c The police a house in our street. They think criminals are using it.
d If you my brother, tell him I’ll phone him tomorrow.
e You shouldn’t the sun. It can damage your eyes.
Complete these sentences with the correct form of say, tell or speak.
a Waleed: What did Bader ?
Ahmed: He he’s 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: I’m sorry, he’s out. I’ll him you phoned.
d Waleed:Can you that again, please? I couldn’t hear you.
Ahmed: The problem is, everyone in the room at the same time.
(2.1) 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! (2.2) Now listen and repeat these sentences.
Turn the TV down. I can’t you very well.
Are you me? Did you
what I said? I always the 9 o’clock news. ! Did you that strange noise? I love music when I’m travelling. ords to remember
W
calligraphy, consistently, diverse, inspirational, master, richlyPut the students in pairs to compare their answers, then play it again to check. Ask them to read questions d and e, then play the third interview. Again, tell them to compare their answers, then play it again to check.
Listening script 2.3 – see page 132
Ask students to work in pairs to discuss the two questions. Go round and offer help where necessary. Invite volunteers to share their ideas with the whole class.
(20 mins)
Put the students in pairs. Tell them they are going to conduct their own surveys on the topic of ‘respect’.
a Tell them to think of the questions they want to ask (at least three) and to write them down, leaving space to record people’s answers.
b Ask them to look at the Useful Language box and then practise asking and answering their questions.
c Put pairs together and tell them to take turns to interview each other and write notes.
Lessons 7 and 8
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading ● read book reviews
Listening ● listen to a survey
Speaking ● conduct a survey
Writing ● write survey questions
● write an informal book review
Topic ● Survey and review
Functions ● conduct a survey
● interview
● start a conversation
● ask permission to ask questions ● agree
● thank
● respond to thanks ● plan
● express personal opinions ● make recommendations
Vocabulary account (N), conduct (V), cover (V),
figure (N), ground-breaking (Adj), high-ranking (Adj), pilgrimage (N), relevant (Adj), review (N)
Student’s Book pages 22 and 23
Present the active vocabulary needed for each activity.
each activ
Conducting a survey
Ask the students to look at the picture and tell you what is happening (a man is being interviewed.) Ask if they have ever taken part in a survey. What was it about?
(20-25 mins)
(2.3) First, read out the questions a and
b.Tell the students to listen for the answers while you play recording 2.3.
Read out question a again and ask for the answer (respect). Then do the same with question b – if necessary, play the recording again (the two questions are: What does “respect” mean to you? What do you think we need to respect more?)
c Ask the class to discuss whether they think the survey is useful and to give reasons. Invite suggestions from the class.
Listening script 2.3 – see page 132
(2.3) Read out question a, then play the
first interview again. Ask for the answer (Ahmed thinks we should conduct ourselves with respect) then tell the students they are going to hear the same interviewer speaking to a different person. Ask them to read questions b and c, then play the second interview.
22
Conducting a survey
(2.3) You are going to hear someone doing a survey in Kuwait City. Listen and answer these questions.
a What is the subject of the survey?
b What are the interviewer’s two questions?
c Why is it a useful survey?
(2.3) Listen again and answer these questions.
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, that’s fine. / Yes, sure. / Yes, okay.
Thanking
I appreciate it. I’m grateful. Thanks for your time.
Responding to thanks
That’s all right. You’re welcome. That’s okay.
Unit 2 Respecting cultures
d Tell the students to find another student on the other side of the class and take turns to ask and answer their questions (noting their answers). When they have finished, tell them to move on around the class, interviewing as many people as possible.
(15 mins)
Ask the students to study the answers they have recorded. How can they best communicate them? Invite several different students to tell the class the results of their survey.
results
A review
(about 20 mins)
Tell the students they are going to read two book reviews and decide which is a review of a book about history, and which is about travel writing, then allow time for them to read the two texts. When they have finished reading, invite them to ask about any unknown words.
Ask the students to read the first text again. Then put them in pairs or small groups to discuss questions a and b (about the first text only). While they are talking, go round and listen, giving prompts if necessary.
Repeat the procedure with the second text.
On the board, write the words fact and opinion. Then write the name of a famous author and ask a student to give you a fact about him / her (e.g. He is Kuwaiti). Then ask another student to give you an opinion (e.g. His stories are very exciting).
Ask students to look again at the two texts and to find facts and opinions in each one. Allow variations in students’ answers.
(10 mins)
Ask the class to suggest books which they could review. Ask the students to decide what they would like to review and put them in pairs or groups according to what they choose.
Tell them to spend time reading the instructions first, then allow time for them to make a mind map for questions b and c. Go round and offer suggestions or comments where necessary.
