Grade 10 Student's Book

State of Kuwait
Ministry of Education
Grade 10
Students Book
Simon Haines
Egyptian International Publishing Company Longman,

10a Hussein Wassef Street,
Messaha Square,
Dokki,
Cairo,
Arab Republic of Egypt
All rights reserved; no part of this publication
may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise,
without the prior written permission of the Publishers.
The Longman imprint is the property of Pearson Education
being used under license from Pearson Education.
First printed in 2009
ISBN:
Deposit no.
Acknowledgement:
The publisher wishes to thank the Evaluation
Committee of Kuwait Ministry of Education:
Evaluation and Adaptation Committee
Mrs Sakina Ali Hussain, ELT Supervisor General, MoE

Mrs Nouria Al Sedra, ELT Senior Supervisor, MoE
Ms Helena Mohammad, ELT Senior Supervisor, MoE
Mrs Huda Al Ammar, ELT Senior Supervisor, MoE
Mr Mohamed Nagib Ali, ELT Supervisor, MoE
Mr Jaouad Amrani, ELT Supervisor, MoE
Mr Redha M.A. Sheha, ELT Supervisor, MoE
Mrs Khawla Al Refaee, ELT Supervisor, MoE
Mr Mohammed Azatour, ELT Head of Department, MoE
Mr Ridha Shedly Ghazouani, ELT Head of Department, MoE
Mrs Manal Hassan Al Kandari, ELT Head of Department, MoE
Mrs Hanan Al Fuzai, Teacher of English, MoE
Mr Abdelaziz El Mahboubi, Teacher of English, MoE
Mrs Joza Al Otaibi, Head of Foreign Languages, MoE
Contents
Introduction
Scope and sequence
Module 1
Culture
11
Unit 1
We are what we eat
12
Unit 2
Respecting cultures
18
Unit 3
Inspiring architecture
24
Focus on
Traditional dress in
Kuwait
30
Project 1
Planning a cultural
holiday
31
Free time
33
Unit 4
Computer games
34
Unit 5
Sports psychology
40
Unit 6
Nature
46
Focus on
Kuwait: a shoppers
paradise
52
Project 2
Planning a radio or TV
programme
53
Module 2
Module 3
Power
55
Power the
alternatives
The power of
technology
Money
56
Focus on
The National
Assembly Building
74
Project 3
Doing a technology
survey
75
Module 4
Fact and fiction
77
Unit 10
Stories
78
Unit 11
Messages
84
Unit 12
Flying stories
90
Focus on
Ahmed Meshari and

the National anthem
96
Project 4
Creating a booklet
97
Literature Time
Three Men in a Boat

Treasure Island
Unit 7
Unit 8
Unit 9
62
68
99
110
Grammar File
123
Function File
137
Irregular Verbs
List
148
Glossary
151
Introduction
What the book provides
Grammar File: You can refer to it if you
This book is for Grade 10 students. It

provides a wide range of topics and
activities, broadens your general knowledge
and develops your vocabulary. Youll enjoy
reading the Factfiles and Quote boxes.
encounter difficulty or need extra examples,

or it can be reviewed later - when preparing
for a test, for example.
Function File: It lists the functions you
encounter in every unit.
Irregular Verbs List: It lists irregular verbs
in alphabetical order in their base, past
simple and past participle forms.
Glossary: You can use it to increase
awareness of vocabulary, develop vocabulary
and practise dictionary work.
Your book is divided into 4 modules, each

containing 3 units which develop the topic
in different ways. It presents grammar in
context and provides regular practice in the
language skills.
There are also plenty of opportunities for you
to develop critical thinking skills and express
your own opinion.The Quote boxes provide
interesting viewpoints for you to discuss,
collect and add to.
Quote Laughter is brightest in the place where
food is.
Irish proverb
In the project at the end of each module,

youll enjoy applying the various skills you
acquired in a challenging real-life task as well
as working with your peers. At the end of the
book, there is a Literature Time segment.
Youll enjoy reading different forms of
English literature and then check your
comprehension in the Workbook.
Literature Time!
Three Men in a Boat
by Jerome K. Jerome
Treasure Island
by Robert Louis Stevenson
Reference material
At the back of your Students Book, youll
find reference materials, including a
Grammar File, Function File, Irregular Verbs
List, Glossary and websites.
How each unit works

You need to remember that each lesson or
activity can be carried out in different ways,
whether in class or at home. You need to
follow the teachers instructions.
At the beginning of each module, there
is a list of outcomes you are expected to
demonstrate.
Outcomes may read as follows:
Outcomes
You will be able to:
listen to a talk and a description
talk about past and present actions and
experiences
discuss advantages and disadvantages of building
a new airport
carry out a survey
express opinions
present ideas and suggestions
write an online guide, a book review and a formal
report
The outcomes are related to the language

skills covered in the course: Reading,
Listening, Grammar, Vocabulary, Speaking,
Pronunciation and Writing.
Reading / Listening
Youll start each unit with an opener or
discussion, which encourages you to talk
about the topic of that unit and helps in the
listening or reading text which follows.
5
First, youll have a short task to complete

while you are listening or reading.
Then youll encounter a Check your
understanding section which has more
detailed comprehension questions. You are
encouraged to listen or read several times
to complete different tasks. After working
on the text, youll have the opportunity to
develop critical thinking; youll voice your
own opinion and think about related issues.
In the Think and Speak sections, you can:
recount personal experiences;
speculate;
discuss moral or cultural issues.
Pronunciation
Your book includes regular pronunciation
sections which provide practice and
guidance in areas of difficulty.
Writing
Youll develop particular real-life writing
skills such as writing e-mails, completing
application forms, writing reports, letters
and notes, and designing projects. You will
also practise planning and checking, which
are very important stages in writing.
Speaking
Speaking practice enables you to gain the
confidence to produce fluent and accurate
speech. What is particularly helpful is the
Useful Language box at the bottom of the
Speaking and Writing pages.
USEFUL LANGUAGE
Saying what one likes about something
The healthiest thing about Caf X is
I really like Caf X because
Its my favourite caf because
Youll enjoy learning frequently-used English

expressions.
Vocabulary
New words are highlighted in a blue box
entitled Words to remember. Youll enjoy a
wide range of vocabulary exercises, such as
matching, gap-filling, categorising, listing
and identifying pictures.
Grammar
Usually youll be given example sentences or
phrases from the reading or listening texts.
Then youll have a variety of practice
exercises and a reference to the Grammar
File for extra help.
6
Focus on
At the end of each module, there is a
Focus on page. Youll enjoy reading a text
about a Kuwaiti feature and discussing
related matters with the whole class. After
this, youll have the opportunity to learn a
linguistic point found in the text and apply
it.
What the Workbook provides

The Workbook is closely linked with the
Students Book. Youll use it to practise
the language skills covered in the Students
Book.
The Workbook includes regular Progress
Tests. There are also some exercises in
every module of the Workbook for selfassessment. At the end of each module,
you should fill in the Learning log in the
Workbook and talk about what you find
useful, easy and / or difficult. You can
revise what you find difficult by using the
Grammar File, the Function File, Irregular
Verbs List and Glossary at the back of the
Students Book.
Scope and sequence

Unit
1 We are what
we eat
(page 12)
2 Respecting
cultures
(page 18)
Module 1
Language
Culture
Skills
Grammar past simple and past

Reading an article about diet; a food
continuous; adjectives
pyramid; a notice; a guide to eating
Functions expressing preferences;
places
expressing personal opinions; talking
Listening a talk; a story
about past events; planning; stating
Speaking eating habits; healthy eating;
advantages and disadvantages;
what people were doing; nutrition; a
describing a place; saying what
short talk
one likes about something;
Writing an online guide to healthy
making recommendations; making
eating places
comparisons; introducing oneself;
expressing uncertainty; asking questions
to an audience; asking for permission
Vocabulary
absorb, antioxidant, appeal to, arthritis, atmospheric, boost (WB), caffeine,
calcium, cholesterol, combat, comprise (WB), crammed, deficiency, dietician,
dehydration (WB), digestive, eatery, fanatic, fatigue (WB), fibre, grilled, iron,
irresponsibly, malnutrition, metabolise, metabolism, neutralise, nutrition, obesity
(WB), organic, pomegranate, probiotic, protein, RDA, salad bar, saturated fat,
sodium, speciality, stimulant, supplement, unsaturated fat, vegetarian, vitamin,
wholesome
Grammar present perfect; prepositions
[on, amongst, in, for, of, with, at, by]
Functions making suggestions;
describing past experiences; conducting
a survey; interviewing; starting a
conversation; asking permission to
ask questions; agreeing; thanking;
responding to thanks; planning; making
recommendations
Reading a leaflet; an article about the

Culture of Peace; speech bubbles; book
reviews
Listening a survey
Speaking mentoring; respect and
tolerance; interesting experiences; a
survey
Writing interesting or unusual
experiences; survey questions; an
informal book review
Vocabulary
account, adorn (WB), aspiration, calligraphy, commemorate (WB), conduct,
consistently, cover, creed, cursive (WB), delegate, diverse, diversity, embellish (WB),
figure, ground-breaking, high-ranking, initiative, inspirational, interfaith, master,
mentor, paraphrase (WB), pilgrimage, relevant, review, richly, seminar, tolerance
3 Inspiring
architecture
(page 24)
Grammar comparatives and

Reading a description of a building;
superlatives; compound adjectives
a formal report
Functions guessing; stating advantages Listening a description of a building;
and disadvantages; making
a conversation
comparisons; expressing likes and
Speaking modern architecture; different
dislikes; making suggestions;
buildings; a fantasy house or flat in
agreeing / disagreeing with a suggestion; Kuwait; plans for a new airport; ideas
stating ones purpose; giving reasons
and suggestions
Vocabulary
Writing phrases and sentences of
comparison; a formal report
advocate, apprehensive, benefit,
boutique (WB), brand (WB), chic,
Focus on
concrete, council, design, detrimental,
Reading: Traditional dress in Kuwait
drill, edutainment (WB), evoke,
Grammar: paired conjunctions
expressionist, forecourt, foundation,
Project: planning a cultural holiday
framework, geometric, gourmand (WB),
governmental, influx, mainstream (WB),
modernistic, objective, profitable,
public, renowned, residential, slightly, spacious, state, state-of-the-art
(WB), studio, sturdy, substantial, venue, voice
Module 2
Unit
Free time
Language
4 Computer
games
(page 34)
5 Sports
psychology
(page 40)
6 Nature
(page 46)
Skills
Grammar the future tense / present

Reading an article about games in the
continuous; the more ... the more ...
future; a text about playing games;
Functions talking about the future;
game instructions
stating advantages and disadvantages;
Listening a computer helpline
expressing opinions (agreement
Speaking future games; the effects of
disagreement); predicting; planning for
playing computer games; spending;
the future; identifying a problem; asking
future plans and arrangements;
for advice; giving advice; suggesting
computer problems; advice
solutions; planning and writing
Writing predictions; future plans and
instructions
arrangements; game instructions
Vocabulary
analogue, anti-reflective, arcade, idle
(WB), incredibly (WB), Artificial Intelligence (AI), bonus, breathtaking, built-in,
caller, compete, competitive, computer-friendly, console, convoluted, discourse,
drive, employ, exclusive, helpline, hold button, joystick, keypad, mundane (WB),
mode, naturalistic, out of shape (WB), perception, rival, sensor, simulate, speech
recognition, touchscreen, visual effects, wireless, wizard
Grammar questions and imperatives;
Reading a text about the Paralympics;
modal verbs [can, could, should, would]
a revision guide; an application form
Functions asking and answering
Listening a sports quiz; a telephone
questions; justifying ones answer;
conversation to check information
giving instructions; expressing opinions Speaking numbers and dates; big
(agreement / disagreement); checking
sporting events; psychological factors;
information; greeting and enquiring
role-play for checking information
on the telephone; responding on
Writing questions; instructions; an
the telephone; expressing gratitude;
application form
requesting politely
Vocabulary
able-bodied, adversity, aggression, application, badminton, determination,
equestrian, extrovert, feedback, interpersonal (WB), introvert, gymnastics, member,
mentality, motivation, navigate (WB), neurologist, observe, opponent, paralympics,
personal trainer (WB), phenomenon, physiotherapy, rehabilitation, sauna,
self-discipline, solarium, sportsmanship, stimulation, teammate, stamina (WB),
virtue
Grammar countable and uncountable
nouns; present perfect and present
perfect continuous
Functions expressing opinions
(agreement / disagreement); talking
about quantity; describing character;
forming an action plan; giving advice;
being persuasive; saying why something
is important; planning and writing a
formal letter
Reading an article about a nature

reserve in Kuwait; small texts;
information about wildlife; a formal
letter
Speaking nature reserves; opinions
about protecting wild animals; an
action plan; a talk to persuade
Writing animal descriptions; an action
plan; a formal letter
Focus on
Reading: Kuwait: a shoppers paradise
Grammar: inversion
Project: planning a radio or TV
programme
Vocabulary
adjacent, aggressive, bed out, call
(WB), carbon monoxide, cleanup,
conservation, deserve, effluent, exotic,
fauna, fence off, fierce, finance, flora,
genus (WB), global, hectare, herbivore, hostile, imperative, mammal, marsh,
nest, on behalf of, pesticide (WB), poacher (WB), propagation, proud,
sanctuary, stubborn, sustenance, tame, toxin, underpart (WB), vegetation,
wasteland, widespread (WB)
Module 3 Power
Unit
Language
Skills
7 Power Grammar if sentences: conditional

the alternatives Functions expressing opinions
(page 56)
8 The power of
technology
(page 62)
9 Money
(page 68)
Reading a text about the power of oil;

role cards; a magazine article
(agreement / disagreement); predicting; Listening a radio programme about
stating disadvantages; giving conditions; world energy
Speaking advantages and disadvantages
giving warnings; saying why one is
of the different kinds of energy;
worried; saying why one is pleased;
conversations using the conditional; the
introducing a topic with a question;
consequences of environmental change;
making suggestions; talking about
a statement from different points of
feelings
view; role-play
Vocabulary
Writing sentences using the conditional;
actually, appliance, asthma,
a magazine article
breakdown, congestion, consult,
crude oil, diminish, end up with, entirely, finite, fossil fuel, fractional distillation,
generate, government, hazardous, invisible (WB), irreversible, last, megawatt (WB),
motoring, motorist, polymer, procure, recently, refining, resolve (WB),
self-employed, smog, spoil (WB), squander, strong, waste
Grammar Modals [can / could; must /
Reading an article about inventions; a
should]; wish + simple past / past perfect short article about smart clothes; an
Functions predicting; expressing
advertisement
opinions (agreement / disagreement);
Speaking modern technology; future
expressing wishes; talking about
inventions; abilities and possibilities;
abilities; talking about possibilities;
difficult behaviour; a sales talk
supporting ideas; expressing obligation; Writing a list; a magazine advertisement
introducing a subject; stating
for a new invention
advantages; analysing advertisements;
persuading
Vocabulary
anniversary, bifocal, biofuel (WB), contact lens, cure-all, currently, draw, frequent,
gold-coated, heart rate, implement (WB), innovate, instantly, instigate, latest,
legible, micro-robot, nanoshell, obedient, obstacle (WB), outlandish (WB),
patient, recharge, remind, reputation, satnav, shock, software, sophisticated, spot,
suspension (WB), terminal, torso, transmit, trespass, tumour, wearer, windscreen
wipers (WB)
Grammar have to / should / must;
Reading an article by a local bank
reported speech
manager; a factfile; an opinion
Functions expressing opinions
composition
(agreement / disagreement); discussing Listening a talk about the history of
money plans; guessing; expressing
money; a discussion
preferences; expressing obligation;
Speaking opinion about forms of
discussing rules and laws; describing
payment; rules; objects for an online
objects for sale; reaching agreement;
auction; advantages and disadvantages
in order to reach agreement
exchanging ideas;
Writing a set of rules; an opinion
agreeing / disagreeing; giving reasons
composition
to support opinions; stating ones
Focus on
purpose; expressing an opposite opinion Reading: The National Assembly
Building
Vocabulary
Grammar: adverb clauses (cause / effect
accounting, affluent, auction, barter,
and opposition)
billionaire (WB), charitable (WB),
Project: doing a technology survey
complimentary, confidentiality,
economics, evil, extinct, generosity, gross,
inherit (WB), insurance, in this sense,
invest, investment, loan, login, management, philanthropic (WB), profit, shipping,
spur, success, tax, tax return (WB), transaction
Module 4 Fact and ction

Unit
10 Stories
(page 78)
11 Messages
(page 84)
Language
Skills
Grammar adverbs of manner; use to /

Reading instructions from the Holy
used to
Quran; a story; a friendly letter
Functions giving advice; describing
Listening a radio news report
past experiences; expressing opinions
Speaking stories in the Holy Quran;
(agreement / disagreement); stating
parental advice; advantages and
advantages and disadvantages;
disadvantages of different forms of
interviewing and being interviewed;
transport; an interview
beginning a letter; ending a letter
Writing Luqmans pieces of advice; an
informal letter
Vocabulary
border, chuckle (WB), composure, constancy, crazily, dreadful, drop off,
emotive, enjoin, firmly (WB), fleet (WB), gratefulness, injustice, insolence,
knock off, monotonous, overtake, pick up, recuperate, register, re-load, retire
(WB), self-restraint, set off, smuggle, stacks of, sudden, touch down, turn up
Grammar passive verbs (mixed tenses)

Functions understanding different types
of messages; expressing possibility;
accepting / rejecting invitations;
visualising; apologising; giving
information; leaving / recording a
message; e-mailing; text messaging
Reading different types of messages; a

factfile; a story; a text about SIM cards;
role-play cards; e-mails
Listening a radio programme;
answerphone messages
Speaking messages; a message in a
bottle story; answerphone messages
Writing notes and messages; a reply to
e-mails and text messages
Vocabulary
activate, alarm, answerphone, asap,
band, briefly, colleague, conference call,
confident, current, deadline, fasten (WB),
flash, frequency, handy, harmony, hassle, homing (WB), illegally (WB),
impromptu, instinct (WB), next of kin, portable, rearrange, ring, slide, starvation,
tone, tutor, unlock, unreliable, upgrade, urgent, well-sealed
12 Flying stories Grammar relative clauses and pronouns Reading a short biography; a joke; a
(page 90)
10
newspaper story
[who, which, where, whose]; third
Listening an eyewitness account
conditional; phrasal verbs
Functions sharing personal experience; Speaking travelling in a plane; an
eyewitness account
Writing a short paragraph about a
comparing achievements; expressing
friend or family member; a news story
opinions (agreement / disagreement);
Focus on
expressing feelings using body idioms;
Reading: Ahmed Meshari Al-Adawni
describing past experiences; identifying
and the national anthem
background information: setting the
Punctuation: using commas
scene for a narrative; sequencing
information; interviewing an eyewitness; Project: creating a booklet about
Kuwait
planning and writing a news story
Vocabulary
acclaimed, altitude, attendant, aviate, aviation, baby carriage, biplane (WB),
buzzing, cabin, coincide with, confrontational, control, co-pilot, corporation,
courteously, custom-built, endeavour, exemplary, expression, eyewitness, fog,
gliding, headline, incident, instructor, intensely, landmark (WB), mumble,
notably, plague (WB), prejudicial (WB), radar, resemble, rusty (WB), stern,
stunned, transcontinental (WB), velocity, voice-activated
Module 1 Culture
es
Unit 2: Respecting cultur
ous for?
fam
he
is
at
Who is this man? Wh
Unit 1: We ar
e what we ea
What do yo
t
u eat? Do yo
u eat health
y food?
Focus on:
Traditional dres
s in Kuwait
re
rchitectu g.
spiring a
in
In
d
il
:
u
3
b
it
n
te
U
favouri
r
u
o
y
e
Describ
Project 1: Where do you

recommend that tourist
s visit in
Kuwait? Why?
Outcomes
listen to a talk
lk and
d a description
d
i i
talk about past and present
actions and experiences
discuss advantages and
disadvantages of building a new
airport
carry out a survey

express opinions
present ideas and suggestions
write an online guide, a book
review and a formal report
11
MODULE 1: Culture
Unit 1
We are what we eat

Grammar
Past simple and past continuous;
adjectives
Answer these questions about healthy eating.

a Look at the pictures on page 13. Rank them in order of their nutritional value, starting
with the highest.
b What did you eat for breakfast this morning? How could it be healthier?
Now compare your answers with those of other students.
Read this article about healthy living. How can food and drink improve our health?
Diet insider
10
15
20
25
Its never been easier to eat healthily. Some might argue that fast food
and high-sugar snacks are easier and cheaper than eating healthily.
But what could be healthier (and tastier!) than home-made meals,
full of the natural and nutritious ingredients our bodies need? Our
skin, muscles, bones, brain and heart are all maintained by the good
nutrition we eat. As a Muslim and a dietician, I always eat wisely. I
know its important to keep my physical body healthy and strong, so
I can keep my soul and spirit strong, too. Here are three things you can add to your
daily diet to keep your mind and body in tip-top shape:
PROBIOTIC DRINKS
Did you know that most of your immune system is located within your stomach, and contains
at least 400 different types of bacteria? Probiotic drinks, such as Yakult and Actimel, are a
simple way of improving your immune system every day. Probiotic drinks contain billions of
good bacteria exactly for that purpose. Good bacteria help to stimulate your digestive process
and to absorb nutrients. They also help neutralise the bad bacteria that can lead to infections
and illnesses.
GREEN TEA
Better to be deprived of food for three days, than tea for one. Ancient Chinese Proverb
The Chinese have known about the benefits found in green tea since ancient times, using it
to treat everything from headaches to depression, for over 4,000 years. The secret of green
tea lies in the fact it is rich in the antioxidants that remove potentially damaging or harmful
substances from the body. These antioxidants help combat diseases such as cancer and
arthritis, as well as lowering cholesterol and improving your general immune system. However,
its still not perfect as green tea leaves contain stimulants, including caffeine.
CHOCOLATE (yes, really!)
Chocolate is normally associated with a high-fat, high-sugar diet, exactly the type of food we
should be avoiding! However, Italian dieticians have completed a study proving the health
benefits of dark chocolate. Researchers found eating 100g of dark chocolate each day for 15
days could lower blood pressure. The University of LAquila team also found the bodys ability
to metabolise sugar - a problem for people with diabetes - was improved. Diabetes UK care
adviser Amanda Vezey pointed out it was a small study, but said it was still interesting. People
with diabetes can eat dark chocolate like everyone else, in moderation.
12
Unit 1 We are what we eat
Answer these questions with a partner.

a What is the difference between good and bad bacteria?
b Why are antioxidants so good for our body?
c How can dark chocolate help diabetics?
Vitamins and minerals
You are going to hear a talk about the different vitamins and minerals food contains.
a Before you listen, try to match the pictures to the words below.
b Which food do you think has the most health benefits?
iron fibre vitamin A calcium protein vitamin B

sugars carbohydrate saturated fat unsaturated fat
c (1.1) Listen and note which food items in the list the speaker mentions, and why they are
healthy.
(1.1)
Listen again and answer these questions.
a
b
c
d
e
f
What is the benefit of beans with coloured shells?

What contains eight amino acids?
Why can the nutritional value of fish vary?
Which diseases can eating fish reduce and prevent?
What did Ancient Greek athletes believe?
Why do you think most vegetables have more nutritional value when eaten raw?
(expressing preferences;
expressing personal opinions)
Work in pairs or groups.
a Describe the foods and properties a healthy
diet should include.
b Which of your favourite foods are the most
beneficial to your health? Why?
Words to remember
absorb, antioxidant,
arthritis, caffeine, calcium,
cholesterol, combat,
dietician, digestive,
fibre, iron, metabolise,
neutralise, nutrition,
probiotic, protein,
saturated fat, stimulant,
unsaturated fat, vitamin
13
Past simple and past continuous tenses Grammar reference pages 123-125
(1.2)
Listen to this breakfast time story and answer these questions.
a Why did the speaker go to the shop?

b What happened at home while he was at the shop?
Read these extracts from the listening text and fill in the blanks with the correct form
of the verbs in brackets.
a Last week
(be) a school holiday,
so I
(wake up) late every day.
This morning, when I
(get up),
my family
(have) breakfast. My
mother and father
(talk), and my
(drink) tea, and
brothers and sisters
(eat) bread and cheese. My mother
(make) me some tea.
b I
(buy) the last loaf of bread in the shop,
(pay) and
(leave). While I
(walk) home, I
(meet) two of my
neighbours. They
(stand) and
(chat).
c There
(be) no one at the table. I
(sit) down,
(cut) a
slice of bread and
(reach) for the cheese.
Work in pairs or groups. Talk about what these people were doing at 10 oclock
yesterday morning. You may have to use your imagination to make a guess.
What was your father doing at 10 oclock yesterday morning?
a Your father
b One of your brothers or sisters
c One of your teachers

d Your friend
Adjectives Grammar reference page 124

Complete the phrases with the adjectives given. Make sure you put the adjectives in
the correct order.
a
b
c
d
A
A
A
A
building
vase
man
salad
(1.3) Listen
(grey, round, small)

(wooden, beautiful, blue)
(athletic, tall, thin)
(green, huge, delicious)
and repeat these sentences. Notice when the preposition from becomes
reduced.
a Are you coming from the shop?
(1.4) Now
Where did you come from?
listen and repeat this sentence.
Antioxidants from green tea are beneficial. Where is green tea from?
14
The food pyramid

Read the food pyramid below. How
does the recommended food intake
compare to your daily diet?
Do a physical activity for at least 30

minutes most days of the week.
Switch at least half of your

carbohydrates to wholegrain.
Eat more dark green vegetables like

broccoli and spinach.
Vary your protein routine choose

more fish, peas, nuts and seeds.
Make most of your fat sources from

fish, nuts and vegetable oils.
Check the nutrition facts label to keep saturated fats and sodium low.
Choose food and beverages low in added sugars. Go easy on fruit juices.
Respect your body. There are many verses in the Holy Quran that emphasise the
mutual relationship between your body and your soul.
Complete this table. Think of healthy foods and ingredients that you know. An
example is given for each type of food.
grains
vegetables
fruits
milk
meat & beans
wholegrain rice
lentils
pomegranate
low-fat yoghurt
grilled chicken
Match each word 1-6 to its meaning a-f. You may use the
dictionary or the glossary at the end of the book.
Words to remember
deficiency, grilled,
a the chemical processes
metabolism,
organic,
by which food is turned
pomegranate,
RDA,
into energy
sodium,
supplement
2 wholegrain
b food produced without
the use of chemicals
3 supplement
c a substance taken to add vitamins, etc. to a
persons diet
4 RDA
d a lack or shortage
5 metabolism
e the recommended daily allowance of nutrients
6 deficiency
f made with or containing unprocessed grain
b Which healthy methods of cooking are most common in Kuwait?
1 organic
Quote
Laughter is brightest in the place where food is.

Irish proverb
15
task
You are going to write an
An online guide to healthy eating places online guide recommending

healthy eating places for
visitors to your town in
Kuwait.
Read this guide which describes four eating places.

a Which menu is the healthiest? Which is the least healthy?
b Why does the writer recommend these places?
c How could each place improve the nutritional value of its menu?
Kuwait Bay Grill
rant
Eliza Blues Restau
rant
Eliza Blues Restau
y
cit
is right in the
oks
centre, and overlo
ily
m
fa
is
Th
the sea.
eat
business has a gre
th
d
reputation an
food is completely s
organic. Its famou
for its enormous t
fried breakfasts, bu
if youre not very st
hungry, you can ju
relax with a coffee,ht
a fruit juice or a lig
snack.
Shawarma House
Shawarma House is
close to the market.
Their speciality is
bread with shawarma
which you can fill up
with your choice of
chicken or meat. They
do not sell anything
else here, and its
always crammed,
especially at lunchtime.
Kuwait Bay Grill is by the sea. It is my

favourite eatery, first of all because the
food is delicious. Secondly, because it is
very fresh and healthy. Try their grilled
fish or steamed vegetables. Even the
inside looks like somewhere in nature
there are lots of plants. Its very calming!
Palace Caf
Palace Caf is famous for its home-made
tomato soup. You can also get nice rolls
with goats cheese and the salad bar is
excellent. If you have dinner here, try their
lamb kebabs. Atmospheric setting, near to
the park. Its surprisingly cheap, too.
Plan your own online guide recommending healthy eating places for visitors to your
town or city.
a Choose one or two places to describe.
b Use spider diagrams to make notes about each place under these headings:
Location
Healthy specialities: food and drinks
Other good points
Write your guide based on your plan and your notes.
a Write one or two sentences for each place. Use some of the language from the Useful
Language box below.
b Check spelling, grammar and punctuation, then make changes and corrections.
Exchange guides with another student and discuss any differences of opinion.
USEFUL LANGUAGE
Its my favourite caf because
16
Making recommendations
Id recommend the pitta bread at
If you come here, you should try the
Giving a short talk
As you read this notice from a Kuwaiti magazine, make

brief notes under these headings:
The pros and cons of a vegetarian menu
Interesting ways to advertise your meal
Interesting ideas for healthy and vegetarian fast
food
Sandwiches
Were adding a brand new vegetarian

menu to our restaurant and we need
your ideas now!!!
MENU
Desserts
Chicken, egg, lettuce

tomato
Falafel, tahini and
lettuce
Cheese and tomato
Chocolate mousse
Fresh pineapple
with honey
Ice cream
Heres what we have in mind

Following a vegetarian lifestyle
irresponsibly can lead to malnutrition and health problems. Many
vegetarians lack the RDA of iron, proteins, calcium and vitamin B12.
Were looking for wholesome and original ideas.
You probably already eat a lot of vegetarian food. Vegetable soups
and salads are an important part of any diet.
We want a menu that appeals to everyone: from non-vegetarians
to health food fanatics!
Record your ideas on video, CD or audio tape and send them to us at
PO Box 1330.
b Compare your ideas with those of two other students. Discuss these things:
The advantages and disadvantages of a vegetarian menu. Think about how your menu
can supplement a vegetarian diet.
The best advertising for a new menu. Think about the names, descriptions and
packaging for your menu.
Continue planning your talk in groups of three.

a Each of you should prepare one topic vegetarianism,
advertising and fast food. Prepare a talk on your topic
lasting one minute. Use the ideas you have discussed
and the expressions from the Useful Language box.
b Now give your talk to your own group first.
Words to remember
appeal to, atmospheric,

crammed, eatery,
fanatic, irresponsibly,
malnutrition, salad bar,
speciality, vegetarian,
wholesome
USEFUL LANGUAGE
Introducing oneself
Good morning / afternoon. My name is ..., this is
... and were here to talk about ...
Expressing personal opinions
In my opinion, the menu should include
I think the food should be high in protein.
I (really) dont think the packaging should be too
dark
Expressing uncertainty
Im not sure about the amount of fat.
Maybe there should be special menus for
vegetarians.
Its difficult to say how much the advertising will
cost.
Asking questions to an audience
Are there any questions?
Please ask any questions youd like to.
17
MODULE 1: Culture
Unit 2
Respecting cultures
Grammar
Present perfect; prepositions [on, amongst, in, for, of, with, at, by]
Mentoring matters
10
As a mentor, you will have the opportunity to:

mentor selected pupils from schools, hospitals and nursing
homes in your area;
collaborate on creative projects and learn new skills;
encourage individual aspirations for education and
employment;
break down barriers in your community.
Mentoring opened many doors for me. It made me realise the
different ways I could make use of my time and how fun it is to
work with others.
We are looking for successful professionals and
students to join our exciting initiative throughout
Kuwait.
Look at the leaflet above and discuss these questions.

a Why are they looking for successful professionals and students?
b Who can benefit from being mentored? Think about these groups: teenagers, young
adults, middle-aged and elderly people.
c How can mentoring schemes help build relationships in your community?
Look at the photograph below, the Factfile and the
headings of the article on page 19. Dont read the article
yet.
a What does the United Nations logo to the right stand
for?
b Discuss with a partner the facts about the United Nations
in the Factfile. Did you know about any of them? Do you
know other information about the United Nations?
c What is the main purpose of the UN?
d What is the topic of the article? What kind of information do you think will be included?
Now read the article and the Factfile on page 19 and check your answers to question 2.
18
Unit 2 Respecting cultures

The UN was
officially founded on
24th October, 1945.
At the time it
consisted of 51
member states.
Currently the UN
has 192 member
states.
The UN meets
to discuss
disagreements and
to agree on rules and
laws through which
countries can work
together and live
harmoniously.
The meeting for the
Culture of Peace was
held in New York on
the 12th and 13th of
November, 2008.
More than 70
heads of state
attended the
meeting.
numerous world leaders in private

meetings.
Culture of Peace
On the 12th November 2008, world

leaders met in New York for a
UN General Assembly meeting on
the Culture of Peace. This meeting
5 emphasised the need for everyone to
respect different cultures, religions and
races. It also sought to emphasise our
common humanity and shared moral
values.
10 The participants of the meeting have
called for the promotion of a culture of
tolerance and mutual understanding.
They have suggested that the best
way this can be achieved is through
international, intellectual and interfaith
15 dialogue.
What has Kuwait done to further the

Culture of Peace?
30
35
40
Kuwaits Role in the Conference
Kuwait was one of over 70 member

countries that sent delegates to the
conference. His Highness the Amir
20
of Kuwait Sheikh Sabah Al-Ahmad

Al-Jaber Al-Sabah addressed the
conference in a speech emphasising

the importance of dialogue between
different cultures. He called on leaders
25 of all countries and creeds to engage
in peaceful dialogue. By the end of
the conference, he had also met with
45
Kuwait has been a key innovator in

furthering the Culture of Peace. Kuwait
has organised conferences in London
and Washington to promote mutual
understanding and respect. Within
Kuwait, the government has arranged
seminars and programmes to raise
awareness and promote respect and
understanding amongst Kuwaiti citizens.
Kuwait has also sponsored many
regional and international conferences
about religious tolerance among
peoples and respect for the followers of
other religions.
With all of these activities, Kuwait is
an exemplar of the kind of tolerance,
dignity and respect that all people
should aspire to in the hope of making
the modern world a better place. As
Ban Ki-moon, the Secretary-General
of the UN has said, One of the great
challenges of our time must now surely
be to ensure that our rich cultural
diversity makes us more secure not
less.
Read the article again. Are these statements True (T) or False (F)? Justify your answer.
a The meetings main emphasis was upon the lack of respect and values in the modern
world.
.
b More than 70 nations sent delegates to the conference.
.
c Kuwaiti citizens have organised conferences for the government.
.
d Ban Ki-moon encouraged cultural diversity.
.
Complete these sentences using words from the article. Words can be used only once.
a The meeting sought to emphasise our common
.
ords to remember
b Kuwait has organised several conferences to raise
of moderation and understanding.
aspiration, creed,
c Over 70 countries sent
to the meeting.
delegate, diversity,
initiative, interfaith,
d It is important to
the followers of other
.
(expressing personal opinions)
mentor, seminar,
tolerance
The Culture of Peace meeting aimed to show that everyone should treat each other with
respect and tolerance.
a Why is it important to respect and tolerate other people and other faiths?
b What can be done to ensure people treat each other with respect?
19
Present perfect Grammar reference pages 125126

Look at sentences 14 from the article on page 19.
a What is the difference between sentence 1 and sentences 2-4?
1 On the 12th November 2008, world leaders met in New York.
2 They have suggested that the best way this can be achieved is through dialogue.
3 Kuwait has organised conferences in London and Washington.
4 Kuwait has also sponsored many regional and international conferences.
b Write two sentences telling only that something happened and two sentences telling
that something happened and when it happened.
We can use the present perfect to say how long someone has done something for.
The term Islamic art refers not only to religion, but to the richly diverse Islamic culture as well.
Islamic art such as architecture, calligraphy and literature has been inspirational to many other
artists throughout the world and has been consistently produced since at least the 7th century.
You can find out more information about Islamic art this week at the Kuwait Book Fair, which
has run for over 30 years.
a Which sentence in this paragraph introduces a length of time?
b Which sentence introduces a particular time?
a
Think about any interesting experiences you have

had related to Islamic culture. For example:
a famous mosque you have visited or seen
different kinds of food you have eaten during
Ramadan
experiences of Islamic culture in other countries
difficult skills you have mastered
b Write sentences like this:
Ive seen a rare copy of the Holy Quran.
Ive visited the largest mosque in Europe.
c Now use them to make conversations with a

partner.
Prepositions [on, amongst, in, for, of, with, at, by] Grammar reference page 126
a
Complete the sentences with the correct prepositions.

(1)
the 12th November 2008, world leaders met (2)
New
a UN General Assembly (4)
the Culture
York (3)
(5)
Peace. Kuwait took part (6)
the meeting.
the end of the conference, his Highness the Amir Kuwait Sheikh
(7)
numerous world
Sabah Al-Ahmad Al- Jaber Al-Sabah had also met (8)
leaders in order (9)
raise awareness of respect and understanding
Kuwaiti citizens.
(10)
b What difference in meaning does each preposition have?
Quote
20
Great art can communicate before it is understood.

T.S. Eliot
Verbs with similar meanings

Answer these questions about listen (to) and hear.
a Which verb means:
1 to receive a sound in your ears? listen (to) / hear
2 to pay attention to a sound?
listen (to) / hear
b Complete these peoples words with the correct form of hear or listen (to).
Turn the TV down.
I cant
you
very well.
Are you
me? Did you
what I
said?
I always
the 9
oclock news.
! Did
you
that strange
noise?
I love
music when Im
travelling.
Complete these sentences with the correct form of look at, watch or see.
those people over there. What are they doing?
a
b I cant
very well without my glasses.
c The police
a house in our street. They think
criminals are using it.
d If you
my brother, tell him Ill phone him
tomorrow.
e You shouldnt
the sun. It can damage your
eyes.
Words to remember
calligraphy, consistently,
diverse, inspirational,
master, richly
Complete these sentences with the correct form of say, tell or speak.
a Waleed: What did Bader
?
Ahmed: He
hes learning to
English.
b Waleed: She
she used to live in Kuwait City. Is that true?
Ahmed: Yes, of course. She never
lies.
c Waleed: Hello. This is Waleed. Can I
to Omar, please?
Ahmed: Im sorry, hes out. Ill
him you phoned.
d Waleed: Can you
that again, please? I couldnt hear you.
Ahmed: The problem is, everyone in the room
at the same time.
Listen and repeat these sentences. Stress the underlined word.

a That was a good film.
c The story was excellent.
b That was a good film!
d The story was excellent!
(2.1)
(2.2) Now
listen and repeat these sentences.

