Term 2

English for Preparatory Schools

Year Two

Teacher’s Guide

Helen Chilton, Claire Hart

and Damian Williams

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 Scope and sequence
Skills Language Life Skills, Values
and Issues

7 Technology and the future Page 7

Reading: A magazine article about will and will not / won’t (revision) Life Skills:
online shopping; The Time Machine; I think lots of people will want to buy these Critical thinking:
a poster about the dangers of new headphones. technological
technology If/When + present simple + will (revision) awareness; Sharing
Writing: A reply to an online If I go to the shops, I will spend a lot of Values: Appreciation
message giving advice; a formal money. of science;
email about a problem with a Hassan won’t use the internet to buy food Independence
delivery when he is older. Issues:
Listening: A discussion about new If/When + should for advice Technological
inventions; people’s problems with When you feel tired, you should have a awareness;
technology and suggested solutions rest. Cross-cultural
Speaking: Giving opinions about You should check that you can’t buy communication
inventions and technology; a debate anything when you play games online.
8 You are what you eat Page 29
Reading: Texts about what people some, any: Life Skills: Self-
Module 3: Science and art

eat; a healthy food quiz; a recipe;
an article about unusual food; an
article about a healthy island
Writing: An email about a favourite
snack; a paragraph about a
country’s diet
Listening: A discussion about
favourite snacks; a conversation
at dinner; teenagers sharing their
worries about food and health
Speaking: Describing food; offering,
accepting and refusing food politely;
giving advice about being healthy
9 Watch, listen and make
Reading: An internet chat message;
a review of an art gallery; Little
Women; a review of a film
Writing: A short review; A
paragraph on a musician
Listening: A report about an
orchestra; an invitation on the
telephone
Speaking: Saying what people can
do; talking about preferences and
giving recommendations; inviting a
person somewhere
Review C Revision of Units 7–9
People often put some salt on their chips. management
I don’t put any salt on mine. Values: Self-esteem
like/don’t like: Issues: Preventive
I like orange juice, but I don’t like tea. health; Therapeutic
a lot, a little and a few health
I have a lot of fruit.
I only have a little salad.
I also eat a few healthy snacks.
Imperatives (revision)
Beat two eggs in a bowl.
Serve on a plate with a green salad.
Don’t forget to add a little salt.
Page 52
can, know how to and be able to Life Skills:
I can paint scenery if you want. Collaboration;
Mariam and I know how to sew costumes. Respect for diversity
Are you able to help with music? Values:
I am able to draw and paint, but I don’t Perseverance and
know how to do calligraphy. respect
Issues:
Non-discrimination
against people with
special needs
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 Skills Language Life Skills, Values and Issues

10 We are what we wear Page 82

Reading: An article about Egyptian
clothes now and in the past; a blog
about what teenagers wear; a text
about linen and cotton; an advert
Writing: An advert to sell something
Listening: People talking about
their clothes; a conversation in a
clothes shop
Speaking: Discussing and
describing clothes; shopping for
clothes
11 The future of our planet
Reading: Online posts about helping
the environment; texts about a
Module 4: Our place in the world
this/that, these/those (revision)
I bought this shirt from a little
shop in Cairo.
Where did you get those
sunglasses?
Adjective order
It’s a beautiful blue, cotton skirt.
She likes loose, white, linen
clothes.
one, ones
That beautiful dress is the one
my grandmother made me.
These trainers are much better
than the ones I had before.
Future time expressions
(revision)
Life Skills: Respect for
diversity
Values: Love of homeland;
work ethics
Issues: Environmental and
development issues
Environmental
responsibility: Community
participation
Page 106
Life Skills: Problem solving;
Negotiation; Collaboration

school trip; an article about teenage
inventors; a postcard
Writing: A paragraph about an
environmental problem; a holiday
postcard
Listening: Identifying what is going
to happen; a radio programme about
environmental problems; a teacher
talking about drones; a discussion
about making arrangements
Speaking: Making predictions and
future plans; suggesting solutions;
giving opinions
12 Languages and learning
Reading: A quiz about learning
styles; an article about languages
in Africa; an advert for a language
school
Writing: an internet post giving
advice; a study plan; taking notes;
an application form
Listening: A conversation about
future plans; a radio interview about
animal communication
Speaking: Talking about learning
styles; a presentation about your
studies; a discussion about study
tips; giving advice, opinions and
suggestion
Review D Revision of Units 10–12
End of term practice
What are you doing this Values: Taking
afternoon? responsibility: helping others
We’re going in five minutes. Issues: Environmental
be going to and the present and development issues:
continuous for the future Environmental responsibility:
I’m going to help my father. participation
What are you going to do?
The students are going to do very
well in their exams.
I’m visiting the dentist at half
past four.
Page 129
A review of tenses Life Skills: Self-
My uncle lives in the USA. management;
I’m emailing him today. Communication; Critical
I was playing tennis when it thinking
started to rain. Values: Perfection;
I didn’t use to like tennis. I used to Perseverance
like basket ball. Issues: Cross-cultural
Next year, I’m starting secondary communication
school.
I’m going to go to university.
I think it will be hard but fun.
I won’t be bored.
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 I n t r o du c t i o n
This Introduction contains the following sections:
• The aims of the course
• The curriculum and rationale
• The course components
• A Student’s Book unit in detail
• Teaching New Hello!
• Technology
• Independent learning and preparation
• Extra activity ideas
The aims of the course
The framework for New Hello English for Preparatory
Schools course has been entirely redeveloped by a team of
experts, using modern methodology and approaches. The
main aim of the course is to equip students of Preparatory
school age with the necessary language, thinking and
study skills* to communicate effectively and understand
competently spoken and written English. It aims to give
students the necessary experience and confidence to
apply these skills both inside and outside the classroom
and beyond school in their current and future lives. New
language, skills and topics are introduced gradually and
practised thoroughly, so that students have the chance to
learn and use the language before they move on.
There is a focus on preparing students for the modern
world as future employees and citizens so that they can
effectively deal with today’s challenges. The course
achieves this by integrating 21st-century skills (such as
communication, problem-solving and critical thinking
skills) into the learning material and by engaging students
with 21st-century issues and established values. Life skills,
Values and Issues are integrated into the course topics all
the way through.
In addition to these universal skills and themes, the course
maintains a distinct Egyptian focus, with an emphasis on
Egypt’s place within Africa and the wider world.
The curriculum and rationale
The material and activities included in the course
(Preparatory 1 – Preparatory 3) correspond to the Common
European Framework of Reference for Languages (CEFR)
A2, in addition to other international standards in teaching
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languages level after A2, and are designed for learners at
that level.
Learning outcomes are clearly set out at the beginning of
the lesson in the teacher’s guide for easy reference in clear
measurable objectives
The integrated skills approach
The curriculum is based around the four skills (reading,
writing, listening and speaking). Several skills linked by a
topic are integrated into one lesson in this course. Reading
is combined with writing or listening, for example. The
rationale for this new approach is that integrating skills
raises student motivation levels and enables students
to learn faster because they will not only be reading or
listening to input about a given topic, for example, but
also discussing or writing about it. Learning through an
integrated approach is also extremely effective because
it mirrors real-life learning and, therefore, helps students
to develop learning skills which they can make use of
throughout their lives.
The skills input and practice in each lesson is accompanied
by exercises that focus on aspects of vocabulary or
language. These exercises give students the opportunity
to notice how vocabulary and language are used within
the material they have read or listened to and enable them
to use vocabulary or language accurately in speaking or
writing activities. The key Life Skills (see below) are
also integrated into students’ work on the four skills; they
are linked to the lesson topics. These same life skills are
reinforced throughout the three years of Preparatory study.
Life Skills
The life skills that are presented and practised in this
course are skills that will enable students to effectively
meet the challenges of life in the 21st Century. These
include:
• Collaboration: How to work effectively with
other people so that everyone can benefit from the
experience and achieve positive outcomes.
• Creativity: How to come up with original and
innovative ideas to produce something new or
achieve improvements.
• Critical thinking: How to analyse facts in order to
form an opinion about a given topic or situation.
• Decision-making: How to evaluate available
evidence in order to make the right decisions for
given situations.
• Empathy: How to understand and show
understanding for other people’s situations or
experiences.
• Negotiation: How to discuss a situation with another
person in order to achieve a desired outcome.
• Problem-solving: How to solve problems
effectively and in a timely way.
• Resilience: How to deal with difficult situations and
recover quickly from setbacks.
• Respect for diversity: How to understand and
appreciate the differences that exist between people
and show an equal amount of respect for all of them.
• Self-management: How to take responsibility for
your own work, responsibilities, behaviour and
well-being.
• Sharing: How to decide which information to share
with which people and how to share information
with other people clearly.
Values
The preceding life skills are supported by a group of
values that help these life skills to develop.
These values include:
• Work values: How to make something perfect with
openness, good communication and honesty.
• Academic values: Working with integrity, curiosity
and objectivity; showing appreciation of science and
scientists.
• Personal values: Showing patience, appreciation of
others, compassion and independence.
• Coexistence values: Appreciating peace, tolerance
and acceptance of others; respecting rules, rights and
traditions; participation in helping others.
Issues
Issues that students need to confront in the modern world
are embedded in the curriculum. These are flagged in the
teacher’s notes.
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Issues include:
• Non-Discrimination issues: Learning to avoid
discrimination against people of a different religion,
children, women or people with special needs.
• Citizenship issues: Appreciating loyalty and
belonging, national unity, awareness of rights and
duties; showing legal awareness.
• Environmental and developmental issues:
Showing awareness of environmental pollution and
responsibility, and an appreciation of sustainable
development and community participation.
• Health and population issues: Appreciating
preventative and therapeutic health; awareness of
overpopulation.
• Issues of globalisation: Showing awareness of digital
citizenship, leading businesses, technology and
civilizational communication.
The course components
• Student’s Book and Workbook (two termly booklets)
• Teacher’s Guide
• Audio, accessed digitally via the Egyptian Knowledge
Bank (www.ekb.eg)
• Video, accessed digitally via the Egyptian Knowledge
Bank (www.ekb.eg)
• A website: www.newhelloforegypt.com
Student’s Book and Workbook
The Student’s Book consists of two terms, each of which
is divided into two modules of three main units and a
review unit.
• Each of the main units is divided into seven lessons,
with each lesson designed to take 40–45 minutes of
classroom time.
• Lessons 1–3 are double-page spreads and the other
lessons are single pages.
• Lesson 7 is a review lesson where students practise
using the key vocabulary and language from the unit.
• The two review units provide revision of the
vocabulary and language from the module and
consolidation of the skills taught in them. Each
review unit is divided into two lessons.
• The Student’s Book also includes a Glossary where
students can find definitions of the key vocabulary
 from the units. The students are encouraged to look
up new words in the Glossary to discover and clarify
their meaning so that they can develop their dictionary
skills. See also Vocabulary next page.
The aim of the Workbook is to consolidate and extend
students’ understanding of the Student’s Book content by
providing further opportunities to practise it.
• The structure of the Workbook follows that of the
Student’s Book. There are also two terms, each of
which is divided into two modules of three units and
a review unit.
• The Workbook content corresponds directly to the
Student’s Book lesson content. Each main unit in the
Workbook is seven pages long and there is one page
of exercises for each lesson of the Student’s Book.
Each review unit is two pages long and there is also
one page of exercises for each page of the review unit
in the Student’s Book.
• The first Workbook unit is designed to refresh students’
knowledge of English from the previous year and
check what they can remember. The final Workbook
unit is designed to check students’ understanding of
all of the work completed in that term.
• The first page of each Workbook unit practises the
new vocabulary and language from Lessons 1 and 2
of the Student’s Book.
• The review units in the Workbook are two pages long
and recycle the language from the module.
• The expectation is that, in most cases, teachers will
set up Workbook tasks in class so that students can
complete them at home. However, in some cases,
for example discussion activities and Workbook
exercises will need to be completed in class instead.
Teacher’s Guide
The Teacher’s Guide includes the pages from the Student’s
Book and Workbook alongside the teacher’s notes for
those pages.
• Teacher’s notes are provided for every element on
each page of the Student’s Book and Workbook.
• These teacher’s notes outline possible warmers,
describe procedures for the implementation of
exercises in the classroom and provide explanations
of the connections between exercises and the Life
Skills, Values and Issues they have been designed to
develop. For example, an explanation is provided of
how remembering class rules can enable students to
develop the life skill of collaboration.
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• Teacher’s notes also provide answers or suggested
answers for all exercises and the audio scripts for all
of the audio material.
Video
The aim of the accompanying video material is to broaden
or deepen students’ knowledge about topics they have
studied in the Student’s Book units. It also provides a fun
opportunity for listening practice and, very importantly,
prepares students to operate as English users in a world
where video is a dominant medium of communication.
• The video material will be available on the Egyptian
Knowledge Bank (EKB).
• One video accompanies each unit of the Student’s
Book.
• The video icon appears at the bottom of the page
to indicate in which lesson the video for that unit is
intended to be used. There are also notes about and
scripts for the video in the Teacher’s Guide.
• The content of the video will be relevant to the topic
of each unit.
• The creators of the course are aware that in some
schools it may not be possible for students to use
technology in the classroom to view the videos.
However, video material has been provided because
of the potential value it adds to the learning process.
A Student’s Book unit in detail
• Lessons 1–6 provide integrated skills practice; and
Lesson 7 provides revision of the vocabulary and
language points presented in the previous lessons.
• A variety of relevant and interesting reading and
writing texts and listening/speaking scenarios are
included in the Student’s Book units including emails,
articles, stories, instant messaging texts, interviews,
questionnaires and panel discussions.
Unit objectives
Unit objectives are provided at the start of each unit and
are organised under the following headings: Reading,
Writing, Listening, Speaking, Language and Life Skills.
Their aim is to provide teachers with a brief overview of
what students are going to learn about and do in the unit.
The order in which the unit objectives are organised is the
same in every unit and does not reflect the order in which
these items are presented in the unit.
Unit Opener
Each unit begins with one or more photos or pictures
which introduce students to the unit’s topic and are
accompanied by questions designed to engage students
with the topic. This is often done in the form of a quiz or
a discussion point. This fun lead-in activity provides an
opportunity for the teacher to discover how much students
already know about the unit topic based on their general
knowledge and also what vocabulary knowledge they
already have. Teachers are encouraged to promote student
engagement with the unit topic by adding personalisation
to the opening activity. This could be done, for example by
asking students to talk about their favourite snacks where
photos of snacks are used or talk about the technology they
use where photos of new forms of technology are used.
A Research box is included in most units to help students
develop their internet search skills. Students are given a
question, e.g. What are the names of Egypt’s most famous
concert halls and theatres? and have to find the answer
to it.
A Find box is included in each unit to get students to
find a specific piece of information in the unit. The
aim is to help students develop their ability to skim for
specific information. This is a useful skill in the modern
world, where large amounts of information are available
online and people have to read it to identify the specific
information they need.
Reading
A wide range of text types are used in the Student’s Book
and these include: emails, articles, stories, online posts,
blogs, recipes and reviews. The text types chosen reflect
modern means of communication that students will
encounter in the real world. The exercises that accompany
the reading texts are designed to check various reading
skills, such as reading for gist, reading for specific
information or reading for detail. The reading texts are
often used to introduce key language and vocabulary as
well.
Writing
Writing activities are carefully staged so that students
move from reading a model text to preparing to write a
text and then finally to writing a text. Students are asked
to write a wide range of texts, including: formal emails,
recipes, reviews, adverts, postcards and study plans,
with a focus on the quality of form and meaning. Many
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of the writing activities are accompanied by a Writing tip
box, which provides students with helpful advice on an
important aspect of the writing task.
Listening
Listening tasks give students the opportunity to hear
English in realistic contexts. A wide variety of listening
types is included such as conversations, podcasts, radio
reports and talks. As with the reading tasks, the exercises
that accompany the listening tasks are designed to check
various listening skills, such as listening for gist, listening
for specific information or listening for detail. As well
as helping to develop their listening skills and improve
their pronunciation, the listening tasks often introduce key
functional language, such as trying on clothes in a shop
and giving advice. All audio scripts for the recordings are
given in the Teacher’s Guide.
Speaking
Speaking exercises give students the opportunity to
use the vocabulary and language they have learned to
communicate with other students. In each speaking
exercise, students are supported by text prompts, question
prompts, photos or artwork, and they are encouraged to
prepare to speak before they start speaking.
Language
New language is presented in a contextualised way in the
form of texts with an authentic feel. These texts are then
followed by Language boxes which highlight and present
the language in a simple, clear and visually appealing way.
Key language is also practised in the Workbook.
Vocabulary
In every unit, around 15-20 new words are introduced.
These vocabulary items are often introduced in reading
texts, where they are highlighted in clear bold font.
Students are encouraged to notice the new words and
deduce their meaning from context while reading.
This process is designed to reflect the way in which we
typically absorb new vocabulary we encounter outside the
classroom. Meaning can be checked against the Glossary
at the back or with a beginner’s dictionary. Key vocabulary
is also practised in the Workbook.
Life Skills
A focus on a specific Life Skill is indicated by a Life Skills
box. Life Skills exercises provide students with the chance
to develop critical thinking skills and consider different
opinions, thought-provoking and challenging discussion
topics. A secondary aim of Life Skills exercises is to
provide more freer speaking practice. There are additional
discussion activities marked by a thought bubble icon
which also require and practise critical thinking skills.
Remember!
A Remember! box is included in some units to draw
students’ attention to language that students should know.
They therefore act as useful revision tools.
Teaching New Hello
Language presentations
New language in the Student’s Book and Workbook is
always contextualised in texts when it is introduced.
Students read the texts and notice how the structure is
used. Accompanying exercises reinforce and practise the
language. There is always a Language box that clearly
presents and explains the structure. Students should be
encouraged to refer back to these Language boxes in
later lessons to check that they are using the structures
accurately. Further practice of the language is provided
in the review lesson at the end of each unit and in the
corresponding Workbook lesson. These allow the student
to revise the key language and also allow the teacher to
monitor and assess the students’ progress.
The course is designed to support teachers with large
classroom sizes by regularly providing pair work and
group work tasks so that students are able to practise
speaking with each other and are able to support each
other with their learning.
Activity types
• Individual activities enable students to check their
own ability to understand the texts they read or
audio material they listen to, and also to notice
vocabulary or language features individually. These
activities also enable students to personalise their
output, for example by writing sentences about their
daily routine.
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• Pair work activities allow students to ask and answer
questions or have a conversation in an authentic
way. The one-to-one nature of these exchanges mean
that students feel less inhibited about speaking and
making mistakes.
• Group work activities are also included. They allow
students to communicate with other students in a
group situation, which is similar to a lot of real-life
social interactions. These activities are opportunities
for students to use language in a freer way while
having fun. Taking part in group work activities will
help to boost students’ confidence.
Technology
Throughout the course, there is an awareness that
students will be communicating in a world where digital
communication is prevalent and the vast majority of
people use technology such as smartphones. This is
reflected in the inclusion of text types such as online
reviews, messages and blog posts in writing activities.
There are also various tables, charts and diagrams
throughout the course. These often present information in
a graphic or non-verbal way, such as you might see online.
Students are encouraged to analyse, interpret and discuss
the information in English, and often to present similar
information in their own tables, charts or diagrams.
In some places, the Student’s Book will encourage
students to use technology themselves in the classroom,
whether to complete the Research task in a unit or to
support the Project. In some schools, using technology in
the classroom or at home might not be possible and so
these features have been placed in boxes outside the flow
of the lesson to make them easy for teachers to adapt by
using conventional research tools if this is the case.
Independent learning and preparation
In the modern world, students and employees are
increasingly expected to be able to work independently
and to be adaptable. It is, therefore, important to encourage
students to learn these skills. The course is designed to
encourage these skills. The suggestions below can help
develop them further.
• At the end of each lesson, you could give students a
quick homework task designed to get them interested
in and motivated for the next lesson, for example
research an author, look up information about a
museum to be reviewed in the next lesson, think
about a topic or a discussion point, or look up the
meaning of some vocabulary items in the Glossary.
5
• Simple tasks that only require students to read or
complete exercises can be assigned for homework
so that there is more time for productive skills in
the classroom. Most Workbook tasks would be ideal
activities to assign for this purpose, for example.
• In stronger classes, you can read through the Language
box in the next lesson and ask them to prepare any
questions they have about it independently. You can
then answer these questions the next time you meet.
Extra activity ideas
Language activity ideas
• Reverse translation: Students work in groups of
three. They write sentences containing a language
structure they need to practise on cards or strips of
paper or in their notebooks. They then show these
English sentences to a partner who translates them
into Arabic and writes the translated sentence, either
on the back side of the card or strip of paper or in
their notebooks. That student then passes the Arabic
sentence on to a third student, who translates the
sentence back into English and writes it down again.
Students then compare the original English sentence
with the third English sentence, check if the third
sentence is correct and discuss why it is incorrect, if
this is the case.
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• Sentence correction: Students work in small
groups. Each student writes three grammatically
correct sentences and two grammatically incorrect
sentences in their notebooks. The students take it in
turns to read their sentences aloud, mixing the correct
and incorrect sentences. The other students have to
identify the incorrect sentences and get a point if they
can correct it.
Vocabulary activity ideas
• Guess the word: Students work in a group and
choose a word for a thing. They describe this thing to
the rest of the class (or a larger group) without saying
the word for it, and the rest of the class try to guess
the word.
• Pelmanism: Students are shown a group of objects
or cards with words or phrases on them. The teacher
then removes one or two of these objects or cards
while students are not looking. The students have
to say which objects or cards have been taken away.
This activity could be a useful way of getting students
to practise talking about countable and uncountable
nouns, which is a language point in Unit 8 in this
course, for example.
7 information given in pictures, short stories and
T e c h n o lo g y
a n d th e fu tu re
SB pages 2-11 WB pages 70-76
OBJECTIVES
Reading
A magazine article about online shopping; The
Time Machine; a poster about the dangers of
technology
Writing
A reply to an online message; a formal email
about a problem with a delivery
Listening
A discussion about new inventions; people’s
problems with technology and suggested
solutions
Video
Measuring time
Speaking
Giving opinions about inventions and
technology; a debate
Language
if/when + should for advice
Life Skills
Critical thinking: technological awareness
LE S SO N 1 SB pages 2-3 WB page 70
Outcomes:
• To use their knowledge of sight-words,
letter patterns, sounds and clues from a
surrounding text to read words and use some
word identification strategies with growing
confidence.
• To gather information from print and digital
sources; taking brief notes on sources and sort
evidence into provided categories.
• To ask and answer questions to demonstrate
understanding of a text, referring explicitly to
the text as the basis for the answers.
• To complete various types of listening
comprehension tasks based on audio-visual
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descriptions.
• To react to a listening text, giving opinion
• To follow agreed upon rules for discussion up
to this age e.g. Listening to others with care,
speaking one at a time about the topics and
texts under discussion.
• To gather information from provided sources
to answer a question.
• To revise the use of will/will not to talk about
future predictions.
Before using the book:
• Welcome students in a polite and friendly way.
This will help them to feel at home and also to
think in English again.
• Write the title of the unit Technology and the
future on the board and ask students what they
think they will learn about in the unit.
• Tell students that they will find out about
inventions in the unit. Can they name any
recent inventions they hear about or know?
SB page 2
7
Unit
Lesson 1 Reading: A magazine article about
online shopping; The Time Machine;
a poster about the dangers of
technology
Writing: A reply to an online
Te ch no lo gy
message; a formal email about a
problem with a delivery
Listening: A discussion about new
inventions; people’s problems with
an d th e
technology and suggested solutions
Speaking: Giving opinions about
inventions and technology; a debate
fu tu re
Language: if/when + should for advice
Life Skills: Critical thinking:
technological awareness
Discuss Find
Can you match the descriptions to these pictures of new inventions? Look through
the unit. What
did Lama
a When these headphones b Is it a motorbike? Is it a helicopter? buy from the
hear another language, No, this invention is half-motorbike internet?
they can translate it into and half-helicopter! It can push you
your language. into the air at the speed of a fast car!
1 2
3
4
c This clever jacket d Change roads into solar panels! Research
uses an app to make
you warmer when
This invention uses strong glass
that you can drive on and make Who was H. G. Wells?
Why is he famous?
the weather is cold. electricity at the same time.
2 Lesson 1
7
 Discuss Suggested answer:
H. G. Wells (1866–1946) was a British writer. He was
Can you match the descriptions to these famous for writing science fiction stories like The
pictures of new inventions? Time Machine and The War of the Worlds, which were
also made into films.
1 Ask students to look at the pictures and
brainstorm what they can see. Encourage them
to describe the pictures.
2 Check the meaning of the words in bold with the
SB page 3
class. Encourage them to work out the meaning
from context. They can check the meaning of the
words in the Glossary if necessary. Students then
read the descriptions in the boxes and match
Listening
Lesson 1
7
them with the pictures in pairs, as in the example
1 Work with a partner.
1 Put the inventions on page 2 in order from the most useful to the least useful, in

answer.
your opinion.
2 Talk to another pair. Do they agree with your order?

3 Check the answers by pointing to each 2 Listen to four people. Match the inventions 1–4 on page 2 with the people who talk
about them.

picture and asking What’s this invention? and a b c d

encouraging the whole class to call out the

answers.
Hatem: Picture 4 Manal: Tarek: Sawsan:
Answers: Language Remember!

1c 2a 3d 4b
Use will and will not (or won’t) to
3 Complete the sentences from the
talk about future predictions.
listening with will or won’t. Then listen again
and check your answers. The headphones will be very
useful for travelling.
1 The machine won’t be able to fly very high.
The machine won’t be able to fly
2 I think lots of people want to buy one very high.

Find
of these.
3 It help people to speak other languages.
4 Maybe they make one to help people be cooler.
5 I hope they build lots of these in Egypt.
Look through the unit. What did Lama buy
Speaking
from the internet? 4 Discuss the questions in small groups.

1 Ask students to predict what Lama might have

1 Who do you agree or disagree with in Exercise 2? Why? Life Skills
2 Which of the four inventions do you think will become It is important to

bought from the internet. the most used? Why? know about the latest
technology. You might
3 Which of the things do you think won’t be used very
2 They then look through the unit to find and
need to know this for
much in Egypt? Why? a future job. How can
you find out about the
confirm (Lesson 6, page 10).
4 What invention do you hope we will see in the future?
latest technology?
I agree that the jacket I hope the flying motorbike
won’t be very useful in Egypt! will be invented soon.

Answers: Workbook page 70 Lesson 1 3

She bought a new mobile phone.

Research
Who was H. G. Wells? Why is he famous?
1 A
 sk students whether they know who H. G.
Wells was and why he is famous.
2 Ask students to use the internet or school
resources to find the information and report back
to the class.
3 Alternatively, they could do this for homework.
NOTE: They can record their results in the
Workbook.
Listening
1 Work with a partner.
1 Ask students to close their books and call out the
inventions from page 2.
2 Then ask them to open their books and draw
their attention to the questions.
3 Students work in pairs to discuss the inventions.
Monitor as they are working and help if
necessary. Students then work in different pairs
to see if they agree.
4 Hold a brief class discussion for students to
discuss their ideas and encourage them to give
reasons for their answers.

darsenglizy.com
Answers:
Students’ own answers
2 Listen to four people. Match the inventions
1–4 on page 2 with the people who talk about
them.
1 A
 sk students to look at the people and elicit what
they have to do.
2 Then they listen to the recordings and write
the correct invention for each person, as in the
example.
3 Check the answers as a whole class.
 Audioscript
Narrator: 1 Hatem
Hatem: Wow! That looks so cool! I’m not
sure it’s very useful though. It
won’t be able to fly very high, will
it?
Narrator: 2 Manal
Manal: I think lots of people will want to
buy one of these; they’ll be very
useful for travelling. It won’t help
people to speak other languages
though, will it? It’s only good for
listening.
Narrator: 3 Tarek
Tarek: I think this is a good idea for
people in cold places. It won’t be
very useful for me though! Maybe
they will make one to make people
feel cooler. That would be good
here in the summer!
Narrator: 4 Sawsan
Sawsan: I think that is an amazing
invention. I hope they will build
lots of these in Egypt. We have lots
of sun and we could make lots of
electricity.
Answers:
Hatem: Picture 4
Manal: Picture 2
Tarek: Picture 1
Sawsan: Picture 3
darsenglizy.com
Language
3 Complete the sentences from the listening
with will or won’t. Then listen again and
check your answers.
1 Direct students’ attention to the Remember!
box and ask them to read through it. Clarify
that we use will and won’t to talk about future
predictions.
2 Students complete the sentences with the correct
forms of will, as in the example. Monitor as they
are working and help if necessary.
3 Then play the recording for the students to listen
and check.
Answers:
1 won’t 2 will 3 won’t 4 will 5 will
Speaking
4 Discuss the questions in small groups.
1 Elicit the use of will. Then ask students to recall
what each of the people said about the inventions
in Exercise 2.
2 Ask students to read the questions and ask two
students to read out the speech bubbles. Ask a
stronger student to confirm what they have
to do.
3 Students think about their answers, making notes
if necessary. They then work in small groups
to discuss the questions. Make sure there is a
mix of strong and stuggling students in each
group. Monitor as they are working and help
if necessary. Remind them to use appropriate
forms of will.
4 Ask a volunteer from each group to summarise
the answers for one of the questions.
Answers:
Students’ own answers
 Answers:
Life Skills
1 Read the Life Skills box with the class. 1 Helicopters 2 headphones 3 app
4 translate 5 motorbike
Emphasise the importance of students
keeping up with developments in new
technology.
2 Choose the correct words.
2 Then ask them to discuss the question in
pairs. 1 Ask students to look at the example and explain
that they have to choose the correct answer to
3 Put their suggested answers on the board
complete each sentence.
(e.g. by reading the news, checking
websites, reading scientific journals, 2 Students complete the sentences in pairs.
talking to friends, etc.). 3 Check answers as a class by inviting students to
read out the completed sentences.

Answers:
WB page 70 1 corrections 2 invent
3 predict 4 translate

77
Unit
Lesson 1
Language
Technology 3 Now answer the questions in Exercise 2
using will or won’t.
and the future
Vocabulary
1 Elicit the use of will or won’t.
1 Complete the sentences with these words.
2 Students look at the example and then complete
the exercise in their notebooks. Refer them
app headphones helicopters motorbike translate
1 Helicopters are like planes, but they do not have wings!
2 Mona always wears
she loves listening to music.
on the bus because back to page 3 of the Student’s Book to help,
3 There’s a/an on this phone which tells me and monitor as they are working. Alternatively,
students could complete the exercise for
the weather in my city.
4 I asked my aunt to a French internet article

homework.
into Arabic.
5 The road is not big enough for cars, but you can go down it on a/an .

2 Choose the correct words.

3 Invite different students to read out their
sentences.
1 Do you think that there will be many correct / corrections in your English homework?
2 Do you think that we will invent / invention a car that doesn’t make any pollution?
3 Do you predict / prediction that the weather will get hotter in the future?
4 Do you think that it will be easier to translate / translation from Arabic to English
next term?
Answers:
Language
3 Now answer the questions in Exercise 2 using will or won’t. Students’ own answers
1 I think that there won’t be many corrections in my English homework.
2
3
4 Complete your research results from
4

4 Complete your research results from Student's Book page 2.

Student’s Book page 2.
Research results:
1 Students can use the form to record their
Resources:
research results about H. G. Wells. Remind them
to always record the resources they used to find
70 Lesson 1

this information (the website, book, etc.).

Vocabulary 2 If there is time, invite different students to read
out their research results to the class or you can
1 Complete the sentences with these words. take in their work for feedback.
1 Elicit the inventions from Lesson 1.
2 Students then look at the example and complete
the exercise individually before checking their
answers with a partner.
3 Check the answers as a whole class. Check their
pronunciation of the new words and offer help if
necessary.
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Skills
Writing: To write sentences using will and will
not/won’t (Workbook)
Listening: To understand four people discussing
technology
Speaking: To talk about inventions
Vocabulary: app, headphones, helicopter,
motorbike, speed, translate
Language: will and will not (won’t) to talk about
future predictions
LE S SO N 2 SB pages 4-5 WB page 71
Outcomes:
• T
 o use glossaries or beginning dictionaries,
both print and digital, to determine or clarify
the precise meaning of key words and phrases.
• T
 o ask and answer questions to demonstrate
understanding of a text, referring explicitly to
the text as the basis for the answers.
• T
 o distinguish their own point of view from
that of the narrator or those of the characters.
• T
 o explain orally verbal and non-verbal age
appropriate texts e.g. Tables, different charts,
graphs and maps.
• T
 o follow agreed upon rules for discussion up
to this age e.g. Listening to others with care,
speaking one at a time about the topics and
texts under discussion.
• T
 o plan, write and sequence texts; read and talk
about their writing with the teacher to check it
makes sense and begin to make suggestions to
improve it.
darsenglizy.com
SB page 4
7 Lesson 2
Reading
1 Discuss these questions in pairs.
1 Do you like shopping online? Why/Why not?
A B
2 What type of things do you like to buy? Why?
1 have a a choice
2 Match a word from A to a word from B to make 2 save b a delivery
useful phrases. Some verbs match more than 3 spend c money
one word. You can use a dictionary.
4 waste d time
5 wait
for
3 Read the article. Can you find any of the phrases
from Exercise 2 in the text? Use your dictionary if necessary.
Shopping online – Yes or No?
Injy – I love online shopping! Baher – I prefer
going to real
shops in my city.
Shopping online is great! Firstly, it saves me time. Every time I buy clothes online, the thing that I buy
I don’t want to spend lots of time travelling to the is wrong! At a shop, I can see what I am buying
shops. I can stay at home and buy the things I want and I can try it first. Also, I don’t like to waste
in a few minutes. Secondly, I have more choice time waiting for a delivery – I want things now!
online. Also, if more people shop online, there will If everyone shops online, the shops in our towns
be fewer cars on the road and less pollution! I will and cities will close. If they close, then lots of other
do all my shopping online when I am older. businesses like cafés will close, too.
4 Read the article again and complete the table with the reasons for and against shopping
online. Can you add any more ideas to the table?
For
It saves time.
Against
You can’t try things before you buy.
4 Lesson 2
Reading
1 Discuss these questions in pairs.
1 Ask students to look at the photo and elicit
what is happening (someone is delivering goods
bought online).
2 Then ask them to discuss the questions in pairs.
3 Invite volunteers to answer the questions.
Encourage the rest of the class to listen and find
who they are most similar to.
Answers:
Students’ own answers
2 Match a word from A to a word from B
to make useful phrases. Some verbs
match more than one word. You can use a
dictionary.
1 Ask students to read the instructions and
example and elicit what they have to do.
2 Encourage students to complete the exercise in
pairs, using a dictionary if necessary.
3 Check the answers with the whole class.
11
Answers:
SB page 5
have: a delivery, time, money, a choice
save: time, money
spend: time, money
waste: time, money
Language
Lesson 2
7
5 Complete the sentences with the correct form of the verbs in brackets.

wait for: a delivery 1 If I go (go) to the shops, I will spend (spend) a lot of money.
2 When Huda (visit) Cairo, she (buy) some new shoes.
3 Hassan (not use) the internet to buy food when he (be) older.
4 Mona (look) online for a new phone when she (get) home.
5 If I (buy) everything online, I (not be able) to go shopping with my friends.
3 Read the article. Can you find any of the
Remember!
phrases from Exercise 2 in the text? Use your Use if/when + present simple and future simple to
dictionary if necessary. express prediction.
If everyone shops online, the shops in our towns and

1 Ask students to look at the text entitled Shopping

cities will close.
I will do all my shopping online when I am older.

online – Yes or No? and elicit what kind of text it 6 Complete these sentences with your own ideas.

is (an online or magazine article). 1 If I go to the shops today, 2 When I need some more food,
3 I will use the internet when 4 I won’t watch TV tonight if

2 They then skim read the article quickly to find Speaking

the phrases from Exercise 2. 7 Work in a small group and make a story. Choose one of the sentences below to start.

3 Check answers by inviting different students

Take it in turns to make another sentence with if + present simple + future simple.
• If I help my mother at the weekend, … • If I finish my homework early, …

to read out the sentences from the text which • If I pass all my exams, … • If I find a snake in my house, …

contain the phrases.

If I help my mother
at the weekend, she’ll
4 Remind students of the meaning of waste time.
have more free time.
If my mother has more free
time, we’ll be able to go out. If we go out,
we’ll be able to go
to the cinema.

Answers:
save (me) time, spend (lots of) time, have (more)
choice, waste time, waiting for a delivery
Workbook page 71 Lesson 2 5

4 Read the article again and complete the table

with the reasons for and against shopping Language
online. Can you add any more ideas to the
table? 5 Complete the sentences with the correct
form of the verbs in brackets.
1 Ask students what they recall from the text.
1 Elicit the forms and uses of will from Lesson 1.
Then ask them to read it again more carefully
before completing the table, as in the examples. 2 Read the example and check students understand
the task.
2 Check the answers with the whole class.
3 Students then complete the sentences
3 Students then discuss other possible reasons for
individually before comparing answers with a
and against shopping online with a partner.
partner.
4 Elicit ideas from the class.
4 Check answers as a whole class.
Answers: 5 Then draw their attention to the Remember! box
and ask them to read it carefully. Help them with
For: It saves time; There is more choice; It is better any queries.
for the environment. There will be less pollution.
Against: You can’t try things before you buy; You Answers:
need to wait for a delivery; Shops and cafés will close.
Extra ideas: 1 go/will spend 2 visits/will buy
For: Things are often cheaper online. 3 won’t use/is 4 will look/gets
Against: It is less interesting than going shopping 5 buy/won’t be able to
with your friends or family.
6 Complete these sentences with your own
ideas.
1 A
 sk students to look at the beginnings of the
sentences and elicit different ways in which they
might complete them.
12

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2 Students then complete the exercise individually.
Remind them to use appropriate verb forms.
WB page 71
Tell them to refer back to the Remember! box if
required.
3 Monitor as they are working and help if Vocabulary
Lesson 2
7
necessary. 1 Choose the correct words.

4 Check the answers by inviting different students

Some people think that online shopping 1 saves / uses time and money.
Other people like to 2 spend / get time with friends at the shops. We all

to read out their completed sentences. Ask the owe / have the choice to either do online shopping or go to shops, but
3

you need to think 4 at / of the benefits of both first.

rest of the class to listen and check that the verb Language
forms are correct. 2 Ahmed is going to a language school in England. Match to make the questions that he
asks his mother.
1 d Who will meet me at the airport a if I don’t know anyone at the school?

Suggested answers: 2
3
What will I eat
What clothes will I wear
b if I don’t understand the lesson?
c if I don’t like the food?

1 I will buy some new shoes.

4 What will the teacher say d if the plane’s late?
5 Who will I talk to e if it’s cold?
2 I will go to the local shop. 3 Complete with the questions from Exercise 2, then role-play the dialogue.

3 I do my homework tonight. Mother: Ahmed, your plane will arrive in England at 11 o’clock.
Ahmed: 1 Who will meet me at the airport if the plane’s late?
4 I have school work to finish. Mother: Uncle Sami will wait for you, don’t worry!
Ahmed: 2
Mother: You have a big coat, but it will be warm inside!
Ahmed: 3

Speaking
Mother: There will be lots of new students, they’ll be very friendly.
Ahmed: 4
Mother: He or she will help you to understand.
Ahmed: 5

7 Work in a small group and make a story. Mother: Aunt Judy will cook Egyptian food, but you should try
English food, too!
Choose one of the sentences below to start.
Writing
Take it in turns to make another sentence 4 Write a paragraph of about 90 words to say if you are for or against online shopping.
with if + present simple + future simple. Give your reasons.

1 Elicit what students remember about when to use

if/when + will (to talk about things in the future
which we think will probably happen). Lesson 2 71

2 Then ask different students to read out the

speech bubbles.
3 Demonstrate the story-telling process by starting Vocabulary
a new story using the prompts and asking a
couple of strong students to add other sentences. 1 Choose the correct words.

4 Students work in small groups to make one of
the stories. You might want to allocate one story
to different groups so they are all covered.
5 Encourage them to keep the story going as long
as they can, using the appropriate verb forms.
6 Monitor as they are working and help if
necessary.
7 Invite volunteers to tell their stories. You could
ask the class to vote on the best story.
Answers:
Students’ own answers
1 Read the example, then ask students to complete
the exercise.
2 Allow students to check their answers with a
partner before checking as a class.
Answers:
1 saves 2 spend 3 have 4 of
Language
2 Ahmed is going to a language school in
England. Match to make the questions that
he asks his mother.
1 Ask students to read the instruction and elicit
what they have to do.
2 Students complete the exercise individually and
then check their answers with a partner.
3 Check the answers with the whole class.

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Answers:
Skills
1d 2c 3e 4b 5a
Reading: To understand people’s opinions about
online shopping
3 Complete with the questions from Exercise 2,
then role-play the dialogue. Writing:
1 Ask students to look at the example and explain • To give your opinion about online shopping
that the other sentences in the dialogue are the (Workbook)
answers to the questions in Exercise 2. • To complete a dialogue (Workbook)
2 They then write the questions.
Speaking:
3 Check the answers as a class.
4 Students then work in pairs to role-play the • To take turns to make a story using
dialogue. Encourage them to think about conditionals
pronunciation and intonation. Monitor as they • To role-play a dialogue.
are working and help if necessary.
• Language: if/when + present simple + will
5 Invite different pairs of students to role-play the
dialogue.
LESSON 3 SB pages 6-7 WB page 72
Answers:
1 Who will meet me at the airport if the plane’s late? Outcomes:
2 What clothes will I wear if it’s cold? • To follow agreed upon rules for discussion up
3 Who will I talk to if I don’t know anyone at the to this age e.g. Listening to others with care,
school? speaking one at a time about the topics and
4 What will the teacher say if I don’t understand the texts under discussion.
lesson?
5 What will I eat if I don’t like the food? • To answer simple questions and respond to
simple statements in an interview.
• To identify gist and main idea(s) in short
Writing listening texts.

4 Write a paragraph of about 90 words to say if

• To write an opinion piece: introduce the topic;
you are for or against online shopping. Give state an opinion; supply reasons that support
your reasons. the opinion

1 Ask students to discuss their ideas in pairs first

before they write.
2 Encourage them to use examples of if/when +
will in their paragraph.
3 You could take in their work to mark, or set this
for homework.

Answers:
Students’ own answers

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darsenglizy.com
 they are working and help if necessary.
SB page 6
2 Then hold a brief class discussion to share ideas
and opinions.
3 Students then read question 3 and answer it in
7 Lesson 3
pairs.
Speaking 4 Ask the whole class to feedback.
1 Check the meaning of the words in bold in your
dictionary.
2 Discuss these questions in pairs. Answers:
1 What types of technology do you use
every day? What do you use them for?
2 Which is the most important piece of
Students’ own answers
technology for you? Why?
3 Look at the sentences about problems with
technology. Do you have any of these problems?
a
I think I am addicted
to my phone!
b
I spent lots of money in an
online game by mistake! Listening
c
I spend hours watching videos
d
Sometimes my friends say horrible
3 Listen to these four people talking about the
online and now I have headaches. things about me on social media. problems they have with technology. Match
Listening them to the problems a – d above.
1 Play the recording for the students to listen and
3 Listen to these four people talking about the problems they have with
technology. Match them to the problems a–d above.

1
Shady c 2
Hala
3
Randa
4
Adam
complete the exercise.
2 Check the answers as a whole class.

4 Now listen and complete the advice an expert gives to the people in Exercise 3.
1 Shady, watching videos before bed is not a
2 Hala, you to talk to your parents. They
when you play games online.
3 Randa, it not to become addicted to technology.
4 Oh Adam, they don’t sound like
some new friends.
! If they don’t change, maybe you
6 Lesson 3
Speaking
1 Check the meaning of the words in bold in
your dictionary.
1 
Ask students to look at the photos and say what
they can see.
2 Invite different students to read out the speech
bubbles. Draw their attention to the words in
bold and elicit their meaning or ask them to look
the words up in the Glossary.
Answers:
addicted: liking something so much that you want to
do or have it all the time
by mistake: something you do or say without
intending to
headache: a pain inside your head
horrible: very bad, not nice at all
social media: websites and computer programs that
allow people to communicate and share information in
the internet using a computer or mobile phone
 Audioscript
good idea.
check that you can’t buy anything Narrator: 1 Shady
Shady: I’m not sleeping very well at the
find
moment. I usually watch some videos
on the internet before I go to sleep
but sometimes I watch them for a few
hours and then I can’t sleep. My head
often hurts lots in the morning, too.
Narrator: 2 Hala
Hala: I found this great online game but I
didn’t know that when I got new things
on it, it costs real money! I hope my
parents aren’t going to be angry when
I tell them how much money I spent…
Narrator: 3 Randa
Randa: I love social media, I love watching
videos online and I love talking to my
friends on my phone. But now I feel
worried if I don’t have my phone or I
can’t check it. I think it is starting to
become a problem.
Narrator: 4 Adam
Adam: My friends and I like to put funny
pictures online but when I share a
photo, everyone says my clothes are
not cool or my hair looks strange. It
makes me feel sad.

2 Discuss these questions in pairs.

1 S
 tudents read the instructions. They then work
in pairs to discuss questions 1 and 2. Monitor as
15

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Answers:
SB page 7
Shady: c Hala: b
Randa: a Adam: d

Language
Lesson 3
7
4 Now listen and complete the advice an 5 Match to make sentences.
1 c You should have a break a you shouldn’t make friends with
expert gives to the people in Exercise 3. 2 You shouldn’t watch videos them online.
on the internet b you should turn your phone off.
1 Ask students what each person from Exercise 3 3 If you don’t know someone, c if you are sitting at the computer for

spoke about.
4 You should tell a parent or teacher a long time.

5 When you go to bed, d if your head hurts.

2 Students then read the sentences and predict the

e if you feel worried about something.

missing words.
6 Complete these sentences with your own ideas. Use should.
1 If you see people being horrible online, you should tell your parents.

3 Play the recording for them to listen and check

2 When you play online games,
3 If you think that your friend is addicted to social media,

their answers. 4 When you feel tired,

4 Invite volunteers to read out the completed

7 Discuss this question in pairs.
What advice would you give to the people

sentences.
in Exercise 2?

if/when + should
5 Ask students whether they think the advice is Use if/when + should to give advice.

good and why/why not.

They should check that you can’t buy anything
when you play games online.
If they don’t change, maybe you should find
some new friends.

 Audioscript Writing
8 Read the online message. Write a reply in your notebook giving your advice.

Narrator: One
Woman:  Shady, watching videos before bed is My parents say that I spend too much time online, but
playing video games is my hobby and I am very good

not a good idea. You should try not to

at them! I love playing games with my friends but my
parents say they will take my computer away if I don’t

take your phone into your bedroom at

stop playing on it so much. What should I do?

night. Workbook page 72 Lesson 3 7

Narrator: Two
Woman:  Hala, you need to talk to your parents.
They should check that you can’t buy Language
anything when you play games online.
5 Match to make sentences.
Narrator: Three
Woman: Randa, it is important not to become 1 Elicit words the students know that can be used
addicted to technology. If you feel you to give advice (e.g. should).
can’t live without your phone, you 2 Students then look at the example and complete
should try taking a break every day the exercise.
for an hour or more. 3 Invite different students to read out the complete
Narrator: Four sentences. Ask the rest of the class to check their
Woman:  Oh Adam, they don’t sound like good answers.
friends! Talk to them in real life and
tell them how it makes you feel. If they Answers:
don’t change, maybe you should find
1c 2d 3a 4e 5b
some new friends.

Answers: 6 Complete these sentences with your own

ideas. Use should.
1 a good idea
2 need to/should 1 Ask students to look at the example and elicit
3 is important other possible advice.
4 good friends/should 2 Students then discuss their ideas with a partner.
3 Go over the Language box at the class and check
that they understand when to use if/when +
should.

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4 Invite different students to read out their
completed sentences. Ask the rest of the class to
check that should is used correctly.
Suggested answers:
1 you should tell your parents.
2 you shouldn’t chat to people you don’t know.
3 you should tell his/her parents or a teacher.
4 you should turn off all your technology.
7 Discuss this question in pairs.
1 Do the exercise orally as a class first, eliciting a
few ideas.
2 Students then discuss the question more fully
in pairs. Remind them to use the appropriate
structures with should. Monitor as they are
working and help if necessary.
3 Discuss the students’ ideas as a whole class.
Answers:
Students’ own answers
Writing
8 Read the online message. Write a reply in
your notebook giving your advice.
1 Ask students to read the message. Then discuss
possible advice as a class.
2 Student then write their reply in their notebooks.
Remind them to use should. Monitor as they are
working and help if necessary.
3 Students check their work carefully for grammar
and spelling mistakes before exchanging
notebooks. They should read each other’s reply
and make suggestions for improvements.
4 Invite different students to read out their advice
and ask the rest of the class to vote on the best
reply.
5 Take in the students’ notebooks to check their
individual work.
Answers:
Students’ own answers
darsenglizy.com
WB page 72
7 Lesson 3
Vocabulary
1 Match the words and the definitions.
addicted to by mistake horrible social media
1 websites and apps that allow people to talk to each other on the internet social media
2 without planning or wanting to do something
3 not very nice
4 always needing to do or have something
2 Complete the sentences with words or phrases from Exercise 1.
1 My little sister is addicted to sweets. She always wants to eat them!
2 That new hotel looks . I really don’t like it.
3 The tourists took the road south
but they wanted to go north.
,
4 Our friends sent us some photos on .
Language
3 Complete the sentences with the correct verb.
stay swim try understand visit
1 The tourists should visit the Pyramids if they are in Egypt for the first time.
2 You shouldn’t outside for too long if it is very hot in the desert.
3 People who are addicted to eating sweets should eating fruit instead.
4 If you don’t the lesson, you should tell the teacher.
5 You shouldn’t in the sea if it is very cold.
4 Complete the sentences. Use should and if/when.
1 If there is a new student in our class, we should talk to him/her.
2 You should always tell your parents
3 If you don’t feel well in school,
4 When someone drops rubbish on the floor,
5 If it’s really hot outside,
6 If we want to stop climate change,
72 Lesson 3
Vocabulary
1 Match the words and the definitions.
1 Before opening the book, elicit the new words
from Lesson 3 and make sure students remember
the meaning of the new words.
2 Students then open their books and look at the
example.
3 Students complete the exercise individually
before checking their answers with a partner.
4 Check answers as a whole class.
Answers:
1 social media 2 by mistake 3 horrible 4 addicted to
2 Complete the sentences with words or
phrases from Exercise 1.
1 Students complete the exercise in pairs.
2 Check the answers with the class by inviting
different students to read out the completed
sentences.
Answers:
1 addicted to 2 horrible 3 by mistake 4 social media
17
Language
LESSON 4 SB page 8 WB page 73
3 Complete the sentences with the correct
verb.
Outcomes:
1 Students complete the exercise in pairs, as in the • To use glossaries or beginning dictionaries,
example. both print and digital, to determine or clarify
2 Check the answers by inviting students to read the precise meaning of key words and phrases.
out the completed sentences. • To determine the main idea of a text and
explain how it is supported by key details.
Answers:
• To read grade-level prose with accuracy,
1 visit 2 stay 3 try 4 understand 5 swim appropriate rate, and expression on successive
readings.
4 Complete the sentences. Use should and if/ • To ask and answer questions to demonstrate
when. understanding of a text, referring explicitly to
1 Ask students to look at the example and elicit the text as the basis for the answers.
what they have to do.
2 Students complete the exercise. Remind them to SB page 8
use the appropriate verb forms.
3 Monitor as they are working and help if
necessary. Alternatively, students could complete
the exercise for homework.
7 Lesson 4
The Time Machine
by H. G. Wells

4 In case students finish the exercise in class, Reading

collect in their work to mark individually, or 1 Ask and answer the questions in pairs.
1 What do you think a Time Traveller does?
invite volunteers to read out their sentences. 2 Would you like to travel in time?
Where and when would you go? Why?

2 Read part of the story The Time Machine

Suggested answers: and answer the questions.
1 Where are the people in the story?

1 we should talk to him/her. 2 Who made the machines?

2 if you are going to be late.

3 What do the machines do?
London, England, 1895
3 Look at the words in red. Use a dictionary
3 you should go home.
A group of friends meet for dinner at the
to check their meanings. Write the words Time Traveller’s house. After dinner, the Time
in your notebook.
4 you should pick it up.
Traveller asks his friends if they think that it is
possible to travel through time.
4 Read the text again. Are these sentences

5 you should stay in the house. true (T) or false (F)? Correct the “It’s impossible!” they reply, “We can only
false sentences. travel through space, not time.”

6 we should work together. 1 The Time Traveller’s friends don’t believe

in time travel. T
The Time Traveller shows them a small model
of a machine that he has in his hand.

2 The Time Traveller disappears. “This is a copy of a machine that I believe can
go through time. It took me two years to build,”
3 The small machine is finished.

Skills
he tells them. The friends laugh.
4 The small machine travels to the past.
“Pull this lever,” he tells one of them.
5 The large machine is ready to use.
They feel some wind and then the machine
6 If the Time Traveller travels in the machine, suddenly disappears!
he can visit the past or the future.
“Where is it?” the other men ask.

Writing: To write a reply to an online message to

Speaking “The model machine is in the future,” the Time
Traveller says. “Would you like to see the real
5 Discuss these questions in small groups. machine?” he asks.

give advice (Workbook) 1 Do you think the Time Traveller will be able to
explore the past and the future? Why?
He takes them to another room. Inside the room
is another, bigger machine. It is not finished.

