhammad Yunus was born in the village of Bathua in Bangladesh on June 28, 1940. When he was four years old, his family moved from his village to the large city of Chittagong. He went to school at Dhaka University in Bangladesh and he later received a PhD at Vanderbilt University in the United States. He was a professor of economics at Middle Tennessee State University in Tennessee. The Bangladesh Liberation War began in 1971 and Dr. Yunus wanted to help. He returned to Bangladesh to teach economics at Chittagong University. There was a great famine

Unit 4

in 1974 and he decided to help the victims. He began to lend money to poor people, especially women. This type of bank loan is called ‘microcredit’. Dr. Yunus created the Grameen Bank, which gave $6 billion (US) to 7 million people in the last thirty years. In 2006, the Norwegian Nobel Committee gave Dr. Yunus and the Grameen Bank the Nobel Peace Prize. His other awards include the World Food Prize, the CARE Humanitarian Award and the UNESCO Simón Bolívar Prize. He is married to Afrozi Yunus and has two daughters, Monika and Dina.

Life stories Lesson 1 1 Reading and writing a Read the article and look at the photographs. b Complete the form about Dr. Muhammad Yunus. Compare your answers with a partner’s answers.

Dr. Muhammad Yunus Date of birth: ___________________________________________ _______

2 Speaking

Place of birth: ____________________________________ ________

Education: ____________________________________________ ______

Work in small groups. Make a list of heroes you know and discuss why you think they are heroes. What are some of their personality traits? Compare your list with the rest of the class.

Profession: ____________________________________________ _____ Married / single: ____________________________________ ____ Children: ____________________________________________ ________ Awards: ____________________________________________ _________

3 Word builder: prepositions of time and place

Do the prepositions in each sentence refer to a) time or b) place? 1 She was born on April 3, 1979. 2 They live in New York. 3 She went to high school in Atlanta. 4 We graduated from high school in 1985. e studies economics at George Washington 5 H University. 6 I start work at 9:00 a.m.

4 Writing and speaking a Complete the form below with information about yourself.

____ Born on: ____________________________________ _____ Born in: ___________________________________ ______ Family: ___________________________________ _________ Went to school in: ________________________ ___ Now studying / working at: _______________ ________ Other information: ________________________

Language assistant: prepositions

in, on, at

1 in + place (city, country, continent) He grew up in Chittagong. in + year She was born in 1988. 2 on + days and dates I work on Saturdays. Justine was born on November 15th. 3 at + time of day Class begins at 10:00 a.m. at + place (specific building) They study at the University of Jordan. She works at the bank.

b Write a short autobiography. Use information from the form. I was born in Dammam on July 3, 1985. I have one sister and two brothers. I went to school in Riyadh. Now I’m studying engineering at King Saud University in Riyadh. I don’t have a job because I’m still a student. I love animals and sports. I have two parrots, and I swim and play tennis. c Work in pairs or groups. Tell your partner or group about your life history.

Unit 4

Lesson 2 Life stories

Life changes

1 Reading and listening a Look at photographs A and B. How many differences can you find? In A, he’s wearing a colorful shirt. In B, he’s wearing a suit. b Listen to the conversation and complete the information about Richard’s father.

1970

Now

Clothes

formal suits, ties

Hair

long

Car

Job

no job

Brad, 1970s

Brad today

Honda

c Check your answers with a partner.

2 Grammar builder: past simple – affirmative regular and irregular verbs a Study the table and answer the questions. 1 H ow do we normally form the past simple for regular verbs? 2 What are the infinitive forms of the irregular verbs in the table? Regular verbs

Irregular verbs

He loved colorful shirts.

He had a Volkswagen.

He worked part time in a pizzeria.

He wore blue jeans.

He played guitar in a rock group.

He went to UCLA.

b Complete the conversation with the verbs in the box. You can use each one only once.

Language assistant: past

simple endings for regular verbs

1 Normally verb + ed: love – loved, act – acted 2 Verbs ending in y change to ied: study – studied, marry – married 3 Verbs ending in vowel + consonant, double the consonant + ed: stop – stopped, plan – planned

had wore works went worked has Brenda: Richard Brenda: Richard: Brenda: Richard: Brenda: Richard: Brenda: Richard:

Unit 4

Is this your dad? Yeah. He was 20 in this photograph. It was 1970. Wow! Look at his hair! It was really long. Now he (1) _____________________ short hair. And those clothes are weird. Yeah, but it was the fashion then. He (2) _______________ a Volkswagen. He had long hair and (3) _____________ blue jeans and colorful shirts. He wasn’t married then, of course. He was a student, right? Yes, he (4) ___________ to UCLA and studied sociology. He (5) ___________ part time in a pizzeria. And now he’s an executive at a software company. Yeah, now he (6) _______________________ in an office and wears a suit every day!

Life stories Lesson 2 c Write the past simple forms of these irregular verbs. Check your answers with the list of irregular verbs at the end of the book.

1 be _______________________

2 go _______________________

3 get _ _____________________

4 do _______________________

5 have _____________________

6 meet _ ______________________

7 see _ _____________________

8 buy ______________________

d Complete the e-mail with past simple verbs.

Hi Maria, How are you? How was your weekend? My weekend (1) ____________________ really busy. On Friday, I (2) _________________ to my friend’s house – fantastic! On Saturday, I (3) _______________ __ up early and (4) _______________ breakfast with a friend. Then I (5) __________ _______ shopping and bought a lot of things. Saturday night I (6) __________ _______ a great movie. On Sunday, I (7) _________________ because I (8) __________ _______ a big exam today. Now I’m really tired! Write soon. Barbara

3 Listening and speaking a Listen to a conversation between two college students. What are they talking about? 1 c hanges in their opinions from high school to college 2 changes in their sports preferences 3 changes in their college

b Listen again. Match the people to the actions. Check your answers with a partner.

loved

volleyball in school

never went

sports on TV all the time

preferred

math and science

Paul

really liked

a book every two weeks

hated

baseball

Gary

played

literature

never met

to restaurants

read

baseball every day

watched

with friends

c Work in groups of three. Talk about your likes and dislikes when you were younger and what you like and dislike now. Include school subjects, sports, and socializing.

4 Writing and speaking a Think about members of your family when they were in their twenties and now. Write sentences using the ideas in the box. job clothes family married where he / she lived / lives sports and hobbies transportation (car, bicycle, etc) In 1975, my mother wasn’t married. Now she’s married and she has three children. b Work in groups. Talk about your family members.

Unit 4

Lesson 3 Life stories

3 Truth and knowledge 1 Speaking and reading

a In groups, discuss these questions. 1 Do you know of Harun al-Rashid? 2 When did he live and why is he famous? 3 Can you remember any stories about him? b Match the two columns. Read the story to check your answers. 1 2 3 4 5 6 7

Harun al-Rashid was Harun often dressed as Harun would walk through the streets and Harun gave the blind man Harun didn’t Harun sent for He ordered the blind man

a) … to pray b) … the blind man c) … listen to people d) … hit the blind man e) … a wise man f) … a gold coin g) … a beggar

Harun In the 8th century, in Baghdad, lived the Caliph his al-Rashid. Harun was a wise ruler and he wanted make To e. justic with and fairly ed subjects to be treat s clothe old in ed dress sure this happened Harun often city. the of rs and walked through the streets and bazaa people Disguised as a beggar he would listen to what his said and watch to see how people behaved. a One evening Harun disguised himself and went for see to walk through the streets. He was very pleased red to be that everything was calm and that people appea palace the to back led that happy. As he crossed a bridge Harun asked man he was stopped by a blind man. The blind man for a coin. Harun gave him a coin and then the blind and him hit to want didn’t Harun asked Harun to hit him. ed refus Harun that said so. The blind man was very upset to hit him and so he gave the coin back.

Unit 4

him The next day Harun sent for the blind man and had was he who man blind the brought I front of him. He told The blind and asked him to explain why he wanted to be hit. greedy man said that when he was a young man he was why he and as a result he became blind. To remind him of gave one some when was blind he wanted to be punished him any gold. the Harun sat for a short time and then decided that years these all after that and blind man was a good man blind he should not suffer any longer. So he ordered the make sure man to pray and that if he did then Harun would eat he had enough gold coins each day so that he could and drink.

Life stories Lesson 3 2 Grammar builder:

wh questions in the past simple

Study the table. Then write a question for each sentence about Harun al-Rashid. Question word

Auxiliary verb

Subject

Main verb

What

did

you

yesterday?

When

did

Zara

read

the story?

Where

did

Layla and Majnun

live?

1 When did Harun al-Rashid live? ____________________________________________________ He lived in the 8th century. 2 ____________________________________________________ ? He lived in Baghdad. 3 ____________________________________________________ ? He ruled the Mohammedan Empire. 4 ____________________________________________________ ? He wrote Layla and Majnun in 1188. 5 ____________________________________________________ ? He died in 809.

3 Pronunciation:

intonation – wh questions

a Listen to the questions. Notice the stressed words. 1 When did Harun al-Rashid live? 2 Where did he live? 3 What did he do? b Listen again and practice the intonation.

4 Writing and speaking a Moments in History game Work in pairs. Write three past simple questions about famous people or events in history. You have to know the answers! When did Ibn Sina die? She died in 1037. What did he write? He wrote The Book on Healing. When did man first land on the moon? In 1969. b Now work in groups. Ask the group your questions. Give a point for a correct answer.

Unit 4

Lesson 4 Life stories

Lifeline to culture studies 1 Speaking a Match the biographical information with the famous names in the box. Then match the names with the photographs.

Princess Diana Naguib Mahfouz

Khalil Gibran Mahmoud Darwish Sheikh Maktoum bin Rashid Al Maktoum

1 Prime Minister of the UAE, emir of Dubai, and horse breeder (1943–2006)

_______________________

B 3

2 Poet (1941–2008) _______________________ 3 Princess of Wales (1961–97) _______________________ Princess Diana 4 Writer (1911–2006) _______________________ 5 Artist, poet, and writer (1883–1931)

_______________________

b Work in groups. Talk about the people in the photographs. Use the phrases in the box to help you. A: Who was Naguib Mahfouz? B: He was a very famous Egyptian writer. He won the Nobel Prize for Literature in 1988.

He / She was a / an …

He / She was popular in the … (century / decade).

He / She died in … (date).

He / She was … (age).

Unit 4

Life stories Lesson 4 2 Reading, writing, and speaking a Read the article about Mahmoud Darwish quickly and write the numbers of the paragraphs next to the main ideas. 1 2 3 4 5

5 information about his awards ■ a definition of cultural icons ■ information about his childhood ■ information about his poetry ■ information about his life ■

Voice of the people ss Diana – 1 Pablo Picasso, Naguib Mahfouz, Prince are they everyone knows these famous names. Why were alive, they when s famou were they se Becau s? famou gift of art, of course. But also because their legacy – their long after literature and humanity to the world – continued call these they died. Because their gifts are eternal, we extraordinary people cultural icons. in the world is 2 One of the most famous cultural icons small village of the in born was He h. Mahmoud Darwis His family al-Birwa in Palestine on March 13, 1942. land was owned land and were farmers but in 1948 their to Lebanon. fled family the and Israelis the by taken and he Darwish was taught to read by his grandfather His family started writing poetry at the age of seven. in Deir returned a year later and Darwish went to school . Galilee in d al-Asa and enjoyed the 3 At school Darwish read a lot of poetry ati and Badr al-Bay hhab al-Wa Abd like work of poets published Shakir al-Sayyab. His first book of poems was of poems in 1964 when Darwish was 22. The collection 1964 and n Betwee Tree. Olive the of Leaves called was

many of his 2008 he wrote more than thirty books and r and used poems were translated. His poems were popula and under imagery about Palestinian life in villages – talked occupation. One of his first poems – Identity Card where go to d allowe not were nians Palesti the about how they wanted. ity. For the 4 In 1971 he went to Moscow to study at univers then moving next 26 years he lived in exile first in Cairo he went to to Beirut where he lived until 1982. After that he lived where Paris to moved finally and live in Tunisia Bank to visit until 1995. In 1995 he returned to the West in Ramallah his mother and he spent his last years living had no on the West Bank. He was married twice and Rana writer Syrian the was wife first His children. Kabbani. including the 5 Darwish won many awards for his poetry ’s Knight Lotus Prize in 1969, the Lenin Peace Prize, France l Freedom of Arts and the Belles Letters in 1997, the Cultura given to award in 2001 and the Moroccan Wissam merit died in He co. Moroc of VI mad him by King Moham age of 66. Houston in the USA on August 9, 2008 at the

b Work in pairs. Complete the questions about Mahmoud Darwish. Student A:

Student B:

1 When / born _ ___________________________________ When was he born?

1 Where / born _______________________________ Where was he born?

2 What / grandfather teach him ___________________

2 How old / when start writing poetry ____________

3 When / first book published ________________________________

3 What / first book called ______________________

4 How many books / write _ ______________________

4 Where / go to university _____________________

5 What / name of his first wife _______________________

5 When / die _________________________________

c Read the text again and find the answers to your questions. d Check your partner’s memory! Ask your partner your questions.

3 Writing and speaking a In pairs, make a list of other cultural icons that you know. Select one person from your list. Write notes about that person. b Work in groups. Tell your classmates about the person. Your group can ask questions for more information.

Unit 4

CHECKPOINT

1 Check your progress

a Write questions to complete the conversation.

b Use the information in the conversation to complete the paragraph.

Carl: Grandpa: Sally: Grandpa:

(1) ________________________________? Well, I went to school in Florida. And (2) ____________________________? I moved to Kentucky in 1948. I went to study at the University of Kentucky. Sally: (3) ________________________________ at college? Grandpa: I studied industrial design. Sally: (4) ________________________________? Grandpa: I worked for an engineering company. Carl: (5) ________________________________? Grandpa: We got married in 1952. Grandma: No, we didn’t! It was 1954!

Score out of 20 18–20 Excellent! 15–17 Very good! 12–14 OK, but review.

9–11

You have some problems. Review units 9 and 10.

0–8

Talk to your teacher.

Sally and Carl’s grandfather (6) ________________ to school in Florida. In 1948, he (7) _____________ ____________. He (8) ________________________ industrial design at the University of Kentucky. He (9) ________________ for an engineering company. He (10) ________________ in 1954. c Complete the irregular verb table from memory. Your spelling has to be correct.

Infinitive

11 be

12 become

13 drink

14 get

15 go

16 give

17 have

18 meet

19 see

20 think

Past simple

Checkpoint 2

2 Games to play a Guess the food In groups, describe a food. Your group guesses the food. A: They’re red. B: Strawberries? A: No. You can eat them in a salad. C: Tomatoes? A: Yes!

b Celebrity questions Divide the class into two teams. Each team thinks of a famous person. Ask the other team questions to guess the person. Give a point for a correct guess. Team A: Team B: Team A: Team B: Team A: Team B: Team A: Team B:

Is it a man or a woman? It’s a man. Is he alive or dead? He‘s alive. Where was he born? In Sidi-El-houri in Algeria. Is it Khaled? Yes. One point.

3 Your world

In groups, talk about your parents and grandparents.

1 W here and when were they born? 2 Where and what did they study? 3 Where do they live now? 4 What do they do?

4 Personal word bank Add words that are important to you. In groups, compare your lists. Food and drink

Recipes and restaurants

Past tense verbs

Phrases

apple

to mix

ran

I’d like a soft drink.

Unit 5 Looking back

A busy week 1 Speaking and listening a Look at the photograph of Stephanie Clark and discuss these questions. 1 What does Stephanie Clark probably do? 2 Do you think her job is interesting? Why / Why not?

b Listen to the conversation. Put the photographs in the correct order. c Listen again and complete Stephanieâ&#x20AC;&#x2122;s datebook. Use the phrases in the box to help you.

Monday

Tuesday

visit NASA

fly to Los Angeles

interview a soccer star

go to New York

fly to Houston

work in the office

walk in the park

go to the Muslim Student Awards

Thursday

Friday Saturday Sunday

office

work in the office

Wednesday

Âwork in the a.m. go to New

York

p.m.

d In pairs, check your answers. A: What did she do on Monday morning? B: She went to New York.

Unit 5

Looking back Lesson 1 2 Word builder:

collocations and categories

a Match the verbs with the phrases. Note there are different possible combinations. 1 2 3 4 5 6

j listen _______ go __________ read _________ watch _______ walk _________ see __________

a) TV b) to a restaurant c) in the park d) some friends e) the newspaper f) shopping g) for a walk h) my cousins i) a magazine j) to the radio k) dominoes

b Write the phrases in the correct columns in the table. Staying at home

Going out

listen to the radio

go to a restaurant

3 Writing and speaking a Work in pairs. Complete the conversation with past simple forms. Practice reading the conversation.

Paul:

Andy:

Paul:

Andy: Paul: Andy:

Paul:

Andy:

i, Andy. It’s Paul. How (1) ____________ H your weekend? Hi, Paul. It was pretty good. Saturday I (2) ____________ lunch with some old friends from school. In the evening, I (3) ____________ to a restaurant. What about you? Well. Nothing exciting. Saturday I (4) ____________ soccer on TV and then I (5) ____________ shopping. Sunday I (6) ____________ tennis with Chris. Did you win? Uh … no. I lost 6–2, 6–3. Hey, last night I (7) ___________________ a new computer game. I really like them. Maybe you can lend it to me. Sure. Come over and get it.

b Write notes about your activities last weekend. Thursday – visited my friend Friday – went to the mosque c Work in pairs. Repeat the conversation in exercise 3a. Talk about your activities last weekend using your notes from exercise 3b.