21
Conducting a survey
You are going to hear someone doing a survey in Kuwait City. Listen and answer
these questions.
(2.3)
a What is the subject of the survey?

b What are the interviewers two questions?
c Why is it a useful survey?
(2.3)
a How does Ahmed think we should conduct

ourselves?
b Why does Samia think some people are wrong?
c What does Samia describe as being about
tolerance?
d Does Fahad have any older friends? Why?
e Who else does he respect?
a What language does the interviewer use to make the interviewee comfortable?
b What language does the interviewee use to express opinion?
Work in pairs. You are going to do a survey among the other students in your class on
the topic of respect. Follow these stages:
a Write survey questions to ask other students. Leave space to write answers.
Note: Every student should have a list of questions.
b Practise asking and answering questions with your own partner.
Use your own ideas and expressions from the Useful Language box below.
c Find other pairs of students. Take turns to interview each other.
As you do this, write down the other students names and answers.
d Ask as many classmates your questions as possible.
Now tell the class what you have found out from your survey.
USEFUL LANGUAGE
Starting a conversation
Hello. / Good morning. / Excuse me.
Asking permission to ask questions
Could I ask you a few questions?
Is it okay if I ask you a few questions?
Would you mind if I
Agreeing to answer questions
Yes, thats fine. / Yes, sure. / Yes, okay.
22
Thanking
I appreciate it.
Im grateful.
Thanks for your time.
Responding to thanks
Thats all right.
Youre welcome.
Thats okay.
A review
task
You are going to write a review of a
book you have read.
Read these two book reviews quickly.

Which is a review of a book about ...
history?
travel writing?
Read the reviews again, and answer these questions.
a Are the reviews good, bad or mixed?
b What did the writers like or dislike?
Ibn Battutas account of his thirty-year journey is a fascinating book. Born
Ibn Battuta
in Tangier in 1304, he left home for Makkah at the age of about twenty.
Then he travelled through forty-four countries including Jordan, Egypt,
Turkey, India and even China! He covered about 75,000 miles. Ibn Battutas
account includes descriptions of his pilgrimages, the cities he stayed in,
local tales, and sea-adventures so this is a book that everyone will enjoy!
His memory of the events and places was amazing. And you will remember
his stories for a long time, too. This is an excellent account of an amazing
lifetime of travelling.
Ibn Khaldun
Ibn Khaldun The Muqaddimah is one of the most important historical works ever
written. Ibn Khaldun, the author, was born in Tunis in 1332 CE and was a
high-ranking political figure. The work was ground-breaking and discussed many
important theories which are still relevant today. Because of its complex content and
purpose, the book is not easy to read. However, it is well-written and well-organised.
Reading The Muqaddimah will make you think and it will change your view of the
worl
wo
rld!
d!
Find three facts and three opinions in each of the reviews.
a Choose which book to review. Why do you respect it?

b Use a mind map to make a list of important facts.
c Make a note of your opinions. Use another mind map
of adjectives and expressions you might use.
Words to remember
account, conduct,
cover, figure,
ground-breaking,
high-ranking, pilgrimage,
relevant, review
Write a general review in about 150-170 words. Use your notes from exercise 4 and
the Useful Language box.
b Check your spelling, grammar, punctuation and style.
c Exchange reviews with another student. Does your partners review give you enough
information? If not, ask him / her questions.
USEFUL LANGUAGE
This is a book that everyone will enjoy.
It is a fascinating book.
It is well-written / organised.
If you get the chance, read ...
This is an excellent account of ...
You will learn a lot from it.
23
MODULE 1: Culture
Unit 3
Inspiring architecture
Grammar
Comparatives and superlatives;
compound adjectives
c
b
e
d
u e ss
Guess the photo and fill in the table with information about each famous modern building.
Photo
Country
Use
The Kingdom Centre

National Assembly Building
The Guggenheim Museum
The Petronas Towers
The Sydney Opera House
The Rose Tower
Read the Factfile on page 25.

a What do the descriptions and the numbers preceding them refer to?
b Work in pairs. Choose a building or a house you know very well and plan a similar factfile
for it.
Listen and read the description on page 25.
a Which building is the person describing?
b Fill in the gaps with the correct adjective as you listen to the text.
(3.1)
24
Unit 3 Inspiring architecture
1 million white tiles

10,000 or more organ pipes
2679 concert hall seats
645 kilometres of electrical cable
588 concrete pillars
183 metres long
10
15
A Celebrated Construction ...

Its definitely worth going to see this renowned piece of
architecture. I went last year and its
(1)
to imagine the harbour
absolutely (2)
without it. The design style is called expressionist and is
5 very distinctive. The same architect who built the
to see why
National Assembly Building in Kuwait designed it, and its (3)
it was made a UNESCO World Heritage Site in 2007. When I first saw it, I thought the
geometric structure evoked the style of a ship. Thats because of the (4)
framework of concrete shells that are formed from different sections of a sphere. Its so
that engineers had to drill 588 concrete pillars into the sea to secure its
(5)
foundation. From the outside it might look huge, but inside it seems much
. The venue interior is slightly (7)
now: thats because
(6)
its over thirty years old. There are five main performance venues: the Concert Hall, the
Opera Theatre, the Drama Theatre, the Playhouse and the Studio. The (8)
has a maximum capacity of 400
venue has 2679 seats, whilst the (9)
people. Theres also a forecourt, which is sometimes used for open-air concerts. Going
, and its very difficult to get
to a performance in any of the venues is (10)
tickets, but you can walk around some areas for free.

a Make quick notes on the following.
1 How the building was constructed
(3.1)
2 Opinions about the building
Words to remember
concrete, design, drill,
evoke, expressionist,
forecourt, foundation,
framework, geometric,
renowned, slightly, studio,
venue
b What information do you think is missing from the description?

Compare your opinions with those of a partner.
Are these statements True (T) or false (F)? Justify your answer.
a The Sydney Opera House and the National Assembly Building are very
similar in their design.
b All the tourists who have visited the Sydney Opera House believed that it
evoked the style of a ship.
c The Sydney Opera House isnt as huge inside as it looks from the outside.
d Not all areas of the Sydney Opera House require visitors to have tickets
in order to visit.
(describing; expressing likes and dislikes; giving reasons)
Look at the photographs again.
a Choose one sentence from each pair and complete it with your own ideas.
1 Id love to live or work in a huge modern building because
or I would not like to live or work in a huge modern building because
2 The best thing about modern buildings is
or The worst thing about modern buildings is
b Compare answers with those of another student. Do you agree with each other?
25
Comparatives and superlatives Grammar reference pages 126-127

Find the adjectives in this short text.
The Kuwait Stock Exchange is a large and important centre of finance in the Gulf
region. It is a tall, modernistic building situated in a busy part of Kuwait City. The
main trading floor is substantial, and the big offices are very spacious.
Note
-er is added to adjectives for comparison and -est to adjectives in

the superlative form.
Complete this table and add the adjectives tall, large, big, busy and
important in the correct spaces based on the spelling of the adjectives
shown.
Adjective
short
tall
Comparative
shorter
thin
heavy
luxurious
thinner
heavier
more luxurious
fine
finer
Superlative
taller
the shortest
KWD 27,000
the
tallest
the thinnest
the heaviest
the most
luxurious
the finest
KWD 152,000
What are the comparative and superlative forms of the irregular

adjectives good and bad?
You are going to compare the buildings on the right.

a First match adjectives 16 with the opposite adjectives af. You
may use the dictionary or the glossary at the end of the book.
1 spacious
a modern / chic
2 affordable
b weak
3 cosy
c well-lit
4 dark
d tiny
5 traditional
e costly
6 sturdy
f uncomfortable
b Now write sentences comparing the buildings using some of these
adjectives.
The flat is more modern than the hut.
The villa is the most modern building.
Compound adjectives Grammar reference page 127

Look at this compound adjective and its meaning.
Its a seven-star hotel = Its a hotel with seven stars.
Now rewrite these phrases using compound adjectives:
a a journey of 20 kilometres
b a meal with three courses
c a block of 44 storeys
26
KWD 36,000
KWD 570,000
Buildings in Kuwait
a Use words from the box to describe the pictures.
residential commercial cultural governmental public state
private trade educational
a
b Discuss these questions with a partner.

1 How many different rooms do you think each building has?
2 How many different types of people do you think use each building?
3 Which of the buildings would you most like to spend an afternoon in? Why?
c Write the different parts of the hotel on the picture below:
Words to remember
chic, governmental,
modernistic, public,
residential, spacious,
state, sturdy, substantial
Work with a partner. Describe your favourite building in Kuwait.
(3.2) Listen and repeat these words. Where is the stress?

a cultural
c governmental
e confidential
b commercial
d environmental
f residential
(3.3)
Now listen and repeat the words in sentences.
27
Discussing plans for a new airport
This picture provides a view of

Al Wafra in Kuwait. Discuss these
questions:
a What do you know about Al
Wafra?
b Would you like to live there? Why
or why not?
(3.4) You
are going to hear a

conversation among three people
who live in this area. As you
listen, answer these questions.
a What is the bad news?
b What two locations are mentioned?
Listen again. What suggestion does the speaker make? How does the other speaker
reply?
(3.4)
Work in groups. You are going to discuss the new airport location and make your own
suggestions.
a Talk about the points below. Use expressions from the Useful Language box.
The advantages of building a new airport
The disadvantages of building a new airport
The needs of people who live in this area.
One student in each group should make a written note of the best ideas.
b Present your ideas and suggestions to another group or to the rest of the class. Each
member of the group should talk about one point from question a.
c Finally, have a class vote to nominate the best ideas.
USEFUL LANGUAGE
Making suggestions
They could
Do you think it would be
a good idea to ?
What about ?
I / We suggest that ...
I / We recommend that ...
Quote
28
Agreeing with a suggestion

Thats a good idea. / That sounds
good. / Why not? / Brilliant idea! /
I agree.
Disagreeing with a suggestion

No, I dont think so.
Im not so sure.
I dont think thats a very good
idea.
Im not really keen on that idea.
He is happiest, be he king or peasant, who finds peace at home.

Johann Wolfgang Von Goethe
A formal report
task
You are going to write a formal report to send to the city
council about building a new airport near to your town.
This is a report by a group of local business people who want the airport to be located in
Al Wafra, near the town.
a As you read the report, match these headings with the appropriate sections of the report.
Conclusion / recommendations
The reason for writing
The benefits
The worries of a minority
To
The Ministry of Transport
From
The Al Wafra Council
Subject The proposed new airport
1
The objective of this report is to comment on the eect that the new airport
development will have on Al Wafra.
2
The majority of the council believe that the new airport is a profitable idea. They think
it will create a valuable commuter link to other Gulf countries and strengthen the
economic growth of Al Wafra. This will benefit all the inhabitants. In addition to this,
people will be able to commute to Kuwait City in 10 minutes by helicopter. Currently
this journey takes one hour by car.
3
A small group of people in the area are apprehensive about the eect the airport will
have on their lives. In particular, they think the school will be badly aected. Some
of the senior citizens have also voiced the concern that the airport will bring an
unwelcome influx of trac to the region.
4
This group welcomes the building of the new airport and looks forward to the benefits
it will generate. However, we realise that the noise from the runway may have a
detrimental eect on the local school. For this reason, we advocate that a new school be
built in another location.
b Work in pairs. Look at the report again. What can you say about:
its appearance?
the language: verb forms, etc.?
the beginning and the ending?
Words to remember
Now plan a report to the Ministry of Transport, giving your

groups opinions.
Decide what your section headings will be.
Think about the ideas your group previously discussed.
advocate, apprehensive,
benefit, council,
detrimental, influx,
objective, profitable, voice
a Write your report in about 150-170 words, using your plan and the business report.
b Check spelling, grammar and punctuation carefully.
USEFUL LANGUAGE
Stating ones purpose
The purpose of this report is ...
This report will consider ...
Giving reasons
For this / these reason(s)
Because of this,
29
Focus on
Traditional Dress in Kuwait
10
15
20
Traditional dress has always been important within Kuwait and

still continues to be so. Kuwaitis take pride in their country and its
traditions and this is expressed through the clothes they choose to
wear. This article talks about the traditional clothes of Kuwait.
The Ghutra
The Ghutra is a square scarf made of cotton, and is worn folded into a triangular shape
with the fold in the front over the Gahfiah. Whilst the Ghutra is worn in a variety of colours
throughout the Middle East, in Kuwait it is generally white. Not only is the Ghutra worn
formally but also it can be worn casually, depending on the wearers desire.
The Igal
Igal is a doubled black cord that is used to secure the Ghutra in place. It is usually made from
tightly woven black goat-hair and sheeps wool.
The Gahfiah
The Gahfiah is a small white cap which is worn underneath the Ghutra. It helps to keep the
Ghutra from slipping, is always white and comes in a variety of styles. In some countries the
Gahfiah is worn by itself without the Ghutra, and when it is, it can come in a variety of colours.
In Kuwait however, it is more usual for it to be worn underneath the Ghutra.
Dishdasha
The Dishdasha is a loose garment which covers the whole body down to the ankle. The
Dishdasha is an important symbol of equality and is so suited to the climates of the Middle
East that its design has changed little in hundreds of years. In hotter months, men tend to
wear white robes, whereas during winter many people don Dishdasha made from wool, which
are often darker in colour. They are usually worn with loose white trousers underneath called
Sirwal mekassar. The Dishdasha is sometimes also accompanied by a Bisht. This loose robe is
worn on top of the Dishdasha, especially in colder weather. Bishts are either made of cotton or
camel / sheep wool and are always trimmed with beautiful golden embroidery.
Paired Conjunctions
Paired conjunctions are often used in both spoken and written English to make a point, give an
explanation or discuss alternatives. Their structure is strict! (e.g. I would love to take both my laptop
and my cell phone.)
Match the sentence halves to make a complete sentence.
a Both Anwar
b Not only do we want to go
c Either Omar will have to work
more hours
d That story was
e Students who do well not only
study hard
f In the end he had to choose
1 but we also have enough money.

2 neither true nor realistic.
3 not only wise to listen to your
parents but also interesting.
4 and I are coming next week.
5 either his career or his hobby.
6 but also use their instincts if

they do not know the answer.
g Sometimes it is
7 or we will have to hire
somebody new.
Find in the text two sentences that have paired conjunctions.
Choose another two sentences from the text and rewrite them using paired
conjunctions.
30
Project 1
Planning a cultural holiday
task
You are going to work individually
and in groups to produce a holiday
programme for some visitors to a
place in Kuwait. The programme
will be used as a classroom display.
Read
Read this seven-day programme for visitors to Kerala in southern India.
a What kinds of places will the tourists visit?
b What kinds of people would particularly enjoy this holiday?
A week in Kerala
Golden beaches, beautiful temples and tropical scenery are just some of the attractions of
the paradise of Kerala in southern India.
Day 1 Arrival at Cochin
The explorer Vasco da Gama discovered Cochin and put it on the world map.
It has Portuguese churches, mosques and Hindu temples. In the evening
you can visit a traditional dance show.
Day 2 Munnar
Munnar is a nature lovers paradise. Enjoy the pretty towns, the marvellous waterfalls and
high mountains. See the tea gardens spread like a green carpet over the hillsides.
Day 3 Munnar
After breakfast, go on a sightseeing tour which includes the Raja Malai, a high mountain
peak of Munnar where you can see mountain goats and the Muttupetty Dam.
Day 4 Thekkady / Periyar
You will visit one of the best game sanctuaries in India Periyar Wildlife Sanctuary. Your
four-hour journey to Thekkady is through incredible tea estates and wild forests. Do not
forget your camera. In the evening visit Kumily market to buy
spices.
Day 5 Periyar
Periyar Wildlife Sanctuary is famous for its animals, spice
plantations and scenery. A boat ride on Periyar Lake is the best
way to see the sanctuary. The greatest attraction here is wild
elephants which come to the lake to play in the water.
Day 6 Kovalam
Take a morning drive to Kovalam, the international beach resort
full of coconut trees. There are many things to do here - swimming,
boating and special cultural programmes.
Day 7 Departure
The day is free for your own activities. Later take the train or ight
to your next destination.
31
Discuss and decide

Work in groups. You are going to plan and write a cultural holiday programme for
visitors to a place in Kuwait.
a Who are the visitors? (e.g. adult tourists, students, business people)
b What would this group be interested in? (e.g. Islamic culture, history, traditional
music /dance, wildlife, art, famous buildings, food, sports, shopping)
c How long is the visit? (e.g. a long weekend, a week, two weeks)
d Use a graphic organiser to arrange your ideas and to see if you need to collect further
research. A graphic organiser is a useful way of laying out your ideas and research,
either on the computer or on a large piece of paper, to understand the overall
direction of your project. It can also be used to edit your work before a final draft.
Write the programme
a Write an outline programme for the holiday, using A Week in Kerala as an example.
Write only the headings for each day. Dont write any details yet.
Day 1 Visit to
Day 2 Visit to
Day 3 Visit to
b Share out the days among the members of your group.
c Each student writes his / her part of the programme in detail.
d Exchange what you have written with other students in your group. Correct and
improve each others writing.
Add extras
a Think of some optional extras to add to your holiday programme. For example:
Speciality food your visitors will have a chance to try
Evening events they could go to
Markets where they could buy souvenirs
Excursions to other tourist attractions
Different seasonal activities throughout the year
b Plan the layout and design of your programme, including photographs. Remember
you want to attract people to Kuwait.
Presentation
a Plan how to display your holiday programme in the classroom.
b Display your programme, then look at the work of other groups.
c Finally, the whole class could vote to decide which are the most interesting
programmes.
Try these websites for information:
www.keralatourism.org/kerala-glance.php
www.visit-kuwait.com
www.kuwaitiah.net/tourism.html
32
Module 2 Free time
y
Unit 5: Sports psycholog
alympics?
Par
the
ut
What do you know abo
What might
Unit 4: Com
puter games
computer ga
mes be like
in the future
Focus on:
Kuwait: a shop
pers paradise
ature
Unit 6: N protect wildlife?
to
t
n
porta
hy is it im
Project 2:
Planning a radio or TV
Outcomes
read and talk

lk about
b
the
h ffuture
make predictions
discuss effects and levels of
importance
give reasons for preferences
programme.
lilisten to and
d give advice
persuade through a talk
write instructions and a
proposal to receive funds
fill out an application form
33
MODULE 2: Free time
Unit 4
Computer games
Grammar
The future tense / present continuous;
the more ... the more
Answer these questions about computer games.

Do you play computer games?
If your answer is Yes ...
1 How old were you when you played
your first computer game?
2 How often do you play computer
games?
If your answer is No ...

1 Why havent you played any computer
games?
2 Why do you think computer games are
so popular?
Compare your answers with a partner.
Discuss how you think computer games will change in the future.
You are going to read an article about future computer games. Before you read, match
words af with their meanings 16. You may use the dictionary or the glossary at the
end of the book.
a
b
c
d
e
f
predict
enable
complex
animator
creature
increase (n.)
1
2
3
4
5
6
artist who creates computer images

growth / expansion
living thing / animal
to make something possible
to say what you think will happen in the future
too difficult / complicated
Read the article on page 35 quickly and note how future computer games will be
different from the games we play now.
34
Unit 4 Computer games
Fast forward to the future of games

Technology experts are predicting that the computer games of the future will be
a lot more demanding both for games producers and for players. In particular, they
say, games will look much more realistic and computer-controlled characters will be
more naturalistic. This means that computer games players will undoubtedly spend
5 more time playing games than they do at the moment. Advancements in technology will
enable companies to create more convoluted games. The graphics of computer games
will definitely improve, but this may cause problems. Firstly, game studios will have
to employ hundreds of animators to simulate enough creatures to fill huge computer
worlds. Secondly, designers may spend too much time on visual effects and forget
10 about the quality of the games themselves.
One computer wizard said: When you move away from combat-based games,
character discourse will become much more important. We will have to develop
Artificial Intelligence, or AI, to make our game characters more intelligent; in the end
they will be able to perform tasks such as visual perception, speech recognition and
15 decision-making.
Another change that seems probable is the increase in people gaming using mobile
phone networks. Many of these games are free at the moment, so companies dont earn
much money from them. Some people are predicting that, in the future, as multi-player
games become more and more popular, players will have to pay for every episode.
These constant changes make game technology a rapidly developing business. Rival
20
companies are just as competitive as their consumers. This competitive atmosphere
will always produce exciting new ways to play, and ensures future consoles wont fall
behind the times. Sonys latest hand-held console, the PSP, has recently been updated
with an anti-reflective screen, as well as a built-in microphone for headset-free use.
25 And game designers will be working hard to compete with the success of the Nintendo
Wii, which has been flying off the shelves since its release. This is largely due to the
Wiis simple design and wand; a wireless controller that uses motion sensors to imitate
the movement of the player.
Read the article again and answer these questions.

a What will computer games be like in the future?
b Why do game characters have to become more intelligent?
c Why will game designers be working hard in the future?
Words to remember
anti-reflective, Artificial
Intelligence (AI), compete,
competitive, console,
convoluted, discourse,
employ, naturalistic,
perception, rival,
sensor, simulate, speech
recognition, visual effects,
wizard
Find the hyphenated words that mean the following:

a a computer game designed for or involving several players
b designed to be held in the hand
c minimising the reflection of light
(stating advantages and disadvantages; expressing opinions)
What effects can playing computer games have on young people? Discuss good
and bad effects.
35
The future tense / present continuous Grammar reference pages 127-128
All these sentences are about actions or events in the future. Circle all the future verb
forms in the paragraph.
Im buying a new computer game at the weekend. Its a new game, but it has already
had some great reviews. I can even play with a wireless keypad. Were finishing our old
game tomorrow after school. I wasnt the champion last time we played, but Im going
to win next time. Im going to beat the highest score. Its a driving game and the virtual
effects are brilliant the cars look really realistic. I prefer to play games with characters
5
and storylines, though. Im sure that soon computer characters will even simulate
conversations with each other. However, advances in technology mean new games
probably wont be as cheap as they are now. Im going to stop spending so much money
on snacks so I can save money. I like to keep up-to-date with the latest consoles and
10 share them with my friends, so we can all have a good time together.
Write predictions about how everyday objects will change and develop in the future.
I expect laptop computers will get smaller and become more powerful. Laptop computers will
definitely get cheaper. Everyone will have one.
Start sentences with one of these expressions:

I expect
I think
I predict that
Use these words after will to show how certain you are about
your predictions: definitely / probably / possibly.
PHOTOS
Think about your future plans and arrangements.

a Write three answers for each question.
1 What are your plans and arrangements for next weekend?
2 What are your plans and arrangements for your next holiday?
3 What do you intend to do when you leave school?
Write about a plan / intention like this:
Im going to play football on Saturday.
Write about an arrangement like this:

Im playing football on Saturday.
b Now find other students who have the same plans or intentions as you.
Ask: What are you going to do at the weekend?
When you find someone who is doing the same as you, write sentences like this:
Hussein and I are both going to play football in Kuwait City at the weekend.
the more... the more... Grammar reference page 128
Complete the sentences using the more ... the more.

a The more realistic games become, the more
b I think that the more games I play, the more
c I predict that the more
, the more
36
Computer-friendly
4
Work in pairs.
2
6
a Find these console components in the picture:

power / hold button CD / DVD drive
control pad volume control
USB drive
b Complete these sentences with words from the box above.

1 To turn on the console, press the
.
2 To play a CD or a DVD, open the
.
3 Push the
lightly to adjust the sound level.
4 The
can be used to transfer data.
5 Control the character on the screen by moving your thumb on the
a Complete these sentences with the correct form of one of these verbs:
afford buy cost earn pay (for) save (up) spend (on)
Words to remember
1 I like the touchscreen on your new mobile phone. How

analogue,
much did you
it?
computer-friendly, drive,
2 How much do you
a week
mobile hold button, touchscreen,
phone calls?
wireless
3 A: Laptops are quite cheap now. They dont
as much as they did a few years ago.
one for under KWD 270 last week.
B: I know. I
4 Im
for a wireless controller. Ill have enough money next month.
5 I have a part-time job in a shop in AlAhmadi, so I dont
very much.
6 My dad got a pay increase last month, so we can
to replace our analogue
TV with a digital one.
b Discuss these questions in pairs or small groups.
1 How much does your mobile phone cost you every week?
2 How much do you spend on beverages and snacks every week?
3 Do you save up to buy things? Whats the longest time you have saved for?
(4.1)
Listen and repeat these words. Where is the stress?
a computer
b thermometer
(4.2)
c kilometre
d designer
e animator
f director
Now listen and repeat the words in sentences.
37
Giving advice
(4.3) You are going to hear three callers phoning a
computer helpline. Listen and note down what the
three problems are.
Work in pairs.
a Discuss what advice you think the helpline assistant will give to caller 1.
b (4.4) Listen to find out if the helpline assistant gave any of the same advice as you.
c Now roleplay the second problem situation.
A You are the helpline assistant. Start by giving the caller some
advice. Use advice expressions from the Useful Language box.
B You are the caller with the problem. If you dont understand
the advice you are given, ask extra questions.
d Change roles and roleplay the third problem situation.

e
(4.5) Listen
to the second and third complete phone conversations. Do you think

the helpline assistants advice is helpful or not?
Work in small groups.

a Tell each other about any computer or computer game problems you are having
at the moment. (If you have to, make up a common problem, or pretend past
problems are still worrying you.)
b Give each other advice, using expressions from the Useful Language box below.
USEFUL LANGUAGE
Identifying a problem
Hi. Im calling about
Hello. I hope you can help me.
I was (ing) when
Quote
Giving advice and suggesting

solutions
(I think) you should
Why dont you ?
If I were you, Id
If I were in your position, Id
Have you tried ?
What about ?
Computers are magnificent tools for the realisation of our dreams,

but no machine can replace the human spark of spirit, compassion,
love and understanding.
Louis Gerstner
38
Asking for advice

What do you think I should do?
What would you do if you were
me?
What would you do in my
position?
Game instructions
task
You are going to write a list of instructions for

playing a game.
As you read the instructions, answer these questions.

a What is the object of the game?
b How can the game be controlled?
c When does the game end in each mode?
Welcome to Marble Madness 3D!

Instructions
1 Your mission is to navigate the marble to the end of the maze.
2 Hurry up! You only have a limited amount of time.
3 Beware of edges and holes. Falling into space will cost you valuable
seconds.
4 Control the marble with the built-in motion sensor to obtain the classic marble
madness feeling. Alternatively you can use the joystick or keypad.
Ways of playing
Marble Madness 3D can be played in challenge or arcade mode.
In challenge mode, you can play one level after another and receive a high score for
each level. After succeeding at all levels, you will earn a special bonus reward.
In arcade mode, your task is to play all levels in one breathtaking rush. Collect bonus
time in each level to save time for the following levels.
Extras
Complete the game to earn the right to play an exclusive bonus level!
Work in pairs. Look at the game instructions again. What can you say about these
parts of the instructions?
a Appearance: headings, numbers, bullet points, etc.
b What kinds of verbs are used for the various types of instructions? Find the:
Imperative verbs
hurry up
Infinitive verbs
to navigate
ords to remember
Future verbs
will cost
arcade, bonus,
c Vocabulary: Find the examples of game vocabulary.
Discuss and make notes in pairs.

a Decide on a simple game to write instructions for.
b Plan what the headings of each section will be.
breathtaking, built-in,
caller, exclusive, helpline,
joystick, keypad, mode
Write your instructions on a piece of paper.

a Use your plan to write your instructions. Make sure they are clear.
b Check your spelling, grammar and punctuation.
c Exchange instructions with a partner. Ask questions if necessary.
39
MODULE 2: Free time
Unit 5
Sports psychology
Grammar
Questions and imperatives; modal verbs
[can, could, should, would]
MODULE 2: Free
ee ttim
time
ime
e
a Look at the picture. Can you guess the sporting event?

b Which sports are played here?
Read this article about the

Paralympics. Work with a partner
and answer these questions.
a What is important about the
Paralympics?
b What skills are important to
athletes, whatever their abilities?
Beijing Games 2008

In 2008, the thirteenth Paralympics took
place in Beijing, China. Athletes from 148
countries took part in 20 sports, including
25 equestrian and sailing events. Eight Kuwaiti
Why
hy the
thhe Paralympics
Parallympiics mat
matter
tter
athletes attended, following their success at
The Paralympics have come a long way
the World Athletics Championship. The Kuwaiti
from their humble beginnings. Back in 1948,
athletes drew press attention during the games
the neurologist Sir Ludwig Guttman used
sport to rehabilitate his patients and began 30 as they continued to observe the holy month of
Ramadan during the competition. Fasting trains
5 organising competitions between them.
a person in the virtues of patience, sacrifice and
During the 1960 Olympic Games in Rome,
self-discipline important skills to any athlete.
Guttman brought 400 wheelchair athletes
to the Olympic city to compete. The modern
Kuwaiti pioneers
Parallel Olympics (or Paralympics) were born.
Kuwait was the first country in the Gulf
region
to develop a sport club specifically
Triumph over adversity
35 for the disabled. Established in 1977, the
10
Now the Paralympics are the pinnacle of
competition for elite athletes with a disability Kuwait Disabled Sports Club now has more
than 1,500 members. The track and field
and challenge the accepted view of what
stadium is equipped with a digital screen and
the human mind and body are capable of.
a physiotherapy section, and these are widely
The paramount issue is getting people to
40 known as the best facilities in the Middle East.
15 understand the high levels of performance
The club also contributes to the physical,
which the athletes are achieving. You can
psychological and social rehabilitation of its
watch athletes in wheelchairs complete
members. If Sir Ludwig Guttman could visit the
marathons in one hour and 20 minutes,
club today, he would surely be overwhelmed
powerlifters lifting weights comparable to
45 by how his rehabilitation techniques have
20 their able-bodied counterparts and much
become an international sporting phenomenon.
more besides.
Why the
Paralympics matter
40
Unit 5 Sports psychology
Read the Factfile on the right.

a What do the numbers suggest? Do you think there is any
purpose in highlighting them ?
b How do you expect the figures to change in the next Olympic
Games?
You are going to take part in a sports quiz.
a (5.1) Listen and choose the correct answer, A, B or C, for each
question.
1 A 1944
B 1953
C 1964
2 A Kuwait
B Egypt
C Algeria
3 A 2006
B 2007
C 2008
4 A Brazil
B Germany
C France
5 A Australia and
B Norway and Sweden
C Korea and
New Zealand
Japan
6 A London
B Paris
C Athens
7 A about 150
B about 200
C about 250
b Compare answers with those of a partner.
c (5.2) Now listen to the answers to find out your score.
Olympic Games Beijing

2008
28 sports
37 venues
43 new world records
11,028 athletes
100,000 volunteers
7 million spectators
4.7 billion TV viewers
(5.2) Listen
a
b
c
d
e
f
again and answer questions af.

In which city were the first Pan Arab Games held in 1953?
Approximately how many medals has Kuwait won in the Pan Arab Games?
How many countries took part in the 2007 Pan Arab Games?
Who did Brazil beat in the final in Yokohama?
When were the first modern Olympic Games held?
Exactly how many countries took part in the 2008 Olympic Games?
(5.3) Practise
saying these dates and numbers, then listen and repeat the numbers you
hear.
35 venues
thirty-five venues
11,028 athletes
eleven thousand and twenty-eight athletes
in 1953
in nineteen fifty-three
in 2008
in two thousand and eight
Now say these dates and numbers with a partner.
a 28 sports
e 21,500 journalists
b 76 students
f 500,000 people
c 202 countries
g in 1896
d 600 passengers
h in 2007
(justifying your answer)
Words to remember
able-bodied, adversity,
equestrian, neurologist,
observe, Paralympics,
phenomenon,
physiotherapy,
rehabilitation,
self-discipline, virtue
Discuss these questions in pairs or groups.

a Do you enjoy watching big sporting events, like the Olympic Games? Justify your answer.
b What are the pressures of being a world champion?
41
Questions and imperatives Grammar reference pages 128-129

Questions
Which question words or phrases do we use to ask about:
a a particular thing / a particular group of things?
b a place?
c a time?
d a number?
e a person?
a Write six sports or general knowledge questions.Use these six question words or phrases
once each.
How many What When Where Which Who
b Exchange questions with a partner and answer their questions.

Imperatives for instructions
a The following sentences are taken from the Sports Quiz. Circle the verbs that give
instructions.
1 For each question, choose the correct answer: A, B or C.
2 Give yourself a point for each right answer.
3 Now add up your score.
4 Dont change your answers!
5 Be honest!
b Imagine a foreign visitor is coming to visit your school. Write four instructions about how
to behave in an Islamic society. Remember to use the imperative form.
Modal Verbs [can, could, should, would] Grammar reference page 129
a Refer to the text on page 40 and find phrases with can, could, should and would.
b Work in pairs. Say two sentences using one of the modal verbs.
Quote
42
I can accept failure. Everyone fails at something. But I cant accept not trying.
Michael Jordan
Sports mentality
Read this extract from a revision guide about sports psychology. What do different
sportsmen need to do to stay motivated?
Psychological factors are the mental factors that help or prevent sportspeople from being
in the right frame of mind to perform well.
In sport, you have to want to perform and to improve your performance. Your
determination to do this is called motivation. The intensity of it is called stimulation. If
5 training leads to boredom, you will lose motivation. Feedback is information about the
outcome of a performance and it can greatly affect future motivation and performance.
Your personality can affect your choice of sports and performance:
Extroverts are socially outgoing. They need high stimulation levels to perform. Coaches
and teammates need to keep them excited about performing. They prefer team games
10 with open skills and lots of unpredictability. Sportsmanship is also important. Some
extroverts like contact sports in which they can show direct aggression, such as boxing
and football.
Introverts are usually shy. They perform better at lower stimulation levels. Coaches and
teammates need to allow them to stay calm and focused. Introverts prefer sports with fine
15 movements, closed skills and regular routines, e.g. putting in golf. Other introvert sports
involve indirect aggression like volleyball where players hit a ball to beat their opponents.
Use the venues below to identify the sport. Write a brief description of the
psychological factors needed for each sport.
a
court 1
pitch
b
course
court 2

a Which sports do you think are:
1 the most extrovert?
2 the most introvert?
3 the most skilful?
4 the most sportsmanlike?
b Which sport do you find the most exciting? What are
the psychological factors that make it exciting?
Words to remember
aggression, determination,
extrovert, feedback,
introvert, mentality,
motivation, opponent,
sportsmanship,
stimulation, teammate
43
task
Completing an application form
You are going to fill in an application

form to join a sports club in Kuwait.
Look at this application form and check that you understand what to write in spaces
111.
Personal Details:
Family name (1)
Middle name (2)
First name (3)
Age (4)
Home address (5)
Telephone number (6)
e-mail address (7)
New Kuwait Bay Sports Club
PHOTO
Sports you would like to do (8)

(Please give level: Beginner / Intermediate / Advanced)
Athletics
Golf
Squash
Cycling
Football
Karate
Basketball
Horse-riding
Judo
Baseball
Hockey
Which of these facilities would you be interested in using? (9)

Restaurant
Snack bar
Sauna
Badminton
Gymnastics
Tennis
Solarium
Signature (10)
Date (11)
Complete the application form with your own information.

Work in pairs.
a Read your partners answers to parts 111 of the form.
b Ask each other any questions you would like to know the answers to.
Where did you learn to ride a horse?
How long have you been doing athletics?
c Discuss these questions.

