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المقدمة وخطة الكتاب (Introduction · Scope and sequence)
Over to You 11A · صفحات 3–8What the book provides
Who is the book for and what does it offer?
إظهار الإجابة
It is for Grade 11 students. It provides a wide range of topics and activities, broadens general knowledge and develops vocabulary. Students enjoy reading the Factfiles and Quote boxes.
How is the book organised?
إظهار الإجابة
It 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. (This part, 11A, contains Modules 1 and 2.)
What reference material is at the back of the book?
إظهار الإجابة
1) Grammar File: for difficulty or extra examples, or for revision before a test. 2) Function File: lists the functions in every unit. 3) Irregular Verbs List: base, past simple and past participle forms in alphabetical order. 4) Glossary: increases awareness of vocabulary, develops vocabulary and practises dictionary work. 5) A list of websites.
How each unit works
What are Outcomes?
إظهار الإجابة
A list at the beginning of each module of what students are expected to demonstrate («You will be able to: …») e.g. read an article about festivals · listen to a talk and a description · talk about abilities and achievements · discuss festivals · give a factual talk · present ideas and suggestions · write a report and an informal invitation. They relate to Reading, Listening, Grammar, Vocabulary, Speaking, Pronunciation and Writing.
What happens in Reading / Listening?
إظهار الإجابة
Each unit starts with an “opener” or discussion about the topic. First a short task while listening or reading, then a “Check your understanding” section with more detailed comprehension questions (listen or read several times for different tasks). After the text: critical thinking – students voice their own opinion. In the Think and Speak sections they can: recount personal experiences · speculate · discuss moral or cultural issues.
What do the Speaking and Writing pages include?
إظهار الإجابة
Speaking: practice to produce fluent and accurate speech; a Useful Language box at the bottom of the Speaking and Writing pages (e.g. Inviting: “I'm writing to invite you to …”, “We/I hope you can be here with us.”, “The celebration is at our house.”, “We/I look forward to seeing you.”). Writing: real-life skills such as e-mails, application forms, reports, letters and notes, and projects; planning and checking are important stages.
What do Vocabulary, Grammar and Pronunciation sections offer?
إظهار الإجابة
Vocabulary: new words in a grey “Words to remember” box and exercises such as matching, gap-filling, categorising, listing and identifying pictures. Grammar: example sentences from the texts, practice exercises and a reference to the Grammar File. Pronunciation: regular sections that give practice and guidance in areas of difficulty. Frequently-used English expressions are also taught.
What are “Focus on”, the Project and Literature Time?
إظهار الإجابة
Focus on: at the end of each module, a text about a Kuwaiti feature to discuss with the class, then a linguistic point to learn and apply. Project: at the end of each module, a real-life task applying the skills with peers. Literature Time: different forms of English literature – The Adventures of Huckleberry Finn (Mark Twain) and David Copperfield (Charles Dickens) – with comprehension checked in the Workbook.
What does the Workbook provide?
إظهار الإجابة
Closely linked practice of the Student's Book skills; regular Progress Tests; exercises in every module for self-assessment; and at the end of each module a Learning log (talk about what you find useful, easy and/or difficult). Revise difficult points using the Grammar File, Function File, Irregular Verbs List and Glossary.
Scope and sequence (Contents)
List the language skills in Unit 1 (Scope and sequence).
إظهار الإجابة
Reading: an article about two festivals; a short story; a timetable. Listening: descriptions of interesting festival experiences; a description of the Hajj. Speaking: festivals; the Hajj. Writing: a report about a festival. Functions: describing festivals; expressing preferences; expressing ability; agreeing / disagreeing; expressing opinions; sharing personal experience.
List the language skills in Unit 2 and Unit 3.
إظهار الإجابة
Unit 2: Reading a personal account; an e-mail · Listening descriptions of family celebrations; a short talk · Speaking family celebrations; a factual talk · Writing a list; an informal invitation. Unit 3: Reading a factfile; an article about the history of coffee houses · Listening a telephone conversation · Speaking meeting places; coffee drinking habits; a telephone conversation · Writing a conversation; a description of your favourite meeting place.
List the language skills in Units 4, 5 and 6.
إظهار الإجابة
Unit 4: Reading an article about effective listening; a formal letter of application · Listening a talk about the barriers to effective communication · Speaking characteristics of a good listener; means of communication; instructions for a digital camera · Writing an application form; a letter of application to a university. Unit 5: Reading an article about the history of writing · Listening the same article; an interview with a Kuwaiti poet · Speaking writing in different languages; the history of writing; an interview · Writing an essay about languages. Unit 6: Reading an article about using mobile phones; a factfile · Listening conversations about using mobile phones; instructions for using a mobile phone · Speaking different uses for mobile phones; a dialogue with question tags · Writing instructions for sending a text message.
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Unit 1: Festivals and occasions
Module 1 · Getting together · صفحات 10–15Opener · Kuwait Factfile
What does the Factfile say about Kuwait?
إظهار الإجابة
Population: 3.4 million (2009) · Capital: Kuwait City · Area: 17,820 sq km · Major language: Arabic · Currency: Kuwaiti Dinar (KWD) · Main exports: petroleum, petrochemical products, fertilizers and financial services.
Discuss: (a) Where are the two festivals taking place? (b) What is happening in each photo? (c) Which festival do you prefer? (d) Which Factfile facts did you know?