Unit 5

Lesson 2 Looking back

Famous lives 1 Speaking and listening a Look at the paintings and discuss these questions. 1 Do you like the paintings? 2 Who painted them? hat do you know about the 3 W artist? b Two friends are looking at an art history book. Listen to the conversation. Which painting are they talking about?

c Listen to the conversation again. Circle the correct answer. 1 Where was the artist from? a) France b) Holland 2 What did he paint? a) flowers, fields, and people b) dancers 3 What strange thing did he do? a) He burned his paintings. b) He cut off his ear.

2 Grammar builder: past simple – yes /no questions

Study the table. Then complete the questions and answers. Auxiliary verb

Subject

Main verb

Answer

Did

paint

dancers?

No, he didn’t.

Did

cut off

his ear?

Yes, he did.

Did

you

the painting?

Yes, I did.

Did

Ann and Sue

to the museum?

No, they didn’t.

1 A: ____________ you go to a restaurant last night?

B: No, I ____________ . I had to work.

2 A: ____________ Emma work late yesterday?

B: Yes, she ____________ .

3 A: ____________ Claudia and Jane play tennis yesterday?

B: No, they____________ . It was too cold.

Unit 5

Language assistant Notice it is a common error to mix did with the past simple. Did he went …? instead of Did he go …? and He didn’t went instead of He didn’t go.

Looking back Lesson 2 3 Reading and speaking a What do you know about Vincent van Gogh? Check (✔) the sentences T (true) or F (false).

1 2 3 4 5 6

He sold a lot of paintings. His favorite color was yellow. He was very close to his brother, Theo. He had psychological problems. He became very rich. His paintings are in many famous museums.

T ■ T ■ T ■ T ■ T ■ T ■

F ■ F ■ F ■ F ■ F ■ F ■

b Work in pairs. Student A, read the first paragraph of the text below and check answers 1–3; Student B, read the second paragraph and check answers 4–6.

Vincent

incent van Gogh is one of the most famous artists in the world, but during his lifetime he an only sold one painting. He decided to become Paris artist in 1880 when he was 27. He worked in in , Arles in ngs painti but he did some of his best yellow house the south of France. He painted his and – his favorite color. Van Gogh never married his younger brother, Theo, was always his best

friend. 2

Unfortunately, van Gogh had serious mental problems and he cut off his ear during one attack. In 1889, he entered a sanatorium, but he continued to paint. He died in 1890. He was always poor, but today his paintings are in the ns most famous museums and they sell for millio s” lower “Sunf ng of dollars. For example, his painti sold for nearly $40 million in 1987.

c Now ask your partner about the facts you didn’t check. Use yes/no questions. Did van Gogh sell a lot of paintings?

4 Writing and speaking a Think of a famous artist or other famous person you know. Write down some information about him or her. b Now guess your partner’s famous person.

Unit 5

Lesson 3 Looking back

3 Epic journeys 1 Speaking and listening a Look at the photograph. What form of transportation is this? b Listen to the news report. Circle the correct answers. 1 2 3 4

How long was the flight? a) 76 hours Where did the flight start? a) in Kansas When did the flight start? a) February 8, 2005 What did Richard Branson do? a) He accompanied Fossett.

b) 67 hours b) in Kentucky b) February 28, 2005 b) He financed the mission.

Language assistant We use ago to say how long before the present time something happened. The plane landed an hour ago. Jane called a few minutes ago.

c Now check your answers with a partner.

2 Speaking and reading a Work in pairs. Look at the photographs and the words in the box. What kinds of problems do you think the pilot of the Virgin Atlantic GlobalFlyer had? b Read the text quickly and check which problems are mentioned.

A D V EN T U R E

Steve Fossett

U.S. adventurer Steve Fossett slept only for a few minutes at a time during his 67-hour flight.

e tried to take 30-minute “power naps” with the plane on autopilot, but he was too nervous. “Right now, I’m not sleepy,” diet he told reporters after landing. He survived on ical techn of ber chocolate milkshakes. He faced a num hours problems on his historic journey. In the first few On . failed m of the flight, the plane’s navigation syste fuel. But Wednesday, there was an unexplained loss of oved. impr tion later, wind conditions and the fuel situa hits The GlobalFlyer Website received 76 million starting Wednesday.

Unit 5

food navigation

temperature stress

fatigue fuel

Looking back Lesson 3 3 Grammar builder:

past simple with who questions

a Study the tables. Then choose the correct completions for the rules below. Who (subject)

Main verb

Object

Subject

Verb

Who

financed

the mission?

Richard Branson

did.

Who

broke

the world record?

Steve Fossett

did.

Who (object)

Auxiliary verb Subject Main verb

Subject Verb

Object

Who

did

you

invite

to the party? I

invited

Who

did

they

select

for the job? They

selected Carol Jones.

my best friends.

1 When Who is the object, we _______________ (use / do not use) the auxiliary did in the question. 2 When Who is the subject, the verb in the question is ______________ (the infinitive / the past simple) form. 3 When Who is the subject, the answer often_______________ (has / does not have) the subject and did. b Read the sentences and complete the questions. Use either subject or object questions. 1 2 3 4

Gina broke her leg last week. Who __________________________________________________________ ? The reporter interviewed a soccer star. Who __________________________________________________ ? The family went to the park. Who ___________________________________________________________ ? Adrian called his mother from college. Who __________________________________________________ ?

4 Pronunciation:

intonation – wh questions

a Listen to the examples. Does the person’s voice go up or down at the end of the questions? What about the answers? b Now listen and repeat these questions and answers. Use the correct intonation. A: A: A: A:

Where did the journey start? When did the journey end? Who financed the mission? How long was the flight?

B: B: B: B:

In Kansas. On March 3, 2005. Richard Branson did. 67 hours.

Language assistant wh questions usually have falling intonation. Where did the flight start? Answers to wh questions have falling intonation. In Kansas.

c In pairs, write three more wh questions about the flight. Ask and answer questions with another pair.

5 Writing and speaking a Think about a long journey you made and complete the You column.

You

Your partner

1 Where / you go? 2 How / you travel? 3 When and where / the journey start? 4 Who / go with you? 5 What / you do on the journey? 6 How long / the journey last? 7 Did you enjoy the journey? Why? / Why not? b Then work in pairs. Ask your partner the questions and complete the second column in the table. A: Where did you go?

B: To the USA to visit my uncle.

Unit 5

Lesson 4 Looking back

Lifeline to history 1 Speaking and listening a What do you know about Ibn Battuta? Discuss these questions with a partner. 1 2 3 4 5

What nationality was Ibn Battuta? In what year did he start his travels? Where did he start his travels? What are some of the countries he visited? Where did his travels end?

b Listen to a teacher giving a history lesson to her students. Check your answers.

2 Reading a Put the sentences about Ibn Battuta’s journey in the correct order. 1 First, in 1325, Ibn Battuta left Tangier to go ■

on his first Hajj to Makkah. ■ In 1342, the Sultan of Delhi made Ibn Battuta the ambassador to China. ■ After his third Hajj, he traveled to Turkey, Central Asia, Afghanistan and India. ■ In India, he worked for the Sultan of Delhi for over two years. ■ In 1346, he left China for Morocco and then continued to southern Spain. ■ He lived in Makkah for 1 year and, in 1328, he traveled to the Red Sea and East Africa. ■ In 1326, after his first Hajj, he went to Egypt and continued to Damascus, Iraq and Iran. ■ When he was in East Africa, he visited Mogadishu, and Zanzibar, and then he continued to Makkah for a third time. ■ Then he returned to Makkah on a second Hajj around 1327. 10 ■ In 1354, he finally returned to Morocco, where he wrote his book My Travels. He lived there until he died.

Language assistant : order in a sequence 1 Connectors help to indicate order in a sequence of events. First, Next / Then / After that (in any order), Finally, 2 Dates also help to indicate order.

Unit 5

b Complete the paragraph on Ibn Battuta’s travels to China using the connectors first, next, then, after that, and finally. There may be more than one possible answer.

In 1342, Ibn Battuta became the ambassador

to China and he had many adventures on his journey there. (1) __________, there was a shipwreck in the ocea n near India. He lost all of his money in the accident

but

Ibn Battuta decided to continue. (2) __________ he visited the Maldive Islands, and (3) ________

___ Sri Lanka. (4) ____________ he went to Banglades h, Myanmar and Indonesia. (5) ___________, after all of these travels and adventures, he reached Beijin

g, the

capital of China.

Looking backâ&#x20AC;&#x192; Lesson 4

3 Writing

Complete the questions. 1 2 3 4

When _______________________________? Ibn Battuta started his travels in 1325. Where ____________________________? The Sultan of Delhi sent Ibn Battuta to China. What ______________________________? The name of Ibn Battutaâ&#x20AC;&#x2122;s book was My Travels. Where ____________________________? Ibn Battuta died in Fez.

4 Writing and speaking a In pairs, write three questions and answers about history. Use the words in the boxes to help. 1 Q: Where _____________________________________________ ? A: _ _________________________________________________ ? 2 Q: When ______________________________________________? A: _ _________________________________________________ ? 3 Q: What ______________________________________________ ? A: _ _________________________________________________ ? b Ask another pair your questions. The pair with the most correct answers wins.

invent

conquer

explore

kill

invented

conquered

explored

killed

make

liberate

fight

discover

made

liberated

fought

discovered

Unit 5

Unit 6 Past and future goals

Life events

1 Speaking a Check the meaning of the words and phrases with your teacher. moving to a new place graduating death

getting married retiring getting a job

birth getting your driverâ&#x20AC;&#x2122;s license meeting someone important to you

b Work in pairs. Number the words and phrases in the order they normally happen in life. Compare your list with another pairâ&#x20AC;&#x2122;s list.

2 Listening a Listen to four conversations about important events. Match the number of the conversation with the event. A

wedding

funeral

birth

graduation

b Listen again and circle the correct answers. 1 2 3 4

After the graduation ceremony, there was a During the wedding, the weather was At the funeral people were wearing The baby was a

Unit 6

a) lunch a) bad a) black a) boy

b) dinner. b) good. b) white. b) girl.

Past and future goals Lesson 1 3 Writing and speaking

4 Reading

a Think about a very important event in your life and make notes.

a Read the text about Carrie and Heather quickly. What is the best title? 1 My School Days.

b Work in groups. Tell your classmates about your important event.

2 How I Met My Best Friend.

An important event for me was when I won a race. It was 10 km, and I finished in 28 minutes and 40 seconds …

3 An Old School Friend.

ol, t day of elementary scho I met Heather on the firs diately; become best friends imme when I was six. We didn’t e – I hated her! it was exactly the opposit the new dress because it was I was wearing a beautiful, me and ch time, Heather ran into first day of school. At lun r my dress. I was furious! spilled orange juice all ove I didn’t see her for a very After elementary school, udy. attle to Los Angeles to st long time. I moved from Se at the 18, I was in the cafeteria Then one day, when I was on me one behind me spilled tea university. Suddenly, some es. “I’m sorry” about ten tim – it was Heather! She said, me!” arted to cry. “Heather, it’s She was very upset and st laugh. rrie?” We both started to I said. She looked at me. “Ca g on ter that, we started talkin I immediately liked her. Af good the Internet. We became the phone and chatting on friends. y graduated from universit Three years later, we both . Now I love her like my own sister and returned to Seattle. ! we’re best friends – for life

b Read the text again and complete the table.

Carrie’s age What happened

Where

How Carrie felt She hated her.

cafeteria

Graduated from university.

5 Speaking a Think of an important person in your life (best friend, favorite teacher, etc.). How did you meet him / her? b Tell a classmate how you met the person.

I remember when I met my best friend. I was at my cousin’s house …

Unit 6

Lesson 2 Past and future goals

Making plans 1 Speaking and listening a Look at the photograph. What do you think the people are celebrating, and what is happening?

b Listen to the conversation and match the people with the plans. 1 Mohammad … a) … is going to take a French course in Canada. 2 Tony … b) … is going to medical school. 3 Peter … c) … is going to travel around South America.

2 Grammar builder: future – going to a Look at these examples from the conversation. Then answer the questions. I’m going to take a French course in Canada this summer. I’m going to travel around South America for a year. 1 When do you think we use going to? a) for definite plans for the future b) for activities happening now c) for decisions made now 2 Is there an equivalent to this in your language? b Study the table. Then complete the sentences with forms of going to. Subject

Verb be

going to

Main verb

’m

going to

look for

a job

Imran

isn’t

going to

sell

his car.

Question word

Verb be

Subject

going to

Main verb

What

are

you

going to

do,

Anna?

Where

Adel

going to

travel to

next summer?

next week.

1 2 3 4 5

I _________________ work in a summer camp in August. What _________________ you _________________ do on vacation? Peter (not) _________________ play tennis this afternoon because he’s sick. When _________________ Tina and Mike _________________ get married? We (not) _________________ eat lunch outside. It’s too cold.

Unit 6

Past and future goals Lesson 2 3 Word builder:

vacation activities

Write the phrases in the box in the appropriate columns in the table.

to Miami

a story

soccer

my grandparents

my car

my bedroom

a picture

basketball

swimming

my bike

letters

my friends

play

write

paint

fix

visit

4 Writing and speaking a Write a short e-mail to a friend about your plans for a vacation. Include three things that you’re going to do. Don’t sign your name!

Hi, How are you? to go out of town? I’m not. It’s almost time for spring break! Are you going car. I’m also going to sleep a lot! I’m going to paint my bedroom and fix my Write soon,

b Work in groups. Mix up the e-mails. Take an email and read it silently. Ask questions to guess the author of the e-mail. You can ask a maximum of five questions. A: Are you going to sleep a lot, Sonia?

A: And sleep a lot?

B: No, I’m not.

B: Yes.

A: Are you going to paint your bedroom, Adam?

A: Is this your e-mail?

B: Yes, I am.

B: Yes, it is.

Unit 6

Lesson 3 Past and future goals

3 Reunions 1 Reading

Read the texts quickly. Decide if each one is: 1 2 3 4

a letter an advertisement a newspaper article an invitation.

✺ to the d e it v in e r a You

gh Austin Hi nion, eu School Rof ’96 class

l u f s s e c c u S Reunions Successful Reunions is a reunion planning company that provides services to help you plan your high school reunion. We have over 10 years’ experience organizing 3,000 school reunions. From locating all your classmates to finding a hotel, to mailing invitations and much more.

, 2006 Date: July 15 h School ig H Place: Austin :30 p.m. 11 Time: 7:30 to d video show , live band, an ail.com Buffet supper sclark@hotm Clark e-mail: RSVP: Simon 85 (512) 448-26 Telephone:

hs a✺

2 Listening and reading

a Listen to part of a program from a local radio station and match each speaker to the correct photograph. 1 2 3 4

Tom Burns John Andrews Carlos Mendez Brian Magee

Unit 6

Past and future goals Lesson 3 b Complete the profiles for the reunion brochure.

Reunion brochure

When he (6) ________ school, Carlos Mendez got a basketball scholarship to UCLA. He studied economics and (7) _____________ for the college basketball team. After college, he worked al for a bank, but he really wants to play profession but ago hs mont three basketball. He quit the bank he’s going to have a try-out with the LA Lakers!

After high school, Tom Burns (1) ________ to the University of Houston to study medicine. He finished in 2000 and specialized in sports medicine. Now he’s (2) ____________ at a hospital in Dallas and next year he’s going to s (3) ________ six months in Britain at the sport medicine unit of University Hospital, London.

Brian Magee studied English at the University of Texas when he finished at Austin High. He trained to be a teacher in Florida and now he (8) ______ a job at a school there. He’s (9)___________ a English and Drama this year. He likes living in Florid next there house a ___ and he’s going to (10) _____ year.

John Andrews took a year off after high school and (4) ________ to Asia. After that, he got his pilot’s license. He worked for a commercial airline and now he’s a pilot for American to Airlines. Next January, he’s going to (5) _________ fly 747s.

c Listen again and check your answers.

3 Grammar builder:

time expressions for past, present, and future

a Read the time expressions and decide if they refer to the a) past, b) present, or c) future. 1 Last week I was really busy. 4 We graduated from school two years ago. 2 Next Wednesday we’re going to cook Indian food.

5 Nadia is going to advertise her car tomorrow. 6 We start classes every day at 8:30 a.m.

3 Paul goes to the gym three times a week.

b Write sentences about yourself using the time expressions in exercise 3a. Then read them to a partner. c Look at these time expressions. Are they the same or different in your language? In + month: Carol started her language course in July. On + date: I‘m going to start a new job on August 26th. At + time: They have lunch at 1:00 p.m. In + year: We’re going to finish college in 2009. On + day: Mark always goes to the gym on Thursday morning. ago: He told me a week ago. times: I see them four times a year.

d Complete these sentences using the correct time expression.