1 Is there any extra information you would like to know that is not on the form? How
could you get this information?
2 Is this the kind of sports club you would really like to join? Why or why not?
3 How often do you think you would go to a sports club like this?
44
Checking information
(5.4) You
are going to hear a conversation between

a secretary at the New Kuwait Bay Sports Club
and a club member.
a Why is the secretary telephoning the member?
b What extra information does he need?
Asking questions
(5.5) Listen
and repeat these question tags.
a Didnt you?
b Isnt he?
(5.6)
c Couldnt we?
d Havent you?
e Wont you?
f Can you?
Listen and repeat the question tags in sentences.
Now work with a partner. Read these sentences aloud to each other. How can they
be stressed differently to become questions?
(5.7)
1 Youve already paid.
Theres only ten minutes left.
Work with the student who has already read your application form. Follow these
stages.
a Exchange application forms again, so that you have your

ords to remember
partners form.
application, badminton,
b Imagine that you are the secretary and that the form has
gymnastics, member,
got wet, so you cant read some of the information. Decide
sauna, solarium
now which two pieces of information are not clear.
c Sit back to back with your partner and take turns to phone each other to find out
the information. Make conversations like the one you have just listened to. In each
conversation, the secretary should start first. You may use expressions from the Useful
Language box below for help.
USEFUL LANGUAGE
Greeting and enquiring on the telephone
Hello, could I speak to X, please?
(Hello), this is (Noura) from
Im ringing to (find out)
So thats
Thank you very much.
Goodbye.
Responding on the telephone

Yes, this is X.
Yes, Ill get him / her for you.
No, Im afraid hes / shes not here.
Can I take a message?
Yes, of course, its
Thats right. / No, its
Goodbye.
45
MODULE 2: Free time
Unit 6
Nature
Grammar
Countable and uncountable nouns;
present perfect and present perfect continuous
Discuss these questions in pairs or small groups.

a Have you ever been to a nature reserve? What did you find particularly interesting there?
b Does your family have any pets?
c How important do you think animals are in the modern world?
Look at the pictures of the animals below. Describe the needs of each animal. What are
the threats to them in their natural environment?
Read the article on page 47 quickly and choose the best title:
46
An educational centre, not a tourist attraction

A safe home for birds in danger
A botanical garden
Unit 6 Nature
10
15
20
Thirty kilometres west of Kuwait City is a truly remarkable place, where the low, wet greenery
is a striking contrast to the surrounding landscape. This is Al-Jahra Pools Nature Reserve Kuwaits only inland, and completely man-made, freshwater space. Ocially founded in 1990,
the 250 hectares of marshes were formed from euent waste owing from the nearby town of
Al-Jahra. Incredibly, this waste has now become a signicant environmental site.
The reserve has become a crucial sanctuary for birds, with over 220 recorded species, including
17 birds of prey. This makes the wetlands one of the best bird-watching sites in the Middle
East. In just one day spent beside the reed-lined pools, bird-watchers can see a variety of
buzzards, eagles, vultures and harriers. Autumn and spring are the best time for bird-watchers.
During these seasons, the area attracts an estimated total of 2000 to 3000 birds, who migrate
to refuel themselves on the reserves rich vegetation.
Al-Jahra Pools Nature Reserve oers vital protection for birds in Kuwait and the Middle East,
such as the globally-threatened lesser kestrel. A 70-hectare space has been fenced o to provide
a refuge from hunting and to protect the birds habitat from destruction. Two full-time guards
have been monitoring the reserve since 1993 to control trespassing. Thanks to this, the reserve
has been a crucial centre for conservation, propagation, education and research.
However, it is not only famous for its fauna. One of the most distinguishing features of the
reserve is its extensive vegetation, with a wide variety of ora growing in the pools, especially
reeds. The site has great value as a potential eld study area for all educational levels up to
university research, and part of the site is also a designated camping area.
If you are interested in protecting wildlife, then the Al-Jahra Pools Nature Reserve
certainly deserves your support.
Read the article again. Are these statements True (T) or False (F)? Justify your answer
in your notebooks.
a Al-Jahra Pools Nature Reserve fits into the local
ords to remember
landscape.
conservation, deserve,
b Al-Jahra Pools Nature Reserve was formed artificially.
effluent, fauna, fence off,
c It is a crucial centre for 220 birds of prey.
flora, hectare, marsh,
d There is a wide variety of plants.
propagation, sanctuary,
vegetation
Match words a-e with their meanings 1-5. You may use the dictionary or the glossary
at the end of the book.
a hunting
1 keeping animals to produce young ones
b habitat
2 the natural environment where an animal lives
c propagation
3 the plants of a particular place or country
d flora
4 finding and killing animals
e hectare
5 a unit of land, equal to 10,000 square metres
(expressing opinions)
Work in groups. Discuss these questions.
a How important do you think it is for countries to protect wild birds?
b Should we spend money on birds? Why / Why not?
47
Countable and uncountable nouns Grammar reference pages 129130

Find the eight countable nouns in this extract from the article about Al-Jahra Pools
Nature Reserve.
In just one day spent beside the reed-lined pools, bird-watchers can see a variety of
buzzards, eagles, vultures and harriers.
Find the five uncountable nouns in this text.
Nature reserves have to make sure they always have enough sustenance for all the
different breeds of animals. Some animals, like tigers, only eat meat. Herbivores only eat
grass or hay. And, of course, zoo animals need lots of water.
Write these quantity words and phrases next to the three headings:
a (n) a few a little a lot of any (how) many (how) much no some the
Singular countable nouns
Plural countable nouns
Uncountable nouns
Choose the correct word or phrase in this interview with Sara.

Eman: So, Sara, I know youre an animal lover. (1) How many / How much pets do you
have at the moment?
Sara: Well, Ive got five cats, a horse, some birds and (2) a few / a little mice.
Eman: (3) How many / How much food do all these animals eat? It must be very
expensive for you.
Sara: It is, but I dont buy all the food. My friends sometimes bring me (4) a few / a
little bits of food for my cats, and (5) a few / a little bread for the birds.
Present perfect and present perfect continuous Grammar reference pages 130131
a
Complete the sentences from the article on page 47.

1 ... the reserve
a crucial centre for conservation, propagation,
education and research.
2 A 70-hectare space
fenced off, to provide a refuge ...
3 Two full-time guards
employed since 1993 ...
b What difference in meaning does each tense have?
c Complete the sentences using the correct form of the verb.
1 I
(wait) for you in the gym for over an hour.
2 He
(just arrive).
3 The exam results
(give) out already, havent they?
48
Unit 6 Nature
Animals
a Find the three adjectives that describe character in this sentence:

Ostriches have a reputation for being clumsy, cowardly animals, but they can be quite
hostile.
b Here are some more character-describing adjectives. Match them with

th a meaning and
write a word with the opposite meaning. Follow the example.
Character word
Meaning
Opposite
meaning
1 brave
angry / aggressive
1 Cowardly
2 fierce
you wont change your mind or ideas
3 proud
gentle
ready to do dangerous things
happy because of something you have done
nervous / uncomfortable with other people
4 shy
5 stubborn
6 tame
a Write the names of the different types of animals below under the correct headings.
Some can be in more than one list.
buzzard camel canary cat donkey eagle elephant fox gerbil
harrier horse kestrel lion mouse parrot pigeon rabbit vulture
wild animals
birds of prey
sports animals
domesticated animals
elephant
buzzard
horse
cat
b Choose three of these animals and write a short description of them. Describe what
they look like and what their character is like.
c Exchange descriptions with a partner. Can you add anything?
Match these sentence beginnings with the correct endings.
a A busy bee is someone who
1 gets up before other people.
b A cold fish is someone who
2 is active and always has a lot of things to
do.
c A dark horse is someone who
3 shows no feelings.
d An early bird is someone who
4 doesnt tell other people what she / he is
doing.
Intonation in lists
(6.1) Listen and repeat these lists of animal characteristics.
Notice where the voice goes up and down.
Lions are brave, fierce and proud.
Words to remember
aggressive, fierce,
herbivore, hostile, proud,
stubborn, sustenance,
tame
49
Presenting ideas; being persuasive

Read the Factfile and the information below.
a How do you think the WWF prevents the destruction of the natural world?
b As you read the information below, note any suggestions that would be possible for you
to protect wildlife in Kuwait.
What you can do to help

Every decision you make, as an individual or as a family,
has an effect on the health of our planet. Your choice is simple.
Do you want to be part of the solution or part of the problem?
Here are a few things you can do to help protect wildlife in your area:
Look after birds by putting out some food, a bird bath or a bird house.
Attract other wildlife by providing running or dripping water.
Have an environmental cleanup to turn wasteland into a home for animals.
Protect wildlife by ensuring there are no dangerous toxins there.
Dont buy exotic birds from pet shops if they are from the wild.
Never bring home any wild animals you find.
Teach others why protecting animals is important to you.
The WWF
(World Wildlife
Fund) is a global
organisation which
works to stop the
destruction of the
natural world.
Discuss this question in groups of three or four.

a How could your school protect the wildlife in your area? Think of all kinds of wildlife in
Kuwait, including insects, birds, small mammals, larger animals, fish, etc.
b Now write an action plan with notes under these headings:
1 Which animals need protecting and why
2 Practical things ordinary people can do
3 What we need to get started e.g. money / support from people
4 A suggested timetable
Now persuade someone in authority about your plan.
a
b
c
d
Share out the four topics among the students in your group.
Each student prepares a one-minute talk on his / her topic.
As practice, students give their talks to their own group.
Finally, each group presents its ideas to the rest of the class.
USEFUL LANGUAGE
Saying why something is important
It is really important for us to (look after our wildlife)
because
The main reason we must (protect the birds) is that
they ...
Quote
50
Id like to explain why we shouldnt forget

(the insects)
If we dont do something soon,
We never know the worth of water til the well is dry.

Thomas Fuller
Unit 6 Nature
A formal letter
task
You are going to write a formal letter to a Kuwaiti

organisation asking for funds to help finance the action
plan on animal protection you suggested in Speaking.
Read this formal letter and answer the questions.

a Why are birds and butterflies in danger?
b Why do the students need money?
Dear Sirs,
1 I am writing on behalf of a group of students to apply for funds to finance a plan to
protect animals.
2 We have studied our area and we would like to help protect birds and butterflies here.
These animals are in danger because of carbon monoxide from cars and buses in our
city. We believe that as our urban environment develops, it is imperative that the
population looks after the animals that are affected by these changes. The lives of
animals will otherwise be damaged, without us even noticing.
3 The reason we have chosen birds and butterflies is that ordinary people, including
students, can do something practical to help. One proposal is to use an area of
wasteland adjacent to our school. In this area, birds can build their nests and we can
make sure they have enough food. We will also bed out plants here for butterflies.
4 We have collected some money from the public, but we do not have enough to start
work. Students can do a lot of the work themselves, but we will need to employ
someone to clear the area. We would also appreciate hiring a professional to oversee
our plan, if necessary. We are planning to complete the project in our next school
holiday.
5 We hope your organisation can help us, and we look forward to hearing from
you. Please feel free to contact us if you require any further information.
Yours sincerely,
c Now match each paragraph with a purpose.

a To explain why the group needs money.
Paragraph 1
b To give more details about the plan.
Paragraph 2
c To summarise what the writer hopes for next.
Paragraph 3
d To introduce the main purpose for writing.
Paragraph 4
e To describe the most important points of the plan.
Paragraph 5
d How do you know that this is a formal letter? Think about
verbs, the beginning and ending, and particular words
or phrases.
Words to remember
Look back at the notes you made in Speaking.

Plan what you are going to write about in each paragraph of
your letter. Make sure you use formal language.
adjacent, bed out,

carbon monoxide, cleanup,
exotic, finance, global,
imperative, mammal, nest,
on behalf of, toxin,
wasteland
a Write your formal letter following your paragraph plan.

b Check and correct your spelling, grammar, punctuation and style.
51
Focus on
Kuwait: A Shoppers Paradise
10
15
20
25
30
Kuwait is a great place to go shopping. It has some of the

best stores and shopping centres in the whole of the Middle
East. Its little wonder a lot of people like to spend their free
time shopping when they can go to places like Villa Moda. Villa
Moda is a series of luxury designer boutiques selling fashion and
clothing items from top designers from all over the world. The
designers include names such as Gucci, Bottega Veneta, Prada,
Dolce & Gabbana and Miu Miu, along with many others.
Villa Moda was founded by Sheikh Majed Al-Sabah in 1991.
Since then, the brand has grown into a well-known destination
for shopaholics - people who are addicted to shopping. Villa
Moda has been so successful that several stores have opened in Dubai, Qatar, Syria and other
sites across the Middle East. Not only does Villa Moda owe its success to its exciting brands but
it also has great customer service and breathtaking design. All of this unites to create a unique
shopping experience.
Perhaps the most interesting Villa Moda branch is the luxury shop in Mubarakiya, located
in an old bank building set within Kuwaits oldest souk. The souk location was chosen
specifically to reflect modern Kuwait as a state which both embraces modernity and honours its
traditional history.
The Mubarakiya store playfully based its aesthetic design on the idea of organised chaos.
The architects incorporated traditional octagonal stars throughout the store. The stars eight
points were used as a subtle way to delineate the floor space and helped to reflect the
apparently chaotic nature of the souk that disguises its organised reality.
Other traditional ideas are turned on their heads, sometimes literally. Large trays, usually
used for communal eating whilst seated on the floor, are flipped over, attached to stainless steel
stands and transformed into attractive coffee tables.
Even the fashion designers have helped to add to the sense of East meets West. Diane von
Furstenburg and Rachel Roy were employed to create kaftans and long gowns, thereby literally
weaving together the traditions of East and West in fashionable and desirable garments.
So fantastic are the shopping experiences offered by Villa Moda that shoppers from around
the Gulf flock there. It celebrates the mixture of modern and traditional, and eastern and western
that exists within the traditional marketplace of the Middle East. Most importantly though, its a
wonderful place to shop!
Inversion
Inversion refers to an irregular verb placement form.
Case One:
The question form (auxiliary + subject + main verb) takes the place of the standard positive
sentence structure. Generally, an inversion is used to stress the uniqueness of an event and
begins with a negative.
e.g. Not only do I enjoy classical music, but I also have a season ticket to the symphony orchestra.
Case Two:
Inversion after so (So + adjective + verb to be + subject).

e.g. So strange was the situation that I couldnt sleep.
Find one example of each case in the text.

Rewrite the two sentences printed in bold in the text using inversion. Use case One and
case Two, once each.
52
Project 2
Planning a radio or TV programme
task
You are going to work individually and

in groups to plan a weekly radio or TV
programme for young people in Kuwait.
Follow stages 15.
Read
Read this announcement about a competition and answer questions ac.
Its Competition Time !

We want to hear YOUR VOICE
Were looking for creative ideas for a new radio or TV programme for teenagers in
Kuwait.
Programme guidelines
The programme will be broadcast weekly and will last
60 minutes.
Contents could include:
STORIES, NEWS, SCIENCE, SPORT, REVIEWS, PEOPLE, HEALTH.

Listeners will be teenagers with lots of different interests.
The programme must be: VARIED, LIVELY, FUN.
At least three people must plan and present the show.
What to do next
Plan a sample programme (60 minutes maximum) with a list of items and timings.
Write the detailed script for 34 items, each lasting 12 minutes.
Deadline: September
30. Send your ideas by e-mail or post.
We will announce the competition winners on January 25.

First prize: A one-year contract to present the new programme.
a How often will the new programme be on?

b When does the competition close?
c What is the first prize?
53
Discuss and decide

Work in groups of 3 or 4. You are going to plan a sample radio or TV programme for a
competition.
a What are you going to include in the sample programme? Choose four of these topics.
MUSIC
play music? / interview musicians? / favourite CDs?
STORIES
fiction from well-known writers? / stories from listeners?
NEWS
local news? / national news? / international news?
SCIENCE
new inventions? / explaining everyday things?
SPORT
personalities? / techniques? / results?
REVIEWS
CDs? / DVDs? / books? / TV programmes? / films?
PEOPLE
in the news? / famous historical figures?
HEALTH
local hospitals? / give advice?
FASHION
current trends? / stylish people?
COOKING favourite restaurants? / recipe tips?
b Share the topics out between the students in the group. Then as a group discuss and
make notes about what teenagers would be interested in for each topic.
c Can you think of any TV or radio programmes that you know that might inspire you?
Plan each topic in more detail
For example:
NEWS
1 News headlines
2 minutes
2 Local and national stories
4 minutes
a Add more detail to each item. For example, write some headlines for todays news.
b Tell the rest of the group about your plans. Ask for suggestions for improvements.
Write
a Write a detailed script for one or two of the items on your list. Make sure you write the
correct length by reading your script aloud.
b Read (or play) your script to the rest of your group for them to suggest improvements.
Presentation
As a group, present your ideas to the class. Describe the sample programme and read any
complete items.
54

http://radiohigh-djs.blogspot.com
www.ehow.com/how_2002078_write-a-radio-script.html
Module 3 Power
hnology
Unit 8: The power of tec
invention?
an
of
t
ugh
Have you ever tho
Unit 7: Pow
er - the altern
atives
Why is it im
portant to sa
ve energy?
Focus on:
The National As
sembly Buildin
oney
Unit 9: M ur money on?
yo
d
n
e
sp
t do you
Wha
Project 3: Doing a techn

ology
sur vey
Outcomes
listen to a programme and

d a talk
lk
read about future inventions
discuss possibilities for future
technology
express opinions about global
issues
make
k suggestions
give a sales talk
reach agreement through
discussion
write a magazine article and an
opinion composition
55
MODULE 3: Power
Unit 7
Power the alternatives

Grammar
If sentences: conditional
a Read the list of energy sources. Which is the odd one out? Why?
coal
solar
oil
gas
nuclear
b What are the advantages and disadvantages of the different kinds of energy?
Discuss these ideas with your partner.
costs
the situation now and in the future
the environment
Read the article below. What ideas did you mention in your discussion?
The Power of Oil

Now and the Future
Without oil, the world would be a very different place. In fact, youd
struggle to find any area of modern life that doesnt involve oil in
some way. However, oil is a finite resource. Scientists have estimated
5 that if the world continues to use oil at a constant rate, oil supplies
could run out by 2050. No one really knows how much oil there is
in the world, and oil companies are always looking for more undiscovered oil supplies. Regardless
of continuing discoveries, it is important that we develop new ways to provide energy.
Scientists are developing sustainable fuels for use worldwide. Currently, scientists are proposing that
10 motorists use renewable oils. These oils are derived from renewable sources such as grain, wood
chips and even agricultural waste. Most vehicles can run on fuel made from a mixture of renewable
and crude oil. This reduces costs and pollution, and ensures the supply of natural oil lasts longer.
Unfortunately, the many other uses of oil make it extremely difficult to replace entirely.
The Environment
The use of oil and other fossil fuels is contributing to environmental damage and global warming.
Pollution from vehicles, factories and power stations has contributed to environmental problems.
Drilling for oil can also have detrimental effects on the environment as it sometimes involves the
destruction of animal habitats. However, some scientists have argued that the use of natural oil
has actually saved several animal species, such as the sperm whale, which was previously hunted
20 to make oil. Some oil companies also contribute towards environmental projects in an attempt to
limit the damage they cause.
Cost
Although it is expensive to make and set up the necessary equipment
extract oil from the ground, once these are in place the cost of oil
25 extraction is relatively low. The real cost of oil is generally incurred by
the
fractional distillation during oil refining. This is the process by which
crude
oil is split into many different types of oil, which can then be used for
different purposes. For example, crude oil can be made into petrol
for cars, polymers for plastic and even tar for roads.
15
56
Unit 7 Power - the alternatives
Match these energy words ae with their meanings 15. You may use the dictionary
or the glossary at the end of the book.
a finite
1 the process by which impurities are removed from a
substance
b contribute
2 limited
c refining
3 in natural or raw form; unprocessed
d crude
4 natural energy formed over a long period of time
e fossil fuel
5 aid in causing something to occur
(7.1) You
are going to hear part of a radio programme about world

energy. Which types of energy do the speakers mention?
(7.1) Listen
again and note the correct numbers for the gaps in these
sentences.
a Coal and oil will last for
years. Natural gas will last for
years.
b The Aswan Dam in Egypt produces over
kilowatts of electricity every year.
c The Rogun hydro-electric dam in Tajikistan is
metres high.
d The worlds first wind-powered generator was built in the year
.
e In parts of Africa, women walk over
kilometres a day to find wood.
f The average American uses
times as much energy as an Ethiopian.
Read the article again.
a Are these statements True (T) or False (F)? Justify your answer.
1 Reserves of coal and oil will last longer than reserves of natural gas.
2 The worlds largest oilfield is in Saudi Arabia.
3 Wind, waves and the sun produce only five per cent of the worlds energy needs.
4 In some places, plants provide most of the energy people use.
b
Compare your answers with those of a partner, then listen again and check your
answers.
(7.1)
(predicting; discussing advantages and

disadvantages)
Discuss these questions in pairs or small groups.
a What are some possible consequences if the worlds
industry reduces its energy use?
b What are the disadvantages of natural sources of energy like
wind power, wave power and solar energy? Discuss.
Words to remember
crude oil, entirely, finite,
fossil fuel,
fractional distillation,
polymer, refining
57
If sentences: conditional Grammar reference page 131

There are three different examples of if sentences (conditionals) in the radio discussion.
a Find the verbs in these examples.
1 If we continue to use coal at todays speed, it will last for 60 years.
2 Women walk over 10 km if they need wood for fuel.
3 If we were more careful, our energy would last longer.
b Choose one of the words below to describe each of the sentences.
always likely unlikely
General conditional
a Read this short conversation, then answer questions 1 and 2 below.
B If I have no money, I ask my dad.
A What do you do if you have no money?
1 Have the speakers been in a situation where they have no money?
2 How often has this happened to them? Once, or more than once?
b Complete these sentences so that they are true for you.
If I feel hungry, I
If I cant sleep at night, I
.
.
c Make conversations in pairs. Take turns to ask the first question.

A What do you do if you feel hungry?
B I look in the kitchen.
First conditional
a Read this short conversation, then answer questions 1 and 2 below.
A What will we do if our car breaks down? B If it breaks down, well try to fix it.
1 Are the speakers talking about past, present or future time?
2 Do the speakers think a breakdown is likely or unlikely?
b Complete these sentences as if you were speaking.
1 policeman (to driver)
If you drive too fast,
2 coach (to footballer)
If you dont train more often,
c Complete this sentence in four different ways.
If I accept the job,
58
Second conditional
a Read this short conversation. Are A and B talking about past, present or future time?
A If we use our cars less, we will create less pollution.
B Crude oil separates into composite parts if it is heated at high temperatures.
A If I owned a power station, I would reduce energy costs.
b Is it likely or unlikely that the oil will run out tomorrow?
c Complete these sentences by adding the correct form of the verbs in brackets.
1 If we
(find) a way of using water instead of petrol, the cost of motoring
(fall).
2 If the cost of motoring
(fall), everyone
(use) their cars more
often.
3 If everyone
(use) their cars more often, the roads
(be) much
more crowded.
d Work in pairs. Discuss what would happen if sea levels around the world rose by two
metres next week.
Strong and heavy
Complete the sentences with one of these phrases.
strong lights heavy work heavy traffic strong coffee
heavy fall strong smell heavy fighting strong wind
1 Some people dont drink
at night because it stops
them from sleeping.
2 It took him two hours to drive there because of the
.
3 To play football at night, you need very
.
4 The boat sailed quickly because of the
.
5 My uncle broke his leg when he suffered a
.
6 There is a
of curry coming from the kitchen.
7 The newspaper reports
in
central Africa.
ords to remember
8 Building houses is
.
actually, appliance,
breakdown, generate,
last, motoring, strong
Work in pairs. Complete this text with one of the words in
italics.
The British coal (1) industry / industrial employs just over
9,000 people. In 2002/03, total British (2) product / production was 28.9 million tonnes.
About a third of this coal is used to
(3) generate / generator electricity. This means that when people use
(4) electricity / electrical appliances in their homes, they are actually (5) useful / using coal.
(7.2) Listen
and repeat these words. Notice how the two words are linked together.
a If you
c If we
e If oil
b If I
d If the
f If Faisal ...
(7.3) Listen and repeat the same words in the following sentences.
59
Expressing opinions
You are going to discuss this statement in groups of five.
To help save the worlds energy resources, the government should increase
the price of petrol by 100%.
a Each group chooses one of the roles AE.

b Read your role card and decide what you think about the statement.
B So
meone
A Petrol station owner
w
You
think t ho wants to
You own a petrol station.
h
e
pr
re is to
roads
o much otect nature
and th
Most of your income
a
c
t
to peo
is from selling petrol
ples w the smog is ongestion on
You
a dang
to local people and
go eve ell-being.
er to n the
r
ature a
y
w
and yo
here b
companies.
nd
y
u
suffer
from
public
tran
sport o
asthm
r
a.
r on fo
ay: fo
er
d
v
i
y
r
r
e
d
ot
ev
sit
ar
r
i
C
a
v
c
o
r
t
C
nd
you
a
e
s
g
n
u
i
t
s
You for shopp
nage cycli
,
for D Tee o yo ung to drive,
d
E Stude
work .
n
a
nt
yed
s
u are to
where by
y
r
e
v
friend self-emplo u have to Yo
e
l
e
A
v
t
ra
th
t
e
u
o
e
m
o
y
omen
ar
so y
week
rent
You
everywhere t you walk
cle.
of the nsult diffe
y
ic
t
is
b
s
k
r
o
but youd li
o
m
ow
o
ke
to procure
ffic
jo urney t
and c
ra
r
l
t
u
e
o
e
Y
h
v
t
a
e
a car when
tr
caus
e
.
b
s
s
e
u
i
s.
o
y
g
d
n
ou
r
le
in
a
a
ave univers
or n
haz
comp
ity and get
y in the m ff yo ur
v
a
e
h
y
r
e
a
job.
is v
ou o
knocke d y
You are
Cars have
worried ab
e.
out the
bike tw ic
enviro
nment.
Work in groups of five A, B, C, D, E.

a First, each character should say what he / she thinks about the statement in exercise 1.
Say why you are pleased or worried by the idea. How does the language differ? Use some
of the expressions from the Useful Language box below.
b When everyone has expressed their opinions, have a general discussion.
c Finally, organise a vote to find out whether your group agrees or disagrees with the
statement.
USEFUL LANGUAGE
Saying why one is worried
Im really worried about (the idea) because
Im afraid X would (happen) if they increased the price
of petrol.
Quote
60
Saying why one is pleased

Im really pleased
I think its a great idea.
It sounds good to me.
Environmental protection doesnt happen in a vacuum. You cant separate the

impact on the environment from the impact on our families and communities.
Jim Clyburn
task
You are going to write an article for a school magazine
A magazine article
suggesting practical ways in which we could all save

energy.
Read the magazine article below and answer these questions:
a What do you know about the writer and the readers of the article?
b How does the writer start and finish the article?
c Is the style formal or informal?
d What is the main purpose of the article?
Do you really have to drive?
When youre in your car, do you ever think,

Do I have to drive? or Could I travel by bus?
Recently, Ive asked myself these questions
more often. Sometimes I have good answers,
5 but not always.
When I drive to work, Im the only person in
my car. Most other cars on the road also carry
only one person. Were all going to the same
place in our own cars. What a waste of energy
10 and money! I dont enjoy my journey because
of all the trac, but Im more worried about
air pollution and the energy which motorists
15
20
Compare your answers to questions 1ad

in pairs.
like me are squandering.

So here are my suggestions for diminishing the
amount of energy we use in our cars. Firstly,
we could share cars with other people who are
going to the same place as us. Secondly, we
could use alternative modes of transportation.
And nally, if you have a big car, you could
replace it with a smaller one. If we dont do
something to save energy, well end up with
irreversible environmental problems. What are
YOU going to do to prevent this?
Words to remember
asthma, congestion, consult,
diminish, end up with,
government, hazardous,
irreversible, motorist, procure,
recently, self-employed, smog,
squander, waste
a Brainstorm ideas in groups. Collect them

2
in a graphic organiser using the following
headings:
Think about electricity: lights, air-conditioning,
travelling, etc.
How could you save some energy at home?
What would be a suitable title for the article?
How could you start and finish your article?
b Write a plan for an article with four paragraphs.
1 Introduce the topic.
3 Make your suggestions.
2 State the problem.
4 Conclude the article.
a Write your article in about 150-170 words, using your plan.

b Now check your article and exchange it with a partner.
4
3
USEFUL LANGUAGE
Introducing a topic with a
question
Do / Have you ever ?
What are you doing to ? / What
could you do ?
Giving warnings
If we dont do , will happen.
Making suggestions
We could (share cars).
If you have a big car you could
(replace it).
61
MODULE 3: Power
Unit 8
The power of
technology
Grammar
Modals (can / could; must / should); wish + simple past / past perfect
Work in pairs. Think about the power of technology.

a What can human beings do now that they couldnt do 100 years ago? Make a list.
We can travel around the world in a few hours.
We can talk to people thousands of kilometres away.
We can
b Read the following statement. Why do you think modern science is important?
An important part of modern science is to strive for clear understanding. Therefore,
scientific explanations are always welcomed as they help us to have a greater
understanding of the world. Thats why Islamic society has always respected and
had an interest in science.
Read the article on page 63 about some of the inventions scientists are working on now.
Predict inventions the writer will refer to.
As you read, note any of your ideas in exercise 1 which the writer mentions.
Match four of these headings with sections 14 in the article on page 63.
You do not need to use two of them.
A A smart future
B The world of work
C Cure-all
62
D In the home
E Connections
F Clothes and fashion
Unit 8 The power of technology
Future Shock
Our grandparents thought they were fortunate because they could travel by car and they
could see films at the cinema. Now, we think were very lucky because we have appliances
that can do the jobs we hate, like washing up or cooking; we have computers that can help us
to communicate with people instantly; we have cars with satnav that can tell us how to get
to where we are going; and we have AC systems which can keep our houses and offices cool
when the weather is hot.
But in just a few years, these latest inventions will seem old-fashioned compared to things
that scientists are currently innovating. Here are a few of the ideas they are developing.
10
Within a few years, we will all be able to

watch 3D television without special glasses.
We will have more spare time because
robots will be doing almost any job in and
around our homes, including cleaning,
washing, gardening and mail delivery.
2
15
20
There will be big changes in medicine, too.

Gold-coated nanoshells are being
developed. They will be able to find cancer
tumours and destroy them, using heat.
Within ten years, researchers will have
developed micro-robots which we can
swallow. These will be able to travel
through our bodies and repair organs that
are not working properly.
In the next ten years, we will be able to

25 buy intelligent or smart refrigerators
which will automatically inform us when
we are running out of food and will be able
to order supplies directly from an online
supermarket.
By 2020 we could see the end of traffic
jams and road accidents: cars will drive
themselves along smart roads. Some
people predict that we will even be able to
buy flying cars.
4
Mobile phones will continue to get smaller
and become more and more sophisticated.
We may be able to use our phones to pay
for things we buy in shops. We will simply
pass our phone over an electronic reader
and money will be drawn from our bank
accounts.
We will soon be able to wear active contact
lenses which display our e-mails and
Internet web-pages. According to scientists
we will be able to see these with our eyes
closed.
Read the article again and answer these questions.

a Why did our grandparents think they were lucky?
b How will housework change in the future?
c How will very small robots help doctors?
d Which future invention do you think is the most useful?
Summarise its benefits.
Words to remember
contact lens,
cure-all, currently, draw,
gold-coated, innovate,
instantly, latest,
micro-robot, nanoshell,
satnav, shock,
sophisticated, tumour
(expressing opinions: agreement / disagreement)

a Do you think any of these inventions could improve your life? If so, how?
b Which future development do you think is the most exciting? Why?
63
Modals (can / could; must / should) Grammar reference pages 131132

Complete the sentences with can / cant and could / couldnt.
a I need my bifocal glasses. I
see without them.
b Computers
help us to instigate new learning technology.
c I
research at school because there is a new software library.
d Ten years ago, you
easily find a spot to park in town.
e I wanted to text you but I
remember your number.
Read these extracts from a guide written for foreign businessmen and women who are
visiting countries in the Middle East.
a What should / shouldnt visitors do? What must / musnt they do?
Clothes / Appearance
Behaviour in public and at meetings
1. Visitors must cover most of their body. 3. You mustnt keep your shoes on when
2. Men should wear a tie for business
you visit a mosque.
meetings.
4. When you meet someone, you should
3. Clothing should not attract attention
not shake hands with your left hand.
5. You should use the greeting Al-salaam
or be worn to show off.
alaykum.
b Compare your answers with those of a partner, then together write a few more helpful
guidelines for businessmen and women visiting Kuwait.
Look at the inventions in the pictures and answer these questions in pairs.
a What can these things do? or What cant we do with these things?
b What will these things be able to do in the future?
c What technology do you have that your grandparents didnt?
Think about these future possibilities.
a What would people do if computers started to act by themselves? Explain.
b What could happen if all the computers in the world stopped working at the same time?
Elaborate.
Wish + simple past / past perfect Grammar reference page 132
a What difference in meaning does each sentence have?
They wish they had studied harder when they were young.
He wishes he were rich.
b Complete the sentences with the correct form of the verb.

1 Now that he is in China, he wishes he (understand)
Chinese.
2 I wish you (call)
earlier.
3 They wish they (listen)
to us sooner.
4 When we begin the trip, they will wish they (be)
with us.
64
Negative adjectives
Note
Prefixes are often used to give a negative meaning to an adjective.

Example: lucky unlucky
a Do you know any more negative adjectives which start with un-?
b What are the negative forms of the following adjectives? The notes in the box in
question c may help you.
formal frequent friendly honest legal legible
obedient patient polite regular relevant tidy
c Check your negative adjectives in a dictionary or the Students Book glossary.
Negative adjective prefixes
undisilimirin-
is the most common negative prefix

is used with some adjectives
is used with some adjectives beginning with l ...
is used with some adjectives beginning with p ... or m ...
is used with some adjectives beginning with r ...
is used with a few adjectives
d Complete these sentences with the negative form of some adjectives from question b.
1 My room is a bit
. I wish I had a robot to clean up the mess.
2 It is
to drive faster than the speed limit.
3
children should learn to do what their parents tell them.
4 People who live in cities often have a reputation for being
, but I always
get on very well with them.
ords to remember
5 I cant read your writing. Its completely
.
bifocal, frequent,
instigate, legible,
obedient, patient,
Answer these questions in pairs.
reputation, software,
a What should parents say to their disobedient children?
spot
b In what situations do you get impatient? Explain.
c What should companies do with dishonest employees? Elaborate.
Listen and repeat. Underline the most stressed word in each sentence.
a Gold-coated nanoshells are being developed.
b We will be able to buy smart clothes.
c According to scientists, we will be able to see these with our eyes closed.
(8.1)
(8.2)
Listen to the sentences again. How have they changed?
Quote
The machine does not isolate man from the great problems of
nature but plunges him more deeply into them.
Antoine de Saint Exupry
65
Selling an idea
Read this short article about smart clothes of the future.
Which of the clothes do you think would be the most useful?
In a few years, we will be able to buy smart clothes which can control our
temperature, keeping us cool in the summer and warm in the winter. One company
is already working on smart trainers which can generate
electricity as you walk, and power an electronic terminal
5 you wear on your torso. Other clothes will help to save lives
by checking the wearers heart rate and blood pressure and
transmitting this information to a doctor. Life-saving ski
jackets will heat up if the wearers body temperature falls too
low, and will transmit a message to a satellite to help rescue
10 teams to find the wearer.
Work in pairs or groups. You are going to sell a new item of smart
clothing to other students in the class.
a How could the language of the article change if the writer wanted to
sell the items?
b Choose one of the articles of clothing in the photograph, and discuss these questions.
1 What is it and what do you think it can do?
2 What are its special features?
3 Who would find it particularly useful?
4 How would it improve the wearers life?
c Plan a sales talk to persuade other people to buy this article of clothing. Use your
answers to questions b14 as the different sections of your talk. Use some of the
expressions from the Useful Language box below.
Work with another group of students.
a Take turns to give your sales talk to the other group.
b Finally, each student in the two groups should say whether they found the talk persuasive.
Would they buy the new article of smart clothing?
USEFUL LANGUAGE
Introducing a subject
Id like to tell you about our fantastic new invention.
Its a which can
This is the invention you have all been waiting for.
Its a which
66
Stating advantages
The best thing about (our new shoes) is
This is what our can do for you.
It isnt expensive. It only costs
Its available in these sizes / colours:
An advertisement
task
You are going to write a magazine advertisement

for a new invention.
Read this advertisement for a new household robot. Which of Robomates abilities
would you find most useful?
ROBOMATE
10
15
20
This is Robomate and here are some

of the things it can do for you:
It can translate between languages.
You can ask it to do jobs around the
house for you. It particularly likes the
jobs you find boring.
It can look after the house when you go
out. If someone trespasses, Robomate
will phone you.
If you are away, and you want to check
everything is okay at home, you can
see whats going on through a special
webcam.
It can remember everything you tell it
and remind you about important dates
like birthdays and anniversaries. This is
particularly useful if you have a busy
life or a bad memory.
Its batteries last for 48 hours without
recharging.
25
So, what are you waiting for?

Order your own personal Robomate
today. Itll change your life!
Still not sure? Check our website and
watch Robomate in action!
Read
R
d the
h advertisement
d
i
again
i and
d answer these
h
questions.
i
a Why does the writer of the advertisement use the word you?
You can ask it to do jobs
b Why does the writer ask questions?

So, what are you waiting for?
c Is the style of writing formal or informal? What effect

does this have?
d Why does the writer use a list of bullet points []?
Words to remember
anniversary,
heart rate, recharge,
remind, terminal, torso,
transmit, trespass,
wearer
Write your own magazine advertisement for a new invention which will save time in
your school or your home.
a
Think of your invention and give it a suitable name. It can be big or small, cheap or
expensive, simple or complicated.
Write in the same style as the advertisement for Robomate.
Include the price of your invention.
b Now check your spelling, grammar, punctuation and style. Exchange advertisements
with another student.
67
MODULE 3: Power
Unit 9
Money
Grammar
have to / should / must; reported speech
a Look at the pictures. Which do you think is worth the most?

b How many different ways of paying for things do you use? Think of
a fact and an opinion for each method. Compare ideas with those of
a partner.
Read this extract from a careers prospectus written by a local bank

manager. Do you have any qualities that would make you a good
bank manager?
10
15
Financial prospects
You dont have to have a university degree to become a bank manager, but it can help.
When I left school, I started working in a bank as a clerk to earn money for my family. I
worked hard and was eventually promoted, but because I didnt have a degree, I had to
take professional examinations. Not going to university is one of my biggest regrets. I
would love to study economics, accounting or computer science, and a degree in business
management would really help my career now. But I think it takes more than just a
university education to be a successful bank manager.
As a bank manager, you need good communication skills. You must be completely honest
and trustworthy and be able to respect confidentiality. It is also important that you are
able to demonstrate leadership qualities and to motivate staff to meet targets. You must
be able to handle a lot of complex information, including monitoring accounts, loans and
investments. Our bank also offers home and business insurance. I officially work 35-40
hours per week, but sometimes I work overtime to meet important clients.
Some people say that money is corrupting and causes greed, but
I believe money management is a skill and a discipline.
Money is not an end in itself, but a means to higher values.
If it is earned, invested and spent carefully, it will reward the
individual, their family and society. This is where banks and
bank managers can help!
68
Unit 9 Money
Read the extract on page 68 again and find a word to match each definition.
a a university qualification
b time that you spend working in addition to your normal working hours
c a selfish desire
(9.1) You
are going to hear a talk about the history of
money.
As you listen, answer these questions.
a What did people barter with in the past? (Barter =
exchange things instead of using money. Examples:
animals, things they made, etc.)
b When and where were the first coins made?
c When and where were the first bank notes made?
Words to remember
accounting, barter,
confidentiality,
economics, insurance,
invest, investment,
loan, management,
transaction
Listen to the talk again. Are these statements True (T) or False (F)? Justify your
answer.
a In parts of Africa shells are still used as money.
(9.1)
b The first coins were made of silver.

c Before they used coins, the Greeks paid for things with long nails.
d The Chinese made paper money because they did not have enough gold.
Which facts in the Factfile are mentioned by the speaker?
When you have made your choice, listen again and check your answers.
(9.1)
(expressing opinions:
agreement / disagreement;
exchanging ideas)
9000 BCE
6000 BCE
Discuss these questions in pairs.
1200 BCE
a If people in your town had no money, how

could they get things they needed?
Could they barter? What could they
exchange?
b What could you and your friends exchange?
640 BCE
550 BCE
800 CE
1520 CE
1660 CE
1961 CE
1995 CE
10 Money Dates
Cattle were the oldest
form of money.
The first banks were in
Babylon in Mesopotamia.
Cowry shells were first
used as money in China.
The first coins were
produced in Lydia.
The Persians used gold coins,
but the Greeks used silver.
The first paper money notes
were made in China.
The Aztecs used gold dust
and cocoa beans as money.
The first cheque was used in
Britain.
Fils and Dinars were
introduced in Kuwait.
Ninety per cent of all
transactions in the USA were
electronic.
69
have to / should / must Grammar reference pages 132-133
Match the modal verbs in sentences ac with their meanings 13.

a Most people have to work to earn money.
b You shouldnt waste your money.
c You must be more careful with your money.
1 This is necessary.
2 I feel very strongly about this.
3 This is my advice or suggestion.
Rewrite each sentence using one of the modal verbs from the list. Start with the words
given.
must should have to mustnt shouldnt dont have to
a
b
c
d
e
f
It isnt a good idea to carry lots of money around with you. You
Its wrong to take things from shops without paying. You
It isnt necessary to pay for these drinks. Theyre complimentary. You
If you earn money, I think its right that you pay tax. If you earn money, you
Its a good idea to put your money in a bank. You
Its necessary to use a personal login for the bank website. You
Work in pairs. A group of university students from Kuwait are going to work in another
country for a year. Write a set of rules which will help them prepare for this new
situation. Think about these things:
Money
Clothes
Public behaviour
Driving a car
Now work in small groups. Tell each other about any rules or laws in other countries
that you have visited or know about. Use must / mustnt; have to / dont have to; should /
shouldnt.
Reported speech Grammar reference page 133-135

Complete the paragraph using the first paragraph of the article on page 68.
A local bank manager said that when he had left school, he started working
70
Unit 9 Money
List and sell
Look carefully at this website for buying and selling goods.

a Describe three of the items for sale, following the information in the box.
e-Sell
Kuwaits Online Auction
Sell your rst item now! List:

Item title
Item description & history
How you would like to be paid
Shipping methods
4
5
6
b Work in pairs. Ask and answer questions about the objects.
Words to remember
Adjective + to + verb is a common pattern in English.

