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

FlyingHigh for Saudi Arabia Level1

Simon Brewster Paul Davies Mickey Rogers

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Contents UNIT

Page

LESSONS

GRAMMAR

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

• Present progressive • Present simple and present progressive

• Imperatives for instructions • Countable / uncountable nouns

Travel

Around town

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

Bon appetit!

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

Life stories

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

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

Looking back

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

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

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Contents

FUNCTIONS

VOCABULARY

PRONUNCIATION

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

• Climate and weather • Clothes • Natural disasters

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

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

• Word stress – places

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

• Foods • Words to describe restaurants

• Weak forms – was / were

• Weak forms – present simple / present progressive

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

• Intonation – wh questions

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

• Intonation – wh questions

• Collocations and categories • Past tense verbs

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Contents UNIT

Page

LESSONS

GRAMMAR

Past and future goals

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

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

Activate your English

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

• Review of present simple • Questions with Who and What

Your environment

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

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

Time on, time off

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

• Present simple vs. present progressive • Object pronouns

Irregular verbs Pronunciation Learner training Spelling rules

78 79 80 82

A B

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Contents

FUNCTIONS

VOCABULARY

PRONUNCIATION

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

• Important life events • Vacation activities

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

• Occupations • Countries, nationalities, and languages

• Sounds – the alphabet

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

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

• Contrastive stress

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

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

• Weak forms

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Unit 1 Travel

Vacations 1 Speaking

Language assistant: holidays

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

Eid al-Adha Eid Ul-Fitr

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

2 Beautiful Adha

3 Bali – Tropical Getaway

FANTASTIC OFFERS! FANTASTIC OFFERS! vel Subscribe to Tra D YOUR Magazine AND FIN TION! ESTINA DREAM HOLIDAY D It’s a hot, sunny day. You’re A taking photographs of zebras, lions, and elephants. You’re driving past beautiful mountains and lakes. Suddenly you see hundreds of flamingoes … If you love nature, this is the vacation for you!

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

Do you love the ocean? B Here you can swim, play tennis, and eat delicious food! Shop in the local markets. Walk on the beach at night under the stars. Perfect! Explore nature and enjoy C the mountains and green valleys. Follow hiking paths through unspoiled mountain ranges and take in the spectacular views – all in welcome and relaxing cool weather.

b Work in groups. Talk about which vacation destination you would prefer. I would prefer Adha because you can see lots of animals and nature there.

Unit 1

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Travel Lesson 1 3 Word builder:

climate and weather

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

fall warm summer

hot sunny windy

rainy cloudy

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

snowy winter

Weather conditions

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

(12) _________________

(11) _________________

(9) _________________

(13) _________________ (10) _________________

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

4 Writing and speaking

Vacation bulous fa a n o y a w Go a two vacation for _______________________ – the perfect vacation destination! You can see _______________________________. Visit _____________________________________. This is a good place to ______________________.

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

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

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

___________________________.

Unit 1

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Lesson 2 Travel

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

2 The weather is good in Miami.

3 Colin wants to see Brad.

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

2 Word builder:

clothes

a Match the words in the box with the pictures.

A 10

1 blouse 3 thobe 5 sneakers 7 jacket 9 jeans 11 ghotrah 2 abaya 4 skirt 6 sweater 8 dress 10 scarf 12 shirt

b Choose a vacation destination. Is the climate there cold or hot? Make a list of clothes to pack. c Compare your list with a partner’s list.

Unit 1

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Travel Lesson 2 3 Grammar builder:

present progressive

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

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

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

Negative

Interrogative

I am (I’m)

verb + ing

I am not (I’m not)

verb + ing

Am I

You are (you’re)

You are not (aren’t)

Are you

It is (it’s)

It is not (isn’t)

Is it

1 I can’t watch TV. I __________ my homework. 2 Omar is in the kitchen. He __________ breakfast. 3 Rasheed is on a diet this month. He __________ sweets. 4 Shh! I __________ a really good show on TV.

verb + ing

make

eat

enjoy

watch

work

5 Faisal __________ this week. He’s on vacation. 6 Are you __________ the game?

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

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

Unit 1

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Lesson 3â&#x20AC;&#x192; Travel

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

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

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

Good afternoon. Can I help you?

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

Itâ&#x20AC;&#x2122;s $90 a night.

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

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

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

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

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

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

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

Unit 1

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Travel Lesson 3 3 Grammar builder:

present simple and present progressive

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

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

b Complete the two texts with the verbs in the box. You can use each verb only once. stay is shining are eating shines walk are having

The weather is good here in Riyadh. The sun

(1) ______________ but it isn’t very hot. It’s 26 degrees. We (2) ______________ a picnic in the evening, and we (3) ______________ bread and salad. I’m talking to my uncle.

B In Riyadh it is usually very hot and dry in the summer. The sun (4) ______________ a lot, and people (5) ______________ inside during the day. They often (6) ______________ in the park in the evening. It is different in the winter, when it is cool.

c Which text, A or B, is a general description of Riyadh, and which is a description at this moment? d Read and complete the telephone conversation using either the present simple or present progressive. Ahmed: Hi, Faisal. How’s life in Riyadh? Faisal: G reat, Ahmed. I (1) ________________ (work) very hard, and I (2) ________________ (live) in my new apartment. Ahmed: Oh, good! Do you (3) ________________ (like) your new job? Faisal: Yes, I (4) ________________ (like) it a lot. How’s Dad? Ahmed: He’s fine. He (5) ________________ (work) hard every day, and he (6) ________________ (come) home very tired in the evenings. Faisal: Poor Dad! Well, thanks for calling. Come and visit me. Ahmed: Great. Take care!

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

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

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

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

Accommodation

Oman

student

visiting a friend

in university accommodation

Germany

architect

on business

renting an apartment

Italy

doctor

on business

s taying with a friend

Japan

engineer

studying

staying in a hotel

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

Unit 1

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Lesson 4â&#x20AC;&#x192; Travel

Lifeline to meteorology A

C G

Unit 1

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Travel Lesson 4 1 Word builder:

natural disasters

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

drought storm tidal wave earthquake

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

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

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

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

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

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

T T T T

F F F F

THE TERRIBLE TWINS: EL NIÑO AND LA NIÑA E

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

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

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

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

Hi, Waleed iing How are you? I’m on a sk Right now .A. vacation in Aspen, U.S nt on the I’m sitting in a restaura skiing. mountain. My friends are nny and The weather is great – su . cold. There’s a lot of snow are you What about you? What her like at doing? What’s the weat home? See you soon, Saud.

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Unit 1

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Unit 2 Around town

A 11

Places of interest 1 Reading and listening

a Match the words in the box with the symbols.

1 hotel 2 park 3 supermarket 4 bank 5 museum 6 mosque 7 restaurant 8 convention center 9 bookstore 10 library 11 department store 12 Internet café b Read the conversation and listen to two tourists talking. Put the underlined places in the correct positions on the map. A: OK, let’s see. Where’s the art museum (1)? B: It’s on 30th Street, next to the convention center. And there’s a history museum (2) across from the art museum. A: Oh, good. There’s a bank (3) on King Faisal Road. It’s next to a big gym. B: Is there an Internet café (4) near here? A: Yes. There’s one on the corner of King Faisal Road and Al Urubah Road. It’s near the hotel. c Now listen to the rest of the conversation. Put the bookstore (5), King Faisal Park (6), and the department store (7) on the map.