1 Last night we had dinner _________ 7:30 p.m. 2 Diana’s wedding is _________ August 17th. 3 Alex was born _________ 1989. 4 _________ Thursday, we went to see Cats. 5 They finished high school three years ________. 6 We play soccer three _________ a month. 7 I’m going to have an interview _______ Tuesday. 8 I have an English class _________ Wednesday.

4 Writing and speaking a Write a personal profile for your high school reunion. Use the profiles in exercise 2b as models. b Work in groups. Imagine you are at a school reunion. Talk about your life experiences. Take notes about one of the people in your group. c Write a profile about one of your group members using the notes you made in exercise 4b.

Unit 6

Lesson 4 Past and future goals

Lifeline to continuing English 1 Speaking and reading a Your English course is almost finished. In pairs, discuss these questions. 1 What was difficult for you during this course? 2 What was easy? 3 What did you like? b Ahmed took a six-month English language course in Canada. Read the letter she wrote to his pen pal. Was Ahmed’s experience basically good or bad? c Complete the letter with phrases in the box. You can use each phrase only once. It was difficult at the beginning When I get home My English course finished last Friday. The big change in my English happened when

Dear Andrew, How are you? I can’t believe it! Six months in Canada (1) leave Vancouver and all and now I’m going home to Beirut!! I’m very sad to my friends. try, language, (2) ____________________________ – a new coun was a happy time, too. customs, and culture. But I learned a lot and it k very much because At first, I didn’t understand anything. I didn’t spea write and read, and my I was afraid people would laugh at me. But I could grammar was OK. (3) thing I did was to join a I stopped worrying about making mistakes. The best k English! (4) sports club. No one spoke Arabic so I had to spea I’m going to buy a good grammar book and dictionary. so I can read. I also want to I can buy English newspapers and books in Beirut listening and speaking? write to you, too! But what can I do to improve my Andrew, I have to go now.

Ahmed

Unit 6

d Read the letter again and answer the questions. 1 2 3 4

What was difficult for Ahmed at first? hat could he do in the beginning? W What changed his English? How is he going to improve his English?

Past and future goals Lesson 4 2 Speaking

3 Speaking, writing, and reading

In groups, discuss the questions.

a In groups, make a list of things to do to improve your English.

1 What similarities are there between Ahmed and you?

b Look at the quiz. Check (✔) how often you do things.

2 What differences are there between him and you? 3 What should he do to improve his speaking and listening?

Read books in English. c Compare your answers with a partner’s answers. You never use a dictionary! It helps you learn new words. You can use my dictionary. You speak a lot of English in class. That’s good because you practice the language. d Think about your next English course and write three or four sentences about how to improve your English. I’m going to read English books once a month. I’m going to write to a pen pal in English.

Quiz Quiz Quiz Quiz Quiz Quiz Quiz 1 review English lessons 2 listen to the radio in English 3 watch TV in English 4 use English on the Internet 5 write in English 6 ask classmates or the teacher for help 7 use a grammar book 8 use a bilingual dictionary 9 keep a vocabulary list 10 do English homework

Never

■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Almost never

■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Sometimes

■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Often

■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Always

■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Unit 6

CHECKPOINT

1 Check your progress a Read the text and write the verbs in the past simple. The best example of an all-around athlete is Jim Thorpe, a Native American who (1) _________ (be born) in 1888 in Kansas. He (2) ______________ (play) football and baseball but also (3) ___________________ (compete) in athletics, basketball, lacrosse, ice hockey, swimming, boxing, tennis, and archery. He (4) ______________ (participate) in the 1912 Olympic Games and (5) _______________ (win) gold medals for the U.S.A. in both the pentathlon and decathlon. Thorpe (6) ______________ (organize) a professional football team and (7) _________ (be) a professional baseball player. Later, he (8) ___________ (have) a few small parts in some movies. In 1950, nearly 400 American sportswriters(9) ________________ (select) Thorpe as the greatest all-around athlete and football player of the first half of the 20th century. Jim Thorpe (10) ___________ (die) in 1953. b Write questions to complete the conversation. Mike: Hi, Carl. This is Mike. (11) ______________________? Carl: Oh, hi, Mike. I’m watching TV. Mike: When did you get back from Italy? Carl: Last Monday. Mike: (12) __________________________ in Italy?

c There is one mistake in each sentence. Find it and add a word or correct the sentence.

Carl: Yes, I did. I had a really great time. Mike: (13) __________________________? Carl: I took an Italian course. Mike: (14) And ______________________? Carl: Of course I can. I speak advanced level Italian now!

16 D o you see the program on TV last night? 17 Last Thursday went to my grandmother’s house for lunch. 18 Where are you going to do this evening? 19 Van Gogh was a famous Dutch painting. 20 His son was born on February.

Mike: (15) __________________________? Carl: I stayed mainly in Rome and spent a month in Florence. It was fantastic. Score out of 20 18–20 Excellent!

15–17 Very good!

12–14 OK, but review.

9–11 You have some problems. Review units 11 and 12.

0–8 Talk to your teacher.

Checkpoint 3

2 Games to play a Over the weekend Play in groups. On a piece of paper, write three things you did over the weekend. I went shopping on Thursday morning. I played soccer on Thursday afternoon. I went to the mosque on Friday.

Put the papers in a pile. Take a paper and read it silently. Ask questions to guess the writer. A: Did you go shopping? B: Yes. A: Did you play soccer? B: No, I didn‘t.

b History game Complete the sentences with the correct form of the irregular verbs and the correct dates in the box. There is one point for every correct answer. Spelling is important! 2 The Titanic __________________ on its first voyage in __________________ . 3 Brazil __________________ the soccer World Cup in __________________ . 4 Charles Lindbergh ______________ across the Atlantic Ocean in _______________ . 5 Henry Ford __________________ the Model T automobile in __________________ . 6 Vincenzo Perrugia __________________ the ”Mona Lisa“ from the Louvre Museum in Paris in __________________ . 2 – sank, 1912 6 – stole, 1911

Answers:

Verbs

Dates

sink make win build steal fly

1911 1653 1927 2002 1912 1908

1 – built, 1653 5 – made, 1908

1 Shah Jahan __________________ the Taj Mahal in __________________ .

3 – won, 2002

4 – flew, 1927

3 Your world

Work in pairs. Discuss these questions. 1 2 3 4

Are you going to continue studying English? If yes, when and where? Where are you going to go on your next vacation? Do you have any plans for this weekend? If yes, what are you going to do? Finally, what are you going to do after this class?

4 Personal word bank

Add words that are important to you. In groups, compare your lists. Recreational activities Events and holidays Time expressions

Sequence words Phrases

to go to the park Eid three times a week After that …

Harun was a wise ruler.

Unit 7 Activate your English

At an international convention

1 Speaking and reading a Look at the photographs. Answer these questions. 1 Where are these people? 2 Are the people friends? 3 What is the event? b Complete the conversation. A: (1) ________ English? B: Yes, I do. A: Hi, I’m José Ramos. (2) ________? B: I’m Steve Daley. (3) ___________? A: Peru. (4) _______________________? B: I’m a graphic designer. c Read the convention notice. Answer these questions. 1 2 3 4 5 6

Where is the convention? What type of convention is it? How many days is the convention? Where is the registration desk? How much is the registration fee? When and where is the welcome party?

Unit 7

e Welcome to th onal ti 4th Interna vention

Software CThoe Gnrand Hotel, Rome

October 15 –18

e: Registration fe U.S. $50.00 Please register m. in the auditoriu

Welcome Party: r 15, Thursday, Octobe oom 9:00 p.m., Ballr

Activate your English Lesson 1 2 Listening, reading, and speaking a Listen to the conversation at the hotel front desk. Complete the form.

REGISTRATION

b Complete the questions. Listen to the conversation again and check your answers. 1 2 3 4 5

CARD

Guest’s nam e: (1)_______ ____________ __

A: Good morning. _________________ English? B: Yes, I do. A: What’s _________________? B: Rhonda Dubey. A: How _______________________ your name? B: R-H-O-N-D-A, Rhonda, D-U-B-E-Y, Dubey. A: And ________________________? B: The United States. A: Cash or _____________________? B: Credit card – here you are.

Nationality:

(2)_________

____________

Form of pa yment: (3) Cash ■ Credit card Room numb er: (4)

■

■■■■

c In pairs, read the conversation. Use your own information.

3 Pronunciation: sounds– the alphabet a Listen and circle the letter you hear. 1 a h j 2 b c d

3 f l x 4 l m n

5 e i y 6 a e l

A B C D E F G H I J K L M NOPQRSTUVWXYZ

b Listen and practice the alphabet. c In groups, practice spelling your name. Listen to your classmates’ pronunciation. Is it correct?

4 Word builder: countries and occupations a Look at the table. Think of other places and occupations.

Where are you from?

(I’m from) India. China.

What do you do? I’m an engineer. I’m a doctor.

Where do you work / study? (I work) at a construction company. at the state university.

b Make up an identity for yourself and fill in your details in the table below. c Talk to three classmates. Ask questions and complete the table with details about your classmates’ new identities. Ask about spelling if necessary.

Name

Hometown

Occupation

Place of work / study

Unit 7

Lesson 2 Activate your English

2 In a foreign city 1 Speaking and listening a Look at the photographs in the article. Do you recognize the city? What do you know about it?

b Read the conversation and check (✓) the statements T (true) or F (false).

b Listen to the conversation. The two people are

Mark: So you’re new to San Francisco, right? Do you like it?

a) strangers b) friends c) colleagues. c Listen again and complete this information. Name of city: (1) _________________________

Susan: Yes, I love it! I especially love Fisherman’s Wharf. Do you go there a lot?

Location: Northern coast of California

Mark: No, I don’t. It’s always full of tourists!

Main tourist attractions: Golden Gate Bridge, Fisherman’s Wharf, Chinatown

Susan: Well, what do “real” San Franciscans do? Mark: We go to parks, eat at small restaurants where tourists don’t go …

Biggest ethnic minority: (2) ________________ Main languages: English, (3) _________________ , and (4) _________________

2 Reading and speaking a Read the article from Travel Magazine and check your answers to exercise 1c.

One of the most beautiful and interesting cities in the U.S. is San Francisco. The city is on a bay on the northern coast of California, and tall hills give spectacular views of the city and the bay.

Unit 7

Susan: Oh, well, I guess I’m still a tourist! 1 Susan likes San Francisco. 2 Mark often goes to Fisherman’s Wharf. 3 Mark doesn’t like tourist attractions. 4 Susan often goes to parks. 5 Mark likes to eat at small restaurants.

T ■ T ■ T ■ T ■ T ■

F■ F■ F■ F■ F■

c In pairs, read the conversation. Use information about your city. country. Aside from English, Some of the main tourist Chinese and Spanish are n attractions are the Golde the most common languages ’s rman Fishe e, Gate Bridg spoken. So visit San Francisco Wharf, and Chinatown. and enjoy beautiful scenery, ul Tourists also love the colorf great food, and an and s, house Victorian-style international atmosphere! they think riding the famous cable cars is a lot of fun. But what do San Franciscans do for fun? They usually don’t go to tourist places like Fisherman’s Wharf. They go across the Golden Gate to a small, beautiful town called Sausalito, or they eat and shop at small places that only locals know about! San Francisco is a very international city, with ethnic groups from all over the world. The biggest group from one country is the Chinese, but there are also people from every Spanish-speaking

Activate your English Lesson 2 3 Grammar builder: review of present simple a Complete the sentences in the table. I – You – We – They

He – She – It

Affirmative

Tourists love the Victorian houses.

She ______ San Francisco.

Negative

We don’t go to tourist places.

Mark ______ go to tourist places.

Yes / No question

______ you like San Francisco? Yes, we do. / No, we ______.

Does he like it? Yes, he ______. / No, he doesn’t.

Information question

Where do they live?

Where ______ she live?

b Circle the correct verb forms. 1 I live / lives in San Francisco. 6 2 You is / are from China. 7 3 She live / lives in San Francisco. 8 9 4 Do / Does you like Chinatown? 5 What do / does Susan do? 10

We don’t live / doesn’t live in London. He don’t live / doesn’t live in London. I am / are not a doctor. Yes, we do / does. Where do / does you live?

c Complete these sentences with correct forms of the verbs in parentheses. 1 2 3 4 5 6

San Francisco _______________ (be) in California. It _______________ (attract) tourists from all over the world. What ____________ San Franciscans _______________ (like) to do? Some people there _______________ (not speak) much English. Chinatown _______________ (not have) many French restaurants. _______________ San Francisco _______________ (have) a lot of parks? Yes, it _______________ (do).

4 Word builder: countries, nationalities, and languages a Look at the examples in the table. In teams, write country – nationality – language sets. Country

Nationality

Language

France

French

United States

American

English

b The teams take turns writing country – nationality – language sets on the board. A correct set of three gets three points. Two of the elements correct get one point. The team with the most points wins!

Language assistant Countries, nationalities, and languages start with a capital letter: Brazil, Brazilian, Portuguese.

5 Speaking

In pairs, answer these questions about your city. Then compare your answers with another pair. Do you agree? 1 2 3 4

Do many tourists visit your city? Where are they from? Does your city have a lot of tourist attractions? Give some examples. What languages do the people in your city speak? What do people in your city do for fun?

Unit 7

Lesson 3 Activate your English

3 Getting to know you 1 Reading and listening a Look quickly at the conversation below and circle the correct answers. 1 2

Mario and Leo are a) friends The conversation is about a) their work

b) colleagues. b) their personal lives.

b Read the conversation again and complete it using the phrases in the box. do you like Houston I hate the weather do you play tennis I’m from New York I usually run in the morning Leo: Mario: Leo: Mario: Leo: Mario: Leo: Mario: Leo: Mario:

So you’re visiting from Colombia, right, Mario? That’s right. What about you? Are you from here in Houston? No, (1) ______________________. And (2) _____________________? Well, I like the city, and I love the job with Olson, but (3) _____________________. It’s really hot and humid in the summer. Yeah, it is. Leo, maybe you can help me. (4) ______________________. Where can I run here in Houston? There’s a nice park about two blocks from here. Hey, (5) _____________________? Yes, a little. I play on Thursdays. Do you want to play tomorrow evening? Sure, thanks.

c Listen and check your answers.

2 Listening and reading a Listen to the interview with Mario and complete the table.

Name

Mario Campos

Hometown

(1)

Occupation

production manager

Likes

(2)

Dislikes

(3)

Goals for the future

(4)

Unit 7

b Read the newsletter article about two new employees and answer these questions. 1 2 3 4 5 6 7

Where does Mario live? Who do Mario and Laura work for? What do Mario and Laura both like? Who likes going to the park? Who doesn’t like the weather in Houston? Who swims every day? What does Laura want to do?

Olson Software NEWSLETTER

New Employees Mario Campos is our new systems manager in Colombia.

He’s 32 years old, and his hometown is Bogotá. Mario likes sports, especially running. He runs four kilometers every morning! He also likes going to good restaurants. He doesn’t like watching TV, and he hates the weather in Houston. He wants to travel to Europe someday, and he wants to learn Arabic. This is Laura Hashmi, our new marketing manager here in Houston. Laura is 35, and she’s

from a small town in New Jersey. She likes swimming and playing chess. She swims every evening, and she wants to organize a company chess club at Olson! She says she also likes going to the park, museums, and good restaurants. Laura loves her new job, but she doesn’t like the traffic in Houston!

Activate your English Lesson 3 3 Grammar builder: questions with Who and What

Language assistant

a Look at the questions and answers in A and B. Then circle the best choices for the statements below.

1 It is possible to answer with only the important information: A Leo. / At Olson Software. / Going to the park. B Mario. / The salaries. / Laura. But always use do / does in answers to Type B questions with pronouns: I do / She does.

A Who does Mario know in Houston? He knows Leo. Where do Laura and Mario work? They work at Olson Software. What does Laura like doing? She likes going to the movies. B Who lives in Bogotá? What attracts people to Olson? Who likes chess? 1 2 3

Mario does. The salaries do. Laura does. And I do.

The words in bold print are a) the subjects b) the objects of the questions. When Who, What, etc. is not the subject of a question, the question has a) do / does + verb b) verb + s. When Who or What is the subject of a question, the question has a) do / does + verb b) verb + s.

You can use be in Type B questions: Who is absent today? Mary is. / Mary and Paul are.

b Select the correct answer for each question. 1 2 3 4

Who does Joe like? Who likes his boss? What does air pollution cause? What causes global warming?

A A A A

Joe does. Joe does. It causes global warming. It causes global warming.

B B B B

He likes his boss. He likes his boss. Air pollution does. Air pollution does.

c Complete these questions using the words in parentheses. 1 2 3 4 5

What _______________________? (teach / Mr. Brown) Who _______________________? (teach / systems analysis) What ______________________ naturally? (produce / oxygen) Who _______________________ in Houston? (you / know) Who _______________________? (speak / French)

He teaches elementary programming. Ms. Cook does. Plants do, and especially trees. I don’t know anybody there. Paula does.