(15 mins)
a Ask the students to look again at the first review in exercise 2. Tell them to use the same style for their reviews and to look at the Useful Language box. Allow time for the students to write their reviews, using the notes they made in pairs or groups in exercise 4. Go round checking their work while they write.
b Tell them to check their spelling, grammar, punctuation and style very carefully.
c Tell the students to read another student’s review. They should check that the review contains both facts and opinions, and encourage them to ask each other further questions if necessary.
Lesson 9
Workbook pages 14 – 15, Writing
Workbook answer key – see pages 141 - 142
23
Unit 2 Respecting cultures
A review
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?
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.
a 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 partner’s review give you enough information? If not, ask him / her questions.
USEFUL LANGUAGE
Expressing personal opinions
This is a book that everyone will enjoy. It is a fascinating book. It is well-written / organised.
Making recommendations
If you get the chance, read ... This is an excellent account of ... You will learn a lot from it.
task
task
You are going to write a review of a book you have read.
Ibn KhaldunThe 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
wo
worlrld!d!
IbnBattuta’s account of his thirty-year journey is a fascinating book. Born 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 Battuta’s 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. lifetime of travelling. B[g;ZmmnmZ Ibn Khaldun ords to remember
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account, conduct, cover, figure, ground-breaking, high-ranking, pilgrimage, relevant, reviewStudent’s Book page
Objectives
Skills At the end of the lesson,
students should be able to:
Reading ● read a book review
Writing ● write lists
● write a fact and opinion
composition
Functions ● report facts
Unit 3
Inspiring architecture
MODULE 1: Culture
Lessons 1 and 2
Objectives
Skills At the end of this pair of lessons,
students should be able to:
Reading ● read a description of a building
Listening ● listen to a description of a building
Speaking ● talk about modern architecture
Topic ● Inspiring architecture
Functions ● state advantages and disadvantages
● guess
● make comparisons
Vocabulary concrete (Adj), design (N), drill (V),
evoke (V), expressionist (N), forecourt (N), foundation (N), framework (N), geometric (Adj), renowned (Adj), slightly (Adv), studio (N), venue (N)
Student’s Book pages 24 and 25
Present the active vocabulary needed for each activity.
(10 mins)
If you have some pictures of famous buildings, show them to the class. If you don’t have any, ask the students to suggest the names of famous buildings around the world. Write the names and locations of the buildings on the board (e.g. The Bank of China Tower, Hong Kong; The Kuwait Towers, Kuwait City). Choose one of the buildings and tell the class to try to guess it by asking you Yes/ No questions (e.g. Is it modern? Is it in the UAE? Is it a museum? Is it big?). Put the students in small groups to take turns to choose a building while the others try to guess it in the same way.
(15 mins)
Ask the students to look at the pictures. Ask Have you ever been to any of these places? If anyone answers yes, prompt other students to ask more questions (e.g. When did you go there? Who did you go with? etc.).
Then, put them in pairs to fill in the table. Ask students if they know anything about the National Assembly Building.
The Guggenheim /gug´nheIm/ Museum The Petronas /petr´n´s/ Towers
(15 mins)
Point students’ attention to the Factfile on page
25. Allow time for students to read it. Put them in pairs to answer questions a and b. Invite volunteers to share their answers with the rest of the class.
G
G
uess
!!
Grammar
Comparatives and superlatives; compound adjectives
Unit 3 Inspiring architecture
24 MODULE 1: Culture G uess! G u usssss!
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.
(3.1) 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.
d a e b c f
Unit 3 Inspiring architecture
b Put the students in pairs. Ask them to discuss their opinions on missing information in the text. What else would they like to know?
Listening script 3.1 – see pages 132 – 133
(5-10 mins)
Put students in pairs to decide whether the statement are true or false. Ask them to justify their answers. Go round and offer help where necessary. Check answers as a class.
(describing; expressing likes and
dislikes; giving reasons) (about 20 mins)
a Ask the students to look at the photographs again, then read the two pairs of sentences. Tell them to complete one from each pair with their own ideas.
b Put them in pairs to compare their ideas. Finally, read out each sentence in turn and invite different students to complete them with their own ideas.
Lesson 3
Workbook pages 16 - 17, Reading Workbook answer key - see page 142 (3.1) (20 mins)
Tell the students they are going to quickly read a description written by a tourist visiting a world famous piece of architecture.
a Have students decide which piece of architecture is being described, then compare their answers with a partner. Invite students to check if their ideas match any of the pictures on page 24.
b Tell the students they are now going to listen to the complete description of the world famous piece of architecture. They should listen to the accompanying recording and fill in the gaps in the text with the correct adjectives.
Listening script 3.1 – see pages 132 – 133
(3.1) (15 mins)
a Tell the students that they are going to listen to the recording again. Have them read the questions and ask them to make notes while the CD plays.
Unit 3 Inspiring architecture
25
(3.1) Listen again and answer these questions.
a Make quick notes on the following.
1 How the building was constructed
2 Opinions about the building
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 isn’t 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 I’d 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 …