كتاب الانكليزي علمي

Scientic Section
Contents
Unit 1
Stories
Unit 2
Whats it like?
page 18
Unit 3
Dilemmas
page 30
Unit 4
Changes
page 42
Unit 5
Our culture
page 54
Unit 6
Experiments
page 66
Unit 7
Big projects
page 78
Unit 8
Questions
page 90
EFL08 Sec2 basic CB Prelims.indd 3
page 6
18/8/08 09:54:30
Course Summary
Reading
Vocabulary
Two lessons
Grammar
Three lessons
Unit 1
Stories
Narrative:
Crossing the Wadi.
Phrasal verbs 1.
The past perfect.

Modal verbs in the past.
Unit 2
Whats it like?
Informative article:
Life on other planets?
Phrasal verbs 2.
Comparatives with much

and many.
Must, many, might and
cant.
Unit 3
Dilemmas
Texts about
philosophical, political
and personal dilemmas.
Collocations.
Type 2 conditionals.
Conditional sentences.
Unit 4
Changes
Article about Venice:

The sinking city.
Phrasal verbs 3.
Continuous tenses.
Present perfect
continuous tenses.
Unit 5
Our culture
Extracts from an
encyclopedia about
Arab Culture.
Prepositional phrases.
Clauses with where,

when and what.
The future.
Unit 6
Experiments
Scientific experiments:
Humour is good for you.
Verbs followed
by -ing and to.
Reporting statements.
Reporting requests
and instructions.
Unit 7
Big projects
Informative text:
The Aswan High Dam.
Describing dimensions
of objects and volumes.
Compound adjectives.
Active and passive voice.

Past participles.
Unit 8
Questions
Conversations about
a job interview.
The language of questions

and job interviews.
Indirect questions.
Reported questions.
18/8/08 09:54:30
Speaking
Writing
Listening
Specialization
One lesson
One lesson
One lesson
Four lessons
Responding to situations.
A story of emergencies.
Predicting the topic.

Listening for key events.
Dangerous animals
Treating snakebites
Classification
Famous doctors
Giving opinions.
Paragraphs with topic

sentences.
Listening for key

information.
Searching the skies

The galaxy
Earth and space quiz
Famous astronomers
A debate.
Supporting your opinions.
Listening for detail.
Pollution and energy

Links to Khadra
Transport links
The greenhouse effect
Talking about present

actions.
E- mails.
Developing listening
skills.
Computers
Robots-science or science fiction?
Changes in science
Letter writing
Starting conversations.
Working from notes.
Identifying falling
intonation.
Rocks
Definitions
Famous names in science
Fossils
Apologizing, explaining
and forgiving.
Summary writing.
Listening for key words

and numbers.
Diseases
Viruses and bacteria
Fighting germs
Staying healthy
Describing and identifying

objects.
Sections of a report.
Listening to complete
notes.
Listening for the topic
and main ideas.
Why do we need dams?

Plastics
Metals
Properties of materials
Asking questions politely

and responding.
Writing a report.
Listening in a conference
setting.
A career in science
Science at work
Ask a scientist
Job satisfaction
18/8/08 09:54:30
Sec 2 Basic Science CB Unit 1 core
12/8/08
1:29 pm
Unit 1
Lessons 1 & 2: Reading:
Page 6
Stories
Predicting content
1. Before you read [Lesson 1]
A Discuss these questions.
1. How many different kinds of stories can you think of?

Examples: funny stories, traditional stories
2. What kinds of stories do you like?
3. What kinds of stories dont you like?
4. In your opinion, what are the three most important
things in a good story?
B Look at the pictures for the story on the right
and answer the questions.

1. What do you think happened in the story?
2. What do you think happened between pictures
C and D?
3. Make a list of ten nouns and f ive verbs that you
expect to find in this story.
Examples: Nouns: family, 4-wheel drive, picnic
Verbs: drive, eat
2. While you read

A Read the f irst three paragraphs of the story
only. Write line numbers from the text for

each picture.
Picture A: line(s)
56
_____
Picture B: line(s)
_____
Picture C: line(s)
_____
Picture D: line(s)
_____
Picture E: line(s)
_____
B In pairs, discuss these questions about the
f ive events in the pictures.

1. Which event is described first in the text?
2. In what order did the five events really happen?
3. In what order are the rest of the events described?
4. Why do you think the writer used this order?
C Now do Exercise A on Workbook page 4.
3. After you read [Lesson 2]

A Now do Exercises B to E on Workbook page 4.
Unit 1: Lessons 1 & 2: Reading
12/8/08
1:29 pm
Page 7
Reading
Crossing the Wadi

The rain was beating down on our car. I had never seen heavier rain in my life.
My
father, who was driving, couldnt see more than five metres. In the back of the
car,
my mother was holding my little brother in her arms. His arm was red where
a
snake had bitten him.
5
The road was just a rough track, which crossed several small wadis. The
wadis had been dry that morning when we had set off for a picnic, but
now
water was flowing down from the mountains. At the first wadi, it was flowin
g
across the road. Ten minutes later at the second wadi, the water was halfwa
y up
the wheels of our 4-wheel-drive. We were only 10 kilometres from the tarma
c
10 road and another 20 kilometres from the town and
a doctor, but the biggest
wadi was still ahead of us.
Khalid was just four years old. Half an hour before, he had been a happy child
playing under a beautiful blue sky. Then we had seen dark clouds over
the
mountains. We had just decided to go home when Khalid ran off alone. When
my
15 mother found him, he was crying and the marks of the
snake were on his arm.
___________
Now Khalid was in great danger. I turned round in the car to look at him.
He had stopped crying and his eyes were half-closed.
The car slowed down. The big wadi was in front of us. The rain had almos
t
stopped, so we could see across the wadi. It was about 150 metres wide and half
of
20 it was under water. There were no other cars. We drove
to the waters edge. The
brown water was deep and moving fast. A fallen palm tree was carried past
us. It
crashed into a rock, was thrown to one side and moved on.
My father looked at the water. He knew this wadi well. He also knew the
power and the danger of the water, but he knew we had to cross it. We couldn
t
25 wait or go back. We had to go on. He looked for
a long time. We kept silent. We
knew that he was choosing his route. Then he said, We can do it if Allah wishes
,
and the car moved forward slowly into the water.
12/8/08
Lesson 4: Grammar 1:
1:29 pm
Page 9
The past perfect
1. The past perfect

A Study the grammar box.
The past perfect

We use the past perfect to describe events that happened before the past events
that we are mainly talking about.
Example:
When the man arrived at the airport, the plane had already departed.
A
B
A happened after B.
Compare the example with the following use of the past tense:
When the man arrived at the airport, the plane departed.
A
B
A happened before B.
B Discuss with a partner. Which underlined event really happened f irst?
1. He didnt send the e-mail that he had written.

2. The bus had already left when I arrived at the bus station.
3. She was angry because I had not phoned her.
4. He had been ill so he didnt go swimming.
5. I didnt buy the T-shirt because I had not brought my money.
6. I had already seen the DVD before so I didnt watch it again.
2. Forming the past perfect

Forming the past perfect

We form the past perfect with had + past participle.
SUBJECT
I/you
he/she/it
we
they
HAD
had (not)
PAST PARTICIPLE
driven
bitten
stopped
been
In spoken English, had = d and had not = hadnt

Examples: Id left my key at home.
The rain hadnt stopped.
B In the sentences in Exercise B above, circle the subject, underline had (not) once
and underline the past participle twice.

C Now do Exercises A and B on Workbook page 6.
Unit 1: Lesson 4: Grammar 1
12/8/08
1:29 pm
Page 10
Modal verbs in the past
1. Modal verbs in the past

A Look at the past forms of can, have to and must.
Modal verbs in the past

Modal verbs change their form in different tenses. Read the example sentences.
present
can
must
have to
past
could
had to
had to
past perfect
had been able to
had had to
had had to
Note: There is no past perfect form of can.

We do not say I had could . We say
I had been able to.
Examples:
1. Khalid can sing well now. [present]
2. He could not sing very well as a small child. [past simple]
3. He had not been able to sing until he took some singing lessons. [past perfect]
B Now do Exercise A on Workbook page 6.
2. Questions in the past

A Look at the photograph on the right. Complete the
conversation with these verbs.

did
rode
ridden
was
were
A:
Have you ever ridden a horse?
B:
Yes. I
A:
Had you
B:
No, I hadnt. It was my first time.
A:
a horse last year in Zarzis.

a horse before that?
you enjoy it?
B:
Yes. It was great.
A:
What
B:
you doing in Zarzis?

staying with some friends of my father.
B Look at the photographs and the words below them. Work in pairs. Write four
more conversations like the one in Exercise A. Use the red words in Exercise A.
drive / sand dunes
travel / train
C Now do Exercises B and C on Workbook page 6.
10
ride / motorcycle
stay / big hotel
12/8/08
Lesson 6: Speaking:
1:29 pm
Page 11
Responding to situations
A Look at the pictures. What is happening in each one? What do you think happened before?
B Which expressions on the right go best with the sentences on the left?
1. My cousin found a diamond ring.
a) Oh no!
2. Dad, look outside. I think a car has hit our car.
b) Who?
3. I did it because my Dad asked me to.
c) Why not?
4. I couldnt get out.
d) What?!
5. Somebody told us.
e) Really?
6. Ive lost the key!
f) Ah, OK.
C Match the responses on the right with the parts of the situations on the left.
1. Have I told you about the time I got lost?
a) Oh dear. Were you ill?
2. Someone phoned the police.
b) What? How did he do that?
3. A fire started.
c) Really? What about the firemen?
4. He was working outside.
d) Yes? What happened next?
5. They didnt know where we were.
e) Who? The neighbour?
6. I felt terrible.
f) Why not? Hadnt you told them?
7. He broke both his legs.
g) Oh no!
8. We helped him to stand up, and
h) No. What happened?
9. An ambulance came, and the police.
i) Ah, OK. What was he doing?
10. He didnt see the stairs.
j) Why not? Was it dark?
D Work in pairs. Think of problems or emergencies that could happen in these situations.
Losing money
An accident in the house
Getting lost
A rainstorm
Transport problems Trouble in the desert
An animal attack
Being hungry
E Take turns. Student A, imagine you were in one of the situations above. Start a
conversation about the situation with Student B. Student B, respond by using responses
similar to the ones in Exercise C.
Example:
A: A fire started in the kitchen.
B: Oh dear. How did that happen?
A: The food burnt.
Unit 1: Lesson 6: Speaking
11
12/8/08
1:29 pm
Page 13
Lesson 8: Dangerous animals

A Match the animals 16 with the photographs af.
f
e
1. snake
2. shark
3. tiger
5. lion
4. fly
6. wolf
B Work in pairs. Discuss which of the animals in Exercise A are dangerous and which
are not. Which one is the most dangerous? Then read the f irst two paragraphs of
the text and see if you were right.
SNA K ES
If we think of dangerous animals, most people think
of large animals such as man-eating tigers, sharks,
wolves and lions. But the danger of these creatures
is exaggerated by films and popular fiction. In fact,
the most dangerous creatures of all are, without
doubt, insects.
Insects are dangerous not just because some have
deadly bites, but because many types carry disease.
For example, the house-fly can transmit 30
diseases, including cholera, typhoid and leprosy.
The second most dangerous creatures are snakes.
We are not sure of how many people die from
snakebites every year perhaps as many as
30,000 to 40,000. About half the total number
of deaths in the world occur in just one
country India.
There are two types of snake venomous (those
that are poisonous) and non-venomous. Of the nonvenomous snakes, the most interesting types are
the constrictors. The constrictors do not bite their
prey. They suffocate it.
First they wrap their powerful bodies around their
prey. They increase the pressure slowly until the
poor animal can no longer breathe and becomes
unconscious. Then they swallow the animal.
The constrictors are the worlds largest snakes.
Some of them, like the anaconda of South America,
can grow to more than ten metres in length. These
large snakes can suffocate and swallow animals
such as antelopes. There are even reports that they
have swallowed human beings, though these cases
are very rare. Far more people die from snakebites.
There are about 2,700 species of snake and about
400 of these can give a fatal bite.
There are two types of venom nerve poison and
body poison. Nerve poison attacks the central
nervous system and paralyzes organs such as the

lungs. Body poison attacks the body tissue and
destroys cells. In order to inject their venom, snakes
have fangs, usually fixed at the front of the snakes
mouth. When a snake bites a victim the fangs enter
the skin. Then the muscles squeeze the venom from
the poison glands into the victim.
Perhaps the most dangerous snake in the world is
the king cobra, which lives in Asia. It is large (up to
4.6 metres long), very poisonous and very
aggressive.
But we shouldnt be too afraid of snakes. Most
venomous snakes use their poison on small
mammals and birds and do not want to attack
humans. People are usually bitten because they are
walking barefoot and step on a snake. They may
sometimes die, but only if they are a long way from
hospital and cannot get treatment.
C How much do you know about snakes? Mark T for true or F for false.
1. Snakes can only kill by biting.