Listening: 2 What machine would you like to invent? Why? “In this machine,” he says “I will explore the

• To understand four teenagers discussing

past and the future!”
I would like to invent a
machine to tidy my bedroom!

problems they have with technology

• To listen and complete advice given to the four
8 Lesson 4 Workbook page 73

teenagers
Speaking: Reading
• To discuss everyday technology and the
problems you can have with it 1 Ask and answer the questions in pairs.
• To give advice
1 Ask students to look at the picture and title of
Vocabulary: addicted, by mistake, headache, the story. Ask what they think the picture shows.
horrible, social media Then ask whether anyone has read the story and
if so, to tell the class what happens. If not, ask
Language: if/when + should
the class to make some predictions about what
might happen in the story.
18

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2 Ask students to look at the questions and discuss
them in pairs.
3 Hold a class discussion, encouraging students to
offer their thoughts.
4 Encourage students to listen carefully to what
other students say.
Suggested answers:
1 He or she travels through time.
2 Students’ own answers.
2 Read part of the story The Time Machine and
answer the questions.
1 Ask students to read the text and answer the
questions.
2 Check the answers with the whole class.
3 Ask students whether anything in the story
surprised them and why.
Answers:
1 They are in London, at the Time Traveller’s house.
2 The Time Traveller.
3 They travel in time/go to the past and future.
3 Look at the words in red. Use a dictionary
to check their meanings. Write the words in
your notebook.
1 Ask students to look at the words in red and try
to work out the meaning from the context. They
should then check the meanings in a dictionary
or in the Glossary and make a note of the
meanings.
2 Ask different students to tell the class what each
of the words means.
Answers:
impossible: if an action or event is impossible, it
cannot happen or be done
pull: hold something and move it towards you
lever: a handle that you push or pull to make a
machine work
disappear: suddenly go somewhere and become
impossible to find
explore: look around a place where you have never
been in order to find out what is there
2 Students then read the text again and confirm
or check their answers. Ask them to correct the
false sentences.
3 Check the answers with the whole class.
Answers:
1T
2 F (The small model of a machine disappears.)
3T
4 F (The small machine travels to the future.)
5 F (It is not finished.)
6T
Speaking
5 Discuss these questions in small groups.
1 Ask students to read the instructions carefully
and elicit what they are going to do.
2 Ask students to work in small groups. Try to
ensure there is a mix of stronger and struggling
students in each group.
3 Ask a student to read out the example in the
speech bubble. They then discuss the questions
in their groups. Encourage them to take turns
and give reasons for their answers. Monitor as
they are working and help if necessary.
4 Hold a brief class discussion for students to
share their ideas.
5 Ask students whether they enjoyed the story and
why/why not. If not, ask what kinds of stories
they prefer and why.
Answers:
Students’ own answers

4 Read the text again. Are these sentences

true (T) or false (F)? Correct the false
sentences.
1 Ask students to read the sentences and decide
whether they are true or false without referring
back to the text.
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 3 Monitor as they are working and help if
WB page 73 necessary.
4 Ask students to discuss their answers with a
partner.
Vocabulary
Lesson 4
7 5 Invite different students to read out their answers
and ask whether the rest of the class agrees or
1 Complete the sentences with the correct form of these words.
disappear explore impossible lever pull
1 It was cloudy this morning, but the clouds soon disappeared when not and why.
the sun came out.
2 I think people will visit other planets one day, but it
is to go to the sun. Answers:
3 The door was very heavy, so we had to it open.
4 Don’t touch the , or the machine will start.
5 When they arrived at the hotel, they decided
Students’ own answers
to its large gardens.

Writing
2 Do you think the following will be possible or impossible in the future? Write sentences. 3 Answer the questions about The Time
I think travelling in time will be impossible.
1 travel in time
2 live on the moon
Machine.
1 Ask students what they remember about the
3 have flying cars
4 have no illnesses
5 explore the bottom of the sea
story.
2 They then answer the questions, referring back
3 Answer the questions about The Time Machine.
1 Where do the friends meet the Time Traveller? They meet at the Time Traveller’s house.
2 What do his friends say about time travel?
to the story on page 8 of the Student’s Book
3 What does the Time Traveller show them in his hand? when necessary.
4 How long did it take the Time Traveller to build it? 3 Encourage them to write full sentences. Monitor
5 What happens to the machine when they pull a lever?
as they are working and help if necessary.
6 What will the Time Traveller explore in the larger machine?
4 Read out the questions in turn and invite
volunteers to answer them.
4 If the Time Traveller travels in the bigger machine, do you think he should go into the
past or the future? Why? Write about 50 words in your notebook.
Answers:
73
1 They meet at the Time Traveller’s house.
Lesson 4

2 They say that it’s impossible.

3 He shows them a small model of a time machine.
Vocabulary 4 It took him two years to build.
5 It disappears.
1 Complete the sentences with the correct 6 He will explore the past and the future.
form of these words.
1 Elicit the new vocabulary from Lesson 4 and
4 If the Time Traveller travels in the bigger
make sure students remember the meaning of machine, do you think he should go into
these new words. the past or the future? Why? Write about 50
2 Then ask students to complete the exercise in words in your notebook.
pairs, as in the example. Remind them that they 1 Ask students to read the instructions carefully
may need to change the form of the words. and discuss ideas as a class.
3 Check the answers as a class. 2 Students decide where the Time Traveller
should go and why. They then write their ideas,
Answers: explaining their answers. Remind them to use
1 disappeared 2 impossible 3 pull 4 lever 5 explore should or will where appropriate.
3 Monitor as they are working and help if
necessary. Alternatively, students could complete
Writing the exercise for homework.
2 Do you think the following will be possible or 4 In case students finish the exercise in class,
impossible in the future? Write sentences. collect in their work to mark individually or
invite different students to read out their ideas.
1 Ask students to look at the ideas and example.
Ask volunteers to say whose ideas they liked
Point out the verb will for future possibility.
best and why.
2 Discuss the ideas orally as a class first. Then ask
students to write their sentences.

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Answers:
SB page 9
Students’ own answers

Skills Speaking
Lesson 5
7
1 Discuss these questions in pairs.
1 What do you remember about The Time Machine? Tell your partner.

Reading: To understand an extract from The 2 Do you think it might be dangerous to travel in time? What problems or
dangers do you think there could be?

Time Machine Reading

The dangers of technology

Writing: To write about what might happen in

Sleep: Many people text, check social
2 Look at the headings in the poster. media or 1 watch videos online
What problems could technology late into the night. Then they

the future (Workbook)

bring to these things? don’t get 2 sleep.
Tell your partner.
Eye If you spend a lot of time on
problems: screens, you can have eye

Speaking: To discuss events in a story

3 Complete the poster with
problems and 3 .
these words.
Ear Listening to loud music or
enough headaches
problems: films through 4 can

Vocabulary: disappear, explore, impossible,

headphones outside damage your hearing.
video games watch

lever, pull
Exercise: Many people spend hours
playing 5 or watching TV
and don’t spend enough time
Speaking 6
doing exercise.
4 Look at these sentences from a debate called Technology can be bad for your health.
Are these opinions positive or negative? Complete the table.

LE S SO N 5
1 “Using technology to help you exercise is a good idea.”
SB page 9 WB page 74 2 “From my point of view, too much technology can give you headaches.”
3 “It isn’t a good idea to spend too much time watching TV or playing on computers.”
4 “If you don’t become addicted to technology, you will be fine.”

Outcomes: 5 “In my opinion, all technology can be bad for your health.”
6 “If you use technology well, it should help you become more healthy.”

• T o recount stories, including fables, folktales, Positive Negative

and myths from diverse cultures; determine the Using technology to help you exercise is a
good idea.
central message, lesson, or moral and explain
how it is conveyed through key details in the
5 Work in pairs.
1 Technology can be bad for your health. Do you agree? Say if you think technology

text.
is positive or negative for your health using some of the expressions in red from
Exercise 4.

• To describe characters in a story (e.g. their

2 Work with another pair. Compare ideas.
Video Workbook page 74 Lesson 5 9

traits, motivations, or feelings) and explain

how their actions contribute to the sequence of
events.
• To follow agreed upon rules for discussion up
to this age e.g. Listening to others with care,
speaking one at a time about the topics and
texts under discussion.
• To understand everyday signs and notices:
in public places, such as streets, restaurants,
railway stations; in workplaces, such as
directions, instructions, hazard warnings.
• To identify gist and main idea(s) in short
listening texts.
• To complete various types of listening
comprehension tasks based on audio-visual
information given in pictures, short stories and
descriptions.
• To write an opinion piece: introduce the topic;
state an opinion; supply reasons that support
the opinion.
Speaking
1 Discuss these questions in pairs.
1 Ask students to read the questions and discuss
them with a partner.
2 Discuss the answers with the whole class.
Encourage them to remind you about the plot,
the characters and what happens.
3 Give them time to discuss the second question.
Explain that in today’s lesson, you will be
looking at more about possible problems with
technology.
Answers:
Students’ own answers
Reading
2 L
 ook at the headings in the poster. What
problems could technology bring to these
things? Tell your partner.
1 Write the headings from the poster on the board.
2 Ask students to discuss in pairs what problems
they think technology could bring to these
things.
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3 Hold a brief class discussion for students to
share their ideas.
Answers:
Students’ own answers
3 Complete the poster with these words.
1 Ask students to read the poster carefully and
check their ideas from Exercise 2.
2 They then complete the gaps with the words in
the box.
3 Check answers with the class.
Answers:
1 watch 2 enough 3 headaches
4 headphones 5 video games 6 outside
Speaking
4 Look at these sentences from a debate
called Technology can be bad for your health.
Are these opinions positive or negative?
Complete the table.
1 Ask students what a debate is. Tell students
that a debate is a discussion of a subject that
continues for a long time in which people
express different opinions.
2 Ask students to read the opinions and decide
whether each one is positive or negative. They
can then add each one to the table.
3 Check the answers with the class.
Answers:
Positive – sentences 1, 4, 6
Negative – sentences 2, 3, 5
5 Work in pairs.
1 Draw students’ attention to the phrases in
red in Exercise 4. Ask what these phrases do
(introduce/give opinions).
2 Then put students into pairs. You might like to
pair stronger and struggling students for this
exercise.
3 Write the topic on the board as a reminder and
ask students to decide what they think. They
should make notes to help them remember their
ideas. Encourage them to think of reasons for
their answers.
4 Then have students work with another pair to
debate the topic. Encourage them to agree and
disagree with each other, taking turns to express
their views. They should use the phrases in red
22
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wherever possible. Monitor as they are working
and help if necessary.
5 Debate the topic as a whole class. Encourage
students to listen carefully, take turns, and use
appropriate phrases to express their opinions,
agreement and disagreement.
Answers:
Students’ own answers
Video
1 Tell students that they are going to watch a video
about time.
2 Play the video for the class to watch. Ask them
not to write anything but to listen carefully.
3 Ask students what they remember from the
video.
4 Then play the video again.
5 Ask whether they have watches or apps with
other functions and what these apps can do. Ask
what they would like a watch to be able to do for
them.
 Videoscript
Narrator: What do you use when you want to find
out the time? Do you use a watch… or do you use
a clock?
These clocks either use numbers to tell the time…
or they use hands. These hands show hours,
minutes and seconds.
But how did people know the time in the past? In
Ancient Egypt, people used sundials. Sundials use
the position of the sun to tell the time.
Then, in the year 1524, a scientist from Damascus
called Taqi al-Din invented a watch that looked
like the watches of today. It had three hands to
show hours, minutes and seconds. It was also
small, so people could carry it with them.
But watches today don’t only tell you the time.
Some watches will say that you should do exercise
if you are sitting at a computer for a long time!
And some have apps, such as maps, that will give
you directions if you are lost.
What will the watches of the future be like? Some
will be like modern mobile phones. If someone
calls you, you will be able to see them on a special
video screen.
And some will look after your health. They will tell
you what medicine you should take if you are ill,
or that you should see a doctor.
 4 Ask the class whether they agree with the
WB page 74 opinions in Exercise 1 and why/why not.

7 Lesson 5  Audioscript
Hanan: Do you think that all computer games are
Listening
1 Choose the correct words in a debate called All
bad for you, Lama?
computer games are bad for you.
Lama: From my point of view, not all computer
games are bad. Some of them can help you to
1 If you don’t / won’t play computer games all the
time, it shouldn’t be a problem.
2 It’s not a good thought / idea to play games late at
night though. learn things.
3 In my opinion / idea, playing games late at night
stops you sleeping.
Hanan: I agree. If you don’t play computer games all
4 If you only play / played games that teach you the time, it shouldn’t be a problem.
Lama: It’s not a good idea to play games late at
things in the evening, it should be fine.
5 From / On my point of view, not all computer games are bad.

2 Now listen and complete the dialogue with the correct sentences 1–5 from Exercise 1. night though.
Hanan: Do you think that all computer games are bad for you, Lama?
Lama: a 5 Some of them can help you to learn things.
Hanan: I agree. In my opinion, playing games late at
Hanan: I agree. b night stops you sleeping.
Lama: Yes, it’s a good idea to only play quiet, calm
Lama: c
Hanan: I agree. d
Lama: Yes, it’s a good idea to only play quiet, calm games in the evening.
Hanan: e
games in the evening.
Hanan: If you only play games that teach you things
Writing
3 Write positive and negative ideas for a debate called Schools should use computer
in the evening, it should be fine.
games in the classroom.
• Think of reasons why this might be a good idea.
• Think of reasons why this might not be possible.
•
•
Give your opinion.
Use some of the expressions from Exercise 1.
Answers:
a5 b1 c2 d3 e4

74 Lesson 5
Listening
1 Choose the correct words in a debate called
All computer games are bad for you.
1 Ask students to look at the example and explain
that they have to choose the correct word in each
of the sentences.
2 Have students complete the exercise individually
before checking their answers with a partner.
3 Check answers by inviting different students to
read out the sentences with the correct chosen
word.
Answers:
1 don’t 2 idea 3 opinion
2 Now listen and complete the dialogue with
the correct sentences 1–5 from Exercise 1.
1 Play the first part of the recording and ask
students to look at the example.
2 Have students then listen and complete the
dialogue.
3 Check the answers as a whole class. Then invite
volunteers to read out the dialogue.
Writing
3 Write positive and negative ideas for a
debate called Schools should use computer
games in the classroom.
1 Ask students to read the instructions.
2 Hold a brief class discussion for students to
share their ideas.
3 Then ask students to write their opinion in their
notebooks. Remind them to use appropriate
expressions. Monitor as they are working and
help if necessary.
4 Encourage students to check their work
carefully, and to read each other’s work,
suggesting improvements. Alternatively, students
could write their opinion for homework.
5 If students finish the exercise in class, invite
4 play 5 From volunteers to read out their opinions and
encourage the students to say whether they agree
or not and why.
6 Collect in their work to mark individually.
7 If time allows, hold the debate in class,
encouraging students to express their opinions
and give reasons for their ideas.
Answers:
Students’ own answers
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 Skills
Speaking: To hold a debate about technology.
Reading: To understand a poster about the
dangers of technology
Writing: To write positive and negative ideas for
a debate (Workbook)
Listening: To understand and complete parts of
a debate
Video: To understand a video about measuring
time
Issues: Technological awareness
LE S S O N 6 SB page 10 WB page 75
Outcomes:
• T o use context (e.g. definitions, examples, or
restatements in text) as a clue to the meaning
of a word or phrase.
• To notice format, appearance and typographic
features in order to identify the type of text:
news story, promotional text, article, textbook,
chat or forum, etc.
• To determine the main idea of a text and
explain how it is supported by key details.
• To plan, write and sequence texts; read and talk
about their writing with the teacher to check it
makes sense and begin to make suggestions to
improve it.
• To write a simple narrative: recount an event or
sequence of events, include details to describe
actions, thoughts, and feelings, use sequencing
words, and provide a sense of closure.
24
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SB page 10
7 Lesson 6
Reading Dear Sir/Madam,
I ordered a new mobile phone last week and
1 Read the email. the delivery was today. When I opened the
What is it about? box, the screen was damaged. I would like to
change the phone for a new one that is not
damaged. Can you tell me how I can do this?
Yours faithfully,
Lama Sabri
2 Read the email again and answer the questions.
1 When did Lama order the phone? Last week
2 When was the delivery?
3 What was the problem with the phone?
4 What does Lama want to do?
5 What does she want to know?
3 Which of these phrases are used to start or end a formal email? Write S (Start) or E (End).
1 S Dear Sir/Madam (if you don’t know the name of the person)
2
3
Yours faithfully (if you don’t know the person)
Dear Mr/Mrs/Ms + surname (if you know the name)
Did you know?
There were more than
4 Yours sincerely (if you know the person) 85 billion deliveries
5 Best Wishes/Kind Regards (if you know the person well) around the world in
2018. In 2014, there
were around 40 billion.
Writing
4 Write an email about a problem with an online delivery. Use the following information.
What: Laptop computer
When: Ordered three weeks ago
What’s the problem: Delivery should be in one week but I am still
waiting
What do you want: Tell me when delivery will be
5 Work in pairs.
Read each other’s emails. Can you help your partner improve his/her email?
10 Lesson 6 Workbook page 75
Reading
1 Read the email. What is it about?
1 Draw students’ attention to the Did you know?
box and ask them to read the interesting fact.
Ask how often they or people they know order
things online, what kind of things they order and
why.
2 Draw students’ attention to the photo and ask
them to describe what they can see (a mobile
phone with a damaged screen).
3 Ask students to read the email quickly and say
what it is about.
4 Check the answer with the class.
5 Point out the word ordered in bold and check the
meaning. Explain that the word order is both a
noun and a verb.
Answers:
It is about a damaged phone.
2 Read the email again and answer the
questions.
1 Ask students to read the questions and look at
the example.
2 Tell them to read the email again more carefully
and answer the questions.
3 Check the answers with the whole class.
Answers:
1 Last week
2 Today
3 The screen was damaged.
4 She wants to change the phone/get a new phone.
5 How she can change the phone.
3 Which of these phrases are used to start or
end a formal email? Write S (Start) or E (End).
1 Ask students when they might write a formal
email e.g. when applying for a job, when making
a complaint, etc.
2 Ask them to look at the phrases and check the
meaning of any words they aren’t sure about.
3 Then encourage them to work with a partner to
decide which phrases start or end a formal email.
4 Check the answers with the class.
Answers:
1 S 2E 3S 4E 5E
Writing
4 Write an email about a problem with an
online delivery. Use the following information.
1 Ask students whether they or anyone they know
has ever had a problem with a delivery (for
example, it arrived late, it was damaged/the
wrong size/colour and so on). Ask what they did
about it and how the situation was resolved.
2 Then ask students to look at the information
and explain that they are going to write a formal
email to complain about what has happened and
how they would like the situation to be resolved.
3 Have students write their emails in their
notebooks. Remind them to use appropriate
phrases from Exercise 3. Monitor as they are
working and help if necessary.
Answers:
Students’ own answers.
darsenglizy.com
5 Work in pairs.
1 Ask the students to read each other’s emails
and make suggestions for improvements. Ask
them to check grammar and spelling, and use of
appropriate language, including the phrases from
Exercise 3.
2 Tell students that they can make any
amendments they think are necessary.
3 Invite different students to read out their emails
and hold a class vote for the best one. Then
collect in their work to mark individually.
Answers:
Students’ own answers
WB page 75
Reading
Lesson 6
7
1 Read the email and write the missing
sentences a–c in the right places.
a Can you tell me how I can do this?
Dear Sir/Madam,
I ordered a new game last week on your website. 1
b It did not say this on your website. When I opened the box, I found that I ordered a game for
c The delivery was today. children aged 6–9 by mistake. 2 I was not happy about
this because I want to play the game with my friends, and
we are all 13 or 14.
I would like to change the game for a new one that is for
the correct age. 3
I look forward to hearing from you.
Yours faithfully,
Haytham Shabana
2 Read the email again and answer the questions.
1 When did the game arrive? It arrived today.
2 What was the problem?
3 Why was Haytham not happy about the website?
4 What does Haytham want?
5 What does Haytham want to know?
Writing
3 Read the text message, then write a formal email asking the shop to change the jacket.
Lesson 6 75
Reading
1 Read the email and write the missing
sentences a–c in the right places.
1 Ask students to read the email quickly and say
what the problem is (they received the wrong
game).
2 Then ask students to read the sentences and
decide where they should go in the email. Ask
them to check with a partner.
25
3 Check the answers as a whole class. Ask whether
they think the email is effective and why.
Skills
Answers:
1c 2b 3a
Reading: To understand a formal email of
complaint.

2 Read the email again and answer the Writing:

questions. • T
 o write an email about a problem with an
online delivery
1 Ask students to read the email again more
carefully. • To write a formal email (Workbook).
2 Then have students complete the exercise in Speaking: To analyse a formal email
pairs. Encourage them to write full sentences for Vocabulary: order
the answers.
3 Check the answers as a whole class.

Answers: LESSON 7 SB page 11 WB page 78

1 It arrived today.
2 It was for children aged 6–9. Outcomes:
3 Because it did not say the game was for children of
• To review and practise the vocabulary and
this age.
structures of the unit.
4 He wants a different game that he can play with his
friends who are 13 or 14. • To participate in shared research and
5 He wants to know how he can change the game. writing projects recording e.g. Some science
observations.
Writing
Before using the book:
3 Read the text message, then write a formal
email asking the shop to change the jacket. • 
Ask students what they have learnt in this unit.
1 Help students to elicit the phrases used in formal Brainstorm a list of topics, vocabulary and
emails. language points. Ask students to tell you which
2 Ask students to read the instructions and text parts they enjoyed most and why.
message and elicit what they have to do. Explain • 
Tell students that they are now going to complete
that they are writing the email from Maya to the the review section for this unit to see what they
shop. can remember.
3 Have students write their emails in their
notebooks. Monitor as they are working and help
if necessary. Alternatively, they could write their
emails for homework.
4 If students finish writing their emails in class,
invite volunteers to read out their emails. Then
collect in the books to mark individually.

Answers:
Students’ own answers

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 phrases correctly.
SB page 11
Answers:
Students’ own answers
Review
Lesson 7
7
1 Match the verbs to the nouns to make phrases.
1 c wear a a headache
2 save b social media 3 W
 hich of these things do you think will
3 have c headphones happen in the future? Work in pairs and say
4
5
check
be
d addicted to something
e time
what you think using will or won’t.
2 Work in pairs. Ask and answer questions using the phrases in Exercise 1.
1 Elicit when to use will / won’t (to talk about
future predictions).
How often do you check I check it
social media? once an hour.

3 Which of these things do you think will happen in the future? 2 Have students read the prompts and example.
(If the class is strong, point out that it is also
Work in pairs and say what you think using will or won’t.
1 go on holiday to space 2 have flying cars
3 all school lessons online
5 robots in every house
4 no more ill people
possible to say I don’t think people will go on
holiday to space and that it means the same
I think people won’t go
on holiday to space.

4 Complete the sentences with the correct form of the verbs and should,
shouldn’t, will or won’t. thing).
are
3 Ask students to give their opinions using will or
1 If you (be) on the computer for three hours, you should have a break.
2 If you (listen) to too much loud music, you get a headache.
3 If you (not / do) any exercise, you be healthy. won’t. Encourage them to give reasons for their
answers where possible. Monitor as they are
4 If you (want) to go online, you ask first.
5 If you (be) worried about something online, you tell someone.

Project working, and help if necessary.

4 Invite different students to give their opinions.
Make a poster about how to stay healthy when you use technology.
1 Work with a partner. Look at the information on page 9. Are there any other
problems you can think of with technology? Write down some ideas.

Answers:
2 Research some ways that people can use technology and stay healthy.
3 Put your ideas into a poster. You should:
• think about who the poster is for • write short, clear sentences
• give it a good title • use colours and pictures to make it
look interesting
Students’ own answers.
4 Put the posters around your classroom for everyone to read.

Workbook page 76 Lesson 7 11

Review
1 M
 atch the verbs to the nouns to make
phrases.
1 Ask students to look at the words and the
example.
2 Students then complete the phrases individually
before checking their answers with a partner.
3 Check answers as a whole class.
Answers:
1c 2e 3a
2 W
 ork in pairs. Ask and answer questions
using the phrases in Exercise 1.
1 Ask students to read the instructions and elicit
what they have to do. Ask two students to read
out the examples in the speech bubbles.
2 Then ask them to complete the exercise in
pairs. Monitor as they are working and help if
necessary.
3 Invite pairs of students to ask and answer the
questions in turn. Check that they can use the
4 C
 omplete the sentences with the correct
form of the verbs and should, shouldn’t, will
or won’t.
1 Ask students to read the instructions and elicit
what they have to do. Elicit the forms and uses
of should, shouldn’t, will and won’t.
2 Read the example with the class and check
students understand the task.
3 Ask students to complete the exercise
individually before checking their answers with
a partner.
4 Check answers as a whole class.
Answers:
4b 5d
1 are/should 2 listen/will
3 don’t do/won’t 4 want/should
5 are/should
Project
1 Encourage students to elicit some of the
problems mentioned in the unit about using
technology and the suggested solutions.
2 Then ask them to look at the Project box and
read the instructions.

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3 Go through the steps in stages. You might like Review
to put the students into small groups of mixed
1 Complete the table.
ability for this task.
1 Elicit the adjectives, inventions and verbs that
4 Ask students to do step 1 and then ask them to
the students have learnt in Unit 7.
report back as a whole class. Encourage students
to make notes of any good ideas they heard from 2 Then have students work in pairs to write
other students. the words in the correct column. As they are
working, write the headings on the board.
5 Have students look at step 2 and carry out their
research. 3 Check answers as a whole class. Ask different
students to write the words in the correct column
6 Then ask students to create their posters. Remind
on the board.
them to think carefully about use of space, and
to follow the guidance provided. Monitor as they
Answers:
are working and help if necessary.
7 When they have finished, put the students’ Adjectives: addicted, horrible, useful
Inventions: headphones, motorbike, social media
posters up on the classroom walls and invite
Verbs: order, pull, translate
students to read each other’s posters.
8 If you wish, hold a class vote for the best poster
and ask students to explain why they liked it. 2 Complete with the words from Exercise 1.
Alternatively encourage students to find good
points in each of the posters. 1 Ask students to look at the definitions and
complete the exercise as in the example.
Answers: 2 Check the answers as a whole class.
Students’ own answers
Answers:
1 pull 2 headphones 3 translate
WB page 76 4 social media 5 motorbike

7 Lesson 7 3 Answer the questions about yourself.

1 Ask students to read the questions and
Review
1 Complete the table.
brainstorm ideas for each one.
addicted headphones adjectives inventions verbs 2 Students then write their answers. Monitor as
they are working and help if necessary.
horrible motorbike addicted
order pull social media
translate useful

2 Complete with the words from Exercise 1. 3 Check answers as a class by inviting volunteers
1 If you do this to a lever, a machine will start. pull
2 If you put these on, you will hear music.
to read out their answers.
3 If you do this, you will understand a word in another language.

Answers:
4 If you use this, you will be able to talk to people on the internet.
5 If you ride this, you will go fast on two wheels.

Students’ own answers

3 Answer the questions about yourself.
1 What do you think is the most useful invention that you use every week?

2 What do your friends or family sometimes order online?

3 When do you use headphones?

4 Choose the correct answer from a, b, c or d.
1 Ask students to read the sentences and look at
4 Which form of transport do you prefer, cars or motorbikes? Why?

4 Choose the correct answer from a, b, c or d. the example.

2 Students complete the exercise in pairs.
1 If I go to the shops on Saturday, I some new headphones.
a buy b bought c am buying d will buy
2 If you want to get to the park quickly, you the bus.
a will take b take c should take d took
3 Invite different students to read out the whole
sentences.
3 If you go to the Egyptian Museum in Cairo this afternoon, you Ali because
he is in Luxor.
a should see b will see c won’t see d don’t see
4 We won’t go to the beach this weekend if it very windy.

Answers:
a is b will be c was d should be
5 If Manal feels ill, she to see a doctor.
a should go b going c go d went
76 Lesson 7 1d 2c 3c 4a 5a

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8 • To write an opinion piece: introduce the topic
[a favourite snack]; state an opinion; supply
reasons that support the opinion.
Y o u a re w h a t • To gather information from provided sources
to answer a question.
you eat
Before using the book:

SB pages 12-21 WB pages 77-83
OBJECTIVES
Reading
Texts about what people eat; a healthy food quiz;
a recipe; an article about unusual food; an article
about a healthy island
Writing
An email about a favourite snack; a paragraph
about a country’s diet; a paragraph about sleep
Listening
A discussion about favourite snacks; a
conversation at dinner; teenagers sharing their
worries about food and health
Video
Healthy Egyptian food
Speaking
Describing food; offering, accepting and refusing
• Tell students that in this unit, they are going to
look at different types of food and how to eat
healthily.
• Tell students to think about the last three things
they ate and say the names of these things in
English. Write the names of the foods students
say on the board.
• Ask students to decide which foods on the
board are healthy and which are unhealthy.
Challenge students by asking them to explain
why a specific food is healthy or unhealthy.
• Tell students to identify any foods on the
board which have come to Egypt from other
countries, for example pizza, and to say which
countries they think these foods come from.
SB page 12

8
Unit
Lesson 1
food politely; giving advice about being healthy Reading: Texts about what people
eat; a healthy food quiz; a recipe; an

Language
article about unusual food; an article
about a healthy island

Y o u a r e w hat
Writing: An email about a favourite

a lot, a little and a few

snack; a paragraph about a country’s
diet; a paragraph about sleep
Listening: A discussion about

Life Skills
you eat
favourite snacks; a conversation
at dinner; teenagers sharing their
worries about food and health

Self-management Speaking: Describing food; offering,

accepting and refusing food politely;
giving advice about being healthy
Language: a lot, a little and a few
Life Skills: Self-management
In which country do you think

LE S SO N 1 SB pages 12-13 WB page 77

these snacks are popular?

Britain Egypt India Malaysia Morocco

Outcomes:
• To identify gist and main idea(s) in short
listening texts.
• To take notes from short listening texts.
Samosa – a spicy snack
Sfenj – a sweet snack

• To gather information from print and digital

sources; taking brief notes on sources and sort
evidence into provided categories.
• To follow agreed upon rules for discussion up Chips – a popular snack
Falafel – a delicious
vegetable snack

to this age e.g. Listening to others with care, Find

Research
speaking one at a time about the topics and Look through the unit.
What is Okinawa and
Rojak – a juicy
fruit snack Which snacks are the

texts under discussion.

where is it? healthiest to eat?

12 Lesson 1

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 Quiz SB page 13
In which country do you think these snacks
are popular?
1 Direct students to the instruction, the country Listening
Lesson 1
8
names and the photos.
1 Listen and put the snacks from page 12 in the order that you hear them.
Were your answers to the quiz correct?

2 Put students into pairs to match the snacks with

a chips
b falafel

the countries. Students are likely to already be c

d
samosa
rojak

familiar with the Egyptian food, falafel, and e 1 sfenj fava beans spices

probably also with chips, but not familiar with 2 Listen again and complete the sentences with these words.
1 Sfenj has lots of fat and sugar in it and it is very sweet. delicious

the other snacks. Explain that they can check 2 Falafel is really and it is very popular in Egypt.
juicy
salty

their answers in Exercise 1, page 13. 3 I don’t put any salt on mine because I don’t like food. spicy
sweet
4 Samosas have vegetables inside them.
5 Rojak is very sweet and .
Answers:
Speaking
Sfenj: Morocco; Samosa: India; Chips: Britain; Rojak: 3 Choose the correct word. Then ask and answer the questions in pairs.

Malaysia; Falafel: Egypt 1 What’s your favourite juicy / salty fruit that you like to eat when you’re thirsty?
2 What can you do if you eat something that is very hot and healthy / spicy so that it
hurts your mouth?
3 The water in the sea is sweet / salty. Can you think of a food with this taste?
4 If we don’t want to use sugar to make food sweet / salty, what other things can we use?

Find 4 Ask and answer the questions in pairs.

1 Do you ever eat the snacks from
Remember!
Use some in positive sentences
the quiz? with uncountable nouns and plural
Look through the unit. What is Okinawa and 2 Which is your favourite snack? countable nouns.

where is it? 3 Is your favourite snack juicy, spicy

or sweet?
We sometimes eat sfenj with some
tea.

1 Ask students to scan Unit 8 to find the

People often put some salt on their
4 Has it got any sugar or salt in it?
chips.
5 Is it healthy or unhealthy?
information.
Use any in negative sentences and
yes/no questions with uncountable
nouns and plural countable nouns.

2 Students can help each other to find the correct I don’t put any salt on mine. Is there
any salt in this?

answer in pairs (the answer is in Lesson 6, page Workbook page 77 Lesson 1 13

20).

Answers:
It is an island in Japan.
Research
Which snacks are the healthiest to eat?
1 Students find out some facts about the snacks,
for example how much sugar or fat they contain,
using school resources or the internet.
2 Ask students to tell each other what they found
out about the snacks. Invite stronger students to
tell the rest of the class what they found about
how healthy each snack is. Alternatively, you
could set the task for homework.
Listening
1 Listen and put the snacks from page 12 in
the order that you hear them. Were your
answers to the quiz correct?
1 Tell students that they will hear five speakers
describing each of the snacks they saw in the
quiz.
2 Ask them to try to understand which snack each
speaker is talking about when they listen.
3 Play the recording for students to check their
answers for the quiz and to complete the
ordering task.
4 Ask students to compare answers with a partner.

Answers:
 Audioscript
Suggested: Fruit or nuts. Speaker 1: Sfenj is a kind of cake from Morocco.
It has lots of sugar and fat in it
and is very sweet, so it is not very
healthy, but I love it! We sometimes
eat sfenj for breakfast and sometimes
as a snack with some tea or a cup of
coffee.
Speaker 2: In many places, people use fava
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darsenglizy.com
 beans to make falafel. They are the
best! Falafel is really delicious and it
is very popular in Egypt.
Speaker 3: In Britain, we often buy chips from a
fish and chip shop. People often put
some salt on their chips. I don’t put
any salt on mine because I don’t like
salty food. It is not very healthy.
Speaker 4: You can buy samosas on the street
everywhere in India. Samosas have
spicy vegetables inside them. People
often eat samosas for a snack. I love
to eat them with some hot tea.
Speaker 5: Rojak is a fruit snack you can buy in
the street in Malaysia and people also
make it at home. Rojak is very sweet
and juicy. People use different spices
in different parts of the country, but
it’s always delicious.
Answers:
a3 b2 c4 d5 e1
2 Listen again and complete the sentences
with these words.
1 Direct students to the adjectives in the box.
Check their meaning in class or direct students
to the Glossary.
2 Play the recording again and ask students to
listen out for the words in the box. Remind
students that the words salty and spicy sound
very similar, so they will have to listen carefully
to tell the difference between them. Play the
recording twice if necessary.
3 Students can compare their answers in pairs.
Then go round the class checking answers by
asking students to say the complete sentences.
the questions with their own ideas.
4 Elicit students’ answers in class. Encourage
students to explain their answers in as much
detail as they can.
Answers:
1 juicy 2 spicy
3 salty 4 sweet
Students’ own answers.
4 Ask and answer the question in pairs.
1 Put students into pairs and direct them to the
questions.
2 Go over the explanations for the uses of some
and any in the Remember! box, which students
should already be familiar with.
3 Give students one or two minutes to think of
their answers to the questions. Remind them to
consider how they can use some and any in their
answers.
4 Ask students to not only give one-word answers,
but to add examples (for example, how often
they eat a snack from the quiz) or explanations
(for example, why a particular snack is their
favourite).
5 Monitor students as they ask and answer the
questions and give them feedback on whether
they are using the adjectives from Exercise 2 and
some and any correctly.
Answers:
Students’ own answers

Answers:
1 sweet 2 delicious 3 salty
4 spicy 5 juicy

Speaking
3 Choose the correct word. Then ask and
answer the questions in pairs.
1 Tell students to think about other words in the
sentence that can help them to answer (for
example fruit and thirsty in sentence 1) before
they start.
2 Ask students to compare answers in pairs.
3 Then put students into pairs to ask and answer
31

darsenglizy.com
 WB page 77 Language
2 Complete the email with some or any.
1 Tell students to notice whether the gapped

8
Unit
Lesson 1 sentences in the email are positive sentences,
negative sentences or questions and use this
Y ou ar e w ha t information to choose the correct word.
yo u ea t 2 Refer students to the Remember! box on page 13
of the Student’s Book if necessary.
Vocabulary
1 Match the words to the food. Add more examples. 3 Check their answers as a class.
1 c juicy a fish,
2 salty b chocolate,
3 spicy c watermelon, oranges Answers:
4 sweet d samosa,

Language
2 Complete the email
with some or any.
1 some 2 some 3 some 4 any 5 any
Hi Tom,
How are you? Thanks for your last email. You asked me to
describe my favourite snack. I love hawawshi and I often have
it when I get home from school. It is easy to make. First, you
need 1 some nice bread. Then you put 2 meat Writing
and vegetables inside the bread. You can put 3
salt on it, too. I don’t like to have 4 salt, though,
because it is not very healthy. Now you cook it in the oven. It 3 Complete your research results from the
is delicious! Do you have 5
Describe them to me in your next email!
favourite snacks?
Student’s Book page 12.
1 Tell students that they can use the form to
Best wishes,
Osama

Writing record their research results about the healthiest

3 Complete your research results from the Student's Book page 12. snacks to eat. Remind them to always record the
Research results:
resources they used to find this information (the
Resources: website, book, etc.).
4 Write an email of about 90 words in your notebook describing your favourite snack to
a friend. 2 You could take in their work for feedback.
• Say if it is juicy, salty, • Say when you have it. • Say why you like it.
spicy or sweet.
Lesson 1 77 Answers:
Students’ own answers

Vocabulary 4 Write an email of about 90 words in your

1 Match the words to the food. Add more notebook describing your favourite snack to
examples. a friend.
1 Draw students’ attention to the instructions and 1 Direct students to the three points they need to
elicit the task from a more confident student. include in the email.
2 Ask students to match the adjectives to the foods 2 Ask students to decide on their favourite snack
they describe and then add more foods for each and make some notes on each of the three points
adjective. given.
3 Ask students to complete the task individually. 3 Struggling students can work with a partner to
write the email. Stronger students can write the
4 Elicit the correct foods for each adjectives and
email individually and then swap their texts with
students’ examples around the class.
a partner who can check them.
Answers:
Answers:
1c 2a 3d 4b
Students’ own answers
Suggested answers:
a fish, nuts, chips
b chocolate, sweets, cake
c watermelon, oranges, grapes
d samosa, curry, chillies

32

darsenglizy.com
Skills
Reading: To read and complete an email about a
favourite snack (Workbook)
Writing: To write an email describing a favourite
snack (Workbook)
Listening: To listen to and understand
descriptions of favourite snacks
Speaking: To ask and answer questions about
snacks
Vocabulary: delicious, juicy, salty, spicy, sweet
Language: To use some and any (revision)
Issues: Preventative health; therapeutic health
LE S SO N 2 SB pages 14-15 WB page 7 8
Outcomes:
• T
 o use glossaries or beginning dictionaries,
both print and digital, to determine or clarify
the precise meaning of key words and phrases.
• T
 o use context (e.g. definitions, examples, or
restatements in text) as a clue to the meaning
of a word or phrase.
• T
 o ask and answer questions to demonstrate
understanding of a text, referring explicitly to
the text as the basis for the answers.
• T
 o follow agreed upon rules for discussion up
to this age e.g. Listening to others with care,
speaking one at a time about the topics and
texts under discussion.
• T
 o take notes from short listening texts.
• T
 o understand the purpose by distinguishing
tone (offers, refusals, etc).
• T
 o gather information from provided sources
to answer a question.
darsenglizy.com
SB page 14
8 Lesson 2
What I eat
Reading
1 Read the texts about two teenagers and answer
the questions.
1 Who is ill if he eats some types of food? Imad
2 Who eats a few healthy snacks?
3 Who chooses food that gives him energy?
4 Who eats a little fast food but not much?
5 Who eats sweet things?
6 Which boy do you think is healthier? Why? My name’s Imad. I am allergic to nuts,
so I must be careful what I eat. If I eat
something with nuts in it, I will get
Language ill! For most of the time, this is not a
2 Complete the sentences with a lot, a little problem. However, I like sweet things,
and there are a few types of cake that
or a few. have nuts in them, so I can’t eat those.
1 My little brother sometimes eats a few grapes for I’m lucky because my mother makes
breakfast. me many different, delicious things
to eat at home. She says I should eat
2 Leila likes milk in her tea, but not very much.
more vegetables and salad. I have a lot
3 My grandmother spends of time cooking in of fruit, and that’s healthy!
the kitchen. She’s often there all day.
4 ‘Can I invite friends to our house to watch a
film?’ ‘OK, but not too many.’
5 I’m not very hungry, but I’d like cheese
and olives, please.
A lot of, a little and a few
Use a lot of with countable and uncountable nouns.
I have a lot of oranges/fruits. I also eat a lot of rice
and pasta.
Use a few with countable nouns and a little with
uncountable nouns.
I’m Mustafa. I’m on the school
I eat a few healthy snacks (= I don’t eat many snacks.) athletics team and I go running every
I only have a little salad. (= I don’t have much salad.) day, so I need food that gives me
energy. I eat a lot of rice and pasta
every day. I also eat a few healthy
3 Ask and answer the questions in pairs. snacks, like nuts.
After athletics practice, my friends
1 What kind of food do you eat a lot of? What do and I sometimes get some fast food,
you eat a little of? Why? like pizzas, on the way home, but I try
not to eat too much!
2 What should and shouldn’t you eat a lot of? Why?
14 Lesson 2
Reading
1 Read the texts about two teenagers and
answer the questions.
1 Tell students that they are going to read about
what two Egyptian teenagers eat and why.
2 Direct students to the instruction and example
and elicit that they have to write the name of the
correct teenager for each question.
3 Tell students to read the questions 1–6 first
before they read the texts. Encourage them to
work out the meaning of the new vocabulary
(allergic, energy, fast food) from the context.
4 Ask students to compare answers in pairs and
then check answers as a class.
5 You could extend the activity by putting students
into pairs and asking them to discuss which
teenager’s eating habits are most similar to their
own, and explaining their answer.
Answers:
1 Imad 2 Mustafa 3 Mustafa
4 Mustafa 5 Imad
6 Students’ own answers.
33
Language
2 Complete the sentences with a lot, a little or
a few.
1 Ask students to read the sentences and complete
them with the correct phrase.
2 Put students into pairs to check their answers.
3 Go round the class and invite different students
to say the completed sentences.
4 Review the use of a lot, a little or a few by
reading the Language box in class. Elicit that
a lot can be used with both countable and
uncountable nouns, but a little is only used with
uncountable nouns and a few is only used with
countable nouns. Also elicit that a little is used
for small quantities and small numbers, while a
lot is used for large quantities.
Answers:
1 a few 2 a little 3 a lot
4 a few 5 a little, a few
3 Ask and answer the questions in pairs.
1 Put students into pairs.
2 Remind students to use a lot, a few and a little in
their answers and to re-use some and any, which
they reviewed in Lesson 1, where needed.
3 Monitor students’ conversations. Make a note of
interesting sentences or sentences to correct and
share these in class. You could follow this with
a class vote on the most popular foods and the
healthiest foods.
Answers:
Students’ own answers
34
darsenglizy.com
SB page 15
Listening
Lesson 2
8
4 Listen to Amal and Huda talking to their grandmother
and answer the questions.
1 Where are they? They are at their grandmother’s house.
2 What are they doing?
3 What are they eating now?
4 Why don’t they eat the rice pudding?
5 Match to make questions and answers. Then listen again
to check your answers.
1 c Would you like a I’m really full.
2 Yes, please, just b but I really couldn’t.
3 Would you c some more chicken?
4 No, thank you, d a little.
5 Thank you, e like some more beans, too?
Language
6 Choose the correct words.
1 ‘Would / Do you like a sandwich?’
‘Thank you, but I’m really full / enough.’
2 ‘Would / Do you like coffee?’
‘No, I don’t. I prefer tea.’ Remember!
3 ‘There are a few / a little grapes left.
Use like to talk about what we
Would / Do you like some?’ ‘Yes, please.’
4 ‘Would you like a little / few salt on your
prefer: I like orange juice but
I don’t like tea.
chips?’ ‘No, thank you.’
Use would like to make offers and
5 ‘Would / Do you like some more pudding?’ ask for things:
‘Thank you, but I really don’t / couldn’t.’ What would you like for breakfast?
I’d like some beans, please.
Speaking
7 Work with a partner. Take turns to offer food and drink using expressions from
Exercise 6.
1 Student A: Offer something to eat. 1 Student B: Say yes.
2 Student A: Offer something with it 2 Student B: Say yes (use a little/a few).
(salad/rice/sugar), etc.
3 Student A: Offer something else. 3 Student B: Say no (use couldn’t).
Workbook page 78 Lesson 2 15
Listening
4 Listen to Amal and Huda talking to their
grandmother and answer the questions.
1 Tell students to read the questions and the
example answer. Direct students to the photo
and ask students to predict what the listening is
about.
2 Play the recording for students to listen and
make notes on their answers to the questions.
Have students then write their answers as
complete sentences.
3 Ask students to compare answers with a partner
and then check answers round the class.
 Audioscript
Grandmother: Would you like some more
chicken, Amal?
Amal: Yes, please, just a little.
Grandmother: And would you like some more
beans, too?
Amal: Yes, thank you, grandmother …
stop, that’s enough! I mustn’t eat
too much.
 Huda: Do you like chicken, Amal?
Amal: Yes, I love Grandmother’s spicy
chicken. It’s the best!
Huda: Thank you, Grandmother, that
was a delicious dinner!
Grandmother: Would you girls like some more
rice pudding?
Huda: No, thank you, I’m really full.
Grandmother: What about you, Amal?
Amal: Thank you, but I really couldn’t.
Why don’t you have a rest now,
Grandmother? Huda and I can
take the plates to the kitchen and
we’ll do the washing up.
Answers:
1 They are at their grandmother’s house.
2 They are having dinner.
3 They are eating chicken and beans now.
4 They don’t eat the rice pudding because they are
(really) full.
5 Match to make questions and answers. Then
listen again to check your answers.
1 Direct students to the sentence halves they have
to match. Tell students that they heard all of
these questions and answers in the conversation
they listened to in Exercise 4.
2 Ask students to match to make questions and
answers.
3 Play the recording so students can listen and
check their answers. Stop the recording at the
end of each question or answer to confirm the
correct answers, if necessary.
Answers:
1c 2d 3e 4a 5b
Language
6 Choose the correct words.
1 Ask students to read the sentences carefully and
choose the correct words.
2 Ask students to compare their answers in
pairs and then check answers round the class
by asking pairs of students to read the short
dialogues.
3 Go over the difference between like and would
like in the Remember! box in class. Check
students’ understanding by asking: What do we
use to ask for things: like or would like? What
do we use to say what we prefer: like or would
like?
darsenglizy.com
Answers:
1 Would, full 2 Do 3 a few, Would
4 a little 5 Would, couldn’t
Speaking
7 W
 ork with a partner. Take turns to offer food
and drink using expressions from Exercise 6.
1 Put students into pairs and assign roles: Student
A or Student B.
2 Give students two or three minutes to prepare
for the role-play individually. Student A needs
to look at the expressions for offering things
in the Remember! box and in Exercise 6 and
think about which one to use for each of the
instructions (1-3). Student B needs to look at the
answers in Exercises 5 and 6 and find an answer
for each of the instructions (1-3).
3 Go round and monitor as they are working but
do not interrupt unless necessary. Make a note of
any common errors and go over these at the end
of the task.
Answers:
Students’ own answers
WB page 78
8 Lesson 2
Vocabulary
1 Match the definitions to their words.
1
2
c allergic
delicious
a something that gives you the power to do things
b food that is quick and easy to buy or cook
3 energy c getting ill when you eat or touch something
4 fast food d very nice to eat
2 Answer the questions with these words.
nuts pasta pizza
1 Which kind of food gives you the most energy?
2 Which is an example of fast food?
3 Which kind of food are many people allergic to?
3 What other types of food are people often allergic to? Research the information.
Language Judy plays squash every week and needs to be healthy, so what
4 Circle the
does she eat? She is allergic to nuts, so she doesn’t eat 1 any / some
cakes because they sometimes have nuts in them. She eats
correct words. 2
any / a lot of fish because it helps to make her strong. A few hours
before a netball game, she always eats 3 some / any fish with
4
a few / a lot of pasta, because this gives her energy. When she is
playing netball, she drinks 5 a little / a few water. Then, after the
game, she eats 6 a few / a lot of sweets. She does not have many
because she knows they are not very good for her.
Listening and speaking
5 Put the dialogue into the correct order.
a Leila: Thank you, I like tea.
b Leila: Yes, please, just a little. I mustn’t eat too much.
c 1 Grandma: Would you like some cake, Leila?
d Grandma: Would you like a cup of tea with the cake?
e Grandma: Do you like sugar in your tea?
f Grandma: Here you are, tea with cake!
g Leila: Yes, please, but that’s enough. I only like a little sugar.
6 Listen and check your answers to Exercise 5, then role-play the dialogue.
78 Lesson 2
35
Vocabulary
1 Match the definitions to their words.
1 Ask students to complete the task individually.
Refer them to the Glossary if they need to check
the meaning of any of the words.
2 Ask students to compare their answers in pairs
and then check answers around the class.
Answers:
1c 2d 3a 4b
2 Answer the questions with these words.
1 Draw students’ attention to the instructions and
elicit the task from a more confident student.
2 Ask students to complete the task individually.
3 Check answers round the class by asking pairs of
students to ask the question and say the answer.
Check students can pronounce allergic, energy
and fast food correctly.
Answers:
1 pasta 2 pizza 3 nuts
3 What other types of food are people often
allergic to? Research the information.
1 Remind students that it is common for people to
be allergic to certain types of food, such as nuts.
Help students with the meaning of the word
allergic.
2 Have students work in pairs to research other
types of food, using the internet or school
resources. Go round and monitor while they are
doing this, offering help and support.
3 Ask students to write their answers, or they
could do this for homework.
Suggested answers:
People can be allergic to almost anything, but common
types of food include milk/dairy products, wheat
(gluten) and caffeine (in coffee or tea).
Language
4 Circle the correct words.
1 Direct students to the example answer and elicit
or explain that any is the correct answer because
the word doesn’t shows that this part of the
sentence is negative.
2 Then ask students to complete the text in class or
for homework.
36
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3 Ask confident students to each read a sentence of
the text in class.
Answers:
1 any 2 a lot of 3 some
4 a lot of 5 a little 6 a few
Listening and speaking
5 Put the dialogue into the correct order.
1 Tell students that the dialogue between Leila
and her grandma is in the incorrect order. Read
the first question, then elicit the answer which
should follow it (b).
2 Ask students to complete the exercise
individually, then check answers with a partner.
If they have different answers, they should work
together to find the correct answer.
3 They can check their answers after the next
exercise.
Answers:
a4 b2 c1 d3
e5 f7 g6
6 Listen and check your answers to Exercise 5,
then role-play the dialogue.
1 Play the recording so that students can check
their answers.
2 Now ask students to role-play the dialogue in the
correct order. Go round and monitor as they are
doing this to check they are doing it well.
3 Ask one or two pairs to demonstrate their
dialogues to the class.
 Audioscript
Grandma: Would you like some cake, Leila?
Leila: Yes, please, just a little. I mustn’t eat
too much.
Grandma: Would you like a cup of tea with the
cake?
Leila: Thank you, I like tea.
Grandma: Do you like sugar in your tea?
Leila: Yes, please, but that’s enough. I only
like a little sugar.
Grandma: Here you are, tea with cake!
Skills SB page 16

Reading: To read and understand texts about

what two teenagers eat
Writing: To research food that people are
8 Lesson 3

allergic to
Reading
1 Complete the quiz.

Listening: A healthy food quiz

1 If you want to be healthy, you should eat … .

• To listen to and understand a dialogue between

a only fruit and vegetables b a lot of meat and cheese c some of all types of food
2 We need to drink … glasses of water every day.

two teenagers and their grandmother

a eight b two c four
3 Dairy products like milk and cheese help us to … .
a have lots of hair b have strong bones c run fast

• To listen to and order a dialogue between a 4 Meat, cheese and nuts have protein in them and we need protein to … .
a sleep well b move fast c have a strong body

teenager and her grandmother (Workbook) 5 A lot of sugar … .

a makes it difficult to sleep b is bad for your teeth c makes you sleep longer

Speaking:
6 Examples of healthy snacks are … .
a fruit and nuts b chocolate and sweets c salty chips
7 People need to eat … pieces of fresh fruit and vegetables every day.

• To offer food and drink politely

a one to two b five to ten c one
8 People often like fast food because … .

• To respond to offers of food and drink politely

a it has lots of fat and sugar b it gives you energy c you can eat a lot of it and not
in it feel full

• To role-play a dialogue (Workbook)

9 Food is usually healthy and good for you when it is … .
a expensive b fresh c from a big supermarket

Score 1–3: Not good. There are a lot of things you need to learn about healthy eating.

Vocabulary: allergic, energy, fast food

Score 4–6: Quite good. You need to learn a little more to be really healthy!
Score 7–9: Very good! You know all about healthy eating.

Language: a lot, a little, a few; like/would like

1c 2a 3b 4c 5b 6a 7b 8a 9b
One point for each correct answer:
Answers

(revision) 2 Check your answers and discuss the results in pairs. Do you agree?

Vocabulary
3 Complete the sentences with the words in bold from the quiz.
1 Humans have 210 bones in their bodies. The biggest ones are in our legs.

LE S SO N 3 SB pages 16-17 WB page 79 2 Meat, fish and eggs all have in them.
3 It is better not to keep food in the fridge for a long time but to eat it when it’s .
4 We call foods that are made from milk .

Outcomes:
16 Lesson 3

• To use their knowledge of sight-words,

letter patterns, sounds and clues from
surrounding text to read words and use some
word identification strategies with growing
confidence.
• To use context (e.g. definitions, examples, or
restatements in text) as a clue to the meaning
of a word or phrase.
• To ask and answer questions to demonstrate
understanding of a text, referring explicitly to
the text as the basis for the answers.
• To follow agreed upon rules for discussion up
to this age e.g. Listening to others with care,
speaking one at a time about the topics and
texts under discussion.
Reading
1 Complete the quiz.
1 Tell students to look at the quiz. Ask students
to find the words in bold (bones, dairy, fresh
and protein). Encourage them to work out the
meaning from context. Then direct students
to the Glossary to check their meaning. If
necessary, show the meaning of these words.
2 Ask students to read the questions and use their
general knowledge to choose the answers.
3 When students have answered all of the
questions, they can check their answers and
work out what their score is. Confirm that
students receive one point for every correct
answer they chose.

Answers:
1c 2a 3b 4c 5b
6a 7b 8a 9b

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2 Check your answers and discuss the results
in pairs. Do you agree?
SB page 17
1 Put students into pairs and ask them to compare
their results from the quiz.
2 Tell students to say whether they agree or 4 Look at the photographs and complete the sentences
Lesson 3
8
disagree with the result which the quiz gave
with the correct cooking verbs.

them and give a reason for their answer. Model a

possible statement and explanation, for example: beat heat fry

My result was that there is a lot I need to learn

about healthy eating, but I think I already know
a lot about it. I usually eat healthy food.
chop pour serve

1 The soup is cold. Shall we heat it?

3 Monitor students’ discussions to make sure they 2 Please some tea into my cup.

are giving and justifying their opinions about

3 My grandparents always lunch in the dining room at 4 o’clock.
4 Those tomatoes are too big. You need to them into small pieces.

their results. Invite any students who are willing 5 Do you prefer to boil or
6 Put the eggs in the bowl and
your eggs?
them with a fork.
to share their results and their opinions in class. Reading
5 Complete the recipes for an omelette and tomato salad with these instructions.
Answers: When the omelette is ready, Pour the eggs into the Put the chopped
take it out of the frying pan frying pan and cook vegetables into
and serve with salad. them in the butter. a bowl.
Students’ own answers Chop all the vegetables Add a little oil, salt Add a little salt to the
into small squares. and lemon juice. eggs and milk.
How to make an omelette How to make a tomato salad
1 Beat two eggs in a bowl with little milk. 1 Take two big tomatoes and half an onion.