Its hard to imagine the world without money.
auction,
complimentary, login,
shipping, tax
a Complete these beginnings.

1 Its hard to imagine
2 Its impossible to believe that
3 I find it difficult to understand
4 Im lucky to have
b Compare answers with a partner, then think of one or two more ways of ending the
same sentences.
Listen and repeat these sentences. Notice when the preposition to becomes reduced.
a Its hard to imagine.
c Im going to tomorrow.
b You shouldnt have to.
d They couldnt afford to.
(9.2)
(9.3) Now
listen and repeat this sentence.
I only want to pay separately if you want to.
Quote
Getting money is not all a mans business: to cultivate kindness is

a valuable part of life.
Samuel Johnson
71
Reaching agreement
You and a group of friends have entered a competition together and you have won the
first prize a lot of money.
BUT you will only get this money if you can all agree how to invest it. You have the three
choices below. Look at the choices and put them in your ideal order. (1 = your first choice)
Pay for the building of a

new sanctuary for a bird
that is nearly extinct in
Kuwait.
Pay for the building of a

new study centre at your
school.
Buy a hotel in your town

which is losing money. If you
make it a success you could
gross a profit for yourself.
Make a list of the advantages of your first and second choices and the disadvantages
of your third choice.
Choices
1 New school study centre
Advantages
Improve
Disadvantages
the school
2 New bird sanctuary

3 Hotel
We could lose the money

lot of hard work
A
(9.4) Before
you have your discussion, listen to three people discussing the same
choices.
What is each speakers first choice?
Work in groups.
a Discuss the three choices in turn. As each choice is discussed, describe the advantages
of your first and second choices and the disadvantages of your third choice.
b If there is no agreement, try to persuade the others in the group that your first choice is
the best.
Remember: You must reach agreement or you will not get the money!
72
Unit 9 Money
An opinion composition
task
You are going to write an opinion

composition about money.
Does money make the world go round?

a In the composition, the writer gives his / her opinion. Do you agree ?
money
round?
go
Does
In the modern world, money is very important to most people. Everyone needs money and
everyone would like to be more affluent than they are.
For some people, their main reason for doing anything is to make
money. However, there are other reasons.
5 Most people go to work because they need money to pay for food,
clothes and a home. Some people start businesses to make more
ke
money for themselves and their families. These businesses pay their
ma
employees. If a business closes, the employees lose their jobs and
the
world cannot afford to buy anything. So in this sense, it is true to say that
10 Money makes the world go round.
On the other hand, some people believe that money has become too
important. They say that money spurs criminal behaviour and can
lead to wars between countries. These people think that family and
generosity are more important than money.
15 In my opinion, we need money to live, but life without friends would not be worth living.
So, in answer to the question, Does money make the world go round?I would say No.
Of course money is great, but I also believe that good friends and families are what really
make the world go round.
b Work in pairs. Do you and your partner agree with the writer?
c Now match these descriptions with the correct paragraphs.
Ideas which answer Yes to the question
ords to remember
The main idea of the composition
The writers own opinions
affluent, evil, extinct,
Ideas which answer No to the question
generosity, gross, in
this sense, profit, spur,
success
You are going to write your own four-paragraph composition.
Do you agree that love of money is the root of all evil?

Do you think that the best things in life are free?
Choose one of these subjects and plan your ideas with a partner.
a Write your composition in about 150-170 words, using your plan and the ideas you
have discussed.
b Now check your composition, exchange it with another student, and discuss any
opinions you and your partner disagree about.
USEFUL LANGUAGE
I am going to write about
Expressing opinions
In my opinion,
I believe that
It seems to me that
Expressing an opposite
opinion
On the other hand, many
people think
73
Focus on
The National Assembly Building
10
15
20
25
This incredible white building houses the Kuwaiti parliament. The building is an
amazing combination of styles and draws its influence from both the modernist architectural
movement and Islamic tradition. For example, the sloping roofs serve both a functional and
a figurative purpose. They provide shade for the parking area on one side of the building
and evoke the traditional Kuwaiti past by representing a traditional souk covered by a
tent. Although the style of the building is extremely contemporary, even 30 years after its
completion, it still evokes Kuwaits rich cultural heritage whilst embracing modern building
styles.
The project to build the National Assembly Building began in 1969 with an
international competition which drew entries from many famous and successful architects. The
competition was eventually won by Jorn Utzon, the Danish Architect who designed the Sydney
Opera House. Urtzon was eager to be involved in the project as it allowed him to combine his
passion for Middle Eastern culture and tradition with his love of modernist architecture.
The dramatic front of the concrete building flows upward toward the sea, like a leaning
canopy of sweeping fabric, shading what looks like a smaller structure underneath. Skylights
are repeated through the ceilings in the halls of the building. The large canopy, which covers
the entire building below, also hovers above an open courtyard. The view from inside the
Parliament is almost as striking as the outside.
The National Assembly Building has also become a symbol of political representation
within Kuwait and an important icon for Kuwaiti citizens. The building houses Kuwaits
National Assembly, otherwise known as the Majlis Al-Umma or House of the Nation. It is an
especially important building as it houses Kuwaits parliament, the only parliament in the Gulf.
The building also houses the offices of Kuwaits leading politicians. Members of the
public can even go to hear Parliament in session and translation is available for those who
dont speak Arabic. These sessions are extremely interesting for anyone who wants to learn
about the governmental processes of Kuwait, and reflect the open nature of Kuwaits legislative
body.
Adverb Clauses (cause / effect and opposition)

Adverb clauses express when, why, opposition and
conditions. They are dependent clauses. This means that
an adverb clause cannot stand by itself; it needs to be
completed by an independent clause. When an adverb
clause begins the sentence, use a comma to separate the two
clauses, e.g.: As soon as he arrives, we will have some lunch.
When the adverb clause finishes the sentence there is no
need for a comma, e.g.: He gave me a call when he arrived in town.
This is a list of subordinating conjunctions introducing adverb clauses:
CAUSE AND EFFECT
because, since, as, as long as, so long as, due
to the fact that
OPPOSITION
although, even though, though, whereas,
while
Find in the text one cause / effect clause and one opposition clause.
Write similar adverb clauses with other subordinating conjunctions from the table.
74
Project 3
Doing a technology survey
task
You are going to work individually and in groups

to carry out a survey about the importance of
technology in peoples everyday lives. Work in
groups of 34 students, and follow stages 15.
Design your own survey

a Decide on a topic. Choose one of these titles:
Technology in your home / Technology in your school / My personal use of technology
b Decide what type of questions to ask.
Type 1
Which of these items do you use? Choose one or both of them.
Digital camera
DVD player
Type 2
Put these items in order of importance for you. [1 = highest / 4 = lowest]
Television
Computer
DVD player
Games console
Type 3
How easy is it get help if something goes wrong with your computer? Choose one answer.
Very easy
Quite easy
Not very easy
Difficult
Type 4
How far do you agree with this statement? Choose one answer.
Technology is becoming too important in modern life.
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
c Now write your own questions.
75
Carry out the survey

Work with another group. Take turns to ask your questions.
Every student in the group should answer the other groups questions. Dont forget to
make a written note of the answers other students give to your questions.
Summarise your survey results
Work in your original groups again. Summarise the answers other students gave to
your questions.
Here are some different ways of presenting the summaries:
Type 1
Eighty-five per cent of students use a camera.
Twenty-five per cent of students strongly disagree that technology is becoming too
important.
Type 2 Tables of figures

4
Order of importance / Item of technology
television
12 15 computer
17
DVD player
20
games console
Type 3 Graphs or diagrams
Note: Number in class 30
Present your results

Now take turns to present your groups findings to the rest of the class.
You can do this presentation in a number of ways.
Speaking: read out the results of your survey.
Visual: display your results in writing or diagrams on the wall.
Speaking and visual: read and display.
Class discussion
Discuss these questions about the results of
your surveys.
a What facts stand out from your survey?
b Were there any differences of opinion
between different groups?
76
Try these websites for

information:
www.misterpoll.com/237738
www.statpac.com/surveys
www.technologyquestions,com
m
Module 4 Fact and fiction
Unit 11: Messages

ate with different
How do you communic
people?
Unit 10: Sto
ries
Do you like
telling stories
?
Focus o
on:
ri Al-Adwani an
d the Nationa
l
anthem
Ahmed Mesha
ries
g?
Flying sto
Unit 12: tories about flyin
s
y
ow an
o you kn
Project 4:
Creating a booklet
Outcomes
listen to a programme
gramme and a description
read stories
give advice and share personal
experience
discuss advantages and disadvantages
of means of transportation
carry out an interview
express opinions
op
take and leave messages
write an informal letter and
a news story
77
MODULE 4: Fact and

fiction
Unit 10
Stories
Grammar
Adverbs of manner; use to/used to; phrasal verbs
a What different types of stories are there in the Holy Quran?

b How do you think they benefit us?
c What do you know about Luqman and his wisdom?
Read the text on page 79 and answer these questions.

a What are the pieces of advice Luqman gives to his son?
b Luqman lists many virtues. Find the verse that expresses each of the following:
Modesty
Respectfulness
Gratefulness
Patience
Self-restraint
Composure
Although not a prophet, Luqman was granted enormous wisdom by Allah. The following are Luqmans
words of wisdom, as described in the Holy Quran. They are given as instructions to his son, but serve as
instructions to all humanity.
Verse 13
id
Behold, Luqman sa
ing him
To his son admonish
O my son!
Join not in worship
for
(Others) with Allah:
ed
False worship is inde
ing.
do
gThe highest wron
Verse 17
O my son! establish
Regular prayer, enjoin what is
Just, and forbid what is wrong:
And bear with patient constancy
Whateer betide thee; for this
Is firmness (of purpose)
In (the conduct of ) affairs.
78
Verse 14
on man
And We have enjoined
ts:
(To be good) to his paren
In travail upon travail
.
Did his mother bear him
And in years twain
Was his weaning: (hear
gratitude
The command), Show
ts:
To Me and to thy paren
To Me is (thy final) Goal.
Verse 18
And swell n
ot thy cheek
(For pride) a
t men.
Nor walk in
insolence
Through the
earth:
For Allah lo
veth not
Any arrogan
t boaster.
Verse 19
And be mo
derate
In thy pace,
and lower
Thy voice; fo
r the harshe
st
Of sounds w
ithout doub
t
Is the brayin
g of the ass.
Unit 10 Stories
Fill in the table using Luqmans advice.

You should
You shouldnt
Use the table to write a short paragraph containing Luqmans advice.
(giving advice)
What pieces of advice do your mother
and father give you?
Work in groups. Find words of wisdom from the
words of Luqman. Choose one of the
virtues from exercise 2b and give advice
from a parent to their son or daughter.
Words to remember
composure, constancy,
enjoin, gratefulness,
injustice, insolence,
self-restraint
79
Adverbs of manner Grammar reference page 135
Adverbs of manner are words which tell us how someone does something.
Note
Most adverbs are formed by adding -ly to an adjective.
Adjective:
Hes a dangerous / careless driver.
Adverb:
He drives dangerously / carelessly.
Some adverbs of manner are the same as adjectives.
Adjective:
Hes a fast / hard worker.
Adverb:
He works fast / hard.
a Can you think of any more adverbs of manner? Which are not formed by adding -ly to
an adjective?
b Where do we usually put adverbs of manner in sentences?
You are going to add adverbs to a story to make it more interesting.
a Make adverbs from each of these adjectives.
angry
quick
calm
rude
careful
secret
cheerful
curious
polite
slow
sudden
suspicious
b Now complete gaps 19 in this story with some of the adverbs.

Sometimes more than one answer is possible.
Crossing the border
A man was hurrying across the US-Mexican border on his bicycle when (1)
he
was stopped by a guard. The guard pointed to two bags on the mans back, and asked
(2)
Whats in the bags?
Sand, said the cyclist (3)
.
. The cyclist took the bags
Get them off well have a look, said the guard (4)
off his back (5)
and emptied them to show that they held only sand. Then
he re-loaded the bags (6)
, put them on his shoulders and continued to cycle
across the border.
The next week, the same thing happened. Again the guard demanded to see the two bags,
which again contained nothing but sand. This went on every week for six months, until
one day the cyclist did not appear.
A few days later, the guard happened to meet the cyclist in the town. Say friend, can you
tell me something? asked the guard (7)
. We knew you were (8)
smuggling something across the border, but we didnt know what. What were you
smuggling?
Bicycles! replied the man (9)
.
use to / used to Grammar reference page 135
a Read the following sentences. Explain the difference between use to and used to.
Did you use to be in my geography class?
I didnt use to take the bus.
We used to go to school together every morning.
b Complete the sentences.
1 Did Ahmed
live in Qatar?
2 The airport staff didnt
wear a uniform.
3 We
own a black sports car.
80
Unit 10 Stories
Travel
a Work in pairs. Discuss which of the words in the list can be used
with these verbs.
train car bicycle motorbike bus plane taxi boat
1 to go by
4 to catch
7 to drive
2 to ride
5 to get on / get off
8 to miss
3 to travel on
6 to get into / get out of
b Which of the words has a driver / a pilot?
c What are the words for people who go by bicycle and by motorbike?
How do you think these people usually travel?
a A king or president visiting another country
b A businessman visiting an office on the other side of the city
c A student travelling to school every day
Read this description of somebodys journey.

a Replace the phrasal verbs in 17 with the correct form of
one of these words or phrases.
Words to remember
border, drop off, pick up,
register, re-load, set off,
smuggle, sudden,
touch down, turn up
land leave leave (the ground) let (someone) get out register stop to collect arrive
We (1) set off for the airport at 7.30 a.m. in the morning. As soon as we got to the
airport, we (2) checked in. Forty-five minutes later our plane (3) took off. We (4)
touched down on time. Unfortunately nobody had (5) turned up to meet us at Madrid
Airport, so we called a taxi. Ten minutes later the taxi (6) picked us up, drove us into the
city and (7) dropped us off right outside our hotel.
b Now replace each verb in bold in sentences 14 with one of the phrasal verbs in
question a.
1 Do you know when our plane leaves?
2 My father collected me from the station.
3 The taxi driver said: Where shall I let you out?
4 When have we got to register at the airport?
(stating advantages and disadvantages)
Work in groups. Discuss the advantages and disadvantages of travelling by plane,

train, car, taxi and bicycle.
Quote
Life isnt about finding yourself. Life is about creating yourself.

George Bernard Shaw
81
Taking part in an interview
a Put these pictures into the correct order

to make a story with a happy ending.
b Compare your order with a partner.
(10.1) Listen
to a radio news report and check
the order.
Work in pairs. A news reporter is going to

interview the van driver.
a Choose one of these roles:
5
A the van driver
B a news reporter
b Prepare for the interview.
A Look at the pictures again to remind
yourself what happened.
What questions could the reporter ask you?
How could you describe your feelings? Worried? Terrified?
B Write five questions to ask the driver.
c Do the interview.
d Change roles. Repeat the interview with different questions.
e Which role uses more emotive language? Why?
Word stress
(10.2) Underline
a motorbike
b bicycle
(10.3) Listen
the stressed part of the words you hear.

c historical
d traditional
e helicopter
f reporter
to the words in sentences and check your answers.
Now work with a partner. Read these sentences aloud to each other. Remember to
stress the right part of the long words.
a He was on a black motorbike.
b Ive got a silver bicycle.
c Its a traditional story.
82
Unit 10 Stories
An informal letter
task
You are going to write a letter to a friend, telling him /
her about a recent event.
This is a letter which a friend from an English-speaking country has written to you.
a As you read the letter, match these summaries with the five paragraphs.
The situation now
A greeting, an apology and an excuse
A final request
The result of the accident
A description of the accident
1
2
3
4
5
Hi
How are you? Sorry I didnt reply to your letter Ive been crazily busy. This week, Ive got
stacks of time. Why? Because Im in hospital with a broken leg. Ill tell you what happened.
I was going to school as usual last Wednesday on my bike. The traffic was dreadful. The
bus I was behind stopped at a bus stop and people got off. I started to overtake the bus, but
suddenly it pulled out. You can guess what happened next. The bus knocked me off my bike
and into the middle of the road. Thank goodness I was wearing a helmet!
Unfortunately a car was coming in the other direction. It couldnt stop in time and it crushed
my leg. The next thing I remember is waking up in hospital with my leg in plaster. I may be
smiling, but its still very painful.
The doctor says I have to rest and recuperate for another week. Its so monotonous the
daytime TV programmes are terrible, so Im writing letters to all my friends.
Please write soon and tell me your news. Hope you havent been as unlucky as me.
Bye
Marcus
b What shows you that this is an informal letter? Think about:

verb forms
missing words
particular words or phrases
punctuation
Decide what to tell your friend in your letter.
a Choose something that happened to you or somebody else,
or make up a story.
b Plan what you are going to write in each paragraph. Make
sure your story has a beginning, a middle and an end.
Words to remember
a Now, write the letter using your notes. Make sure you
use an appropriate beginning and ending.
b Now check your letter. Exchange letters with another
student and ask questions to find out more about the
story.
crazily, dreadful,
emotive, knock off,
monotonous, overtake,
recuperate, stacks of
USEFUL LANGUAGE
Beginning a letter
Hi ... (informal)
Dear ... (more formal)
Ending a letter
Thats all for now. Write back soon.
Bye / Love (informal)
Best wishes / Regards / Yours sincerely (more formal)
83
MODULE 4:
Fact and fiction
Unit 11
Messages
Grammar
Passive verbs (mixed tenses)
Look at the messages below and discuss these questions with

a partner.
a
b
c
d
Where could you find each message?

Who do you think wrote them and why?
Who were they written to?
Who do you send messages to? Who do you receive messages from?
1
2
Thx 4 txtng
me m8, will gt
bac 2 u soon
Hussein
Thanks for letting me know in advance. I actually have the same
problem as you, and was just about to contact you.
Lets rearrange things then. How about 27th March? My schedule
is pretty free that day so I will be able to travel to your office
instead.
Ahmed
Original message
Dear Ahmed,
Im afraid I cant make our meeting tomorrow afternoon. A
colleague is out of the office and I have to take his place. If we
could reschedule asap I would really appreciate it, as there are
many things to discuss about our forthcoming project.
Hussein
3
Nadia
Reem phoned. Can you get back to her
as soon as possible its urgent. Shell be
at home until 4.30.
Dalia
84
I am sending this message

out to sea to see if anyone
will find it. If you are reading
this message, wherever you
are in the world
... please send it back to me at ...
Unit 11 Messages
You are going to hear part of a radio programme called Strange Stories. Listen
and answer these questions.
(11.1)
a How many strange stories do you hear?

b What nationalities are the people in the stories? (We do not know the nationality of
one person.)
c When does each story take place?
Which of the information in the Factfile below does the radio programme give
you more details about? Read the Factfile, then listen again.
(11.1)
Factfile: Messages in bottles

A well-sealed bottle can survive hurricanes that
can sink ships. And glass lasts forever.
It is impossible to predict the direction a bottle
will travel.
The longest bottle voyage ever was 25,000
kilometres, a journey that took six and a half years.
If wind and current conditions are good, a bottle can
travel nearly 200 kilometres a day.
Words to remember
Choose the correct answer, A or B, for each question about
the stories.
asap, colleague, current,

impromptu, rearrange,
starvation, unreliable,
urgent, well-sealed
a How did Matsuyama and his men die?

A They drowned.
B They had no food.
b What happened to the Lusitania in May 1915?
A It ended its voyage.
B It started its voyage.
c The people who found the German scientists bottle didnt break it. Why not?
A The glass was too strong. B They could read the message through the glass.
d Why did Paolina reply to the sailors message?
A As a joke.
B Because she wanted to please her father.
(visualising)
Imagine you are on the beach and you find an empty bottle.
What message would you send in the bottle?

Where could your bottle go to?
Would you like the finder to contact you?
Why are message in a bottle stories so memorable?
Quote
It usually takes me more than three weeks to prepare a good

impromptu speech.
Mark Twain
85
Passive verbs (mixed tenses) Grammar reference pages 135136

Read the story and choose the best title:
Faisal and Ahmed
Mixed messages
Home alone
Its the last lesson of the day and Faisal is hungry. He cant wait for the family dinner at 3
oclock. I hope Mum makes a chicken curry, he thinks. As he leaves school, he sees his twin
brother Ahmed at the entrance. I have to stay an hour late for football practice this afternoon.
So Ill miss dinner, Ahmed tells Faisal.
5
Dont worry, Ill ask Mum to keep a plate warm for you. Faisal replies.
Faisal takes a long walk home, but when he arrives the house is empty. The answer machine
light is flashing red. I hope its not bad news, he worries, and plays the message.
Hi, its Mum. I went to the supermarket but now Im stuck in traffic. My phone battery is
nearly dead, too. Ill be home at 5 oclock.
10
In his office, Faisals dad is really worried. He has a project deadline tomorrow, but he doesnt
want to miss dinner. Really sorry. Emergency conference call. Ill be an hour late. Love Dad. he
types.
I hope somebody reads this e-mail, Dad thinks.
At exactly 5 oclock, Ahmed, Mum and Dad all arrive at the house. Sorry Im late, did you get
15
my message? They apologise in perfect harmony. Faisal laughs and laughs.
The first in each pair of sentences below is active and the second is passive.
Dad sent an e-mail.

Mum left an answer machine message.
The e-mail was sent by Dad.

The answer machine message was
left by Mum.
a What is the difference between the two sentences in each pair?

b Are these statements True (T) or False (F)? Justify your answer in your notebooks.
1 Active and passive sentences give different information.
2 Active and passive sentences use different verb forms.
3 Active and passive sentences have different subjects or focuses.
How is the passive formed? Rewrite each sentence using the word in brackets.
a Last year, I painted my room. (had)
b My father is upgrading his phone tomorrow. (having)
c Weve just installed an AC unit. (had)
d Nader will finish the construction project. (have)
e Mum had cooked a large meal for the family. (been)
f
By the end of this year, I will have read ten books. (been)
86
Unit 11 Messages
Verbs with more than one meaning: take, make

We often need to read words in a sentence to understand the right meaning.
a What does the verb take mean in sentences 14? Choose meanings from this list.
carry steal (remove without permission)
swallow travel by
1 He takes his fathers car without asking.

2 Im too tired to walk lets take a taxi.
3 Youd better take your coat. It might be cold later.
4 Ive got a bad headache so Im going to take some tablets.
b What does the verb make mean in sentences 14?
attend earn force someone to produce
1 My parents made me tidy my room before I went
to bed.
2 They make Volvo cars in Sweden.
3 How much does he make a year?
4 Im sorry, but I cant make the meeting tomorrow.
Read the text. Fill the gaps with the correct form of the verbs below. One verb is used
twice.
upgrade hold slide
activate run out unlock switch
Text me
A SIM card or Subscriber Identity Module is a portable memory chip. The SIM card
makes it easy to (1)
to a new phone by simply (2)
the SIM out of
one phone and into another. The SIM (3)
personal identity information, your
phone book, text messages, photos and other data. It can be thought of as a mini hard
the phone into which it is inserted. A SIM card can
disk that automatically (4)
come in very handy. For example, when your phone (5)
of battery power at
your phone theres no hassle involved. Just
a friends house. Also, if you (6)
(7)
it into the new phone and youre good to go. You must (8)
the
phone first, however, and operate on the carriers frequency or band. This is great for
international travellers.
Words to remember
/spr/, /skr/ or /str/
Listen to six words. How many syllables do they

have?
(11.2)
Example: strong has one syllable

syllables
surprise has two
(11.3)
Repeat these one-syllable words.
(11.4)
Now listen and repeat the sentences.
activate, band,
conference call,
deadline, flash,
frequency, handy,
harmony, hassle,
portable, slide,
unlock, upgrade
87
Taking messages
Listen to four answerphone messages and complete a form like this for each
message.
(11.5)
Phone message
Name of caller:
Message:
Action:
Day / Time of call:
Work in pairs. Choose who is student A and who is student B.

a You are going to leave messages on each others answerphones.
A Make up a message that callers will hear when they phone you.
B Make up a message to leave on your partners answerphone.
Use the information below.
Situation 1
You arranged to go to the

library with your friend
this afternoon, but you
cannot go because you
have to look after your
little sister. Apologise to
your friend and suggest
going tomorrow.
Situation 3
S
Situation 2
You are a doctor in a hospital
and an emergency patient has
arrived. Phone their next of kin
and leave a message. Ask
him / her to ring back, and
make sure not to alarm them.
YYou have seen an advert

for a
ssummer job in a restaur
ant in
Kuwait City. Leave a me
K
ssage
for the restaurant mana
ger.
As
A k for more details
and
de
d scribe yourself briefl
y. Be
confident.
b Sit back to back with your partner.

B Make a ringing noise. When you hear the answerphone message, say your message.
A Say your answerphone message. Then when your partner speaks, make a note of
his / her message.
c Exchange roles and repeat steps a and b.
USEFUL LANGUAGE
Giving information in an answerphone message
This is ..., I cant come to the phone at the moment.
Please leave a message after the tone.
Message received on (day and date) at (time +
a.m. or p.m.)
88
Leaving a message
This is a message for (Anwar).
Hi (Anwar) this is (YOUR NAME).
Can you give me a ring?
Unit 11 Messages
Notes and messages
task
You are going to write a reply to an
e-mail and a phone text message
Read the original e-mail and the reply to it.

a Is Nasser going to meet Anwar?
Dear Nasser,
Good to see you again yesterday.
Thanks for the lunch.
Must meet up again soon. Would you
like to come to us next Sunday?
Let me know.
Anwar
Dear Anwar,
Thanks for your e-mail.
Yes, we enjoyed your visit very much.
Very kind of you to invite me over.
Great idea! Will have to ask my parents.
Will let you know as soon as possible.
Nasser
b In e-mails, words are often left out for speed. What words have Anwar and Nasser left
out of their e-mails? Show where words are missing.
1
Good to see you again
3
Will have to ask my parents
2
Must meet up again soon
4
Great idea!
Now reply to this e-mail.
Dear
>
>
>
>
>
Having a party next weekend. Hope you can make it.

Starts at 5.30 and should end about 10. Is that OK?
Most of the students in our class will be there.
Let me know ASAP.
Your friend
Words to remember
alarm, answerphone,
briefly, confident,
next of kin, ring,
tone, tutor
Read and translate these phone text messages.

a THX 4 CALLN.
b IM W8NG 4 U.
IM = I am
L8R = later
THX or TKS = thanks
PLZ = please
RU = are you
CU = see you
c CU L8R
2DAY = today
4 = for
W8 = wait
Now write your own text messages and send them to a partner.
89
MODULE 4:
Fact and fiction
Unit 12
Flying stories
Grammar
Relative clauses and pronouns [who, which, where, whose];
third conditional; phrasal verbs
Grammar
relative pronouns (who, which, where, whose);
relative clauses; third conditional; phrasal verbs
Discuss these questions with a partner.

a Have you ever travelled anywhere by plane?
1
2
3
4
If your answer is Yes ...

Where did you fly to?
How long was the flight?
Did you enjoy the experience?
What were the best and the worst
things about your flight?
1
2
3
4
If your answer is No ...

Would you like to travel in a plane?
Where would you like to go?
What do you most look forward to
about flying?
Does anything worry you about flying?
b Would you like to learn to be a pilot?

c Make a list of the advantages and disadvantages of working as a pilot.
You are going to read a short biography about a young woman who became a pilot.
As you read, answer these questions.
a What was Munirahs childhood dream?
b What is unusual about the story? Have you heard any similar stories before?
90
Unit 12 Flying stories
A woman ooff distinction

1
10
15
20
25
his is the
t storyy of an
n
unusual
woman:
T
unusu
ual yyoungg wom
man:
Munirah Mohammed
M
Buruki.
B
At the age
g off 19, Munirah
Munira has
become Kuwaits first female
fem
pilot
worlds
p and one of the wor
youngest captains.
captains So how
ho
did this unusual story begin?
From a young age, Munirah
was fascinated by planes, and
told her father she wanted to
become a pilot. If Munirahs
father had told her to go out
and play with her friends,
she wouldnt have been able
to achieve her aim. Instead,
he took her seriously and
arranged for Munirah to go to
the best gliding school in the
region. Munirahs childhood
fantasies soon turned into
adult ambitions, however,
when Munirah was travelling
with her family, and passed
through Kuwait International
Airport. As soon as she saw the
fantastic planes there, she knew
she wanted to fly commercial
planes.
30
35
40
45
50
55
And that is w
what she did.
Munirah
M
hh
had to work
w intensely
and
an
nd forget
g her private
priv
p vate life to
make her childhood dream a
reality. She studied flight
physics, learned how to use
aviation computers, improved
her English, serviced aircraft
engines and spent time flying.
And the young woman had to
do all this away from home and
her parents.
Munirahs efforts
certainly paid off. Following
her training on single engine
and other planes, Munirah
graduated first in her class at
the Jordanian Royal Academy,
five months earlier than the rest
of her class. After qualifying
for her private pilots licence,
Munirah immediately began
courses in commercial aviation.
Now she is well on her way
to becoming a commercial
aviation pilot too. She told
her local Kuwaiti newspaper,
During my first solo flight
my heart was in my mouth,
especially when I took off. But
60
65
70
75
80
85
now,
n
ow, Im
Im
m a natural.
nat
atur
ural
al..
al
I shalll su
ssucceed
ucc
c eeeed again,
agai
ag
a n, God
ai
God
willing.
wi
w
illing.
g..
gg.
Captain
Nawwaf
Qiblani,
the
C
Ca
ptaiin Na
N
aw
ww
waff Q
ibbla
l ni th
he
Royal Academy instructor,
was notably impressed by
Munirahs commitment and
determination throughout her
training. He said Munirah was
an exemplary representation
of what Kuwaiti women can
achieve.
This unusual story
certainly proves that. As
a young girl, Munirah did
not let her gender stand in
her way. Now, Munirahs
accomplishments are a victory
and testimony to all Kuwaiti
women, and also coincide
with the appointment of the
countrys first female minister,
Dr Massouma Al-Mubarak.
Both of the hard-working
women should be role models
to the younger generation of
Kuwaiti girls, whether they
decide to have a career as a
professional or in the home.
Read the article again. Are these statements True (T) or False (F)? Justify your answer.
a Munirah was the youngest Kuwaiti to become a pilot.
b Munirahs father took his daughters idea seriously.
c Munirah only trained on a single-engined plane.
d It took Munirah five months more than the rest of her class to get her private pilots
licence.
e Munirah did not live with her parents while she was training.
(comparing achievements)
Discuss these questions.
a Do you appreciate Munirahs achievements?
b Would you like to do what she did?
c What qualities and skills do you need to achieve your goals?
Words to remember
aviation, coincide with

exemplary, gliding,
instructor, intensely,
notably
91
Relative clauses and pronouns [who, which, where, whose] Grammar reference page 136
Note
The underlined parts of sentences 13 are relative clauses. Who, which and where are
relative pronouns.
a What do the words who, which and where refer to? For example, in sentence 1 who refers
to Captain Nawwaf Qiblani.
1 Captain Nawwaf Qiblani, who was her instructor, was impressed by her determination.
2 The gliding school, which was in the region, provided Munirah with her first training.
3 At the Jordan Royal Academy, where she studied, Munirah came top of her class.
b Relative clauses give extra information about people, things
or places. In 13, which relative pronouns refer to:
1 people?
2 things?
3 places?
Complete the joke below with these relative pronouns.
where which who whose
The wrong seat

An acclaimed film director,
(1)
is wearing
an expensive suit, gets on a
plane. He sits in the first class
area, (2)
is at the
front of the plane. A flight
attendant, (3)
knows the film director does
not have a first class ticket,
asks him courteously to move
to the economy area. The
film director, (4)
expression suddenly becomes
very stern, replies, Im an
important film director and
I have won many important

awards. Im sitting here
until we get to Kuwait City,
(5)
I have a very
important meeting. The
attendant,
(6)
doesnt want
to be confrontational, doesnt
know what to do. The flight,
(7)
is already
15 minutes late, cannot get
underway until everyone is
in their seat. Eventually the
attendant calls the pilot,
(8)
is waiting to
take off. The pilot leaves his
cabin, walks up to the film

director and mumbles
something in his ear. The
director stands up and goes
to his seat, (9)
is
at the back of the plane. The
attendant, (10)
is
completely stunned, asks the
pilot what he said. The pilot,
(11)
face is now
relaxed and smiling, says, I
told him that his latest film is
only being shown in the rear
half of the plane.
Write a short paragraph about your friends or members of your family. Use the four
relative pronouns: who, which, whose and where.
Third conditional Grammar reference page 136

a Find a sentence in the article on page 91 that uses the third conditional.
b Did Munirah achieve her aim according to this sentence?
c Write a sentence using the third conditional about one of your own achievements.
92
Phrasal verbs with take

Match phrasal verbs 16 with their meanings af. You may use the dictionary or the
glossary at the end of the book.
1 take after someone
a start flying / leave the ground
2 take something back
b start a new activity
3 take off
c go somewhere with someone socially
4 take someone out
d be or look like / resemble
5 take something over
e return something to where it is from
6 take something up
f get control of something (e.g. a business)
Complete sentences ad with the correct part of a phrasal verb with take.
a When I have more time, Im going to
tennis.
b Mohammed
his father. Theyre both very good at maths.
c A big corporation is trying to
our family business.
d Our plane couldnt
on time because of strong winds.
In the article, Munirah Mohammed Buruki says My heart was in my mouth. This means
she was nervous and frightened.
Match the sentence beginnings ae with the endings 15, which give a definition of the body
idioms.
a If you pull someones leg,
ords to remember
b If you twist someone round your little finger,
acclaimed, attendant,
c If something makes your hair stand on end,
cabin, confrontational,
d If someone is a pain in the neck,
corporation,
e If you cant keep a straight face,
courteously, expression,
mumble, resemble,
1 it frightens you.
stern, stunned
2 its impossible to stop yourself from smiling or laughing.
3 they are very annoying.
4 you make them do everything you want.
5 you laugh at them or make fun of them.
ed endings
(12.1) Listen and repeat these pairs of verbs. In each case the first word is the present
simple and the second is the past simple of the verb. How many syllables does each
word have?
a arrive / arrived
c learn / learned
e want / wanted
b start / started
d land / landed
f change / changed
(12.2)
Now listen and repeat the past tense verbs in sentences.
Quote
The strongest principle of growth lies in human choice.

