🎨 السؤال بالخط الأزرق · الإجابة بالخط الأخضر. المرجع الوحيد: كتاب الطالب.
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Unit 1 · The Science of Nutrition
Module One · pages 16–30Lessons map
| # | Skill | Title | Page |
|---|---|---|---|
| 1 | Opener | Food Log Reflection | 17 |
| 2 | Reading | The Evolution of the Kuwaiti Diet | 18 |
| 3 | Grammar | Present Simple & Adverbs of Frequency | 20 |
| 4 | Listening | The Heritage Lunchbox | 21 |
| 5 | Speaking | International School Meal Systems | 22 |
| 6 | Writing | Smart Canteen Swaps | 23 |
| 7 | Reading | Personalised Nutrition | 24 |
| 8 | Grammar | Present Continuous & Order of Adjectives | 26 |
| 9 | Listening | The Mediterranean Secret | 27 |
| 10 | Speaking | Food Marketing | 28 |
| 11 | Writing | Mindful Eating | 29 |
L1 Opener: Food Log Reflection
What are the three categories of food in the food log?
Fuel: nutritious, energising food that makes you feel good · Treat: fun and tasty but not necessarily nutritious · Habitual: eaten out of boredom, stress or convenience.
What is a “Small Shift”? Give the three steps in the example.
A small, realistic swap (not a diet). Portion control: put some chips in a bowl, not eat from the bag · The Swap: swap chips with an apple or nuts · The Barrier: resist buying chips in bulk.
What are the two types of Nutrition Pledge?
Subtraction: stop or reduce an unhealthy habit · Addition: add something healthy. Tip: say “I am aiming to…” not “I must stop…” (avoid the all-or-nothing trap).
L2 Reading: The Evolution of the Kuwaiti Diet
What did the traditional Kuwaiti diet consist of, and why was it healthy?
Fresh fish, dates, rice and a few vegetables (what the sea and desert could bestow). It gave energy for diving and sailing, so food-related health problems were rare and obesity almost unknown.
What changed eating habits?
The discovery of oil and rapid development: supermarkets, restaurants and fast food (high in fat, sugar, salt); cars replaced walking and technology kept people indoors.
Which modern health problems are mentioned?
Obesity and diabetes, linked to inactive lifestyles, especially among teenagers.
What is the school programme and its results?
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Unit 2 · Choices & Change
Module One · pages 32–47Lessons map
| # | Skill | Title | Page |
|---|---|---|---|
| 1 | Opener | Sustainable Living | 33 |
| 2 | Reading | The Shagaya Renewable Energy Park | 34 |
| 3 | Grammar | Present Perfect Simple | 36 |
| 4 | Listening | Smart Homes, Smart Choices | 37 |
| 5 | Speaking | Powering a Greener GCC | 38 |
| 6 | Writing | Power With Purpose | 39 |
| 7 | Reading | Think Before You Throw | 40 |
| 8 | Grammar | 1st If Conditional & Modal Verbs | 42 |
| 9 | Listening | Rethinking Waste Worldwide | 43 |
| 10 | Speaking | Throw-away Culture | 44 |
| 11 | Writing | Habits for a Better World | 45 |
L2 Reading: The Shagaya Renewable Energy Park
What energy source does Kuwait rely on, and what is its effect?
Fossil fuels (oil and natural gas). They produce harmful emissions that add to air pollution and climate change.
What is the Shagaya Renewable Energy Park?
A national project in a desert area west of Kuwait City, managed by the Kuwait Institute for Scientific Research (KISR). It uses wind turbines (power of flowing air) and solar panels (convert sun’s light and heat into electricity).
What are its environmental aims?
Generate electricity from solar and wind instead of relying entirely on oil; reduce pollution and emissions; reach 15% renewable energy by 2030. These sources are sustainable because they do not run out.
How does the project help beyond energy production?
It develops expertise (engineers, researchers and students study the systems), supports innovation, raises awareness and makes Kuwait independent in energy production.
