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Authorship Supervisory CommitteeDr Sameer M Rammal (Head) Birzeit UniversityDr Omar Abu Humos Al-Quds UniversityDr Insaf Abass Al-Quds Open UniversityDr Nazmi Al Masri Gaza Islamic UniversityMr Suhail Murtaja Ministry of EducationMr Abdul-Raheem Al-Farra Ministry of EducationMr Jameel Ishtaya Ministry of EducationMr Othman Diab Amer (Rapporteur) Ministry of Education

English Language Curriculum TeamDr Hazem Y Najjar Bethlehem UniversityDr Salem Aweiss Birzeit UniversityDr Omar Abu Humos Al-Quds UniversityDr Odeh J Odeh Al-Najah UniversityDr Sameer M Rammal Birzeit UniversityDr Nazmi Al Masri Gaza Islamic UniversityMiss I’tidal Abu Hamdiyah Ministry of EducationMiss Majedah Dajani Ministry of EducationMr Imad Jabir Hebron UniversityMr Suhail Murtaja Ministry of EducationMr Othman Diab Amer (Rapporteur) Ministry of Education

edition 2008

EnglishPalestine

forState of Palestine

Ministry of Education& Higher Education

Student’sBook

10

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Macmillan EducationBetween Towns Road, Oxford OX4 3PPA division of Macmillan Publishers LimitedCompanies and representatives throughout the world

ISBN 1 4050 0420 7

Text © Michael Macfarlane 2004Design and illustration © Macmillan Publishers Limited 2004

First published 2004

All rights reserved; no part of this publication may bereproduced, stored in a retrieval system, transmitted in anyform, or by any means, electronic, mechanical, photocopying,recording, or otherwise, without the prior written permissionof the publishers.

The authors and publishers would like to thank the followingfor permission to reproduce their photographs:

The publishers have made every effort to trace the copyrightholders, but if they have inadvertently overlooked any, theywill be pleased to make the necessary arrangements at thefirst opportunity.

Typeset by J&D Glover LtdIllustrated by Gary WingOriginal cover design by Wheeler and Porter

Printed by Mansour Book Shop & Press

2008 2007 2006 2005 200410 9 8 7 6 5 4 3 2 1


PrefaceThe Ministry of Education and Higher Education (MEHE) is committed to producing a national curriculumthat meets the needs and aspirations of the Palestinian society. It recognises that such a curriculum willfoster Palestinian values and traditions.The First Palestinian Curriculum Plan emphasises a sustainable spiritof development.

The MEHE pays great attention to school textbooks since they are the foundation of the curriculum and anindispensable medium of learning.

The educational experience is challenging and the information is presented in a logical way.They are supportedby suitable audio-visual aids.

The MEHE has implemented the First Palestinian Curriculum Plan, by developing textbooks for the basic cycleof primary education from grades 1–10.They will be followed by textbooks for the secondary stage.

These books are annually revised and enriched through feedback from educators and teachers in the field.The first four editions of each book are treated as trial copies.The more effort exerted in developing the schooltextbooks, the better the books will be. As a result of the collaborative efforts of educators and experts in thisfield there will be well-organized revisions.

The MEHE thanks Arab, and friendly countries, as well as international institutions and organisations, for theirsupport for the curriculum project. It also extends its special thanks to national experts, educators, authors,professionals and all relevant ministerial committees for their distinguished and professional contribution tothis achievement. Finally, the MEHE extends its thanks to Macmillan Education for their contribution to theFirst Palestinian English Curriculum.

Ministry of Education and Higher EducationCurriculum CentreSeptember 2004


4

ContentsUnit Page Reading Development Language 1

(1 Summary; 2 Vocabulary)

1 Making contact 6 Five e-mails 1 Summary Present simple or present2 Picture description continuous?

Dates Present tenses: future meaningsgoing to or will?

2 Emergency! 14 Newspaper report 1 Summary Past simple or past continuous?2 Networks Adjectives and adverbs

Opposites

3 Working for a 22 Book introduction: 1 Note-making and summary Past simple or present perfect?better world biography 2 Opposites Past simple or past perfect?

Synonyms

4 Free-time 30 Four personal 1 Note-making and summary Modal verbs 1: can/may/…activities letters 2 Free-time activities Modal verbs 2:must/(not) have

Countries and nationalities to/…

5 Healthy eating – 38 Magazine feature 1 Summary with key sentences Indefinite, definite and generichealthy body article 2 contain, consist of forms

Countable and uncountable Defining relative clauses (full)nouns Defining relative clauses

(reduced)

6 Dangerous 46 Academic text 1: 1 Summary with key sentences Comparison of adjectives andweather Geography 2 Nouns and adjectives adverbs

textbook the rich, the poor (not) as + adjective/adverb + asso + adjective/adverb + that andsuch + noun + that

7 Which way now? 54 Careers advice 1 Summary with key statements be good/do wellbook 2 Verbs and nouns Conditionals – Types 0, 1, 2

8 Palestine: Holy 62 Tourist guidebook 1 Summary with information Transitive and intransitive verbsLand to the world selection and the passive

2 Opposites The passive: simple tensesNouns and adjectives

9 Living with 70 TV interview 1 Summary: extra information The passive: continuous tensestechnology 2 Verbs and nouns and the past perfect simple

Adjectives with suffixes The passive with will and going to-ful and -less The passive: questions

10 What if …? 78 Magazine feature 1 Note-making and summary could have/should havearticle 2 Compound words Conditionals – Type 3

Verbs, nouns and adjectives

11 TV and other 86 Academic text 2: 1 Summary with key sentences Prepositions with nouns, verbsmedia Social studies 2 Synonyms and adjectives

textbook Opposites Reported speech without tensechangesReported speech with tensechanges

12 Home and away 94 School magazine 1 Summary report Reported questionsinterview 2 Compound words Reported requests, etc

Opposites


5

Writing Listening and speaking Language 2 Integrated skills(1 Punctuation, etc; (1 Listening;2 Composition) 2 Pronunciation;

3 Speaking)

1 1 Capital letters and 1 Noting information Saying you want somebody Understanding andfull stops 2 Strong and weak sounds to do something responding to a letter

2 Describing people 3 Passing information Phrasal verbs with take from Australian studentsAsking somebody to dosomething

2 1 Commas 1 Noting information Reflexive pronouns Collecting news of a2 Telling a story 2 Intonation of questions Asking what happened disaster and writing a

3 Asking and saying what Subject and object news reporthappened questions

3 1 Capital letters 1 Checking information Present perfect simple or Noting information about2 Telling a life story 2 Regular past and perfect continuous? a charity; writing a report;

verb endings Tag questions giving a presentation3 Meeting an old friend

4 1 Apostrophes 1 Noting information Past tense modal verbs Learning about Scotland;2 Describing your daily life 2 Intonation with or Suggesting and advising writing to a Scottish pen

questions friend; creating an3 Suggesting and advising interview on Palestine

5 1 Spelling Arabic food 1 Noting extra information Non-defining relative Finding out about,names Gist clauses reporting on and

2 Explaining your culture 2 Intonation of negative Defining or non-defining? discussing individual– food questions Negative questions lifestyles

3 Finding out about otherpeople

6 1 Connectors 1 Noting information Intensifiers with adjectives Collecting weather2 Describing the 2 Numbers and adverbs information and

Palestinian climate 3 Predicting the weather Quantifiers giving a weatherComparatives forecast; writing an

informal letter

7 1 Connectors 1 Noting information Phrasal verbs with go Assessing interests,2 Self-analysis 2 Intonation of suggestions too and (not) enough personal qualities and

3 Interviewing and being possible future; writinginterviewed a Personal Statement

8 1 Personal letter format 1 Getting and following Prepositions of location Finding out more about2 Writing a personal letter directions Prepositions of movement Jerusalem; write about

2 Intonation of requests have/get something done your own area;3 Giving directions communication game

9 1 Connectors: time 1 Listening for gist and Passive and active: Reading about SchoolNet;expressions detail position of adverbs collecting views on the

2 Writing a process 2 Sounds – been, being, etc (in order) to and so that Internet; writing a for anddescription 3 Explaining your culture Phrasal verbs with carry against comment

– old and new

10 1 Abbreviations 1 Noting information Talking about charts: verb Doing a quiz; assessing2 Describing change 2 Emphasis for contrast Verb + infinitive/verb + -ing how you and another

3 Explaining charts + adverb/adjective + noun individual behave towardsthe environment

11 1 Direct speech and 1 Listening for gist Agreeing Identifying TVspeech marks 2 Emphasis for contrast Reported speech with programmes; correcting a

2 Direct and reported 3 Deciding what to do modal verbs report; developing a rolespeech together play; writing a report

12 1 Formal letter format 1 Listening for gist and I think so/I’m afraid not Finding out about and2 Writing a formal letter detail Phrasal verbs with get deciding what to do in

2 Friendly intonation Intensifiers with adjectives London; reporting3 Making choices and adverbs decisions


6

Focus1 Answer these questions. Use the language ideas.

1 Do you have friends or relatives who arefar away? Where?Yes. (Two) of my (friends) live(s) in (Beirut).

2 Do you try to contact them regularly?Yes, I try to contact (them) (as often as I can).No, I just wait until we can meet again.

3 If you want to make contact, do you call, writeor e-mail?I (usually) (e-mail) (them).

4 Which do you think is the best way ofcommunicating?I prefer to (e-mail).That way, I can (stay in contactcheaply).

Before you read2 Look at the pictures and the names at the end ofeach e-mail on page 7. Answer the questions.

1 Guess: who are the people in pictures A and B?

2 What is happening in the pictures?

While you read3 Do these tasks.

1 Read the circled words and answer the questions.

2 Number the e-mails 1–5.

3 Match pictures (A–C) and the map (D) with thecorrect e-mails.A ____ B ____ C ____ D ____

After you read4 Say whether these statements are true (T), false (F),or unclear (?) from the text. Correct the falsestatements.

1 Waleed and Jenny both like winningat sport. ____

2 Waleed’s father is the head of aresearch project. ____

Reading 3 Jenny’s father is a farmer. ____

4 The Palestinian government and theproject are connected. ____

5 The dates of the e-mails are all in August. ____

6 Jenny and Waleed will probably meetin the next twelve months. ____

7 Waleed lives in Jericho. ____

5 Say who or what these words refer to.

1 e-mail number 3

line 2: me ____________________________

line 4: We, there ____________________________

____________________________

2 e-mail number 5

line 1: It ____________________________

line 2: We,him ____________________________

____________________________

line 3: you ____________________________

EXAMPLE:

e-mail number 5 line 1: It It refers to the dateof Dad’s flight to Palestine.

6 Say what you think. Use the language ideas.

I (don’t) agree with the boy/girl.

I’d love to … because I’d be able to …

I’d hate to … because I’d miss …

I’d love tolive abroad fora few years.

I’d hate to liveabroad – even for just

a year or two.

Making contactUnit 1


7

Reading

Hello, Waleed!You don’t know me, but I’ve got your e-mail address from my dad,and maybe you know about him from your father. That’s becausethey’re going to work together. Your dad runs a farm research projectand mine is going to help.

I’m making contact now as I hope to visit. I want to get to knowyou first – and find out about Palestine too. Please write back!Best wishesJenny ScottPS I’m attaching a photo of myself. Which is the reply?

What’s definite?

How does she know?

1

What does this refer to?

Dear WaleedIt’s definite. Dad’s flying next Saturday 1 October. His flight departs at 8.30a.m. our time and arrives at 6.15 p.m. local time. We’re going to miss him a lot,but he promises he’ll phone every day. I’m glad he’s going to live near you.I’m sure that will make life easier.Best wishesJenny

Dear JennyWe don’t know the date either, but it’s soon. There’s a special apartmentfor him here in Jericho near us. We’ll help him settle in – take him out andshow him round.

Must stop and revise for my English test tomorrow.Bye for nowWaleed

Hi, WaleedThanks for e-mailing back. I like the dramatic picture! My little brother isfootball crazy too. He’s next to me in the picture that I’m attaching.

You asked about the last picture. Well, that’s me at school camp in theLake District, north-west from home here in Manchester. We go there everyyear. I’m the one in the foreground, and we’re having a canoe race.

I hear Dad is travelling very soon. But when? Have you got any news?Jenny

Hi, JennyThanks for your surprise e-mail. Dad tells me your father is going to arrive verysoon, and he’s really looking forward to that .

Thanks for the picture. But what are you doing in that canoe? Where are thosemountains in the distance?

I’m sending a picture of myself as an attachment, too. I’m the one with theball. I’m playing for the local junior team against Nablus. (We won 3-1!)

Best wishesWaleed Yassin

PS I’ll send you something about Palestine soon.

Which picture?

What does this refer to?Which must this be?

A

B

D

C


8

Summary1 Find information in different e-mails and write about each person.

Start like this.Jenny Scott is from Britain, and she lives in ...

Vocabulary2 Complete the description with these phrases.

_________________ , we can see Jenny.To the

_________________ her is a boy in another canoe.

Beyond them, ___________________ , there is a man

in a boat. And beyond that, ___________________ ,

there is a house – probably a farmhouse – near the

edge of the lake.Then, far away _________________ ,

we can see the mountains at the end of the lake.

3 Say the date.

in the foreground/middle distance/distanceon the horizonto the left/right of

Jenny Scott Jenny’s father, Dr Tony Scott

• where she is from and where she lives; • when he is going to go to Palestine;

• where her father is going to go, and how she • what he is going to do there;feels about it; • where he is going to live;

• what she hopes to do; • who is going to help him, and how.

• why she wants to make contact with Waleed.

Development

2nd second 11th eleventh3rd third 12th twelfth4th fourth 13th thirteenth (etc)5th fifth 20th twentieth6th sixth 21st twenty-first7th seventh 22nd twenty-second (etc)8th eighth 23rd twenty-third (etc)9th ninth 30th thirtieth10th tenth 31st thirty-first (etc)

Remember!

Write1 March, 2004 or 01/03/04

Saythe first of March, 2004or March the first, 2004

Remember!

In the foreground

4 Say the following dates.

02/12/07 23/10/09 30/03/97 13/07/15


9

3 Complete (going to/will and the verb in brackets).

Jenny (J), Bill (B) and Rosie (R) were on a long walkin the Lake District. At first, the weather was good,but then …

B Look at those black clouds. It (1) ___________________________________ raining soon. (start)

J We’re a long way from camp. We (2) __________________________________ back very late. (get)

R I expect everyone at camp (3) ________________to get worried soon. (begin)

B I know! I (4) _____________ them on my mobile.(call)

R I’m sure it (5) ___________ up here. (not work)

J We just have to walk fast. But first, I (6) _________________________ my sweater. It’s cold! (put on)

Present simple or present continuous?u Grammar reference p102

Language 1 2 Complete the speech bubble. Use the presentsimple or present continuous.

Read sentences 1–5. Match points a–e.Add present continuous (pc) or present simple (ps)to points a–e.

1 ____ I ammaking contact now.2 ____ What are you doing in that canoe?3 ____ He is football crazy.4 ____ We go there every year.5 ____ We do not know the date.

a ____ with be for things that stay in thesame state

b ____ for things that always happen inthe same way

c ____ with a stative verb for things thatstay in the same state

d ____ for things that are happening nowe ____ to talk about actions in a photo

Remember!

Present tenses: future meaningsu Grammar reference p102–103

1 His flight departs at 8.30 a.m. onSaturday, 1 October.

2 Dad’s flying next Saturday.

• We can use the present simple for futureofficial events (1).

• We can use the present continuous for futurepersonal arrangements (2). We must give (orunderstand) the time, eg, next Saturday.

Learn!

1 Underline the correct verb forms. Explain whythese forms are correct.

1 That’s why I’m making/I make contact now.

2 We’re having/We have a canoe race.

3 We are going/go there every year.

4 You aren’t knowing/don’t know me.

going to or will?u Grammar reference p102–103

Read sentences 1–5. Match points a–e.Add going to or will to points a–e.

1 ____ He promises hewill phone every day.2 ____ I’m sure thatwillmake life easier.3 ____ They are going towork together.4 ____ Iwill send you something.5 ____ We are going tomiss him a lot.

a ____ for personal plans and intentionsb ____ for predicting what you feel must

happenc ____ for promising/deciding to do

somethingd ____ for saying you are sure about a

future evente ____ for offering to do something

Remember!

Good news Dr Adnan.I _____________ onSaturday, 1 October,and that’s definite.My flight _________at 8.30 a.m. and_________ at6.15 p.m.


10

Punctuation: capital letters and full stops�p114

1 Correct this postcard. Add capital letters and full stops.Look back at Exercise 3 on page 9. Decide who wrote it.Sign it for him/her.

Writing

Writing: describing people2 Say what you know about any of these people.What can you guess?

3 Read the notes to find out more about two ofthe people.

Hamza Yassin, 20, student (Engineering,2nd Yr) Birzeit U.

Interests: Music and basketball. Alsomending old cars

Hopes: graduate from university in two years.Then work for the Palestine Government –engineer. Help build hospitals and otherlarge buildings.

Sameera Yassin, 15, high school student (Year 10,Hisham Bin Abdul-Malik Secondary School)

Interests: Volleyball and table tennis. Alsodancing and drama.

Hopes: Graduate from school end Year 12. Thengo to university – study medicine – becomea doctor and work with children

4 Put the sentence parts about Hamza in order.Write them out as three paragraphs.

1 and he is an engineering student/he is 20,/Hamza is Waleed’s older brother/in his secondyear at Birzeit University

2 these include music/he has many interests/he also enjoys mending old cars/and basketball

3 he hopes to graduate/hospitals/he wants to helpbuild/for the Palestine Government/in two years/then he would like to work/and other largebuildings/as an engineer/he has big hopes forthe future/from university

Start like this.Hamza is Waleed’s ... . He is 20, and ...

5 Use the notes about Waleed’s twin sister Sameera.Write three paragraphs about her. Start like this.

Sameera is Waleed’s twin sister. She is ...

dear mum and dad,we’re having a great time here in the lake

district they’re teaching us about canoeing, andit’s really fantastic

the only bad time was thursday jenny, tonyand i went for a walk, and it got very dark andwet in the evening it got later and later and ithought we were going to fall and die luckily, wefinally got back to camp at 10.00

i’m looking forward to seeing you, but i don’twant to come home it’s beautiful herelove,

Mr and Mrs West35 City RoadSalfordMN


11

Listening: noting information1 Listen to Part 1. Note answers 1–5.

1 Who are the speakers?

2 Where are they?

3 Is the flight delayed or cancelled?

4 What is going to happen because of this?

5 What does he want her to do?

2 Listen to Part 2. Note the new details.

1 Flight 2 Time of departure 3 Time of arrival

Pronunciation: strong and weaksoundsEnglish has sounds that are weak and sounds thatare strong.

3 Listen and underline the strong sounds inthese questions and answers.

1 What do you want me to do?

2 What would you like me to do?

3 I want you to talk to the family.

4 I’d like you to contact the family.

4 Listen again and repeat.

Speaking: passing information5 Listen to Part 2 again. Tick (�) theexpressions you hear.

1 A I’ll take down the details.

B I’ll make a note of the details.

2 A Would you say that again, please?

B Could you say that again, please?

3 A Right. I’ve got that.

B Right. I’ve made a note of that.

4 A Sorry to give you all this trouble.

B Sorry about all this.

Warn that thereis a problem.

Ask about theproblem.

Explain theproblem.

Ask what yourvisitor is goingto do.Explain what

you are doing –the new plan. Say you will note

the details.Ask when thevisitor will arrive.

Give the newtime of arrival.

Ask your visitorto repeat (as youwrite).Say that you havegot the details.

Say sorry for allthe trouble.

Say it’s noproblem.Promise to meetthe visitor at theairport.

Thank your host.Say goodbye.

Say that he/sheis welcome.Say goodbye.

Flight To Depart Arrive

BR127 Cairo CANCELLED

PF141 Cairo 09.30 10.50

Flight To Depart Arrive

SA635 Jeddah CANCELLED

PF162 Jeddah 11.55 13.55

Visitor

Host

Listening and speaking

6 Work with a partner. Each choose a differentdeparture board. Take turns as visitor and host.


12

Saying you want somebody to dosomething u Grammar reference p103

1 Match a–d with 1–4.

Language 2

a Can you open your case for me, please?

b Could you please return to your seat?

c Would all passengers on Flight CX198 now go toGate 36?

d May I see your passport and ticket, please?

2 Now write what they want Dr Scott and/or thepassengers to do.

EXAMPLE:

The check-in clerk wants him to show her hispassport and ticket.

Phrasal verbs with take3 Read the examples and add the phrasal verbs tothe correct definitions.

• We’re going to take him out and show him round.

• I’ll take down the details.

• What time does the flight take off?

1 __________ : leave the ground and start to fly(and also, eg, a business, start to dovery well)

2 __________ : write something that you hear orread

3 __________ : invite somebody and gosomewhere, eg, to a restaurant

4 Complete the sentences with the correctphrasal verbs.

1 I’ve got a pen here, so I can _____________ thenames.

2 My flight _____________ at 11.45.

3 Yassir is sure his new company ______________________________ next year.

4 You look sad, so we _____________________ you________ this evening.

Asking somebody to do something5 Write out these requests. Add capital letters andquestion marks (?) where necessary.

1 their mobile phones/all passengers/would/please turn off

2 this/fill in/could/landing card/you

3 make sure/is put away safely/passengers/can/all hand luggage/that

4 boarding card/please/see/I/may/your

6 Say which member of staff from Exercise 1 mightsay all of the sentences above.

3 flight attendant _____ 4 customs officer _____

1 check-in clerk _____ 2 PA announcer _____


13

Integrated skills

1 Some Australian students have sentyou information about their city.Read it and note one thing that youwould like to ask about.

2 Listen and label the photos 1–4.Say which activity in the text eachperson likes.

3 Listen again. Write each speaker’sname, age, interests and hopes.

4 Work with a partner. Choose twopeople to contact – one each. Discusswhat you want to say.

5 Find useful expressions in the e-mailson page 7.

6 Write notes about yourself like thenotes on page 10.

7 Write the first draft of your e-mail. Use these ideas.Paragraph 1: Say: Thanks for your informationabout Cairns. I’m very happy to be a penfriend.Paragraph 2: Use your notes to introduce yourself.Start like this:My name is…,and I’m… .

Paragraph 3: Start like this: I’d like to ask yousomething about Cairns.Paragraph 4: Finish by using an expression fromone of the e-mails on page 7.

Cairns (population 106,600)

The ‘capital ’ ofnorthern Australiaused to be a quietcountry town on thetropical north-eastcoast. Today it is atop tourist centre,with many greatsights and activitiesall around the city.The Great Barrier Reef is at the top of the list, and there arelots of boats that will take you out to ‘dive the reef’ and seesome of the most beautiful underwater sights in the world.There are plenty of other things to do. You can visit thebeaches to the north of Cairns, for example, or you can goon three-day sea canoe trips.Then again, you can go canoeing on the three rivers thatcome down through the tropical forest from the AthertonTableland. You can also join a six-day tour and walk andcamp deep in the tropical forest.

1


14

Emergency!Unit 2

Before you read1 Say where the text comes from.

2 Find the following nouns in the picture on page 15.fire fire engine fire equipmentfire officer fireman

3 Use the nouns to describe the picture, eg:There’s a fire in the building.

While you read1 Find the name of the woman in the picture and

the two firemen who saved her.

2 Find the paragraph which matches the picture.

After you read2 Answer these questions.

1 What do we learn about Helen in paragraph 1?

2 Why couldn’t Helen leave through the door?

3 What problem did the firemen have?

Focus1 Tell the children’s mother about the dangers. Use the words in the box. Say, for example:

• The curtain is going to catch fire! • Iman is going to pull the pan down and burn herself.

boil burn catch fire fall hit pull … down cut hurt poison himself/herself

Reading

4 What did two of them decide to do?

5 What made Helen jump in the end?

6 Why does the report start with a short summaryof the story?

7 About how tall was the firemens’ ladder?

3 Say what these words mean.

1 paragraph 3: had no choice

2 paragraph 8: explosion

3 paragraph 9: first aid

4 Say what you think.

I’m not afraid of beingup high, but I’m reallyfrightened of rats. What

are you scared of?

Ali

Iman

Fadi

chemicals

curtain

flex

plug paniron


15

Reading

SHEFFIELD EVENING NEWS Wednesday 27 Feb, 20…

YOUNG NURSE IS SAVEDFROM 10th-FLOOR FIRE

Young nurse Helen West, 19, had a lucky escapelast night when her tenth-floor flat caught fire andtwo brave firemen saved her from certain death.

At 11pm, Helen was preparing her clothes forthe next day. That was when she suddenly smeltfire. It was coming from the kitchen. When sheopened the door, everything was burning.

She quickly shut the door, but thick, blacksmoke started coming under it. The outside doorwas in the kitchen, so Helen desperately neededanother way out. There was only the bedroomwindow, and outside that there was just a narrowledge, 10 centimetres wide — and 30 metres up.‘I was really frightened, but I had no choice,’Helen said later. Smoke was already coming intothe bedroom.

With her eyes shut tight, she climbed out andlowered her feet slowly to the ledge. ‘And then Iscreamed for help!’

Luckily, her neighbours heard and quicklycalled the fire service. She was still holding onwhen the fire engine arrived — but she wasgetting weak.

Then came near-disaster. The firemen’s ladderwas 10 metres too short! There was only one thingto do. Officers Dave Yates and Ken Winterton ranupstairs, smashed the door of the empty flat nextto Helen’s and rushed to the window. Dave leanedout and Ken held him. Dave reached out towardsHelen and shouted, ‘Jump!’

‘I tried,’ she said later, ‘but I couldn’t. I was soscared!’ Far below, the fire officers, paramedics,police and neighbours were watching silently.

While all this was happening, an explosionsuddenly smashed Helen’s window and flames shotout. Finally, she jumped. She threw herself towardsDave, and he caught her arms. He almost fell, butKen held on. Slowly, they pulled Helen to safety.

Helen was very frightened but unhurt. The onlycasualty was a fireman on the ground. He was cutby flying glass. The paramedics gave him first aidand then took him to hospital.

When Dave and Ken brought Helen downstairs,everybody cheered. Later, Dave talked about themoment when he nearly fell. ‘I was just focusingon Helen. I wasn’t frightened because Ken washolding me, and he’s a strong guy!’

Helen added, ‘I’m lucky to be alive, and it’s allthanks to Dave and Ken.’

5

10

15

20

25

30

35

40

45


16

Summary1 Number the notes in order.

___ Two fire officers got into flat next toHelen’s, went to window

___ Neighbours heard, called fire service

___ Found fire — kitchen, very bad

___ Stood on ledge, screamed

___ Bedroom window only way out, soclimbed out

___ Helen very frightened, unhurt

___ Last night, Helen smelt fire in flat

___ Explosion — Helen jumped, firemencaught her, pulled her in

___ Fire engine came, ladder too short

2 Expand the notes into a summary. Start like this.

Last night, Helen smelt fire in her flat. She ...

Vocabulary 1: networks5 Collect words in networks like this. Add wordsfrom page 15.

Development Vocabulary 2:opposites3 Find words in the text on page 15 that mean theopposite of these.

