Basic Education 10A Skills Book

2016
MINISTRY OF EDUCATION

SULTANATE OF OMAN
His Majesty Sultan Qaboos Bin Said, Sultan of Oman
Welcome!

Dear Students,

Welcome to grade 10! You will find lots of your favourite features
and activities from previous grades in your Classbook and Skills
Book. The contents map will help you find out what topics and
activities you are going to do and the skills and language you are
going to learn this semester. You will also continue to learn about
different people and cultures with the International Teenagers'
Club, or ITC.

There are lots of activities to help you with speaking, listening and
writing as well as grammar, spelling and sound work. Sometimes
you will work on your own and sometimes you will work in
groups.

In the Skills Book, you will find that the cut-out and learning
journal pages, the grammar reference, phonetic wordlist and Self-
study answers remain at the back of the book. However, you will
notice that the grammar reference has got bigger and has new
language items. The Self-study pages are at the end of each unit
while the answer key is at the back of the Skills Book. This will
help you work on your own.

As well as working in your Skills Book, you will need an exercise

book and a portfolio. The exercise book is useful for writing notes,
drafts of written work, vocabulary and phrases you want to record.
You should also keep a portfolio in Grade 10 to show how your
work has developed during the semester.

Remember to look after your Classbook for students who will use it
again next year. Be careful to keep the Skills Book in a safe place
because it will be a useful reference for future work.

We hope that you enjoy learning English this year and use it as
much as possible inside and outside the classroom.

Good luck and work hard!

Contents

What’s in 10A? page i

Unit 1 Civilisation page 2

Unit 2 Stories Around the World page 14

Unit 3 Sports page 26

Unit 4 Natural Disasters page 38

Club Corner page 50

Self-study and Club Corner answer key page 60

Grammar reference page 63

List of irregular verbs page 73

Word list page 75

Learning Journal pages page 79

 What’s
Topic Language focus Vocabulary

Civilisation Adjective + preposition Civilisations

Adverbs of degree Aspects of
Phrases to support a statement civilisations

1 Review reported speech

Sounds: Phonemic alphabet
Citizenship

Stories Around Verbs with to + infinitive or –ing Types of Story

Synonyms Setting
the World
Narrative tenses Character

2 Sounds: Phonemic alphabet Plot

Sports Third conditional Sports

Verbs with to + infinitive or –ing Place
Revise conjunctions and pronouns Equipment

3 Sounds: Phonemic alphabet People

Natural Modals of past possibility Natural

Approximate numbers disasters
Disasters Charity
Adjectives

4 Revise will Weather

Revise adjective + preposition Aspects of

Revise third conditional civilisations
Sports words
Club Revise
Revise
approximate numbers
adverbs of degree Natural disasters
Charity
Corner Revise vowel sounds

i
in 10A?
Main activities Project and portfolio work Learning Journal

Write a declaration Write about a civilisation Active Learning

Read and classify opinions Research and write about archaeological 3 Ways not to Plagiarise!
Read Islamic stories and identify sites, artefacts and the job of an
morals archaeologists
Do a debate
Do an information gap
Do a role-play

Describe a setting Tell a story Sentence writing

Do a role-play Write a character description Check your work!
Do an information gap
Assess writing
Write and review a project
Do a Teen-test

Do a role play Design a web-site about sports Reading speed

Listen and guess the sport Write an e-mail
Read an interview Describe a sports event
Do a debate
Do a quiz

Read and understand an adventure Research and write about a natural

story disaster or a survivor
Listen to dialogues Complete a story
Complete a form
Do a multiple choice
Read and fill in the blanks
Write a unit review

Do a quiz Posters Review the semester

Do a debate Advertisements Complete the Learning
Tell a story Stories Journal
Write an e-mail Competitions
Write and do language puzzles
Make a variety of activities for
others

ii
 Match the two halves of the sentences and write the letter in
1 Unit thoughts. the space provided.
Unit 1 looks interesting, a. because there are lots of stories.
Unit 2 is for someone who likes reading, b. as it's about sports.
Unit 3 is great for people who want to be healthy, c. so we can help other people.
Unit 4 tells people about fundraising, d. because it's about history.

Quickly look through the units in the Classbook and decide which unit you will like.
Write a sentence giving the reason for your choice in the space below. Use the
sentences above to help you.

2 Questions and answers. 3 Talk.

Work with other members of your group to talk
Read the questions on page 1 of the
about the pictures and the different qualities of
Classbook and match them with the civilisations on page 1 of the Classbook. Use
answers a-m. Write the letter of the answers the examples below and any you can think of
in the space below. Be prepared to give to help you.
your reasons. I think civilisation is about Picture 2 has a boat, so
building and landmarks civilisation is about
Questions Answer Your partner's
like the pyramids. inventions or trading.
example
Why study
civilisations?

What
civilisations do
you know?

What qualities
make a
4 Definition of civilisation.
civilisation? Use what you have found out about the topic
'civilisation' to write your own definition.
Then work with a partner to ask and
answer the same questions and add
another example for the question. Write
short answers in the table.

2
 2 Vocabulary.
1 Focus Questions
The following are from the texts in activity 1 on
pages 2 and 3 of the Classbook. Match them with
Read the texts in activity 1 on the definitions by writing the letter of the word in
pages 2 and 3 of the Classbook the space provided. Look at the words in the texts
and answer the following questions to help you.
with short answers in the space provided.
1. Which texts mention food? a. artefacts b. leader

c. navigate d. geometric

e. calligraphy f. society
2. Which buildings are mentioned?
Beautiful writing which is like a piece of art. It is
1 usually written with special pens or brushes.

3. What medicines are mentioned? 2 Objects that were made a long time ago.

A person who directs the activities of an organization,

3 group or society.
4. Who travels the furthest?
4 People living together by using laws and institutions.

To find which way you need to go when you are

5. In which of the civilisations would you 5 travelling.
like to be a teenager? Why?
Using the shapes and lines such as circles and squares
6 in a regular pattern.

3 Missing words.
Listen to the tapescript and choose
Giving examples the correct word for the statement
you hear. Write the number of the
We can use the following words and statement next to the word in the
phrases to help support a statement or space provided. Be careful, there
point: are more words than you need.
• for example
• such as Chinese boy
• for instance
Sangu
The Egyptians were great geometric
architects for example,
they built the pyramids. cuneiform

Sumerians
girls

Civilisations, such as Romans

children
the Majan, irrigated
their crops.
artefacts
ziggurat

3
 Adjective + preposition
Read the information below and find examples of adjectives + preposition in texts 3 and 4
on page 3 of the Classbook. Write them in the space provided.
• Sometimes we use a preposition after • Sometimes different prepositions can
an adjective. follow an adjective. Depending on the
e.g. If you're tired of the other TV preposition used, the meaning of the
channels, then watch ours. sentence or phrase changes.
e.g. It was good of Ali to go shopping.
• Some adjectives only use certain (tells us about the person)
prepositions. Ali is good at shopping, because he
e.g. The Sumerians were aware of the buys the best food. (tells us about the
Majan civilisation. action)
NOT • It is best to look in a dictionary to find
The Sumerians were aware on the out which preposition to use with a
Majan civilisation. particular adjective.

1 Adjective + preposition. 2 Fast fun facts.

Complete the following sentences, using Read the following facts about
the correct adjective + preposition from the box different civilisations. Then listen to the
below. The first one has been done to help you. questions and match them with the
bored with sorry about interested in fact. Write the number of the question
in the space provided.
different from proud of scared of
The Great Pyramid of Cheops.

1 People were scared of the Roman army. Archimedes' screw was a

great invention used to
2 Ali was really the accident. irrigate fields.

3 The Chinese are very their It is thought that chewing

gum was discovered by the
civilisation. Mayans. They saw a thick
gum called chicle on the bark
4 Hala is very the Roman of a tree.
civilisation.
A Wakeel manages the falaj
system.
5 I’m really watching the same
TV programmes all the time. Emperors in Ancient China
kept pandas as pets.
6 The Ancient Egyptian civilisation was
They fed milk to snails.
the Islamic civilisation.

4
 Civilisation facts
• Choose any civilisation you are interested in and write about it.
• You can include information on the following or any others you can think of:
a. The time and place.
b. The way they lived.
c. The clothes they wore.
d. The inventions they made.
e. The buildings they constructed.
• Work with other members of your group.
• Start by brainstorming your ideas in your exercise book.
• Be prepared to give a group presentation to other members of your class before
the end of this unit.

1 Key words. 2 True or false.

Read the two newspaper articles on page 4 Read the newspaper articles on page 4 of the
of the Classbook. Match the following Classbook and decide if the following
descriptions with highlighted words in the statements are true or false. Circle the
text. Write the word in the space provided.
A black, sticky substance made from oil. The article ‘Archaeological Evidence in
Oman’ talks about how false artefacts can T
lead to problems in finding out about the F
A copy of something that has been made to past.
trick people.
The article ‘Archaeological Evidence in
Oman’ talks about the different excavation T
The site where we dig in the ground to find sites in Oman and how the artefacts are F
things that tell us about the past. used to help in scientific research.

Museums paid half a million dollars for the T

An animal or plant that has been preserved, Piltdown man fossil. F
usually in rock.
Shenaz Saleem writes about two excavation T
sites in Oman. F

Real and not pretend or false. Fake artefacts can lead to the writing of T
history which is wrong. F

People who study ancient societies by Reed and bitumen were found at the Al- T
looking at the things they left behind. Baleed excavation. F

Artefacts and fossils are the evidence used T

A fact or a sign that shows that something to help decide how people used to live. F
is true.
The pomegranate artefact is a genuine piece T
of history. F

5
 Archaeologist 1 Headings.
Research and write about one of the following: Match the headings with the texts A-F in
1. Archaeological sites in Oman or other countries. activity 2 on page 4 and 5 of the Classbook.
2. Genuine or fake artefacts.
Write the letter of the text in the space
3. The job of an archaeologist.
provided. Be careful, there is one more
You could:
heading than you need.
• Look in the LRC, on the internet or in the
newspapers. 1. Bones
• Visit local archaeological or historical sites, or a
2. The Maya at Copán
museum.
• Talk to people where you live to find out about 3. Plants
any artefacts they have from the past. 4. People
• Include references for the sources you use.
Draft your work in your exercise book and put the 5. Houses and Artefacts
final draft on a piece of A4 paper in your portfolio. 6. Monuments
Remember to include drawings, pictures or
photographs if they are available.

Vary your response

2 Be an archeologist. In discussions and debates we can use
There are many reasons why civilisations collapse different phrases, depending on what we
or come to an end. Imagine you are an believe or think.
archeologist looking at the clues from Copán. To indicate your point of view:
In my opinion, the Mayan civilisation
• Choose only one of the texts from B-F from
collapsed, because….
activity 2 on page 5 of the Classbook and write
From the evidence, I think…
the letter of the text in the space provided.
The way I see it…
• Look at the evidence in your text only and
decide why you think the Mayan civilization To agree totally with a view:
collapsed. That’s right.
I agree totally…
• Tick one or more of the boxes below OR think
I looked at text
To disagree totally with a view:
From the evidence in the text I read, I decided that I’m sorry I have to disagree, because…
Mayan civilisation collapsed for the following I can’t agree with you on that, because
the evidence…
• A natural disaster, such as an earthquake. That’s not the way I see it, because…
• There was a war with a neighbouring civilisation.
• There was not enough good food for the
To say you only partly agree with a view:
population.
I see, but…[add your view]
• People died quickly from a disease.
I agree up to a point, but…[add your view]
• Forests started to grow and people had to move I understand that, but…[add your point]
away.
• People moved away to better farming land in
If you are unsure of what you think:
neighbouring countries.
I’m not sure about that.
Other That’s quite complex.
It’s hard to know…

6
 1 Read the opinions. Read the motion and then read the opinions from the debate.
Then write F next to the opinions which are FOR the motion
and A next to the opinions that are AGAINST the motion. Look at the example to help you and
write your answers in the spaces provided.
The motion is…Inventions are more important than people in a civilisation.

1 3 Many civilisations
2 Laws, morals and religion are
Some inventions like air- absolutely central to civilisation. invented things, so I
conditioning are quite It's the way people behave which suppose inventions are
important, because they is important, not the inventions fairly important.
keep people cool. they use.
F
4 6
Some inventions are very Inventions, such as computers,
dangerous. For example, 5 I certainly think that television and modern
nuclear weapons are not inventions are more medicines have really
good because they are important than people, improved the way we live
used to kill people. because inventions last today.
forever.

7 People are definitely more

Inventions are very important, because
important, because they make
8 they improve people's lives. For
inventions. There would be no
example, mobile phones let people talk
inventions without people.
to their friends and family any time and
anywhere they want.

Find and circle the

2 Opinions. words below in the
speech bubbles on this Adverbs of degree
page. Then look at the diagram and in your
groups identify two opinions that people feel We use adverbs of degree to make the
strongly about and two opinions that people do meaning stronger.
not feel strongly about. Write the number of the Look at the circled words in the speech
speech bubble in the box provided.
bubbles above. Complete the statements
by using the words and phrases from the
STRONGER LESS STRONG
box below. Be careful, there are more
words and phrases than you need.
before after
at the beginning
before or after in the middle
fairly
quite
We usually put adverbs of degree
really an adjective.

very
We usually put adverbs of degree
certainly a verb.
definitely
completely We usually put adverbs of degree
absolutely of a sentence.
7
 Match the questions with the correct answer. Write
1 Adverbs of degree. the letter of the answer in the space provided.

What would happen if… a. I would certainly give most of it to charity.

1. there were no traffic laws? b. It would be really hard to read and write.
2. there was a war? c. The air would be really clean.
3. you were a head teacher? d. It would be absolutely terrible on the roads.
4. you had one million rials? e. People would definitely die.
5. there were no cars? f. I would give everybody a free reading book.
6. there were no schools?

2 Your rules!
If you were a class leader, how would you make your community a better
place? In pairs discuss what you would do about the following topics. Use the
second conditional and the language in the speech bubbles to help you.

What would you do about If I were a leader,I

• Education
work? would/wouldn't
• Health How would you do that? might
Why would you do that? could/couldn't
• Pollution give everyone a job.
• Road safety
• Bullies
• Drugs
• Leisure facilities

3 Reporting the second conditional. Choose two of the

following quotations and
write them as reported speech.
Look at the example and decide what happens to the modal.

Example:
Ahmed said, "Health care should be free for everyone."
Ahmed said that health care should be free for everyone.
1. Maha suggested, "I would stop people using plastic bags ".
2. Omar said, "People should be more respectful towards others."
3. Habiba argued, "Girls should do the same sports as boys."
4. Juma said," I wouldn't spend money on guns."

8
 1 Club Talk. Some ITC members have been finding out more about The Universal
Declaration of Human Rights. Read their e-mails, and write an Article
number in the spaces provided. Look at the Declaration on page 7 of the Classbook to help you.
a b

I've been researching racism for Article I'm keen on children's rights and I've
. For example, in the 1950s and 1960s been finding out about Article and
many white Americans thought they were bonded labour. In this case, a child is
better than black people. A black woman sold to an employer who gives a loan of
called Rosa Parks was responsible for money to the parents. The child is forced
starting the Civil Rights Movement when she to work and becomes a slave to the
refused to give her seat to a white person on employer until the parents return the
a bus. She believed that she had as much money. We should all be worried about
right as white people to sit down on the bus. these children and do something about it!

Colin, UK From Aminu Seidu, Ghana

Source: www.en.wikipedia.org.com Source: Peace Child International, Stand Up for your
rights. Two-Can Publishing Ltd, UK. 1998

d
c
I'm interested in Article because I
Article is definitely important for think that no one deserves to die.
people in prison, but it is also found at Throughout history there have been
home and in the classroom. For example, examples of people killing each other.
there used to be a bully in my school who For instance, in 1994, there was a war
used to hurt my friend. My friend cried, between the Hutu and Tutsi people in
because he was afraid of the bully who Rwanda. Hutu people killed whole
was bigger than him. I told the teacher villages of Tutsi people.
who then stopped the bullying.
Best wishes, Raja, Malaysia
From Hilda, Czech Republic
Source: www.guardian.co.uk

In pairs, discuss what universal rules you think would make

2 Our Declaration. the world a better place. Use the 'Words and meanings' cut-
out page, look through pages 6 and 7 of your Classbook and
8 and 9 of your Skills Book to help you. Write three of your own Articles in the space below.

Our Declaration of Human Rights

Signed and

9
 1 What do you think? be a woman
be rich
The UN has many Goodwill be a man
Ambassadors who help people A Goodwill speak English
understand human rights issues. On Ambassador be caring
your own, think about the phrases should:
opposite and rank them in order so look attractive
that the most important is number 1 be famous
and the least important is number 8. be clever

Hamed said that a Goodwill

2 Goodwill Ambassadors. Ambassador supported
children's rights

Work in pairs. One student should read about Suad Abdullah on page 8
while the other reads about Hamed Al-Wahaibi on page 9 of the
Classbook. Take turns to paraphrase what your Ambassador said and
write notes in the table below.
Suad Abdullah Hamed Al-Wahaibi
How did Suad/Hamed define a
Goodwill Ambassador?

How did Suad/Hamed become an

Ambassador?

How is Suad/Hamed helping

teenagers?

What events has Suad/Hamed

supported?

What is Suad's/Hamed's message

for teens?

What are Suad's/Hamed's future

plans?

3 Class Ambassador. I’m not sure about

that. I don't know
In your group: him very well.

1. Brainstorm what you think a Class Well, maybe, but

Ambassador might do. he's not very active I think Ahmed
in the school. should be an
2. Brainstorm characteristics which you think a Ambassador.
Class Ambassador should have.
3. Discuss and choose one person from your He would be quite
class to be an Ambassador. good. He certainly That's right, and he
helps other students raised money for
4. Prepare to tell the class who your group has with their work. charity last year.
chosen to be Ambassador in the next lesson
and give your reasons.
10
 1 Responsibility. 2 Citizenship.
In your group, look at the diagram which Read the texts on page 10 of the
shows different communities. Discuss which Classbook and decide if the following
communities are responsible for the issues statements are true or false. Circle the
around the diagram.
staying healthy The Omani students travelled to
Britain, Bahrain and Yemen. T F
litter in the environment
ommunity
b al c y bullying The UKYP is a group of adults
glo ountr T F
c wn who listen to students.
to hool getting a job
sc mily An active citizen should respect
fa safe driving T F
other people's opinions
Me equal rights for
women The main aim of the project was
T F
success of local to make a newsletter.
businesses
The students were taught in a
using the internet variety of ways.
T F

using mobile phones The students plan to work on

citizenship after leaving Britain.
T F
having breakfast before school

3 Reflection. Language
Think about the things you learned in Unit 1 and complete the table.
Write comments with adverbs of degree to show how well you understood them.