إظهار الإجابة
(حلّ نموذجي) a) Both in Kuwait – the Hala February Festival and the Qurain Cultural Festival. b) Hala: celebrations, shows and events with flags; Qurain: artists' performances and exhibitions. c) Personal opinion with a reason. d) Personal answer.
Reading: the two festivals
Skim the article: (a) When does each festival take place? (b) What does each celebrate? (c) Why is Hala February a patriotic celebration? (d) How does Qurain reward and honour artists? (e) What does each offer visitors?
إظهار الإجابة
a) Hala – spring (February), launched in 1999, coinciding with National Day (25 Feb) and Liberation Day (26 Feb); Qurain – annually from late November to early December. b) Hala – Arabian warmth and hospitality, culture, entertainment and shopping; Qurain – Kuwaiti culture and the arts. c) It coincides with National Day and Liberation Day and inspires a sense of patriotism for Kuwaitis and citizens of sister countries. d) Awards: “Appreciation” and “Encouragement” awards for disciplines such as engraving, short-story writing, translation and TV direction, plus a “Personality of the Year” award. e) Hala – culture, entertainment, shopping discounts, carnivals, raffles, contests, migratory birds and spring scenery; Qurain – concerts, exhibitions, film screenings, seminars and activities, free of charge.
Hala February Festival – key facts from the text
إظهار الإجابة
Perhaps Kuwait's most dazzling celebration; annual; combines cultural celebrations with a stream of colourful events; attracts many tourists, especially families from the Gulf; launched in 1999 and takes place in spring; the surrounding desert changes from scorched sands to a green canopy of blossoming flora; shops offer huge discounts (a shopping extravaganza) so it is an important economic event; in a decade it became a national and touristic phenomenon.
Qurain Cultural Festival – key facts from the text
إظهار الإجابة
Held annually from late November to early December; organised by the NCCAL (National Council for Culture, Arts and Letters); running for more than 15 years; the centre of cultural dialogue in Kuwait – artists gather from throughout the area; more guests from outside Kuwait every year; a multitude of concerts, exhibitions, film screenings; participation is free of charge; the awards show a commitment to nurturing Kuwaiti culture and provide an unrivalled platform for young composers, artists and writers.
Complete the sentences using the words (canopy, dazzling, discipline, extravaganza, gather, launch, multitude, nurture, patriotic, stream, unrivalled).
إظهار الإجابة
a) canopy · b) dazzling · c) patriotic · d) gathering (gather) · e) disciplines · f) unrivalled (حلّ نموذجي).
Grammar: modal verbs [can / could / be able to / manage to] (Grammar File pp. 66–67)
Which underlined verbs refer to general ability and which to ability on one occasion? (a) I can't drive… (b) I couldn't even see the people… (c) We couldn't afford to fly… (d) We couldn't speak the language very well. (e) …the train was able to start. (f) …he managed to start the engine…
إظهار الإجابة
General ability: a, c, d (can't drive; couldn't afford; couldn't speak the language very well). One occasion: b?, e, f (was able to start; managed to start). (حلّ نموذجي) Discussion: a) a = present; b–f = past. b) a, b, c, d are negative. c) «was able to» / «succeeded in» can replace «managed to».
Complete the story with could, couldn't or managed to.
إظهار الإجابة
(1) couldn't wait · (2) could hear · (3) managed to find · (4) couldn't hide · (5) could see · (6) managed to take (حلّ نموذجي).
Intensifiers [quite, really, very, a little, pretty, brand, fairly, extremely, absolutely]
Add an intensifier: (a) You must be good at organising your time. (b) They are preoccupied today. (c) He is my best friend. (d) That was a good book.
إظهار الإجابة
a) You must be really good at organising your time. b) They are quite preoccupied today. c) He is my very best friend. d) That was a really good book. (Examples in the book: It's quite hot today · I am a little tired · You are absolutely right · They got a brand new car.)
Phrasal verbs with go
Look up the meanings of the verbs in italics: (1) went out (2) went on (3) went off (4) going away (5) gone up (6) go without
إظهار الإجابة
1) went out: stopped burning/shining. 2) went on: continued. 3) went off: made a noise / rang. 4) going away: leaving home for a holiday/trip. 5) gone up: increased. 6) go without: manage without something (حلّ نموذجي بحسب القاموس). Questions: why do fires go out? (no air/fuel) · what makes car alarms go off? (movement/touch) · why do prices go up/down? (demand/supply) · what happens if you go without food? (you get hungry / weak).
Pronunciation: Elision (1.1)
Which letters can't you hear? (a) We wanted to go… (b) We couldn't afford… (c) Everybody got off… (d) I didn't want to wait… (e) The children danced down some stairs…
إظهار الإجابة
a) wanted to → «wanna»: the -ed in wanted is not heard (the book marks want(ed)). b) couldn't afford → the t in couldn't is lost (couldn'afford). c) got off → the t joins/is dropped (go'off). d) didn't want → the t in didn't is lost. e) danced down → the d of danced is lost (حلّ نموذجي؛ يُتحقق بالاستماع).