2. Not all snakes are poisonous.
3. Snakes can grow over ten metres in length.
4. India has the greatest number of deaths from snakebites.
5. If a snake bites you, you will probably die.
D Read the rest of the text in Exercise B. Then check your answers in Exercise C.
E Close your book. Work in pairs. Take turns telling each other facts about snakes.
How many facts can you remember? Read the text again and check your facts.
F
Now do Exercises A and B on Workbook page 7.

Unit 1: Lesson 8: Dangerous animals
13
12/8/08
1:29 pm
Page 14
Lesson 9: Treating snakebites

A Work in pairs. Look at the picture of the cowboy then
discuss these questions.

1. Have you ever seen a film where someone is bitten by a snake?
What did they do?
2. Imagine you have been bitten by a snake.
What would you do and why?
B Dr Adnan al-Shukri works in a hospital casualty
department.
He is telling journalist Salwa al-Sherif how to deal with a
snakebite. Read the text quickly. Does he agree with your
ideas from Exercise A?
Salwa: And what about 1
for snakebites?
What should we do if someone is bitten by a snake?
Dr Adnan: The first thing is to 2
the snake. This will be
useful later. Tell the victim to lie down and keep calm and still. This is to stop
the 3
from spreading quickly around the body. Then
wash the 4
if you can and dry it. If the bite is on an
arm or a leg, it is best to tie a 5
loosely around
the limb above the knee or elbow.
Salwa: Should we try to get the poison out with a knife?
Dr Adnan: No! They only do that in 6
films! Just
get help as quickly as possible.
C Complete the text above with the words in the box.
venom
bandage
treatment
cowboy
identify
wound
D Role-play in pairs. Student A, you were bitten by a snake. Explain
what happened, what you did and how you felt. Student B, try and
f ind out about their experience. Use phrases like What happened? That
sounds terrible! Really? and So what did you do?
E Now do Exercises A and B on Workbook page 7.
14
Unit 1: Lesson 9: Treating snakebites
12/8/08
1:29 pm
Page 15
Lesson 10: Classification

A How many living creatures can you write down in two minutes?
When you have f inished, share your answers with the class.
B There are two main groups of living creatures: vertebrates and
invertebrates. Vertebrates have a backbone and invertebrates do not.

Look at your list of creatures from Exercise A. Write I by the
invertebrates and V by the vertebrates.
C There are f ive groups (classes) of vertebrate. Draw a line to match the
vertebrates 15 with the classes ae.

1. sardine
a) mammal
2. horse
b) bird
3. snake
c) fish
4. pigeon
d) reptile
5. frog
e) amphibian
D Look at the vertebrates you listed in Exercise A. Work in pairs,
and decide which class each vertebrate belongs to.

E
Read the text then correct the sentences.

1. Fish have warm blood.
Fish have cold blood.
2. Amphibians can only live in water.

3. Reptiles have slimy skins.
4. Birds lay eggs with soft shells.
5. All mammals live on land.
Fish are cold-blooded; their body temperature depends on their surroundings. They
produce eggs, and their habitat is water. They have slimy skins covered in bony scales.
Amphibians can live on the land and also in water. They are cold-blooded and they
produce eggs. They have soft, slimy skins.
Reptiles are also cold-blooded. They produce eggs and they usually live on land.
Their skins are dry and they are covered with scales.
Birds have dry skins which are covered with feathers. They are warm-blooded. They
produce eggs, which usually have hard shells. They live on the land and in the air.
Mammals are warm-blooded. The young are born alive and their mothers produces
milk to feed them. Their habitat is normally land, but some mammals live in the sea.
Their skins are dry and covered with hair.
Work in pairs. Think of a creature and describe it as fully as you can, but
dont name it. Take turns describing and guessing the creature.
G Now do Exercise A on Workbook page 8.
Unit 1: Lesson 10: Classification
15
12/8/08
1:29 pm
Page 16
Lesson 11: Famous doctors

A Work in pairs. Discuss what you do when you are ill. What options
are available to you?

B Read the text below. It is about the famous doctor and philosopher,
Ibn Sina. What did he achieve?

C Complete the text with the verbs in the past tense.
Ibn Sina
Ibn Sina 1
(be born) near Bukhara in what is now Uzbekistan, in
AD 980. His Latin name 2
(be) Avicenna. He 3
(study)
law and medicine in Bukhara. He later 4
(become) a surgeon and
5
(write) many books about medicine and philosophy. Ibn Sina
6
(travel) with the Persian army when it 7
(go) to war.
He even 8
(write) books when he was in prison.
(be called) The Canon of Medicine.
His most famous medical book 9
Ibn Sina 10
(study) the ideas of the Roman doctor Galen and also
11
(add) his own ideas. His book 12
(be translated)
into Latin. This was very important because it 13
(mean) that doctors
in Europe 14
(can) read it.
In his final years, Ibn Sina 15
He 16
(die) in AD 1037.
(live) in Isfahan as the rulers physician.
D Ibn Sina lived a thousand years ago. Work in pairs and discuss
how surgery was different then. Remember to use the past tense.
Use the vocabulary in the box to help you.
Example: They amputated limbs without anaesthetic.
amputate operation penicillin electricity
anaesthetic hygiene
E Now do Exercises A and B on Workbook
page 8.
16
Unit 1: Lesson 11: Famous doctors
12/8/08
Lesson 12: Listening:
1:29 pm
Page 17
Listen for specific information
A Read the text about the people in the picture.
It is Saturday morning. Jamal and Bruce work in the

same office. Bruce is a young Englishman who arrived
in Libya two weeks ago.
B What do you think they are talking about?
Think of at least f ive different possible topics.

Example: work,
C
) Read the questions. Then listen to Bruces story

and answer them.
1. What did Bruce do yesterday morning?
2. What had he forgotten?
3. Where was he when he remembered?
) Read these words and phrases. Then listen to Jamals story and tick () the words
and phrases that you hear. Which word or phrase is not in the story?
1. a disaster
7. the food
2. a picnic
8. thrown away
3. remembered
9. the wrong box
4. go back
10. hungry
5. a lot of food
1 1. a good day
6. a good beach
E Make sentences about Jamals story using the words in Exercise D. Listen again
if necessary.
Example: Jamals weekend was a disaster.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
F Work in pairs. Take turns to tell Bruce and Jamals stories. When you are listening,
sound interested by using the responses you have studied.

Example:
A:Have you heard what happened to Jamal?
B: No. What?
Unit 1: Lesson 12: Listening
17
12/8/08
1:35 pm
Unit 2
Whats it like?
Uranus
Page 18
Topic sentences, reasons and examples
Saturn
Earth
asteroid belt
Neptune
Mars
Mercury
Jupiter
Venus
Pluto
A Discuss these questions.
1. a) How many planets can you see in the picture?

b) What else can you see?
c) What is the difference between a planet and
a moon?
2. How do scientists get close-up photos of planets
and moons?
3. What is the difference between an astronaut
and an astronomer? The pictures on the right
may help you.
4. Look at the five names. One is an astronaut.
The other four are or were astronomers.
Choose the astronaut.
Omar al-Khayyam
Nasir al-Din al-Tusi

Abu Raihan al-Biruni
Neil Armstrong
Ibn Maja
B Look at the title and pictures from the text on the opposite page.
Discuss these questions with a partner.

1. What do you think the text is about?
2. What information do you expect to read about the topic?
2. While you read

A Read the f irst sentence of each paragraph.
1. What is the main topic of the text?

2. What information do you find most interesting?
B Scan the text.
1. Find and underline the words Mars, Jupiter and Europa.

2. What information can you find out about each one?
18
12/8/08
1:35 pm
Page 19
Reading
Life on other planets?
10
15
20
25
30
If there are living things on other planets, what are they like? Scientists
who try to answer this question are called astrobiologists.
Twenty-five years ago, life on other planets seemed very unlikely.
Astronauts had visited the Moon and had found no life on its surface.
There were other reasons, too. Some planets are extremely cold, so
there cant be any life on them. Some planets are too hot, so they must
also be lifeless. Most planets have no water on the surface, and some
planets have no atmosphere or they have a toxic atmosphere.
However, in the 1990s, scientists discovered some interesting
species on our own planet, Earth. They discovered microbes that live
deep under the Earths surface in temperatures of 160 degrees
centigrade (160C). They found worms that live in ice, and deep-sea
animals that eat only toxic chemicals coming from vents on the ocean
floor. So we now know things can live in extremely hot, cold or toxic
conditions, and they may not be on the surface.
Scientists now think species like these may live on some other
planets or moons, perhaps under the surface. The question is, which
planets or moons?
One possibility is Mars. Mars is not the nearest planet to Earth, but
it is the most similar. It is cold, but not as cold as most other planets. Its
surface temperature is between 100C and 0C. Astrobiologists think
there might be microbes on or under its surface.
Some other possibilities are the moons of Jupiter. Jupiter is further
away than Mars, so we do not have as much information about it, but
we know that it is the biggest planet in our solar system and that it has
at least 16 moons. Most planets do not have as many moons as this. One
of Jupiters moons is called Europa. Europa is interesting because it has
a lot of water. None of Jupiters other moons or planets have as much
water as Europa. There may even be oceans under its surface of ice.
If there are oceans, does anything live in them? It will be a long time
before we know the answer to that question.
Vents deep in the Atlantic Ocean
A view of Europa

A Read the information in the box.
You can understand factual texts more easily if you understand paragraph structure.
Many paragraphs in English have this structure:
a topic sentence, which tells you what the paragraph is about
reasons, examples or extra information
1. Which are the topic sentences in paragraphs 3, 5 and 6 of the text?
Example: (Paragraph 2): Twenty-five years ago, life on other planets seemed very unlikely.
2. What comes after each topic sentence: examples or reasons?
Example: (Paragraph 2): reasons
B Now do Exercises A to E on Workbook page 9.
19
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Lesson 3: Vocabulary:
1:35 pm
Page 20
Phrasal verbs 2
A
1
A Match each picture with one of the sentences below.
1. Im having trouble working these sums out.

2. Look out!
3. The fall knocked him out and he woke up in hospital.
4. My teacher crossed out the word that was wrong and
put in a word that I had left out.
5. The car stopped because it had run out of petrol.
B Underline the phrasal verbs in the sentences in
Exercise A.
C Read the sentences again. Guess the meaning of the phrasal verbs.
D Look at the f inal paragraph of the text in the Unit 1 Reading text (page 7)
and f ind the phrasal verbs.

_________________________________________________________________________
_________________________________________________________________________
E Discuss these questions with a partner.
1. Has your father ever run out of petrol? If so, explain what happened.
2. Do you know anyone who has been knocked out? If so, explain what happened.
F Now do Exercises A to C on Workbook page 10.
20
Unit 2: Lesson 3: Vocabulary
12/8/08
1:35 pm
Page 21
Comparatives with much and many
A Match the words with the pictures.
ice
information / kilometre
moon
B Discuss these questions with a partner.
1. Which words can have a plural with -s?

2. Why can some words not have a plural form?
3. Which words are countable and which are uncountable?
Example: You cant say one oxygen - two oxygens, because oxygen is a mass. It is uncountable.
C Look at the box. Complete the sentences.
Much and many

Much is used with uncountable nouns.
Examples: 1. We dont have much time.
2. How much water do you need?
Many is used with countable nouns.
Examples: 3. We didnt take many photos.
4. How many people are coming to the party?
In examples 1 and 2, much is used because time and water are ______________ nouns.
In examples 3 and 4, many is used because photos and people are ______________ nouns.
D Complete these sentences with much or many.
1. How _____________ planets are there, eight or nine?

2. Shes lucky she has _____________ good friends.
3. We wont need ____________ time to finish this.
4. The space probe Voyager 2 found _____________ new moons in the solar system.
5. I havent found out ____________ facts about the topic yet.
6. There isnt ___________ oil in the south of the country.
E Look again at the text in the Reading lesson on Course Book page 19. Read paragraph 6
and underline a sentence with much and a sentence with many.

F Complete these sentences so that they mean the same as the sentences you underlined.
1. Jupiter ___________ more moons ___________ any of the other planets.

2. Europa has ___________ water than any of Jupiters other moons.
G Now do Exercises A to D on Workbook page 11.
21
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Page 22
Must, may, might and cant
A Look at page 19 and f ind examples of must, may, might and cant.
Must, may, might and cant

We use these modals to express possibility. The possibility is always just the opinion of the
speaker or writer.
Examples:
He must be home by now. (certainly)
I might go. It depends. (possibly)
There may be life on other planets. (possibly)
That cant be him. Hes not in town at the moment. (certainly not)
May and might have a very similar meaning. Some would say that might is the more usual form in
spoken British English. May is more formal.
B Look at the childrens drawings and complete the sentences using the words in brackets.
Example: (an ant? a spider? a fly?)