No, it was
Yes, Things in the unit Did you understand?
rather
completely, Adjective+ preposition
difficult.
Adverbs of degree
Modals in reported speech

Yes, fairly Paraphrasing

well. Yes, it was
Phonetic alphabet
absolutely
fine.
Now tell your group how well you understood the unit.

Activities
Now think about the activities you did in the unit. Write about an activity you liked and an
activity you didn't like. Give reasons to support your opinion.

11
 Self-study activities

1 Revision of Grade 9 grammar. Re-write the direct speech into reported

speech
Rewrite the words to make proper sentences.
1. "I like Nizwa because of the souk," said Hala.
1. wherever you want can leave those to you boxes.

2. "I'm going to catch the 7.15 from Manchester"

said David.
2. I left my where I remember book.

Join the two sentences with to + infinitive. Choose the correct word. Fill in the blanks.

Example: himself while

I don't drink coffee. I'm not allowed. who has helped
I'm not allowed to drink coffee.
1. The man gave me
1. Moza is coming to dinner. I asked her. directions to Rustaq was really helpful.

2. We're having a party. We've decided. 2. Ali is a wonderful teacher. He

many students pass their exams.
3. Salim is buying some stamps. He has gone to
3. He was the only one left from his family and
the post office.
only had to take care of.

4. I might win a prize. It would be nice. 4. I had a great idea for a project
I was researching on the internet.

2 Adjective + preposition. 3 Write sentences.

Complete the following sentences by
underlining the correct preposition for the Write three sentences of your own using
adjective provided. The first one has been adjective + preposition. Use the examples
done to help you. provided in unit 1 to help you.

1. Hala is involved at/ in so many sports

these days.
2. I hope you are ready for/ as your exams.
3. Salman is late on/ for work again.
4. He is tired on/ of walking to work
everyday.
5. The Egyptians were brilliant at/ on
building tall landmarks.
6. I’m a bit afraid in/ of talking in
presentations.

12
 4 Adverbs of degree.
5 Place the adverb.
Match the questions with the correct answer.
Write the letter of the answer in the space Put the adverbs of degree in the right place.
provided. There is one extra answer. Look at the example to help you.
1 Were you very frightened? Example:
These books are old. (very)
2 Is he a very good singer? These books are very old.
3 Were you very angry?
The music is loud. (quite)
4 Is her writing very good?

5 Is it very big?

6 Were her parents very pleased? I agree with him. (certainly)

a. Yes. We were absolutely furious.

b. Yes. They were really delighted. We did the job quickly. (fairly)
c. No. He's absolutely awful.
d. No. They it is rather dangerous.
e. Yes. It's absolutely enormous. He enjoyed the meal. (really)
f. Yes. We were completely terrified.
g. No. It's quite poor.

6 Paraphrase.
Read the following quotes from The Declaration of Human Rights and think about what they
mean to you. Then, match the quotations with the paraphrases.

1. Article 19 says, "Everyone has the right to freedom of opinion and expression."

2. Article 23 says, "Everyone has the right to equal pay for equal work."

3. Article 25 says, "Everyone has the right to rest and leisure."

4. Article 26 says, "Everyone has the right to education. Education shall be free, at least in the
elementary and fundamental stages."

5. Article 29 says, "Everyone has duties to the community in which alone the free and full
development of his personality is possible."

a. It suggests that the world would be a better place if people don’t work too hard.

b. The Article says that people should be allowed to think and say what they believe

c. The Article suggests that you become a better person by helping other people and their
community.

d. The Article says that school should be free.

e. It means that a woman should earn the same money as a man.

13
 Group challenge.
2
1 -Story ingredients.
First, read the blurb on the
back of the book cover on
Look at the vocabulary on the book page 11 of the Classbook.
cover on page 11 of the Classbook Then, in your group, discuss
and sort it in to the table below. and write short answers for
Then add one more word of your the following.
own.
Write down some other ways to tell a story.
Type of story

Name some more reasons why people might tell

stories.

Think of a different way to describe a character.

Setting
Find stories from three other countries in this unit
of the Classbook. Write the title and the country.

3 Unit search.
Characters Look through Unit 2 of the Classbook and find
examples of the following. Write the title of the
story and the Classbook page number in the
space provided.
A traditional Omani story.

A legend.

A story which teaches a moral.

Plot
A story with a clever animal character.

A story with an underground setting.

A story which has an unhappy ending.

14
 1 Story vocabulary. 2 Focus Questions
Look at the words below and First, read the three stories on pages
circle the odd word out. Be prepared to 12 and 13 of the Classbook. Then,
give reasons for your choice. take turns to ask and answer these
questions with a partner.
Story 1 1 Which story has 2
fox fish tail bear a moral? What Which character
ice winter snow sun does it teach? do you think is the
cleverest? Why?
waiting sitting watching falling
3
Which character 4 Which story did
Story 2 did you like the you like most?
most? Why? Why?
crowded dim dark gloomy
smell fear see feel I think Space Waste has a moral,
because it teaches people to buy
smoke ice flames fire
less and recycle more.

Story 3
moon waste junk rubbish
create build pull make
president official scientist minister

3 Story analysis.

Read the three stories on pages 12 and 13 of the Classbook again. Then, look at the words
below and decide where they could go in the table.

factual snow
myth How the Bear Lost its Tail? Trapped! Space Waste
2050 Type of
president
story
Vagif
science fiction
Setting
tunnel
animals
Characters

Delete words in the following sentences to make them correct. Use the completed table and
the stories on pages 12 and 13 of the Classbook to help you.
The setting can include the place, time and weather/people.
If you are a character in the story, you should write in the first person (I, we) / third person
(she, they).
If you are writing about other characters in the story, you usually write in the first person /
third person.
If the characters speak, use direct/reported speech.

15
 Story tenses
In stories we use a variety of tenses. These can include the Past simple , Past Continuous
and Past Perfect tenses.
We use the past simple We use the past continuous to
• when two things happened one after another in the past. • describe the background action in
Example: Bear jumped up and pulled his long tail out of a story.
the hole. Example: The wind was blowing hard.
• when something is true for a very long time. • describe an action which continued
Example: Long ago Bear had a long black tail. over a period of time.
• with some thinking and feeling verbs such as think, know and Example: He was looking for food.
like. • describe a longer action which
Example: I thought everything was all right. continued before and after a shorter
We use the past perfect to action.
• describe an action that happened before an event which was Example: While Bear was waiting, Fox
described using the simple past. crept back to his house.
Example: The hole had frozen around his tail and when
he pulled the tail broke off.

1 The farmer without a brain.

Read this traditional Arab story and
think of suitable verbs for the numbered
spaces. Then write the verbs in the past simple or past continuous tenses in the spaces.
Many years ago, two farmers, Imran and Laith, 1. through a wood to their fields when
they 2. the footprints of a lion on the path.
“Look, there are lions nearby. We should go home,” whispered Imran.
“No, we've got work to do,” Laith replied.
The men 3. to the farm. They worked all day in the fields until it was time to return
home.
“Let’s take a different way home,” suggested Imran.
“No. The same path is much shorter,” answered Laith.
Imran shook his head and stepped onto the mountain path. As he 4. away, he
5. to Laith and shouted, "Well I’m not going that way. I don’t want to be a lion’s dinner!”
Meanwhile, Laith 6. the same way back through the wood. Soon, he 7.
the lion who was waiting for him on the path.
The lion 8. , “I need to eat your brain to make me clever and powerful!”
While the lion 9. , Laith 10. Imran on the mountain. Then, he looked
at the lion and replied, “Listen, I cannot help you because I have no brain. If I had a brain I wouldn’t have
returned this way. The one with a brain is up on the other path.”
“Thank you,” said the lion, and started to climb the mountain towards Imran.
Quickly, Laith whistled to his friend and warned him about the lion. Imran heard the whistle and ran home
safely. Adapted from: Arab Folktales by Helen Thomson, Collins, (1990).

In pairs, take turns to tell the story. Use the pictures

2 Story telling line. to help you.

16
 1 Story telling. 2 A little knowledge
is a dangerous thing.
Stories are often told from memory.
Listen to two people telling part of 'The Order the story telling line. Listen to a Kikuyu
Farmer without a Brain'. While you story from Kenya and put the key phrases in
listen, tick the main characteristics of the same order as the story.
story telling.
a Why not teach? Because of the money.
The story teller… Story telling
speaks at the same speed from b Who put these things here? We three.
start to finish.
speaks loudly and softly c Three men go to school.
uses different voices for
different characters. d Men put in prison.
always pronounces words
clearly e Walking home find dead man.
uses the same words every time
to tell the story. f Policeman asks questions: Who? What? Why?
reacts to the audience g What did you use to sharpen the pencils? A knife.
uses pauses.

3 Tell a story.
Work with a partner to take turns telling a story. Use the words and pictures below to help you.
Think about which tense you are going to use and look at activity 1 to help you.

1
5

rain help
2 water rising 4
picnic 3
rescue

Write and tell a story

In pairs you are going to write a story and tell it to your group.
1. Get ideas for your story. You could use ideas from stories you already know or brainstorm
new ideas with your partner.
2. Plan the story. It should have a setting, characters and a plot.
3. Write the story. You might write it in your exercise book, or as a book, poster, comic strip or
poem.
4. Tell the story together. Use some of the features of story telling from Activity 1 above.

17
 Some verbs can be
1 Focus Questions 2 Verb sort. followed by to + infinitive,
some verbs can be
Read the story on page 14 followed by -ing and some verbs can be followed
of the Classbook and write by both. Find the verbs below in the story on page
short answers to the questions 14 of the Classbook and sort them in to the
below in your exercise book. diagram.

1 What is the decide finish like dislike

moral of the manage avoid continue delay
story? 2 begin seem fail start
What type
3 of story is it?
Why did Daedalus
know the way out ing
of the maze? 4
Why couldn't
Daedalus and
Icarus escape by
5 sea? both
What did
Daedalus and
Icarus use to 6
'to+infinitive'
make the wings? What different
settings are there
in the story?

3 to + infinitive or ing?
Verbs with to + infinitive or -ing Read the sentences and think of a
• Some verbs take to + infinitive. suitable verb. Then, use the
Example: He decided to build wings. language focus and activity 2 to
complete the following sentences. There
• Some verbs take -ing . is an example to help you.
Example: They began making the wings.
Example:
• Some verbs can take to+ infinitive or –ing
without a change in meaning. My father practised catching the ball.
Example: He started flying higher and higher.
He started to fly higher and higher. We agreed the car.
• We do not use the to+ infinitive - ing
-ing form after a agree admit They managed the
continuous tense. aim carry on creature.
Example: He was ask consider
beginning to think of choose enjoy
ideas for a story. hope give up He finished the exam
NOT: learn imagine paper.
He was beginning offer keep
thinking of ideas for a plan mention I imagined through the air.
story. prepare miss
promise practise
want risk They were offering me
home.
18
 Read the story profile and the story in activity 1 on page
1 Complete the sentences. 16 of the Classbook and choose the correct second half
of each sentence. Use the example to help you.

Abdullah Al-Harthy was the first person The girl disguised the snake to look like
a. to tell this story. a. an animal.
b. to write down the story. 4 b. a piece of wood .
c. to tell a magazine about the story. c. a prince.
A good reason for writing down a story is The woman kicked the sticks, because
a. to sell it to a magazine. a. there was a snake in it.
b. to help you read it. b. there were too many of them.
c. to share it with other people. c. they were not the kind she had asked
The two female characters are members of for.
a. the same family. The snake turned into a prince, because
b. two different families. a. the girl was frightened of him
c. the ITC. b. the girl took him home.
The girl started to weep, because c. the girl was nice to him.
a. she saw a snake. The moral of the story is
b. her stepmother was cruel. a. to be kind to everyone.
c. she sat on a pile of wood. b. to always work hard.
c. to help animals.

2 Find the synonyms.

Using a variety of words
Look at the highlighted words
Good story writers use a variety of words and
in the story on page 16 of the
do not repeat the same words in sentences.
One way to do this is by using synonyms.
Classbook and find the synonyms to
Synonyms are words that share a similar the following words. Look at the
meaning. examples to help you.
Example: old, ancient, antique, aged and elderly
all mean not young or not new word synonym
Be careful, some words that are synonyms can
not be used in some contexts. evil wicked
Example: We say:
An old woman. NOT An antique woman. wood
An antique/old coffee pot. NOT An elderly
coffee pot.
collect
Check with example sentences in dictionaries to
help you decide how the word can be used. crooked
Instead of using the same words twice in a
sentence.
The old man went into the old shop which was pile
full of old things.
We can replace one of the words which has scared
been repeated.
The elderly man went into the old shop which caring
was full of antique things.
We can also use synonyms to help paraphrase shouted
a story we are telling or writing.

19
 1 Change the word. 2 Focus Questions
Different ITC members have
been writing stories. They have
Read the information about different
written the same word twice. Replace the
types of characters in activity 2 on page
highlighted word with an appropriate
17 of the Classbook and write short
synonym from the box below. The first one
answers to the following questions in the
has been done to help you.
space provided.
pounced jarring gloomy fetch device What examples are given for a villain?

1 We entered the dark forest nervously. It was dark

and full of shadows.
gloomy Why do some characters need rescuing?
I switched on the machine carefully following the
2 instructions. Suddenly, the machine made a loud
noise and exploded. What kind of character is the Kraken?
The bird jumped on the fish and started to eat it.
3
The cat jumped on the bird and started to eat the
bird. Why are heroes and heroines good?

4 His granny looked over her glasses and asked Jack

to bring the bags for her. Then she asked him to
bring the firewood.
Who is frightened by villains?

5 The ride was bumpy all the way to the top of the
mountain. It was even more bumpy on the way
down as one of the tyres was flat.
3 Where in the plot?
Character description. Use the information about plots from activity 1 on
page 18 of the Classbook and decide which part of
the plot the following sentences are from. Use the
Write about a character from:
• a story you have read or heard. 1 Laith met the lion on the path. The lion wanted to
eat Laith's brain, because he wanted to be clever
• a film you have seen.
and powerful.
• your imagination. climax

You will need to mention: 2 The lion left Laith and went to eat Imran's brain.

• the type of character they are, such

3 One day Imran and Laith were walking to their
as a villain or hero
fields. They saw a lion's footprints on the path.
• their appearance
• their personality 4 Laith continued on the same path, while Imran took
a different path through the mountains.
• the things they do
• the reactions of other characters to 5 Laith explained that Imran's brain was better,
them because he was clever and took the other path to
escape from the lion.
Put your character description in your

20
 Decide which of the following phrases are useful at
1 Beginnings and endings. the beginning or end of stories. Write 'B' for
beginning and 'E' for endings in the space provided.

1 Once, long ago 6 Before you were born…

2 …and they lived happily ever after. 7 …and they never did that again.
3 They walked into the setting sun. 8 In a land far, far away…

4 Many years ago… 9 That’s the reason why…

5 When we were young… 10 This tale is about a man…

2 Which story? The following plots are from stories from this unit. The story
plots have been mixed up. Put them in the correct order by
using the example provided and write the title of the story in the
space provided.
1 Story title: Trapped e
a. The smell of smoke filled the train.
•
Climax

b. People escaped through windows. a b

c. The lights went out on the train.
c
•
Rising
•
Failing d
d. People walked away from the burning train.
e. Flames entered the train and windows • The
Action Action
•
Resolution
shattered. beginning

2 Story title:
a. Bear saw his tail was missing. •
Climax
b. Bears no longer have tails.
c. Fox decided to trick the bear.
d. Bear sat fishing all night and his tail froze.
•
Rising
•
Failing
e. Bear saw Fox catching fish with his tail. • The
Action Action
•
Resolution
beginning

3 Story title:
a. The snake turned into a prince and thanked •
Climax
the girl.
b. The stepmother was frightened by the snake.
c. The prince married the girl. •
Rising
•
Failing
d. The stepmother sent her daughter out to
collect wood.
• The
Action Action
•
Resolution
beginning
e. The daughter saw a snake who helped her.

3 Your turn.
Use the examples of plot lines in activity 2 on this page to draw your
own plot line for the story you are writing for the project. Add any phrases or key words
similar to those in activity 1 on this page and write them in the appropriate place on your
plot line. You may also wish to add more information on the characters. Work in your

21
 1 Picture talk.
• First read the things that different students are saying about the pictures in activity 2 on page 18 of the Classbook
and write the letter of the picture in the space provided.
• Check your answers by listening to the tapescript.
• Finally, talk to other members of your group about the remaining pictures from activity 2 on page 18 of the
Classbook using the models provided below.

In picture the man Look at the size of those

is thinking about fish. tentacles in picture . I'd
Maybe they're going to be really scared if one of
catch some. these grabbed me.

That's a nice sunset in

picture . They look like
they're going home with all
those fish they've caught.

The boat in picture looks

What's he really damaged. I hope it
pointing to in doesn't sink. I hope those people
picture ? are safe.

2 True or false. 3 Phonemic match.

Read 'The Kraken' on page 19 of the Classbook The following words have
and decide if the following statements are true or been written using the phonemic
false. Circle the correct answer. alphabet. Match them with the highlighted
words in the story on page 19 of the
The hero in this story was the Classbook. Use the example to help you.
1
Kraken. T F
Example:
/d ɑi ntik/ = gigantic
2 The story was set in the summer. T F

1. /mməθ/ =
3 The story is set on a boat. T F

2. /msiv/ =
The sailors caught lots of fish at
4 the beginning of the plot.
T F
3. /inɔməs/ =

The sailors faught the Kraken in 4. /kə lɒsəl/ =

5 T F
the climax.
5. /i mens/ =
In the rising action the sailors
6 caught fish. T F
6. /hjud / =

22
 Project review.
Think about the following features of your project. Put a tick in one of the boxes
for each feature.
Features Yes No Not sure
Were there clear stages in the plot?
Were there different characters?
Were there different settings?
Was a variety of past tenses used?
Were your sentences written well?
Was the audience interested?
Was there a variety of voices?

2 Teen Test. 3 Write a review.

In this unit we studied to + infinitive and –ing. Write a review of the project you
Correct the following sentences. Use the example did in this unit in your exercise
book.
Example:
I was starting worrying about you. • Use the information you
I was starting to worry about you. gathered about yourself when
you observed your project in
activity 1 above.
I am really to enjoy my holiday.

• Describe the things that went

well and the things which can
be improved.
We chose telling our own story for the project.

• It does not matter if your project

did not go as well as you
expected or went better than
Abdullah is starting show interest in lots of subjects. expected. We can always
improve on the work we are
doing. Include ideas on different
ways in which you could
improve your work.
Yesterday I practised tell my story to my mother.

• Use the Review Plan and the

models provided in activity 1 on
page 20 of the Classbook to

23
 Self-study activities

1 Past simple or continuous?. 2 At the police station.

Underline the correct verb tense. Read the dialogue and put the verbs in the
correct past tense.
It was a lovely day and the sun shone / was
shining. Detective: What were you doing at 10.30?