Vocabulary 2 Add a little salt to the eggs and milk.

3 Heat some butter in a frying pan.
2
3

3 Complete the sentences with the words in 4

5
4
5 Serve the salad with your omelette.
bold from the quiz.
Remember!
1 Ask students to read the incomplete sentences Use imperatives to tell people what to do.

and guess the missing words.

Chop the tomatoes! Don’t chop them too small!
Add salt. Don’t add too much salt!

2 Ask students to compare answers in pairs. Workbook page 79 Lesson 3 17

3 Check answers in class by asking students to

read the completed sentences out loud. Check
4 Look at the photographs and complete the
their pronunciation of the four missing words sentences with the correct cooking verbs.
(bones, protein, fresh and dairy) and model and
1 Tell students to look carefully at the six
drill them in class, if necessary.
photographs and make sure they understand
what is happening in each one.
Answers:
2 Go through the cooking verbs in class. Say them
1 bones 2 protein out loud and ask students to listen and repeat
3 fresh 4 dairy products
them.
3 Ask students to look at the key words in each of
the incomplete sentences and use them to choose
the correct cooking verb for each one.
4 Allow students to check their answers in pairs
and then check answers around the class. Invite
different students to say the sentences out loud
and check their pronunciation of the cooking
verbs.

Answers:
1 heat 2 pour 3 serve
4 chop 5 fry 6 beat

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Reading WB page 79
5 Complete the recipes for an omelette and
tomato salad with these instructions.
1 Direct students to the photo of an omelette and a
tomato salad and ask if they have ever eaten or Vocabulary
Lesson 3
8
made either of these. 1 Choose the correct answer from a, b, c or d.
1 Fresh fruit is not very … .

2 Ask students to complete the tasks individually. a nice b old

2 Which of these is not a dairy product?
c good d healthy

If students are still uncertain about the meaning a milk b cheese c rice d butter

of any of the cooking verbs, they can check them

3 Which of these is bad for your teeth?
a sugar b salt c eggs d vegetables

in the Glossary. If necessary, help students with 4 Which of these types of food doesn’t have much protein?

the meaning of the new vocabulary.

a meat b nuts c fish d apples
5 Which of these do you use to make an omelette?

3 Ask students to compare their answers in pairs

a sugar b rice c eggs d chocolate

and then check answers in class. Stronger

2 Answer the questions.
1 What can you beat, butter or tomatoes? 2 What can you pour, water or fruit?

students could explain how they decided on the

butter
3 What can you chop, meat or milk? 4 What can you fry, ice cream or eggs?

correct order for the instructions, for example: 3 Match to make sentences.
After you take the two big tomatoes and half 1 c I will pour some tea a a pan.

an onion, the next thing you need to is chop the 2

3
When the water is very hot,
Heat some oil in
b before you make an omelette.
c into your cup.
vegetables. 4 Use a knife to d it starts to boil.

4 Go over the Remember! box in class and

5 You need to beat eggs and milk e chop the vegetables.

4 Circle the correct

elicit that all the verbs in the instructions are words in the recipe. How to make foul mudammas
1 Wash / Pour some beans and put them in a pan.

imperatives. Ask students to say the negative 2 Fry / Add some water and salt to the beans.

form of the imperatives in the instructions for

3 Beat / Heat the beans in the water until it boils.
4 Pour / Chop some lemon juice over the hot beans.

making an omelette to check their understanding 5 Serve / Add it with warm bread.

of how to tell someone not to do something. Writing

5 Write five sentences about your favourite meal in your notebook. Find a recipe on the
internet or ask your parents. Use the imperative to say how you make it.

Answers: Lesson 3 79

How to make an How to make a tomato

omelette salad Vocabulary
1 Beat two eggs in a bowl 1 Take two big tomatoes 1 Choose the correct answer from a, b, c or d.
with little milk. and half an onion. 1 Encourage students to use what they have
2 Add a little salt to the 2 Chop all the vegetables learnt about healthy eating to complete the task
eggs and milk. into small squares. individually, as in the example.
3 Heat some butter in a 3 Put the chopped 2 Ask students to compare their answers in pairs
frying pan. vegetables into a bowl. and then check answers around the class.
4 Pour the eggs into the 4 Add a little oil, salt and
frying pan and cook them lemon juice. Answers:
in the butter. 1b 2c 3a 4d 5c
5 When the omelette is 5 Serve the salad with
ready, take it out of the your omelette.
2 Answer the questions.
frying pan and serve with
salad. 1 Ask students to complete the exercise
individually, then check answers with a partner.
If they have different answers, they should work
together to find the correct answer.
2 Check answers around the class.
Answers:
1 butter 2 water 3 meat 4 eggs

3 Match to make sentences.

1 Look at the example sentence in class. Elicit that
1 matches with c because the words pour and tea
match with the words into and cup. 39

darsenglizy.com
2 Now ask students to complete the rest of the task
by finding connections between the key words in
the sentence halves.
3 Check answers around the class by inviting
different students to say the completed sentences
out loud.
Answers:
1c 2d 3a 4e 5b
4 Circle the correct words in the recipe.
1 Ask students if they have ever made foul
mudammas themselves or seen someone else
making it.
2 Tell students to use the word after the two
options to help them choose the correct word.
They can also use any prior knowledge of how
to make foul mudammas which they might have.
3 Ask students to compare answers in pairs and
then check answers in class.
Answers:
1 Wash 2 Add 3 Heat 4 Pour 5 Serve
Writing
5 W
 rite five sentences about your favourite
meal in your notebook. Find a recipe on
the internet or ask your parents. Use the
imperative to say how you make it.
1 Encourage students to decide what their
favourite meal is and find a recipe for it, either
by going online or asking their parents.
2 Remind students to use imperatives with the
correct cooking verbs in their recipe.
3 Tell students that they could complete this task
for homework, but if they complete it in class,
go round and monitor while they are writing.
4 Ask students to swap their recipes with a partner
so they can read and give each other feedback on
them.
5 Ask more confident students to read their recipes
out loud in class. They could read their recipes
without saying what they are recipes for so that
the rest of the class can guess what it is.
Skills
Reading:
• To read and understand a quiz about healthy
eating
• To read and understand a recipe for making an
omelette and a tomato salad
Writing: To write about your favourite meal
(Workbook)
Speaking: To discuss the results of a quiz
Vocabulary: beat, bones, chop, dairy products,
fresh, fry, heat, pour, protein, serve
Language: Imperatives (revision)
LESSON 4 SB page 18 WB page 80
Outcomes:
• To use their knowledge of sight-words,
letter patterns, sounds and clues from
surrounding text to read words and use some
word identification strategies with growing
confidence.
• Describe and compare feelings, people,
places, actions, objects and events establishing
relationships.
• To identify gist and main idea(s) in short
listening texts.
• To take notes from short listening texts.
• To follow agreed upon rules for discussion up
to this age e.g. Listening to others with care,
speaking one at a time about the topics and
texts under discussion.
• To write an opinion piece: introduce the topic;
supply reasons that support the opinion.
• To write informative /explanatory texts:
introduce a topic, use simple facts
and definitions to develop points, and provide
a short concluding statement or section.

Answers:
Students’ own answers

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 SB page 18 2 Read the article again and answer the
questions.
1 Tell students that now they are going to read
the text for specific information about the three
8 Lesson 4
Unusual but delicious
different foods mentioned in the text.
Reading
Some food smells bad or looks unusual – but still tastes good! 2 Put students into pairs to complete the task and
1 Read about some
‘Durian fruits’ grow in Indonesia and Malaysia.
Some fruits can be 30 centimetres long. They direct them to the questions.
are hard and green on the outside, but soft and

3 Ask students to complete the task in pairs and

unusual food. Which
yellow on the inside. Some people don’t want
would or wouldn’t
to eat them because they smell terrible, but they

then compare their answers with another pair.

you like to try?
are very healthy and taste delicious. People use
Why? durian fruits to make juice, ice creams and soup.
durian fruit

In the Philippines, people eat something called ‘champorado’ with

‘tuyo’ for breakfast. ‘Champorado’ is sweet chocolate rice and ‘tuyo’
are small salty fish. For most people, it’s unusual to eat sweet and salty
things together, but it is popular in the Philippines!
Answers:
1 Because they smell terrible.
In China, people eat eggs that are months or years
old! They are called century eggs and they are
black and green inside. To make them, people
put fresh eggs under the ground for a long time.
Century eggs smell a lot and have a salty taste, but
2 It’s unusual to eat sweet and salty things together.
3 Century eggs are black and green inside, and they
‘champorado’ with ‘tuyo’
lots of people think they are delicious. century eggs

2 Read the article again and answer the questions.

1 Why don’t some people want to eat durian fruits? Because they smell terrible.
have a salty taste.
2 What is unusual about eating ‘champorado’ with ‘tuyo’? 4 Durian (fruits) and century eggs smell a lot.
3 In which two ways are century eggs different from normal eggs?
4 Which two foods smell a lot?

3 Complete the meanings with the correct word from the article in bold. 3 Complete the meanings with the correct
1
2 We
things are different from other things of the same type.
with our noses.
word from the article in bold.
3 We things when we put them in our mouths.
1 Tell students to find the words in bold (unusual,
smell, taste and delicious) in the article
4 I like this fruit because it tastes .

and re-read the sentences that they are used in.

Speaking
4 Ask and answer the questions in pairs.
1 What are some tastes and smells that you like and don’t like? Find two examples of
things that smell and taste good and bad.
2 Ask to complete the sentences with the correct
2 What unusual food or drink have you tried? What was it like? word in bold.
3 Check answers in class by inviting different
I think that fried In my opinion, fish
chicken tastes really good. smells horrible!

18 Lesson 4 Workbook page 80 students to say a completed sentence out loud.

Answers:
Reading 1 Unusual 2 smell 3 taste 4 delicious
1 Read about some unusual food. Which would
or wouldn’t you like to try? Why? Speaking
1 Before students read the article, you could ask 4 Ask and answer the questions in pairs.
them to name any unusual foods they know of 1 Put students into pairs. Ask them to prepare
and whether or not they taste and look good. for the discussion by brainstorming what they
If necessary, show the difference between try think are good and bad smells and then thinking
something and try to do something. of examples of unusual food they’ve tried and
2 Direct students to the photographs of the three words they could use to describe it. If students
foods and ask students if they have ever seen or haven’t tried any unusual food, they could
tasted any of them before, or if they would describe unusual foods which they have
want to. heard of.
3 Tell students to read the whole article in order 2 Direct students to the example sentences in the
to get a good general idea of what each food speech bubbles and elicit that students can use
is like. Check they understand the meaning of the phrases I think and in my opinion to say what
smell, unusual and taste using context. They they think.
can also check their meaning in the Glossary. If 3 Give students about five minutes to ask and
necessary, help students with the meaning of the answer the questions with their partner.
new vocabulary.
4 Monitor students’ conversations. Make a note of
4 Ask students to compare their answers in pairs. interesting or good answers and ask students to
Then check answers around the class. share these in class. You could follow this with a
Answers: class vote on what students think are the best and
Students’ own answers worst smells.

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Answers: 2 Play the recording and ask students to complete
the exercise individually.
Students’ own answers
3 Tell students to check answers with a partner. If
they have different answers, they should work
WB page 80 together to find the correct answer. You can play
the recording more than once if necessary.
4 Check the answers with the class. Draw
8 Lesson 4 students’ attention to the expression not taste
nice at all from the recording. Elicit that we
Vocabulary use this expression to say that something tastes
horrible.
1 Complete the diagram with these
verbs for senses.
1 see
hear

 Audioscript
2
see 3
smell
taste
touch 4
5

Ashraf: I’m Ashraf. I really like trying unusual

Listening
food because I like to taste new things.
Dina: My name’s Dina. When I was younger,
2 Listen to four people talking about food. Are these sentences true (T) or false (F)?
Correct the false sentences.

I thought vegetables didn’t taste nice at

1 Ashraf likes to taste things that are different. T
2 Dina doesn’t like vegetables now.
3 Dina eats vegetables because they are healthy.
4 Heba likes to eat dry fish.
all. Now I like them. I eat a lot of them
5 Heba doesn’t think that fesikh smells nice. because I know they are healthy.
6 Basel loves to smell cakes cooking and eats a lot of them.
Heba: I’m Heba. Yesterday I ate fesikh. This is
a dry salty fish. It doesn’t taste nice at
3 Complete the table about food and drink with your own ideas.
smells nice smells horrible tastes unusual tastes delicious
bread
all, and it smells horrible!
Basel: My name’s Basel. I love the smell of
Writing
4 Write a paragraph of about 90 words about some unusual food that you have tried.
cakes when they are cooking, but I never
• How did it smell? • How did it look? eat cakes at all. I’m allergic to nuts.
• How did it taste? • Would you eat it again?

Answers:
1 T 2 F (She likes them.)
80 Lesson 4

3 T 4 F (She says it doesn’t taste nice.)

Vocabulary
1 Complete the diagram with these verbs for
senses.
1 Explain that these verbs describe the five senses.
Draw students’ to the example answer and make
sure they understand the exercise. Then ask
students to complete the task individually.
2 Ask students to compare their answers in pairs
and then check answers around the class.
3 As a follow up, you could ask students what they
can see/hear/smell/touch in the classroom.
Answers:
1 see 2 hear 3 smell
Listening
2 Listen to four people talking about food. Are
these sentences true (T) or false (F)? Correct
the false sentences.
1 Ask students to read the sentences.
42
5T
6 F (He loves to smell cakes cooking but he never eats
cakes at all because he’s allergic to nuts.)
3 Complete the table about food and drink with
your own ideas.
1 Direct students to the table and ask them to read
its headings.
2 Students brainstorm ideas for foods they would
put into each of the four columns in the table.
Remind students that these should be their
personal opinions about food.
3 Have students compare their ideas in pairs.
Stronger students could use the adjectives they
4 taste 5 touch know to explain why they think a particular food
they have chosen smells nice or tastes delicious,
for example.
Answers:
Students’ own answers

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Writing
4 Write a paragraph of about 90 words about
some unusual food that you have tried.
1 Ask students to choose an unusual food that
they have tried. If students have never tried any
unusual foods, tell them to choose a food they
either really like or dislike.
2 Direct students to the questions.
3 Tell students to plan what they are going to write
in response to the four questions. Encourage
students to look up any words they need in a
dictionary, if necessary.
4 Monitor students’ writing, offering help and
feedback where necessary. Then ask students to
exchange and check their texts with a partner.
Alternatively, take in their work for feedback.
Answers:
Students’ own answers
Skills
Reading: To read and understand an article
about some unusual food
Writing: To write a paragraph about some
unusual food that you have tried (Workbook)
Listening: To listen to and understand people
talking about food (Workbook)
Speaking: To ask and answer questions about
unusual food.
Vocabulary: smell (v), taste (v), unusual
LE S SO N 5 SB page 19 WB page 81
Outcomes:
• T o use context (e.g. definitions, examples, or
restatements in text) as a clue to the meaning
of a word or phrase.
• To identify gist and main idea(s) in short
listening texts.
• To understand the purpose by distinguishing
tone (warnings, advice, question … etc).
• To take notes from short listening texts.
• To react to a listening text, giving opinion.
• To follow agreed upon rules for discussion up
to this age, e.g. Listening to others with care,
speaking one at a time about the topics and
texts under discussion.
darsenglizy.com
• T o distinguish their own point of view from
that of the narrator or those of the characters.
• To plan, write and sequence texts; read and talk
about their writing with the teacher to check it
makes sense and begin to make suggestions to
improve it.
• To write informative /explanatory texts:
introduce a topic [e.g. sleep], use simple facts
and definitions to develop points, and provide
a short concluding statement or section.
SB page 19
Listening
Lesson 5
8
1 Listen to three teenagers and complete the information with these words.
cakes exercise food hungry sleep snacks tired
1 Ali eats too many cakes
and doesn’t do enough
2 Eman never eats fast
food or . She
3 When Tamer is worried,
he doesn’t feel . His
. feels all the time mother gives him too
and doesn’t get much because she
enough . is worried about him.
2 Listen again and answer the questions.
The cook in his parents’ restaurant.
1 Who gives Ali lots of cakes?
2 Why doesn’t Ali have time to do exercise?
3 Why doesn’t Eman eat snacks? Life Skills
4 When does Eman feel very hungry? Make sure you have a balanced
5 What is Tamer worried about at school? diet and eat some of all the
types of food. Eat healthy
6 What can’t he tell his mother?
snacks, sleep well and don’t
worry too much!
Reading
3 Read the advice and answer the questions. It’s good that you don’t eat fast food,
but if you feel very hungry between
1 Is the advice for Ali, Eman or Tamer?
meals, it’s a good idea to have a snack.
2 Is it good advice? How about bringing a few healthy
snacks to school on the days when you
3 Find and underline four phrases which we can have athletics club? If you want to have
use to give advice. The first one is underlined. more energy, why don’t you try eating
more food that gives you energy like
rice and pasta? Perhaps you could eat
Speaking
a bigger breakfast in the morning, too.
4 Work in pairs. Take turns to be A and B.
Student A: You are Ali or Tamer from Exercise 1. Explain your problems to Student B.
Student B: Listen to Student A and give him/her some advice. Use the expressions from
Exercise 3 and some of the ideas below.
Speak to your parents. Take small amounts of food but finish them.
Do exercise after school. Explain the problem.
Do some drawing to relax. Exercise can help you relax.
Video Workbook page 81 Lesson 5 19
Listening
1 Listen to three teenagers and complete the
information with these words.
1 Direct students to the instruction and the words
in the box, all of which should already be
familiar to them.
2 Before students listen, ask them to read the
information and guess the missing words from
the context of the sentences.
3 Play the recording and ask students to complete
the information for each teenager. Explain
that each of the three teenagers has a problem.
Encourage students to try to take notes of each
43
 teenager's problem and how they feel.
4 Ask students to compare their answers in pairs
before checking answers in class.
 Audioscript
Ali: My name’s Ali. My mum and dad own
a restaurant and I often help in the
kitchen. The cook is my friend and he is
teaching me to make different cakes. The
problem is, I’m always trying them, so I
eat too many cakes. I also know I don’t
do enough exercise, but that’s because I
don’t have time. When I’m not at school
or doing my homework, I’m usually at the
restaurant. I don’t want to stop helping
my parents, so I don’t know what to do.
Eman: I’m Eman. I do a lot of sport and I have
a very healthy diet. I eat lots of fruit and
vegetables and I almost never eat fast
food. I never eat snacks either, not even
when I’m really hungry after athletics
club. I know eating snacks isn’t good for
you. But I’m tired all the time. I never feel
I get enough sleep, even when I go to bed
early! I want to have more energy.
Tamer: I’m Tamer. I want to go to art school
when I’m older, but I don’t have enough
time to do any drawing or painting at
the moment. I’m working really hard at
school. I’m worried about my exams.
When I feel worried, I don’t feel hungry.
My mother doesn’t think I eat enough, so
then she gives me even more food. I don’t
want to upset her, so I can’t tell her it’s
too much!
Answers:
1 cakes, exercise 2 snacks, tired, sleep
3 hungry, food
2 Listen again and answer the questions.
1 Tell students that they are now going to listen for
specific information that the teenagers say.
2 Ask students to read the questions and try to
guess the answers based on what they can
remember from the first time they listened.
3 Play the recording again and then give students
one or two minutes to write their answers to the
questions.
44
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4 Ask students to compare their answers in pairs.
Then ask and answer the questions out loud in
class.
Answers:
1 The cook in his parents’ restaurant.
2 Because he helps in the kitchen at his parents’
restaurant.
3 Because eating snacks isn’t good for you.
4 She feels very hungry after athletics club.
5 Tamer is worried about his exams.
6 He can’t tell his mother that she gives him too much
food.
Reading
3 Read the advice and answer the questions.
1 Tell students that they are now going to focus on
advice for eating well and explain that this is one
way of looking after yourself.
2 Let students first read the advice in order to
understand the gist so they can choose the
correct teenager and decide if it’s good advice
(questions 1 and 2). Ask them to think of a
reason or reasons why they think the advice is
good.
3 Direct students to the phrase for giving advice
which is underlined and then ask them to scan
the rest of the text for other phrases which are
used for advice.
4 Allow students to share their answers in pairs
and then check answers in class. Draw students’
attention to the verb forms which are used after
each of the phrases for giving advice, i.e. it’s
a good idea (to + verb); how about (gerund /
verb-ing); why don’t you try (gerund / verb-ing);
perhaps you could (infinitive without to).
Answers:
1 Eman
2 Yes, it is good advice.
3 It’s a good idea to; how about (bringing); why don’t
you try (eating); Perhaps you could (eat)
 Life Skills
This Life Skills box helps students develop
the life skill of self-management, which is
the ability to take responsibility for their
own well-being and behaviour. In this case,
the focus is on taking responsibility for their
health by making sure that they eat in a
healthy way and get enough sleep. This skill
is particularly important for students today
who are often under pressure to do lots of
different activities and are often surrounded by
unhealthy food options. The aim is for students
to understand the importance of taking action
to make sure that they stay healthy.
Speaking
4 Work in pairs. Take turns to be A and B.
1 Put students into pairs and ask them to decide
who will be A and B for the first role-play. Tell
students that they are going to practise talking
about problems and giving advice.
2 Give students three or four minutes to prepare
for the role-play. Ask both students in each
pair to make notes to help them explain either
Ali or Tamer’s problems. They should also use
the ideas in the box and the phrases for giving
advice from Exercise 3 to give advice for both
Ali and Tamer.
3 Allow students to role-play the conversation
once and then switch roles.
4 Go round the class. Monitor students’
discussions, paying attention to students’ use of
phrases for giving advice.
 Videoscript
Narrator: There is a lot of delicious, healthy
Egyptian food. Dishes like kushari and
rozzme’ammar are enjoyed by many in Egypt and
around the world. But which Egyptian food is
good for you before and after you play sport?
Foul mudammas is a dish made of beans. People
usually eat this with a little bread. The beans and
the bread contain something called carbohydrate.
Carbohydrate gives you energy to do sport.
Rice, pasta, fruit and vegetables contain a lot of
carbohydrate, so why don’t you eat these things
before you go swimming or do athletics?
Sugar also gives us energy to do sport. You can
find sugar in chocolate, sweets, honey and some
desserts like basbousa and kahk. But you should
only eat a little sugar because it is bad for your
health.
After you play sport, how about eating food that
contains protein? Protein is something that helps
our body to recover after exercise.
Meat, fish and dairy products, like milk and
cheese, contain a lot of protein. So, you should eat
things like kofta, sayadiya or shakshouka after you
play sport.
It is important to look after your body. You should
do exercise and eat a healthy diet.

Answers:
Students’ own answers

Video
1 Tell students that they are going to watch a video
about healthy Egyptian food and eating in a
healthy way. Ask them what healthy Egyptian
food they know. You could write students’ ideas
on the board. Ask students a few questions to
help them, for example: Which food is good to
eat before you do sport? Which food should only
eat a little of? Why?
2 Play the video and ask students if they had the
same ideas.
3 Put students into pairs and ask them to say why
it is important to eat the right kinds of food
before and after you do sport.
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 WB page 81 Answers:
1 enough 2 enough
3 sleeps for too many 4 not enough

Reading
Lesson 5
How much sleep should we have? The answer
depends on your age. Very small babies sleep
8 5 doesn’t sleep for enough
1 Read about sleep
for about 14 or more hours a day! Children aged
and answer

Writing
six to seventeen should sleep for about ten hours
the questions.
a night. Then you need less sleep. Most people
aged 18–65 need about eight hours’ sleep.

1 Who should sleep for a very long time?

2 How many hours should you sleep?
3 Give some advice to Hany, Mr Hesham and
3 What happens when you become 18? Judy. Use some of these expressions.
1 Let students review how the expressions for
4 Why do you think that sleeping for enough time is important?

Language
advice are used in sentences in Exercise 3 on
page 19 of the Student’s Book if necessary.
2 Read the text again and circle the correct answers.
1 My baby sister is ten weeks old and sleeps for 15 hours a day.

2 Ask students to complete the task individually.

I think this is enough /not enough sleep.
2 Malak is eight and sleeps from 10 pm to 8 am, so I think this
is enough / too much sleep.
3 My brother Hany is seventeen. He doesn’t like 3 Allow students to compare their answers with
a partner and then check answers in class by
sport and he sleeps for 13 hours at night. I think he
sleeps for too many / doesn’t sleep for enough hours.

inviting different students to say their advice out

4 Mr Hesham goes to bed at 1 am and gets up to go to work at 7 am. This is
enough / not enough sleep.

loud.
5 Judy is 15 and is revising for her exams. She sleeps from 11 pm until 6 am.
I think she sleeps for too many / doesn’t sleep for enough hours.

Writing
3 Give some advice to Hany, Mr Hesham and Judy. Use some of these expressions. Answers:
It’s a good idea to … How about … Why don’t you try … You could …
1 Hany, it’s a good idea to Students’ own answers
2
3

4 How many hours do people in your family

4 How many hours do people in your family sleep? Is it enough, not enough or too much
sleep? Write a paragraph of about six sentences.

sleep? Is it enough, not enough or too

much sleep? Write a paragraph of about six
Lesson 5 81 sentences.
1 Tell students to choose three or four people in
Reading their family. If possible, the people should have
a range of different ages, from children or babies
1 Read about sleep and answer the questions. to teenagers, younger adults and older adults.
1 Ask students to read the text and write the 2 Remind students to focus on using enough,
answers to the questions. not enough and too much correctly in their
2 Ask students to compare their answers in pairs paragraph.
and then check answers around the class. 3 Monitor students while they are writing, offering
corrections and feedback where appropriate.
Answers:
4 When they have finished, ask students to swap
1 very small babies their texts with a partner and give each other
2 About ten hours a night feedback on them.
3 You need less sleep.
4 Suggested: Because it helps you to stay healthy. 5 Invite some students to present how many
hours the people in their family sleep in
class. Alternatively, you could set the task for
Language homework.
2 Read the text again and circle the correct
answers. Answers:
1 Ask students to read the sentences and guess Students’ own answers
the correct options and then re-read the text to
confirm their answers.
2 Encourage students to complete the task
individually. Help them with any queries.
3 Check answers around the class. Elicit that
enough is used after a verb, e.g. doesn’t sleep
enough, but before a noun, e.g. not enough sleep.
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Skills SB page 20

Reading:
• To read and understand advice for eating well
8 Lesson 6 JAPAN

• To read and understand an article about sleep Reading

The Okinawan diet

(Workbook) 1 Read about Okinawa and

answer the questions.
I come from Okinawa in Japan
and the diet on my island is Okinawa Islands
very healthy.

Writing:
1 What sorts of food do
people in Okinawa eat This is for three main reasons. Firstly, we eat a lot of fresh vegetables.
and not eat? We eat green, purple and yellow vegetables like spinach, sweet
potato and peppers. Furthermore, we don’t have much fat in our

• To write advice for eating well and looking

2 Which Okinawan meal is diet: we only eat a little meat and a few dairy products. Another
very healthy? Why? important thing is that we eat a very healthy breakfast. We have

after yourself (Workbook)

3 What is the result of the soup with spinach or eggs with rice, and this gives us lots of energy
Okinawans’ healthy diet? to start the day.

• To write a paragraph about how many hours

people in your family sleep (Workbook)
Listening: To listen to and understand three
sweet potato yellow pepper spinach
As you can see, our diet is healthy. That’s why Okinawans live a long
time. Some of the oldest people in the world live on my island!
teenagers talking about their diet
Speaking: To ask for and give advice for eating 2 Complete the table with the expressions that the writer uses to introduce each point.

well and looking after yourself.

Topic sentence The diet in our country is very healthy.
Point 1 (What Okinawans eat) 1
Firstly
Point 2 (What Okinawans don’t eat) 2

Video: To understand a video about healthy food Point 3 (The third reason the diet is healthy) 3

Language: too much / many; enough / not

Conclusion 4

enough (revision)
Writing
3 Write about the Egyptian diet and why it is healthy in your notebook.

Life Skills: Self-management

1 Copy the table and headings in Exercise 2. Make notes on points 1–3 for the
Egyptian diet.

Values: Self-esteem 2 Write your topic sentence.

3 Decide what to say about Egyptian food in your conclusion.
4 Write the text. Use expressions from Exercise 2 to introduce your points.

LE S SO N 6 SB page 20 WB page 82
20 Lesson 6 Workbook page 82

Outcomes:
• T
 o ask and answer questions to demonstrate
understanding of a text, referring explicitly to
the text as the basis for the answers.
• T
 o plan, write and sequence texts; read and talk
about their writing with the teacher to check it
makes sense and begin to make suggestions to
improve it.
• T
 o write informative/explanatory texts:
introduce a topic [e.g. social media sites], use
simple facts and definitions to develop points,
and provide a short concluding statement or
section.
• T
 o use simple linking words [e.g. with
“then” and “furthermore”] and provide a
concluding statement or section.
Reading
1 Read about Okinawa and answer the
questions.
1 Direct students to the map of Okinawa and
remind students that they searched for Okinawa
in Lesson 1 and found out that it is an island in
Japan.
2 Direct students to the questions and elicit the
information they need to find in the text.
3 Ask students to ask and answer the questions in
pairs before checking answers in class. Extend
the activity by asking students to say which
Okinawan food they would like to try and why.
Answers:
1 People in Okinawa eat a lot of fresh vegetables.
They only eat a little meat and few dairy products.
2 The Okinawan breakfast is very healthy because it
gives them a lot of energy to start the day.
3 The result of the Okinawans’ healthy diet is that they
live a long time.

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2 Complete the table with the expressions that
the writer uses to introduce each point.
1 Tell students that the writer makes three points in
the article and he/she uses expressions to show
the reader when each new point starts.
2 Direct students to the table and elicit or explain
that a topic sentence is a sentence which
summarises the most important information in a
paragraph of a text or a whole text.
3 Students read the summaries of the three points
on the left side of the table and identify the
expressions that are used to introduce points 2
and 3 and the conclusion.
4 Check answers around the class.
Answers:
1 Firstly 2 Furthermore
3 Another important thing 4 As you can see
Writing
3 Write about the Egyptian diet and why it is
healthy in your notebook.
1 Go over the instructions in class. Check that
students understand the order in which they need
to complete the four parts and elicit what each
task involves.
2 Tell students to plan their texts in their
notebooks. Remind them to also decide which
expressions for introducing the points and its
conclusion they are going to use.
3 If the technology is available, students could
write their texts on a computer and insert photos
of Egyptian foods into their text. Otherwise,
students could draw and label pictures of the
foods instead.
4 Encourage students to write their texts
individually. When they have finished
writing, ask them to check that they have used
expressions for introducing points correctly.
5 Then allow students to swap work with their
partner to read and check, or you can take in
their work for feedback.
Answers:
Students’ own answers
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WB page 82
8 Lesson 6
Vocabulary
1 Complete the sentences with these words.
diet Japan pepper spinach
1 Spinach is a vegetable that is very healthy.
2 Tokyo is the biggest city in .
3 A can be green, red or yellow.
4 Your is the kind of food that you eat every day.
Reading
2 Complete the text with these expressions.
Another important point Furthermore To conclude Firstly
A healthy diet
It may surprise you to know that West African countries
have one of the healthiest diets in the world. Why is this?
1
Firstly, people in countries such as Senegal, Mali and Sierra
Leone eat a lot of fruit and vegetables, which are very
healthy. 2 , the people eat a lot of rice, nuts
and fish. These have a lot of protein.
is that the people of West Africa don’t eat
3
much food with a lot of salt and sugar in it.
4
, a healthy diet means eating enough
healthy things like fish and vegetables, and not eating a lot
of salt, sugar and fast food.
Writing
3 Write a paragraph of about 90 words about another country’s diet.
Think about the following questions.
• Where is this country?
• What do the people usually eat?
• Is the diet healthy or unhealthy? Why?
Remember to use some of the expressions from the Student’s Book page 20, Exercise 2.
82
Lesson 6
Vocabulary
1 Complete the sentences with these words.
1 Direct students to the sentences and ask them to
guess the missing words, as in the example.
2 Ask students to complete the task individually
and then compare answers in pairs.
3 Check answers round the class by asking
students to say the completed sentences out
loud. Check their pronunciation of the missing
words and model and drill individual items, if
necessary.
Answers:
1 Spinach 2 Japan
3 pepper 4 diet
Reading
2 Complete the text with these expressions.
1 Tell students they are now going to review how
to use expressions for introducing points in an
article.
2 Tell students to look carefully at the words that
come directly after each gap and use these to
help them choose the correct expressions.
3 Encourage students to complete the task
individually and then compare their answers in
Skills
pairs.
4 Check answers round the class. Ask students to Reading:
take it in turns to read the completed article. • T
 o read an article about the Okinawa diet
5 Ask students to summarise the text. Were there • T
 o read an article about the Western African
any facts that surprised them? diet (Workbook)

Answers:
1 Firstly 2 Furthermore
3 Another important point 4 To conclude
Writing
3 Write a paragraph of about 90 words about
another country’s diet. Think about the
following questions.
1 Direct students to the instructions and go
through the questions in class.
2 Tell students to start by choosing a country
whose diet they are interested in writing about.
3 Motivate students to find out some facts about
the diet in their chosen country, using school
resources or the internet.
4 Ask students to make notes on their answers to
the questions and plan their report. Remind them
to use the expressions for introducing points
from the table in Exercise 2 on page 20 of the
Student’s Book.
5 Have students check each other’s work and
make suggestions for improvements in pairs.
6 If appropriate, you could extend this activity
by asking students to hang their reports on the
classroom wall. Students then move around
the classroom, reading each other’s reports and
remembering or writing down two or three facts
they learnt from reading them.
Writing:
• T o write a text about the Egyptian diet and why
it is healthy
• To write a text about another country’s diet
(Workbook)
Speaking: To ask and answer questions about
a text
LESSON 7 SB page 21 WB page 83
Outcomes:
• To review and practise the vocabulary and
structures of the unit
Before using the book:
• Write You are what you eat on the board and
elicit the possible meanings of this saying (you
are as healthy as the things that you eat, so a
healthy person will eat healthy food).
• Ask the students what they have learnt in this
unit. Brainstorm a list of topics, vocabulary and
language points.
• Tell the students that they are now going to
complete the review section for this unit to see
what they can remember.

Answers:
Students’ own answers

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 2 Ask students to complete the task and then
SB page 21 compare answers in pairs.
3 Check answers in class by inviting a pair of
stronger students to role-play the conversation
Review
Lesson 7
8 between Leila and her mother.
4 Briefly review when to use any/some, a little/a
few, too much/many and enough, and like/would
1 Match the photos with these words and phrases.
a chop b dairy products c fast food 1 is fast food.

like if necessary.
d fry e juicy f pour
1 2 3

Answers:

4 5 6 1 Is 2 any 3 little 4 Would 5 some 6 few 7 enough

3 Match to make sentences about how to

2 Choose the correct words to complete the dialogue. make a fried egg.
1 Direct students to the instruction and elicit the
Leila: 1
Is / Are there any cheese in the fridge? I don’t need 2 any / some
now, but I want to make a salad later.
Mother: I think there is a 3 little / few cheese. I’m going shopping now.
4
Would / Do you like me to buy 5 some / little cheese at the market? task from a more confident student.
Leila: Yes, please! Could you get a 6 few / little tomatoes, too? I don’t 2 Tell students to use the last word of the first
sentence half and the first word of the second
have 7 much / enough for the salad.

sentence half to help them make sentences.

3 Match to make sentences about how to make a fried egg.
1 c Pour a little oil a with green salad.
2 Heat the b for three minutes. 3 Check answers in class by inviting different
students to say the complete sentences out loud.
3 Break c into a pan.
4 Fry the egg in the pan d the egg into the pan.
5 Don’t forget to e add a little salt. Check their pronunciation of the cooking verbs
and model and drill any words that students find
6 Serve on a plate f oil before you start to cook.

difficult to say.
4 Read the situations and take turns to ask for and give advice.
1 Your cousins are coming to visit on 2 You are studying for exams at the
Saturday next week. They always moment and you are staying up late and

make wonderful cakes and sweets
for you and you want to make
something for them. Unfortunately,
you do not know how to cook!
Answers:
eating a lot of chocolate and biscuits.
You do not do any exercise and you
spend your free time texting your
friends. You feel tired and unhealthy.

Workbook page 83 Lesson 7 21 1c 2f 3d 4b 5e 6a

4 Read the situations and take turns to ask for

Review
1 Match the photos with these words and
phrases.
1 In this exercise, students review cooking verbs,
vocabulary for foods and for describing food.
2 Direct students to the instruction and ask them to
look at the photos carefully.
3 Ask students to match the words or phrases
with the things or actions they can see in the
photographs.
4 Put students into pairs to check their answers.
Then check answers around the class. Model and
drill the pronunciation of any words that students
find difficult to pronounce.
Answers:
1c 2a 3b
2 Choose the correct words to complete the
dialogue.
1 Tell students to concentrate on the words and
expressions before and after each gap and use
these to help them choose the correct words.
and give advice.
1 Direct students to the instruction and briefly
review the phrases students have learnt for
giving advice (It’s a good idea (+ infinitive with
to); How about (+ verb -ing); Why don’t you
(+ infinitive without to); Perhaps you could
(+ infinitive without to). You can also revise
questions they could ask for advice (e.g. Would
you like to give me some advice? Could you give
me some advice?)
2 Ask students to read the two situations and think
about the advice that would help each person.
3 Motivate students to use their ideas and the
phrases for giving advice to make notes for each
situation.
4 Allow students to take it in turns to ask for and
give advice for the two situations.
4e 5f 6d 5 Monitor students while they are asking for and
giving advice. Do not interrupt unless necessary,
but make a note of any repeated errors and go
over these at the end.
Answers:
Students’ own answers

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 or big quantity of it. Also remind students to use
WB page 83 other key words in the sentences to help them
choose the correct answer.
2 Have students complete the task individually and
Review
Lesson 7
8 then check answers in pairs.
1 Complete the table. Can you add any words?
3 Check answers in class by inviting volunteers to
read out the completed sentences.
add beat fava bean fresh fry juicy omelette pepper salty

cooking words types of food words that describe food

add

Answers:
2 Choose the correct answer from a, b, c or d.
1 I don’t like this soup. There is too salt in it. 1a 2d 3b 4c 5d 6d
a much b many c enough d few
2 Can I have some more sugar, please? There is in this tea.
a too much b too many c a few d not enough
3 Let’s not go to the beach. There are people there today. 3 Complete the recipe for pizza with these
a too much b too many c a few d a little
verbs.
4 You should never drink sea water because there is salt in it.
a not enough b too many c too much d a few 1 Direct students to the instruction and ask them to
use their general knowledge to think about what
5 Dalida always eats olives with her salad, but not too many.
a much b a little c enough d a few
6 Add
a much
salt to the chips, but not too much.
b many c a few d a little
you need to do to make a pizza.
3 Complete the recipe for pizza with these verbs. 2 Ask students to complete the task individually.
3 Ask students to compare their answers in pairs
Add chop Cook little pour Serve

before checking answers in class. You might

Firstly, 1 chop some tomatoes.
Then put the tomatoes onto the pizza bread.
some cheese and 3 on a little olive oil.
want to remind students not to eat too much
2

4
the pizza in the oven for ten minutes.
Add a few olives and a 5
6
with a fresh salad.
salt.
pizza as it is not healthy!
4 Write a paragraph of about 90 words in your notebook about what you can eat to
be healthy.
• Add a topic sentence
Answers:
1 chop 2 Add 3 pour
• Write a list of things you can do to be healthy.
• Write a conclusion that gives your opinion.
Lesson 7 83
4 Cook 5 little 6 Serve

Review 4 Write a paragraph of about 90 words in your

notebook about what you can eat to be
1 Complete the table. Can you add any words? healthy.
1 Direct students to the headings in the table and 1 Direct students to the instructions and go
then ask them to think about how to complete through the different points.
the table, for example, do they need a verb, noun
2 Monitor students while they are writing, offering
or adjective?
corrections and feedback where appropriate.
2 Motivate students to complete the task
3 When they have finished, ask students to swap
individually and then compare their answers in
their texts with a partner and give each other
pairs.
feedback. Invite some students to present their
ideas in class. Alternatively, you could set the
Answers:
task for homework.
words that
cooking words types of food Answers:
describe food
add fava bean fresh Students’ own answers
beat omelette juicy
fry pepper salty

2 Choose the correct answer from a, b, c or d.

1 Ask students to read the sentences. Remind them
to think about whether the answer is a countable
or uncountable noun and whether there’s a small
51

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9 • To answer simple questions and respond to
simple statements in an interview.

W a tc h , li st e n
Before using the book:
• Write the title of the unit Watch, listen and make
and make on the board and ask students what they think
they will learn about in the unit.
• Tell students that they will find out about things
SB pages 22-31 WB pages 84-90 that people can do in the unit.

SB page 22
OBJECTIVES

Reading

9
Unit
Lesson 1
An internet chat message; a review of an art
Reading: An internet chat message;
a review of an art gallery; Little
Women; a review of a film

gallery; Little Women; a review of a film Writing: A short review; a paragraph

on a musician

Writing
W at ch , lis te n
Listening: A report about an
orchestra; an invitation on the
telephone

A short review; a paragraph on a musician

Speaking: Saying what people can

an d m ak e
do; talking about preferences and
giving recommendations; inviting a

Listening
person somewhere
Language: Talking about ability: can,
know how to and be able to

A report about an orchestra; an invitation on the Discuss

Life Skills: Collaboration; respect
for diversity

telephone Match the pictures to the

activities. What do you 1 Find

Video
think the people are getting
ready for? Look through
the unit.

Opera
What are the
2 names of
the sisters in

Speaking Little Women?

Saying what people can do; talking about

a painting scenery

preferences and giving recommendations; 4

b playing instruments

inviting a person somewhere c writing a script

Language d sewing costumes

5

Talking about ability: can, know how to and be e doing make-up

able to
6

Life Skills
f acting

Collaboration; respect for diversity Research

What are the names of Egypt’s most famous
concert halls and theatres, and where are they?

LE S S O N 1 SB p a g e s 2 2 a n d 2 3 W B p ag e 8 4 22 Lesson 1

Outcomes:
• T
 o follow agreed upon rules for discussion up
to this age e.g. Listening to others with care,
speaking one at a time about the topics and
texts under discussion.
• To gather information from provided sources
to answer a question.
• To use context (e.g. definitions, examples, or
restatements in text) as a clue to the meaning
of a word or phrase.
• To notice format, appearance and typographic
features in order to identify the type of text:
news story, promotional text, article, textbook,
chat or forum, etc.
52
Discuss
Match the pictures to the activities. What do
you think the people are getting ready for?
1 Ask students to look at the photos and
brainstorm what they can see. Encourage them
to describe the photos.
2 Read the words in the centre of the page. Then
ask studetns to try to match them with the photos
in pairs. See if they can work out the meaning
of any new words from the photos or context.
If necessary, show the meaning of the new
vocabulary through simple sentences.
3 Check the answers by pointing to each photo and

darsenglizy.com
 asking What are they doing? encouraging the
whole class to call out the answers.
SB page 23
4 Ask the class what they think the people are
getting ready for but do not confirm their
answers at this point. They can check this in
Exercise 1, page 23.
Reading
Lesson 1
9
1 Read the chat messages about the activities on page 22.
Was your idea in Discuss correct?
Answers: Mrs Medhat says we can have an end-of-year show! It will be about
the play we read in the English class. I’m very excited, but I need help!

1c 2f 3b 4a 5d 6e
Can anyone act or write scripts? We also need people who are able to do
Habiba make-up, sew costumes, paint scenery and play instruments.

Cool! I can talk to the people at drama club about acting.

Lamar

Find
Mariam and I know how to sew costumes! We love clothes and
Lara is THE BEST at doing make-up!
Azza
YES!! I can do make-up.

I can paint scenery if you want, but I can’t do make-up. Are you able Lara

Look through the unit. What are the names of to help with music, Talia?

the sisters in Little Women?

Manal
Yes, I can play the music! It sounds fun. Habiba, you are
the best at writing, can you write the script?

1 Ask students whether they have heard of the Ok, I can try to write something … You are all
Talia

book Little Women and whether they know the

amazing!!! Thanks so much!
Habiba

names of the characters.

Remember!
Use can, know how to or be able
2 Read the messages again and complete the table

2 Tell them to look through the unit to find and

to to talk about ability:
in your notebook.
I can paint scenery if you want,

confirm the answer (Lesson 4, page 28).

Activity Name but I can’t do make-up.
Acting Lamar with the drama club Mariam and I know how to sew
costumes.
Are you able to help with music?
Language
Answers:
3 Work in a group and ask and answer questions. Do you know how to

They are called Meg, Beth, Amy and Jo. Find someone in the group who … Name play an instrument?
• can play an instrument.
• knows how to sew. Yes, I do.
• knows how to write a script.
Are you able to swim?
• can paint well.

Research
• is able to act.
No, I’m not,
• knows how to speak more than two languages. but I can sew.
• is able to swim.
Workbook page 84 Lesson 1 23

What are the names of Egypt’s most famous

concert halls and theatres, and where are
they?
1 Elicit names of big concert halls and theatres in
Egypt that students have heard of, and where
they are.
2 Ask students to look up any relevant information
and complete the form in the Workbook with
their answers. Alternatively, they could do this
for homework.
3 Feedback as a whole class. Then ask students
whether they have been to any of these places
and what the experience was like.
Suggested answers:
Reading
1 Read the chat messages about the activities
on page 22. Was your idea in Discuss
correct?
1 Ask students to close their books and call out the
activities from page 22.
2 Then ask them to open their books and draw
their attention to the texts. Ask what kind of
texts they are (chat messages). Encourage them
to say how they know this (by the layout of the
people and the use of speech bubbles).
3 Have students quickly read the messages and
check their answer to the Discuss question.

- The Cairo Opera House in Cairo Answers:

- El Sawy Culture Wheel in Cairo
They are getting ready for an end-of-year school show.

2 Read the messages again and complete the

table in your notebook.
1 Ask students to look at the table and example
and elicit what they have to do.
2 Then ask them to read the chat messages again
more carefully and complete the table.
53

darsenglizy.com
3 Check the answers as a whole class. Then draw
their attention to the words in bold and elicit the
WB page 84
meanings. Encourage them to use the context to
help them.

9
9
Unit
Lesson 1
Answers:
Watch, listen
Activity Name and make
Acting Lamar with the drama Vocabulary
club 1 Match to make activities.
1 e act a scenery
Sewing costumes Mariam and Azza 2 do b musical instruments

Doing make-up Lara

3 paint c make-up
4 play d costumes

Painting scenery Manal

5 sew e in a play

2 Complete the sentences with the correct form of a word from Exercise 1.

Playing music Talia 1 My dress is damaged, so my mother is sewing it.

2 The children all wore funny to the family party. Ahmed was a
Writing the script Habiba firefighter!
3 Mona can't answer the phone because she is doing her .
4 The is fantastic in the play, you feel like you are in the mountains!
5 Which can you play?

Language
Language 3 Reorder the words to make questions. Then answer the questions about yourself.
1 sew / you / can / ? Can you sew?
3 Work in a group and ask and answer 2 use / computer / Do / know / you / to / how / a / ?

questions. 3 French / you / Are / to / able / speak / ?

4 play / you / football or / Can / tennis / ?
1 Elicit the use of can, know how to and be able to Writing
(to talk about ability). 4 Complete your research results from the Student's Book page 22.

2 Then ask students to read through the

Research results:

Remember! box. Write the sentences from the Resources:

box on the board while they are reading, leaving 84 Lesson 1

spaces for the words in bold.

3 Ask students to close their books. Invite
volunteers to come to the board and complete
the spaces. Ask the rest of the class to check
whether they are correct. Then point out that
each phrase is followed by the infinitive without
to (i.e. I can to paint).
4 Encourage students to look at the prompts and
examples in the speech bubbles. Role-play the
examples with a student.
5 Tell students to then complete the activity. If
there is enough space for students to do this as a
whole class activity, they should mingle and talk
to as many people as possible. If not, put them
into smaller groups of mixed ability to complete
the task. Remind them to make a note of who
can do which activity. Set a time limit for the
activity.
6 Have them feedback as a whole class about
who can do what. You could also ask individual
students what else they can do.
Answers:
Students’ own answers
Vocabulary
1 Match to make activities.
1 Ask students to look at the example and
complete the exercise individually before
checking their answers with a partner.
2 Check the answers as a whole class.
Answers:
1e 2c 3a 4b 5d
2 Complete the sentences with the correct
form of a word from Exercise 1.
1 Ask students to look at the sentences and
example and elicit what they have to do.
2 Ask students to complete the sentences
individually before checking with a partner.
3 Check the answers by inviting different students
to read out the completed sentences.
Answers:
1 is sewing 2 costumes 3 make-up
4 scenery 5 instrument

54

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Language
3 Reorder the words to make questions. Then
answer the questions about yourself.
1 Elicit the question forms for can, know how to
and be able to (Can you …? Do you know how
to …? Are you able to …?).
2 Students look at the example and then complete
the exercise in their notebooks. Monitor as they
are working and help if necessary.
3 Invite a student to read out the questions and
another to answer.
Suggested answers:
1 Can you sew? No, I can’t.
2 Do you know how to use a computer? Yes, I do.
3 Are you able to speak French? No, but I can speak
English.
4 Can you play football or tennis? I can’t play football
but I know how to play tennis.
Writing
4 Complete your research results from the
Student’s Book page 22.
1 Students can use the form to record their
research results about the names and places of
Egypt’s most famous concert halls and theatres.
Remind them to always record the resources
they used to find this information (the website,
book, etc.).
2 If there is time, invite different students to read
out their research results to the class or you can
take in their work for feedback.
Skills
Reading: To read chat messages for gist and
detail
Speaking: To talk about what people can do
Vocabulary: act, cool, costumes, instruments,
make-up, scenery, script, show
Language: To use can, know how to and be able
to to talk about ability
LE S SO N 2 SB p a g e s 2 4 a n d 2 5 WB page 85
Outcomes:
• To describe and compare feelings, people,
places, actions, objects and events establishing
relationships.
darsenglizy.com
• To ask and answer questions to demonstrate
understanding of a text, referring explicitly to
the text as the basis for the answers.
• To use context (e.g. definitions, examples, or
restatements in text) as a clue to the meaning
of a word or phrase.
• To follow agreed upon rules for discussion up
to this age e.g. Listening to others with care,
speaking one at a time about the topics and
texts under discussion.
• To write an opinion piece: introduce the
topic or book they are writing about; state
an opinion; supply reasons that support the
opinion.
SB page 24
9 Lesson 2
Vocabulary
1 Match the photos to the
different types of art. 1 drawing 2 3
cartoon
drawing
photograph
portrait
pottery
sculpture
4 5 6
2 Ask and answer the questions in pairs.
1 Which type of art from Exercise 1 is your favourite? Why?
2 Do you know how to do any of the types of art in Exercise 1? Which ones?
3 Would you like to learn to do any of these things? If yes, which ones?
Reading
3 Read the review and check the bolded words in your dictionary. Which types of art from
Exercise 1 does it describe?
Review of the Museum of Modern Egyptian Art
By Wagdy Badr
Last month, I visited the Egyptian
Museum of Modern Art in Cairo. Egypt
is famous for its ancient art, but I was
interested in seeing art by Egyptians from
the 20th and 21st centuries.
From my point of view, the artists were
really good because they showed what
life was like in Egypt in the past and now.
There were portraits of both important
and normal Egyptian people. I thought
the cartoons were also really cool! I also
saw lots of sculptures, both big and
small.
My favourite thing in the museum was a The best thing about the museum is that
painting called Al Madina by Mahmoud it is free to visit! I recommend visiting it
Said. It made me feel happy because it was
very colourful.
if you are in Cairo, but it’s a good idea to
go early when it is not very busy.
24 Lesson 2
Vocabulary
1 Match the photos to the different types of art.
1 Ask students what types of art they know and
then draw their attention to the words in the box.
2 Then ask studetns to work in pairs to match
the photos and types of art. They can use a
dictionary or the Glossary if necessary.
55
3 Check the answers as a whole class. Point out
that the word cartoon has the stress on the
SB page 25
second syllable.
Answers:
1 drawing 2 photograph 3 pottery
4 Read the review again and answer the questions.
1 When did Wagdy visit the museum? He
Lesson 2
visited it last month.
9
4 portrait 5 cartoon 6 sculpture 2 Is the art only from this century?
3 Who were the portraits of?
4 What was the name of Wagdy’s favourite thing
in the museum and why did he like it?
5 How much is it to visit the museum?

2 Ask and answer the questions in pairs. 6 Would you like to visit the Museum of Modern Art? Why?

1 Ask students to read the questions and elicit

5 Work in pairs. Complete the table with the phrases from the review.
Can you think of any other phrases to add to the chart?

what they have to do. Description Giving opinions

famous From my point
Talking about preferences Giving recommendations
My favourite thing I recommend
2 Motivate students to take turns to ask and
of view

answer the questions. Remind them to use the

correct forms of can, know how to and be able
Speaking

to. Monitor as they are working and help if

6 Work in a small group.
1 Think of a famous example for each of the things below.

necessary. A song: A TV programme:

3 Hold a brief class discussion and encourage

A film: A book:

students to give reasons for their answers where

A sculpture: A painting:

appropriate.
2 Discuss each of the things above using some of the expressions from Exercise 5.

Did you like the film I thought it was great!

of Oliver Twist? I recommend watching it.

Answers:
Writing
Students’ own answers 7 Choose one of the things from Exercise 6.
Write a short review. Include the following
using the words and expressions from
the table in Exercise 5:
• a description • a preference

Reading • an opinion • a recommendation

Workbook page 85 Lesson 2 25

3 Read the review and check the bolded words

in your dictionary. Which types of art from
Exercise 1 does it describe?
1 Ask students to close their books. Elicit the
different forms of art they have learnt about in
the lesson so far.
2 They then open their books and look at the
photo. Ask whether any of them recognise the
building and if so, what is inside it.
3 They then skim the article quickly to find the
answer to the question.
4 Ask them to look at the vocabulary in bold in the
text and elicit the meanings. Encourage them to
work out the meanings from context if possible.
They should then check the meaning in a
dictionary or in the Glossary and make a note of
the meanings.
5 Check answers as a class.
Answers:
portraits, cartoons, sculptures, paintings
4 Read the review again and answer the
questions.
1 Ask students what they can see in the photo. Do
they like this picture? Why/Why not?
2 Ask students what they recall from the review.
Then ask them to read it again more carefully
before answering the questions, as in the
example.
3 Ask students to answer the questions. Encourage
them to use whole sentences.
4 Monitor as they are working and help if
necessary.
5 Check the answers by asking the questions in
turn and inviting different students to read out
their answers.
Answers:
1 He visited it last month.
2 No, it is also from the 20th century.
3 They are of important and normal Egyptians.
4 Al Madina. It made him feel happy/it was
colourful.
5 It is free.
6 Students’ own answers.