1 life _____________

2 open _____________

3 stopped _____________

4 inside _____________

5 raised _____________

6 downstairs _____________

7 above _____________

8 dead _____________

4 Complete the following sentences with pairs ofopposites from Exercise 3.

1 Our little plane flew under the bridge.The bridgewas ten metres ________ us, and the river wasten metres ________!

2 It’s very hot ________ in the sun now. Let’s go________ the house. It’s cooler there.

3 We ________ work for lunch at 1 o’clock and________ again at 2 o’clock.

4 After the accident, we thought the boy was________, but luckily he was ________.

1

Theemergencyservices

police station police car policeman/woman

_________

_________

ambulanceservice

_________

_________________

fire station hospital

ambulance

ambulanceman/woman

fireman/woman

_________________

_________________


17

2 Finish the story. Choose the correct word foreach gap. Make it an adverb when necessary.

1 ___________ , Helen was ______ , but the fire inher flat was still very ________ because it could________ spread to the whole building.(dangerous; easy; lucky; safe)

2 ________ , the lift was ________ , so the firemenhad to carry their ________ equipment up all thestairs as ________ as they could.(broken; fast; heavy; unlucky)

3 The fire was spreading ________ by that time,and when they ________ reached the ________floor, the ________ flat next door to Helen’s wasalso on fire. (tenth; empty; final; quick)

4 The firemen fought the fire ________ for 30minutes and in the end they put it out. ________though, Helen lost everything. On the other hand,she felt ________ because she was still ________.(alive; happy; hard; sad)

Past simple or past continuous?u Grammar reference p103

1 Complete the reporter’s questions and Helen’sanswers using the past simple or pastcontinuous.

1 Q Where and when ____ the fire _____? (start)A It _______ in the kitchen at about 11 o’clock.

(begin)

2 Q What _______ you _______ then? (do)A I _______ my clothes, ready for the morning.

(prepare)

3 Q _______ you _______ the fire service? (phone)A No, because my phone _______ in the kitchen.

(be)

4 Q _______ you _______ inside when the fireengine _______? (wait, arrive)

A No, I _______ on a ledge outside. (stand)

Language 1 Adjectives and adverbsu Grammar reference p103

Read sentences 1–6. Match points a–f. Add pastsimple (ps) or past continuous (pc) to points a–f.

1 ____ HelenWest had a lucky escape lastnight.

2 ____ At 11pm,Helenwas preparing herclothes for the next day.

3 ____ When she opened the door,everythingwas burning.

4 ____ Iwas so scared!5 ____ While all thiswas happening, an

explosion suddenly smashed Helen’swindow.

6 ____ When they brought Helen downstairs,everybody cheered.

a ____ with be – for a state in the past,eg, a feeling

b ____ (often with signal words) – for acompleted action in the past

c ____ for a continuing action at a pastpoint in time

d ____ + ____ for one completed action afteranother

e ____ + ____ for a short, completed actionduring a continuing action inthe past

f ____ + ____ for a continuing action and ashort, completed action

Remember!Read sentences 1–7. Match points a–g. Addadjective (adj) or adverb (adv) to points a–g.

1 ____ She shut the door quickly.2 ____ Thick,black smoke started coming

under the door.3 ____ I was really frightened.4 ____ I was really frightened.5 ____ Luckily, the neighbours heard.6 ____ The neighbours quickly called 999.7 ____ She was gettingweak.

a ____ before a noun, to describe the nounb ____ after be or ‘sense verbs’ (eg, look, seem,

sound, smell), to describe the subject ofthe verb

c ____ after verbs of change (eg, get, become,grow, turn), to describe the change

d ____ after a verb, to describe the verbe ____ before a verb, to describe the verbf ____ before an adjective, to make the

adjective strongerg ____ at the front of a sentence, to express

the speaker’s feeling about the wholesentence

Remember!

b

d

ps

did start

Luckily safe


18

Punctuation: commas �p115

1 Add commas to these sentences. Then checkyour answers on page 15.

1 When she opened the door everything wasburning.

2 She quickly shut the door but thick black smokestarted coming under it.

3 With her eyes shut tight she climbed out andlowered her feet slowly to the ledge.

4 Far below the fire officers paramedics police andneighbours were watching silently.

Writing Writing: telling a story2 Follow steps 1–3 to produce a story.

1 Work with a partner. First, number the pictures inorder 1–6.Then make simple sentences from thepicture captions. (Use the past simple.)

2 Form while and when sentences. Use sentenceparts a–f and your completed sentences fromstep 1. (Choose: past simple or past continuous.)

3 Write the story in a paragraph.

a while the Bell family (stay) in Jerichob while the others (look) up at the ancient buildingc he (climb) down the cliffd one of the café workers (give) Tom first aide when the paramedics (arrive)f when Tom (leave) hospital next day

Start like this.

While the Bell family were staying in Jericho,they took the cable car to ...

Tom (climb) over the safety rail the doctor (say),‘I don’t think you’regoing to do any more climbing fora few weeks!’

(fall) and (hurt) himself badly

another worker (call) the hospitalfor help

(take) the cable car to DeirQuruntel

(look after) Tom and (take) him tohospital

An emergency in Jericho


19

Listening: noting information1 Look at the map and listen. Start from X and draw:

• the route of the bike;

• a y where the accident happened;

• the car’s route;

• a z where the witness was.


2 Listen again and complete the police officer’s notes.

Time of accident: (1) _________ Casualty’s name: Alan (2) _________

He was on his bike on London Road and turned left into (3) __________ Street. His lightswere (4) __________.He moved into the middle of the road to pass a (5) __________. Then a car suddenly turnedout of Hill Road, hit the boy and drove away. The car was (6) __________.Alan Best had a broken (7) __________. An ambulance arrived at (8) __________.The paramedics gave him first aid and took him to hospital.The witness did not see the driver clearly, but the car was probably a (9) __________, andthe number was (10) __________.

Pronunciation: intonation ofquestions3 Listen. Mark questions that riseR andquestions that fallT at the end .

1 What time did the accident happen? ____

2 When did the accident happen? ____

3 Were his lights on? ____

4 Did he have his lights on? ____

5 How soon did medical help arrive? ____

6 Did you see the driver clearly? ____

4 Listen again and repeat the questions.

Speaking: asking and saying whathappened5 Listen to the interview again. Tick (�) thequestions you hear.

1 A Where were you standing when ithappened?

B What were you doing when it happened?

2 A What time did the accident happen?B When did the accident happen?

3 A Were his lights on?B Did he have his lights on?

4 A How quickly did an ambulance come?B How soon did medical help arrive?

5 A Can you describe the car to me?B Can you tell me about the car?

6 Work with a partner. Prepare to take turns as apolice officer and a witness at an accident. In thisaccident, a motor bike hits an old lady.

• S1: Imagine and draw it on map A below.

• S2: Think about suitable questions to ask.

7 Interview each other. As the police officer, drawwhat the witness tells you on map B. Thencompare your maps. They should be the same!

A B

7.05pm

T

West Street East Street

HillRoad

CityRoad

London

Road

WoodRoad

Beach

Road

Lake

Road

Pond Street

Duck Road

Brook StreetRiver Street

Sea Street


1 Where? Q _______________________________ A _______________________________

2 When? Q _______________________________ A _______________________________

3 Which road? Q _______________________________ A _______________________________

4 Who? Q _______________________________ A _______________________________

5 Why? Q _______________________________ A _______________________________

6 What time? Q _______________________________ A _______________________________

7 What? Q _______________________________ A _______________________________

8 Where? Q _______________________________ A _______________________________

Subject and object questions u Grammar reference p104

3 Write the following as four pairs of questions and answers.

Who did the neighbours call? The neighbours did.Who called the fire service? They called the fire service.What caused the fire? The loss of everything Helen had.What did the fire cause? An electrical problem.

EXAMPLE: Q Who did the neighbours call?A They called the fire service.

20

Reflexive pronouns u Grammar reference p104

1 Complete the sentences with an object pronounor a reflexive pronoun.

Object Pronouns Reflexive Pronouns

Singular me you him her it myself yourself himself/herself itself

Plural us you them ourselves yourselves themselves

1 A Look at Ahmad! Did somebody hit ____________ in the face?B No, he hurt ____________ when he fell off his bike.

2 A Were you and Huda laughing at Sameera?B No, we weren’t laughing at ____________ . We were laughing at ____________ . We made a silly mistake.

3 A Nadia was walking along the road alone and talking to ____________ !B Yes, lots of people talk to ____________ when they’re alone. Don’t you ever talk to ____________ ?A Well, yes, I suppose I sometimes talk to ____________ when I’m thinking about a problem.

4 A Ali! Omar! You made the floor dirty. Come and wash ____________ before you go to school!It can’t clean ____________ , you know!

B But we’re late! We still have to wash ____________ ! There’s no time to wash the floor too! Please!A Oh, yes there is! Get ____________ some hot water and just do it!

Asking what happened2 Read the police report on page 19 again. Then write the questions and the witness’s answers.

Language 2Complete the sentences with him or himself.

1 The car hit Alan and hurt __________ badly.2 Tom climbed over the safety rail, fell and

hurt __________.

Remember!

Where did the accident happen? It happened in West Street.

1 What/Who hit Alan Best? The blue car did.2 What/Who did it hit? It hit Alan Best.

• What and who can be the subject of aquestion (1).

• What and who can also be the object ofa question (2).

Learn!


21

1 Match the news stories a–e to the times anddates 1–5.

1 ___ 10.15 p.m.,Monday 14 October

2 ___ 08.45 a.m., Tuesday 15 October

3 ___ 16.25 p.m., Tuesday 15 October

4 ___ 00.40 a.m.,Wednesday 16 October

5 ___ 09.30 a.m., Thursday 17 October

a This morning, Santa Carla’s mayor, Edward Gomez,said, ‘Two days ago, a terrible disaster struckSanta Carla, but our wonderful people have savedmany lives.’

b Working through the night, rescue workers havebrought out 93 people from the hospital thatcollapsed 17 hours ago. This brings the finalnumber of casualties to 23 dead and 79 injured.

c In California earlier today, there were reports ofmore earth tremors between San Francisco and LosAngeles. There are fears tonight that a majorearthquake will strike one of these cities.

Integrated skills d This morning, a powerful earthquake struck SantaCarla, between San Francisco and Los Angeles.It happened an hour ago and measured 7.9 on theRichter Scale. Many buildings were destroyed.However, police, parents and teachers have justrescued 33 children from a school bus whichalmost fell from a collapsed bridge.

e Nearly nine hours after the earthquake, theemergency services are still fighting to rescuepeople. Rescue workers are now pulling peoplefrom the collapsed hospital.

2 Listen and note the interviewees’ answers.

1 What were they doing when the earthquakestruck?

2 What did they do when it happened?

3 How did they feel?

3 Work with a partner. Take turns as reporter andinterviewee – eg, a high school student, a teacher,an office worker or a nurse.

4 Write a newspaper report from the followingmemo.

MEMO

Thursday 17 OctoberPlease write a short report for our section –THIS WEEK IN THE NEWS. Please make sure thereport includes these points:

Paragraph 1

•Where and when did it strike?

•What did it measure on the Richter Scale?

•Casualties?Paragraph 2However,… wonderful rescue stories:

• The hospital:What happened?Who did therescue work and how long did it take?How many did they bring out, and how manywere unhurt?

• The school bus:What happened?Who rescuedthe 33 children?

Paragraph 3Finish with what the Mayor said this morning.

c


22

Working for a better worldUnit 3

Focus1 Match the names and photos of these ‘citizensof the world’.

1 Marie Curie, 1867–1934,who made greatdiscoveries in medicine

2 Mahatma Gandhi, 1868–1949,who led India’scampaign for freedom

3 Nelson Mandela, 1918–…,who led the campaignagainst racism in South Africa

4 Yassir Arafat, 1929–…,who has given his life toPalestinian freedom and peace; joint winner ofthe Nobel Peace Prize, 1994

5 Mahmoud Darwish, 1942–…,who writes andcampaigns for Palestinian freedom

Before you read2 Answer these questions.

1 What do you know about the two men in thepicture on page 23, and where might they be?

2 They are discussing one of the ‘citizens’ above(1–5).Which, do you think? (Look at the poem.)

Reading While you read1 Scan to confirm the name of this ‘citizen of the

world’.

2 Scan for cities where he has lived. (Hint: look forcapital letters!)


1 What do we learn about the village of Al-Birwah?

2 How do we know that Darwish’s poems areespecially popular?

3 What jobs has Darwish had, according to the text?

4 Complete this table about Darwish’s time as arefugee or in exile.

From To Where

Period 1

Period 2

Period 3

5 Say what these words refer to.

1 I certainly do – and he certainly is. (Scott-Yassinconversation)

2 … including that of Chief Editor. (Introduction toDarwish, paragraph 3)

3 … andmost have been about Palestine.(Introduction to Darwish, paragraph 4)

4 Many have also recently become available inEnglish,… (Introduction to Darwish, paragraph 4)


My favourite Darwishpoem is (Ahinno ElaKhubzi Ummi).

I think his best oneis (Ana Min Hunak).

Personally, I prefer his poem ‘Sajjil AnaArabi’ which means ‘from an Arab’.


23

Reading

Adnan, I found a very powerful poem theother day. Listen.

You have stolen the orchards of my ancestorsAnd the land,which I cultivatedAlong with my childrenAnd you’ve left us nothingExcept for these rocks.

Stupidly, I didn’t write down the writer’s name.Do you know it? Is the writer Palestinian?

I certainly do – and he certainly is. I can lend you a book of his poems inEnglish if you like. And the Introduction will tell you his life story.

INTRODUCTION

Mahmoud Darwish was born in 1942 in Al-Birwah, a village near Acre inPalestine.When the Israelis attacked the village in 1948,his family was obligedto leave to Lebanon and at the age of six he became a refugee.A year later, thefamily returned, but their village had disappeared: instead, a new Jewishsettlement stood there. The family was expelled to another village, andDarwish grew up as a refugee inside his own homeland.

He graduated from secondary school in 1959 and then moved to Haifa andworked for a newspaper. After he had been there for only a year, he publishedhis first book of poetry, and in the following ten years, he became the editor ofhis newspaper.He continued writing, too, and in1969 received the Lotus Prizefrom the Union of Afro-AsianWriters.He also used to travel around – without atravel permit – to give public readings of his poetry. Israeli actions, includinghouse arrest ,made his life very difficult. Finally, in 1970,Darwish left and wentinto exile in Beirut. During the following 26 years he lived in Cairo, London,Paris and Tunis and continued writing.

In 1996, thousands greeted himwhen he returned to Palestine.He later said,‘I thought people had forgotten me, but I discovered that they still loved meand read my poems.’ Since then, he has spent his time in Ramallah andAmman and has been active in Palestinian national politics . He has also hadseveral important cultural jobs, including that of Chief Editor of the magazineAl-Karmil.

Over the years, he has published over 30 books, and most have been aboutPalestine. Many poems have become popular songs. Many have also recentlybecome available in English,and so they are helping theworld understand thePalestinian situation better.

5

10

15

20

25


24

Note-making and summary1 Make notes about Mahmoud Darwish’s life(to 1996) like this.

1942: born Al-Birwah, near Acre1948: family …Age 7: …

2 Expand the notes into a summary. Start like this.

Mahmoud Darwish was born in Al-Birwah, nearAcre, in 1942. In 1948, he and his family ... Atthe age of seven, he ...

Development

Vocabulary 1: opposites3 Find words in the main text on page 23 thatmean the opposite of these.

1 defended ________________

2 the previous ________________

3 private ________________

4 excluding ________________

5 easy ________________

6 remembered ________________

4 Complete the sentences with pairs of wordsfrom Exercise 3.

1 I can __________ the old man’s face clearly, but Ihave __________ his name. Sorry!

2 The other team __________ very hard, but we__________ well, and got the ball safely awayevery time.

3 The price of the camera is $79, __________ thecase, but __________ the batteries.You have tobuy those separately.

4 Ahmad did not produce any books in 2001, butin __________ year he had written two, and in__________ year he wrote three.

5 It’s __________ to say we’ll win the match, butit’ll be much more __________ to actually do it!

6 We shouldn’t just have a small __________meeting.We need a big __________ meeting sothat the whole community can talk freely.

Vocabulary 2: synonyms5 Find words in the texts on page 23 that meanthe same as these.

1 together with ________________

2 got away ________________

3 the next ________________

4 went on ________________

5 found out ________________

6 a number of ________________


Note!We often use synonyms instead of repeating thesame word.

1 The work __________ all night. In fact, it__________ until 10 o’clock next morning.

2 After she took the medicine, she felt a littlebetter __________ day, and then much better__________ day.

3 First we __________ that Ali had left his oldaddress, and then we __________ that he hadmoved to Canada.

4 The forest fire soon reached the village, so peoplehad to leave their homes and __________. Mostof them __________ by car to the nearest town.


25

1 Complete the conversation. Use the past simpleor present perfect.

Reporter How long (1)______ you ______ here inRamallah? (live)

Jamila I (2) _______ here all my life. (live)Reporter And when ____ you _____ writing? (start)Jamila I (3) _______ my first novel at 14. (write)Reporter How many novels (4) _______ you

_______ altogether? (produce)Jamila I (5) _______ about 20. (produce)Reporter When (6)_______ you _______ your latest

novel? (publish)Jamila It (7) _______ last year. (come out)

2 Rewrite the pairs of sentences as one.

1 Jamila (leave) school. She (write) three novels.(by the time)By the time Jamila left school, she hadwritten three novels.

2 She (start) her busy college life. She (have) notime for writing. (once)

3 She (not start) again. She (finish) college. (untillong after)

4 She (become) a book editor. She (graduate).(soon after)

5 She (prepare) several books by other writers.She (begin) to think about her own writing again.(before)

6 She (finish) her first big novel. She (spend) twolong years on the project. (by the time)

Past simple or present perfect?u Grammar reference p104

Language 1 Past simple or past perfect?u Grammar reference p104

Read sentences 1–4. Match points a–d. Add pastsimple (ps) or present perfect (pp) to points a–d.1 ____ In 1996, he returned.2 ____ Since then, he has been active in

Palestinian politics.3 ____ Over the years, he has publishedmore

than 30 books.4 ____ Many have recently become available

in English, and so they are helping theworld understand Palestine better.

a ____ for a completed action in the pastb ____ for an action in the past (usually

recent) that affects the presentc ____ for states in the time from past to

presentd ____ for actions (with no date) in the time

from past to present (Compare:Hepublished his first book in 1960.)

Note!Common signal words:Past simple: ago, yesterday, at (past time),

on (past day), in (past month/year)Present perfect: since, for, ever, never, recently, just,

already, so far, up to now, yet

Irregular forms: See page 120 for common pastand perfect forms.

Remember! Read sentences 1–4. Match points a–d. Add pastsimple (ps) or past perfect (pp) to points a–d.1 ____ His family escaped to Lebanon in 1948.2 ____ A year later, the family returned, but the

village of Al-Birwah had disappeared.3 ____ After he had been there for a year, he

published his first book.4 ____ I thought people had forgottenme.

a ____ for a completed action in the pastb ____ for a state before an action in the pastc ____ for an action before another action in

the pastd ____ in past simple reported speech, to

report an earlier state or action

Note!Common signal words connecting the past simpleand perfect: after, before,when, by the time, (not)until, as soon as, once, eg,Once he had returned, hequickly became active in politics.

Irregular forms: See page 120 for common pastand perfect forms.

Remember!

have lived

did start


26

Punctuation: capital letters �p115

1 Look below at types of proper nouns which needcapital letters. Find as many types as you can inthe text on page 23.

1 City, town, village and other place names:Bethlehem; Lake Tiberias; Sinai Desert

2 Names of particular places: Ramallah Police Station

3 Countries: France; United Arab Emirates

4 Nationalities: French; Emirati

5 People’s names: Jenny Scott; Mahmoud Darwish

6 People’s titles: King Khaled; Peter Jones, SalesDirector; Grandad

7 Names of institutions: Hisham Bin Abdul-MalikSecondary School; the Olympic Games; the UnitedNations; the Palestine Liberation Organization

8 Names of companies: the Arab Bank; JawwalMobile Company

9 Titles of books,magazines, newspapers, films, etc:Shou’n Falastiniyya Magazine; Al Quds Daily

0 All abbreviations of proper nouns: the UN, thePLO, the UAE, the UK, the USA

2 Work with a partner. Think of your own examplesof each type of proper noun.

Writing: telling a life story3 Follow the steps below to produce HannanHussein’s life story.

1 Look at picture 3. Say where you have met this‘special doctor’ before.

2 Read the notes about her.Then expand them andwrite Hannan’s life story. Put the verbs in the correctforms – simple past, present perfect or past perfect.

Start like this.

Hannan Hussein was born in 1960, and shegrew up in a small village near Jenin.

3 Cover your writing and look at the pictures again.From what you now know, explain the backgroundto each picture.

Writing Start like this.

The first picture shows Hannan when shewas a young girl and she was growing up ...At that time, her younger ...

Notes: A special doctor

a /(be born)/1960, and/(grow up)/small village near Jenin

b /younger brother (be) sick/many months,/(often help) mother/look after

c by the time/(be) ten, she (already decide)that she (want) to be/children’s doctor

d after/(graduate)/high school at 18,/(go) to Cairo University/study medicine

e once/(complete) her general medicaltraining,/(specialize) in children’s medicine

f (complete) her training/1988,/(start)work as/children’s doctor/the JerichoGovernment Hospital

g over the years,/(help) thousands/children like Tom Bell/England

h (get married)/1990,/(have) four childrenof her own since then

i for/last five years, she (be) head of herdepartment/hospital,/recently also(publish)/book/help young medicalstudents

1

3

2

1


27

Listening: checking information1 Look at the picture and answer these questions.

1 Who are the two older people in the picture?

2 Where do you think they could be?

3 What do you think is happening?

2 Now listen and answer true (T) or false (F).

1 Salwa and Dr Scott first met in London. ___

2 They first met five years ago. ___

3 Salwa was teaching at ManchesterUniversity at that time. ___

4 Salwa returned to Palestine four years ago. ___

5 Salwa has been working at the Ministryfor the last four years. ___

6 She is Director of Research and anassistant to the Minister. ___

7 She has had her present job since last year. ___

8 Dr Scott has been working in othercountries during the last four years. ___

9 He has worked in three differentcountries since he left Manchester. ___

0 Just before he came to Palestine,he was working for Oxfam in India. ___

Listening and speaking Pronunciation: regular past andperfect verb endings3 Listen to the endings of verbs from Unit 3.Mark the sounds 1, 2 or 3.

1 /t/ 2 /d/ 3 /d/worked returned tested

continued ___ disappeared ___ ended ___

expanded ___ expressed ___ greeted ___

helped ___ included ___ laughed ___

matched ___ moved ___ published ___

received ___ travelled ___ voted ___

4 Listen again and repeat the verbs.

Speaking:meeting an old friend5 Listen to the conversation again. Tick (�)the expressions you hear.

1 A It’s really great to see you again!B It’s really good to meet you again like this!

2 A It’s been ages since we last met.B It’s been years since we saw each other.

3 A How have you been keeping?B What have you been doing?

4 A Let’s stay in touch.We should swap phonenumbers.

B We must keep in touch. Let’s swap e-mailaddresses.

6 Work in pairs. One of you moved away two yearsago and has returned for a short visit.

• You meet by accident in the street and greet eachother warmly.

• You talk about what you have each been doing(make up the details).

• Ensure you exchange details so you can stay intouch.

F

2

1


28

Present perfect simple or continuous?u Grammar reference p104–105

Language 2

1 Complete with the simple or continuous form.

Conversation 1Minister: I’m very sorry to be late for our meeting.

My last meeting ____ only just ________ .(finish) How long _____ you ____________? (wait)

Visitor: Don’t worry.We (1) ___________________for long. (not wait) We (2) _________ only__________ here for two minutes. (be)

Conversation 2Mother: (3) ________ you ___________ the

windows yet, Sam? (clean)Sam: No, sorry, I (4) __________________ doing

that yet. (not start)Mother: What?! So what (5) _______ you

____________ for the last two hours? (do)Sam: I (6) __________________ lots of things

(do). I (7) _________ my homework. (finish)I (8) ______ on the phone to Tom, and I(9) _____________ my bike, too. (be,mend)

Tag questions u Grammar reference p105

2 Complete the tag questions.

1 Mahmoud Darwish was born in Palestine in 1942,___________?

2 He and his family escaped to Lebanon in 1948,___________?

3 He was in exile for 26 years as an adult,___________?

4 He doesn’t live in Jordan now, ___________?

3 Write three tag questions to ask a partner. Usethe ideas in brackets. The intonation should goup if you are not sure about the answer.

1 You’re __________ than me, __________(older/younger)

2 You’ve got __________, __________(… brother(s)/sister(s))

3 You live __________ school, __________(near/a long way from)

4 You don’t come to school __________ ,__________ (by bus/on foot/ …)

5 You’ve been to __________ , __________(Nablus/…)

6 You’ve never been to __________ , __________(Australia/…)

Read sentences 1–4. Match points a–d. Addpresent perfect simple (pps) or present perfectcontinuous (ppc) to points a–d.

1 ____ She has had her present job for thelast four years.

2 ____ You’ve brought lots of usefulexperience to Palestine.

3 ____ He has worked in three countriesduring the last four years.

4 ____ He has been working in othercountries during the last four years.

a ____ for states in the time from past topresent

b ____ for an action in the past (usuallyrecent) that affects the present

c ____ for actions (with no date) in the timefrom past to present

d ____ for actions continuing through thetime from past to present especially toemphasise the length of the action,eg, I’ve been waiting for ages! They’vebeen talking for hours!

Remember!Listen to the questions from the conversation

at the Ministry again.1 She was a student at Manchester,wasn’t she?2 It’s Dr Scott fromManchester University,

isn’t it?3 You returned to Palestine,didn’t you?4 You didn’t stay in Manchester,did you?

• We use tag questions when we think we mayknow the answer.

• The intonation goes up when we are not verysure of the answer (1, 2).

• The intonation goes down when we are nearlysure of the answer (3, 4).

• Tag questions take their form from the mainverb of the sentence.

• If the main verb is positive, the tag is usuallynegative (1, 2, 3).

• If the main verb is negative, the tag is alwayspositive (4).

Listen and learn!

hashave been

waiting

finished

wasn’t he


29

1 Read the text and complete Notes on Oxfam 1.

INTRODUCTION TO OXFAM

DuringWorld War II (1939–45), groups of peoplein Britain started collecting food and clothes.Theysent these to poor families abroad. One of thesegroups was the Oxford Committee for FamineRelief.This started in 1942 and sent food to Greece.

Once the war had ended, it began helping inmany more countries around the world.Thegroup’s name changed to Oxfam. It is now oneof the UK’s main aid agencies, and it supportscommunities in over 80 countries.

Oxfam works with people who are sufferingbecause of local wars, natural disasters likeearthquakes, or other causes of poverty. It helpspeople find solutions to their problems and buildbetter lives.

This means different things in different places atdifferent times.The most basic areas are health,education and training. But Oxfam supportseconomic development, too, with projects thatcreate new jobs.

Here are some examples. Clean water is often themost basic health need.Oxfam offers communitiescheap, simple systems to produce water that issafe to drink. It trains health workers, who go outacross their countries and help many otherpeople. Finally, Oxfam lends money to groupsthat want to start businesses and lift themselvesout of poverty.

Notes on Oxfam 1The beginning: started in (1) ____________First project: (2) ______________________Today: works in (3) ____________ countriesTypes of support: (4a) ____________ ,(4b) ____________ , (4c) ____________and projects for economic development.

Integrated skills

2 Listen and number the photos above 1 and 2.

3 Listen again and add information to Notes onOxfam 2 below.

Notes on Oxfam 2Examples of Oxfam’s projects around theworld.

Malawi: trains public health workers –Faith Teleka. Visits villages and trains(5) ______________________.

Senegal: supports women’s groups – AminataThiam’s group. Have borrowed somemoney to build (6) _______________.

4 Expand the notes on Oxfam 1 and 2 into a reporton its activities.

Start like this.

Paragraph 1:Oxfam started its work in 1942 when it sentfood to Greece. Today, it ...

Paragraph 2:The following are just two examples of Oxfam’sprojects around the world. In Malawi, it trainspublic health workers such as Faith ...

5 Find out about one of the many charities inPalestine.

6 Describe it to the class.


30

Free-time activitiesUnit 4

Focus1 Say what the people in the pictures often do intheir free time. Choose from these expressions.

do: drama fitness trainingflower arrangement karate

play: basketball football music the guitar

go: canoeing climbing diving fishing

Reading

2 Answer these questions.

1 Have you ever tried any of these free-timeactivities?

2 Would you like to try any of them?

3 Are there any of these leisure activities you wouldnot like to try?

Before you read3 Look at the maps on page 31. Say where thepeople come from. Choose from: Japan, NewZealand, Scotland and South Africa.


1 Have you ever read about these countries or seenthem on TV?

2 What do you know about them?

5 Describe the activities in the pictures.

6 You are going to match people a–d to theirletters 1–4 about their free-time activities. Saywhat words you will look for in the letters.

While you read7 Match people a–d to their letters 1–4.