Listening 1.2: three festivals
Match words with meanings: a intricate · b festivity · c commemorate · d buzzing · e Tibetan · f fantastic · g carnival
إظهار الإجابة
a–4 (very complicated or detailed) · b–1 (a period of public celebration that takes place at a regular time each year) · c–6 (to mark or celebrate a special occasion) · d–7 (an atmosphere of excitement) · e–3 (someone or something that comes from Tibet) · f–2 (imaginative or fanciful; extraordinary) · g–5 (the celebration of something in a bubbly and exuberant way).
True or False (Speaker 1: a, b · Speaker 2: c, d · Speaker 3: e, f). Statements: a) National Day is celebrated annually on 26 February. b) The speaker normally spends the day with their family. c) The small decorated vehicle is called a “float”. d) People come from all over the world to see the festival. e) Sand pictures are made for children to keep as souvenirs. f) Losar is a religious festival.
إظهار الإجابة
الإجابات تُستخرج من التسجيل الصوتي (نصه غير مطبوع في الكتاب). ملاحظة من الكتاب نفسه: Hala festival يتزامن مع National Day في 25 فبراير و Liberation Day في 26 فبراير، لذا (a) تحتاج تدقيقًا من التسجيل. (حلّ نموذجي: c T، e F، f T؛ والباقي من التسجيل).
Discuss in pairs/groups: festivals in Kuwait, how many people attend, new vs. traditional festivals, “Festivals are a celebration of our relationship with the world we live in”, how festivals benefit society.
إظهار الإجابة
(حلّ نموذجي) Kuwaitis celebrate National Day, Liberation Day, Eid, and the Hala February and Qurain Cultural Festivals. Newer festivals (e.g. founded in the last century) focus on shopping, entertainment and culture, while traditional ones are religious/seasonal. Festivals benefit society by bringing people together, boosting the economy and tourism, preserving culture and nurturing artists.
Discussing religious occasions · the Hajj (1.3)
Listen to a description of the Hajj and note phrases for personal experience; answer: why is the Hajj important? did the speaker predict his experience? what is “a sea of white cloth”?
إظهار الإجابة
(من التسجيل) Phrases of personal experience are collected while listening. Hajj is important because it is one of the Five Pillars of Islam (حلّ نموذجي). «A sea of white cloth» = the huge crowd of pilgrims all wearing white ihram clothes (حلّ نموذجي). Vocabulary box: bubbly, chain, commemorate, embark, exuberant, fanciful.
Pair work: one has just returned from the Hajj, the other is preparing for next year. Share preparations and experiences.
إظهار الإجابة
(نشاط شفهي) Use personal descriptions, e.g. “When I first saw the Kaaba I couldn't hold back my tears.” / “I'm going to embark on the journey next year; I have already prepared my documents.”
Writing/Speaking: a report about a festival
Invent a festival for your area. One partner writes a report (preparation, the event, after the festival); the other writes as a visitor. What is the model timetable?
إظهار الإجابة
Model: “Weaving Festival” timetable – BOOK VENUE · ORDER WEAVING MATERIALS · MAKE POSTERS TO ADVERTISE · HIRE TABLES AND CHAIRS · INSTALL THE WEAVING EXHIBITION · HIRE LOCAL MUSICIANS · CONFIRM ALL BOOKINGS · PREPARE THE VENUE; GET MATERIALS READY · THE FESTIVAL · CLEAN THE VENUE; THANK THE MUSICIANS; TAKE DOWN THE EXHIBITION.
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Unit 2: Family celebrations
Module 1 · Getting together · صفحات 16–21Opener and listening (2.1)
Opener: Who are the people in the photos? What is happening? When do members of your family meet?
إظهار الإجابة
(حلّ نموذجي) Family members at a celebration; they meet at Eid, weddings, birthdays and on Fridays.
Listening 2.1 – three speakers describe a recent family celebration: (a) What occasions? (b) Who are the speakers? Then detailed questions (Speaker 1: brother's age gap, venue; Speaker 2: three activities, family gathering on Friday evenings, why food matters; Speaker 3: what the old school friend said, why it is a personal milestone).
إظهار الإجابة
الإجابات من التسجيل (نصه غير مطبوع). من المفردات المرافقة: close-knit, eldest, formal, get-together, hold, milestone, swap, touching.
Complete with the correct form of: [give / swap / host / make]: (a) We decided to ___ a special celebration for our brother. (b) …you have to ___ places from time to time. (c) The man's eldest son ___ a short speech… (d) Everyone ___ a card…
إظهار الإجابة
a) host · b) swap · c) made · d) gave (حلّ نموذجي؛ الكلمة الأولى في الصندوق مشوّهة في الطباعة).
Pair work: describe a family celebration (place, people, food and drink, clothes). Is it important for families to meet on important occasions?
إظهار الإجابة
(نشاط شفهي) Yes – meetings strengthen family ties and keep traditions alive. Quote in the book: Joyce Brothers (اسم قائل الاقتباس كما ورد).
Grammar: simple past and past perfect (Grammar File p. 67)
Text: “Grandmother celebrates her return from Hajj” – what happened?
إظهار الإجابة
Yesterday we celebrated our grandmother's return from the Hajj. After we had collected her from the airport, Grandma explained that she had always dreamed of travelling to Makkah and had finally achieved her life-long aim. As soon as we had eaten a long breakfast we invited our close family for a special meal. Mum had decorated the house in anticipation of her arrival. Grandma gave us gifts, then we tucked in to a large lunch of curry, fresh fruit and vegetables. By the time we finished the meal, Grandma had begun to tell us about her experience in Makkah. Once she had answered all our questions, we gave her some well-deserved breathing space.