It might be an ant or a fly. It cant be a spider.
1. (an orange? a planet? an egg?) It might be an orange
or a ___________. It cant be an ___________.
2. (swimming? running? riding?) He cant be ___________
or riding. He must be ___________.
3. (firework? tree? umbrella?) It ______________________
_____________________________________.
4. (talking? laughing? sleeping?) She ___________________
________________________________________.
C Study the chart.
planet
size (diameter in km)
known moons
Mercury
4,880
Venus
12,100
Earth
12,756
Mars
6,800
Jupiter
143,000
16
Saturn
120,000
60
Uranus
52,000
27
Neptune
48,000
13
Work in pairs. Student A, choose a planet from the list, but do not tell your partner
its name. Give your partner a clue. Student B, say which planet you think it is.
Example:
Student A: It has more moons than Mars, but not as many as Uranus.
Student B: It must be Neptune.
D Now do Exercises A and B on Workbook page 12.
22
Lesson 7: Writing:
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Page 24
Paragraphs with topic sentences
1. Preparation for writing

A Study the text and the pictures below.
TV Guide Todays highlights

Nature
Cookery
Sport
Science fiction
Elephant diaries
6:30 p.m. Channel 4
Supercook
8:00 ITV1
8:00 p.m. BBC1

Match of the day
9:30 BBC2
Life in space
Watch John Smith and Mary

Appleton getting to know the
elephant community in this
Kenyan nature docusoap.
20 cooks are competing to

win the title of Supercook of
the Year. Tonight it gets very
hot in the kitchen!
Live coverage of tonights

match from Manchester
between Manchester United
and Liverpool.
The year is 2030, and the space

shuttle crew are heading for their
new home at Space Station
002X. Will they arrive safely?
B With a partner, discuss which programmes you would prefer to watch.

C Read someones opinion about science f iction programmes on an Internet forum.
Decide whether you agree or not.

In my opinion, programmes about space travel are the least exciting programmes on television. Science
fiction stories often have boring plots and unexciting scenery. I know that many people love watching
these science fiction series, but I cannot understand why.
I think it is far more interesting to find out about real animals and people! I enjoy watching nature
programmes most of all, because they give us information about our planet.
I think programmes about endangered animals will become more popular in the future. I would like to see
more programmes about unusual animals like elephants, because it is becoming harder to see these
animals in the wild.
D Copy and complete these opinions about TV programmes with your own ideas.
1. In my opinion, programmes about _____________ are _______________________.

2. I think it is more interesting to watch _________________.
3. I think _________________ will become more popular in the future.
2. Writing
A You are going to write three paragraphs about television programmes.
Paragraph 1: programmes that you dont like

Paragraph 2: programmes that you prefer
Paragraph 3: programmes that you think might become more popular in the future
Write a topic sentence for each of your paragraphs. Use your ideas from Exercise D.
B Complete your paragraphs. Use ideas from the model in Exercise C to help you.
Include examples of types of programmes and reasons why you like or dislike them.
24
Unit 2: Lesson 7: Writing
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Page 25
Lesson 8: Searching the skies

A What uses are there for lenses? Working in pairs, make a list of
objects that use lenses.

B The picture shows two different lenses.
Label them concave and convex.

C Read this text on the history of the
telescope. Then put the list of events

in order 16.
The Hubble Space Telescope was launched.
Galileo invented a reflector telescope.
Radio telescopes became widely used.
Newton built a telescope.
The Arecibo telescope was built in Puerto Rico.
A Dutchman built a very simple telescope.
A history of telescopes
1
2
For centuries men have been looking up at the night sky. They have tried to make sense of the thousands of stars visible on a clear night. But it was
not until the invention of the telescope that scientists began to understand the universe.
3
4
5
In 1668, Sir Isaac Newton invented a new type of telescope. This used mirrors instead of lenses and was known as the Newtonian reflector. Because
mirrors could be made more cheaply than lenses, much larger telescopes could be built.
6
7
8
In 1974, the Arecibo telescope sent out a simple message into space describing our planet. It was hoped that it would reach any aliens living in
distant space. So far no reply has been received.
The first true astronomical telescope was invented in 1609 by the Italian Galileo, although a year earlier, a Dutchman, Lippershay, had built a very
simple type of telescope. Galileos telescope used two lenses, one convex and one concave, to refract, or bend, light. It was known as a refractor. It
could magnify objects up to 30 times. Over the next 100 years refractor telescopes became bigger and bigger.
It wasnt until the 1950s that the radio telescope became widely used. This telescope consists of a very large dish or aerial that collects the faint
radio signals given out by objects in space. Radio waves tell us things that light waves cannot. In fact, some objects are only visible to radio telescopes.
The largest radio telescope in the world is the huge Arecibo dish in Puerto Rico. It was completed in 1963 and measures 304.8 metres in diameter.
Some telescopes are able to move and can be pointed at different parts of the sky. The Arecibo telescope, however, is fixed because it is built into the
side of a mountain.
The biggest and most powerful telescope of all is the Keck reflector telescope. It was built on the top of a volcano in Hawaii. Its main mirror is a
massive 1,000 centimetres across.
Even telescopes on the top of mountains are influenced by the atmosphere and pollution of the Earth. In 1990 a dream came true as the Hubble
Space Telescope (HST) was launched. It is orbiting the Earth and sending back breathtaking images from space.
D In 1974, the Arecibo telescope sent out a message to any living
creatures in space. It described our planet and civilization. Work in

pairs, discuss what message you would send into space about your
country and planet.
Unit 2: Lesson 8: Searching the skies
25
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Page 26
Lesson 9: The galaxy

A Draw a line to match words 17 with def initions ag.
1. planet
a) a small body of ice and dust with a bright head

and tail that orbits (goes round) the solar system.
2. solar system
b) a body orbiting a planet
3. universe
c) the sun and the celestial bodies that orbit it
4. star
d) a large body orbiting a sun
5. galaxy
e) all space and matter
6. comet
f) large groups of stars, gas and dust held together

by gravitational pull
7. moon
g) a brightly burning ball of gas, such as the sun
B Write the words in Exercise A in order from the smallest (1)
to the biggest (7).
C Work in pairs. Take turns saying the f igures in the box.
126
4510
1016
245
7n
100,000
300,000
1,000,000
1,000,000,000
D Work in pairs. Write three long numbers then dictate them to your
partner.
E
Underline the correct word in each sentence.

1. There are thousands / billions / millions of galaxies in the universe.
2. The brightest planet seen from Earth is Mars / Venus / Mercury.
3. It would take 1,000 / 100,000 / 1,000,000 light years to travel from one side of
our galaxy to the other.
4. A light year is the distance light / a planet / a comet travels in one year.
Work in pairs. Discuss these questions.

1. Will we ever be able to travel across galaxies? How will we do this?
2. Could humans ever live on other planets?
26
Unit 2: Lesson 9: The galaxy
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Page 27
Lesson 10: Earth and space quiz

A How good is your knowledge of other planets? Read the statements.
Mark T for true or F for false.

1. Mars is the nearest planet to the sun.
2. Jupiter has the most moons of all the planets.
3. The smallest and coldest planet is Neptune.
4. A day on Venus is longer than a year.
B Work in pairs. Discuss your answers in Exercise A and correct the false
statements.
C Work in pairs. Discuss these questions.
1. Name the eight planets in our solar system.

2. What else do you know about the planets?
Tell your partner as many facts as you can.
D Work in pairs. Test your knowledge of the Earth with this quiz. When
you have f inished, check your answers on Workbook page 14.
EARTH AND SPACE QUIZ

1. Where is the lowest point on land?
a the Grand Canyon, USA b Lake Tanganyika
c the Dead Sea
d the Aral Sea
2. Where is the worlds deepest lake?
a Russia
b China
c Africa
d America
3. Which is the worlds longest river?
a the Volga
b the Nile
c the Amazon
d the Mississippi
4. Which is the highest waterfall in the
world?
a Sutherland Falls, New Zealand
b Victoria Falls, Africa
c Angel Falls, Venezuela
d Niagara Falls, North America
5. Which is the largest desert in the world?
a Sahara
b Gobi
c Atacama
d Arabian
6. Which is the driest desert in the world?
a Sahara
b Gobi
c Atacama
d Arabian
7. In which country is the worlds hottest

place?
a Libya
b Saudi Arabia
c Chile
d the United States
8. Where is the worlds wettest place?
a New Zealand
b India
c Norway
d Indonesia
9. Which planet is nearest to the sun?
a Mars
b Venus
c Earth
d Mercury
10. Which planet has the most moons?
a Jupiter
b Saturn
c Uranus
d Earth
11. Which planet is the smallest and coldest?
a Mars
b Neptune
c Earth
d Venus
12. Which planet has the longest day?
a Earth
b Venus
c Jupiter
d Neptune
Now do Exercises A and B on Workbook pages 1314.
Make up three quiz questions about Libya or the Arab World using
superlatives. Work in pairs. Take turns asking and answering the
questions.
Example: Name Libyas biggest city.
Unit 2: Lesson 10: Earth and space quiz
27
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Page 28
Lesson 11: Famous astronomers

A
Rearrange the letters to name the people.

1. someone who studies the stars and the planets
oensorartm
2. someone who works with numbers and calculations maemthiactian

3. a man who lives in a religious community
B
konm
Work in pairs. Student A, read the text about Ptolomy. Student B,

read the text about Copernicus. Then cover the texts and ask your
partner these questions about their astronomer.
Copernicus
Ptolomy
Ptolomy lived from about 100 to 170 AD. He was a
Roman citizen, born in Greece. It is thought that he
lived in Alexandria in Egypt. He was a famous
astronomer and mathematician.
His most famous book was titled Almagest, from
the Arabic al-majisti (great work). In the book he
tried to explain the movement of the planets, the
sun and the moon. He said that the Earth was at the
centre of the universe. The sun, moon and the
planets moved around the Earth in perfect circles.
The stars in the background did not move.
Ptolomys ideas were widely accepted until the
16th century.
rn in Poland
onk. He was bo
m
h
lis
Po
a
as
w
y to study
Copernicus
he moved to Ital
an
m
g
un
yo
a
as
in 1473 and
me interested in
e. There he beca
law and medicin
Poland to work.
r he returned to
y that the
astronomy. Late
ree with Ptolom
ag
t
no
d
di
s
cu
ought that
Coperni
e universe. He th
th
of
re
nt
ce
e
ound the sun.
Earth was th
anets orbited ar
pl
r
he
ot
e
th
d
s. People still
the Earth an
publish his idea
to
id
ra
af
as
w
, his most
At first he
ys ideas. Finally
om
ol
Pt
in
ly
ng
believed stro
eas about the
explaining his id
ed. It was
important book
dies was publish
bo
ly
en
av
he
of
heres and
movement
of the Celestial Sp
ns
tio
lu
vo
Re
e
th
called On
e nature of the
scussion about th
began a long di
ds in 1543.
shortly afterwar
universe. He died
1. What nationality was he?
4. What was his most famous book?
2. Where was he born?
5. What ideas did he explain in his book?
3. Where did he live?
6. When did he die?
Look at the plans of the solar system. Which plan shows Ptolomys
ideas and which shows Copernicuss? Write the name of the correct
astronomer by each plan.
Mercury
Sun
Earth
Mars
Venus
Moon
Saturn
Jupiter
Jupiter
Venus
Mars
Mercury Moon
Saturn
______________________
Earth
______________________
D Work in pairs, and think of some facts about another famous person
from the past. Then work with another pair and ask and answer
questions to f ind the name of the person.
E
28
Now do Exercise A on Workbook page 14.
Unit 2: Lesson 11: Famous astronomers
Sun
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Page 29
Conversations in a public place
A Look at the pictures of visitors in a science museum. Discuss these questions with a partner.
1. What are the people doing?

2. What might they be saying?
Welcome/
Information
B Listen to the six conversations in the museum. Match the conversations with the pictures.
Write numbers 16 in the boxes.

C Listen again to conversations 13 and answer these questions.
1. What is special about Jupiter?

2. Why do the people say that the computer room must be upstairs?
3. How can the people get to the astronomy exhibition?
D Listen again to conversation 4 and make notes about the two advantages of each book: the
Encyclopedia of Space and The Guide to the Planets.

E Complete this sentence from conversation 5.
Woman: I didnt have any breakfast this morning.

Man: Oh, you must be __________________ now.
F Talk to a partner. Make conversations similar to the ones in Exercise B. Use sentences 15
below. You can also use the words in the box if you wish.
happy
sad
tired
thirsty
excited
bored
hungry
Example: Student A: My cousin is coming to visit tomorrow.

Student B: Oh, you must be excited.
1. I couldnt sleep last night.
2. I havent had a drink since breakfast.
3. My horse died yesterday.
4. Ive just won first prize in a competition.
5. Im going on a trip with my brother this weekend.
G How do you feel now? Use your own feelings to make more conversations.
29
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1:38 pm
Unit 3
Page 30
Dilemmas
Reading for detail
Dave
A Study the picture showing Daves dilemma.
1. What do you think dilemma means in Arabic?