Mrs Smith: I (walk) along

What were you doing when I rang / was King Street.
ringing?
Detective: Were you going to the bank?
Suddenly, he heard / was hearing a loud
noise and stopped. Mrs Smith: I (visit) the bank
earlier and was going to the
shops. There were a lot of other
The man was / was being tall and scruffy. people in the street when the
alarm (ring).
The car raced / was racing around a corner Suddenly, a man
(push) me to the ground and
when one of the tyres exploded.
everything (go)
black.
I knew / was knowing he would rescue me.

Use the Language focus and activity 2 on page 18 of

3 To+infinitive or ing? the Skills Book, to complete the text. Decide on a
suitable verb and write it in the space provided.

Batool and Muna were preparing 1. their story. 1

The main character was a tall girl who hoped 2.
2
an international football star. She liked 3. a
football against a wall every day. 3

She wanted 4. in the local sports club, but girls 4

were not allowed. She decided 5. in the park,
but her brothers told her to stop. She risked 6. 5

on the road, but it was too dangerous. However, she never gave
6
up 7. for her dream.
7
She managed 8. an advert in the newspaper. It
mentioned 9. a girl's football team. Soon, other 8
girls contacted her and they began 10. together.
9
In 2005, they became Oman's first national women's football
team. 10

24
4 Dictionary work. Change the word.
5
Use a dictionary to help you match the Change the highlighted word with an
synonyms in the box with the appropriate appropriate synonym from the box below.
words in the spidergrams. Write the The first one has been done to help you. Be
synonyms in the spaces provided. careful, there are more words in the box
puzzle delighted blissful
jaws unhappy disguise
blazing problem mystery
birthplace fat idle
cheerful scorching glad
birthplace
flaming glowing question
1 I left the comfort of my home when I
was just seven years old.

He was a lazy child and would sit

burning 2
around all day.

The mouth of the creature opened wide

riddle 3
to reveal the sharpest teeth.

He carefully removed the mask from

4
his face.
happy
5 She walked away feeling sad.

6 Phonemic words.
7 Write sentences.
Use 'The Phonemic alphabet' cut-out and a
dictionary to write in the spellings of the Write two sentence about this unit using
words provided. Use the example to help verbs with to + infinitive and two sentences
you. using verbs with –ing.

Example: to + infinitive
/ɑis/ = ice

/teil/ =

/wɔtə/ =

/sdnli/ =

-ing
/ lum/ =

/tnl/ =

/rbiʃ/ =

25
 1 Vocabulary sort. Type of sport animal water

Use what you know about Name of sport tennis

the pictures and the
highlighted vocabulary in the Place track water
border on page 21 of the Classbook to
complete the missing words from the Equipment racquet/ball
table. Be careful, some words may be
People jockey captain
used more than once.

2 Talk. 3 Unit race.

Talk to a partner about a sport you Race against your group. Answer the following
are familiar with, or choose one of questions as quickly as possible by looking at Unit 3
the sports from page 21 of the of the Classbook. Work in your exercise book. The
Classbook. Use the questions and first person to get all the answers correct is the
winner.
vocabulary on page 21 of the
Classbook and the example What is the extreme sport?
provided below to help you.
What's the debate of the day?

Why should you cool down after exercising?

Boxing is a
combat sport What percentage of people on the National Olympic
which takes committees must be women?
place in a ring.
Boxers have How much does it cost for members to hire the large
to wear gloves hall at the Super Sports Centre?
to punch with.

Who is Ali Al-Habsi's favourite football player?

4 Types of sports.
Look at the following phonemic spellings and descriptions. Write the type of sport
in the space provided
/trədiʃənɑl/ sports that have been played in a particular country for a
long period of time.

/ikstrm/ sports that can be dangerous.

/wɔtə/ sports that do not take place on land or in the air.

/bəisikl/ sports that involve cycling.

26
 1 Dictionary meanings. 2 Focus Questions
Match
the missing words below with the numbers in the Read the texts in activity 1 on pages
texts in activity 1 on page 22 and 23 of the 22 and 23 of the Classbook. Then
Classbook.Write the number in the box provided. discuss the following questions with
other members of your group.
a endurance /in djυərəns/ n [U] the ability to 1
continue doing something over a period of 2 Why is mountain
What type of
time. bike racing different
sport is Parkour?
b enthusiasts /in θjuz sts/ n [C] people who from road racing?
are very interested in an activity or subject. 3
c equipment /i kw pmənt/ n [U] the things Where are Omani 4
Where does
needed to do a particular activity. traditional games kite surfing
d manoeuvred /inə nuvəd/ v to move or turn popular? take place?
something with skill.
e opponent /ə pəυnənt/ n [C] someone you 5 Which adjective is 6
try to win against in a competition. Which sport
used to describe
involves hopping
f opposing /ə pəυz ŋ/ adj different opponents extreme sports?
competing against each other. on one leg?

3 An interview.
The infinitive with to-
Fill in the missing words from the following or the –ing form
interview by reading the texts from activity 1 on
pages 22 and 23 of the Classbook. Then listen to Some verbs, such as, stop, go on,
the tape to check your answer. like, and remember can be followed
Interviewer: Good morning. Today, I'm talking to Badriya Ali by the infinitive with to or the –ing
form, but the meaning changes.
who is going to tell us all about a new ITC
website. What's the website called?
I like to catch fish using a fine line
Badriya: Good morning. Thanks, it's called ' 1. and net.
Sports'.
We use like +infinitive with to when
Interviewer: Nice title. What's the idea behind it?
we want to say it is a good idea.
Badriya: Well, it's for people who might be 2.
with sports they are already doing and want to try I like fishing every weekend and on
something new. holidays.
Interviewer: I see. So it has lots of different 3. ? Here we use like + –ing to mean I
Badriya: Oh yes, from 4. Omani games to enjoy fishing.
some really exciting 5. sports, such Salma was walking and saw a
as kite surfing. football match. She stopped to watch
Interviewer: That sounds interesting. Tell me more about the it.
games from Oman.
We use stop + infinitive with to when
Badriya: Yes, there are lots of them, especially 6. we want to say one action stopped in
games, like Al-Quraiyya and Al-Arty. They're order to do a different one.
great, because the equipment is 7. ,
they’re easy to learn and can be played in any Ali stopped writing when the exam
ended.
large open 8. .
Interviewer: That's great. Now tell me about the other sports on Here we use stop + -ing to mean that
your website. an action finishes.
Badriya: Well…
27
 1 The infinitive with to- or –ing. Which meaning?
2
Use the information from the Language Focus on Read the following sentences
page 27 of this book to find the appropriate and decide the meaning of the
examples from the highlighted texts in activity 1 on highlighted verb. Tick the
pages 22 and 23 of the Classbook for the following appropriate answer.
meanings. The first one has been done to help you.
1 Muzna stopped watching TV
Example:
at 10 pm.
Here the verb go on uses the infinitive with to- / -ing
a. To stop one action and do
form to mean that we continue doing something.
something else.
Example: go on to play
b. to stop an action completely.
Here the verb go on uses the infinitive with to- / -ing 2 Salwa could go on to play for the
form to mean that we continue doing something. national team.
Example: a. A situation that comes later.
b. To carry on doing something.
Here the verb like uses the infinitive with to- / -ing
form to mean 'enjoy'. 3 I remember talking to Majid last
Example: week about his mother.
a. To first do the action and then
remember it.
Here the verb remember uses the infinitive with
b. To remember and then do the
to- / -ing form to mean that we first remember and
action.
then do the action.
4 I like to catch the bus at the end of
Example:
the road, because it's nearer than the
bus stop across the park
a. Enjoy doing something.
3 Sort the words. b. Think it is a good idea.

Some words have very similar definitions. Read

4 Your debate.
the following definitions. Use what you know
about the words in the box to decide where they With other members of your group decide a
go. Some words may go with more than one motion to debate. You can choose to prepare a
definition. Be prepared to give reasons for your debate on:
choice.
chess drama carom snooker
• "Rally driving is a sport." and add your own
tennis photography cricket ice-skating ideas for or against the motion.
running mankala cooking reading OR

A game is an activity or sport in which people • Another activity of your choice, such as
compete against each other according to rules. dance, table tennis, or skateboarding.
• Once you have decided the motion, split
your group in half.
A sport is a physical activity in which people • One half of your group should work together
compete against each other. to think of ideas for the motion, while the
other half should think of ideas against the
motion.

A hobby is an activity you enjoy doing in your • Look at the example provided in activity 2 on
free time. pages 22 and 23 of the Classbook to help
you.
• Work in your exercise book to brainstorm
your ideas.
28
 1 Headlines. Read the information on the poster in activity 1 on page 24 of the
Classbook and decide which of the following headlines refer to the
poster. Put a ( 3 ) if the headline matches and a ( 5 ) if the headline does not match in the box
provided. Be prepared to give the reasons for your answer.

1 Death toll on roads increases. 5 Stop, Look and listen before you
cross.
2 Footballer injures knee on broken
bottle. 6 Exercise tips for athletes.
3 New helmet designed for cyclists. 7 England team food poisoning scare.
4 Sale of sports goods rises. 8 Life jackets save life.

2 Who and which? The following e-mails were written in response to the
trick tips in activity 2 on page 25 of the Classbook. Read
the e-mails and write the missing names in the space provided. Finally decide which e-mail

Hi How are you ? How's it going ?

Thanks for sending that tip. It was so nice of you to send
It was really fun to try. At Thanks for that great idea. I
me that great trick. I spend
first I kept on falling off, but can only do it for 20 seconds.
most of my time at the
the more I tried the better I How long can you do it for?
weekend practising and trying
got at it. I've also taught All the team are now
to improve how to do it. I was
some of my friends how to practising it everyday. We
a bit frightened at first and
do it and we're having lots usually do it at the start of our
used to stand in one place.
of races to see who can get exercises and stand in a row
However, I soon realised that
across the pool without with our eyes closed. We keep
it was better to move and then
falling off. on falling over and bumping in
lift the wheels off the ground.
to each other. It's really funny.
from
Thanks again,

Write an e-mail
Writing e-mails Write an e-mail in reply to the
• Writing an e-mail is not the same as writing a letter. tip which was not responded
• We do not have to start e-mails with Dear… and end with Yours to in activity 2 on this page.
sincerely…
Use the models provided and
• We can start e-mails less formally with Hi… or Hello… the information from the
• We can end e-mails with from… or just our names. learning strategy to help draft
• E-mails usually do not include the postal address of the sender or your ideas in your exercise
recipient. book. Write your
• We usually do not write the date on an email. final draft on a
• Writing in CAPITAL letters is considered impolite as it looks as if you piece of paper
are angry with someone. You may get a rude response. and put it in your
• Be careful! E-mails are not private and can be forwarded to others portfolio.
easily. It is sometimes better to phone people.

29
 1 What do they buy? Listen to some people in a sports shop. Tick the picture
which shows what the customers buy.

2 Role play.
Work in pairs. Imagine you are a customer
and a shopkeeper in a sports shop. Use the Design an ITC web site and write about
phrases below and any you know to take turns buying ONE of the following:
different things in the sports shop. 1. Different types of sports.
I'm looking for… Can I help you?
2. Safety in sports.
Have you got any…? What size?
How much are they/ is it? How about…? 3. Different sporting tips.
Do you have They cost…
anything…bigger/ smaller/ Sorry we don't have any… Work on your own or with a partner.
cheaper? Anything else?
Use the examples provided and your
own ideas to help you.
Draft your work in your exercise book
and present your final work on a piece
of A4 paper.
Have your work ready for presentation
to your group before the end of this
unit.
30
 1 General statements.
Making general statements
Read the statements below and
• When we talk about things or people decide if they are correct. Look at the
in general. We DO NOT use 'the'. grammar reference to help you and tick the
e.g. Equipment is expensive. correct sentences.
Equipment= not a specific equipment/ All
Many students play the football.
equipment.
e.g Students do plenty of sport at Sally hates dogs.
school.
Students= any students/All students. My favourite colour is the blue.
• When we talk about specific things or
people. We do use 'the'. I don't like the red bag.
e.g. The equipment I bought last week
cost ten rials. Cars cause pollution.
Equipment= the specific equipment I bought
last week. Sports centres are expensive.
e.g. The students in my school play
football and basketball! The sports are good for your health.
Students= specific students in my school.

2 Talk. Work in pairs. Use the words provided and Most spectators
really don't like
the example to say as many general
exercise.
statements as possible.
All definitely a lot of
Most certainly wonderful
Many really big excitement
money
students
sports centres (don't) have noise
students (don't) eat football
sports people like/hate times for women
spectators produce/make ice cream
(don’t) allow children
exercise classes

Missing words. Read the newspaper text in activity 2 on page 26 of the

3 Classbook and circle the missing words below.
1 a. they b. she c. he d. it

2 a. because b. since c. but d. while

3 a. it b. he c. she d. itself

4 a. because b. However c. Since d. In addition to

5 a. after b. wherever c. because d. although

6 a. her b. they c. it d. us

7 a. because b. since c. while d. and

31
 Look at the advertisement for The Super Sports Centre in activity 3 on page
1 Sentences.
27 of the Classbook. Discuss the questions below with a partner and then
write full answers using the conjunctions provided.

1 Is it better to be a member or a non-member? because

2 Does the Super Sports Centre encourage all people to do sport? but

3 Can people do all sports at the sports centre? however

4 Would you join this sports centre? since

2 Programme.

Listen to someone talking about the Super Sports Centre and the activities they run. Listen and
complete the programme below.

Super Sports Centre Programme

Daily programme
10 am: Modern (1) classes with Sharifa.

11.30 am: Weight Loss Training with (2)

12.00 pm: Aerobics with Maha.

Weekends
(3) Athletics for children old in the large hall (ages 5-9).

11 am: Football skills for students in the (4) (ages 11-18).

11 am: Basketball for (5) in the small hall (all ages).

2 pm: Gymnastics training in the small hall (6) ages

Gym
Ladies only mornings: 8-11am Saturday, Sunday and (7)

32
 1 Phone calls.

Ahmed rang Super Sports Centre. Listen to Making phone calls:

the three telephone conversations and Ringing the wrong number
decide what happened each time he rang.
a. Ahmed left a message for Mr Green. If you think you have the wrong number…
b. Ahmed asked John Green to ring him. 1. Say who you would like to speak to
c. Ahmed spoke to John Green's mum. • Hello. Is that the Super Sports Centre?
d. Ahmed rang the wrong number. • Hello. Could I speak to John Green
please?
• Hello. I'm trying to reach John Green.
a. Ahmed left a message for Mr Green.
2. Listen to the response
b. Ahmed booked a class for Tuesday. • Sorry. I think you've got the wrong
c. Ahmed rang to say he was sick. number
d. Ahmed asked John Green to ring him. • I think you've got the wrong number.
• Sorry. This is not John's number.
a. Ahmed left a message for Mr Green. • There's no-one here by that name.
b. Ahmed rang to say he was sick. 3. Apologise
c. Ahmed booked a class for Tuesday. • I'm very sorry. Thank you.
d. Ahmed cancelled his class because John • Sorry. I think I have the wrong number.
Green was sick. • Oops, sorry. Wrong number. Thank you.

2 Role play.
Work with a partner. Use the role play cards
and the information in activity 3 on page 27
of the Classbook and the learning strategy
on page 33 of the Skills Book to help you
complete the telephone conversations.

Look at the crossword and complete the clues by writing in the

3 Words. numbers.
1.
T
Across: 2.
S P O N 3.
S O R
to motivate or encourage a person. 4.
M
U U P
to fund or support. 5.
C R R A C E
to run or compete in a competition.
C N I D

Down: E A N A

to achieve or win something. S N T L

an event or competition. S E
6.
to run or race somewhere. I N S P I R E

an award given as a prize. T

33
 Read the stories and then do the reading race.
1 Gold medal moments.

In 1992, Gail Devers nearly became the first woman to win two Olympic
gold medals. First, she won the 100 metres sprint race. Then, five days
later, she was winning the 100 metres hurdles race, when she tripped and
fell. If she had won the hurdles, she would have won two gold medals.

At the 1988 Olympics, Ben Johnson won the men's 100 metres final in a
new world record time. However, three days later, officials took away his
gold medal when they discovered he had taken drugs. If he had not taken
drugs, he would have kept the gold medal.

In 1908, Wyndam Halswelle won the men's 400-metres. However, the

story is not that simple. Before the race, all of the other runners refused
to take part in the race. In fact, he was the only person who ran! If
everyone had run, he might have lost the race.

2 Third conditional.
Third conditional Match the two parts of the
First, find and underline the conditional
conditional sentences.
sentences in activity 1 above. Then, look at the
examples which you underlined and tick the 1. If she had bought the tickets,
sentences below, which are true for the third
conditional. 2. If he had practised harder,
We use the third conditional to talk about 3. If there had been eleven of us,
something which did happen in the past.
We use the third conditional to talk about 4. If Qais had been goalkeeper,
something which did not happen in the past.
5. If Majida had swum faster,
We use the past perfect in the 'if' clause.
6. If he had worn a helmet,
We use the past passive in the 'if' clause.

We use would have and a modal in the 'if' a. she would have got a gold medal.
clause. b. he would have saved the goal.
We do not use would have and a past c. we could have played football.
participle in the 'if' clause. d. he wouldn't have hurt his head.
e. she would have seen the final.
We can use could have or might have in the f. he would have played better.
main clause.
We only use would have in the main clause.
34
 What happened? Listen to the supporters talking about a sports event they
1 watched and tick the correct answer below.

a. Williams won. a. Schumacher won. a. Al Nasr won.

b. Williams lost. b. Schumacher lost. b. Al Nasr lost.

2 Sports events. Read the supporter report in activity 1 on page 28 of the

Classbook and match the topics to the paragraphs. Write the

Topics Paragraph 1
1. the reaction of the spectators. 3 Introduce the event.
2. where the event took place.
3. your personal opinion about the event.
Paragraph 2
4. what individual sports people did.
Describe the event.
5. when the event happened.
1
6. what happened after the event.
7. how you felt after the event. Paragraph 3

8. why you decided to watch the event. After the event.

9. what happened during the event.

Describe a sports event.

Write a 'Supporter report'. It could be something you have really seen, an event on
television or an imaginary event. Organise your writing into three paragraphs. Look
at the report in activity 1 on page 28 of the Classbook and activity 2 on page 35 of
the Skills Book to help you. Work in your exercise book and put the final draft in
your portfolio.

3 Questions.
Read the questions in activity 3 on page 29 of the Classbook. Write a different question
to ask Ali Al-Habsi in the space provided below.

4 Reflection.
In your exercise book, write about the unit. Identify some activities you liked and didn’t
like and give your reasons. Look back at the language you learned and revised in the unit.
Write down what language you want to learn more about and how you will do it.