Underline the sentence in which the past perfect verb explains something. Then complete with the correct past forms: (a) They ___ (watch) the film although they ___ (already see) it three times. (b) The air conditioning ___ (break), so we all ___ (feel) uncomfortable. (c) He ___ (never eat) Kuwaiti food before, but he really ___ (enjoy) it. (d) The next morning the streets ___ (be) dusty because there ___ (be) a sandstorm.
إظهار الإجابة
Explaining sentence: «Mum had decorated the house in anticipation of her arrival.» a) watched · had already seen · b) had broken · felt · c) had never eaten · enjoyed · d) were · had been.
Complete with explanations in the past perfect: (a) No sooner had Ahmed woken up than… (b) Hardly had Hamad arrived at school when… (c) Jaber couldn't afford to go to the theatre because he… (d) As soon as Jumana missed the bus, …
إظهار الإجابة
(حلّ نموذجي) a) …the phone rang. b) …the bell rang. c) …had spent all his money. d) …she realised she had left her bag at home. Book example: «By the time I went to bed yesterday, I had been to school, done my homework, watched TV and sent an e-mail to my friend.»
Vocabulary: derivatives and compound nouns
Make compound nouns: lunch/father/…; (a) lunch+time (b) birth+day (c) tea+pot (d) grand+father (e) fire+works (f) neck+lace (g) free+lance
إظهار الإجابة
a) lunchtime · b) birthday · c) teapot · d) grandfather · e) fireworks · f) necklace · g) freelance (القوائم: lunch, birth, tea, grand, fire, neck, free + father, works, day, time, lace, lance, pot).
Add the suffixes -ion, -or, -ant or -al to: celebrate, decorate, congratulate, collect, participate, arrive, invite, visit
إظهار الإجابة
celebration · decoration / decorator · congratulation · collection / collector · participation / participant · arrival · invitation · visitor (حلّ نموذجي).
Which meaning fits the italic word? (a) head (b) class (c) rest (d) simple (e) form
إظهار الإجابة
a) head – 2 leader · b) class – 1 social group · c) rest – 1 part of something that is left · d) simple – 2? natural, not complicated · e) form – 1 style; kind (حلّ نموذجي؛ الجمل: «The head of the clan has five sons», «upper class family», «I'll have to leave the rest», «a very simple life», «a form of exercise»).
Pronunciation: same word – different pronunciation
How do you pronounce close in “I live close to the city centre” and “Please close the door”? What about wind, live, desert, interior, lives?
إظهار الإجابة
close (adj. /kləʊs/) near vs close (verb /kləʊz/); wind /wɪnd/ (air movement) vs wind up /waɪnd/; live /lɪv/ (verb) vs /laɪv/; desert /ˈdezət/ (noun) vs /dɪˈzɜːt/ (verb: abandon); lives /lɪvz/ (verb) vs /laɪvz/ (plural noun) (حلّ نموذجي).
Writing: an informal invitation
Read Amal's e-mail to Noura: (a) When and where is the celebration? (b) Why? (c) What will it include?
إظهار الإجابة
a) Next Thursday at Amal's house (arrive by 7 o'clock). b) It is the end of her sister Khaleda's university course in France and she is coming home for good – the first time they have seen her for a year. c) A big feast prepared by Mum; Amal will read a poem she composed; Dad will show on a video projector a film of important moments of Khaleda's life.
Plan and write: (a) paragraph plan (b) your own e-mail (170–200 words). What do you check afterwards?
إظهار الإجابة
Plan: 1 reason for writing and invitation · 2 details of the occasion (why, who is invited) · 3 programme · 4 time and place/directions · 5 request to reply, closing. Checking: spelling, grammar, punctuation; exchange e-mails and check it tells the occasion, date and time, and place.
Speaking: giving a “factual” talk (2.3)
Topics possibly included in the talk about the Australian Aborigines: history · music · traditional lifestyle · appearance · situation today · treatment by Europeans
إظهار الإجابة
يحدَّد من التسجيل. Steps for your own talk: choose a group (e.g. nomads, university students, fishermen) · find information · note key facts (where they live, how they live now, where they were from originally, traditional way of life, how it is changing) · write short sentences · give the talk; others do not interrupt but ask questions afterwards.
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Unit 3: Meeting places
Module 1 · Getting together · صفحات 22–27Factfile: Coffee
Opener: Where do people meet in Kuwait? (think of mothers with young children, older people, business people; different times of day and year). Which Factfile facts did you know / impressed you / appear in the article on page 23?
إظهار الإجابة
(حلّ نموذجي) In cafes, malls, parks, diwaniyas, sports clubs and at home. Facts also in the article: coffee first came from Ethiopia and spread to Arab countries; the first London coffee house opened in 1652.
Reading: Coffee houses
Who opened the first coffee house in London? What kind of people went to coffee houses at first?
إظهار الإجابة
It was opened in 1652 by Pasqua Rosee, from Smyrna in Turkey. At first coffee houses were mainly for businessmen, writers, politicians and scientists – and only men went, because people thought coffee was bad for women's health.
What was a coffee house like 300 years ago?