2. What is Daves dilemma?
I cant hold on!
3. What would you do if you were Dave?

4. Complete the sentence about Daves dilemma.
If Dave cuts the rope, _____________ will die, but
if Dave doesnt cut the rope, they _____________
both _____________.
B Daves dilemma was personal, about his own life.
Look at Texts A to C on the opposite page and

f ind another personal dilemma.
Cut the rope!
C The two remaining texts are about a political
dilemma and a philosophical dilemma. Look at the

two texts and discuss the following with a partner.
1. Which text is the political dilemma and which text is the
philosophical dilemma?
Tom
2. What is the meaning of political and philosophical?
2. While you read

A Read Text A and f ind the answers to these questions.
1. Why was Plato interested in dilemmas?

2. In Platos example, who has a dilemma: the man who lends the weapon or the neighbour
who borrows it?
3. Explain the dilemma using two if sentences.
B With a partner, discuss how you would answer Platos dilemma.
Then give class feedback.

C Read Text B and f ind the answers to these questions. Feedback as a class.
1. What is the conference about?

2. Why is it difficult to protect the environment?
3. Why dont governments stop all pollution now?
4. What will happen if we do not solve the problem quickly?
D Think about the following and discuss as a class.
1. What is the connection between Platos dilemma and the dilemma governments face
about pollution?
2. Do you agree with Plato that it is useful to practise thinking about dilemmas?
30
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Page 32
Type 2 conditionals
A Read the explanation in the grammar box.
Type 1 and Type 2 conditionals

We use Type 1 conditionals to talk about things in the future that are likely or possible.
Example: If the weather is nice tomorrow, I will go to the beach.
We use Type 2 conditionals to talk about things in the present or future that are imaginary
or impossible.
Examples:
If I didnt go to school, I would stay in bed until 10 every morning. (imaginary)
If camels could fly, we wouldnt need planes. (impossible)
Form
If + past simple form + would
Note: We use the past simple form to talk about an imaginary or impossible situation in the present.
B We often use Type 2 conditionals when giving advice. If I were you, I would Can you
think of any advice you would like to give people in the class?
C We also use Type 2 conditionals when doing a personality quiz. Read this quiz from a magazine
and circle your answers (a, b, c). If there are two possible answers for you, circle both.
How honest are you?

Your answers to these questions will tell you something about yourself.
1. If you were invited to a friends
wedding but you forgot to go, what
would you say to your friend?
a) I wanted to come, but my car
broke down.
b) I forgot about your wedding.
c) I was sick.
3. If some students in your class

were cheating in a test, would
you ... ?
a) cheat too
b) not cheat
c) cheat only if the test was
very difficult
2. If a bank clerk gave you too much

money by mistake, would you ... ?
a) keep the money
b) tell the clerk immediately
c) think about it before deciding
4. If you forgot to do some homework,

what would you tell the teacher?
a) I did it, but my baby brother ate
the paper.
b) I forgot to do it.
c) I havent got it with me. Can I
bring it tomorrow?
Now read about yourself.
5. If you had some information about

a criminal and he said, Ill give
you a lot of money if you dont tell
the police, would you ... ?
a) take the money and say nothing
b) refuse the money and tell
the police
c) take the money and then tell
the police
6. If you broke a light on a parked car
by accident but nobody saw you,
would you ... ?
a) find the owner and pay for
the damage
b) get away fast
c) wait for a minute and then go away
If your answers were all b), you are unusually honest. (But were all your answers really true?)
If your answers were mostly b), you are honest most of the time.
If few or none of your answers were b), they were probably honest answers, so you are not all bad!
D Now do Exercises A to E on Workbook pages 1617.
32
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Page 33
Understanding collocations
A Use the following verbs to describe what is happening in the pictures.
answer
make
take
B Read the explanation in the box.
Collocation
Some words go together in English, others do not. This is called collocation.
Examples:
verbs and nouns
take an exam not do an exam
adjectives and nouns
strong tea not powerful tea
There are also nouns that we often find with other nouns.
Examples:
fish and chips, knives and forks
C Match these verbs with the nouns to make collocations from this unit. Write the letters
in the boxes. Some of the nouns can be used with more than one verb.
1. break
a) the environment
2. have
b) a promise
3. make
c) someones attitude
4. take
d) problems
5. protect
e) a phone call
6. cause
f) an accident
7. change
g) the economy
8. develop
h) an exam
D Use the phrases above to talk about things from the unit.
Example: Plato said that breaking a promise was bad, but murder was worse.
E Now do Exercises A to C on Workbook pages 1718.
33
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Page 34
Conditional sentences
A Look at the following pictures. Describe the pictures using the given words.
heat / water / boil
go outside / get wet
have / money / buy / car
B Complete the sentences using the words above.
If you _______________, it _______________.

If I _______________, I will _______________.
If I _______________, I would _______________.
C Now complete the rules for Zero, Type 1 and Type 2 conditionals.
present simple
past simple
will
would
1. Zero conditionals (for things that are always true)

If + ________________ + ____________
2. Type 1 conditionals (for things that are likely or possible)
If + ______________ + _______________
3. Type 2 conditionals (for things that are imaginary or impossible)
If + _____________ + __________________
D Look at the picture. Then complete the
following conversation.
A:
I hate speed limits! Why do we need them?
B:
Because speed kills. If we ___________ have any

speed limits, people like you ________________
drive too fast.
A:
But this speed limits too low. Everybody drives at

60 here.
B:
If the limit _______________ 60, everybody

_________________ drive at 70.
E Work in pairs. Student A, take the role of A (against speed limits). Student B, take the
role of B (for speed limits). Add new ideas and continue the conversation.
F Now do Exercises A to C on Workbook page 18.
34
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Lesson 6: Speaking:
1:38 pm
Page 35
A debate
A With a partner, discuss the pictures, which show some advantages and disadvantages of
using bicycles and cars for transport. The following words and phrases might help you.
pollution
traffic congestion
rush hour
traffic jam
B Think of other advantages and disadvantages. Then discuss all the issues as a class.
Use Type 2 conditionals where appropriate.

Examples:
FOR: If we stopped using cars, the economy would stop developing.
AGAINST: If we stopped using cars, there would be less pollution.
D Discuss what you have written with a partner. Add any additional notes you
have discussed.
E Prepare for a class debate. Half the class, Group A, prepare arguments FOR using cars,
and the other half, Group B, prepare arguments AGAINST using cars.
F Practise your arguments with another member of your group: Group A with a Group A
student and Group B with a Group B student. Present each new argument using:
First, , Secondly, , Thirdly, , Finally,
Example:
First, I think cars are
Secondly, cars are more
Thirdly, cars can
Finally, cars are better for
G Organize a class debate. Two students for cars present their arguments in front
of the class. Then two students against cars present their ideas. After the presentation,
class members can ask questions. Finally, vote as a class for or against the car.
35
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Page 37
Lesson 8: Pollution and energy

A Work in pairs. Discuss these questions.
1. What do you use to heat your house and cook your food?
2. What type of energy do you think is most used in the world?
3. How many other sources of energy can you think of? Try to find at least three.
B Complete this text about hydroelectricity with the words in the box.
turbines
renewable
pollution
generators
Hydroelectricity
More than 20% of the worlds power comes from hydroelectricity. Rivers are an
important 1
source of energy. Water is stored in lakes behind large
dams. The pressure of the water drives 2

3
which produce electricity in
. Dams are expensive to build, but after that the dam continues to produce
electricity at very little cost. Although dams produce little waste or 4
, the
large lakes that form behind the dams can cause environmental damage.
C Work in pairs. Explain what the words mean in the box in Exercise B.
D Read this text about nuclear power. Work in pairs. Discuss the
questions below.
1. In what ways is nuclear power a) cheap b) expensive?
2. What do you know about the Chernobyl disaster?
Nuclear power
Nuclear power produces almost 20% of the worlds power. It seems
cheap because a small amount of fuel can produce a large amount of energy. However,
nuclear power is becoming less popular with governments. Nuclear power stations are very
expensive to build and the cost of getting rid of nuclear waste is very high. People are also
afraid of nuclear power. They dont want to risk having accidents like the Chernobyl disaster.
E Read these sentences. Write A by the advantages and D by the
disadvantages of fossil fuels.

They can be transported easily and at the moment there are plentiful supplies.
The transportation of fuel often leads to accidents which cause pollution in seas and
on land.
Oil and gas produce over 60% of the worlds power.
The burning of fossil fuels can cause environmental damage, such as the greenhouse
effect and acid rain.
F Work in pairs. Discuss the advantages and disadvantages of the different
energy sources.
G Now do Exercises A and B on Workbook page 19.
Unit 3: Lesson 8: Pollution and energy
37
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Page 38
Lesson 9: Links to Khadhra

A Work in pairs. Match pictures ad with the words in the box. Can you
think of any other ways of getting from an island to the mainland?

road tunnel
ferry
bridge
hovercraft
B Khadhra is a small island off the north coast
of the State of Zufar. Its only contact with the

mainland is a very slow ferry. Work in pairs.
Discuss what problems you think Khadhra
could have.
C Read the f irst two paragraphs of this speech by
the Secretary of Transport. Then answer the

questions below.
KHADHRA
Moraira
Ras al-Had
Budaiya
ZUFAR
For many years the island of Khadhra has been cut off from the rest of our country.
The people living there have had a lower standard of living. It is our aim to improve
their living standards by first improving the links between the island and the rest of the
country.
At the moment there are only ferries which go from Ras al-Had to Moraira.The
trouble is that the ferries are old and slow.The journey takes an hour and a half and
the ferries often break down.We could buy some new ferries, of course, if we thought
that was the solution. But the authorities are looking for a much faster way of getting
to the island.
One way is to build a road tunnel. If we did this, there would be a fast and
comfortable way to drive to the island. A second option is to build a bridge.This
would also help us to travel quickly to the island. A third possibility is to build an
airport on the island so that planes could fly from Ras al-Had. And finally we are
looking at the possibility of a hovercraft service to replace the ferries.
If we can improve the communications, then we can improve the economy. Many
years ago we made a promise to the people of Khadhra and now we intend to keep it.
1. Compare the problems Khadra has with your answers in Exercise B.
Were you right?
2. Mark the route of the ferry on the map in Exercise B.
D Work in pairs. Discuss the different ways the authorities could link
Khadra to the mainland of Zufar. Try to think of four ways. Then read
the rest of the speech and check your answers.
E
38
Now do Exercises A to C on Workbook page 20.
Unit 3: Lesson 9: Links to Khadhra
Sitra
12/8/08
1:39 pm
Page 39
Lesson 10: Transport links

A Complete the table by f illing in the blanks. Then see if your ideas
match those in the box on Workbook page 20.
Khadhra transport link

Transport link
Cost
Time to
complete
Journey
time
Advantages
Disadvantages
85 m
dinars
5 years
20 mins
- fast
- comfortable
- takes cars,
buses and lorries
- many passengers
per hour
- problems for ships
165 m
dinars
7 years
30 mins
- fast
- safety worries
- very expensive
to build
- some geological
problems
35 m
dinars
2 years
15 mins
- fast and comfortable - only a few

- project can be
passengers per hour
completed quickly
15 m
dinars
1 year
40 mins
- very cheap
- only a few
passengers per hour
- no buses or lorries
- hovercraft have to
stop in bad weather
B The Secretary of Transport for Zufar has asked a group of advisers
to choose the best transport link to the island of Khadhra. Work in

groups of four or f ive. Choose a chairperson. The others each choose
a transport option from the table above, then follow the instructions
below.
1. Use the list of advantages from the table to explain why your option is the best.
The others in your group use the list of disadvantages to disagree with you.
2. When everybody has spoken, decide together which option you should choose.
3. The chairperson presents your decision to the other groups.
Unit 3: Lesson 10: Transport links
39
12/8/08
1:39 pm
Page 40
Lesson 11: The greenhouse effect

A Answer these questions.
1. What is a greenhouse for?

2. What are they usually made of?
3. How do they work?
4. What kind of plants do you grow in a greenhouse?
B Write each chemical formula in the box by the correct gas.
CH4
N2O
O3
CO2
1. carbon dioxide
3. methane
2. nitrous oxide
4. ozone
C Use words from the diagram below to complete the text.
greenhouse
sun
long-wave
radiation
short-wave
radiation
The 1
emits 2
. This passes through the
glass roof of the 3
and is absorbed. Much of the radiation is then
re-emitted from the ground as 4
. The glass reflects the
longer wavelengths so the heat is trapped inside the greenhouse.

D Look at this diagram of the Earths atmosphere. Work in pairs. Explain what is happening.
B
sun
A
greenhouse
gases
Earth
E Now do Exercises A to C on Workbook page 21.
40
Unit 3: Lesson 11: The greenhouse effect
12/8/08
1:39 pm
Page 41
Listening for detail
A Read the newspaper text below.
1. What is the programme for?