35
 Self-study activities

1 Vocabulary classification.

Complete the table Type of sport winter athletics display

by classifying the Name of sport
remaining
Place
vocabulary from the
border of page 21 of Equipment
the Classbook. People

2 The infinitive with to- or -ing.

Complete the sentences with the infinitive with to- or the –ing form for the verbs provided in
brackets. Look at the example to help you.
I stopped when the phone
Example:
Please remember to look and listen before you
rang. (cook)
cross the road. (look)
"Let's go on at the answers
I like in the mountains and check if we're correct," said Ali. (look)
every weekend. (walk)
I remember next to the
shops, but the car wasn't there when I
When I go walking, I like strong
returned from shopping. (park)
boots. (wear)

"Let's go on , we'll find

It had been a busy day. I stopped
some information in these books," said
a meal for myself. (cook)
Hasna. (search)

3 Write a dialogue.
Imagine you are in a sports shop. Write a
dialogue between the salesperson and the
customer in the space provided below.

36
4 'The'.
5 Sentence match.
Read the statements below and decide if
Match the two parts of the third conditional
they are correct. Look at the grammar
sentences.
reference to help you and tick the correct 1. If she had studied harder,
sentences.
1 I like the sports. 2. If he had rung the sports centre,

3. If she had won,

2 He went to the France last year.
4. If Salim had looked carefully,
3 My favourite colour is red. 5. If Maha had paid more money,

4 She eats in the kitchen. 6. If he had caught a bus,

g. she would have got a gold medal.

5 He works in sports centre.
h. she could have bought a better racquet.
i. he would have been on time for the
6 The parkour is an extreme sport. interview.
j. he would have seen the hole.
The fastest athletes can run k. she would have passed her exams.
7
40km/h. l. he would have found that it was closed.

6 Third conditional.
Complete the following third conditional sentences. Look at the example to help you.

Maha didn't run fast enough so she didn't get a medal.

If Maha had run faster, she would have got a medal

I didn't see the match, so I didn't know who had won.

, I would have known who had won.

Basim couldn't play basketball because he wasn't well.

If Basim had been well,

They lost the race because the wind wasn't strong enough.

, they would have won the race.

I didn't buy a ticket so I didn't see the match.

37
1
 2 Words.
Complete the spidergrams with the words
from the box below.
lightning tornado earthquake flood

rock shake
1 How true is it?
Kashmir
Read and think about the statements. Decide
how true you think they might be and give crack
tsunami
each statement a probability rating. Use the
language in the box to discuss your opinions spinning column
in your group.
wind
Probability rating
1. It's certainly true destruction America
2. It's probably true
3. It's possible – it might/could/may water dams
be true
4. It's unlikely to be true rain
5. It's definitely not true
soak rivers

There were more than 300 natural electricity 120 km/second

1
disasters in 2003.
flash
During an earthquake, you should
2 strike storm
stand in a doorway.

A tsunami wave can travel at 2,000

3
km/h. 3 Earthquakes and storms.
Each year America is hit by 10,000 Read the texts on pages 32 and 33 of the
4
tornadoes. Classbook. Then read the sentences below
and decide if they are true or false. Circle
The first yo-yo was designed to help your answers.
5 Tectonic plates move faster than a
people understand storms.
spider. T F
Germans used to keep frogs to tell Landslides can be caused by
6
them if it might rain. earthquakes. T F

7 Lightning is hotter than the sun. In 2004, a tsunami caused an

earthquake. T F
When flood water reaches 1 metre Tornadoes are more dangerous than
8 deep, it becomes dangerous. lightning. T F
The wind speed of a hurricane can
10% of the world's population live
9 be faster than a flash of lightning. T F
near an active volcano.
Floods are often worse in cities. T F
Cigarettes are the main cause of
10 Storms can make hail as big as
fires in Australia.
melons. T F
38
 1 Approximate numbers.
Read the texts on pages 32 and 33. In your group, find words and phrases which
show that numbers are not exact. Write them in the correct space below.

Below an exact number Near an exact number Above an exact number

2 Jumbled sentences.
Use the words provided to describe three natural disasters. Add words from activity 1, to
show that the numbers are not exact. Use the example to help you.
Example: 6,500 / earthquake/ people/ January 1995/ killed/ Kobe, Japan
In January 1995, around 6,500 people were killed in Kobe, Japan.

1 volcano/people/1815/ erupted/ Indonesia/ 90,000/ killed

2 killed/earthquake/ Eygpt and Syria/ 1201/ 1 million/people

3 people/ 1991/Bangladesh/died/flood/130,000

Source: www.nbc10.com/news

Write the names of 3 students in the space provided.

3 Collect some guesses. Ask them the questions below. Listen to their
approximate answers and write them in the table. Use
the examples to help you.
I think about 20
million people were
killed.
Maryam, how many
million people were
killed by natural Names
disasters in the 1970s?
Exact number
1. How many people were killed by natural
disasters in 2005?
2. How many billions of US dollars did natural
disasters cost in 2003?
3. By what percentage did the number of severe
storms increase in 2005?

39
 1 Mystery disasters.
Read the mysteries below. Circle the answer which you think solves the mystery.
In 1981, some people in southern Greece woke up to find dead frogs lying all over the ground.
The small green frogs were not native to Greece and came from North Africa. How could they
have travelled to Greece?

a. A flood might have taken the frogs from Africa to Greece.

b. A hurricane could have picked up the frogs and carried them to Greece.
c. A volcano may have exploded and thrown the frogs to Greece.

A road sign originally from Oklahoma was found 50 kilometres away in Arkansas. How could it
magically move?

a. A flood might have washed it to Arkansas.

b. A landslide may have transported it to Arkansas.
c. A tornado could have carried it to Arkansas.
Something strange happened to the Earth around 535 AD. The air became filled with clouds of
dust, the rain turned red and the sun started to go dark. Temperatures dropped suddenly and
there were two years of drought. What could have happened?
a. A volcano may have erupted and created a dust cloud which blocked out the sun.
b. A huge earthquake might have made the earth spin at a different speed.
c. An asteroid could have crashed into the Earth causing a change in the weather.

2 Talk.
Modals of possibility In pairs, take turns to read and
in the past. respond to the statements below.
Use the modals of possibility from the
Look at activity 1 on this page and fill in language focus to give your opinion.
the blanks with the missing modals of
Perhaps an
possibility. It's possible that an
asteroid killed
We can use modals of possibility the dinosaurs. earthquake caused
• to make guesses about the past the tsunami.
• to express possibility about events in the past It's possible that the
We form modals of possibility in the past with: tornado picked up the car.

Perhaps the forest

fire was caused by
a flash of lightning.

+ past participle
Yes, an asteroid …

Yes, an earthquake …
Example: A volcano may have exploded.
Perhaps a volcano exploded. Yes, a tornado …
modal + have + past participle
Yes, a flash of lighning …

40
 1 Focus Questions 2 What might have happened?
Listen to people discussing how the Disaster Island
Read the story on page 34 story ends. Circle the letter which shows what the
of the Classbook and write speakers think happened to Greg and Dick.
complete sentences in the a. They died.
space provided. 1 b. They climbed onto the roof.
c. They hid in the house.
Why might the houses in the village be
safe during an earthquake? a. They sheltered in a car.
2 b. They escaped by boat.
c. They escaped by car and boat.

a. They made a fire.

3 b. They put a signal on the roof of the house.
c. They wrote 'HELP' on the ground.

What adjective describes a volcano

which has not erupted for a long time? Complete a story.

Complete the story about Disaster Island. Use

your own imagination or the ideas from activity
2 to help you. You can continue writing the story
as a comic strip like the one on page 34 of the
Classbook or as a narrative. Look back at unit 2
to give you ideas about story writing and think
about:
Which two reasons are given for living
• where they went
next to a volcano?
• setting
• how they got rescued
• falling action
• what they told the editor

What clues suggested that the volcano

3 Vocabulary.
was going to erupt? You are going to read about a survivor in a
story called 'Storm at Sea'. Tick six words
which you think might be in the story. Be
prepared to give a reason for your choice.
wood tornado
coconut
radio
What first aid knowledge did Greg find spear
torch
useful?
fire
rope plane
sharks fish
volcano

41
 1 Solar Still.
2 Strong adjectives.
A solar still changes salt water to drinking
water. First, look at the four diagrams. Read the story on page 35 of the Classbook
Then, listen to the interview and tick the and find adjectives which have the
best diagram. following meanings:
Strong adjectives
1 2
1 very good a

2 very big b

3 very clever c

4 very surprised d

3 4 5 very bad e

6 very frightened f

7 very tired g

Which adverbs of degree can we use

with strong adjectives?

3 Survivor.
Look at the following notes about a person
who survived an earthquake. Choose strong Choose ONE of the following:
adjectives from activity 2 and add one to
each day. Then, use the notes to write a • Natural Disasters
survivor story in your exercise book.
Research and write about a natural disaster.
Use the pictures from page 31 and the texts
e
Day 1: At hom on pages 32 and 33 of the Classbook to
Watched T.V.
help you. For example, you may want to
write about a natural disaster which
/earthquake
Day 2: Tremor ble happened in Oman, eg. Qalhat
Hide under ta
Roof fell down • Survivors
Trapped
Write about a person who survived a
disaster. You could interview someone you
with spoon
Day 3: Hit pan know, or you can use your imagination.
Rhythm
Use the stories on pages 34 and 35 of the
Classbook to help you.
dog digging
Day 4: Heard The following web-sites are useful for your
Men shouting
research:
Rescued
www.bbc.co.uk/science/hottopics/naturaldis
asters
42
www.fema.gov
 Answer the following questions by reading the
1 Focus Questions 'Think before you give' text on page 36 of the
Classbook. Write complete sentences in your
exercise book.
1 What causes the 2 Why is life
loss of life and
3 What type of
difficult for organisation can
property? survivors? 6
help survivors?
on
Which question
4 page 36, do you
5 Why is it important
What do to find out about think is most
?
charities do? charities? important? Why

Listen to Ahmed helping Ali decide which charity to donate to.

2 Four charities. Read the notes below and put a tick in the correct box.

The Children's Fund The International Islamic Crescent

• Small charity set up in 2001. • Major international organisation with offices in 30
• Helping children and orphans. countries.
• Immediate help after major disasters.
• Getting locals to help children
from their community. • Spent $ 9,000,000 on food, water, tents and
clothing in 2006.
• Building schools and homes.
• Raised $20,000,000 in 2006.

Fight Poverty Tsunami Relief

• Offices in London, New York • Set up after 2004 Asian Tsunami.
and Sydney. • Helping adults and children of the Asian Tsunami by
• Raised $50,000,000 last year. getting them to help themselves.
• Invested $10,000,000 on • Setting up local arts and crafts industries.
scientific research. • Assisting locals to build houses and schools from
• Spent $5,000,000 on food for recycled materials.
poor in Africa. • Small scale projects in Indonesia and Sri Lanka.

Work with a partner. Use the following phrases and any you
3 Which charity? can think of to decide which charity you might donate to.
Use the information from page 36 of the class book and
your own ideas to help you.
I'm thinking What about the
about donating… [name of charity]

No, they
don't/aren’t…
Yes, but they … Yes, they
do/help…

I don't think that's a

good idea, because…

43
 1 Which word?
Completing charity forms
Carefully remove the "You can
help" cut-out from the back of the Skills Read the following information and then
Book. Look at the highlighted words and complete the form on the 'You can help' cut-
write them next to the definitions below. out at the back of the Skills Book.
When completing forms, think about the following:
/vɒləntiə/ n [c] Someone who does a • Instructions usually appear as [italics in brackets]
1 job freely with no pay.
• Read the instructions carefully.
• Make sure you understand the various parts of
/dəυneiʃən/ n [c] Money you give to a form. Check the meaning of any words you
2 an organisation in order to help others.
do not know.
• If you have to give money, make sure you know
/spɒnsə/ v To agree to help someone to how much money and how often you have to
3 do something.
give.
• If you have promised to help, make sure you are
/membə/ n [c] A person who belongs available on the days and time you specify.
4 to a group or an organisation.
• Always complete a form in pencil first. If you
make a mistake you can always rub it out.
/kɒntrəbjuʃən/ n [c] The amount of • Get someone else to check the form before
5 money you give to help pay for you complete it using a pen.
something.

2 Multiple choice.
Read the Fundraising Poem on page 37 of the Classbook and tick the correct answers to
the questions.
Why is there "danger, danger everywhere"? What does "Fundraising is one way
to go" mean?
a. There are people everywhere.
a. It means fundraising is one way
b. There is help everywhere. to help others.
c. Natural disasters can happen b. It means fundraising is one
everywhere. place you have to go to.
Why are smiles turned into frowns?
c. It means fundraising is one way
a. People have lost something valuable. to stop natural disasters.
b. People have had their lives destroyed by
a disaster.
How does hope grow from
c. People are standing upside down. disaster?
What does "turning frowns" mean?
a. People raise money to grow
a. People are changing from being sad to plants.
happy.
b. People raise money to help
b. People start smiling again. each other.
c. People are turning round. c. People look at disasters on
television.

44
 Read and classify.
1
Fill in the blank Use the information from activity 1 on page
38 to decide if the following statements refer
activities to prediction, preparation or prevention. Write
There are many activities which ask you to 'fill in the answer in the space provided.
the blank' with given words or phrases. In the Netherlands houses are
To help you do these activities: being built on stilts. The house
can be raised by electric motors
• Start by reading the text with the 'blank'. when the water level rises.
• Work out the meaning or main idea of the
text. Animals have been seen to
behave in strange ways before an
• Decide if the missing word is a verb, noun, earthquake.
adjective or adverb.
• Guess the missing words or phrases. There are many satellites around
the Earth, monitoring the weather.
• Then read the missing words or phrases that
have been provided. Have an earthquake survival kit
• If the word or phrase you guessed matches ready at all times.
any of the words provided then use it to fill in
the blank. Oman has built many raised roads
to keep them above floods when
• Read the text to check the words make wadis flow.
sense.
• Also, look for words or phrases in the text Write up emergency phone
that are similar or belong to the same numbers in a safe place.
category as the words or phrases provided.

3 Middle East weather

2 Revision of 'will'. forecast.

Read the statements below and Look at the map and use the key from activity
decide if 'will' is used for prediction or 2 on page 38 of the Classbook to write a
decision. Tick the correct answer. Then, read weather forecast. Remember to use 'will'.
the Grammar Reference at the back of the Tomorrow
Skills Book to check your answers.
1 "Tomorrow will be sunny and warm."
prediction decision/intention
2 "I'll phone you later today."
prediction decision/intention
"The hurricane will make landfall in the
3 next twenty four hours."
prediction decision/intention
"Planes will become faster in the next
4 century."
prediction decision/intention
5 "I'll meet you in the office now. Is that OK?"
prediction decision/intention
6 " I'll take the red shoes and the blue coat."
prediction decision/intention

45
 1 Dialogue.
Nabil and Abeer are talking about the checklist on page 39 of the Classbook. Decide
which items they have done from the list. Write the number of the items in the 5
boxes provided.
Nabil: It looks like there's a big storm on the sure that the first aid kit has the things
way Abeer. we need if someone gets hurt. What
Abeer: Yes, I heard on the radio. We'll have to about you? Have you done any of the
get ready for it. things on the list?
Nabil: Let's look at the checklist of things we Abeer: Oh yes. I’ve stored the water for
need to do. I've done some things cleaning in the bath and buckets, we
already. have ten big bottles of water and there
Abeer: Good. What have you done from the list are plenty of biscuits, dates and tined
then? food. Oh yes, I nearly forgot, we need
Nabil: Well, the car's got plenty of petrol and new batteries.
I've parked it away from the wadi. I've Nabil: That’s good. Have you turned off the
also chopped the broken branches from utilities?
those trees. Abeer: What? The water, electricity and gas? No!
Abeer: That's great. Did you check if the map Nabil: Come on, let’s get on and complete the
was in the car? We'll need to know job. We want to be prepared for when
where to go if the roads get flooded. the storm hits.
Nabil: Sorry, I forgot to look, but I did make
Items completed:

Now write your own dialogue in your exercise book using the model provided.
Once you have finished read it to your partner. Let your partner work out which
items have been completed in your dialogue.

2 The first aid kit. 3 Focus Questions

The following vocabulary has
Read the 'Coconets' text on
been written using the phonemic
page 39 of the Classbook and
alphabet. Tick the items that belong in
answer the following questions in
a first aid kit. Finally, listen and check
your exercise book. Write short answers.
your answers.
1
What causes
landslides? 2
Where are
1 /b ndid / 'coconets' made?

2 /striŋ/ 3
How do 'coconets'
3 /pen/ prevent landslides?

4 /sizəz/ 4
5 /wɔtə/ What do
1,500 families 5
make? Why did
6
Justino win the
competition?

46
 1 Project preparation.
With other members of your group brainstorm
things to look at when you are doing your
project presentation. Use the language provided speak clearly spelling
or any you can think of, and the examples to punctuation
help you talk in your brainstorm.
use notes
Well, how/what about…
We could also look at…
That sounds difficult.

Why don't we look at…

Let's check our…
Yes, let's do that.

Here's another idea…

I want to check my…
I'm not sure.
That's good.

2 Write a unit review.

Write a review of the unit. Use what you found out about yourself from the unit interview
and the project reflection to help you. Look at the examples provided on page 40 of the
Classbook to help write your review. Remember to include information on things that
went well or you are confident in, and the things you want to improve. Write your final
draft below.

47
 Self-study activities

1 Approximate numbers. Past possibilities.

2
Natural disasters can cause powerful winds.
The following information gives approximate Read the sentences below and tick the ones
numbers. Read and choose the exact number which describe past possibilities.
from the box and write it in the space Maha might have forgotten my phone
provided. a
number.

784 2.4 94 28 106 1.8

b He could go to school.
a Fish weighing more than 2 kg once
came crashing down on villagers in c They may have got lost.
India.
b In 1989, in Australia, Harold's garden We may have bought the right
was covered with about 800 small d
ingredients.
fish that fell during a storm.
c After a storm, citizens in Greece,
found frogs, weighing less than a e I may hear the alarm when it rings.
hundred grams, in trees and on the
streets. f He could go home early.
d In 1877, alligators about 30cm long
fell on a farm in America. They
g They could have seen it when they
landed, unharmed, and started
went to Spain.
crawling around.
e In 1881, a storm in England brought
down more than one hundred The weather was terrible. We caught
h
kilogrammes of crabs. the bus.

3 Modals.
Rewrite the sentences so that they include a modal + have + past participle.
Example: Perhaps they made a fire.
They may have made a fire.

1. It's possible they hid in a house.

They

2. Perhaps the house caught fire.

The house

3. It's possible they heard the helicopter.

They

4. Perhaps he climbed a tree to escape from the flood.

He

48
4 Complete the sentences. 5 Write sentences.
Look at the pictures and write sentences with
Fill in the blanks with the words provided.
'will'. Tick the appropriate box to indicate if
volunteer donation the sentence uses 'will' for prediction or for
decision.
sponsor member
Example:
contribution
Tomorrow ✔ prediction decision

The people at work made a total We will have rain all over the
of OR 300 to charity
United Kingdom tomorrow.
last year.