1 ____ 2 ____ 3 ____ 4 ____


1 What words or phrases helped you do thematching task?

2 Were they the same as the ones you expected?

3 Look at each letter.What word was probably atthe end of the page before?

4 Do you do any of the same things as Pieter orthe others?

5 What have you learned about their countriesfrom the letters?

9 Say what the underlined words refer to.

1 Mum says we shouldn’t do it because we mayhurt ourselves. (letter 1)

2 … and we’re hoping to win again next time.(letter 2)

3 and we all have to watch all theirmatches!(letter 3)

4 … and we always go in summer … (letter 3)

5 … and we have to do homework for both!(letter 4)


I’d like to try it,too. It seems ...

Personally, I’d prefer to try(flower arrangement) because ...

I’ve never tried (riding aquad bike). It sounds ...

1 2 3

4 5 6

1


31

1 2

3 4

a Michiko b Stuart

c Pieter d Lucy

... farm is north of Johannesberg, beside theSabie River. We grow lemons, and it’s very prettyand green.

Across the river, my sister and I like riding throughthe forest on our quad bikes. It’s beautiful. We gowhite-water canoeing, too. The river’s wild here,and it’s really exciting. Mum says we shouldn’t do itbecause we may hurt ourselves. We might have anaccident, of course. But we’re careful and we wearhelmets, so she needn’t worry.

... family is sports-mad. My brother, Mark,plays for the local rugby team, and we allhave to watch all their matches! (Do you knowrugby? It’s like football, but you can carry theball: you don’t have to kick it.)

Personally, I prefer camping. I belong to thegirl scouts, and we always go in summer -–that’s your winter. We leave Wellington andcross to South Island. It’s beautiful down there.

Photography’s my main interest. I’m the onewith the camera at Mark’s recent matchagainst an Australian team – they’re ournearest neighbours and biggest rivals!

... don’t have much free time. I’m in Senior HighSchool now, and it’s hard. Most of us also go to juku(exam practice school) – and we have to dohomework for both!

Tokyo is huge (25 million people), and we can’t easilyleave the city, but at least my friends and I can get toa park near here. We sometimes play tennis there, andthen we go to a coffee shop and chat.

I like quieter things, too, and I belong to a traditionalflower arrangement group. Here’s a picture of me andone of my arrangements.It’s late now, and I must stop. Write soon!

Best wishes

Michiko

... in Inverness, the only large town in the north.I can’t ski, so I just do fitness training in winter. But insummer I get out and go sailing and climbing.I also love Highland music, and I play the bagpipes.I’m in the local pipe band, and we play at theHighland Games. We won a prize last summer andwe’re hoping to win again next time.

You should see the Games. You’d enjoy the musicand Highland dancing, and there are amazing sportslike tossing the caber. Whatever you do, always stayaway from that thing!


32

Note-making and summary1 Copy and complete the table.

comes from (country) lives (nearest city) leisure activities

Pieter

Stuart

Lucy

Michiko

Development

2 Expand the notes above into summary statements.

Pieter comes from South Africa and he livesnorth of Johannesberg. He likes riding on hisquad bike through the forest, and he also goeswhite-water canoeing.

3 Write notes about yourself. Expand them intoanother summary statement.

Vocabulary 1: free-time activities4 Look at the Focus section on page 30 again.Match these activities to do, play or go.

athletics chess cycling judo swimmingrunning table tennis volleyball woodwork

Note!We often use go + -ing for outdoor activities,eg, go canoeing

5 Build activity chains. Use the ideas below.

S1 I go running.What about you?S2 I go running, and I do woodwork, too.What

about you?S3 I go running, I do woodwork, and I play chess,

too.What about you?S4 I go … (etc)

collect: film posters stampslisten to: programmes (folk) musicread: magazines poetrywatch: (documentary) programmes

(adventure) filmsphone/see/visit: friends (my) cousins

Vocabulary 2: countries andnationalities6 Match the nationality adjectives to the countrynames.

�Canada �China �Egypt�England �France �Greece�Holland I�raq �Ireland�Italy Ja�pan �JordanKu�wait �Lebanon Om�anPaki�stan �Palestine �ScotlandSouth �Africa �Spain Su�dan�Switzerland �Thailand �TurkeyViet�nam

Pales�tinian Suda�nese �DutchE�gyptian Jor�danian �FrenchSouth �African �Greek I�raqi�Irish Vietna�mese Leba�neseJapa�nese �Thai Swiss�Scottish Chi�nese Ku�waitiO�mani �Turkish It�alian�Spanish Ca�nadian Paki�stani�English

7 Make an English-Arabic list of other countrynames and nationality adjectives.

�Syria �Syrian... ...


33

1 Read the conversations and choose the correctmeanings. Choose from a–e above.

1 A How fast can you drive in Britain? ___B Up to 70 mph, but my old car can

only do 50 mph! ___

2 A The radio says it may rain later. ___B Well, it might rain, but I think it’s going

to be sunny. ___

2 Complete the conversations with appropriatemodal verbs.

1 A Do you think you _______ finish today?B I _______, but I think I need more time.

2 A I _______ swim 200 metres. How about you?B Well, I _______ swim 100 metres, and I’m

going to try 200 now. I _______ be able to doit, but I don’t know!

Modal verbs 1: can/may/…u Grammar reference p105

Language 1

3 Read the conversations and choose the correctmeanings. Choose from a–d above.

1 A Oh, no! It’s already 6.30. I mustn’t belate for the party! ___

B Don’t worry.You don’t need to be thereat the beginning. ___

2 A I’m going training now.We all haveto go training every evening. ___

B But you’re very tired.You shouldn’t gotraining when you’re so tired! ___

4 Complete the conversations with appropriatemodal verbs.

1 A You ________ watch the programme onEgypt this evening. It sounds interesting.

B I ______ because I ________ work late tonight.

2 A I’m still not very well, but I feel I really _______start work again and help you.

B But the doctor says you ________ work yetbecause you _______ get ill again. And you________ worry, because I can do all the work.

Read sentences 1–5. Match points a–e. Add thecorrect modal verb to points a–e.1 ____ Mum says wemay hurt ourselves.2 ____ Wemight have an accident, of course.

But…3 ____ I can’t ski.4 ____ It’s like football, but you can carry the

ball.5 ____ We can’t easily leave the city.

a ____ you (do not) know how to dosomething

b ____ it is (not) possible to do somethingc ____ the rules (do not) allow somethingd ____ a 50% chance something will (not)

happene ____ less than a 50% chance something will

(not) happen

Note!Common signal words:We often use could instead ofmight, eg,We couldhave an accident, of course. But …

Remember!Read sentences 1–5. Match points a–d. (d matchestwo verbs.) Add the correct modal verbs topoints a–d.1 ____ Mum says we shouldn’t do it.2 ____ But we’re careful, so she needn’tworry.3 ____ We all have to watch all their matches!4 ____ You can carry the ball: you don’t have

to kick it.5 ____ Imust stop now to catch the post.

a ________ a good/bad idea to do somethingb ________ necessary to do something

because somebody else says it isc ________ necessary to do something –

because you feel it isd ________ , ________ not necessary to do

something

Note!Think about the difference.I mustn’t go. (It is necessary not to go.)I needn’t/don’t have to go. (I can go, but it is notnecessary.)We can say needn’t (like can’t,mustn’t), and we canalso say need to/not need to (like have to/not have to)

Remember!

c c

shouldcan

Modal verbs 2:must/(not) have to/…u Grammar reference p105


34

Punctuation: apostrophes �p115

1 Look at page 31 again. Find and write the shortforms.

1 I am ____________

2 we are ____________

3 they are ____________

4 it is ____________

5 river is ____________

6 that is ____________

7 here is ____________

8 should not ____________

9 need not ____________

10 cannot ____________

11 do not ____________

12 you would ____________

Be careful!Pieter’s from South Africa.

= Pieter is from South Africa.Pieter’s got a new quad bike.

= Pieter has got a new quad bike.It’s bright red, and its name is Red Racer!

= It is…I’d never tried a quad before I rode Red Racer.

= I had…I’d love to buy one, but they’re expensive.

= I would…

Be careful!It’s is short for it is. But its is a possessive adjective,likemy, your, his, her etc.

2 Correct the following sentences with one ormore possessives.

1 Lucy brother is called Mark.

2 This is Michiko flower arrangement.

3 The quad bike in the garage is Pieter.

Be careful!The boy’s bike. The two boys’ bikes.The two children’s bikes.

Writing 3 Add all the necessary apostrophes.

1 Heres Stuarts letter.

2 Id love to visit Pieters part of the world.

3 Lucy doesnt enjoy her brothers rugby matchesmuch.

4 Most peoples school lives arent easy, but Michikosseems very hard.

Writing: describing your daily life4 Answer the survey questions in a paragraph.Use modal verbs and short forms wherepossible. Use but to join, eg. answers 1 and 2.

SURVEY: YOUNG PEOPLE TODAY

Please take a few minutes to answer our questions.This will help us to get a better idea of youngpeople’s daily lives.

Your daily life1 What time do you need to get up in order to get

to school on time?2 What about the weekend? Do you need to get

up so early?3 What jobs do you have to do to help at home?4 What about jobs that you needn’t do because a

brother or sister does them?5 How much homework do you usually have to

do on weekdays?6 How much more or less do you think you

should do?7 After everything else, how much free time do

you usually have on weekdays?8 What do you usually do with your free time on

weekdays?9 What can’t you do and why? (eg, because

there’s no time/because you’re not allowed to,etc.)

10 With more leisure time at the weekend, whatelse can you find time for?


35

Listening 2: gist2 Look at the list of activities in the chart. Thenlisten to the Manager and the new member of theSports and Leisure Centre. Answer the questions.

1 What activity does he advise in the end?

2 Why?

Pronunciation: intonation with orquestions3 Listen. Which part rises, and which falls?Draw arrows (R) and (T).

1 Energetic or practical? ___

2 An energetic activity or a practical activity? ___

3 Would you like to try an energetic activityor a practical activity? ___


Speaking: suggesting and advising5 Listen to the conversation again. Tick (�)the expressions you hear.

1 A Would you like to try an energetic activity?B Do you want to try an energetic activity?

2 A You might to do DIY.B You could do DIY.

Listening 1: noting information1 Listen and answer these questions.

1 When did the conversation happen? 2 What was the problem? 3 Which activity did the doctor advise?

4 What happened after that? 5 What has happened since then?

Start here Choice 1 Choice 2 Activities

judoa group activity

basketballan energetic activity

swimmingan individual activity

fitness training

cookerya home-related activity

*DIYa practical activity

computinga work-related activity

office skills

*DIY: Do-it-yourself, ie, improving, repairing and painting your home yourself – a very popular activity in Britain and many otherwestern countries.


3 A What about cookery?B How about cookery?

4 A Perhaps you should try Cookery forBeginners

B I think you should try Cookery forBeginners

6 Develop a role play. Work with a partner and taketurns as the Manager and the new member.

Manager

Would youlike to try …?

Welcome thenew member tothe Centre.

Thank the manager,and say somethingpositive about theCentre.Ask what the

member hasdecided to do.

Ask the manager tosuggest and advise.Agree to do this

and ask the orquestions.Makesuggestions. Answer the or

questions. Respondto suggestions.Advise the member

to do one of theactivities. Agree and then

thank the Manager.

New member


36

Past tense modal verbsu Grammar reference p105

Language 2

1 Complete the story with past forms (positive ornegative) of the verbs in brackets.

Last night, I was late for basketball practice at theSports and Leisure Centre, so I (1) _____ (have) torun and I forgot my door key! When I got home, ofcourse, I (2) __________ (can) get in, and I thoughtI (3) __________ (may) have to spend the nightoutside. But it was very cold, so I decided that I really(4) __________ (need) to find another way in. Luckily,I (5) __________ (have) to look very far because asmall kitchen window was open. I (6) __________(can) climb through it because it was not largeenough. But I (7) __________ (be able) to climb up,reach inside and open the main window.

I was happily climbing in when the police suddenlyarrived. I (8) __________ (have) to explain threetimes and show them my Sports and Leisure CentreMember’s Card with my address on it before theyreally believed my story!

Suggesting and advising2 Answer A’s comment below each picture.Choose useful expressions (Speaking, page 35)and activities (Listening 2).

Listen to the story of the young man in thewheelchair again. Listen for past tense forms andtick (�) the ones you hear. (Note that some arethe same as the present forms.)1 can could could not2 be able to was/were was/were not

able to able to3 may might might not4 must had to must not

could not5 have to had to did not have to6 should should should not7 need to needed to did not need to

Note!With can we often change in the past, eg,I can swim fast. I was able to swim fast.

Withmust we always change in the past, eg,I know Imustn’t go. I knew I couldn’t go.

Listen and learn!

had

1 A Bill, what do youthink of thechicken? It’s nottoo bad, is it?

B ________________________________________________

2 A Why doessomething alwaysgo wrong witheven a simple joblike this?!

B ________________________________________________

3 A I must learn howto use a computerand how to e-mailand get on theinternet.

B ________________________________________________

4 A I want to get fit, butI just can’t makemyself go runningand I just can’tstop myself eating!

B ________________________________________________


37

2 Listen and complete the notes below.

Possible length: __________The oldest stories: ____________________First became internationally famous: ________Number of people who believe they haveseen it: ____________________Other countries where there may be lakemonsters: _____________, _____________

3 Write to Stuart. Look at his letter on page 31and your notes above. Add a question aboutthe monster. Plan your letter and note usefulexpressions.

Start: Dear Stuart

Paragraph 1: Start like this: Thank you verymuch for your … . It was interesting to readabout your free-time activities and about …

Paragraph 2: Write a short paragraph aboutyour own main free-time activities.

Paragraph 3: Continue like this:Well done … forwinning the … I heard it on a radio programmecalled … about … Can I ask you a bit aboutthat? (Add your question here).

Paragraph 4: Finish in the same way as Michikoin her letter on page 31.

4 Prepare another interview for the Worldwideprogramme. Now it is coming to Palestine. Workwith a partner and decide:

1 which Palestinian music (or other sounds) tostart with;

2 what interesting subject to talk about;

3 what sort of guest the interviewer will have.

Remember:make suggestions, give reasons, agreeand disagree.

5 Work with your partner. Prepare interviewquestions and answers. Start like this.

Interviewer I have with me (name). He/She... Hello, (name). Thanks forcoming on the programme.Tell us, ...

1 Complete the photo captions below.

Highlands, the Scottish pop 213,100, area 25,391sq km. Britain’s largest area of wild mountains andlakes. Main industries include oil, farming, fishfarming, forestry and tourism. Few people live inthis land of great natural beauty and the largest townis Inverness (pop 43,500). This, the capital of N.E.Scotland, is near the north-east end of Loch Ness(/lɒk �nεs/) which, at 38 kilometres long, is one ofBritain’s largest lakes. The Highlands are full ofstrange stories, and the most famous of these iscertainly the story of the Loch Ness Monster –‘Nessie’ for short – which may or may not live in thedeep, dark Loch.

Loch __________ , near ______________ , the capitalof ___________________ .

The ___________________ , or __________ for short.

Integrated skills


38

Healthy eating – healthy bodyUnit 5

Focus1 Read and match the recommendations and thedescriptions.

You should try some Spanish paella. (pa�ela)

You should try an English pasty. (�p�sti)

You should try some Japanese sushi. (�su�ʃi)

a It’s made from raw fish and rice.

b It’s made from rice, fish, chicken and vegetables.

c It’s made from pastry with meat and potato inside.

2 Say which you would (not) like to try, and why.

3 Recommend and describe some Palestinian/Arabdishes.

Reading Before you read4 Look at the heading, photo and diagram onpage 39. Then answer these questions.

1 Where might this text come from, and how doyou know?

2 What type of food is the text going to discuss?

3 What does the heading mean? Find theconnection between the heading and thediagram.

While you read5 Check your answers to Questions 2 and 3 above.

6 Find out the following.

1 Who is the text talking to?

2 What is it advising them to do?

After you read7 Say what these numbers refer to.

15 7.15 20% 14% six 50 2–4 30

8 Say what these words mean.

1 the third grade (line 2)

2 the school bus (line 3)

3 teenagers (line 5)

4 fuel (line 8)

5 fast food (line 14)


I want to be really thin, so I eatvery little. I especially hate burgers

and fries. They’re full of fat.

I love eating, and I can’t stayaway from the fridge! My favourites

are chocolate and ice-cream.

1

2

3


39

1 Read the text and look at the food pyramid below.

So forget the burgers and fries. Choose a pizza instead!

Carrie Choi, 15, from Santa Monica, hasn’t eatenbreakfast since the third grade. ‘I don’t have time,’ shesays. ‘I have to be on the school bus at 7.15 a.m. Anyway,I’m really not hungry then.’ Carrie is like many weinterviewed. These are the 20% of American teenagerswho don’t eat breakfast. They are creating problems forthemselves – and perhaps even killing themselves.

Your body is like a car, and it needs fuel – food. It usesmost of yesterday’s supply by morning and then needs more.People who forget this and miss breakfast may getheadaches and lack energy at school. Scientists say that

Notes You need calcium for strong bones, carbohydrates for quick energy, fibre to help thestomach work well, protein to build the body, vitamins to help the body work well and grow.

By Ellen Grant

breakfast eaters learn better, behave better and are healthier.Moreover, people who miss breakfast are especially

likely to make up for it later with unhealthy ‘fast food’ –burgers and French fries that are full of fat and calories. Notsurprisingly, 14% of American teenagers are extremelyoverweight. Illnesses which can kill often follow in laterlife – heart disease, for example.

The answer is to eat breakfast plus a balanced daily dietthat gives the body everything it needs. The Food Pyramidhere shows what is required. It consists of six food groups,and these provide all the 50 nutrients the body needs.

Choose a pyramid pizza!

A portion is, for example, an egg, 30 grams of meat, alarge carrot or cup of carrot juice.

Pizza is one type of food that contains food from allthe groups.

• the crust is from the bread group;

• the cheese comes from the milk group;

• if you add some chicken, that’s from the meat group;

• some onion or green pepper gives you somethingfrom the vegetable group;

• add some pieces of pineapple and you’ve got somefruit too.

5

10

20

25

30

15

Fat, Oil & Sugar Group(As little as possible: you get a lot with other food groups.)

Vegetable Group Fruit Group Bread, Pasta, Rice & Cereal Group(3–5 portions: fibre, Vitamins A & C) (2–4 portions: Vitamin C) (6–11 portions: fibre & carbohydrates)

Milk, Yogurt & Cheese Group Meat, Fish, Beans, Eggs(2–3 portions: calcium, & Nuts Group

carbohydrates) (2–3 portions: protein, iron,zinc, Vitamin B)


40

Summary with key sentences1 Number the key sentences in the order theyappeared in the text on page 39.

___ Teenagers who miss breakfast often fill uplater with poor-quality food.

___ Our bodies need fuel when we start a newday.

___ It is very important to eat a balanced dailydiet.

___ A fifth of all American teenagers do not eatbreakfast.

2 Match these notes to the key sentences above.

a Consists of six food groups – provide all50 nutrients body needs. ___

b Food Pyramid offers exactly this. ___

c Have used most from previous day. ___

d However, creating problems forthemselves – may even kill themselves. ___

e Can become very overweight – leadsto illnesses that may kill. ___

f May say no time – may say not hungry. ___

g On the other hand, people who eatbreakfast perform better and are healthier. ___

h Without more,may get headaches, lackenergy and concentration. ___

3 Write four short paragraphs under the headingbelow. Use the key sentences from Exercise 1and the notes from Exercise 2.

The importance of a balanced daily diet

Vocabulary 1: contain, consist of4 Read the dictionary entries and then completethe sentences.

consist (of something) /konsst/ verb: to bemade up of sth: Pastry consists of fat, flourand water.

contain /kontain/ verb: to have sth inside(or as part of ) itself: Each box contains 12packets. Vegetables contain important vitamins.

Development 1 The book __________ a section on healthyeating.

2 This salad just __________ lettuce and tomatoes.

3 Burgers aren’t healthy.They __________ a lot offat.

4 Lunch yesterday __________ a sandwich andcoffee.

Vocabulary 2: countable anduncountable nouns5 Label the pictures with the words below. Saywhich are countable and which are uncountable.

carrot juice carrots coffee coffee beanslemon juice lemons olive oil olivestea tea bags tomato paste tomatoes

6 Work in pairs. Cover the illustrations above. Try toremember everything. Take turns to ask questions.

S1 Are there any (tea bags)?S2 Yes, there are some tea bags.S3 Is there any (tomato paste)?/Are there any

(strawberries)?S1 Yes, I think there is./No, I don’t think there are.

1

4


41

1 Complete the sentences with the nouns inbrackets. Make them:a) singular or plural as necessary;b) indefinite, definite or generic as necessary.

1 Where’s my tea?It’s in _________ here on __________. (cup/table)

2 I love __________.My favourite is __________.(meat/chicken)

3 I’d love __________.Would you like __________.(fruit/grape)

4 __________ are unhealthy.They’re full of__________. (burger/fat)

Defining relative clauses: fullu Grammar reference p106

2 Add who or which to complete these sentences.

1 Carrie is the girl ______ hasn’t eaten breakfastsince third grade.

2 Yogurt is something ______ Palestinian cookinguses a lot.

3 People ______ don’t eat breakfast often eat othersorts of food ______ are bad for them.

4 The portions ______ the pyramid suggests maynot be enough for someone ______ is very active.

Defining relative clauses: reducedu Grammar reference p106

3 Add who or which when necessary. Add – whennothing is necessary.

1 Carrie was one of the people ______ weinterviewed.

2 A balanced diet is something ______ everybodyneeds.

3 There are a lot of teenagers ______ don’t eat well.

4 Many people don’t realize the problems ______a diet of fast food can cause.

Indefinite, definite and generic formsu Grammar reference p106

Language 1

1 Your body is like a car.2 Add some pieces of pineapple.3 Add some chicken.4 I have to be on the school bus at 7.15 a.m.5 The cheese on your pizza comes from the milk

group.6 Scientists say that breakfast eaters learn better.7 You need calcium for strong bones.

• Use an indefinite article – a/an – with asingular countable noun (1), eg, Look, there’sa fruit shop. I want to buy a pineapple.

• Use some in the same way with pluralcountable nouns (2), eg, Look, they’ve gotsome apples. I want to buy some apples.

• Use some in the same way with uncountablenouns (3), eg, Look, they’ve got some olive oil. Iwant to buy some olive oil.

• Use a definite article – the – with somethingspecific: countable (4) or uncountable (5), eg,The pineapple and the apples are good. Theoil is good, too.

• Refer to a whole group of countables (6) ortype of uncountable (7) with a genericstatement.We usually use the noun alone,eg, I love pineapples.We always use olive oilfor cooking.

Learn!

1 Carrie is like many (who) we interviewed.2 These provide all the 50 nutrients (which/that)

the body needs.

• We can leave out the relative pronoun when itexpresses the object of the relative clause.

Learn!

the cup the table

Read sentences 1 and 2. Match points a and b. Addthe correct relative pronouns to points a and b.1 ____ People who/that forget this may get

headaches.

2 ____ Illnesses which/that can kill oftenfollow in later life.

a ____________ for a clause describing people

b ____________ for a clause describing thingsor animals

Note!Common signal words:This type of relative clause gives important, basicmeaning to the sentence.This is different fromnon-defining relative clauses: see Language 2.

Remember!

who

––


42

Spelling: Arabic food names1 Complete the statements below.

falafel knafeh hummos labanahma’moul maqlubeh muqabilat

moloquia mtabel mjadara msakhan

1 __________________________________ are allwell-known sorts of fast food or ______________(salads or starters for full meals).

2 __________________________________ are alltraditional types of meat dish.

3 __________________________________ are bothpopular kinds of vegetable dish.

4 __________________________________ are bothdelicious forms of sweet.

Writing: explaining your culture2 Use Table 1 to form key statements about four

types of Palestinian food: (1) falafel, (2) shawerma,(3) sambousek and (4) sfeeha. Connect them withrelative pronouns which and that.

Table 1

well-known type muqabilat

… is a traditional sort of starterpopular kind fast fooddelicious form

consists of thin pieces of meat.which is a flat, round piece of bread.that consists of fried chick peas.

is a three-cornered pie.

EXAMPLE:

Falafel is a popular sort of fast food whichconsists of fried chick peas.

3 Now match and add these sentences to the keystatements you made in Exercise 2.

a You usually get them in a flat bread sandwich.

b It comes with a mixed meat, tomato and oniontopping.

c People can buy them in a flat bread sandwich orjust in a bag.

d People fill it with meat or spinach.

Writing 4 Match and add the notes below each picture towhat you have already written. Complete fourshort paragraphs about Palestinian food.

EXAMPLE:

Step 1: Falafel is a popular sort of fast food ...

Step 2: People can buy them in a ...

Step 3: The shape is different in different places ...

... is very filling – looks rather like athree-sided Indian pie called a samosa

... looks a bit like a pizza – in fact peoplesometimes wrongly call it a pizza

... now known in other countries –this special sort of sandwich is verycommon in Britain, for example.

... – in Ramallah, for example, theyare round

1

2

3

4


43

Pronunciation: negative questions2 Listen. Do the negative questions go up or

down at the end? Draw arrows (R) or (T).

1 Won’t you be sad to leave her? ___

2 Won’t you be sad to change schools? ___

3 Don’t you have enough to do without that? ___

4 Don’t you find it’s all too much for you? ___

5 Aren’t you really tired when you getto Sunday? ___

6 Aren’t you trying to do too many differentthings? ___


Speaking: finding out about otherpeople4 Listen to Carrie’s conversation again.

Tick (�) the expressions you hear.

1 A I’d love to hear about your life here.B I’d really like to hear about your life here.

2 A Well, tell me a bit about school.B Well, tell me all about school.

3 A So does that mean that you’re in9th Grade?

B So I suppose that means you’re in9th Grade.

4 A Tell me,what do you do out of school?B Tell me,what do you do in your free time?

5 A Don’t you have enough to do without that?B Don’t you find it’s all too much for you?

Listening: noting extra information1 Listen and note the extra information below.

Main information Extra information

1 Present school Oakfield Junior High _____________________________________

2 Future school Oakfield Senior High _____________________________________

3 Best subject Geography _____________________________________

4 Geography teacher Mrs Stratton _____________________________________

5 Counsellor Mr Kramer _____________________________________

6 Saturday job Local supermarket _____________________________________


5 An American uncle is visiting your family. Ask andanswer his questions about your way of life. Startwith the ideas below.

Your school life, present and future

People who help you at school

Non-school activities

After school

Visit America

for 7th – Grade


44

Non-defining relative clausesu Grammar reference p106

Language 2

1 Listen again to Carrie’s conversation withher uncle for more examples.

I go to Oakfield Junior High, which is for 7ththrough 9th Grade.

2 Use your notes in the Listening section on page43 to make statements yourself.

She goes to Oakfield Junior High, which isfor ...

3 Form a non-defining relative clause from thesecond sentence.

1 Carrie is talking to her Korean uncle. She isAmerican.Carrie, who is American, is talking to herKorean uncle.

2 Carrie is talking to her Korean uncle. He is visitingthe family.

3 She lives in California. It is sometimes called thesunshine state.

4 She goes to Oakfield Junior High. It is very nearher home.

5 Her favourite teacher is Mrs Stratton. She teachesgeography.

6 Mrs Stratton travels abroad every holiday. She isvery energetic.

Defining or non-defining?4 Decide whether these sentences contain

defining (D) or non-defining (ND) relative clauses.Add commas where necessary.

1 Carrie, who is 15, is a Korean American. ___

2 The person who is talking to her isher uncle. ___

3 Her uncle who is a businessman is inAmerica because of his work. ___

4 He comes from Seoul which is the capitalof South Korea. ___

5 Carrie who has never been to Seoul wouldlike to go there one day. ___

6 She would like to meet her cousins whohave never been to America. ___

7 She goes to a school which is very popularin Santa Monica. ___

8 There are a lot of students who haveparents from other countries. ___

Negative questions u Grammar reference p106

5 Turn the following into negative questions.

1 You’re working very hard. Surely you’re really tired.Aren’t you really tired?

2 It’s very late now. Surely you want to go home.

3 She didn’t eat all day. Surely she was very hungry.

4 It was 45˚C yesterday. Surely everyone felt reallyhot.

5 He hasn’t left yet. Surely he’ll arrive late.

6 The letter arrived a week ago. Surely you’re goingto answer it soon.

1 Her parents,who are from Korea, arrived inthe 1980s.

2 They moved out to Santa Monica,which is onthe Pacific.

• These clauses add useful – but not necessary– extra information.We put this informationbetween commas (1) or between a commaand the end of the sentence (2).