2. What kind of music can you hear at 9.15?
3. Who chooses the topics in For and Against?
4. What do you think you will hear about on Science Now?
TODAYS RADIO: ENGLISH FM
8.45
9.00
9.15
10.00
10.30
B
The Holy Qu'ran

News and Weather
Musical Favourites: Arab music from the 19th century
For and Against: English FMs discussion game. The audience chooses a topic.
Competitors must speak about it for two minutes.
Science Now
) Listen to the presenter talking about one of the programmes on Part 1 of the recording.
Then answer the questions.
1. There is a mistake in the newspaper. What is it?
2. What is the topic in For and Against today?
We should all use _______ instead of ______ .
3. Which side must Zainab speak on?
) Listen to Zainab on Part 2 of the recording. Then answer the questions.

1. How many people are killed by cars every year?
2. How many advantages of horses does Zainab mention: four, six or eight?
D Copy this table. Then listen again and write notes in the FOR column, as in the example.
TOPIC: We should all use horses instead of cars.
FOR HORSES
AGAINST HORSES
safer
sometimes ________
) Listen to the way Zainab uses these words.

First, ...
Secondly, ...
Thirdly, ...
Finally, ....
F Choose four of the notes in your table in Exercise D and practise using the four words from
Exercise E in complete sentences.

G
) Listen to the recording and underline the stressed parts of these words.
1. advantages
5. audience
2. reliable
6. secondly
3. environment
7. national
4. economy
8. industry
H What is the difference between the pronunciation of the words in the left and right
columns in Exercise G?
I Find three more long words in this unit for the left column and three for the right column.
41
12/8/08
1:42 pm
Unit 4
Page 42
Changes
Reading and interpreting text
A In pairs, discuss the following questions.
Make notes about your answers. Then

discuss them with the class.
1. What do you think the people in picture 1 are doing,
and why?
2. What do you know about Leptis Magna (picture 2)?
Think of four or more facts.
3. Do you think it is important to preserve
archaeological sites like Leptis Magna, Sabratha
and Cyrene? Give reasons for your opinion.
B Look at the photos of Venice and the title on
the opposite page. Then discuss these questions.

1. Which of the following six adjectives best describe
this city?
beautiful
historic
colourful dirty interesting old

inconvenient
modern
typical
unique
unusual
2. What problem does the city have?
2. While you read

A Read the f irst three paragraphs of The
sinking city. Answer these questions orally.

1. How is Venice different from most cities?
2. Why are there so many palaces in Venice?
3. What does Venice have in common with Leptis Magna,
Sabratha and Cyrene?
4. Why is more and more water flowing into Venice?
5. How has the situation improved since 1990?
B Read the last three paragraphs. Write notes about each of the following
in your notebook.
1. two more problems
2. the reason why Marios family have not left
3. two advantages of life on the mainland
4. the two possibilities for the future if families like Marios leave

A Now do Exercises A to E on Workbook page 22.
42
12/8/08
1:42 pm
Page 44
Phrasal verbs 3
A Find the following phrasal verbs in the text on page 43. Then match the phrases with the
pictures. Think about how they might be different from each other.
live with
carry out
move out
talk about
B Complete the sentences using with, out or about. Think about what this shows
about the way phrasal verbs work. Some lines may remain blank.
1. Up until now, we have learnt to live a ____ the hot weather b ____.
2. We have plans to carry a ____ building work b ____ that will include air conditioning.
3. During the building work, we will have to move ____.
4. Lets talk ____ the building plans tonight.
C Now do Exercise A on Workbook pages 2223.
D Study the information in the box.
Phrasal verbs 2 Meaning

The meaning of phrasal verbs is sometimes clear from the actual words.
Examples: move out, go in, bring in
With others, the meaning can change completely. This is an important way of creating new words
in English.
Examples: carry out (a plan), look up (in a book)
E Now do Exercises B and C on Workbook pages 2324.
44
12/8/08
1:42 pm
Page 45
Continuous tenses
Continuous tenses
We use continuous tenses to describe actions that are in progress and unf inished at
a point in time.
Examples:
In 1990, the buildings in Venice were sinking quite fast.
Now they are sinking more slowly.
Hopefully, ten years from now they will be sinking even more slowly.
B What do you think is happening to the six things below? Describe each one using
verbs in the box in the present continuous form.

rise / fall
expand / shrink
increase / decrease
Example: The Sahara Desert is expanding.

1. the size of families in Libya ______________________________________________________
2. pollution from cars ______________________________________________________
3. the Sahara Desert ______________________________________________________
4. the worlds temperature ______________________________________________________
5. the amount of fish in the Mediterranean ______________________________________________________
6. the number of languages in the world ______________________________________________________
C Discuss the same six things as a class. This time:
1. What do you think was happening 100 years ago?

2. What do you think will be happening in 100 years from now?
D Study the grammar box.
Future continuous
We often use this to talk about an action in progress in the future around a particular point in time.
Examples:
At this time tomorrow, Ill be taking my English exam.
Ill be wearing a white shirt (when I meet you).
E Think about how the future simple and the future continuous tenses are used in
this telephone conversation. Then practise the conversation with a partner. Finally,
practise the conversation again, this time substituting your own words for those in bold.
A:
Ill phone you at six oclock.
B:
Thats a bad time. Ill be playing football.
A:
At eight oclock?
B:
No. Well be eating then. Ill phone you when weve finished.
A:
Thats no good. Ill be at Jamals house then.
B:
Oh. So will I! Ill see you there.
F Now do Exercises A to D on Workbook pages 2425.
45
12/8/08
1:42 pm
Page 46
Present perfect continuous tense
Present perfect continuous

The present perfect continuous tense describes a situation or activity that began in the past
and is unfinished (or recently finished).
Venice has been sinking for many years.
For the last year, weve been thinking of leaving.
What have you been doing recently?
B Look at the picture.
1. What do you think Hassan has been doing today?

2. What has he done?
C In pairs, think of questions beginning How long ? to ask other students in the class.
Use ideas from the box and add some of your own.
going to school
living in this town
reading a newspaper
playing football
riding a bike
D Do the questionnaire with others in the class. Use the following exchange as a guide.
A: How long have you been riding a bike?

B: For ten years. / Since I was five.
A: How long have you been playing football?
B: I dont play football.
E Now do Exercises A to C on Workbook pages 2526.
46
12/8/08
Lesson 6: Speaking:
1:43 pm
Page 47
Talk about present actions and achievements
A Play a guessing game.
1. Imagine you are standing in a street in your town or

village. Think about what you can see (shops, houses,
offices, factories, etc.).
foundations
2. Other students in the class ask questions to find out

where you are standing.
Example: Can you see the school? Is there a garage
opposite you?
You can only answer Yes or No.
3. The student who guesses exactly where you are
standing is the winner and gets the next turn.
roof
B Look at the f ive pictures of a house being
built. Then match the progress reports A to E

with the pictures.
Site Progress Report
the
The walls have been built and
.
shed
fini
roofs have almost been
The kitchen and bathroom fixtures and the

domestic appliances have been installed.

The foundations, water mains and
drains have been laid.
s
The interior walls have been painted, the stair
have been put in and the floors have been laid.
wiring
plumbing
4
domestic
appliances
kitchen
fixtures
The plumbing and wiring have been installed,

and the windows and doors have been put in.
D Look at pictures 2, 4 and 5. Discuss these
questions with a partner.
1. This is a typical new house in Britain. How is it

similar to and different from a typical home for
a Libyan family?
stairs
2. What do you think you would like and dislike about

living in this house?
3. Look at the domestic appliances. What others can
you think of? Which ones do you think are most
useful and which do you think are the least useful
in the kitchen? Why?
floors
4. Describe your ideal house or apartment.
47
12/8/08
Lesson 7: Writing:
1:43 pm
Page 48
E-mails
1. Before you write

Hana is living in Britain with her family while her father is studying at the University of London.
Hanas mother decides to apply for a job.
A Read the advertisement and complete the e-mail Hanas mother wrote.
Agtec
Petroleum
are recruiting
We are a small oil company
with business interests in North
Africa and the Middle East. We
are looking for a secretary to
work with a field manager
working on a short contract
with the company. Knowledge
of Arabic essential.
Please apply by sending
a copy of your CV and a
supporting letter to:
John Linden at
Agtec Petroleum,
10 South Road, London
SW10 3PQ
or e-mail
From: fallaha@hotmail.com
Subject: Employment
To: johnlinden@agtec.co.uk
cc:
Dear Mr Linden,
I am __________ in response
to your advertisement in the
Daily
Mirror on 21 September. I am
very __________ in the job
of
secretary that you have ___
_______. I am here in the UK
with
my husband, who is ______
____ Petroleum Science for a
one-year period. We are both
__________ Libya so I am
fluent
in __________. I also studied
English __________ universit
y.
I look forward to _________
_ from you.
Regards,
Mrs Asma Al-Fallah
johnlinden@agtec.co.uk
B Read the e-mail from Hana to her penfriend Susan in Canada. Compare this
personal letter with the formal e-mail in Exercise A. What differences are
there? Discuss the following:
the layout
the beginning and ending
the content
the language
Hi Sue, how are things with you? Im in England at the moment. My Dads studying here something
about oil. Its really nice, but not like it is back home it rains all the time! Im at an English school, so
its lucky I liked English at school in Libya. It was difficult at first, but now I understand what people are
saying, its OK. Ive got lots of homework to do, so Ill get on with that now and e-mail you again later.
Speak to you soon,
Hana
2. Writing
A Reread Hanas letter. Write an e-mail in your notebook to a friend you have not seen for a
long time. Tell your friend what you are doing these days. Use some of the expressions in
Asmas letter. You might also want to use some of these phrases:
48
To talk about the recent past
To talk about the future
Ive just seen/read

Ive been ing recently
Im hoping to ...
Im thinking of
12/8/08
1:43 pm
Page 49
Lesson 8: Computers
A Work in pairs. Discuss how computers can be used in the following
situations.
1. in the home 2. in cars 3. by scientists 4. in supermarkets
B Now read the text and check your ideas on Exercise A.
Computers
Nowadays we can see computers everywhere. In the home
they are used in all sorts of appliances such as washing
machines, televisions, air-conditioning units, heating systems
and cookers. In cars they
control the supply of petrol to
the engine. Scientists use them to solve mathematical
problems, to display data or to test models of
spacecraft. Supermarkets use computers and bar codes
to track the sales of their products.
C Work in pairs. Find three more uses for computers.
D Circle the correct words in these sentences.
Computers today are getting bigger / smaller and more / less powerful. They are also
becoming cheaper / more expensive and more difficult / easier to use.
E
Work in pairs. Discuss how you think computers will change our lives in
the next 40 years. Look at these predictions for the year 2050. Decide:
1. Whether you think they will happen, and why.
2. Whether you want them to happen, and why.
a) By the year 2050, robots will be doing all our housework.
b) There will be no schools or teachers. Everyone will be studying at home on their
personal computers.
c) No-one will be driving their own cars. Computers will steer cars automatically.
d) People will be shopping from their computer screens at home. There will be no
more shops or supermarkets.
e) Surgeons will use tiny computers to carry out operations inside a patients body.
Make three predictions of your own for the year 2050.

Tell your partner your predictions.
Unit 4: Lesson 8: Computers
49
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1:43 pm
Page 50
Lesson 9: Robots science or science fiction?

1. What is a robot?
2. What can a robot do?
B Mark the sentences T for true or F for false.
1. An android is a name for a small, friendly robot.

2. The first modern robot was built in 1976.
3. Robots are good at painting.
4. It is impossible to teach a robot.
C Read the text and check your ideas on Exercise B. Then correct the
false sentences.
e are huge and look very
l people with computers as brains. Som
In TV and films, robots are mechanica
l and friendly, like R2D2
smal
are
ers
try to conquer the earth. Oth
dangerous. They carry laser guns and
known as androids.
you cant tell the difference. They are
in Star Wars. Some look so human that
first modern robot was
dont look like the robots in films. The
There are many real robots, but they
and programmed it to
arm
George Devol. He built a primitive
built in 1957 by an American inventor,
that could perform
and
y
easil
e
mor
e
built arms that could mov
carry out simple tasks. Later, scientists
more complicated tasks.
arms can move up
floor and controlled by a computer. The
Usually the robot arms are fixed to the
ting, cutting,
pain
for
ries
industrial robots are used in facto
and down and rotate sideways. These
very good at
drilling, packing and so on. They are
or bored and
tired
get
r
neve
repetitive jobs. Robots
s conditions.
erou
dang
or
cult
diffi
in
they can work
ing up
The arm has a gripper at the end for pick
the
rols
cont
r
pute
things, rather like a hand. A com
es the
etim
Som
er.
gripp
the
and
movements of the arm
things.
find
it
help
to
ra
came
o
vide
a
with
arm is fitted
complicated.
Writing programs for robot arms is very
basic
arm
the
Sometimes it is easier to give
move by taking
instructions and then teach it how to
do. The
to
has
it
what
it
ing
show
the arm and
it can repeat
that
so
on
mati
infor
this
s
store
r
pute
com
the arm movements.
D Find words in the text above which have the following meanings.
1. to take over (e.g., by winning a war)

2. very simple, basic
3. carry out
4. the opposite of simple
5. making small holes (e.g., in wood or metal)
6. doing the same thing many times
7. a robots hand
8. keeps (in its memory)
E
50
Now do Exercises A and B on Workbook page 27.
Unit 4: Lesson 9: Robots science and science fiction?
12/8/08
1:43 pm
Page 51
Lesson 10: Changes in science

A Read this information about a visitor to your school. Underline the
verbs in the present perfect continuous (have / has been + -ing) or the
present perfect (have / has + 3rd form).
Majdi Yaa coob is a famous heart surgeon. He is Egyptian

but has been living in London for the past seven years. He
works at the Kensington Hospital and teaches at London
University. Dr Yaa coob has visited many countries. He is
also a writer of medical textbooks and has written books
in Arabic and English. Dr Yaa coob is an expert in heart
transplants. He has carried out many heart transplant
operations. He is in Tripoli to attend a conference and
has been giving lectures to medical students there.
B Complete these sentences by putting the verb in brackets into the
present perfect continuous or the present perfect.