56

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5 Work in pairs. Complete the table with the
phrases from the review. Can you think of
any other phrases to add to the chart?
1 Ask students to close their books. Write the
headings on the board and elicit any phrases that
students know or remember from the text, as in
the examples.
2 Ask students to open their books and read the
text again, writing phrases in the table.
3 Check answers by inviting different students to
come to the board and write the phrases under
the correct headings.
Answers:
Description: famous, good, important, normal, cool,
big, small, colourful, free, busy; interesting, exciting,
boring, etc.
Giving opinions: From my point of view; I thought; It
made me feel; In my opinion
Talking about preferences: My favourite thing; The
best thing; I liked … the most
Giving recommendations: I recommend; It’s a good
idea to; You should …
Speaking
6 Work in a small group.
1 Put students into small groups of four or five
students, depending on the size of the class. Ask
them to think about a song. Set a time limit and
ask them to brainstorm some ideas.
2 Have students feedback as a class.
3 Now ask students to do the same with each item
in the list. If necessary, write some examples for
each on the board as a reference.
4 Ask students to look at the second question.
Ask two students to read out the examples in the
speech bubbles.
5 Then motivate students to ask and answer the
questions in their groups, taking turns. Remind
them to use the phrases and expressions from
Exercise 5. Monitor as they are working and
help if necessary.
6 Ask each group to demonstrate the activity
using the prompts on the board or their own
ideas. Encourage them to give reasons for their
answers where appropriate.
Answers:
Students’ own answers
darsenglizy.com
Writing
7 Choose one of the things from Exercise 6.
Write a short review. Include the following
using the words and expressions from the
table in Exercise 5:
1 Ask students to read the instructions and check
that they know what to do.
2 Then ask them to choose one of the ideas from
Exercise 6.
3 Go through the exercise orally, with an example
of your own or from the ideas written on the
board for Exercise 6.
4 Have students write their reviews in their
notebook. Monitor as they are working and help
if necessary. Remind them to use the words and
expressions from Exercise 5.
5 When they have finished, encourage them to
check their work for spelling and grammar
mistakes. Then invite students to read out their
reviews before collecting them in to mark
individually.
Answers:
Students’ own answers
WB page 85
Vocabulary
Lesson
Lesson21
9
1 Match the words with their meanings.
1 b artist a things that are made from clay, such as cups and plates
2 cartoon b a person who paints or draws for a job
3 free c a painting or photograph of a person’s face
4 portrait d a funny drawing usually showing people or animals
5 pottery e art made from stone or wood that looks
6 sculpture like people, animals or other things
f without paying money
Reading Review of the Textile Museum in Cairo, by Injy Zaki
2 Complete the review of a
museum with these words.
Last month, I visited the Textile Museum in Cairo.
The museum has lots of clothes from different times
in history. I 1 thought the clothes from Ancient Egypt
favourite idea were fantastic. From my 2 , the
recommend thought
statues showing people wearing the clothes really
point of view teach you about life in the past. My 3
thing was the Islamic area where you can see
different kinds of calligraphy. I 4
looking at the clothes from other countries, too, such
as Iran. They are very interesting. If you want to take
photos, it is a good 5 to take a good
camera, because the museum is quite dark.
3 Read the review again and answer the questions.
1 What did Injy think of the clothes from Ancient Egypt? She thought they were fantastic.
2 What was her opinion of the statues?
3 What was her favourite thing?
4 What does she recommend?
5 Why did Injy recommend taking a good camera?
Writing
4 Write a review of a museum that you know.
• Describe the museum. • Recommend something to see or do.
• Give your opinion of the museum. • Use some of the expressions from
Exercise 2.
Lesson 2 85
57
Vocabulary
1 Match the words with their meanings.
1 Elicit the vocabulary from Lesson 2.
2 Then ask students to open their books and
complete the exercise as in the example.
3 Allow students to check their answers with a
partner before checking as a class.
Answers:
1b 2d 3f 4c 5a 6e
Reading
2 Complete the review of a museum with these
words.
1 Ask students to read the title of the text and ask
them to predict the kind of information it will
include. They then read the review and check
their answers.
2 Then ask students to complete the exercise
individually and then check their answers with a
partner.
3 Check the answers with the whole class
Answers:
1 thought 2 point of view 3 favourite
4 recommend 5 idea
3 Read the review again and answer the
questions.
1 Ask students to read the questions.
2 Then ask students to read the review again and
answer the questions.
3 Check the answers as a class.
4 Ask students if they have visited this museum, or
if they would like to.
Answers:
1 She thought they were fantastic.
2 They really teach you about life in the past.
3 The Islamic area (where you can see different kinds
of calligraphy).
4 She recommends looking at the clothes from other
countries.
5 Because the museum is quite dark.
Writing
4 Write a review of a museum that you know.
1 Ask students whether they thought Injy’s review
was good and what they liked about it.
2 Then ask them to think of a museum they have
58
darsenglizy.com
visited themselves.
3 They look at the prompts and make notes to plan
their review. (If any students have not been to a
museum, ask them to use their imaginations.)
4 Ask students to write the reviews. Remind them
to use the phrases from Student’s Book page 25
Exercise 5 if they need to.
5 Monitor as they are working and help if
necessary. Alternatively, they could write their
review for homework.
6 When they have finished, encourage them to
check their work for spelling and grammar
mistakes. Then invite students to read out their
reviews before collecting them in to mark
individually, in case they finish the exercise in
class.
Answers:
Students’ own answers
Skills
Reading: To skim read a review of a museum
and to read it for details
Writing:
• To write a short review
• To write a review of a museum that you know
(Workbook)
Speaking: To describe things, give opinions, talk
about preferences and give recommendations
Vocabulary: artist, cartoon, free, portrait,
pottery, recommend, sculpture, view
LESSON 3 S B p ag es 2 6 an d 2 7 WB p age 86
Outcomes:
• To complete various types of listening
comprehension tasks based on audio-visual
information given in pictures, short stories and
descriptions.
• To ask questions to clear up any confusion
about the topics and texts under discussion.
• To answer simple questions and respond to
simple statements in an interview.
• To identify different stress positions in words
and junctures across words.

• To write informative/explanatory texts:
introduce a topic, use simple facts
and definitions to develop points, and provide
a short concluding statement or section.
• To explain orally verbal and non-verbal age
appropriate texts e.g. Tables, different charts,
graphs and maps.
SB page 26
9 Lesson 3
Listening
1 Ask and answer the questions in pairs.
1 What type of music do you think the orchestra in the photo are playing? Do you
think you would like the music?
2 Do you think it is difficult to be a musician? Why?
3 What skills do you think musicians need?
4 What type of music do you usually listen to?
2 Listen to a radio report about the Al Nour Wal Amal Chamber Orchestra.
What is special about the orchestra?
3 Listen again. Are these sentences true (T) or false (F)?
Correct the false sentences.
1 This school for girls is in Cairo. T
2 Boys and girls can go to the school.
3 The students play music all day.
4 The orchestra plays in different countries.
5 Some of the musicians are blind.
6 The orchestra only plays Arabic music.
7 The musicians can read music with their hands.
8 The musicians remember the music that they play.
26 Lesson 3
Listening
1 Ask and answer the questions in pairs.
1 Ask students to look at the photo and say what
they can see. Present the words musician,
orchestra and violin.
2 Ask how they think the people in the orchestra
are collaborating (they listen to each other work
as one to produce music).
3 Have students read the questions and answer
them with a partner.
4 Then hold a brief class discussion to share ideas
and opinions.
Answers:
1 Classical music; Students’ own answers.
2 Suggested: Yes, because it takes many hours of
practice each day.
3 Suggested: Patience, musical ability
4 Students’ own answers.
2 Listen to a radio report about the Al Nour Wal
Amal Chamber Orchestra. What is special
about the orchestra?
1 Ask students if they can guess what makes the
orchestra special.
2 Then play the recording for students to listen and
check.
3 Check the answer as a whole class. Make sure
that they understand the word blind (unable to
see).
 Audioscript
Radio Reporter: Today I’m visiting a very special
school in Cairo. This is a music school for girls. All the
students study their usual subjects in the morning and
then practise their instruments in the afternoon. Many of
the students at this school join an orchestra called the Al
Nour Wal Amal Chamber Orchestra. This orchestra plays
concerts in Australia, Germany, China and all around
the world. What is most special about the school and the
orchestra is that all the students here are blind!
Did you know?
Many blind people read The orchestra plays international classical and Arabic
music. All the students learn to read the music using
using a special kind of
writing called Braille.
It takes its name from
Louis Braille, a blind Braille, a type of reading you can do with your hands.
Frenchman who invented
it in the 1820s. Then they have to remember the music because they can’t
read and play at the same time. Let’s go to meet some of
the musicians…
Answers:
The musicians are blind.
3 Listen again. Are these sentences true (T) or
false (F)? Correct the false sentences.
1 Ask students what they remember about the
orchestra. You might want to point out the
meaning of international in The orchestra plays
international classical and Arabic music.
2 Then ask students to read the sentences and
decide whether they are true or false. They
correct any false sentences.
3 Play the recording for them to listen and check
their answers.
59
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4 Invite students to give their answers and correct
any false sentences.
SB page 27
5 Draw students’ attention to the Did you know?
box and ask them to read it. Ask students what
else they know about Braille (It is a system
using raised dots on paper. There are also Braille
Speaking
Lesson 3
9
4 Ask and answer the questions in pairs.

readers and other gadgets to help blind people
read websites and other information).
Answers:
1 Did you find anything surprising about the Al Nour Wal Amal
Chamber Orchestra? What was it? Why was it surprising?
2 What do you think would be the most difficult thing about
being blind? Why?
3 Do you think it is a good idea to have special schools for
blind people? Why?

1T Life Skills
Try to help disabled people by remembering the problems that they
2 F (Only girls can go to the school.) can have. Tick the things that you think will help a disabled person.

3 F (The students play music in the afternoon.)

Do not leave bags on the floor on public transport.
Tell a blind person about objects on the street.
4T Shout at a person if you think they can’t hear you.

5 F (All of the musicians are blind.) Ask a person in a wheelchair if they need help.

6 F (The Orchestra plays Arabic and international 5 Listen and repeat the names of these musical instruments.

music.) Which is your favourite? trombone

7T clarinet

8T violin
cello trumpet
flute
6 Work in pairs.
Student A: You are a radio reporter. Student B: You are one of the musicians
Write five questions you would like to ask in the Al Nour Wal Amal Chamber Orchestra.
one of the musicians of the Al Nour Wal Imagine your life. For example: What’s
Amal Chamber Orchestra. Then ask your your name? What instrument do you play?
questions to Student B. Choose one from the photos above. Do you
like being in the orchestra? Make some
notes. Then answer Student A’s questions.
Writing
7 Write a paragraph about a musician from Al Nour Wal Amal Chamber Orchestra in your
notebook. Use your ideas from Exercise 6 and include the following information:
• an introduction to the orchestra and the musician (name, instrument, etc.)
• any interesting information from the interview
• your opinion of the orchestra and a recommendation
Video Workbook page 86 Lesson 3 27

Speaking
4 Ask and answer the questions in pairs.
1 Draw students’ attention to the photo and ask
what they can see (a man using a white cane)
and what he is doing with the cane (it helps
him to know whether there are any obstacles or
uneven surfaces in front of him so that he can
avoid them).
2 Then ask students to look at the questions and
complete the exercise in pairs.
3 Hold a brief class discussion, encouraging
students to share their ideas.
Answers:
Students’ own answers

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Life Skills
1 Ask students to discuss with a partner how
they might be able to help disabled people.
2 Then draw their attention to the Life Skills
box and ask them to complete the task with
a partner.
3 Ask students to share their opinions and
elicit other ideas for helping others around
them who have an impairment or disability.
Ask why they think it’s important to help
other people and what kinds of things they
do/have done to help others.
Answers:
✓ Do not leave bags on the floor on public transport.
✓ Tell a blind person about objects on the street.
✓ Ask a person in a wheelchair if they need help.
5 Listen and repeat the names of these musical
instruments. Which is your favourite?
1 Ask students to look at the instruments and ask
if they know any of them.
2 Then play the recording and ask them to repeat
the names as they hear them.
3 Point to the photos in turn and ask the students
to call out the name.
4 Then discuss the students’ favourite instruments
and ask them to say why (note that they may
only be able to say that they like the way it
sounds or that it has a high/low or sad/happy
sound).
 Audioscript
violin
cello
clarinet
flute
trombone
trumpet
Answers:
Students’ own answers
6 Work in pairs.
1 Divide the class into A and B students. They
should each read their information. Allow As
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and Bs to work together in pairs or small groups
to do the preparation. You might like to pair
stronger and struggling students for this part of
the task.
2 Set a time limit for the task. Monitor as they are
working and help if necessary. Do not interrupt,
but make a note of any common error and go
over these at the end.
3 Invite a few pairs to demonstrate their interviews
to the class. Then ask the rest of the class to
listen and decide which interview they liked best
and why.
Answers:
Students’ own answers
Writing
7 Write a paragraph about a musician from Al
Nour Wal Amal Chamber Orchestra in your
notebook. Use your ideas from Exercise 6
and include the following information:
1 Ask students to read the instructions and elicit
what they have to do.
2 Go through the exercise orally first, writing ideas
on the board for reference (struggling students
may refer to this to help them; stronger students
can use their imaginations if preferred).
3 Ask students to use their notes to write their
text. Monitor as they are working and help if
necessary. Alternatively, they could write their
texts for homework.
4 When they have finished, ask them to check each
other’s work carefully and make suggestions for
improvements.
5 Invite some students to read out their texts and
then collect them in to mark individually.
Suggested answer:
The Al Nour Wal Amal Chamber Orchestra is a school
for blind girls in Cairo. Judy is one of the musicians.
She is able to play the clarinet very well. She was
born blind and started playing when she was eight.
She likes playing in the orchestra because she loves
meeting other people. Last year, she visited Oman and
France with the orchestra. I would like to go to one
of their concerts and I would recommend listening to
them online or on the radio if you can.
Video
1 Write the word Opera on the board. Ask students
what it means.
61
2 Ask what they know about opera and where
people can go to see it (an opera house/theatre).
Ask whether they know any famous opera
houses (e.g. Sydney).
3 Then play the video for students to watch and
check their ideas. You could prepare some
comprehension questions for them to answer as
they listen.
4 After they have seen the video, ask them what
they remember about opera. You could also
make this a quiz, awarding points for correct
answers to the prepared comprehension
questions.
5 Hold a class discussion about opera, inviting
students to give their opinions about opera
and share experiences of seeing or listening to
opera).
 Videoscript
Narrator: Can you sing? Perhaps you can act.
But are you able to sing and act at the same time?
Actors who appear in opera can do all of these
things. An opera is a type of play in which the
actors sing and sometimes dance. There is
also lots of music.
People can watch an opera in a special theatre
called an opera house, like this famous one in
Sydney.
There are many famous operas, such as Carmen,
The Barber of Seville and Tosca. Opera singers
such as Maria Callas, Placido Domingo and
Luciano Pavarotti are able to sing really well.
Guiseppe Verdi was an Italian who wrote some
important operas in the 19th century. One of his
most famous operas is called Aida.
Aida is set in Ancient Egypt. It is about a soldier
who loves a princess. It was first performed at the
Khedivia Opera House in Cairo in 1871. At this
time, this opera house was the biggest in Africa
and one of the most important opera houses in the
world.
It was destroyed in a fire in 1971, but a new opera
house opened in 1988. It is called the Cairo Opera
House. This is a beautiful building on Gezira
Island.
Thousands of people come here every year to
watch operas and other performances, such as
ballet or music.
Do you like opera?
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WB page 86
9 Lesson 3 The Al Nour Wal Amal Chamber Orchestra
is at a school for 1 blind / deaf girls in Cairo.
Eman Badr is one of the 2 artists / musicians.
Reading and listening
She is able to play the 3 piano / violin very well.
She started 4 going / playing when she was six.
1 Listen and choose the
Eman became blind when she was two years old.
She likes playing in the 5 museum / orchestra
correct words. because she loves music and being with her
friends. Recently, she visited Oman and France
with the orchestra.
I think the orchestra is 6 amazing / cool. It must
be very difficult to 7 read / write music with your
Vocabulary
hands and then remember it. I would like to go to
one of their 8 concerts / plays.
2 Match the words with their meanings.
1 blind a not able to hear
2 deaf b not able to use parts of the body in the way other people can
3 disabled c not able to see
Writing
3 Look at the picture
and complete the
sentences about the
difficulties disabled
people can have.
1 The blind man is not able to see the traffic light .
2 The disabled woman cannot
3 The deaf boy is not able to
.
.
4 Write a list of four things that we can do to help some of the people in Exercise 3.
1
2
3
86
4
Lesson 3
Reading and listening
1 Listen and choose the correct words.
1 Elicit the vocabulary from Lesson 3.
2 Ask students to open their books and look at the
example answer.
3 Play the recording and ask students to listen and
circle the correct words.
4 Go over their answers as a class. If students find
this difficult, play the recording again and pause
after each correct answer.
5 Ask whether they think the article is well-
written and why (yes, it is, because it has an
introduction, an interesting middle section, and a
conclusion which includes the writer’s opinion).
 Audioscript
The Al Nour Wal Amal Chamber Orchestra is at a
school for blind girls in Cairo. Eman Badr is one of the
musicians. She is able to play the violin very well. She
started playing when she was six. Eman became blind
when she was two years old. She likes playing in the
orchestra because she loves music and being with her
friends. Recently, she visited Oman and France with the
orchestra.
I think the orchestra is amazing. It must be very difficult
to read music with your hands and then remember it. I
would like to go to one of their concerts.
Answers:
1 blind 2 musicians 3 violin
4 playing 5 orchestra 6 amazing
7 read 8 concerts
Vocabulary
2 Match the words with their meanings.
1 Ask students to match the words on the left with
their meaning on the right column.
2 Have students complete the exercise in pairs.
3 Check the answers with the whole class.
Answers:
1c 2a 3b
Writing
3 Look at the picture and complete the
sentences about the difficulties disabled
people can have.
1 Ask students to look at the picture carefully.
Invite volunteers to describe one thing they can
see in the picture.
2 Students look at the sentences and the example.
They then complete the task in pairs.
3 Invite different students to read out their
completed sentences.
Answers:
1 see the traffic light.
2 go into the shop/up the stairs.
3 hear the other boy.
4 Write a list of four things that we can do to
help some of the people in Exercise 3.
1 Ask students to look at Exercise 3 again and
think of some ways to help the people.
2 Encourage students to make a list with a partner.
3 Ask students to share their ideas and hold a class
vote for the best idea for each of the people in
Exercise 3.
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Suggested answers:
1 Someone could tell the blind man that the lights are
green for him. / The traffic lights could make a noise
so that the blind man knows when it is green.
2 Someone could put a slope/ramp on the stairs for the
disabled woman so she can go in the shop.
3 The boy who is shouting could stand in front of the
deaf boy so that he knows he is talking to him.
4 The boy who is shouting could learn sign language.
Skills
Writing:
• To write about a musician
• To describe how you can help disabled people
Listening:
• To understand a radio report about an orchestra
• To identify musical instruments
• To identify specific information (Workbook)
Speaking:
• To talk about music, musicians and people who
are disabled
• To role-play an interview
Video: To understand a video about opera
Vocabulary: blind, cello, clarinet, flute,
international, musician, orchestra, trombone,
trumpet, violin
Life Skills: Collaboration; respect for diversity
Issues: Non-discrimination against people with
special needs
Values: Perseverance
LESSON 4 SB page 28 WB page 87
Outcomes:
• To describe characters in a story (e.g. their
traits, motivations, or feelings) and explain
how their actions contribute to the sequence of
events.
• To recount stories, including fables, folktales,
and myths from diverse cultures; determine the
central message, lesson, or moral and explain
how it is conveyed through key details in
the text.
• To use context (e.g. definitions, examples, or
restatements in text) as a clue to the meaning
of a word or phrase.
• To use glossaries or beginning dictionaries,
both print and digital, to determine or clarify
the precise meaning of key words and phrases.
63
• To ask and answer questions to demonstrate story and if so, to tell the class what happens.
understanding of a text, referring explicitly to If not, ask the class to make some predictions
the text as the basis for the answers. about what might happen in the story.
2 Ask students to look at the questions and discuss
• To write an opinion piece: introduce the
them in pairs.
topic or book they are writing about; state
an opinion; supply reasons that support the 3 Hold a class discussion, encouraging students to
opinion. offer their thoughts.
4 Encourage students to listen carefully to what
other students say. Do not confirm their ideas at
SB page 28 this point.
2 Read the story and check your answers to
Exercise 1.

9 Lesson 4
Little Women By Louisa May Alcott
1 Ask students to read the story and check their
ideas to Exercise 1.
Reading
2 Have students check their ideas together. Then
check with the whole class.
1 Little Women is a story about
four sisters. Work in pairs.
Look at the pictures and
discuss the questions.
1 What are the characters
doing in the picture? Answers:
2 Where do you think
they are?
3 Do you think that the
1 They are reading and listening to a story
characters have a
good relationship?
Meg, Beth and Amy were sewing when Jo came into the room with a
newspaper. She sat down and started to read it. 2 They are at home (in the living room).
Why/Why not? “Anything interesting?” asked Meg.
3 Yes, because they are all sitting together and look
happy.
“Oh, only a story,” Jo replied.
2 Read the story and check
“What’s it called?” asked Beth. She wondered why Jo was hiding
your answers to Exercise 1. behind the newspaper.
3 Look at the verbs in red in “It’s called The Rival Painters,” said Jo.
the text. Use a dictionary to “Why don’t you read it to us?” asked Amy.

3 Look at the verbs in red in the text. Use a

check the meaning. Write Jo started to read it very quickly. The girls listened carefully. The story
them in your notebook. was very sad.
“I liked it,” said Meg at the end. She was crying a little. “Isn’t it strange
that the characters are called two of our favourite names?”
dictionary to check the meaning. Write them
Beth saw Jo’s face. “Who wrote the story?” she asked. in your notebook.
1 Ask students to look at the words in red and try
Jo jumped up, threw the paper down and said, “Your sister!”
“You?” shouted Meg. “It’s very good!” said Amy.
Speaking
to work out the meaning from the context. They
“I knew it! I knew it! Oh, I am so proud!” said Beth, hugging her sister.
4 Work in pairs.
Student A: Choose a verb from the box. Act out the word.
Student B: Try to guess what word Student A is acting. Then swap roles. should then check the meaning in a dictionary
cry hide hug jump read sew throw wonder write
or in the Glossary and make a note of the
5 Ask and answer the questions in pairs.
1 Why do you think that Jo reads the story before she tells them she wrote it?
meanings.
2 Why does Beth say she is “so proud”?
2 Ask different students to tell the class what each
of the words means.
3 Do you think that Beth really knew that Jo was the writer? Why/Why not?
4 Do you think it is difficult to write a good story? Why/Why not?

3 Ask students what they liked/didn’t like about

5 How do you feel if someone in your family does something well?
28 Lesson 4 Workbook page 87

the story and why.

Reading Answers:
wonder: think about something and want to know
Background why it is true
hide: go to a place where you cannot be seen or found,
Tell students that Little Women is a novel written
or put something in a place where it cannot be seen or
by an American author called Louisa May Alcott found
(1832–1888). It is based on the childhood and cry: produce water from your eyes, usually because
later adult life of the author herself, along with you are sad, angry or hurt
her three sisters. The book is still popular today hug: put your arms around someone and hold them
and has been made into many films, as well as closely, usually because you love them
translated into other languages.
1 
Little Women is a story about four sisters.
Work in pairs. Look at the pictures and
discuss the questions.
1 Ask students to look at the picture and title of
the story. Then ask whether anyone has read the
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Speaking
4 Work in pairs.
1 Draw students’ attention to the verbs in the box
and elicit the definitions.
2 Divide the class into pairs Student A and
Student B.
3 Motivate students to take turns to act out one of
the words from the box (in any order) for their
partner to guess. Monitor as they are working
and help if necessary.
4 When they have finished, ask a few students to
act out the verbs again for the class to guess and
call out the correct verb.
Answers:
Students’ own answers
5 Ask and answer the questions in pairs.
1 Ask students to read the questions carefully and
elicit what they are going to do.
2 Then have them discuss the questions with their
partner. Encourage them to give reasons for their
answers. Monitor as they are working and help if
necessary.
3 Hold a brief class discussion for students to
share their ideas. Ask them whether they think
Jo was right when she didn’t tell them she had
written that story at first and why.
4 Ask students why they think it is important to
persevere and give reasons for their answers.
Ask them about something they have persevered
with, why it was difficult and what the outcome
was.
Answers:
1 She wants them to hear it before they know she
wrote it, perhaps to get a more honest answer from
them.
2 Because she likes the story and is proud of her sister.
3–5 Students’ own answers.
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WB page 87
Vocabulary
Lesson 4
9
1 Complete the sentences with these words.
cry hide hug wonder
1 My little sister started to cry after she fell and hurt her hand.
2 Look at those people in the street. I what they are looking at?
3 When Waleed was younger, he liked to
and they spent a long time trying to find him!
from his brothers and sisters
4 Lara always gives her grandmother a big when she sees her.
2 Answer the questions.
1 When was the last time that you cried? What happened?
2 Why do animals sometimes hide?
3 How do you feel when someone in your family hugs you?
Reading
3 Put the events in Little Women in the correct order.
a Jo throws the newspaper down.
b Jo reads the story to her sisters.
c Beth is proud of her sister and gives her a hug.
d Meg starts to cry because the story is sad.
e Jo starts to read a newspaper.
f 1 Three of the sisters are sewing in the living room.
Writing
4 Write a blog about someone in your family that you are proud of.
• Why are you proud of this person?
• What did they do?
Lesson 4 87
Vocabulary
1 Complete the sentences with these words
1 Elicit the vocabulary from Lesson 4.
2 Ask students to look at the example answer.
Students then complete the exercise in pairs.
3 Check answers as a class.
Answers:
1 cry 2 wonder
3 hide 4 hug
2 Answer the questions.
1 Ask students to look at the questions and think
about their answers.
2 Discuss ideas orally as a class first. Students
then write their sentences. Monitor as they are
working and help if necessary.
3 Ask students to discuss their answers with a
partner.
4 Invite different students to read out their answers
for the class to listen and compare with their
own answers. (Note: Some students may not
wish to answer the first question in front of the
65
 class, so allow them to decide which question
they would like to talk about).
Skills
Answers:
Reading: To understand an extract from Little
1 Students’ own answers. Women
2 Suggested: When they are frightened. / When they
do not want people/other animals to see them. Writing: To write a blog about someone you are
3 Students’ own answers. proud of (Workbook)
Speaking: To discuss Little Women and the
Reading vocabulary from it
3 Put the events in Little Women in the correct Vocabulary: cry, hide, hug, wonder
order.
Values: Perseverance
1 Ask students what they remember about the
story.
2 Then ask them to look at the events and try LESSON 5 SB page 29 WB page 88
to re-order them without referring back to the
Student’s Book.
Outcomes:
3 Ask students to re-read the story and check their
answers. • To understand the purpose by distinguishing
tone (warnings, advice, question … etc).
4 Invite a student to read out the correct order and
ask the rest of the class to listen and check. • To use modal auxiliaries (e.g. can, shall, could)
to convey various conditions.
Answers:
• To take notes from short listening texts.
a5 b3 c6 d4 e2 f1
• To explain orally verbal and non-verbal age
appropriate texts e.g. Tables, different charts,
Writing graphs and maps.
4 Write a blog about someone in your family • To follow agreed upon rules for discussion up
that you are proud of. to this age e.g. Listening to others with care,
1 Remind students of the discussion they had speaking one at a time about the topics and
about perseverance. Then ask them to think texts under discussion.
about someone who has persevered and that they • To gather information from provided sources
are proud of. to answer a question.
2 Then ask students to read the questions and
make notes. Ask them to share their ideas with a
partner.
3 They then write about the person they have
chosen. Remind them to use appropriate
language and vocabulary. Monitor as they are
working and help if necessary.
4 Collect in their work to mark individually or
invite different students to read out their work.
Ask the class which of the people they have
heard about most interested them and why.

Answers:
Students’ own answers

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 SB page 29  Audioscript
Rawia: Hi, Warda!
Speaking
Lesson 5
9 Warda: Hi Rawia, how’s it going?
Rawia: Fine thanks, how are you?
1 Ask and answer the questions in pairs.
1 Do you ever watch films of famous books? If yes, which ones and do you like them? Warda: Yeah, I’m good. I was wondering if you would
like to come to watch a film at my house tonight.
2 Would you like to see a film of Little Women? Why/Why not?

Listening Rawia: Yeah, cool, I’d love to. Which film?

Warda: I’ve got the film of a famous book. Would you
2 Listen to a telephone conversation Where: 1 Warda’s house
between two friends and complete When: 2
the notes. What: 3 like to watch Little Women?
Rawia: Oh, yes please – I love the book! Shall I bring
What they should bring: 4
Time: 5
some drinks or snacks?
3 Listen again. Complete these phrases from the conversation.
1 I was wondering if you would like to …? 2 you like to watch …?
Warda: I have lots of snacks but not much to drink.
3 Shall I …? 4 you bring some …? Could you bring some fruit juice?
5 What time I come?
Rawia: Of course, no problem. What time should I
4 Which of the phrases from Exercise 3 do you use for the following?
1
come?
Warda: About 7 pm?
1 invitations and 2 requests and
3 offers 4 asking for information

Speaking
Rawia: Great! See you then.
5 You are going to invite someone to your house. Circle the event, then complete
the notes.

What: watch a film / listen to music / a family party / other Answers:

When:
Where:
What they should bring:
1 Warda’s house
Time: 2 Tonight
6 Work in pairs. Take turns to invite your
3 Watch Little Women
partner to your event from Exercise 5.
Use some of the expressions
I was wondering if you
would like to come to my 4 drinks (fruit juice)
from Exercise 3. house tomorrow?
5 7 pm
Workbook page 88 Lesson 5 29

3 
Listen again. Complete these phrases from
Speaking the conversation.

1 Ask and answer the questions in pairs.

1 Ask students to complete the phrases from the
conversation in pairs.
1 Ask students to read the questions and discuss
them with a partner. 2 Then play the recording again for them to listen
and check.
2 Discuss the answers with the whole class. You
could pool their ideas for question 1 on the 3 Check the answers with the class. Point out that
board. these are all polite ways to ask for or offer to do
something.
Answers:
Answers:
Students’ own answers
1 wondering 2 Would 3 bring
4 Could 5 should
Listening
2 Listen to a telephone conversation between
4 
Which of the phrases from Exercise 3 do you
two friends and complete the notes.
use for the following?
1 Ask students to look at the photos and notes and 1 Students work with a partner to decide which of
elicit the situation and what they have to do. the phrases from Exercise 3 are used for each
2 Play the recording for them to listen and function 1–4, as in the example.
complete the notes. 2 Check the answers with the class.
3 Check the answers with the class. If necessary,
play the recording again and pause after each
answer.

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Answers:
WB page 88
1 invitations: 1 and 2 2 requests: 2 and 4
3 offers: 3 4 asking for information: 5

9 Lesson 5

Speaking Language

5 You are going to invite someone to your 1 Match to make sentences or questions.
1 d I was wondering if you would like a come to your house?
house. Circle the event, then complete the 2 Would you like to listen b or fruit?
notes. 3 Shall I bring some cakes c some headphones?

1 Draw the students’ attention to the instructions

4 What time should I d to come to my family party?
5 Could you bring e to a famous orchestra on the radio?

and elicit what they have to do. 2 Put the dialogue in the correct order.
a Salem: No, he’s got those. Could you bring some food? We’ll have a picnic.

2 Do an example orally and make notes on the b Salem: We’re leaving my house at 10 am.

board as a model.
c Nader: Of course, I’ll bring some sandwiches. What time should I come?
d Nader: Yes, I would love to. It’s a big house, isn’t it?

3 Then ask students to make notes for their

e Nader: Great! See you then.
f Salem: Yes, he’s got table tennis in the garden. Would you like to play?

invitation, using their imaginations and drawing g Nader: Yes, please! Shall I bring some table tennis balls?

on their own experiences. Monitor as they are

h 1 Salem: Hi Nader. I was wondering if you would like to come to
my cousin’s house tomorrow.

working and help if necessary. 3 Work in pairs and complete the dialogue for yourselves.
a Hi, would you like to ?
b Yes, I .

Answers: c We can
d Yes, please! Shall I
. Would you like to
?
?

Students’ own answers

e No, but could you
f Of course. What time
g At .
h Great!
6 Work in pairs. Take turns to invite your
i Yes, see you later.
?
?
. Research
Which of these famous books are also films? Do the
films have the same names as the books?

partner to your event from Exercise 5. Use

A Little Princess; Alice’s Adventures in Wonderland;
Heidi; The Railway Children; The Time Machine.

some of the expressions from Exercise 3. Which would you like to see? Why?

1 Brainstorm some ways of accepting or declining 88 Lesson 5

an invitation (e.g. Thanks, I’d love to …; Thanks

for the invitation, but I’m afraid I…) and write
them on the board. Language
2 Have students invite their partners to their event 1 Match to make sentences or questions.
in turns, using the expressions from Exercise 3. 1 Students complete the exercise as in the
Encourage students to thank their partner for the example.
invitation and accept or decline it. 2 Check answers as a class. Remind students
3 Then ask one student to invite someone else in that these are all polite ways to offer or ask for
the class to their event and encourage the invitee something.
to accept or decline the invitation politely.
4 Ask students which event they would most like Answers:
to go to and why. 1d 2e 3b 4a 5c

Answers:
2 Put the dialogue in the correct order.
Students’ own answers
1 Ask students to scan the sentences and say what
the situation is (an invitation and acceptance).
2 They then read the sentences more carefully
and put them into the right order to make the
dialogue.
3 Check the answers as a whole class. Then invite
students to read out the completed dialogue in
pairs.

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Answers:
LESSON 6 SB page 30 WB page 89
a5 b7 c6 d2
e8 f3 g4 h1
Outcomes:
• To ask and answer questions to demonstrate
3 Work in pairs and complete the dialogue for
yourselves.
understanding of a text, referring explicitly to
the text as the basis for the answers.
1 Ask students to read the instructions.
2 Then ask students to complete the dialogue with • To distinguish their own point of view from
their own ideas. Monitor as they are working and that of the narrator or those of the characters.
help if necessary. • To plan, write and sequence texts; read and talk
3 Ask the pairs to practise their dialogue, paying about their writing with the teacher to check it
attention to pronunciation and intonation. makes sense and begin to make suggestions to
4 Then invite pairs of students to read out their improve it.
dialogue to the class. • To write an opinion piece: introduce the
topic or book they are writing about; state
Answers: an opinion; supply reasons that support the
Students’ own answers opinion.
• To recognise some synonyms, homonyms,
antonyms, prefixes, suffixes and root words.
Research
1 Put the students into pairs or small groups.
If resources allow, students can look up the SB page 30
information in class. If not, students do the
research at home and share their ideas in the
next class.
2 Ask students to share their answers and
9 Lesson 6

opinions. Encourage them to give reasons for Writing

their answers where appropriate. Hold a class 1 Read the film review. Does the writer like the film or not?

vote for the most popular story. A review of Jurassic World

Jurassic World is an adventure film. The
stars of the film are Chris Pratt and Bryce
Dallas Howard. It is about a theme park

Answers: where scientists have helped dinosaurs

to live again! Then some of the dinosaurs
escape. What will happen?

They are all also films. They have the same names (in I thought the action was exciting and my
favourite thing was the scary dinosaurs; they

English), except for Alice’s Adventures in Wonderland look very real. But, in my opinion the story
isn’t very interesting or new. I recommend

which was called Alice in Wonderland as a film. this film if you like exciting and scary films,
but not if you want a good story.

2 Read the review again and answer the questions.

1 What type of film is Jurassic World? It’s an adventure film.

Skills
2 What word does the reviewer use instead of actors?
3 Where does the film happen?
4 What problem happens in the film?
5 What does the writer like best about the film?

Reading: To order a dialogue (Workbook)

6 What doesn’t the writer like about the film?

3 In what order does the writer put the following information in the review?
Listen and check your answers.

Writing: a
b
Write about what they don’t like about the film
Recommend or not recommend the film

• To write notes for an invitation 1

c Give some information about the film (type, main actors, etc.)
d Write about what they like about the film
e Write something about the story of the film
• To complete a dialogue (Workbook) 4 Write a film review.

Listening: To identify polite requests in a

• Think of your favourite film or the last film you saw and write a review in your notebook.
• Remember to use describing words to say what you think about it (exciting, boring,

telephone conversation
interesting, amazing, cool, etc.).
5 Read your partner’s review. Would you like to see the film they wrote about? Why/Why not?

Speaking:
30 Lesson 6 Workbook page 89

• To ask for and answer polite requests and

invitations
• To role-play a dialogue (Workbook)

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Writing
1 R
 ead the film review. Does the writer like the
film or not?
1 Draw students’ attention to the photo and ask
them which film it is from (Jurassic World).
2 Then ask students to read the review quickly and
answer the question.
3 Check the answer with the whole class.
4 Ask whether they have seen the film, and
whether they liked it and why/why not.
Answers:
The writer likes the action and the scary dinosaurs,
but he doesn’t like the story because it’s not very
interesting or new.
2 Read the review again and answer the
questions.
1 Ask students to read the questions and look at
the example.
2 Then ask students to read the review again more
carefully and answer the questions. Check their
understanding of the new words in bold.
3 Check the answers with the whole class.
Answers:
 Audioscript
1 Give some information about the film (type, main
actors, etc.).
2 Write something about the story of the film.
3 Write about what they like about the film.
4 Write about what they don’t like about the film.
5 Recommend or not recommend the film.
Answers:
a4 b5 c1 d3 e2
4 Write a film review.
1 Elicit the last film that students saw and what
they thought about it. Encourage them to provide
interesting information and descriptive words.
2 Then ask students to look at the instructions
and plan their work before writing their reviews
in their notebooks. Remind them to use the
language of the unit where appropriate and to
follow the order from Exercise 3.
3 Monitor as they are working and help if
necessary.
4 Ask students to check their work carefully.

1 It’s an adventure film. Answers:

2 stars
3 It happens in a theme park. Students’ own answers
4 Some dinosaurs escape.
5 The writer likes the scary dinosaurs.
5 Read your partner’s review. Would you like to
6 He doesn’t like the story. It is not interesting or new.
see the film they wrote about? Why/Why not?
1 Have students read each other’s reviews and
3 In what order does the writer put the give reasons for their answers.
following information in the review? Listen
and check your answers. 2 Invite some students to read out their reviews, or
collect them in to mark individually.
1 Ask students to read the information and the
example answer.
Answers:
2 They then read the review again and order the
information. Students’ own answers
3 Play the recording so that they can check the
answers.
4 Ask students whether they think this is a
good order for the information to go in (Yes,
it is. It goes from more general information,
which provides the context, to more specific
information, which provides detail and opinion).
5 Remind students to follow this order when they
write their own reviews later.

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 star: a bright object in the sky, or a famous well-
WB page 89 loved person; view: opinion, or what you can see
from a window or high-up area).

Vocabulary
Lesson 6
9 Answers:
1 Match the words with their meanings.
1 c action a a large park with machines to ride on, 1 park 2 star 3 park
2 escape restaurants, etc.
b to present a summary, opinion and a
4 view 5 star 6 view
3 review
recommendation of a film, book or play
4 theme park
c the things that happen in a film
d to leave a place that you should stay in
2 Some words have more than one meaning. Complete the sentences, using each word
two times. Reading
3 Put this review of a book into the correct
park star point of view

1 Let’s go to the park and fly our kites.

2 It is nearly dark. Look, I can see a . order.
1 Ask students to look at the title and ask whether
3 Don’t your car outside the school.
4 From my , we should recycle all our plastic.
5 The actor became a after he was in that famous film.
they have read Lord of the Flies and what they
thought about it, if yes.
6 There is a great from the top of the tower.
A review of Lord of the Flies
Reading
2 Ask students to read the review and put the
a I recommend the book because it makes you think about
3 Put this review of what it is like to live only with other children, but it is not a
a book into the
correct order. b 1
very happy story.
Lord of the Flies is an adventure story. It is by the British writer
paragraphs into the correct order (remind them
William Golding.
of the order from Lesson 6, in their Student’s
Book).
c I thought the action was exciting and many amazing things
happen to the boys. My favourite part was early in the story,
when the children enjoy their time on the island. But, in my
opinion, some of the children are horrible and I did not like
them.
3 Check the answers with the whole class. For
d It is about some schoolboys who have to live on an island those who have read the book, ask whether they
agree with the writer’s opinion and if not, why.
after their plane lands in the sea and the pilot dies. How will
Writing the boys live on the island, and will they escape?

4 Write a short book review in your notebook.

Remember to:
• give some information about the book.
• write something about the story.
• say what you liked and didn’t like about the story.
• recommend or not recommend the book.
Vocabulary
1 Match the words with their meanings.
1 Ask students to look at the new words from
Lesson 6.
2 Then ask students to complete the exercise, as in
the example.
3 Check the answers as a whole class.
Answers:
1c 2d 3b
2 Some words have more than one meaning.
Complete the sentences, using each word
two times.
1 Ask students to read the instructions and elicit
what they have to do.
2 Then ask students to complete the exercise in
pairs.
3 Check the answers as a whole class.
4 Elicit the differences in meanings between the
words (park: a green space for recreation, or the
verb park, meaning to put your car somewhere;
Ask those who have not read the book whether
they would like to and why/why not.
Lesson 6 89
Answers:
a4 b1 c3 d2
Writing
4 Write a short book review in your notebook.
1 Elicit books that the students have read recently
and write a few titles on the board.
2 Ask students to read the instructions and elicit
what they have to do. Explain that they are going
to choose a book to write a review about.
3 Encourage students to plan their work by making
4a
notes.
4 Then ask them to write their reviews in their
notebooks. Remind them to use appropriate
language and vocabulary from the unit.
5 Monitor as they are working and help if
necessary.
6 Invite students to read out their reviews. Then
collect in the books to mark individually.
Alternatively, they could write their reviews for
homework.
Answers:
Students’ own answers

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 Skills SB page 31

Reading:
• To read and analyse a review of a film
Review
Lesson 7
9
1 Complete the table.

• To order a review of a book cry costume escape hug instrument

musician orchestra scenery
make-up

Writing: Play
costume
Concert Verbs

• To write a film review 2 Look at these words. Tell your partner three things you can

• To write a book review (Workbook)

do and three things you can’t do.
do calligraphy draw make films I’m able to draw and
paint, but I don’t know

Speaking:
make pottery make sculptures paint
take photos write stories how to do calligraphy.

• To discuss the order and content of a review 3 Complete the conversation with the correct words.

• To discuss a partner’s work

Then listen and check your answers.
cool could Shall should wondering Would

Vocabulary: action, escape theme, park

Sami: Hi Omar, I was 1 wondering if you were busy tonight.
Omar: No, I’m not busy. Why?
Sami: 2
you like to come to my house to listen to some music?
Omar: Yes, that sounds 3 !4 I bring anything?
Sami: Yes, 5 you bring your guitar and we can play some songs, too?
Omar: Good idea! What time 6 I come?

LE S S O N 7 SB page 31 WB page 90
Sami: About 8 pm. See you then!

Project
Give a presentation about your favourite artist, actor or musician.

Outcomes: 1 Work in a small group. Decide on an artist, actor or musician

that you all like.
2 Research some information about this person’s life and work.

• To review and practise the vocabulary and 3 Make a presentation. Include:
} information about their life
structures of the unit. } why they are famous
} your opinion about why you like them
Ammar El Sherei

• To gather information from provided sources

4 Present your ideas to the class. An Egyptian musician

to answer a question. Workbook page 90 Lesson 7 31

• To participate in shared research and writing

projects.
Before using the book:
• Ask students what they have learnt in this unit.
Brainstorm a list of topics, vocabulary and
language points. Ask students to tell you which
parts they enjoyed most and why.
• Tell students that they are now going to complete
the review section for this unit to see what they
can remember.
Review
1 Complete the table.
1 Ask students to look at the words in the box and
elicit the meanings.
2 Then draw their attention to the table and explain
that each word fits under one of the headings.
3 Then motivate students to complete the table
individually before checking their answers with
a partner. While they are working, write the
headings from the table onto the board.
4 Check the answers by inviting different students
to come and write one of the words under the
correct heading on the board.

Answers:

Play Concert Verbs

costume instrument cry
make-up musician escape
scenery orchestra hug

2 Look at these words. Tell your partner three

things you can do and three things you can’t do.
1 Ask students to read the instructions and elicit
what they have to do. Ask a student to read out
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darsenglizy.com
 the example in the speech bubble to demonstrate.
2 Ask students to think about their answers and
then tell their partner. Remind them to use can,
know how to or be able to in the appropriate form.
Monitor as they are working and help if necessary.
3 Invite different students to tell the class which of
the things in the box they can and can’t do.
4 If time allows, ask students to say one other
thing they can/can’t do.
Answers:
Students’ own answers
3 Complete the conversation with the correct
words. Then listen and check your answers.
1 Ask students to look at the words in the box and
the dialogue and elicit when they are used (for
polite offers and requests).
2 Ask students to read the dialogue and predict
which word goes in each gap. Then play the
recording for them to listen and check.
3 Check the answers by inviting a confident pair of
students to read out the dialogue for the rest of
the class to listen and check.
famous musician Ammar El Sherei. Ask them
if they know anything about him (Ammar El
Sherei was born in 1948. He was born blind.
However, he was able to compose songs and
play different musical instruments).
3 Ask students to work in their group to choose an
artist, musician or actor they like and ask them
to start to collect information about him/her.
4 They then carry out the research, either in class,
or at home, sharing their ideas in the next class.
Note: They will also need notes for this research
for Workbook Exercise 4.
5 Ask students to prepare their presentation.
Remind them that everyone in the group should
have an equal role, but they should work
together on what each person will day. They can
use slides/handouts/other visuals if they wish,
and include some pictures of the person. Monitor
as they are working and help if necessary.
6 Encourage students to take turns to give a
presentation about their person to the class or to
their group.
Answers:
Students’ own answers

 Audioscript WB page 90

Sami: Hi Omar, I was wondering if you were busy

tonight.
Omar: No, I’m not busy. Why?
9 Lesson 7

Sami: Would you like to come to my house to listen to Review

some music? 1 Write the words. What is the word in the blue column?

Omar: Yes, that sounds cool! Shall I bring anything?

1 a funny drawing 1
c a r t o o n
2 when you are very sad,
Sami: Yes, could you bring your guitar and we can
2
you do this

play some songs, too?

3 clothes that you wear 3
to look like someone or

Omar: Good idea! What time should I come?

something else 4
4 people who can’t see

Sami: About 8 pm. See you then! are this 5

5 the words for a play

6
6 the type of art you need
a camera to do
The word in the blue column is .
Answers: 2 Complete the sentences. Write what these people can/know how to/are able to do well.

1 wondering 2 Would 3 cool

1 A firefighter is able to stop fires.
2 An artist knows how to .

4 Shall 5 could 6 should 3 A musician .

4 A film star .
5 Our teacher .

Project
3 Look at the pictures and answer the questions.

1 2 3 4

1 Ask students to read the instructions and put

them into small groups. Remind them that the
project is all about collaborating with others, 1 What can you see in the pictures? Number 1 is a drawing,
and elicit what this means (working closely 2 What is your view of each picture?

with others to reach an end goal. This involves 3 Which is your favourite? Why?
4 Which do you not like? Why?
offering opinions and giving reasons for them, 4 Write a summary of about 90 words about the information your researched in the

listening, taking turns and making decisions).

project on Student's Book page 31. Write in your notebook.
90 Lesson 7

2 Draw students' attention to the photo of the

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Review Answers:
1 Write the words. What is the word in the blue 1 Number 1 is a drawing;
column? 2 is a portrait;
1 Ask students to work in pairs to complete the 3 is pottery and 4 is a sculpture.
puzzle, using the definitions to help them. 2–4 Students’ own answers.
Explain that if they write the correct words, they
will see another one in the blue boxes. 4 Write a summary of about 90 words about
2 Check answers to the definitions as a whole the information you researched in the project
class. Then check what the word in the blue on Student’s Book page 31. Write in your
column is. notebook.
1 Ask students to use the notes they researched
Answers: for the project to write a summary, giving
information about the person they researched.
1 c a r t o o n They could do this for homework.
2 c r y 2 Take in their work for feedback.
3 c o s t u m e
4 b l i n d Answers:
5 s c r i p t Students’ own answers
6 p h o t o g r a p h y

The word in the blue column is: artist

2 Complete the sentences. Write what these

people can/know how to/are able to do well.
1 Ask students to have a quick look at the
sentences and elicit some ideas about what these
people can do.
2 Ask students to then write their answers.
3 Check the answers as a whole class by inviting
different students to read out their completed
sentences.
4 If time allows, you could extend the activity to
include other professions or kinds of people, e.g.
students, doctors, taxi-drivers.

Suggested answers:
1 stop fires.
2 paint pictures.
3 can play musical instruments.
4 knows how to act in films.
5 is able to teach us English.

3 Look at the pictures and answer the

questions.
1 Ask students to look at the photos and think
about the words they need to describe each one.
2 Then ask students to discuss their ideas with a
partner before writing their answers. Monitor as
they are working and help if necessary.
3 Check the answers as a class.

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C SB page 32
R e v ie w C
SB pages 32-33 WB pages 91-92
LE S SO N 1 SB page 32
Outcomes:
• To complete various types of listening
comprehension tasks based on audio-visual
information given in pictures, short stories and
descriptions.
• To take notes from short listening texts.
• To follow agreed upon rules for discussion up
to this age e.g. Listening to others and taking
turns speaking about the topics and texts under
discussion.
• To determine the main idea of a text and
explain how it is supported by key details i.e.
Summarise the text.
• To explain orally verbal and non-verbal age
appropriate texts e.g. Tables, different charts,
graphs and maps.
Before using the book:
• Ask students to recall as much of the
vocabulary and language of Units 7–9 as they
can.
• Tell students that they are going to review the
vocabulary and language that they have learnt
so far.
darsenglizy.com
Review
C
Lesson 1
Reading
1 Read the medical advice and complete
the sentences with should.
1 If you meet other people,
Medical advice for people at the 2021
you should stand 1.5 metres from them. Handball World Championship
2 If you enter or leave the stadium, Stand 1.5 metres from other people.
Enter and leave the stadium through the
3 If you are a player, correct doors.
Take a test for COVID-19 every 72 hours.
4 If you are not a player,
Only players do not need to wear a
5 If you have an interview after the game, mask.
Only online interviews after games.
2 Choose the correct words.
There will be a 1 lot of / little players at the 2021 Men’s Handball World Championships.
The Championship’s medical committee want to make sure that all the people at the
competition 2 are able to / know how play together safely. For that reason, they want
only 3 a few / little people to use the doors to the stadium at the same time. People
who are not playing need to wear a mask. You can find 4 a lot / a little of these just
outside the stadium and they are free to use. All players should 5 can / know how to
get a COVID-19 test every 72 hours.
Reading
3 Complete the review with these words.
acting action costume play script scenery
Review of Julius Caesar
Last night, I went to see Julius Caesar. It’s a 1 play by the English writer
William Shakespeare, but it’s about a Roman ruler. Caesar’s 2
made him look very important! The 3 was amazing and it really
looked like Ancient Rome.
In my opinion, the story is very sad and I cried at the end. From my
point of view, the actor who played Caesar was the best but all the 4
was very good. I will never forget this play, but there wasn’t much
5
; it was mostly talking. And it was three hours long! If you watch
a Shakespeare play, you should know that the language of the 6
is different to modern English so it can be difficult to understand, but
I liked it.
4 What did the writer like about the play? What didn’t he like? Write in your notebook and
say why.
32 Lesson 1
Reading
1 Read the medical advice and complete the
sentences with should.
1 Ask students to say what they can see in the
photo and to identify the type of text it is in (a
poster).
2 Ask students to read the instructions and
example, and elicit what they have to do.
3 Then ask students to complete the exercise in
pairs. Go round and monitor while they do this,
offering help and support.
4 Check answers by inviting different students to
read out the completed sentences.
Answers:
1 you should stand 1.5 metres from them.
2 you should use the correct doors.
3 you should take a test for Covid-19 every 72 hours.
4 you should wear a mask.
5 you should have it online.
2 Choose the correct words.
1 Ask students to read the instruction and elicit
what they have to do.
75
2 Draw students’ attention to the example answer
to check understanding.
3 Encourage students to carefully read the
paragraph and choose the correct words. Monitor
as they are working and help if necessary.
4 Check answers as a class.
Answers:
1 lot of 2 are able to 3 a few
4 a lot 5 know how to
Skills
Reading: To understand a poster giving advice
Writing: To write an opinion piece: introduce
the topic e.g. review; state an opinion; supply
reasons that support the opinion.
Language: Revision of language and structures
from Units 7–9

Reading LESSON 2 S B p ag e 3 3 WB p ag es 9 1 - 9 2

3 Complete the review with these words.

1 Tell students that they are going to read a review.
Ask them to look at the photo and guess what it
is about (the Roman leader Julius Caesar).
2 Ask students to read the review quickly. Ask
whether they have heard of the play or read it/
seen it performed.
3 Then ask students to complete the review with
the words in the box.
4 Check answers by inviting different students to
read out the review line by line.
Answers:
1 play 2 costume 3 scenery
4 acting 5 action 6 script
4 What did the writer like about the play? What
didn’t he like? Write in your notebook and
say why.
1 Ask students to list the good and bad things that
the review says about the play.
2 You could take in their work to mark, or ask
them to read out their answers.
3 Then ask them which other Shakespeare plays
they know and what they like/dislike about them
and why.
Suggested answers:
Outcomes:
• To follow agreed upon rules for discussion up
to this age e.g. Listening to others with care,
speaking one at a time about the topics and
texts under discussion.
• To explain orally verbal and non-verbal age
appropriate texts e.g. Tables, different charts,
graphs, and pictures.
• To complete various types of listening
comprehension tasks based on audio-visual
information given in pictures, short stories and
descriptions.
• To identify gist and main idea(s) in short
listening texts.
• To take notes from short listening texts.
• To read and respond to short explanatory texts.
• To plan texts orally; sequences and writes texts
with other children; read and talk about their
writing.
• To notice format, appearance and typographic
features in order to identify the type of text:
news story, promotional text, article, textbook,
review, etc.