• We use who (never that) for a clause describingpeople.

• We use which (never that) for a clausedescribing things or animals.

Learn!

1 Won’t you be sad to leave her when you go toSenior High?

2 Don’t you have enough to do without that?

• We use these when we feel the answer shouldbe yes (1, 2). Often, they argue against thelistener’s actions (2). (Carrie’s uncle thinks thatshe should not do so much.)

Learn!

ND


45

2 Listen to the interviews and complete the questionnaires.

3 Complete the paragraph with your notes aboutCarrie.

Carrie Choi is typical of many of the teenagerswe interviewed. We talked in detail to Carrie,who is 15 and who comes ... . She never ... , andshe ... , which sometimes ... . She only sleeps ... ,which means that ... . She works at ... on ... ,which gives her ... .

1 List all the problems that the newspaper article describes.

Integrated skills

4 Use your notes about Robert to write anotherparagraph. Start like this.

We also talked to Robert Green, who ...

5 Discuss the following questions.

1 What do you feel is good and bad about Carrie’slifestyle?

2 What do you think about your own lifestyle?

TIME FOR A TEENAGE HEALTH CHECK?American teenagers seem to have a great lifestyle, but the truth may be rather different.

Apart from the well-known problems of diet, the numbers who do sport and otherenergetic activities are falling.Weight problems are building into a future health disaster.

Where does the time go? TV is still very popular, and now many teenagers alsospend several hours per week on the internet. This is a good thing in many ways, butit does not help produce an energetic lifestyle.

Nor is this all. Nearly one teenager in three now does over eight hours of paid workper week. This, on top of homework (and social life), creates high stress levels andpoor family communication. It also means that many teenagers sleep less than theeight hours they need. This then means tiredness at school next day.

Name ___________________

Personal details Age: _______________

From: ______________

Eating habits Breakfast: ___________

Fast food: ___________

Comment _______________________

Sleeping habits Hours per night: _________

Comment ___________________

Paid work Where: _________________

Hours per week: _____

Comment _______________________

Name ___________________Personal details Age: _______________From: ______________Eating habits Breakfast: ___________Fast food: ___________Comment _______________________Sleeping habits Hours per night: _________Comment ___________________Paid work Where: _________________

Hours per week: _____Comment _______________________

Carrie Choi

Robert Green

12


46

Dangerous weatherUnit 6

Focus1 Match the types of natural disaster and the photos.

avalanche flood hurricane mudslip tornado

Reading

2 Talk about these types of disaster.

1 Have there been any of these in the news recently?

2 Which of them seems the most frightening to you?

Before you read3 Look at the title, the diagram and the map on

page 47, and answer these questions.

1 Which type of natural disaster do you think thetext is mainly going to be about?

2 Why is the map here?

While you read4 Check your answers to 1 and 2 above.


1 Which two hurricanes does the text discuss?

2 What other types of disaster does the textmention?

After you read6 Make notes about the two main types of disaster

that the text describes. Use the following headings.

Types of disaster Other names Possible sizesPossible windspeeds Levels of destruction

7 Complete the table with notes about the twohurricanes.


1 Why does the author put just in inverted commas(line 17)?

2 How do we know that the US Forecast Center’ssystem works well?

3 How have things changed for countries whichhave natural disasters?

4 What more still needs to happen?


Bangladesh has huge sea andriver floods nearly every yearand there are so many peoplethere – over 130 million. Canother countries – even rich

ones – really help?

Where Year Warnings? (Yes/No)

Hurricane 1

Hurricane 2

Action people took Destruction caused

1 2

3 4

5


47

Monster stormsWe cannot live without the sun’s heat and light orthe air that we breathe, but these givers of life canalso become dangerous killers.Moreover, they canbehave even more dangerously when theycombine with that other great natural force: water.

The largest and most destructive results of thiscombination are hurricanes (also called cyclonesor typhoons).These huge storms can destroywhole countries in just hours.

Surprisingly, tornado winds actually blow muchfaster than hurricanes and can reach 450 kph. Infact, tornadoes have such fantastic power thatthey carry off people, cars and even buildings.Huge ‘twisters’ appear most commonly in centralUS states and cause much destruction there.

By contrast, the fastest hurricane wind speeds are little more than half as great. In fact, tropical storms arecalled hurricanes when winds reach a speed of ‘just’ 118 kph.

Tornadoes are not nearly as destructive as hurricanes forone reason: size.Tornadoes are never more than a fewhundred metres wide, whereas hurricanes may be asmuch as 800 kilometres across.

The US National Severe Storms Forecast Center watchesdeveloping hurricanes more closely than ever before.With information from space satellites, weather balloonsand weather stations on land and at sea, it watchesstorms and gives warnings more accurately than ever.When Hurricane Andrew hit Florida in 1992, it did hugedamage and became the world’s most expensivehurricane. However,most people had escaped by car, sofew died. Later, reconstruction was rapid.

Back in 1970, things were far worse for EastPakistan (now Bangladesh).There was nothing tostop floods.Moreover, the transport system was sobad and the people so poor that they could notescape.They could only wait helplessly as themost destructive hurricane in history approachedwith a 15-metre tidal wave and winds that blew asfast as 240 kph. It was such a huge disaster that amillion people died.

Nothing can stop the forces of Nature, but theFlorida emergency showed that technology,transport and wealth save lives. However,countries like Bangladesh still lack such resources.International disaster prediction and rescue workhave improved since 1970, but not enough.Manyfuture victims’ lives therefore depend on the will ofthe fortunate rich to help lift the unfortunate poorfrom poverty.

20

25

30

35

40

45

5

10

15


48

Summary with key sentences1 Match extra information a–h to key sentences

1–4. Write a summary paragraph.

1 Air, water and the sun’s energy give us life. But_____, and _____.

2 Wind speeds in hurricanes are much lower thanwind speeds in tornadoes. However, _____because _____.

3 The US Forecast Center can give very accuratehurricane warnings.This is because _____. As aresult of the warnings, _____.

4 By contrast, the 1970 hurricane in East Pakistanwas the world’s worst killer. This was mainlybecause _____. As a result, _____.

a … they are most dangerous of all in the form ofhurricanes

b … a million people diedc … people could not escaped … they cover a much larger areae … very few people died in Hurricane Andrewf … it collects much information in many waysg … hurricanes cause much more damageh … they can also kill

Vocabulary 1: nouns and adjectives2 Find words in the text to complete the table.

Noun Adjective

danger dangerous

destruction

stormy

powerful

nationality

development

informative

disastrous

technological

wealthy

Development 3 Use pairs of words from the table to completethe following sentences.

1 The tidal wave’s ___________ energy was terrible,and it caused the complete __________ of wholetowns.There was nothing left.

2 There was a very bad __________ on Mondaywith lots of wind and rain, and the weatherstayed __________ until Thursday.

3 A __________ country like Bangladesh needs toborrow a lot of money to help in the __________of its transport, health and education systems.

4 There was a __________ avalanche in themountains yesterday.More than 30 people havedied in the __________.

5 With all the rain there is a real __________ of amudslip, and this steep piece of ground is aparticularly __________ area.

6 The __________ we receive from satellites helpsus a lot, and it’s especially __________ aboutlarge storms as they start to develop.

h

destructive

Vocabulary 2: the rich, the poor4 Rewrite these sentences. Replace the underlined

words with the rich, etc.

1 Rich people should give what they can to poorpeople.

2 People who are sick and those who areunemployed need financial help.

3 Both very young and very old people needspecial attention.


49

1 Work with a partner and discuss these questions.

1 Who is the kindest person in your class?

2 Who is the most reliable person in your class?

3 Who usually does best in class tests?

(not) as + adjective/adverb + asu Grammar reference p107

2 Work with a partner and make statements aboutyourselves and others. You can use these ideas.

adjectives: artistic athletic friendly funnyhard working practical sensible

adverbs: (do your homework) carefully(prepare for tests) well (run) fast

S1 I think you’re quite (tidy).S2 Thanks, but I’m not as tidy as (Mona).

S2 You (play football) very (well).S1 Thanks, but I don’t play football as well as (Ali).

so + adjective/adverb + that andsuch + noun + that u Grammar reference p107

Comparison of adjectives and adverbsu Grammar reference p107

Language 1

Read sentences 1–4. Match points a–d. Add -er/-est or more/most to points a–d.1 _____ Tornado winds blow much faster than

hurricanes.2 _____ The fastest hurricane winds are half

as great.3 _____ The Center watches more closely than

ever before.4 _____ The most destructive hurricane in

history approached.

a _________ for single-syllable adjectives and(often) for two-syllable adjectivesending in -y, eg, stormy, happy

b _________ for most two-syllable adjectivesand all with three syllables or more

c _________ for all adverbs ending with -lyd _________ for most irregular adverbs

without -ly, eg, fast, hard

Note!We use less/least like more/most, but also withshort adjectives and adverbs.

Forms of good/well and badAdjective Adverbgood better best well better bestbad worse worst badly worse worst

Remember!

Read sentences 1–2. Match points a–b. Addadjective and adverb to points a–b.1 _____ Tornadoes are not as destructive as

hurricanes.2 _____ The winds blew as fast as 240 kph.

a _________ comparison of thingsb _________ for comparison of actions

Remember!

1 The transport system was so bad that peoplecould not escape.

2 It was such a huge disaster that a million peopledied.

3 Tornadoes have such fantastic power that theycarry off cars.

• We use so with adjectives, eg, (1), and alsoadverbs, eg, He sang so badly that I laughed.

• We use such with nouns and very often thenouns have adjectives, too:… such a hugedisaster (2/3).Note: such + a/an + countablenoun (2); such + uncountable noun (3)

Learn!

3 Match the sentence parts and write out thecomplete sentences.

I’m taking so fast that I’ll neverfinish the job.

He ran such a long that he wontime the race.


50

Connectors1 Use these connectors to complete the

paragraph.

and for example howeverin general whereas

(1) __________ , the southern two-thirds of Australiahas a temperate climate with warm, quite drysummers (2) __________ cool, quite wet winters.(3) __________ , the climate varies quite a lotbetween regions. (4) __________ , it is much wetteraround Sydney in the south-east than it is in thearea of Alice Springs in the centre of the country.The average annual rainfall in Sydney is 1,181mm,(5) __________ the average in Alice Springs is muchlower at just 252mm.

Writing: describing the Palestinianclimate2 Look at the maps and complete the table.

Writing

Gaza The West Bank

Jabaliya 390 mm Nablus

Rafah Hebron

Jericho

3 Complete and write out the paragraph below.

• Add details from the table above.

• Add these connectors: and for examplehowever in general whereas in other words

• Add other missing words.

__________ , Palestine has … Mediterraneanclimate … long, hot dry summers __________short, cool, rainy winters. __________ , theclimate varies quite a lot … regions. __________Gaza … wetter around Jabaliya in … north thanin the area of … in the south.The averageannual rainfall there is quite a lot lower at just…. Again, in theWest Bank,… climate … wetter…… area of … in … north than around … in… south or … in … east. The average annual… in Nablus is …, __________ the average in… is much lower at …, __________ the averagein … is the lowest of all at just … . __________ ,… gets six times as much rain as … does.

Start like this.

In general, Palestine has a ...

In general


50

Connectors1 Use these connectors to complete the

paragraph.

and for example howeverin general whereas

(1) __________ , the southern two-thirds of Australiahas a temperate climate with warm, quite drysummers (2) __________ cool, quite wet winters.(3) __________ , the climate varies quite a lotbetween regions. (4) __________ , it is much wetteraround Sydney in the south-east than it is in thearea of Alice Springs in the centre of the country.The average annual rainfall in Sydney is 1,181mm,(5) __________ the average in Alice Springs is muchlower at just 252mm.

Writing: describing the Palestinianclimate2 Look at the maps and complete the table.

Writing

Gaza The West Bank

Jabaliya 390 mm Nablus

Rafah Hebron

Jericho

3 Complete and write out the paragraph below.

• Add details from the table above.

• Add these connectors: and for examplehowever in general whereas in other words

• Add other missing words.

__________ , Palestine has … Mediterraneanclimate … long, hot dry summers __________short, cool, rainy winters. __________ , theclimate varies quite a lot … regions. __________Gaza … wetter around Jabaliya in … north thanin the area of … in the south.The averageannual rainfall there is quite a lot lower at just…. Again, in theWest Bank,… climate … wetter…… area of … in … north than around … in… south or … in … east. The average annual… in Nablus is …, __________ the average in… is much lower at …, __________ the averagein … is the lowest of all at just … . __________ ,… gets six times as much rain as … does.

Start like this.

In general, Palestine has a ...

In general


51

1 Listen to tomorrow’s weather. Is the speakertalking about Map A or B?

2 Listen again. Circle the weather features thatshe mentions.

3 Listen again. Tick (�) the weather nounsand adjectives that you hear.

1 wind windy 4 rain rainy

2 cloud cloudy 5 storm stormy

3 fog foggy 6 sun sunny

Pronunciation: numbers4 Listen and tick (�) the numbers you hear.

1 thirteen thirty

2 nineteen ninety

3 fifteen fifty

4 seventeen seventy

5 fourteen forty

6 eighteen eighty

7 sixteen sixty

5 Listen to the pairs of numbers and underline(_) the strongest parts.

6 Listen again and repeat the pairs ofnumbers.

Listening: noting informationA B


Speaking: predicting the weather7 Listen to the forecast again. Tick (�) the

expressions you hear.

1 A It’ll be much warmer than today.B It’ll be a lot less warm than today.

2 A Later on, there will be some rain.B A little bit later on, there will be some rain.

3 A Temperatures will be as low as thirteendegrees.

B Temperatures will be as high as thirtydegrees.

4 A It’ll be the best day of the year for thesouth east.

B It’ll be one of the best days of the yearfor the south east.

8 Work with a partner. Make statements aboutMap B, which is for the day after tomorrow.

It’ll be (very warm) in the (south-west).

9 Now compare the weather tomorrow and theday after.

It’ll be (quite cool) in the (south-west) tomorrow,but the day after, it’ll be (much warmer).

�


52

Intensifiers with adjectives and adverbsu Grammar reference p107

1 Choose appropriate Group A intensifiers to complete whatthe man says.

Group A Least MostInformal a bit/a little bit quite/fairly very reallyMore formal a little rather very extremely

Language 2

2 Choose appropriate Group B intensifiers to go withthe comparative forms.

Group B Least MostInformal a bit/a little bit quite a lot much/a lot/farMore formal a little a good deal a great deal

1 It’s hot in Nablus. 3 It’s ______________________.

2 It’s __________ in Ramallah. 4 It’s ______________________.

Note!Intensifiers for ordinary adjectivesand for comparative forms are alittle different. See Groups A and B.1 It’ll be quite warm. (Group A)2 It’ll be much warmer. (Group B)

I feel _________ tired.Now I feel

_________ tired.Now I feel

_________ tired.Now I feel

_________ tired.

Quantifiers u Grammar reference p108

Note!It’ll be one of the best days of the year.

4 Choose from these quantifiers to complete thestatements. Add more of your own.

none of one of both of two ofsome of a lot of most of all of

1 These people have got two vehicles.___________ them are Landrovers.

2 __________ them are putting up the tents.

Comparatives u Grammar reference p107–108

Note!Nablus gets six times as much rain as Jericho does.Nablus gets six times more rain than Jericho does.With twice we can only say: Nablus gets abouttwice as much rain as Hebron does.

3 Look at the annual rainfall figures and writecomparative statements. Use the Palestinefigures on page 50, too.

half twice three timesfour times six times ten times

London gets about twice as much ...

Cherrapunji, India 15,600mm

Jakarta, Indonesia 1,798mm

Tokyo, Japan 1,565mm

Beirut, Lebanon 892mm

London, Britain 593mm

Tripoli, Libya 288mm

Cairo, Egypt 28mm

Antofagasta, Chile 13mm


53

1 At home, the night before your next Englishlesson, watch or listen to the weather forecastfor Palestine (in Arabic or English). Record it ifyou can.

2 Make notes in English about the weather the dayafter tomorrow. Then prepare a short English-language weather forecast for Palestine.

3 Make a large weather map, too. This will beuseful when you give your presentation in class.

4 Practise your weather forecast with a partnerin class. (Remember: it is now the forecast fortomorrow.) Help each other and suggestimprovements.

5 Give your presentation when your teacher asksyou. Point to weather features on your map asyou speak.

6 Read the letter and look at the photo below andanswer the questions.

1 Who is the writer and where did you meet himearlier in the book?

2 What do you already know about him?

3 What does the writer say about the weather?

4 What has changed in his life since he wrotebefore?

5 What can you see in the photo?

Integrated skills

7 Continue your reply to the letter. Use the ideasin the box below.

Dear Stuart,

Thanks for your letter the other day and forall your news. It was interesting to readthat you’ve started skiing. I hope you’regetting better at it!

It certainly doesn’t snow very often here,but we have winter too, and it isn’t always‘hot and sunny’ in Palestine.

At the moment, … (today’s weather).And/But they say that … (the weather tomorrow/in the near future)(new paragraph) You asked about the best timeto visit Palestine.Well, I think … That’s when …(what time of year and what it is like then)

Guess what! It’s been snowing a lot, andI’ve started learning to ski. I’m enclosing aphoto of me at a place called Aviemore in themountains near Inverness. That’s me, flat onthe ground in the snow!

The snow can be good fun, but I don’t likewinter here in Scotland very much. The daysare short and the nights are very long – theopposite of summer. And it’s often very cold.

I expect it’s hot and sunny in Palestine.Perhaps I should come and visit you! In fact,when is the best time to visit Palestine?

I must stop now. It’s very late.

Best wishes,Stuart


54

Which way now?Unit 7

Focus1 Work with a partner. Ask and answer questions

about these jobs. Use adjectives and phrasesfrom the boxes below.

engineer fireman office workerfarmer nurse teacher

S1 Would you like to be a (teacher)?S2 Yes, I think I would. It could be very … . Would

you like to be a (teacher)?S1 No, I don’t think I would. It would mean …S2 What would you prefer to be?S1 I’d be happier as a (nurse). It would be more …

Adjectivesenjoyable exciting interestingsatisfying socially useful

Phrasesa lot of responsibility long working hoursreal danger sometimes years of trainingvery hard work all the time

Before you read2 Look at the pictures and the title on page 55.

Answer the questions.

1 Look at the small pictures around the text. Whatdo they all show?

2 Think about these pictures and the text title.What might the text be about?

3 What job does each picture show?

While you read3 Check your answer to Question 2 above.

4 Find out the following.

1 What jobs does the text mention?

2 What national systems of education does the textmention? What education system does the extrainformation box describe?

Reading After you read5 Say whether these statements are true (T), false (F),

or unclear (?) from the text.

1 The last two years of school are similarfor German and Palestinian high-schoolstudents. ___

2 Without careful thinking, students willdefinitely make bad choices at 16. ___

3 Without good paper qualifications, it isimpossible to get a good job. ___

4 A career as a doctor or an engineer isnot a good choice for everyone. ___

5 If you are good at languages, you musttake the academic route. ___

6 The Palestinian and British exam systemsare very similar. ___

7 School in Britain starts a year earlier thanin Palestine. ___


1 line 4: The list is endless …

2 line 6: … There, you would continue …

3 line 8: … and thesemust match yourinterests …

4 line 12: With careful thinking, that shouldn’thappen.

5 line 21: If so,…

6 line 27: In the second,…

7 Give your opinion.

If I have to stay ineducation till I’m 18,

why do I have to startthinking about a career

when I’m only 16?


55

Which way at 16?So you’re now 16 and in Grade 10. It’s a year of hard work and big decisionsfor Grades 11 and 12. Should you take the academic route? Or should youtake the vocational route and prepare to become an electrician or secretaryperhaps, or a nurse or tourist guide? The list is endless.You probably feeltired just thinking about it all!

If you lived in Germany or France, it would be different.There, you wouldcontinue with most of your subjects until you graduate.

However, the Palestinian system requires choices, and these must matchyour interests and abilities. If you choose the right subjects, they’ll probablycarry you towards the right career.Make the wrong choices and you maybecome bored and do badly.

With careful thinking, that shouldn’t happen. If it did, you might leaveschool with poor qualifications and a future in a ‘dead-end’ job. It wouldbe a disaster! So start thinking now.

The basic choice is between the academic and vocational routes. Somepeople may say you must become a doctor or an engineer, for example,because they are ‘good’ jobs which society respects. Don’t listen. A job isonly ‘good’ if it is right for you! And remember this, society respects peoplewho do their work well – whatever their jobs.

Think carefully: what do you like and what are you good at? Perhaps you’regood at languages. If so, the academic route may be right, and you couldbecome a language teacher or a TV presenter. Or you may enjoy workingwith your hands and being outdoors. In that case, you might do well as abuilder or a farmer, and you will need the vocational route.

If you take the academic route, you’ll enter either the scientific stream orthe literary stream. In the first, you’ll focus mainly on mathematics, physics,biology and chemistry. In the second, you’ll study subjects such as history,geography, Arabic and English.Then when you successfully pass the GeneralSecondary School Examination, you’ll be able to apply to university andspecialize in just one or two subjects.

If you take the vocational option, you may enter either university or apolytechnic.There, you’ll specialize in a practical subject such as computerstudies.

Whatever career you choose, learn the skills well. In today’s competitiveworld, you’ll need them!

5

10

15

20

25

30

35

1

2

3

4

5

67

8

9

10

In Britain …At the same age – but in their Year 11 – students like Jenny also make choices. After national examinations inup to ten or eleven subjects, they choose science or arts (A-Level) courses or vocational (GNVQ) courses.They can usually also choose to continue either at school or at their local college of further education (CFE).


56

Summary with key sentences1 Number the key and supporting sentences in the

correct order.

___ Whichever route you choose, your studies willprobably continue at college. If you choose thefirst route you may study an academic subjectat university. If you choose the second,… .

___ You have to choose between the academicand vocational routes. In order to make theright choice, you should think about your ownlikes and interests, and you should not ….

___ Your choices need to be the right ones for you.If they are, they will carry you towards theright career. However, if they aren’t ….

___ Grade 10 is a difficult time because you haveto take important exams and also because …

2 Match these notes to the sentences in Exercise 1.

a … society’s idea of a good career

b … subjects for Grades 11, 12

c … vocational course at polytechnic

d …bored, poor qualifications, dead-end job

3 Expand the notes in Exercise 2. Put togethereverything in Exercises 1 and 2 as four shortsummary paragraphs.

Vocabulary: verbs and nouns4 Find words in the text on page 55 to complete

the table.

Verb Noun

decide decision

requirement

choose

qualify

thought

application

specialization

Development 5 Use pairs of words from Exercise 4 to completethe following sentences.

1 I’m trying to _________ what to do next year, andI have to make my ___________ very soon!

2 But I don’t want to ___________ too quicklybecause I don’t want to make the wrong___________ .

3 ___________ in just a few subjects is difficult.I’m not sure what I want to ___________ in.

4 If I want to ___________ to the CFE, I’ll have tosend my ___________ in the spring.

5 But there’s a basic requirement before they’ll letme go to the CFE or do A-levels here at school.They ___________ good pass levels in at leastfive subjects in this year’s exams.

6 I hope I can do as well as my friend Sue. She’sstudying engineering. She hopes to ___________next year, and if she gets a good ___________ ,she will be able to get a job with a bigengineering company.

decide

So what am I goingto do? It isn’t easy.


57

1 Work with a partner and discuss these questions.Note your answers.

1 What do you like doing when you have somefree time?

2 What will you do when you leave school?

3 If everything goes well for you,what will life belike in ten years from now?

4 What would you do if you had a million dollars?

2 Report your answers to the class like this.

If (Ali) has some free time, (he) likes (going for a rideon his bike). On the other hand, I like (phoning myfriends).Or:If (Ali and I) have some free time,we both like (goingfor a ride on our bikes).

Conditionals–Types 0,1,2u Grammar reference p108

Language 1 3 Put the sentence parts together to form Type0, 1 or 2 conditionals. Add if to the correct part.

1 what you (do)/the weather (be) bad/Friday

it (rain) I (stay) at home/tidy my room

What will you do if the weather is badon Friday?If it rains, I will stay at home and tidymy room.

2 where you (go)/somebody (give) you an openairline ticket

that (happen)/I (visit) China and Japan

3 people at home (want) to watch different TVprogrammes, who (decide)

we (not agree) about TV programmes,my mother(usually make) decision

be good/do well

Note!Perhaps you are good at languages.You might do well as a builder.You may become bored and do badly.

4 Complete the sentences. Expand the words inbrackets.

1 Some people ___________ academic work, butthey ___________________ practical tasks.(good) (much less well)

2 Other people _____________ practical work, butthey _____________ academic subjects.(much better) (not so well)

3 Mahmoud _____________ mending machines,and he _____________ as a mechanic in future.(very good) (very well)

4 Nadia _____________ arts subjects than sciencesubjects, and I think she _____________ in herlanguage exams than in sciences. (better) (better)

are good atdo much less well at

Read sentences 1–4. Match points a-d.Add Type 0, 1 and 2 to points a–d.1 _____ If you lived in Germany, itwould be

different.2 _____ If you choose the right subjects, they

will carry you towards the right career.3 _____ If that happened, itwould be a disaster!4 _____ A job is only ‘good’ if it is right for you.

a ________ for something that is generally trueb ________ for something about 50% likely in

the futurec ________ for something unreal or imaginaryd ________ for something possible but not

likely in the future

Note!When the if clause is at the start, use a comma(1, 2, 3).When the if clause is at the end, don’t use acomma (4).When statements are often like Type 0 and 1Conditionals, eg:When you are in Grade 11, you have a lot of exams.When you apply to university, you will need goodA-levels.

Remember!


58

In general , I feel quite positive about the subjects that I study, although I enjoy the science morethan the arts subjects. The subject that I do not like much is history, and I am not veryinterested in geography either . On the other hand , I really enjoy maths and chemistry, and I likebiology most of all.

Generally speaking, I am better at these science subjects, too, and I am less good at the artssubjects. For example , I am bad at history, and I am also quite bad at geography. However , I amquite good at one arts subject — English.

1 In general, how do you feel about the subjects that you study?2 Which do you enjoy more – the science or the arts subjects?3 Are there any subjects that you do not like much?4 On the other hand, which do you enjoy, and which do you like most of all?5 Generally speaking, are you also better at these subjects and less good at the others? For example?

also

Connectors1 Use these connectors to complete the paragraph.

also although however in general either too

Dalal is good at languages. She likes Arabic and she (1) _____ enjoys English. (2) ________ , Sami enjoys sciencesubjects, (3) ________ he is less interested in biology than the others. Iman does not enjoy maths, and she doesnot like physics very much (4) ________ , (5) ________ , she really loves biology – and chemistry (6) ________ .

Writing: self-analysis2 Study Jenny’s completed chart and her response to the questions. Mark the connectors that she has used.

3 Complete Jenny’s chart for yourself. Write your own response to the questions. Use connectors like Jenny.

Your strengths and weaknessesIt is very important to know your strong and weak points. Let’s start with your main school subjects.How good are you at them and how much do you like them? Tick the appropriate numbers for eachsubject. (5 = most positive: 1 = least positive.) Then answer the questions below.

Like Dislike Good at Less good at5 4 3 2 1 5 4 3 2 1

Science sub jectsMaths � �

Biology � �

Chemistry � �

Physics � �

Arts sub jectsLanguage 1 � �

Language 2 � �

History � �

Geography � �

Other sub jects

Writing


59

Pronunciation: suggestions2 Listen. Do the suggestions go up or down at

the end? Draw arrows (R) or (T).

1 Why don’t you come and sit down? ___

2 What about becoming a doctor? ___

3 How about being a nurse? ___

4 Why not meet me again next week? ___

3 Listen again and repeat the suggestions.

Speaking: interviewing and beinginterviewed4 Listen to the interview again. Tick (�) the

expressions you hear.