1. Scientists
2. Computers
3. Astronomers
telescopes since the 17th century.
(build) industrial robots since 1957.

(change) the world completely.
(look) at the stars through
4. The temperature of the Earths atmosphere

(rise) by several degrees.
5. Nobody
(make) a perfect robot yet.
6. Since the 1970s more and more people

the Internet.
(use)
C Work in pairs. Think of another famous (living) person.
1. Think of at least three questions to ask another pair about their famous person
using How long ...? and How many ...?
2. Work with another pair and ask and answer your questions, but dont say the
persons name. The other pair will try to guess.
Unit 4: Lesson 10: Changes in science
51
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1:43 pm
Page 52
Lesson 11: Letter writing

1. Do you ever write letters in English?

2. When would you write an informal letter? Who would you write to?
3. When would you write a formal letter? Who would you write to?
4. Can you think of three differences between a formal and an informal letter?
B Match the two halves of these sentences. They are all used in formal
letters.
1. Thank you for your letter
a) buying a new computer for my school.
2. I look forward to
b) send me a copy of your brochure?
3. I am thinking of
c) in reply to your advertisement in

Science Today.
4. I am writing
d) of the 24th March.
5. Could you please
e) hearing from you.
C Match these phrases to the correct place
on a letter by writing the numbers in

the boxes in the letter on the right.
1. the address of the person/company you are
writing to
2. your signature
3. your address
4. the body of the letter
5. the date
6. your name
7. the closing (Yours sincerely/faithfully)
8. the opening greeting (Dear )
D Work in pairs. Think of three tips to help
improve your letter writing. Tell your ideas

to the class which pair has the best tips?
E
Look at the advertisement. Then write a

letter to Way Ahead Computers.
Ask them for their brochure and price list.
Tell them what kind of product you are
interested in (for example, a personal
computer, a laptop, etc.) . Use some of the
formal sentences that you have learned.
Way Ahead Computers
We are the biggest and best computer store in Ireland. We

have been selling computers all over the world since 1988.
We can supply all your computer needs:
Personal computers, Laptops, Palmtops,
Printers, Software, Computer games.
Come and visit our superstore in Dublin or write to us at
the address below for a copy of our new brochure and
price list.
Way Ahead Ltd.
179 Grady Street, Dublin DN98, Ireland
Tel: 353-1-456372 Fax: 353-1-456371
E-mail: way.ahead@internet.co
52
Unit 4: Lesson 11: Letter writing
12/8/08
1:43 pm
Page 53
Listening for detail
A Read the text below about Hana and her family.
Hana Al-Fallah and her family are living in Britain for a year because her
father is doing an MSc in Petroleum Science at a British university. Hana is at
an international school nearby. She is talking to the principal of the school.
B
) There are f ive topics in the conversation. Number them in the order they are discussed.
a) Hanas friends
b) Hanas studies
c) Hanas plans
d) a school club
e) reading
) Write the f ive topics from Exercise B in your notebook in the correct order.
Listen
again and write notes under each topic.

Example: Hanas studies
English getting better
can understand lessons
D Work in pairs. Prepare to tell the class about each topic.
Example: Her English is getting better, so now she can understand the lessons.
E Suggest other words and phrases you can use instead of the underlined words in the
sentences below.
1. My older brothers studying economics.
2. My cousins learning to play the guitar.
3. Im playing more football these days.
4. Im reading less these days.
5. Im thinking of getting a motorcycle.
6. Im hoping to go to university.
7. Im looking forward to the summer holiday.
F Write three true sentences in your notebook, like those above, about you, your friends or
your family.
G
) Listen and repeat the principals questions.

1. Hes an Egyptian writer, isnt he?
2. Your homes near Tripoli, isnt it?
We use question tags like these to check that information is correct.
Use tags to check this information. When you say the tag, your voice should rise.
1. Hanas from Tripoli.
2. Her fathers in Britain, too.
3. Its an international school.
4. Youre having extra English lessons.
5. Theyre looking forward to it.
53
12/8/08
1:46 pm
Unit 5
Page 54
Our culture
Finding mistakes

A Discuss these questions with a partner.
1. Think of some examples of Arab culture (for example, customs

and beliefs).
2. How would you explain them to a person who knew nothing about
Arab culture?
B In the book on the right, under the letter M, are the following
topics. Discuss with a partner what you know about them.

Mahfouz, Naguib
Mecca
minaret
Misurata
mizmar
C A publishing company is producing a new Encyclopedia of Arab Culture.
Read this note and answer the questions.
Enclosed is the M page for the next edition of the book.

There is a factual mistake in the first paragraph and
there may be some mistakes in the other paragraphs.
Please could you check the whole page and correct
any facts that are wrong? Thank you.
1. Is the new encyclopedia ready yet?

2. What kind of mistakes are there?
3. What does the company want you to do?
2. While you read

A Read the encyclopedia page. The mistake in the f irst paragraph is underlined.
Find and underline the mistake in each of the other paragraphs.

A Now do Exercises A to C on Workbook page 28.
54
kairowan
12/8/08
1:46 pm
Page 58
The future
A You have studied various ways of referring to the future. Look at the grammar box.
verb form
uses
example
will
predictions
I think our team will win.
offers
Ill help you.
quick decisions
Ill have coffee, please.
actions that have been planned
Ive decided. Im going to work harder.
present evidence
It looks like its going to rain.
present continuous
arrangements
Im having lunch with Ali tomorrow.
present simple
timetables
The plane leaves at 12.30 tomorrow.
will be ing
situations in progress at a future point
At 1 p.m., Ill be flying over the sea.
be going to
B Identify the verb forms in italics, using the
f irst column of the table above.

Tarek: Telephone!
Yunis: Ill answer it. Hello?
Salem: Hello, Yunis. Were going to watch that film
you wanted to see. Do you want to watch it too?
Yunis: Thanks. Um ... Im busy right now. How about
eight oclock?
Salem: Itll be too late then. My father will be
watching the football.
Yunis: OK. Ill come now.
Salem: Come as quickly as you can. It starts in
20 minutes.
Yunis: I will.
C Match each of the verb forms with one of the uses in the second column of the table above.
D Choose the best form of the verb.
Khalid: Hello?
Mona: Hi, Khalid! This is Mona. How are you?
Khalid: Im fine, just a bit busy.
Mona: Oh?
Khalid: Im at a football game right now. The game will / is going to start in a few minutes.
Mona: I will / am going to be quick then. I just wanted to tell you that we have / are having
a party next Saturday.
Khalid: What is the party for?
Mona: Havent you heard the news? Jamal and I will / are going to get married!
Khalid: Congratulations! Thats great news! Unfortunately, my mother will come / is coming
to see us next weekend, so we wont be able to make it.
Mona: Thats all right. We will / are going to have to celebrate another time then.
Khalid: Sounds good. I will call / will be calling you soon to arrange something. Congratulations again!
Mona: Thanks. Enjoy the game!
58
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Lesson 6: Speaking:
1:46 pm
Page 59
Starting conversations
A How could you answer this boy?
Its hot today, isnt it?
Question tags with be

We often use opinions with question tags to start conversations.
To make the question tag with the verb be, repeat the form of be,
but change positive to negative and negative to positive.
Example:
He isnt in your class, is he?
She was there, wasnt she?
Where is the question tag in the picture of the boy?
The question tag invites the other person to answer.
B Match opinions 15 to responses ae.
1. The match wasnt very good, was it?
a) I dont know. Ive never been there.
2. Cairos a fascinating city, isnt it?
b) Well, actually, I prefer going by car.
3. The homework was really difficult, wasnt it?
c) No. I thought it was really boring.
4. Planes are the best way to travel, arent they?
d) Yes. I think she makes the subject really interesting.
5. Mrs Aminas a good teacher, isnt she?
e) Yes. I couldnt answer the first four questions.
C Write an opinion to start a conversation about each of these topics.
Include question tags.

Example: Our last history test was easy, wasnt it?
1. a TV programme that you like __________________________
2. school subjects __________________________
3. a popular singer __________________________
4. a place in your town __________________________
5. the weather __________________________
6. a recent event __________________________
When you say a question tag like this, your voice goes down at the end.
Example: Its a beautiful city, isnt it?
This invites agreement from the other person.
D Work in pairs. Have short conversations about the topics in Exercise C.
Start with the opinions you wrote.

59
Lesson 7: Writing:
12/8/08
1:46 pm
Page 60
Working from notes

A When people write about a topic,
they often begin with notes. Read the

notes opposite. What is the topic?
B Look at the box. Which symbols can you
started: Algeria (1930s)

famous singers Cheb Khaled,
Cheb Mami
see in the notes in Exercise A?

Making notes
Notes must include the information you need.
To make them shorter, we usually leave out
articles and the verb be.
Example:
Venice is a city on water. There are few cars or bicycles.
Venice: city on water few cars/bicycles
You can also use symbols such as / for or,
mixes traditional Arabic music +

modern Western rhythms /
instruments
kind of modern popular music
now popular all over world
and = for is.
from Arabic rayy = opinion
Example:
A result of the greenhouse effect is global warming.
result of greenhouse effect = global warming
songs often about problems

of everyday life
C Put the notes in a logical order. Number them
from 1 to 7. Then discuss the order with

the class. Which is the best order? Why?
TV and new spaper s
2. Writing
A You are going to do a class writing project.
Food
Re ligion
Follow these instructions.

1. As a class, think of some topics for the new
Encyclopedia of Arab Culture for each of the
categories on the right.The topics can begin with
any letter. Look at the topics on page 55 to
help you.
2. Work in pairs. Choose two of the topics that
the class has thought of.
Music
Famous people
Na ture
Buildings
3. Write short notes about your two topics.

4. Write two paragraphs for the encyclopedia,
like those on page 55.
B Now do Exercises A and B on Workbook
page 32.
Sports and games
Litera ture
Ar ts
Organiza tions
Histor y
Places
60
s
Customs, festivals and tradition
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Page 61
Lesson 8: Rocks
A Look at the pictures. In pairs, answer the
questions.
1. What are these objects?

2. Where would you find them?
3. How do you think they were formed?
B Complete the two def initions. Then match
the def initions to the pictures above by writing a or b.

1. A
is a small substance with many even sides that is formed naturally
when the substance becomes solid.
2. A
is a record of or part of an animal or plant which has been preserved
over many thousands of years in sedimentary rocks.
C In pairs, answer the questions.
1. Name a region of Libya where there are volcanic mountains.

2. Where is the nearest active volcano to Tripoli?
3. What happens when a volcano erupts?
4. What comes out of the volcano?
5. What happens to the land around the volcano?
D Read the first two paragraphs of the text. In pairs, answer the questions.
1. Find the names of three types of rock.