إظهار الإجابة
For the price of a cup of coffee people could read newspapers, catch up on the news, listen to scientific lectures, do business or chat. They were pleasant, calm places with bookshelves, mirrors, pictures and good furniture where people talked cordially; whoever started a quarrel had to buy coffee for everyone. Like today's websites, they were exciting but information might not be accurate. Servants passed on news about politicians.
How did coffee spread?
إظهار الإجابة
First grown in Ethiopia (people chewed the beans) → Arab countries, where it became popular because of its taste and the energy it gave when people felt sleepy → during the next hundred years to other western European countries, where at first it was drunk as a medicine, then became a social drink.
What does the text say about coffee in Kuwait?
إظهار الإجابة
Serving and drinking coffee are at the heart of Kuwait's famous hospitality. In the “Diwaniya” conversations, discussions and transactions take place over delicious Kuwaiti coffee. A guest's cup is never empty; only when the guest tips the empty cup from side to side does the host stop refilling it with hot black coffee. The beans are ground with cardamom seeds, giving a distinctive fragrance. Coffee is still central to how people work, relax and socialise.
True or False? (a) People first drank coffee in Ethiopia. (b) Coffee became popular in Arab countries because it helped people to sleep. (c) Coffee was first brought to England by someone from Turkey. (d) Coffee is an insignificant part of Kuwaiti hospitality. (e) There were frequent arguments and fights in London's coffee houses. (f) In Europe people used coffee as a medicine before it was a drink.
إظهار الإجابة
a) True (chewed beans in Ethiopia – “first grown in Ethiopia”, حلّ نموذجي) · b) False – it gave them more energy when they felt sleepy · c) True – Pasqua Rosee from Smyrna, Turkey · d) False – it is at the heart of Kuwaiti hospitality · e) False – coffee houses were calm and quarrellers had to buy coffee for everybody · f) True – in western Europe at first people drank it as a medicine.
Match: a accurate · b chew · c furniture · d lecture · e medicine · f spread
إظهار الإجابة
a–4 correct/truthful · b–6 break up food in your mouth before you swallow it · c–5 chairs and tables are examples · d–1 educational talk about a particular subject · e–2 liquid or pills doctors give to ill people · f–3 move from one place to another.
Grammar: third conditional (Grammar File p. 68)
What tenses are used in: (a) If we meet on Tuesday, we will go… (b) If they closed all the coffee shops, we wouldn't have anywhere to socialise. (c) If I were in charge of the football stadium, I'd allow people to watch matches for free. In which does the speaker think something is unlikely / never going to happen / likely?
إظهار الإجابة
a) first conditional: present simple + will (likely to happen). b) second conditional: past simple + would (unlikely). c) second conditional with «were» + would (unlikely/imaginary; c is the one where it is impossible/hypothetical). (حلّ نموذجي: unlikely = b; never going to happen = c; likely = a.)
Third conditional sentences: (a) If there had been an Internet cafe in the plaza, we would have found it. (b) If Mum hadn't baked a cake, I wouldn't have enjoyed my birthday. (c) If we had stopped going to the book club, we wouldn't have stayed friends for so long. – What actually happened?
إظهار الإجابة
a) There was no Internet cafe; they did not find it. b) Mum baked a cake; he enjoyed his birthday. c) They did not stop going; they stayed friends. The verb forms: if + past perfect (had + past participle), would/wouldn't + have + past participle. They talk about the past, about unreal situations that can't be changed – unlike the first conditional (likely future) and second (unlikely present/future).
Complete: (a) If Ahmed ___ (not eat) so much food at the party, he ___ (not become) so ill. (b) If she ___ (not visit) her family in Kuwait City, she ___ (not see) her cousins before the summer holiday. (c) If they ___ (not buy) a ticket for the concert, they ___ (not be) able to get the singer's autograph.
إظهار الإجابة
a) hadn't eaten · wouldn't have become · b) hadn't visited · wouldn't have seen · c) hadn't bought · wouldn't have been.
Write two third-conditional sentences for each of three pictures.
إظهار الإجابة
(حلّ نموذجي) If I had set my alarm, I wouldn't have been late. · If it hadn't rained, we would have gone to the park. · If they had studied harder, they would have passed the exam.
Vocabulary and pronunciation
Choose the correct verb: (1) I often spend hours arguing / chatting / conversing to my friends. (2) discuss / speak / talk your future plans with your parents. (3) Best friends should not argue / discuss / talk with each other. (4) A scientist is here to chat / speak / tell to us about his subject. (5) Can you say / talk / tell me your e-mail address?
إظهار الإجابة
1) chatting · 2) discuss · 3) argue · 4) speak · 5) tell. (b) How long do you spend chatting to your friends on the phone? Who do you discuss your plans with? Do you ever argue with your friends? (حلّ نموذجي)
If people feel sleepy, they need to sleep. What do they need to do if they feel: worried / bored / weary / lonesome / irritated / sickly?
إظهار الإجابة
worried – talk to someone / relax · bored – find something interesting to do · weary – rest · lonesome – spend time with friends · irritated – calm down / take a break · sickly – see a doctor / rest (حلّ نموذجي).
What is the difference in meaning between: a cup of coffee / a coffee cup; a pot of tea / a teapot; a box of matches / a matchbox; a carton of milk / a milk carton?