Liked about the play Didn’t like about the

play
Caesar’s costume. It The story was sad. It
made him look very made him cry.
important. There was not much
The scenery. It looked action. It was mostly
like Ancient Rome. talking.
The acting. It was very It was very long. It
good. lasted three hours.
The language was
difficult. It is not modern
English.

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 SB page 33 Listening
2 Listen to Heba and Sara talking about food.
What do they spend too much time doing?
Review
1 Ask students to listen to the dialogue between
Speaking
Lesson 2
C Heba and Sara.
2 Play the recording and ask them to try to find the
1 You are at a picnic with your partner.
Work in pairs.
1 Ask your partner what he or she
likes from the picture. answer to the question.
3 Check the answer with the class.
2 Take turns to offer each other the
food and drink with would like, a
little or a few.
3 Reply to the offers, but say no to
one thing. Say why.
Would you like
a few olives?
I like olives, but I
don’t like grapes.
 Audioscript
Listening Heba: What’s your favourite food, Sara? I like fruit,
2 Listen to Heba and Sara talking about food. What do they spend too much time
doing? such as a nice juicy mango! I like fruit more
3 Listen again and complete the table. than anything else … and the fruit I like best
Heba Sara of all … It’s difficult to decide.
Sara: I like fruit, too Heba, but my favourite food is
Favourite food mangos
Knows how to make
Problems
a nice, fresh falafel. There is a food stall near
my house where they are very good, and my
Speaking mum sometimes cooks them, too.
4 Look at the problems in the table. Do you think that Heba and Sara have the right
amount of exercise, sleep and healthy food? Agree on advice that you could give them.
Heba: What things do you know how to cook, Sara?
HELP WITH SPECIAL CONCERT AT
I can make omelettes and salads, but I don’t
Writing
5 Read the notice and write an email to Mr Zaki
CHILDREN’S HOSPITAL! know how to make many things.
Sara: I know how to make cakes. My grandmother
You don’t need to know how to
in your notebook. play an instrument or sing, but
we need people who can paint
taught me. I love making cakes, but I eat too
• Introduce yourself (name, age, etc.) and say
why you are writing. scenery, help with make-up and
costumes and help the children
many of them. I should eat more fruit.
• Say why you would like to help.
before and after the concert.
• Talk about three things you know how to do

Heba: Yes, I eat too many cakes, too! I don’t do

which will be useful.
• Say that you are looking forward to hearing
from him.
Workbook pages 91–92
Speaking
1 You are at a picnic with your partner. Work in
pairs.
1 Ask students to look at the picture and say what
they can see (water, juice, fruit, sandwiches,
cakes, olives).
2 Then ask studetns to read the instructions and
complete the tasks. You might like to pair
stronger and struggling students for this exercise,
and set a time limit for each stage. Monitor as
they are working and help if necessary.
3 When they have finished, invite pairs of students
to demonstrate each of the stages. Make sure
they use would like and like correctly, along with
a little (with uncountable nouns) or a few (with
countable nouns).
Answers:
Students’ own answers
Email Mr Zaki, the music teacher,
if you would like to help.
Lesson 2
33 enough exercise. I have a sports lesson at
school once a week, and I go for a walk a few
times a month with my cousins but that’s all.
What about you?
Sara: I play tennis twice a week and I run with
my father at the weekend, so I do enough
exercise, but I often spend too much time
playing computer games in the evenings, so I
go to bed late.
Heba: Yes, I spend too much time online in the
evenings, too. Let’s try to do more exercise
next week, Sara!
Sara: Good idea, Heba!
Answers:
They spend too much time playing computer games/
being online.
3 Listen again and complete the table.
1 Ask students to say what they can remember
about Heba and Sara’s conversation. Then draw
their attention to the table and the example.
2 Play the recording again for them to listen and
make notes.
3 Check the answers with the class.
4 Then ask students which person they are most
similar to. If time allows, you could extend the
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 activity so that students complete the table with
their own information and make notes about finish an email. They then write notes to plan
their partner which they then share with the their email.
class.
4 Then ask students to write their email in their
Answers: notebooks. Remind them to use appropriate
language and vocabulary. Monitor as they are
Heba Sara working and help if necessary.
Favourite food mangos falafel 5 Encourage students to check their work
Knows how to omelettes and cakes
carefully and then exchange their emails with a
make salad partner. Ask them to look at spelling, grammar
and vocabulary and to make suggestions for
Problems Eats too many Eats too many improvements if necessary.
cakes cakes
Doesn’t Doesn’t eat 6 Ask a few students to read out their emails.
do enough enough fruit Collect in their notebooks to check individual
exercise Spends too work. Alternatively, they could write or complete
Spends too much time their emails for homework.
much time playing
online in the computer Answers:
evening games in the
evening Students’ own answers

WB page 91
Speaking
4 Look at the problems in the table. Do you Review
think that Heba and Sara have the right
amount of exercise, sleep and healthy food?
Agree on advice that you could give them.
1 Look at the picture and choose the correct words.

There are 1 a few / a lot of

C
1 Elicit words and phrases used to give advice
people on the bus, but
2
a little / a lot of people are

(should, if/when + should).

waiting to get on the bus.
3
A few / A little people have
big shopping bags. Look at the
2 Then ask students to talk together, suggesting man who is running! He only

things Heba and Sara could do. Encourage them

has 4 a few / a little time to get
to the bus stop. He is carrying

to reach an agreement. Monitor as they are

5
a few / a lot of things! Do you
think he will catch the bus?

working and help if necessary.

3 Invite different pairs to give their advice and 2 Match to make sentences.

then ask the whole class to decide which are the 1 f If you know how to cook, a you shouldn’t have any more chicken.

best pieces of advice and why.

2 If you are allergic to nuts, b you should help with the end-of-year show.
3 If you are really full, c you should end it with Yours faithfully.
4 If you start an email with d you should go to a museum.

Answers: 5
Dear Sir/Madam,
If you are able to
e you should be careful when you eat cakes
or biscuits.
paint scenery,
Students’ own answers
f you should work in a restaurant.
6 If you love history,

3 Complete these sentences with should and a suitable verb.

1 If you want to be a musician, you should practise every day .
2 If you want to help a blind person, .

Writing 3 If you want to see a film about dinosaurs,

4 If you start an email with Dear Mrs Manal,
.
.

5 Read the notice and write an email to Mr

5 If you make a lot of mistakes in your homework, .
6 If you want to be healthy, .
Zaki in your notebook. 4 Listen to two sisters cooking an omelette.

1 Elicit the uses of can, know how to and be able

How long should they cook it for?

to (to talk about ability).

2 Then ask them to read the notice. Elicit what
Review C 91

it is about (requesting help for a concert at the

children’s hospital)
3 Explain that they are going to write an email
in response to the request for help, using he
prompts. Elicit appropriate ways to start and
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1 Look at the picture and choose the correct
words.
1 Ask students to look at the picture and say what
they can see.
2 They then look at the description and the
example. Elicit when to use a few/a little (for
countable/uncountable nouns).
3 Ask students to complete the exercise in pairs.
4 Check the answers with the class.
5 Ask whether they think the man who is running
will catch the bus and why/why not. Ask
whether this has ever happened to them and how
they felt.
Answers:
1 a few 2 a lot of 3 A few
4 a little 5 a lot of
2 Match to make sentences.
1 Ask students to look at the example and elicit
the grammar form (If/When + present simple +
should) and when it is used (to give advice).
2 Then ask students to complete the exercise in
pairs. Monitor as they are working and help if
necessary.
3 Check answers by inviting different students to
read out the completed sentences.
Answers:
1f 2e 3a 4c 5b 6d
3 Complete these sentences with should and a
suitable verb.
1 Read the example, then go through the exercise
orally to share ideas.
2 Students then complete their sentences. Remind
them that should is followed by the infinitive
without to. Monitor as they are working and help
if necessary.
3 Invite a few students to read out the completed
sentences.
Suggested answers:
1 you should practise every day.
2 you should ask them first.
3 you should watch Jurassic World.
4 you should end it with Yours sincerely.
5 you should do it again.
6 you should do more exercise / eat more fruit.
darsenglizy.com
4 Listen to two sisters cooking an omelette.
How long should they cook it for?
1 Ask students to look at the question and elicit a
few ideas.
2 Then play the recording for them to listen and
check.
3 Check the answer with the class.
 Audioscript
Amal: It’s Mum’s birthday. Let’s make her some
breakfast.
Dalida: That’s a good idea, Amal. We could make her
a fruit salad.
Amal: I think she prefers salty food to sweet food,
Dalida. What about a cheese omelette?
Dalida: Omelette is a good idea. Would you like to get
the butter from the fridge, Amal?
Amal: OK.
Dalida: Shall I beat the eggs? I like doing that. How
many eggs should I use?
Amal: Thanks, Dalida. If there are four of us, you
should use eight eggs.
Dalida: Do you know how to chop the cheese, Amal?
Amal: Of course.
Dalida: It’s a good idea to chop the cheese really
small. I’ll heat some butter in the pan and
pour in the eggs.
Amal: How long should it cook for?
Dalida: We’ll leave it for a few minutes.
Amal: It looks really nice. I’d like a lot, please!
Dalida: We can all have a little. Mum will be very
pleased!
Answers:
They should cook it for a few minutes.
79
 WB page 92
Review
C 4 F (She should chop it really small.)
5 Listen again. Are the sentences true (T) or false (F)? Correct the false sentences.
1 The girls want to make something for their mother’s birthday breakfast. T
2 Their mother prefers salty food to sweet food.
3 Dalida will beat four eggs for the omelette.
4 Amal should chop the cheese into large pieces.
5 They can all have a lot of omelette.
6 Read and complete the reviews with these words. Listen and check
action best buy cartoons costumes made
photographs recommend scenery sculptures
point of view
1
The people look like they are from
Ancient Egypt because the 1 costumes
are very good, but the person who
painted the 2 did not
know how to paint!
It was very long, and I didn’t like the
music. I wouldn’t 3
this.
3 From my 7 , this is 4 The story was very slow and there was
the best place to find out about life in
the last century. There are interesting
8
and some other
amazing old technology. I loved the
big, old 9 !
7 What are the reviews from Exercise 6 for? Read and match.
a a book b a magazine c a museum
8 Write a review of something you did not enjoy.
• Choose a book, film, play, magazine, website or TV programme.
• Describe it.
• Give your opinion. Say why you would not recommend it.
92 Review C
5 Listen again. Are the sentences true (T) or
false (F)? Correct the false sentences.
1 Ask what students remember from the recording.
2 Then ask students to look at the sentences and
example.
3 Play the recording again for them to listen and
check.
4 Check answers by inviting different students to
say whether each statement is true or false and to
correct the false statements.
5 If time allows, you could extend the activity. Ask
students to listen again and make notes about
which ingredients they use for the omelette
(cheese, butter, eggs) and what the stages of
making an omelette are (beat the eggs, chop the
cheese, heat the butter, pour in the eggs). Then
check the answers.
6 Ask students whether they like omelettes and
whether they have ever cooked one.
80
Answers:
1T
2T
3 F (She will beat eight eggs.)
5 F (They can all have a little.)
6 Read and complete the reviews with these
words.
1 Ask students to read the instruction and elicit
phones
what they have to do.
2
The articles are always really
interesting to read and they have
2 Draw students’ attention to the example answer
fantastic 4
I really like the 5
, too.
to check understanding. Students then carefully
because they make me laugh!
If you want to learn about read the reviews and fill in the gaps with the
words in the box. Monitor as they are working
the world today, you should
6
this!
and help if necessary.
3 Check answers by asking different students to
very little 10 . I didn’t really
enjoy it because it 11 me
read out the completed reviews. Ask the rest of
feel sad. The 12 thing
about it was learning what it is like to be
the class to listen and check the answers.
blind. That must be very difficult.
d a play 1
Answers:
1 costumes 2 scenery
3 recommend 4 photographs
5 cartoons 6 buy
7 point of view 8 sculptures
9 phones 10 action
11 made 12 best
7 What are the reviews from Exercise 6 for?
Read and match.
1 Ask students to read the reviews again and elicit
what each review is about.
2 Ask students to match the reviews from Exercise
6 to what they are about in Exercise 7, as in the
example.
3 Check answers as a class.
Answers:
a4 b2 c3 d1
8 Write a review about something you did not
enjoy.
1 Go through the exercise orally, to help students
with ideas. Elicit words and phrases used to
express opinions and preferences and write any
useful phrases on the board (e.g. I would not
recommend this book because …,
I didn’t enjoy …).
2 Ask students to write their reviews in their
notebooks. Remind them to use appropriate
darsenglizy.com
 language and vocabulary. Monitor as they are
working and help if necessary.
3 Go through the instructions step by step with the
students. They then make notes and plan their
work. Alternatively, they would complete the
exercise for homework.
4 When they have finished doing the exercise in
class, ask them to check their work carefully.
Then ask some students to read out their work.
Collect in their notebooks to mark individually.

Answers:
Students’ own answers

Skills

Writing:
• To write an email offering help
• To write a review of something you did not
enjoy (Workbook)
Reading: To identify types of review
Listening:
• To understand a conversation about food
• To understand a discussion about a recipe
Speaking:
• To make offers and accept or refuse them
• To discuss healthy lifestyles
Language: Revision of language and structures
from Units 7–9

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10 LESSON 1 S B p ag es 3 4 - 3 5 WB p ag e 9 3

Outcomes:
W e a re w h a t • 
To use context (e.g. definitions, examples, or
we wear restatements in text) as a clue to the meaning
of a word or phrase.
• To identify gist and main idea(s) in short
SB pages 34-43 WB pages 93-99 listening texts.
• To take notes from short listening texts.
OBJECTIVES
• To gather information from print and digital
Reading sources; taking brief notes on sources and sort
An article about Egyptian clothes now and in the evidence into provided categories
past; a blog about what teenagers wear; a text
• To follow agreed upon rules for discussion up
about linen and cotton; an advert
to this age e.g. Listening to others with care,
Writing speaking one at a time about the topics and
An advert to sell something texts under discussion.
Listening
• To plan, write and sequence texts; read and talk
People talking about their clothes; a conversation about their writing with the teacher to check it
in a clothes shop makes sense and begin to make suggestions to
Video improve it.
Special clothes for work
Speaking Before using the book:
Discussing and describing clothes; shopping for • Tell students that in this unit, they are going to
clothes look at the different types of clothes that people
Language
wear and the reasons why people wear them.
Adjective order; one, ones
• Write the following words on the board: smart,
traditional, comfortable, colourful, casual and
Life Skills
nice. Ask students to read the words on the
Respect for diversity board. Help them with the meaning of smart
Values traditional and casual and check they understand
Work values: work ethics the meaning of the others.
Issues • Put students to work in pairs or groups and
Environmental and development issues: ask them to take it in turns to tell each other
environmental responsibility which clothes they are wearing today and use
the adjectives on the board to say why they
are wearing them. Model an example sentence
before they get started, for example: I’m wearing
this blue shirt today because it’s smart and
comfortable.
• Now tell students to think about an adult they
know well, for example a parent or grandparent,
and ask them to tell their partner or group what
this person usually wears and why and how this
is similar or different to the clothes they usually
wear. Model an example sentence, for example:
My grandmother wears long dresses. She usually
wears traditional clothes because she thinks they
are comfortable and smart.

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 SB page 34 Research
What type of material is best for a hot

10
Unit
Lesson 1 climate?
1 Brainstorm words for different types of material
Reading: An article about Egyptian
clothes now and in the past; a blog about
what teenagers wear; a text about linen

that students know in English and write these up

and cotton; an advert
Writing: An advert to sell something

on board.
Listening: People talking about their

We are what clothes; a conversation in a clothes shop

Speaking: Discussing and describing

2 Ask students to tell each other which material

clothes; shopping for clothes

we wear
Language: Adjective order; one, ones

they think is the best for a hot climate.

Life Skills: Respect for diversity

Encourage stronger students to also explain

why this material is good to wear in a hot
Find these items in the photos. Who can finish first?
belt earrings handbag headscarf galabeya

climate, bringing in their own experiences of

sandals scarf sunglasses trainers

a
b Research
wearing clothes made from this material, where
appropriate.
What type
of material
is best for a

3 Ask students to find out which type of material

hot climate?

is best for a hot climate, using school resources

or the internet. Alternatively, they can do this for
d

c homework.
4 They can read their results in the Workbook.

Suggested answers:
cotton

Find
Find
Look through the unit. Why is Egypt good for growing cotton?

34 Lesson 1


Look through the unit. Why is Egypt good for
growing cotton?

Quiz 1 Ask students to scan the unit to find information

about Egypt and cotton.
Find these items in the photos. Who can 2 Students can help each other to find the correct
finish first? answer in pairs (the answer is in Lesson 4, page
1 Direct students to the instructions and the photos. 40).
2 Give students one minute to match the items in Answers:
the photos with the words in the box, but tell
them to try to complete the task as fast as they The climate is perfect for growing cotton.
can.Tell students that the items may be in more
than one of the photos.
3 Encourage students to work out the meaning
of the new words from context, or to use a
dictionary or the Glossary if necessary.
Answers:
a sunglasses, belt, handbag, earrings
b belt, trainers
c headscarf
d galabeya, sandals, headscarf

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 SB page 35
Speaking
1 Discuss these questions in pairs.
1 What other types of clothes can you see in the photos on page 34?
Describe them with your partner.
2 Whose clothes do you think look …
• the smartest? • the most traditional?
• the most colourful? • the most casual?
Listening
2 Listen to four people talking about their clothes.
Match the people with the photos on page 34.
1 Huda: Photo a 2 Tarek: Photo
3 Sara: Photo 4 Adam: Photo
3 Listen again and answer the questions.
1 How does Huda like to feel in her clothes? Comfortable
2 Who gave Huda her sunglasses?
3 When does Tarek wear this type of clothes?
4 Why does Tarek wear these clothes?
5 Where did Sara buy her headscarf?
6 What does Sara say about the colour of her headscarf?
7 Why is Adam wearing these clothes?
8 Who does Adam think he looks like?
Life Skills
1 Do you think what people wear is
important? Why?
2 How do you decide what to wear?
Do you listen to the opinions of your
friends and family about clothes?
3 What things can you know about
someone from his or her clothes?
What can’t you know?
Workbook page 93
Speaking
1 Discuss these questions in pairs.
1 Tell students to look at the photos on page 34 of
the Student’s Book again and identify the items
of clothing they can see that aren’t in the box
(for example blouse, shirt, tie, dress).
2 Put students into pairs and ask them to take
it in turns to describe these additional items,
mentioning their colour and using any other
adjectives they already know to describe them.
3 Then ask students to look at all of the photos
again and answer the questions about them.
4 Invite different students to say their answers
in class, encouraging students to explain the
reasons for their choices. You could have a vote
on the item they think is the smartest/nicest, etc.
5 Model and drill the pronunciation of the difficult
adjectives such as traditional, comfortable and
casual.
Answers:
Students’ own answers
84
Listening
2 Listen to four people talking about their
clothes. Match the people with the photos on
Lesson 1
10 page 34.
1 Tell students that they will hear the four people
in the photos on page 34 of the Student’s
Book describing the clothes they are wearing.
• the most comfortable? Ask them to look at the photos while they are
listening.
• the nicest?
2 Play the recording for students to complete the
exercise. Ask students to compare answers with
a partner.
and relaxed
 Audioscript
Narrator: 1
I’m Huda. These are the types of clothes I usually wear.
I like to be comfortable and feel relaxed in my clothes.
These sunglasses were a present from my mum and I love
them. I think I wear them outside most days!
Narrator: 2
I’m Tarek and I wear these clothes when I’m helping my
father. It’s really hot outside today and these traditional
Did you know?
People started wearing clothes
clothes keep me cool and protect me from the sun when
about 170,000 years ago, probably I’m working.
Narrator: 3
to keep warm!
I’m Sara and I’m wearing my favourite colour today!
Lesson 1 35
I think I dress in a traditional style but I like to be
colourful. My headscarf is from the market. It’s a cool
colour, isn’t it?
Narrator: 4
My name’s Adam and I’m going for a special meal
with my grandparents, which is why I’m wearing these
clothes. I usually wear jeans. I quite like looking smart,
but I think I look a bit like my father when he is going to
work!
Answers:
1a 2d 3c 4b
3 Listen again and answer the questions.
1 Before they listen again, direct students to the
questions and ask them to guess the correct
answers based on what they can remember from
their first listening.
2 Play the recording again and ask students to
write their answers.
3 Play the recording twice if necessary. Students
can compare their answers in pairs.
4 Point out the two meanings of cool in the
descriptions: Tarek says his clothes are cool
(which means it keep him cool in hot weather)
and Sara says her headscarf is a cool colour
darsenglizy.com
 (which means it looks fashionable).
WB page 93
Answers:

10
Unit
1 Comfortable and relaxed Lesson 1
2 Her mother
3 When he is helping his father outside.
4 They keep him cool and protect him from the sun. W e a re w h a t w e w e
5 She bought it at the market.
ar
Vocabulary
6 It is a cool colour. 1 Complete the table with the items of clothing. Can you add any words?
7 Because he is going for a special meal with his belt headscarf necklace galabeya sandals sunglasses trainers trousers

grandparents. head/face legs feet body/neck

8 His father (when he’s going to work). headscarf

Did you know?

Writing
2 Describe the two people below. Think about the following:
• What is he/she wearing? • Do his/her clothes look comfortable or
• Are his/her clothes smart or casual? uncomfortable?

1 Read the Did you know? box as a class. • Are his/her clothes traditional,
colourful or something else?
• Do you like what he/she is wearing?
Why/Why not?

2 Do they think this fact is surprising? Ask them

what other reasons might there be for wearing
1 2

clothes?

Life Skills
3 Now describe the clothes you usually wear. Use some of the words from Exercise 2.

4 Now complete your research results from Student’s Book page 34.

Research results:

1 This Life Skills box helps students develop Resources:

the life skill of respect for diversity. This

skill is particularly important for students Lesson 1 93

growing up in a world where people are

more willing and able to express their
individual identities than ever before. The
aim is for students to understand that we
shouldn’t make judgements about people
based on the clothes they decide to wear.
2 Put students into pairs and direct them to
the questions. Encourage them to spend a
few minutes thinking about their answers.
3 Provide support and prompts where
necessary. Note any good examples of
ideas or arguments to elicit during class
feedback.
Answers:
Students’ own answers
Vocabulary
1 Complete the table with the items of
clothing. Can you add any words?
1 Direct students to the instructions and explain
that we can either say clothes or items of
clothing (but not items of clothes). Then direct
students to the table and briefly review the
meaning of the words for body parts in the table.
2 Then ask students to read the words in the box
and put them in the correct column of the table.
If they’re not sure, they might find it useful to
look at the photos on page 34 of the Student’s
Book again.
3 Ask students to add at least one more word to
each column of the table.
4 Allow students to compare their answers in pairs
before checking around the class.

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Answers:
head/ legs feet body/neck
face
headscarf trousers trainers belt
sunglasses skirt sandals necklace
earrings shorts boots galabeya
shoes scarf
Writing
2 Describe the two people below. Think about
the following.
1 Tell students to look carefully at the two photos
and make notes on the items of clothing the
people are wearing and the adjectives that
describe them. Then they can answer the
questions to guide their writing.
2 Ask students to write their descriptions of the
two people’s clothes individually.
3 Ask students to swap their texts in pairs and give
each other feedback.
Suggested answers:
In photo 1, the woman is wearing a white blouse and a
headscarf. I think she is wearing a black skirt, too. Her
clothes are smart and traditional. I think her clothes
look comfortable and I like what she is wearing
because she looks nice.
In photo 2, the man is wearing a galabeya and a
headscarf. His clothes are casual and traditional.
They are not very colourful. I think his clothes look
comfortable for his work: he is perhaps a fisherman
and he is outside in the hot sun. I like what he is
wearing, because I prefer to wear jeans.
3 Now describe the clothes you usually wear.
Use some of the words from Exercise 2.
1 Tell students to use the words in their notes from
Exercise 2 to help them plan their texts.
2 When students have finished writing their texts,
you could put them into groups of four or five,
ask them to put all of their texts together – either
by putting the pieces of paper or the notebooks
they used in a pile – and then mix them up.
Students in each group take it in turns to read a
text and the rest of the group guesses the student
who wrote it.
86
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Answers:
Students’ own answers
4 Now complete your research results from
Student’s Book page 34.
1 Allow students to use the form to record their
research results about the best material for a
hot climate. Remind them to always record the
resources they used to find this information (the
website, book, etc.).
2 You can take in their work for feedback.
Answers:
Students’ own answers
Skills
Writing:
• To write a description of what two people are
wearing (Workbook)
• To write a description of the clothes you
usually wear (Workbook)
Listening: To listen to and understand four
people talking about their clothes
Speaking: To give your opinion about clothes
and appearance
Vocabulary: belt, casual, galabeya, headscarf,
smart, trainers
Life Skills: Respect for diversity
LESSON 2 S B p ag es 3 6 an d 3 7 WB p age 94
Outcomes:
• To use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning
of a word or phrase.
• To use glossaries or beginning dictionaries,
both print and digital, to determine or clarify
the precise meaning of key words and phrases.
• To ask and answer questions to demonstrate
understanding of a text, referring explicitly to
the text as the basis for the answers.
• To follow agreed upon rules for discussion up
to this age e.g. Listening to others with care,
speaking one at a time about the topics and
texts under discussion.

• To demonstrate command of the conventions
of standard English structure and usage when
writing.
• To order adjectives within sentences according
to conventional patterns (e.g. a small, red
bag rather than a red small bag).
• To write informative /explanatory texts:
introduce a topic, use simple facts
and definitions to develop points, and provide
a short concluding statement or section.
SB page 36
10 Lesson 2
Reading
1 Discuss these questions in pairs.
1 What are these materials? Check the meanings in a dictionary.
cotton glass gold leather linen plastic
2 What do you think the clothes and jewellery in the picture are made of?
3 What are the clothes you are wearing today made of?
2 Read about clothes in Ancient Egypt. What did the people love to wear?
Clothes in Ancient Egypt
In Ancient Egypt, men and women wore similar
clothes. They both wore loose, white, linen clothes
with a belt. Most of the time, Ancient Egyptians
did not wear shoes but people sometimes wore
expensive leather sandals. Children did not usually
wear many clothes until they were about six years
old. Then they started to wear the same clothes as
their parents.
Although Ancient Egyptians’ clothes were simple,
they loved to wear heavy, metal jewellery. Like
some people today, they liked to wear beautiful gold
necklaces and other jewellery.
3 Read the text again. Are these sentences true (T) or false (F)?
Correct the false sentences.
1 In Ancient Egypt, men and women didn’t dress very differently. T
2 Clothes made of cotton were popular.
3 Not many people wore shoes.
4 Small children wore many clothes.
5 Sandals cost a lot of money.
6 People never wore expensive jewellery.
4 Discuss these questions in pairs.
1 How are the clothes we wear today different from those in Ancient Egypt?
2 How are they similar?
3 Do you think Ancient Egyptian clothes look nice? Why?
36 Lesson 2
Reading
1 Discuss these questions in pairs.
1 Tell students that they are going to start thinking
about the materials that clothes are made of
before they read an article about clothes in
Ancient Egypt.
2 Put students into pairs and direct them to the first
question. Tell students to explain the meaning
of any words their partner doesn’t know, if
they can, or to check the meaning of unknown
words in a dictionary. Encourage students to find
objects made of the materials in the classroom to
help them memorise the words for materials.
3 Then direct students to the picture in the article
and ask them to write down the materials they
see for items of clothing, including jewellery.
4 Have students discuss the materials their clothes
are made of. Invite different students to tell the
class what they are wearing and what material
each item is made of.
5 Clarify that linen and cotton are similar in
that they are both made of plant material, but
material from different plants (cotton is made
from the cotton plant and linen is made from the
flax plant).
Answers:
1 Students’ own answers.
2 The Ancient Egyptian clothes are made of linen, the
sandals are made of leather, the jewellery is made of
metal/gold.
3 Students’ own answers.
metal wool
2 Read about clothes in Ancient Egypt. What
did the people love to wear?
1 Check the meaning of heavy, loose and necklace
in class or direct students to the Glossary
to check their meaning. Model and drill the
pronunciation of the words in class.
2 Ask students to scan the text for information
about the clothes or jewellery that Ancient
Egyptians loved to wear.
3 Ask students to compare their answers in pairs.
4 Check answers in class and invite students to
say whether or not they were surprised that
Ancient Egyptians loved to wear heavy, metal
jewellery and speculate about why they loved to
wear it.
Answers:
They loved to wear heavy, metal jewellery.
3 Read the text again. Are these sentences
true (T) or false (F)? Correct the false
sentences.
1 Tell students that they are now going to read the
text to find specific information. Ask students to
read the sentences.
2 Ask students to scan the text for the information
in each sentence and then complete the exercise
individually.
3 Then allow students to check answers with a
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 partner. If they have different answers, they
should work together to find the correct answer.
4 Check the answers with the class. Draw students’
attention to the use of the word although in the
last paragraph of the text to show the contrast
between the Egyptians’ simple clothes and their
heavy metal jewellery.
Answers:
1 T
2 F (Clothes made of linen were popular.)
3 T
4 F (Children did not usually wear clothes until
they were about six years old, then wore the same
clothes as their parents.)
5 T
6 F (They wore gold necklaces.)
4 Discuss these questions in pairs.
1 Put students into pairs to discuss the questions.
2 Ask them to re-read the text and notice the
similarities and differences between the clothes
that Ancient Egyptians wore and the clothes
people wear today. Struggling students can make
notes on these similarities and refer to them
while they are speaking.
3 Give students about five minutes to ask and
answer the questions with their partner.
4 Monitor students’ conversations and invite
different students to share their answers in
class. You could follow this with a class vote on
whether students would like to wear the clothes
that the Ancient Egyptians wore.
Suggested answers:
1 Now, clothes are usually made of cotton, and are not
just white. People do not wear jewellery very much.
2 People still wear loose, white clothes with a belt,
leather sandals and some jewellery.
3 Students’ own answers.
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SB page 37
Language
Lesson 2
10
5 Put the adjectives in the correct order.
1 skirt (blue / beautiful)
2 scarf (colourful / cotton)
It’s a beautiful, blue skirt.
3 necklace (old / short / gold)
4 shoes (leather / strange / big)
5 sunglasses (black / expensive / plastic)
6 jumper (purple / nice / wool)
6 Write a sentence describing a favourite item of clothing. Use two or more adjectives.
My favourite item of clothing is
Speaking
7 Work in pairs. Take turns to describe something in the photo for your partner.
Try to find the item your partner is describing.
It’s a striped, pink,
cotton scarf.
It’s a beautiful,
brown and
orange necklace.
Adjective order
Use more than one adjective in this order. Do not use more than three or
four adjectives.
Size/Description Shape Age Colour Material Noun
big/pretty long old green cotton dress
Rich Egyptians wore beautiful, gold necklaces.
She likes loose, white, linen clothes. He wore a green, cotton shirt.
Workbook page 94 Lesson 2 37
Language
5 Put the adjectives in the correct order.
1 Direct students to the example answer. Ask
students to read the adjectives in brackets and
write sentences with the adjectives in the correct
order.
2 Ask students to check their answers by looking
at the table in the Adjective order box.
3 Review the Adjective order box in class. Elicit
that when you use more than one adjective to
describe a noun, you need to make sure you put
those adjectives in the correct order.
4 Tell students that they will need to memorise
the correct order to start with, but with some
practice, they should be able to choose the
correct adjective order without having to think
about it very much.
5 Go round the class and invite different students
to say the complete sentences.
Answers:
WB page 94
1 It’s a beautiful, blue skirt.
2 It’s a colourful, cotton scarf.
3 It’s a short, old, gold necklace.
4 They are some strange, big, leather shoes. 10 Lesson 2

5 They are expensive, black, plastic sunglasses. Vocabulary

6 It’s a nice, purple, wool jumper. 1 Match the objects with the materials they are usually made of.
1 c sheet a gold
2 shirt b leather

6 Write a sentence describing a favourite item 3 necklace c linen

of clothing. Use two or more adjectives.

4 boots d cotton
5 sunglasses e wool

1 Tell students to check they know the correct 6 jumper f plastic

word for the item of clothing they have chosen Language

and then write down two or more adjectives to 2 Choose the correct answer from a, b or c.
1 Mr and Mrs Osman live in a … flat in Aswan.
describe it. Encourage them to use the adjectives a big, old, traditional b old, big, traditional c traditional, old, big

from Exercise 5 or other adjectives they know.

2 Hoda’s father has bought a … car.
a red, new, electric b new, red, electric c electric, new, red

2 Fast finishers could write one or more additional

3 I love wearing my …. galabeya, because it is very cool in the summer.
a cotton, long, loose b long, cotton, loose c long, loose, cotton

sentences about items of clothing that they like 4 We went to the island in a … boat.
a wooden, long, old b long, old, wooden c old, wooden, long

wearing. 5 The American tourists were wearing … sunglasses.

a big, red, plastic b red, plastic, big c big, plastic, red

3 Ask more confident students to read their 3 Describe the things in the pictures using the words in brackets.

sentence out loud in class.

Answers: 1 (long, plastic, striped)

It’s a long, striped, plastic
2 (beautiful, black, long) 3 (brown, leather, old)

snake.
Students’ own answers
Writing
4 Describe the clothes your parents or grandparents usually wear. Use two or more
adjectives to describe each thing. Write in your notebook.

Speaking 94 Lesson 2

7 Work in pairs. Take turns to describe

something in the photo for your partner. Try
to find the item your partner is describing.
1 Direct students to the instruction. Elicit that they
only have to describe one of the items in one of
the photos (and not everything they can see in a
photo).
2 Read the examples, and demonstrate with
another example yourself if necessary.
3 Remind students to use two or more adjectives
to describe their item and focus on using the
adjectives in the correct order. Struggling
students may need to think about how they can
describe their item and make some notes to help
them do this.
4 Go around and monitor while students are
speaking, make a note of any interesting or good
descriptions and then ask students to share them
in class afterwards.
Answers:
Students’ own answers
Vocabulary
1 Match the objects with the materials they are
usually made of.
1 Ask students to match the objects with the
materials given and then compare answers in
pairs. You might need to explain the meaning of
sheet (what people sleep on).
2 Students who finish early could also describe
what the items are made of in the photo (shirt
and jeans: cotton, shoes: leather, watch: leather
and metal, sunglasses: plastic, glasses case:
plastic or metal).
3 Check answers around the class. Check that
students are able to pronounce the words for
materials correctly and model and drill their
pronunciation if necessary.
Answers:
1c 2d 3a 4b 5f 6e
Language
2 Choose the correct answer from a, b or c.
1 Encourage students to complete the task
individually.
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2 Ask students to check their answers in pairs.
Confirm answers in class.
3 If necessary, quickly review the correct adjective
order by referring students back to the Adjective
order box on page 37 of the Student’s Book.
Answers:
1a 2b 3c 4b 5a
3 Describe the things in the pictures using the
words in brackets.
1 Direct students to the example answer and
elicit or explain that they need to use all of the
adjectives in brackets, but they need to put them
in the correct order in their sentences.
2 Students then complete the text in class or for
homework.
3 Ask three confident students to each read a
sentence in class.
Answers:
1 It’s a long, striped, plastic snake.
2 It’s a beautiful, long, black car.
3 They’re old, brown, leather boots.
Writing
4 Describe the clothes your parents or
grandparents usually wear. Use two or more
adjectives to describe each thing. Write in
your notebook.
1 Direct students to the instruction and the points
they need to include in their writing.
2 Ask them to choose a parent or grandparent to
write about and think of at least three things that
they usually wear. Remind them that they can
choose items of clothing or shoes, or other items
such as jewellery, glasses or sunglasses, a belt or
a handbag.
3 Allow students to write their texts in class or for
homework. Students can then swap their texts
for their partner to check.
Answers:
Students’ own answers
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Skills
Reading: To read and understand an article
about clothes in Ancient Egypt
Writing: To write a description of the clothes
your parents or grandparents usually wear
(Workbook)
Speaking:
• To compare clothes we wear now with clothes
people wore in the past
• To describe photographs using descriptive
adjectives
Vocabulary: linen, loose, heavy, necklace
Language: Adjective order
LESSON 3 S B p ag es 3 8 an d 3 9 WB p age 95
Outcomes:
• To use glossaries or beginning dictionaries,
both print and digital, to determine or clarify
the precise meaning of key words and phrases
• To use context (e.g. definitions, examples, or
restatements in text) as a clue to the meaning
of a word or phrase.
• To ask and answer questions to demonstrate
understanding of a text, referring explicitly to
the text as the basis for the answers.
• To write informative /explanatory texts:
introduce a topic, use simple facts and
definitions to develop points, and provide a
short concluding statement or section.
• To follow agreed upon rules for discussion up
to this age e.g. Listening to others with care,
speaking one at a time about the topics and
texts under discussion.
 SB page 38 2 Read the blog. Where did the three people
get the clothes they talk about?
1 Direct students to the photos and elicit the name
of the item of clothing they can see in each one.
10 Lesson 3
2 Check students understand the meaning of size,
Reading
occasion and borrow in the text. They can also
1 Discuss these questions in pairs.
check their meaning in the Glossary if necessary.
1 How do you choose what you wear? Do you care more about how you look or being Tell students to read the three texts quickly to
answer the question.
comfortable?
2 Do you ever make your own clothes or borrow clothes from your family? Why?

3 Ask students to compare their answers in pairs.

3 What do you wear for special occasions?

2 Read the blog. Where did the three people get the clothes they talk about?

What do you wear?

Then check answers around the class.
This week, we asked three Egyptian teenagers what they wear and why.
Use the dictionary to find the meaning of difficult words. 4 Ask students if they ever get clothes from little
Noha Ayman Dalida
shops, from their parents or if members of their
family ever make clothes for them.

Answers:
Noha: from a shop in Cairo
I bought this shirt from
a shop in Cairo, but I’m

Ayman: from his dad

trying to buy fewer clothes. These trainers were my dad’s. This is my school uniform.
Clothes factories cause a He never wore them, so I I have to wear it every school

Dalida: her grandmother made it

lot of pollution, so they are asked if I could have them. day. That beautiful dress is the
bad for the environment. I like doing sport and these one my grandmother made
So sometimes I borrow my trainers are much better than me for my cousin’s wedding.
sister’s clothes. She borrows the ones I used to wear. I She’s amazing at sewing.
mine, too, because we are the usually wear sports clothes She always makes us clothes
same size. because they are comfortable. for special occasions.
3 Read the blog again. Tick ( ) the correct people. 3 Read the blog again. Tick (√) the correct
Who … Noha Ayman Dalida people.
1 Ask students to read the questions in the table
1 chooses clothes that are good for a hobby?
2 often wears the same clothes?

and predict the correct answer for each one

3 has clothes someone else used to own?
4 is trying to change how they shop?
5 has their clothes made by a family member?
based on what they can remember from the first
38 Lesson 3
time they read the three texts.
2 Then ask students to read the texts again. Tell
them to look for synonyms for key words in
Reading
the questions to help them find the answers.
1 Discuss these questions in pairs. For example, in question 1 hobby could be a
1 The aim of the questions is for students to synonym for doing sport.
understand the possible impact of their clothes 3 Allow students to check their answers in pairs
choices on the environment and learn to be more and then check answers around the class.
environmentally responsible in this area. 4 Draw students’ attention to this sentence in
2 Direct students to the questions and check the Noha’s text Clothes factories cause a lot of
meaning of borrow (to take something from pollution, so they are bad for the environment.
someone and use it for a short time before giving Ask students to think about any other reasons
it back) in class or refer students to the Glossary why having too many clothes might be bad for
to check its meaning. the environment and discuss their answers in
3 Put students into pairs to discuss the questions. pairs or small groups. (Possible answers include:
Struggling students can make notes on their The materials used to make clothes often come
answers and then use these to help them discuss from limited natural resources, e.g. cotton; the
the questions. process of making clothes uses a lot of water; the
process of transporting clothes from factories to
4 Monitor students’ conversations. Encourage shops is bad for the environment; a lot of clothes
students to explain their answers in as much are thrown away and end up in landfill).
detail as they can.

Answers:
Students’ own answers

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Answers: whether the noun in the sentence is a singular or
plural noun and use this information to correct
Who… Noha Ayman Dalida the underlined words. Help them with the word
earrings. Explain that shoes is plural and a pair
1 chooses clothes √ of shoes is singular.
that are good for a
2 Refer students to the Language and Remember!
hobby?
boxes to check their answers.
2 often wears the √ 3 Check answers in class. Make sure that they
same clothes?
are clear about the use of one/ones and can
3 has clothes √ remember the distinction between this/that,
someone else used these/those.
to own?
Answers:
4 is trying to change √
how they shop? 1 those
2 one
5 has their clothes √
3 this
made by a family
4 these
member?
5 ones

SB page 39 Speaking
5 Discuss these questions in pairs.

Language
Lesson 3
10 1 Allow students about one minute to read the
questions and think about their answers.
2 Direct students to the example question and
4 Read and correct the underlined words.
one, ones
1 Where did you get that sunglasses? those

answer. Elicit that students can use the word

Use one (singular) or
2 Shall I buy this blue T-shirt or that green ones? ones (plural) to replace
repeated nouns in a
about if they aren’t sure exactly how many pairs
3 Do you prefer these dress or that one over there?
sentence.
4 I bought this shoes last week in the market.
That beautiful dress is
5 Those earrings are the one my mum gave me. the one my grandmother
made me. of shoes or bags they have.
3 Put students into pairs to discuss the questions.
Speaking These trainers are much
better than the ones I

Remind them to try to use one or ones in their

5 Discuss these questions in pairs. had before.
1 How many pairs of shoes do you have? Which ones are

answers and tell them to refer back to the

your favourite?
2 Which clothes shops do you like? Which one is your favourite?
3 How many bags do you own? Which one is your favourite?
Language box to check they are using them
How many pairs of
shoes do you have?
I have about four pairs of shoes,
but my trainers are my favourite ones.
correctly.
4 Monitor students’ conversations, offering
Remember! feedback and corrections where necessary. Make
Use this (singular) or these (plural) to talk about things near us.
This shirt is from a little shop in Cairo. these were my dad’s.
a note of any interesting sentences and ask
Use that (singular) or those (plural) to talk about things not near us. students to share these in class when everyone
has finished talking.
That beautiful dress is mine. Those skirts are my sister’s.

Writing
6 Write about a special item of clothing. Answers:
• Describe what it looks like.
• Say where you got it.
• Explain when you wear it and why you like it.
Students’ own answers

Writing
Video Workbook page 95 Lesson 3 39

6 Write about a special item of clothing.

1 Ask students to choose an item of clothing they
Language own which is special to them. Tell them that
this could be because they bought it in a special
4 Read and correct the underlined words.
place, a special person gave it to them or made it
1 Tell students that all of the underlined words for them, or someone bought the item of clothing
are incorrect so they need to change all of them for them to wear at a special occasion.
to the correct words. Tell them to think about
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2 With struggling students, go through each of the
bullet points and elicit what type of information
they need to write for each one.
3 Students could complete this task for homework,
but if they complete it in class, go round and
monitor while they are writing.
Suggested answers:
One special item of clothing is my blue, cotton shirt.
My mother bought it for me when my cousin got
married. I always wear it for other special events like
weddings and birthdays. It always makes me feel
happy when I wear it.
Video
1 Tell students that they are going to watch a video
about special clothes that people wear to do
some jobs. Ask students for people they know in
their family or community who wear uniforms
or special clothes for their work. Ask them to
describe these clothes in as much detail as they
can. You could write students ideas on the board.
2 Ask students some questions before they
watch the video such as: Why do people wear
uniforms? (So people know what school they
go to or what job they do and uniforms are
necessary there.) In what situations could clothes
protect the people who wear them? (When
people do dangerous work.)
3 Play the video so students can check their
answers.
4 Put students into pairs and ask them to say the
reasons why people wear special clothes. Then
get them to answer the question at the end (Do
you know of any other jobs in which the workers
have to wear special clothes?) and elicit their
answers.
 Videoscript
Narrator: Do you have to wear any special
clothes for school? Do your parents have to wear
any special clothes when they go to work?
Many people wear a uniform. This is so people
know what school they go to or what job they do.
Some workers wear special clothes to keep them
safe at work. These men are repairing a road.
They are wearing bright yellow jackets so that car
drivers can see them easily. This is a hard hat.
Construction workers wear these strong, plastic
hats to protect their heads.
darsenglizy.com
Firefighters also wear special clothes while they
are working. The jacket and trousers that they
wear are made from a material that protects
firefighters from the dangerous, hot temperatures.
The helmet protects a firefighter’s head and eyes
from the fire and the gloves protect their hands.
Do you know of any other jobs in which the
workers have to wear special clothes?
WB page 95
Vocabulary
Lesson 3
10
1 Choose the correct answer from a, b or c.
1 When you borrow something from a friend , you .
a give him or her something
b take something from him or her
c take something and give it back
2 When you wear the same size clothes as your sister, it means .
a you can wear the same clothes
b you wear clothes of a different material
c you can wear clothes of the same material
3 If something is a special occasion, it means .
a it is an important event for you
b you visit people who are relatives
c you meet people from time to time
Language
2 Choose the correct words to complete the dialogue.
Fatma: 1 These / Those gold earrings in my hand are
my grandmother’s.
Nawal: They’re beautiful. Whose are 2 those / that black boots
next to the door?
Fatma: The new leather 3 one / ones are my brother’s. He plays football in them.
Nawal: What about the big, plastic 4 one / ones?
Fatma: They’re my uncle’s boots. He’s a firefighter!
Nawal: What’s 5 this / those small thing by my chair?
Fatma: Oh, that’s my father’s new device. It’s a computer.
You can ask it a question if you like!
Nawal: OK, I’ll ask it 6 one / ones. Computer: What’s the weather like tomorrow?
Writing
3 Write a paragraph of about 90 words to describe a room in your house.
• Take a photo of a room and describe it.
•
•
Use this/these for near things and that/those for far things.
Use two or three adjectives to describe some of the objects.
• Remember to use one/ones when you can.
Lesson 3 95
Vocabulary
1 Choose the correct answer from a, b or c.
1 Direct students to the sample answer and check
students understand the task.
2 Encourage students to complete the task
individually.
3 Ask students to compare their answers in pairs.
Then check them as a class.
Answers:
1c 2a 3a
93
Language
2 Choose the correct words to complete the
dialogue.
1 Briefly review how to use this/these, that/those,
one/ones by eliciting which word in each pair is
used with singular nouns and which word is used
with plural nouns.
2 Ask students to complete the task individually.
3 Check answers in class by inviting two stronger
students to read the completed dialogue out loud.
4 If students need more help, refer them to the
Language and the Remember! boxes on page 39
of the Student’s Book.
Answers:
1 These 2 those 3 ones
4 ones 5 this 6 one
Writing
3 Write a paragraph of about 90 words to
describe a room in your house.
1 Direct students to the instructions and go
through the four things students need to do.
Students who are unable to take a photo of the
room can either remember what it looks like or
look at it while they are writing.
2 Tell students to start by choosing a room in their
house to describe. They can then plan their texts
by making a list of the objects in the room and
adjectives to describe them. Students may need
to check the meaning of some words for objects
in a room in a dictionary.
3 Ask students to check each other’s work and
make suggestions for improvements in pairs. Tell
them to focus on whether their partner has used
this/these, that/those, one/ones and adjective
order correctly while they are doing this.
Answers:
Students’ own answers
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Skills
Speaking: To ask and answer questions about
clothes
Reading: To read and understand a blog about
what clothes teenagers wear and why
Writing:
• To write about a special item of clothing
• To write a description of a room in your house
(Workbook)
Video: To understand a video about special
clothes for work
Vocabulary: borrow, earrings, size
Language: this/these, that/those (revision); one,
ones
Issues: Environmental and development issues:
environmental responsibility
LESSON 4 SB page 40 WB page 96
Outcomes:
• To use their knowledge of sight-words,
letter patterns, sounds and clues from
surrounding text to read words and use some
word identification strategies with growing
confidence.
• To ask and answer questions to demonstrate
understanding of a text, referring explicitly to
the text as the basis for the answers.
• To follow agreed upon rules for discussion up
to this age e.g. Listening to others with care,
speaking one at a time about the topics and
texts under discussion.
• To plan, write and sequence texts; read and talk
about their writing with the teacher to check it
makes sense and begin to make suggestions to
improve it.
• To write informative /explanatory texts:
introduce a topic, use simple facts and
definitions to develop points, and provide a
short concluding statement or section.
• To recognise some antonyms.
 SB page 40 2 Look at the words in bold in the text. Match
the words and the definitions.
1 Ask students to complete the task individually.
Encourage them to try to work out the meaning
10 Lesson 4
1
Egyptian linen and cotton
Egypt is famous for growing crops to make
of the words in context. Refer them to the
Glossary if they find this difficult.
Reading
2 Ask students to compare their answers in pairs
material. The Ancient Egyptians grew plants by
the Nile to make linen. Almost everyone wore
1 Read the article. Did the Ancient clothes made of linen and they also used the
Egyptians make the same types
of material as now? 2
plants to make baskets.
Today, Egyptian cotton is famous all over
and then check answers around the class.
3 Check that students are able to say the words by
the world. Because cotton from Egypt is very
good, it is often used to make luxury clothes

modelling and drilling their pronunciation

and things for homes. Many people work in
the cotton industry, from farmers to people

in class.
making or selling clothes and material.
3
The climate and soil in Egypt are perfect for
growing cotton. Water from the Nile is still
used for the crops. All of the cotton is picked

4
by hand to keep it soft.
When you grow cotton, it uses a lot of water
Answers:
and chemicals. Now, the government is trying
to help farmers to protect the environment
and use less water.
1 soft 2 luxury
2 Look at the words in bold in the text. Match the words and the definitions. 3 picked 4 crops
1 not hard to touch soft 5 chemicals 6 perfect
7 industry 8 environment
2 expensive and good quality
3 (flowers or fruit) broken off a plant
4 a large amount of plants that are grown to be sold
5 something produced by a scientific process

3 Read the article again and match paragraphs

6 as good as it is possible to be
7 a business making things to sell
8 the people and things around you in your life 1–4 with the headings a–d.
1 Tell students that now they are going to read the
3 Read the article again and match paragraphs 1–4 with the headings a–d.
a Modern cotton b A greener future
c 1 Linen in the past d Why cotton is grown in Egypt
text again and focus on understanding the main
message in each paragraph.
Speaking
4 Discuss these questions in groups.
1 Can you think of any ways that cotton farmers can do to protect the environment and
use less water?
2 Ask students to read each paragraph and identify
2 What other industries are important to Egypt? what it is about. They can then read the headings
and match them with the correct paragraphs.
3 Do you think it is important for businesses to help the environment? Why?
40 Lesson 4 Workbook page 96

3 Allow students to compare answers in pairs.

Encourage stronger students to give reasons for
Reading deciding to match a particular heading with a
particular paragraph of the text.
1 Read the article. Did the Ancient Egyptians
make the same types of material as now? Answers:
1 Direct students to the photograph next to the
a2 b4 c1 d3
article and elicit that the plants shown are cotton
plants.
2 Direct students to the instruction. Before they Speaking
read the article, ask students to briefly speculate
about whether the Ancient Egyptians made the 4 Discuss these questions in groups.
same types of material as now. Encourage them 1 Put students into groups of four or five.
to give reasons for their ideas, if possible, for 2 Explain that the aim of the questions is to
example: I think they didn’t make the same types get students thinking about companies’
of material as now because they didn’t have the responsibility to help the environment, or, in
same technology we have. other words, their ethics. Tell them to keep this
3 Ask students to scan the article for information in mind while they are discussing the questions.
about which materials the Ancient Egyptians 3 Students could use online or library resources to
made and which materials we make today so find out more information about which industries
they can answer the question. are important in Egypt and then share and
4 Ask students to compare their answers in pairs. compare this information in their groups.
Then check answers around the class. 4 Monitor students’ conversations. Make a note of
Answers: interesting or good answers and ask students to
share these in class.
No, they made linen.

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5 You could extend the activity by asking students Answers:
to brainstorm things that companies can do to
1d 2b 3a 4c
help the environment.

Suggested answers:
Reading
1 Farmers could use fewer chemicals on their land and
use recycled water. 2 Complete the article with these words.
2 The oil industry, car making, textiles, construction, 1 Direct students to the second photo on this page
chemicals, pharmaceuticals (medicines) and elicit or explain that it shows a bamboo
3 Yes, because it is important not to create pollution. plant, which is a type of grass.
Businesses should help the world stay green.
2 Ask students to complete the exercise
individually, then check answers with a partner.
If they have different answers, they should work
WB page 96 together to find the correct answer.
3 Check answers as a class.

10 Lesson 4 Answers:
1 crop 2 industry 3 perfect
Vocabulary 4 picked 5 chemicals 6 soft
1 Match the opposites. You can use a dictionary.
7 luxury
1 d famous a damage
2 perfect b bad
3 protect c hard
4 soft d unknown
3 Read the article again and answer the
Reading questions.
2 Complete the article with these words. 1 Direct students to the questions. Tell them
chemicals crop industry luxury perfect picked soft
to identify the most important words in each
Is bamboo the new cotton?
question (e.g. important crop) and then find
these words in the text.
Some people are starting to use a plant called bamboo instead of cotton to make clothes.
The plant is an important 1 crop in China where the bamboo 2
makes a lot of money. However, although bamboo grows very quickly, it is not a

2 Ask students to write the answers in complete

3
plant. After the bamboo is 4 , people often use
5
before they can use it to make clothes. These are bad for nature. Also,
the material made from bamboo is not very 6 . As a result, it is not used for

sentences and then check their answers in pairs.

7
expensive, clothes which are usually made from cotton.

3 Check the answers around the class.

3 Read the article again and answer the questions.
1 Why is bamboo an important crop for China? It makes a lot of money.
2 Why is bamboo not a perfect plant? (There are two reasons.)

3 Why is cotton, not bamboo, used for luxury clothes?

Answers:
4 Would you like to buy clothes made from bamboo? Why/Why not? 1 It makes a lot of money.
2 People often use chemicals before they can use it to
Writing make clothes. Bamboo material is not very soft.
4 Describe an industry in Egypt. Think about the following:
3 Because cotton is softer than bamboo.
4 Students’ own answers.
• What does it make?
• Is it good or bad for the environment?