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Unit 3 · Exploring Heritage
Module Two · pages 48–63Lessons map
| # | Skill | Title | Page |
|---|---|---|---|
| 1 | Opener | Stamps That Tell Our Story | 49 |
| 2 | Reading | Cultural Ambassadors | 50 |
| 3 | Grammar | Non-Defining Relative Pronouns & Clauses | 52 |
| 4 | Listening | Stories Beyond the Walls | 53 |
| 5 | Speaking | Big Dreamers | 54 |
| 6 | Writing | Honour, Inspire, Remember | 55 |
| 7 | Reading | Can Technology Save Heritage? | 56 |
| 8 | Grammar | Past Simple & Past Continuous | 58 |
| 9 | Listening | Continuous Culture: Sadu Weaving | 59 |
| 10 | Speaking | Hidden Gems | 60 |
| 11 | Writing | Preserving Heritage | 61 |
L2 Reading: Cultural Ambassadors
| Mohammad Al Sharekh | Hamza Al Khayat | |
|---|---|---|
| Who | Kuwaiti businessman and creator in Arabic computing (born 1942, died 2024) | Famous Kuwaiti language expert and teacher |
| Work | Founded Sakhr Company in 1982: Arabic keyboards, automatic translation programmes, tools for reading/writing Arabic on computers; 90+ educational and cultural programmes; free online Arabic dictionary; digital collection of Arabic literature | Devoted 40+ years to teaching Arabic; director of the Linguistic Creativity Centre; creative way of teaching spelling; spelling encyclopaedia for primary students; Learn the Hamza with Hamza (15 years of research) |
| Impact | Local and international awards; his work still influences technology and Arabic learning | Made learning enjoyable and motivating instead of making students nervous |
L3 Grammar: Non-Defining Relative Clauses
A non-defining relative clause gives extra information
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Unit 4 · Citizenship
Module Two · pages 64–79Lessons map
| # | Skill | Title | Page |
|---|---|---|---|
| 1 | Opener | What Makes a Good Citizen? | 65 |
| 2 | Reading | Timeless Growth | 66 |
| 3 | Grammar | Reported Speech | 68 |
| 4 | Listening | An Address to the Nation | 69 |
| 5 | Speaking | The Golden Rule | 70 |
| 6 | Writing | The Digital Diwan | 71 |
| 7 | Reading | Law, Values, and Universal Citizenship | 72 |
| 8 | Grammar | Future & Countable/Uncountable Nouns | 74 |
| 9 | Listening | Living Monuments | 75 |
| 10 | Speaking | The Invisible Safeguard | 76 |
| 11 | Writing | National Duty | 77 |
L2 Reading: Timeless Growth (timeline)
| Period | Event |
|---|---|
| 17th century | Kuwait emerged as a centre for global trade; “Al-Kut” = a small fort built near the sea |
| 18th century | Grew into a well-known trading port; Al Sabah leadership provided stability |
| 19th century / 1899 | Pearl-diving and shipbuilding sustained growth; 1899 turning point — Sheikh Mubarak Al-Sabah (“Mubarak the Great”) |
| 1911 | Mubarak the Great established Al-Mubarakiya School — beginning of formal education |
| 1930s | Discovery of oil changed the nation’s path; funds for schools, hospitals, transport |
| 1961 | Full independence |
| 1962 | Sheikh Abdullah Al-Salem signed the Constitution |
What is Kuwait’s role today?
A key peacemaker and regional mediator, keeping its traditions alive while growing as a modern nation.
L3 Grammar: Reported Speech
Use: to report what someone else’s actual words were.
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Appendix · Language Bank & Verbs
Pages 93–97Language Functions Bank
| Function | Useful phrases |
|---|---|
| Introducing oneself | Good morning, my name is… · Allow me to introduce myself… |
| Expressing opinion | In my opinion… · Personally, I believe that… · From my point of view… |
| Expressing preferences | I prefer to… because… · The best thing about… · It is my favourite… |
| Advantages / disadvantages | A major advantage/disadvantage is… · The best… / the worst… |
| Giving reasons | For this reason,… · Because of… · Due to… · The main reason is… |
| Giving advice | I would advise you to… · If I were you, I would… |
| Giving suggestions | I suggest (that)… · The best option would be to… · We could try… |
| Comparing | Compared to this item, that one is… · Unlike this method, that method is… |
| Explaining steps | It all begins when… · This is followed by… · Once this is done,… |
| Agreeing / disagreeing politely | I strongly agree that… · I respect your opinion, but… · I see your point, however… |
| Describing problems / solutions | One major issue is… · The biggest challenge is… · One solution could be to… |
| Making predictions | It is likely that… · There is a good chance that… · I predict that… |
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