4 Speaking and writing a Complete the questions in the table.

1 What you / do

2 How old / you

3 What / your / hometown

4 Who / speak English / in your family

5 What / you / like / doing

6 Who / your / favorite sports star

7 Who / you / want to meet

8 What / you / want to do someday

b Interview a classmate and write the answers in your notebook. c Use the information to write a short paragraph about your classmate. Use the Olson Newsletter as a model. d Put the paragraphs on the wall and read about your classmates.

Unit 7

Lesson 4 Activate your English

4 Lifeline to international travel

Mveanspyeccoiaulntries

ha h relationships weit other countri s.

this is the An example of tween Canada relationship be States. They are and the United n they both bega neighbors, and is ish es. Engl as British coloni in both ge ua the main lang is a lot of trade e er countries. Th and a lot between them, of tourism.

1 Reading, speaking, and listening a Read the text and discuss these questions. 1 2 3

What countries have a special relationship with your country? What are the reasons for this relationship? For example, do you speak the same language? Do many people from your country go to the U.S.? Why?

b In pairs, discuss and check (✓) the sentences T (true) or F (false). 1 2 3 4

Citizens of all countries need a visa to visit the U.S. You cannot work legally in the U.S. with a tourist visa. There are more than 600,000 illegal immigrants to the U.S. every year. There is a total of about 1 million immigrants a year to the U.S.

T ■ T ■ T ■ T ■

F■ F■ F■ F■

c Listen to a radio interview about tourism and immigration to the U.S. and check your answers.

Unit 7

Activate your English Lesson 4 2 Reading

Read these questions. Then find the answers in the information sheet below. Requirements for U.S. travel 1 Who do you call to get information about requirements for U.S. travel? 2 What type of visa do you need to go to a conference in the U.S.? Getting a U.S. tourist visa 3 Where do you go for a tourist visa? 4 What documents do you need for a tourist visa? Arriving in the U.S. 5 Can you complete the I–94 form in your own language? 6 Who do you give your I–94 form to when you leave the U.S.?

UNITED STATES IMMIGRATION AND NATURALIZATION SERVICE REQUIREMENTS FOR U.S. TRAVEL • Call the American Embassy or Consulate to check visa requirements for your country. • If you enter the U.S. with a tourist visa, it is illegal to work there. • You can attend professional conferences with a tourist visa. • If you are traveling to another country via the U.S., it is possible that you need a U.S. visa. Check this before you travel!

GETTING A U.S. TOURIST VISA • Apply for a tourist visa at your local U.S. Embassy or Consulate. Call to check document requirements first! • For a tourist visa, you probably need: a passport / a birth certificate / a letter from your company a property rental or purchase contract / a bank statement

ARRIVING IN THE U.S. • Complete an I–94 form. The airline can give you the form. Write the information in English. • Go through U.S. Customs and Immigration. There are usually two lines – one for U.S. citizens and residents and one for foreign visitors. • Keep your I–94 form. Return it to U.S. immigration officials when you leave the U.S. Enjoy your visit to the United States!

3 Speaking

In groups, choose an interesting country near your country. Answer these questions. 1 What language(s) do the people speak in that country? 2 What trade is there between that country and your country? 3 What places do tourists visit in that country? 4 What documents do you need to visit the country? 5 Who knows the country personally?

Unit 7

Unit 8 Your environment

A nice place to work

1 3

5 4

1 Word builder: things in an office a Match the words in the box with the things in the photograph.

calculator telephone computer

printer fax machine work station

Alison

You

space

b In pairs, make a list of other things in the photograph. How many things are on your list?

2 Listening and speaking a Listen to Alison talking to a friend about her new job. What is her opinion of the office? a) It’s fantastic. b) There are some good things and some bad things. c) She doesn’t like it. b Listen again. Check (✓) the positive things in Alison’s office. c What is important to you? Put the items on the list in order of importance to you. 1 is most important; 6 is least important. Compare your opinions with those of your classmates.

Unit 8

attractive design natural light contact with people comfortable furniture good equipment

Your environment Lesson 1 3 Writing and speaking a In pairs, write some good and bad things about your school or workplace. There’s a big cafeteria, but the food isn’t very good. There’s only one photocopier, and it’s old. We need more computers. b Compare your ideas with another pair.

4 Reading and speaking a Telecommuting is a new way to work. In pairs, look at these phrases. Which ones do you think apply to telecommuting? 1 2 3 4

People work in offices. Computers are essential. Workers can live in different countries. There isn’t much contact with people.

5 6 7 8

It’s good for the environment. There are flexible working hours. There is a lot of supervision by bosses. You have a very long work day.

b Now read the article and check your answers. c In groups, talk about the advantages and disadvantages of telecommuting. Try to add ideas to the ones in the article. A: You have flexible working hours. B: Yes, but you don’t have much contact with your colleagues.

Working from Home Work today is very different from the way it was 50 or even 20 years ago. In the past, most people got up early in the morning, traveled to their offices by bus, train, or car, worked eight hours, and traveled home again. In today’s world, many companies are changing this traditional way of working. More and more people are “telecommuters”. This means that they do not commute to an office every day; they work from home. This is possible, of course, because there are now many forms of telecommunications technology like the Internet, the fax machine, and telephone conferencing.

What are the advantages of telecommuting? Imagine you are a telecommuter and your neighbor works for a more traditional company. Your day is very different from your neighbor’s day! When he is leaving for the office at 7:00 a.m., you’re getting up. He is sitting in traffic at 7:30, and you’re drinking a cup of coffee and checking your e-mail. At 8:00, when your neighbor is arriving at the office, you’re having breakfast. After that, you begin your day’s work. You send several reports by e-mail, and then you have a teleconference with colleagues in Canada

and Italy. At lunchtime, you aren’t very hungry, so you decide to continue working. You work until about 4:00 p.m., check your e-mail for the last time, and go to the park for a run. At 6:00 p.m., you’re watching the news on TV when your neighbor arrives home. Of course, some people don’t like working from home. One disadvantage of telecommuting is that there isn’t much personal contact with colleagues and other people. Working from home can be a little lonely!

Unit 8

Lesson 2 Your environment

2 A nice place to live 1 Reading

Read the quiz and check (✓) the answers to the questions.

Saudi Arabia’s capital city is

a) Jeddah ■ b) Riyadh ■ c) Medina ■

2 Listening and speaking a Mary won a trip to Saudi Arabia in the quiz. Listen to her telephone conversation with a friend in Saudi Arabia. Check (✓) the things they decide to do. Go to Makkah Go to a museum Eat at a restaurant Buy presents Go to Medina

Want to win a trip to Saudi Arabia? Take this quiz ...

■ ■ ■ ■ ■

The population of Saudi Ara bia is approximately a) 15 million ■ b) 20 mil lion ■ c) 28 million ■

In Saudi Arabia, the second language after Arabic is a) Spanish ■ b) English ■ c) Urdu ■

b What are you probably going to do next weekend? Discuss your plans with a partner. I’m probably going shopping on Thursday. On Thursday night, I’m going to have dinner with my friends.

A Riyadh football stadium is a) Prince Mohammed bin Fahd Stadium ■ b) Prince Abdullah al-Fais al Stadium ■ c) King Fahd International Stadium

■

A famous mosque in Makka h is a) Masjid Al Haram b) ■ Masjid un-Nabawiy ■ c) King Fahd Masjid

■

3 Word builder: city characteristics a Look at the definitions and examples in the Language assistant boxes. Then write C for countable and U for uncountable for the words in the box below. tourist attraction C architecture store

information U beach pollution

poverty museum building

Language assistant

rain weather service

b Complete the sentences with correct forms of the words in exercise 3a. 1 My city is on the ocean, and there are two beautiful _________. 2 Cars and factories cause air _________ in a city. 3 There is usually good _________ in the spring, not too hot or cold. 4 Buses, subways, and hospitals are public __________. 5 Big cities usually have a lot of poor people. _________ is a serious social problem.

Unit 8

Noun person child man woman

Irregular plural people children men women

Language assistant Countable nouns are things you can count. They have a singular and a plural form: one tourist attraction, two tourist attractions. Uncountable nouns are things you cannot count. They do not have a plural form: information.

Your environment Lesson 2 4 Grammar builder: much, many, a lot of a Read the rules and examples for when to use much, many, and a lot of. Give other examples for each rule.

a lot of

Use

Examples

In statements and questions with plural nouns and uncountable nouns.

1 There are a lot of nice places here, but there’s a lot of pollution. 2 Are there a lot of old buildings? Is there a lot of pollution? 3 There isn’t a lot of crime, and there aren’t a lot of social problems.

many

In statements and questions with plural nouns. More formal than a lot of.

1 There are many things to see in Saudi Arabia. 2 Are there many good restaurants? 3 There aren’t many buses on this route.

much

In questions and negative statements with uncountable nouns.

1 Is there much rain in the winter? 2 No, there isn’t much rain in the winter, or at any time of the year!

b Now complete this conversation with much, many, or a lot of. Mary: Barbara: Mary: Barbara: Mary: Barbara: Mary: Barbara:

Saudi Arabia is great! There’s (1) __________ interesting architecture. Are there (2) _______ historic buildings? Yes, sure. There’s the Masjid al-Haram, of course, and Masjid un-Nabawiy. And (3) ________ others. There isn’t (4) ________ pollution. I thought Riyadh was really polluted! Well, it’s a little polluted, but not too bad. What about crime? Is there (5) ________ crime? Well, there is a little, as in any big city. But don’t worry, there is not much at all! OK. Hey, I’m hungry. What time is it? It’s time for lunch, and there are (6) ________ great restaurants near here. Come on!

5 Writing and speaking a In pairs, write a paragraph about a city or town in your country. Don’t write the name! You can use the words and ideas in exercises 3 and 4 to help you. It’s a small city. There isn’t much pollution or crime. There’s a good college, and there’s a lot of interesting modern architecture. b Read your paragraph to the class. Can your classmates guess the name of the place?

Unit 8

Lesson 3 Your environment

3 A big move 1 Word builder: adjectives for describing places

Look at the photographs. Use words from the table to describe the two places. Photograph A is a very large, industrial city. It’s …

Size

Activity

Appearance

Type

small

quiet

beautiful

agricultural

pretty small

fairly quiet

nice

commercial

large

busy

ugly

industrial

very large

very busy

very ugly

residential

2 Listening a Laura and her family recently moved from Birmingham, a big city in England, to Avebury, a small village in England. Listen to her conversation with Kate, a friend in Birmingham. Does Laura like Avebury?

5 Reading

b Listen to the conversation again. Circle the words in the table in exercise 1 that describe Avebury.

3 Pronunciation: contrastive stress

1 Who is the letter to? 2 What do Laura and her family like about Avebury?

a Listen to these sentences. Underline the stressed words. 1 A: Is Avebury a big village? B: No, it’s a small village. 2 She doesn’t like quiet places. She likes busy places.

Dear Kate,

b In pairs, read the statements and correct them. 1

A: Birmingham is a small city. B: No, it’s a big city. 1 Birmingham is a small city. 2 Avebury is a big village. 3 Laura likes busy places.

4 Kate likes small towns. 5 Paris is an ugly city. 6 We are bad students.

4 Writing and reading a Write a paragraph about your ideal place to live. My ideal place to live is a very large, busy city. It’s commercial, but it has nice residential areas. There’s a lot of beautiful architecture, and there are many parks and other green spaces. There are a lot of excellent restaurants. It’s near the mountains. b Put the paragraphs on the wall. Find someone with an ideal place similar to yours.

Unit 8

Read the letter and answer these questions.

We’re in our new house in Avebury. It has three big bedrooms, and the garden is enormous. The children are happy because they can have a cat! The boys’ primary school is near our house, and Jenny’s secondary school isn’t far. She likes all her classes. The boys say their teachers are very strict, but they like the school. John is really happy with his new job, and my job at the gardening center is going to be very interesting and relaxing. We have nice neighbors, and their children are about the same age as the boys. Write and tell me all your news. I miss you a lot!

Love, Laura

Your environment Lesson 3 6 Grammar builder: possessives

Language assistant

a Read the letter in exercise 5 again. Who or what do the words refer to? 1 2 3 4 5 6 7

our (line 1) It (line 1) her (line 6) their (line 7) his (line 9) my (line 10) your (line 14)

a) Kate a) the house a) the high school a) the boys a) John a) the job a) Laura

b) Laura b) the garden b) the classes b) the teachers b) the job b) Laura b) Kate

c) Laura and her family c) the bedrooms c) Jenny c) the school c) the office c) John c) news

b Complete this table. Use the letter in exercise 5 to help you.

1 Possessive adjectives do not have a plural form: her cat / her cats 2 Possessive adjectives agree with the possessor, not the possessed: He loves his parents. She loves her father. They love their mother.

Singular

Plural

Subject pronoun

Possessive adjective

Subject pronoun

Possessive adjective

our

you

your

you

___________

they

___________

she

___________

c Look at these examples and circle the correct choices for the sentences below. The boys’ primary school is near our house. Jenny’s secondary school isn’t far. 1 Use an apostrophe (‘) with a noun to indicate a) possession b) plural.

Language assistant Note these irregular plural possessives: men’s, women’s, children’s, people’s.

2 For singular nouns, use a) ‘s b) s’. 3 For plural nouns, use a) ‘s b) s’. d Write the correct possessive forms. 1 2 3 4 5

My ___________ (fathers) job is difficult. My ___________ (parents) favorite food is pizza. They love it. I have two sisters. My __________ (sisters) husbands both work from home. Their ____________ (childrens) schools are near their houses. My friend ___________ (Joes) sister teaches at one of the schools.

e Work in pairs. Student A, dictate Paragraph A to your partner; Student B, dictate Paragraph B. Check each other’s work for errors, especially with possessives.

My sister’s name is Lorena. She is married with two children. Her children’s names are Sam and Josie. Her husband’s name is Ed.

A I have two brothers. My brothers’ favorite sport is soccer. Their favorite team is al-Ayn but I don’t know the players. My favorite team is al-Ahli. They are great!

Unit 8

Lesson 4 Your environment

4 Lifeline to student life

Students have to make many decisions – which college to choose, which major to choose, etc. One of their most important decisions is where to live. The three most common options are living at home, living in a college dormitory, or living in a house or apartment with friends. We interviewed three students about the advantages and disadvantages of each lifestyle.

John Matthews: “I live (1)_______________.

Faisal Khalil: “Well, I live (2)______________.

Kevin Fisher: “I love living (3)________________.

I really like it because I meet a lot of nice people there. Also, it’s on campus, so it’s near the libraries and classrooms. We have some supervision, of course, but we also have a lot of independence – not like living at home. And I don’t have to shop for food or cook! Of course, it’s a little expensive, and some of my friends say I can’t really learn about the ‘real world’ here. But it’s fine.”

I guess I’m less independent than some of my friends, but I want to save money to go to Europe next summer. Also, I have a lot of time to study because I don’t have to worry about things like shopping, cooking, and cleaning.”

My roommates are my two best friends. It’s a little expensive, but I have a parttime job to help pay for it. I love being independent and learning to be responsible for myself. Of course, there are some disadvantages. I don’t see my family every day, and I have to shop, cook, and clean.”

Unit 8

Before you decide where to live, consider the advantages and disadvantages of all the lifestyles. Consider your preferences and personality. Talk about the options with your family.

Your environment Lesson 4

1 Reading a Read the first paragraph of the article quickly and choose the best title. a) A lifestyle decision b) College life c) Renting an apartment b Read the rest of the article and complete it using the phrases in the box.

in an apartment

at home

in a dormitory

c Match the housing options in the box with the sentences. There may be more than one possibility.

A dormitory 1 2 3 4 5 6 7 8

B home

C apartment

Students have adult supervision. A, B They have to travel to and from college. They have to cook and clean. They meet many people. It can be expensive. Students have a lot of contact with their families. They learn to be independent and to live in the “real world”. It’s very convenient for getting to college.

2 Speaking a In groups, look at the list of factors to consider in choosing student housing. Which four are the most important? s ocial contacts cost family contact

study time adult supervision independence “real world” experiences distance to college

b Where would you prefer to live: in a dormitory, at home, or in an apartment? Why?

3 Speaking and writing a In pairs, discuss these questions in relation to your country. 1 2 3

Where do most college students live? What factors are most important in this decision? (tradition, money, independence, etc.) In your opinion, what is the best option for most college students? Why?

b Write a paragraph about college students’ lifestyles in your country. In our country, most college students live … They live there primarily because … In our opinion, the best option for college students is … because … c In groups, read the essays and compare your ideas.

Unit 8

Checkpoint

1 Check your progress a Complete the conversation with the phrases in the box.

b Read and complete these paragraphs about Takayuki Ono.

nationality are you do you you speak do you spell

Takayuki Ono is (7) ______________ Japan. He

(8) __________ 23 years old. He (9) _________ in

A: Hello. Do (1) _____________________ English? B: Yes, I do.

an apartment with two friends, David and Tariq.

They are students at New York University.

A: Good. What’s (2) ___________________, please? B: It’s Takayuki Ono.

Takayuki (10) ______________ medicine. David’s

major is engineering and (11) ____________ major

is business.