2. What things might you find in rocks?
Types of Rock
The next time you are walking in the desert or
near the sea look out for rocks on the ground.
If you find a small rock, pick it up and have a
good look at it. How does it feel? Is it hard or
5 soft, rough or smooth? What colour is it? Does
it contain any fossils or crystals?
Rocks come in all shapes, sizes and colours.
The rock that you have in your hand, however,
will certainly be one of three types igneous,
10 sedimentary or metamorphic, depending on how
it was formed. All rocks are made up of
minerals such as silica (SiO2), found in many
rocks. Sometimes the minerals are just one
element, e.g., carbon (diamond), sulphur or gold.
E
15
20
25
30
If the rock you have contains diamond or gold,

you will be very lucky.
Rocks are not always large. Sand, for
example, is a type of sedimentary rock. It
35
consists of very small particles made mostly of
silica. When these particles of sand are
cemented together, the rock is known as
sandstone. Clay and silt are also types of
sedimentary rock. They contain very fine
40
particles.
How are the different types of rock formed?
Igneous rocks are formed by the cooling of
molten rock, known as magma. Sometimes the
45
hot, liquid rock comes to the surface of the
Earth through cracks or through a volcano. The
magma then cools quickly and volcanic rocks
such as basalt are formed. Sometimes the liquid
rock does not reach the surface. The magma

stays below the surface and cools slowly, and
plutonic rocks such as granite are formed.
Because plutonic rocks cool slowly they often
contain crystals.
Sedimentary rocks, like sandstone, consist of
tiny particles of rock. They are formed when the
particles are deposited, usually in layers, by the
action of water, wind or ice. These rocks are noncrystalline. However, they do contain fossils.
Sometimes rocks experience great heat and
pressure which change their structure and
appearance. These are known as metamorphic
rocks. Any type of rock can change to become a
metamorphic rock. For example, limestone, a
sedimentary rock, changes into marble, which is
used in building.
Read the rest of the text. Match the types of rock 13 to their def initions ac.
1. Igneous rocks are rocks
a) which have changed their structure and appearance

under great heat and pressure.
2. Sedimentary rocks are rocks
b) which are formed by the cooling of molten rock.
3. Metamorphic rocks are rocks
c) whichare deposited in layers by water, wind or moving ice.
Now do Exercises A and B on Workbook pages 3233.
Unit 5: Lesson 8: Rocks
61
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Page 62
Lesson 9: Definitions
A Look at the picture of the geologist.
What is a geologist? Write a def inition

in your notebook. In pairs, compare your
def initions. Write a new def inition together.
B Read this def inition of a geologists work.
Then complete the text with the words in

the box.
who
earth
which
geology
A geologist is a person 1
changed
organisms
rocks
studies the history of the 2
and its life, especially as recorded in 3
. A geologist also
studies soil, fossils, mountains, volcanoes and earthquakes. Geology includes the
study of the organisms 4
inhabit our planet. A very important
part of 5
is the study of how the earths materials, structures,
processes and 6
have 7
over time.
C Work in pairs. Write def initions for the objects below in your notebook.
Example: A telescope is an instrument which is used for looking at the stars.

An amphibian is an animal which lives in water and on land.
4
6
D Read the def initions. In pairs, guess what they are def ining.
1. A crystalline rock which is used for buildings and statues. It is often white
and polished. It is often used in mosques.
2. A fossil fuel which is found in sedimentary rocks. It is refined into various products
including petroleum, which is used in motor vehicles.
3. A type of power which depends on the force of water. It usually involves
the building of a dam.
4. A type of sedimentary rock which is composed of very small particles.
It is sometimes used in the building of primitive houses and in making pots
for use in cooking.
5. A small instrument which is used for selecting and moving things on the
computer screen.
6. A scientist who studies the stars and planets.
E
62
Now do Exercise A on Workbook page 33.
Unit 5: Lesson 9: Definitions
12/8/08
1:46 pm
Page 63
Lesson 10: Famous names in science

A Read the headlines. In pairs, discuss what the stories might be about.
Radiation problems with faulty

hospital X-ray machine
New vaccines for malaria

and other diseases brings hope
for millions
B Work in pairs. Discuss the questions.
Government says all milk

for school children must
be pasteurized
South African biolo
gist wins Nobel prize
1. What is radiation? Where does it come from?

2. Why is most of the milk we drink pasteurized?
3. What happens to liquids when they are pasteurized?
4. What do you have to do to win a Nobel Prize?
5. What does a vaccine do?
C Look at the pictures. In pairs, answer the questions.
1. Do you recognize these pictures of famous scientists?

2. What do you know about them?
3. Why are they famous?
D Read the texts quickly. Check your answers to Exercise C.
Alfred Nobel was a Swedish chemist who invented dynamite. After an

explosion at his factory that killed several people, he worked on a safer
explosive, and in 1875, he invented gelignite. When he died, he left a large
sum of money to be used for prizes for people who had done important
work in physics, chemistry, medicine, literature or peace.
Marie Curie was the first person in history to win two Nobel prizes in
different areas of science physics and chemistry. She is known for her
discovery of polonium and her work with radioactivity.
Louis Pasteur was the scientist who informed the world about the
complicated relationship between health and diseases. His pasteurization
process keeps liquids fresh, kills germs and stops the spread of disease.
It was Pasteur who developed the first vaccination for humans.
E
Read the texts again. In your notebook, write f ive questions and
answers about the scientists.
Example: What did Alfred Nobel invent?
He invented dynamite.
In pairs, take turns asking and answering your questions.
Unit 5: Lesson 10: Famous names in science
63
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Page 64
Lesson 11: Fossils

A Look at the cartoon. In pairs, describe what you see.
Just think. Well be
fossils too one day.
B Read the first paragraph of the text about fossils. Then complete the summary.
The two main types of fossil are 1
fossils and 2
Examples of the first are parts of an 3
or 4
The second type might be a record of an animals 5

6
In pairs, answer the questions.

1. What types of rock are fossils
usually found in?
2. Where else could you find fossils?
3. How old are the oldest fossils?
4. What do you call scientists who
study the history of life on Earth?
5. Why are fossils so useful to these
scientists?
D Look at the text again. In
pairs, guess the meaning of the

words in bold. Use the context
to help you.
64
.
such as fossilized
C Now read the rest of the text.
fossils.
Now do Exercises A and B on

Workbook page 34.
Unit 5: Lesson 11: Fossils
ils?
What are Foss
There are two main
types of fossil: body
fossils and trace fossils.
Body fossils are parts
of an animal or plant,
like the bones, teeth,
vements and activities,
records of an animals mo
or leaves. Trace fossils are
s.
such as fossilized footprint
nothing is left.
, they usually decay until
die
nts
pla
and
ls
ma
ani
When
ent (either mud and
quickly covered in sedim
are
y
the
r,
eve
how
es,
Sometim
d) and this preserves
volcanic ash above groun
silt under water or sand and
pressed by more layers
rounding sediment is com
them. Over time, the sur
e skeleton, shell, or
into sedimentary rock. Th
of material and hardens
water, leaving a hole
time dissolves in ground
plant is trapped and over
duce a perfect cast of
h mineral deposits to pro
wit
ed
fill
is
n
tur
in
ich
wh
This is called a fossil.
the original bone or leaf.
such as sandstone or
nd in sedimentary rocks
Fossils are most often fou
stances like amber
y are found in natural sub
limestone. Sometimes the
(sap from trees) and ice.
ey may be very
d 3,500 million years. Th
un
aro
k
bac
e
dat
sils
fos
The oldest
es. To those
le, fossilized dinosaur bon
small or huge, for examp
fossils can be very
the history of life on Earth,
people who specialize in
, use fossils to help
o are called palaeontologists
useful. These scientists, wh
s in the Earths history.
them learn about change
12/8/08
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Page 65
Understanding question tags
A Discuss these questions in pairs.
1. What is the oldest building that you know in your town? And the newest?
2. Which is your favourite building?
3. Do you prefer modern architecture or traditional architecture?
B
) Listen to the tourist guide and make notes about a famous mosque in Tripoli.
name of mosque
The Gurgi Mosque
why interesting for visitors
_________________________
minaret
1. has eight sides

2.________________________
date of building
_________________________
area of building
_________________________
number of columns
) Listen to a conversation between two of the tourists on

the tour. Answer the questions.
1. Which sites in Tripoli have Andy and Salem both visited?
2. Where did they get a good view of the city?
3. Why is Salem not going to the souk?
4. Will Andy and Salem meet again?
) Listen to these two sentences from the conversation

and practise them.
1. Its a beautiful mosque, isnt it?
2. Thatll be interesting, wont it?
E Add question tags to these opinions.
wasnt
?
________it___
2. Hes a good actor, ___________ ______ ?
1. That film was good,
3. That game wasnt very good, __________ ____ ?

4. The guide speaks very good English, __________ _______?
5. Its Friday tomorrow, __________ _____ ?
F Practise saying the sentences in Exercises C to E. Remember, on the question tag, your
voice must start high and go down.

G In pairs, practise responding to the sentences in Exercise E.
Example: Student A: That film was good, wasnt it?

Student B: Yes. I really liked the end.
65
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1:49 pm
Unit 6
Page 66
Experiments
Deducing information

A Discuss these statements with a partner. Which of them do you agree with?
Why (not)?
1. Laughter is good for you.
2. Laughter helps your body to kill germs and fight disease.
3. Only a few people tell jokes well.
4. Funny programmes on television are more popular than serious programmes.
2. While you read

A Read Experiment 1 on the opposite page and answer these questions.
1. What idea did the experiment test?

2. Are antibodies good or bad for people?
3. What was the important difference between the two videos?
4. How many students watched each video?
5. Did the serious video increase the number of antibodies in the students?
6. Which group was healthier at the end of the experiment?
B Read Experiment 2 and correct these sentences.
1. The buyers were told to buy the car quickly.

2. The sellers were told to sell it at a low price.
3. There were 20 humorous sellers.
4. The humorous sellers made a lot of jokes.
5. In the experiment, the serious sellers got the most money.
6. The buyers negotiated more strongly when they heard the joke.

A What do these words refer to?
Experiment 1
Experiment 2
1. this idea (line 2)
__________
5. who (line 28)
__________
2. them (line 3)
__________
6. They (line 29)
__________
3. they (line 17)
__________
7. They (line 33)
__________
4. They (line 22)
__________
8. it (line 43)
__________
B Now do Exercises A to D on Workbook pages 3536.
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Page 67
Reading
Humour is
good for you
Experiment 1
10
15
20
Many people believe that laughter is good for our health, so

two scientists did an experiment to test this idea. They asked
a group of 20 students to help them.
First, the scientists
measured the levels of diseasefighting antibodies in each
students blood. (Antibodies are
substances which your body
produces to kill germs and keep
you healthy.) Then the scientists
divided the students into two
groups of ten. They told the
first group to watch a funny video, which made them laugh.
They told the second group to watch a video of a lecture.
After the videos, the scientists measured the levels of
antibodies again in all the students. In the first group, the
scientists found that these levels were higher than they had
been before the funny video. In the second group, the levels
of antibodies were no higher than before.
The scientists concluded that the funny video had

increased the number of antibodies in the students who had
watched it. They said that the humour in the video had made
the students temporarily more healthy.
Experiment 2
Humour helps us to enjoy life, but can it be useful, too? Some
psychologists did an experiment to find out.
The psychologists used a group of 40 people and an old
car for the experiment. First, they divided the group into 20
buyers and 20 sellers who had to negotiate the price of the
old car. They told the buyers to try to buy the car as cheaply as
possible, and they told the sellers to get the best possible price
for the car. Before the negotiation began, they divided the
sellers into a humorous group and a serious group and gave
them secret instructions. They gave a funny frog pencil to each
humorous seller and told them to say, If you pay this price, Ill
give you my favourite frog pencil! near the end of the
negotiation. They told the serious sellers not to make any jokes.
Then the buyers and sellers negotiated in pairs. The

scientists found that nearly all the sellers in the humorous
group did better than the sellers in the serious group. When a
humorous seller said he would give his frog pencil, the buyer
laughed, became less aggressive and agreed to the sellers
price. Although the joke about the frog pencil was not very
funny, the psychologists concluded that it had changed the
course of most of the negotiations.
25
30
35
40
67
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Page 68
Verbs followed by -ing and to
A Study these words.
-ing and to
You have seen lots of examples of a verb followed by another verb. What you must
remember is the form of the second verb. It is usually the infinitive with to or
the -ing form.
verb + to ...
arrange
decide
verb + -ing
enjoy
feel like
Examples:
We decided to visit my uncle in Benghazi.
I enjoy watching sports on television.
B Complete these sentences with the verb either in the -ing or the to form.
If there are any you are not sure about, leave them for now.
1. Dont forget to
go to the bank. (go)

2. My brother keeps borrowing my CDs without
asking me. (borrow)
3. Were thinking of ___________ a new car. (buy)
4. Tell me the secret. I promise not ___________
anybody else. (tell)
5. Im sorry. I didnt mean ___________ you. (hurt)
6. Were looking forward to ___________ you. (meet)
7. The doctor told him to give up ___________. (smoke)
8. It was raining, so we decided not ___________ out. (go)
9. He offered ___________ for the damage, but I said no
because it wasnt his fault. (pay)
10. I dont mind ___________ early. (get up)
C Complete the table. Put the verbs in the box into two groups:
those followed by -ing and those followed by to + inf initive.

There will be eight in each group in total.
forget
arrange
mind
finish
mean (= intend)
promise
risk
decide
keep
verb + to:
refuse
verb + -ing:
think of
offer
feel like
prepare
look forward to
give up
D Now go back to Exercise B. Check and complete your answers.

68
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Page 69
Reporting statements
A Study these two sentences. What differences are there between the f irst
and the second sentence?

1. The seller said, Ill give you my frog pencil.
2. The seller said (that) he would give the buyer his frog pencil.
B Study the grammar box.
Reported speech
When we tell someone about a conversation we have had, we change the verb tense in the
original speech to make our report.
Example:
I have finished. She said (that) she had finished.
I like it. He said he liked it.
The word that is usually left out in spoken English. The changes to the verb tenses are as follows.
Original speech
I will ...
I can ...
I work ...
I played ...
I have seen ...
Report

She said (that) she would ...