George Eliot
93
Describing what happened
You are going to hear an eyewitness account of a night-time incident. Listen to the
speaker and put these events in the correct order.
(12.3)
Note
An eyewitness is someone who sees something happen (an accident or a crime), but is
not involved.
a The bright light stopped above the speaker.
b There was a buzzing noise.
c The light came towards the speaker.
d The light followed the speaker.
e The bright light was in front of the speaker.
f The light vanished.
Can you remember any words the speaker used to describe how they felt during their
experience?
Think of an event that you were an eyewitness to. Your story does not have to be
connected with planes or air travel. Follow these steps.
a Choose an event that you saw.
b Make a note of any useful background information. For example, the time of day; what
you were doing; what other people were doing; weather conditions.
c What order did things happen in? Note the sequence of events like this:
1
going to school
saw a mother pushing

a baby carriage
heard a loud
crash
car knocked the baby

carriage in the road
baby carriage was

full of shopping
Work in pairs.
a Tell your eyewitness account to a partner, using your notes and any expressions from
the Useful Language box below.
b When you are listening to your partners story, interrupt to ask questions.
c Change roles: the student who has just told their story is now the listener.
USEFUL LANGUAGE
Background information:
setting the scene for a
narrative
It was last Thursday night.
I was walking home from work.
94
Sequencing information
Suddenly, / All of a sudden,
/ Without warning,
Next, / Then /
Asking an eyewitness for

information
What (exactly) happened?
What happened next?
A news story
task
You are going to write a news story
based on a headline.
Look at the headline, then think of two questions you would like to ask the pilot.
a Read the story. Can you find the answers to your questions?
Blind pilot will y round Britain

A British man, who lost his sight at the age of 12, took off in a small plane
from an airport in southern England yesterday. He is endeavouring to
become the rst blind pilot to y around Britain. His journey will take ve
days.
Steve Cunningham, who is 41, is ying a plane with custom-built computer
equipment which calculates his altitude, his velocity and is equipped with a
voice-activated radar to locate his position. This technology allows Steve
to aviate without the assistance of eyesight.
Vince Coultan, who is Steves co-pilot, will not pilot the controls during
the ight. Steve Cunningham says, Vince is coming to watch out for other
planes in the sky. Pilots who can see normally often have to y blind at
night, or in fog. What Im doing is not very different.
b Make a note of all the facts in the story.
Steve Cunningham has been blind since the age of 12.
c What other information is in the story? Find sentences which give explanations or
reasons, or make a comparison.
d Which paragraphs contain the most important information?
a Choose one of these headlines.
Helicopter makes
emergency
landing on beach
Plane turns
back after bird
ies into engine
b Plan an outline story and decide on facts to include in

each paragraph.
c Give explanations or reasons for any of the facts in your
story.
d Write your story in 150170 words using your plan.
a Check spelling, grammar, punctuation and style.

b Exchange stories with another student. Read their story
and suggest one improvement.
Sporting hero
wins gold medal
Words to remember
altitude, aviate,
baby carriage,
buzzing, control,
co-pilot, custom-built,
endeavour, eyewitness,
fog, headline, incident,
radar, velocity,
voice-activated
95
Focus on
AHMED MESHARI AL-ADWANI AND THE NATIONAL
ANTHEM
10
15
Ahmed Meshari Al-Adwani was a Kuwaiti poet, writer and

teacher. He was born in 1923 in Kuwait. He went to school
in Kuwait then left to go to Egypt to study at the College
of Arabic Language Studies at Al-Azhar University. After
graduating in 1949 with the title of Sheikh he went on to
co-edit Al-Bethah a monthly magazine based in Cairo.
Despite this setback in 1952 Al-Adwani helped to establish
Al-Raed magazine published by the Kuwait Teachers Club.
Throughout his life he helped to establish countless other
magazines.
In his commitment to Arabic culture Al-Adwani helped to
transform Kuwait into an important cultural, social and
artistic capital in the Middle East. He helped with the
establishment of the Fine Arts Gallery, the Department of
Arabian Culture and the Department of Musical Culture, but
perhaps his most well-known contribution to Kuwait is his
skilful penmanship of the Kuwaiti national anthem, which
was first broadcast on 25 February 1978.
ensive collection
Al-Adwani died in 1990, at the age of 67. He left behind an extensive
of unpublished and unedited stories, poems and scripts. Since his death, many of these have
been printed in posthumous collections.
Using Commas
The comma is a valuable, useful punctuation device because it separates the structural
elements of sentences.
1 Use commas after introductory
a clauses, b phrases or c words that come before the main clause.
Having finished the test, he left the room.
2 Use a pair of commas in the middle of a sentence to set off clauses, phrases, and words that
are not essential to the meaning of the sentence.
This restaurant has an exciting atmosphere. The food, on the other hand, is rather bland.
3 Use commas to separate three or more words, phrases, or clauses written in a series.
The Constitution establishes the legislative, executive and judicial branches of government.
4 Use commas wherever necessary to prevent possible confusion or misreading.

To Anwar, Al-Adwani had been a sort of idol.
1 The first paragraph in bold in the text has missing commas. Add them.
2 Now, give every comma you add a number from one to four depending on the case it
matches in the explanation.
96
Project 4
Creating a booklet
task
You are going to work individually and in

groups to make a booklet about Kuwait.
Jeita Grotto: The Wonder of Lebanon

Few caves in the world approach either the astounding beauty or dimensions of Jeita
Grotto. Located 20 kilometres north of Beirut, Lebanon, the caves were rediscovered in
1836. They have now become a major tourist attraction, and were recently voted the
22nd wonder of the world.
5
The grotto consists of two large caves, formed by deposits from water dripping for
millions of years onto limestone rock. The upper gallery is 9000m long, and filled with
a multitude of rock formations. The stalactites and stalagmites create a remarkable
underground canyon of various sizes, colours and shapes. And they are sculpted entirely
by nature.
10
Incredibly, the upper cave is still forming today. If you journey 800 metres into the caves
opening, you can see the Pantheon rock. This is where explorers, who rediscovered the
cave in the mid-nineteenth century, wrote their names on a piece of paper, sealed it in a
bottle and placed it on top of a stalagmite. Water hitting the rock has since covered the
bottle with a white film, permanently fixing it to the stone.
15
The lower cave is equally magnificent. The dramatic subterranean lake is actually a
tunnel for a 6230m long underground river. The cave can only be viewed via a boat
ride, and is closed completely during the winter when the water level becomes too high.
The caves are well-protected against damage from tourists. No photography is
permitted whilst visiting either cave, to preserve their beauty for generations to come.
97
Make decisions
a Read the extract from a booklet about Jeita Grotto, Lebanon. In small groups, decide
on the focus of your project: an area of culture, a place or an event in Kuwait.
b Choose some important and interesting points to focus on. These could be
Important facts
Information for tourists
Historical events with key dates
Do research
a Each member of the group should choose
an area to research.
b Do the research using books, the Internet,
tourist leaflets, etc.
c Decide, as a group, what to include in each
part of your booklet, and who is going to
produce each part of the booklet. Its good
to outline the booklet before you start.
Discuss
a What did you find most interesting in your
research?
b How has your knowledge changed?
c Make a list of the most important
information you would include to educate students from an Arabic country. How
would the list change if the students were not from an Arabic country?
Writing the booklet
a Write up your research. Include pictures, together with descriptions of what they show.
b Make sure to review your written work carefully. Watch out for spelling and grammar
mistakes, and edit any unnecessary information.
Presentation
Display your booklet in the classroom. Make it as attractive and interesting as possible.

www.jeitagrotto.com
www.ehow.com/how_2307803_write-booklet.html
www.asiarooms.com/travel-guide/kuwait/index.htmll
www.lonelyplanet.com/kuwait
98
Episode One
Literature Time!
Three Men in a Boat
by Jerome K. Jerome
There were four of us: George, William Harris and myself, and Montmorency, my dog. We were
sitting in my room in London and talking about our health. We didnt feel well. In fact, we all
felt ill. But Montmorency wasnt talking of course. As I said, hes a dog and dogs dont talk.
For more than half and hour, my friends and I described our illnesses to each other. I told the
others how I felt in the morning. Harris told us how he felt when he went to bed. Then George
told us in great detail how he felt in the middle of the night.
George is always ill. Thats what he thinks. But he isnt really ill. On the other hand, I am always
ill. Once when I wasnt well, I went into the library to find out about my problem. I took a
medical book from the shelf and started to read. I read the book from cover to cover. You may
not believe this, but I had every illness in the book!
Just as George was finishing his description, Mrs Poppets, my housekeeper, knocked on the
door. Are you ready to have supper, sir? she asked me. I explained that we werent well, but
that we would eat a little. Mrs Poppets brought supper in. Steak and onions are usually my
favourite! But I could only play with my food.
After supper, we started to talk about our health again.
We talked about why we were ill. Weve been working too
hard, said George. Thats our problem.
We need a rest, said Harris.
Yes, a rest and a change, said George. We need to get
away from London for a couple of weeks.
I agreed. Why dont we find a nice, quiet place in the
country? I suggested. A place with no noise and no
people.
I know the sort of place you mean, said Harris. Ive
been to a place like that. Everyone went to bed at eight
oclock. It was too quiet. No, if we want rest and a change,
then a sea trip is the best.
Im not going on a sea trip, I told my friends. Ive heard
lots of stories about people who are seasick. My brother,
for example, bought a return boat ticket from London to
Liverpool. He was so sick that he came back by train! I
would be fine, Im sure. But I wouldnt want you to be ill.
I know, said George. How about a river trip? We could
go up the Thames to Oxford.
Harris and I quite liked the idea. Well have fresh air and exercise, and itll be quiet, I said.
Itll also be hard work, added George, so well eat and sleep well too.
You sleep enough already, George, laughed Harris. Youre always asleep! It might be
dangerous on the river.
But in the end Harris thought a river trip was a good idea. I thought so too. However,
Montmorency didnt look very happy with the suggestion. He didnt like rivers very much.
99
We pulled out a map and started to discuss our trip. We arranged to start on the following
Saturday from Kingston.
I have to go to work on Saturdays, George reminded us. Harris and I would go to Kingston in
the morning. George, who goes to sleep at a bank from ten to two on Saturdays, would meet
us at Weybridge in the afternoon.
Where shall we sleep? was the next question.
George and I wanted to camp. We wanted to sleep outside and look up at the stars in the night
sky. It would be peaceful, it would be perfect.
What happens when it rains? said Harris. If we get wet, then we will get colds. And well
become ill. Perhaps he was right. Camping was not a good idea when it rained. It the end, we
decided to sleep out on fine nights and to stay in hotels when it was wet or when we wanted a
hot bath!
Montmorency sat up when he heard the word hotels. He liked noisy places with lots of
people. He could annoy the people and have some fun!
By now, it was getting quite late. George was tired as usual and wanted his bed. So we
arranged to meet the following evening and continue our discussion. We had to decide what
we were going to take with us.
Get a pen and a piece of paper, Jerome, Harris told me as soon as he arrived, and Ill tell you
what to write. He began to dictate a list of things that we would need. The list, of course, was
far too long! So, George and I spent the next hour making another, shorter list. Thats Harris
for you! He wants to be the boss, and then everyone else does the work!
We wont take a tent, suggested George. We will have a boat with a cover. Thats much
simpler and more comfortable. At the time it seemed like a good idea.
Next, we talked about the clothes that we would need. George suggested lots of clean socks
and towels for after wed been swimming in the river. Swimming in the river - this also seemed
like a good idea at the time!
After that, we talked about food. Lets begin with breakfast, said George. Well need a frying
pan, a teapot and a kettle. Well need a stove. And then to eat eggs, tomatoes, bread, butter,
jam, tea. For lunch and dinner we can have meat, fruit, vegetables The list got longer and
longer. In the end, it was as long as Harriss list.
The next day was Friday, the day before our river trip began. We collected all the things and,
in the evening, we met to pack our bags. We moved the table up against the window and put
everything in the middle of the room.
We had a suitcase for our clothes and three bags for the food and equipment. I was good at
packing. Thats what I always say. I know more about packing than anyone else. So I said that I
would organise it.
My two friends were happy about this. Harris sat down and lit his pipe. George put his feet
up and fell asleep! This was not what I had meant. I meant that I would be the boss and they
would follow my instructions!
However, I didnt say anything! Packing would probably be easier without them!
But it wasnt easy or quick. But finally I finished packing our clothes. I sat on the suitcase and
managed to close it.
Arent you going to put the boots in? asked Harris. I looked round. He was right! I had
forgotten to pack the boots.
That is just like Harris! He waits until Ive finished the job and then tells me about something
that I havent done! He makes me so angry at times!
I opened the suitcase and put the boots in. As I was closing the bag again, I thought about my
100
Literature Time
toothbrush. Had I packed it? I opened the bag again and looked everywhere. I found Georges
toothbrush, I found Harriss toothbrush, but I couldnt find mine. I put the things back one by
one. Finally, I found the toothbrush. It was inside one of my boots.
I finished packing the suitcase at five past ten. It had taken me all evening! And I still had to
pack the food bags. Harris was looking a little worried. We want to leave in less than twelve
hours time, he said. George and I will do the rest. I thanked him and sat down.
I watched my two friends with great interest. Would they be better at packing than I was? I knew
the answer before they started!
They stepped on things, they couldnt find things, they packed the pies at the bottom and put
heavy things on top. And what was in wouldnt come out!
I laughed and laughed. My friends were not better at packing than I was!
Montmorency also had great fun. He loved to annoy people. It was what he did best. So he sat
on things that Harris and George were looking for.
The packing was finally finished at ten to one in the morning. We were all tired and ready to
bed.
What time shall I wake you in the morning? George asked.
Seven oclock, said Harris.
No, six, I said. I want to write some letters.
Wake us at half past six, George, Harris told him. But George didnt hear. He was already
asleep.
Episode Two
Mrs Poppets woke me the next morning. Its nearly nine oclock sir, she said.
I jumped out of bed and woke Harris. Its nine oclock, I told him.
You wanted to be up at six, he replied. Why didnt you wake me at six?
George, of course, was still asleep. Harris and I were very angry. We decided to wake George up.
Get up, you lazy thing, I shouted in his ear as Harris hit him
with a shoe. He would probably be late for work at the bank,
as usual.
We dressed and got ready. Our toothbrushes were in the
suitcase, so we had to go downstairs and unpack them.
Mrs Poppets gave us our breakfast. While we were eating,
George read out some pieces from the newspaper. He told us
about some people who had drowned in the Thames. Harris
and I didnt really want to hear about this. Then he read out
the weather forecast. I didnt really listen. After all, weather
forecasts usually tell you what the weather was like yesterday
and not what it is going to be like today.
After breakfast, George left for the bank, and Harris and I
started to carry our luggage to the door. Montmorency got
under our feet and didnt help at all.
What a lot of things we had! There was a suitcase and three
bags, some blankets, four or five coats, a few umbrellas, a
melon in a bag by itself, some grapes in another bag and a
frying pan wrapped in brown paper.
We waited for a taxi outside the house. A crowd of boys and dogs gathered on the doorstep.
They were very interested in our luggage. These people are moving out, one boy said. No,
they are going to cross the Atlantic, said another. I didnt like to tell them that we were only
going up the Thames for two weeks.
101
At last, an empty taxi turned up and we packed ourselves and our things into it. The crowd of
people began to wave as the taxi pulled away.
We got to Waterloo station at eleven. After getting onto two wrong trains, we finally found
ours. Thirty minutes later we arrived at Kingston, where our boat was waiting.
After half an hour, the boat was packed and we were ready to leave. I sat in the back of the
boat, Montmorency sat nervously at the front and Harris took the oars. He would row for the
first part of the journey.
At first, the river was calm and Harris rowed well. Then suddenly, we hit the bank and Harris fell
over backwards. It was my fault, he said. Why hadnt I told him about the bend? Montmorency
was at the front, I told myself. Why hadnt he barked a warning?
Soon afterwards, we passed Hampton Court. Harris told me about how he had got lost in the
maze there one day. I said we could take George there on the return journey.
Just after Hampton Court, we passed through Sunbury Lock. On Sundays, when the weather is
fine, the locks on the Thames are always full of boats. However, today, ours was the only boat in
the lock. Harris and I had to tie the boat to one side of the lock and hold onto the ropes tightly
as the water rushed in and lifted us up the river. It was hard work. A third pair of hands would
have been useful.
Harris obviously had the same thought, because suddenly he started going on about George.
Why was George enjoying a day of rest at the bank while we were taking this heavy boat up the
river? He only sat behind a bit of glass at the bank all day anyway, trying to look as if he was
doing something. And he was doing nothing Harris knew that.
Were meeting George at Weybridge at five oclock, I interrupted. Then we can get him to do
some of the work.
We stopped under some trees at Kempton Park and had a late lunch a very late lunch, because
it took us a long time to find the food and drink. As we were about to start eating, a man came
up and spoke to us. Do you know this is private land? he said. We replied that we had not
thought about whether it was private land or not, but that
if he said it was a private land we would believe him. He
said, Yes, it is private land, and we thanked him. Then he
stayed there as we ate, so Harris asked him if he would like
some bread and jam. He then got very angry and walked
away. We decided to continue up the river.
Now, it was my turn to take the oars. I rowed to Halliford
and then to Shepperton. There is a famous old house at
Shepperton. Would Harris want to visit it? I hoped not, for
it was now half past four.
I saw Harris looking towards the house, but I managed to
catch his hat with one of the oars dont ask me how
and knocked it into the water. Poor Harris! By the time he
stopped shouting at me, he had forgotten about the house.
I had rescued the hat too.
We approached Weybridge Lock as the town clock chimed
five oclock. And there, waiting for us, was George.
Montmorency began to bark madly. Harris and I both shouted. George waved his hat and yelled
back.
The lock-keeper heard all this noise and rushed out of his house. Someone had fallen into the
lock, he thought.
George was holding something under his arm. Its a banjo, he explained. Theyre very
popular.
But you dont play the banjo, Harris said.
I know, said George, but Ive got an instruction book.
102
Episode Three
Literature Time
Now that George was with us, we decided to make him work. He did not want to work, of course.
Work does not come easily to George. Ive had a hard time in the bank, he told us, I need a
rest.
A change is as good as a rest, Harris replied. You can have a hard time on the river, too. For a
start, you can stay on the river-bank and pull the boat.
George did not like this idea very much. Perhaps I should get into the boat, he suggested, and
make a meal. Making a meal is hard work and you two both look tired.
Neither Harris nor I said a word. We simply stayed in the boat and passed him the rope.
George hadnt had a hard day at the bank. That was obvious, for he pulled the boat a long
distance and talked all the time. Soon, we reached Penton Hood. There, we discussed the
important question of camping. We had decided to sleep on the boat that night, but should we
stop at Penton Hood or continue to Magna Carta Island on the other side of Bell Weir Lock? It
seemed too early to stop for the night, and a quiet part of the river lay ahead, so we decided to go
on. Afterwards, we all wished we had stayed where we were.
Pulling the boat from Penton Hook to Bell Weir Lock was hard work at the end of a long day.
Where is the lock? Harris asked for the tenth time.
I dont know, I replied. Perhaps someone has run off with it. It was a joke but no one laughed!
The boat seemed to be getting heavier and our progress was getting much slower. The sun had
gone down and it was beginning to get dark. Finally we reached the lock.
Magna Carta Island is a very pretty place. Thats why we had wanted to stay there. However by
now, Harris and I simply wanted to stop for the night and have something to eat.
George, however, had other ideas. Lets put the cover on the boat first while its still light, he
suggested. Then our work will be done and we can enjoy our meal. It will only take ten minutes.
Ten minutes indeed! First we had to attach the ends of five metal half-circles to both sides of the
boat. Easier said than done! When one end was in place, the other would not go into its hole. We
had to push and pull and bend the bits of metal. Two or three times the hoop jumped out of its
hole and nearly knocked us into the water.
Finally the bits of metal were all fixed in place. Next was the cover. This wouldnt take long, surely?
George opened the cover and fixed it to the front of the boat. Harris stood in the middle of the
boat to take the cover from George. Montmorency and I waited in the back to receive it from
Harris.
To be fair to George, he did his bit well. The problem was with Harris. First, he wrapped himself in
the cover. And while trying to get out of it, he managed to push George into the water.
Montmorency and I waited patiently. George had told us to stand at the back of the boat. That
was what we were doing. We could see that the cover was moving a lot, but we thought that this
was part of the job. Suddenly, we heard an angry voice. Help us, Harris said. I cant breathe
under here. I like to help when I can, so I went and got Harris out of the cover.
After another half-hour of hard work for the three of us, the cover was finally in place.
By now, we were really hungry. As soon as the kettle had boiled and Harris had made some tea,
we sat down to eat. We were ready for that meal, and for thirty-five minutes no one spoke!
I woke up at six oclock the next morning. George was awake too. Six oclock! We didnt need to
wake up early today! We tried to go to sleep again, but it was impossible.
We decided to wake Harris up. Why should he sleep if we were awake? I picked up one of the oars
and pushed him gently with it. That didnt wake him up, so I pushed him harder. Harris sat up
suddenly. Montmorency, who had been sleeping on his chest, landed in the bottom of the boat.
Then, we lifted up the cover and looked down at the water. After supper the night before, we had
talked about going for a swim. This didnt seem such a good idea now that it was morning. The
water looked cold.
103
Well, whos going to be first into the river? asked Harris. No one answered. Instead, George
moved back into the boat and started to get dressed, Montmorency lay down on Harriss bed
and Harris himself began to put on his socks. I wasnt very keen on going into the water, but I
decided to test it. So I took a towel and climbed out of the boat onto the bank. I then climbed
along the branch of a tree that went down into the water.
I put my hand into the water. It was very cold indeed. I decided not to go in. As I was turning to
go back to the boat, the branch broke and I fell into the river.
When I came up to the surface, I could hear Harris and George talking. Jeromes jumped in,
said Harris. Hes very brave, isnt he?
Is the water all right? asked George.
Lovely, I replied. They didnt know that I had fallen in. Why dont you try it?
But they didnt want to join me in the water.
I was very cold when I got back into the boat. I dried myself and got dressed quickly. While I was
putting on my shirt, one sleeve fell into the water. George laughed and I got rather annoyed with
him. Will you please stop laughing? I said, but George only laughed more.
Then I noticed that the shirt was not mine; it was Georges. I too began to laugh.
It isnt my shirt; its yours, I told him.
George stopped laughing at once. Why cant you be more careful? he said angrily. It isnt
funny. Thats George for you. He doesnt always enjoy a joke.
Now it was time for breakfast. Lets have eggs, suggested Harris. Ill cook them. Im very
good at cooking eggs. George and I looked forward to eating them.
I gave Harris the frying pan. George opened the food bag and found the eggs. Most of them
were broken, but he lifted out the others. There were six of them.
Harris broke the eggs in turn and tried to put them into the pan. In fact, he got egg on his
trousers, on his shirtsleeves and even in his hair. Finally, the eggs were in the pan and he started
to mix them with a fork.
Cooking the eggs seemed hard work. Harris burnt himself. This made him jump up and down
and shout. Then he dropped everything. In the end, there was one fork of egg for each of us.
After all Harriss hard work, this was not very much.
After breakfast, I sat on the bank and watched the river go by. George interrupted my thoughts.
Perhaps you can help with the washing up, he suggested, when youre rested.
I picked up the frying pan and cleaned it with a piece of wood and some grass. Then, I dried it
with Georges wet shirt. He wouldnt need it that day.
Soon afterwards, we set off up the river again. We took turns to row and pull the boat. We
didnt hit the river-bank and no one fell into the water. Nothing exciting happened all morning.
We stopped for lunch near Monkey Island. We began with cold meat sandwiches. Then we
talked about dessert. Lets have this tin of pineapple, suggested George as he took a large tin
out of the food bag. We looked at the picture on the tin, we thought of the fruit, we thought of
the juice. Harris got spoons. We all smiled with pleasure.
Then the three of us looked for the tin-opener. Where was it? Who had packed it? We got
everything out of the food bag, but it wasnt there.
No one had packed it!
Then Harris tried to open the tin with a knife, then a pair of scissors. He had no success.
Harris got a big stone. George held the tin, Harris raised the stone and brought it down
suddenly.
Perhaps George moved his hand. Perhaps Harris simply missed the tin. But the stone hit
Georges hand!
George jumped up and down and yelled with pain. While he was dancing about, he kicked a
teacup and broke it. That only left two teacups for the three of us.
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Literature Time
Perhaps we could use one of the oars to open the tin, I thought. So I took an oar, raised it above
my head and brought it down hard. The tin was now flatter, but it was still not open. I hit the tin
several times. It became flatter and flatter, it changed shape many times, but it didnt open.
We looked at the tin on the ground in front of us: it was now a very strange shape. It looked like
a face, a face that was laughing at us. This made us very angry. So Harris picked up the tin and
threw it into the middle of the river.
We got into the boat and moved on. In fact, we moved on quite fast because there was a wind
behind us. Three old men were sitting in a boat near the river-bank as we went round a bend
in the river. The men were fishing. I dont know why or how, but we hit their boat. The men fell
off their chairs. They stood up slowly and picked fish off their clothes. They yelled after us as we
rowed off quickly.
That evening, we reached Marlow. We decided to spend the night in a hotel.
Episode Four
We did some shopping after breakfast next morning and bought enough food for the next three
days. We didnt have any water, however. We would need some of that.
At Hambledon Lock, we got out of the boat and went to the lock-keepers house. An ugly man
answered the door. Could we have some water, please? I asked him.
Certainly, the man replied. Take as much as you want and leave the rest.
Thank you very much, said George, but where is it?
Its just behind you, said the man.
We turned round. I dont see it, George told him.
Theres enough of it to see, the man said.
Now we understood. The man was talking about the Thames. We cant drink the river, I said.
You cant drink all of it, the lock-keeper replied, but you can drink some of it. Ive drunk it for
fifteen years.
And it hasnt done you much good from what I can see, replied George angrily as we walked off.
We got some water from a house a little further up the river. It was probably water from the river
too, but we did not know, so it was all right.
Soon, it was time for lunch. We got out of the boat and walked a short distance from the bank.
We sat down in a field and opened the bag of food we had bought in Marlow.
Harris was unwrapping some meat. George and I were waiting with our plates ready. Have you
got a knife there? Harris asked. I need a knife.
George and I both turned round to get one. When we turned back, Harris and the meat had
disappeared. There were no trees in the field, so he wasnt behind a tree. He hadnt fallen into the
water, because we were between Harris and the river. Where had he gone?
Perhaps theres been an earthquake, George suggested.
That meat looked nice. I wish he had left it with us. He was more sad about the meat than
about our friend.
Just then, we saw Harriss head. It was sticking up above some grass. His face was red and he
looked very angry.
Why did I sit here? he demanded angrily.
Where? we asked.
Harris stood up slowly and gently. His clothes were dirty and wet. The tall grass was over a hole in
the ground. It hid the hole so that no one could see it. Harris had fallen into the hole.
After lunch, we continued up to Wargrave and Shiplake, and then on to Sonning. We got out of
the boat at Sonning and went for a walk round the village. After spending an hour there, it was
too late to get to the other side of Reading. This had been our plan. So, instead, we returned to
105
one of the islands near Shiplake for the night.