A: Really? And how (5) _____________________? B: I’m 23.

in their apartment, only three beds, a table, four

chairs, and two small desks. There (13) __________

A: What (6) ______________________? B: I’m Japanese.

also two computers and a television. Takayuki and

(14) _________ friends (15) __________ have much

time to watch television. They always have a

(16) ____________ of things to read or study.

On Saturday or Sunday, they go out and relax. There

aren’t (17) ___________ good places for an evening

out in (18) _________ neighborhood. But there’s

a café with delicious cakes. Takayuki

(19) ____________ like cities and noisy places;

he (20) ______________ comfortable, quiet places.

your name old are you

A: How (3) ______________________ that? B: T-A-K-A-Y-U-K-I O-N-O, Takayuki Ono. A: Thanks. What (4) ______________________ do? B: I’m a medical student.

There isn’t (12) __________ furniture

Score out of 20 18–20 Excellent! 15–17 Very good! 12–14 OK, but review.

9–11

You have some problems. Review units 1 and 2.

0–8

Talk to your teacher.

Checkpoint 4

2 Games to play a Do the crossword puzzle quickly! Then check your answers in pairs or groups. 2

Clues down 2 You sit on this. 3 How do you _____________ your last name? 4 The opposite of busy or noisy. 7 A place for shopping. 8 A place next to the ocean.

Clues across 1 The people and language of France. 5 You can eat or write on this. 6 Two times three. 9 The opposite of beginning. 10 A person from the U.S.

6 7

b Work in groups. One student writes a place in your city on a piece of paper (for example, a shopping mall). The other students ask Yes / No questions to guess the place.

8 9

B: Is it near here? D: Are there many stores A: No. in this place? C: Do people eat there? A: Yes. A: No … uh, yes. E: Is it Cairo Tower? A: Yes!

3 Your world a Complete the table with your personal information. Then interview a classmate and complete the table with his / her information.

Information

Name

Age

Hometown

Neighborhood

Occupation

Place of work / study

Hobbies

You

Classmate

b Work with another pair. Introduce your partner to the other pair.

This is Ben. He’s 20. He’s from New York. He lives in Brooklyn. He’s a … He works at … Ben’s hobbies are ….

4 Personal word bank

Add words that are important to you. Compare your list with a classmate. Countries and languages

Office equipment

Occupations

Phrases

Oman–Arabic

photocopier

engineer

Cash or credit card?

Unit 9 Time on, time off

Unusual lives

1 Reading and speaking a Read and match the descriptions of the jobs with the photographs. 1

dentist

He’s outgoing and organized, and she likes working with people. His job is often stressful because people make last-minute decisions, but he likes it and he makes a lot of money. This month, he’s organizing two big events, one for 500 people and the other for 800.

2 A little boy is in pain, and George Scott has to help him. He needs to concentrate hard to fix the boy’s tooth without hurting him more. If his finger slips, he could cause more pain, but if he does his job properly, the boy’s tooth will be strong. His job is important as strong teeth keep people healthy.

b Answer these questions. 1 2 3 4 5

Who organizes big events? The wedding planner. Who has to work and study? Which job is the most difficult? What does a dentist do? What characteristics does a wedding planner need to have?

wedding planner

c In groups, discuss these questions. 1 2 3 4

Which of the jobs is the most stressful? Why? Which jobs exist in your country? Would you like to do either of these jobs? Why or why not? Do you know anyone who has an unusual job? What does he or she do?

2 Listening a Listen to an interview with a person with an unusual job and answer these questions. 1 What is the job? 2 Do you think it’s a good job? Why or why not? b Listen again. Then complete the newspaper article on page 23. c Listen again to check your work.

Unit 9

Time on, time off Lesson 1

This week in the Entertainment section of the newspaper, we are writing about people in the U.S.A. with unusual jobs. On Thursday, Elaine Newton went to the Pennsylvania countryside and talked to Jim Treadwell. Jim isn’t on vacation – he’s working. Jim works on a hawk conservancy. Hawks are wild (1) ____________ . The Conservancy (2) ____________ hawks and other birds of prey. Jim (3) ____________ after them and tries to make the (4) ____________ ones better. He even teaches the young ones how to (5) ____________. The Conservancy is open to the (6) ____________ most of the year. People come and watch the birds flying, and children can (7) ____________ the young ones. Jim’s certainly not a millionaire. The (8) ____________ not very good, and he works (9) ____________ days a week. But he (10) ____________ his job!

3 Pronunciation: weak forms – /ʤə/ a Listen to these questions and notice the pronunciation of do you. 1 2 3 4

What do you do? What do you do with them? Do you like your job? Do you want to meet some of them?

b In pairs, write three or four do you questions. c Work with another pair. Ask your questions. Pay attention to the pronunciation of do you.

b Use the information in the table to write a short paragraph about your partner. Use this paragraph for ideas.

My partner is a student. He studies at King Saud School. He also plays tennis and goes out with his friends. In his free time, he is learning German.

c Put the paragraphs on the wall. Read each description, guess the name of the person, and write it at the bottom of the paper. How many did you guess correctly?

4 Speaking and writing a In pairs, ask questions to complete the table with information about your partner. Ask for details about the information. Do you like it? Is it stressful, fun, difficult?

Occupation

Place of study / work

Weekend activities

Current “extra” activities

Unit 9

Make two lists. Manual Non-manual

Put these jobs into the correct lists:

attend meetings

check and answer e-mails

airline pilot bank clerk builder cook factory worker journalist secretary teacher truck driver window cleaner

entertain clients keep your desk tidy make coffee

2 Reading and speaking

make and receive phone calls

a Look at this table of expressions for work activities. In pairs, check (✔) the correct column.

wear protective clothing

work in a factory

work in an office

b Compare your answers with another pair. Do you agree? Do you disagree? Why?

I think both manual and non-manual workers have to make phone calls.

Either

1 Word builder: manual and non-manual

Manual

2 Manual and non-manual

Non-manual

Lesson 2 Time on, time off

write reports

3 Reading Five people are talking about their jobs. Match the job to the photo and the description.

“Look down there. That’s the sea and … there’s the coast over there. We arrive in Amman in about half an hour.” ___________

“I’m Canadian and I live and work in Cairo. Most of my students are Egyptians, but not all. Some of them don’t speak very much English, but some of them are very good at the language.” ___________

airline pilot cook secretary teacher truck driver

“I work in an office. I make and answer phone calls and write e-mails and letters for my boss. I work from 9 a.m. to 5 30 p.m. I have an hour for lunch. Sometimes we’re very busy and I work through my lunch hour.” ___________ “I’m going from England to Dubai at the moment. I’m taking some new machinery to a factory there. I like my job – I never know which country I’m going to next!”

A B C

___________

“I work in the kitchen in a big factory. At the moment I’m making lunch for the factory workers. Today they’re having a choice of meat and vegetables, pizza or kebabs and salad.” ___________

Unit 9

Time on, time off Lesson 2 4 Speaking and listening a Look at the photographs and answer the questions. 1 What are the people doing? 2 What jobs do you think they do? b Listen to two interviews and answer these questions. 1 2 3 4 5 6

What does Steve do? What is Steve working on right now? Does Steve work on Saturdays? What does Jim do? Where is he working now? What does he do two evenings a week?

5 Grammar builder: present simple vs. present progressive a Read the examples and match them with the tenses and uses. 1 The woman is watching TV. 2 I’m getting my master’s degree. 3 I get to work at seven.

a present simple: habits, facts, and routines b present progressive: actions in progress at the moment c present progressive: temporary actions or situations

b Write the verb tenses in the correct spaces in the table. Add examples. present progressive

present simple

tense

form

example

I / you / we / they + simple form of the verb he / she / it + simple form of the verb

I study every day. My father …

I + am + verb + -ing you / we / they + are + verb + -ing he / she / it + is + verb + -ing

c Complete the paragraph with the correct forms (present simple or present progressive) of the verbs in parentheses. Traditionally, manual workers (1) _________ (work) with their hands and non-manual workers (2) _________ (do) jobs in offices. But this (3) _________ (change). It is sometimes difficult to tell the difference between manual and non-manual jobs. Manual workers (4) _________ (spend) time in offices and on their cell phones and non-manual managers (5) _________ (go) out on site. Here is an example: you visit an oil well and see two men. One man (6) _________ (help) with the machinery, the other man (7) _________ (make) a phone call. Which is the [non-manual] manager, and which is the [manual] worker? I (8)_________(not know)!

6 Speaking a Make a list of at least three things in your life that you think are permanent or long-term, and three things that you think are temporary.

Permanent / long-term: I work in my father’s office. Temporary: I’m working for my father, but one day I want to go to college.

b In pairs, talk about your lists. Ask your partner for details.

A: What do you want to study? B: I want to study engineering. c Tell another pair about your partner. Correct your partner’s information about you if necessary.

Ahmed works in an office. Right now he’s working for his father but he wants to go to college and study engineering.

Unit 9

Lesson 3 Time on, time off

3 Festivals

1 Word builder: holidays and special days a Match the holiday or festival with the correct description and photograph. Eid-al-Fitr Fourth of July

Chinese New Year Rio Carnival

1 In China, New Year (in January or February) is a very important holiday. Most of the Chinese travel home to be with their families. Trains, buses and planes are always full of people traveling to their home towns and cities. People usually wear special clothes and eat special food on New Year’s Eve. All the parades, with traditional music, dances, and fireworks make New Year a noisy and exciting festival! _____

2 The carnival in Rio de Janeiro in February or March is one long street party. For four days millions of Brazilians celebrate carnival. There are non-stop parades – some of the parades have thousands of people, all dressed in fantastic costumes. The noise is unbelievable! _____

3 An important holiday in the U.S. is the Fourth of July – the anniversary of the signing of the Declaration of Independence, declaring the United States a separate country from Britain in 1776. Many American cities celebrate with parades, picnics and fireworks. People often have the day off work on this day. _____ 4 Muslims all over the world celebrate Eid al-Fitr, the end of the fast of Ramadan. Families usually get up very early and put on their best clothes. After a small breakfast they go to the mosque for special prayers. Then they visit the houses of friends and family relatives. _____ b Complete the table with the activities. There may be more than one activity for each festival. A watch fireworks

D wear special clothes

B visit families

E eat special food

C have parades

F is very noisy

Chinese New Year Rio Carnival Fourth of July Eid al-Fitr

Unit 9

A, B, C, D, E, F

Language assistant Remember that certain adverbs express frequency: always usually often sometimes rarely never 100%

Frequency adverbs go after the verb be: Planes are always full of people. They go before other verbs: People often have the day off work.

c Discuss these questions. 1 What are the important festivals and holidays in your country? 2 What do you usually do on these days? 3 What’s your favorite celebration or holiday? Why?

Time on, time off Lesson 3 2 Grammar builder: object pronouns a Read this conversation. Match the object pronouns (underlined) with the words in the box.

Jeff Sandra Kathy and her sister, Claire Kathy the idea

Kathy: Hey, Bob. It’s Sandra’s wedding anniversary next week. Claire and I are going shopping. What can we buy for her? Give me some ideas. Bob:

Language assistant

Well…. How about something for the kitchen?

Object pronouns go after verbs: My mother loves me and I love her.

Kathy: No, I don’t like that idea. Bob:

Why don’t you like it?

Object pronouns also go after prepositions: My brother went to the movies with him. I sat next to him.

Kathy: It’s boring. Bob:

How about… a recipe book for her and a gardening book for him?

Kathy: That’s not very exciting either. Oh, here’s my sister. Can you give us a ride to the mall? Bob:

Sure I can give you a ride. Come on.

b Look at the pronoun table. Complete the sentences with object pronouns.

1 My boss’s name is David. I see ________ in the office every day. 2 My aunt’s name is Anna. I like ________ very much. 3 Tell ________ what you want. 4 My daughter doesn’t have money for presents, but she says “I love ________ ,” and that’s the perfect present. 5 A: That watch is nice. B: Thanks. I’m buying ______ for my wife. 6 If you don’t want those pictures, give ________ to me. 7 Our children always give ________ nice anniversary presents.

Subject

Object

you

him

she

her

they

them

3 Speaking a Complete column 1 of the table with your opinions.

1 When do you give gifts to your friends?

2 What kinds of gifts do you usually give them?

3 What kinds of gifts do you like to give your mother / father?

4 What kinds of gifts do you like people to give you?

you

classmate

b Ask two classmates the questions and note their answers in the table. c Work in groups and report the answers. Do most people in the group have similar answers? We sometimes give our friends gifts. One person often gives his friends books or CDs. The other person usually gives them clothes. I usually give them jewelry or cologne.

Unit 9

Lesson 4 Time on, time off

4 Lifeline to relaxation

1 Speaking and reading

?!!

a Look at the pictures and answer these questions. 1 2 3

What is happening? How do the people feel? Do you think that you are usually a relaxed person, or are you sometimes stressed?

b Read the article and complete the suggestions below for relaxing. 1 2 3 4

Do ____________ Spend ____________ Listen ____________ Make time to ____________

2 Listening and speaking a Listen to a doctor talking about the importance of relaxation. Do people relax enough in the U.S.? b Listen again and complete this information: 1 Percentage of adults with health problems because of stress: _____________% 2 Percentage of visits to doctors because of problems caused by stress: _____________% 3 Yearly cost of stress to U.S. industry: $_____________ 4

Things included in this cost: _____________ off work, at _____________ work, people doing their work badly and medical, legal, and insurance costs.

Unit 9

Relaxation

is good for you.

In the modern world relaxing can be very difficult. Particularly in cities, people live their lives very fast. There’s just no time to relax! At college, students are under pressure to pass their exams. At work, people are under pressure to succeed. But we must all find times to relax and have fun. What can you do about it? Here are some ideas: do regular exercise. This can be your favorite sport, or just walking fast for 15 minutes a day. And don’t say “I’m too tired and I haven’t the time.” Exercise even when you are tired – and find the time. Try to spend a little time every week with friends. Talk with them and listen to them. And finally, make time just to sit and be quiet. It makes a lot of difference!

Time on, time off Lesson 4 c Read this list of activities. In groups, talk about the ones you find relaxing or stressful and why.

nouns

verbs

air travel

reading

driving family life listening to Qur’an

shopping taking exercise

your work

studying

playing computer games

A: I love air travel – I always relax on planes. B: I don’t like driving. Other drivers make me angry! C: Shopping? I don’t know. I never do it!

3 Reading and speaking a Answer the questionnaire below and check (✓) your results.

!!!

b In pairs, compare and discuss your results. A: Do you find time to do things you enjoy? B: Sometimes, but not often. A: What do you enjoy? B: I like watching sport on TV. A: Do it more often! B: And what about you?

Do you …

1 2 3 4 5 6 7 8

play sport or do other exercise? a) rarely ■ b) sometimes

■

c) often

■

find time to do things you enjoy? b) sometimes a) rarely ■

■

c) often

■

find it difficult to go to sleep? b) sometimes a) often ■

■

c) rarely

■

find time to read a good book? b) sometimes a) rarely ■

■

c) often

■

feel impatient with other people (in a line of people, behind a slow driver etc.)? a) often ■ b) sometimes ■ c) rarely ■

eat your food very quickly? b) sometimes a) often ■

enjoy spending time with friends and family? b) sometimes ■ a) rarely ■

■

c) rarely

■

c) often

■

enjoy the company of other people at work/college? a) rarely ■ b) sometimes ■ c) often

■

Results

Score: 1 for every a) answer. 2 for every b) answer. 3 for every c) answer. 8–12: Relax! You need to enjoy life more! 13–18: Life is not all relaxation for you. But it’s not a big problem! 19–24: You’re very, very relaxed. Not many things in life cause you a problem!

✔

Unit 9

Unit 10 In the past

Famous lives

1 Speaking and reading a What do you know about the man in the photograph? b Match the topics with the paragraphs in the article. a) Fans and legacy

c) Al-Nasr

b) His childhood

d) International success

c Read the article again and complete the profile.

The Diamond of Arabia

Majed Abdullah was born in Jeddah on November 1, 1959. When he was six, his father got a job as coach of the Al-Nasr youth team and the family moved to Riyadh. As a boy, Majed loved football and spent all his time playing at school and for the neighborhood team, mostly as a goalkeeper. When he was 10, a striker for his neighborhood team didn’t turn up for a game and they asked Majed to be striker instead. Majed scored two goals, his team won and he became a local celebrity.

2 From his early childhood, Majed wanted to play for his father’s club Al-Nasr. In 1975 the junior team coach saw Majed play and was so impressed that he signed the boy soon after. Majed played his first game for the first team in 1976 and scored a goal. During 22 years at Al-Nasr, Majed scored 323 more goals for the team – the most goals by any player. With Majed as striker Al-Nasr were very strong, and in 1981 they became the first team to win the ‘double’ – both the national league and the King’s Cup.

3 After only five games for Al-Nasr, the Saudi national team selected him to play in a friendly against the Portuguese team Benfica in 1977. He was just 18. Amazingly, he scored two goals in that first ever

game for his country. After that Majed played for the Saudi national team until 1994. This was the golden period of Saudi football. The national team won the Asian Cup in 1984 and 1988, and even qualified for the World Cup in 1994 with Majed as captain.