96 Lesson 4

Writing
Vocabulary 4 Describe an industry in Egypt. Think about
the following.
1 Match the opposites. You can use a 1 Ask students to choose an industry in Egypt.
dictionary.
If they are doing this task for homework, they
1 Ask students to read the example and point out could use the library or online resources to find
that 1–4 are all words from the lesson. out some facts about this industry.
2 Ask students to match each word with its 2 Tell students to use the two questions given to
opposite a–d. They can use a dictionary. plan their text, for example by writing one short
3 Ask students to compare their answers in pairs paragraph about what the industry makes and a
and then check answers as a class. second short paragraph about whether or not it
is good for the environment. Remind students
to give reasons why their industry is good or
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 bad for the environment, providing examples if
possible.
3 Encourage students to look up any words they
need in a dictionary, if necessary.
4 Monitor students’ writing, offering help and
feedback where necessary. Then ask students to
exchange and check their texts with a partner.
Alternatively, take in their work for feedback.
Answers:
Students’ own answers
Skills
Reading: To read and understand an article
about Egyptian linen and cotton
Writing: To write a description of an industry in
Egypt. (Workbook)
Speaking: To discuss the role of industry in
Egypt and the importance of businesses protecting
the environment
Vocabulary: chemicals, industry, luxury,
perfect, pick, soft
Values: Work values: work ethics
LE S SO N 5 SB page 41 WB page 97
Outcomes:
• To use context (e.g. definitions, examples, or
restatements in text) as a clue to the meaning
of a word or phrase.
• To identify gist and main idea(s) in short
listening texts.
• To take notes from short listening texts.
• To complete various types of listening
comprehension tasks based on audio-visual
information given in pictures, short stories and
descriptions.
• To use an increasing range of simple everyday
polite forms of greeting and address.
• To plan, write and sequence texts; read and talk
about their writing with the teacher to check it
makes sense and begin to make suggestions to
improve it.
darsenglizy.com
• To write informative /explanatory texts:
introduce a topic, use simple facts
and definitions to develop points, and provide
a short concluding statement or section.
SB page 41
Speaking
Lesson 5
10
1 Discuss these questions in pairs.
1 Do you own anything that is made from Egyptian cotton? What is it?
2 Where do you usually buy clothes?
Listening
2 Listen to a conversation in a shop and answer the questions.
1 What does the girl want to buy? A dress
2 What special occasion does she want it for?
3 What colour doesn’t she like?
4 What is the problem with the first dress?
5 What does she do with the second dress?
6 Describe the dress that she buys.
3 Listen again and put these phrases in the order that you hear them.
a Do you have a smaller size?
b I’d like something like this.
c
d
I’ll take it!
Could I try it on?
e
f
1 Can I help you?
Does it fit?
g The changing room is here.
Speaking
4 Work in pairs. Take turns to be A and B.
Student A: You are a customer in a clothes shop. You want to buy something for a
special occasion. Remember to try it on to check the size!
Student B: You work in a clothes shop. Help Student A find something to buy. Remember
to ask what he or she wants and help him or her to find the right size, colour, etc.
Workbook page 97 Lesson 5 41
Speaking
1 Discuss these questions in pairs.
1 Put students into pairs to ask and answer the
questions.
2 You could ask stronger students to also explain
why cotton is a good material for clothes (it
is light, cool, strong and not very expensive)
and why they buy clothes in the places they
mentioned.
3 Invite a range of students to share their answers
in class.
Answers:
Students’ own answers
97
Listening
2 Direct students to the list of phrases. Before they
2 Listen to a conversation in a shop and listen again, ask students to read the phrases and
answer the questions.
decide whether the shop worker or the customer
1 Ask students to look at the photo and to say what says each one.
they can about it. Ask questions like: Where is
3 Play the recording again. Ask students to focus
she? What is she doing?
on listening for the phrases so they can put them
2 Tell students to read the questions and the in the correct order.
example answer.
4 Have students compare answers in pairs. You
3 Play the recording. Students make notes on their could check answers in class by playing the
answers to the questions and then write their dialogue again and pausing at the end of each
answers as short sentences. phrase.
4 Ask students to compare answers with a partner
and then check answers with the whole class. Answers:
a6 b2
 Audioscript c7 d3
e1 f5
g4
Shopkeeper: Hello, can I help you?
Eman: Hi, yes, I’m looking for a dress for
a special occasion. It’s my brother’s
birthday party next week. Speaking
Shopkeeper: Oh nice. What type of dress would you
4 Work in pairs. Take turns to be A and B.
like?
Eman: I’d like something like this one … but 1 Put students into pairs and assign roles: Student
do you have a different colour? I don’t A or Student B.
like yellow. 2 Give students two or three minutes to read the
Shopkeeper: We have this one in blue. instructions for their role. Student A needs to use
Eman: That’s beautiful! Could I try it on? the phrases from Exercise 3 which the customer
Shopkeeper: Of course. The changing room is here.
says. Student B needs to use the phrases from
… What do you think? Does it fit?
Exercise 3 which the shop worker says.
Eman: It’s a bit big. Do you have a smaller
size? 3 Go round and monitor as students are talking but
Shopkeeper: Let me look. Yes, here’s a smaller one. do not interrupt unless necessary. Make a note of
Try this on. any common errors and go over these at the end
Eman: Thank you. It fits perfectly, I’ll take it! of the task.
Shopkeeper: Great!
Answers:
Answers: Students’ own answers
1 A dress.
2 She wants it for her brother’s birthday.
3 She doesn’t like yellow.
4 It is a bit big/It is the wrong size.
5 She tries it on and then buys it.
6 It is a beautiful, blue dress.

3 Listen again and put these phrases in the

order that you hear them.
1 Tell students that they are now going to focus
on the phrases that they usually hear in a
conversation between a shop worker and a
customer.

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 3 Ask students to compare their answers in pairs,
WB page 97 but don’t check answers in class at this stage.

Answers:

Vocabulary
Lesson 5
10 1 special 2 smart 3 that
1 Match to make phrases. 4 one 5 changing 6 fit
1 c Ancient a occasion 7 try 8 take
2 changing b party
3 cotton c Egypt
4 special d industry
5 birthday e room
Listening
Language
3 Listen to check your answers to Exercise 2.
2 Complete the dialogue with these words.
changing fit one smart special take that try
Then role-play the dialogue.
Shopkeeper: Hello, can I help you? 1 Play the recording so students can listen and
check their answers from Exercise 2. Play the
Ayman: Hi, yes, I’m looking for a jacket for a 1 special occasion.
My cousin is getting married next week.

recording twice if necessary.

Shopkeeper: That’s nice. What type of jacket would you like?
Ayman: I’d like something loose but 2 .

2 Put students into pairs to role-play the complete

Shopkeeper: We have this black jacket, or 3 red one in the window.
Ayman: They’re both nice. Could I try on the black 4 ?

dialogue. If time allows, asks students to swap

Shopkeeper: Of course. The 5 room is there.
Ayman: What do you think? Does it 6
?

roles and role-play the conversation again.

Shopkeeper: It’s a bit big. I have a smaller one you can 7 on.
Ayman: Thank you. Yes, this one fits perfectly. I’ll 8 it!
Shopkeeper: Good.

Listening
3 Listen to check your answers to Exercise 2. Then role-play the dialogue.
 Audioscript
Writing
4 Write a paragraph of about 90 words about a special occasion you are going to soon. Shopkeeper: Hello, can I help you?
• Say what the special occasion is. Ayman: Hi, yes, I’m looking for a jacket for a
special occasion. My cousin is getting
• Describe what you would like to wear.
• Describe what you will buy for this occasion.

married next week.

Shopkeeper: That’s nice. What type of jacket would
Lesson 5 97 you like?
Ayman: I’d like something loose but smart.
Shopkeeper: We have this black jacket, or that red
Vocabulary one in the window.
1 Match to make phrases. Ayman: They’re both nice. Could I try on the
black one?
1 Ask students to look at the example phrase in Shopkeeper: Of course. The changing room is there.
class. Ayman: What do you think? Does it fit?
2 Ask students what they can see in the photo (a Shopkeeper: It’s a bit big. I have a smaller one you
changing room). can try on.
3 Now ask students to complete the rest of the task Ayman: Thank you. Yes, this one fits perfectly.
I’ll take it!
by finding connections between the words.
Shopkeeper: Good.
4 Check answers around the class by inviting
different students to say the completed phrases
out loud. Writing
4 Write a paragraph of about 90 words about a
Answers: special occasion you are going to soon.
1c 2e 3d 4a 5b 1 Ask students to think about the clothes they like
to wear on a special occasion and choose two or
three items of clothing.
Language 2 Tell students to plan their paragraph by going
2 Complete the dialogue with these words. through the bullet points. For bullet two,
1 Ask students to read the dialogue all the way they should write the words for the items, the
through first. materials they are made of, adjectives that
2 Ask students to complete the task individually. If describe them and reasons why they wear them
they are unsure about any of the missing words, for special occasions. Encourage students to
tell them to look at the phrases in Exercise 3 on look up any words they need in a dictionary, if
page 41 of the Student’s Book. necessary.
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3 Monitor students’ writing, offering help and
feedback where necessary. Then ask students to
exchange and check their texts with a partner.
Alternatively, take in their work for feedback.
Answers:
Students’ own answers
Skills
Reading: To read and complete a dialogue in a
shop
Writing: To write a paragraph about what you
like to wear for a special occasion
Listening:
• To listen to, understand and order a
conversation in a shop
• To listen to and check a conversation in a shop
(Workbook)
Speaking:
• To talk about clothes and materials
• To role-play a conversation between a
customer and a sales assistant in a shop
Vocabulary: fit, try on
Issues: Environmental and development issues:
environmental responsibility
LE S S O N 6
SB page 42 WB page 98
Outcomes:
• To determine the main idea of a text and
explain how it is supported by key details i.e.
Summarise the text.
• To ask and answer questions to demonstrate
understanding of a text, referring explicitly to
the text as the basis for the answers.
• To notice format, appearance and typographic
features in order to identify the type of text:
news story, promotional text, article, textbook,
chat or forum, etc.
• To plan, write and sequence texts; read and talk
about their writing with the teacher to check it
makes sense and begin to make suggestions to
improve it.
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• To follow agreed upon rules for discussion up
to this age e.g. Listening to others with care,
speaking one at a time about the topics and
texts under discussion.
• To gather information from provided sources
to answer a question.
SB page 42
10 Lesson 6 BAG FOR SALE
Reading
1 Read the advert and answer the questions.
1 Who do you think wrote the advert?
I’m selling a beautiful, new, black leather
2 Why is the person selling the bag? handbag. It was a present for my birthday
3 Would you like to buy this bag? but I already have one that is the same! It
Why? is very large and perfect for work or school.
The price is LE500. Email me for more
information.
2 Read the advert again and complete the first half of the table.
To sell: a handbag
Age:
Colour:
Material:
Size:
Price:
Writing
3 Think of something you could sell.
Complete the second half of
the table in Exercise 2.
4 Write an advert for the thing you want to sell in your notebook.
• Use the information from the second half of the table.
• Include extra information. For example, give your opinion of the object (beautiful,
cool, etc.), where it is from or why you are selling it.
Speaking
5 Read your partner’s advert. I’d like to buy your belt
because I need a new one
Do you want to buy what they
are selling? Why/Why not? and yours looks very nice.
42 Lesson 6 Workbook page 98
Reading
1 Read the advert and answer the questions.
1 Direct students to the instruction and check
students remember the meaning of advert (the
short form of advertisement: a text or a text with
photos or pictures which is designed to sell a
product to the people who look at it).
2 Direct students to the questions and elicit the
information they need to find in the text.
3 Motivate students to read the advert and write
their answers.
4 Ask students to compare their answers in pairs
before checking answers in class.
Answers:
1 Suggested: A school girl
2 It was a present but she already has one that is the
same.
3 Students’ own answers.
2 Read the advert again and complete the first
half of the table.
1 Tell students they are going to read the advert
again to identify specific information about the
handbag that someone wants to sell.
2 Direct students to the table and ask them to
go through the categories and check they
understand them. Clarify that you could describe
the ‘age’ of a handbag as (very) new or (very)
old.
3 Ask students to read the advert again to find the
information in the table and complete the first
half of it.
4 Check answers as a class.
Answers:
To sell: a handbag
Age: new
Colour: black
Material: leather
Size: large
Price: LE 500
Writing
3 Think of something you could sell. Complete
the second half of the table in Exercise 2.
1 Direct students to the instruction and ask them to
choose an object they own which they could sell.
Tell them that this could be an item of clothing,
a piece of furniture or any other object they own
which they don’t want anymore.
2 Ask them what they can see in the photos which
could give them some ideas (a belt, shoes, cap,
phone, T-shirt, headphones, sunglasses).
3 Tell students to use the information in the
first half of the table as a model to help them
complete the second half of the table.
4 Ask students to compare the information
about their objects in pairs and give each other
feedback on whether they’ve used the correct
vocabulary.
darsenglizy.com
Answers:
Students’ own answers
4 Write an advert for the thing you want to sell
in your notebook.
1 Ask students to re-read the advert from
Exercise 1 and to use it as a model for their own
adverts. Elicit that they can start their advert
with I’m selling ... and end it with Email me
for more information. They can then include
the information from the table. Remind them
to use the correct order of adjectives in their
descriptions.
2 Ask students to plan and write their adverts
individually.
3 Ask students to check each other’s work and
make suggestions for improvements in pairs.
Answers:
Students’ own answers
Speaking
5 Read your partner’s advert. Do you want to
buy what they are selling? Why/Why not?
1 Put students into new pairs so that they aren’t
with a partner who has already read their advert.
2 Ask students to read their partner’s adverts.
3 Allow students to decide whether or not they
would buy the object and think of reasons for
their answer. Encourage them to find examples
from the advert that they can use to explain their
answer.
4 Ask students to tell each other whether they
would buy the advert, giving reasons for their
answer. Monitor students’ conversations,
ensuring that they are justifying their answers
with evidence from their partner’s advert.
Answers:
Students’ own answers
101
 WB page 98 Reading
2 Read the advert. Which of the objects in
Exercise 1 is it trying to sell?
10 Lesson 6
1 Tell students that the name of the object is not
in the advert, so students will need to use the
Vocabulary
1 Complete the table with these words.
information given in the advert to identify it.
chest of drawers cool fantastic handbag
headphones jacket leather linen metal
2 Have students complete the task individually and
old plastic striped tool useful wooden
then compare their answers in pairs.
3 Check answers in class. Elicit the information in
adjective material object
cool

the advert which shows what the correct

Reading
2 Read the advert. Which of the objects
in Exercise 1 is it trying to sell?
answer is.
I’m selling a cool, old wooden
It was made in 1910 for my great-grandfather!
. Answer:
It’s large and perfect for keeping things in, but
we have moved house and our new home is too
small for it. If you are interested, email me and
chest of drawers
we can discuss the price.

3 Read and correct the underlined words in this advert.

Would you like to 1 by a really useful tool?
1 buy
3 Read and correct the underlined words in
this advert.
I'm selling a nice strong 2 ones that you can use
in the garden. It is made of metal with 3 wool
2
at the top. It's perfect for people who want to

1 Tell students that all the underlined words in the

grow vegetables – and the price is not 4 luxury, 3
it’s very cheap!
4

advert are incorrect. You could help struggling

Email me if you are interested.

Writing
4 Find an English advert online and answer the questions.
students by pointing out that the underlined
1 What is the advert for? words might be spelt incorrectly, they could be
the incorrect form of a word or they could be the
2 What words does it use to describe what it is selling?
3 Do you want to buy what they are selling? Why/Why not?

incorrect word for the context of the sentence.

98 Lesson 6 2 Ask students to complete the task individually
and then compare their answers in class.
3 Check answers around the class by inviting
Vocabulary different students to each read a sentence of the
1 Complete the table with these words. advert out loud.
1 Tell students they are going to review vocabulary
Answers:
that you can use in adverts for objects that
people often want to sell. 1 buy 2 one 3 wood 4 expensive
2 Ask students to read the words in the box
and use their vocabulary knowledge and their
knowledge of the typical forms of adjectives Writing
and nouns to classify them correctly in the table.
4 Find an English advert online and answer the
If necessary, explain the meaning of striped questions.
(having lines or bands of colour).
1 Ask students to go online and look for an advert
3 Ask students to compare their answers in pairs. in English which has the same format and about
the same length as the adverts they have looked
Answers: at in this lesson. Suggest that they look at well-
adjective material object
known websites for buying and selling things.
cool leather chest of drawers 2 Ask students to write their answers and compare
answers in pairs.
fantastic linen handbag
3 Students could then say whether they agree with
old metal headphones
their partner’s decision to buy or not to buy the
striped plastic jacket object, giving reasons for their choice.
useful wooden tool

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Answers:
SB page 43
Students’ own answers

Skills Review
Lesson 7
10
1 Describe something in the picture
to your partner. Do not say its name.
What is it?

Reading: It’s a long, blue thing. You wear

it around your neck.
It’s a light
blue, wool scarf.

• To understand and discuss an advert for a

handbag
• To undestand and correct adverts for objects 2 Look at the picture again. Write a description of four things using two or more
(Workbook) adjectives.
1 She is wearing a nice, long, blue scarf. 2

Writing:
3 4

3 Choose the correct word.

• To write an advert for something you want

1 I like this / these smart, red, cotton T-shirt.
2 Are you wearing your brown shoes or the black one / ones?

to sell 3 Can I buy those / that earrings in the window?

4 I like ones / that black, leather handbag! Is it new?

• To analyse an advert in English 5 Which socks are you going to wear? These one / ones or those ones / that ones?
6 This / That market is amazing! There are so many cool things here.

Speaking: To give your opinion about an advert 4 Complete the conversation in a shop. Then role-play the conversation in pairs.
changing fit help like size take try

Shopkeeper: Can I 1 help you?

Customer: Yes, I’d 2 to buy these jeans, but could I 3 them on first?
Shopkeeper: Of course, the 4 room is over there.
Customer: Thank you.
Shopkeeper: Do they 5 you?

LE S SO N 7 SB page 43 WB page 99 Customer: No, they’re too small. Do you have a bigger 6
Shopkeeper: Yes, here you are.
?

Customer: They’re great. I’ll 7 them.

5 Write a short advert to sell these sunglasses.

Outcomes: Workbook page 99 Lesson 7 43

• To review and practise the vocabulary and

structures of the unit.
Before using the book:
• Write You are what you wear on the board and
elicit the possible meanings of this saying (the
clothes you choose to wear show other people
what kind of person they are). Ask students
whether they agree with this saying and to give
reasons.
• Ask students what they have learnt in this unit.
Brainstorm a list of topics, vocabulary and
language points.
• Tell students that they are now going to complete
the review section for this unit to see what they
can remember.
Review
1 Describe something in the picture to your
partner. Do not say its name. What is it?
1 In this exercise, students review vocabulary for
items of clothing and adjectives you can use to
describe them.
2 Direct students to the instruction. Ask students
to look at the picture carefully, identify the items
of clothing the woman is wearing and think of
adjectives they could use to describe the items.
3 Ask students to work in pairs. One describes an
item of clothing and the other guess the word, as
in the example. Then check answers around the
class. Model and drill the pronunciation of any
words that students find difficult to pronounce.

Answers:
Students’ own answers

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2 Look at the picture again. Write a description
of four things using two or more adjectives.
1 Tell students to read the example sentence and
then choose three other things they can see in the
picture.
2 Ask students to write three more sentences and
then compare their answers in pairs.
3 Check answers in class by inviting different
students to read their descriptions out loud.
4 If necessary, review adjective order by referring
students back to the Language box on page 37 of
the Student’s Book.
Suggested answers:
1 She is wearing a nice, long, blue scarf.
2 She is wearing a long, thin, leather belt.
3 She has a small, brown, leather handbag.
4 She is wearing casual, blue cotton trousers.
5 She is wearing a long, expensive, gold necklace.
6 She is wearing a smart, black, cotton top.
3 Choose the correct word.
1 Tell students to concentrate on the words and
expressions before and after the choices in every
sentence and use these to help them choose the
correct words.
2 Encourage students to complete the task and
then compare answers in pairs.
3 If necessary, briefly review when to use one/
ones, this/these and that/those by referring back
to page 39 of the Student’s Book.
Answers:
1 help
2 like
3 try
4 changing
5 fit
6 size
7 take
5 Write a short advert to sell these sunglasses.
1 Direct students to the advert they read on page
42 of the Student’s Book and tell them to use it
as a model for their advert.
2 Suggest that they plan their advert by writing
down the following information about the
sunglasses: description, age, colour, material
and price.
3 Ask students to write their adverts.
4 Struggling students can work with a partner to
write the advert. Stronger students can write
their advert individually and then swap their text
with a partner who can check it.
Suggested answer:
I’m selling a pair of cool, new, blue plastic sunglasses.
Good for a beach holiday! The price is only LE 150.
Email me for more information.

Answers:
1 this
2 ones
3 those
4 that
5 ones/ones
6 This

4 Complete the conversation in a shop. Then

role-play the conversation in pairs.
1 Tell students to read the conversation and guess
the missing words.
2 Check answers in class by asking two stronger
students to read the conversation out loud.
3 Then put students into pairs to role-play the
conversation together.

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 2 Tell students to first identify which type of
WB page 99 adjective could go in the gaps, using what they
know about adjective order to describe the item.
3 Check answers by inviting volunteers to read out
Review
Lesson 7
10 the completed descriptions in class.
1 Complete the sentences with these words.
4 As a follow on, encourage students to think of
as many words as they can that could go in each
belt casual cotton earrings occasion smart trainers try

gap. Praise imaginative answers!

Usually, Hamdi and his sister Lama like wearing 1
casual clothes such as T-shirts and
2 3
. Today, they are wearing clothes for a special . It is their
grandfather’s 70th birthday! Hamdi is wearing a 4
, blue jacket. Lama is wearing
5 6
a loose, dress with a pretty pair of . Hamdi also has a new
7
pair of trousers. He bought them online, so he did not them on first. They are
a bit big, so he is wearing a leather 8
, too. Suggested answers:
1 linen 2 brown 3 wooden
2 Read the descriptions. Can you add an adjective?
1 It’s a beautiful new, blue, linen dress.
2 He wore a long, , cotton galabeya. 4 gold 5 big
3 We saw a big, old, statue in the museum.
4 Look at that pretty, long, necklace.

3 Make these sentences plural.

5 The man wore , green, plastic sunglasses.

3 Make these sentences plural.

1 How much is that necklace in the window?
1 Direct students to the example answer so they
can see how to make the sentences plural.
How much are those necklaces in the window?
2 That bird is flying very high.

2 Ask students to complete the task individually.

3 Should I buy the red chair or the black one?
4 I really like this pair of trousers.

3 Then ask students to compare their answers in

5 This book is funny, but that one is very boring!

4 Write a blog about something you bought from a clothes shop. pairs before checking answers in class.
• Say what you bought. • Describe its colour and size.
• Say if you tried it on before you • Write a sentence to summarise why
bought it or not. you liked it.
Answers:
1 How much are those necklaces in the window?
2 Those birds are flying very high.
3 Should I buy the red chairs or the black ones?
Lesson 7 99 4 I really like these pairs of trousers.
5 These books are funny, but those ones are very
boring!

Review
4 Write a blog about something you bought
1 Complete the sentences with these words. from a clothes shop.
1 Ask students to read the incomplete sentences 1 Go through the bullet points and ask students to
and guess the missing words. use these points to plan their work.
2 Then ask students to complete the text with the 2 Ask students to write their blogs in class or for
correct words. homework.
3 Ask students to compare answers in pairs. Then 3 Monitor students’ writing, offering help and
check as a class. Ask students to read the correct feedback where necessary.
sentences aloud. 4 Invite pairs of students to read their blogs out
loud in class (in the next lesson if they do this
Answers: for homework).
1 casual
2 trainers Answers:
3 occasion Students’ own answers
4 smart
5 cotton
6 earrings
7 try
8 belt

2 Read the descriptions. Can you add an

adjective?
1 Direct students to the descriptions.
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11 • To answer simple questions and respond to
simple statements in an interview.
• To gather information from provided sources
T h e fu tu re o f to answer a question.

o u r p la n e t • To use simple linking words [e.g. with “then”

and “also”] and provide a concluding statement
or section.
SB pages 44-53 WB pages 100-106 Before using the book:
OBJECTIVES • Write the title of the unit The future of our planet
on the board and ask the students what they
Reading think the unit is about (the environment).
Online posts about helping the environment;
texts about a school trip; an article about teenage SB page 44
inventors; a postcard
Writing

11
Unit

A paragraph about an environmental problem; a Lesson 1 Reading: Online posts about

helping the environment;

holiday postcard texts about a school trip;

an article about teenage
inventors; a postcard

Listening Writing: A paragraph about

an environmental problem; a

Identifying what is going to happen; a radio

The futu re of holiday postcard
Listening: Identifying
what is going to happen;

our pla net

a radio programme about

programme about environmental problems; a environmental problems; a

teacher talking about drones;
a discussion about making

teacher talking about drones; a discussion about arrangements

Speaking: Making predictions

making arrangements
and future plans; suggesting
Discuss solutions; giving opinions
Language: be going to and the

Speaking
What are the people doing? How are they helping present continuous for the
the environment? Match a verb and a noun with each future
Life Skills: Problem solving;
photograph. Then listen and check. Negotiation; Collaboration

Making predictions and future plans; suggesting install pick up

plant recycle
mobile phones plastic bottles
rubbish solar panels
solutions; giving opinions
c
reuse save trees wildlife

Language a b

be going to and the present continuous for the

future
Life Skills plant trees f

Problem solving; Negotiation; Collaboration d

e

LE S S O N 1 SB p a g e s 4 4 - 4 5 WB page 100
Research Find

Outcomes:
Find out about a project Look through the unit.
started by a teenager Where do people want
or teenagers to help the to plant trees at
environment.

• To use glossaries or beginning dictionaries,

Ras Mohammed?
44 Lesson 1

both print and digital, to determine or clarify

the precise meaning of key words and phrases.
• T
 o use context (e.g. definitions, examples, or
restatements in text) as a clue to the meaning
of a word or phrase.
• To gather information from print and digital
sources; taking brief notes on sources and sort
evidence into provided categories.
• To notice format, appearance and typographic
features in order to identify the type of text:
news story, promotional text, article, textbook,
chat or forum, etc.
106
Discuss
What are the people doing? How are they
helping the environment? Match a verb and a
noun with each photograph. Then listen and
check.
1 Draw students’ attention to photo a. Point to the
people and ask What are they doing? (planting
trees). Draw attention to the example answer,
with a word taken from each of the two boxes.
2 With stuggling classes, you may want to go

darsenglizy.com
 through the words in the boxes first with the
class and check understanding. Otherwise, put
them in pairs to match the verbs and nouns to
the photos. They should be able to work out the
meaning of the new words (install, solar panels)
from context.
3 When they have finished, play the recording to
check answers with the class.
 Audioscript
a plant trees
b pick up rubbish
c reuse mobile phones
d install solar panels
e save wildlife
f recycle plastic bottles
Answers:
a plant trees b pick up rubbish
c reuse mobile phones d install solar panels
e save wildlife f recycle plastic bottles
Research
Find out about a project started by
a teenager or teenagers to help the
environment.
1 Ask students to read the task and briefly discuss
any of their ideas.
2 Ask students to use the internet or school
resources to find the information and report
back to the class. Alternatively, they could do
this for homework. NOTE: They can record their
results in the Workbook.
Answers:
Student’s own answers
Find
Look through the unit. Where do people want
to plant trees at Ras Mohammed?
1 Ask students to look through the unit to find the
answer (Lesson 3, page 49, letter to parents).
2 You could also put them in pairs and do it as a
game. The first pair to find the answer wins. If
they find the game too difficult, give them a clue
e.g. It’s on page 49 or It’s in a letter.
Answers:
They want to plant new trees in the mangrove forest.
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SB page 45
Reading
1 Read some online posts from teenagers who want to help the environment.
Lesson 1
11
Match each post with one of the photos from page 44. Use a dictionary to search for
difficult words.
1 The rivers in Kaziranga National Park in India often flood and the problem is getting worse because
of climate change. Later this year, I’m going to help my father to save wildlife from the flood water.
This can be dangerous, but my father works in the park and he knows how to keep me safe!
There’s a lot of air pollution from the traffic in our city and this is very unhealthy. Trees are good for
2
the environment and help reduce air pollution – so next week, we’re going to plant trees on the roof
of our school and make a school roof garden.
3 I love phones, but I know that throwing away old phones can be bad for the environment. I started
a project in school to recycle mobile phones. From tomorrow, people are going to bring us their old
phones and we’re going to reuse parts from them to repair other phones.
2 Read the posts again. Are these sentences true (T) or false (F)?
1 In Kaziranga National Park, it sometimes rains a lot. T
2 The work in India is dangerous for the person sending the online post.
3 The roof garden will help people to be more healthy.
4 They are going to plant trees in front of their school.
5 It is a good idea to throw away old mobile phones.
Language
3 Choose the correct word.
1 The boy in India is going to help his father today / later this year.
2 The students are going to plant trees tomorrow / next week.
3 People are going to bring in their old phones from tomorrow / next Saturday.
be going to for intentions
Use be going to + verb to talk about your intentions for the future.
I’m going to help my father.
What are you going to do?
He isn’t going to throw away his old phone.
How is she going to help the environment?
Speaking
4 Make questions about your future intentions. Then ask and answer the questions in pairs.
1 do / at the weekend? / are you / What / going to
What are you going to do at the weekend?
2 are / Where / to go / next holiday? / you going / for your
3 your / improve / are you / How / English? / going to
4 recycle / your / Are you / going to / old? /mobile phone / when / it’s
Workbook page 100 Lesson 1 45
Reading
1 Read some online posts from teenagers who
want to help the environment. Match each
post with one of the photos from page 44.
Use a dictionary to search for difficult words.
1 Focus attention back on the photos on page
44 and read the instructions. Make sure that
students remember the word environment.
2 Now focus on the texts. How do students know
that these are blog posts (because they are in
different coloured speech bubbles as you see on
blogs).
3 Set a time limit of three minutes for students to
quickly read each post and match them to the
photos. Remind students that the photos show
the same environmental problems, not the exact
same problem in the blog.
4 Explain that students will have a chance to read
the texts again more carefully afterwards, so
they shouldn’t worry if they don’t understand
every word.
5 When they have finished, ask students to check
answers in pairs, then check answers as a class.
107
Answers: 3 Check answers with the class and write them on
the board (or invite different students to come up
1e 2a 3c
to the board and do so).
4 Now put students in pairs to discuss the
2 Read the posts again. Are these sentences questions. Encourage them to ask follow-up
true (T) or false (F)?
questions to find out more information.
1 Go through the sentences with the class and
5 When they have finished, ask a few students to
check understanding. Ask students to read the
share anything interesting they found out about
texts again and decide if the sentences are true or
their partner with the class.
false individually, then check in pairs.
2 Check answers with the class and elicit why the Answers:
false sentences are not true, referring back to the 1 What are you going to do at the weekend?
texts. 2 Where are you going to go for your next holiday?
3 How are you going to improve your English?
Answers:
4 Are you going to recycle your mobile phone when
1T it’s old?
2 F (He says it is dangerous to save wildlife from the Students’ own answers
flood water, but his father knows how to keep him
safe.)
3T
WB page 100
4 F (They are going to plant trees on the roof of the
school.)

11
11
Unit
5 F (It is best to reuse parts of old mobile phones.) Lesson 1

Th e fu tu re of
Language
ou r pl an et
3 Choose the correct word. Vocabulary

1 Focus attention on the sentences which all 1 Match the words with their meanings.

contain future time expressions. Read the

1 d install a fix something that is broken
2 reduce b make something safe from danger

example with the class, then ask students to 3

4
repair
save
c equipment that changes the sun’s light into electricity
d put equipment somewhere so it is ready to use
complete the rest of the alternatives individually. 5 solar panels e equipment that uses the wind to make electricity

Monitor and offer help where necessary.

6 wind turbine f make something less in amount or size

2 Complete the sentences using the correct form of the words from Exercise 1.

2 When they have finished, put students in pairs to 1 There was a fire in the flats and firefighters saved a family.

compare their answers. Then check the answers

2 We should use on buildings in sunny countries like Egypt.
3 My uncle helped us to a new washing machine this morning.

as a whole class. 4 I think electric cars will help to

5 This computer does not work. We need to ask someone to
pollution in the future.
it.

3 Ask students if they know any other future time 6 You see a lot of in windy countries like England.

expressions and write their suggestions on the Language

board, for example: tonight, next month, next 3 What are these people planning to do? Write sentences with going to.

year.
Answers: 1 The boy and his father are going to watch a football match.
2

1 later this year 2 next week 3 tomorrow 3

Writing
4 Complete your research results from Student’s Book page 44.

Speaking
100 Lesson 1

4 Make questions about your future intentions. Vocabulary

Then ask and answer the questions in pairs.
1 Focus attention on the Language box and 1 Match the words with their meanings.
explain that we use be going to for future plans 1 Read the example with the class, then ask
and intentions. students to match the rest of the words and
2 Read the example with the class, then ask students meanings individually.
to form the rest of the questions individually.
They can check their answers in pairs.
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2 Check answers as a whole class and drill the
words chorally and individually (especially the
stress in the words reduce and repair).
Answers:
1d 2f 3a 4b 5c 6e
2 Complete the sentences using the correct
form of the words from Exercise 1.
1 Read the example with the class, then ask
them to complete the rest of the sentences
individually. Monitor and help where necessary.
2 When they have finished, ask students to
compare their answers in pairs. Then check
answers as a class.
Answers:
1 saved 2 solar panels
3 install 4 reduce
5 repair 6 wind turbines
Language
3 What are these people planning to do? Write
sentences with going to.
1 Focus attention on the pictures and elicit what
students can see, but don’t give any answers yet.
2 Read the example with the class, then ask
students to write the rest of the sentences. Go
around and offer help while they are working
where necessary.
3 When they are ready, ask students to compare
their answers in pairs. Then check answers as a
whole class.
Answers:
1 The boy and his father are going to watch a football
match.
2 The man is going to fly to London/go on a plane.
3 The woman is going to make a cake.
Writing
4 Complete your research results from
Student’s Book page 44.
1 Ask students to write their research results about
a project started by a teenager or teenagers to
help the environment in their notebooks. Remind
them to always record the resources they used to
find this information (the website, book, etc.).
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2 If there is time, invite different students to read
out their reseach results to the class or you can
take in their work for feedback.
Answers:
Student’s own answers
Skills
Reading: To read online posts about teenagers
who want to help the environment
Writing: To record research results
Listening: To recognise collocations
Speaking: To ask and answer questions about
future intentions
Vocabulary: environment, install, solar panels,
reduce
Language: Future time expressions
LESSON 2 S B p ag es 4 6 an d 4 7 WB p ag e 1 0 1
Outcomes:
• To take notes from short listening texts.
• To understand the purpose by distinguishing
tone (warnings, advice, question … etc).
• To identify gist and main idea(s) in short
listening texts.
• To complete various types of listening
comprehension tasks based on audio-visual
information given in pictures, short stories and
descriptions.
• To follow agreed upon rules for discussion up
to this age e.g. Listening to others with care,
speaking one at a time about the topics and
texts under discussion.
• To explain orally verbal and non-verbal age
appropriate texts e.g. Tables, different charts,
graphs and maps.
• To write an informative/explanatory text.
109
 2 Play the example sentence to check students
SB page 46 understand what they have to do.
3 Students listen and complete the sentences
individually, then check in pairs.
11 Lesson 2
a b
4 If necessary, play the recording again, check
Language
answers with the class.
1 What is going to happen? Match the photos
with the sentences.
1 e The snow is going to melt.
c d  Audioscript
2 There’s going to be a drought.
3 He isn’t going to catch the bus. Narrator: 1
4
5
The tree is going to fall down.
There’s going to be a storm
Boy: Oh no! Look at the time! It’s 9 o’clock!
Come on quick!
e f
6 The river is going to flood.

Narrator: 2
Listening Girl 1: The water’s a bit cold at first but it’s
2 Listen and complete the sentences with the correct form of these verbs to say lovely. Come on, Huda! Come and join
me!
what is going to happen.
be late get off get up go swimming go to bed win
1 They are going to be late. be going to for making predictions
Girl 2: OK, I’m coming!
2 Huda
3 He
Use be going to + verb to make predictions
about the future based on what we can see Narrator: 3
4 They
5 Farida
the bus.
the race.
or know (existing evidence).
It is going to rain. (I can see some dark clouds.)
[Sound of snoring then alarm clock ringing.
6 Omar
The students are going to do very well in their
exams. (They always get good marks.)
Snoring stops and person wakes up.]
Speaking Narrator: 4
3 Work in groups. Make predictions about the following with be going to.
Which group can make the most sentences?
Voice: We are now approaching Station Square.
1 The students didn’t do their homework. Boy 1: Is this our stop?
The teacher is
going to be angry.
The students aren’t going
to understand the lesson.
They are going to have to
do extra homework tonight.
Boy 2: Yes, it is. Come on.
Narrator: 5
2 My alarm clock didn’t go off this morning.
4 It’s lunchtime but I forgot my lunch.
3 It’s nearly the end of the holidays.
5 Hanna’s phone is ringing.
Commentator: A
 nd they’re near the finishing line
46 Lesson 2 now and suddenly Farida seems to be
running faster. Nothing can stop her
now. Just look at her go!
Language Narrator: 6
Boy: Oh, I’m tired. But it’s only nine o’clock!
1 What is going to happen? Match the photos Woman: Yes, but you’ve got school in the morning,
with the sentences. Omar.
1 Point to photo e and ask What do you think is Boy: You’re right. Good night, Mum. Good
going to happen? Read the example and make night, Ola.
sure students understand the task.
2 Ask students to match the rest of the sentences Answers:
and photos individually, then check in pairs.
1 They are going to be late.
3 Check answers with the whole class. Remind 2 Huda is going to go swimming.
them of the pronunciation of drought 3 He’s going to get up.
(pronounced drowt). 4 They are going to get off the bus.
5 Farida is going to win the race.
Answers: 6 Omar is going to go to bed.
1e 2d 3f 4a 5c 6b
Speaking
Listening 3 Work in groups. Make predictions about the
2 Listen and complete the sentences with the following with be going to. Which group can
correct form of these verbs to say what is make the most sentences?
going to happen. 1 Put students in groups of three or four, then read
1 Read the Language box with the class and make the examples with the class.
sure that students realise that we can also use 2 Ask students to make predictions in their groups
going to to make predictions when we can see or for each situation. Encourage them to use their
know something (when there is evidence). imaginations. Monitor and check students are
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 forming sentences with be going to correctly. 5 Listen to a radio programme about beautiful
3 When they have finished, nominate a student places in the world and check your answers
to Exercise 4.
from each group to share their ideas with the
class. Praise the groups who can make the most 1 Play the recording for students to listen and
sentences for each situation. check their answers to Exercise 4. Make sure
students understand what a hunter is.
Answers: 2 Put students in pairs to check their answers.
Student’s own answers Play the recording again if necessary, then check
answers with the whole class.

SB page 47  Audioscript
Speaker : Wadi Rum is a large area of desert in the south

Listening
Lesson 2
11 of Jordan. It’s a very beautiful place with mountains,
desert plants and wildlife. Unfortunately, Wadi Rum has
4 Discuss these questions in pairs. some environmental problems.
1 Do you know the place in the photograph? Where is it?
2 What kind of environment is it? Tourists help the local people make money, but when
tourists go trekking in the desert, they often leave
3 What sort of environmental problems do you think there are here?

rubbish, too.
Some tourists drive across the desert in cars: they don’t
use roads or paths, but drive wherever they want to and
this can damage plants and wildlife.
Wadi Rum

The hotels use lots of water which can be a problem in

5 Listen to a radio programme about beautiful places
in the world and check your answers to Exercise 4. a hunter

6 Listen to the programme again and complete the table. the desert. But they are building new hotels so even more
ENVIRONMENTAL Tourists leave rubbish.
PROBLEMS Some tourists drive across the desert which can
tourists will go there.
Another big problem is hunters who kill the desert
damage
Hotels use
Hunters desert animals. animals. They shouldn’t do this but there aren’t enough
Speaking people to stop them. There is much less wildlife now than
7 Work in small groups. Discuss the four environmental problems in the table and try
to find a solution for each one. Use some of these expressions.
in the past and soon there won’t be any.
• Make … more expensive …
• Stop people from … -ing I think they Life Skills
• Use camels … should stop people
1 Do you think it is best
• Recycle …
from driving across
the desert.
to find solutions to a Answers:
• Ask local people to … problem on your own,

1 It is Wadi Rum in Jordan.

• Build …. or as a group? Why?
2 If you work in a group,

2 It is a desert with mountains, desert plants and

8 Present your solutions to the class. how can you decide
• Explain what you are going to do to solve these whose solution is the

wildlife.
environmental problems. best one?
• Have a vote on the best solutions.
Workbook page 101 Lesson 2 47 3 There are problems with rubbish, water, tourists
damaging wildlife and hunters killing animals.

Listening 6 Listen to the programme again and complete

the table.
4 Discuss these questions in pairs.
1 Tell students they are going to listen to the radio
1 Point to the photos and read the questions
programme again for more detail. Go through
with the class and check understanding. Make
the table with the class and elicit the type of
sure students understand what is meant by
information they need to listen for.
environmental, (concerning or affecting the air,
land, or water on Earth.) 2 Ask students to listen again and complete the
table, then check in pairs.
2 Put students in pairs and ask them to discuss
the questions. Monitor and offer help where 3 Play the recording again if necessary, then check
necessary. answers with the whole class.
3 When they have finished, elicit students’ ideas
but don’t give any answers yet.

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Answers:
WB page 101
ENVIRONMENTAL 1 Tourists leave
PROBLEMS rubbish.
2 Some tourists drive
across the desert which Vocabulary
Lesson
Lesson21
11
can damage plants and
1 Match to make phrases for 2 Many adjectives end in –al.
environmental problems. Complete the table.

wildlife. 1 b cause a rubbish noun adjective

3 Hotels use lots of

2 damage b pollution environment 1 environmental
3 use c the environment 2 natural

water. 4 leave d too much water music

tradition
3
4
4 Hunters kill desert 3 Choose the correct words.

animals. 1 The desert is a difficult environment / environmental to live in.

2 Tourists love to visit tradition / traditional villages.
3 Storms and floods are nature / natural events.
4 We like playing music / musical together.
5 Cars in the desert can cause environment / environmental problems.

Speaking Language
4 What do you think is going to happen? Write sentences.
7 Work in small groups. Discuss the four 1 2 3 4

environmental problems in the table and try

to find a solution for each one. Use some of
these expressions.
1 Put students in small groups. Go through the
phrases and read the example with the class.
1 It is going to rain.
2

2 Encourage students to discuss the environmental

3
4

problems in their groups using the expressions. Writing

Monitor and offer help where necessary. 5 Look out of the window. What do you think the weather is going to be like later today?
Write three sentences.

Answers:
101
Student’s own answers
Lesson 2

8 Present your solutions to the class.

Vocabulary
1 Ask each group to present their ideas to the 1 Match to make phrases for environmental
class. While they present their ideas, ask other problems.
students to listen carefully and encourage them 1 Read the example with the class, then ask
to ask questions at the end of each presentation. students to match the words to make phrases
2 Hold a class vote on the best solutions to each individually.
problem. 2 Ask students to check answers in pairs, then
check answers with the whole class.
Answers:
Student’s own answers Answers:
1b 2c 3d 4a

Life Skills
1 Keep students in the same groups and ask
them to discuss the questions.
2 When they have finished, nominate a
student from each group to share their
ideas with the class and have a brief
class discussion. This is designed to get
them thinking about problem solving,
negotiation and collaboration.
2 Many adjectives end in -al. Complete the
table.
1 Write environment on the board and ask Is this
a noun, verb or adjective? (noun). Elicit the
adjective form (environmental) and write it on
the board.
2 Read the example with the class, then ask
students to complete the table individually, then
check in pairs. They can use a dictionary if
necessary.

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3 Check answers as a class and write them on the
board (or invite students to come up and do so).
Answers:
1 environmental 2 nature 3 musical 4 traditional
3 Choose the correct words.
1 Read the example with the class, then ask
students to complete the task.
2 Monitor while they work and offer help where
necessary.
3 When they have finished, check answers with
the class.
Answers:
1 environment 2 traditional 3 natural
4 music 5 environmental
Language
4 What do you think is going to happen? Write
sentences.
1 Focus attention on the pictures and elicit what
students can see. Then read the example with the
class.
2 Monitor students while they write and check
they are forming the sentences correctly.
3 When they have finished, put students in pairs to
compare their answers.
4 Check answers as a class.
Answers:
1 It is going to rain.
2 Number Four/The girl is going to win the race.
3 The waiter is going to fall over.
4 The man’s hat is going to blow away/come off./The
wind is going to blow off the man’s hat.
Writing
5 Look out of the window. What do you think
the weather is going to be like later today?
Write three sentences.
1 You may want to briefly review words to
describe the weather (e.g. sunny, windy, hot,
cold, rain, etc.).
2 Ask students to look out the window and write
three sentences with going to to describe what
the weather is going to be like.
darsenglizy.com
3 Monitor and make sure they answer with a full
sentence and that they are forming the sentences
correctly.
4 When they have finished, ask a few students
to read out their sentences. Do other students
agree?
Answers:
Student’s own answers
Skills
Writing: To write sentences to predict the weather
Listening:
• To understand a radio programme about
beautiful places
• To predict what is going to happen from aural
clues
Speaking:
• To make predictions about what is going to
happen
• To discuss environmental problems and
suggest possible solutions
Vocabulary: cause, environmental, hunter
Language: going to for making predictions
Life Skills: Problem solving; negotiation;
collaboration
Values: Coexistence values; participation; respect
LESSON 3 S B p ag es 4 8 an d 4 9 WB p ag e 1 0 2
Outcomes:
• To describe and compare people, places and
events.
• To identify gist and main ideas in a short
listening text.
• To determine the main idea of a text and
explain how it is supported by key details i.e.
Summarise the text.
• To read short simple letters.
• Demonstrate command of the conventions of
standard English structure and usage when
writing: Form and use the progressive verb
tenses
113
 2 Put students in pairs to compare their answers.
SB page 48 When they have finished, check answers with
the class.

11 Lesson 3  Audioscript
Speaking
1 Discuss these questions in pairs.
Scientist: D
 rones can fly, but they don’t need a person
1 The photos show drones. What do to fly them: we can use remote control.
This means we can control drones from the
you think we can use drones for?
2 How do you think drones are going
to help the environment in the future?
ground. In the future, drones are going to
Listening help solve some environmental problems.
Boy: Really? How can we do that?
2 Listen to a science teacher talking about
drones and check your answers to Exercise 1.

Scientist: Well, companies are going to use drones a lot

3 Listen again and answer the questions.
1 What does remote control mean? It means you can control drones from the ground.
2 In what ways are deliveries by drone better for the environment than using lorries?
instead of lorries to make deliveries. This is
3 How do drones help wildlife? going to help the environment because drones
4 What example of a dangerous job does the scientist talk about drones doing?
5 How can drones help to plant trees?
don’t make much noise and they don’t cause
as much air pollution as lorries.
Speaking
4 Discuss these questions in pairs. Boy: That’s interesting.
1 Can you think of any useful ways we could use drones in Egypt?
2 Would you like to have a drone? Why/Why not? Scientist: Yes, and we are also going to use drones
3 What problems might there be with using drones?
to help wildlife. Drones can fly over places
Language where people can’t go. We can see if there
5 Put the time expressions in the correct order from now to the future.
are any problems. For example, we can use
drones to help save wildlife after floods or
in three weeks tomorrow in five minutes this afternoon/evening
the day after tomorrow next week in 10 days’ time

Now 1 in five 2 3 4 5 6 7 Future fires.

minutes
Boy: Can they help people, too?
48 Lesson 3
Scientist: Of course! We can send drones to dangerous
places. For example, we are starting to use
drones to check wind turbines. This is not an
Speaking easy job. Wind energy is much better for the
environment and makes less pollution. We
1 Discuss these questions in pairs. can even use drones to plant trees. Drones
1 Focus attention on the photos and elicit what can drop seeds onto the ground in places that
students can see. people can’t go to. And they don’t need to
stop and have a rest!
2 Read the questions with the class and check
understanding. If you have time, give students
two minutes to think about their answers
individually first. Answers:
3 Put students in pairs to discuss the questions. 1 They can be used for fun, for taking photos and for
Monitor and offer help with ideas if necessary. deliveries.
2 They are going to be used for deliveries, for helping
4 When they have finished, ask a few students to
wildlife, for doing some dangerous jobs and for
share their ideas with the class. They can check
planting trees.
their answers in the next exercise.

Listening 3 Listen again and answer the questions.

1 Tell students they are now going to listen to
2 Listen to a science teacher talking about
the talk in more detail. Help students with the
drones and check your answers to
Exercise 1. expression wind turbine. Ask students if they
have seen wind turbines and what they are used
1 Tell students that they’re going to listen to
for (to make electricity from the wind). Also use
a science teacher talking about drones. Ask
the photo to present seed.
students to listen and check their answers to
Exercise 1. 2 Read the example and the questions with the
class so they know what to listen for. When

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 they are ready, play the recording for students to
listen and answer the questions.
SB page 49
3 Put students in pairs to check their answers. If
necessary, play the recording again, then check
answers with the class. Reading
Lesson 3
11
6 Discuss these questions in pairs.

Answers: 1 What do you know about

Ras Mohammed Nature Reserve?

1 It means you can control drones from the ground.

2 What do you think you can
see and do there?

2 They don’t make much noise or cause as much air 7 Read the letter and text message about a school trip to Ras Mohammed.
Complete the sentences. Use a dictionary if you don’t know the meaning of a word.
pollution. 1 The school is going on a trip to Ras Mohammed from tomorrow to June.

3 They can see if there are any problems in places 2 The students are leaving the school at on morning.
3 On Monday and Tuesday, they are going swimming and visiting the .
where people can’t go. 4 On Wednesday, they are taking part in a nature conservation project in the .

4 Checking wind turbines. 5 Laila is meeting her friend at at the school gates.

5 They can drop seeds onto the ground in places that

6 Laila and Habiba aren’t a room because they’re looking after younger girls.

people can’t go to.

Dear parents
The bus will be leaving for Ras
Mohammed from the school tomorrow
at 6.30 am and returning in five days’
time at 12.30 pm on Thursday 11th June.
Please make sure that your daughter has
suitable clothes for the swimming and

Speaking diving trips to the coral reefs on Monday

and Tuesday. They will also need good
trainers and a sunhat for the visit to the
mangrove forest on Wednesday. We will

4 Discuss these questions in pairs.

be taking part in the conservation project
in the mangrove forest and helping to
plant new trees.

1 Read the questions with the class and check Speaking

understanding. 8 Work in pairs. Take turns to ask and
What are you doing this afternoon?

answer about your future plans using

2 Put students in pairs to discuss the questions.
I’m doing my maths lesson.
each time expressions from Exercise 5.

Monitor and offer help where necessary.

Remember!
Be going to is used to express future plans that are mere information and not finished plans.

3 When they have finished, ask a few pairs to

The present continuous is used to express finished future plans that are accompanied with
arrangements.

share their ideas with the class and have a brief

I’m visiting the dentist at half past four next Thursday.
We’re catching our train at 12.30. We aren't taking the bus.

class discussion. Workbook page 102 Lesson 3 49

Answers:
Reading
Student’s own answers
6 Discuss these questions in pairs.
Language 1 Point to the photo and elicit what students can
see. Write Ras Mohammed Nature Reserve on
5 Put the time expressions in the correct order
from now to the future.
the board and ask if anyone has been there.
1 With struggling classes, go through the 2 Put students in pairs to discuss the questions.
expressions in the box and check understanding. When they have finished, elicit their ideas and
Read the example with the class, then ask have a brief class discussion.
students to put the expressions in order Answers:
individually.
Student’s own answers
2 When they have finished, ask students to check
their answers in pairs, then check answers as a
class. 7 Read the letter and text message about a
school trip to Ras Mohammed. Complete the
Answers: sentences. Use a dictionary if you don’t know
the meaning of a word.
1 in five minutes 2 this afternoon/evening 1 Focus attention on the letter and text message
3 tomorrow 4 the day after tomorrow and explain that they are about a school trip.
5 next week 6 in 10 days’ time
7 in three weeks 2 Read the example with the class, then ask
students to read the letter and text message and
complete the rest of the sentences individually.
3 When they have finished, put students in pairs to
check their answers.
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4 When they are ready, check answers with the
whole class.
WB page 102

Suggested answers:
1 tomorrow / 11th 11 Lesson 3

2 6.30 am/ Sunday Vocabulary

3 coral reefs 1 Complete the sentences with these words.

4 mangrove forest conservation control drone mangrove

5 Habiba / 6 am
1 A lot of animals live in the mangrove forests next to the sea.
2 Volunteers are working on a project to save Egyptian tortoises.
6 sharing 3 I love playing computer games because I can
the screen.
what the people do on

4 People sometimes use a to film animals from the sky.

Language
Speaking 2 It is midday on Saturday 12th May. Read Judy’s diary and choose the correct time
expressions.

8 Work in pairs. Take turns to ask and answer Saturday 12th

12 pm Now
Sunday 13th
Do project
Monday 14th
Visit grandma

about your future plans using each time 8 pm Play tennis

expressions from Exercise 5. Saturday 19th Sunday 20th Monday 21st

1 Read the Remember! box with the class and

Walk in mountains School trip to museum

1 Judy is playing tennis now / this evening.

answer any questions students have. 2 She is working on her project tomorrow / in two hours.

2 Read the example with stronger students to

3 She is visiting her grandma tomorrow / the day after tomorrow.
4 She is walking in the mountains next week / in ten days’ time.

demonstrate the activity. 5 She is visiting a museum next Sunday / in nine days’ time.