B A

Unit 2

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Around town Lesson 1 2 Word builder:

prepositions of place

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

2 next to

3 on

4 near

5 on the corner of

b Look at the map again. Complete the sentences with the correct prepositions. You can use each one only once. 1 King Faisal Park is ___________________________ Al Mathar. 2 There’s a restaurant _______________________ the library. 3 The mosque is ______________________ the department store. 4 The hotel is ______________________ King Faisal Road and Makkah Road. 5 There’s a supermarket _____________________ the bank.

3 Pronunciation:

word stress – places

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

4 supermarket 5 restaurant 6 hotel

7 bookstore 8 mosque 9 Internet café

b Listen and practice saying the words.

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

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

A: Where’s the technology museum?

A: I like Lights Restaurant.

B: It’s on 30 Street, near the convention center.

B: Where is it?

A: It‘s on 24th Street, near the park.

Unit 2

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Lesson 2 Around town

Plans for the weekend 1 Listening and speaking a On your own, make notes about what you do on the weekend. Think about when you do the following: – going to the mosque – eating with the family – what you do with the wider family – cleaning the home – reading – doing your homework – relaxing In pairs tell your partner what you do on the weekend and how important each activity is for you. b Listen to the telephone conversation. Is it about

a) yesterday b) plans for the evening?

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

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

a) a) a) a) a)

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

b) b) b) b) b)

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

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

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

come here

Have

Look

Don’t sit

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

B: ___________________________ a cold drink.

5 ___________________________! It’s Shahad.

Unit 2

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Around town Lesson 2 3 Word builder:

making suggestions

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

Making suggestions

Activity

Time phrase (when)

Agreeing

Do you want to …? Let’s …

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

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

OK Fine Good idea

{

}

A: Do you want to __________________________________ (activity) ____________________________________

_______________(when)?

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

_____________ (time).

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

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

How many days is the festival? Where can you listen to some poetry? What time is the talk about business? Who has a book about the history of sports? In which talk can you hear comedy? Which talk contains the most information?

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

5 Speaking

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

Manch este stival Book Fer A celebration of writers and writing

Philip Smith – Playing games

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

Tribute to Mahmoud Darwish

Mahmoud Darwish was a Palestinian poet who won numerous awards. His writings have been transl ated into 20 languages. Come and listen to some of his most famous poems read aloud on the themes of love and loss. ■ Tuesday 15 December, Great Hall, 14:00

Peter Kilroy – A Funny Thing Happened …

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

Bob Garrett – Time is money: in life and in business

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

B: OK. Meet me at my house at 7:00 p.m.

Unit 2

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Lesson 3 Around town

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

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

JEDAir

Report form

✈

b Listen again to the conversation and complete the report.

Date: Name of passenger:

First name:

Last name:

Daniel

Flight number: Short description of lost item:

suitcase

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

Now, could you describe the contents please, sir?

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

A (2) ______________________ jacket?

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

OK. Are there any expensive items?

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

OK. Is that it?

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

Shampoo and tea! Is there any money?

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

Thank you, sir.

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

Unit 2

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Around town Lesson 3 4 Grammar builder:

countable and uncountable nouns

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

There are some files.

There is some shampoo. Are there any expensive items? Is there any money?

There isn’t any coffee.

There aren’t any toys. 1 2 3 4

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

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

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

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

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

c Check your lists with the suitcases in the photographs.

Unit 2

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Lesson 4 Around town

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

an airport a park a swimming pool a factory.

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

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

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

Unit 2

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Around town Lesson 4 3 Reading

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

Recommendations for Urbanville Additions to Urbanville:

Recommended locations:

an airport

airport – next to the college factory – on Al Haweyat park – on Green Mountain

another bus station two schools a swimming pool another park

swimming pool – in the park

a football stadium a clothing factory a train station

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

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

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

Recommendations for City Planners: Additions:

Recommended locations:

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

Unit 2

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Unit 3 Bon appetit!

Good food 1 Word builder:

foods

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

Carbohydrates

fish tomatoes

Vegetables

potatoes pasta

chilies milk

oil chicken

Dairy products

beans

corn

cheese

rice

carrots

yogurt

lettuce

peas C

Fruits

Proteins

Fat, oil, and sugar

apples

beef

mayonnaise

oranges

lamb

margarine

bananas

eggs

sugar

strawberries

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

lemons

bread

cream

spinach

Unit 3

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

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

Paul:

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

Adam:

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

Paul:

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

Adam:

And I just love cake and (6) __________________ .

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

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

American Chinese Indian Saudi

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

The most common ingredients in this country are rice, chicken, fava beans, yogurt, and dates. Lamb is traditionally served to guests and during holidays. Drinking and serving Arabic tea is also a famous custom.

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

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

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

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Lesson 2â&#x20AC;&#x192; Bon appetit!

The

Beverly

Hungry?

m en u

1 Speaking and reading Appetizers

a Discuss these questions. 1 2 3

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

Desserts

Green salad

Ice cream: vanilla, chocolate, & coconut

(1) (2)

(7) (8)

Main courses

b Look at the menu and put the words in the box in the correct place.

Beverages

Grilled fish (3)

Fresh juices: orange, apple, & pineapple

(4)

roast beef chocolate cake mineral water lemonade kabsa soft drinks

Restaurant

corn tomato soup potatoes fruit ful medames

(9) (10)

Vegetables

(11)

Mixed vegetables (5) (6)

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

A 1 kabsa 1 potatoes 1 salad 1 roast beef 1 mixed vegetables am 1 chocolate ice cre 1 orange juice 1 lemonade 1 coke

1 kabsa 1 salad 1 roast beef 1 potatoes 1 chocolate cake 1 lemonade 1 mineral water

C 1 kabsa getables 1 mixed ve 1 roast beef 1 potatoes cake 1 chocolate

water 1 mineral 1 coke

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

c Complete the restaurant questionnaire for Steve.

Help us to improve at The Beverly Restaurant

Jim:

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

Steve:

Oh. It was (2) ____________________.

Jim:

Why?

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

Steve:

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

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

Jim:

Really. Was the food good?

Steve:

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

Jim:

Oh, no. What a shame.

Steve:

And the (5) _______________________ were dirty.

Jim:

And was the meal cheap?

Steve:

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

2 The food

3 The prices

4 The waiters

past simple of be – affirmative and yes / no questions

Verb be

Yes / no questions Verb be Subject

Short answers

The service

was slow.

Was

the food bad?

Yes, it was. / No, it wasn’t.

The plates

were dirty.

Was

the meal cheap?

No, it wasn’t. / Yes, it was.

was expensive.

Were

the waiters nice?

No, they weren’t. / Yes, they were.

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

weak forms

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

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

b Listen again and practice the sentences.

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

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

Unit 3

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Thank you for your time.

Affirmative Subject

5 Pronunciation:

Other comments:

b Listen and check your answers.

4 Grammar builder:

1 The service

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Lesson 3 Bon appetit!

3 What was your favorite restaurant?

1 Speaking

Look at the photograph and answer these questions. 1 What is take-away food? 2 What is street food? 3 Where do you prefer to go when you eat out? 4 Where do you prefer to eat when you are in a hurry?

2 Listening

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

His favorite restaurant was a café. The food was expensive. The stand was in front of a football stadium. His favorite food was apple pie and ice cream.

T T T T

F F F F

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

T T T

F F F

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Bon appetit! Lesson 3 3 Grammar builder:

was / were – wh questions and negative statements

a Study the table and answer the questions. Question word

Verb be

Subject

What

was

your favorite restaurant?

Where

was

Omar’s street stand?