We decided to give a prediction decision

to the Red Crescent to help the victims of
the tsunami.

They decided to
Mubarak in Africa, because this would
help him until he left school.. prediction decision
Next week
Bahrain
I really wanted to help a charity, but I had
no money. That's why I decided to be a
and help with
fundraising.
prediction decision

I started off as a volunteer, but became a

full of the charity
once I had started work.

Phonemic script. Complete the following sentences with the words from
6 the box. Use the words written phonemically to help you.

whistle paper cash batteries

torch pencil

There was no electricity and the phones were not working. Luckily we had a / pensəl/
and some / peipə/ so we could write a message to our rescuers.

Suddenly the electricity went off and everything went dark. Mustafa switched on the /totʃ/
. I’m glad we checked the / b təriz/ before the storm hit us.

I had to blow really hard on the / wisəl/ to get the rescue team to notice us under
the rubble after the tornado blew our house down.

It was nearly two weeks before all the cash machines were working again. I’m so glad we had taken
out / k ʃ/ before the hurricane.

49
 Club 2 Survey.

Corner First, read the Letter from the Editor on

page 41 of the Classbook and complete
the graph. Then, answer the questions
below.

1 Club Corner.

First, read the comments in 'Read all

about it' on page 41 of the Classbook and
match them to the images.
Read all
1 2 3 4 5 6 7
about it

Picture

Now talk about the unit with your group.

Use sentences with adjective+ prepositions 1. How many girls liked reading letters?
and look at the examples below and the 2. How many boys liked reading stories?
comments in 'Read all about it' to help 3. What feature do boys like the most?
you.
4. What feature do girls like the least?
The cover page is
different from grade 9.

I think it's full of

interesting activities. B Draw a graph.
A survey asked adults and teenagers about their
I'm tired of reading
favourite reading material. Use the information
stories.
below to draw a graph. Then, write some
sentences to describe the graph. Look at core
activity 2 to help you.
A Adjective + preposition. adults teenagers
newspapers 45% 25%
Read the following opinions about Club Corner magazines 25% 30%
magazine and add the missing prepositions. Look at fiction books 10% 15%
the Grammar reference or the Language Focus on non-fiction books 10% 25%
page 4 of the Skills Book to help you. other 10% 5%

1. My friends think Club Corner is full

interesting articles. C Do a survey.
2. I'm bored Conservation Corner.
Do a survey to find out what students like to
3. Maha likes Brainbusters because she's brilliant read the most. First, make a list of different
puzzles. things students read in English and in Arabic.
4. Club Corner is important students who Then, ask as many students as possible to look at
need more language practice. the list and name their favourite reading material.
5. It helps students get involved projects in Record the results on a table and draw a graph
the community. to illustrate your results.
6. Students are responsible completing the Finally, write some sentences about the graph.
activities. Look at the 'Letter from the Editor' on page 41
of the Classbook to help you.

50
 Read the following sentences and match them to the
1 Read and match. headings a-h on page 42 of the Classbook. Write the letter
of the heading in the space provided.

My friend is a good class leader Last week, Ahmed accidentally kicked the
because she is good at finding football through the window. He used his
solutions. own money to pay for the repairs.

Talib is a good class leader because he When my teacher gives instructions, it is

never gets cross. easy to understand what she is saying.

When I get an idea, I ask my friends I take notes to remind me what my

to tell me what they think about it. teacher said in the lesson.

2 Write sentences.

First, do the 'Are you a good leader?' questionnaire on page 42 of the Classbook. Write
about your leadership skills by completing the sentences below. Use the information from
the questionnaire to help you.
1. I am a good leader because

2. To be a better leader, I should…..

A Write sentences. B Write a questionnaire.

Write sentences for the leadership skills which With other members of your group, think about
match the headings e and h on page 42 of the different situations which require leadership. Look
Classbook. Look at the examples in core activity at the questionnaire on page 42 of the Classbook
1 to help you. Work in your exercise book. to help you. Then, in your exercise book, make
your own questionnaire to help students think
about leading a team.

C Do an interview.
Interview an active member of your community and get them to tell you about their leadership skills. You
might want to record the interview on a tape recorder. Finally, write about the person's leadership skills
on a piece of paper and show it to some friends to read!

51
 1 Vocabulary.
Read about Pompeii on page 43 of the
2 Check your understanding.
Classbook and match the words to their
meanings. Read about Pompeii on page 43 of the
Classbook and tick the best answer below.
1. ash 4. lava
1. Mount Vesuvius …
2. erupt 5. preserve a. was a spring.
b. was a volcano.
3. gladiator 6. spring
c. was a mountain.
to explode suddenly by sending smoke 2. People in Pompeii did not…
a
and fire into the air a. see the warning signs.
b. care about the warning signs.
b hot liquid rock from a volcano
c. understand the warning signs.
soft grey powder that remains when 3. People in Pompeii used to decorate…
c
something has been burned a. the inside of their houses.
a place where water naturally rises to the b. the outside of their houses.
d surface c. the streets.
4. The gladiators in Pompeii died because…
to protect something and prevent it from
e a. they could not run away.
changing or being damaged
b. they were slaves.
a soldier who fought against other men or c. animals killed them.
f animals as entertainment in ancient Rome
5. Most people in Pompeii…
a. were buried alive.
b. managed to escape.
A Third conditional. c. helped excavate the town.
Use the group of verbs and modals to complete
the third conditional sentences. Look at the
example to help you and work in your exercise B Write a story.
book.
Imagine you lived in Pompeii in August, AD 79 and
Example: If the gladiators had been free, they managed to escape. Write a story about your experience.
could have escaped. Look at the information on page 43 of the Classbook to
be/could/escape) help you. Remember to use the narrative tenses on page
1. If people about volcanoes, they 16 of the Skills Book.
Pompeii in a different place. You could include:
(know/might/build) • The setting. Where do you live? What is the time and
2. If there less ash, they year?
Pompeii earlier. (be/might/excavate) • The main character. Who are you? What do you do?
What are you like?
3. If the disaster a tsunami, it
everything. (be/would/destroy) • Rising action. What did you see? What happened?
• Climax. What danger were you in? How did you
4. If they the signs, they escape?
the volcano was about to erupt.
(understand/would/know) • Falling action. What did you do after you escaped?
How did you feel?
• Resolution. What happened in the end?

C Find out!
Research and write about a town which suffered a natural disaster. Use the example on page 43 of the Classbook
to help you. Find out about a town that you know about, or choose one of the towns below. Write down any
sources that you use and remember not to copy, but to use your own words.
Qalhat, Oman. Bam, Iran. New Orleans, USA.
Kobe, Japan. San Fransisco, USA. Lynmouth, UK.
Yogyakarta, Indonesia Phuket, Thailand Tangshan, China

52
 1 Who goes where?
Read 'What's On?' on page 44 of the Classbook and match each of the events
with a person below. Write your answers in the space below.

A B Talal is a very busy person

because he is working on different
Ahmed works for more than 10 hours a projects all of the time. He likes
day. He has two children who he hardly to help poor people and donate
sees and talks to. He is only free on money to charities. Last year, he
Fridays. He usually takes them to see went to help the Indonesian flood
their grandmother. However, this week victims by building houses and
he is planning to take them to a dams. Where will he go?
different place. Where will they go?

C D
Monaka is from Tanzania and she is Saif is from Abdullah bin Said Basic
visiting Muscat. She supports the Education School in Muscat. He is
Brazilian football team. She likes to doing a project about different
watch every match that Brazil plays. civilizations. He has spent a lot of
She has got three daughters who do time researching his project on the
not like sport. Where will they go? internet and looking in books, but
he wants to find out more from an
expert. Where will he go?

2 Where would you like to go?

Read 'What's On?' on page 44 of the Classbook and choose which event you will go to and
why. Write your answers in the space below and be prepared to give reasons for your choice
to a partner.

Where? Why?

A What's On? B Make an activity.

Read about the events on page 44 of the Classbook First, get some newspapers which are written in
and write about your own event to include in the English. Find some examples of events in the
'What's On?' section. newspapers and cut them out. Then, write a short
• Give the event a title. description of different people who are going to go
to each of the events you have cut out. Use the
• Write a brief description of the event.
models provided in core activity 1 on page 53 of the
• Give the time and date. Skills Book to give you ideas for your descriptions.
• Give the place. Finally, stick your events and the descriptions of
• Include prices. people on a piece of paper. Ask your partner to
• Write a contact number. match each event with a person.

53
 1 Word web.

Look at the 'Guess the missing f

words' activity on page 45 of
the Classbook. Find words o
which fit in the text and the
o
word web. The first one has
been done to help you. t
b
a
l
l

2 Vowel sounds.  ai ɔ ei a i

Sort the words into the table. work fight call take car sit
bird gift

smart
play
arm
small
sail

crawl rich
bite

smile earth

A Brain Busters. C Design a competition.

Solve the Brain Busters on page 45 of the Classbook.
Write your answers in your exercise books and check Design a Brain Buster for other students to
them by looking at the Club Corner answer key at the do and put it on a poster. Add instructions
back of your Skills Book. Then write your own Brain for the competition including, what students
Buster for your friends to try out. have to do, who they give their answers to
and the closing date for the competition.
Next, talk to your teacher about a prize for
the competition. This could be anything such
as notebook, a dictionary, a chance to be
B Sounds. 'teacher' for a lesson, or a week of no
homework. Finally, talk to your teacher about
Find more words with the same vowel sounds and where you can display your competition
add them to the table in core activity 2. Use a poster.
dictionary to help you.

54
 Read the following focus questions and 'Three Traditional
1 Focus Questions Omani Games' article on page 46 of the Classbook. Then
write your answers using complete sentences in the space
provided.
What equipment do you need to play Al-Yous game?

Which two games include running from one place to another?

In which regions is the Al-Doha game popular?

How do players move around in Al-Laqqad?

Why should Al-Laqqad be played on soft ground?

2 Opinions.
Some students were debating the motion, 'Traditional games are great fun'. Read what
students said in the debate and decide which ones were for (F) the motion and which ones
were against (A) the motion. Write only F or A in the space provided.
a I really like playing traditional games with my friends.
b I think they're boring. I like to invent my own games.
c My father only played them because he didn't have television or computer games.
d I like to play on my computer because it's easy and safe.
e They make me fit and healthy because I have to run and hop.
f You don't find many people who are interested in playing them.
g They are really challenging, but we enjoy them.

A Make a rule book.

Make a small book and write the rules of a traditional Omani game. Use one of the games from pages 22 and
46 of the Classbook or choose a different traditional game that you know about. Make sure you include
information about equipment, the number of players, what the players have to do and how they win. Include
pictures or illustrations. Look at the rules on page 30 of the Classbook to help you.

B Oral presentation.
Plan and do a short oral presentation for or against traditional Omani games. Use the information on pages 22
and 46 of the Classbook and any other information to help you plan your presentation in your exercise books.
Remember to start with an introduction, finish with a conclusion and give reasons for your opinions. Arrange a
time with your teacher so that you can do your presentation in front of the class.

55
 1 Opinion sort.
Read the opinions on page 47 of the Classbook and sort them in the following table. Write the
number of the opinion in the space provided.

The motion is… FOR the motion AGAINST the motion

Fishing is a sport.

Civilisation causes
problems.

Large charities are better

than small charities.

2 Adverbs of degree. Look back at the work you did on adverbs of degree in
Unit 1 of 10A. Write three different opinions of your own
for the motions in core activity 1. Use different adverbs of degree in your sentences. Look at the
example to help you.

Example: I think that catching fish is definitely not a sport.

1.

2.

3.

A Do a debate.
Work with three other members of your class and prepare a debate on one of the three motions from core
activity 1 on this page. Alternatively you can decide your own motion to debate.
Two people will need to present the opinions FOR the motion, while two people will need to present opinions
AGAINST the motion. Use the opinions mentioned and any you can think of to help you. Brainstorm your ideas
in your exercise book.
Present your debate to the rest of the class. Remember to use adverbs of degree and vary your responses
using the phrases from the Learning Strategy from page 6 of the Skills Book.

B Interviews.
Interview different students from your school and collect their opinions on the three different motions from
core activity 1 on this page. Write the opinions down in your exercise book. You may choose to display the
opinions on a poster or as part of your school magazine.

56
 1 Multiple choice. Read 'The Three Houses' story on page 48 of the
Classbook. Tick the correct answer.

Why did the three brothers live in a cave? Which house fell down first?
a. They liked bats. a. The bamboo house.
b. It was the safest place. b. The wooden house.
c. They didn't like houses. c. The stone house.

Why did the second brother build a house Why were the two older brothers nervous?
out of wood? a. They thought the youngest brother didn't like
a. The oldest brother had used all of the them.
rocks. b. They thought the house would fall down.
b. He wanted to build a house different from c. They thought they wouldn't reach the house
his brother's house. in time.
c. Rocks and stones were too heavy to carry.
What is the moral of the story?
Why did they laugh at the youngest brother's a. Sometimes, what appears to be weak is
house? strong.
a. They thought it would fall down. b. Sometimes, what appears to be strong is
b. They didn't like the youngest brother. weak.
c. They thought he couldn't build houses. c. Strong is always the best.

Read the following sentences about 'The Three Houses' and decide
2 Plot line. where they belong on the plot line. Write only the letter of the
sentence in the space provided.
a. The youngest brother helped them
build bamboo houses.
b. They left the cave to build their own •
Climax
houses.
c. They sheltered in the bamboo house.
•
Rising
•
Failing
d. Three brothers lived in a cave.
e. The earth shook and the houses
• The
Action Action
Resolution•
beginning
started to fall down.

A Phonemic words. B Tell a story.

Match the phonemic words with the highlighted words in the You can choose to tell 'The Three
story on page 48 of the Classbook. Write the word in the Houses' story or any other story you
space provided and then find the meaning of the word in a know to other members of your
dictionary and write it in your exercise book. group. If you have access to a tape
1. /ənaυnst/ recorder you may wish to record the
story and play your recording to your
2. /b mbu/ group. Remember to use your own
3. /θkweik/ words.
4. /d aənt/ Alternatively, you could work with
other members of your group to
5. / nk mftəbəl/
perform a play of a story you know to
6. /vaələntli/ your class. Remember to write a script.

57
 1 Complete the table.
Work in pairs and name yourselves 'A' and 'B'. Student 'A' should select the, 'Massive
landslide buries village' article and student 'B' should select the ' West Asian Games'
article on page 49 of the Classbook. Read the article and complete the relevant part of
the table for you.
Find out the following… Massive landslide buries West Asian Games - A first for
village Omani women

Country where the

event takes place
The town or city where
the event takes place
The event
Date of event
The largest number of
people mentioned

With your partner ask Which country is

and answer questions mentioned in your
newspaper article?
to complete the
remainder of the table.
Use the example to The Philippines.
help you.

2 True or false? A Approximate numbers.

Read the 'Massive landslide buries village' text on page 49
Read the newspaper articles on page of the Classbook and complete the following table. Look at
49 of the Classbook and decide if the example and the work you did in unit 4 on Skills Book
the following statements are true or page 49 to help you.
false. Tick the correct answer.
words number unit
1. Manila is over 650 kms away
from Leyte. T F Below an exact under 1 minute
number
2. Guinsaugon was buried under
70 cm of mud and rock. T F Near an exact
number
3. Omani women are going to the
'Women's Day' conference. T F
Above an
4. The 170 member team from exact number
Oman will include Omani
women runners. T F

5. 'OOC' means The Oman

B Collect and make activities.
Olympic Committee. T F Collect newspaper or magazine articles in English for the
topics in 10A. Make your own activities similar to the ones
6. More survivors than bodies provided on this page, throughout the 10A Skills Book, or
were found in Guinsaugon. T F any you can think of. Work in your exercise book and try
the activities out on members of your class.

58
 1 Learning Journal. 1. What have you done well?
2. Which activities did you enjoy? Why?
Over the semester you should 3. Which activities didn't you enjoy? Why?
have been completing the learning 4. What new grammar have you learned?
journal pages from the back of 5. What grammar do you want to improve?
your skills book. Look back at the 6. How useful did you find the phonemic alphabet?
learning journal pages and write
7. Which ACTIVE learning strategies did you use?
about the work you have been
8. Which ACTIVE learning strategies do you want to
doing over this semester in your
exercise book. Think about the improve? How?
following when you write: 9. What do you want to do more work on in the future?

A Write an e-mail.
This semester you have been writing e-mails. Remind yourself about how to write e-mails by looking back at
Unit 3 on page 29 of the Skills Book. Write the first draft of your e-mail to the writers about the 10A books.
Brainstorm your ideas in the space provided. Think about the topics and activities you did, include the things you
liked and the things you did not like. Give examples of these and reasons why you liked or did not like the
activities. Use the space below for your first draft.

BRAINSTORM YOUR
IDEAS HERE

B Your turn.
Over the past semester you have done many quizzes. It is now your turn to write a quiz about the Classbook
for this semester. Look back over the activities you have done in the Classbook and 'The Book Quiz' on page
50 of the Classbook to decide what you are going to ask about. Look at the quizzes you have done to help you
write the questions you are going to ask. Write about 10 questions and work with other members of your
group. When you have finished, give your quiz to friends from another group to answer.

59
 Self-study answer key

2. I hope you are ready

A 2 for your exams.
1 1. You can leave those boxes wherever you want to.
3. Salman is late for work
2. I remember where I left my book.
again.
B
1. I asked Moza to come to dinner. 4. He is tired of walking to
2. We've decided to have a party. work everyday.
3. Salim has gone to the post office to buy some stamps. 5. The Egyptians were
4. It would be nice to win a prize. brilliant at building tall
C landmarks.
1. Hala said she that she liked Nizwa because of the souk. 6. I’m a bit afraid of talking
2. He said that he was going to catch the 7.15 from Manchester. in presentations.
D
1. The man who gave me directions to Rustaq was really helpful.
2. Ali is a wonderful teacher. He has helped many students pass their exams.
3. He was the only one left from his family and only had himself to take care of.
4. I had a great idea for a project while I was researching on the internet.

1. f 1. The music is quite loud. 1. b

4 2. c 5 2. I certainly agree with him. 6 2. e
3. a 3. We did the job fairly quickly. 3. a
4. g 4. He really enjoyed the meal. 4. d
5. e 5. c
6. b

Detective: What were you doing at 10.30?

2 Mrs Smith: I was walking along King Street.
1. was shining [describes the background]
1 2. rang [shorter interrupting action] Detective: Were you going to the bank?
3. heard [events happened one after another] Mrs Smith: I had visited the bank earlier and was going to
4. was [true for a long time] the shops. there were a lot of other people in
5. was racing [interrupted action] the street when the alarm rang. Suddenly, a
6. knew [feeling/thinking verb] man pushed me to the ground and everything
went black.
1. to write/to plan/to tell
3 2. to be/to become burning, blazing, aflame, scorching, glowing
4 riddle, puzzle, enigma, mystery, question
3. kicking/hitting/firing
4. to swim/ to exercise/ to happy, cheerful, delighted, blissful, glad
train
5. to train/ to practise/ to run/ 1. tail
to exercise 2. He was an idle child and would sit around 6
5 all day. 2. water
6. running/ walking/ training/ 3. suddenly
jogging 3. The jaws of the creature opened wide to
reveal the sharpest teeth. 4. gloomy
7. to put/ to place / to read 5. tunnel
8. forming/ making/ creating 4. He carefully removed the disguise from
his face. 6. rubbish
9. to play/ playing to meet/
meeting 5. She walked away feeling lonely.