3 Put students in pairs to discuss their future plans. Listening

Encourage them to ask follow-up questions to

3 Listen and complete Khaled’s diary.

Saturday 12th Sunday 13th Monday 14th

find out more information. 12 pm Now

8 pm 1
See a play
2 3

4 When they have finished, ask a few pairs to Saturday 19th Sunday 20th Monday 21st

share their future plans with the class and find 4 5

out what students have in common. 102 Lesson 3

Answers:
Vocabulary
Student’s own answers
1 Complete the sentences with these words.
1 Read the example in the first sentence with the
class to demonstrate the activity.
2 Ask students to complete the rest of the
sentences individually. Monitor and offer help
where necessary.
3 Put students in pairs to compare their answers,
then check answers as a whole class.
Answers:
1 mangrove 2 conservation
3 control 4 drone

Language
2 It is midday on Saturday 12th May. Read
Judy’s diary and choose the correct time
expressions.
1 Focus students’ attention on Judy’s diary and go
through what she is doing and when.
2 Read the example with the class, then ask
students to choose the correct alternatives in the
rest of the sentences. When they have finished,
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 ask students to check answers in pairs.
3 Check answers as a whole class.
Answers:
1 this evening 2 tomorrow
3 the day after tomorrow 4 next week
5 in nine days’ time
Listening
3 Listen and complete Khaled’s diary.
1 Read the example with the class, then ask
students to listen and complete the rest of the
diary.
2 When they have finished, put students in pairs to
check their answers, then check answers as Vocabulary: conservation, control, mangrove,
a class.
3 If students need more help, play the recording
again and pause after each answer.
 Audioscript
Khaled: It’s 12 o’clock on Saturday, but I’m going
to be busy for the next few days. So, what
am I doing? This evening, I’m going to the
theatre to see a play. Then tomorrow, I’m
playing basketball in the park. The day after
tomorrow, I’m helping my uncle in his shop
after school. Then, next Saturday, we’re
taking my cousins to the desert. That should
be fun. But I’m really looking forward to our
holidays! We’re flying to Greece, but that’s in
nine days’ time. I can’t wait!
Answers:
1 See a play 2 Play basketball
3 Help my uncle 4 Take my cousins to the desert
5 Fly to Greece
darsenglizy.com
Skills
Reading: To understand a letter and text message
about a school trip
Writing: To complete a diary entry (Workbook)
Listening:
• To understand a talk about drones
• To complete a diary entry based on a boy’s
plans
Speaking:
• To discuss the use of drones;
• To discuss future plans
remote control, seed, suitable, wind turbine
Language: The present continuous for future
plans and arrangements (revision); future time
expressions (revision)
LESSON 4 SB page 50 WB page 103
Outcomes:
• T  o use context (e.g. definitions, examples, or
restatements in text) as a clue to the meaning
of a word or phrase.
• To determine the main idea of a text and
explain how it is supported by key details i.e.
Summarise the text.
• To ask questions to clear up any confusion
about the topics and texts under discussion.
• To plan, write and sequence a text; read and
talk about their writing with the teacher to
check it makes sense and begin to make
suggestions to improve it.
117
 SB page 50
11 Lesson 4
Reading
1 Discuss this question in pairs.
Look at the photos in the article. What do you
think it is about?
2 Read the article and check your answers to
Exercise 1.
3 Look at the words in bold in the article. Match
the words and the definitions.
1 tools that take things out of liquids such as
water filters
2 microorganisms that are everywhere but are
too small to see and can make you ill
3 an organised way of doing something
4 the place or position of a particular area of
land
5 things you can make in chemistry
6 good for the environment
4 Read the article again and answer the questions.
1 In what way is plastic bad for the environment?
It kills wildlife.
2 How does Boyan’s system take plastic out of
the seas?
3 What made Deepika want to invent a system
for cleaning water?
4 What does Deepika use to clean water?
Speaking
5 Discuss these questions in pairs.
1 Which do you think is the best or most useful
invention? Why?
2 Which other environmental problems in the world
do we need green inventions to help us solve?
50 Lesson 4 Workbook page 103
Reading
1 Discuss this question in pairs.
1 Focus attention on the photos and elicit what
students can see, but don’t give any answers yet.
2 Put students in pairs to discuss the question.
When they have finished, ask students to share
their ideas with the class, but don’t give any
answers yet. They can check this in the next
exercise.
2 Read the article and check your answers to
Exercise 1.
1 Ask students to quickly read the article and
check their answers to Exercise 1.
2 Put students in pairs to discuss their answers,
then check answers with the class.
Answers:
It is about young people who have invented things to
help the environment.
118
3 Look at the words in bold in the article.
Match the words and the definitions.
1 Ask students to read the article again and match
the words and definitions. Encourage them to
Fantastic green inventions
by teenagers use context to work out the answers.
2 When they have finished, put students in pairs to
compare their answers.
3 Check answers as a whole class.
Green inventions are environment-
friendly. These inventions present
solutions to environmental problems
without damaging the environment. Answers:
Boyan Slat was a student in Holland when
1 filters 2 bacteria 3 system
he invented a system to take plastic
rubbish from the sea. There is a lot of
plastic in our seas, which kills lots of
4 location 5 chemicals 6 green
wildlife. Boyan’s system is called Ocean
Cleanup Array. It uses machines whose
arms have lots of filters on them. These
filters take the plastic out of the sea
water, without hurting sea life.
Deepika Kurup was 14
4 Read the article again and answer the
when she invented a
green system for
questions.
cleaning water and
making it safe for
people to drink.
1 Ask students to read the article again and answer
When she visited her
grandparents in India,
Deepika saw children
the questions. When they have finished, put
drinking water from a dirty canal. Before
this, systems for cleaning water were
expensive and used dangerous chemicals
which pollute the environment. Deepika’s
system is cheap and uses light from the
sun to kill bacteria in water.
students in pairs to compare their answers.
2 Check answers as a whole class, then ask
Five Egyptian
students from
students what they found most interesting in the
Kafr El-Sheikh
STEM School
were able to
develop an app
to help small
farmers save water and energy. In this
article.
app, farmers complete a simple form with
Answers:
information about their farmlands. This
form is connected to a smart app which
tells farmers the right amount of water
that they need to irrigate their lands. The
app also determines the amount of energy
and the number of workers the lands 1 It kills wildlife.
2 It has arms with filters on them. These filters take the
need, according to their location and the
season.
Video plastic out of the sea water, without hurting sea life.
3 She saw children in India drinking water from a
dirty canal.
4 She uses light from the sun.
Speaking
5 Discuss these questions in pairs.
1 Put students in pairs to ask and answer the
questions. Monitor and offer help where
necessary.
2 When they have finished, ask students to share
their answers with the class and have a brief
class discussion.
Answers:
Student’s own answers
Video
1 Write on the board: The Red Sea and ask
students what they know about it. Ask What
plants and animals can you find there? Elicit
students’ ideas and write them on the board.
2 Play the video and ask students to check their
ideas. When they have finished, tick any plants
and animals on the board that they saw.
darsenglizy.com
3 Write the following questions on the board:
WB page 103
1 Why do people visit the Red Sea from all over
the world?
2 Why are coral reefs important?
3 Why are many coral reefs going to disappear? Vocabulary
Lesson 4
11
1 Complete the sentences with these words.
4 What other danger is there to coral reefs? bacteria location filter system

5 Who wants to protect coral reefs?

1 Scientists can use a filter to take out small pieces of plastic from rivers.
2 Scientists used the new app to determine the of underground water.

4 Play the video again for students to watch and 3 We have a for recycling in our house: we put old bottles in a box, then
take them to the recycling bin once a week.

answer the questions. 4 Don’t drink water from a canal because it can be full of dangerous .

5 When they have finished, ask students to check

2 Complete the table. Can you add any words?
canal

in pairs, then check answers as a class.

desert water land
forest canal
jungle

 Videoscript
lake
mountain
river
sea

Reading
Narrator: The Red Sea is very important. People 3 Read the article in Student’s Book page 50. Choose the correct answer.

visit from around the world to go scuba diving… 1 How much plastic is in our seas?

and it’s also home to many different species of

a a lot b a little c a few d many
2 What do the filters do on the Ocean Cleanup Array?

wildlife, such as fish, turtles and birds.

a They kill wildlife. b They save plastic.
c They take plastic out of sea water. d They cause pollution.
3 What is the problem with some water in India?

The Red Sea also contains many coral reefs. a It is not enough. b Animals live in it. c It is expensive.
4 How does Deepika’s green system work?
d It is not clean.

A coral reef is a collection of colourful plants, a It removes salt. b It uses chemicals.

animals and rocks that you can find under the sea
c It is expensive. d It kills bacteria and cleans water.

Writing
near the coast. Coral reefs are important because 4 What environmental problems do you think we are going to solve in the future? Write a
they are a habitat for lots of underwater animals, paragraph of about 90 words in your notebook.

like this sea anemone… and this shark. But many

• Describe what the problem is.
• Suggest a possible solution.

coral reefs around the world are in danger. They

Lesson 4 103

are going to disappear because the water in the

seas and oceans is getting warmer. The water in
seas and oceans is going to be too hot for coral
reefs in the future. Plastic is also damaging the
reefs.
There are conservation groups that want to
conserve the world’s coral reefs. One of these is
the Red Sea Environment Centre in Egypt. Scuba
divers go to the coral reefs in the Red Sea twice a
year to investigate their condition.
The coral reefs in the Red Sea and all around the
world are beautiful. We are going to lose them if
we don’t look after them.
Answers:
1 to go scuba diving
2 because lots of underwater animals live there
3 because the sea is getting warmer
4 plastic
5 conservation groups
Vocabulary
1 Complete the sentences with these words.
1 Focus attention on the sentences and read the
example with the class.
2 Ask students to complete the sentences with the
words in the box individually.
3 When they have finished, put students in pairs
to compare their answers, then check answers
as a whole class. Drill the words chorally and
individually, especially bacteria (with the stress
on the second syllable).
Answers:
1 filter 2 location
3 system 4 bacteria
2 Complete the table. Can you add any words?
1 Focus attention on the table and read the
example with the class. Ask students to complete
the table with the words in the box individually.
2 Then allow students to compare answers in pairs
and think of one more word to complete each
column.
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3 Check answers as a whole class, and write any
new words they come up with on the board.
Skills
Answers:
Reading: To understand an article about teenage
water land inventors
canal desert Writing: To read a paragraph about future
lake forest solutions to environmental problems
river jungle Speaking: To discuss inventions and
sea mountain environmental problems
Suggested: ocean Suggested: farm Video: To understand a video about the Red Sea
Vocabulary: bacteria, chemical, location, filter,
green, system
Reading
Issues: Environmental and development issues;
3 Read the article on Student’s Book page 50. community participation
Choose the correct answer.
1 Allow students to reread the article if necessary.
Read the example with the class, then ask LESSON 5 SB page 51 WB page 104
students to read the questions and choose the
correct answers. Go round and offer help where Outcomes:
necessary.
• To identify gist and main ideas in a short
2 Put students in pairs to compare their answers, listening text.
then check answers as a class.
• To understand the purpose by distinguishing
Answers: tone (warnings, advice, question … etc).
1a 2c 3d 4d • To complete various types of listening
comprehension tasks based on audio-visual
information given in pictures, short stories and
Writing descriptions.

4 What environmental problems do you think • To distinguish their own point of view from
we are going to solve in the future? Write that of the narrator or those of the characters.
a paragraph of about 90 words in your
notebook.
• To write an opinion piece: introduce the topic
[e.g. School, simple biography] or book they
1 Ask students to use the bullet points to plan are writing about; state an opinion; supply
what they are going to say before they write the reasons that support the opinion.
paragraphs. Go round and help with ideas and
vocabulary where necessary, writing any useful • To gather information from provided sources
words/phrases on the board. to answer a question.
2 When they have finished, put students in pairs to
read their paragraphs to their partner and find out
if they have any ideas in common.
3 Ask a few pairs to share any ideas they have in
common with the rest of the class.

Answers:
Students’ own answers

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 SB page 51 Listening
2 Listen to three teenagers making
arrangements. Which two of the activities

Speaking
Lesson 5
11 from Exercise 1 do they talk about?
1 Tell students they’re going to listen to three
teenagers making arrangements to do something.
1 Discuss these questions in pairs.
1 Do you know the names of all the activities in the photos? Use a dictionary to help you.

2 Allow students to listen once to identify the two

2 Which one or ones have you tried?

activities, then check in pairs. Check answers as

a b c

a class.
d e f

 Audioscript
Listening Kamal: Hi Amir. What are you doing this afternoon? I’m
2 Listen to three teenagers making arrangements. Which two of the activities from
Exercise 1 do they talk about? going rock climbing. There is a special activity
3 Listen again and answer the questions. for beginners. Would you like to come?
1 Why doesn’t Amir want to go rock climbing this afternoon? There are two reasons.
He thinks it is scary,
Amir: I don’t know. Rock climbing looks a bit scary to
2 Does Amir agree to go tomorrow? me! Are you going, Nasser?
3 Why isn’t Amir’s brother going to the desert?
4 When and where are they meeting tomorrow?
Nasser: Yes! I’ve always wanted to learn rock climbing!
4 Listen again and put these phrases in the order that you hear them.
Oh, come on, don’t be afraid, Amir!
a I’d love to … b 1 … looks a bit scary to me! Amir: Actually, I can’t come this afternoon; I’m
c
e
… he’d get cold and bored!
I think it sounds really exciting!
d
f
I’ve always wanted to learn …
It might be fun.
helping my father with something.
Kamal: How about tomorrow afternoon instead? There’s
Speaking
another rock climbing activity then at the same
time.
5 Work in pairs.
1 Take turns to suggest doing some of the activities from Exercise 1.
2 Give your opinion about the activities using some of the expressions from Exercise 4. Amir: OK! I’ll come. You’re right. It might be fun.
Also, I wanted to ask you something: are you
3 Then work with another pair. Decide as a group on two activities you are going to do
together and agree on a time and place to meet.
Workbook page 104 Lesson 5 51
and Nasser free this evening?
Nasser: I think so. Why?
Amir: Dad is going to take me star gazing into the
Speaking desert with my brother Ramy and Uncle Sami
and he said I could invite you, too.
1 Discuss these questions in pairs. Kamal: Thank you. We’d love to come, wouldn’t we,
1 Focus attention on the photos and explain that Nasser? I’d love to go to the desert at night. Is
they show people doing different activities. your brother Ramy going?
Put students in pairs to discuss the questions Amir: No, he doesn’t want to. He thinks he’d get cold
and bored!
about the photos. Monitor and offer help where
Nasser: Well, I think it sounds really exciting!
necessary.
Amir: Great! We’re meeting outside my house at half
2 When they have finished, elicit the answers and past ten. See you then.
write the names of the activities on the board.
Check they are clear about the meanings.
Answers:
Answers: rock climbing, star gazing
1
a star gazing 3 Listen again and answer the questions.
b bird watching
1 Read the questions and the example with the
c hiking in the desert
d diving
class, so they know what to listen for.
e rock climbing 2 Play the recording for students to listen again
f canoeing and answer the questions.
2 3 Put students in pairs to compare their answers. If
Student’s own answers necessary, play the recording again, then check
answers with the whole class.

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Answers:
WB page 104
1 He thinks it is scary, he is helping his father with
something.
2 Yes, he does.
3 He thinks he will get cold and bored. 11 Lesson 5

4 They are meeting outside Amir’s house at 10.30. Vocabulary

1 Match to make activities.
1 c horse a watching
4 Listen again and put these phrases in the 2 bird b gazing

order that you hear them. 3

4
rock
star
c riding
d climbing

1 Read the phrases with the class and check 2 Complete the dialogue with these words.

understanding, then play the recording for bored fun get love scary

students to listen and put the phrases in the order

Baher: Would you like to come diving next weekend, Imad? We’re going to go to a
coral reef!

that they hear them.

Imad: I don’t know. Diving under water looks a bit 1 scary to me.
Baher: If you don’t like going under water, you could stay on the boat.
Imad: I think I’d 2 cold and 3 on the boat.
2 Put students in pairs to check their answers. Baher: Why don’t you snorkel? Then you don’t go under water but you can see the fish.

Play the recording again if necessary, then check

Imad: Yes, that might be 4 .
Baher: Great! Let’s all snorkel. We don’t need a boat, we can go from the beach!

answers as a class.
Imad: Thanks, I’d 5 to.

Language
3 Are the following expressions positive ( ), negative ( ) or not sure ( )?
Answers: 1 I’d get cold and bored. 2 It looks a bit scary.
3 I’ve always wanted to do that. 4 It might be fun.
a4 b1 c5 d2 e6 f3 5 I’d love to do that. 6 It looks really exciting!

Writing
4 What do you think of these activities? Write expressions from Exercise 3.

Speaking
5 Work in pairs. bungee jumping hot-air ballooning fishing sandboarding

1 Tell students that they are going to practise

1 2 3 4

making arrangements.
104 Lesson 5

2 Put students in pairs to discuss the activities.

Monitor and encourage them to use the phrases Vocabulary
from Exercise 4.
1 Match to make activities.
3 Put pairs together into groups. Write on the
board: Two activities: Time: Place: 1 Draw students’ attention to the example answer,
then ask students to match the rest of the words
4 Ask each group to decide on their two activities
individually.
and the time and place to meet.
2 When they have finished, put students in pairs
5 When they have finished, ask one student
to check their answers. Then check answers as a
from each group to share their plans with the
whole class.
class, and encourage them to use the present
continuous when doing so. 3 Ask students what they can see in the photo (star
gazing).
Answers:
Answers:
Students’ own answers
1c 2a 3d 4b

2 Complete the dialogue with these words.

1 Go through the words in the box and read the
example with the class, then ask students to
complete the dialogue with the correct words.
2 Check answers as a whole class. Elicit the
meaning of snorkel.
3 You could then put students in pairs to practise
the dialogue.

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Answers:
1 scary 2 get 3 bored
4 fun 5 love
Language
3 Are the following expressions positive [✔],
negative[✗] or not sure[?]?
1 Read the example with the class, then ask
students to do the same for the rest of the
expressions.
2 When they have finished, put students in pairs
to check their answers, then check answers as a
class. Drill the phrases chorally and individually.
Answers:
1 [✗] 2 [✗] 3 [✔]
4 [?] 5 [✔] 6 [✔]
Writing
4 What do you think of these activities? Write
expressions from Exercise 3.
1 Focus attention on the photos and elicit what
each one shows. Point to the names of each
activity.
2 Demonstrate the activity by telling the class how
you feel about each one, using expressions from
Exercise 3.
3 Ask students to write an expression from
Exercise 3 for each activity. Monitor and check
students are writing the expressions correctly.
4 When they have finished, put students in small
groups to compare what they think of each
activity. Then ask each group to share any
feeling they have in common about the activities.
Answers:
Student’s own answers
darsenglizy.com
Skills
Writing: To write what you think about doing
different activities
Reading: To complete a dialogue
Listening: To understand and order a discussion
about making arrangements
Speaking: To suggest doing activities, give your
opinion about them and make arrangements to do
them
Vocabulary: scary, star gazing
LESSON 6 SB page 52 WB page 105
Outcomes:
• To ask and answer questions to demonstrate
understanding of a text, referring explicitly to
the text as the basis for the answers
• Read short simple personal postcards
• To write a short text in a greetings card
SB page 52
11 Lesson 6
Reading
1 Read the postcard and answer
the questions.
1 Where is Heba now?
Dear Nahla
She is in Siwa. I’m having a fantastic time with my family in Siwa. Today, we had a
picnic on Fatanas Island. At the moment, I’m sitting by the water and
2 What is she doing? watching the sunset. It’s very beautiful.
3 Who is she staying with? We’re staying with my parents’ friends and they are very kind. When
we arrived the day before yesterday, it was very late. They still
4 Why does she think her wanted to get up and make us dinner, and they bring us fresh dates for
breakfast every day.
parents’ friends are kind?
Yesterday morning, we visited Shali Fortress and the Siwa museum. I’ve
always wanted to go there. I learnt such a lot of history in one morning.
5 What did she do yesterday? Tomorrow, we’re going to visit the Siwa salt lake. I’m looking forward to
visiting it. It sounds really interesting.
6 What is she looking forward Lots of love
to doing tomorrow? Heba
2 Find time expressions in the postcard for the following.
1 present today , , 2 past , 3 future
3 Read and correct the underlined mistakes in these sentences.
1 Yesterday, it was very hot and we are visiting the ruins of a temple. visited
2 At the moment, we stay in a small hotel near the lake.
3 My cousins arrived at lunchtime tomorrow at 11 am.
4 I looked forward to watching the stars in the desert this evening.
Writing
4 You are on holiday. Write a postcard to a friend in your notebook. Answer these
questions to help you.
1 Where is your holiday? What are you doing now? Who are you with?
2 Why do you like the place and the people?
3 When did you arrive? Where are you staying?
4 What did you do yesterday? What did you see?
5 How did you feel about it?
6 What are you looking forward to doing?
52 Lesson 6 Workbook page 105
123
Reading
1 Read the postcard and answer the questions.
1 Point to the photo in the top, right-hand corner
of the page and ask students if they know where
it is.
2 Ask students to read the questions so that they
know what information to look for.
3 Encourage students to read the postcard and
answer the questions individually, then check
answers in pairs.
4 Check answers as a whole class.
Answers:
1 She’s in Siwa.
2 She’s sitting by the water and watching the sunset.
3 She’s staying with her parents’ friends.
4 Because Heba and her family arrived very late, but
the friends wanted to get up and make dinner; and
they bring fresh dates every day.
5 They went to Shali Fortress and the Siwa museum.
6 She’s looking forward to visiting the Siwa salt lake.
2 Find time expressions in the postcard for the
following.
1 Read the example with students, and explain that
the number of gaps indicates how many time
expressions are in each category.
2 Ask students to find the time expressions in the
postcard and write them in the right category,
then check answers in pairs.
3 Check answers as a whole class.
Writing
4 You are on holiday. Write a postcard to
a friend in your notebook. Answer these
questions to help you.
1 Draw students' attention to the postcard in
Exercise 1. Ask them to check the writing format
of the postcard.
2 Tell students that they are now going to write
their own postcards. Read the questions with the
class and check understanding.
3 Allow students a few minutes to think about
their answers to the questions and make notes if
they want to. Monitor and help with vocabulary
where necessary, writing any useful words/
phrases on the board.
4 When they are ready, ask students to write
their postcards in their notebooks. Monitor
and correct their language where necessary.
Encourage them to use the time expressions
from Exercise 2.
5 When they have finished, put students in
pairs and ask them to swap postcards and
read their partner’s writing. They can then
ask any questions they have to find out more
information.
6 At the end, ask a few students to share any
interesting information they found out about
their partner’s holiday with the class.
Answers:
Students’ own answers

Answers:
1 present – today, at the moment, every day
2 past – the day before yesterday, yesterday morning
3 Future – tomorrow

3 Read and correct the underlined mistakes in

these sentences.
1 Read the example with students, and elicit why
are visiting is wrong (because the sentence is
about yesterday). Ask students to correct the rest
of the mistakes individually.
2 When they have finished, put students in pairs to
compare answers, then check answers as a whole
class.
Answers:
1 visited 2 are staying
3 are arriving 4 am looking

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 2 When they have finished, put students in pairs to
WB page 105 compare their answers, then check answers with
the class.

Language
Lesson 6
11 Answers:
1 At the moment 2 Yesterday
1 Put these time expressions in order from the past to the future.
at the moment past
the day before yesterday
3 The day before yesterday 4 Tomorrow
1
in three days’ time
the day before yesterday 2
tomorrow
yesterday
3
5 in three days’ time
4
future 5

Reading
2 Read Hamdi’s email and circle the correct time expressions from Exercise 1.
3 Read the email again and answer the
questions.
1 Go through the questions with students and
Hi
Guess where I am? 1 At the moment / Yesterday, I’m

check understanding.
walking in the desert in the Nabq Nature Reserve.
It's really interesting. 2 Tomorrow / Yesterday,
we visited the mountains. It was very hot!

2 Read the example with the class, then ask

3
In three days’ time / The day before yesterday, we went
diving in the coral reefs at Shoura al Manquata. The fish

students to find and write the rest of the answers.

were amazing. 4 Tomorrow / The day before yesterday,
we're going to visit Wadi Kid. I’m looking forward to seeing
the beautiful birds that live there. We’re coming home

3 When they have finished, ask students to

5
yesterday / in three days’ time.
What are you doing? Write to me and tell me your news.

compare answers in pairs. Check answers as a

Best wishes, Hamdi

3 Read the email again and answer the questions.

whole class.
1 What is Hamdi doing now? He is walking in the desert.
2 What was the problem yesterday?
3 What did he do two days ago? Answers:
4 What does he want to see at Wadi Kid?
5 Today is Wednesday. On what day is Hamdi going to be home? 1 He is walking in the desert.
Writing 2 It was very hot.
4 Imagine that you are on holiday. Write an email to 3 He went diving in the coral reefs at Shoura al
Manquata.
a friend in your notebook.
• Describe the last few days. • Talk about your plans for the next few days.
• Say what you are doing now. • Use some time expressions.
4 He wants to see the beautiful birds that live at Wadi
Lesson 6 105
Kid.
5 He is going to be home on Saturday.
Language
1 Put these time expressions in order from the Writing
past to the future.
4 Imagine that you are on holiday. Write an
1 Go through the time expressions in the box with email to a friend in your notebook.
the class and check understanding.
1 Read the instructions and bullet points with
2 Read the example with the class, then ask students and check students know what to do.
students to put the expressions in order
2 Give them a few minutes to choose a place to
individually.
write about and make notes. Go round and help
3 Put students in pairs to check answers, then with vocabulary, writing any useful words/
check answers as a whole class. phrases on the board.
Answers: 3 When they are ready, ask students to write their
emails. Monitor and offer help where necessary.
1 the day before yesterday 2 yesterday
4 When they have finished, put students in
3 at the moment 4 tomorrow
pairs and ask them to swap texts and read
5 in three days’ time
their partner’s writing. They can then ask any
questions they have to find out more information
Reading or offer suggestions for improvement.
5 At the end, ask a few students to share any
2 Read Hamdi’s email and circle the correct interesting information they found out about the
time expressions from Exercise 1.
place their partner chose with the class.
1 Tell students that they are going to read an
email. Read the example with the class, then
ask students to circle the other correct time
expressions.
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Answers:
SB page 53
Student’s own answers

Skills Review
Lesson 7
11
1 Look at the photos. What is going to happen? What are the people going to do?
1 2 3 4

Reading:
• To understand a postcard and identify time
markers in it She’s going
to get a taxi.

• To understand a personal email 2 Make two dialogues using these words. Then role-play the dialogues.
1 Use the correct form of the present continuous.

Writing: A: you / do / weekend? What are you doing at the weekend?

B: Saturday morning / have / piano lesson. / afternoon / meet cousin.

• To write a postcard to a friend

A: not / go / the book club / Saturday afternoon?
B: No / not go this weekend. / You?

• To write an email to a friend

2 Use the correct form of going to.
A: Look at / black clouds! / rain!
Look at the black clouds! It’s going to rain!
B: Yes, / be / very windy, too.
A: I / close / all the windows.

LE S S O N 7 SB page 53 WB page 106

3 Write a reply to the text message in your notebook.
• Answer your friend’s questions.
• Say you will call him/her after lunch.
• Remember to use the correct time expressions.

Outcomes: Project
Research a beautiful place
in Egypt or another country
• To review and use the vocabulary and in Africa where there are
environmental problems.

structures of the unit. 1 Write about the

environmental problems.

• To participate in shared research and writing

2 Suggest some possible
solutions.

projects recording. Workbook page 106 Lesson 7 53

Before using the book:

• Write The future of our planet on the board and
ask the students what they have learnt in this
unit. Brainstorm a list of topics and grammar and
write these on the board for struggling classes.
You may want to remove these before students
start the exercises.
• Tell students that they are now going to complete
the review section for this unit, to see what they
can remember.
Review
1 Look at the photos. What is going to happen?
What are the people going to do?
1 Focus attention on the photos and elicit what
students can see in each one.
2 Read the example with the class, then put
students in pairs to say what is going to happen
in each photo. Monitor and check students are
using going to correctly.
3 When they have finished, nominate different
students to share their answers for each photo
with the class.

Answers:
1 She’s going to get a taxi.
2 He is going to play tennis/hit the ball.
3 He is going to feed the cows/animals.
4 She is going to paint a picture.

2 Make two dialogues using these words. Then

role-play the dialogues.
1 Read the examples with the class, then ask
students to complete the dialogues using
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 the prompts. Monitor and offer help where
necessary, and check students are forming their
answers correctly.
2 When they have finished, put students in pairs to
compare their answers, then check answers as a
whole class.
3 Put students in pairs to practise the dialogues.
Monitor and listen to how well they are doing.
4 When they have finished, ask one or two pairs to
perform the dialogues for the class.
Answers:
1
A: What are you doing at the weekend?
B: On Saturday morning, I’m having a piano lesson.
In the afternoon, I’m meeting my cousin.
A: Aren’t you going to the book club on Saturday
afternoon?
B: No, I’m not going this weekend. Are you going?
2
A: Look at those black clouds. It’s going to rain!
B: Yes, it’s going to be very windy, too.
A: I’m going to close all the windows.
3 Write a reply to the text message in your
notebook.
1 Write on the board What does the person need
help with? What do they invite you to do? Allow
students two minutes to read the text message
and answer the questions (English homework,
play tennis on Saturday morning).
2 Read the instructions on what to include in their
text message with the class, then ask students to
write their replies. Monitor and offer help where
necessary, and check and correct students’ work
while they write.
3 When they have finished, put students in pairs
and ask them to read each other’s messages.
Suggested answer:
Hi
I’m doing my homework this afternoon but I will
call you when I have finished. Then I’ll help with the
English homework if I can. We studied the future in
class last week.
Yes, I am free on Saturday morning and I’d love to
come. It sounds fun. What time can we meet?
Project
1 If you have access to the internet in the
classroom, students could look up some
beautiful places.
darsenglizy.com
2 Put students in small groups and ask them to
think of environmental problems they could
write about. Encourage them to look back
through the unit and find words and phrases to
describe the problems. Go round and help with
vocabulary, writing any useful words or phrases
on the board.
3 Ask each group to think of and write about
the environmental problems. Make sure they
also think of and discuss the reasons why they
think they are problems and look for possible
solutions. Go round and check students are
writing correct sentences.
4 When they have finished, ask each group to
present their ideas to the class. Encourage other
students to ask any questions they can think of.
Answers:
Student’s own answers
WB page 106
11 Lesson 7
Review
1 Choose the correct words.
1 You should put solar panels / turbines on your roof so you can make electricity.
2 I don’t like old cars because they cause / put a lot of pollution.
3 Mona forgot her pen today, so I’ll lend / receive her mine.
4 Are there any environment / environmental problems in the area near you?
2 Answer the questions with going to.
1 Osama has a towel and is walking towards the sea. What is he going to do?
He is going to go swimming.
2 After 85 minutes, it is the Blue team five and the Red team one. Who is going to win
the football match?
3 Injy is ten minutes from the station and the train goes in five minutes. Is she going to
catch the train?
4 Mr Medhat is going to England in January. Why is he going to take a big coat?
5 Lamia’s family are learning to speak Japanese. Where are they going to go on their
holiday?
3 Match to make sentences.
1
2
c It is Tuesday today, so Thursday is
We’re going to Spain in 14 days, so that’s
a this afternoon?
b next week?
3 It’s 1.55. Ayman is going to his 2 pm music lesson c the day after tomorrow.
4 It’s Thursday evening. What school lessons do we have d in two weeks’ time.
5 It’s hot this morning. What is the temperature going to be e in five minutes.
4 Complete the sentences with the correct form of the verb in brackets to talk about
future arrangements.
1 Lara is playing (play) tennis at 4 o’clock tomorrow.
2 Let’s run, because the bus (leave) in ten minutes’ time.
3 Don’t use classroom 5 because some men (paint) it this afternoon.
4 Fawzy (not work) next week because he has a holiday.
5 you (walk) to the museum later? It’s not very far.
5 Write a paragraph of about 90 words in your notebook about an activity you want to try in
the future. Say why you want to try it.
106 Lesson 7
127
Review
1 Choose the correct words.
1 Read the example with the class, then
ask students to choose the correct words
individually.
2 Put students in pairs to compare their answers,
then check answers as a whole class.
Answers:
1 solar panels 2 cause
3 lend 4 environmental
2 Answer the questions with going to.
1 Read the first example with the class, then
ask students to write the rest of the answers
individually.
2 Put students in pairs to compare their answers,
then check answers with the whole class.
Answers:
1 He is going to go swimming.
2 The Blue team are going to win.
3 No, she is not going to catch the train.
4 Because it is going to be cold/wet.
5 They are going to go to Japan.
Answers:
1 is playing 2 is leaving
3 are painting 4 is not working
5 Are/walking
5 Write a paragraph of about 90 words in your
notebook about an activity you want to try in
the future. Say why you want to try it.
1 You could demonstrate the activity by telling
students about something you would like to try.
2 Ask students to write their paragraphs. Monitor
and offer help where necessary, and check
students are using tenses correctly.
3 When they have finished, put students in pairs to
read each other’s paragraphs.
4 At the end, ask a few students to share
something interesting they found out about their
partner with the class.
Answers:
Student’s own answers

3 Match to make sentences.

1 Read the first example with students to show
which sentence halves go together. Then ask
students to match the rest of the sentence halves
individually.
2 Put students in pairs to compare their answers,
then check answers with the whole class.

Answers:
1c 2d 3e 4b 5a

4 Complete the sentences with the correct

form of the verb in brackets to talk about
future arrangements.
1 Read the example with the class, then ask
students to complete the rest of the sentences
individually.
2 When they have finished, put students in pairs to
check answers, then check answers as a class.

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12 • To distinguish their own point of view from
that of the narrator or those of the characters.
• To follow agreed upon rules for discussion up
L a n gua g e s to this age e.g. Listening to others with care,

a n d le a rn in g speaking one at a time about the topics and

texts under discussion.
• To gather information from provided sources
SB pages 54-63 WB pages 107-113 to answer a question.

OBJECTIVES Before using the book:

Reading
• Ask students if they speak any other languages
A quiz about learning styles; an article about apart from English and tell them about any
languages in Africa; an advert for a language
other languages that you speak.
school
Writing • Write the title of the unit Languages and
An internet post giving advice; a study plan; an learning on the board and ask students what
application form they think they will find out in this unit.
Listening SB page 54
A conversation about future plans; a radio
interview about animal communication

12
Unit
Video Lesson 1 Reading: A quiz about learning styles;

Hieroglyphics and emojis

an article about languages in Africa; an
advert for a language school
Writing: An internet post giving advice;

Speaking a study plan; an application form

L an gu ag es
Listening: A conversation about future
plans; a radio interview about animal

Talking about learning styles; a presentation communication

an d le ar ni ng
Speaking: Talking about learning

about your studies; a discussion about study tips;

styles; a presentation about your
studies; a discussion about study tips;
giving advice, opinions and suggestions

giving advice, opinions and suggestions Language: A review of tenses

Life Skills: Self-management;
Communication skills; Critical thinking
Language
A review of tenses What type of learner are you?
Take the quiz to find out!
Life Skills 1 Which of these things do you

Self-management; Communication skills; Critical

prefer to do in your free time?
a Read a book. Research
thinking
b Watch a film or TV show.
Which country in the world
c Play a video game. has the most languages?
d Listen to music.

2 If you want to learn how to play a new sport, what do you do?
a Read online about how to play it.
LE S SO N 1 S B p a g es 5 4 -5 5 WB p ag e 1 07 b Watch a video of people playing it.
c Start playing and learn as you play.
d Ask for advice from someone who can play it.

Outcomes: 3 You need to tell your class about a new

English book. What would you prefer to do?
Find
Look through
a Write a review of it. the unit. How
• To describe and compare feelings, people, b Make a short video about it.
c Act some of the book with friends.
many languages
do people speak

places, actions, objects and events establishing d Read some of the book to your class. in Africa?

relationships.
4 Someone asks you for directions. 5 If you don’t know how to spell
What do you do? a word, what do you do?
a Write down instructions. a Look in a dictionary.

• To determine the main idea of a text and b Draw a map.

c Use your hands and body to explain.
b Try to work out how to spell it.
c Write it down to see if it looks right.

explain how it is supported by key details. 54

d Tell them where to go.
Lesson 1
d Say the word slowly to hear the sounds.

• To gather information from print and digital

sources; taking brief notes on sources and sort
evidence into provided categories. Quiz
• To use context as a clue to the meaning of a What type of learner are you? Take the quiz
word or phrase. to find out!
• To ask and answer questions to demonstrate 1 Ask students to do the quiz individually. Monitor
understanding of a text, referring explicitly to and help with vocabulary where necessary.
the text as the basis for the answers.
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2 When they have finished, put students in pairs to
compare their answers. Explain that there are no
correct answers, but they can analyse these later
in the lesson.
Answers:
Students’ own answers
Research
Which country in the world has the most
languages?
1 Ask students to read the question in the Research
box and ask them to look up the answer.
2 Explain that they can record their results in the
Workbook.
Answers:
Papau New Guinea (with around 840 languages)
Find
Look through the unit. How many languages
do people speak in Africa?
1 Explain to students that in this exercise, the
answer is somewhere else in the unit, and they
need to look through the pages to find it.
2 You could also put them in pairs and do it as a
game. The first pair to find the answer wins.
3 If they are finding it too difficult, give them a
clue e.g. It’s on page 60 or It’s in a reading text.
4 Ask the winning pair to share their answer with
the class to let other students check their answer.
Answers:
People speak more than 2,100 languages in Africa.
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SB page 55
Reading
Lesson 1
12
1 Count how many of each letter you chose in the quiz. Then read about your result.
I chose mostly a:
You learn best by reading and writing.
I chose mostly b:
You learn best by seeing things.
You like reading books or writing stories. You love to watch videos and look at
You love words and learn best by reading diagrams. You love films and art. You learn
about something and taking notes. things better if you can see them.
I chose mostly c:
You learn best by doing things.
I chose mostly d:
You learn by listening.
You are always busy making and repairing You love music and are often talking! You
things. You learn things best by trying to find it easier to learn by listening to people
do them and sometimes find it hard to explain things to you and by discussing
understand by listening or reading. things with them.
2 Discuss these questions in pairs.
1 Do you agree with your results in Exercise 1? Why/Why not?
2 Is your partner the same type of learner as you or different?
3 What type of learner do you think would prefer doing these things?
Write R (Reading and writing), S (Seeing), D (Doing) or L (Listening).
1 Listening to podcasts. L 2 Following some pictures showing
how to fix something.
3 Going to a library to do 4 Watching online videos
some research. about science.
5 Going to an art class. 6 Watching a film to practise
a language.
7 Fixing a computer to
learn how it works.
8 Writing a blog.
Speaking
4 Discuss these questions in small groups.
1 Did the people in your group have the same answers in the quiz or did you have
different answers? Why do you think this happens?
2 How do you prefer to learn? What type of classes are your favourite?
3 What type of learning would you like to do more? What would you like to do less? Why?
I like to learn in different I like classes when we
ways. I don’t like always get to do things and don’t
doing the same thing. only read or listen.
Workbook page 107 Lesson 1 55
Reading
1 Count how many of each letter you chose in
the quiz. Then read about your result.
1 Ask students to count how many of each letter
they chose in the quiz, then ask them to read
the section which refers to them. They may
need to read more than one section if they chose
different answers.
Answers:
Students’ own answers
2 Discuss these questions in pairs.
1 Put students in pairs to discuss the questions.
2 When they have finished, ask a few students to
share their answers with the class and have a
brief class discussion.
Answers:
Students’ own answers
3 What type of learner do you think would
prefer doing these things? Write R (Reading
and writing), S (Seeing), D (Doing) or L
(Listening).
1 Focus attention on the photo and elicit what
students can see.
2 Read the example with the class, then ask them
to categorise the rest of the sentences.
3 When they have finished, put students in pairs to
compare their answers. Then check the answers
as a whole class.
Answers:
1 L 2S 3R 4S
5D 6L 7D 8R
Speaking
4 Discuss these questions in small groups.
1 Go through the questions with students and
check understanding.
2 Put students in small groups and read the
example with the class. Guide students to reach
the conclusion that people learn in different
ways, and we all need to make use of our
abilities and respect others' preferences at the
same time.
3 Ask students to discuss the questions with their
group.
4 When they have finished, nominate a student
from each group to share their ideas with the
class and have a brief class discussion.
Answers:
Students’ own answers
darsenglizy.com
WB page 107
12
Unit
Lesson 1
L an gu ag es
an d le ar ni ng
Vocabulary
1 Complete the sentences with these words.
take notes Learners mostly repair
1 I listen carefully to my teacher and take notes.
2 study science three times a week during the school term.
3 This computer is very slow. I think we need someone to
4 It was cloudy today. There wasn’t much sun.
it.
Reading
2 What sort of learners are the following? Choose the correct words.
1 Habiba likes summarising a text. For example, if a text is 100 words
long, she writes a summary in about 15–20 words. Habiba learns best by
doing things / writing.
2 Fares remembers things easily. I showed him a map of how to walk to my
house yesterday. He says he can see the map in his head today! Fares learns
by listening / seeing things.
3 For Dareen, the best way to remember English grammar is to make up
a song about it! Then she sings the song quietly to herself. She says
it is a great way to remember irregular verbs! Dareen learns best by
listening / reading and writing.
4 Marwan finds it difficult to understand science books, but when he does
an experiment in the laboratory, he always understands what is happening!
Marwan learns best by doing things / listening.
Writing
3 What sort of learner are you? Write a paragraph of about 90 words in your notebook.
Use the ideas you discussed in the Student's Book.
Lesson 1 107
Vocabulary
1 Complete the sentences with these words.
1 Read the example with the class, then ask
students to complete the rest of the sentences
individually.
2 Check answers as a whole class.
Answers:
1 take notes 2 Learners
3 repair 4 mostly
Reading
2 What sort of learners are the following?
Choose the correct words.
1 Read the first description and example with
the students, then ask them to read the rest of
the descriptions individually. Monitor and help
where necessary.
2 When they have finished, ask students to
compare their answers in pairs. Then check
answers as a class.
131
Answers:
1 writing 2 seeing things
3 listening 4 doing things
Writing
3 What sort of learner are you? Write a paragraph
of about 90 words in your notebook. Use the
ideas you discussed in the Student’s Book.
1 Encourage students to write their descriptions
individually. Monitor and help with vocabulary
where necessary, and write any helpful words/
phrases on the board.
2 When they have finished, put students into
pairs. Ask them to compare their answers, and
also to read each other’s work and offer any
constructive feedback.
Answers:
Students’ own answers
Skills
Reading:
• To complete a quiz about learning styles
• To analyse the results of a quiz
• To identify types of learners (Workbook)
Writing: To write a text about the sort of learner
they are
Speaking: To discuss styles of learning
Vocabulary: explain, learners, mostly, repair
Life skills: Self-management; respect for
diversity
LE S S O N 2 S B p a g es 5 6 -5 7 WB p age 108
Outcomes:
• T
 o use context (e.g. definitions, examples, or
restatements in text) as a clue to the meaning
of a word or phrase.
• T
 o identify gist and main idea(s) in short
listening texts.
• T
 o complete various types of listening
comprehension tasks based on audio-visual
information given in pictures, short stories and
descriptions.
• T
 o write an informative/explanatory text.
132
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SB page 56
12 Lesson 2
Vocabulary
1 Circle the correct words.
1 If you fail / pass an exam, you will feel disappointed.
2 If you fail / pass an exam, you will feel proud.
3 Students need to decide / take what job they want to do.
2 Discuss these questions in pairs.
1 When was the last time you felt disappointed?
2 When was the last time you felt proud?
3 When did you take a difficult exam? Did you pass or fail it?
4 Do you know which job you want to do?
Listening
3 Listen to Fares and Nevine talking about their future plans.
What jobs do they hope to do?
1 Fares: 2 Nevine:
4 Listen again. Answer the questions. Write F (Fares) or N (Nevine).
1 Who changed how he/she felt about studying? F
2 Who wants to study in another country?
3 Who will work in the family shop?
4 Who decided which job he/she wanted to do when he/she was a child?
5 Who wants his/her family to be proud?
6 Who wants to go to university?
7 Who thinks it is going to be difficult to do the job he/she wants to do?
8 Who will need to study a lot of subjects?
56 Lesson 2
Vocabulary
1 Circle the correct words.
1 Read the example with the class, then ask
students to choose the rest of the words
individually. Make sure they know the meaning
of proud and disappointed.
2 When they have finished, students check
answers in pairs, then check answers with the
whole class.
3 Check understanding of the new vocabulary and
drill the words.
Answers:
1 fail 2 pass 3 decide
2 Discuss these questions in pairs.
1 Read the questions with the class and check
understanding.
2 Put students in pairs to discuss the questions.
3 When they have finished, nominate a student
from each group to share their answers with
the class.
Answers: 3 Play the recording again if necessary, then check
answers as a class.
Students’ own answers
Answers:
1 F 2N 3F 4N
Listening 5 F 6N 7N 8F
3 Listen to Fares and Nevine talking about their
future plans. What jobs do they hope to do?
1 Point to the photos and ask the class what jobs SB page 57
they think the teenagers want to do in the future.
Elicit their ideas and write them on the board,
but don’t give any answers yet.
2 Play the recording for students to listen and Language
Lesson 2
12
identify the jobs. Check answers with the class.
5 Complete the text with the correct form of the verbs in brackets.
When I 1 was (be) young, I 2 (want) to be a scientist.
Now I find science very difficult so I don’t think I 3 (be) a scientist!

 Audioscript
I’m not really sure what I want to do, but my family are always telling
me that school 4 (be) very important and I need to study hard.
I know I want to travel so I 5 (learn) lots of languages. Next year,
I6 (start) French classes. I 7 (take) the exam to go to
secondary school and I hope I 8 (pass)!

Fares: My name’s Fares. When I was young,
I didn’t use to like studying. But, one
day, I failed an exam. My father was
disappointed. He said that one day he
wanted me to be the manager of our
Remember!
When you are speaking or writing, remember to use the correct tense.
Present
My uncle lives in the USA. I’m emailing him today.
Past
I was playing tennis with my sister when it started to rain.
I didn’t use to like tennis! I used to like basketball.
Future
Next year, I’m starting secondary school.
I’m going to go to university. I’m not going to get a job.

family shop. He explained about all the I think it will be hard but fun at university. I won’t be bored.

skills that I needed to work there: maths, Speaking

reading, writing and English. Now I’m
working hard to pass my exams so I
can make my family proud. Next year,
6 You are going to give a short presentation about your studies. Make notes about these
things in your notebook:
• What did you use to/didn’t you use to like to study but like to study now?
What job did you want to do when you were younger, and do you still want to do it?
•
• What subjects do you like/don’t you like studying now? Why?

I’m starting secondary school and I’ll • What do you want to study in the future? Why?
7 Work in small groups. Use your notes to present your ideas.
continue to study hard! Ask questions to the other people in the group.

Nevine: When I was nine, I was playing with Why do you want to study
to be a scientist?
my sister when I fell and hurt my arm. I want to find solutions to
The doctor at the hospital was so clever environmental problems like water
pollution.

and kind, so I decided I wanted to be Workbook page 108 Lesson 2 57

a doctor too! I know it will be hard
to achieve my dream. I need to go to
university and pass lots of exams. My Language
uncle lives in the USA so I’m going to
study there when I’m older and then I 5 Complete the text with the correct form of
the verbs in brackets.
want to come back to Egypt and work in
a hospital. 1 Read the example with the class, then ask
students to complete the rest of the text
individually.
Answers:
2 Put students in pairs to check their answers, then
Fares: Manager of the family shop check answers with the whole class.
Nevine: Doctor
3 Read the Remember! box with the class and
answer any questions students have about the
4 Listen again. Answer the questions. Write F use of different verb tenses.
(Fares) or N (Nevine).
1 Go through the questions with the class so that
students know what to listen for.
2 Ask students to listen and answer the questions,
then compare their answers in pairs.

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Answers:
WB page 108
1 was
2 wanted
3 will be
4 is 12 Lesson 2

5 will learn Vocabulary

6 am starting/am going to start 1 Complete the sentences with the correct form of these words.
7 am going to take/am taking decide disappointed fail pass proud

8 will pass 1 Medhat can’t drive because he failed his driving test.
2 I am very of my little brother. He always wins medals in tennis!
3 The family were when they found their hotel room was next to a factory!
4 Don’t worry, the teacher thinks that all the students in our class will the test.

Speaking 5 Nadia looked at the menu and to have fish with rice.

Language
6 You are going to give a short presentation 2 Match to make sentences.
about your studies. Make notes about these 1 b About five million people a but now she loves it.
things in your notebook: 2 At the moment, b live in Alexandria.

1 Tell students they are going to give a

3 Last Tuesday, my uncle c my brother is working in a bank.
4 Hala didn’t use to like fruit, d I don’t think he’ll come out this evening.

presentation about their studies. Read the 5 Ali is feeling ill, so e flew to Paris.

questions with the class and check

3 Choose the correct words.
My village 1 didn’t use to have / isn’t having any tourists, but now lots of visitors

understanding.
2
come / came here every year. At the moment, lots of American tourists 3 take / are taking
photographs of the castle. Last year, we 4 had / used to have visitors from China and Japan,
too! Next year, they 5 build / are going to build a new hotel in the park. I am disappointed

2 Allow students plenty of time to make notes. Go about this, because I think they 6 will cut / are cutting down some of the trees to build it.

round and help with ideas and vocabulary where Writing

necessary.
4 Complete the sentences. Make sure that you use the correct tense.
1 At the moment, I am doing an English exercise .

3 Encourage them to use a range of present, past 2 Every week, my best friend
3 Yesterday,
.
.
and future tenses, as in the Remember! box. 4 When I was a small child, .
5 In the future, I think .
6 Tarek has got a ticket for the theatre and he .

Answers: 7 Next Tuesday, my family and I .

108 Lesson 2

Students’ own answers

7 Work in small groups. Use your notes to Vocabulary

present your ideas. Ask questions to the
other people in the group.
1 Read the example. Then put students in small
groups. Ask students to use their notes to take it
in turns to give their presentations.
2 After each student has finished, encourage other
students in their group to ask questions, as in the
example.
3 Go round and monitor their work. Try not to
interrupt, but make a note of any common errors
and go over these at the end.
4 When they have finished, ask a student from
each group to share any interesting information
they found out with the class.
1 Complete the sentences with the correct
form of these words.
1 Read the example with the class, then ask
students to complete the rest of the sentences
individually. Monitor and make sure they are
writing the words in the correct form.
2 Ask students to check answers in pairs, then
check answers with the whole class.
Answers:
1 failed 2 proud 3 disappointed
4 pass 5 decided

Answers:
Language
2 Match to make sentences.
Students’ own answers
1 Read the example with the class, then ask
students to match the rest of the sentence halves
individually. Monitor and offer help where
necessary.
2 Allow students to check answers in pairs, then
check answers with the whole class.
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Answers:
LESSON 3 SB pa ge s 58-59 W B pa ge 109
1b 2c 3e 4a 5d
Outcomes:
• To use glossaries or beginning dictionaries,
3 Choose the correct words. both print and digital, to determine or clarify
1 Read the example with the class, then ask the precise meaning of key words and phrases.
students to continue individually. • To describe and compare people, places and
2 Monitor while they work and offer help where events establishing relationships.
necessary. When they have finished, check • To identify gist and main ideas in a short
answers with the class. listening text.

Answers: • To take notes from short listening texts.

• To write informative /explanatory texts: use
1 didn’t use to have 2 come
simple facts and definitions to develop points,
3 are taking 4 had
and provide a short concluding statement or
5 are going to build 6 will cut
section.

Writing SB page 58
4 Complete the sentences. Make sure that you
use the correct tense.
1 Read the example with the students. You could
also share a few examples which are true for you 12 Lesson 3

to help demonstrate the activity. Vocabulary

2 Monitor students while they write the sentences 1 Check the meaning of these words and phrases in
a dictionary, then discuss these questions in pairs.
and check they are forming them correctly. body language drawing
eye con
tact speaking

3 When they have finished, put students in pairs to sounds

facial expr
essions writing voice touch

compare their answers. 1 What do you think is the difference between sounds, a voice and speaking?

4 At the end, ask a few students to share their

2 Which of these different types of communication do most people use? Why?
3 Which types of communication do animals mostly use?

answers with the class. 2 Work in pairs. Do you think the sentences are true (T) or false (F)?

Answers:
Students’ own answers
1 Cats can’t understand people. F
2 Some animals can copy sounds.

Skills 3 Animals only use body language to communicate.

Writing: To write notes for a presentation
Reading: To read and complete an article
Listening: To understand two teenagers talk
4 Horses say hello by touching noses.
5 People can use their voices and bodies to communicate with animals.
6 Cats only make a noise when they want something.
Listening
3 Listen to a podcast
about animals. What types of Life Skills
communication from Exercise 1
does Dr Ahmed talk about? 1 When might you need to use each of the
forms of communication in Exercise 1?

about their future plans 4 Listen again and check your

answers to Exercise 2.
2 Why do you think good communication is
so important?