Who

was

the owner?

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

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

You

Your partner

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

Verb be

The food

wasn’t expensive.

They

weren’t very nice.

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

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

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Lesson 4 Bon appetit!

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

HealthyFood

Food triangle

(Recommended number of servings per day)

Food groups

1 ______________________ small quantities

2 ______________________ 2–3 servings

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

3 ______________________ 2–3 servings

4 ______________________ 2–4 servings

5 ______________________ 3–4 servings

6 ______________________ 6–10 servings

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

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

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

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

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

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

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

Breakfast

Lunch

Dinner

Snacks

Servings

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

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

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Unit 4 Life stories

Personal history

Spotlight on a Hero Dr. Mohammad Yunus Dr. Mohammad Yunus was born in the village of Bathua in Bangladesh on June 28, 1940. When he was four years old, his family moved from his village to the large city of Chittagong. He went to school at Dhaka University in Bangladesh and he later received a PhD at Vanderbilt University in the United States. He was a professor of economics at Middle Tennessee State University in Tennessee. The Bangladesh Liberation War began in 1971 and Dr. Yunus wanted to help. He returned to Bangladesh to teach economics at Chittagong University. There was a great famine in 1974 and he decided to help the victims. He began to lend money to poor people, especially women so they could start income-generating activities to help themselves overcome poverty. This type of bank loan is called ‘microcredit’. Dr. Yunus created the Grameen Bank, which gave $6 billion (US) to 7 million people in the last thirty years. In 2006, the Norwegian Nobel Committee gave Dr. Yunus and the Grameen Bank the Nobel Peace Prize. His other awards include the World Food Prize, the CARE Humanitarian Award and the UNESCO Simón Bolívar Prize. He is married to Afrozi Yunus and has two daughters, Monika and Dina.

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

Dr. Mohammad Yunus Date of birth: ___________________________________________ _______

2 Speaking

Place of birth: ____________________________________ ________

Education: ____________________________________________ ______

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

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

3 Word builder: prepositions of time and place

Do the prepositions in each sentence refer to a) time or b) place? 1 She was born on April 3, 1979. 2 They live in Ta’if. 3 She went to high school in Al Hufuf. 4 We graduated from high school in 1985. e studies economics at King Abdullah 5 H University of Science and Technology. 6 I start work at 9:00 a.m.

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

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

Language assistant: prepositions

in, on, at

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

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

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Lesson 2 Life stories

Life changes 1 Reading and listening a Look at photographs A and B. How many differences can you find? In A, he’s not wearing glasses. In B, he’s wearing glasses. b Listen to the conversation and complete the information about Waleed’s father. 1960

Now

Clothes

thobe, ghotrah, glasses

Car

Honda

Job

left school early to work

Yazeed, 1960s

Yazeed today

c Check your answers with a partner.

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

Irregular verbs

He loved computers.

He left school early.

He worked hard.

He made a lot of money.

He studied part-time.

He went to KSU.

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

Language assistant: past

simple endings for regular verbs

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

left wore works was worked wanted I brahim: Is this your father?! Waleed: Yes. He was ten in this photograph. It was 1960. Ibrahim: Wow! He was really thin! Waleed: Yes. He (1) ________ skinny when he was young. Ibrahim: And he didn’t wear glasses. Waleed: No, but he was young then. They didn’t have any money. Look at the clothes he (2) ________ . Not very smart! The family didn’t have a car. Ibrahim: Did he work? Waleed: Yes, he (3) ________ school at an early age. He (4) ________ to bring in money for the family, but he didn’t want to work. He (5) _________ to carry on at school and go to university to study Information Technology. He loved computers. Ibrahim: But now he’s an executive at a software company right? Waleed: Yes. He worked hard and studied part-time and he made a lot of money. He still (6) ___________ in the office every day.

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

1 be _______________________

2 go _______________________

3 get _ _____________________

4 do _______________________

5 have _____________________

6 meet _ ______________________

7 see _ _____________________

8 buy ______________________

d Complete the e-mail with past simple verbs.

Hi Fahad, How are you? How was your week? My week (1) really busy. On Monday, I (2) to my friend’s house – fantastic! On Tuesday, I (3) up early and (4) breakfast with a friend. Then I (5) shopping and bought a lot of things. On Thurs day, I (6) because I (7) a big exam today. Now I’m really tired! Write soon. Rayyan

3 Listening and speaking a Listen to a conversation between two college students. What are they talking about? 1 changes in their opinions from high school to college 2 changes in their sports preferences 3 changes in their college b Listen again. Match the people to the actions. Check your answers with a partner.

loved

volleyball in school

never went

sports on TV all the time

preferred

at high school

Sami

really liked

a book every two weeks

tried hard

baseball

Rakan

played

literature

never met

to restaurants

read

baseball every day

watched

with friends

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

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

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Lesson 3 Life stories

3 Truth and knowledge 1 Speaking and reading

a In groups, discuss these questions. 1 Do you give money or food to poor people? 2 When do you do this? b Match the two columns. Read the story to check your answers. 1 2 3 4 5 6 7

the ruler was He dressed as The ruler walked through the streets and He gave the blind man He didn’t The ruler sent for He persuaded the blind man

a) … to take his coins b) … the blind man c) … listened to people d) … hit the blind man e) … a wise man f) … a gold coin g) … a beggar

In the 8th century, in Baghdad, there lived a wise ruler, who wanted his subjects to be treated fairly often and with justice. To make sure this happened he ts dressed in old clothes and walked through the stree listened and bazaars of the city. Disguised as a beggar he e peopl how see to ed watch to what his people said and behaved. walk One evening he disguised himself and went for a that through the streets. He was very pleased to see be to red appea e everything was calm and that peopl palace, the to happy. As he crossed a bridge that led back him he was stopped by a blind man. The blind man asked asked man blind the then and for a coin. He gave him a coin man blind the hit the ruler to hit him. He didn’t want to he gave and said so. The blind man was very upset and so the coin back.

had The next day the ruler sent for the blind man and he who man him brought in front of him. He told the blind be hit. was and asked him to explain why he wanted to he was man young a was he The blind man said that when him of d remin To greedy and as a result he became blind. someone why he was blind he wanted to be punished when gave him any gold. that The ruler sat for a short time and then decided these all the blind man was a good man and that after the blind years he should not suffer any longer. So he told coins man he had been punished enough, and he sent him for his food and drink every day.

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Life stories Lesson 3 2 Grammar builder:

wh questions in the past simple

Study the table. Then write a question for each sentence about the wise ruler. Question word

Auxiliary verb

Subject

Main verb

What

did

you

yesterday?

When

did

Zara

read

the story?

Where

did

Ibn Battuta

live?

1 When did the wise ruler live? ____________________________________________________ He lived in the 8th century. 2 ____________________________________________________ ? He lived in Baghdad. 3 ____________________________________________________ ? He walked through the streets. 4 ____________________________________________________ ? He gave the blind man a coin. 5 ____________________________________________________ ? He sent for the blind man the next day.

3 Pronunciation:

intonation – wh questions

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

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

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Lesson 4 Life stories

Lifeline to culture studies C

1 Speaking A

a Match the biographical information with the famous names in the box. Then match the names with the photographs. Mahatma Gandhi (1869–1948) Abdul Aziz Al Saud (1876–1953) Ibn Sina (980–1037)

1 Unifier and King of Saudi Arabia in 1932

2 Wrote 450 books on philosophy and medicine 3 Led India to its independence

b Work in groups. Talk about the people in the photographs. Use the phrases in the box to help you. A: Who was Ibn Sina? B: He was a famous philosopher and a scientist.

