a Good bacteria help stimulate the digestive process and aid the absorption of nutrients. Bad bacteria causes infections and illnesses.
b Antioxidants remove damaging or harmful substances from the body.
c Dark chocolate improves the metabolism of sugar for diabetics.
Unit 1, page 13, exercise 4 a
fish – protein, vitamin A, vitamin B, calcium, unsaturated fat
cereal – carbohydrate, fibre rice – carbohydrate, fibre eggs – protein, saturated fat
croissant – carbohydrate, saturated fat onion – vitamin A
cheese – calcium, protein, saturated fat, vitamin A beans – fibre, iron, protein, sugars
yoghurt – calcium, protein
bread – carbohydrate, fibre (if brown bread) noodles – carbohydrate, fibre (if brown noodles)
Unit 1, page 13 exercise 4 b
(Students’ own answers)
Unit 1, page 13 exercise 4 c
The speaker mentions beans, fish and onions.
Unit 1, page 13, exercise 5 a They contain antioxidants.
b Soya beans.
c It depends on the type of fish and the way it is cooked.
d Heart disease, arthritis, cancer.
e That onions would lighten the balance of the blood.
f Because the heat from cooking damages and kills some
of the nutrients.
Unit 1, page 14, exercise 1 a To get some bread.
b His family finished the cheese.
Unit 1, page 14, exercise 2
a was; woke up; got up; were having; were talking; were drinking; eating; made
b bought; paid; left; was walking; met; were standing; chatting
c was; sat; cut; reached
Unit 1, page 14, exercise 4 a A small round grey building
b A beautiful blue wooden vase
c A tall thin athletic man
d A huge delicious green salad
Unit 1, page 15, exercise 3 a
1b 2f 3c 4e 5a 6d
Unit 1, page 15, exercise 3 b
(Students’ own answers)
Unit 1, page 16, exercise 1 a
(Students’ own answers)
Unit 1, page 16, exercise 1 b (Suggested answers)
Palace Café: home-made food, atmospheric setting,
good value;
Kuwait Bay Grill: delicious food, very fresh and healthy,
calming;
Shawarma House: close to the market, can choose own
fillings;
Eliza Blues Restaurant: good location, family business,
organic food
Unit 1, page 16, exercise 1 c
(Students’ own answers)
Unit 2, page 18, exercise 2
a The logo uses a world map, to represent the fact it is a worldwide organisation, and olive branches, to represent the global peace and security the UN endeavours to achieve.
b Students’ own answers
c To discuss disagreements between countries and to create laws that enable countries to work together and live harmoniously.
d The topic of the article is ‘Culture of Peace’.
Unit 2, page 19, exercise 4
a False. This meeting emphasised the need for everyone to respect different cultures, religions and races, but not the lack of respect and values.
b True. Kuwait was one of the 70 member countries that sent delegates to the conference.
c False. The government has organised conferences for Kuwaiti citizens.
d True. Ban Ki-moon said that cultural diversity must make us more secure – not less.
Unit 2, page 19, exercise 5
a humanity b awareness c delegates d respect / religions
Unit 2, page 20, exercise 4 a
1 On 2 in 3 for 4 on 5 of 6 in 7 at 8 with 9 to
10 amongst
Unit 2, page 20, exercise 4 b
1 on refers to time; 2 in refers to place; 3 for refers to purpose; 4 on refers to the topic; 5 of refers to the association of belonging between two entities
6 in refers to involvement 7 at refers to time; 8 with refers to accompaniment 9 to introduces an infinitive verb 10 amongst refers to the involvement of most or all members of a group reciprocally
Unit 2, page 21, exercise 1 a 1 hear 2 listen (to)
Unit 2, page 21, exercise 1 b
hear; listening to / hear; listen to; listen / hear; listening to
Unit 2, page 21, exercise 2
Unit 3, pages 24-25, exercise 3b
1 modern 2 impossible 3 easy 4 giant 5 large
6 smaller 7 old-fashioned 8 largest 9 smallest
10 expensive
Unit 3, page 25, exercise 5
a False. They are built by the same designer, but are not similar.
b False This is the opinion of the speaker only.
c True. From the outside it might look huge, but inside it seems much smaller.
d True. You can walk around some areas for free.