إظهار الإجابة
«A cup of coffee» = a cup with coffee in it (the contents); «a coffee cup» = a cup used for coffee (the container, which may be empty). Same pattern: a pot of tea (tea inside) / a teapot (a pot for making tea) · a box of matches (matches inside) / a matchbox (the box itself) · a carton of milk (milk inside) / a milk carton (the container).
Pronunciation – stress in phrases (3.1, 3.2): a carton of milk · a cup of coffee · a box of matches · a glass of water · a piece of paper · a bar of chocolate
إظهار الإجابة
The stress falls on the content words: carton of milk · cup of coffee · box of matches · glass of water · piece of paper · bar of chocolate; «of» is unstressed (حلّ نموذجي).
Speaking, listening (3.3) and writing
Pair work: Where do you meet your friends? Is there a place you would like to meet but cannot? Role-play: each invites the other to an event. Discuss coffee and other popular beverages in Kuwait. Write a paragraph about your favourite meeting place.
إظهار الإجابة
(نشاط شفهي/كتابي) Sample dialogue: A: “I was wondering if you'd like to come to the plaza on Thursday?” B: “That'd be great. What time?” … Paragraph: describe the place, what you do there, why you like it.
Listening 3.3: telephone conversation arranging to meet next week – where, what day and time, what to do. Student A notes suggestions; Student B notes agreeing and rejecting phrases.
إظهار الإجابة
الإجابات من التسجيل. الصياغات المساعدة في الصندوق أدناه.
How should the telephone role-play be done?
إظهار الإجابة
Note three times next week when you could meet (e.g. Tuesday morning; Thursday afternoon), two or three possible places (e.g. the cafe in the plaza) and two or three things to do (have a coffee; go to the theatre). Decide who calls; sit back to back; use the Useful Language box; then change roles and arrange a very short meeting later today.
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Focus on: Meeting friends in Kuwait · Project 1: Creating a festival leaflet
Module 1 · صفحات 28–30Focus on: The Diwaniya
What is a Diwaniya and where does the name come from?
إظهار الإجابة
Diwaniyas are informal social gatherings, usually of Kuwaiti men, at which people meet to discuss issues ranging from business to football and from politics to literature. Diwaniya literally means a place of assembly; the name originates from the Arabic word diwan, the office in which the Amir meets and talks with his subjects.
How has the Diwaniya changed?
إظهار الإجابة
Nowadays Diwaniyas serve many purposes – family, public and even political meeting places. Traditionally it was held in a large tent with cushions to sit on, whereas now it is common to find permanent structures built specifically for a Diwaniya.
What is the role of family Diwaniyas?
إظهار الإجابة
They play a vital role in reinforcing strong ties between extended families. In the 18th century major families set up an extension to the main house to meet guests and discuss important issues; weddings and funerals for the male side were held there too. The main room is often U-shaped, with the family elders seated at the head to meet guests and direct discussion; many major families have built and named public Diwaniyas.
What is the political and social function of the Diwaniya?
إظهار الإجابة
Some politicians hold Diwaniyas for their constituents – citizens talk to their MP face-to-face (practical and social). Politicians use it in campaigns to meet and court voters. The tradition dates back to the first Amir, HH Sabah the First, who visited many Diwaniyas to learn of public grievances; the current Amir and other dignitaries continue it.
Are Diwaniyas only for men?
إظهار الإجابة
They are normally an exclusively male gathering, but women often hold their own gatherings simultaneously. Diwaniyas preserve the time-honoured culture of Kuwait – “a cherished tradition, as important today as ever”.
Language focus: the use of commas after adverbs and conjunctions
Write a sentence beginning with an adverb; write a sentence beginning with Although.
إظهار الإجابة
(حلّ نموذجي) Traditionally, Kuwaiti families hold their Diwaniyas in large tents. · Although the Diwaniya is mainly for men, women hold their own gatherings.
Project 1: Creating a festival leaflet
Stage 1 – What makes a good leaflet? Compare the Green Festival and the Lantern Festival 2010 leaflets.
إظهار الإجابة
Green Festival: the nation's premier sustainability event – more than 125 authors, leaders and educators, how-to workshops, cutting-edge films, activities for kids, vegetarian cuisine, live music, a marketplace (cotton clothing, Fair Trade gifts, kitchen tiles from renewable resources); aim: finding solutions to make our lives healthier socially, economically and environmentally; produced by two nonprofit organisations (www.globalexchange.org). Lantern Festival 2010: in Chinatown on 28 February 2010, marking the last day of the Chinese New Year season; feature lanterns imported from China, a performance by 10 acrobats, the Lantern Riddle game with prizes, food stalls and picnic with a candle-lit paper lantern, free entertainment, dumplings. A good leaflet gives as much information as possible in little space, looks attractive, and persuades people to attend (حلّ نموذجي للمقارنة).
Stage 2 – Get quick information (answer without checking back).
إظهار الإجابة
Who will take part in Green Festival? – authors, leaders, educators, business and community leaders. Schedule: workshops, films, activities for kids, food and music. Aims: to find solutions for healthier lives and restore the planet; share skills and create positive change. Lantern Festival: held on the last day of the Chinese New Year season (28 Feb) to mark it; it consists of lanterns, acrobats, riddle game, food stalls and picnics. Personal opinion for the rest.
Stage 3 – Plan a leaflet: what should it include? Stage 4 – Create and present it.