He was a / an …

He was …

He died in … (date).

He was … (age).

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Life stories Lesson 4 2 Reading, writing, and speaking a Read the article about Omar Ibn el-Khattab quickly and write the numbers of the paragraphs next to the main ideas. 1 how he died

2 how he became a Muslim

3 early childhood 4 his humanity

5 his political importance 6 who he was

Voice of the people al heroes in 1 One of the most famous influential politic circa the world is Omar Ibn el-Khattab. He was born write and read to d learne Umar a. Mecc 590AD in was not when he was young, even though this common at the time. r to the 2 He was a leading companion and advise Muslim prophet Muhammed and became the second as known also is He . death ’s Caliph after Muhammed al-Farooq (he who knows truth from falsehood). his way to 3 He famously converted to Islam while on him to go told friend a murder Muhammed. However, rted to conve ly secret had who sister own see his the read to asked he Islam. When Omar met his sister, ted and repen He g. recitin was sister his verses converted to Islam in front of Muhammed.

. Under 4 He played a significant role in Islamic history y and rapidl ded expan e empir c his rule the Islami of the conquered the Sassanid Empire and much ence intellig his for known is He e. Byzantine Empir build an and his firm political control. He managed to r of administration that held together the vast numbe countries and empires under his control. lifestyle. He 5 He was also known for his simple in the year tion starva from managed to save millions prisoners in Bedou the freed e. He Famin Great the of for known is and wars the and slaves taken during ged. privile under and poor the of f behal on ing speak

a dagger in 6 Omar Ibn el-Khattab was murdered with in 644AD by a Persian Abu Lulu. He is buried mmed Muha to next ah Makk in bawi Al-Masjid al-Na and the Caliph Abu Bakr.

b Work in pairs. Complete the questions about Omar Ibn el-Khattab. Student A:

Student B:

1 When / born ________________________________________ When was he born?

6 How / he control the vast empire?

2 What / learn when he was young _____________________________________________________ 3 What / role in the Islamic Empire ________________________________________________ 4 How / convert to Islam ________________________________________________

________________________________________________ How did he control the vast empire 7 What / with the Bedouin prisoners ________________________________________________ 8 How / save millions from starvation ________________________________________________ 9 When / die _ ____________________________________

5 What lands / conquer ___________________________________ 10 Where / grave _ _________________________________ c Read the text again and find the answers to your questions. d Check your partner’s memory! Ask your partner your questions.

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

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Unit 5 Looking back

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

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

Monday

Tuesday

visit NASA

fly to Oman

interview a football star

go to Madrid

fly to Houston

work in the office

walk in the park

go to the Student Awards

Wednesday

Thursday

Friday Saturday Sunday work in the office work in the office

office

work in the office

p.m.

work in the office

Âwork in the a.m. go to Madrid

d In pairs, check your answers. A: What did he do on Monday morning? B: He went to Madrid.

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Looking back Lesson 1 2 Word builder:

collocations and categories

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

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

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

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

Going out

listen to the radio

go to a restaurant

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

Fahad: Hi, Rashed. It’s Fahad. How (1) ____________ your weekend? Rashed: Hi, Fahad. It was pretty good. Saturday I (2) ____________ lunch with some old friends from school. In the evening, I (3) ____________ to a restaurant. What about you? Fahad: Well. Nothing exciting. Saturday I (4) ____________ football on TV and then I (5) ____________ shopping. Sunday I (6) ____________ tennis with Sami. Rashed: Did you win? Fahad: Uh … no. I lost 6–2, 6–3. Rashed: Hey, last night I (7) ___________________ a new computer game. Fahad: I really like computer games. Was it a good one? Rashed: Yes, it was great. Come over and borrow it if you want.

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

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Lesson 2 Looking back

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

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

2 Grammar builder: past simple – yes /no questions

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

Subject

Main verb

Answer

Did

paint

the sea?

No, he didn’t.

Did

cut off

his ear?

Yes, he did.

Did

you

the painting?

Yes, I did.

Did

they

to the museum?

No, they didn’t.

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

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

2 A: ____________ Carl work late yesterday?

B: Yes, he ____________ .

3 A: ____________ Mike and Rob play tennis yesterday?

B: No, they____________ . It was too cold.

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

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

1 He is from Iraq.

2 Senbel was a city planner for Riyadh.

3 Senbel made over 25 sculptures for Jeddah.

4 One of the biggest sculptures he made was called The Vulture. T

5 “The Seagull” is one of the world’s tallest sculptures

6 Jeddah has hundreds of sculptures.

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

Mustafa Senbal M

ustafa Senbel is Egyptian and went to Alexandria University. He worked as a city planner for Jeddah in the late 1970s and 25 early 1980s for ten years, where he created

sculptures for Jeddah. 2

called One of the biggest sculptures he made was At bird. “The Seagull” and showed one wing of the t over 55 meters tall, it is one of the world’s talles s verse are wing the on n abstract sculptures. Writte . poets us famo from four of Saudi Arabia’s most the Jeddah is the largest open air art museum in world by tures sculp world and has hundreds of coast, renowned artists dotted along the roads and for all to enjoy.

c Now ask your partner about the facts you didn’t check. Use yes/no questions. Did Mustafa Senbal go to university?

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

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Lesson 3 Looking back

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

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

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

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

c Now check your answers with a partner.

2 Speaking and reading a You are going to read about a great muslim Chinese explorer, Zheng He, who set off on a series of amazing expeditions from 1405 to 1433 by ship. Read the text quickly. What things did Zheng He take with him on his voyages? In pairs discuss why you think he did this.

ZHENG HE

peans, 300 giant ships crossed the sea ix centuries ago, half a century before the first Euro Africa. The fleet had ships with food, from China and then went west to Arabia, and East l boats to warn them of pirates. In total, water tankers, ships with silk and porcelain, and patro there were more than 27,000 sailors and soldiers.

DETAILS OF ZHENG HE’S VOYAGES

am. On his return, he battled pirates. In 1414, On his first trip in 1403, Zheng He visited Vietn back a giraffe as a gift to the emperor. Zheng He went to the Persian Gulf and brought Somalia on the coast, he traded and then put Zheng He then went to eastern Africa. Landing at zebras. Back in China officials congratulated on board his ships: lions, leopards, ostriches, and ght back with him to China. Zheng He. They were amazed at the animals he brou

b Reread the details of Zheng He’s voyages and complete the table. Date of voyage

Where voyage went

Details of voyage

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Looking back Lesson 3 3 Grammar builder:

past simple with who questions

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

Main verb

Object

Subject

Verb

Who

congratulated

Zheng He?

officials

did.

Who

sailed

to Arabia?

Zheng He

did.

Who (object)

Auxiliary verb Subject Main verb

Subject Verb

Object

Who

did

you

see

at school?

my best friends.

Who

did

they

select

for the job? They

saw

selected Deema.

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

? ? ? ?

Abdel broke his leg last week. Who The reporter interviewed a football star. Who The family went to the park. Who Aref called his mother from college. Who

4 Pronunciation:

intonation – wh questions

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

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

B: B: B: B:

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

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

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

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

You

Your partner

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

B: To Bahrain to visit my uncle.