They said (that) they could ...
We said (that) we worked ...
He said (that) he had played ...
You said (that) you had seen ...
C Now use the box above to help you do Exercise A on Workbook page 37.
D Study the difference between said and told.
The verbs say and tell have a similar meaning, but when you use the verb tell, you must
include the object the person who receives the information.
Examples:
He said (that) he did not understand.
He told the teacher (that) he did not understand.
E Now report these actual statements. Choose say or tell each time, and guess
who was speaking to whom if necessary.

Examples: This food is delicious. She told her mother the food was delicious.
I have forgotten his name. He said he had forgotten his name.
I can swim
very well.
Ill be there at
six oclock.
The train has

already gone.
I dont want
to go.
I live in
Benghazi.
F Now do Exercises B and C on Workbook page 37.
69
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1:49 pm
Page 70
Reporting requests and instructions
A Look at Experiment 1 on Course Book page 67. Underline sentences with
asked ... to and told ... to. Then answer this question:
What do you think the scientists actually said?
B Study the grammar box.
Reported requests and instructions

The form of reported requests and instructions is:
ask/tell + someone + (not) to do something
Examples:
He asked + her + to speak up.
I told + them + not to go.
The tense of ask or tell does not change the infinitive.
C Report these requests and instructions, using asked or told.
Example:
Could you carry it for me, please? My father asked me to carry it for him.
1. Could you carry it for me, please?

2. Stop talking.
3. Keep taking the medicine for two more days.
4. Can you turn the television down, please?
5. Put your hands up!
6. Please dont drive so fast.
7. Dont forget to buy some bread.
8. Would you mind not smoking?
D What do these things and people tell us, or ask us, to do or not to do?
Make sentences.
Example: The Holy Qu'ran tells us to pray.
1. the Holy Qu'ran
2. my parents
3. my friends
4. our teachers
5. the school rules
E Now do Exercise A on Workbook page 38.
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Lesson 6: Speaking:
1:49 pm
Page 71
Apologizing, explaining and forgiving
A Study the box.
Apologizing, explaining and forgiving

When we say sorry, we often add an explanation of what happened:
Example: Im sorry. I didnt know they were there.
or like this:
Example: Im very sorry. I forgot what time it was.
To forgive your friend, there are a lot of polite responses to apologies.
Examples:
Its all right.
Dont worry about it.
It doesnt matter.
Its not your fault. / Its my fault.
Its OK.
It was an accident.
B Work in pairs. First, match pictures af to situations 16. Then, discuss what these
people might say.
1. Two people are in a crowded coffee shop. They do not know each other.
Person A spills hot coffee on person B by accident.
2. A and B are friends. A asked B to buy something, but B has bought the wrong thing.
3. B waited outside the cinema for A to arrive, but A didnt come.
4. In a caf, A has stood up, just for a moment, to go and say hello to a friend. B takes his table.
5. A has lost the music CD that B lent him last week.
6. In a shop, A is paying the shopkeeper, B, for something, but A drops the money all over the floor.
C Work in pairs. Role-play the situations, using phrases from Exercise A. Dont get angry be polite!
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Lesson 7: Writing:
1:49 pm
Page 72
Summary

A Read the text and complete the chart below.
The family order theory

Most astronauts and world leaders come from families where they were the oldest or only child.
The majority of actors and television personalities were the youngest child in the family.
Psychologists believe that the oldest child in a family learns to be a leader at home and so often
takes a leading role in adult life. Oldest children and only children are usually hard workers,
well organized and careful. The youngest child in a family has a very different experience of life.
Even when they are adults, their families think of them as the baby. They are usually fun-loving
and less serious than their older siblings. Middle children in large families sometimes get less
attention from their busy parents than their siblings, so they learn to be independent and to get
on well with people. They often have many friends.
experience at home
typical personality
oldest or only child
leader
middle child
youngest child
B Give your opinions by completing these sentences.
Example: I am the third child, and I think the theory about typical personalities is right.
1. In my experience, the family order theory is
a) mostly correct.
b) partly right and partly wrong.
c) mostly wrong.
2. I am a/an ... child and I think the theory about ... children is ...
3. The theory says that ... children are ... In my experience, ...
4. Some of my friends are ... children and they ...
2. Writing
A Use your sentences to help you write a short text summarizing your opinions of the
family order theory. Support your opinions with examples from your experiences.
Example:
I am the second child. I have three younger brothers and sisters. In my experience, the family order theory
is mostly correct
B Now do Exercises A to C on Workbook pages 3839.
72
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Page 73
Lesson 8: Diseases
A Copy the table into your notebook. Then use the words in the
box to complete it.

cancer
cholera
vomiting
spots, sores or marks on skin
coughing
smallpox
fever
HIV/AIDS
influenza
headache
malaria
colds
disease
symptom
B In pairs, discuss the questions.
1. What is a vaccination?
2. Describe what happens when someone is inoculated.
3. Why do doctors recommend vaccination?
4. Have you been inoculated? What was it for?
C Read about an important discovery made by Dr Jenner,
a scientist who worked with smallpox. In pairs, answer the

questions.
1. What did Dr Jenner notice about the girls who caught cowpox?
2. What did Dr Jenner do to the boy, James?
3. What was the result?
4. Why was this important?
Vaccination
lated), a weak
When someone is vaccinated (or inocu
. This is
body
the
form of the disease is injected into
which will
called a pathogen and produces antibodies
adays, most
help the body to fight off disease. Now
such as cholera
ses
disea
st
people are vaccinated again
this way.
ys
alwa
and typhoid. But things were not
from a disease
In the 18th century, many people died
and sores all
called smallpox. They developed a fever
er noticed
over the body. A British doctor called Jenn
cows
after
d
looke
something strange. Girls who
ox. This
cowp
d
(milkmaids) often got a disease calle
less serious than
was not a very serious disease, much
lpox in their
smallpox. However, when there was smal
did not get
ox
cowp
had
had
village, the milkmaids who
t. This is what
Jenner decided to carry out an experimen
hy boy about
he wrote: I chose James Phipps, a healt
r into his
eight years old. I injected the cowpox matte
was soon
but
ll,
unwe
little
arm. A week later, he was a
no
but
lpox
fit. Then he was inoculated with smal
disease followed.
n, after the
Jenner called this new method vaccinatio
the method
Latin word for cow vacca. Although
een germs
betw
link
worked, he didnt know why. The
and disease came later.
smallpox.
D Now do Exercises A to C on Workbook pages 3940.
Unit 6: Lesson 8: Diseases
73
12/8/08
1:49 pm
Page 77
Listening for key information
A Find out about your classmates family order. How many people in the class are:
the oldest in the family?

the youngest in the family?
a middle child?
an only child?
B Read this introduction to a radio programme.
3.30: Psychology Today. This week, the programme investigates family order. Later in the programme, we
hear from a psychologist who has studied the effects of family order on personality. But first, three teenagers
describe their experiences of family order.
C
) Listen and underline the correct information about the speakers.

Zoe
Helen
Bruno
oldest/middle/youngest
1/2/3/4/5 siblings
Does she talk about:
Yes/No
advantages?
Yes/No
s?
disadvantage
?
story
a
tell
Does she
Yes/No
1/2/3/4/5 siblings
Does he talk about:
advantages?
Yes/No
disadvantages? Yes/No
Does he tell a story?
Yes/No
1/2/3/4/5 siblings
Does she talk about:
advantages?
Yes/No
disadvantages? Yes/No
Does she tell a story?
Yes/No
) Listen again. Who says these things?

1. my brother and sister are really bossy.
2. I get more pocket money than my brother.
3. ... younger brothers can be a nuisance.
4. We get on OK.
5. ... Tim was chasing him.
6. Tim said it was my fault for leaving my CDs there ...
7. If youre the youngest in the family, you can get away with anything!
E What do the underlined phrases mean?

F
) Listen and repeat the phrases that you hear.
Use correct stress and intonation.
G Discuss these questions with a partner.
1. In what ways are you similar to your siblings? How are you different?
2. In your opinion, what are the advantages and disadvantages of being an only child / having a lot of
siblings / having only one or two siblings?
77
12/8/08
4:12 pm
Page 86
Lesson 9: Plastics
A Make a list in your notebook of items which are usually
made of plastic. In pairs, compare your lists.

B In pairs, answer the questions.
1. Why is plastic a good choice for the objects in Exercise A?

2. Why is plastic so useful? Use as many adjectives as you can in your answer.
C Match the pref ixes 13 to their meanings ac.
1. mono2. bi3. poly-
a) two
b) many
c) one
D Read the text below. Find the meaning of polymer and monomer.
Plastics
Plastics are a large and varied group of materials and have been used to make a wide
range of products for many years. Most are made from petroleum and come in
different combinations of carbon, oxygen, hydrogen, nitrogen and some other elements.
They are strong, light in weight and flexible, making them easy to form into different
shapes.What s more, they don t rust or corrode.
Plastics are man-made, but how? The answer is in their technical name, polymers. In
Greek, poly means many and mer means part. Polymers are organic compounds and
they contain long chains of atoms.These long chains are made from small molecules
called monomers. Each monomer is like a single link in a chain. Under certain
conditions these monomers combine to form a polymer.
Most plastics are liquid so they can be formed into various shapes to make the end
products.The shaping is usually done by heat, pressure or both.
Read the text again. Answer the questions.

1. Which adjectives were used to describe the properties of plastics?
2. Can you find any of the adjectives in the text that you mentioned in Exercise B?
Work in pairs. Discuss the questions.

1. What are the advantages and disadvantages of plastic bags and packaging?
2. What can be done to lessen their environmental impact?
86
Unit 7: Lesson 9: Plastics
12/8/08
4:12 pm
Page 88
Lesson 11: Properties of materials

A Choose words in the box to describe the properties of the materials 13.
hard
soft
strong
weak
tough
flexible
light
heavy
1. steel
2. paper
3. plastic
B Work in pairs. Use the table to ask and answer questions about the
properties and uses of metals. Start like this.

Student A: What are the properties of aluminium?
Student B: Its light and soft and it makes a strong alloy.
Student A: What is it used for?
Student B: It can be used for making drinks cans, aircraft and high-voltage cables.
element
properties
uses
aluminium
light and soft makes strong,

light alloys
drinks cans, aircraft, high-voltage

cables
lead
soft and heavy, poisonous
waterproof roofs
mercury
liquid at room temperature,

heavy, poisonous
switches, pesticides and thermometers
nickel
does not tarnish or

corrode magnetic
in alloys with iron and steel to make

them stronger, coins
tungsten
strong, hard for cutting edges
light bulb filaments, in steels
platinum
easily shaped, does not corrode
jewellery, car exhausts to reduce

pollution
C Work in pairs. Discuss the properties of the materials in the box.
glass
wood
rubber
leather
silk
rope
cotton
wool
D Look at the pictures. In pairs, answer the question.
1. Concrete is very strong. It is used in the construction of buildings, bridges

and dams. Rope is also strong, but its strength is different from concrete.
What is the difference?
Tensile strength
E
88
Compressive strength
Now do Exercises A to D on Workbook pages 4748.

Unit 7: Lesson 11: Properties of materials

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Scientic Section

EFL08 Sec2 basic CB Prelims.indd 3

The past perfect.

Comparatives with much

Article about Venice:

Clauses with where,

Active and passive voice.

The language of questions

EFL08 Sec2 basic CB Prelims.indd 4

Predicting the topic.

Paragraphs with topic

Listening for key

Searching the skies

Supporting your opinions.

Listening for detail.

Pollution and energy

Talking about present

Working from notes.

Listening for key words

Describing and identifying

Why do we need dams?

Asking questions politely

EFL08 Sec2 basic CB Prelims.indd 5

Sec 2 Basic Science CB Unit 1 core

1. Before you read [Lesson 1]

A Discuss these questions.

1. How many different kinds of stories can you think of?

and answer the questions.

2. While you read

only. Write line numbers from the text for

B In pairs, discuss these questions about the

f ive events in the pictures.

3. After you read [Lesson 2]

Unit 1: Lessons 1 & 2: Reading

Sec 2 Basic Science CB Unit 1 core

Crossing the Wadi

Unit 1: Lessons 1 & 2: Reading

Sec 2 Basic Science CB Unit 1 core

The past perfect

1. The past perfect

The past perfect

1. He didnt send the e-mail that he had written.

2. Forming the past perfect

Forming the past perfect

In spoken English, had = d and had not = hadnt

and underline the past participle twice.

Unit 1: Lesson 4: Grammar 1

Sec 2 Basic Science CB Unit 1 core

Modal verbs in the past

1. Modal verbs in the past

Modal verbs in the past

Note: There is no past perfect form of can.

B Now do Exercise A on Workbook page 6.

2. Questions in the past

conversation with these verbs.

Have you ever ridden a horse?

No, I hadnt. It was my first time.

a horse last year in Zarzis.

Yes. It was great.

you doing in Zarzis?

drive / sand dunes

C Now do Exercises B and C on Workbook page 6.

Unit 1: Lesson 5: Grammar 2