Unit 3, page 26, exercise 2
short: tall, taller, the tallest. thin: big, bigger, the biggest. heavy: busy, busier, the busiest.
luxurious: important, more important, the most important. fine: large, larger, the largest.
Unit 3, page 26, exercise 3 a 1 d 2 e 3 f 4 c 5 a 6 b
Unit 3, page 26, exercise 3b
(Students’ own answers)
Unit 3, page 26, exercise 4 1 a 20-kilometre journey
2 a three-course meal
3 a 44-storey block.
Unit 3, page 27, exercise 1 a a residential; private
b cultural; public; educational; state
c commercial; public; trade
d governmental; state; private
Unit 3, page 27, exercise 1b
(Students’ own answers)
Unit 3, page 27, exercise 1 c (Suggested answers)
entrance, ground floor, roof, balcony, swimming pool, garden, fountain, first floor
Unit 3, page 27, exercise 3
cultural governmental confidential commercial environmental residential
Unit 3, page 28, exercise 2
a building a new airport right through the area.
b the main runway 500 metres from the town; on the other side of the oilfield
Unit 3, page 28, exercise 3
Speaker 2 suggests that they build the airport on the
other side of the oilfield. The other speaker replies that it would be more expensive to do that.
Unit 3, page 29, exercise 1 a
1 The reason for writing 2 The benefits
3 The worries of a minority 4 Conclusion / recommendations
Unit 3, page 29, exercise 1 b (Suggested answers)
appearance: It is set out in a formal way (i.e.
typewritten, with a formal heading, and headings for each paragraph)
language: The language is formal (i.e. There are no
short forms; colloquial language is not used; the passive is used in several places)
beginning: Formal as in a report, not addressed to an
individual
ending: no closing words
Unit 2, page 21, exercise 3 a say / said / speak
b says / tells
c speak / tell
d say / is speaking
Unit 2, page 22, exercise 2
a Ahmed thinks we should always conduct ourselves with respect.
b Because they say that respect doesn’t mean as much as it used to, while it means a lot to her and her friends.
c Considering strangers as ‘neighbours’ and respecting them even if they are different to her.
d Yes; because he thinks it’s important to learn from their experience and wisdom.
e His family, education, history, people he doesn’t know and himself.
Unit 2, page 23, exercise 1
history – the second one
travel writing – the first one
Unit 2, page 23, exercise 2 (First text)
a It’s a very good review. b They thought it was fascinating; They liked the descriptions; They thought it was very
memorable and an excellent account.
Unit 2, page 23, exercise 2 (Second text)
a Another very good review. b They liked the discussions of serious ideas in a clear manner; They thought it was well- organised, well-written; and something you learn from.
Unit 2, page 23, exercise 3 (Suggested answers) Text 1
facts: a thirty-year journey; Ibn Battuta born in Tangier in
1304; left for Mecca at 20; travelled through 44 countries; covered 75,000 miles
opinions: The book is fascinating; everyone will enjoy it; Ibn
Battuta has an amazing memory; an excellent account
Text 2
facts: Ibn Khaldun born in Tunis in 1332; political figure;
discussed several theories
opinions: one of the most important historical works ever
written; ground-breaking; not easy to read; well-written and well-organised; it makes you think and changes your view of the world
Unit 3, page 24, exercise 1
Kingdom Centre: c; KSA; Offices
National Assembly Building: f; Kuwait; Parliament building The Guggenheim Museum: e; Spain; Art museum
The Petronas Towers: a; Malaysia; Offices
The Sydney Opera House: b; Australia; Opera house and concert hall
The Rose Tower: d; Dubai; Hotel
Unit 3, page 24, exercise 2 a
The desciptions and the numbers refer to the materials and measurements used in the design of the building that is being described.
Unit 3, page 24, exercise 2 b
(Students’ own answers)
Unit 3, pages 24-25, exercise 3 a
Student’s Book page
Module 2 Free time
You will be able to:
Outcomes
◗ read and talk about the future
◗ make predictions
◗ discuss effects and levels of importance
◗ give reasons for preferences
◗ listen to and give advice
◗ persuade through a talk
◗ write instructions and a proposal to receive funds
◗ fill out an application form
lk b h f li d
Project 2: Planning a radio or TV programme. Unit 6: Nature
Why is it important to pr
otect wildlife? Unit 4: Comput
er games What might comput
er games be like in the futur e?