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Lesson 4 Looking back

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

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

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

2 Reading a Put the sentences about Ibn Battuta’s journey in the correct order. 1

First, in 1325, Ibn Battuta left Tangier to go on his first Hajj to Makkah. In 1342, the Sultan of Delhi made Ibn Battuta the ambassador to China. After his third Hajj, he traveled to Turkey, Central Asia, Afghanistan and India. In India, he worked for the Sultan of Delhi for over two years. In 1346, he left China for Morocco and then continued to southern Spain. He lived in Makkah for 1 year and, in 1328, he traveled to the Red Sea and East Africa. In 1326, after his first Hajj, he went to Egypt and continued to Damascus, Iraq and Iran. When he was in East Africa, he visited Mogadishu, and Zanzibar, and then he continued to Makkah for a third time. Then he returned to Makkah on a second Hajj around 1327. 10 In 1354, he finally returned to Morocco, where he wrote his book My Travels. He lived there until he died.

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

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

In 1342, Ibn Battuta became the ambassador

to China and he had many adventures on his journey there. (1) , there was a shipwreck in the ocean

near India. He lost all of his money in the disaster

but

Ibn Battuta decided to continue. (2) he visited the Maldive Islands, and (3) Sri Lanka. (4)

he went to Bangladesh,

Myanmar and Indonesia. (5)

, after all of these travels and adventures, he reached Beijin g, the capital of China.

2 Dates also help to indicate order.

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Looking backâ&#x20AC;&#x192; Lesson 4

3 Writing

Complete the questions. 1 2 3 4

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

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

invent invented

conquer conquered

explore explored

kill killed

make made

liberate liberated

fight fought

discover discovered Unit 5

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Unit 6 Past and future goals

Life events

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

getting married retiring getting a job

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

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

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

wedding

funeral

birth

graduation

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

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

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

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

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Past and future goals Lesson 1 3 Writing and speaking

4 Reading

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

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

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

2 How I Met My Best Friend.

An important event for me was when I won a race. It was 10 km, and I finished in 33 minutes and 40 seconds …

3 An Old School Friend.

en I y of elementary school, wh I met Paul on the first da y; it was e best friends immediatel was six. We didn’t becom lly disliked him! exactly the opposite – I rea y because it was the first da I was wearing new clothes ng ora e ul ran into me and spilled of school. At lunch time, Pa lly angry! juice all over me. I was rea I didn’t see him for a very After elementary school, udy. attle to Los Angeles to st long time. I moved from Se at the 18, I was in the cafeteria Then one day, when I was on me one behind me spilled tea university. Suddenly, some sorry” about ten times. – it was Paul! He said, “I’m was me. “Paul, it’s me!” But he didn’t see that it laugh. dd?” We both started to I said. He looked at me. “To g on ter that, we started talkin I immediately liked him. Af good the Internet. We became the phone and chatting on friends. y graduated from universit Three years later, we both life for ! Now we’re best friends – and returned to Seattle.

b Read the text again and complete the table.

Todd’s age

What happened

Where

How Todd felt

He hated him.

cafeteria

Graduated from university.

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

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

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Lesson 2 Past and future goals

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

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

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

Verb be

going to

Main verb

’m

going to

look for

a job

Imran

isn’t

going to

sell

his car.

Question word

Verb be

Subject

going to

Main verb

What

are

you

going to

do,

Anna?

Where

Adel

going to

travel to

next summer?

next week.

1 2 3 4 5

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

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Past and future goals Lesson 2 3 Word builder:

vacation activities

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

to Miami

a story

football

my grandparents

my car

my bedroom

a picture

basketball

swimming

my bike

letters

my friends

play

write

paint

fix

visit

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

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

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

A: And sleep a lot?

B: No, I’m not.

B: Yes.

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

A: Is this your e-mail?

B: Yes, I am.

B: Yes, it is.

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Lesson 3 Past and future goals

3 Reunions

l u f s s e c c u S Reunions

1 Reading

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

a letter an advertisement a newspaper article an invitation.

✺ ed to You are invit

the

ALSAUD L U D B A E PRINC , eunion R School 2000 class of

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

Date: July 15 ol condary Scho ul Alsaud Se bd A ce in Pr e: Plac 11:30 p.m. Time: 7:30 to Buffet supper ail.com awzia@hotm zia e-mail: kf w Fa al am K 85 RSVP: (512) 448-26 Telephone:

hs a✺

2 Listening and reading

A B

a Listen to part of a program from a local radio station and match each speaker to the correct photograph. 1 Ahmed Al-Hussani 2 Talal Mahmoud 3 Abdul Jabbar

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

Reunion brochure

Reunion brochure After high school, Ahmed Al-Hassani (1) ________ to the King Abdulaziz University to study medicine. He finished in 2006 and specialized in sports medicine. Now he’s (2) ____________ at a hospital in Tabuk and next year he’s going to s (3) ________ six months in Britain at the sport on. Lond ital, Hosp medicine unit of University Talal Mahmoud took a year off after high school and (4) ________ to Asia. After that, he got his pilot’s license. He worked for a commercial airline and now he’s a pilot for Saudi Arabian to Airlines. Next January, he’s going to (5) _________ fly 747s.

rsity Abdul Jabbar studied English at King Faisal Unive er teach a be to d when he finished school. He traine a. Medin in and now he (6) ______ a job at a school He’s (7)___________ English this year. He likes a living in Medina and he’s going to (8) ________ house there next year.

c Listen again and check your answers.

3 Grammar builder:

time expressions for past, present, and future

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

5 Mahmoud is going to advertise his car tomorrow.

3 Yazeed goes to the gym three times a week.

6 We start classes every day at 8:30 a.m.

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

d Complete these sentences using the correct time expression.

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

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

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Lesson 4 Past and future goals

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

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

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

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

speaking? Andrew, I have to go now.

Ahmed 52

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Past and future goals Lesson 4 2 Speaking

3 Speaking, writing, and reading

In groups, discuss the questions.

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

1 What similarities are there between Ahmed and you?

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

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

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

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

Never

■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Almost never

■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Sometimes

■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Often

■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Always

■ ■ ■ ■ ■ ■ ■ ■ ■ ■

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Unit 7 Activate your English

At an international convention

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

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

e Welcome to th onal ti 4th Interna vention

Software CThoe Gnrand Hotel, Rome

October 15 –18

e: Registration fe 00 0. U.S. $5 Please register m. in the auditoriu

Welcome Party: r 15, Thursday, Octobe m oo llr Ba 9:00 p.m.,

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

REGISTRATION

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

CARD

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

A: Good morning. _________________ English? B: Yes, I do. A: What’s _________________? B: Mark Preston. A: How _______________________ your name? B: M-A-R-K, Mark, P-R-E-S-T-O-N, Preston. A: And ________________________? B: The United States. A: Cash or _____________________? B: Credit card – here you are.

Nationality:

(2)_________

____________

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

■

■■■■

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

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

3 f l x 4 l m n

5 e i y 6 a e l

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

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

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

Where are you from?

(I’m from) India. China.

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

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

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

Name

Hometown

Occupation

Place of work / study

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Lesson 2 Activate your English

2 In a foreign city 1 Speaking and listening a Look at the photograph in the article. Do you recognize the city? What do you know about it? b Listen to the conversation. The two people are a) strangers b) friends c) colleagues. c Listen again and complete this information.

b Read the conversation and check (✓) the statements T (true) or F (false). Mark: So you’re new to San Francisco, right? Do you like it?

Name of city: (1) _________________________

Miguel: Yes, it’s great! I especially like Fisherman’s Wharf. Do you go there a lot?

Location: Northern coast of California

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

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

Miguel: Well, what do “real” San Franciscans do?