60
 1 Type of sport winter athletics display
Name of sport ice-hockey relay race gymnastics
Place rink track arena
Equipment helmet baton parallel bars
People skater athlete gymnast

1. I like walking in the mountains every weekend. (walk)

2 2. When I go walking, I like to wear strong boots. (wear)
3. It had been a busy day. I stopped to cook a meal for myself. (cook)
4. I stopped cooking when the phone rang. (cook)
5. "Let's go on to look at the answers and check if we're correct," said Ali. (look)
6. I remember parking next to the shops, but the car wasn't there when I returned from shopping. (park)
7. "Let's go on searching, we'll find some information in these books," said Hasna. (search)

Correct sentences: 1. k 1. …she would have got a medal.

4 3 5 5
2. l 2. If I had seen the match, …
4
7 3. g 3. …he could have played basketball.
4. j 4. If the wind had been stronger, …
5. h 5. If I had bought a ticket, I might have seen the match.
6. i

a. 1.8 kg a 1. They may/might/could have hidden in the house.

1 b. 784 2 c 3 2. The house may/might/could have caught fire.
c. 94 g d 3. They may/might/could have heard the helicopter.
d. 28cm g 4. He may/might/could have climbed the tree to escape
e. 108 from the flood.

1. The people at work made a total contribution/donation of OR 300 to charity last year.
4
2. We decided to give a donation/contribution to the Red Crescent to help the victims of the Tsunami.
3. They decided to sponsor a child in Africa, because it would help the child until it left school.
4. I really wanted to help a charity, but I had no money. That's why I decided to be a volunteer and help with
fundraising.
5. I started off as a volunteer, but became a full member of the charity once I had started work.

Suggested answers
5 1. Decision: 6 1
There was no electricity and the phones were not working. Luckily we had
I'll catch a taxi. paper and pencil, so we could write a message to our rescuers.
2. Prediction: 2.
Next week I'll be in Bahrain. Suddenly the electricity went off and it all went dark. Mustafa switched on
3. Prediction: the torch. I’m glad we checked the batteries before the storm hit us
The water will flood the 3.
houses. I had to blow really hard on the whistle to get the rescue team to notice us
under the rubble after the tornado blew our house down.
4.
It was nearly two weeks before all the cash machines were working again.
I’m so glad we had taken out cash before the hurricane.

61
 Club
Corner Club Corner answer key
Independent Task A, SB p.50 Phonetic fun

Answers:
1. full of l  n
2. bored with l k
ai
3. brilliant at
4. important for f ɔ l
5. involved in t ei l
6. responsible for
k ɑ m
d i m
Independent Task A, SB p.52 and CB p.43
θ
Mystery note!
Answers: Please rescue me. I am on a small island
1. If people had known about volcanoes, they somewhere in the Pacific Ocean. There was a
might have built Pompeii in a different place. terrible storm and my boat sank while we were
2. If there had been less ash, they might have sailing between Australia and Vanuatu. I think it
excavated Pompeii earlier. was on Tuesday 20 March. I am the only survivor.
3. If the disaster had been a tsunami, it would My friends drowned or were eaten by sharks.
have destroyed everything. Please call the rescue services and tell them about
4. If they had understood the signs, they would me.
have known the volcano was about to erupt.
Independent Task A, SB p. 57
Independent Task A, p.54
Answers:
Answers: 1. announced
Whoops! 2. bamboo
1. The medal cannot be bronze and gold at the 3. earthquake
same time! 4. giant
2. The score is the outcome, so it must reflect the 5. uncomfortable
outcome. 6. violently
3. If his hands are on his knees, how can they also
be on his head?
4. If he had kicked the ball with precision, it would
have gone inside the goal.
5. In a final, there are always two teams.

Guess the missing words

1. football
2. stadium
3. spectators/people
4. players/teams/football players
5. singing/shouting/clapping
6. referee
7. game/match
8. net/goal
9. won
10.goals

62
 Grammar reference
present simple present perfect
We use the present simple to talk about things that are We use the present perfect to talk about our
true. experiences in our life up to now and when we have
no definite time in mind.
I
you no definite time
we walk
they PAST
NOW
to school
he He has visited Cairo.
she walks
They have written a book about the Jiddat Al Harasees.
it
We make the present perfect using the verb have + the
We use the present simple to talk about routines and past participle.
habits.
She goes to school at 6 o’clock every day. I
seen
you
we have
We often use adverbs of frequency with the present
simple. they the pyramids
he
never sometimes usually always she has seen
it
0 50 75 100

He never washes the dishes.

She always helps her mother. yet and already

We use yet and already with the past simple/present

perfect.

present continuous yet already

• yet tells us something • already tells us
We use the present continuous to talk about actions
happening now. has not taken place. something has taken
place.
Ali is reading a book.
They are watching television. • We usually put yet at • We usually put already
the end of sentences. in the middle of
sentences.
We make the present continuous with the present
tense of the verb be + a verb ending in -ing. • We usually use yet in • We usually put already
negative sentences. before the main verb.

I am • We usually use yet in

you questions.
we are
eating dinner
they
he
she is
it

63
 present perfect continuous the passive
We use the present perfect continuous to talk about an
action that started in the past, continued over a period We use the passive when we want to focus on what
of time and is still continuing now. happens more than on the person who makes it
happen. Sometimes the person is left out of the
passive sentence. It is usually used for news reports,
signs and scientific descriptions.
Past Now The boy wrote the story.
[The boy is more important.]
I have been waiting for two hours.
The story was written by the boy.
(I arrived two hours ago and I am still waiting.)
[The story is more important.]

We often use the present perfect continuous with for and To form the passive we use
since to say how long an action has been happening. the verb be + the past participle.

We have been waiting for 20 minutes. (and we are

waiting now)
It’s been raining since Tuesday. (and it is raining now) is
it
was
invented
are
We use the present perfect continuous to talk about they
were
an action that started in the past, continued over a
period of time and has recently stopped. However,
there is evidence of the finished action now.

She’s been shopping. (she has finished shopping but

she is carrying shopping bags now.)

It has been raining. (it has recently stopped but the

ground is wet.)
past simple positive/negative

We use the past simple to talk about finished actions

We make the present perfect continuous using the or situations in the past and when we have a definite
verb have + been + present continuous. time in mind.
He went to Australia last summer.
I visited my uncle yesterday.
I
you have
we haven’t definite time
they been waiting PAST NOW

she has
he hasn’t
it I
you
we
they arrived in the morning
he
she
it

64
 past continuous used to

We use the past continuous to describe actions that We use used to for describing things that happened
happened over a period of time in the past. regularly in the past but don’t happen now.
They were having a barbecue. I used to get up at 7 o’clock but now I get up at 6
o’clock.
He was playing football.
We also use it to describe something that was true in
the past but is not true now.
PAST NOW
That building used to be a cinema.

We make the past continuous with the past simple of used to is followed by the infinitive of the verb.
the verb be + a verb ending in –ing.

I
I you
he he
she was
she used to live in England
it it
eating lunch
we
you
they
we were
they

the future

past perfect We use going to and will when we want to talk about the
future.
This morning, detectives announced that a gang
2 going to
of criminals had broken into the museum
1
We use going to when we have a definite plan or
intention to do something.
before then then We’re going to fly London next week.
We’re going to catch a plane at Seeb airport.
PAST 1 2 NOW FUTURE
had broken into detectives
the museum announced
We use the present tense of the verb be + going to + the
infinitive of the verb.
We form the past perfect using had + past participle

We use the past perfect for an action that happened

I am
before another action or time in the past.
he
We use the past perfect for the first action and the she is
it going to visit Muscat tomorrow
past simple for the second action.

you
we are
they

65
 the future (continued) Third Conditional

will We use the third conditional to talk about something

which was possible, but which did not happen in the
will has many uses. One of its uses is to predict what past.
will happen or what we think will happen in the future. If she had won the hurdles, she would have won two
gold medals.
Scientists will make robots to help us in the home.
She did not win the hurdles so she did not win two
We will travel in flying cars to Mars. gold medals.
• We use the past perfect in the 'if' clause.
We use will when we are not sure of our plan or our
intention. We will decide at the time we make the • We can use would have, could have or might have
decision or at the moment we speak. in the main clause.
• We do not use would have and a past participle in
We’ll go by car or bus. We’ll decide when we get there.
the 'if' clause
Maybe we’ll leave on 3rd or the 4th of December. If everyone had run, he might have lost the race.
if clause main clause
We use will followed by the infinitive of the verb.

I
you
he adverbial clauses of time
she will live on Mars
it Adverbial clauses of time use time conjunctions such
we as before, while, whenever, until, and after.
they
Sometimes shops had to close for days while
the number of things in stock were checked.
adverbial clause of time

first conditional
Adverbial clauses of time can go before or after the
main clause.
We use the first conditional to talk about what we think
will happen in the future. When an adverbial clause comes before a main
If you study hard, you will pass your exams. clause, it is usually separated from the main clause
by a comma.
If we kill the snakes, the toad population will grow.
Before barcodes were invented, many things in
shops had to be individually priced by hand.
We form the first conditional with two clauses.
comma
The if clause begins with the word if and the main
clause shows the result.
We make the first conditional with if + present
simple + will.
When the if clause comes before the main clause, it
adverbial clauses of place
is separated by a comma.
Adverbial clauses of place use the place conjunctions
where and wherever.
second conditional When we want to talk about the location or position of
something, we use the place conjunction where.
We use the second conditional to express unreal
When we want to talk about something that happens or
or imaginary situations and what could happen.
will happen in every place or any place, we use the
place conjunction wherever.
We make the second conditional using:
if + past simple + would Adverbial clauses of place can go before or after the
main clause.
If he saw a Yeti, he’d/he would climb a tree.
When an adverbial clause comes before a main clause,
If I were on the Marie Celeste, I’d/would leave a note. it is usually separated from the main clause by a
comma.

66
 adverbial clauses of manner the infinitive

The infinitives are:

An adverbial clause of manner tells us how things are
done or said. • to + infinitive
He went to visit the Statue of Liberty.
We use as if and as though at the start of an adverbial • bare infinitive (the infinitive without ‘to’)
clause of manner. Sorry, I can't help him today.
as if and as though are conjunctions. We use to + infinitive:
The manner clause always comes after a main clause. a. after it + be + adjective
The adults behaved as if they were children. It is nice to see you.
main clause manner clause b. after a noun or a pronoun
I must take a book to read.
I want you to buy some vegetables.
We use adverbial clauses of manner: c. in some phrases such as going to, have to, used
a. to show if something might not be true or that it is to
unreal. I have to go to school.
She talked as though she were the Queen. d. after some verbs such as hope, decide, write,
b. after words such as act, feel, look and sound. agree
I hope to see you soon.
He looked as if he was bored.
e. after question words
We usually use a past tense after as if or as though to We don't know where to go.
show that the information in the manner clause is not
true.

In formal English, we sometimes use were and not

was. Verbs with to + infinitive or -ing

• Some verbs take to + infinitive.

He decided to build wings.
conjunctions • Some verbs take -ing .
Conjunctions are linking words. They began making the wings.

Conjunctions join sentences or clauses. • Some verbs can take to+ infinitive or –ing without
a change in meaning.
and adds more information He started flying higher and higher.
but He started to fly higher and higher.
however add a contrast
• Some verbs, such as, stop, go on, like, and
although remember can be followed by the infinitive with to
or the –ing form, but the meaning changes.
because
as add a reason and I like to catch fish using a fine line and net.
since cause
[We use like +infinitive with to when we want to say it
so
is a good idea.]
who I like fishing every weekend and on holidays.
add information about
which
a person or thing [We use like + –ing to mean I enjoy fishing.]
that
• We do not use the -ing form after a continuous
whenever tense.
while
He was beginning to think of ideas for a story.
before add information
after about time NOT: He was beginning thinking of ideas for a story.
until
when

where add information

wherever about place

as if add information about how

as though things are said or done
67
 modals of obligation quantifiers: some and any

Some and any are quantifiers. They are used with

The words should, must and have to are modals uncountable nouns: juice coffee water
of obligation.
and countable plural nouns: bananas apples eggs
We use them to give advice and tell people what
to do.
some
Some means a little or a few and is used in positive
We use must and should to give our own personal sentence.
opinion. I’ve got some soup for starters.
Must is stronger than should. We use some in questions to request something when
We use have to when there is a general rule or law we think the answer will be yes.
and not our own personal opinion. Can I have some chicken spring rolls please?
We use some in questions when we make an offer.

I have to wear my seat belt when I drive (a general Would you like some garlic bread?
rule or law).
I don’t have to go to school today (a general law or any
rule).
We often replace some with any in questions when we
You must go and see the doctor (a strong personal are not sure of the answer.
opinion).
Have you got any spring rolls then?
You mustn’t arrive late (a strong personal opinion).
We usually use any in negatives.
I’m sorry madam, we haven’t got any soup.

modals of possibility
adjectives
May, might and could are modals of possibility.
An adjective is a word like small, old, cheap, ugly.
We can use may, might and could + verb to talk about
how possible something is in the present or the future. An adjective describes the qualities of people, places,
things, etc..
It may be the Yeti, but it could be a bear.
The small fish.

We can use may have, might have and could have +

Most adjectives can go in two positions:
past participle to talk about how possible something
is in the past. 1) When an adjective comes before a noun it is called
an attributive adjective:
The lake might have been a mirage.
The beautiful beaches of Hawaii.
adjective noun
May, might and could go before the main
verb in any sentence. 2) When an adjective comes after the verb it is called a
It may have four or five legs. predicative adjective:

The shark was quick.

subject verb adjective

A predicative adjective is used to describe the subject of

the sentence and not the action of the verb.

68
 order of adjectives Adverbs of degree
When using more than one adjective we usually We use adverbs of degree to make the meaning
sequence them: stronger.
fairly quite
adjective noun
really very
size age shape colour origin material
certainly definitely
a big new curved silver Omani metal khanjar
completely absolutely

We usually put adverbs of degree before an adjective.

He ate a fairly big ice-cream.
Adjective + preposition
We usually put adverbs of degree before or after a
• Sometimes we use a preposition after an verb.
adjective. He walked really fast.
If you're tired of the other TV channels, then watch He really walked fast.
ours.
We usually put adverbs of degree in the middle of a
• Some adjectives only use certain prepositions.
sentence.
The Sumerians were aware of the Majan civilisation. He was absolutely furious with the manager.
NOT
The Sumerians were aware on the Majan civilisation.

• Sometimes different prepositions can follow an

adjective. Depending on the preposition used, the comparatives and superlatives
meaning of the sentence or phrase changes.
It was good of Ali to go shopping. We use a comparative to compare people or things.
[tells us about the person] bigger more beautiful
Ali is good at shopping, because he buys the best
food. We make the comparative with adjective + than +
[tells us about the action] noun
An elephant is bigger than a cat.
• It is best to look in a dictionary to find out which
preposition to use with a particular adjective.
We use a superlative to describe who or what is the
best.
adverbs of manner the biggest the most beautiful

Adverbs describe verbs. We make the superlative with the + adjective + -est
• There are many different kinds of adverbs. OR
• We use adverbs of manner to describe how
the + most/least + adjective.
something happens.
The man walked slowly. (Tells us how the man
walked.) adjective comparative superlative

• We can put adverbs of manner before the verb.

one syllable tall taller tallest
They angrily shouted at the cat.
adverb verb
one syllable
wide wider widest
ending in -e
• We can put adverbs of manner after the object.
They shouted at the cat angrily. one syllable, a
object adverb short vowel big bigger biggest
ending with one
• We can put adverbs of manner after the verb and consonant

before the preposition + object. two syllables happy happier happiest

They shouted angrily at the cat. ending -y
verb adverb preposition + object
more most amazing
two or more amazing
amazing least beautiful
• If there is no preposition, we do NOT put the adverb syllables beautiful
less beautiful
between the verb and the object.
good better the best
We wrote quickly the letter. irregular bad worse worst
verb adverb object
69
 similes multiword verbs

We use similes to make descriptions more interesting Many verbs in English have two or more parts. These
and to make a powerful picture in the mind of the are called multiword verbs.
reader. We make multiword verbs with
Similes compare two things.
verb + adverb/preposition
We use like or as to make a simile. get around, cut down, fix on, cut out, look at
It smells like rubbish.
The mountain road looked like a long snake.
It’s as hot as fire. We can use different words with the same verb so the
Her hands felt as cold as ice. meaning changes.
I got on the bus. I got off the bus

Sometimes the meaning of a multiword verb is difficult

to work out.
too and very
I checked out the subway. (I investigated the subway).

too and very are placed before the adjective. It is important to check the meaning of multiword
verbs in a dictionary or work them out from the
very makes the adjective stronger. context.
It’s hot. – It’s very hot. Many multiword verbs are used informally. In written
English there is often a more formal word with the
same meaning.
too makes the adjective stronger but it usually has a
negative meaning. take off (informal) and remove (formal)

It’s very hot. – It’s too hot.

pronouns
question words
A subject pronoun replaces the subject in a sentence.
He ate the apple.
We use who to ask about people.
Who is it? An object pronoun replaces the object in a sentence.
The man ate it.
We use where to ask about places.
Where is the post office? Possessive adjectives tell us about who owns
something or how two people are related.
We use when to ask about time. That's my apple.
When does the bus leave?
Possessive pronouns tell us about who owns
We use why to ask for a reason. something.
Why is Makkah a great city? Yes, the apple is mine.

We use how to ask about the size or quantity of We use a reflexive pronoun to refer back to the subject.
something.
You should look after yourself. Eat more apples!
How heavy is it?
subject I you he she it we they
We use what to ask about something and not a pronouns
person.
object me you him her it us them
pronouns
What is it?
possessive my your his her its our their
We use which to choose between a few things or adjectives

people. possessive mine yours his hers ours theirs

pronoun
Which story do you like?
Reflexive myself yourself himself herself itself ourselves themselves
pronoun yourselves

70
 possessive apostrophes reported speech

We use an apostrophe when we want to show that a We can use reported speech to report someone's
noun owns something. words after they were said.

With a singular noun we add an apostrophe + s, In reported speech:

1. We give the exact meaning of what was said.
boy boy’s
He saved a boy’s life. 2. We sometimes change the pronoun.

3. The tense can change.

With a plural noun ending in s, we add an apostrophe, 4. The speaker comes at the beginning of the
boys boys’ sentence.
The boys’ boots were very dirty. 5. We sometimes use that.