4 Majed Abdullah had a large number of great fans. People traveled from far away to watch him play and even people who didn’t like football liked to watch him on TV. There are two documentary films about him. People called him the ‘Diamond of Arabia’. When he stopped playing for Al-Nasr in 1998, the club ‘retired’ his famous number 9 shirt. Nobody else will ever wear that number.

Profile of majed abdullah Date / place of birth: ……………………………………………… Father’s occupation: ………………….……………...........…… Year of first goal for Al-Nasr: ……………………...………… Number of goals for Al-Nasr: ………………....….......……… Year of first goal for national team: ………………………… Number of years in national team: ……………………..……

Unit 10

Nickname: ………………………….............……....................

In the past Lesson 1 2 Pronunciation: past tense regular verbs a Listen and practice these past tense verbs. How is the pronunciation of the last four verbs different? loved scored

liked traveled

moved called

asked stopped

played wanted

qualified selected

b In pairs, ask and answer these questions about Majed Abdullah. Pay special attention to the pronunciation of the past tense verbs.

Student A 1 Where did Majed’s family move to when he was six? 2 As a child, which team did Majed want to play for? 3 When did Majed play his first game for Al-Nasr?

Student B 4 Who did the Saudi national team play against in 1977? 5 How many goals did Majed score in the first game for his country? 6 What did his fans call him?

3 Reading and listening a Read the conversation and circle the answers you think are correct.

A: B: A: B: A: B: A: B: A: B: A: B: A: B:

What are you doing? I’m reading a Web page about Muhammad Ali, the boxer. He must be quite old now – sixty-something? When was he born? a) In 1942 b) In 1945 c) In 1950. And where was he born? a) In New York b) In Memphis, Tennessee c) In Louisville, Kentucky. And he wasn’t always called Muhammad Ali, was he? No, his first name was a) Cassius Smith b) Cassius Jones c) Cassius Clay. He changed it when he became a Muslim. When did he do that? a) In 1958 b) in I960 c) In 1964. And when did he become famous? At the 1960 Olympic Games in a) Paris b) Rome c) London. He won a gold medal. He was world champion more than once, wasn’t he? Yes. a) Twice b) Three times c) Four times.

b Listen and check your answers.

4 Speaking and writing a In pairs, ask and answer questions to complete Box A or Box B about the person in the photograph. Refer to the conversation in exercise 3 for help. B Name: _________________ Thomas Edison Date of birth: ___________________ Place of birth: _________________ Milan, Ohio Occupation: _________________ Invented electric Greatest achievement: __________________ lightbulb __________________ Parents’ names: ________________________ First job: _____________________________ Selling newspapers on trains Date of Death: __________________

A Name: _________________ Date of birth: ___________________ February 14, 1847 Place of birth: _________________ Occupation: _________________ Inventor Greatest achievement: __________________ Parents’ names: ________________________ Samuel Edison and ________________________ Nancy Elliott First job: _____________________________ Date of Death: __________________ October 18, 1931

b Use the information in your box to write a short biography of Thomas Edison. c With your partner, compare your biographies. Is the information the same? If there are differences, look back at exercise 4a to check.

Unit 10

Lesson 2 In the past

2 Personal history 1 Reading and listening a Read the conversation and guess Ben’s answers to the questions. Write the letters of the answers in the blanks. a) a local newspaper b) I didn’t know the end!

c) I won the Sunrise Prize! d) At school

Interviewer: Today I’m talking to Ben Green. Ben’s a writer, and his book, Daylight Hours, won last year’s Sunrise Prize for a first novel.

Ben, thanks for talking to me. Tell me, did you always want to be a writer?

Ben:

Yes, I did. (1) ___________ I always liked writing, and my teachers helped me a lot. Then I went to college. I really started writing seriously there.

Interviewer: Fascinating! And did you have any other writers in your family? Ben:

Interviewer: What did you write? Ben:

Articles for the college magazine. And short stories.

Interviewer: You say your teachers helped you at school. Can you remember… who helped you most? Ben:

My English teacher, Mr Carter. He was very helpful. I admired him a lot.

No, I didn’t, not really. My mother invented stories when I was young – she told them to me when I went to bed. And my grandfather worked for (3) ___________. My father didn’t want me to be a writer. He wanted me to have a ‘real’ job. I studied law at college, and he wanted me to be a lawyer.

Interviewer: And what does he think now?

Interviewer: And, tell me, how did you get the idea for Daylight Hours?

Ben:

Interviewer: So, Ben. You’re only 25. Can we expect more prize-winning books?

Sorry – I don’t know that either. I knew the beginning of the book but, honestly, when I started writing it (2) ___________

Ben:

He changed his mind after (4) _________________________

I hope so!

b Listen and check.

2 Grammar builder: past simple tense a Read these sentences and underline the correct choice for each statement below. A At school he always liked writing. His teachers helped him a lot. B I didn’t know the end. My father didn’t want me to be a writer. C Did you always want to be a writer? Yes, I did. Did you have any other writers in your family? No, I didn’t. 1 2 3

In the affirmative, the different persons (I, you, he, etc.) use a) different past forms b) the same past form. In the negative and interrogative, the main verb is in a) the infinitive form b) the past form. In the negative and interrogative, the different persons (I, you, he, etc.) a) all use the auxiliary form did b) use different auxiliary forms.

Unit 10

In the past Lesson 2 b Complete the verb table and add four more verbs. Compare your tables in groups. Which of the verbs in your table are regular?

Infinitive

win

________

tell

________

Past

________

helped

________

started

________

worked

________

3 Grammar builder: past simple tense – Who / What questions

Look at these questions and answers and choose the correct phrase for each statement below. Who / What as subject Who helped Ben at school? What made Ben famous? Who / What as object Who did Ben admire? What did Ben write at college?

His teachers did. His book Daylight Hours did. He admired his English teacher. He wrote short stories.

1 In Who / What questions, we use did when Who / What is a) the subject b) the object of the verb.

Language assistant With both types of questions, the answers can be short: Who helped Ben at school? His teachers. What made Ben famous? His book, Daylight Hours.

2 When Who / What is the subject, the verb is in a) the infinitive form b) the past form. 3 When Who / What is the object, the main verb is in a) the infinitive form b) the past form.

4 Speaking a Complete the questions. When you were younger

My partner

1 Where / live? 2 Have / any brothers / sisters? 3 Have / many friends? 4 What / usually / do in your free time? 5 What / food / like? 6 What / favorite sport? 7 Who / admire the most? 8 Who / teach / you the most? b Answer the questions in 4a with your own information. c Now interview a classmate. Write down the answers in column 2 of the table.

5 Writing a Use the information from your interview to write a paragraph about your partner. b Give your paragraph to your partner. Read your partner’s paragraph about you and correct any incorrect information.

Unit 10

Lesson 3 In the past

3 Famous events 1 Speaking and reading

Look at the picture of Krakatoa. What do you and your classmates know about this island? What happened, or what do you think happened? Read the article and check.

Krakatoa

in the Indian Ocean the Island of Rodrigues on ple peo the 3, 188 h 27t On August rd some loud bangs. business when they hea ly dai ir o the ut abo ng goi were y were hearing the volcan s firing guns. In fact, the ! sia They thought someone wa one in Ind ing nearly 5000 km away Krakatoa. It was explod round noises for g smoke and makin underg out g win blo near s wa o can The vol eral ships were sailing Then, on August 26th, sev the of out ing com h several months in 1883. hig orted a cloud of ash 27 km the island. The sailors rep ps. shi ir the on ded lan mountain. A lot of the ash nd of Krakatoa and 165 loded, destroying the isla exp o m not because The next day the volcan people died – most of the 417 36, a. are the in s age i. This great wave towns and vill e of an enormous tsunam aus bec but lf, It itse o can of the vol sea all over the region. and traveled across the ion los exp the r afte e cam everything in its path. destroyed everyone and

2 Reading a Read the article again and put these events in the correct order. A tsunami killed many people. The volcano blew out smoke. The people on Rodrigues heard bangs. The volcano exploded. Sailors saw a cloud of ash.

■ ■ ■ ■ ■

3 Word builder: understanding words

from context

a Choose the correct meaning of these words and phrases from the text.

b Read the article again and complete this fact sheet. DATE OF EXPLOSION

DISTANCE TRAVELED BY

NAME OF VOLCANO

COUNTRY OF VOLCANO

SOUND OF EXPLOSION

PEOPLE KILLED

TOWNS AND VILLAGES DESTROYED

Unit 10

1 ocean ___

a) an exploding mountain

2 going about their daily business ___

b) a great wave in the sea

3 volcano ___

c) came down from the sky

4 landed ___

d) doing normal things

5 destroy ___

e) knock down (things), kill (people)

6 tsunami ___

f) a large area of sea

b Next to each word above, note how you guessed the meaning.

A I already knew the word. B I understood the word from the context.

In the past Lesson 3 4 Grammar builder: past progressive a Look at the rule for using the past progressive. Which of the sentences is an example of a) and which of b)? We use this tense to talk about something in progress in the past. We sometimes: a) do not specify the time or b) mention an event that interrupted the event in progress. 1 The people were going about their daily business when they heard some loud bangs. ______ 2 It was exploding nearly 5000 km away in Indonesia. ______ b Circle the appropriate forms (past progressive or simple past ) in these sentences. Say which action interrupted the other. 1 Some people had / were having lunch when Krakatoa exploded / was exploding. 2 When the volcano began / was beginning to explode, ships sailed / were sailing near the island. 3 The islanders thought / were thinking they heard the sound of guns. In fact Krakatoa exploded / was exploding. c Write the verbs in parentheses in the correct form. 1 2 3 4 5 6

Last night I ____________ (sleep) when my brother ____________ (come) home. This time last year, we ____________ (take) English 1. My parents __________ (watch) a movie when my aunt ____________ (call). When the teacher ____________ (ask) me a question, I ________________ (not listen). You weren’t home on Sunday afternoon. What ____________ you ____________ (do)? When we ____________ (arrive) at the restaurant, our friends____________ (wait).

5 Speaking and listening a In pairs, look at the picture and discuss what happened. b Listen to the police officer questioning two witnesses. Complete this table.

Time of accident

Number of people in accident

Number of men / women

Witness 1 Witness 2

c Which witness gave the correct information?

6 Speaking and writing a In small groups, think of an important event that happened in your country last year, or sometime in the last few years. b What were you doing when this event happened? Tell each other. I was (having dinner and talking to my parents) when… c Write sentences about the other students in your group. What were they doing?

Unit 10

Lesson 4 In the past

4 Lifeline to history

1 2 10 9 8 11 12 13 20 19 18 17

In the beginning

Which Mediterranean What nationality was country divided into Umm Koulthoum? two in 1974?

Which country invented the Olympic Games?

What was U.S. President Abraham Lincoln doing when he died in 1865?

Which country sent the first man into space?

Now

Who was Salahuddin Ayyubi?

What great city was founded in 753 B.C.?

Put these Russian Which island in leaders into the Who was the ruler When did the Pacific Ocean correct order: 1 Boris of Ethiopia from and India became the 50th U.S. Yeltsin 2 Vladimir 1930–1974? separate c state in 1959? Putin 3 Mikhail Gorbachev

1 Reading and speaking

In groups, play the history game. You need a die and a marker. 1 2 3 4

One student is the moderator. He / She looks at the answers. Roll the die and move your marker the corresponding number of spaces. Answer the question on the space. If your answer is correct, stay on the space. If your answer is incorrect, go back to your previous space. The first player to go from “In the Beginning” to “Now” wins!

Unit 10

When did World War II end?

In the past Unit 10 Lesson Lesson 44

3 4 7 6 5 14 15 16 7 What did Sony invent in 1982?

In which country did the Aztecs live?

What did Henry Rolls Who was President and Charles Royce of Egypt from 1954 – produce in 1906? 1970?

What did the Wright What was the capital brothers, Orville and city of Brazil before Wilbur, do in the U.S. Brasilia (in 1960)? in 1903?

What was Neil Armstrong doing on July 20, 1969?

d Pakistan become countries?

Answers to board game in exercise 1 1 Rome 2 The President of France 3 The CD player 4 a) 1960 5 Gamal Abdel Nasser 6 The first Rolls-Royce car 7 Mexico 8 Greece 9 Cyprus/Kibris 10 Egyptian 11 Russia 12 He was at the theater. 13 1945 14 They flew the first airplane 15 Rio de Janeiro 16 He was walking on the moon 17 1947 18 3, 1, 2 19 Hawaii 20 Haile Selassie

When did Muhammad Ali win an Olympic Gold Medal? a) 1960 b) 1962 c) 1964

2 Writing and speaking a Write at least three questions about well-known events or people in your country. They can be Yes / No questions (Did …?) or information questions (Who …? When …? Where …? What …?). b In groups, take turns asking the questions you have prepared. The person with the most correct answers wins.

Unit 10

Checkpoint 1 Check your progress a Write the missing questions from the box in the radio interview. Do you like your job? What do you do? Are you married? Where did you grow up? What were you doing … How old were you … b Read and complete the e-mail.

A: I’m talking to Myron Jennings, who has a very strange job. Myron, (1) _____________________ this time yesterday? B: I was protecting cowboys from angry bulls and jumping into barrels to escape. A: So, (2) _____________________, Myron? B: I’m a rodeo clown. We’re usually called bullfighters now, but we’re not like Spanish bullfighters! A: Bullfighters, I see. Myron, (3) _____________________? B: I grew up in Abilene, Texas, and there are a lot of rodeos there. I started riding bulls, but I didn’t like it, so I became a rodeo clown. A: (4) _____________________ when you became a rodeo clown? B: I was 20. And I’m 40 now, so I became a clown 20 years ago! A: (5) _____________________? B: Oh yes, I love my job. It’s pretty exciting! A: A personal question, Myron. (6) _____________________? B: Yes, I’m married. My wife is a teacher. She doesn’t really like my job because it’s dangerous, but she knows that I love it.

Hi, Mom and Dad, Well, here I am in my new job. It’s great – I really like (7) _____________ . I’m (8) _____________ this e-mail in my lunch break. Don’t worry! My boss told (9) _____________ that it’s OK. I’m (10) _____________ with some really nice people. They’re really friendly. I (11) _____________ a lot to learn, but the other people in the office (12) _____________ helping (13) _____________ . I (14) _____________ work at 8.30 and finish at 5. Yesterday evening, after work, some of us (15) _____________ for a cup of coffee. I think we’re (16) _____________ again this evening. I’m attaching a photo of me at my desk. I (17) _____________ know my friend, Mike, was taking (18) _____________ . I look very serious! Hey, what (19) _____________ you _____________ yesterday evening at 8? I called, but you (20) _____________ answer. See you soon, Love, Brian.

Score out of 20 18–20 Excellent!

15–17 Very good!

12–14 OK, but review.

9–11 You have some problems. Review units 3 and 4.

0–8 Talk to your teacher.

Checkpoint 5

2 Games to play 4

a Complete the word puzzle. 1 2 3 4 5 6 7 8

The period of time when you are young New Year is a very important festival in this country. When were you _______? On July 6, 1984. The job in exercise 1a The past tense of steal A person between the ages of 13 and 19 A man who is getting married To go from being a child to being an adult

6 5

b Work in groups. Choose a job and write a brief description. Read your description to the group. Can the others guess the job?

3 Your world 7

a Answer the questions for yourself. Then walk around the classroom and ask other people the questions. When someone has the same answer as you, write the personâ&#x20AC;&#x2122;s name. 1 2 3 4 5 6

Do you get up early on weekends? What do you usually do on Saturday nights? What were you doing yesterday at 7:00 p.m.? Where were you born? What was your favorite sport when you were a teenager? How often do you send e-mail?

4 Personal word bank

Add words that are important to you. Compare your list with a classmate.

Personal history

Spare time

At work

Irregular past tenses

be born

sport

sending e-mails

gave

Unit 11 Describing people

Who is he? A

1 Reading

Toby is applying for a new job. As part of the selection process the company wants him to write a short description of himself. Read the description and look at the photographs. Which one is Toby? I’m 24 years old, average height, slim with short blond hair and blue eyes. I’m athletic – I love most sports. I like casual clothes, but I’m always smart for work. I’m outgoing and easy to get on with. I make friends easily.

2 Word builder: physical descriptions

Language assistant

a Use the words in the table to describe one of the people in the other photographs. Give your description to another student to guess which person you are describing.

We usually describe hair in the order shown in the table: length, type, color: short, curly blond hair.

Joe isn’t 30, and he isn’t athletic. He’s … Height (be)

Body type (be)

Hair length (have) Hair type (have) Hair color (have) Eye color (have)

tall

overweight

long

curly

black

brown

average length

wavy

blond

gray

average height heavy short

average weight short

straight

brown

blue

slim

red

green

gray

b Write a description of yourself and another person in the classroom – another student or your teacher. Don’t write the person’s name. He’s tall and slim. He has blue eyes and … c In groups, read your description. The group guesses the person. Who wrote the best description?

Unit 11

Describing people Lesson 1 3 Pronunciation: word stress a Look at the words in the box. Guess the stressed syllable. difficult creative

serious honest professional dependable

generous intelligent

attractive outgoing

b Now listen and check. c Listen again and practice the words.