We have plenty of time now, said George, so Im going to make us something interesting for
supper.
It seemed a good idea. So, George collected wood for a fire, while Harris and I prepared the
potatoes. The job should have been easy, but the potatoes simply got smaller as we peeled them.
In the end, there was almost nothing left.
George found lots of vegetables in the food bags and he put these, with the potatoes, in a pan.
Then, he added the meat from lunchtime. It didnt look very nice after its fall into the hole, but
George wanted to add everything he could find.
Montmorency watched the preparations with great interest.
The meal was a great success. It tasted very good indeed. The potatoes were a little hard, it is true,
but we all had good teeth, so that did not matter much.
After supper, George got his banjo out. He wanted to play it, but Harris said, Ive got a headache.
After a few notes, Harris put his hands over his ears. Id rather have a headache than listen to
that, he said. Im going to lie down.
Montmorency began to bark and only stopped when George put the banjo down. Probably, he
didnt like the music.
George and I talked about our plans for the rest of the evening. It was still quite early, so we
decided to walk into Henley. We were on an island, so Harris would take us across in the boat. He
would come and collect us later when he returned. Dont go to sleep, we warned him, or you
wont hear us when we shout for you.
Henley was very busy and we met a lot of people we knew in the town. It was eleven oclock before
we set off back to the boat. It was a cold, dark night and quite a long walk back. The boat would
be warm and comfortable, however, we thought.
We passed Shiplake as the clock chimed quarter to twelve. Not far to go now, we thought.
Which island is it? I asked George. Do you remember?
Which island? How many islands are there?
Four, I replied.
When we were opposite the first island, we shouted for Harris. There was no reply. We did the
same at the second island. Again, there was no reply.
It must be the third island, said George. But once more we got no reply when we shouted. And
the same thing happened at the fourth island.
Things were becoming serious. It was now past midnight. The hotels in Shiplake and Henley would
be closed by now. It was too late to knock on the door of a house.
Then suddenly, I saw a strange light in the trees on one of the islands. Was it a light from the
boat?
I shouted loudly. There was no reply from Harris, but I heard Montmorency barking. What a
wonderful sound!
We waited for what seemed like an hour. It was probably only five minutes. Then, the boat
appeared out of the darkness. Harris hadnt heard us, of course. He had fallen asleep. It was very
late, we had to agree.
Episode five
We woke up late the next morning and set off at about ten oclock. We wanted to travel a good
distance.
We decided to row the boat rather than pull it from the river-bank. Why dont you two row?
suggested Harris.
But I had a different idea. No, why dont you two row? I said. I need a rest, Ive done enough
work.
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Literature Time
Im always doing too much work, thats what I think. But I like work. Thats not the problem.
Yes, I like work. But I like my own work, not the work of other people. Thats why I wanted
George and Harris to do more of the work today.
But it seemed that we all felt the same. Each of us thought he did more work than the other two.
We spent almost an hour arguing about who did the most work. The boat, of course, didnt
move during this time. In the end, we agreed that George and Harris would row up past
Reading. I would pull the boat up the river after that.
We reached Reading at about eleven oclock. The river was dirty there, however, so we did
not stay long. Instead, we moved on towards Streatley, a beautiful village. We had intended
to continue to Wallingford, but decided to have lunch at the hotel on the river-bank instead.
Montmorency came with us and enjoyed himself in the garden.
We stayed at Streatley for two days and left with very clean clothes. We had tried to wash them
ourselves in the river, but this was not a great success.
So, we took the clothes to a washerwoman in the village. She wanted a lot of money for the job.
We paid the woman, and did not say a word about the price!
There are many different kinds of fish in the water near Streatley. When you want to catch one,
there are never any nearby. People come there and sit for an hour, a day, a week, even a year. But
they never catch anything.
George and I went for a walk to Wallingford on the second evening. Montmorency came with us,
but I dont know what happened to Harris.
On our way back to the boat, we stopped at a
small hotel for a rest. We chatted to an old man.
High up on the wall was a glass case. Inside the
case was an enormous fish. Harris and I looked
hard at the fish. The man followed our eyes.
Thats a fine fish, he said. We agreed with him. It
was indeed a fine fish.
I caught that fish sixteen years ago, the man told
us, just below the bridge. You dont see many fish
that size these days. Goodnight to you both.
And with these words, he got up out of his chair,
put on his hat and walked out of the room. What a
clever fisherman, George and I thought.
Just then, another man entered the room. George
turned to the man. Fine fish, he said, pointing to
the fish in the glass case.
Yes, said the second man. Were you here when
it was caught?
We explained that we were from London and that
we were in a holiday in the area.
Then you cant know when it was caught, the
man continued. It was nearly five years ago that I
caught that fish near the lock. Goodnight to you.
Five minutes later, a third man came into the
room. He told us how he had caught the fish up the river ten years ago. Soon afterwards he said
goodbye and left the room.
Five minutes later, again another man entered the room. George turned to him. May we ask you
something? he began. Could you tell us how you caught that fish?
107
The man was surprised. I caught the fish, he said, but how did you know?
No one had told us, we explained. We just felt that he had caught it.
Well, youre right, the man told us. I caught it downriver. It took me half an hour to land it.
Such a big fish!
Soon this man left too. Finally, the owner of the hotel came into the room. We told him what all
the men had said. They had all caught the fish!
The owner laughed at this story. We laughed, too. He told
us he had caught the fish when he was a boy. Instead of
going to school one afternoon, he had gone fishing. He
had simply caught the fish with some string attached to a
tree.
So the other mens stories werent true!
Just then, the owner had to leave the room. George stood
up and moved a chair under the glass case. He wanted
to look more closely at the fish. Unfortunately, as George
stepped forward onto the chair, it moved. George had to
save himself, so he grabbed hold of the glass case. The
case, the fish and George all fell to the ground.
The fish was now in a thousand pieces. None of the mens
stories was true. The fish was made in China. It was not a
real fish.
We left Streatley early the next morning and rowed all
day. That night we slept on the boat. This is not a very
interesting part of the river. The countryside is flat and
there isnt much to see. The river is too flat too, so there
arent many locks. Most people are pleased about this, but I like locks. I like sitting in the boat
and rising with the water.
We got up early the next morning too. I found it quite easy to get up early on the boat. Perhaps,
this was because my bed was so uncomfortable. Not like my lovely big bed at home in London!
We made an early start as we wanted to be in Oxford by the afternoon. By half past eight, we were
already through Clifton Lock. From Clifton to Culham, the river-banks are flat and uninteresting,
but after Culham Lock the coldest and deepest lock on the river the views get better.
At half past twelve, we went through Iffley Lock, just to the south of Oxford. From there to Oxford
is the most difficult bit of the Thames. Only people who are born there can understand the river.
The wind on the water pushes you first this way, and then pulls you that way. We hit other boats,
other boats hit us, and everyone got very annoyed!
We spent two very pleasant days at Oxford. There are plenty of dogs in the town. Montmorency
had eleven fights on the first day and fourteen on the second. He loved Oxford!
The weather changed on the third day. In fact, it was raining as we left Oxford. And we rowed all
day in the rain. It didnt stop. The river is not at its best in the rain. It looked brown and sad.
Im enjoying this, said Harris when it was his turn to row. I dont mind getting wet, and I like to
see the river looking different. We all agreed with him. But we were only pretending. We felt sad,
too.
After lunch, it was Georges turn to row. He wanted to use an umbrella to keep dry. Instead we
managed to put up the cover of the boat. George could see out but still remain dry. We kept the
cover on all afternoon.
That night, we stayed near Days Lock. Everything in the boat was wet, and supper was not a great
success. The meat must have been bad!
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Literature Time
We talked about all the delicious things we would eat in London. This was a mistake. We were
not in London.
After supper, we sat and talked. We talked about our favourite subject, health. George told us
about a man he had known. This man had come up the river two years ago. He had slept out
on a wet night like tonight. He had caught a terrible cold and become very ill. Ten days later he
died in hospital.
Harris also knew someone who had slept out overnight. This man was still alive, but he was not
in good health at all.
What would happen to us, we wondered, if we became ill? We are a long way from a doctor,
Harris said.
By this time we were feeling rather miserable. Why dont you get your banjo out and play us a
tune? I suggested to George. A tune will make us more cheerful.
George played the banjo. He played it well. But the tune was very sad. Harris cried like a child,
and Montmorency howled. All I could do was to suggest going to bed.
The second day was exactly like the first, wet all day. The weather was awful, but we were all
determined to return to Kingston by boat.
Its only two days more, said Harris. We are young and strong. We will be all right. George
and I agreed with him.
At about four oclock we began to discuss our plans for the evening. We were near Streatley
again, and decided to continue to Pangbourne. We would arrive there by about five oclock,
finish dinner by half past six, then walk round the village until we went to bed. None of us liked
the idea very much.
It would be more interesting to go to the theatre in London, said Harris, and to go to a
restaurant there. George and I agreed.
Well, perhaps I should tell you, said George, that theres a train from Pangbourne just after
five oclock.
No one spoke. We looked at each other. We were all thinking the same thing.
When we got to Pangbourne, we left the boat at the boathouse. We will be back at nine
oclock tomorrow morning, we told the boatman. If were not here then, we will write to
you. Twenty minutes later we walked into Pangbourne station.
We arrived in London just after seven and drove to the restaurant. We left Montmorency there
while we went to the theatre. Everyone was looking at us when we got there. Was it the strange
clothes we were wearing? Or were we looking very healthy?
During dinner after the theatre, at ten oclock, Harris spoke for us all. Weve had a pleasant
trip, thank you, old River Thames, he said. But we did well to return by train.
Montmorency, standing on his back legs and looking out into the night, gave a short bark of
agreement.
109
Treasure Island
by Robert Louis Stevenson
Episode One
My name is Jim Hawkins, and my story begins in the year 17. My father was at the Admiral
Benbow Inn at Black Hill Cove, and I was still a boy.
I well remember the day the old seaman arrived. I was outside the inn, and I saw him coming a
tall, strong man, with a cut on one side of his face. He was pulling a sea-chest behind him, and
was singing loudly.
Fifteen men on the dead mans chest.
Yo- ho- ho!
The seaman sat down on a table and
called to me.
Bring me a glass of water, boy! he
shouted.
I hurried away and came back with the
water.
Do many people come to this cove?
he asked.
No, said my father.
Then this is the place for me, said the seaman.
He told us to call him Captain.
Watch for a seaman with one leg, boy, he told me, and Ill give you a silver coin every month.
Oh, how I dreamed about that ghostly, faceless seaman with one leg, and every night woke up
shaking with fear!
The captain stayed week after week. He didnt care enough about his diet. And soon there was no
money to pay his bill. But my father was too ill to ask for more.
Dr Livesey visited, and one afternoon he stayed to have dinner with my mother and me.
The bad diet will kill you, Dr Livesey told the old captain. The captain was angry and pulled out
a knife.
Put it away, said Dr Livesey.
The two men looked at one another with hate, but the captain put away his knife.
Soon after this came the first of the strange events that began my long adventure. One cold
January morning, when the captain was walking on the beach, a man arrived at the inn. I saw that
there were only three fingers on his left hand.
Ill take some juice, he said. Is this breakfast for my old friend, Bill?
I told him I didnt know his friend Bill. The breakfast is for a man staying at the inn. I said.
Just then, the captain came back from his walk.
Bill! said the man. Billy Bines!
The captain looked at the man. Black Dog! he said. And his face went white.
I got them some juice and they told me to go away. I went out of the room, but I heard them
shouting.
No, no, and thats the end of it! I heard the captain say. If one hangs, we all hang!
I heard a table and chair fall over, and the sound of swords.
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Literature Time
They were fighting! Then, Black Dog ran out with blood coming from his shoulder. He ran
along the road and was soon gone.
Jim, bring me water! said the captain to me.
I looked, and saw him fall to the floor.
Just then, Dr Livesey arrived to see my father. He looked at the captain. We must get him up to
his room, he said. His heart cant take much more of this.
Later that day, I took the captain some tea.
They will come for me! he said.
Who will? I said. Black Dog?
Theres worse than him, he said. They want my old sea-chest. If I get the Black Spot, Jim,
go to that doctor. Tell him to bring law officers. They can catch all Flints crew at the Admiral
Benbow.
What is the Black Spot, Captain? I asked.
It means something bad will happen, he said. Ill tell you if they give me the Black Spot. Look
out for me, Jim, theres a good lad.
Then he fell asleep, and I left him.
That night, my father died, and all other matters were forgotten. I had no time to worry about
the captain.
The day after my fathers burial, I was standing outside the inn when I saw a blind man coming.
He carried a stick which he tapped in front of him.
Will any kind friend tell a poor blind man where he is? he said.
Youre at the Admiral Benbow Inn, Black Hill Cove, my good man, I said.
Give me your hand, my young friend, he said, and take me inside.
I put out my hand, and the horrible, soft-spoken, eyeless creature held it with strong fingers.
Now boy! he said in a cold, cruel voice, take me to the captain or Ill break your arm!
I was very frightened and obeyed him immediately. I took him into the room where the sick
captain was sitting in a chair. When the captain saw us, a look of terror spread across his face.
Now, Bill, sit where you are, said the blind man. I cant see you, but I can hear a finger
move. Hold out your right hand.
He put a piece of paper into the captains hand. Now, thats done, he said, and hurried from
the inn, his stick tapping away into the distance.
The captain looked at the paper. The Black Spot! He cried, and his face went white.
Then he fell face down on to the floor.
I ran to him, calling my mother. But he was dead.
My mother and I wanted to run to the village and hide before the blind man and his friends
came back. But first, we opened his sea-chest to look for the money we were owed. The key was
round the captains neck on a piece of thin rope. I cut the rope and took the key.
Inside the chest were two very handsome pistols, some tobacco and an old sailors coat. Under
this were some papers and a bag of gold coins.
Im an honest woman, Jim, said my mother. Ill take what Im owed and no more.
She began to count the coins from the bag. There were Spanish and French gold coins, and
pieces-of-eight, but my mother took only English money.
We were half-finished when I heard a sound that filled my heart with terror the tap-tapping of
the blind mans stick on the road and the noise of running feet!
We must go now! I cried.
Ill take what I have, said my mother.
And Ill take these for what Im owed, I said, picking up the papers inside the cloth.
We ran down the stairs and out into the night. There was a moon, but a low mist hid us from
the men coming towards the inn.
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Run on and take the money with you! my mother told me. Im going to faint!
But I would not leave her. I quickly helped her off the road and under a small bridge where we hid.
We were just in time! Seven or eight men ran past us. One was carrying a light. Then three men
ran together, and I saw that the blind man was the one in the middle.
Down with the door! he shouted.
They rushed at the door at the Admiral Benbow and it crashed down. Four or five of them ran
inside.
A moment later, there was a shout.
Bills dead.
Search him, some of you! screamed the blind man. The rest go upstairs and find the chest!
I could hear feet running up the stairs. Then there were some shouts of surprise, and an upstairs
window was pushed open. A man put his head out.
Pew! he said. Theyve been here before us. Someones searched the chest.
Is it here? called the blind man Pew.
The moneys here, came the reply.
What about Flints papers?
Theyre gone, replied the man at the window.
Its those people of the inn its that boy! shouted Pew. They were here only a little while ago.
Find them!
Episode Two
The men inside the inn crashed about
in their search, kicking doors and
throwing furniture around.
But then came the sound of horses on
the hill, and a warning pistol shot.
The men came rushing out and
ran into the fields around the inn,
disappearing into the darkness. They
did not wait for Pew, who tried to
follow them.
Johnny! Black Dog! Dirk! shouted
Pew. Dont leave your old friend,
Pew! Not old Pew!
He was waving his stick and turning
round in the road as four or five
horses thundered towards him. Pew
turned the wrong way. Down he went,
under them, with a cry that rang high
into the night. He fell on his face,
then moved no more.
I jumped up and called to the riders. They were law officers from the nearby town, led by Captain
Dance. He had heard there was a pirates ship in the bay at Black Hill Cove, and he and his men
were looking for the pirates. They turned and rode off towards the beach.
Pew was dead. I helped my mother to the village and somebody gave her a drink of water.
They got away, said Captain Dance, when he returned. The ship is already out at sea.
I told him everything as we went back to the Admiral Benbow, where all inside was broken.
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Literature Time
They got the money, you say, said Captain Dance. So what were they looking for, Hawkins?
I think I have it in my pocket, I replied. But I want to get it to a safe place. I thought, perhaps,
Dr Livesey
Quite right, said Captain Dance. Ill go with you myself and report Pews death. Both the
doctor and Squire Trelawney are at the squires house.
We walked back to the village where the horses were waiting, and then Captain Dance and I rode
off together into the moonlit night.
Squire Trelawney and the doctor were sitting beside a fire. The squire was a big tall man with a
red face.
Captain Dance told his story and the two men listened. Then I gave Dr Livesey the papers.
Captain Dance left and I was given some supper.
Have you heard of Flint? asked Dr Livesey.
He was the worst pirate that ever went to sea, answered the squire. But also the richest.
Suppose I have here a paper that shows where Flint buried his treasure? said Dr Livesey.
If you have, said the squire, Ill get a ship at Bristol, take you and Hawkins with me and have
that treasure if I have to search for a year!
The squire opened the papers. There was a book naming all the ships that Flint had robbed, and
a map of an island. A hill marked Spyglass was in the centre, a red X beside it. And the words:
Most of the treasure here. On the back it said:
Tall tree, Spyglass shoulder, to a point to the N of NNE.
Skeleton Island ESE and by E. Ten feet.
Tomorrow I will go to Bristol! said the squire. Well have the best ship and the best crew in
England! You, Hawkins, can come as cabin-boy. Livesey, you are the ships doctor. I am admiral.
Well talk to Redruth, Joyce and Hunter.
Remember, none of us must say a word about what we have found, said Dr Livesey.
Ill be as silent as the grave, said the squire.
Weeks passed, then one day a letter arrived from Squire Trelawney.
I have bought a ship, he wrote. It is called the Hispaniola. I had trouble getting a crew together at first, but
then I had the good fortune to meet a sailor quite by accident who keeps an inn. His name is Long John
Silver, and he is to be our ships cook. I felt very sorry for him, because he lost a leg fighting for his country, but
he found a crew for me, after he heard the reason for our voyage treasure, I mean.
Dr Livesey was angry. The squires been talking too much, he said.
The next day, the doctor and I went to Bristol. The squire was staying at an inn and was waiting
for us outside.
Here you are! he said, smiling happily. Now we can sail tomorrow!
After breakfast, I was sent to Spyglass Inn with a note for Long John Silver. He was very tall, his
left leg was cut off above the knee, and he walked with a crutch. I gave him the note.
Oh! he said, loudly. Youre our cabin-boy.
And immediately, a man ran out of the door.
Stop him! I shouted. Its Black Dog!
Silver told another man to run and catch him. What was his name? he said to me. Black
what?
Dog, sir, I said. Hes a pirate.
A pirate! said Silver. I didnt know that. Ive seen him before, with a blind man.
That was blind Pew, I said.
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When I first read about Long John in the squires letter, I was afraid he might be the one-legged
man old Bill, the captain, talked about. But Long John did not look like a pirate to me.
I watched the sea cook carefully. He seemed angry when the man came back without Black Dog
and I believed that he was. Oh, he was too clever for me!
Youre only a boy, Hawkins, but youre quick, said Silver. I saw that immediately. Now, Ill come
with you and explain things to Mr Trelawney.
When they heard Silvers story, Dr Livesey and the squire were sorry that Black Dog had escaped.
The crew must all be aboard by four oclock this afternoon, Trelawney told Long John.
Yes, sir, said Silver, and went back to his inn.
Later, we went out the Hispaniola in a small boat, and it was soon clear to us that the captain
Captain Smollett was angry about something.
I was employed on secret orders, he said. Now I find every other man on this ship knows more
than I do! Is that fair?
No, agreed Dr Livesey. Its not.
And I understand we are looking for a treasure, Captain Smollett went on. I dont like treasure
voyages. Ive heard theres a map showing where the treasure is, and that the island is And he
told us the exact place.
I never told that to anyone! said the squire.
The crew know it, said Captain Smollett. And why could I not choose my own crew and
officers? No, I dont like this voyage, gentlemen.
What is it that you want? asked Dr Livesey.
The men are putting the gunpowder and weapons on board, said the captain. Why not put
them under your cabin? Then let your people sleep beside the cabin.
Do you fear a mutiny, Captain? said the doctor.
I did not say that, replied Captain Smollett.
The captain went to give the men their new orders.
Trelawney, said Dr Livesey. You have two good and honest men aboard that man and John
Silver.
Silver, yes, said Mr Trelawney. But the captain acts neither like a man, nor like a good seaman.
When Long John came aboard later, the men were moving the weapons and powder nearer the
cabin. The cook came up over the side as quickly as a monkey. He looked at the men.
What are you doing? he asked.
My orders! said the captain. Now, you may go below. The crew will want their supper soon.
Yes, sir, answered Silver.
Boy, go with him and do some work! The captain shouted at me. Ill have no favourites on my
ship! And I hated him deeply.
114
Literature Time
Episode Three
All that night we were busy getting things into their places, but a little before daylight we were
ready to sail. I was more tired than I had ever been in my life, but everything was new and
interesting and I would not leave the deck.
Lets have a song! cried someone.
Yes! shouted Long John. And he began to sing that song I knew so well.
Fifteen men on the dead mans chest
And the whole crew joined in:
Yo- ho- ho!
The song reminded me of the Admiral Benbow and old Billy Bones. I could almost hear him
singing with them. But soon the anchor was up, and land and ships were moving past on each
side of us. The Hispanolia had begun her voyage to Treasure Island.
I am not going to describe the voyage in detail. The ship was a good ship, the crew were good
seaman, and the captain knew his business.
All the crew liked and obeyed Long John Silver. He was always glad to see me in his kitchen, which
he kept as clean as a new pin and where, in one corner, he kept his parrot.
I call my parrot Captain Flint, Silver told me, after the famous pirate.
And the parrot screamed: Pieces of eight! Pieces of eight! Pieces of eight!
The crew were happy, with plenty to eat and drink, and there was a barrel of apples on deck for
them.
On the last evening of our outward voyage, I went to get myself an apple. The barrel was almost
empty, so I climbed right inside to find one. I was about to climb out again, when I heard Silvers
voice. And what I heard made me realise that the lives of all the honest men aboard depended
upon me!
Flint was captain, Silver was saying. I lost my leg, and old Pew lost his sight. But I got two
thousand with Flint. A pirate lives rough and takes risks, but he goes home with pounds instead of
pennies.
Im with you now, John, said the voice of the youngest seaman. Silver had turned an honest
seaman into a pirate!
Then another man joined them.
Dicks with us, said Silver.
Good, said the voice of Hands, an old seaman. But how long must we wait, John?
Until the doctor and the squire have got the treasure aboard, said Silver. Then they can die!
Now, get me an apple, Dick.
115
You can imagine the terror I felt! But suddenly, someone shouted: Land! And I heard feet
running.
I quickly got out of the barrel and went to join the others. We saw too hills to the south-west, and
a third one behind them, its top hidden in mist.
Has anyone seen that land before? asked Captain Smollett.
Yes, sir, said Silver, when I was a cook on another ship. Theres a smaller island called Skeleton
Island. Thats a safe place to anchor.
Thank you, said the captain.
I was frightened when Silver came towards me. He put his hand on my shoulder, but I moved
away.
I quietly told the doctor to bring the squire and the captain down to the cabin.
I told them what Id heard, and they were shocked.
We cant go back or they will suspect that we know their plans, said Captain Smollett. Were
seven, with young Hawkins here, but they are nineteen. We must wait and watch.
The next afternoon, all but six of the crew went ashore. At the last moment, I decided to go with
them. It was the first of my mad ideas which, in the end, helped so much to save our lives.
I jumped into the nearest boat. Jim? Silver called from the other boat, but I hid silently.
We were first to reach the island and I ran towards the trees. Silver was some way behind. Jim,
Jim! he shouted, but I did not stop.
Dr Livesey continues the story
When Hunter, one of the squires men, came to tell us that Jim had gone ashore with the others,
Captain Trelawney and I discussed what to do. Silver had left six men on board, so we could not
take control of the ship. So Hunter and I went ashore secretly to see what was happening.
We rowed in and walked towards the stockade, which was shown on the map. It was on a hill,
and there was a wooden house in the centre. It was big enough for forty people, with holes for
guns on all sides. There was a wide space all around it, and then a tall fence all the way around
this. Most important of all, there was a spring of clear water nearby. We had food and weapons
on the Hispaniola, but very little water. Here there would be plenty.
At the moment, we heard a terrible cry come from somewhere on the island. Theyve killed Jim!
was my first thought.
Hunter and I quickly returned to the boat and rowed back to the Hispaniola.
Trelawney and the captain had heard the cry and were afraid we were dead, so were pleased to see
us.
We climbed back aboard the Hispaniola.
What do we do now? asked Trelawney.
I told them my plan to get ourselves off the ship, then Hunter brought the captains little boat
round under the cabin window, where Joyce and I loaded it with guns and food and my medicine
chest. Redruth, Trelawney and the captain went on deck carrying guns, and surprised Hands and
the other men.
If any man makes a move, shouted the captain, that man is dead!
By this time, the captains boat was loaded. Joyce and I went with Hunter as he rowed ashore. We
left everything at the stockade, then Hunter and I rowed back to the ship, leaving Joyce behind to
guard our things.
Hunter and I brought more guns and food to the stockade, then I rowed back alone. This time,
Trelawney helped me load the little boat.
The captain managed to persuade one man, Abraham Gray, to join us, while Redruth dropped the
rest of the weapons and powder over the side of the ship. Then the five of us got into the boat and
began to row ashore.
116
Literature Time
But we forgot the ships gun and were halfway

to the island when the men aboard fired it at
us. Our little boat was shaken and began to
go down. Trelawney fired his pistol at Hands,
but killed another man. Then we were in the
water ourselves, and most of the food was
lost. We had only two dry guns out of five.
But the water was not deep and we were able
to walk ashore.
We ran across the beach and into the trees,
and heard shouts from the mutineers who
were already ashore. We heard the sound of
their running feet and, at the very moment
that we got into the stockade, seven of them
ran out from the trees and pistols began to
fire around us.
One of the enemy was killed almost
immediately, then another was wounded. A
moment later, poor Tom Redruth fell dead at
my side.
At last, we managed to frighten the pirates
away. But it was not over yet. Suddenly, a shot
from the ships gun passed over the roof and
fell beyond the fence.
The second shot fell inside the stockade,
making a cloud of sand but doing no damage.
All through the evening the ships gun thundered. One shot came through the roof, but it sank
into the sandy floor. No shot did us any real damage.
I began to wonder about poor Jim Hawkins when, suddenly, there was a shot and I ran outside.
Doctor! Squire! Captain! Hunter, is that you? came the cry.
Jim! I shouted.
And there was Jim himself climbing over the stockade fence!
Episode Four
Jim Hawkins story
I was so pleased to get away from Silver that I began to explore the island. I found many strange
plants and flowers to look at. At last I came to a place where the trees were close together, and
where their branches hung near to the ground.
Just then I heard voices, getting closer and one of them was Silvers! I quickly hid under a tree.
Tom, its because Im your friend that Im warning you, Silver was saying.
The other mans face was red and his voice shook. Silver, are you going to stay friendly with those
terrible men? he said, Id rather die than
His words were stopped by the long, horrible scream of a dying man, from somewhere on the
island.
What was that? said Tom.
That? said Silver, smiling. That was Alan.
Youve killed Alan? shouted Tom. Then youre no friend of mine! Kill me too, if you can!
117
He turned and walked away. With a shout, Silver threw his crutch, and it hit poor Tom between
the shoulders. He fell to the ground and Silver was on him, twice stabbing that poor body with
his knife!
I moved away quietly, and then began to run as I had never run before.
Suddenly, a man jumped out from the trees. His skin was burnt by the sun and his clothes were
torn.
Who are you? I asked, pointing my pistol at him.
He looked wild and frightening, but he watched me closely. Ben Gunn, he answered.
Were you shipwrecked? I said.
No, he said, marooned three years, and living on goats and fish. He looked excited. You
dont have a piece of cheese, do you? I dream of cheese, sometimes toasted mostly!
If I can get to my ship again, I said, you can have as much cheese as you want.
Whats your name? he asked.
Jim, I said.
Is that Flints ship? he said.
No, I said. Flint is dead, but some of his men are on board.
Is there a man with one leg? he whispered.
Silver? Yes, hes the cook, and their leader, I said.
He gasped and looked shocked.
I told him the whole story of our voyage.
Ill help you, Ben Gunn said at last. Will your squire take me home on his ship, and give me a
thousand pounds from money that is already mine?
Im sure he will, if we escape, I said.
I was on Flints ship when he took six men ashore to bury his treasure, said Ben. He killed them
all before coming back. Then, three years ago, I was on another ship and I told the crew about the
treasure. We came here to search, but after twelve days they went back to the ship. You can find
the treasure yourself, they said, and they left me here. He gave a sudden, half-crazy laugh. Now,
will you go and tell your squire that Ben Gunn is a good man, and that Ill help him? Will you?
He came close and pinched my arm.
How can I get on board the ship? I asked.
I made a boat which is hidden under the white rock, he said. After dark, we can try
Suddenly, we heard the ships gun.
Theyve begun to fight! I said.
Your friends are at the stockade, said Ben.
I must join them, I said.
Ill come when youve got your squires promise, said Ben. And if these pirates sleep on shore
tonight, they may be sorry for it!
Later, when the ships gun stopped, I went quietly to the stockade to meet my friends. They gave
me supper and told me their story, then I slept.
A voice woke me the next morning.
A white flag of truce! someone shouted.
I looked and saw two men by the fence one was holding a white flag, and the other was Silver
himself!
Its Capn Silver, said the man with the white flag, come to make peace!
Capn Silver? said the captain. Who is he?
Long John answered. The men made me capn when you deserted the ship, sir. One of your men
was clever with a knife last night, but he wont kill another man because well keep a better watch
tonight.
118
Literature Time
So Ben Gunn visited the pirates during the night, I thought, remembering the wild little
mans last words and suddenly understanding them.
Now, give me the treasure map, said Silver, and Ill spare your lives.
Never! said Captain Smollett.
Silvers eyes filled with anger. Ill smash your old house like a bottle! he shouted.
Within the hour, the fighting began on all sides of the stockade. Pirates ran from the trees and
climbed over the fence, the squire and Gray fired at them, and two fell dead while another ran
back into the trees. Four more were inside the stockade.
Fight them in the open! shouted the captain.
I took a sword and ran outside. But suddenly we had won the battle. Only one of the four
pirates on the stockade was not wounded, and he was climbing out the stockade with a look
of terror on his face. But we had paid the cost of our victory, for both Hunter and Joyce were
shot dead, and Captain Smollett was wounded.
The pirates did not return and, a little after noon, Dr Livesey put the map into his pocket.
Then he walked off quickly through the trees.
I guessed he was going to see Ben Gunn. This reminded me of Bens boat, and I decided to try
to find it. I did not stay at the stockade a minute longer, but without telling anyone, I hurried
away.
I made my way to the east coast, and it was late afternoon when I reached the sea.
I found the white rock near the beach, and the little boat was hidden in tall grass. It was a
simple, coracle-type of boat, made of wood and goatskins.
It was then that I had an idea.
When it was dark, I carried the coracle to the water and rowed out to the Hispaniola.
Carefully, I cut through the anchor rope. The ship began to move! I pushed my little boat
away before the ship crashed into me. But then I saw another rope over the end of the ship.
I dont know why I took hold of the rope, but I did, and I pulled myself near and stood up to
look through the cabin window.
Inside, Hands and a man in a green cap were fighting, each with a hand round the others
neck. I dropped down into Bens boat again.
Suddenly, the wind turned the Hispaniola in the water, taking my coracle with it, and we both
sailed towards the open sea! And there was nothing I could do to stop it!
I heard the two men running up on deck. I lay flat in my boat, sure that I was about to drown.
Time passed. At last, I fell asleep and dreamed of the Admiral Benbow.
119
Episode Five
When I woke up, it was daylight. I was
near the south-west end of Treasure
Island, and I could see the rocks near the
beach. It was too dangerous to try to get
ashore there.
Suddenly, the Hispaniola was coming
towards me thundering over the waves,
and out of control!
I jumped up and caught one of the ships
ropes as the Hispaniola smashed into
Bens little boat.
Now there was no way back!
I climbed up the rope and looked over the
side. Green-cap was lying on the deck.
Hands sat against the side, his face white.
There was blood around them and I was
sure they were both dead after their fight.
I dropped down on to the deck just as
Hands turned and said, Water!
I went below and found a bottle with
some water in it. I was thirsty too, after my night spent in the boat, so I took a drink of water, then
gave the bottle to Hands. He took it from me and drank from it greedily.
By thunder, I wanted some of that! he said.
Im taking control of the ship, Mr Hands, I said. Remember, I am your captain now.
And I took the pirates flag down and threw it overboard.
Youll want to go ashore, said Hands. Give me food and drink, and Ill tell you how to sail her.
I agreed, and in minutes the Hispaniola was sailing towards the North Inlet, where I hoped to put
her on the beach. Hands swallowed more water.
Can you fetch me another bottle from the cabin, Jim? he said.
He wants me off the deck, I thought. But why?
I went below, took my shoes off, then went back up the stairs just in time to see Hands take a
knife from among some ropes and hide it under his coat!
I hurried back, got a bottle of water, put my shoes on again and went up on deck and gave it to
him.
Soon we were sailing into the North Inlet, and Hands watched me with a strange little smile.
Suddenly, I turned and saw him holding his knife! He threw himself at me, but I jumped to one
side, took a pistol from my pocket and pulled the trigger but the gunpowder was wet and it
wouldnt fire!
I climbed up the main mast, and Hands followed, the knife between his teeth. I got to a safe place
to load my pistols again. One step more and Ill blow your brains out! I shouted. But he threw
his knife and pinned my shoulder to the mast. In the pain and surprise of the moment, both my
pistols went off and fell from my hands. They did not fall alone.
With a cry, Hands fell back into the sea. He came up once, in a pool of blood, then went under
again forever.
120
Literature Time
I managed to free myself from the knife and climbed down. My wound wasnt deep, and I tied it
up quickly, then I lowered the sails. It was low tide and the ship was beached. I dropped over the
side and walked ashore, then hurried off towards the stockade and my friends.
The house was dark and silent, and there was no sound, except for the wind in the trees. I could
see nothing when I looked inside.
Then, something screamed: Pieces of eight!
It was Captain Flint, Silvers parrot!
I turned and ran straight into the arms of a pirate. Somebody brought a light, and I saw six
pirates, one lying down with a head wound.
Its friendly of you to visit us, Jim, said Long John Silver, smiling.
Where are my friends? I asked.
Dr Livesey came to see us yesterday morning, said Silver. The ship was gone so he said, Lets
bargain. And we did, and your friends walked off. And here we are in the house. Now, join us,
Jim.
No! shouted one man Morgan by name jumping forward with a knife.
Get back, Tom Morgan! cried Silver. There were angry whispers from the others. Do any of
you want to argue with me? Im ready!
For a moment, not a man moved or answered. Then they began to whisper together and got
outside.
When Silver and I were alone, he said, Theyre going to kill you and stop me being captain, Jim,
so we must stay together. Ill try to save your life, but you must save Long John from hanging.
Ill try to help you, I said.
The doctor gave me the map, said Long John. Now, why did he do that? Its strange.
I agreed, but could not answer his question.
The men came back, and one put a piece of paper into Silvers hand. Silver looked at it.
The Black Spot! he said. He turned it over. Whats this? No longer captain. Thank you,
George Merry. Will you be captain next?
Youve made too many mistakes, said Merry, Why did you bargain with Livesey and the
others?
Silver threw another piece of paper on the floor. It was the treasure map! For that! he cried.
The pirates jumped on it, excitedly.
Very pretty, said Merry. But how are we going to get the treasure away with no ship?
You tell me, George! shouted Silver. I wanted the squire to find the treasure for us but you
and the others wouldnt wait. Now weve lost the ship, and Ill not be your captain any more! I
resign. Choose who you like!
Silver for capn! shouted the others.
Early next morning, Dr Livesey came to help the wounded pirates. This was part of Silvers
bargain with him. After the doctor finished giving the men their medicine, Silver said, Ive got a
surprise for you. And he brought me forward.
Jim! cried Dr Livesey. He turned to Silver. I want to speak privately to the boy.
All right, said Silver. But remember, I saved his life. Jim, give me your word of honour that
youll not run away. And I gave him my word.
When the doctor and I were alone, he said, Why did you run away, Jim? We needed your help.
Ive got the ship back for you, I said. Its in the North Inlet. And I told him my story.
Its you that saved our lives, Jim, he said. Quickly, jump over the fence and run with me!
I cant, I said. I promised to help Silver.
So, Dr Livesey shook hands with me and went away. After breakfast, the pirates left the
stockade, taking me with them.
121
We went in boats to the bottom of Spyglass Hill then, following the map, began to climb. When
we were near the top, a man shouted and we ran across. He was staring at the bones of a human
skeleton!
Its pointing ESE by E, telling us where to go! said Silver. And there are the three tall trees!
Suddenly, a shaking voice began to sing from the trees:
Fifteen men on the dead mans chest!
Its Flint! cried George Merry.
No! said Silver. Its a trick! I know that voice. It belongs to Ben Gunn!
Its still the voice of a dead man! said Morgan.
But George Merry laughed. Nobody minds Ben Gunn, dead or alive! And the others laughed with
him.
Now they began to run, desperate to get their hands on the treasure, which lay somewhere under
the tall trees. All together, boys! shouted George.
They stopped by a large hole and cried out. Silver moved quickly over to them, pulling me with
him. We looked into the hole and it was empty.
The treasure was gone!
Silver passed me a pistol, quickly and quietly. Be ready for trouble, he whispered.
The pirates turned and looked at us instead of into the hole.
Get them! shouted George. Theyve brought us here for nothing!
There was a crack! crack! crack! And Merry fell into the hole, dead. Then another man fell dead,
and the other three turned and ran.
Livesey, Gray and Ben came out from the trees with smoking guns in their hands, shouting, After
them!
You came at the right time, doctor, said Silver. Then he looked at Ben. And it was you playing
the ghost, Ben. He smiled.
We walked to the boats as the doctor explained. Ben Gunn found the treasure when he was alone
on the island. He took it to a cave two months before our ship arrived, so the map was useless.
Ben told me this, so I gave you the map, Silver. This morning, we came to save you, Jim.
We smashed the pirates boats then went to Bens cave where the wounded Captain Smollet was
with the squire. And there was the treasure that had cost the lives of so many men in coins and
gold bars!
Next morning, we moved it to the Hispaniola, ready to sail. We left the three pirates on the island,
with powder, food and clothes, then sailed the ship to the nearest port.
There, Silver ran away while we were ashore getting a new crew. He took a bag of gold coins,
worth three or four hundred pounds, but we were pleased to lose him at so small a price.
After this, we had a good voyage home, but only five of the men who first sailed from Bristol
returned.
We shared all of the treasure between us. Some used it sensibly; some did not. I will never return
to Treasure Island, but sometimes in my worst dreams I can hear Silvers parrot, Captain Flint,
screaming: Pieces of eight! Pieces of eight!
122
Grammar File
Revision
Present simple
A
Form
Statements
We use the base form with I, you, we, they:

I walk to school.
We use the base form + -s or -es with he, she, it:
Hamad walks to school but Lamia catches the bus.
Negative statements
We use the auxiliary verb dont / doesnt + the base form:

I dont walk to school. / He doesnt ride his bike to school.
Questions and short answers
We use the auxiliary verb do / does with questions and short answers:
Q Do you walk to school?
Does he live near the school?
A Yes, I do. / No, I dont.
Yes, he does. / No, he doesnt.
B
Use / Meaning
We use the present simple for

1 habits / routines / repeated actions:
I walk to school every day.
2 something that is always true:
I live in Al-Jahra.
3 true facts:
The sun shines during the day.
Adverbs of frequency
We use these adverbs to say how often something happens.
Order of frequency:
always / usually / often / sometimes / occasionally / hardly ever / never
The position of these adverbs is important.
We normally put these adverbs before the verb:
I always walk to school. / Do you often cycle to school?
But we put them after the verb be:
I am never late for school.
Usually, sometimes and occasionally can start or end a sentence:
Usually I walk to school. / I cycle to school occasionally.
Past simple
A
Form
Statements
For regular verbs, we use the base form + ed with all the pronouns:
I walked to school.
Irregular verbs do not follow this rule:
She caught the bus to school. / He drank three cups of coffee.
There is a list of irregular verbs on pages 148150.
Negative statements
We use didnt + the base form to make negative statements:

I didnt walk to school. / She didnt catch the bus.
123
Questions and short answers
We use the auxiliary verb did + the base form with questions and short answers:
Q Did you walk to school?
A Yes, I did. / No, I didnt.
B
Use / Meaning
We use the past simple for

1 completed past actions: I walked to school this morning.
2 repeated past actions: She caught the bus every day last week.
Present continuous
A
Form
Statements, questions, negative forms
We use the verb be + the -ing form of a verb for statements, questions and negative
forms.
Statements:
Im / I am designing my own website.
Questions:
Are you studying law at university?
Negative forms: He isnt learning to ride.
Short answers
We use the verb be for short answers:

Q Are you studying law?
A Yes, I am. / No, Im not.
Is he learning to ride?
Yes, he is. / No, he isnt.
-ing forms
To make the -ing form

add -ing to the base form:
watch / watching work / working
take -e off the base form and add -ing:
live / living cycle / cycling
double the final consonant and add -ing chat / chatting travel / travelling
B
Use / Meaning
We use the present continuous for

1 something that is happening at the time of speaking: Im watching television.
2 regular or repeated current activities:
Shes studying law.
3 temporary actions / situations:
Were staying in a hotel.
Order of adjectives
When two or more adjectives are used in front of a noun, they are usually in this order:
Opinion
wonderful / attractive
Size
small / huge
Age
old / young
Shape
fat / round
Colour
black / green
Origin
Kuwaiti / Brazilian
Material
woollen / metal
Examples:
He gave her six beautiful large red roses.
A little old Chinese man came to the door.
I keep all my money in a small black metal box.
It is unusual to put more than three adjectives in front of a noun.
124
Grammar File
Unit 1 Describing past actions and events
Past simple
(Check revision pages 123-124)
Past continuous
A
Form
We use the past simple of the verb be + the -ing form for statements, questions and
negative forms.
Statements:
My neighbours were chatting in the street.
Questions:
What were you doing yesterday afternoon?
Negative forms: I wasnt watching TV.
Short answers
We use the past simple of the verb be for short answers:

Q Were you watching TV?
Was he playing football?
A Yes, we were. / No, we werent.
Yes, he was. / No, he wasnt.
-ing forms
(Check revision page 124)

B
Use / Meaning
We use the past continuous for

1 activities which started before the main action:
When I woke up it was raining. / I saw an accident while I was walking to school.
2 past actions or events in progress:
We were swimming all afternoon, while they were working.
Adjectives
Unit 2 Describing past and present experiences;
Prepositions
Present perfect (simple)

A
Form
We use the present simple of the verb have + the past participle form for statements,
questions and negative forms.
Statements:
He has given concerts all over the world.
Questions:
Have you ever won a competition?
Negative forms:
I havent met a famous person.
Short answers
We use the present simple of the verb have for short answers:
Have you seen the Temple of Anzak on Failaka Island?
Q Has he won the competition?
Yes, I have. / No, I havent.
A Yes, he has. / No, he hasnt.
The past participle
For regular verbs, the past participle is the same as the past simple.
Add ed to the base form:
play / played start / started watch / watched
For irregular verbs, refer to the list on pages 148150.
Examples: give / given win / won meet / met see / seen do / done
With time words and phrases
Already, just, never and often (and other frequency adverbs see page 123) are used in
statements:
Theyve just arrived at home. / Hes already passed his driving test.
Weve often travelled to other countries.
125
We use never to say we have not done something at any time:

Ive never played a musical instrument.
Ever means at any time in your past life.
We use ever to ask other people about things they have done:
Have you ever swum in the sea? / Have you ever played a musical instrument?
Yet is used in negative statements:
I havent visited my grandmother yet.
Use / Meaning
We use the present perfect to refer to

1 the fact that something happened in the past (we dont need to say when):
My brother has met Mohammed Ibrahim.
Note: If we want to say when this happened we use the past simple:
My brother met Mohammed Ibrahim yesterday.
2 a past experience or achievement with a definite result in the present:
Ive broken my leg (so I cant walk.)
Hes passed his exams (so he can go to university.)
3 how long something has happened for:
Hes played football for 3 years. / Shes played tennis since 2004.
Note: For is used with lengths of time.
Since is used with particular points in time.
Prepositions [on, amongst, in, for, of, with, by]
Most English prepositions have several different functions.
At the same time, different prepositions can have very similar uses:
On Monday / in the morning / at night
Many nouns, verbs and adjectives are normally used with particular prepositions:
The reason for / to arrive at / to be angry with somebody / on a bus
Unit 3 Describing and comparing things
Comparative and superlative adjectives

A
Form
1 Short adjectives (one syllable)

Adjective type
ending in two consonants:
add -er / the -est
tall / short
ending in -e:
add -r / the -st
nice / large
short vowel sound / ending in
one consonant:
double the last consonant and
add -er / -est
sad / big
126
Comparative
Superlative
taller / shorter
the tallest / the shortest
nicer / larger
the nicest / the largest
sadder / bigger
the saddest / the biggest
Grammar File
2 Longer adjectives (with two or more syllables)
Comparative
Superlative
with two syllables ending in -y:

change -y to -i and add -er / -est
heavy / busy
Adjective type
heavier / busier
the heaviest / the busiest
many adjectives with 2 +

syllables:
use more / most + adjective
honest
important
more honest
more important
the most honest

the most important
Comparative
better
worse
Superlative
the best
the worst
3 Irregular adjectives
Adjective type
good
bad
4 Other words and phrases used to compare
less / the least are the opposites of more and the most:
My car is less comfortable than yours, but Ahmeds is the least comfortable car Ive been in.
(not) as + adjective + as:
Peter is (not) as old as me.
Use / Meaning
1 We use comparative adjectives with than to compare two people or things:

Im taller than my brother. / My new job is better than my old one.
A Rolls Royce is more expensive than a Toyota.
2 We use superlative adjectives to compare more than two people or things:
Im the tallest student in the class. / Burj Al-Arab is the most expensive hotel in the world.
Compound adjectives
A compound adjective is formed when two or more adjectives work together to modify
the same noun. These terms should be hyphenated to avoid confusion.
A phrase containing a compound adjective is formed as such:
Article [a / an / the] + adjective phrase [a number (two, four) + a noun in the singular
(kilometre, wheel)] + modified noun [street, car]:
A street of two kilometres
A two-kilometre street
A car with four wheels
A four-wheel car
Unit 4 Talking about the future The future forms;
the more ... the more ...
The will future form
A
Form
We use will / wont + the base form for statements, questions and negative forms.
Statements:
We will (well) get home before six oclock.
Questions:
Who will win the next race?
Negative forms: Im sure it will not (wont) rain tomorrow.
Short answers
We use will / wont for short answers:

Q Will you get home before six oclock?
Q Will it rain tomorrow?
A Yes, I will. / No, I wont.
A Yes, it will. / No, it wont.
We can use expect, think or predict (that) with the will future form:
I expect (that) itll be sunny tomorrow. / I (dont) think (that) Ill pass my exam.
127
I predict (that) youll become a doctor when youre older.

We can use the adverbs definitely, probably or possibly to show how likely we think
something is:
Laptop computers will definitely get cheaper.
People will probably use computers more and more in the future.
We can also use may instead of will if we are not sure about a prediction:
It may be sunny tomorrow.
Use / Meaning
We use the will future form for predictions or actions we expect to happen:
Greece will win the next World Cup. / Im sure youll be happy in your new job.
The going to future form
A
Form
We use be going to + the base form for statements, questions and negative forms.
Statements:
Reem is going to win next time.
Questions:
What are you going to do at the weekend?
Negative forms: Im not going to do any work this evening.
We use the verb be for short answers:
Q Are you going to watch TV tonight? Q Is Ahmed going to be a doctor?
A Yes, I am. / No, Im not.
A Yes, he is. / No, he isnt.
B
Use / Meaning
We use the going to future form for plans and intentions:

Im going to start my own business next year. / Im going to work all weekend.
The present continuous with future meaning
A
Form

B
Use / Meaning
We use the present continuous for future arrangements we have already made:
Im seeing the doctor tomorrow morning at 10.30.
Hes having his interview on Tuesday next week.
the more ... the more
We use comparatives with the more ... the more ... to say that things change
at the same time, or that two different quantities are related.
The more I study, the more I want to learn.
Unit 5 Asking questions; Giving instructions; Modal
verbs [can / could / should / would]
Asking questions
We use these words to begin questions:
How to ask about the way to do something:
How did you learn to swim?
How much / how many + noun to ask about a quantity or a number:
How much money do you earn? / How many people live in your house?
What to ask about a thing, an event or an action:
What have you got in your left hand? / What is on TV at nine oclock?
What are you doing this evening?
When to ask about a time:
When did you get home?
Where to ask about a place or location:
Where do you live? / Where are my keys?
Which + noun to ask about a particular thing or things:
128
Grammar File
Which shoes are you going to wear?