With a plural noun not ending in s, we add an direct speech reported speech
apostrophe + s,
children children’s Saada said, “They’re She said they were
Today is the children’s party. really very good.” really very good.

direct speech compound nouns

We use direct speech when we want to write the exact 1. A compound noun is formed from two nouns, or
words that were spoken. an adjective and a noun.
2. Compound nouns are written in different ways:
a. We put the actual words someone said inside
• as two words: police officer
speech marks.
• as one word: firefighter
b. A new bit of speech starts with a capital letter if it is • sometimes as two words joined by a hyphen.
the beginning of a sentence. Unfortunately, there is no rule for how you write a
compound noun, so you need to check in a
c. We start a new line when a new person starts dictionary.
talking. 3. The plural is usually formed by making the second
d. We can put a full stop, question mark or word plural: police officers fishermen
exclamation mark inside the speech marks if it is 4. The stress is usually on the first syllable of the first
the end of a sentence. word:
Ooo Ooo
e. We can put a comma inside the speech marks if it shopkeeper firefighter
isn’t the end of a sentence.
e
a

"Holmes," murmured Sir Henry, “You have saved my life.”

"I’m sorry I put you in danger,” replied Holmes. “Are you

strong enough to stand?"

d b
c

71
 prefixes

Prefixes are a group of letters or a word.

We put prefixes at the beginning of a word to change the
meaning.
un + fair = unfair
prefix

There are three main types of prefix:

1. Whole word prefixes such as:
out- over- under- up-
outside underwater upstairs
2. Negative prefixes such as:
in- un- dis- mis- im-
incorrect invisible untie
3. Number prefixes such as:
uni- bi- tri- deca- centi- milli- multi-
bicycle triangle centimetre

suffixes

A suffix is a group of two or more letters added to the

end of a word.
meaning (n) + ful = meaningful (adj)
flower (n) + ing = flowering (adj)
clear (adj) + ly = clearly (adv)
excite (v) + ment = excitement (n)
Suffixes change word class.
manage (v) and management (n)
Suffixes can sometimes change meaning.
care and careless
The spelling changes when we add a suffix to a word.

72
List of irregular verbs
infinitive past simple past participle
be was/were been
become became become
begin began begun
blow blew blown
break broke broken
bring brought brought
build built built
buy bought bought
can could been able to
catch caught caught
come came come
cut cut cut
do did done
draw drew drawn
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feel felt felt
find found found
fly flew flown
forget forgot forgotten
get got got
give gave given
go went gone
have had had
hear heard heard
hit hit hit
hold held held
keep kept kept
know knew known
learn learned learned
leave left left
let let let
lose lost lost
make made made
meet met met
must had to had to
pay paid paid
put put put
read read read
ride rode ridden
ring rang rung
run ran run
say said said
see saw seen
sell sold sold
send sent sent

73
 List of irregular verbs
infinitive past simple past participle
sing sang sung
sit sat sat
sleep slept slept
speak spoke spoken
spend spent spent
stand stood stood
steal stole stolen
swim swam swum
take took taken
teach taught taught
tell told told
think thought thought
throw threw thrown
understand understood understood
wake woke woken
wear wore worn
win won won
write wrote written

74
Word list

absolutely adv /'bsəlutli/ great adj /reit/

agriculture n [U] /'rikltʃə/ hieroglyph n [C] /hairə'lif/
ambassador n [C] /'m´bsədə/ history n [C/U] /'histəri/
angry adj /'ŋri/ important adj /im'pɔtənt/
archaeologist n [C] /'ɑki´ɒləd ist/ inspiring adj /in'spairiŋ/
architect n [C] /'ɑkitekt/ international adj /intə'nʃənəl/
artefact n [C] /'ɑtifkt/ invention n [C] /in'venʃən/
ashamed adj /ə'ʃeimd/ involved adj /in'vɒlvd/
attention n [U] /ə'tenʃən/ Islam n [U] /'izlam/
attract v /ə'trkt/ issue n [C] /'iʃu/
behaviour n [U] /bi'heivjə/ leader n [C] /'lidə/
bitumen n [U] /'bitʃυmin/ medicine n [C] /'medəsən/
building n [C] /'bildiŋ/ monument n [C] /'mɒnjυmənt/
bully n [C] v /'buli/ museum n [C] /mju'zəm/
calendar n [C] /'klində/ Muslim n[C]adj /'mυzləm/
calligraphy n [U] /kə'lirəfi/ navigate v /'nvieit/
campaign n [C] /km'pein/ neighbour n [C] /'neibə/
caring adj /keəriŋ/ patient adj /'peiʃənt/
celebrity n [C] /si'lebriti/ personality n [C] /psə'nləti/
certainly adv /'stnli/ principled adj /'prinsəpəld/
citizen [C] /'sitizən/ prohibit v /prəυ'hibit/
citizenship n [U] /'sitizənʃip/ protect v /prə'tekt/
civilisation n [C/U] /sivəlaizeiʃən/ pyramid n [C] /'pirəmid/
clever adj /'klevə/ quite adv /kwait/
collapse v /kə'lps/ race n [C] /reis/
community n [C] /kə'mjuniti/ racism n [U] /'reisizəm/
completely adv /kəm'plitli/ really adv /'riali/
cooperation n [U] /kəυɒpə'reiʃən/ remains n [U] /ri'meinz/
country n [C] /'kntri/ research n [U] v /ri'stʃ/
courageous adj /kə'reid əs/ respect n [U] v /ri'spekt/
credible adj /'kredibal/ responsible adj /ri'sponsəbl/
crop n [C] /krɒp/ revenge n [U] /ri'vend /
decline v /diklain/ right n [C] /rait/
definitely adv /'definitli/ scientific adj /saiən'tifik/
disappointed adj /disə'pointid/ security n [U] /si'kjiərəti/
discover v /dis'kvə/ skeleton n [C] /'skelitən/
discovery n [C] /dis'kvəri/ society n [C/U] /sə'saiəti/
education n [U] /edjυ'keiʃən/ success n [C] /sək'ses/
environment n [C] /in'vɑirənmənt/ suspicious adj /sə'spiʃəs/
equal adj /'ikwəl/ torture v /'tɔtʃə/
equality n [U] /i'kwɒliti/ trade v /treid/
evidence n [U] /'evidəns/ very adv /'veri/
examine v /i'zmin/ volunteer n [C] /vɒləntiə/
excavation n [C] /ekskə'veiʃən/ war n [C] /wɔ/
fairly adv /'feəli/ wise ad /waiz/
fake adj /feik/
famous adj /'feiməs/
forgiving adj /fə'iviŋ/
fossil n [C] /'fɒsəl/
genuine adj /'d enjuin/
geometric adj /d iə'metrik/
global adj /'ləυbəl/
goodwill n [U] /υd'wil/
government n [C] /'vəmənt/

75
 adventure n [C] /əd'venʃə/ moral n [C] /'mɒrəl/
ancient adj /'einʃənt/ mysterious adj /mistiəriəs/
appearance n [C/U] /ə'piərəns/ mystery n [C] /'mistəri/
autobiography n [C] /ɔtəbai'ɒrəfi/ myth n [C] /miθ/
avoid v /ə'vɔid/ non-fiction n [U] /nɒn'fikʃən/
awesome adj /'ɔsəm/ ocean n [C] /'əυʃən/
beginning n [C] /bi'iniŋ/ personality n [C/U] /psənləti/
biography n [C] /bai'ɒrəfi/ pile n [C] /pail/
brain n [C] /brein/ pirate n [C] /'pairət/
brilliant adj /'briljənt/ plot n [C] /plɒt/
catch v /ktʃ/ prince n [C] /prins/
character n [C] /'krəktə/ princess n [C] /prin'ses/
cheerful adj /'tʃiəfəl/ rescue n[C]v /reskju/
climax n [C] /'klaimks/ resolution n [U] /rezə'luʃən/
conclusion n [C] /kən'klu ən/ roaring adj /'rɔriŋ /
continue v /kən'tinju/ rubbish n[U] /'rbiʃ/
creature n [C] /'kritʃə/ sailor n [C] /'seilə/
crew n [C] /kru/ salty adj /'sɔlti/
crooked adj /'krυkəd/ scared adj /skeəd/
cruel adj /'kruəl/ scientist n [C] /'saiəntist/
damp adj /dmp/ scream v /skrim/
decide v /di'said/ scruffy adj /'skrfi/
detective n [C] /di'tektiv/ setting n [C] /'setiŋ/
dislike v /dis'laik/ sharp adj /ʃɑp/
drag v /dr/ shout v /ʃaυt/
end n [C] /end/ slippery adj /'slipəri/
enormous adj /i'nɔməs/ slither v /'sliðə/
escape v /i'skeip/ snake n [C] /sneik/
evil adj /'ivəl/ superhero n [C] /'supəhiərəυ/
exciting adj /ik'saitiŋ/ time n [C] /taim/
fable n [C] /'feibəl/ torch n [C] /tɔtʃ/
fail v /feil/ traditional adj /trə'diʃənəl/
fiction n [C] /'fikʃən/ tumble v /tmbəl/
finish v /'finiʃ/ tunnel n [C] /'tnəl/
flame n [C] /fleim/ twisted adj /'twistid/
freezing adj /'friziŋ/ vicious adj /'viʃəs/
frightened adj /'fraitnd/ villain n [C] /'vilən/
gigantic adj /d ai'ntik/ waste n [C] /weist/
glowing adj /'ləυiŋ/ weather n [C] /'weðə/
hero n [C] /'hiərəυ/ weep v /wip/
heroine n [C] /'herəυin/ wicked adj /'wikəd/
ice n [C] /ais/
image n [C] /'imid /
journey n [C] /'d ni/
landscape n [C] /'lndskeip/
legend n [C] /'led ənd/
like v /laik/
lion n [C] /laiən/
machine n [C] /mə'ʃin/
manage v /'mnid /
massive adj /'msiv/
middle n[C]adj /'midəl/
monster n [C] /'mɒnstə/

76
accident n [C] /'ksədənt/ jogging n [U] /'d ɒiŋ/
aerobics n [U] /eə'rəυbiks/ leisurely adj /'le əli/
animal n [C] /'nəməl/ lesson n [C] /'lesən/
arena n [C] /ə'rinə/ mankala n [U] /mnkɑlə/
athlete n [C] /'θlit/ match n [C] /mtʃ/
athletics n [U] /θ'letiks/ member n [C] /'membə/
ball n [C] /bɔl/ money n [U] /'mni/
basketball n [U] /'baskətbɔl/ mountain n [C] /'məυntin/
bat n [C] v /bt/ muscle n [C] /'msəl/
baton n [C] /'btɒn/ official n [C] adj /ə'fiʃəl/
bicycle n [C] /'baisikəl/ parallel bars n [U] /'pralel bɑz/
bike n [C] /baik/ play v /plei/
boat n [C] /bəυt/ player n [C] /'pleiə/
bounce n [C] v /baυns/ popular adj /'pɒpjυlə/
boxing n [U] /'bɒksiŋ/ protect v /prə'tekt/
captain n [C] /'kptən/ racquet n [C] /'rkət/
car n [C] /kɑr/ rally driving n [U] /'rli draiviŋ/
chant n [C] v /tʃɑnt/ referee n [C] /refə'ri/
cheap adj /tʃip/ riding hat n [C] /'raidiŋ ht/
chess n [U] /tʃes/ rink n [C] /riŋk/
combat adj /'kɒmbt/ rule n [C] /rul/
competition n [C] /kɒmpa'tiʃən/ running n [U] /'rniŋ/
coordination n [U] /kaυɔdəneiʃən/ safety n [U] /'seifti/
court n [C] /kɔt/ sailing n [U] adj /'seiliŋ/
cricket n [U] /'krikət/ skill n [C] /skil/
cyclist n [C] /'saikləst/ snooker n [U] /'snukə/
dangerous adj /'deind ərəs/ spectacular adj /spek'tkjυlə/
deafening adj /'defəniŋ/ spectator n [C] /spek'teitə/
display n[C] adj v /di'splei/ sport n [C] /spɔt/
driver n [C] /'draivə/ stadium n [C] /'steidiəm/
equipment n [U] /i'kwipmənt/ stretch v /stretʃ/
event n [C] /i'vent/ successful adj /sək'sesfəl/
exercise n [C] v /'eksəsaiz/ supporter n [C] /sə'pɔtə/
expensive adj /ik'spensiv/ surfboard n [C] /'sfbɔd/
expert n [C] adj /'ekspt/ surfer n [C] /'sfə/
extreme adj /ik'strim/ swim v /swim/
facility n [C] /fə'siləti/ team n [C] /tim/
favourite adj /'feivərət/ tennis n [U] /'tenis/
fee n [C] /fi/ tournament n [C] /'tυənəmənt/
field n [C] /fild/ traceur n [C] /'trkr/
fit adj /fit/ track n [C] /trk/
float n [C] v /fləυt/ trainer n [C] /'treinə/
football n [C/U] /'fυtbɔl/ umpire n [C] /'mpaiə/
game n [C] /eim/ volleyball n [U] /'vɒllibɔl/
glove n [C] /lv/ water n [C] adj /'wɔtə/
goal n [C] /əυl/ weightlifting n [U] /'weitliftiŋ/
goalkeeper n [C] /'əυlkipə/ winter n [C] adj /'wintə/
gym n [C] /d im/
gymnast n [C] /'d imnst/
gymnastics n [U] /d im'nstiks/
handball n [U] /'hndbɔl/
healthy adj /'helθi/
helmet n [C] /'helmit/
horse racing n [U] /'hɔs reisiŋ/
ice skating n [U] /'ɑis skeitiŋ/
ice hockey n [U] /'ɑishɒki/
injury n [C] /'ind əri/
jockey n [C] /'d ɒki/

77
 appeal v /ə'pil/ predict v /pri'dikt/
asteroid n [C] /'stərɔid/ prediction n [C] /pri'dikʃən/
brilliant adj /'briljənt/ preparation n [U] /prepə'reiʃən/
cause v /kɔz/ prevention n [U] /prvenʃən/
challenge n [C] v /'tʃlind / problem n [C] /'prɒbləm/
charity n [C] /'tʃrəti/ property n [C] /'prɒpəti/
checklist n [C] /'tʃeklist/ raft n [C] /rɑft/
collapse v /kə'lps/ rain n [U] v /rein/
collec v /kə'lekt/ raise v /reiz/
column n [C] /'kɒləm/ replace v /ri'pleis/
common adj /'kɒmən/ resistant adj /ri'zistənt/
community n [C] /kə'mjunəti/ responsible adj /ri'spɒnsəbəl/
crack n [C] /krk/ rock n [C] /rɒk/
crescent n [C] /'krezənt/ rumble v /'rmbəl/
destroy v /di'strɔi/ rumbling adj /'rmbliŋ/
destruction n [U] /di'strkʃən/ serious adj /'siəriəs/
disaster n [C] /di'zɑstə/ severe adj /səviə/
donate v /dəυ'neit/ shake v /ʃeik/
drought n [C] /draυt/ skilful adj /'skilfəl/
earth n [U] /θ/ smoking adj /'sməυkiŋ/
earthquake n [C] /θkweik/ snow n [U] v /snəυ/
electricity n [U] /ilek'trisəti/ speed n [C] /spid/
enormous adj /i'nɔməs/ spin v /spin/
estimate n [C] /'estimət/ starve v /stɑv/
exhausted adj /i'zɔstid/ statistic n [C] /stə'tistik/
fault n [C] /fɔlt/ storm n [C] /stɔm/
fire n [C] /fəiə/ strike v /straik/
flaming adj /fleimŋ/ strong adj /strɒŋ/
flash n [C] /flʃ/ successful adj /sək'sesfəɵl/
flood n [C] /fld/ sunny adj /'sni/
forecaster n [C] /'fɔkɑstə/ surprised adj /sə'praizd/
forest n [C] /'fɒrist/ survive v /sə'vaiv/
frightened adj /'fraitənd/ survivor n [C] /sə'vaivə/
gas n [C/U] /s/ tectonic adj /tek'tɒnik/
hail n [C] /heil/ temperature n [C] /'tempərətʃə/
harm v /ham/ terrified adj /'terəfaid/
heat wave n [C] /hit weiv/ tired adj /taiəd/
homeless n [U] /'həυmləs/ tornado n [C] /tɔ'neidəυ/
hurricane n [C] /'hrikən/ tremor n [C] /'tremə/
ice n [U] /ais/ tropical adj /'trɒpikəl/
international adj /intənʃənəl/ tsunami n [C] /tsυ'nami/
island n [C] /'ailənd/ vegetation n [U] /'ved əteiʃən/
kill v /kil/ victim n [C] /'viktəm/
kilometre n [C] /'kiləmitə/ violently adv /'vaiələntli/
landslide n [C] /'lndslaid/
life n [C/U] /laif/
lightning n [U] /'laitniŋ/
limp v /limp/
local adj /ləυkəl/
medicine n [C] /'medəsən/
metre n [C] /'mitə/
natural adj /'ntʃərəl/
ocean n [C] /'əυʃən/
organisation n [C] /ɔənai'zeʃən/
petrol n [U] /'petrəl/
plan n [C] v /pln/
plane n [C] /plein/
plate n [C] /pleit/
poverty n [U] /'pɒvəti/

78
 2. Think about how you read.
When you read, do you:
a. Track along the line with your finger as you read?
b. Prefer easier texts and avoid challenging texts?
c. Read the words aloud?
d. Start reading before you know what you are looking for or why you are
reading?
e. Read every word?
f. Keep re-reading what you have already read?
g. Read for the general idea before you read difficult sections?

3. Improve your reading speed.

The following techniques might help you increase your
reading speed. Tick the ones you should try.
Try
to read more
texts which are a little
Try bit above your reading
moving your Skim level. If you read more texts
finger straight down the text first. If you which are difficult, your brain
the page instead of across take a minute to get a will get better at processing
the page. This trains your general understanding about complex sentences and
eyes to move quickly down the text, it will help you read new vocabulary.
the text and stops you faster. Try looking at pictures
from stopping and re- and diagrams and reading the
reading. title, the first sentence in each
paragraph and the first and
last paragraphs.

Check
Check you understand
you are the text. While you
If concentrating. read, ask the author
you like to Read in a quiet, Keep questions such as, "What
read aloud, try calm place. going! You can does this mean? What is
reading usually understand he saying? How can I
silently. the whole sentence use this
more easily than information?"
words and
phrases.

Find out more at:

Remember!
Find out more at: You may have to read slowly
• www. readingsoft.com for texts which:
• www.turboread.com/read_checks.htm • have a lot of numbers and
• www.mindbluff.com/askread.htm scientific words.
• have a lot of new
information.

79
 Reading speed
Slow reading can be helpful when a text is
contains detailed instructions or it is full of
complex information such as science or history
books. However, usually, it is better to read faster:

• Faster readers understand faster. The author's message is coming to you quicker and you
are able to link one point to another much better.
• Faster readers concentrate better. Poor concentration makes you re-read, sometimes
over and over, in order to understand.
• Faster readers can read more. They spend less time reading so they save time.