4 Listening a Bob met an old friend, Paul, at a wedding at the weekend. He’s telling his colleagues in work about Paul. Listen to the conversation and look at the photograph. Which man is Paul? b Listen again and complete the table about Paul.

Personality

Likes

outgoing

most sports

5 Writing a Make notes about a famous person in your country – a politician, a sportsperson, someone on television. b Using your notes, describe the person to another student. Don’t say the person’s name. Can the other student guess who he/she is?

Language assistant To ask about appearance: What does he / she look like? To ask about personality: What is he / she like?

Unit 11

Lesson 2 Describing people

2 Visitors 1 Listening, reading, and speaking a Listen and read the conversation below. Dave:

You’re looking smart, Pete. What’s the important occasion?

Pete:

We’ve got an important visitor from Abu Dhabi. My boss wants me to take him out for the evening.

Dave:

Why you?

Pete:

Well, he’s in his twenties – about the same age as me. And we both like soccer. My boss says he’s a very nice guy and he speaks really good English.

Dave: Pete:

b Are these statements true or false? 1 The visitor is older than Pete.

What are you doing? Where are you taking him?

2 Pete’s boss knows the visitor.

I’m meeting him at his hotel at seven o’clock and then I’m taking him out for a good meal. I think we’re going to the new Lebanese restaurant on Hill Avenue.

3 Pete knows the visitor. 4 Pete’s taking him for a meal at his hotel. 5 Pete’s paying for the meal.

Dave:

That’s expensive. I hope your company is paying!

c Look at the photograph. Which person is Pete. Why?

Pete:

Of course!

d Work in pairs. You are taking a foreign visitor out for the evening in your town. Make plans.

2 Grammar builder: present progressive as future a Look at these sentences from the conversation in exercise 1a. What are you doing? I'm meeting him at his hotel at 7 o’clock. Do they refer to a) an action in progress or b) a definite plan in the future? b Match the uses of the present progressive with the sentences. A B C

an action in progress at the moment of speaking a temporary action in progress for an extended period of time a definite plan in the near future

1 2 3

I’m seeing my friend Mary on Sunday. A: Where’s Tony? B: He’s doing his homework in the library. I’m taking eight classes this semester.

c Complete the e-mail with the correct forms of the verbs in parentheses.

Hi Joe, My boss I’m sorry, but I can’t meet you this evening. n visitor ! foreig a ain entert to me ant) _____(w ______ (1) _____ (take) him out to (2) ___________ (meet) him at seven and (3) ______ h and (5) ___________ Englis a restaurant. He (4) ___________ (speak) good there! ms (like) soccer, so no proble office tomorrow evening. We (6) ___________ (have) a late meeting in the day? (7) ___________ (be) Thurs on work after But perhaps we can meet that O.K. with you? All the best, Pete

Unit 11

Describing people Lesson 2 3 Listening a Listen to the conversation. Is the meeting successful?

b Listen again. Choose the correct sentences. 1 Zayed Al-Fahim is a) an informal person b) a formal person. 2 It a) is b) isn’t his first time in New York. 3 He’s staying in New York for a) two b) three nights. 4 He’s going to a soccer match in a) England b) France. 5 Pete a) is b) isn’t going to the match with him.

4 Speaking a Check (✓) the activities you like doing. b In groups, talk about your plans for the weekend. Are you doing anything special? Who has the most interesting plans? A: What are you doing this weekend, Amin? B: Nothing exciting. I’m staying home and watching DVDs on Thursday. On Friday, I’m going out to dinner with my family. What about you, Falak? C: On Thursday, I’m going shopping with my friends. I’m cooking dinner for my parents on Friday night.

Language assistant Consonant–vowel–consonant: double the final consonant (shop–shopping) Consonant + e: drop the -e (dive–diving)

I like … going

going + verb + -ing

out

shopping

out of town

swimming

out to dinner / lunch

jogging

to parks

bowling

to museums

picnicking

to soccer games

sightseeing

to the mosque

horseback riding

to the beach

sailing

Unit 11

Lesson 3 Describing people

3 Meeting new people

1 Listening a Look at the picture, listen, and check (✓) the people who are mentioned. b Listen again. How do the speakers describe the people they are talking about? Conversation 1 Second man: There are five men with _________________. First man: The one __________________ to the blond man. Conversation 2 Second man: Who's that guy _____________________ on the sofa? Second man: The one with _________________.

2 Grammar builder: prepositional modifiers You can identify people in two ways: 1 the man / the guy / the woman / the girl / the person / the one + -ing verb: the man sitting on the sofa / the one talking to the gray-haired woman 2 the man / the guy / the woman / the girl / the person / the one + prepositional phrase: the girl in the red dress / the guy with short dark hair a Rewrite these sentences using a preposition or an -ing verb. 1 2 3

100

I know the guy. He has a CD in his hand. I know the guy with a CD in his hand. I know the guy. He’s holding CDs. I want to talk to the guy. He’s with Jay Dalton.

Unit 11

4 See that guy? He has brown curly hair. 5 I think the guy is Paul’s brother. He’s in a red shirt. 6 There’s a guy. He’s eating cake on the sofa.

Describing people Lesson 3 b In pairs, identify people in the picture. Point to the person your partner is identifying.

Language assistant

A: The guy in the suit (or The guy wearing a suit).

You can replace the verb have with the preposition with to identify someone. Tom has black hair. Tom is the guy with black hair.

B: (Point to the man) c Identify your classmates. A: He’s the one talking to Ahmed.

C: He’s the guy in a green shirt.

B: Fahd?

D: Steve?

A: Yes.

C: No, the one sitting next to Walid.

D: Oh, David.

3 Word builder: small talk

At a party

When we want to get to know someone, we often use “small talk” to open a conversation and to keep it going. Some common topics of small talk are the following: 1 Comments on what is happening at the moment (a party, a soccer game, etc.)

You can replace wearing with the preposition in: Colin is the guy wearing jeans. Colin is the guy in jeans.

Man 1: Excuse me, could I have more juice, please?

Man 1: Yes, how about you?

3 A request for something (the time, something to drink at a party, a pen in class, etc.) 4 The weather and climate

Man 1: Great party!

Man 2: Yeah, it is. (3) _____

5 Obvious common interests (books, hobbies, etc.) a Which of the topics above are used for small talk in your country? b Match the sentences in the box with the conversations. Then match each conversation with one of the topics above.

By the way, my name’s Mark. So, do you go to a lot of parties? Do you come here often?

c Choose two of the conversations from above. Walk around the classroom and act out the conversations with your classmates.

Man 2: Me, too. (2) _____

Man 2: Sure. (1) _____

2 Personal questions – but not too personal! (where the other person is from, what the person does, where he or she studies, etc.)

You’re Paul’s brother, right? Are you enjoying the party? Better than in winter.

Man 1: It’s nice to meet you. I’m John.

Man 1: (4) _____

Man 2: Yes. My name’s Jim.

Man 1: No, not often.

Man 1: Hi, I’m Frank.

In the park Man 1: Nice day. isn’t it?

Man: It's beautiful at this time of year.

Man 2: Yeah, it’s great.

Man 1: (5) _____

Man: Yes, it is.

Man 2: Every day.

Man: (6) _____

Unit 11

101

Lesson 4 Describing people

4 Lifeline to descriptions FOCUS on TWINS Nobody believes it, but Paul and John are twins. Why don’t people believe it? Because they are totally different in looks and personality. Paul is tall and thin with straight hair and John is a little overweight, below average height and has curly hair. John’s very outgoing – he loves having people around him. He loves sports and he’s a very keen horseback rider. Paul is shy. It takes him a long time to make friends and he’s not at all sporty.

1 Reading and speaking a Look at the photograph above. Which man is John and which is Paul?

Discuss the reasons for your decision with your partner.

b Discuss other differences between John and Paul. John’s wearing … Paul has … c Describe your brother or sister or other close relative to your partner.

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Unit 11

Describing people Lesson 4 2 Listening a Listen to one of the brothers talking about their childhood. b Which brother is talking, John or Paul? Why do you think so? c Listen again and write J (John) or P (Paul) next to the statements. 1 ___ liked playing with his friends. 2 ___ liked reading. 3 ___ watching old films on TV. 4 ___ didn’t like school. 5 ___ didn’t do his homework. 6 ___ passed his exams.

3 Speaking a Check (✔) your physical and personality characteristics. Then circle the characteristics of your best friend or husband/wife. Is he/she like you, or different?

APPEARANCE

BODY EYES

PERSONALITY

HAIR

tall brown

long

blond

calm

shy

overweight blue

short

brown

nervous

emotional

average height green

average length

black

energetic

athletic

average weight

curly

red

imaginative

romantic

short

straight

happy

practical

slim

wavy

outgoing

introspective

b In groups, talk about the results. Are most people’s best friends / husbands / wives similar to them, or different? I’m not very athletic. I think I’m … and … I’m a little … He’s / She’s …

4 Speaking and writing a Your teacher will leave the room. He / she is going missing! b In pairs, complete this missing person form to help the police to find him / her.

POLICE STATION information about missing person PLEASE ANSWER THESE QUESTIONS ABOUT THE MISSING PERSON First Name __________________________________________________________________ Family Name _________________________________________________________________ Age __________________ Nationality ____________________________________ How tall is he/she? _________________ What is the color of his/her: Eyes ______________________ Hair __________________ What is he/she wearing? ______________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Can you give any other information that may help us to find him/her? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Unit 11

103

Unit 12 Time out

On the town

1 Reading and speaking

Read the text and answer these questions. 1 2 3 4 5 6

What subject does the museum cover? What can you see there? What can you learn about? Which ministry is it associated with? What do visitors have to be to enter the museum? Where is the museum?

The King Abdu l Aziz Military Museum at Riya dh association with is in the Ministry of Defense and Aviation of Saudi Arabia. It is one of the finest mus eums in the Kingdom of Sa udi Arabia. Visitors can ad mire the rare and exotic colle ctions, and learn about th e progress of th e

★

celebrated Saud i forces. There are displays of everything fro m weapons to m ilitary uniform s. You need to be affiliated to th e Administration of the Military College. ADDRESS

King Abdul Az iz Military Colle ge Salbourkh Ro ad Riyadh

2 Word builder: prepositions and directions

Look at the map on page 105. In pairs, complete the paragraph with the correct place names. The Donnell Library is in (1) ________________ . It’s on (2) ________________ Street, across from Manhattan the (3) ________________ . The Museum of Modern Art is between (4) ________________ and the (5) ________________ Museum. The Dorset Hotel is behind the (6) ________________ Museum and the (7) ________________ . The Donnell Library is near (8) ________________ , New York’s famous theater street. From the library, turn left on 53rd Street, go three blocks, cross Broadway, and you’re at the (9) ________________ Theater. From the Donnell Library, turn right, then turn left at the corner of Fifth Avenue, go two blocks, and you’re at the (10) ________________ Club. It’s on the corner of Fifth Avenue and 54th Street, on your left.

Language assistant

Prepositions

behind

104

Unit 12

across from

between

next to

near

Time out Lesson 1

Carnegie Hall

Peninsular Hotel University Club

Dorset Hotel Folk Art Museum

Broadway

Museum of Modern Art

Donnell Library

Rosie O’Grady’s

3 Listening

4 Pronunciation: stress and weak forms

Listen and underline the stressed syllables. Note the pronunciation of at, of, from, to and the, a, an. Then practice saying the sentences.

1 Turn left at the corner. 2 It’s at the end of the block. 3 It’s across from a restaurant.

Look at the map and listen to the librarian in the Donnell Library giving directions to three people. Write the names of the places. 1 ________________

4 It’s next to the museum. 5 They’re at a hotel. 6 It’s near an art gallery.

2 ________________

5 Writing and speaking

3 ________________

a In pairs, use the map above to write a conversation asking for directions. You are at Rosie O’Grady’s. A: Excuse me. How do I get to the Dorset Hotel? B: Turn left on Seventh Avenue. Go two blocks and turn right on 54th Street. Cross the Avenue of the Americas and go half a block. The hotel is on your right. A: Thanks. b Act out the conversation for your class. c In pairs, practice giving directions to places in your area.

Unit 12

105

Lesson 2 Time out

2 What’s happening? 1 Speaking and reading a Discuss with a partner things you like to do on weekends, for example, going to the park, eating out, etc. Make a list. b Read this list of things to do in London and out of town. Are there any similar activities on your list? 1 shopping

Things to do at the weekend.

It’s your choice!

Shop till you drop Whole day shopping expedition in the West End. Oxford Street, Harrods, Bond Street. Each person receives £50 to get you started! 0900–1600. Lunch included.

Football – Premier League Match See the London footballing giants Chelsea and Arsenal come head to head at Chelsea’s Stamford Bridge ground. Lunch before the match. Kick-off 1430.

The Sights of London All day sightseeing excursion. Boat on the River Thames to historic Greenwich. Coach back to the centre of the city taking in the sights. Finish with a ride on the London Eye. 0900 – 1700. Lunch included. Out of Town All day excursion to Oxford. Visit this historic University City and have a guided tour round one of the colleges. Have lunch in a restaurant by the river.

Time to explore the shops and the City. 0830 – 1830.

c Your class has won a holiday in London. Included in the holiday is a free Saturday activity. In groups look again at the activities in exercise 1b. Agree on one of the activities for your group.

2 Listening and speaking a Look at the activities again and listen to two people making plans for Saturday. Which activity do they agree on? b Listen to the conversation again and choose the correct answers.

106

1 They aren’t going to the football match because:

3 They’re not going to the park because:

a) they can watch football at home

a) they can do that at home

b) one of them doesn’t like football.

b) they don’t know where it is.

2 They aren’t going shopping because:

4 a) They can go sightseeing with the group.

a) it’s too expensive

b) one of them doesn’t like shopping.

Unit 12

b) They can go sightseeing by themselves.

Time out Lesson 2 3 Grammar builder: gerunds and infinitives a Look at the table and the sentences after it. Match the sentences with the categories in the table. B Specific wishes

C Suggestions

D Accepting

E Rejecting

I love eating out.

*I’d like to eat out.

Why don’t we eat at Mamma Mia?

Good idea.

*I’d rather not.

I love going to the park.

*I’d love to go to Oxford.

Why don’t we choose this one?

That’s fine with me.

No, I don’t think so.

Note: *I’d = I would

A General likes

1 Well, I don’t really want to do that. ■ 2 I’d prefer to go to the park. ■ 3 How about going for dinner? ■ 4 I like watching pro basketball. ■ 5 Yes, I’d love to see it.

■

b Look at the examples in the table above and choose the best way to complete the rules. Write another example for each rule. 1 like, love, enjoy, prefer, hate + a) simple infinitive b) verb + -ing Example: ___________________________ 2 would like, would love, would prefer, want + a) to + verb b) verb + -ing Example: ___________________________ 3 Why don’t we, Let’s + a) to + verb b) simple infinitive Example: ___________________________

c Complete these sentences with the appropriate form of the verb in parentheses (to + verb, or verb + -ing). 1 2 3 4 5 6

Mark loves _______________ (go) shopping. We all want _______________ (see) the tourist sites. I always enjoy _______________ (go) out with my friends. I like _______________ (go) to the beach on vacation. I’d prefer _______________ (go) to Oxford than to a football match. Let’s _______________ (go) to that new Italian restaurant.

Language assistant After like, love, and prefer, we often use verb + -ing, but to + verb is also possible. My sister loves cooking / to cook. I hate watching / to watch soccer.

4 Speaking

In groups, make a plan for going out with a friend, using expressions from the box in exercise 3a. You can use the conversation below as a model. A: Why don’t we go shopping? B: I don’t like shopping. I’d prefer to play a game. C: Me too. I’d like to play chess. A: Ok, who has a chess board? C: I have one at home. Let’s meet at my house at 12:00. A: Fine. B: OK. See you on Thursday.

Unit 12

107

Lesson 3â&#x20AC;&#x192; Time out

3 Internet! 1 Speaking a Ask questions to find classmates who like doing these things. 1 Always enjoy surfing the net. Do you always enjoy surfing the net? 2 Would like to surf the net every evening. 3 Like surfing the net once or twice a week. 4 Prefer doing other things. b In groups, compare your results. Are there people who never surf the net? Are there some who do it every day?

2 Word builder: computers a Match the words in the box with the things in the picture. keyboard laptop monitor mouse mouse mat printer screen speaker web cam A keyboard

D H

E D

A B I

b In groups, discuss why you use computers. I use my computer to write e-mails. I also surf the net to help with my school research â&#x20AC;Ś

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Unit 12

Time out Lesson 3 3 Speaking and listening a Listen to the conversation. What are Anna and Julie talking about? b Listen again and answer the questions. 1 What is Julie’s plan for this evening? 2 What does Anna offer to do? (help/bring/write) 3 What does Julie offer to do? (cook)

4 Grammar builder: going to / will / won’t a Look at these sentences from the conversation in exercise 3. Match the underlined sentences and phrases with the uses in the box.

A a prediction B a definite plan C an offer

1–A

1 Anna: Oh, Julie. Look at the time! (1) We won’t get this research finished today. Julie: I know. (2) I’m going to work on it at home, this evening. Anna: Not by yourself, Julie. (3) I’ll help you. Julie: Will you? That would be great. Anna: Sure. (4) I’ll bring my laptop round to your place and we can spend the evening working on it together. You can surf the net and I’ll write up the report. (5) We’ll finish it in no time! b Complete the sentences with going to, will, or won’t. 1 A: B:

Let’s go to the match on Saturday. Good idea. I _______________ buy the tickets.