Focus on: Kuwait: a shopper’s paradise
Unit 5: Sports psychology What do you know about the Paralympics?
33
Module 2 Free time
Student’s Book page
Student’s Book page 33
Opener (5–10 minutes)
Tell the students that this page shows them what they will be doing in the second module. Ask them to read the title (Free time) and to look at the pictures.
Ask for or explain the meanings of the words and invite them to tell you what the animal shown is (a peacock). Then ask them what the building shown was made for (the Olympic / Paralympic Games).
Put the students in pairs and give them two minutes to note down the names of as many parts of a computer or games console as possible. Bring in some appropriate relia to inspire the students’ ideas. Invite suggestions and write the correct ones on the board.
Put students into small groups to discuss the questions in the Student’s Book and to note down their ideas for each one.
Invite different students to share their ideas with the class, giving their reasons where possible.
Unit 4
Computer games
MODULE 2: Free time
Take a show of hands to find out who likes computer games and who dislikes computer games. Then divide the class evenly into likes and dislikes.You may have to overlook the students’ own opinions to make the groups on even size. Tell them to make notes for the debate. Go round offering suggestions where necessary.
Ask a student to begin the debate by making one point either for or against computer games. Then say Yes, but… and ask someone from the other side to make a contrasting point. Continue like this, or put the students into pairs (for and against) to continue the debate.
(about 10 mins)
Read out the question, and ask the class to suggest some vocabulary which they might need to discuss their ideas. Write suggestions on the board (they might include: technology, graphics, special effects,
sound effects, interactive, realistic...).
Lessons 1 and 2
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading ● read an article about games in the future
Speaking ● talk about future games
● talk about the effects of playing computer
games
Topic ● Fast forward to the future of games
Functions ● talk about the future
● state advantages and disadvantages ● express opinions (agreement/
disagreement)
Vocabulary anti-reflective (Adj), Artificial Intelligence
(AI) (N), compete (V), competitive (Adj), console (N), convoluted (Adj), discourse (N), employ (V), naturalistic (Adj), perception (N), rival (Adj),
sensor (N), simulate (V), speech recognition (N), visual effects (N), wizard (N)
Student’s Book pages 34 and 35
Present the active vocabulary needed for each activity.
Bring in some advertisements for
computer games, show them to the class and ask them which ones they know. Ask the class to tell you the names of some popular computer games (whether or not they play them). Are there different types of games? (e.g. puzzles, adventures, sport...). Do they think some are better than others?
(15 mins)
Tell the students to read the question. Then allow time for them to write their answers to the appropriate two questions. Put the students in pairs or small groups and tell them to compare their answers.
(10-20 mins)
Put the students into different pairs or groups.
Tell them they are going to take part in a debate about the advantages and disadvantages of computer games.
Grammar
The future tense / present continuous;
the more ... the more
Unit 4 Computer games
34 MODULE 2: Free time
Answer these questions about computer games. Do you play computer games?
If your answer is Yes ... If your answer is No ...
1 How old were you when you played your first computer game? 2 How often do you play computer
games?
1 Why haven’t 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 a–f with their meanings 1–6. You may use the dictionary or the glossary at the end of the book.
a predict 1 artist who creates computer images
b enable 2 growth / expansion
c complex 3 living thing / animal
d animator 4 to make something possible
e creature 5 to say what you think will happen in the future
f increase (n.) 6 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.
Unit 4 Computer games
Student’s Book page
(10-15 mins)
Tell the students that questions a-c only require short answers. Ask them to read the article again and note down their answers, then compare them with a partner’s. If possible, have a set of dictionaries for the students to consult, or have them use the glossary at the end of the Student’s Book. Be ready to explain difficult words, which may include: convoluted,
animators, visual, episode.
(10 mins)
Ask the students to quickly scan through the text and look for hyphenated words used in gaming vocabulary.