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

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

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

T T T T T

F F F F F

c In pairs, read the conversation. Use information about your city. think riding the famous cable cars is a lot of fun. But what do San Franciscans do for fun? They usually don’t go to tourist places like Fisherman’s Wharf. They go across the Golden Gate to a small, beautiful town called Sausalito, or they eat and shop at small places that only locals know

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

Some of the main tourist attractions are the Golden Gate Bridge, Fisherman’s Wharf, and Chinatown. Tourists also love the colorful Victorian-style houses, and they

about! San Francisco is a very international city, with ethnic groups from all over the world. The biggest group from one country is the Chinese, but there are also people from every Spanish-speaking country. Aside from English, Chinese and Spanish are the most common languages spoken. So visit San Francisco and enjoy beautiful scenery, great food, and an international atmosphere!

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

He – She – It

Affirmative

Tourists love the Victorian houses.

She ______ San Francisco.

Negative

We don’t go to tourist places.

Mark ______ go to tourist places.

Yes / No question

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

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

Information question

Where do they live?

Where ______ she live?

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

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

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

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

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

Nationality

Language

France

French

United States

American

English

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

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

5 Speaking

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

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

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Lesson 3 Activate your English

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

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

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

b) colleagues. b) their personal lives.

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

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

c Listen and check your answers.

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

Name

Mario Campos

Hometown

(1)

Occupation

production manager

Likes

(2)

Dislikes

(3)

Goals for the future

(4)

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

Olson Software NEWSLETTER

New Employees

Mario Campos is our new systems manager in Colombia. He’s 32 years old, and his hometown is Bogotá. Mario likes sports, especially running. He runs four kilometers every morning! He also likes going to good restaurants. He doesn’t like watching TV, and he hates the weather in Houston. He wants to travel to Europe someday, and he wants to learn Arabic. This is Abdullah Saleh, our new marketing manager here in Houston. Abdullah is 35, and he’s from a small town in New Jersey. He likes swimming and playing football. He swims every evening, and he wants to organize a company football club at Olson! He says he also likes going to the park, museums, and good restaurants. Abdullah loves his new job, but he doesn’t like the traffic in Houston!

Unit 7

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

Language assistant

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

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

A Who does Mario know in Houston? He knows Yaser. Where do Abdullah and Mario work? They work at Olson Software. What does Abdullah like doing? He likes playing football. B Who lives in Bogotá? What attracts people to Olson? Who likes football? 1 2 3

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

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

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

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

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

A A A A

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

B B B B

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

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

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

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

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

1 What you / do

2 How old / you

3 What / your / hometown

4 Who / speak English / in your family

5 What / you / like / doing

6 Who / your / favorite sports star

7 Who / you / want to meet

8 What / you / want to do someday

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

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Lesson 4â&#x20AC;&#x192; Activate your English

4 Lifeline to international travel

Mveanspyeccoiaulntries

ha h relationships weit other countisrithe s.

this An example of een Canada tw relationship be States. They are and the United n they both bega neighbors, and es. English is as British coloni in both ge the main langua is a lot of trade e er Th s. ie countr and a lot between them, of tourism.

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

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

b In pairs, discuss and check (â&#x153;&#x201C;) the sentences T (true) or F (false). 1 2 3 4

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

T T T T

F F F F

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

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Activate your English Lesson 4 2 Reading

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

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

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

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

3 Speaking

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

Unit 7

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Unit 8 Your environment

A nice place to work 2

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

iPad mobile phone laptop

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

2 Listening and speaking a Listen to Adam talking to a friend about his new job. What is his opinion of the office? a) It’s fantastic. b) There are some good things and some bad things. c) He doesn’t like it. b Listen again. Check (✓) the positive things in Adam’s office.

Adam

space

printer wireless keyboard screen

You

nice design natural light contact with people comfortable furniture good equipment

c What is important to you? Put the items on the list in order of importance to you. 1 is most important; 6 is least important. Compare your opinions with those of your classmates.

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

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

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

5 6 7 8

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

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

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

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

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

Unit 8

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Lesson 2 Your environment

2 A nice place to live 1 Reading

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

Want to win a trip to Saudi Arabia? Take this quiz … Saudi Arabia’s capital city is

a) Jiddah ■ b) Riyadh ■ c) Medina

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

■

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

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

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

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

■

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

■

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

information U beach pollution

poverty museum building

Language assistant

rain weather service

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

Noun person child man woman

Irregular plural people children men women

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

Unit 8

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

a lot of

Use

Examples

In statements and questions with plural nouns and uncountable nouns.

1 There are a lot of nice places here, but there’s a lot of pollution. 2 Are there a lot of old buildings? Is there a lot of pollution? 3 Are there a lot of hotels? Is there a lot of accomodation in the center of town?

many

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

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

much

In questions and negative statements with uncountable nouns.

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

b Now complete this conversation with much, many, or a lot of. Bob: William: Bob: William: Bob: William: Bob: William:

Saudi Arabia is great! There’s (1) __________ interesting architecture. Are there (2) _______ historic buildings? Yes, sure. There’s the Al-Aan Palace in Najran, of course, and Naseef House in Jeddah. And (3) ________ others. There isn’t (4) ________ traffic. I thought Riyadh was really busy! Well, it’s a little polluted, but not too bad. What about places to stay? Are there (5) ________ hotels? Well, there are as many as in any big city. The Jeddah Tower Hotel is one. OK. Hey, I’m hungry. What time is it? It’s time for lunch, and there are (6) ________ great restaurants near here. Come on!

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

Unit 8

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Lesson 3 Your environment

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

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

Size

Activity

Appearance

Type

small

quiet

beautiful

agricultural

pretty small

fairly quiet

nice

commercial

large

busy

untidy

industrial

very large

very busy

very untidy

residential

2 Listening a Rinad and her family recently moved from Jeddah to Al Abwa, a small village in Rabigh. Listen to her conversation with Layan, a friend in Jeddah. Does Rinad like Al Abwa? b Listen to the conversation again. Circle the words in the table in exercise 1 that describe Al Abwa.

5 Reading

3 Pronunciation: contrastive stress

Read the letter below and answer these questions. 1 Who is the letter to? 2 What do Rinad and her family like about Al Abwa?

a Listen to these sentences. Underline the stressed words. 1 A: Is Al Abwa a big village? B: No, it’s a small village. 2 She doesn’t like quiet places. She likes busy places. b In pairs, read the statements and correct them. A: Jeddah is a small city.

Dear Layan,

B: No, it’s a big city. 1 Jeddah is a small city. 2 Al Abwa is a big village. 3 Rinad likes busy places.

4 Layan likes small towns. 5 Paris is a confusing city. 6 We are good students.

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

We’re in our new house in Al Abwa. It has three big bedrooms, and the garden is enormous. The children are happy. The boys’ primary school is near our house, and Shahad’s secondary school isn’t far. She likes all her classes. The boys say their teachers are very strict, but they like the school. Saud is really happy with his new job. We have nice neighbors, and their children are about the same age as the boys. Write and tell me all your news. I miss you a lot!

Love, Rinad

Unit 8

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Your environment Lesson 3 6 Grammar builder: possessives

Language assistant

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

our (line 1) It (line 1) her (line 7) their (line 7) his (line 10) my (line 11) your (line 15)

a) Layan a) the house a) the high school a) the boys a) Saud a) the job a) Rinad

b) Rinad b) the garden b) the classes b) the teachers b) the job b) Rinad b) Layan

c) Rinad and her family c) the bedrooms c) Shahad c) the school c) the office c) Saud c) news

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

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

Singular

Plural

Subject pronoun

Possessive adjective

Subject pronoun

Possessive adjective

our

you

your

you

___________

they

___________

she

___________

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

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

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

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

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

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

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

Unit 8

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Lesson 4 Your environment

4 Lifeline to student life

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

John Matthews: “I live (1)_______________.