2 A: B:

Why did you buy that paint? Because I _______________ paint my bathroom.

3 A: B:

Peter’s a fantastic cook. Yeah. The dinner at his house tonight _______________ be great!

4 A:

You _______________ like this salad because it has avocados, and you hate avocados.

Language assistant Remember that for very definite plans in the near future, you can also use the present progressive: She’s cooking dinner for her parents on Friday. If you aren’t sure, use going to. It’s always correct for future plans.

c In pairs, read the conversations to check your answers. d Match the uses in the box in exercise 4a with the conversations in exercise 4b.

5 Writing and speaking a In small groups write a conversation including plans for this evening. Try to include going to, will and won’t. You can use the conversation below as a model.

A: I can’t, I’m afraid. I’m going round to see my parents later. C: You won’t be late. It’s very quick. That’s why it’s called fast food!

A: What are you doing this evening?

A: Maybe…

B: I’m going to buy some food, then I’m going home to cook and maybe watch a DVD.

B: I’ll come with you. Then I won’t need to shop and cook!

C: That doesn’t sound very interesting! I’m going to try that new fast food restaurant on the corner. Why don’t you both come with me?

b Act out your conversation for the class.

Unit 12

109

Lesson 4 Time out

4 Lifeline to food management

1 Speaking and reading a In groups, answer these questions. 1 Do you often eat in restaurants? Can you recommend any? 2 Do you often eat fast food? What fast food do you eat (burgers, kebabs, fried chicken, pizza, etc.)? b Look at these paragraph headings. Then read the article and write the headings in the appropriate spaces. a) The ingredients of success b) The franchise system c) Big business

FAST FOO D ➤➤➤➤➤➤➤ 1 ____________________________ I n today’s busy world, fast food is very big business. Americans spend more than $100 billion annually on fast food! There are franchises in almost every country in the world. Burgers are still the biggest sellers, but fried chicken and pizza now represent a large part of the industry. 2 ____________________________ hy is fast food so successful? First, because it offers a limited W menu, which means cheaper food and quicker service. Second, fast–food companies have enormous numbers of restaurants, so they are very well-known and easy to find. So, for people in a hurry, fast food offers a quick, cheap eating option. 3 ____________________________ he rapid expansion of the fast-food industry is the result of T the franchise system. A franchise is the exclusive right to sell a company’s products or services in a certain area. The franchiser provides the name, advertising, the product, staff training, and quality control. As an example of the effectiveness of franchising, in the 1980s McDonald’s opened a new restaurant somewhere in the world every 17 hours!

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Unit 12

Time out Lesson 4

c Read the article again and complete these notes. 1 2 3 4 5 6

Annual spending on fast food in the U.S. The most popular fast-food product Advantages of offering a limited menu Advantages of having a large number of restaurants Definition of “franchise” What the franchiser offers the franchisee

$100 billion __________________________ __________________________ __________________________ __________________________ __________________________ __________________________

2 Speaking and writing a Imagine that you are going to start a new fast-food business. Name as many types of food and types of customers as you can. Food: Italian, veggie burgers, … Customers: children, business people, … b In pairs, complete the table with ideas for your fast-food business. Types of food

Types of customer

Location

chicken burgers

c Work in pairs and write a short proposal for your new business. Our business, “Chickburgers”, is going to sell chicken burgers. We are going to have our own chicken farm. We’re going to put Chickburgers near … We think our main customers will be … d Put your proposal on the wall. Vote for the best proposal (not your own!).

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111

Checkpoint

1 Check your progress a Read this conversation. Complete it with appropriate forms of the verbs in parentheses. Susan: My family and I (1) ____________ (go) for a picnic on Thursday, Marcy. Why don’t you (2) ____________ (come)? Marcy: Sure, that (3) ____________ (sound) great! I’d love (4) ____________ (come). Where are you going? Susan: There’s a place by the river we know, just outside town. It’s beautiful. You (5) ____________ (love) it! Marcy: Fantastic! Thanks so much. I really enjoy (6) ____________ (go) for picnics. Susan: Can you come round to my place in the morning? We (7) ____________ (leave) at about 11. Marcy: That’s cool! I (8) ____________ (be) there then. And I (9) ____________ (bring) some food. Susan: No, no! My mother always (10) ____________ (take) too much food on picnics. Marcy: OK. But what would your mother like as a little present? Susan: It’s not necessary, Marcy. Marcy: But I want to! b Use the words in the box to complete the directions to the restaurant.

corner

blocks

right

across

turn

Brandon: OK, James, see you at the restaurant. James: Wait, how do I get there? Brandon: From your house, take Carlton Avenue to Princeton. (11) _________ right on Princeton. (12) ___________ four blocks to Mason and turn left. James: Uh … OK, OK. Turn (13) __________ on Mason? Brandon: No, left. Then go two (14) ____________ on Mason and turn left (15) _________ Fifth Street. Go past Wal-Mart and turn right (16) __________ the (17) ___________ of Fifth and Pine. The restaurant is (18) ________ Pine, (19) _________ to a supermarket. It’s (20) __________ from a big bank. James: OK, see you there at about nine o’clock.

Score out of 20 18–20 Excellent! 15–17 Very good! 12–14 OK, but review.

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9–11

You have some problems. Review units 5 and 6.

0–8

Talk to your teacher.

Checkpoint 6

2 Games to play a Work in groups. One student secretly writes the name of a place near your school on a piece of paper, and then gives directions there. The others try to guess the place. A: Turn right outside this building. Go four blocks and turn left … B: Is it the zoo? A: No, it isn’t. Turn left and walk past the zoo. Cross Al Khatib Street and … C: Is it …? b Work in groups. One student secretly writes the name of a resort or vacation center on a piece of paper, and then describes plans for a vacation there. The others try to guess the place. A: I’m going to swim and go to the mountains. I’m going to eat Lebanese food. I’m going to see famous people, maybe a prince … B: Is it Beirut? A: Yes, it is!

3 Your world a A visitor is coming to your town or city. In pairs, decide on at least four attractions or activities that he/she might like to see or do (like the London attractions on page 50). b Tell another pair about the attractions or activities. Combine the best ideas to create a fantastic day or evening out.

4 Personal word bank

Add words that are important to you. Compare your list with a classmate.

Physical descriptions

Personality

Food and drink

Location

Phrases

average height and weight

dependable

soup

on the corner of

That’s cool.

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Irregular verbs

114

Infinitive

Past simple

Infinitive

was / were

leave

left

become

became

lose

lost

begin

began

make

made

break

broke

meet

met

build

built

put

buy

bought

quit

can

could

read

choose

chose

run

ran

come

came

say

said

cut

see

saw

did

sell

sold

draw

drew

send

sent

drink

drank

shine

shone

drive

drove

sing

sang

eat

ate

sink

sank

fall

fell

sit

sat

feel

felt

sleep

slept

fight

fought

speak

spoke

fly

flew

spend

spent

forget

forgot

stand

stood

get

got

steal

stole

get up

got up

swim

swam

give

gave

take

took

went

tell

told

grow up

grew up

think

thought

have

had

understand

understood

hear

heard

wear

wore

hurt

win

won

keep

kept

write

wrote

know

knew

Past simple

Pronunciation

Pronunciation Vowels

Consonants

The alphabet

/i/

eat

/b/ bat

/eɪ/

/i/

/e/

/aɪ/

/oʊ/

/u/

/ɑr/

/ɪ/

sit

/k/

cat

/eɪ/ wait

/tʃ/ chair

/e/

/d/ dog

/æ/ hat

/f/

/aɪ/ write

/g/ girl

/ʌ/

/h/ hat

/u/ food

/ʤ/ July

/ʊ/ good

/l/

/oʊ/ go

/m/ man

/ɔ/

/n/ new

get

but

saw

fat

/ɑ/ hot

/p/ pet

/aʊ/ cow

/kw/ queen

/ɔɪ/ boy

/r/

run

/ɜr/ her

/s/

see

/ə/

/ʃ/

shirt

/t/

talk

sofa

/ð/ the /ɵ/ thin /v/

voice

/w/ where /j/

you

/ŋ/ sing (as final sound) /z/

zoo

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Learner training

Learner training 1 Grammar terms

The Workbook and the Student’s Book use some English grammar words. It is important to know these basic terms: noun, singular, plural, verb, adverb, adjective, and contraction.

Task 1 Study the table and examples. Add your own examples or put a translation in the last column. Grammar word

Meaning

Example

Your example or translation

noun singular plural verb adverb adjective contraction

thing or person one thing or person two or more things or people activity describes a verb describes a thing or person short form

book, doctor table, student tables, students I work in a bank. You write carefully. a tall person She’s Lebanese.

Task 2 Put the words in the correct column in the table. he’s blue teachers come aggressively do pilot excellent hotel cars slowly I’m Singular noun

Plural noun

Verb

Adverb

Adjective

Contraction

Language assistant Some words can be the same for more than one grammar form: a discount (n) to discount (v) For this reason, it is always a good idea to note the part of speech in your vocabulary notebook.

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Learner training

2 Recording vocabulary

It is important to record basic information about new vocabulary. It’s also a good idea to use abbreviations for different types of words: noun (n).

Task 3 Write abbreviations for these types of words: Verb ( _________ ) Adverb ( _________ ) Adjective (_________ ) It is also important to record: • word stress • part of speech (use abbreviations) • difficult sounds for you • an example literature (n) I love reading and I studied literature in college. This will help you to remember and to use the words correctly later. It can be easier to remember vocabulary if you organize it into groups and give examples. Here are some ways to organize vocabulary found in this book. 1 By theme

2 By word class

3 Alphabetically

Jobs

Verb: to work

I’m a sales representative.

Noun: a worker

alphabet

I work in a company.

You work hard (adv).

Australia

4 In a spidergram

brown __________

__________

hair

__________

Task 4 Choose an area of vocabulary. Decide on the best technique to record it.

Suggested answers: (v) (adv) (adj) Task 3 teachers, cars

pilot, hotel

Plural noun:

Singular noun: Task 2 Answers

117

come, do Verb:

aggressively, slowly Adverb:

blue, excellent Adjective:

he’s, I’m Contraction:

Spelling rules

Spelling rules Rule 1: Contractions Contractions (contracted verb forms) are used in the Workbook and the Student’s Book. Use apostrophes to show where letters are missing in contracted forms: I don’t (do not) speak Russian. In English, contractions are common when people speak, and when they write to friends, for example. Using contractions sounds natural. Recognizing them also makes listening easier. I am = I’m

I am not = I’m not

Task 1

Write the contracted forms

He’s Omani He is Omani. ______________________________________________________________________________ 1 I am from Spain. _ __________________________________________________________________________ 2 I cannot swim. _____________________________________________________________________________ 3 He does not like running. _ ___________________________________________________________________ 4 Where is the art musem? _____________________________________________________________________ 5 We are going on vacation in June. _____________________________________________________________

Rule 2: Apostrophes to indicate possession

Apostrophes are also used to indicate possession.

John’s book = the book that belongs to John.

Rule 3: Capital letters Use capital letters for: • names of places and people: Jane lives in London. • names of days, months: They came here on Wednesday.

Use question marks only at the end of a question:

• languages and nationality: She’s French and she speaks French.

What’s your name?

• the beginning of a sentence: Her mother is very angry. Task 2

Rewrite the text by using capital letters where necessary. M my name is john. i’m an english teacher. i live in dubai. i came to live here in july. i speak russian and arabic very well.

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Language assistant

Spelling rules

Rule 4: Plurals • To form plural nouns, we usually add -s: a car – two cars • When nouns end in -y after a consonant, change the -y to -ie and add -s: a baby – two babies • When nouns end in -ch or -sh, add -es: a watch – two watches • There are some irregular plurals: man – men, child – children, person – people

Language assistant

Adjectives do not take a plural form:

Uncountable nouns do not take a plural form: Cheese is nice. Cheeses are nices.

a nice boy two nice boys two nices boys

Task 3

Rewrite the text using the plural where necessary. Madrid is the capital of Spain. There are many person in Madrid. The art gallery are very famous. The food is delicious there. The weather is very good, too. In summer, we like to go to one of the park. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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Macmillan Education Ltd Between Towns Road, Oxford, OX4 3PP A division of Macmillan Publishers Limited Companies and representatives throughout the world ISBN: 978-0-230-73516-3 Text © Macmillan Publishers Ltd 2009 Written by Simon Brewster, Paul Davies and Mickey Rogers Additional text for this edition by Carolyn Theriault and Chris Ludlow Design and illustration © Macmillan Publishers Limited 2009 Published under licence from Editorial Macmillan de Mexico, S.A. de C.V. First published 2009 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. Typeset by Zed and White Horse Design Cover design by Oliver Design Cover Credit: Getty/ medioimages/ Photodisc The author and publishers would like to thank the following for permission to reproduce their photographs: Akg-image p36, 93m; Alamy/ Wolfgang Kaehler p8, O.DIGOIT p18, Foodfolio p25 3, Brt Food p29, Trip p37, aberCPC p50, JupiterImages/Goodshoot p54t, John James p54b, INTERFOTO Pressebildagentur p58, Art Kowalsky p62br, Chris Rout p66, Bryan Eveleigh p72b, Stuart Dee p82 D, Pictorial Press Ltd p87r, Mary Evans Picture Library p92t, Issac Rose p96 A, Robert Fried p96 B, Jennie Hart p102, Philip Brittan p103; Axiom Photography/ Chris Coe p6A; Brand X Pictures p25 2, pp110-111; Corbis/ Steven Vidler/Eurasia Press p6B, Royalty-Free p10r, Roger Wood p25 1, Owaki – Kulla p28, p31, Rafiqur Rahman/Reuters/Corbis p32b, ComStock p33, Rock Gayle p34 B, Jamal Nasrallah/epa p38 E, Tom & Dee Ann McCarthy p40, Jack Hollingsworth p41, Image100 p42t, Roger Ressmeyer p42 B, Thom Lang p42 D, Image Source p43b, The Art Archive p44b, Bettmann p44t, Gianni Dagli Orti p45, Jim Sugar p46t, Larry W. Smith/ epa p46b, Paul Freytag/zefa p52, C/B Productions p54 B, Tom Grill p54 C, Klaus Hackenberg/ Zefa p62bl, Louis Moses/ Zefa p64t, B. Bird/ Zefa p64m, Image100 p64b, Jim Craigmyle p69, Jamal Nasrallah/epa p70, Jose Fuste Raga p72t, Tom Grill p76, Tobbe/zefa p78b, Claudia Goepperl/ Bilderlounge p80 D, A. Inden/ Zefa p81l, image100 p81r, Zahid Hussein/ Reuters p82 A, Thinkstock p88, Edward O’Neill p92b, Charles Gullung/ Zefa p96 C, moodboard p96 D, Jason Hosking/ Zefa p104, Alvaro Yanez p112; David Oliver pp19, 24, 30; DigitalStock p62t; DigitalVision p12C; Getty Images/ Ray Kachatorian p10l, Vince Streano p12G, Bill Hatcher p13, John Cumming p15, Richard Flood p16r, White Packert p16l, David Murray and Jules Selmes p25 4, Gregory Kramer p34 C, Nick Daly p35, Hulton Archive p38 B, Christof Koepsel p42 C, Brad Wilson p43t, Digital Vision p53, Ghislain & Marie David de Lossy p54 A, Photographer’s Choice p54 D, Eric O’Connell p56t, Gregory Kramer p57, Hans Neleman p60tr, Gallo Images p60br, B-C Images p60l, PM Images p68, Bernhard Lang p74l, Lewis Long p74m, Hola Images p74r, Thierry Dosogne p78t, Joel Sartore p79, AAGAMIA p80 C, Martin Barraud p80 E, Eric Meola p82 C, HASSAN AMMAR p86l, Harry Benson p93t, NASA/ Hulton Archive p93b, Getty RF p97; Hémis/ Philippe Renault p49mb, Bruno Pérousse pp56-57 ; Image Source p6c, p80b ; Lonely Planet Images/ Zaw Min Yu p82b; Mary Evans Picture Library p49tm, Illustrated London News Ltd p90; Masterfile p99; National Geographic p48; Photolibrary.com/ S Michael Biceglie p12A, Vince Cavataio p12d, Jim McGuire p34 A, Ellen Rooney p42 A, Merten Merten p80 A, Barbieri Barbieri p98; Photoshot/ Talking Sport p87l; Reuters Pictures/ Leonhard Foeger p32t, Stephanie McGehee p38d, Fahad Shadeed p86r; Rex/ Sipa Press p38c; Robert Harding World Imagery/ Mark Mawson p12b, David C Poole p49t; Science and Society Picture Library/ Royal Photographic Society p38 A; Stockbyte p12e, 49b; Superstock p92m. Commissioned photography by David Oliver pp19, 24, 29. Printed and bound in Malaysia 2013 2012 2011 2010 2009 10 9 8 7 6 5 4 3 2 1