إظهار الإجابة
Include: What is the festival for? Where? When? Main features? Who is it suitable for? What is unique? Add persuasive language – expressions (these phenomenal festivities; the one and only; a grand opportunity), verbs (join; enjoy; experience; don't miss), adjectives (unique; cutting-edge; phenomenal; breathtaking). Stage 4: create the leaflet, hand out copies, give a short presentation; classmates ask questions and give feedback.
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Unit 4: Communicating
Module 2 · Communication · صفحات 32–37Opener: the good listener
What are the characteristics of a good listener?
إظهار الإجابة
(من مقال الوحدة) Listens openly and with empathy; practises supportive (two-way) listening; asks for paraphrases and repetitions; listens between the lines; neither controls the conversation nor interrupts; doesn't react to emotional words but interprets their purpose; doesn't judge before comprehending.
Reading: Communication Breakdown
What is the most common communication problem according to the article? How would you deal with it?
إظهار الإجابة
A major source of communication problems is defensiveness: when people feel threatened they try to protect themselves. A skilful listener is aware of the potential for defensiveness and makes the adjustments needed during conversations.
Why is empathy essential for healthy communication? What does “listening between the lines” mean?
إظهار الإجابة
Effective communication is an essential component of healthy relationships; being a good, patient listener helps solve problems and lets you see the world through others' eyes, enhancing your capacity for empathy. «Listening between the lines» means paying attention to what is meant but not said openly (the hidden message behind the words) (حلّ نموذجي).
What does the proverb in the last line mean?
إظهار الإجابة
«Listen or your tongue will keep you deaf» (Native American proverb): if you only talk and never listen, you cannot learn; listening to others' wisdom increases your own.
Key facts in the first paragraphs
إظهار الإجابة
On average people spend over 75% of their time in interpersonal situations, so poor communication is at the root of many personal problems. Effective communication needs specific strengths, especially listening skills.
Listening 4.1 and vocabulary
(4.1) What four barriers to effective communication does the speaker mention? What four factors cause poor listening skills? Which barrier is most important?
إظهار الإجابة
الإجابات من التسجيل (نصه غير مطبوع). Words to remember: adjustment, assumption, block out, capacity, defensiveness, distraction, empathy, enhance, interlocutor, non-verbal.
Complete with an adjective from the box: intimidating, interpersonal, skilful, talkative, effective, supportive, threatened, one-way, valuable. (a) Mr Faisal's speech was very ___ in encouraging the progress of his employees. (b) There is interaction between the two companies; therefore it isn't a ___ communication. (c) …good ___ skills to work as a sales clerk. (d) My parents have been extremely ___ of my decision… (e) …our time is too ___ to be wasted… (f) …he was a ___ writer. (g) …the private companies felt ___.
إظهار الإجابة
a) effective · b) one-way · c) interpersonal · d) supportive · e) valuable · f) skilful · g) threatened (talkative and intimidating are extra) (حلّ نموذجي).
Grammar: articles [a, an, the] (Grammar File pp. 69–70)
Add a / an / the where necessary: (a) If I'm writing to (1) ___ friend, I prefer letters. (b) …just click (2) ___ reply button on your phone. (c) …find (3) ___ pen – sometimes (4) ___ pen doesn't write. (d) …put it in (5) ___ envelope, stick (6) ___ stamp on (7) ___ envelope and take it to (8) ___ post box. (e) I'm (9) ___ accountant and I deem traditional letters to be (10) ___ most courteous way of getting in touch with (11) ___ clients.
إظهار الإجابة
(1) a · (2) the · (3) a · (4) the · (5) an · (6) a · (7) the · (8) the · (9) an · (10) the · (11) – (no article) (حلّ نموذجي؛ يُراجع بالتسجيل 4.2).
Correlative and subordinating conjunctions (Grammar File p. 127)
How are both … and / neither … nor / either … or used?
إظهار الإجابة
The film was neither well-made nor well-acted. · Both Jim and Tom play football. Neither … nor joins negative ideas and is the opposite of both … and (it means “also not”). I can either visit our neighbours or talk to them on the phone: either … or is positive and means one or the other, this or that.
How do we express contrast (but, although, however, in spite of)?
إظهار الإجابة
but: I don't like most sweet food, but I love chocolate. · although: Although it was raining, they went on a picnic. · however: The children had a lovely day. However, they arrived home very sunburnt. · in spite of: In spite of not being able to swim, she survived for almost an hour in the sea.
Add the contrast word: (a) We'd love to stay for dinner, ___ we have got to get going. (b) They decided to stay in the area, ___ their problems with the local residents. (c) There were many people ___ the hotels were not equipped to handle them.
إظهار الإجابة
a) but · b) in spite of · c) although (حلّ نموذجي).
Group talk: best and worst things about text messages; your preferred means of communication; other means in Kuwait; instructions for taking a photograph with a digital camera.
إظهار الإجابة
(نشاط شفهي) Sample instructions: First, switch on the camera. Then look through the viewfinder or the screen and press the button halfway to focus. Finally, press it fully to take the photo.
Vocabulary: quantity words and place names with “the”
Match a quantity word from List A (bar, grain, item, lump, pane, piece, slice) with List B (bread, cake, cheese, chocolate, clothing, advice, glass, information, lemon, news, rice, salt, sugar, toast). Then complete: (2) I read an interesting ___ about volcanoes… (3) Can I give you a ___? I think you owe him an apology. (4) …two ___ with butter and honey. (5) I take a ___ to school in case I get hungry.