1. Check your reading speed.

a. Find something you have read before.
b. Record the starting time.
c. Read at a speed where you can understand what you read.
d. Stop reading after 10 minutes.
e. Count the words you read.
f. Divide the number of words you read by 10, to find out how many words you read in a minute.
g. If you read fewer than 200-250 words per minute, you need to increase your speed.

Slow reader Average reader How many books

Fast reader
could a fast reader
(100 (200 (300 read in 10 years?
words/minute) words/minute) words/minute)
one month

3 books 5 books 7 books

one year

36 books 60 books 84 books

80
81
Answers:
Activity 1
2. The creature took its tail out of the frozen water.
3. "Look your stomach is getting bigger and bigger!" exclaimed Jack.
4. They're the best runners in the world.
5. "You're going to get a prize, if you eat all the dinner up," said the woman wickedly.
 Check your work
1. Writing errors.
Read and use the information about 'Writing errors' and correct the errors in the sentences
provided. The first one has been done as an example to help you.
In the final stages of any written work it is important to check your work for spelling and
grammatical mistakes. Here are some common errors people make:
a. Confusing the words their, there and they're.
• their refers to something belonging to or connected with a person or another thing which has
already been mentioned.
• there means in a particular place.
• they're a short or contracted form of they are.
b. Confusing the words its and it's.
• its refers to something belonging to or connected with a thing that has already been mentioned.
• it's is the short or contracted form of it is or it has.
c. Confusion between your and you're.
• your means belonging to someone.
• you're is the short or contracted form of you are.
their
1. I went to there home yesterday.
2. The creature took it's tail out of the frozen water.
3. "Look you're stomach is getting bigger and bigger!" exclaimed Jack.
4. There the best runners in the world.
5. "Your going to get a prize, if you eat all the dinner up," said the woman wickedly.

2. Your work.
Look through the story you have been writing for your project work. Use the information
you have about writing errors and make any corrections to your work. Also correct any
other errors, such as:
• spelling
• grammar
• punctuation
Use the grammar reference, word lists and dictionaries to help you.
While you edit the final draft of your project work make a list of any common errors and
make a note of three of them for you to improve on in the space provided below. Look at
the example to help you.

Example: I must remember to use capital letters for names of people.

1.

2.

3.

82
 3. Punctuation

A story is difficult to read and understand if the sentences are not

punctuated. Use:

• a capital letter at the start of a sentence and for the pronoun I .

Example: My friend and I stayed at home.
• a capital letter for names, months, nationalities, languages, cities, countries and continents.
Example: I told Mahmoud that my birthday was in December.
• a full stop at the end of a statement.
Example: Today is Monday.
• a question mark at the end of a question.
Example: Is it Monday?
• an exclamation mark at the end of a sentence with a strong feeling.
Example: I hate Mondays!
• a comma in a list of three or more things.
Example: I go to school on Saturday, Sunday, Monday, Tuesday and Wednesday.
• a comma after a time sequencer such as first, then, next and after that.
Example: First, I have assembly. Then, I go to the classroom.
• an apostrophe + s to show possession.
Example: Ahmed's bag is the heaviest.
• an apostrophe to make a contraction.
Example: I can't lift his bag.

A Write the following sentences with correct punctuation.

1. he went to school in france

2. can naila speak spanish

3. he bought apples and i bought oranges dates and limes

3: He bought apples and I bought oranges, dates and limes.

2: Can Naila speak Spainish?
1: He went to school in France. a. 3.

1. goes/went 3. catch/caught 4. walk/walked b.

objects: garden, me, shop market
subjects: John, insects, they, she 1. a.
Answers:

83
 Sentence writing
Inaccurate sentences can make a story very hard to read and understand. Look at the
sentences in your description of a setting from activity 3 on page 15 of the Classbook.
Were they accurate?
Read the points below and do the activities. Then use the checklist to check your writing.

1. Sentence structure

The simplest English sentences need a

• subject
The subject is a person, thing or idea that the sentence is about. The subject
usually comes before the verb and does the action.
• object
The object receives the action. it usually comes after the verb.
• verb
The verb tells you what the subject is or does.
Example: The cat ate the mouse.
s v o
• agreement
The verb must be in the correct form for the subject.
Example: I is here. The verb does not agree.
I am here. The verb does agree.

A Underline the subject and circle the B Tick the verbs which agree with the subject in
object in the following sentences. the following sentences. Correct the verbs that
1. John hated the garden. do not agree.
1. John hated the garden.
2. The insects flew towards me. 2. The insects flew towards me.
3. They couldn't find the shop. 3. They couldn't find the shop.
4. On Thursdays she went to the market. 4. On Thursdays she went to the market.

2. Interesting sentences

Do you remember the super sentence maker? Simple sentences can make
a story boring. You can make sentences interesting with the following:
• adverbs to describe verbs.
Example:The boy quickly threw the ball.
• adjectives to describe nouns.
Example:The boy quickly threw the tiny ball.
• relative clause to add more information about a noun.
Example:The boy quickly threw the tiny ball which was hard and round.
• images such as metaphors and similes, to create a picture in the reader's mind.
Example:The boy quickly threw the tiny ball which was as hard as a rock.

Re-write the following sentences and make them more interesting using the above
information.

1. The creature ran through the forest.

2. The man hid in the dark.

84
1. Quotation, summary or paraphrase?

First read the numbered texts below. Try to understand the main idea and don't worry
about understanding every word. Then decide if the lettered texts are a quotation,
summary or paraphrase . Write your answer in the space provided.

"Love of one's country and loyalty to it, must take the form of constant
hard work and endeavour and this is the duty of every man and woman."
Sultan Qaboos bin Said, Oman 2004-2005, Ministry of Information.

a In his speech, His Majesty Sultan Qaboos, asked men and women to show loyalty to Oman by
working hard .
Sultan Qaboos bin Said, Oman 2004-2005, Ministry of Information.

His Majesty Sultan Qaboos said that love of one's country and loyalty to it, must take the form of
b
constant hard work and endeavour and this is the duty of every man and woman.
Sultan Qaboos bin Said, Oman 2004-2005, Ministry of Information.

In his speech, Sultan Qaboos said, "Love of one's country and loyalty to it, must take the form of
c
constant hard work and endeavour and this is the duty of every man and woman."
Sultan Qaboos bin Said, Oman 2004-2005, Ministry of Information.

"People have been so generous to date and it is important that they

continue to donate money to organisations such as UICEF to help in aid
relief and reconstruction. It is one of the proudest moment of my life to be
given the role of UNICEF Goodwill Ambassador and I hope to play a part
in supporting these children at their time of need."
David Beckham, Source: www.unicef.org/emerg/disasterinasia, 04/01/2006

David Beckham said, "People have been so generous to date and it is important that they continue
to donate money to organisations such as UNICEF to help in aid relief and reconstruction. It is one
a of the proudest moment of my life to be given the role of UNICEF Goodwill Ambassador and I
hope to play a part in supporting these children at their time of need."
Source: www.unicef.org/emerg/disasterinasia, 04/01/2006

b David Beckham asked people to continue donating money to UNICEF.

c David Beckham thanked people for donating money to organisations such as UNICEF. He said that
becoming a UNICEF Goodwill Ambassador was one of the proudest moments of his life.

Source: www.en.wikiquote.org, www.quotationspage.com

c: paraphrase b: summary, 2. a: quotation,

c: quotation b: paraphrase, 1. a: summary,
Answers:

85
 3 Ways not to Plagiarise!
Your own words are worth more than copied text.

Read the information in section 1 and then check

your understanding by doing the activities in
sections 2 and 3.

Plagiarism
It is everyone's right to own their work and ideas.
Plagiarism is using the work of others without showing the source of information. This includes:
• using or copying words as they have been used in articles, presentations, television programmes,
books, on the internet or anywhere else.
• using other people's ideas without saying whose ideas they are.
Plagiarism is treated very seriously. In higher education, plagiarised work is usually disqualified.

There are three ways to avoid plagiarism:

1. Quotation
Quotations are the exact words of the author or speaker and must be accurate, with the same
punctuation and spelling.
In quotations, you should:
• Copy words and punctuation exactly
• Put speech marks, also called quotation marks, around the words you quote.
• Say exactly where the quote comes from.
2. Paraphrase
Paraphrasing is describing what someone else said in your own words. It is a different way of
expressing what was said and might be as long as the original text.
To paraphrase, you should:
• Read the whole text for main ideas and general understanding.
• Remove the original text.
• Write down some key words.
• Use the key words to help you write down what was said in your own words. Use reported
speech to record the meaning, not the exact words.
• Record the source.
3. Summary
A Summary involves putting the main idea of the text in your own words. Summaries are much
shorter than the original material and they are shorter than a paraphrase.
To summarise you should:
• Read the whole text and identify the main idea.
• Remove the original text.
• Write down the main idea in your own words. Record the source.
86
87
Answers:
Active learning strategies: 2, 4, 7, 9, 10 and 11
 Active Learning
Are you an active learner?

Learning and education is an important aspect of all civilisations. We learn by doing

things and being organised. For example, ACTIVE LEARNERS, make sure that the
A sections in their exercise book are ready before the semester starts. Active learners
never wait for the teacher to tell them what to do next!
• Read and write the letter A next to the strategies which you think are for ACTIVE
LEARNERS.
• Check your answers with those provided below.

1. Copy down everything the teacher says or writes.

2. Ask the teacher questions on anything you do not understand.

3. Look at the Classbook and Skills Book only in the lesson.

Look at different books and choose only the things that are useful for a
4.
project.

Only read one book and copy down everything you read when
5.
researching for projects.

6. Spend time after a class re-writing notes neatly.

7. Only copy down what is need or useful.

8. Never ask the teacher questions.

Look at the Classbook and Skills Book before a lesson to decide what
9. you are going to learn, what you are going to find useful or what you
are going to find difficult and need help on.

10. Read the notes taken in class and highlights the main points.

11. Do self-study activities without the teacher telling you.

Now underline any ACTIVE LEARNING strategies you already use.

B • Then choose two of the ACTIVE LEARNING strategies you do not use and try
to use them this semester.

88
89
90
You can help
Imagine that you have decided to help a charity. Complete the form below.

United World Charity

How would you like to help? Please tick one or more boxes. Donation
q Become a volunteer. I would like to make a monthly contribution of…Please tick one box only.
q Become a member. q OR 10 q OR 20 q OR 30 q OR 40 q OR 50
q Make a donation. Other Please specify write in words.
q Buy a product.
Sponsor a child/adult/family. Please circle Our products
Please tick one or more boxes and indicate the number of items you wish to
What can you do? purchase.
As a volunteer, I can help… Please tick one or more boxes. q T- shirt OR 5 each Size Number of items
q with fundraising activities. small
q run the office. medium
q Other Please specify. large
q mugs OR 1 each Number of items
q Sat. q Sun. q Mon. q Tues. q Wed. q Thurs. q greeting cards 500 Bz each
am/pm Please circle Number of items
Total:
Membership
Members have to pay a fee of OR 100 per month. Once you are a member, Your details:
you can take part in committees that help decide what the charity does. Name: Profession: Nationality:

Which committee would you like to help on? Please tick one box only. Contact address:
q Fundraising q Projects q Research P.O. Box PC.
GSM number: Home number:
Sponsorship Work number: Fax:
I would like to make a monthly contribution of…Please tick one box only. E-mail:
q OR 10 q OR 20 q OR 30 q OR 40 q OR 50
Other Please specify write in words. Please send this form to: UWC, P.O. Box 444, PC. 123, Seeb
Please enclose a cheque made payable to UWC.
91
 Read the following advice. Then, listen to some people during an earthquake and
decide if they are taking the correct action. Put a tick or a cross in the space below.

1. 2. 3. 4.

During an Earthquake
If you are indoors,
• Take cover under strong furniture such as a table or a desk
• Cover your head and face with your arms or use a pillow to protect
your head.
• Stay away from things which break and fall, such as glass, windows
and bookshelves.
• Stay inside until the shaking stops.
• Be aware that electricity and gas may go off.
• Do not light a match or use a light switch.
• Do not use lifts.

If you are outdoors,

• Do not go inside a building.
• Move away from buildings.
• Check you are not under street lights or electricity wires.
• If you are on the beach, move to high ground.
• Stay outside until the shaking stops.

If you are in a moving vehicle,

• Stop as quickly as possible.
• Do not stop under buildings, trees and electricity wires.
• Stay in the vehicle.

If you are trapped,

• Do not light a match.
• Cover your mouth with a handkerchief or clothing so that you don't
breathe in dust.
• Tap on a pipe or wall so that rescuers can find you.

92
93
 e al
Creating ar character
• It is important in story writing to include characters that readers believe are real and
convincing. One way to do this is to write about the characters and their lives by thinking
about their characteristics.
• Choose ONE of the characters from the 'Character description' role play cards and find
one piece of information for each of the characteristics for the character you have chosen.
• Complete in the table and then find out about the other characters from other members of
your group.
• Finally with other members of your group decide if the characters are heroes and heroines,
villains, characters in distress, or creatures
• Use the phrases in the speech bubble below or any phrases you can think of to help you
talk to other members of your group:

Excuse me, what did you find out about…?

What does….look like?
Do you have an example of the things…
says/does?
Sorry, could you say that again please?
How do you spell…?
What type of character is…?
I think ….is a…

Characteristics The things they Their appearance. The things they The reactions of
say and think. do. other characters
or people to the
character.
Does not like
people who hurt
animals and plants

Has a long tail,

flippers like a fish
and a big body like a
walrus. Also has long
teeth.
Kidnaps children.

People like her for

looking after animals
and saving people.

She is bored and

does not like the
tower.

94
95
 School Story
School Story Day
Day
Hilal wrote a poem for his poster advertising School Story Day.
Read the poem and do the following:
1. Identify the main ideas in verses 2-8.
2. Match the words and phrases with the verses of the poem. Write
only the letter of the words and phrases in the space provided.
Add any more you can think of.

Story Advice
I was told to write a story,
Something fictional, not true.
a. sea I'm staring at white paper
b. simile But I don't know what to do.

c. many years ago 'Look in the LRC I need to get ideas

d. look in the and the internet' Because I haven't got a clue.
Classbook. So, I think I'll go and brainstorm,
With a friend or two.
e. a happy ending
f. adventure "The type of story's important",
Ahmed said to me.
g. look in magazines "Fable, myth or legend,
realistic
and newspapers. Decide what it should be."
h. villain
"Characters," said Basim,
i. mime actions heroine "I think they hold the key.
What they do and look like,
j. past continuous robot
What they say and who they see."
tense
k. use your own "Don't forget the setting,
space ship
experience. Where the action all takes place."
Said Mohammed earnestly
l. scary As he looked me in the face.
m. change intonation
A sudden "Think about the plot."
n. hero Tariq said at break.
beginning
o. an exciting climax "Something has to happen
To keep an audience awake."
p. horror
"Decide how you will write it, third person
q. creature
Is it a comic strip or book? (he, she, it)
r. forest Think about words and images,
As well as how it looks."
s. speak loudly
t. a long journey "And when you come to tell it,"
Whispered Fahad quietly,
u. reported speech "Practise well and change the speed.
Use different voices It's fun to do, you'll see!"
for characters.
96
97
 Words and meanings
Read the first six articles of the Declaration of Human Rights on page 7 of the
A Classbook. Decide which of the following meanings for the highlighted words is correct
for this context. Tick the appropriate box.

prohibit (v)
a. To let someone to do something.
b. To allow people to live anywhere they want.
c. to say that an action is illegal or not allowed.

race (n)
a. One of the main groups that humans can be divided into.
b. A competition in which people or animals compete.
c. A place where people live.

torture (v)
a. To be kind to another person.
b. To deliberately hurt another person.
c. To go to hospital.

right (n)
a. Something that you are allowed to do or have.
b. A statement that is correct.
c. One side of something.

equal (adj)
a. Not the same as something else.
b. The total of two numbers.
c. The same as someone or something else.

security (n)
a. The people that guard a building.
b. Things that are done to keep people safe.
c. Two things stuck together.

Choose the correct word so the sentences below make sense. Use the words above to
B help you. Circle the correct answer.
1. If I were a world leader, everyone would have the right/security to healthcare.
2. There would be no race/torture of people or animals.
98 3. I would right/prohibit the use of nuclear weapons.
 2 Add more words
Look at the phonemic alphabet below. Add one word from the box in the space provided.
Then listen and check your answer.

pleasure Paul young then king get tea

soon lion zero fish sing hot come thing
cheer
fun wet red jump man view young ball

/b/ bird /tʃ/ chair /d/ donkey /f/ fish // girl

/h/ hair /d/ jar /k/ key /l/ leaf /m/ monkey

/n/ nine // ring /p/ pear /r/ rose /s/ sofa

/ʃ/ shark // television /t/ table /ð/ mother /θ/ thirteen

/v/ volcano /w/ web /j/ yacht /z/ zebra

99
 Introduction:
The Sumerians were the first people to develop writing. Since then different civilisations have
developed different forms of writing. Many of them use different script or letters. When we study
the pronunciation of words in English we use the phonemic script or symbols.

1 Add words.
Look at the phonemic alphabet below. Add one word from the box in the space provided.
Then listen and check your answer.

China boot bed cut there pot

bite owl calm sheep make
bad
saw note here coin sit
put bird

// cap /e/ egg /i/ insect /ɒ/ orange / / sun

/υ/ book /ɑ / arm / / earth /i / eagle /ɔ / fort

/u / two /eə/ aeroplane /iə/ ear /aə/ eye /ei/ date

/ɔi/ boy /əυ/ boat /aυ/ cow /ə/ banana

100
101
102
Read the information in activity 1 on page 2 and 3 of the Classbook and
Complete the map complete the information for 1, 4, 5 and 6. The listen and circle the correct
answers for 2, 3 and 7.

Name of civilisation: Mayan/

Name of civilisation: Egyptian /Greek
Date: BC- 1600 BC Date:3000 BC- 2000 BC
Location: Euphrates and Tigris Location: Indus Valley/ Thames
Rivers Valley/ Nile Valley
Additional information: Additional information:
• cuneiform writing • early marriages
• copper, wood and frankincense • paper making

Name of civilisation:
Date: 3000 BC- 2050 BC
Location: Oman
Additional information:
Name of civilisation: Aztec • irrigation
Date: 1100 AD- 1500 AD • trading / copper/ iron
Location: North/Central/ South America
Additional information:
• invented/ gunpowder/ silk/ calendar
• built Tenochtitlan

Name of civilisation:
Date: 3200 BC to 1100 BC
Location: N. China
Name of civilisation: Name of civilisation: Additional information:
Date: 622 AD- present Date: BC - AD •
Location: North Africa to Indonesia Location: Mediterranean an Europe •
Additional information: Additional information:
• • girls marry at 14
• •