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

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

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

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

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

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

Unit 8

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Your environment Lesson 4

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

in an apartment

at home

in a dormitory

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

A dormitory 1 2 3 4 5 6 7 8

B home

C apartment

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

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

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

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

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

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

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

Unit 8

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Unit 9 Time on, time off

Unusual lives

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

dentist

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

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

b Answer these questions. 1 2 3 4 5

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

wedding planner

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

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

2 Listening a Listen to an interview with a person with an unusual job and answer these questions. 1 What is the job? 2 Do you think it’s a good job? Why or why not? b Listen again. Then complete the newspaper article on page 71. c Listen again to check your work.

Unit 9

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Time on, time off Lesson 1

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

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

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

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

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

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

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

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

Occupation

Place of study / work

Weekend activities

Current “extra” activities

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Make two lists. Manual Non-manual

Put these jobs into the correct lists:

attend meetings

check and answer e-mails

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

entertain clients keep your desk tidy make coffee

2 Reading and speaking

make and receive phone calls

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

wear protective clothing

work in a factory

work in an office

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

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

Either

1 Word builder: manual and non-manual

Manual

2 Manual and non-manual

Non-manual

Lesson 2 Time on, time off

write reports

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

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

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

airline pilot cook secretary teacher truck driver

“I work in an office. I make and answer phone calls and write e-mails and letters for my boss. I work from 9 a.m. to 5 30 p.m. I have an hour for lunch. Sometimes we’re very busy and I work through my lunch hour.” ___________

A B

“I’m going from England to Dubai at the moment. I’m taking some new machinery to a factory there. I like my job – I never know which country I’m going to next!”

___________

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

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Time on, time off Lesson 2 4 Speaking and listening a Look at the photograph and answer the questions. 1 What do you think this person is doing? 2 What job do you think he does? b Listen to two interviews and answer these questions. 1 2 3 4 5 6

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

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

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

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

present simple

tense

form

example

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

I study every day. My father …

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

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

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

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

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

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

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

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Lesson 3 Time on, time off

3 Festivals

A B

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

Pamplona Bull Run Rio Carnival

1 Muslims all over the world celebrate Eid Ul-Fitr, the end of the fast of Ramadan. Families usually get up very early and put on their best clothes. After a small breakfast they go to the mosque for special prayers. Then they visit the houses of friends and family relatives. _____

2 Every year, from the 6th to the 14th of July, there is a festival in the Spanish city of Pamplona. Everybody wears red and white clothes, and thousands of people come to watch the famous bull running. At 8:00 each morning six bulls chase young men 830 meters round the streets of the city. The people are vey noisy and the bulls are very angry. It is very dangerous, and young men are often hurt. _____

3 The carnival in Rio de Janeiro in February or March is one long street party. For four days millions of Brazilians celebrate carnival. There are non-stop parades – some of the parades have thousands of people, all dressed in fantastic costumes. The noise is unbelievable! _____ 4 An important holiday in the U.S. is the Fourth of July – the anniversary of the signing of the Declaration of Independence, declaring the United States a separate country from Britain in 1776. Many American cities celebrate with parades, picnics and fireworks. People often have the day off work on this day. _____ b Complete the table with the activities. There may be more than one activity for each festival. A watch fireworks

D wear special clothes

B visit families

E eat special food

C have parades

F is very noisy

Pamplona Bull Run Rio Carnival Fourth of July Eid Ul-Fitr

A, B, C, D, E, F

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

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

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

Unit 9

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

Jeff Sandra Kathy and her sister, Claire Kathy the idea

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

Language assistant

Maria: Well…. How about something for the kitchen?

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

Kathy: No, I don’t like that idea. Maria: Why don’t you like it?

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

Kathy: It’s boring. Maria: How about… a recipe book for her and a gardening book for him? Kathy: That’s not very exciting either. Oh, here’s my sister. Can you phone us if you think of something? Maria: I’ll ring you back. b Look at the pronoun table. Complete the sentences with object pronouns.

1 2 3 4 5 6 7

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

Subject

Object

you

him

she

her

they

them

from home.

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

1 When do you give gifts to your friends?

2 What kinds of gifts do you usually give them?

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

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

you

classmate

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

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Lesson 4 Time on, time off

4 Lifeline to relaxation

1 Speaking and reading

?!!

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

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

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

Do ____________ Spend ____________ Listen ____________ Make time to ____________

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

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

Relaxation

is good for you.

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

Unit 9

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

nouns

verbs

air travel

reading

driving shopping family life studying taking an exam taking exercise

playing computer games

working

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

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

!!!

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

Do you …

1 2 3 4 5 6 7 8

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

■

c) often

■

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

■

c) often

■

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

■

c) rarely

■

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

■

c) often

■

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

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

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

■

c) rarely

■

c) often

■

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

■

Results

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

✔

Unit 9

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Irregular verbs

Irregular verbs Infinitive

Past simple

Infinitive

was / were

leave

left

become

became

lose

lost

begin

began

make

made

break

broke

meet

met

build

built

put

buy

bought

quit

can

could

read

choose

chose

run

ran

come

came

say

said

cut

see

saw

did

sell

sold

draw

drew

send

sent

drink

drank

shine

shone

drive

drove

sing

sang

eat

ate

sink

sank

fall

fell

sit

sat

feel

felt

sleep

slept

fight

fought

speak

spoke

fly

flew

spend

spent

forget

forgot

stand

stood

get

got

steal

stole

get up

got up

swim

swam

give

gave

take

took

went

tell

told

grow up

grew up

think

thought

have

had

understand

understood

hear

heard

wear

wore

hurt

win

won

keep

kept

write

wrote

know

knew

Past simple

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Pronunciation

Pronunciation Vowels

Consonants

The alphabet

/i/

eat

/b/ bat

/eɪ/

/i/

/e/

/aɪ/

/oʊ/

/u/

/ɑr/

/ɪ/

sit

/k/

cat

/eɪ/ wait

/tʃ/ chair

/e/

/d/ dog

/æ/ hat

/f/

/aɪ/ write

/g/ girl

/ʌ/

/h/ hat

/u/ food

/ʤ/ July

/ʊ/ good

/l/

/oʊ/ go

/m/ man

/ɔ/

/n/ new

get

but

saw

fat

/ɑ/ hot

/p/ pet

/aʊ/ cow

/kw/ queen

/ɔɪ/ boy

/r/

run

/ɜr/ her

/s/

see

/ə/

/ʃ/

shirt

/t/

talk

sofa

/ð/ the /ɵ/ thin /v/

voice

/w/ where /j/

you

/ŋ/ ring (as final sound) /z/

zoo

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Learner training

Learner training 1 Grammar terms

The Workbook and the Student’s Book use some English grammar words. It is important to know these basic terms: noun, singular, plural, verb, adverb, adjective, and contraction.

Task 1 Study the table and examples. Add your own examples or put a translation in the last column. Grammar word

Meaning

Example

Your example or translation

noun singular plural verb adverb adjective contraction

thing or person one thing or person two or more things or people activity describes a verb describes a thing or person short form

book, doctor table, student tables, students I work in a bank. You write carefully. a tall person She’s Lebanese.