1 A Let’s start, shall we?B Let’s make a start, shall we?

2 A Well, why don’t we move on to …B Well, shall we go on to …

3 A Let’s talk more about that.B Can I ask you a bit more about that?

4 A That takes us immediately to …B From there we can move immediately to …

Reading and listening: noting information1 Listen for Jenny’s interests and possible careers. Label them J for Jenny.

Important areas of interest Related interests Possible careers

working with figures ___ doing puzzles ___ engineer ___using technical gadgets ___ computer programmer ___

doing artistic activities ___ painting ___ designer ___doing photography ___ photographer ___

using language ___ writing (eg, short stories) ___ journalist, editor ___(written or spoken) using a foreign language ___ salesperson ___

organizing and ___ running school activities ___ teacher ___managing people leading sports teams ___ manager ___

helping other people ___ baby-sitting ___ doctor ___doing voluntary work ___ nurse ___

finding out how ___ studying wildlife ___ scientist ___things work doing experiments ___ science teacher ___

making and ___ making/mending things ___ technician, builder ___mending things sewing ___ dressmaker ___


Suggest startingand discussing the1st column. Say what interests

you most.Suggest moving onto related interests.

Mention an interest.

Respond positively.

Thank thecounsellor.

Answer thequestion.

Ask more about it.

Close the interview.

Move on to thethird column.Suggest a career.

Student

5 A I think that’s all for today.B I think that’s as far as we can go today.

5 Develop a role-play. Work with a partner andtake turns as the counsellor and student. Talkabout your own interests and make real careersuggestions. (You can add new career ideas.)

Counsellor


60

Phrasal verbs with go1 Read the examples and add the phrasal verbs to

the definitions below.

1 I don’t really go along with that.

2 Shall we go on to related interests?

3 If youwent intomedicine, your scienceswouldhelp you.

4 I suggest you borrow this book and go through it.

a __________ : start doing a particular type ofwork or training for it

b __________ : read or check something carefullyto find things, eg, information

c __________ : move to the next thing

d __________ : agree with somebody’s idea oropinion

too and (not) enoughu Grammar reference p108

Language 2

3 Complete the comments. Use the adjectives inbrackets.

1 (big)

A I’m sure one of these will be big enough.

B Well, this one is too big, and this one isn’t bigenough.

2 (small)

A I expect one of these ______________.

B Well, this one ______________, and this one______________.

4 Match the sentence parts to complete thecaptions under each picture.

this is big enough for us to see.it wasn’t too far for the family to walk.it’s big enough for me to use.they aren’t too much for her to eat.

1 2

3 4

2 Listen and complete the sentences fromthe interview.

1 Your work is __________ __________.

2 I’m ______ __________ __________ .

3 The pass level would be ______ __________ .

Remember!

1 The pass level would be too high.2 The training would be too hard for me.3 It would take too long to finish.4 It would take too long for me to finish.5 Your work is good enough.6 I’m not good enough for that sort of career.7 Your work is good enough for you to become abiologist.

When we say, eg, too high or (not) good enough,we usually understand the reference withoutsaying it (1) (5).But we sometimes want to add the reference.It can include: for + noun/noun phrase (2) (6);infinitive (3); both (4) (7).

Learn!

You can go, but ______________________________

I loved my old car, but______________________

We’re quite hungry, but_____________________

There’s a problem withthe numbers because_____________________


61

2 Think about your own interview and write a similar paragraph.

3 Complete the chart. Circle the numbers that are true for you. (5 = always; 1 = never or almost never)

Statements Score

1 I’m happy to work with other people. 5 4 3 2 1

2 I enjoy learning new things. 5 4 3 2 1

3 I go on trying even when things get difficult. 5 4 3 2 1

4 If things go wrong, I feel I should try to put them right. 5 4 3 2 1

5 I can learn by myself, without a teacher. 5 4 3 2 1

6 If I see somebody has a problem, I offer to help. 5 4 3 2 1

7 I make sure I finish work at the right time. 5 4 3 2 1

8 I’m happy to be the leader in a group. 5 4 3 2 1

9 I suggest ways of improving things, eg, at school. 5 4 3 2 1

10 If my way of doing something isn’t very successful, I look for a better way. 5 4 3 2 1

1 Look at the chart on page 59 and read Jenny’s paragraph below.

Integrated skills

My most important area of interest is helping people. For example , I like baby-sitting, and I also dovoluntary work. I help at a special school for children with learning difficulties. Because of theseinterests I have recently started to consider a career as a nurse .

4 Listen to Part 1. Tick the chart numbers thatare true for Jenny.

5 Listen to Part 2. Then complete the totalscores for her personal qualities.

Personal qualities Statement Scorenumbers Jenny You

Determined 3 7 ____ ____

Flexible 1 10 ____ ____

Willing to learn 2 5 ____ ____

Responsible 4 8 ____ ____

Willing to takethe initiative 6 9 ____ ____

6 Now complete your score column.

7 Look at the chart above and read Jenny’sparagraph.

I feel I have several personal qualities which will bevery important in the future. In particular , I am veryresponsible. For example, if things go wrong, I feel Ishould try to put them right . I am also verydetermined, and so I go on trying even when thingsget difficult .

8 Use your scores to write a similar paragraph.

9 Write your Personal Statement. Use your threeparagraphs – school subjects, areas of interestand personal qualities. Finish like Jenny, withyour signature and full name:

J ScottJennifer Louise Scott


62

Palestine: Holy Landto the worldUnit 8

Focus1 Two students from abroad are going to visit youfor two days. Work with a partner. Decide thethree most important things for them to do. Usethese ideas.

They should (see) (place), shouldn’t they?Well, I think it’s more important to (show) them (place).It would be terrible if we didn’t (visit) (place).But if we (go to) (place),we won’t have enough time to(go to) (place).

2 Report your ideas to the class.

Before you read3 Look at the picture on page 63 and answer thesequestions.

1 What do you think Jenny is doing?

2 Why might she want to do this?

3 What connection can you see between thispicture and the book page below?

4 Try to answer these quiz questions.

1 The Dome of the Rock was completed about …years ago.a) 900 b) 1,100 c) 1,300 d) 1,500

2 In Gaza, you do not usually find ancient remainsthat are …a) Roman. b) Syrian. c) Canaanite.d) Islamic.

3 The world’s oldest city is …a) Jerusalem. b) Hebron. c) Jericho.d) Nablus.

While you read5 Check your answers to the questions above.

6 Underline all the places to visit in Jerusalem thatthe text mentions.

Reading 7 Underline the other cities to visit that the textmentions – and the special things to see and doin those cities.

After you read8 Say what these numbers refer to.

three 692 35 millions 400

9 Say what these words and phrases mean.

1 the crossroads of Asia and Africa (line 1)

2 across the land (line 4)

3 At the heart of (line 6)

4 treasures (line 10)

5 In short, (line 23)


They say we may soon have five or six millionvisitors per year. But I feel that’s

too many for this small part of the world.I think we should keep to smaller numbers.

I think we should develop our touristindustry as much and as fast as we can.We need better transport links, more hotelsand restaurants – and more things for

visitors to see and do.

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63

About PalestineIntroductionThis land of great beauty and geographical variety lies at the crossroads of Asia and Africa and has

therefore always been the meeting point of different societies and cultures. Remains are mainly

from Canaanite, Roman, Byzantine and Islamic times, and they are found everywhere – in the lively

but ancient cities, and at archaeological sites across the land.

Famous citiesJerusalem, the jewel of Palestine, holy to the three great monotheistic religions – Islam, Christianity

and Judaism. At the heart of the famous Old City with its high walls is the Dome of the Rock.This

was built where Prophet Mohammed (peace be upon him) ascended to Heaven at night (Al-Isra’

and Al-Mi’raj). The great, golden dome was built by the Ummayad Caliph Abdul Malik Ibn Marwan

in AD 692. It rises 35 metres above the Noble Rock and all around it are inscriptions from the Holy

Quran in wonderful blue tiles. As one of the world’s oldest and most beautiful architectural treasures,

this holy place has been visited by millions over the years.

Other great treasures include the nearby Al-Aqsa Mosque and the Noble Sanctuary (Al-Haram Al-

Sharif ), with its many fountains, gardens, buildings and domes.Then, in the Christian part of the Old

City, there is the Church of the Holy Sepulchre, one of Christianity’s most holy places.

There are many other cities to visit. There is Bethlehem,with its important Christian sites, including

the Church of the Nativity.This is built over the cave where Jesus (pbuh) was born.The holy city of

Hebron is another ‘must’, with its ancient mosque of Ibrahim Al-Khalil (pbuh). Hebron is also known

for its fine pottery, glass and leather products. On the Mediterranean coast, there is the famous port

city of Gaza, which is full of Roman, Byzantine and Islamic remains and also the great Omari

Mosque. Other important historical centres include Nablus and Sebastya, with their many ancient

remains.There is also Jericho.This famous winter resort is both the world’s oldest and, at 400 metres

below sea level, lowest city.

In short, Palestine is a wonderful destination for both tourists and pilgrims. It is not a large country,

but its importance to world culture and religion is enormous.

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Summary with information selection1 Write three short paragraphs about things to seeand do for a) Muslims, b) Christian pilgrims andc) general tourists.

a) There are a lot of things for Muslims to see inPalestine. For example, they should …,which ….They should also …,which ….

b) There are many things for Christian pilgrims todo, too. For instance, they can …,which ….Theycan also …,which ….

c) There are plenty of other things for generaltourists to enjoy as well. For example, they maywant to …,which ….They may also want to …,which ….

Vocabulary 1: opposites2 Find words in the text on page 63 that mean theopposite of these.

1 similar __________

2 modern __________

3 below __________

4 ugly __________

5 exclude __________

6 neither __________


1 People have lived in Palestine for thousands ofyears, so most of the cities are _______ . However,they also have many __________ buildings suchas schools and hospitals.

2 __________ Hebron and Nablus are cities, but__________ of them is as big as Jerusalem.

3 Jerusalem is about 800 metres __________ sealevel, whereas Jericho is about 400 metres__________ .

4 The price of the tour __________ hotels, but it___________ the cost of meals.You have to payfor those separately.

5 Each pair of shoes is made by hand.They all look___________ to other pairs, but in fact they areall a little __________ .

Development Vocabulary 2: nouns and adjectives4 Find words in the text on page 63 to completethe table.

Noun Adjective

society social

cultural

archaeology

architecture

history

central


1 The souq is in the __________ of town. Go to the__________ bus station and turn right.

2 Old Jerusalem contains many fine buildings thatare __________ treasures.Most of the__________ is from Ottoman times.

3 Palestine has a long __________ , and there aremany important __________ sites.

4 The family is very important to Palestinian__________ organization. It is at the heart of__________.

5 __________ has discovered a lot about ancientPalestine, and there are __________ sites all overthe country.

6 There are big __________ differences betweendifferent parts of the ArabWorld, and Palestinehas its own strong __________.

different

ancient

centre


65

1 Tick (�) transitive sentences. Put (�) afterintransitive ones.

1 People from all over the world cometo Jerusalem.

2 High walls protect the Old City.

3 The Dome of the Rock stands at theheart of the Old City.

4 The Dome looks beautiful.

5 People first built a city here in ancient times.

6 Muslims see Jerusalem as a holy city.

2 Turn these active sentences into the passive.Decide whether they need a by + agent.

1 The Egyptian Pharaohs built the Great Pyramids5,000 years ago.The Great Pyramids were built 5,000 yearsago by the Egyptian Pharaohs.

2 The engineers needed thousands of people tohelp construct them.

3 They brought people from all over Egypt to dothe work.

4 They finished work on the biggest pyramid inabout 20 years.

5 Alexander the Great began Alexandria’sconstruction in 332 BC.

6 Alexander made Ptolemy the king of Egypt.

3 Turn the transitive sentences in Exercise 1 into thepassive. Decide whether they need a by + agent.

Transitive and intransitive verbs andthe passive

Language 1 The Passive: simple tensesu Grammar reference p108

1 Palestine lies at the crossroads of Asia and Africa.2 Millions have visited this holy place.3 This holy place has been visited by millions.

• Some verbs are intransitive (1). They have nodirect object, and so they can not change fromthe active to the passive form.

• Most verbs are transitive.They have a directobject, and so they can change from active(2) to passive (3). The object of (2) becomesthe subject of (3), and the verb changes to thepassive voice (be + past participle). The oldsubject may or may not disappear: see below.

Learn!Read sentences 1–6. Match tense names a–f.1 ____ Millions have visited this holy place.2 ____ This holy place has been visited

by millions.3 ____ People find remains everywhere.4 ____ Remains are found everywhere.5 ____ The Caliph built the Dome.6 ____ The Domewas built by the Caliph.

a Present simple activeb Present simple passivec Past simple actived Past simple passivee Present perfect activef Present perfect passive

Read sentences 2, 4 and 6 again. Match them topoints g–i.g We often use the passive to emphasise the

active sentence’s object. __ , __ and __h We often leave out the active sentence’s subject

because it is unimportant or unknown.__ and __

i When the active sentence’s subject is important,we can keep it as a by + agent at the end. __

Remember!


66

Personal letters1 Read Jenny’s letter.

Writing

15 East RoadSalfordManchesterM33 4DW21 February 20…

Dear Waleed

Thanks for your e-mail and all your news. You askedabout Manchester , so I’m enclosing a brochure. I hopeyou find it interesting.

Most of Manchester was built during the IndustrialRevolution 200 years ago. Thousands of people came towork in the new factories at that time . So Manchesteris quite new compared with Jericho. I’ ve read thatJericho is the oldest city in the world! Is there abrochure that you could send me? I’ d be very grateful.

I’m really looking forward to my trip to Jericho in theholidays at the end of next month. I must rush to thepost now. Write soon.

Best wishesJenny

PS Should I bring warm clothes, or will it already betoo warm?

1 Write your ownaddress andtoday’s date atthe top right.

3 We usually leavea line beforestarting a newparagraph.

4 Finish appropriately,eg:

for a family member:Love or Lots of love;for a friend:Best wishes orAll the best;and then yoursignature.

2 Start the letter withDear (name).

5 Add a PS underthe letter if youhave forgotten tosay something.

Writing: a personal letter2 Write Waleed’s reply to Jenny. Write in the stylethat Jenny used.

Start:Waleed’s address, today’s date and Dear Jenny. Hisaddress is: 15, Salahuddin Street, Jericho, Palestine

Paragraph 1:Thank Jenny for her letter and the brochure.Say that you found the brochure very useful for aschool project.

Paragraph 2:Say that Jenny is right that Jericho is the oldest cityin the world. Explain these facts (using the passive):People built the first city almost 12,000 years ago.

People have inhabited Jericho ever since thoseancient times.So, yes, Jericho is the oldest city in the world!Say that you are enclosing a brochure as Jennyrequested. Say that you hope she will find itinteresting.

Paragraph 3:Remind Jenny of her PS and give her advice. (Thinkabout the date of her arrival and the weather inJericho at that time.)

Finish:Close your letter in the way that Jenny did.WriteWaleed’s signature.


67

Listening: getting and following directions1 Jenny is now in Palestine. She and her father are travelling round by car for a few days. Look at where theyare on the map, and look at the destinations.

2 Listen to each conversation. Follow the directions on the map and number the destinations 1–3.


Pronunciation: requests3 Do the requests for help go up (R) ordown (T) at the end? Draw arrows.

1 Excuse me, but could you give us somedirections, please? ___

2 Could you tell us the way to the PalestineHotel, please? ___

3 Can you tell us the way to the Folk andCraft Centre, please? ___

4 Could you explain how to get to theIslamic Bank, please? ___

Speaking: giving directions4 Listen to Conversations 1 and 3 again.Tick (�) the expressions you hear.

Conversation1 A Go straight across this road.B Go straight along (Name) Street.

2 A Turn left at …B Take the second right and go straight on.

Conversation3 A Keep going until you come to …B Go past … and go on till you reach …

4 A Turn left at the crossroads.B Go over the roundabout.

5 A You’ll find it right there on the left.B You’ll see it right opposite you.

5 Take turns as a visitor outside the bus station andas a local person. Ask for and give directions tothe following.

1 places that are named on the map;

2 places that you numbered in Exercise 2 above.

6 Do the same with the buildings which you didnot number in Exercise 2.

mosque

post office

supermarket

Na

blu

sR

oa

d

Jerusalem Street

Xbus station

park


68

Prepositions of locationu Grammar reference p108

1 Complete the sentences about Jenny’s hotelroom. Use the words in the box.

above in the middle of next to opposite

1 The desk is ________ the wardrobe.

2 The bed is _______________ the wardrobe.

3 The table is _______________ the room.

4 The light is _______________ the table.

2 Describe where Jenny’s things are in the room.Use the prepositions in the box.

1 Her suitcase is on top of the wardrobe.

Language 2

Prepositions of movementu Grammar reference p108

3 Jenny and her father asked fordirections to the Olive TreeRestaurant. Look at the routeand give the directions. Finishwith: You’ll see it right in frontof you. You can’t miss it!

next to

4 Do a short role play. have/get something doneu Grammar reference p108

5 Reply to the speakers with advice. Use the wordsin brackets.

1 The car’s making a strange noise. (garage/check)You should go to the garage and get/haveit checked.

2 My ring has lost a small stone. (jeweller’s/mend)

3 My jacket’s got oil on it. (dry cleaner’s/clean)

4 My knee really hurts. (doctor/examine)

5 Look! This tooth is broken. (dentist/take out)

6 My hair is too long. (hairdressers/cut)

7 My watch battery is dead. (watch shop/change)

Attract attentionand requestdirections.

Agree to help.Ask how to getto the Olive TreeRestaurant. Give the

directions.Repeat thedirections tomake sure youunderstand.

Confirm orcorrect them.

Say thank you. Reply to thethanks.

Local person

Dr Scott

in front of on under on top of


69

1 Read about Jerusalem and complete as many of the notes as you can.

Integrated skills

First built when? __________

Who by? ________________________________

What called when first built? ____________

Other names? ____________________________

Exactly how many times destroyed? ______

Wall rebuilt in what century? ____________

By which Sultan? ______________________

Lived when? __________

How many gates built then? ______

New Gate built in what year? __________

Gates shut at night till what year? __________

Damascus Gate points:1) ______________________________________2) ______________________________________

JerusalemJerusalem was first built by the Jebusites 5,000 years ago. Since then, it has been taken in war anddestroyed many times.The Old City that we see today was mainly built by the Ayyubides, the Mamlouksand the Ottoman Turks.

The high wall that rises around the Old City was rebuilt by Sultan Suleiman the Magnificent in the 16thcentury. Six new gates were built at that time, but the ancient Golden Gate (Rahmeh) was closed.Suleiman’s gates are Herod’s (Bab El-Sahira) and the Damascus (Bab Al-Amud) Gates in the north, the Jaffa(Bab Al-Khalil) and Zion (Bab en-Naby) Gates in the west and southwest, and the Dung (Bab El-Magharebeh)and Lion’s (Bab El-Asbat) Gates in the south and east.

The New Gate (Al-Bab Al-Jadid), was constructed in the late 19th century. At about that time, the city alsostopped closing the gates at night.

Most of Suleiman’s gates have been changed to let vehicles through. However, the largest and mostbeautiful – the Damascus Gate – has been allowed to keep its original tight left turn inside.

2 Listen and complete the notes with moreinformation from the tour guide.

3 Make statements with the extra information.

The city was called Jebus when it was firstbuilt.

4 Work again with your partner from Focus (page62). Choose the most interesting place to visit andshare information about it, eg when it was built.

5 Write a letter. Explain where you are going totake your visitors and say a little about it.

6 Work with a partner. Each think of and secretlynote a well-known place about ten minutes’walk from the school gate. Take turns S1 givingdirections and S2 following them in your mind.Can S2 name the right place?


70

Living with technologyUnit 9

Focus1 Compare life now and 100 years ago. Use theideas and language below.

• modern domestic services (eg, electricity, gas,water)

• modern domestic equipment (eg, cookers, fridges,washing machines)

• modern medical care (eg, life-saving types ofmedicine and operations)

• telecommunications (eg, the phone and e-mail)

• the media (eg,TV, the radio and newspapers)

I think our lives have been changed most of allby …

If we didn’t have (electricity),we would (have to go to bed earlier).we wouldn’t be able to (do much at night).

Before you read2 Look at the text and the first picture on page 71.Say what is probably happening.

3 Look at the other pictures. Say what theconversation might be about.

While you read4 Check your answers to Questions 2 and 3 above.


1 What three areas of big technologicaldevelopment has science already given us?

2 What further development is on the way?

After you read6 Say what these years refer to.

the 1960s, the 1940s, by 1980, around 2015, the early2020s

7 Say what expressions in the text on page 71 fitthe initials IT and AI. (Look for capital letters.)

Reading 8 Say what these words and phrases refer to.

1 After all, they had been invented back in …(line 10)

2 … the biggest of those huge, expensivemachines! (line 13)

3 … they just did one simple job … (line 29)

4 Scientists have been working on this… (line 33)

5 …but asmore are produced,… (line 45)


1 What comparison does Honda use to show therecent speed of technological change?

2 Concerning computers, what four big changeshave there been since the 1960s?

3 What great differences are there between afactory robot arm and a future housework robot?

4 What does the interviewer mean when she says,‘… many lives are certainly going to be changed– including mine!’


We Amish people are against cars,TV, computers, phones – all moderntechnology. We think it destroyscommunities and makes us forgetGod. So we live and run our farms

in the old way.

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71

An interview with Professor HondaProfessor Honda is being interviewed by Yasmin Nandy for the TV programme Science Now.

Nandy Professor Honda, let’s talk about newtechnology and people. How are ordinarypeople’s lives being changed by technologicalchange today?

Honda Our lives have already been greatly changed,and the speed of change is increasing every day.

Nandy Let’s take an example.Honda Think of computers and Information Technology.

Back in the 1960s, computers were certainlybeing used by large organizations. After all, theyhad been invented back in the 1940s. However,your little calculator is far more powerful thanthe biggest of those huge, expensive machines!

Nandy So computers have got much more powerful,much smaller – and also much cheaper.

Honda Yes, and therefore much more widely available. And that has led to another thing: the internetrevolution.This has opened up a world of information to computer users everywhere. It also meanswe can communicate by e-mail with anyone anywhere who has a computer and internet access.

Nandy Is the computer revolution leading to otherthings, too? Are other new technologies beingdeveloped?

Honda Yes, with modern computing power,many newideas are being developed.

Nandy Tell us what’s happening.Honda Let’s take the example of housework robots,

which will use enormous computing power.Nandy Robots to do the washing and cleaning?Honda Exactly. Now, robot arms were being used in

Japanese car factories by 1980. But they just didone simple job very well – and that was all.

Nandy I suppose robots that can move round freely andlearn different jobs are much harder to build.

Honda Yes. Scientists have been working on this for many years, and now there are robots with ArtificialIntelligence that can learn simple tasks.The basic research has been done.

Nandy What’s the next step?Honda It’s to turn this scientific success into something

useful, and this is now being done.Nandy So housework robots are really going to be

developed!Honda Well, in around 2015, experimental prototypes

will be built. And these will gradually beimproved. Finally, they’ll leave the laboratoryand go into commercial production.That’llprobably happen in the early 2020s. At first, theywill be very expensive luxuries, but as more areproduced, the price will rapidly fall.

Nandy When that happens,many lives are certainlygoing to be changed – including mine!

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45


72

Summary: extra information1 Number the sentences in the correct order.Complete them with information from the text.Write two summary paragraphs

Paragraph 1___ Computers are much more powerful and

much smaller now than …___ This has led to the internet revolution and also

to worldwide communication …___ They are also much cheaper and much …___ Our lives have been greatly changed by

technology, and the speed …

Paragraph 2___ Commercial production will probably begin in

the early 2020s, and prices …___ Modern computing power is leading to more

developments, including …___ Unlike early robots, housework robots need

powerful AI in order to …___ Future robots are now in development and

experimental prototypes will …

2 Expand the notes into a summary for TV ChoicesToday. Try to use the connectors in the box.

after that also as moreover

Start like this.

Science Now Channel 10, 8.00–8.30

Professor Honda talks to Yasmin Nandy abouttechnological change and how it is changing ourlives. According to him, …

Vocabulary 1: verbs and nouns3 Find words in the text on page 71 to completethe table.

Verbs Nouns

inform information

organize

invention

produce

Development 4 Complete the following with pairs of words fromExercise 3 above.

1 Alexander Graham Bell ________ the telephone,but that was only one of his many __________.

2 The new robot is going to go into __________next month, and we’re going to __________500 per month.

3 We will __________ everyone about changes soon.But we haven’t received the new __________ yet.

4 Our __________ is not doing very well. If we wantto do better, we’ll need to __________ the waywe work very differently.

Vocabulary 2: adjectives with suffixes-ful and -less5 Find two adjectives in the text on page 71 to addto the table. Work out three more adjectives tocomplete the table.

- ful - less

careful

helpful

hopeful

powerless

useless

6 Complete the following sentences with pairs ofwords from Exercise 5 above.

1 The hurricane was so __________ that peoplewere __________ to prevent huge damage alongthe coast.

2 The internet can be very __________ for schoolprojects. However, you often have to go througha lot of __________ information before you findsomething that you can use.

3 The team were very __________ at the start ofthe game, but they’re losing 5–1 now, and thereare only ten more minutes.The situation is__________!

4 My computer’s gone dead, and I feel __________.I don’t know what to do! /Phone the technicianon this number. He’s very __________.

invented


73

1 Answer the following questions.

1 Why does the text on page 71 use sentences 2, 4and 6, and not 1, 3 and 5?

2 Which passive sentences use by + agents, andwhich does not? Why?

The Passive with will and going tou Grammar reference p109

The Passive: continuous tenses andthe past perfect simpleu Grammar reference p109

Language 1 2 Put the President of Robo-Tech’s statements intothe passive.

A Our plans for the first Robo-Worker

1 We are going to call it the Robo-Worker X1.It is going to be ________________________.

2 We are going to build all our X1 robots at ourfactory near Tokyo.

3 At first, we are going to produce 200 robots permonth.

4 Later, we are going to increase production to1,000 per month.

B Our predictions for sales

1 At first, only a small number of people will buythe X1.At first, the X1 will only be _______________.

2 But people all over the world will see it on TV.

3 With rising production, we will reduce prices.

4 With falling prices,more and more people willbuy our robots.

3 Turn these active sentences into the passive.Decide whether they need a by + agent.

1 Scientists are developing many new ideas.

2 Engineers were using robot arms in car factories.

3 Scientists have done the basic research.

4 Engineers will build experimental prototypes.

4 Now look at the text on page 71 again to checkyour work.

The Passive: questionsu Grammar reference p109

Note!Are other new technologies being developed?How are ordinary people’s lives being affected?

5 Make passive questions from the followingsentence. Include a by + agent in question 1.

The new firefighting robot was being developed byProfessor Badawi’s team in Cairo last year.

1 Was … 2 What … 3 Who…

4 Where … 5 When…

6 Work with a partner. Take turns to ask and answerthe questions.

Read sentences 1–6. Match tense names a–f.1 ____ Scientists had invented the computer

back in the 1940s.2 ____ The computer had been invented

back in the 1940s.3 ____ Large organizationswere using

computers.4 ____ Computerswere being used by large

organizations.5 ____ Yasmin Nandy is interviewing

Professor Honda.6 ____ Professor Honda is being interviewed

by Yasmin Nandy.

a Present Continuous Activeb Present Continuous Passivec Past Continuous Actived Past Continuous Passivee Past Perfect Simple Activef Past perfect Simple Passive

Remember!

1 Experimental prototypeswill be built.2 So housework robots are really going to be

developed!

• We use the passive with will for generalprediction.

• We use the passive with going to forexpressing arrangements and what musthappen.

Learn!


74

Connectors: time expressions1 Look at the chart. Say what it shows.

Writing

Writing: process description4 Work with a partner. Use Exercise 2 to help youdescribe the development of firefighting robots.Try to:

• change the time expressions;

• change the underlined passive verbs, choosingfrom the following:

do > carry out carry out > docompleted > finished built >made/constructed

improved > developed further

5 Choose one of the other developments in thechart, and write a paragraph about it.

One of the spaceplanes now in development

2 Complete the paragraph with the appropriatetime expressions.

between then and the start of the 2020suntil 1997 at that stage at the moment

in about 2015 by around 2022

Housework robots, which will do the washing andcleaning, are on the way. (1) ___________ , basicscientific research was still being done.(2) _______________ , a long programme oftechnical development is being carried out. This willprobably be completed (3) _______________.(4) _______________ , experimental prototypes willbe built. (5) _______________ , these will graduallybe improved. (6) _______________ , the robots willgo into production, and they will start to becomeavailable to the general public.