(stating advantages and
disadvantages; expressing opinions) (15 mins)
Put the students in pairs. Ask them to try to think of arguments for both sides, and to note down their main points. Go round and offer suggestions where needed.
Invite students to share their ideas with the class. Encourage suggestions for both sides of the argument.
Finally, have another vote – have any students changed their minds?
Lesson 3
Workbook pages 28 – 29, Reading Workbook answer key – see page 144 Unit 4 Computer games
35
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? 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.
ords to remember
W
anti-reflective, Artificial Intelligence (AI), compete,
competitive, console, convoluted, discourse, employ, naturalistic,
perception, rival, sensor, simulate, speech recognition, visual effects,
wizard 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 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 deÀnitely improve, but this may cause problems. Firstly, game studios will have to employ hundreds of animators to simulate enough creatures to Àll huge computer worlds. Secondly, designers may spend too much time on visual effects and forget 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 ArtiÀcial 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 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 don·t 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 companies are just as competitive as their consumers. This competitive atmosphere will always produce exciting new ways to play, and ensures future consoles won·t fall behind the times. Sony·s latest hand-held console, the PSP, has recently been updated with an anti-reÁective screen, as well as a built-in microphone for headset-free use. And game designers will be working hard to compete with the success of the Nintendo Wii, which has been Áying off the shelves since its release. This is largely due to the Wii·s simple design and ‘wand·; a wireless controller that uses motion sensors to imitate the movement of the player.
5 10 15 20 25 ’
Student’s Book page
Objectives
Skills At the end of the lesson,
students should be able to:
Reading ●read a text about a new
way of playing computer or video games
Writing ●write a summary
Topic ●Have fun and keep fit
Vocabulary idle (Adj), incredibly (Adv),
mundane (Adj), out of shape (Exp) Ask the students to discuss their ideas with their
partners. Then invite them to share their ideas with the class.
(10 mins)
Tell the class they are going to read about computer games in the future. Ask students to remember their ideas from exercise 2.
Ask them to prepare for the text by looking at words a-f and trying to match them with their meanings. Allow a few minutes for this task, then put them in pairs to compare answers.
(20 mins)
Read out the instruction, then allow time for the students to read the text – remind them not to worry about every word – they should just try to answer the general question How will future
computer games be different? Put students in pairs
to identify the main ways in which future computer games will be different. Then ask students to share their suggestions with the class.
Student’s Book page
(20 mins)
a Tell the class that they are going to think about their own futures. First, ask them to look at the example sentences under the questions, while you read them out. Then, allow time for them to think about the questions and to write their answers. While they are working, you could write your own answers too (you don’t have to tell the truth!).
b Ask students to walk around the class asking the same questions until they find someone who is doing the same thing. Then get students to write sentences and to share their answers with the class.
● the more ... the more...
(10 mins)
Tell students that we use comparatives with the more ... the more ... to say that two things, or that two different quantities are related, for example, The more I study, the more I want to learn.
Ask the students to complete the exercise, and then tell them to make up sentences orally using the same structure in order to practise it.
Lessons 4 and 5
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading ● read a text about playing games
Speaking ● discuss future plans and arrangements
● discuss spending
Writing ● write predictions
● write future plans and arrangements
Grammar ● use the future tense/ present continuous
● use the more... the more
Topic ● Computing
Functions ● predict
● plan for the future
Vocabulary analogue (Adj), computer-friendly (Adj),
drive (N), hold button (N), touchscreen (N), wireless (Adj)
Pronunciation ● look for stress
Student’s Book pages 36 and 37
Present the active vocabulary needed for each activity.
● The future tense / present continuous (10-15 mins)
First, tell students that they are going to read a text about playing computer games. In the text, the writer describes future events, but describes them in different ways. Ask students to circle all of the verbs used in the paragraph to describe the future.
(10-15 mins)
Read out the instructions and the example. Ask the students to name different types of computer technology. Write students’ suggestions on the board. Then ask students to choose one of the words on the board, and write in their notebooks a sentence using I expect, I
think or I predict (that).
Ask the students to write another sentence, this time using will + definitely,
probably or possibly.
Put them in pairs or small groups to write