Task 2 Put the words in the correct column in the table. he’s blue teachers come aggressively do pilot excellent hotel cars slowly I’m Singular noun

Plural noun

Verb

Adverb

Adjective

Contraction

Language assistant Some words can be the same for more than one grammar form: a discount (n) to discount (v) For this reason, it is always a good idea to note the part of speech in your vocabulary notebook.

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Learner training

2 Recording vocabulary

It is important to record basic information about new vocabulary. It’s also a good idea to use abbreviations for different types of words: noun (n).

Task 3 Write abbreviations for these types of words: Verb ( _________ ) Adverb ( _________ ) Adjective (_________ ) It is also important to record: • word stress • part of speech (use abbreviations) • difficult sounds for you • an example literature (n) I love reading and I studied literature in college. This will help you to remember and to use the words correctly later. It can be easier to remember vocabulary if you organize it into groups and give examples. Here are some ways to organize vocabulary found in this book. 1 By theme

2 By word class

3 Alphabetically

Jobs

Verb: to work

I’m a sales representative.

Noun: a worker

alphabet

I work in a company.

You work hard (adv).

Australia

4 In a spidergram

brown __________

__________

hair

__________

Task 4 Choose an area of vocabulary. Decide on the best technique to record it.

Suggested answers: (v) (adv) (adj) Task 3 teachers, cars

pilot, hotel

Plural noun:

Singular noun:

come, do Verb:

aggressively, slowly Adverb:

blue, excellent Adjective:

he’s, I’m Contraction:

Task 2 Answers

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Spelling rules

Spelling rules Rule 1: Contractions Contractions (contracted verb forms) are used in the Workbook and the Student’s Book. Use apostrophes to show where letters are missing in contracted forms: I don’t (do not) speak Russian. In English, contractions are common when people speak, and when they write to friends, for example. Using contractions sounds natural. Recognizing them also makes listening easier. I am = I’m

I am not = I’m not

Task 1

Write the contracted forms

He’s Omani He is Omani. ______________________________________________________________________________ 1 I am from Spain. _ __________________________________________________________________________ 2 I cannot swim. _____________________________________________________________________________ 3 He does not like running. _ ___________________________________________________________________ 4 Where is the art musem? _____________________________________________________________________ 5 We are going on vacation in June. _____________________________________________________________

Rule 2: Apostrophes to indicate possession

Apostrophes are also used to indicate possession.

John’s book = the book that belongs to John.

Rule 3: Capital letters Use capital letters for: • names of places and people: Jane lives in London.

Language assistant

• names of days, months: They came here on Wednesday.

Use question marks only at the end of a question:

• languages and nationality: She’s French and she speaks French.

What’s your name?

• the beginning of a sentence: Her mother is very angry. Task 2

Rewrite the text by using capital letters where necessary. M my name is john. i’m an english teacher. i live in dubai. i came to live here in july. i speak russian and arabic very well.

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Spelling rules

Rule 4: Plurals • To form plural nouns, we usually add -s: a car – two cars • When nouns end in -y after a consonant, change the -y to -ie and add -s: a baby – two babies • When nouns end in -ch or -sh, add -es: a watch – two watches • There are some irregular plurals: man – men, child – children, person – people

Language assistant

Adjectives do not take a plural form:

Uncountable nouns do not take a plural form: Cheese is nice. Cheeses are nices.

a nice boy two nice boys two nices boys

Task 3

Rewrite the text using the plural where necessary. Madrid is the capital of Spain. There are many person in Madrid. The art gallery are very famous. The food is delicious there. The weather is very good, too. In summer, we like to go to one of the park. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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Macmillan Education Ltd Between Towns Road, Oxford, OX4 3PP A division of Macmillan Publishers Limited Companies and representatives throughout the world ISBN: 9780230405288 Text © Macmillan Publishers Ltd 2009 Written by Simon Brewster, Paul Davies and Mickey Rogers Additional text for this edition by Carolyn Theriault and Chris Ludlow Design and illustration © Macmillan Publishers Limited 2009 Published under licence from Editorial Macmillan de Mexico, S.A. de C.V. First published 2009 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. Typeset by Zed and White Horse Design Cover design by Oliver Design Cover Credit: Getty/ Photodisc Publishing management: hyphen The author and publishers would like to thank the following for permission to reproduce their photographs: Alamy/Art Directors & Trip p35, Brt Food p27, Stuart Dee p74 (d), O Digoit p18, Dinodia p36(b), Bryan Eveleigh p66, Foodfolio p25 Wolfgang Kaehler p8, Art Kowalsky p56(br), Bryan Eveleigh p66; Arabian Eye/ Daryl Visscher p23; Art Directors and Trip p62; Axiom Photography/ Chris Coe p6(r); Christine Osborne p23(tl); Corbis/ Bettmann pp36(t),40(t), Claudia Goepperl/ Bilderlounge p72(d), Fabio Cardoso p38(t), ComStock p31,Paul Cox/Arabian Eye p50(br), Jim Craigmyle p63, Paul Freytag/zefa p48, Rock Gayle p32(b), Tom Grill p50(c), Klaus Hackenberg/ Zefa p56(bl), Ali Haider/epa p65, Image Source pp39(b), 54(br), 58(b), Wolfgang Kaehler p64, Thom Lang p38(d), Jacques Langevin/Sygma p36(a), Rick Maiman/Sygma p36(c), Richard Morrell p50(l), Louis Moses/ Zefa p58(t), Celia Paterson/Arabian Eye p54(l), Jose Fuste Raga p66(t), Rafiqur Rahman/Reuters p30(b), Roger Ressmeyer p38(b), Larry W. Smith/ epa p42(b), Jim Sugar p42(t), The Art Archive p40(b), 58(b), Tobbe/zefa p70(b), A Inden/ Zefa p731(l), image100 p73(r), Zahid Hussein/ Reuters p74(a), Steven Vidler/Eurasia Press p6(b), Roger Wood p25 1, p29, Nik Wheeler p74(b); David Oliver pp19, 22, 28; DigitalStock p56(t); DigitalVision p12(c); Getty Images/ AAGAMIA p72(c), AFP p74(c), Martin Barraud p72(e), John Cumming p15, Nick Daly p33, Digital Vision p49, Thierry Dosogne p70(t), Richard Flood p16(r), Hola Images p68(r), Ghislain & Sartore p71, Bill Hatcher p13, Bernhard Lang p68(l), Lewis Long p6(c), Ray Kachatorian p10(l), Gregory Kramer pp32(c), 53, 25(4), Christof Koepsel p38(c), Marie David de Lossy p50(a), Eric O’Connell p52(t), White Packert p16(l), Photographer’s Choice p50(d), David Murray and Jules Selmes p25(4), Brad Wilson p39t; Gulf Images p50(bc); Hémis/Philippe Renault p45(bc), Bruno Pérousse pp56-57; Image Source p6(c), 72(b); Mary Evans Picture Library p45(tc); National Geographic p44; Photolibrary. com/S Michael Biceglie p12(a) Vince Cavataio p12(d), Merten Merten p72(a Jim McGuire p32 (a), Ellen Rooney p42(a); Reuters Pictures/ Leonhard Foeger p30(t); Robert Harding World Imagery/ Mark Mawson p12B, David C Poole p45(t); Stockbyte p12(e), 45(b); Superstock p10 (tr); Susie of Arabia p41. Thanks to al-Jazirah newspaper for their photographic contribution. Printed and bound in Saudi Arabia 2016 2015 2014 2013 2012 10 9 8 7 6 5 4 3

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