3 Match these time expressions to those in thebox above.

1 at that point _________________

2 today _________________

3 by about (date) _________________

4 from then to around (date) _________________

5 up to (period of time/date) _________________

6 in around (date) _________________

Until 1997


75

Pronunciation: passive statements2 Listen. Do you hear passive form A, B or C?Tick (�) the correct box.

1 A They’ve been usedB They’re being usedC They were used

2 A She’s being shownB She was being shownC She’s been shown

3 A He was being checkedB He’s being checkedC He’s been checked

Listening: gist and detail1 Listen to the two conversations and makenotes like this.

Speakers: ___________ and ___________Place: ________________________Topic of discussion: _______________________

Listening and speaking 4 A We’ve been helpedB We were being helpedC We’re being helped

3 Listen again and repeat the forms.

Speaking: explaining your culture4 Listen to the two conversations again.Tick (�) the expressions you hear.

1 A Can I ask a bit about …?B Can you tell me anything about …?

2 A It’s handmade.B They’re made by hand.

3 A Here’s something interesting.B This is something interesting.

4 A Have a look at this.B Take a look at these.

5 A As you can see,…B If you look carefully, you can see …

5 Look at the picture and say what this place is andwhat is being done. You can use these verbs.

heat/heated melt/melted blow/blownshape/shaped cool/cooled pack/packed

Shopkeeper

6 Work with a partner. Take turns as a visitor to the glass workshop and as the manager. Ask and answerquestions about what is being done. (Use expressions from Exercise 4.)


76

Passive and active: position of adverbsu Grammar reference p109

Language 2

1 Add the adverbs in brackets to the sentences.

1 Our lives have been greatly changed. (already)

2 This is being done. (now)

3 These will be improved. (gradually)

4 That will happen in the early 2020s. (probably)

2 Now look at the text on page 71 again to checkyour answers.

Clauses of purpose: (in order) to andso thatu Grammar reference p109

3 Rewrite the pairs of sentences with a) in order toand b) so that.

1 Jenny’s father took a short holiday. He wanted tosee Palestine with Jenny.a Jenny’s father took a short holiday __________

_______________________________________b Jenny’s father took a short holiday so that he

could __________________________________

2 They wanted to see the Al-Aqsa Mosque.Theywent to Jerusalem.a They went to ____________________________

________________________________________b They ___________________________________

________________________________________

Phrasal verbs with carry4 Read the examples and add the phrasal verbs tothe definitions below.

A long programme of technical developmentis being carried out.

Let’s carry on along the corridor to the nextlaboratory.

At first, people got a bit carried away.

1 __________ : become so excited that you cannotcontrol what you do or say

2 __________ : continue to do what one has beendoing

3 __________ : do and complete what one hasplanned to do or been told to do

5 Complete the sentences with the correct phrasalverbs.

1 We always __________ a total of 58 safety checkson every machine.

2 When our team won,we __________ completely__________ and started screaming and jumpingup and down!

3 If we __________ walking along this road,we’llcome to the souk.

1 I really love this traditional jewellery.2 Thatwill probably happen in the early 2020s.3 Itwas definitely made in one of the villages.4 Many lives are certainly going to be changed.

• In an active present simple or past simplesentence, the verb has only one part.We canput an adverb just before the verb (1).

• In other forms – active (2) or passive (3, 4) –the verb has two or more parts.We usually putthe adverb after the first part.

Learn!

Read sentences 1–3. Match them to points a–d.1 We’ve started a booking system (in order) to give

everyone a fair chance.2 (In order) to give everyone a fair chance,we have

started a booking system.3 We’ll be in a network so that we can

communicate with other schools.

a We can express the purpose of an action with:action + infinitive clause of purpose. ___

b For emphasis, we can turn the sentence roundwith: infinitive clause of purpose + comma+ actions. ___

c We can shorten the form to just to.___ and ___.

d We can use this form to introduce a clause ofpurpose with a normal main verb (or modalverb + main verb). ___

Remember!

in order to


77

Project completed in Canada when? __________

Tasks:

1 ______________________________________________________________________________

2 ______________________________________________________________________________

3 ______________________________________________________________________________

Educational aims:

1 _______________________________________

2 _______________________________________

3 _______________________________________

Further aim:

_________________________________________

1 Read and complete the notes below.

About SchoolNet

SchoolNet opens the internet to a country’s schools. In 1999, Canada was the first to complete thisproject, and now India, South Africa and others have followed. It is hoped that Palestine will do so inthe coming years.

The Canadians took ten years. First, they had to build a system which connected schools and libraries.Secondly, teachers had to check, choose and create over 5,000 suitable websites.Thirdly, over 500,000computers were needed.

SchoolNet has several aims. First, it offers valuable extra studymaterials and, through the internet, an open window on theworld. (This is especially important to small communitiesacross this huge country.) SchoolNet also gives students newICT (Information and Communication Technology) skills thatwill help them later in the world of work.

In addition, SchoolNet helps schools contact each other. Itallows schools everywhere to share news and ideas in theirown lively part of cyberspace. In Palestine, new links betweenGaza and theWest Bank will be especially useful.

Integrated skills

2 Listen to the speakers and briefly note goodand bad points about the internet.

Points in favour/against

Speaker 1 __________________________________

Speaker 2 __________________________________

Speaker 3 __________________________________

Speaker 4 __________________________________

3 Discuss these questions.

When SchoolNet Palestine becomes available,should it:

1 offer complete and free access to the internet?

2 offer access only to internet websites that theMinistry of Education has accepted?

3 offer only materials that have been prepared bythe organization and its members themselves?

4 Use this structure.

Introductory paragraphThere are arguments for completely open accessto the internet. However, it is also possible toargue for limited access to the internet.

Paragraph 2One can argue for free access for these reasons.First of all, ...

Paragraph 3On the other hand, one can argue against openaccess to the internet for other reasons. In thefirst place, ...

Concluding paragraphIn my own opinion, ... (State your opinion and givea reason or reasons.)


78

What if …?Unit 10

Focus1 The truth about water. Can you guess theanswers?

What do you know about water?1 About _____ of all the Earth’s water is salt

water in the oceans.a) 97% b) 73% c) 55%

2 Approximately _____ of all fresh water is inthe form of ice or snow.a) 34% b) 51% c) 77%

3 Only about _____ of the world’s fresh wateris held in lakes and rivers.a) 0.45% b) 2.85% c) 4.25%

4 Over _____ more water is used by the worldtoday than in 1960.a) 50% b) 80% c) 100%

5 Roughly _____ of the world’s people areoften badly affected by lack of water.a) 12% b) 21% c) 33%

6 Our bodies are made up of many solidmaterials, but are around _____ water.a) 95% b) 45% c) 15%

Before you read2 Describe the photo on page 79.

3 From the photo, the maps and the title of thetext on page 79, guess what has happened.

While you read4 Check your answer to Question 3 above.

5 Find similarities between the Aral Sea and theDead Sea.

6 Point out the important difference between theRiver Jordan and the rivers into the Aral Sea.

Reading After you read7 Say what these dates and numbers refer to.

the 1960s 1983 60,000 hundreds


line 4: People lived well…

line 8: … cotton is thirsty…

line 8: … the two large rivers that fed the Aral Sea.

line 12: … they cared only about the white gold.

line 28: … The land is dead.

line 30: … they might have thrown away their plans.


1 What new crop was introduced,when and why?

2 What two things have caused the Aral Sea toshrink and become very salty?

3 How has this led to the end of 60,000 jobs?

4 How has the same thing also led to a majorhealth disaster?

5 What further disaster has also followed?

6 How has this been caused?


1 If you were a community leader in an old fishingand farming village by the Aral Sea, how wouldyou answer these ideas from your people?

Answers:

197%277%30.45%4100%533%695%

We should attack the farmerswho take water from the rivers.We should destroy their farms.

We should ask the Russiansfor money to help us.

We should give up andmove somewhere else.

We should ask the UN to help us.

1


79

The sea that diedLakes are going through bad times worldwide.Modern farming is taking water from the rivers thatfeed lakes. Farm chemicals are also getting into the water and polluting it. These changes can bringterrible disaster.The Aral Sea, in the old Soviet Union, is one such disaster.

The Aral Sea was the world’s fourth-largest freshwater lake until the 1960s. People lived well from thesuccessful fishing and local farming industries.This would have continued if the Moscow Governmenthad not introduced a huge and sudden change.The planners suddenly decided to turn the regioninto a major cotton producer.The government needed money, and cotton sells well internationally.

However, cotton is thirsty, and the region is dry.Water was needed from the two large rivers that fed theAral Sea. Soon,more and more water was being taken from them for irrigation. Increasing amounts offarm chemicals were also being used.These started getting into the rivers, the lake and groundwaterand polluting the whole environment.

The planners should have thought about the effects on the Aral Sea, but they cared only about thewhite gold. If they had thought, they would have seen the dangers, and at that time, they could havestopped. However, they did not, and one of the world’s greatest environmental disasters followed.

By 1983, all the river water was being taken.The rivers weredry, and the Aral Sea was also evaporating. Soon, the water wastoo salty for anything to live.The fish died, and the fishingindustry, too. Over 60,000 fishermen lost their jobs.The lakewas also shrinking.Today, it is two-fifths of its old area and just15% of its original volume. Hundreds of rusty fishing boats lieon the old seabed,many kilometres from water.

There have been other disastrous effects. Strong winds blowsalty, polluted dust from the seabed across the land.This andthe polluted water are causing cancer and other killer diseases.Many children are also being born with physical defects.

Now the cotton itself is dying.The irrigation water brings saltsand these remain in the ground.The salts cover the plants’roots and kill them.The land is dead.

The planners could and should have foreseen what wouldhappen. If they had, they might have thrown away their plans.

5

10

15

20

25

30


80

Note-making and summary1 Copy and complete the diagram with brief notes.

Development

2 Use your notes to write a summary paragraph.Start like this.

Cotton was introduced in the 1960s to sellinternationally for money. However, cottonneeds a lot of ...

Vocabulary 1: compound words3 Complete the sentences with one-wordcompounds.

1 It’s a problem that is found widely all over theworld.It’s a __________ problem.

2 The water in Lake Tiberias is fresh.Lake Tiberias is a __________ lake.

3 About 27% of all water that is fresh is stored inthe ground.About 27% of all water that is fresh is__________.

4 The old boats lie on the dry bed of the sea.The old boats lie on the dry __________.

5 The planners did not see the coming disasterbefore it happened.The planners did not __________ the comingdisaster.

4 Check the answers to Exercise 3 in the text onpage 79.

5 Complete the following sentences withcompound words.

1 The water in the Dead Sea is full of salt.The Dead Sea is a ______________ lake.

2 We are searching widely across the nation.It’s a ______________ search.

3 They are men who are called out to stop a fire.They are ______________.

Vocabulary 2: verbs, nouns andadjectives6 Complete the table. Check in the text on page 79.

Verb Noun Adjective

pollute pollution polluted

life alive

succeed success

industrialise industrialised

govern governmental

thought thoughtful

death dead

7 Complete these sentences with pairs of wordsfrom Exercise 6.

1 The ___________ in Moscow has not __________the Aral region since the end of the Soviet Union.

2 At first, the plan for cotton seemed __________,but it has only __________ in destroying the land.

3 The Aral became so salty that the fish__________, and that meant the __________ ofthe fishing industry.

government

New crop: _________________Date: _________________Aim: _________________Needs a lot of: 1 _______________

2 _______________

Aral Sea water changes: 123

Main causes: 12

Effect on fish/fishing: __________________________Cause: _______________________________________

Effects on human health: 1 _____________________2 _____________________

Causes: 1 ____________________________________2 ____________________________________

cotton

worldwide


81

1 Answer A. Use the verbs A uses and the wordsin brackets.

1 A I can finish my homework this evening.(yesterday evening)

B But you had time yesterday.You could havefinished your homework yesterday evening.

2 A It’s 8 o’clock. Basim should be here by now.(an hour ago)

B But I said 7 o’clock. He …

3 A We can see the film this weekend. (lastweekend)

B But they’ve been showing it for a week already.We …

4 A I think I should buy the new software.(a month ago)

B But it was half price when they first startedselling it. You …

5 A They can’t find time for a meeting this week.(last week)

B But they had a lot of free time a few days ago.They …

6 A I should go and help Dad wash the car.(half an hour ago)

B But he’s nearly finished now. You …

2 Work with a partner and discuss this situation.

If you and your family and friends had been born100 years ago, how would/might life have beendifferent? What would/might you have donedifferently in your day-to-day lives?

If I had been born 100 years ago, I might havelived on a farm and not in a city.

3 Put the sentence parts together. Add if to thecorrect part to form Type 2 or 3 sentences.

1 A you (can choose) any career/what you /beB I /be/pilot/I (can choose) any career

A If you could choose any career, whatwould you be?

B I would be a pilot if I could choose anycareer.

2 A you (leave)/school bag/a shop yesterday/whatyou (do) about it

B that (happen)/I (go) back/look for it

3 A what you (do)/you (see) a house on fire tonightB I (see) a fire/I (call)/fire service immediately

4 A you (wake up) sick this morning/what you (do)B I (go)/doctor/I (feel) really bad

5 A where you (go)/you (can take)/trip anywhereB I (can take)/trip anywhere/I (go)/Mexico

could have, should haveu Grammar reference p109

Language 1 Conditionals – Type 3u Grammar reference p109

1 The planners should have thought about theeffects, but…

2 … they could have stopped the coming disaster.However,…

3 The planners could and should have foreseenwhat would happen. If they had,…

• We use should have for something that wasadvisable but did not happen (1).

• We use could have for something that waspossible but did not happen (2).

• We often use these forms (1 and 2) to say thatsomebody did the wrong thing.

• We often use could and should havewhen wethink something was a) possible and b) rightto do (3).

Learn!1 If youwere a community leader,whatwould you

try to do?2 If they had thought, theywould have seen

the dangers.3 Thiswould have continued if the Government

had not introduced a sudden change.4 If they had foreseen the effects, theymight have

thrown away their plans.

• We use Type 2 Conditionals for an imaginarysituation in the present or future (1).

• We use Type 3 Conditionals for an imaginarysituation in the past (2, 3).

• We are not always sure about something pastand not real, so we often usemight have orcould have instead of would have (4).

Learn!


82

Abbreviations1 Match the abbreviations and symbols to theirmeanings.

metres centimetres equals westper cent before midday approximatelyafter midday miles per hour for example

kilometres per hour square kilometrescubic kilometres population estimateddegrees centigrade plus north-eastmillimetres and south-west minus

am ______________ cm ______________

NE ______________ pm ______________

m ______________ & ______________

approx ______________ pop ______________

˚C ______________ km2 ______________

eg ______________ = ______________

km3 ______________ est ______________

– ______________ kph ______________

W ______________ + ______________

mph ______________ SW ______________

% ______________ mm ______________

2 Write out these notes in full form.

1 A speed of 30mph = approx 45kph.

2 Jericho (est pop 29,000) lies approx 400m belowsea level.

3 Water turns to ice at 0˚C & expands by approx 10%.

4 The Caspian Sea is to theW & SW of the Aral Sea,has an area of 371,000 km2 & an average depth of5.2m.

3 Write out these sentences in note form.

1 The speed of sound is approximately 1,193kilometres per hour, or 792 miles per hour.

2 With an area of 165,384 square kilometres thePacific Ocean is almost exactly 100 per cent largerthan the Atlantic Ocean, and its greatest depth is11,033 metres.

3 In South Africa’s Johannesburg, which has anestimated population of 1,837,000, the averageJanuary temperature is 20 degrees centigrade andit receives 105 millimetres of rain in that month.

Writing 4 The Dead Sea is to the South-East of Jerusalem,lies approximately 400 metres below sea leveland has an area of approximately 665 squarekilometres, a 30 per cent decline from its ancientarea of 950 square kilometres.

Writing: describing change4 Use figures from the table to complete theparagraph below.

Changes in the Aral Sea: 1960-2010

Area Volume Average(km2) (km3) depth (m)

1960 68,000 (est) 1,040 (est) 53

1985 46,000 (–33%) 470 (–55%) 42 (–20%)

1998 29,000 180 35

2010 21,000 (est) 124 (est) 32 (est)(–70%) (–88%) (–40%)

In 1960, the Aral Sea had an estimated area of

(1) _______. Between then and 1985, the area

decreased by approximately (2) _______ % to

(3) _______. From then to 1998, it fell again to

(4) _______.The estimated figure for 2010 is

(5)_______, a (6) _______% drop from the 1960

figure.

5 Use Exercise 4 to help you write about otherchanges in the chart. Try to:

• use other verbs of change: decline, decrease, drop,fall;

• use other words for approximately: about, around,roughly.


83

1 Listen to Part 1 of the recording. Label themap with the following names.

the Little Aral Sea

the Aral Sea (1960)

the Aral Sea (now)

Listening: noting information


2 Listen to Part 2 and complete the secondcolumn of the table.

Changes in the northern Aral Sea: 1960-2007

Average water depth (m) Salinity (%)

1960 53.0 (est) 1.0 (est)

1987

1996

1999

2007

3 Now listen to Part 3 and complete the thirdcolumn of the table.

Pronunciation: contrast4 Listen. How does the speaker emphasizecontrast? Underline the strongest words orsounds.

1 Most of the news is bad, but there is some goodnews.

2 In the south, the sea is continuing to shrink.However in the north, there is some hope.

3 Instead of a channel, the people decided to builda huge wall.

4 As the depth fell, the salinity rose.

5 Listen again and repeat the sentences.

Speaking: explaining charts6 Listen to Parts 2 and 3 of the lecture again.Tick (�) the expressions you hear.

1 A The average water level was 53 metres.

B The average water depth was 53 metres.

2 A The depth fell steadily to 35.5 metres.

B The depth decreased rapidly to 35.5 metres.

3 A The water level went on dropping.

B The water level continued to drop.

4 A It remained steady.

B It remained unchanged.

5 A There was a rapid rise in salinity.

B There was a steady increase in salinity.

7 Work with a partner. Each choose a set ofinformation from the table and describe thechanges.

�

Photograph taken in 2004

1990

1960


84

Talking about charts: verb + adverb/adjective + noun u Grammar reference p109

Language 2

1 Change the following sentences between verb +adverb and adjective + noun.

1 The depth fell steadily to 35.5 metres.There was a steady fall in depth to 35.5 metres.

2 There was a rapid rise in water level to 38.5 metres.The water level rose rapidly to 38.5 metres.

3 The salinity rose rapidly to 4.2%.

4 There was a steady increase in salinity.

5 The salinity decreased quickly to 3.8%.

6 There was a steady fall in depth to 35.5 metres.

7 There was a rapid rise in the number of peoplewith cancer.

8 The number of fishermen declined fast from60,000 to zero.

Verb + infinitive/verb + -ingu Grammar reference p110

2 Put the verbs in brackets in the correct forms.

1 I feel like (have) a pizza tonight.I feel like having a pizza tonight.

2 I’ve decided (buy) the blue shoes, not the red ones.I’ve decided to buy the blue shoes, not thered ones.

3 Ahmad hopes (train) as an engineer.

4 We have to practise (pass) the ball until we getit right.

5 Mariam suggested (get) a pizza for dinner.

6 I’d love (go) out this evening, but I can’t.

7 Nadia expects (be) home by 9.30 this evening.

8 I haven’t finished (write) to my cousin yet.

1 The water level fell rapidly.There was a rapid fall in the water level.

2 There was a steady increase in salinity.The salinity increased steadily.

• We can use all of the following words as verbs(1) or nouns (2): climb, jump, increase, rise, decline,fall, decrease, drop.

Learn!1 First, Iwant to look at the local geography.2 They gave up trying.3 They started digging a channel.

They made things start to happen.

• A lot of verbs are often followed by a secondverb in its infinitive form (1). Other commonverbs like want: agree, ask, choose, decide,expect, hope, promise, seem.

• A lot of verbs are followed by a second verb inits -ing form (2). Other common verbs like giveup: avoid, consider, delay, enjoy, feel like, finish,(not) mind, practise, suggest.

• Some verbs are often followed by either aninfinitive or an -ing form with no change ofmeaning (3). Other common verbs like start:begin, can’t bear, continue, hate, intend, like,love, prefer.

Note!There is an important difference between a) and b):a) I hate, I like, I love (= always)b) I’d hate, I’d like, I’d love, I’d prefer (= a feeling

about a particular situation)

The b) form always takes an infinitive.I’d like to go to the cinema this evening.I’d hate to be ill as often as Mona is.

Learn!


85

4 Listen to Robin. Number the pictures in theorder that these things happened.

5 Check your answers with a partner. Then answerthese questions.

1 Do you ever do any of those things?

2 Which do you think was the worst thing thatRobin did?

3 If Robin had done the quiz, what would his scorehave been?

6 Write a paragraph about Robin. Say a) what heshould not have done, and b) what he could havedone instead. Finish with the worst thing thathe did.

Yesterday evening, Robin did several things thatwere bad for the environment. For example, ...a) + b). He also ... c) + d). Finally, I think theworst thing that he did was to .... If that hadnot happened, ...

1 Find out how well you protect the environment.

YOU ANDTHE ENVIRONMENTTick (�) the boxes which are most true for you.

Integrated skills

2 Now score your answers. Read what your totalscore means.

1 2 3 4 5 6a 3 3 3 1 3 3b 2 2 2 2 2 2c 1 1 1 3 1 1

6–9 You certainly aren’t a friend of theenvironment.Try to do better!

10–13 You’re doing a bit to help the environment,but you really need to do more.

14–16 This is a good score.You realize thatenvironmental protection is important,and you’re doing quite a lot of the rightthings.

17–18 This is almost too good to be true! Is thisthe real ‘you’? If not, perhaps you shouldtake the test again.

3 Describe what is happening in the pictures.

1 If you drop some rubbish in the street, doyou pick it up?

a) usually b) often c) rarely

2 Do you try to travel short distances on footor on your bike – instead of by car ormotorbike or bus or taxi?


3 When you leave an empty room, do youturn off the light if it is on?


4 Do you leave your TV on standby and notturn it off completely?


5 If you can choose, do you have a showerinstead of a bath?


6 When you cook or make a hot drink, do youuse only as much water as you need?



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TV and other mediaUnit 11

Focus1 Discuss these questions.

1 If you and your brother or sister want to watchdifferent programmes,what do you do?

2 If you went to live alone on an island for a yearand you could only take one of the following,which would you choose? Why?a) a CD player and a collection of all your

favourite music;b) a powerful radio to call home;c) a TV and satellite dish able to receive 100

channels.

3 What has changed in the last century? (Think ofTV and other media – radio, newspapers andmagazines – and their effects.) If you had beenborn 100 years ago,what would you have knownmuch less about?

Before you read2 Describe the photo on page 87.

3 Look at the title and sub-heading at the top of thetext on page 87 and answer these questions.

1 Is the text from, eg, a novel or a short story, or is itfrom a book that gives information?

2 What does the figure 5.1 tell you?

3 Looking at the chapter title, what might othersections in this chapter be about?

While you read4 Confirm or correct your answer to Question 3.1above.

5 Find all the names of people in the text on page87. (Look for capital letters!)

6 Find out where they are all from.

7 Find out what they all chose to do.

Reading After you read8 Say whether these statements are true (T), false (F),or unclear (?) from the text.

1 About a sixth of a typical hour of TVconsisted of advertising. ___

2 Adults were less worried about TV’seffects on children than on themselves. ___

3 TV’s effects worried more people inDenver than in other parts of America. ___

4 All the people in the experiment thoughtthat life was better without TV. ___

5 The researchers expected some families toget rid of their TVs and some to keep them. ___

6 The final result agreed with people’scomments during the experiment . ___


line 2: There, TV quickly became…line 12-13: … they agreed to …line 35: They had made up…line 39: … not one of them did.


title: the late 20th centuryline 4: … their new friend in the corner …line 16-17: … three weeks into the experiment.line 28: … right through the evening.


I’d be happy to give up TV for amonth like the people in Denver.

I’d be happy to give it up completelyand do more (reading) instead.

I’d hate to give up TV. I’d reallymiss the (sports programmes).

cartoon show music show documentarysoap opera feature film TV drama

1

1


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Chapter 5 Mass media in the late 20th century

5.1 TelevisionBetween 1950 and 1980, television became a normal part of family life in many parts of theworld.This happened fastest in North America.There,TV quickly became big business and apowerful advertising medium,with around 10 minutes of commercials per hour.

Most people were very happy with their new friend in the corner of the living room, but othersbegan to worry about TV’s effects – especially on their children.Many were worried about theamount of advertising.Moreover, they felt that programmes were often violent and encouragedthe wrong ideas about life. People also thought that TV was too addictive.They believed that itwas having bad effects on social behaviour and family relationships.

In Denver, Colorado, a group of 40families decided to do somethingabout their worries. After discussionwith a university research team, theyagreed to get rid of their TVs for amonth and see what happened.Here are a few of the changes thatthey reported three weeks into theexperiment.

Ann McAndrew said that she wasenjoying a peaceful life without TV.She thought that after theexperiment she and her familywould find another place for the TVinstead of the family room.

Joey Kawalski, 15, reported that hehad started reading much moreduring the last three weeks.‘I’vealways read a lot,’ he said, ‘but now Iread right through the evening. Iwouldn’t do that if the TV was there.’

Peter and Elaine Schuman told researchers that they had found a huge difference.They felt theywere a family again and had been brought together by the experiences that they were sharing.‘What’s more, we’re discovering many things about each other during the experiment, includinghidden abilities, skills and interests,’ Elaine added.

Amie Suzuki, 16, said that her younger brothers were playing together in the old-fashioned,imaginative way.They had made up a complete play the previous day.‘They acted the wholething for Mom and Dad and me,’ she explained.‘It was fantastic!’

After all these positive comments, the researchers expected that many of the 40 families wouldget rid of their TVs completely at the end of the month. Perhaps the most interesting result ofthe experiment, however, was that not one of them did.

5

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Summary with key sentences1 Number the key sentences in the correct order.

___ Forty families took part in the DenverExperiment and got rid of their TVs for a month.

___ Between 1950 and 1980,TV grew fastest inNorth America.

___ The final result was the strangest one.

___ Many people enjoyed TV, but some worriedabout its effects.

2 Add these notes to the key sentences in Exercise 1.Expand the notes and then write out everythingas a summary paragraph.

a as a result, /(become)/very important way forbusiness/reach people through heavy advertising

b /(feel) the advertising/violent programmes/addictive nature of TV/(have) bad effects/socialbehaviour/family relationships

c /(report) many good effects including/morepeaceful lifestyle/more reading/better familycommunication/more imaginative play

d although/experiment without TV (have) manygood effects, all/families (choose)/bring backtheir TVs/end/month

Vocabulary 1: synonyms3 Find words in the text on page 87 that mean thesame as these.

1 usual _______________

2 rapidly _______________

3 roughly/approximately _______________

4 particularly _______________

5 felt unhappy about _______________

6 the previous _______________

7 finding out _______________

8 whole _______________

9 the day before _______________

10 thought that _______________

Development 4 Replace the underlined words with words fromExercise 3.

The average young American used to watch (1) around26 hours of TV per week.This has decreased, butTV’s place is being taken by new sorts of activitiessuch as video games.Many people (2) feel unhappyabout video games’ effects, but researchers are(3) discovering that they are (4) especially good atincreasing intelligence because players have to learnto react to situations very (5) rapidly.


1 causes _______________

2 parents _______________

3 peaceful _______________

4 refused to _______________

5 a little _______________

6 tiny _______________

7 excluding _______________

8 a few of _______________

9 at the start of _______________

10 boring _______________

6 Complete the sentences with pairs of words fromExercise 5.

1 Too often, _______ allow their ________ to watchtoo much TV.

2 The film starts by a quiet lake in the mountains,and everything is very quiet and ________. Butthen there’s a fight, which is very ________.