Who to ask about a person or people:
Who is coming to your party? / Who did you invite to your party?
Note: Who, what, how much, how many and which + noun can be the subject or the object of
the question.
Subject: Who lives here? / How many people came to the party?
Object: What do you want to eat? / Which T-shirt are you wearing?
Giving instructions (Imperatives)
Form
The
base form of the verb is also the imperative form:

Have a nice day. / Phone me later. / Shut the door, please. / Be quiet!
The negative imperative is dont + base form:
Dont be late. / Dont forget to send me a postcard. / Dont tell anyone!
Use / Meaning
We use the imperative form for

1 Giving instructions:
2 Giving directions:
3 Giving orders:
Press the black button.

Turn left at the corner.
Dont touch the red switch.
Modal verbs [can / could / should / would]

A Form
The
modal verbs can and could are followed by the base form without to.
Statements:
She can speak three languages.
Questions:
Can you swim?
Negative forms:
He cannot / cant drive a car.
The forms can and could do not change with different pronouns:
I can, cant / could, couldnt
He can, cant / could, couldnt, etc.
B Use / Meaning
Can and could have two main meanings:

1 Ability / inability
present / general:
I can swim. / She cant see without her glasses.
past:
I could swim when I was two years old.
She couldnt read until she was six.
2 Possibility / impossibility
general:
Fast cars can be dangerous.
I cant come to your graduation.
present or future:
The roads could be very busy this weekend.
Should and would are used with other verbs to add various meanings, mostly to do with
degrees of certainty and obligation:
You should visit your grandparents more often. / I would accompany you under other circumstances.
Unit 6 Talking about quantity Countable and uncountable

nouns; Present perfect and present perfect
continuous
Countable nouns
Countable nouns have singular and plural forms:
I have one brother and four sisters. / You can see animals in zoos and on farms.
We use these words with countable nouns:
a / one
Ive got a / one brother.
two / four / six, etc.
People walk on two legs but dogs walk on four legs.
a few
I went out with a few friends.
129
a lot of / lots of
Shes won a lot of / lots of competitions.
any
Have you got any CDs with you?
How many
How many students are in your class?
many
I dont read many books.
no
My family has no pets.
some
There are some birds in that tree.
the
The mountains are really high.
Uncountable nouns
Uncountable nouns do not have a plural form, and are not used with a / an:
When Im thirsty, I drink water.
The Internet is the best place to find all kinds of information.
We use these words with uncountable nouns:
a little
Weve still got a little time before the train.
a lot of / lots of
Hes got a lot of / lots of money.
any
Have you got any paper?
How much
How much tea have we got left?
much
There isnt much food in the fridge.
no
There is no milk in the bottle.
some
Id like some advice about university courses.
the
The homework last night was really easy.
Note: Much and many are usually used in questions and negative sentences.
A lot of / lots of are usually used in affirmative sentences.
Nouns which can be countable and uncountable
Some nouns have two meanings: a countable meaning and an uncountable meaning.
meat / animals:
I like lamb / chicken / turkey / duck. (meat)
On his farm hes got lambs / chickens / turkeys / ducks. (animals)
drinks:
I love the taste of coffee / tea. (coffee / tea in general)
Can I have two coffees / teas, please? (cups of coffee / tea)
portions:
Cake is not good for you. (cake in general)
Would you like a cake? (an individual cake)
Present perfect continuous
A
Form
Statements, questions and negative forms
We use have / has been + the -ing form:

I have been living in this area for a long time.
She hasnt been working well recently.
Has it been raining all day?
Short answers
We use have / has been + the -ing form:

Q Have they been travelling a lot?
A Yes, they have. / No, they havent.
B
Have you been listening to me?

Use / Meaning
We use the present perfect continuous to talk about progressive actions and events
without mentioning how often they have happened:
Ive been playing a lot of tennis recently.
NOT
Ive been playing tennis three times this week.
130
Grammar File
Present perfect (simple)

(Check Grammar file, Unit 2, pages 125-126)
Unit 7 Expressing conditions for future possibilities If
sentences
General conditional
A
Form
If + present simple + present simple:

If I feel thirsty, I drink water. / I work hard if I want to pass an exam.
Note: The if clause can start or end a conditional sentence. When the if clause starts a
sentence, we use a comma after the if clause.
In these conditional sentences we can use when or whenever instead of if:
When / Whenever I feel thirsty, I drink water.
B
Use / Meaning
We use the general conditional to talk about something that regularly happens.
The general conditional has a general meaning and does not refer to the future.
If I feel thirsty, I always drink water.
First conditional
A
Form
If + present simple + will + base form:

If I have time, Ill go shopping at the weekend. / Youll have an accident if you drive too fast.
B
Use / Meaning
We use the first conditional to talk about something that is possible and quite likely to
happen in the future.
Second conditional
A
Form
If + past simple + would + base form:

If I did more exercise, I would (Id) be fitter. (I probably wont do more exercise.)
I would (Id) buy a sports car if I had lots of money. (I probably wont have lots of money.)
B
Use / Meaning
We use the second conditional to talk about

1 something that is improbable and unlikely to happen in the future.
2 something that is impossible:
If I were younger, Id travel more. (I can never be younger than I am now.)
Unit 8 Expressing abilities, possibilities and obligations
[can / could / be able to / must / should]; wish + simple past / past perfect
Can / could / be able to

(Check Grammar file, Unit 5, page 129)
For some tenses, we have to use the verb be able to + the base form:
Future:
I hope Ill be able to come to your graduation.
Present perfect:
She hasnt been able to find a new job.
Infinitive:
Id like to be able to climb mountains.
131
Must
A
Form
Must
+ base form:
Statements:
You must be more careful with your money.
Questions:
Do I have to get a new passport?
Negative forms:
You mustnt drive someones car without asking them first.
Note: The more normal way of asking questions is: Do I have to?
This is better than: Must I?
The form must does not change with different pronouns:
I must / mustnt He must / mustnt, etc.
We use must / mustnt to refer to the present and the future:
You must pay your university fees either today or tomorrow.
For some tenses we use the verb have to + base form.
Past simple:
I had to pay a large fine.
Present perfect: He has had to go to the police station.
B
Use / Meaning
1 Must / mustnt is used for obligations that the speaker feels strongly about:
I must finish this letter before I go to bed. / You must wear a seat belt at all times.
2 We also use must / mustnt for strong advice or recommendations:
You must see your doctor you look terrible!
3 We use the negative, mustnt, to tell someone not to do something or to say that
something is wrong.
You mustnt steal. / You mustnt make a noise after midnight.
Note: We use mustnt or cant to refer to things people are not allowed to do:
You mustnt / cant eat in the library.
4 For rules or laws, we normally use have to / dont have to, but if you personally agree
strongly with the rule or law, use must / mustnt:
You must wear a school uniform. / You mustnt make a loud noise in public places.
You have to register with the police. / You dont have to pay for water in restaurants.
Should
Wish + simple past / past perfect
We use wish + the past simple tense of the verb to express that we want a situation in the
present (or future) to be different:
I wish I spoke Italian. (I dont speak Italian.)
I wish I had a big car. (I dont have a big car.)
We use wish + the past perfect tense of the verb to express a regret, or that we want a
situation in the past to be different:
I wish I hadnt eaten so much. (I ate a lot.)
I wish theyd come on holiday with us. (They didnt come on holiday with us.)
Unit 9 Expressing necessity; Giving advice Have to / should /
must; Reported speech
Have to
A Form
Have
to + base form:
Statements:
I have to work late tonight.
Questions:
Do you have to go already?
132
Grammar File
Negative forms: I dont have to go to work tomorrow Im on holiday.

We can use have to with all the normal tenses.
Past simple:
She had to leave work early.
Future:
Ill have to go to the bank tomorrow.
Present perfect: Ive had to cancel our holiday.
Note: We can use have got to instead of have to:
Ive got to work late tonight. / Have you got to go already?
I havent got to go to work tomorrow.
Use / Meaning
1 We use have to when it is necessary to do something, such as when it is a rule or law:

My boss told me I have to work late this evening.
When I was at school, I had to wear a smart uniform.
2 We use the negative, dont have to, when it is not necessary to do something:
My daughter doesnt have to wear a school uniform.
I dont have to work on Saturdays if I dont want to.
Should
A
Form
Should
+ base form:
Statements:
You should get more sleep.
Questions:
Should I apply for that job?
Negative forms: You shouldnt work so hard.
The form should does not change with different pronouns:
I should / shouldnt
He should / shouldnt, etc.
We use should / shouldnt to refer to the present and the future:
You should go and see him either now or this afternoon.
Use / Meaning
We use should for advice and to say something is or isnt a good idea:
You dont look well you should see your doctor.
Do you think I should apply for that job?
Note: The normal way of asking for advice is: Do you think I should...?
This is better than: Should I...?
Must
Reported speech
1
Reported speech
Direct speech
Reported speech
Verb tense change
I am very busy. (Ahmed)
Ahmed said he was very busy.
present simple
simple
The town flooded last week.

(She)
She said the town had flooded

the week before.
past simple
perfect
It has erupted twice this year.

(He)
He said it had erupted twice

that year.
present perfect
perfect
I will see you tomorrow. (He)
He said he would see me the

next day.
future will
Im staying here. (He)
He said he was staying there.
present continuous
past continuous
past
past
past
would
133
When we report what people say, we use a reporting verb and make changes to the
speakers actual words:
Actual words (Direct speech):
Ahmed: Im very busy.
Reported speech:
Ahmed said he was very busy.
We can add that after the reporting verb:
Ahmed said that he was very busy.
In general, the verb in reported speech is more in the past than the verb in direct
speech.
Other changes
We make other changes when we change direct speech into reported speech:
Direct speech
Reported speech
Change
I am very busy. (Ahmed)
Ahmed said he was very

busy.
The town flooded last week.

(She)
Time reference:
She said the town had
the week before /
flooded the week before / the last week
the previous week
previous week.
It has erupted twice this year.

(He)
He said it had erupted twice

that year.
I will see you tomorrow. (He)
He said he would see me the Time reference:

next day / the day after / the tomorrow
the next day / the
following day.
day after / the following day
Pronoun: you
me
Im staying here.
He said he was staying there. Place reference:

here
there
he
Time reference:
that year
this year
Other reporting verbs
134
pronoun: I
Say is the most common reporting verb, but there are others:
explain He explained that he was late because of a sandstorm at the airport.
Im late because of a sandstorm at the airport.
report
The journalist reported that everything was back to normal.
Everything is back to normal.
admit
He admitted that he had been driving dangerously.
Its true I was driving dangerously.
promise She promised that she wouldnt be late.
I wont be late I promise.
reply
They replied that they would come if they could.
Well come if we can.
confirm The experts confirmed that there had been a volcanic eruption the night before.
Yes, there was a volcanic eruption last night I can confirm that.
Grammar File
Note: We must use a noun or a pronoun after the verb tell:

He told his father he had won a prize for English.
Ive won a prize for English.
I told you not to wait for me.
Dont wait for me.
Unit 10 Using description; Use to / used to

Adverbs of manner
A
Form
Most adverbs are formed by adding -ly to an adjective:

Hes a dangerous driver.
He drives dangerously.
Shes a slow worker.
She works slowly.
Some adverbs have the same form as adjectives:
Hes a fast driver.
He drives fast.
Shes a hard worker.
She works hard.
Adverbs of manner usually come after the main verb:
Hes always driven fast.
Use / Meaning
We use adverbs of manner to describe how someone does something.

Use to / used to
The construction used to describes a past action:
He used to travel everywhere by taxi.
However, in negative sentences using the auxiliary verb do, the correct form is use to:
She didnt use to play the piano very well.
Questions also use this form:
Did you use to wear glasses?
Unit 11 Giving information in different ways
The passive
A
Form
The most common type of sentence in English is an active sentence:

They make Fiat cars in Italy.
But we can give the same information in a different way in a passive sentence:
Fiat cars are made in Italy.
We form the passive with the verb be + past participle.
Statements:
This football match is being watched all over the world.
Questions:
When was the meeting changed?
Negative forms: I havent been told what to do.
Note: The past participle is also used for the present perfect. Check Grammar file Unit 1.
We can use a by phrase to say who does the action:
The amphitheatre was built by the Romans.
The football match will be watched by twenty million people.
Often we do not include by phrases if we think that the person who does the action is
not important:
The bottle was found on the beach.
The time of my appointment has been changed.
135
Use / Meaning
1 We use passive sentences to emphasise the information we think is important.

In this passive sentence, the Pyramids are more important than the Egyptians:
The Pyramids were built by the Egyptians.
In this active sentence, the Romans are more important than the amphitheatre:
The Romans built the amphitheatre.
2 Passive sentences are more common in writing than in speech.
3 Passive sentences are more formal than active sentences.
Unit 12 Giving additional information about people, things
and places; Third conditional
Relative clauses and pronouns

A
Form
Relative clauses combine facts about a thing or a person.

My father, who really enjoys his job, is a teacher.
There are two facts here:
1 My father is a teacher.
2 My father enjoys his job.
Relative clauses follow the nouns they refer to.
His car, which was very expensive, is a Rolls Royce.
The word which refers to His car.
Relative clauses usually start with one of these relative words:
Who refers to people:
My brother, who lives in Kuwait City, is called Omar.
Captain Nawwaf Qiblani, who was her instructor, was impressed by her determination.
Which refers to things:
My mobile phone, which was made in Japan, is very small.
My school, which has over 1000 students, is near the city centre.
Whose refers to possession:
My sister, whose name is Salma, is 17 years old.
The pilot, whose home is in Al-Jahra, flies all over the world.
Where refers to places:
In Abu Dhabi, where she was born, Munirah has become famous.
In Kuwait, where she learned to fly, Munirah had to study hard.
Relative clauses are more common in writing than in speech.
Use / Meaning
We use relative clauses to give extra information.

Third conditional
A
Form
If + past perfect + would + have + past participle:

If there had been life on Mars, we would have found it.
If we had stopped space exploration in 1960, men wouldnt have walked on the Moon.
B
Use / Meaning
We use third conditional sentences to talk about imagined past situations:

If I had seen you, I would have talked to you.
This means: I didnt talk to you because I didnt see you.
I wouldnt have phoned you, if I hadnt wanted to ask you a question.
136
Function File
Unit 1
Function
Expressing preferences
Expressions
I prefer to eat fish for health reasons.
In my opinion, the menu should include

I think the food should be high in protein.
I (really) dont think the packaging should be too dark
Talking about past events
He was working yesterday.

Yesterday, I ate ...
My online guide is going to be about Restaurant X,
recommending it as a health eating place.
Planning
Stating advantages and disadvantages
Vegetable soups and salads are an important part of any

diet.
The disadvantage of the menu is ...
Describing a place
Eliza Blues Restaurant is right in the city centre, and

overlooks the sea.
Atmospheric setting, near to the park.

It is my favourite eatery
Id recommend the pitta bread at

If you come here, you should try the
Making comparisons
I believe (Anwar) has got better advertising for a new menu

than (Ahmed).
Good morning / afternoon. My name is, this is and
were here to talk about
Im not sure about the amount of fat.
Maybe there should be special menus for vegetarians.
Its difficult to say how much the advertising will cost.
Introducing oneself
Expressing uncertainty
Asking questions to an audience
Are there any questions?

Please ask any questions youd like to.
Asking for permission
Can I have falafel, tahini and lettuce?
Using expressions in a restaurant (WB)
Excuse me, could I have another fork, please?

Do you have any dishes without pepper?
137
Unit 2
Function
Making suggestions
Describing past experiences
Expressions
We could ...
Perhaps they might want to ...
I suggest ...
Ive seen a rare copy of the Holy Quran.
Ive visited the largest mosque in Europe.
Conducting a survey
Could I ask you a few questions?
Interviewing
Is it okay if I ask you a few questions?
Starting a conversation
Hello. / Good morning. / Excuse me.
Asking permission to ask questions
Would you mind if I
Agreeing
Yes, thats fine. / Yes, sure. / Yes, okay.
Thanking
I appreciate it. / Im grateful. / Thanks for your time.
Responding to thanks
Thats all right. / Youre welcome. / Thats okay.
Planning (R)
Im going to write a review about Dickens

Oliver Twist.
If you get the chance, read
This is an excellent account of
You will learn a lot from it.
Making recommendations (R)
Using expressions of gratitude /

congratulations / greetings / wishes (WB)
Thank you and I look forward to hearing from you.

Congratulations, you must be very proud.
Welcome to our school.
Have a safe journey.
Reporting facts (WB)
Alan Villiers journey began in 1938.

Wilfred Thesiger studied at Oxford University before
becoming an explorer.
Expressing opinions (WB)
I thought it was fascinating!

Isnt that incredible!
Unit 3
Function
Expressions
Guessing
The Sydney Opera House is probably Picture b.

My guess is its Picture d.
Stating advantages and disadvantages (R)
The best / worst thing about modern buildings is
Making comparisons (R)
The flat is more modern than the hut.

The villa is the most modern building.
138
Function File
Expressing likes and dislikes

Making suggestions (R)
Agreeing / Disagreeing with a suggestion
Id love / would not like to live or work in a huge

modern building
Do you think it would be a good idea to?
What about?
I / we suggest that
I / we recommend that
Thats a good idea. / That sounds good. / Why not? /
Brilliant idea! / I agree.
No I dont think so.
Im not so sure.
I dont think thats a very good idea.
Im not really keen on that idea.
The purpose of this report is

This report will consider
Giving reasons
Id love to live or work in a huge modern building

because
For this / these reason(s)
Because of this,
Describing (WB)
There was more traffic than there was last year and
it was getting harder and harder to drive through the
city centre.
Persuading (WB)
Why dont we stop driving our cars and take the bus
to work?
Unit 4
Function
Expressions
Talking about the future
Advancements in technology will enable companies to

create more convoluted games.
Players will have to pay for every episode.
Playing computer games can widen the imagination of

children.
Computer games might badly affect childrens lives
and stop them from developing good social skills.
Expressing opinions (agreement /

disagreement)
Predicting
In my opinion, computer games are an amusing

educational tool.
I expect / think / predict that laptop computers will
get smaller.
Laptop computers will definitely / probably / possibly
get cheaper.
Planning for the future
Im going to play / Im playing football on Saturday.
Identifying a problem
Hi. Im calling about

I was(ing) when
139
Asking for advice

What would you do if you were me?
What would you do in my position?
Giving advice
(I think) you should

If I were you, Id buy a plastic cover to protect the
keyboard in the future.
If I were in your position, Id
Suggesting solutions
Why dont you?

Have you tried?
What about?
Im going to write instructions for Sonic the Hedgehog.
Control the marble with the built-in motion sensor
Players have to move their whole bodies to play games
with the new joystick.
Planning and writing instructions

Talking about games (WB)
Describing processes (WB)
Unit 5
Function
To start with, prepare all the ingredients. Break the

eggs into a bowl, grate some cheese and chop an onion.
Expressions
Asking and answering questions
Where did you learn to ride a horse?

Youve been doing athletics, havent you?
Ive been at the New Kuwait Bay Sports Club for more
than three years.
Justifying ones answer
I enjoy watching big sporting events because the

competition is very intense.
Giving instructions (R)
For each question, choose the correct answer: A, B or

C.
Give yourself a point for each right answer.
Now add up your score.

disagreement) (R)
I think boxing is the most extrovert sport.

In my opinion, rugby is the most exciting sport.
Checking information
Do you know your new address?

Faisal is originally from Al-Doha, isnt he?
Greeting and enquiring on the telephone
Hello, could I speak to X, please?

(Hello), this is (Noura) from
Im ringing to (find out)
So thats
Thank you very much.
Goodbye.
140
Function File
Responding on the telephone
Yes, this is X.
Yes, Ill get him / her for you.
No, Im afraid hes / shes not here.
Can I take a message?
Yes, of course, its
Thats right. / No. Its
Goodbye.
Requesting politely
Could you spell the road name, please?

You didnt tell us your level at tennis, did you?
Expressing gratitude
Thank you for calling. I appreciate it.
Interviewing (WB) (R)
When is the basketball practice?

What other activities do you offer?
Unit 6
Function
disagreement) (R)
Talking about quantity
Expressions
I think it is a very crucial issue to protect wild birds.
I dont really believe that much money should be spent
on birds.
Zoo animals need lots of water.
Ive got five cats, a horse, some birds and a few mice.
Describing character
Ostriches have a reputation for being clumsy, cowardly

animals, but they can be quite hostile.
Lions are brave, fierce and proud.
Forming an action plan
Here are a few things you can do to help protect

wildlife in your area.
Giving advice (R)
Look after birds by(ing)

Have an environmental cleanup
Dont buy exotic birds
Never bring home any wild animals you find.
Being persuasive
If you are interested in protecting wildlife, then AlJahra Pools Nature Reserve certainly deserves your
support.
Do you want to be part of the solution or part of the
problem?
Saying why something is important
It is really important for us to (look after our wildlife)

because
The main reason we must (protect the birds) is that
they
Id like to explain why we shouldnt forget (the
insects)
If we dont do something soon,
141
Planning and writing a formal letter
Dear Sirs,
I am writing on behalf of a group of students to apply
for
The reason we have chosen this project is
We hope your organisation can help us
Please feel free to contact us
Describing (WB)
The parrot is a talkative bird with vividly coloured

feathers.
Justifying (WB)
This is an important organisation because it is vital to

protect animals and our environment
Unit 7
Function
disagreement) (R)
Predicting (R)
Stating disadvantages (R)
Giving conditions
Giving warnings
Saying why one is worried
Saying why one is pleased
Introducing a topic with a question
Making suggestions (R)

Talking about feelings
Giving advice (WB)
142
Expressions
I believe the government should increase the price of
petrol by 100%.
Scientists have estimated that if the world continues to
use oil at a constant rate, oil supplies could run out by
2050.
Drilling for oil can also have detrimental effects on the
environment as it sometimes involves the destruction
of animal habitats.
If oil ran out tomorrow, our lives would change
completely.
If we wanted to go anywhere, wed have to walk or go
by bike.
If we dont do, will happen.
Im worried about (the idea) because
Im afraid X would (happen) if they increased the price
of petrol.
Im really pleased
I think its a great idea.
Do / Have you ever?
What are you doing to?
What could you do?
We could (share cars).
If you have a big car you could (replace it).
Im afraid X would happen if
Im really pleased
If you are tired, go to bed early.
Turn the air conditioning up if you are too hot.
Function File
Asking for information (WB) (R)
What are you going to do?

Suggesting solutions (WB) (R)
Many people have welcomed wind farms as the answer

to an energy crisis.
Unit 8
Function
Expressions
Predicting (R)
Some people predict that we will even be able to buy

flying cars.
In a few years, we will be able to buy smart clothes

disagreement) (R)
In my opinion, gold-coated nanoshells will contribute

a lot to a healthy life for human beings.
I believe developments in mobile phones arent as
important as those in medicine.
Expressing wishes
They wish they had studied harder when they were

young.
He wishes he were rich.
We can travel around the world in a few hours.
It can translate between languages.
Talking about abilities

Talking about possibilities
By 2020 we could see the end of traffic jams and road

accidents.
We may be able to use our phones to pay for things we
buy in shops.
Supporting ideas
One company is already working on smart trainers
Expressing obligation
Visitors clothes should cover most of their body.

You must take off your shoes before you visit a mosque.
Introducing a subject

Its a which can
Its a which
The best thing about (our new shoes) is
This is what our can do for you.
It isnt expensive. It only costs
Its available in these sizes / colours:
Stating advantages (R)
Persuading (R)
What are you waiting for?

Order your own personal Robomate today. Itll change
your life!
143
Giving examples (WB)
For example, scientists have designed intelligent cars

that can drive themselves
For instance, the car can adjust certain features such
as suspension or engine power
Expressing possibility (WB)
The talky-walky would count your steps as you walk. It

would tell you how far you have walked at any time.
Unit 9
Function
Expressions

disagreement) (R)
In my opinion,
I believe that
It seems to me that
Discussing money plans
My friends and I could exchange seashells if people in

my town had no money.
Guessing (R)
I guess paper money is usually worth more than coins.
Expressing preferences (R)
Id go for the hotel.
Expressing obligation
You must be very careful with your money.
Discussing rules and laws
Most people have to work to earn money.

You shouldnt waste your money.
Describing objects for sale

Its a which can
Its a which
Reaching agreement
Do you all agree on investing the money for the

building of a new study centre?
Itd be a fantastic feeling to stop the birds from

becoming extinct.
The third choice isnt such a good idea; we could lose a
lot of money.
Exchanging ideas
My first choice is the bird sanctuary.

I dont agree with either of you.
Agreeing / Disagreeing (R)
In my opinion, we need money to live

I would say No.
I dont agree with either of you.
Giving reasons to support opinions
Some people believe that money has become too

important because
144
Function File
I am going to write about
Expressing an opposite opinion
On the other hand, many people think
Participating in a dialogue (WB)
Do you agree with this proverb?

So do you think that money is as precious as time?

disagreement) (WB) (R)
I think money isnt important as family and human

values.
Justifying opinions (WB)
I consider money to be important because sometimes

you can buy time with money
Giving explanations (WB)
Money talks is a proverb meaning that wealth gives

power to those who possess it.
Unit 10
Function
Expressions
Giving advice (R)
Establish regular prayer, enjoin what is just and forbid

what is wrong.
Describing past experiences (R)
We used to go to school together every morning.

disagreement) (R)
I think a king or president visiting another country

should travel by private plane.
Travelling by plane saves us a lot of time.

However, travelling by car is very tiring, especially for
the driver.
Interviewing and being interviewed (R)
How could you describe your feelings then?

Im a very lucky man. The helicopter arrived just in
time.
Beginning a letter
Hi (informal)
Dear (more formal)
Ending a letter
Thats all for now. Write back soon.

Bye / Love (informal)
Best wishes / Regards / Yours sincerely (more formal)
Guessing (WB)
I guess the story is about a fisherman.
Making suggestions (WB) (R)
A suitable title for this article might be, The wise

fisherman.
Describing morals (WB)
The moral of the story is that human and family values

are much more important than money.
Comparing and contrasting (WB)
It was better than yesterday because

In comparison ...
145
Unit 11
Function
Expressions
Understanding different types of messages
The message in Picture two is an e-mail while the one

in Picture four is the message in a bottle.
Expressing possibility (R)
I would send information about myself in a bottle.

I would like the finder to contact me.
Accepting / Rejecting invitations
Yes, thank you. Ill be there.

Sorry, I cant make it.
Visualising
I would send a message to Canada, and I would write

about myself.
Apologising
Really sorry. Emergency conference call.

Were sorry about this but one of our tutors is ill.
Giving information
A SIM card or Subscriber Identity Module is a

portable memory chip.
Leaving / Recording a message
This is a message for (Anwar).

Hi (Anwar) this is (YOUR NAME)
Can you give me a ring?
E-mailing
Having a party next weekend. Hope you can make it.

Starts at 5.30 and should end about 10.
Text messaging
Thx 4 txtng me m8, will gt bac 2 u soon
Using expressions on the telephone (WB)
I called earlier but no one answered.

Could you take a message for me?
Identifying the purpose of letters (WB)
Request: Can we get together 4.00 p.m. Wednesday

Room 293?
Apology: Sorry we didnt make it last week
Editing messages (WB)
Sure youll enjoy it.
Giving instructions for writing letters (WB)
Decide who the reader is.
146
Im sure youll enjoy it.
Function File
Unit 12
Function
Expressions
Sharing personal experience
Ill never forget it as long as I live.

I was shocked of course, but I continued walking home.
Working as a pilot enables me to travel all around the

world.
Unfortunately, a pilot rarely stays at home and seldom
sees his family.
Comparing achievements
I would like to achieve success, just as Munirah has

done.
I dont think I would be able to achieve my goals the
way she did.

disagreement) (R)
This story is unusual because it talks about an unusual

woman.
I would not choose to do the same as her.
Expressing feelings using body idioms
My heart was in my mouth.
Describing past experiences (R)
There was a buzzing noise.

I looked up and I saw a bright light right in front of me.
Identifying background information: setting

the scene for a narrative
It was last Thursday night.

I was walking home from work.
It was a cold, clear night.
It was about 11 oclock.
Suddenly, / All of a sudden, / Without warning,
Next, / Then, / After a few minutes, /Several
seconds later,
Sequencing information
Interviewing an eyewitness
What (exactly) happened?

What happened next?
Did / Could you see?
What do you mean?
Planning and writing a news story
A young Kuwaiti man invented a machine to explore

space.
Making requests (WB)
Can you change this, please?
Identifying a problem (WB) (R)
The technical problem was a flat tyre.
Describing causes and effects (WB)
They couldnt fix the problem and therefore had to

cancel the flight.
147
Irregular Verbs List

Base form
Past simple
Past participle
be
was / were
been
become
became
become
begin
began
begun
bend
bent
bent
bite
bit
bitten
break
broke
broken
bring
brought
brought
build
built
built
burn
burnt
burnt
buy
bought
bought
catch
caught
caught
choose
chose
chosen
come
came
come
cost
cost
cost
cut
cut
cut
do
did
done
draw
drew
drawn
dream
dreamt
dreamt
drink
drank
drunk
drive
drove
driven
eat
ate
eaten
fall
fell
fallen
feel
felt
felt
find
found
found
fly
flew
flown
forget
forgot
forgotten
forgive
forgave
forgiven
get
got
got
give
gave
given
go
grow
went
grew
gone
grown
have
had
had
148
Irregular Verbs List
Base form
Past simple
Past participle
hear
heard
heard
hide
hid
hidden
hit
hit
hit
hold
held
held
hurt
hurt
hurt
keep
kept
kept
know
knew
known
learn
learnt
learnt
leave
left
left
lend
lent
lent
let
let
let
lie
lay
lain
lose
lost
lost
make
made
made
mean
meant
meant
meet
met
met
pay
paid
paid
put
put
put
read
read
read
ride
rode
ridden
ring
rang
rung
rise
rose
risen
run
ran
run
say
said
said
see
saw
seen
sell
sold
sold
send
sent
sent
shake
shook
shaken
shine
shone
shone
show
showed
shown
shut
shut
shut
sing
sang
sung
149
Base form
Past simple
Past participle
sit
sat
sat
sleep
slept
slept
smell
smelt
smelt
speak
spoke
spoken
spell
spelt
spelt
spend
spent
spent
spill
spilt
spilt
stand
stood
stood
steal
stole
stolen
stick
stuck
stuck
swim
swam
swum
take
took
taken
teach
taught
taught
tear
tore
torn
tell
told
told
think
thought
thought
throw
threw
thrown
understand
understood
understood
wake up
woke up
woken up
wear
wore
worn
win
won
won
write
wrote
written
150
Glossary
A
able-bodied /eIbl"bdid/
adjective p.40
fit, strong and healthy; not
physically disabled
absorb /b"sOb/
verb p.12
to take in or soak up (energy, or
a liquid or other substance) by
chemical or physical action
acclaimed /"kleImd/
adjective p.92
highly praised
account /"kaUnt/
noun p.23
a report or description of an
event or experience
accounting /"kaUntIN/
noun p.68
the action or process of keeping
financial accounts
activate /"ktIveIt/
verb p.87
to make (something) active and
able to operate
actually /"ktSuli/
adverb p.59
as the truth or facts of a
situation; really
adjacent /"dZeIsnt/
adjective p.51
next to or adjoining something
else
adorn /"dOn/
verb WB p.10
to make more beautiful or
attractive
adversity /d"vsti/
noun p.40
difficulties; misfortune
advocate /dvkeIt/
verb p.29
to publicly recommend or
support
animator /"nImeIt/
noun p.34
an artist who creates computer
images
affluent /"flunt/
adjective p.73
having a great deal of money;
wealthy
annoy /"nOI/
verb Literature Time
to make (someone) a little
angry
affordable /""fOdbl/
adjective p.26
having a reasonable price
answerphone /"AnsrfUn/
noun p.88
another term for answer
machine
aggression /"greSn/
noun p.43
hostile or violent behaviour
or attitudes towards another;
readiness to attack or confront
aggressive /"gresIv/
adjective p.49
behaving in an angry,
threatening way, as if you want
to fight or attack someone
alarm /"lArm/
verb p.88
to cause someone to feel
frightened, disturbed or in
danger
altitude /"ltItjud/
noun p.95
the height of a plane in relation
to sea level
analogue /"nlg/
adjective p.37
(of technology) using physical
quantities such as voltage,
often contrasted to digital
technology
anniversary /nI"vsri/
noun p.67
the date on which an event
took place in a previous year
antioxidant /"nti"ksIdnt/
noun p.12
a substance in some foods that
cleans the body and protects it
from diseases
anti-reflective /ntirI"flektIv/
adjective p.35
incapable of reflecting light or
other radiation
appeal to /"pil tu/
verb p.17
attract to one's interest
appliance /"plaIns/
noun p.59
a device or piece of equipment
designed to perform a specific
task, typically at home
application /plI"keISn/
noun p.44
a formal, usually written,
request for something such as a
job or club membership
apprehensive /prI"hensIv/
adjective p.29
anxious or fearful that
something bad will happen
151
arcade /A"keId/
noun p.39
a type of computer game that
was first popular in amusement
arcades (an amusement arcade
is a place where one plays
games by putting coins in
machines)
arthritis /A"TraItIs/
noun p.12
a disease that causes painful
inflammation and stiffness of
the joints
Artificial Intelligence (AI)
/AtI"fISl In"telIdZns/
noun p.35
the theory and development
of computers to things
that usually require human
intelligence
aviate /"eIvieIt/
verb p.95
to pilot or fly in an aeroplane
aviation /eIvi"eISn/
noun p.91
the flying or operating of
aircraft
B
baby carriage /"beIbi krIdZ/
noun p.94
a four-wheeled carriage for a
baby, pushed by a person on
foot
badminton /"bdmIntn/
noun p.44
a game with rackets in which a
shuttlecock is played back and
forth across a net
benefit /"benfIt/
verb p.29
receive an advantage; profit;
gain
bifocal /baI"fUkl/
adjective p.64
(of special glasses) having two
different focal lengths, one for
distant vision and one for near
vision
billionaire /bIlj"ne/
noun WB p.64
someone who has assets more
than a billion dollars or pounds
bio-fuel /baIU"fjul/
noun WB p.58
fuel made from living matter
biplane /"baIpleIn/
noun WB p.88
an early type of aeroplane with
two pairs of wings
asap /eI es eI"pi/

expression p.84
as soon as possible
band /bnd/
noun p.87
the wavelength of a radio or
digital signal
aspiration /spI"reISn/
noun p.18
a hope or ambition of achieving
something
bargain /"bAgIn/
to negotiate the terms and
conditions of a transaction
bird of prey /bd v preI/

noun WB p.38
a predatory bird, distinguished
by a hooked bill and sharp
claws
asthma /"zm/
noun p.60
a medical condition that causes
difficulties in breathing
barter /"bAt/
verb p.69
to exchange (goods or services)
for other goods or services
without using money
bonus /"bUns/
adjective p.39
describing something extra,
especially as a reward for good
performance
beach /bitS/
to run or pull by force (a boat
or ship) onto a beach
boost /bust/
verb WB p.4
to help or encourage
(something) to increase or
improve
atmospheric /tms"ferIk/
adjective p.16
(of a mood) pleasurable and
interesting or exciting
attendant /"tendnt/
noun p.92
a person employed to provide a
service to the public, such as on
a flight
bed out /bed aUt/

verb p.51
to transfer (a plant) from a pot
or seed tray to a garden plot
auction /"OkSn/
noun p.71
a public sale in which goods or
property are sold to the highest
bidder
bend /bend/
noun Literature Time
a curve, especially a sharp one,
in a road, river, racecourse or
path
152
border /"bOd/
noun p.80
a line separating two
geographical areas, especially
countries
boutique /bu"tik/
noun WB p.16
a small store selling fashionable
items
Glossary
brand /brnd/
noun WB p.16
a product made and sold by a
particular store
brave /breIv/
adjective WB p.43
not afraid of danger
breakdown /"breIk`daUn/
noun p.58
a mechanical failure
breakneck /"breIknek/
adjective WB p.34
dangerously or extremely fast
breathtaking /"breTteIkIN/
adjective p.39
astonishing or awe-inspiring
in quality, so as to take ones
breath away
briefly /"brifli/
adverb p.88
of short duration
built-in /bIlt"In/
adjective p.39
forming a necessary part of a
structure or device
buzzing /"bzIN/
adjective p.94
low, continuous humming or
murmuring
C
cabin /"kbIn/
noun p.92
the area for passengers in an
aircraft
caffeine /"kfin/
noun p.12
a stimulant found in tea and
coffee that can cause health
problems
calcium /"klsim/
noun p.13
a metallic element that forms
and strengthens bones and
teeth
chime /tSaIm/
verb Literature Time (of a bell
or clock) to make melodious
ringing sounds, typically to
indicate the time
call /kOl/
noun WB p.40
the characteristic sound of a
bird or other animal
cholesterol /k"lestrl/
noun p.12
a chemical substance found
in your blood, causing heart
diseases
caller /"kOl/
noun p.38
a person who makes a
telephone call
calligraphy /k"lIgrfi/
noun p.20
decorative handwriting or
handwritten lettering
carbohydrate /kAbU"haIdreIt/
noun WB p.5
a substance in foods such as
sugar, bread, potatoes, etc.
which provides one's body with
heat and energy
carbon monoxide /kAbn
m"nksaId/ noun p.51
a poisonous gas produced
when carbon, especially in
petrol, burns in a small space
charitable /"tSrItbl/
adjective WB p.64
relating to giving help to those
in need
chess /tSes/
noun WB p.76
a board game of strategic skill
for two players
chic /Sik/
adjective p.26
elegantly and stylishly
fashionable
chuckle /"tSkl/
verb WB p.76
to laugh, especially quietly or
inwardly
cleanup /"klinp/
noun p.50
the removal of waste and
rubbish from land and
returning it to its natural state
coincide with /kUIn"saId wID/
verb p.91
to happen at the same time as
something else, especially by
chance
colleague /"klig/
noun p.84
a person with whom one works,
especially in a profession or
business
combat /"kmbt/
verb p.12
to take action to reduce,
destroy or prevent
commemorate /k"memreIt/
verb WB p.10
to recall and show respect for
(someone or something) in a
ceremony
compete /km"pit/
verb p.35
to make efforts to win
something by defeating others
who are trying to do the same
153
competitive /km"pettIv/
adjective p.35
of, relating to, or characterised
by competition
complimentary
/kmplI"mentri/
adjective p.70
something given for free
composition /kmp"zISn/
noun WB p.11
an artistic creation or
arrangement
composure /km"pUZ/
noun p.78
the state or feeling of being
calm and in control of oneself
comprise /km"praIz/
verb WB p.4
to be made up of
computer-friendly
/kmpjut"frendli/
adjective p.37
able to use or be used by a
computer
concrete /"kNkrit/
adjective p.25
a substance used for building
that is made by mixing sand,
very small stones, cement and
water
conduct /kn"dkt/
verb p.22
to organise and carry out
conference call
/"knfrns kOl/
noun p.86
a linking of several telephones,
so that people in different
places can speak
confident /"knfIdnt/
adjective p.88
feeling assured about
something
154
confidentiality
/knfIdenSi"lIti/
noun p.68
where someone is trusted to
keep private information a
secret
confrontational
/knfrn"teISnl/
adjective p.92
likely to seek argument or
disagreements
congestion /kn"dZestSn/
noun p.60
the state of being congested
full of traffic
conservation /kns"veISn/
noun p.47
the protection of natural things,
such as animals, to prevent
them from being destroyed
consistently /kn"sIstntli/
adverb p.20
continuing to happen or
developing in the same way
console /"knsUl/
noun p.35
a computer especially designed
for playing games on
convoluted /"knvlutId/
adjective p.35
complicated and difficult to
understand
co-pilot /"kUpaIlt/
noun p.95
a second pilot in an aircraft,
assisting the pilot
copious /"kUpis/
adjective WB p.17
existing or being produced in
large quantities
coracle /"krkl/
a small, round boat made of
wickerwork covered with a
watertight material, propelled
with a paddle
corporation /kOp"reISn/
noun p.93
a big company or a group of
companies
cosy /"kUzi/
adjective p.26
giving a feeling of comfort,
warmth and relaxation
constancy /"knstnsi/
noun p.79
the quality of being faithful and
dependable
council /"kaUnsl/
noun p.29
an advisory, deliberative or
legislative body of people
formally constituted and
meeting regularly
consult /kn"slt/
verb p.60
to ask for information or advice
courageous /k"reIdZs/
adjective WB p.34
extremely brave
contact lens /"kntkt lenz/