Speaking: 58 Lesson 3

• To discuss past events

• To give a presentation
Vocabulary: decide, disappointed, fail, pass,
proud
Language: A review of tenses
Life skills: Self-management
Vocabulary
1 Check the meaning of these words and
phrases in a dictionary, then discuss these
questions in pairs.
1 Focus attention on the photo and tell students
that the topic of this lesson is communication.
2 Show students the words and ask them to check
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 their meanings in a dictionary. Answer any
questions students have about the words and
phrases.
3 Put students in pairs to discuss the questions.
Monitor and offer help with ideas if necessary.
4 When they have finished, ask a few students to
share their ideas with the class and have a brief
class discussion.
Answers:
1 Sounds = any noise you make (e.g. clapping,
stamping, shouting, animal noises, etc.)
Voice = noises only with your mouth (talking,
singing, screaming, etc.)
Speaking = using words
2 People mostly use speaking and writing.
3 Animals mostly use sounds and perhaps body
language.
2 Work in pairs. Do you think the sentences are
true (T) or false (F)?
1 Focus attention on the photos and elicit what
students can see.
2 Put students in pairs to discuss the sentences.
Encourage them to guess the answers.
3 When they have finished, elicit their ideas, but
don’t give any answers yet. They can check their
answers in Exercise 4.
Listening
3 Listen to a podcast about animals. What
types of communication from Exercise 1
does Dr Ahmed talk about?
1 Tell students that they are going to listen to a
podcast about animals. Make sure students know
what is meant by podcast (a radio programme).
2 Students listen to the podcast and answer the
question, then check in pairs. Check answers
with the class.
 Audioscript
Munir: What do you know about animals?
Do you think they understand you?
Today I’m talking to Dr Ahmed who
is going to tell us about how animals
communicate. Hello, Dr Ahmed.
Dr Ahmed: Hello.
Munir: Let’s talk about the animals that
you often see on a farm. My brother
is a farmer and I think that his cat
understands him sometimes. Is that
possible?
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Dr Ahmed: I’m sure the cat understands when he
is angry and understands words like
‘dinner’, for example.
Munir: But of course, the cat can’t talk to
him.
Dr Ahmed: No, animals can’t speak in the way
people can, but some animals like
birds can copy sounds. But animals
do communicate, both to us and
to each other. One way animals
communicate is by using body
language. For example, horses touch
noses to say hello to another horse
they like and bees dance when they
find a good flower.
Munir: So can I learn to communicate better
with animals then?
Dr Ahmed: From my point of view, it’s important
to watch and listen to what animals
are trying to tell you. You should be
careful about how you use your body
and voice. So, if an animal is scared,
you should move slowly and use a
soft voice. How about listening to the
way your cat makes a noise? Does
it sound different if it is frightened,
wants some food? I think it will!
Answers:
He talks about body language, sounds, voice,
speaking, eye contact and facial expressions.
4 Listen again and check your answers to
Exercise 2.
1 Read the sentences in Exercise 2 again with the
class, then play the recording again for students
to check their answers.
2 Check answers with the class and find out if
students are surprised by any of the answers.
Answers:
1 F (They can understand when someone is angry, for
example)
2T
3 F (They use other forms of communication)
4T
5T
6 F (They also make a noise when they are frightened,
for example.)
 pairs to categorise the phrases.
Life Skills 2 When they have finished, check answers with
1 Read the Life Skills box with the class. the class, then elicit any more phrases students
2 Explain that communicating with others can put in each category and write them on the
effectively is an important life skill that board.
needs to be developed.
Suggested answers:
3 Ask students to discuss the question in
pairs. Advice: How about…?, You should…, Why don’t
4 Discuss their answers as a class. Accept all you…?
good answers. Opinions: In my view…, I think…, In my
opinion…
5 Guide students to conclude that the point of Suggestions: Let’s…, Shall we…?, What about….?
developing good communication skills is We could…
to create better understanding. Explain that
this can be done orally (oral utterances), in
writing (books, magazines, etc), visually Writing
(tables, charts, etc), or non-verbally (body 6 Read this post from the internet. What is the
language, gestures and tone of voice). girl’s problem?
1 Point to the photos and elicit what students can
see. Ask students what they think the younger
SB page 59 girl’s problem might be.
2 Give students a short time to read the post and
answer the question.
Language
Lesson 3
12 3 Check the answer with the class.
5 Work in pairs.
1 Are the phrases in red below from the listening used for advice, suggestions
or opinions? Put them in the correct circle.
Answers:
Her older sister does not want to talk to her.
• Let’s talk about the animals that you often see on a farm.
• I think that his cat understands him.
• From my point of view, it’s important to watch and listen to what animals are trying
to tell you.
• You should be careful about how you use your body and voice.
• How about listening to how your cat makes a noise?
2 Can you add any more expressions to the circles? 7 Discuss Radwa’s problem in pairs. What
advice would you give her?
Advice Opinions Suggestions

Let’s 1 Put students in pairs to discuss what advice they

would give her. Monitor and help with ideas
where necessary.
Writing
6 Read this post from the internet. What is the girl’s problem? 2 When they have finished, ask students to share
Can anyone give me some advice?
ideas with the class and find out if they agree.
I have an older sister (she’s three
years older than me). We used They can use their ideas in the next exercise.
to be best friends, but now she
doesn’t want to talk to me very
much. She is always on the
internet or talking to people on Answers:
her phone.
She tells me to go away if I try to
talk to her. I miss being friends Students’ own answers
with her. How can I get her to
spend time with me again?
Please give me some advice!
Yours, Radwa
8 Write a reply to Radwa in your notebook. Use
7 Discuss Radwa’s problem in pairs. What advice would you give her?
some of the phrases from Exercise 5.
8 Write a reply to Radwa in your notebook. Use some of the phrases from Exercise 5. 1 Remind students of the phrases in Exercise 5,
Workbook page 109 Lesson 3 59
then ask them to write a reply in their notebooks.
Monitor and encourage students to use the
phrases as you go round.
Language 2 When they have finished, put students in pairs to
5 Work in pairs. swap replies and read them.
1 Write advice, suggestions, and opinions on
the board and check understanding. Read the
instructions with the class, then put students in
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Suggested answer: 1 Read the example with the class, then ask
students to complete the rest of the dialogue
What about trying to do something together that you
individually.
both like? You could watch your favourite film or
go shopping. In my opinion, if she is talking to her 2 When they have finished, put students in pairs to
friends, you should wait until she’s finished. How check answers, but don’t give any answers yet.
about spending more time with your friends, too? They can check these in the next exercise.

Listening
WB page 109
3 Listen and check your answers to Exercise 2,
then role-play the dialogue.
1 Play the recording for students to check their
Vocabulary
Lesson 3
12 answers, then check answers with the class.
1 Read and choose the correct form of communication.
1 Shady is waiting at the front door of his friend’s house. He knows
2 Put students in pairs to role-play the dialogue.
3 When they have finished, ask one or two pairs to
someone is inside the house because he can hear touch / sounds.
2 It’s the end of a football match. All the players in the blue team are leaving
the field very slowly. They all have their heads down. We know they are
disappointed with the result by their body language / eye contact. perform their dialogues for the class.
3 A blind man walks into a clothes shop and buys a shirt. He chooses the
shirt by sounds / touch.
4 Malak and Randa are sitting on different sides of a busy library. They must
be quiet in the library. Randa knows that Malak wants to leave because
Answers:
she makes sounds / eye contact with her.
5 Some children are watching a film. We know the film 1 point of view 2 expressions 3 think
4 body 5 should 6 Let’s
is scary by their facial expressions / eye contact.

Language
7 How
2 Complete the dialogue with these words.
body expressions How Let’s should think
point of view

Ola: I’m looking after my baby cousin Lina today. Isn’t she lovely?
Injy: Yes, but how can you understand what she wants?
 Audioscript
Ola: From my 1 point of view, you should first look at the baby’s
facial 2 , so you know if they are happy or sad.
Injy: That’s true.
Ola: I 3
Lina’s tooth is hurting her. You can see Ola: I ’m looking after my baby cousin Lina
from her 4 language.
Injy: What 5 we do? today. Isn’t she lovely?
Ola: try to make her laugh.
Injy: Yes, but how can you understand what
6

Injy: Good idea. 7 about singing a funny song!

Listening she wants?

3 Listen and check your answers to Exercise 2, then role-play the dialogue. Ola: From my point of view, you should first
Writing look at the baby’s facial expressions, so
4 A friend is going to look after some animals on his/her uncle’s farm. Write an email
in your notebook giving some advice about how he/she can communicate with
you know if they are happy or sad.
the animals.
Injy: That’s true.
Lesson 3 109
Ola: I think Lina’s tooth is hurting her. You can
see from her body language.
Injy: What should we do?
Vocabulary Ola: Let’s try to make her laugh.
1 Read and choose the correct form of Injy: Good idea. How about singing a funny
communication. song!
1 Read the example with the class, then ask
students to choose the rest of the words
individually.
Writing
4 A friend is going to look after some animals
2 Put students in pairs to compare their answers,
on his/her uncle’s farm. Write an email in
then check answers as a whole class. your notebook giving some advice about how
he/she can communicate with the animals.
Answers:
1 Read the instructions with the class, and ask
1 sounds 2 body language 3 touch students to share any advice they can think of.
4 eye contact 5 facial expressions Build up a list on the board.
2 Ask students to write their emails. Monitor and
check students’ writing, correcting as you go
Language round.
2 Complete the dialogue with these words.
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3 When they have finished, put students in pairs
to read each other’s emails. You can take in their
SB page 60
work for feedback.

Answers: 12 Lesson 4 Multilingual Africa

Students’ own answers Reading
1 Discuss these questions in pairs.
1 How many languages do you speak?
What are they?

Skills 2 How did you learn these languages?

Where do you normally speak them?

2 Read the text quickly and answer

the questions.

Writing: To write a reply to an internet post 1 How many languages do many

Africans speak?
giving advice 2 How does it help to speak English?
3 Look at the words in bold in the text.
Reading: Match them to their meanings.
1 The qualities that make you different
• To understand an internet post asking for to other people identities
advice
2 Brings things together
3 People who know lots about a
Experts believe that there are more than 2,1OO
languages spoken in Africa. Many African people
speak three languages: their dialect (or home
language), the national language and another
European language such as English, French
or Portuguese that they learn at school. This
means they are multilingual! Of course, many
people speak more than three languages!
People who speak different languages have
lots of advantages. If you speak more than one

• To identify forms of communication

subject
4 The good things about something
Listening: 5 Of or for the whole country
6 A way of speaking used in one area
• To understand a podcast about animal
language, you can talk to different people in
different places and in different ways. When
you are multilingual, you are able to understand
both your home and the world better.
It also gives people different identities.
If you speak your home language, it connects
you to your community. Your national

communication
7 Be able to speak more than one language connects you to your country and
language all the other people in it. An international
language, like English, connects you to an
• To understand and complete a dialogue
4 Read the text again and answer the international community.
questions.
1 What are the three types of Speaking
Speaking: languages many African people
can speak? 5 Discuss these questions in small

• To give advice 2 What communities do these three

types of languages connect
groups.
1 Do you feel different when you speak a

• To role-play a dialogue
people to? different language? Why?
3 What are two advantages of speaking 2 What other languages would you like to

Vocabulary: body language, eye contact, facial

more than one language? learn?

60 Lesson 4 Workbook page 110 Video

expressions, touch, voice
Life Skills: Communication skills; Critical
thinking Reading
1 Discuss these questions in pairs.

LE S SO N 4 SB page 60 WB page 110

Outcomes:
• To use context (e.g. definitions, examples, or
restatements in text) as a clue to the meaning
of a word or phrase.
• To determine the main idea of a text and
explain how it is supported by key details i.e.
Summarise the text.
• To describe and compare feelings, people,
places and actions.
1 Read the questions with the students and check
understanding.
2 Put students in pairs to discuss the questions.
When they have finished, ask students to share
their ideas with their partners and have a brief
class discussion.
Answers:
Students’ own answers
2 Read the text quickly and answer the
questions.
1 Draw students’ attention to the picture and ask
students how many languages they recognise,
and which ones.
2 Go through the questions with the class so they
know what to read for, then set a time limit for
students to read and answer the questions.
3 Check their answers as a class.

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Answers:
1 Three
2 It connects you to the international community.
3 Look at the words in bold in the text. Match
them to their meanings.
1 Ask students to read the article again and match
the words and definitions. When they have
finished, put students in pairs to compare their
answers.
2 Check answers as a whole class.
Answers:
1 identities 2 connects 3 experts
4 advantages 5 national 6 dialect
7 multilingual
4 Read the text again and answer the
questions.
1 Ask students to read the article again and answer
the questions. When they have finished, put
students in pairs to compare their answers.
2 Check answers as a whole class, then ask
students what they found most interesting in the
article.
Answers:
1 a dialect, a national language and a European
language (like English, French and Portuguese)
2 They connect people to their own community, the
country and international communities.
3 You can talk to different people/in different ways
and it helps you understand both your home and the
world better.
Speaking
5 Discuss these questions in small groups.
1 Put students in small groups to ask and answer
the questions. Monitor and offer help where
necessary.
2 When they have finished, ask students to share
their answers with the class and have a brief
class discussion.
Answers:
Students’ own answers
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Video
1 Write on the board: hieroglyphics and emojis and
check understanding of these words.
2 Put students in pairs to discuss what they know
about them and what they think the connection
between them might be.
3 When they have finished, ask students to share
their ideas with the class and build up a list of
notes on the board.
4 Play the video for students to check their ideas.
5 When they have watched, ask students to tick off
any of the ideas on the board that were correct.
 Videoscript
Hieroglyphics was a form of writing that was used
in Ancient Egypt. It used pictures to represent
letters and words. For example, this picture is the
letter ‘A’ in English.
We know how to read these pictures because of the
Rosetta Stone, which was found in Rashid in the
18th century. The Rosetta Stone is special. It was
– perhaps – the world’s first language dictionary.
That is because the stone has both hieroglyphics
and writing in the language of Ancient Greece.
Before they found the Rosetta Stone, people
didn’t understand the meaning of hieroglyphics.
However, experts who understood Ancient Greek
could work out what the pictures meant.
But did you know that many of us still use a form
of hieroglyphics today? These are emojis and
people sometimes use them when they are sending
text messages to their friends. Like hieroglyphics,
emojis use pictures to represent letters or words.
This emoji means that the writer is happy… and
this one means the writer is sad.
Some emojis even look like hieroglyphics, like this
scarab beetle and this ladybird. They both mean
different things, however. The scarab beetle was
used to represent ‘strong’ and the ladybird is used
to represent ‘good luck’.
Do you know what these emojis mean?
 Ask students to say what they know about
WB page 110 Switzerland.
2 Read the example with the class, then ask
students to complete the rest of the text
12 Lesson 4
individually.
Vocabulary 1
d i a l e 2
c t
3 When they have finished, ask students to check
1 Complete the crossword. answers in pairs, then check answers as a class.
Across 3
1 a way of speaking used in

Answers:
one area 4

3 of a whole country 5

1 expert 2 multilingual 3 national

5 a good thing about something
6 a person who knows a lot
about a subject
7 able to speak many languages
6
4 identity 5 dialect 6 connects
Down
2 bring people together, join

Writing
4 the thing that makes 7
you different to
other people

Reading 3 Answer the questions.

2 Complete the text with the correct form of the words from Exercise 1 (there is one word
you do not need). 1 Ask students to write their answers in full
The languages of Switzerland sentences. Go round and help with ideas and
vocabulary where necessary, writing any useful
Switzerland is a small European country. Here, you do not need to be
an 1 expert to speak many languages. That is because nearly all people
in Switzerland are 2 : they speak the country’s four
languages. That is because each area of Switzerland
words/phrases on the board.
3

has always had its own 4 and its own language.

The parts of Switzerland near Italy speak Italian, the parts near Germany
speak German and the parts near France speak French. In the southwest
of Switzerland, they also speak a 5 called Romansh. 2 When they have finished, put students in pairs to
compare their answers.
Each language 6 the people with their area, but they
Writing are also very proud of their country.

3 Check their answers as a class, or take in their

3 Answer the questions
1 What is the national language of Egypt?
2 In what ways do you think your language connects you to the country? work for feedback.
3 Which people in your country speak dialects?
4 What advantages does speaking different languages give you?
Answers:
110 Lesson 4

1 Arabic
2 – 4 Students’ own answers.
Vocabulary
1 Complete the crossword.
Skills
1 Read the example with the class, and explain
that all the answers are key words from the
Reading:
lesson. Ask students to complete the crossword
individually, then ask them to check in pairs. • To understand a text about languages in Africa
• To read and complete a text about languages in
2 Check answers as a class and write them on the
Switzerland
board.
Writing: To answer questions about languages
Answers: Speaking: To discuss the importance of language
Across learning
1 dialect 3 national 5 advantage
Video: To understand a video about the
6 expert 7 multilingual
Down
hieroglyphics and emojis
2 connect 4 identity Vocabulary: advantage, connect, dialect, expert,
identity, multilingual, national
Reading
2 Complete the text with the correct form of
the words from Exercise 1 (there is one word
you do not need).
1 Point to the photo and elicit what students can
see. Tell the class that this is Switzerland, a
country with more than one language.

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 2 When they have finished, nominate a student
LESSON 5 SB page 61 WB page 111 from each group to share their ideas with the
class and have a brief class discussion.
Outcomes:
• T o follow agreed upon rules for discussion up Answers:
to this age e.g. Listening to others with care, Students’ own answers
speaking one at a time about the topics and
texts under discussion.
2 Discuss these questions in pairs.
• To understand everyday signs and notices:
in public places, such as streets, restaurants, 1 Put students in pairs to discuss the questions.
railway stations; in workplaces, such as Make sure students know what is meant by
directions, instructions, hazard warnings. improve.
• To write informative /explanatory texts: 2 When they have finished, elicit students’ ideas
introduce a topic [e.g. social media sites], use and have a brief class discussion.
simple facts and definitions to develop points,
and provide a short concluding statement or Answers:
section. Students’ own answers
• To recognise some prefixes.

SB page 61 Writing
3 Think about an exam or a project that you
need to study for. What do you need to do for
it? Complete the study plan.

Speaking
Lesson 5
12 1 Go through the study plan with the class and
elicit possible ideas of what they need to do.
1 Discuss these questions in small groups.

2 Read the Writing tip box at the bottom of the

1 Do you find it hard to study for exams? Why?
2 Look at the titles below. Which of these things do you find hard? Why?
3 Read the advice. Do you agree with it? Can you add any more ideas?
Add advice for the other titles.
page with the class and explain that they should
Being organised Where you study
complete the study plan using notes.
Managing your time
Know what you need to do and
when to do it.
Make a study timetable. Find a quiet space to study. If your
house is too busy, you could go to 3 Encourage students to complete their study plans
the library.
individually. Monitor and help with ideas and
Working alone or with friends
vocabulary where necessary, writing any useful
words/phrases on the board.
Taking breaks Sleeping well

4 Explain to students the importance of managing

2 Discuss these questions in pairs. time and being organised.
1 Do you think you are good at studying? Why/Why not?
2 Which things do you need to improve? How could you improve them?
Suggested answers:
Writing
Study plan for: (your name)
3 Think about an I have to study for: (name of exam or project) I should:
- study with friends sometimes so we can help each
exam or a project
that you need to I should:
study for. What
other.
•
do you need to do
for it? Complete •
the study plan. •
- remember to take breaks for food, exercise and to
relax.
•
•

4 Work in pairs. Read each other’s

study plans. Does your partner
have a good plan? Have you got
any advice for him/her?
Speaking
1 Discuss these questions in small groups.
1 Focus attention on the titles and explain that they
show advice for studying. Put students in small
groups to discuss the questions. Monitor and
offer help where necessary.
142
Writing tip
- go to bed early. I will learn better if I’m not tired.
When you are making notes, you can just use
short sentences. You do not have to write
detailed sentences, for example: Find notes,
Read textbook. 4 Work in pairs. Read each other’s study plans.
Workbook page 111 Lesson 5 61 Does your partner have a good plan? Have
you got any advice for him/her?
1 Put students in pairs to read each other’s plans
and offer any advice they can.
2 Ask a few students what advice their partners
gave them.

darsenglizy.com
Answers: 3 Check their answers as a class. Ask students to
read out the correct sentences.
Students’ own answers
Answers:
WB page 111 1 connected 2 disappointed
3 a disadvantage 4 organised

Vocabulary
Lesson 5
12 Reading
1 The prefix dis- usually has a negative meaning. What is the opposite of these words?
Be careful! One word is different.
1 connected a disconnected 3 Complete the study plan with these words.
1 Read the example with the class, then ask
2 advantage b
3 c disorganised
4 d disappointed students to complete the rest of the study plan
individually. Remind them of the meaning of
2 Choose the correct words.
The Portuguese and Spanish languages are

flashcards and context if necessary.

1
connected / disconnected in many ways, and many written
words look the same. However, Spanish speakers who think that
Portuguese is easy to learn will be 2 happy / disappointed. That is
because the pronunciation of Portuguese is very different. In fact,
it can be 3 an advantage / a disadvantage if you speak Portuguese 2 When they have finished, put students in pairs to
with a Spanish accent: they might not understand you! If you want to learn both languages
well, be 4 disorganised / organised and learn them as if they were two different languages. check their answers, then check answers as
Reading a class.
3 Complete the study plan with these words.
Don’t Make Read Watch Work Write

Study plan: how to learn English vocabulary Answers:

1 Makeflashcards of words that you need to remember,
organised by topic (for example, words for furniture).
1 Make 2 Write 3 Don’t
4 Watch 5 Read 6 Work
2 the words in context
context: that means putting the
word in a written sentence, so you can see how it works with
other words.
3 try to remember too many words at the same
time: find how many words is best for you.
4 English-language TV programmes or films and

Writing
listen for known words.
5 as many stories and news articles as you can:
it’s the best way to learn vocabulary!
6 with a friend and try to test each other on
important words. 4 Write notes in your notebook about how to
Writing learn English vocabulary.
4 Write notes in your notebook about how to learn English vocabulary.
• Put the advice in Exercise 3 in order from most to least useful for you.
1 Read the instructions in the bullet points with the
• Write the advice again in notes.
• Remember that you can just use short sentences.
students and check they understand what to do.
Lesson 5 111
2 Remind students of the Writing tip on page 61 of
the Student’s Book. Then encourage students to
write their notes individually.
Vocabulary
3 When they have finished, put students in pairs to
1 The prefix dis- usually has a negative compare their ideas.
meaning. What is the opposite of these
words? Be careful! One word is different. 4 You can take in their work for feedback.
1 Read the example with the class, then ask students
Answers:
to complete the rest of examples of words
containing the prefix dis-. They can use a dictionary Students’ own answers
to help them with the last answer if necessary.
2 When they have finished, put students in pairs
to check their answers. Then check answers as a
whole class.
Skills

Answers:
Reading:
1 connected 2 disadvantage • To read and complete a study plan
3 organised 4 pleased/happy
• To read and complete a text about languages
Writing:
2 Choose the correct words. • To write a study plan
1 Ask students if they know where Spain and • To write advice about how to learn vocabulary
Portugal are. Show them on a map if necessary.
Speaking: To discuss studying for exams
2 Ask students to read the text carefully, then
choose the correct words. They can do this Life skills: Self-management
individually and then compare answers in pairs.
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 language summer school in England.
LESSON 6 SB page 62 WB page 112
2 Give students time to read the article quickly,
then discuss the questions as a class.
Outcomes:
• T o use context (e.g. definitions, examples, or Answers:
restatements in text) as a clue to the meaning
Students’ own answers
of a word or phrase.
• To ask and answer questions to demonstrate
understanding of a text, referring explicitly to 2 Read the advert again and answer the
the text as the basis for the answers. questions.
• To plan, write and sequence texts; read and talk 1 Read the example with the class, then ask
about their writing with a partner to check it students to read the advert again in more detail
makes sense and begin to make suggestions to and answer the rest of the questions. Make sure
improve it. they remember the word improve.
• To write informative /explanatory texts: 2 When they have finished, put students in pairs to
introduce a topic, use simple facts compare their answers.
and definitions to develop points, and provide 3 Check answers as a whole class.
a short concluding statement or section.
Answers:
SB page 62 1 They come from around the world.
2 It is in the south of England.
3 They study English in the mornings.
4 They do sports and other activities.
12 Lesson 6 English Language
Summer School
for Teenagers!
5 They visit famous places in England, like London or
Oxford
Reading
1 Read the advert for a language school in Do you want to improve your English?
England. Would you like to study there? Would you like to study in England with

Why/Why not?
2 Read the advert again and answer
the questions.
1 Where do students at Hapstone House
come from?
They come from around the world.
2 Where is the school in England?
3 What do students do in the mornings?
4 What do they do in the afternoons?
5 What do they do at the weekends?
Writing
3 You would like to go to Hapstone House.
Complete the form.
Writing
other young people from around the world?
Come and stay at Hapstone House, in the
south of England, for our summer courses!
You can study every morning with our
friendly, expert teachers and spend the 3 You would like to go to Hapstone House.
afternoons doing sports or other activities.
Every weekend we visit famous English Complete the form.
places (like London
or Oxford).
Learn English,
1 Read the Writing tip box with the class and check
have fun,
visit England! students understand what a personal statement is.
2 Ask students to complete the form individually.
For more information, visit our website.
Monitor and help where necessary.
4 Read your partner’s work. Check the 3 Make sure that they answer the questions in
the Writing tip when completing their personal
following and add any comments.

statements.
Name:
Check:
Age:
• Spelling
Date of birth:
Nationality: All words spelt correctly.
Address:
Phone number:
• Language (tenses, vocabulary, etc.)
Suggested answer:
Email address:
Personal statement: I would like to study at Hapstone
• Punctuation
Personal statement:

• Information (do they say why House because I want to improve my English. I think
Writing tip
they want to study there?)
English is very important for my studies and my life.
A personal statement is where you tell
someone about yourself. Why do you • Do you understand everything? I would also like to visit England because I think it
want to study there? Why do you want
to improve your English? will be very different to Egypt and very interesting. I
62 Lesson 6 Workbook page 112
think it would be good to study with people from other
countries and learn about their lives. In my opinion, if
I study at Hapstone House, I will learn lots.
Reading
1 Read the advert for a language school in 4 Read your partner’s work. Check the
England. Would you like to study there? Why/ following and add any comments.
Why not? 1 Go through the points on the checklist, then put
1 Point to the photos in the text and elicit where it students in pairs to swap forms and check each
is. Explain that this is an advert for an English other’s work.
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2 When they have finished, allow students time Answers:
to look at the feedback and see how they can
1 am 2 February
improve their personal statements.
3 address 4 Road
3 You could take in their work to mark. 5 don’t 6 want to improve
7 next 8 will
Answers: 9 – 10 hearing
Students’ own answers
2 Now complete Mario’s application form for
the English school.
WB page 112 1 Read the example with the class, then ask
students to use the information in the email in
Exercise 1 to complete the application form.
12 Lesson 6 2 When they have finished, put students in pairs
to compare their answers. You can take in their
Reading
Hi
work to mark.
1 Mario is writing an My name’s Mario. I have 1 am fourteen years old. My birthday is 14 Febrary
email to an English 2
and I’m from Italy. My adress 3 is
language school.
Read and correct
7 North road 4
I dont 5
, Rome and my phone number is 889900.
have email (my parents don’t like computers!).
Answers:
the underlined I want improve 6 my English because I want to do well
words. in my exams last 7
fun and I think I am going to 8
year. I think that your course sounds
enjoy your activities.
Name: Mario Dollo
I love playing the 9
I look forward to hear 10
sports such as football and tennis.
from you,
Age: 14
Yours, Mario Dollo Date of birth: 14 February ( + year)
Nationality: Italian
2 Now complete Mario’s application form for the English school. Address: 7 North Road, Rome
Name: Mario Dollo Age: Phone number: 889900
Personal statement: (Suggested) I want to study at
Date of birth: Nationality:
Address: Phone number:

your school because I need to improve my English for

Personal statement:

my exams next year. I think I will enjoy your course

and also your sports activities.
Writing Volunteers wanted!
• Are you learning English at school?
3 Read the advert for a volunteer and write
• Do you want to practise your

Writing
a personal statement in your notebook to
English and help in the community?
say why you want to help.
• Come and help at the Park
Primary School!
We have lots of young children who
love playing English games and
3 Read the advert for a volunteer and write a
listening to English songs and stories.
If you have one or two hours a week
personal statement in your notebook to say
to help our busy teachers, send us a
personal statement.
why you want to help.
Note: 1 Read the advert and bullet points with the class
and check students know what to do. Allow them
A volunteer is a person who helps others
without getting anything in return.

a few minutes to plan and make notes.

112 Lesson 6

2 When they are ready, ask students to write their

Reading personal statements. Monitor and offer help
where necessary.
1 Mario is writing an email to an English
language school. Read and correct the 3 When they have finished, put students in
underlined words. pairs and ask them to swap texts and read
1 Explain the situation and read the example with their partner’s writing. They can then ask
the class. any questions they have to find out more
information.
2 Ask students to correct the rest of the words
individually, then check in pairs. 4 You can take in their work to mark, or they can
finish this for homework.
3 Check answers as a whole class.
Answers:
Students’ own answers

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 Skills SB page 63

Reading:
• To understand an advert for a language school
• To understand an advert for volunteers
Review
Lesson 7
12
(Workbook)
1 Match the words and the definitions.
disappointed improve multilingual organised pass voice
1 What you want to do when you take an exam. pass
Writing: 2 How you feel if you fail an exam.

• To complete an application form 3 A sound that comes from your mouth.

4 Able to speak many languages.
• To write a personal statement (Workbook) 5 Able to plan things carefully.

Speaking: To talk about studying at a language

6 To get better at something.

2 Complete the sentences with the correct form of the verbs in brackets.

school 1 When I was three years old, I didn’t

2 Ahmed
use to go (not / go) to school.
(study) for his maths exam at the moment.

Vocabulary: improve 3 Judy (go) to the library last night.

4 I (not / understand) English, but now I (speak) it well.
5 Sara (do) her homework when her friend (visit) her last night.
6 We (go) to secondary school in two years.

3 Work in pairs. Take it in turns to read a sentence from list 1. The other person should
LE S S O N 7 SB page 63 WB page 113 answer using an expression from list 2.
1 I don’t understand my homework. 2 Why don’t you …?
I want to learn to draw. Shall we …?
We have an exam tomorrow! In my opinion …

Outcomes: Do you think it’s good to speak lots of languages?

My house is too noisy to study in.
You should …
Let’s …
I don’t know what job I want to do when I’m older. From my point of view …

• To review and use the vocabulary and

structures of the unit.
I don’t understand You should ask
my homework. the teacher.

4 Complete the sentences with your own ideas.

Then compare your answers with a partner.

Before using the book: 1 Two new words I learnt in this unit are bilingual, expert
2 One interesting fact I learnt is

• Write Languages and learning on the board and 3 One thing I learnt about another student is

ask the students what they have learnt in this

4 One thing I learnt about myself is
5 One good idea I had about studying is

unit. Brainstorm a list of topics and grammar and Workbook page 113 Lesson 7 63

write these on the board for struggling classes.

You may want to remove these before students
start the exercises.
• Tell students that they are now going to complete
the review section for this unit, to see what they
can remember.
Review
1 Match the words and the definitions.
1 Focus attention on the photo and elicit what
students can see.
2 Read the example with the class, then ask
students to match the rest of the words and
definitions individually, then check in pairs.
3 Check answers with the class.

Answers:
1 pass 2 disappointed 3 voice
4 multilingual 5 organised 6 improve

2 Complete the sentences with the correct

form of the verbs in brackets.
1 Read the example with the class, then ask
students to complete the rest of the sentences
individually. Monitor and offer help where
necessary, and check students are forming their
answers correctly.
2 When they have finished, put students in pairs to
compare their answers, then check answers as a
whole class and write them on the board.

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Answers: Answers:

1 didn’t use to go Students’ own answers

2 is studying
3 went
4 didn’t understand/speak
WB page 113
5 was doing/visited
6 are going to go/are going
Review
Lesson 7
12
3 Work in pairs. Take it in turns to read a 1 Match to make phrases. Which is one word?

sentence from list 1. The other person should 1

2
d personal
eye
a expression
b lingual
answer using an expression from list 2. 3 facial c language

1 Go through the expressions in list 2 and check

4 multi d statement
5 body e contact

students remember how to use each one. 2 Complete the sentences with the correct time expression.

2 Put students in pairs and read the example

at the moment In the future Last week Next Monday usually
1 Look outside! It’s raining at the moment.
conversation with the class. 2 Mona walks to school, but today she came by bus.

3 Students practise responding to each other in

3 , I went to the park with my cousins.
4 , Judy is going to start learning French. She already has a French book.

pairs. Monitor and check students are using the 5 , I think we’ll have more lessons online.

expressions correctly.
3 Complete the text with the correct form of the verb in brackets.
When my father was younger, he 1 used to help (help) on his uncle’s farm. One day,

4 When they have finished, ask different pairs to

he 2 (walk) past the building where the horses slept when he saw
some smoke. He realised there was a fire. The horses were frightened and they

read out their responses to the class.

3
(not want) to leave the building. My father was very calm and
made eye contact with the horses. Then he carefully 4 (take) them
from the building. When I 5 (hear) this story, I decided that I wanted
to become a vet. Next year, I 6 (start) studying at university. I think
it 7 (be) difficult work, but I 8 (love) animals.
Suggested answers: I’m looking forward to working with them in the future.
4 You have now finished the last unit of the course. Complete this review of Units 1–12.

I don’t understand my homework. - You should ask

your teacher for help. Course review
1 Units I found most interesting:
I want to learn to draw. - Why don’t you join art 2 Units I found most difficult:

classes? 3 Language (tenses, spelling and punctuation) I need to practise:

We have an exam tomorrow! - Shall we study

4 Vocabulary topics I need to improve:
5 Other areas I need to work hard at (for example spelling, pronunciation…)

together?
Do you think it’s good to speak lots of languages? Lesson 7 113

- In my opinion, it’s really useful to speak lots of

languages!
My house is too noisy to study in. - You should study
in the library. Review
I don’t know what job I want to do when I’m older. 1 Match to make phrases. Which is one word?
- From my point of view, you should find something 1 Read the example with the class, then ask
you enjoy. students to match the words individually.
2 Put students in pairs to compare their answers,
4 Complete the sentences with your own then check answers as a whole class.
ideas. Then compare your answers with a
partner.
Answers:
1 Read the example with the class, then ask
1d
students to complete the rest of the sentences
2e
individually.
3a
2 Monitor and offer help where necessary, and 4b
encourage students to look back over the unit 5c
to remind them of what they learnt while they Multilingual is one word.
work.
3 When they have finished, put students in pairs
and ask them to compare what they have written.
Then ask a few students to share their ideas with
the class.

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2 C
 omplete the sentences with the correct 4 Y
 ou have now finished the last unit of the
time expression. course. Complete this review of Units 1–12.
1 Read the example with the class, then ask 1 Ask students to complete the sentences
students to complete the rest of the sentences individually. Monitor and offer help where
individually. necessary, and encourage students to look back
2 Put students in pairs to compare their answers, over the whole course to remind them of what
then check answers with the whole class. they learnt while they work.
2 When they have finished, put students in pairs
Answers: and ask them to compare what they have written.
1 at the moment 3 You could have a class discussion about the first
2 usually two points. Do they all agree?
3 Last week 4 Remind them to refer to points 3–5 when they
4 Next Monday revise and study for next year.
5 In the future
5 Praise students for their work on the course.

3 C
 omplete the text with the correct form of Answers:
the verb in brackets.
Students’ own answers
1 Read the example with the class, then ask
students to complete the rest of the text
individually.
2 Put students in pairs to compare their answers,
then check answers with the whole class.

Answers:
1 used to help
2 was walking
3 did not want
4 took
5 heard
6 am going to start
7 will be
8 love

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D SB page 64

Review
R e v ie w D D
Lesson 1

Type of trip: 1 Camping

Going to: 2
Listening Leaving on: 3 May at 4 am
1 Listen to the talk Returning on: 5 May at 6 pm
about a school trip. Clothes to bring: 7 , cool clothes,
What information is 8
night clothes and comfortable
SB pages 64-65 WB pages 114-115 in the letter? 9

2 Listen again and Also bring: 10 , notebook and pen

complete the form.

LE S SO N 1 SB page 64 Speaking
3 Work in pairs.
Student A: Describe what someone in the

Outcomes:
picture is wearing to Student B. Do not
point to the person.
Student B: Find the person Student A

• To identify gist and main ideas in short

describes. Say what that person is going
to do or what is going to happen to them.

listening texts. This boy is wearing

a striped, blue T-shirt
I think it’s this one.
He’s going to
and sunglasses. cook dinner.
• To take notes from short listening texts.
• To complete various types of listening
4 Write sentences about the people in the picture. Use going to and two or more
adjectives to describe their clothes.

comprehension tasks based on audio-visual The boy in the striped blue T-shirt and sunglasses is going to cook dinner.
1
2

information given in pictures, short stories and 3

descriptions.
4

Writing
• To describe and compare feelings, people, 5 You are a student at the school trip to the desert. Write a postcard to a friend. Include

places, actions, objects and events establishing

the following information:
• What you did yesterday • What you are learning about or enjoying

relationships. 64
• What you are doing tomorrow
Lesson 1
• What you are looking forward to doing

• To write a simple narrative: recount an event or

sequence of events, include details to describe
actions, thoughts, and feelings, use sequencing Listening
words, and provide a sense of closure. 1 Listen to the talk about a school trip. What
information is in the letter?

Before using the book:

• Ask students to recall as much of the
vocabulary and language of Units 10-12 as
they can.
• Tell students that they are going to review the
vocabulary and language that they have learnt
so far.
1 Read the question with the class so that students
know what to listen for.
2 Ask students to listen to the talk and write their
answers.
3 Put students in pairs to compare their answers,
then check answers as a whole class.
 Audioscript
Voice:  ext month is our school camping trip. We’re
N
leaving in three weeks and camping for three
nights. The bus is leaving at 8 am on the 10th
of May and we will be back on the 13th at 6
pm. As you know, we’re going to the desert
and it will be hot in the day and cold at night.
You will need to bring loose, cool clothes
for the day and warm night clothes. You will
also need comfortable trainers because we’re
going to do lots of walking. You’re going to
be learning about life in the desert and about
the geography of the area. You’ll also need
a camera, notebook and pen. Please take
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 this letter for your parents which has all the 3 When they have finished, ask a few students to
information that you’ll need. share their sentences with the class.
Answers:
Answers:
Students’ own answers
Information that they will need for the trip.

5 You are a student at the school trip to the

2 Listen again and complete the form. desert. Write a postcard to a friend. Include
1 Focus students’ attention on the form and elicit the following information.
what type of information is missing in each gap 1 Remind students of what a postcard is (its
e.g. 2: a place, 3: a date, etc. format, what and when to write, the language of
2 Ask students to listen and complete the form the postcard, etc).
individually, then check in pairs. 2 Read the instructions and bullet points with the
3 Play the recording again if necessary, then check class. Elicit ideas to include and write them on
answers with the class. the board.
Answers:
3 Students write their postcards individually.
Monitor and make corrections as they write.
1 Camping 2 desert Guide students to write clear sentences.
3 10th 4 eight
4 When they have finished, put students in pairs to
5 13th 6 six
7 loose 8 warm read each other’s postcards.
9 trainers 10 camera 5 You can take in their work for feedback.

Suggested answer:
Speaking Hello,
3 Work in a pairs. We arrived yesterday and we put up our tents. Then
1 Put students into pairs and ask them to read their we went for a walk. While we were walking in the
instructions. desert, we saw a big bird! It was beautiful. I like
cooking on the fire and sleeping in the tent. Tomorrow
2 Demonstrate the activity by reading out the we are going to learn about the rocks in the desert. I’m
example with a stronger student. Encourage looking forward to visiting some people who live in
them to describe both appearance and what the the desert, too.
people are going to do, as in the example. Regards
3 Students practise describing the people in the
picture. Go round and monitor while they are
working to check they are doing this well. Make
a note of any common errors and go over these
at the end.
4 When they have finished, ask students to swap
roles and repeat.
Answers:
Students’ own answers

Writing
4 Write sentences about the people in the
picture. Use going to and two or more
adjectives to describe their clothes.
1 Read the example with the class, then ask
students to write their sentences.
2 Monitor and check students are using the
adjectives and going to correctly.
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Skills SB page 65

Writing: Review

• To write descriptions of people in a picture Reading

Lesson 2
D
• To write a postcard to a friend
1 Read the article about a shop and choose the correct words.
1
On / At Monday, an exciting new shop is opening in the city centre. The Eco Shop only
sells things that are 2 environment-friendly / environment-friend.

Listening: To understand and take notes from a Last week, we 3 are talking / talked to the owner, Mariam El-Soory, about her
new shop. “Lots of people want to help the environment but it is sometimes

talk about a school trip

difficult to know what to buy. We 4 are working / were working with lots of people
to help local industries, too. So we’re going to sell local fruit and vegetables,
5
luxury, Egyptian cotton / Egyptian, cotton luxury clothes and other local things that

Speaking: To describe and identify descriptions

don’t damage the environment. You can also bring glass, plastic and paper to the shop for
recycling. We will also have cooking and sewing classes at the shop soon”.

of what people are wearing

Marian 6 worked / works for many years as a guide at a beach. She was sad because
she 7 is seeing / saw a lot of plastic bags used for things from other countries on the
beach. When she 8 picked / was picking up some rubbish one day, she decided she
9
wanted / is wanting to do more to help the environment and had the idea of a shop.

Language: Revision of language and structures The shop is having an opening party 10 on / at 1 pm in three days’ time.

2 Read the article again and answer the questions.

from Units 10–12 1 What is the name of the shop? The Eco Shop
2 How will it help local industries?
3 What other ways will it help the environment?
4 What can people learn how to do at her shop?
LE S SO N 2 SB p a g e 6 5 W B p a g e s 11 4 - 11 5 5 What made Mariam decide to open her shop?
6 Would you like to buy things in a shop like this? Why/Why not?

Speaking
Outcomes: 3 Work in pairs. Discuss the problems below. Think about giving advice, your opinion,
suggestions or solutions.
• To determine the main idea of a text and My neighbours never recycle
their rubbish. From my point of
explain how it is supported by key details i.e. There is a lot
of air pollution
I want to
learn to speak
view, it is important to recycle it.

Summarise the text. where I live. French. You should take

plastic and glass out of
My neighbours I bought the the bin and recycle them.
• To follow agreed upon rules for discussion up never recycle
their rubbish.
wrong size
jeans.

to this age e.g. Listening to others with care, I can’t find

I’m worried

speaking one at a time about the topics and

that I will fail
my new, blue,
my end-of-year
cotton scarf.

texts under discussion.

exam.

Workbook pages 116–117 Lesson 2 65

• To describe and compare feelings, people,

places, actions, objects and events establishing
relationships. Reading
• To ask and answer questions to demonstrate 1 Read the article about a shop and choose the
understanding of a text, referring explicitly to correct words.
the text as the basis for the answers. 1 Ask students to read the first two sentences of
the text quickly to find out what kind of shop the
• To complete various types of listening
text is about.
comprehension tasks based on audio-visual
information given in pictures, short stories and 2 Read the example with the class, then ask
descriptions. students to complete reading the rest of the text
and choose the rest of the words individually.
• To plan, write and sequence texts; read and talk
3 When they have finished, put students in pairs to
about their writing with the teacher to check it
check answers, then check answers as a class.
makes sense and begin to make suggestions to
improve it.
Answers:
1 On
2 environment-friendly
3 talked
4 are working
5 luxury, Egyptian cotton
6 worked
7 saw
8 was picking
9 wanted
10 at

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2 Read the article again and answer the
questions.
1 Ask students to read the questions so they know
what information to read for.
2 Read the example with the class, then ask
students to read the text again in more detail to
find the answers.
3 When they have finished, put students in pairs to
check answers, then check answers as a class.
Answers:
1 The Eco Shop
2 It will sell local fruit and vegetables, luxuray,
Egyptian cotton and other local things.
3 It only sells things that are environment-friendly.
You can recycle glass, plastic and paper.
4 People can learn how to cook and sew.
5 She saw a lot of plastic bags used for things from
other countries on the beach.
6 Students’ own answers.
Speaking
3 Work in pairs. Discuss the problems below.
Think about giving advice, your opinion,
suggestions or solutions.
1 Read the problems with students and check
understanding, then read the example with the
class.
2 Put students in pairs to discuss their advice. Go
round and monitor to check they are doing this
well. Make a note of any common errors and go
over these at the end.
3 When they have finished, you could put different
pairs together to share their advice and choose
the best piece of advice for each problem.
4 At the end, nominate a student from each pair/
group to share their best piece of advice with
the class.
Answers:
Students’ own answers
152
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WB page 114
Review
D
1 Choose the correct words.
New technology means that forms of 1 communication / conservation are changing all
the time. For example, think about how phones have 2 developed / reduced over the last
20 years. In the past, people 3 used to type / were typing messages using special letters
on their phones. Then, people 4 start / started to touch the screens on their phones to
type their messages. Now, phones are able to understand people’s 5 mouths / voices and
many people 6 are speaking / spoke to their phones to send messages. Some scientists
think that phones 7 are going to know / know what people think in the future. Perhaps our
phones will read our facial 8 expressions / look before they send a message!
2 Read the article again and answer the questions.
1 What has happened to phones over the last 20 years? They have developed .
2 How did people use to send messages on a phone?
3 What did people start to do later?
4 What can phones now understand?
5 Do you think that phones will know what we think in the future?
3 Complete the dialogue with these words.
climb fit hat leather let’s one scary should size point of view
Guide: We’re going to 1 climb that big mountain today, Karim.
Karim: Do you mean the mountain with the snow on top?
Guide: No, we’re going to climb the 2 with the
tall, green trees on it.
Karim: It looks a bit 3
to me!
Guide: From my 4 , it won’t be scary if you wear
the correct clothes.
Karim: OK, what 5 I wear?
Guide: You should wear these thick 6 boots,
and this hard, plastic 7 .
Karim: This hat is too big. Do you have a smaller 8
?
Guide: Here you are. Does it 9 ?
Karim: Yes, thank you.
Guide: OK, 10 go up the mountain!
4 Listen to check your answers, then role-play the dialogue.
114 Review D
1 Choose the correct words.
1 Ask students to say what they can see in the
photo and explain that they are going to read a
text about technology.
2 Read the example with the class, then ask
students to choose the rest of the words
individually.
3 When they have finished, put students in pairs to
check answers, then check answers as a class.
Answers:
1 communication 2 developed
3 used to type 4 started
5 voices 6 are speaking
7 are going to know 8 expressions
2 Read the article again and answer the
questions.
1 Read the example with the class, then ask
students to answer the rest of the questions
individually.
2 When they have finished, put students in pairs to
check answers, then check answers as a class.
3 You could have a brief class discussion about the Answers:
final question.
1 climb 2 one
Answers: 3 scary 4 point of view
5 should 6 leather
1 They have developed. 7 hat 8 size
2 They used to type messages using special letters on 9 fit 10 let’s
their phones.
3 They started to touch the screens on their phones to
send messages. WB page 115
4 They can now understand people’s voices.
5 Students’ own answers.
Review

3 Complete the dialogue with these words.

5 Complete the descriptions with these words. Then match the people
to three of the photographs.
D
1 Focus attention on the photo and elicit what
casual cotton loose galabeya scarf special traditional T-shirt

Tarek is wearing a long, loose, cotton 1 galabeya. He’s also wearing a long,

students can see. Explain that the dialogue is wool 2

Osama is wearing 3
.
clothes, but I think he looks smart.

between two people who are going to climb a He’s wearing a 4

wearing 5
with a blue and white shirt over it. He’s also
trousers, but I don’t think he’s wearing a belt.

mountain. Deena is at a 6 occasion. She is wearing smart 7

clothes. I love her beautiful, white scarf. She’s also wearing a 8 , long,

2 Read the example with the class, then ask

dress with flowers on it.
a b c d

students to complete the rest of the dialogue

individually.
3 When they have finished, put students in pairs to
compare answers but don’t give any answers yet. Tarek
They can check this in the next exercise. 6 Now write a description of the person in the other photograph.

4 Listen to check your answers, then role-play

the dialogue. 7 Match to make study tips.

1 Play the recording for students to check their

1 d Be a lots of short breaks.
2 Manage b alone or with your friends.

answers, then check answers as a class. 3 Take c well if you can.

4 Work d organised.
2 Put students in pairs to role-play the dialogue. 5 Sleep e your time carefully.

When they have finished, ask them to swap roles 8 Answer the questions about Exercise 7.

and repeat.
1 Which study tip do you think is the most useful?
2 Which tips do you already do?

3 At the end, ask one or two pairs to perform the

3 Which tips are you going to try?
4 What other things are you planning to do to improve your English?

dialogue for the class.

Review D 115

 Audioscript 5 Complete the descriptions with these words.

Then match the people to three of the
Guide: We’re going to climb that big mountain today, photographs.
Karim.
1 Focus attention on the photos and elicit what
Karim: Do you mean the mountain with the snow on
students can see.
top?
Guide: No, we’re going to climb the one with the tall, 2 Read the example with the class, then ask
green trees on it. students to complete the rest of the sentences
Karim: It looks a bit scary to me! individually.
Guide: From my point of view, it won’t be scary if you 3 Check answers with the class.
wear the correct clothes.
Karim: OK, what should I wear?
Answers:
Guide: You should wear these thick leather boots, and
this hard, plastic hat. 1 galabeya 2 scarf 3 casual
Karim: This hat is too big. Do you have a smaller 4 T-shirt 5 cotton 6 special
size? 7 traditional 8 loose
Guide: Here you are. Does it fit? Picture b: Deena
Karim: Yes, thank you. Picture c: Tarek
Guide: OK, let’s go up the mountain! Picture d: Osama

153

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6 Now write a description of the person in the
other photograph.
Skills
1 Ask students to write their descriptions of
the girl in photo (a) individually, using the Writing:
descriptions in Exercise 5 to help.
• To describe a person in a photograph
2 Monitor and offer help where necessary. (Workbook)
3 When they have finished, put students in pairs to
• To answer questions about study tips
compare their descriptions.
(Workbook)
4 You can take in their work for feedback.
Reading:
Suggested answer: To understand and complete an article about a
• 
She is wearing casual clothes. She is wearing a new shop
headscarf and a loose, long, blue and white shirt. • To understand and complete an article about
She is wearing a blue cotton jacket and casual cotton
new technology (Workbook)
trousers.
Listening: To understand a dialogue about
climbing a mountain (Workbook)
7 Match to make study tips.
1 Read the example with the class, then ask Speaking:
students to match the rest of the words • To give advice, opinions, suggestions or
individually. Monitor and offer help where solutions
necessary.
• To role-play a dialogue (Workbook)
2 When they have finished, put students in pairs to
compare answers, then check answers as a class.
3 For further practice, you could ask students to
work in pairs and cover the right-hand column.
Then ask students to use words on the left-hand
column to try and remember the rest of the tips.

Answers:
1d 2e 3a 4b 5c

8 Answer the questions about Exercise 7.

1 Read the questions with the class and check
understanding.
2 Encourage students to write their answers
individually. When they have finished, put
students in pairs to compare their ideas.
3 You can take in their work for feedback.

Answers:
Students’ own answers

154

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 End of Term Practice

darsenglizy.com
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116
tice 116 of Term
End End Practice
of Term Practice
116 End of Term Practice
156

darsenglizy.com
 End of
Term
4 What do you think the word recognise means? Practice
a know because b photograph c learn about d like
you have seen it
before
5 If you want to stop liking unhealthy food, ...
a eat healthy b stop eating this c eat this type of d a and b
foods instead. type of food. food often.
4 Choose the correct answer from a, b, c or d.
1 If you feel ill, you …. a doctor.
a will see b should see c see d would see
2 My grandfather had an accident when he was younger and … to walk very well.
a can’t b doesn’t know c is not able d won’t
3 Please don’t put … salt on my food. I don’t like it.
a many b a lot c a few d any
4 Tarek is not very hungry, so he only wants … rice with his chicken.
a a few b a little c a lot of d any
5 Mona knows … draw. Let’s ask her to draw us a picture.
a how b to c how to d able to
6 This email is in Spanish. Are you able to … it for me?
a translate b taste c say d waste
7 Waleed can’t come out this morning because he needs to …. for a delivery.
a buy b pay c save d spend
8 People who do sport like to eat rice and pasta because they give them lots of … .
a fast food b salt c sugar d energy
9 Before you fry food, you should … some oil in a pan.
a make b serve c heat d fire
10 Judy’s little sister hurt her hand and started ... .
a crying b laughing c hiding d wondering
5 Read and complete with the correct form of these words.
visit add invent act
1 Ramy’s invention saves a lot of water and helps the environment.
2 The story was very slow and there was very little action
3 Don’t add too much salt. It’s unhealthy.
4 Reham is visiting the museum next weekend. Her mum gave her tickets.
6 Choose one of the following.
• Write a short review of about 90-100 words on a book, film or a place you like.
• Write an email of about 90-100 words on an environmental problem you have near you,
and how you could help solve this problem. End of Term Practice 117
Students’ own answers

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Enddooff
TETenerrmm End of Term Practice
End of Term Practice
PPraracctiticcee
1 1 Listen.
Listen. Are
Listen Are these
andthese sentences
sentences
choose truetrue
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Theyare inaashop.
are in shop.T T
/ F/ F
2 2 The
Theman
man wants
wantsaasalad.
salad.T /TF/ F
 Audioscript
3 3 There
There isn’t
isn’t any
anyEgyptian
Egyptianrice pudding.
rice T / FT / F
pudding.
Amira: Hi, Injy.
4 He would likeDo you know
a small how Tto/ cook?
pudding. F
4 HeYes,
Injy: would
I canlike cooka small pudding.
a few things. WhatT do
/ Fyou want to make?
5 There aren’t any raisins. T / F
Amira:
5 There Shall
aren’twe make a cake for
any raisins. T /Hala?
F It’s her birthday tomorrow.
2Injy: G
 ood idea! She likes healthy
Listen again and answer the questions. food, so if we want to make her something healthy, we should
make a carrot cake.
2 Amira: Listen
1 What is the
Okay.
again
We
and answer the questions.
problem?
will need a recipe.
1 2 What
What Here’s
is
dothe youone on my
problem?
think thephone.
waiter can do to help?
Injy: What do we need?
2 Circle
Whatthe
3Amira: Wedoneed yousome
correct think the awaiter
flour,
words. can doatolittle
lot of carrots, help?
sugar and some eggs.
Injy: Good. I think we have all of those. What shall I do, Amira?
1 There
3 Amira:
Circle the are too many
correct / enough people on this beach. Let’s go to a different one.
Perhaps you words.
couled mix the flour and sugar in a bowl, Injy. I’ll cut the carrots.
2 The
Injy: busHow
Okay. leaves oldinwill
an hour
Halaso we can go to the museum first. We have
be?
1Amira:
There She is fourteen tomorrow. people on this beach. Let’s go to a different one.
enough are/ too
too many
much /
time.enough
Injy:
2 3 TheIf she
bus
I don’t isleaves
like fourteen,
this tea. we hour
in an
Thereshould so
is tooput
wefourteen
much can gonuts
/ many on the
tosugar
the cake when
museum
in it. it’s We
first. cooked.
haveShe likes nuts.
Amira: That’s a good
enough / too much time. idea!
4 My cousin is very good of / at gymnastics.
3 5 I don’t
This islike
Judythis
andtea. There
Leila’s is too
/ Leilas’ much / many sugar in it.
project.
46 My cousin
Ahmed isHistory
likes very good of / he
because at loves
gymnastics.
learn / learning about the past.

45 Read
Thisand
is Judy and
correct theLeila’s / Leilas’
mistakes project.
in these sentences.
6 1 Ahmed likes
Yunis goes History
often because
to school he loves learn / learning about the past.
by bus.
Yunis often goes to school by bus.
4 Read andteachers
2 That correctname
the is
mistakes in these sentences.
Mrs Abdelaziz.
1 Yunis goes often to school by bus.
3 Yunis often
My aunt havegoes to school
got long by
curly hair. bus.
2 That teachers name is Mrs Abdelaziz.
4 Zeinab can’t talk to you now because she does her homework.

3 5 My
Didaunt have
you saw got long
a dolphin curly
when youhair.
were on holiday?

46 Zeinab can’t talk

You shouldn’t totoo
to eat youmany
nowcrisps.
because she does her homework.

5 7 Did
Weyou
go tosaw
the a
beach yesterday.
dolphin when you were on holiday?

6 You shouldn’t to eat too many crisps.

118 End of Term Practice
7 We go to the beach yesterday.

118 End of Term Practice

158

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Acknowledgements – Teacher’s Guide

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