3 ________ the second half of the 20th century, fewhomes had a TV, but ________ the 1990s, fewhomes did not.

4 Although ________ the programmes on TV arenot very good, _______ them are extremely good.The other 80% of programmes need to try to beas good as these.

5 If the programme is ________, we should justturn it off, or change to another one that is more________.

6 In the early days of TV, screens were ________ –only a few centimetres across. Now it is possibleto get one that is ________, so that you almostfeel you’re at the cinema!

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3 Work in groups and develop short conversations.

S1 Make a true statement, eg: I played netballyesterday evening.

S2 Report to S3, eg: (Nadia) says she played netballyesterday evening.

S3 Make a comment, eg: I hope her teamwon!

Prepositions with nouns, verbs andadjectives u Grammar reference p110

1 Complete the sentences. Choose from the wordsin the box.

about of on with

1 Television became a normal part _____ family life.

2 Most people were happy ______ their new friend.

3 Other people began to worry ______ TV’s effects.

4 Many programmes encouraged the wrong ideas______ life.

5 They believed that TV was having bad effects______ their children.

6 After discussion ______ a research team, theyagreed to get rid ______ their TVs for a month.

2 Look at the text on page 87 again to check youranswers.

Same-tense reported speech

Language 1 Reported speech with tense changesu Grammar reference p110

Remember!Hi, it’s Ahmad. I’m going toget home at roughly 7.00.

Good! So let’s eatat around 7.30.

Great! See you soon!

It’s Ahmad, Mother.He says he’s going toget home at about 7.00.

Read sentence pairs 1–6. Match points a–f.1 ___ ‘We think that TV is too addictive,’ people

said.People thought (that) TVwas too addictive.

2 ___ Ann said, ‘I’m enjoying life.’Ann said (that) shewas enjoying life.

3 ___ ‘I thinkwe’ll find another place,’ she said.She thought (that) theywould findanother place.

4 ___ ‘I’ve started reading,’ he said.He said (that) he had started reading.

5 ___ ‘We feelwe’re a family again,’ they said.They felt theywere a family again.

6 ___ Amie said, ‘My brothersmade up acomplete play yesterday.’Amie said that her brothers hadmade upa complete play the previous day.

a is/are > was/wereb Present continuous > Past continuousc Present simple > Past simpled Past simple > Past perfecte Present perfect > Past perfectf will > would (and is/are going to > was/were

going to)

Remember!

Note!For other changes, including time expressions,eg, yesterday > the previous day, see the GrammarReference, paragraphs 2 and 3.

4 Put these sentences into reported speech. Reportwith the underlined words.

1 ‘I like reading,’ Joey said.Joey said (that) he liked reading.

2 ‘We’re discovering many things,’ Elaine added.

3 ‘They acted it,’ Amie explained.

4 ‘I’ve always read a lot,’ Joey told us.

5 ‘We think that a lot of the families will get rid oftheir TVs,’ the researcher said.

6 ‘We feel that we are much more together as afamily,’ they said.


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Punctuation: direct speech andspeech marks

Note!Dialogue form (eg, in a play)Lisa Mum wants to join the experiment.Paul But that means a month with no TV sport!

Direct speech (eg, in a novel)‘Mum wants to join the experiment,’ Lisa said.‘But that means a month with no TV sport!’Paul replied.

1 Put these further lines into direct speech. Use sayand answer.

Lisa We can actually do some sport and notjust watch it on TV.

Paul Perhaps we can play basketball with Dad.

2 Continue with these. Use continue and agree.

Lisa But they might be silly and decide to getrid of the TV completely.

Paul That’s a terrible idea, and we mustn’t letit happen.

Note!We can put the reporting words at the beginningor the end, eg:Ann said,‘I’m enjoying a peaceful life without TV.’‘I’m enjoying a peaceful life without TV,’ said Ann.

We sometimes put the reporting words in themiddle of a two-part statement, eg:‘They acted and sang the whole thing for us,’she explained.‘It was fantastic!’‘I’ve always read a lot,’ he said, ‘but now I readthrough the evening.’

3 Put the reported speech into direct speech.

1 They felt they were a family again, Peter noted,and they had been brought together by theirexperiences.‘We feel we are a family again,’ Peter noted,‘and we have been brought together by ourexperiences.’

2 They were doing a lot of talking while they were

Writing washing the dishes, she said. It was a very goodtime to talk.

3 Her husband missed the sports events, Susanpointed out, but they enjoyed talking to eachother.

4 These days the children were not asking to leavethe dinner table to watch TV, Carl explained, andthey were having real conversations instead.

5 In the past their son hadn’t wanted to go outside,Louis reported. Since the start of the experiment,though, he was going out all the time.

Writing: direct and reported speechtogetherWe can use reported speech to give basic informationand direct speech for the most dramatic or importantpoint, eg:Amie said that her younger brothers were playingtogether in the old-fashioned, imaginative way.The previous day, they had made up a completeplay.‘They acted the whole thing for Mom and Dadand me,’ she explained.‘It was fantastic!’

4 Put the following into a mixture of reported anddirect speech. (Green = reported, black = direct)

1 Tina I’m a working mother, so during the lastmonth it’s been easier for me to do Saturdayhousework because my husband hasn’tbeen sitting in front of the TV and havingan easy time. In fact, the best thing that’shappened is this. He’s actually started doingsome housework himself!

2 Nick I like relaxing after a hard day’s work, andTV has always helped me to do that, and italways will. Of course, I’ve understood thatit’s good to talk more as a family, so infuture, I’ll spend more time with the familyat the weekend. But to tell the truth, I’mreally looking forward to TV again! I can’twait!

3 Sue In some ways, it’s been a good thing to getrid of the TV this month. But I think it wouldbe wrong to get rid of it completely. I feelthere are good programmes as well as badones, and I’m not happy to give up thegood ones. In other words, I think it’s fine tohave the TV if we learn to use it well.We justhave to be strong!


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2 Listen and identify two programmes. Saywhat words help you.

3 Listen and underline the four programmesthat Kim and Andy decide to watch.

Pronunciation: contrast4 Listen. How do the speakers emphasise thecontrasts between themselves and their choices?Underline the strongest words or sounds.

1 I’d really like to watch Top Pop.

2 I’d prefer to watch the holiday programme.

3 You can watch Round theWorld Holiday Ideas andI can watch Top Pop.

4 So let’s watch your programme first and thenwatch my programme after that.

5 Listen again and repeat their opinions.

Listening: gist1 Match programme types 1–11 with the programmes in the TV schedule.

1 cartoon show 2 cookery programme 3 documentary 4 feature film

5 holiday programme 6 local community programme 7 music show 8 TV drama

9 sports programme 10 the news 11 soap opera


Speaking: deciding what to do6 Listen to the discussion again. Tick (�) theexpressions you hear.

1 What would you like to watch?

Is there anything you’d like to watch?

2 I’d really like to watch …

I really don’t want to miss …

3 But it’s on at the same time as …

But they’re both on at the same time.

4 Well, you can watch… , and I can watch …

Well, you want … , so let me choose …

5 So why don’t we watch … first and then …after that?

So let’s watch … first and then watch …after that.

7 Work with a partner. Use the TV schedule toagree what you will watch this evening.

Channel 1 Channel 2 Channel 3

6.00 ___ The World Today ___ Match of the Week ___ Kids’ Corner

6.30 ___ All your local news ___ Top Popand views

7.00 ___ Eating round the World ___ Round the WorldHoliday Ideas

7.30 ___ Theatre Night: the Heart ___ Friends and Neighbours ___ Space Wars 3Remembers Home

8.00 ___ California: the Next BigEarthquake

8.30

9.00

�


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Functions: agreeing u Grammar reference p111

1 Agree with A. Use these forms.

I am, too. I’m not either.I do, too. I don’t either.

1 A I believe we should get rid of the TV.

B _______________________

2 A I’m sure we should keep it.

B _______________________

3 A But I’m not sure if we should keep it in theliving room.

B _______________________

4 A I don’t think we’ll be able to give it upcompletely.

B _______________________

Language 2

2 Agree with A. Use so/neither/nor forms.

1 A I believe we can do the job.

B _______________________

2 A I’m not certain we have to go to the meeting.

B _______________________

3 A I only gave up TV for a month.

B _______________________

4 A I didn’t want to give it up completely.

B _______________________

5 A But I think the no-TV experience has been agood one.

B _______________________

6 A I’ve never tried to live completely without TVbefore!

B _______________________

Reported speech with modal verbsu Grammar reference p111

3 Put the following into reported speech. Join thestatements with and or but.

Mrs Dell I think the whole family should talk aboutthe future of TV in our house.

Paul I can’t wait to get it back at the end of themonth!

Mrs Dell thought the whole family should talkabout the future of TV in their house, but Paulsaid that he could not wait to get it back at theend of the month.

Mrs Dell But we can have more fun as a familywithout TV. I feel we need to get rid of itcompletely.

Paul But I must watch the football!Lisa And I’ll die if I can’t watch my favourite

programmes, so we mustn’t get rid of it!Mr Dell But we don’t have to get rid of the TV

completely. If we put it upstairs in ourguest bedroom, that may be the bestanswer.Then we won’t have it in front ofus all the time.

Mrs Dell That might be a good idea, so perhaps weshould try it.

1 A I’d really like to watch Top Pop.B So would I.

2 A I don’t want to watch Kids’ Corner much.B Neither/Nor do I.

Learn!

present pastcan could

was/were able tomay mightmight mightshould shouldhave to had tomust had tomust not must not

could notneed to needed towill would

Remember!


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1 Listen and identify another programmefrom the TV schedule on page 91. Say whatwords help you.

2 Now read part of the report for the Friendsof Greenwood Hospital newsletter. Listen againto the discussion and say whether the report isaccurate. Underline any incorrect points.

Mrs North thought that the radio stationwas an excellent project, and she felt thatthe group should have done it a long timebefore. However, Mr Hill did not agree,and he preferred to forget the idea. Hesaid that patients could already get lots ofordinary radio and TV, and he was notsure that they needed another radiochannel. Mrs North replied that the radiostation could play the group’s own choicesof music, and she thought that that wouldmake the patients very happy. Mr Hill didnot think that the group had the moneyto run a radio station, but Mrs Northsuggested that they could just run it forperhaps an hour a day. Miss Bell addedthat she was not quite sure about costand wanted to talk about that. Mrs Norththought that the answer was to get oldequipment free. She felt they had to try,and she was sure they would be able toget it if they worked hard.

Integrated skills 3 Now listen to the discussion to check yourwork. Then write the corrections to the report.

4 Work with partners. You are a family at the endof the Denver TV Experiment. Decide what youwill do with your TV.

Mother: You have enjoyed the experience of bettercommunication with your family during the lastmonth.You feel it would be better for the wholefamily if everybody agreed to get rid of the TV.

Father: You feel you have to agree with your wife,but you love sport and secretly you would like tohave the TV back in the living room.

Child/Children: You have enjoyed the last month insome ways, but it is hard to accept the idea of lifecompletely without TV and all your favouriteprogrammes.

5 The family can decide to do any of the following:

a) get rid of the TV completely;b) put the TV back in the living-room where it was

before;c) put it in another room, and not the family room

(but which room?);d) put the TV back in the living-room or another

room, but agree when and how long everyonecan watch.

6 Briefly report to the class what your family decidedto do and why. (Use reported speech.)

7 Write your family report to the Denver researchworkers. Report what you decided to do and why.


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Home and awayUnit 12

Focus1 Report what Michiko said about school life inJapan (Unit 4, page 31).

2 Report what the text said about the exam systemsin France and Germany and in Britain (Unit 7,page 55).

3 Explain any similarities or differences with schoolin Palestine.

Before you read4 Look at the unit title above and the picture onpage 95 and answer these questions.

1 DoesWaleed seem to be at home or away fromhome?

2 Where do you think he is?

3 Why do you think he might be there?

4 Read what the people in the picture are saying andlook at the text.What connection might there be?

While you read5 Answer these questions.

1 What are the full names of the people who arespeaking toWaleed in the picture?

2 Where does this text come from?

6 Confirm or correct your answers to Questions 1–4above.


1 How is the end of your school year different fromthe end of the school year at Manchester Park?

2 What was the weather like in Manchester thatweek compared with the weather in Jericho?

3 What, to Rob, seemed a) easier and b) harderabout the Palestinian school week?

4 Speaking about the future, what did Waleed sayhe did not know?What did he feel sure about?

Reading 8 Say what these words and phrases mean.

1 mid-July (line 20)

2 Changing the subject, (line 35)

3 everyday life (line 36)

4 I can’t really say (line 45)

5 in our hearts (line 45)


1 In these weather situations, would you prefer tobe in Manchester or at home?

2 What type of weather do you like (most)?

3 What time of year do you like (least)?

4 If you could take a holiday anywhere abroad,where would you choose to go – and at whattime of year?

It shouldn’t be wet andcold like this in July!

It’s sometimes too hothere in the summer!


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During the last week of the summer term, wewelcomed a special visitor to the school – WaleedYassin, from Jericho in Palestine. (He was here asthe guest of Jenny Scott and her family.) Whilehe was here, we asked him to do an interview forthe school magazine. We asked him whatPalestine was like and how he felt about life here.We also wanted to know if he was enjoying thecold, wet weather in Manchester! Here’s part ofthe interview.

Jane How did you meet Jenny and her family?Waleed Jenny’s father is working with my dad

on a farm project and she came to visitin the spring.

Rob Did you get on well?Waleed Very well, so then Dr Scott invited me

to visit England.Rob Are you enjoying the cold, wet weather?Waleed It’s certainly very different from Jericho

in mid-July!Rob Well, they say it’ll be warm and sunny

by the weekend – just in time for theholidays.

Jane What about school here? Do you seeany big differences between life at schoolhere and at home?

Waleed Yes, lots! Here you start at 9.00 andfinish at 3.30. In Palestine, school startsat 8.00 and finishes at 1.30.

Rob Does that mean you study less than us?Waleed No. You see, you have a lunch hour and

we don’t. And we have a six-day week,not five days like you.

Rob Six days a week! That’s tough!Jane Changing the subject, Waleed, please

can you say something about everydaylife in Palestine? Is it hard?

Waleed Yes, it’s extremely hard, but we also havehope – the hope that we can build amuch better future.

Rob What do you mean by ‘better future’?Waleed We’re working to create our own

completely independent, national state.Jane When do you think it’ll happen?Waleed I can’t really say, but I know this: in our

hearts we Palestinians already are anation, with a strong national identityand culture.

The interview finished with that serious thought.We thanked Waleed for talking to us and askedhim to write from Jericho. We promised to puthis letter in the next magazine.

Waleed, can we talk to you?

Yes, that’s fine with me.Could you do an interviewfor the school magazine?

AN INTERVIEW WITH WALEED YASSIN by Jane Little and Rob Hall

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25

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Summary report1 Answer these questions to form a summaryparagraph in reported speech. Start like this.

Waleed explained that he had met Jennywhen she had visited her father in Palestineduring the spring. He ...

1 How and when hadWaleed met Jenny? (Waleedexplained that …)

2 How had they got on, and what had happenedafter that? (He said that …)

3 What part of life did he go on to compare? (Hewent on to compare …)

4 What was the difference in the school day?(He explained that …)

5 What was the difference in the school week?(However, he pointed out that …)

6 What did he move on to discuss after that?(After that, he went on to talk about …)

7 What two things did he feel about everyday lifein Palestine? (He felt on the one hand that …,but on the other that …)

8 What did he say that the people of Palestine weredoing? (He explained that …)

Vocabulary 1: compound words2 Use the underlined words to form compoundadjectives and add the necessary noun.

Waleed:1 I go to school six days a week at home. I have

a ____________ .

2 In Palestine we have semesters that last sixteenweeks.There are two _______________________ .

3 There are two semesters in a school year. It’s a_____________ _____________ _____________ .

4 We have lessons that last forty-five minutes.We have __________________________ .

Jane:5 At our school, lessons go on for forty minutes.

We have __________________________ .

6 Schools here have three terms, and they’rebetween eight and fourteen weeks long.Thisterm is twelve weeks. It’s a __________________________ .

Development 7 Our lunch hour is actually 75 minutes. It’s a___________________________ .

8 There are two holidays during the year that arethree weeks each.They are __________________________ .

9 Then there’s the longer summer holiday that lastsfor six weeks.There’s a ____________________________________ .


1 ordinary ___________

2 host ___________

3 similarities ___________

4 past ___________

5 destroy ___________

6 dependent ___________

7 funny ___________

4 Complete the sentences with pairs of words fromExercise 3.

1 If we learn what happened in the __________,it may help us to make fewer mistakes in the__________.

2 Babies are completely __________ on theirmothers at first, but as they grow, they slowlybecome more __________.

3 He never smiles and always looks __________,but then he suddenly says things that are so__________ that people can’t stop laughing.

4 The fire __________ the whole area, but cityplanners have __________ an interesting designfor a new shopping centre.

5 There are a lot of __________ and the two carsalmost look the same.The real __________ is thatone is much faster than the other.

6 Omar is a very good __________ when he has aparty. He always makes sure that all his__________ enjoy themselves.

7 Today is just an __________ day with all the usuallessons, but tomorrow is going to be __________because we’re going to have an end-of-year party!

six-day week

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1 Put these questions into reported speech. Reportwith the underlined words.

1 ‘How did you meet Jenny and her family?’ Janeasked.

2 Rob asked,‘Did you get on well?’

3 Jane asked him,‘Do you see any big differences?’

4 ‘Does that mean you study less than us?’ Robwondered.

5 ‘Is everyday life hard?’ Jane went on to ask.

6 ‘What do you mean by that?’ Rob wanted to know.

7 Jane finished by asking him,‘When do you thinkit’ll happen?’

Reported requests, etcu Grammar reference p111

Reported questionsu Grammar reference p111

Language 1

2 Put sentences 1–6 into reported speech. Use thereporting verbs in a–f.

1 Rob asked to talk to Waleed.

3 Put this other part of the interview into reportedspeech. Choose from these reporting verbs.

add ask ask … to … answerfeel reply say thinktell … to … want to know

Rob When did you arrive?Waleed I got here four days ago, at the end of last

week.Jane Could you tell us your first thoughts about

Manchester? Do you like the place?Waleed Yes, it’s very interesting. But it’s so big that

it seems impossible to get out!Rob Have you done any trips outside

Manchester yet?Waleed No, I haven’t been out of Manchester yet.

But Jenny and I are planning to go toLondon next week.

Jane Where are you going to stay?Waleed We’re going to visit Jenny’s aunt and uncle.

Start like this.

Rob asked when Waleed had arrived. Waleedreplied that he ...

Read sentence pairs 1-3. Match points a-d. (Eachsentence pair matches more than one point.)1 ____ We asked him,‘Are you enjoying the

weather in Manchester?’We wanted to know if he was enjoyingthe weather in Manchester!

2 ____ ‘What is Palestine like?’we asked.We askedwhat Palestine was like.

3 ____ We asked him,‘How do you feel aboutlife here?’We asked him how he felt about life here.

a Start reported ‘Yes/No’ questions with if orwhether.

b The reporting verb is usually ask (+ object).c Other reporting verbs are possible, eg:want to

know,wonder, inquire.d We change the verb from question form to

statement form.

Remember!

Read sentences 1-6. Match ways of reporting a-f.1 ____ ‘Waleed, can we talk to you?’ Rob said.2 ____ ‘Could you do an interview for the

school magazine?’ Jane said.3 ____ ‘Yes, that’s fine with me,’Waleed said.

4 ____ ‘Would you like to visit England?’Dr Scott said.

5 ____ ‘Make sure you write to us fromJericho,’ Jane said.

6 ____ ‘We’ll put your letter in the nextmagazine,’ Rob said.

a Requesting permission to do something.Use ask + infinitive.

b Agreeing to do something. Use agree +infinitive.

c Promising to do something. Use promise +infinitive.

d Requesting others to do something. Use ask/want + object + infinitive.

e Instructing others to do something. Use tell/ask/want + object + infinitive.

f Inviting someone to do something. Use invite+ object + infinitive.

Remember!


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Formal letters1 Read the following points and Waleed’s letter.

Writing

2 Imagine that you have to do a project about the work of the UN Programme of Assistance to the PalestinianPeople. Write a letter asking for information, eg, leaflets or recent reports to help you.

15 East RoadSalfordManchesterM33 4DW8 July 20…

The British Tourist AuthorityThames TowerBlacks RoadLondonW6 9EL

Dear Sir/Madam

Tourist information

The Manchester Information Centre has suggested that Ishould contact you for general tourist information on London.

I would be grateful if you could send me at the above addresssome leaflets and brochures on the capital. In addition, couldyou include a programme of events in London this month?

I am a high-school student from abroad, and I know my schoolwould like to have some posters of Britain. I would therefore bevery happy if you could also let me have some posters ofLondon and the regions.

As I expect to travel to London in ten days from now, I lookforward to hearing from you in the near future.

Yours faithfully

W YassinWaleed Yassin

4 Write a clearsubject line.Thishelps the reader.

5 Explain the purposeof the letter.Mentionany point of reference,eg,The ManchesterInformation Office, oran advertisement.(Refer to anadvertisement likethis: I am writing inresponse to youradvertisement (forpart-time staff) in the(October) edition of(Palestine Today).

7 If you want the reader to do something, requestaction in the last paragraph. If you want fast action,finish with… in the near future, but if that is notnecessary, you can finish with… in due course.

2 If you know thereceiver’s name,write it near thetop on the left.

3 Start the letterwith one of these:Dear + the nameif you know it;Dear Sir/Madam ifyou do not knowthe name.

6 Give a paragraphto each separatepoint.

8 Finish appropriately. If you know theperson’s name, end with Yours sincerely;if you do not know the person’s name, endwith Yours faithfully. Add your signature,and then your name written clearly below.

1 Write your own address andtoday’s date at the top right.


99

2 Listen to Part 2 and note these details. Workout the total cost of the fares.

Journey to London

Date: ______________________________

Depart at: _________ Arrive at: _________

Journey home

Date: ______________________________

Depart at: _________ Arrive at: _________

Return fares

Adult: _________ Child: _________

Total: _________

Listening: gist and detail1 Listen to Part 1 of Jenny’s phone conversation.Say who she is speaking to and tick (�) which ofthese she wants to know about.

1 A travel by train B travel by planeC travel by bus

2 A one-way fares B return fares

3 A adult fares B child fares

Listening and speaking Pronunciation: friendly intonation3 Listen. Which way of speaking sounds morefriendly and helpful? Tick (�) Box a or Box b.

a b

1 Good morning.

2 How can I help you?

3 Certainly.

4 Yes, of course.

5 Now just let me check.

6 You’re very welcome.

Speaking:making choices4 Listen to Parts 1 and 2 of Jenny’s conversationagain. Tick (�) the expressions you hear.

1 A I need some information about bus timesand fares, please.

B I need to find out about bus times andfares, please.

2 A Is that a day return or period return?

B Is that one-way or return?

3 A That depends on the time you travel.

B That depends on the day you travel.

4 A The next one departs at eight fifteen.

B The next one leaves at eight fifteen.

5 A And it gets in at thirteen fifteen.

B And it arrives at thirteen fifteen.

6 A That sounds good.

B That seems fine.

7 A We should leave later in the day.

B We’d better leave later in the day.

8 A I think the earlier one would be muchbetter.

B I think the earlier one would be a bitbetter.

5 Work with a partner.

1 First,make up bus timetables with three or fourtimes from your nearest big bus station to twocities in other parts of Palestine. (Include an earlyand a late time, and also return journey times.)

2 Now take turns as a bus ticket salesperson and anEnglish-speaking visitor. Use the bus timetables.The salesperson should be very friendly andhelpful.


100

I think so/I’m afraid notu Grammar reference p111

Language 2


1 Will you still be at school in two years from now?

2 Will you still live at home in three years’ time?

3 Will you live away from home in five years fromnow?

4 Will you have your own children in ten years’ time?

5 Will you have as many as ten children?

6 Will you be rich and famous in twenty years fromnow?

Phrasal verbs with get2 Read the examples and add the phrasal verbs tothe definitions.

Did you get on well?We would have to get up at four thirty.That bus gets in at 23.45.

1 __________: get out of bed and put on one’sclothes

2 __________: arrive at the usual place to stop, eg,a train at a station or a person at work

3 __________: be friendly with another person,without problems or arguments

3 Complete the sentences with the correct phrasalverbs.

1 I’m afraid Mr Nixon isn’t in the office yet. He always__________ at 9.30.

2 We had to leave early, so everyone __________at 6.00.

3 They have the same interests, so they __________quite well.

4 If the roads aren’t too busy, the bus __________in ten minutes’ time.

Intensifiers with adjectives andadverbs u Grammar reference p111

4 Look at Waleed’s interview on page 95 and findthree examples of intensifiers.

5 Listen again to Part 2 of Jenny’s conversationwith the person at the bus company and findeight more examples.

6 Say what you are good at and not so good at.Use quite, very, really or extremely.

I’m quite good at science and maths. I’m notvery good at basketball.

7 Say what you can do better than a year ago.Use a bit,much, a lot, quite a lot or far.

I can speak English quite a lot better than ayear ago.

1 TS Would you like to travel in the morning?J Yes, I think so.

2 TS Would you like to go on that one?J I don’t think so.

3 J Is it quite complicated then?TS I’m afraid so.

4 J Have you got any cheap fares on laterbuses?

TS I’m afraid not.

• I’m afraid so/not is a way of saying sorry (3, 4).

• I don’t think so is the usual form with think (2),but I’m afraid not (4) is the usual form withother verbs:I hope so I believe so I expect soI suppose so

I hope not I believe not I expect notI suppose not

Learn!

1 The ticket salesperson was very helpful.2 The ticket salesperson answered Jenny’s

questions very helpfully.3 The train to London is a lot quicker and a bit

more comfortable, but the bus is far cheaper/lessexpensive.

4 You can travel to London a lot more quickly anda bit more comfortably by train, but the bus getsyou there far more cheaply/less expensively.

• The intensifiers for adverbs are the same asthe intensifiers for adjectives (2, 1).

• The intensifiers for comparative adverbs arethe same as the intensifiers for adjectives (4, 3).

Learn!


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2 Note what Waleed, Jenny and her cousin Sallyare going to do tomorrow – and in what order.

3 Work in small groups. Decide what you are goingto do in London and in what order. (If you wantto go to the Imax Cinema during the day, askyour teacher for film details.)

1 Read Things to see and do in London and number the photos 1–6.

Integrated skills

4 Write a short report of your discussion anddecisions for your diary.

Rania wanted to ..., but Mariam preferred to ...She said we should ... because ... . Rania askedhow long ..., and suggested that we should ...I thought we’d better ... . In the end, everyoneagreed to ...

1 BFI London Imax Cinema (12.30-21.30: 2 hours) This 477-seat cinema has the largest screen in Europe –20 metres high and 26 metres wide. Most films are 3D and the experience is very dramatic.

2 London Eye (09.30-20.00: 1 hour) The world’s largest wheel rises to 135 metres above the River Thames.As it slowly turns once every 30 minutes, it offers wonderful views across London.

3 Hampton Court Palace (9.30-18.00: 6 hours) The wonderful 500-year-old palace and gardens stand by theRiver Thames and can be reached by boat from central London. It was owned by King Henry VIII(famous for his six wives).

4 The Natural History Museum (10.00-18.00: 3 hours) This contains the whole story of life on Earth,including the story of human beings and everything we know about the dinosaurs.

5 The Science Museum (10.00-18.00: 3 hours) This brings to life the history of science and technology. Youcan also watch Space Station 3D and experience life and travel in space.

6 The Tower of London (10.00-18.00: 3 hours) The 900-year-old Tower has been a castle, a prison and apalace. Now it is one of London’ most popular tourist sights.

Things to see and do in London


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Grammar reference

Look at this section mainly for forms. Turn to the unit pages (eg, page 9, L1) for uses.

1 Present simple (Page 9 L1)

I/you/we/they (do not)go to college. Where

do I/you/we/theystudy?

he/she/it (does not) does he/she/it

Short formsdo not = don’t does not = doesn’t

Verbs that usually take the present simple1 feelings: dislike, hate, like, love, prefer, want2 state of mind: believe, *feel, forget, guess, imagine, know,mean, not mind, realize, recognize, remember,

suppose, *think, understand3 senses: appear, hear, look, see, seem, smell, sound, taste4 other states: belong to, consist of, contain, fit, include, lack,measure, need, own,weigh

*Note: I feel this is wrong. BUT: I’m feeling/I feel happy today.I think you’re right. BUT: What are you thinking about?