noun p.63
a thin plastic lens placed
directly on the surface of the
eye to correct visual defects
courteously /"ktisli/
adverb p.92
said or done in a polite manner
control /kn"trUl/
noun p.95
the switch or devices by which a
machine is operated
cove /kUv/
a small sheltered bay
cover /"kv/
verb p.23
to travel a particular distance
Glossary
cowardly /"kaUdli/
adjective WB p.43
lacking courage
crammed /krmd/
adjective p.16
full of healthy properties
crazily /"kreIzIli/
adverb p.83
to a great degree
creature /"kritS/
noun p.34
a living thing / animal
creed /krid/
noun p.19
a faith
custom-built /kstm"bIlt/
adjective p.95
(of a product) made for a
customer's special order
D
deadline /"dedlaIn/
noun p.86
the latest time or date by which
something should be completed
decline /dI"klaIn/
verb WB p.40
to decrease; to become fewer or
smaller
deficiency /dI"fISnsi/
noun p.15
a lack of the nutrients that our
bodies need
crude oil /krud "OIl/

noun p.56
oil in its natural condition,
before it is separated into
different products
dehydration /dihaI"dreISn/
noun WB p.4
the loss of a large amount of
water from the body
crutch /krtS/
a long stick with a crosspiece
at the top, used as a support
under the armpit by a lame
person
delegate /"delIgIt/
noun p.19
a person sent or authorised to
represent others, in particular
an elected representative sent
to a conference
cure-all /"kjurOl/
noun p.62
a medicine or product that can
cure a wide variety of problems
deserve /dI"zv/
verb p.47
to be worthy of something
especially as a reward or
punishment
current /"krnt/
noun p.85
a body of water or air moving in
a definite direction
currently /"krntli/
dverb p.63
at the present time
cursive /"ksIv/
adjective WB p.10
written with the characters
joined
design /dI"zaIn/
noun p.25
the way that something has
been planned and made
desperate /"dezprIt/
adjective Literature Time
a plan or drawing produced to
show the look and function or
workings of a building, garment
or other object before it is built
or made
determination /dItmI"neISn/
noun p.43
firmness of purpose;
resoluteness
detrimental /detr"mentl/
adjective p.29
damaging
dietician /daI"tISn/
noun p.12
a professional who advises on
healthy eating
digestive /daI"dZestIv/
adjective p.12
of or relating to the process of
digesting food
diminish /d"mInIS/
verb p.61
to get smaller
discourse /"dIskOs/
noun p.35
speaking and conversation
dishonest /dIs"nIst/
adjective p.65
not faithful and true to people
disobedient /dIs"bidint/
adjective p.65
refusing to obey rules or
someone in authority
diverse /daI"vs/
adjective p.20
showing a great deal of variety
diversity /daI"vsIti/
noun p.19
the state of being diverse;
variety
draw /drO/
verb p.63
to take
dreadful /"dredfl/
adjective p.83
very bad
155
drill /drIl/
verb p.25
to make a hole in something
employ /I"mploI/
verb p.35
to hire for work
drive /draIv/
noun p.37
device that allows a computer
to read discs
enable /I"neIbl/
verb p.34
to give (someone or something)
the authority or means to do
something
drop off /drp "f/

phrasal verb p.81
to transport and leave someone
somewhere
E
easy-going /izi"gUIN/
adjective WB p.43
not easily upset or annoyed
eatery /"itri/
noun p.16
a restaurant or other place
where people can be served
food
economics /ek"nmIk/
noun p.68
relating to trade, industry and
the management of money
edutainment /edjU"teInmnt/
noun WB p.16
a form of entertainment that is
also educational
effluent /"eflunt/
noun p.47
liquid waste or sewage
discharged into a river or the
sea
embellish /Im"belIS/
verb WB p.10
to make (something) more
attractive by the addition of
decorative details or features
emotive /I"mUtIv/
adjective p.82
making people have strong
feelings
156
endeavour /In"dev/
verb p.95
to try or attempt
end up with /end "p wID/
phrasal verb p.61
to be in a situation that you
did not intend or want to be in
because of something that has
happened to you or something
you have done
enjoin /In"dZOIn/
verb p.79
to instruct or urge (someone)
to do something
entirely /In"taIli/
adverb p.56
completely
equestrian /Ik"westrin/
adjective p.40
relating to horseriding
evil /"ivl/
adjective p.73
very bad, harmful or wicked
evoke /I"vUk/
verb p.25
to produce a strong feeling in
someone
exclusive /Iks"klusIv/
adjective p.39
restricted or limited to
the person, group or area
concerned
exemplary /Ig"zemplri/
adjective p.91
excellent, providing a good
example to others
exotic /Ig"ztIk/
adjective p.50
unusual and related to a foreign
country
expression /Iks"preSn/
noun p.92
the look on someones face that
shows a particular emotion
expressionist /Iks"preSnIst/
noun p.25
(of a style of building / art)
seeking to express emotions
extinct /Ik"stINkt/
adjective p.72
(of a species, family or other
larger group) having no living
members
extrovert /"ekstrvt/
noun p.43
an outgoing personality
eyewitness /"aIwItnIs/
noun p.94
a person who has seen
something happen and so can
give a first-hand description of it
F
fanatic /f"ntIk/
noun p.17
someone who likes a particular
thing or activity very much
fasten /"fsn/
verb WB p.82
to fix or join securely
fatigue /f"tig/
noun WB p.4
extreme tiredness
fauna /"fOUn/
noun p.47
the animals of a particular
region, habitat or geological
period
Glossary
feather /"feD/
noun WB p.40
one of the soft, light things that
covers a birds body
flora /"flOr/
noun p.47
the plants of a particular region,
habitat or geological period
feedback /"fidbk/
noun p.43
advice or information about
something done
fog /fg/
noun p.95
thick cloud which is difficult to
see through
fence off /"fens of/

phrasal verb p.47
to enclose a space with a fence
forecourt /"fOkOt/
noun p.25
an open area in front of a large
building
fibre /"faIb/
noun p.13
important nutrient found in
wholegrain products like brown
rice
fierce /fIs/
adjective p.49
angry or ready to attack
figure /"fIg/
noun p.23
person of a particular kind,
often important
finance /"faInns/
verb p.51
to provide funding for a person
or enterprise
finite /"faInaIt/
adjective p.56
having limits or bounds
firmly /"fmli/
adverb WB p.76
strongly and clearly
flash /flS/
verb p.86
to shine a bright light on and off
fleet /flit/
noun WB p.76
a group of boats belonging to
one company
fossil fuel /"fsl fjul/

noun p.56
a natural fuel such as coal or
gas, formed from the remains
of living organisms
foundation /faUn"deISn/
noun p.25
the solid layer of cement, bricks,
stones, etc. that is put under a
building to support it
fractional distillation
/"frkSnl dIstIleISn/
noun p.56
separation of a liquid mixture
into fractions by boiling at
different temperatures
framework /"freImwk/
noun p.25
the main supporting parts of a
building
frequency /"frikwnsi/
noun p.87
the wavelength of a radio or
digital signal, see band
frequent /"frikwnt/
adjective p.65
happening or doing something
often
fry /fraI/
verb WB p.7
to cook something in hot fat or
oil
G
gasp /gsp/
to inhale suddenly with the
mouth open, out of pain or
astonishment
generate /"dZenreIt/
verb p.59
to make electricity
generosity /dZen"rsIti/
noun p.73
the quality of being kind and
sharing
genus /"dZins/
noun WB p.40
one of the groups into which
scientists divide animals or
plants; it is smaller than a
species and larger than a family
geometric /dZi"metrIk/
adjective p.25
of or relating to geometry, or
according to its methods
gliding /"glaIdIN/
noun p.91
the sport of flying in a light
engineless aircraft
global /"glUbl/
adjective p.50
of or relating to the whole
world
glory-seeker /"glOri"sik/
noun WB p.34
someone who seeks glory or
fame
gold-coated /gUldkUtd/
adjective p.63
covered with gold
157
gourmand /"gUmnd/
noun WB p.16
a person who enjoys eating,
especially good food
handy /"hndi/
adjective p.87
convenient to handle or use;
useful
homing /"hUmIN/
adjective WB p.82
relating to an animals ability to
fly home from a great distance
government /"gvmnt/
noun p.60
the governing body of a nation,
region or community
harmony /"hAmni/
noun p.86
agreement or concord
honour /"Anr/
verb WB p.11
to show respect for someone
or something; to revere; to
venerate
governmental /`gv"mentl/
adjective p.27
of a government
gratefulness /"greItflns/
noun p.78
feeling or showing an
appreciation of kindness;
thankfulness
greenery /"grinri/
noun p.47
green foliage, growing plants or
vegetation
grilled /grIld/
adjective p.15
cooked over the fire in a grill
gross /grUs/
verb p.72
to produce or earn (an amount
of money) as total profit or
income
ground-breaking
/"graUnd `breIkIN/
adjective p.23
innovative; involving new
discoveries
gymnastics /dZIm"nstIks/
noun p.44
exercises developing or
displaying physical agility and
coordination
hassle /"hsl/
noun p.87
irritating inconvenience
hazardous /"hzds/
adjective p.60
risky; dangerous
headline /"hedlaIn/
noun p.95
a heading at the top of an
article or page in a newspaper
or magazine
heart rate /hAt reIt/
noun p.66
the speed of your heart beat
hectare /"hektA/
noun p.47
a metric unit of square measure,
equal to 100 acres (2.471 acres
or 10,000 square metres)
158
howl /haUl/
a make a long, loud, sorrowful
cry
hunting /"hntIN/
noun p.47
the activity of chasing and
killing wild animals
I
idle /"aIdl/
adjective WB p.28
lazy, especially avoiding work
illegal /I"ligl/
adjective p.65
contrary to or forbidden by law
helpline /"helplaIn/
noun p.38
a telephone service providing
help with problems
illegally /I"ligli/
adverb WB p.82
against the law
herbivore /"hbvO/
noun p.48
an animal that feeds on plants
illegible /I"ledZbl/
adjective p.65
not clear enough to be read
high-ranking /haIrNkIN/
adjective p.23
great, or greater than normal,
in quantity, size or intensity
imperative /Im"pertIv/
adjective p.51
of vital importance; crucial
H
handsome /"hnsm/
adjective WB p.40
attractive
hostile /"hstaIl/
adjective p.49
unfriendly; antagonistic
hold button /hUld "btn/

noun p.37
a button that pauses the game
and prevents the game from
being used momentarily
implement /"Implimnt/
verb WB p.58
to put an action or a change
into effect
Glossary
impromptu /Im"prmptju/
adjective p.85
done without being planned,
organised or rehearsed
insolence /"Inslns/
noun p.79
showing a rude and arrogant
lack of respect
in this sense /In DIs sens/

expression p.73
a way in which an expression or
a situation can be interpreted
incident /"Insidnt/
noun p.94
an event, especially one that is
unusual
inspirational /Ìnsp"reISnl/
adjective p.20
providing or showing creative or
spiritual inspiration
introvert /"Intrvt/
noun p.43
a shy and typically self-centred
person
incredibly /In"kredibli/
adverb WB p.28
extremely or unusually
instantly /"Instntli/
adverb p.63
at once; immediately
increase /"Inkris/
noun p.34
a rise in number, amount or
degree
instigate /"InstgeIt/
verb p.64
to bring about or initiate (an
action or event)
invest /In"vest/
verb p.68
to buy shares, property or
goods because you hope the
value will increase and you can
make a profit
influx /"Inflks/
noun p.29
an arrival or entry of large
numbers of people or things
instinct /"InstINkt/
noun WB p.82
a natural or intuitive way of
behaving
informal /In"fOml/
adjective p.65
unofficial; casual
instructor /In"strkt/
noun p.91
a person who teaches
something
infrequent /In"frikwntli/
adjective p.65
not occurring often; rare
impolite /Ìmp"laIt/
adjective p.65
not having or showing good
manners
inherit /In"hert/
verb WB p.64
to receive money or property
from someone who has died
initiative /I"nIStIv/
noun p.18
the ability to assess and initiate
things independently
injustice /In"dZsts/
noun p.79
lack of fairness or justice
innovate /"InveIt/
verb p.63
to make changes in something
established
insurance /In"SUrns/
noun p.68
an arrangement with a
company in which you pay
small amounts of money to
guarantee loss of property or
damage
intensely /In"tensli/
adverb p.91
strongly; in a high degree
interfaith /"IntfeIT/
adjective p.19
of, relating to, or between
different religions or members
of different religions
investment /In"vestmnt/
noun p.68
the sum of money invested to
make a profit
invisible /In"vIzbl/
adjective WB p.52
cannot be seen
iron /"aIn/
noun p.13
a mineral found in food
irregular /I"regjl/
adjective p.65
not even or balanced
irrelevant /I"relvnt/
adjective p.65
not connected with or relevant
to something
irresponsibly /ÌrI"spnsIbl/
adverb p.17
in an irresponsible manner
irreversible /ÌrI"vsIbl/
adjective p.61
not able to be undone or
changed
interpersonal /Ìnt"psnl/
adjective WB p.34
of or relating to relationships
or communication between
people
159
lock /lk/
a short confined section of a
canal or other waterway in
which the water level can be
changed by the use of gates
and sluices, used for raising and
lowering vessels between two
gates
keypad /"kipd/
noun p.39
a miniature keyboard or set
of buttons used to control an
electronic device
login /lgIn/
noun p.70
a process of starting a
computer system
joystick /"dZOI `stIk/

noun p.39
a lever that can be moved in
several directions to control the
movement of an image on a
computer
knock off /"nkf/

phrasal verb p.83
to fall off after a collision
L
landmark /lndmAk/
noun p.88
a feature of a landscape or
town that is easily seen and
recognised from a distance
luggage /"lgIdZ/
suitcases or other bags in which
to pack personal belongings for
travelling
M
mainstream /"meInstrim/
adjective WB p.16
related to the most popular or
dominant trend
last /lAst/
verb p.58
to continue for a specified
period of time
malnutrition /mlnj"trISn/
noun p.17
the lack of proper nutrition
latest /"leItst/
adjective p.63
the most recent
mammal /"mAml/
noun p.50
a warm-blooded animal
legible /"ledZbl/
adjective p.65
(of handwriting or print) clear
enough to read
management /"mnIdZmnt/
noun p.68
the process of dealing with or
controlling things or people
light /laIt/
adjective WB p.82
not heavy
market /"mAkIt/
noun WB p.76
a place where the public can
buy food and other things
loan /lUn/
noun p.68
a thing that is borrowed,
especially a sum of money, that
is expected to be paid back
160
maroon /m"run/
to leave (someone) trapped and
isolated in an inaccessible place,
especially an island
marsh /mAS/
noun p.47
an area of low-lying land that
is flooded in wet seasons or at
high tide, and typically remains
waterlogged at all times
mast /mAst/
a tall upright post, spar, or
other structure on a ship or
boat, in sailing vessels generally
carrying a sail or sails
master /"mAst/
verb p.20
to acquire complete knowledge
or skill in an accomplishment,
technique or art
maze /meIz/
a network of paths and hedges
designed as a puzzle through
which one has to find a way
medal /"medl/
noun WB p.82
a round metal coin which
soldiers are given for being
brave
megawatt /"megwt/
noun WB p.52
a unit of power equal to one
million watts
member /"memb/
noun p.45
an individual belonging to a
group such as a club or team
mentality /men"tliti/
noun p.43
attitude or way of thinking
mentor /"mentO/
noun p.18
an experienced and trusted
advisor
Glossary
metabolise /mI"tblaIz/
verb p.12
to change food in your body
into energy
metabolism /mI"tblIzm/
noun p.15
the chemical processes by which
food is changed into energy in
your body
micro-robot /maIkrU"rUbAt/
noun p.63
a tiny robot
military /"mIlItri/
adjective WB p.82
describing soldiers and the army
mode /mUd/
noun p.39
an option allowing a change in
the method of operation of a
device
modernistic /md"nIstIk/
adjective p.26
of or associated with
modernism, a style that is more
modern than traditional
monotonous /m"ntns/
adjective p.83
dull, tedious and repetitious
motivation /mUtiveISn/
noun p.43
the general desire of someone
to do something
motoring /"mUtrIN/
noun p.59
the activity of driving a car
motorist /"mUtrIst/
noun p.61
the driver of a car
move /muv/
verb WB p.76
to change ones place of
residence or work
mumble /mmbl/
verb p.92
to say something quietly,
making it too difficult for others
to hear
notably /"nUtbli/
adverb p.91
especially; in particular
mundane /mnd"en/
adjective WB p.28
lacking interest or excitement
nutrition /nju"trISn/
noun p.12
the process of providing the
food necessary for good health
and growth
mutiny /"mjutIni/
an open rebellion against the
proper authorities, especially by
soldiers or sailors against their
officers
oar /Or/
a pole with a flat blade, pivoting
in an oar lock, used to row or
steer a boat through the water
N
nanoshell /nnSel/
noun p.63
an extremely tiny case implanted
in the body to fight disease
naturalistic /ntSr"lIstIk/
adjective p.35
derived from or imitating real
life
navigate /"nvIgeIt/
verb WB p.34
to travel on a set route,
especially carefully or with
difficulty
nest /nest/
noun p.51
a structure made by a bird for
laying eggs and sheltering its
young
obedient /"bidint/
adjective p.65
obeying commands
obesity /U"bisti/
noun WB p.4
the state of being unhealthily
overweight
objective /b"dZektIv/
noun p.29
aim or goal
observe /b"zv/
verb p.40
to notice or perceive
(something) and register it as
being significant
obstacle /"bstkl/
noun WB p.58
a thing that blocks ones way
neurologist /njUr"ldZIst/
noun p.40
a doctor who studies the
nervous system
on behalf /n bI"hAf/
phrasal noun p.51
in the interests of a person,
group or principle
neutralise /"njutrlaIz/
verb p.12
to make a substance chemically
neutral
on the coast / n D kUst/

adjective WB p.71
by the sea
next of kin /nekst v kIn/

noun p.88
a persons closest living relative
opponent /"pUnnt/
noun p.43
someone who competes against
or fights another in a contest,
game or argument
161
organic /O"gnIk/
adjective p.15
produced without the use of
chemicals
pesticide /"pestisaId/
noun WB p.40
a chemical substance used to
kill insects and small animals
outlandish /aUt"lndIS/
adjective WB p.58
looking or sounding strange or
unfamiliar
phenomenon /fI"nmInn/
noun p.40
a fact or situation that is
observed to exist or happen,
especially one whose cause or
explanation is in question
out of shape /aUt v SeIp/

expression WB p.28
unfit and unhealthy
overtake /Uv"teIk/
verb p.83
to catch up with and pass while
travelling in the same direction
P
Paralympics /pr"lImpIks/
noun p.40
an international athletic
competition for disabled
athletes
paraphrase /"prfreIz/
verb WB p.10
express the meaning of
something said or written by
using different words
patient /"peISnt/
adjective p.65
able to wait without becoming
annoyed or anxious
perception /p"sepSn/
noun p.35
the ability to see, hear or
become aware of something
through the senses
personal trainer
/"psnl treIn/
noun WB p.34
a fitness coach who works
one-on-one
162
philanthropic /fIln"TrpIk/
adjective WB p.64
(of a person or organisation)
donating money to good causes
and promoting the welfare of
those in need
physiotherapy /fIziU"Terpi/
noun p.40
a treatment that uses special
physical exercises to treat
injuries and diseases
pick up /"pIk p/
phrasal verb p.81
to go somewhere to collect
someone, typically in ones car
pilgrimage /"pIlgrImIdZ/
noun p.23
a journey to a holy place for
religious purposes
plague /pleIg/
verb WB p.88
to cause continual trouble or
distress to a group of people
poacher /"pUtS/
noun WB p.40
a person who hunts animals
illegally
polished /"plISt/
adjective WB p.11
made shiny by being rubbed;
buffed; burnished
polymer /"plIm/
noun p.56
a substance that has a
molecular structure consisting
chiefly or entirely of a large
number of similar units bonded
together, e.g. many synthetic
organic materials used as
plastics and resins
pomegranate /"pmgrnIt/
noun p.15
a round fruit that has a red skin
and juicy red seeds
port /pOt/
noun WB p.76
a town by the sea where ships
arrive and leave from
portable /"pOtbl/
adjective p.87
easily carried
predator /"predt/
noun WB p.40
an animal that tries to eat other
animals
predominance /prI"dmInns/
noun p.29
the greater number or amount
prejudicial /predZUdISl/
adjective WB p.88
having a bad effect on
something
probiotic /prUbaI"tk/
adjective p.12
containing good bacteria to
improve health
procure /pr"kjU/
verb p.60
to obtain something
profit /"prfIt/
noun p.72
a financial gain, especially the
difference between the amount
earned and the amount spent
Glossary
profitable /"prfItbl/
adjective p.29
producing a financial gain
propagation /prp"geISn/
noun p.47
the breeding of plants and
animals by natural processes
protein /"prUtin/
noun p.13
a natural substance that exists
in foods such as meat, eggs
and beans and which the body
needs in order to grow healthily
proud /praUd/
adjective p.49
feeling of happiness as a result
of something you have achieved
public /"pblIk/
adjective p.27
open to all people
pull away /pUl "weI/
phrasal verb Literature Time
(a vehicle) to start moving away
from the place where it has
stopped
R
radar /"reId/
noun p.95
a system for detecting the speed
and position of aircrafts
RDA / di "eI/
abbreviation p.15
recommended daily allowance
rearrange /ri"reIndZ/
verb p.84
to change the position, time or
order of something
recently /"risntli/
adverb p.61
a short time ago, in the past few
days / weeks / months, a little
while back
recharge /ri"tSAdZ/
verb p.67
to restore electrical power in a
device
reminiscent /remI"nIsnt/
adjective WB p.11
tending to remind one of
something; evocative
recuperate /rI"kjupreIt/
verb p.83
to recover from illness or
exertion
renowned /rI"naUnd/
adjective p.25
known and admired by a lot of
people, especially for a special
achievement or quality
redefine /ridI"faIn/
verb WB p.17
to define again or differently
refining /rI"faInIN/
noun p.56
the removal of impurities or
unwanted elements from a
substance, typically as part of
an industrial process
register /"redZIst/
verb p.81
to enter your name and details
on an official list
rehabilitation /rihbIlI"teISn/
noun p.40
the helping of someone to live a
healthy life again
relaxing /rI"lksIN/
adjective WB p.17
making one feel relaxed
relevant /"relvnt/
adjective p.23
closely connected or
appropriate to the matter at
hand
re-load /ri"lUd/
verb p.80
to load something again
remind /rI"maInd/
verb p.67
to cause (someone) to
remember someone or
something
reputation /repjU"teISn/
noun p.64
the beliefs or opinions that are
generally held about someone
or something
resemble /rI"zembl/
verb p.93
to look or seem like
residential /rezI"denSl/
adjective p.27
designed for people to live in
resign /rI"zaIn/
to voluntarily leave a job or
other position
resolve /rI"zlv/
verb WB p.52
to settle or find a solution
retire /rI"taI/
verb WB p.76
to stop working (usually
because you are a certain age)
review /rI"vju/
noun p.23
a critical evaluation of a book
richly /"rItSli/
adverb p.20
in an elaborate, generous or
plentiful way
ring /rIN/
noun p.88
an informal term for a
telephone call
163
rival /"raIvl/
adjective p.35
competing with a person or
thing for the same objective or
for superiority in the same field
of activity
rusty /"rsti/
adjective WB p.88
(of a metal object) covered in
a reddish-brown substance,
mostly formed when iron or
steel gets wet
S
salad bar /"sld bA/
noun p.16
a place in a restaurant with
different vegetables that you
can choose to make your own
sanctuary /"sNktSuri/
noun p.47
a place of refuge or safety
satnav /"stnv/
noun p.63
navigation that uses
information from satellites
saturated fat /"stSreItId ft/
noun p.13
a type of fat from meat and
milk products that is thought to
be less healthy than other kinds
of fat from vegetables or fish
sauna /"sOn/
noun p.44
a small room using hot-air for
cleaning and refreshing the body
sea-chest /"sitSest/
a sailors storage chest
self-discipline /self"dIsplIn/
noun p.40
the ability to focus and
achieve your goals and resist
temptations
164
self-employed /selfIm"plOId/
adjective p.60
working for oneself rather than
for a company
self-restraint /selfrI"streInt/
noun p.78
restraint imposed by oneself on
ones own actions; self-control
seminar /"semInA/
noun p.19
a conference or other meeting
for discussion or training
sensibly /"sensIbli/
adverb Literature Time
wisely
sensor /"sens/
noun p.35
a device that detects or
measures a physical property
and records, indicates or
otherwise responds to it
set off /set "f/
phrasal verb p.81
to begin a journey
shipping /"SIpIN/
noun p.71
the transport of goods by sea or
other means
shock /Sk/
noun p.63
a sudden upsetting or surprising
event or experience
shy /SaI/
adjective WB p.43
nervous or uncomfortable with
other people
simulate /"sImjUleIt/
verb p.35
to imitate the character or
feeling
slide /slaId/
verb p.87
to move smoothly over a
surface
slightly /"slaItli/
adverb p.25
a little bit
smash /smS/
to completely defeat, destroy or
foil
smog /smg/
noun p.60
fog that is filled with pollution
sodium /"sUdim/
noun p.15
a chemical found in salt
software /"sftwe/
noun p.64
the programs used by a
computer
solarium /sU"lerim/
noun p.44
a room with tanning beds, used
for an artificial suntan
solar power /sUl "paU/
noun WB p.52
power of the sun
sophisticated /s"fIstIkeItId/
adjective p.63
(of a machine, system or
technique) developed to a high
degree of complexity
spacious /"speISs/
adjective p.26
having plenty of space
spare /spe/
to refrain from killing, injuring
or distressing
speciality /speSi"lIti/
noun p.16
a type of food that a person or
restaurant is famous for making
well
Glossary
speech recognition
/spitS rekg"nISn/
noun p.35
the ability of a computer to
identify and respond to the
sounds produced in human
speech
spoil /spOIl/
verb WB p.52
to damage or destroy the value
of something
sportsmanship /"spOtsmnSIp/
noun p.43
behaviour in sport that is fair,
honest and polite
spot /spt/
noun p.64
a particular place or point
spur /sp/
verb p.73
to encourage
squander /"skwnd/
verb p.61
to waste or lose something
foolishly
stacks of /stks v/
noun p.83
a pile of objects, typically one
that is neatly arranged
stamina /"stmIn/
noun WB p.34
physical and mental strength
over a long period of time
starvation /stA"veISn/
noun p.85
lack of food
state /steIt/
adjective p.27
related to the civil government
of a country
state-of-the-art /steIt v Di At/
adjective WB p.16
modern and cutting-edge
steam /stim/
verb WB p.7
to cook something by hot mist
that water produces when it is
boiled
stern /stn/
adjective p.92
serious and unrelenting
stimulant /"stImjUlnt/
noun p.12
a substance that increases
nervous activity in the body
stimulation /stImjU"leISn/
noun p.43
the interest or motivation in
something
stockade /st"keId/
noun Literature Time a barrier
formed from upright wooden
posts or stakes, especially as a
defense against attack
stripes /straIps/
noun WB p.40
long, narrow lines of colour
substantial /sb"stnSl/
adjective p.26
of considerable importance, size
or value
success /sk"ses/
noun p.72
achievement
sudden /"sdn/
adjective p.80
done quickly without warning
supplement /"splImnt/
noun p.15
a substance taken to add
vitamins, etc. to a persons diet
suspension /ss"penSn/
noun WB p.58
a part attached to the wheels
of a vehicle to cushion it from
road conditions
sustenance /"sstnns/
noun p.48
food and drink regarded as a
source of strength; nourishment
strong /strN/
adjective p.59
great or powerful
take after /teIk "ft/

phrasal verb p.93
to resemble someone
stubborn /"stbn/
adjective p.49
determined not to change your
mind, especially in spite of a
good reason to do so
take back /teIk "bk/

phrasal verb p.93
to return something to where it
is from
studio /"stjudiU/
noun p.25
a small room used for
performances
stunned /stnd/
adjective p.92
astonished or shocked
sturdy /"stdi/
adjective p.26
strongly and solidly built
take out /teIk "aUt/

phrasal verb p.93
to go somewhere with someone
socially
take over /teIk "Uv/
phrasal verb p.93
to get control of something (e.g.
a business)
tame /teIm/
adjective p.49
not dangerous or frightening;
domesticated
165
tax /tks/
noun p.70
a compulsory payment to the
government, used to pay for
public services
tax return /tks rI"tn/
noun WB p.64
a form used to calculate the
amount of tax owed
tea /ti/
noun WB p.71
a hot drink
teammate /"timeIt/
noun p.43
a fellow member of a team
terminal /"tmInl/
noun p.66
a device at which a user enters
data for a computer system
and that displays the received
output
testing device /testIN dI"vaIs/
noun WB p.52
something used to check an
experiment
thunder /"Tnd/
to make a loud, deep
resounding noise especially
whilst travelling
tolerance /"tlrens/
noun p.19
the ability or willingness to
tolerate something, in particular
the existence of opinions or
behaviour that one does not
necessarily agree with
tone /tUn/
noun p.88
a musical note or sound
used as a particular signal
on a telephone or answering
machine
166
torso /"tOsU/
noun p.66
the trunk of the human body
touch down /ttS daUn/
phrasal verb p.81
to make contact with the
ground in landing
touchscreen /"ttSskrin/
noun p.37
a display device that allows a
user to interact with a computer
by touching areas on the screen
toxin /"tksIn/
noun p.50
chemical that has a negative
effect on the body
transaction /trn"zkSn/
noun p.69
an instance of buying or selling
something
tutor /"tjut/
noun p.88
a private teacher, typically one
who teaches a single student or
a very small group
U
underpart /"ndpAt/
noun WB p.40
the underside of an animals
body
unfriendly /n"frendli/
adjective p.65
not kind and pleasant
unique /junik/
adjective WB p.82
particularly remarkable, special
or unusual
unlock /n"lk/
verb p.87
to make a phone accessible to
the user
transcontinental
/trnzkntI"nentl/
adjective WB p.88
crossing a continent, especially
a transport route
unreliable /nrI"laIbl/
adjective p.85
untrustworthy, irresponsible
transmit /trnz"mIt/
verb p.66
to send an electric signal
unsaturated fat
/n"stSreItId ft/
noun p.13
describing the unhealthy fats
found in food
trespass /tres"ps/
verb p.67
to enter the owners land or
property without permission
truce /trus/
an agreement between enemies
or opponents to stop fighting or
arguing for a certain time
tumour /"tjum/
noun p.63
a swelling of a part of the body
turn up /tn "p/
phrasal verb p.81
to arrive somewhere, especially
when you are expected there
untidy /n"taIdi/
adjective p.65
not arranged neatly and in order
upgrade /p"greId/
verb p.87
to raise (something) to a higher
standard
urgent /"dZnt/
adjective p.84
requiring immediate action or
attention
Glossary
V
vegetarian /vedZ"terin/
adjective p.17
of or relating to the exclusion of
meat or other animal products
from the diet
vegetation /vedZ"teISn/
noun p.47
plants considered collectively,
especially those found in a
particular area or habitat
velocity /vI"lsIti/
noun p.95
the speed of something in a
given direction
venue /"venju/
noun p.25
the place where something
happens, especially an
organised event such as a
concert, conference or sports
event
voice-activated
/vOIs"ktIveItId/
adjective p.95
(of a device) can be controlled
by voice
willpower /"wIlpaU/
noun WB p.34
the faculty by which a person
decides on and initiates action
windscreen wiper
/"wIndskrin waIp/
noun WB p.58
a rubber blade used to clear
rain from a windscreen
waste /weIst/
noun p.61
the careless, extravagant or
purposeless use of something
wasteland /"weIstlnd/
noun p.50
an unused area of land that has
become barren or overgrown
wave farm /"weIv fAm/
noun WB p.52
a collection of 40 wave
machines
wealthy /"welTi/
adjective WB p.71
rich
virtue /"vtSu/
noun p.40
behaviour showing high moral
standards
wearer /"wer/
noun p.66
the person wearing something,
especially clothing
visual effects /vIZul I"fekt/

noun p.35
the graphics, sound, etc. used in
films and computer games
well-sealed /wel"sild/
adjective p.85
closed very securely
vitamin /"vItmIn/
noun p.13
a chemical substance in food
that is necessary for good
health
vividly /"vIvIdli/
adverb WB p.43
lively and vigorously
voice /vOIs/
verb p.29
to express (something) in words
wingspan /"wINspn/
noun WB p.40
the maximum distance across
the wings of an aircraft, bird or
other flying animal, measured
from tip to tip
wireless /"waIls/
adjective p.36
lacking or not requiring wires
wizard /"wIzd/
noun p.35
a person who is very skilled in a
particular field or activity
wholegrain /"hUlgreIn/
adjective p.15
made with or containing
unprocessed grain
wholesome /"hUlsm/
adjective p.17
conducive to or suggestive of
good health and physical wellbeing
widespread /"waIdspred/
adjective WB p.40
found or distributed over a
large area
167
List of websites to use through the course:
- www.keralatourism.org/kerala-glance.php
- www.visit-kuwait.com
- www.kuwaitiah.net/tourism.html
- http://radiohigh-djs.blogspot.com
- www.ehow.com/how_2002078_write-a-radio-script.html
- www.misterpoll.com/polls/237738
- www.statpac.com/surveys
- www.technologyquestions.com
- www.jeitagrotto.com
- www.ehow.com/how_2307803_write-booklet.html
- www.asiarooms.com/travel-guide/kuwait/index.html
- www.lonelyplanet.com/kuwait
168
OVER TO YOU Grade 10 is a part of the English for Kuwait

series, a carefully graded course in English specifically written and
designed for the Kuwait school system for primary, intermediate
and secondary grades.
OVER TO YOU teaches English through cross-curricular topics,
using prose, stories, listening tasks, games, puzzles and other varied
activities.
OVER TO YOU encourages learners to practise communicating
with English at every available opportunity.
OVER TO YOU adopts an integrated approach to language
teaching.
OVER TO YOU follows the Kuwait Ministry of Education
syllabus.
At each level, the course consists of:
a Students Book which presents new language for class

activities, including pair and group work,
a Workbook which utilises a variety of activities to practise the

language presented in the Students Book,
the Teachers Guide with clear, step-by-step lesson plans, as

well as a full explanation of the teaching methodology,
the CD with all the listening activities.
Students Book
Simon haines

Grade 10 Student's Book

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What is the purpose of the Student's Book?

What is the purpose of the Student's Book?

What approach does the book adopt for language teaching?

What approach does the book adopt for language teaching?

State of Kuwait

Egyptian International Publishing Company Longman,

Mrs Sakina Ali Hussain, ELT Supervisor General, MoE

Scope and sequence

We are what we eat

Fact and fiction

Ahmed Meshari and

Three Men in a Boat

Grammar File: You can refer to it if you

This book is for Grade 10 students. It

encounter difficulty or need extra examples,

Your book is divided into 4 modules, each

In the project at the end of each module,

How each unit works

The outcomes are related to the language

First, youll have a short task to complete

Youll enjoy learning frequently-used English

What the Workbook provides

Scope and sequence

Grammar past simple and past

Reading a leaflet; an article about the

Grammar comparatives and

Grammar the future tense / present

Reading an article about a nature

7 Power Grammar if sentences: conditional

Reading a text about the power of oil;

Module 4 Fact and ction

Grammar adverbs of manner; use to /

Grammar passive verbs (mixed tenses)

Reading different types of messages; a

Project 1: Where do you

carry out a survey

We are what we eat

Answer these questions about healthy eating.

Unit 1 We are what we eat

Answer these questions with a partner.

iron fibre vitamin A calcium protein vitamin B

Listen again and answer these questions.

What is the benefit of beans with coloured shells?

Listen to this breakfast time story and answer these questions.

a Why did the speaker go to the shop?

c One of your teachers

Adjectives Grammar reference page 124

(grey, round, small)

Where did you come from?

listen and repeat this sentence.

Unit 1 We are what we eat

The food pyramid

Do a physical activity for at least 30

Switch at least half of your

Eat more dark green vegetables like

Vary your protein routine choose

Make most of your fat sources from

meat & beans

Laughter is brightest in the place where food is.