2 Present continuous (Page 9 L1)

I am (not) am I

You/We/They are (not) studying. What are you/we/they reading?

He/She/It is (not) is he/she/it

Short formsI am = I’m I am not = I’m notyou are = you’re you are not = you aren’t/you’re notshe is = she’s she is not = she isn’t/she’s not

3 Future going to (Page 9 L1)

I am (not) am I

You/We/They are (not) going to stay. How are you/we/they going to go?

He/She/It is (not) is he/she/it

Short forms(See present continuous.)

Unit 1 Making contact


103

4 Future will (Page 9 L1)

I/You/We/will (not) be ready. When will

I/you/we/start?

They/He/She/It they/he/she/it

Short formsI will = I’ll they will not = they won’t

5 Asking/Saying you want somebody to do something (Page 12 L2)

Can

Could you show methe pen?

I want youto show

methe pen.

Would She wants me her

May I see

1 Past simple (Page 17 L1)

I/You/We/ calledHassan. Why did

I/you/we/call Hassan?

They/He/She/It did not call they/he/she/it

Short formsdid not = didn’t

2 used to

For frequent actions in the past: For continuing states in the past:We used to go training every day. Where did you use to live?

3 Past continuous (Page 17 L1)

I/He/She/It was (not)talking. What

was I/he/she/itreading?

You/We/They were (not) were you/we/they

Short formswas not = wasn’t were not = weren’t

4 Adjectives and adverbs (Page 17 L1)

1 quick + -ly = quickly useful + -ly = usefullyhappy + -ily = happily terrible + -ly = terribly

2 Common irregular forms: early, fast, hard, late, well (from good)

Unit 2 Emergency!


104

5 Reflexive pronouns, etc (Page 20 L2)

Subject pronouns Object pronouns Possessive pronouns Possessive adjectives Reflexive pronouns

I me mine my myself

you (s & pl) you yours your yourself/selves

he/she/it him/her/it his/hers/its his/her/its him/her/itself

we us ours our ourselves

they them theirs their themselves

6 Subject and object questions (Page 20 L2)

We use subject questions with who and what.

What destroyed the car? What did the car destroy?

1 Present perfect simple (Page 25 L1)

I/You/We/They have (not)started. What

have I/you/we/theyfinished?

He/She/It has (not) has he/she/it

Short formsI have = I’ve have not = haven’tit has = it’s has not = hasn’t

From present perfect simple to past simple

A Have you ever been to Beirut?B Yes, I have. (Past action without date)

I went last year. (Past action with date)

2 Past perfect simple (Page 25 L1)

I/You/We/They/had (not) decided. What had

I/you/we/they/agreed?

He/She/It he/she/it

Short formsI had = I’d had not = hadn’t

Unit 3 Working for a better world


105

3 Present perfect continuous (Page 28 L2)

I/You/We/They have (not) beenworking. How long

have I/you/we/theybeen talking?

He/She/It had (not) been has he/she/it

Short formsSee Present perfect simple

4 Tag questions (Page 28 L2)

They’re working, aren’t they? They aren’t working, are they?They were working, weren’t they? They weren’t working, were they?They work, don’t they? They don’t work, do they?They worked, didn’t they? They didn’t work, did they?They’ve worked, haven’t they? They haven’t worked, have they?They’ve been working, haven’t they? They haven’t been working, have they?They’d worked, hadn’t they? They hadn’t worked, had they?They’ll work, won’t they? They won’t work, will they?They’re going to work, aren’t they? They aren’t going to work, are they?

Also with modal verbs, eg. can (see Unit 4)They can work, can’t they? They can’t work, can they?

1 Modal verbs: present forms (Page 33 L1)

can/cannot should (not) do/have/will + (not) have tomay (not) must (not) do/have/will + (not) need tomight (not) need (not)

Short formscannot = can’tshould not = shouldn’tdo not have to = don’t have to

2 Modal verbs: past forms (Page 36 L2)

can/cannot could (not) must (not) could not had towas/were (not) able to must (not)

may (not) might (not) (not) have to had tomight (not) might (not) did not have toshould (not) should (not) (not) need to needed to

did not need to

Short formscould not = couldn’tdid not have to = didn’t have to

Unit 4 Free-time activities


106

1 Indefinite, definite and generic forms (Page 41 L1)

Indefinite singular (a/an) Definite (the) Generic ( – )

I’d like a pineapple. The big pineapple, please. I love pineapples.

Indefinite plural &uncountable (some)

I’d like some pineapples. The big pineapples, please.

I’d like some pineapple juice. The big carton, please.

2 Defining relative clauses (full and reduced) (Page 41 L1)

Full Subject

He’s the old man who/that arrived yesterday.

That’s the big truck which/that came this morning.

Full or reduced Object

He’s the old man (who/that) I saw yesterday.

That’s the big truck (which/that) I drove this morning.

3 Non-defining relative clauses (Page 44 L2)

I first met Sami at the Pizza Kitchen.+ extra information:

• Sami is an engineering student.

• The Pizza Kitchen is the best pizza restaurant in town.

I first met Sami, who is an engineering student, at the Pizza Kitchen,which is the best pizza restaurant in town.

1 Relative pronounsUse only who or which, not that, as relative pronouns.

2 CommasUse commas to separate these relatives from the basic sentence.

4 Negative questions (Page 44 L2)

I expect you’re hungry after your long walk.= Aren’t you hungry after your long walk?

You probably want a rest from all your hard work.= Don’t you want a rest from all your hard work?

Unit 5 Healthy eating – healthy body


107

1 Comparative and superlative adjectives (Page 49 L1)

Example Comparative Superlative

Short quick quicker than less quick than the quickest

(not) as quick as

Ending in y busy busier than less busy than the busiest

(not) as busy as

Most with 2 or useful more useful than less useful than the most usefulmore syllables (not) as useful as

Irregular good better than less good than the best

bad worse than less bad than the worst

(not) as good/bad as

2 Comparative and superlative adverbs (Page 49 L1)

Example Comparative Superlative

Ending in -ly quickly more quickly than less quickly than the most quickly

(not) as quickly as

Irregular adverbs of mannerAdverbs without ly endings – early, fast, hard, late, well – are like adjectives, eg:

• He ran faster.

• He ran the fastest.

3 so + adjective/adverb + that and such + noun + that (Page 49 L1)

The machine was so bad that it was useless.The machine worked so badly that it was useless.It was such a bad machine that it was useless.

4 Intensifiers with adjectives and adverbs (Page 52 L2)

Least MostInformal a bit/a litttle bit quite/fairly very reallyMore formal a little rather very extremely

He’s quite quick. He works quite quickly.

5 Intensifiers with comparative adjectives and adverbs (Page 52 L2)

Least MostInformal a bit/a little bit quite a lot much/a lot/farMore formal a little a good deal a great deal

He’s quite a lot quicker than me. He works quite a lot more quickly than me.

Unit 6 Dangerous weather


108

6 Quantifiers (Page 52 L2)

none of one of both of two of some of a lot of most of all of

none of + countable nounThis can be plural or singular.None of the children understand/understands the question.

7 More comparative forms (Page 52 L2)

Nablus gets six times as much rain as Jericho does.Nablus gets six times more rain than Jericho.

1 Conditionals – Types 0, 1, 2 (Page 57 L1)

Type 0 If water cools to 0˚C, it freezes and becomes ice.Type 1 If the weather is good tomorrow,we will go out.Type 2 If a hurricane hit Palestine, what would you do?

2 too and (not) enough (Page 60 L2)

It’s too far away (for me to reach).It isn’t near enough (for me to reach).

1 The Passive: the main simple tenses (Page 65 L1)

The Pyramids were built (by the Pharaohs) 5,000 years ago.They have been studied (by archaeologists) for many years.They are visited (by thousands of tourists) every day.

2 Prepositions of location (Page 68 L2)

above across along among around at behindbelow beside between down in in front of nearnext to on on the left/right of on top of opposite overunder up

3 Prepositions of movement (Page 68 L2)

across along down into out of overround through to under up

4 have/get something done (Page 68 L2)

I must have/get the car checked (by a mechanic).

Unit 8 Palestine: Holy Land to the world

Unit 7 Which way now?


109

1 Continuous and other passive forms (Page 73 L1)

The problem is being discussed today.The problem was being studied yesterday.The problem had been discovered the day before yesterday.An answer to the problem will soon be found.Questions are going to be asked at a meeting with reporters at 5.00.

2 Passive questions (Page 73 L1)

Will an answer to the problem soon be found?When will an answer to the problem be found?

3 Passive and active: position of adverbs (Page 76 L2)

I really like the design.I was really pleased with the design.Everybody is really going to be pleased with the design.

4 Clauses of purpose: (in order) to and so that (Page 76 L2)

We changed the design (in order) to improve the machine.We changed the design so that we could improve the machine.

1 could have, should have (Page 81 L1)

A I could have bought a green bike or a yellow one for Adnan.They were both very good. But finally I chosethe yellow one.

B Oh, no! You should have got the green one.That’s his favourite colour.

2 Conditionals – Type 3 (Page 81 L1)

A If I had known green was Adnan’s favourite colour, I would not have picked the yellow one.B You would have chosen the green one, of course.

Other ConditionalsCompare with Conditionals Types 0–2, Unit 7, page 57.

Short formsIf I had = If I’d I would have = I’d haveIf I had not = If I hadn’t I would not have = I wouldn’t have

3 Talking about charts: verb + adverb / adjective + noun (Page 84 L2)

Verb + adverb: Fishing declined rapidly.Adjective + noun: There was a rapid decline in fishing.

Unit 10 What if … ?

Unit 9 Living with technology


110

4 Verb + infinitive / verb + -ing (Page 84 L2)

Verb + -ing: I enjoy going to the cinema.Verb + infinitive: I’d like to go to the cinema this evening.Both forms: We must get there early. I hate going in / to go in late.

1 Prepositions with nouns, verbs and adjectives (Page 89 L1)

Common examples:Nouns: about – idea, opinion, story

for – need, request, wishin – decrease, fall, riseof – amount, cost, resultwith – difficulty, problem, trouble

Nouns with two possibilities:argument about something with somebodydiscussion about/of something with somebodyeffect of something on somebody

Verbs: about – ask, think, worryat – look, shout, smilefor – ask, look, waitto – listen, reply, say

Verbs with two possibilities:apply to somebody for somethingtalk to somebody about somethingwrite to somebody about something

Adjectives: about – anxious, sorry, worriedat – bad, good, terriblefor – late, ready, responsibleof – afraid, proud, (get) ridwith – bored, disappointed, fed up

2 Reported speech with tense and other changes (Page 89 L1)

Dr Scott said, ‘I’ve been in Jericho since last October, and I feel my work here is useful.’Dr Scott said that he had been in Jericho since the previous October, and he felt his work there was useful.

Verbs move back one tense in time: is > was, have been > had been.Personal pronouns and adjectives often change: I > he,my > his.We sometimes make changes to show distance: here > there, this > that.

We often make changes to show distance in time: last October > the previous October.Other common changes include: the previous night/week/month/year, the day/night/week/month/year before,the following/next day/night/week/month/year, etc.

A verb used by the speaker may become a reporting verb: I feel > he felt. Other verbs that are often used likethis: believe, expect, hope.

Unit 11 TV and other media


111

3 Agreeing: too/not … either and so/neither (nor) (Page 92 L2)

A I believe it.B I do, too./So do I.

A I’ve never been to Amman.B I haven’t either./Neither (Nor) have I.

4 Reported speech with modal verbs (Page 92 L2)

‘We can’t do it,’ he said.He said they couldn’t do it.

Past forms of modal verbsSee Unit 4, page 36 for a list.

1 Reported questions (Page 97 L1)

‘Do you like Manchester?’ they asked.They asked him if/whether he liked Manchester.‘How long have you been here?’ they wanted to know.They wanted to know how long he had been there.

2 Reported requests, etc (Page 97 L1)

‘Can we have a meeting?’ they asked him.They asked if they could have a meeting.‘Could you do something for us?’ they asked him.They asked him to do something for them.

Words that follow the pattern verb + object + infinitive:ask instruct invite orderpersuade tell want

3 I think so/I’m afraid not (Page 100 L2)

A Have you got any cheaper jackets?B Yes, I think so./No, I’m afraid not.

Words that follow this pattern:be afraid so believe so expect so guess so suppose so think sobe afraid not believe not expect not guess not suppose not think not

4 Intensifiers with adjectives and adverbs (Page 100 L2)

I can understand English quite a lot better than a year ago.

More intensifiersSee Unit 6, page 52 for a list.

Unit 12 Home and away


112

Skills reference

IntroductionWhen you meet a new word, don’t immediately ask your teacher or look it up in your dictionary.You can oftendiscover the meaning yourself. Think about:1 international words (eg, website)

2 meanings from context (eg, in ‘The work was so strenuous that everybody was really tired by the end of theday.’The word strenuousmust mean something like hard.);

3 word formation with prefixes and suffixes (eg, break > unbroken; active > inactivity).

Prefixes1 Prefixes for opposite meanings

prefixes meanings examplesdis- opposite agree > disagreeil- opposite legal > illegalim- opposite possible > impossiblein- opposite correct > incorrectir- opposite regular > irregularun- opposite happy > unhappymis- wrongly understand > misunderstand

2 Prefixes for other meanings

inter- between, together, national > internationalfrom one to another

micro- very small chip > microchipsuper- above,more than, man >superman

very efficientre- again build > rebuild

Suffixes1 Suffixes for grammatical forms

Suffixes give many words different grammatical forms. A few words have a large ‘family’ of grammatical formsthrough suffixes, eg:

verb noun (person) noun (other forms) adjective adverbproduce producer product, production productive productively

There are often pronunciation changes, eg: �product pro�duction

1 Word recognition


113

Suffixes for other meaningsverb + suffix = nounteach -er teachertranslate -or translatorexpress -ion expressioninvite -(a)tion invitationfeel -ing feelinggovern -ment government

verb/noun + suffix = adjectiveenjoy -able enjoyablenation -al nationaldamage -ed damagedhope -ful hopefuldamage -ing damagingdestroy -ive destructiveuse -less uselessweek -ly weeklycloud -y cloudy

adjective + suffix = verbwide -en widen

adjective + suffix = nounresponsible -ility responsibilitytired -ness tiredness

adjective + suffix = adverbquick -ly quicklyhappy -ily happilyterrible -y terriblyenergetic -ally energetically

IntroductionYou need to collect, learn, find and use a lot of new vocabulary.There are many connections between words,and these connections can help a lot with all these tasks.You probably already write lists of words to learn, buttry these ways, too.They all show connections between words in different ways.

Word familiesYou can make index cards like this. Add new grammatical forms and expressions when you see or hear them.Keep the index cards in alphabetical order (A–Z) in a box.You can instead create your index on computer.

develop

verb noun (person, company) noun (thing) adjectivedevelop developer development developing, developed

Expressionsa developing economy/country economic developmenta developed economy/country development planthe developing/developed world carry out/complete a development plan

2 Collecting vocabulary


114

Key word expressions1 Preposition + word/phrase

You can learn groups like this:by bike, by car, by bus, by plane – but on footOr this:We arrived at 2 o’clock.

in the afternoon.on Monday.

2 Word (noun/verb/adjective) + preposition

These words can be verbs, nouns or adjectives (see Unit 11, page 89).You can collect them in groups like this:I love the taste of Arab coffee.I love the smell of these flowers.I love the sound of folk music.Or this:I’ve been thinking about the problem.I’ve suddenly thought of an idea!

3 Phrasal verbs

You can collect these in groups, too. (See Unit 1, page 12; Unit 7, page 60; Unit 9, page 76; Unit 12, page 100.)Let me take down the details.Let’s take him out this evening.The plane is going to take off.

4 Set expressions

You can collect pairs of words that often go with each other. Often one of these words goes with several otherwords.You can collect them like this.

customs matchimmigration

officer footballteam

police playerfire shirt

5 Networks

You can use networks to collect much larger groups of words in the same word field, eg, The emergencyservices (Unit 2, page 16).You can develop your own networks for, eg, School, Sporting activities,My town – orother word fields that interest you.

IntroductionWords are not enough.We need to separate groups of words and show how to read them.This is the job ofpunctuation, and accurate punctuation is a very important part of writing.

3 Punctuation


115

Capital letter(A, B, C, etc)

Full stop (.)

Question mark (?)

Exclamation mark (!)

Comma (,)

Apostrophe (’)

Colon (:)

Semi-colon (;)

Hyphen (-)

Dash (–)

Quotation Marks (‘…’)

Brackets (…)

1st letter of a sentence

1st letter of names of places, nationalities,organizations, etc (see Unit 4, page 32)

book/film/TV programme titles, etc

for abbreviations

at the end of a sentence

(sometimes) after an abbreviation

in amounts of money

in decimal figures

in e-mail & website addresses

after a direct question

to show surprise, etc

between adjectives and other thingsin lists

to divide two parts of a long sentence(each with main verbs)

to separate extra information from themain part of a sentence

before or after a name

before a tag question

to show missing lettersNote! it’s = it is/it has, not a possessive.

to show possessivesNote! with s endings: s’

to introduce a section or a list

to separate two parts of a sentence –more than a comma gap

to join two words

to divide a word at the end of a line

to separate parts of a sentence

to mean ‘to’

to highlight spoken words in text

to separate extra information from themain part of a sentence

to show references to relatedinformation of places, etc

This is your book

Ramallah, Palestinian, the UnitedNations

Star Wars

the UN, UNESCO

This is your book.

The U.N., Mr. Roberts, 1st. Nov.

$2.50 (read: two dollars fifty)

10.12 (read: ten point one two)

[email protected] (read: esmith-at-aol-dot-org)

Did you see it?

That’s fantastic!

Get a pen, a book and some paper.It was a dark, cold, wet night.He got up, turned round, looked andthen laughed.

We looked all over the house, but wecouldn’t find it anywhere.

Hebron,which is a very ancient city, liessouth of Jerusalem.

Let’s go, Ali. Ali, let’s go.

He’s finished, hasn’t he?

You’ll do it, won’t you?It’s a beautiful baby. Have you decidedits name?

This is Mahmoud’s bike.James’ bike, the boys’ bikes

Section 3:Things to bring: tent, cooker,pans, boots, etc

We arrived at 9.00; it was raining againas usual!

It’s a well-made machine.

I’ve read about the compli-cated history of Palestine.

The pen – mine, not yours – was onthe sofa.

The Amman – Beirut flight

‘We can win!’ he shouted.

Peter Davies (1926-2003) was born inNorth London and went to school in …

(see Unit 4)

Uses Examples


116

4 Language for communication

1 Language for speaking1 Language for learning

I’m sorry. I didn’t quite hear that.I’m sorry. I didn’t quite understand that.Could you spell that, please?Could you say that again, please?Could you play the tape again, please?How do you say …, please?How do you translate …, please?Excuse me, but what does …mean, please?Excuse me, but does …mean…?

2 Language for discussion1 Giving an opinion with reasons

I (don’t) think … because …My favourite is ….That’s because …In my opinion …

2 Agreeing

I (completely) agree.I think so, too./So do I.I don’t think so either./Neither (Nor) do I.

3 Disagreeing

I’m not sure.I agree partly, but …I don’t really agree with that.I’m sorry, but I just don’t agree.

4 Giving a different opinion

Personally, I (don’t) think …I prefer … / I’d prefer …

5 Encouraging others to speak

Tell me about …Can I ask a bit about …?

6 Showing interest

That’s great.That’s really interesting.

7 Leading a discussion

Let’s start, shall we?Why don’t we move on to …Let’s talk about that.That takes us immediately to …

3 Language for life1 Using the phone

Hello. (7-2-9-0-6 double-8.)Let me get a pen.I’ll take down the details.I’ll make a note of that.Right. I’ve got that.Right. I’ve made a note of that.

2 Giving street directions

Go straight across this road.Go straight along … Street.Turn left at …Take the second right.Keep going until you come to …Go past … and go on till you reach …Turn left at the crossroads.Go over the roundabout.You’ll find it right there on the left.You’ll see it right opposite you.

3 Getting (travel) information

I need to find out about (bus fares), please.Is that (one-way) or (return)?That depends on (the time you travel).The next one (leaves at eight fifteen).That sounds good.That seems fine.

4 Language for writing: connectors1 Listing

First,…First of all,…Secondly,…Thirdly,…Finally,…

2 Adding points

… , too.… either.In addition,…Moreover,…

3 Stating exceptions

Except for …

4 Stating contrasts

However,…On the other hand,…Although …

5 Stating reasons

Because …That is because …Since …As …

6 Stating results

… so…As a result,…Because of that,…


117

Word listUnit 1a�broada�rrivala�ttachat�tachment

�boarding �card�cancelledca�noe�capital�check-in �clerk�customs �officer�definitede�layedde�partde�parturedive

fill in

�flight at�tendant�gradu�ate (vb)�hand �luggagehost

in the �fore�groundin the �middle �distance�junior�landing �card�make �contact�medicine (subject of study)

�mobile �phoneon the ho�rizonPA an�nouncer�passenger�popu�lationrun

re�search �project�settle �in�show �round�take ��down�take off�take �outto the �left ofto the �right of�tropical

Unit 2�ambulance

�ambulance �service�casualty�catch �firecheer

�chemicals

choice (have no choice)

col�lapsecol�lapsed�curtain�desperate(ly)di�saster�earth�quake�earth �tremor

e�mergency

e�quipment

ex�plosionfear (n)

�fire bri�gade�fire �station�first �aidflame

flex

�injure�injured�iron�lean �outledge

�major

�mayor

�measure

pan

�para�medic

plug

�poison (vb)po�lice �officerpo�lice �station�powerful�rescue�rescue �workersmash

strike

�thanks to

the e�mergency �services

Unit 3a�vailablecam�paign (n)cam�paign (vb)cam�paignercause (n)

com�munity

�culturaldis�coverdis�covery�economic de�velopment

�editor�exile, go into �exileex�pel�freedom�house ar�rest�in �touchjoint

�Minister

�Ministry

�politics�poverty�publish�racism�refu�gee�settlement

�sufferswap

�system�travel �permit

Unit 4ad�venturead�visea�mazing

ath�letics�at �least�centre (sports and leisure ~)chat

chess

�cookery�cycling


118

�docu�mentary�drama�ener�getic�farming�fishing�fitness �training�flower ar�rangement�forest�get �fit�girl �scout�helmet�home-re�lated�indi�vidual�industry�leisure�motor�wayoil�personallypho�tographypop (population)�practical�quad �bike�rivalskisq km (square kilometres)su�ggest�survey�table �tennis�tourism�training (go ~)�volley�ball�woodwork�work-re�lated

Unit 5a�part �from�burger�caloriecon�sist of�counsellorcrust�dietdish�habit�health �checkim�portance�life�style�nutrient�over�weight�pastry�pine�apple

�portion�pyramid�social �life�stress �level�tired�ness

Unit 6�annuala�pproachar�tisticath�letic�avalanche�average�climate�combi�nationcom�bine�cyclonede�structionde�structivede�velopingdi�sastrousen�closeflood�frightening�Guess what!hard �working�helpless�hurricanei�maginativemm/�milli�metre�mud�slippre�diction�rain�fall�sensible�stormy�temperate�tidal �wavetor�nado�vary�vehiclewealth�wealthy

Unit 7academic �route�applicationartsbaby-�sittingbe�come �boredca�reercom�petitive

computer �programmerde�cisionde�signerde�termined�dress�makeren�joyable�flexible�go a�long with�go �into�go �on to�go �through�in par�ticular�journalist�management�out�doorspass�personal �qualitypho�tographer�qualifi�cation�qualifyre�quirementre�spect (vb)re�sponsi�bilityre�sponsible�satis�fying�sewing�socially �useful�speciali�zation�specialize�take the i�nitiativetech�nicianvo�cational�voluntary �work�willing�working �hours

Unit 8�archaeo�logical �sitearchae�ology�archi�tectural�archi�tecturea�scend�brochure�desti�nationde�stroye�xcludein�scription�leatherlink�pilgrim�pottery


119

re�buildre�mainsre�sorttile�tourist industry�treasure

Unit 9�accessa�ffect�after �all�arti�ficial in�telligence (AI)be/get �carried awayblow�booking system�calcula�tor�carry �on�carry �outco�mmercial (adj)co�mmunitycooldo�mestic �services�edu�cationale�xperi�mental �proto�type�fair �chance�hand�madeheat�helpful�hopeful�hopelessInfor�mation and �Communi�cations

Tech�nology (ICT)Infor�mation Tech�nology (IT)in�ventionla�boratory�limited�luxury�made by �hand�medical �caremelt�net�work�ope�ration (medical)pack�powerlessrevo�lution�ro�botshape�suitable�teleco�mmuni�cations�the �mediathe �public�useless

Unit 10a�pproximate(ly)�cancerca�tastrophe�channelcrop�cubicdeathde�clinede�crease�defectde�grees �centi�gradedepthdusten�vironmenten�viron�mental�esti�matede�vaporatefore�see�govern�mentalin�dustria�lisein�dustria�lisedirri�gation�nation�nation�widepo�llutepollutedpo�llutionpro�tection�region�roughlyrootsa�linity�salt�watershrink�steady�thoughtfulun�changed�volume

Unit 11a�ddictive�adver�tisingbe�haviour�boringcar�toon �showco�mmercial (n)�docu�mentary�feature �filmget rid ofi�maginative

in�telligence�mass �media�music �show�old-�fashioned�patient�previousre�actre�lationshipre�searcher�satellite �dish�soap �opera�T�V �drama

Unit 12�complicated�day re�turnde�pend onde�pendente�ditione�vent (= happening)�everydaye�xperience (vb)fareget in (= arrive)�get �on�gratefuli�denti�ty�inde�pendent�in �due �coursein�quire�in re�sponse toin the near �future�just in �time �for�lunch �hour�madam�one-�way (single)�palace�period re�turn�prisonre�turnscreense�mester�serioussirstatetough�wonder�yours �faith�fully�yours �sin�cerely�3�D


120

Irregular verbsbe was/were beenbeat beat beatenbecome became becomebegin began begunbend bent bentbite bit bittenbleed bled bledblow blew blownbreak broke brokenbring brought broughtbuild built builtburn burned/burnt burned/burntbuy bought boughtcatch caught caughtchoose chose chosencome came comecost cost costcut cut cutdeal (with) dealt dealtdie died dieddig dug dugdive dived diveddo did donedraw drew drawndream dreamed/dreamt dreamed/dreamtdrink drank drunkdrive drove driveneat ate eatenfall fell fallenfeed fed fedfeel felt feltfight fought foughtfind found foundfly flew flownforecast forecast forecastforesee foresaw foreseenforget forgot forgottenfreeze froze frozenget got gotgive gave givengo went gonegrow grew grownhang hung hunghave had hadhear heard heardhide hid hiddenhit hit hithold held heldhurt hurt hurtkeep kept keptknow knew knownlay laid laidlead led ledlean leaned/leant leaned/leantlearn learned/learnt learned/learntleave left leftlend lent lentlet let let

lie lay lainlie lied liedlight lit litlose lost lostmake made mademean meant meantmeet met metoverhear overheard overheardoversleep overslept oversleptpay paid paidprove proved provedput put putread read readrebuild rebuilt rebuiltrewrite rewrote rewrittenride rode riddenring rang rungrise rose risenrun ran runsay said saidsee saw seensell sold soldsend sent sentset set setsew sewed sewnshake shook shakenshine shone shoneshoot shot shotshow showed shownshrink shrank shrunkshut shut shutsing sang sungsink sank sunksit sat satsleep slept sleptsmell smelled/smelt smelled/smeltspeak spoke spokenspell spelled/spelt spelled/speltspend spent spentspill spilled/spilt spilled/spiltspread spread spreadstand stood stoodsteal stole stolenstick stuck stuckstrike struck struckswiri swam swumswing swang swungtake took takenteach taught taughttear tore torntell told toldthink thought thoughtthrow threw thrownunderstand understood understoodwake woke wokenwear wore wornwin won wonwrite wrote written


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