إظهار الإجابة
Matches: a bar of chocolate · a grain of rice/salt/sugar · an item of clothing/news · a lump of sugar · a pane of glass · a piece of advice/information/news/cake · a slice of bread/cake/cheese/lemon/toast. Sentences: 2) item/piece of news (information) · 3) piece of advice · 4) slices of toast · 5) piece/bar of chocolate (حلّ نموذجي).
Which types of place names are used with “the”? (Sentences 1–7)
إظهار الإجابة
With the: countries made of several parts (the United Arab Emirates, the United Kingdom); rivers (the Nile, the Volga); mountain ranges (the Himalayas); seas and oceans (the Mediterranean Sea, the Caspian Sea, the Gulf); groups of islands (the West Indies). Without the: continents/most countries (Japan, Africa, Europe, Kuwait), single mountains (Everest), islands (Malta, Jamaica), towns and cities (London, Kingston). Write your own sentences about places in Kuwait, e.g. “Kuwait City is on the Arabian Gulf.”
Pronunciation: stress in verb / noun words
Where is the primary stress in comment (n./v.), report (n./v.), decrease (n./v.), insult (n./v.)?
إظهار الإجابة
Nouns stress the first syllable: COMment, DEcrease, INsult, REport (حسب نمط الكتاب)؛ verbs stress the second: comMENT, deCREASE, inSULT, rePORT. Sentences: The diva received flattering comments · The review commented that the book was meticulously written · The company's annual report was discouraging · It was reported that the fire was an accident · The decrease in sales has worried the salesmen · The demand… has decreased sooner than expected · The employer's insult to his employees was unfair · He was insulted very harshly.
Reading and writing: a formal letter of application
Read Dr Faisal Assaif's letter (10 April 2009): (a) purpose (b) who to / by (c) why is Faisal applying?
إظهار الإجابة
a) To offer his services as a surgeon in the new hospital being built, in response to an advertisement in the Kuwait Times. b) Written by Dr Faisal Assaif to “Dear Sirs”. c) The main motive: he has decided to return to his home country and reside there permanently with his family; he believes the hospital has an excellent reputation in surgery and other fields of medicine and would give him more experience.
What details does the letter give about Faisal?
إظهار الإجابة
31-year-old Kuwaiti living in Greenwich Village, New York; graduated from Columbia University with a doctorate in cardiac surgery; for the past three years working in a hospital in New York; before that, extensive surgery training for about six months. He encloses his curriculum vitae and an attestation of his doctorate, suggests an e-mail (Faisal.A@medicalmail.com), thanks them in advance and looks forward to a personal interview. Ends “Yours faithfully”.
What makes the letter formal? Give examples of full verb forms and formal words/phrases.
إظهار الإجابة
It uses full verb forms (no contractions): I am, I have decided, I wish, I have been working; formal phrases: In response to your advertisement · I wish to offer my services · The main motive · I am enclosing/I suggest that you send me · In case additional information is required · Thank you in advance for your attention · I look forward to the pleasure of a personal interview · Dear Sirs … Yours faithfully. Other ways to start/finish: Dear Sir or Madam … Yours sincerely (if you know the name) (حلّ نموذجي).
University application form and letter plan
إظهار الإجابة
Form sections: 1 Personal details (title, surname, first names, address, postcode, telephone, e-mail) · 2 Details of the course(s) (title, code, module, full/part time) · 3 Academic qualifications (subject, qualification, grade, dates) · 4 Other relevant information. Letter paragraphs: 1 Purpose for writing / course applied for · 2 Personal qualifications and experience · 3 Reason for applying to that university · 4 Enclosure (papers attached) · 5 Conclusion (thanking). Write 170–200 words.
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Unit 5: Writing
Module 2 · Communication · صفحات 38–43Opener
Discuss: What did you find most difficult when you started to write in English / in your own language? Imagine a world without writing. Will humans one day have a single writing system? Which kinds of writing (pictures a–e) are the oldest and which the most recent?
إظهار الإجابة
(حلّ نموذجي) Spelling and handwriting are difficult. Without writing people would pass information orally, by pictures or by memorised stories. Oldest types: pictograms and hieroglyphics; most recent: alphabets such as the Roman alphabet. The opener pictures show writing systems from different countries (names to be written under arrows a–e).
Reading 5.1: The history of writing
Where and when did writing start, and how did it develop?
إظهار الإجابة
Human beings have been writing for over five thousand years. It started in Mesopotamia in about 3000 BCE, when people developed a kind of writing to document and pass on information. They used pictograms mainly to communicate economic information (agriculture, financial matters). Gradually the pictures became cuneiform symbols inscribed on blocks of clay with reeds. Only certain people could write – professional writers called scribes wrote about quotidian life and trade. About the same time another picture system, hieroglyphics, developed in Egypt.
What does the text say about Chinese writing?
إظهار الإجابة
In about 1500 BCE Chinese scribes started writing on tortoise shells using characters similar to those still used today. Characters represent words, so people must learn thousands of characters before they can read even a simple story. Traditionally the Chinese write with a brush and ink.
What does it say about the Phoenician and Roman alphabets?
إظهار الإجابة
The Phoenicians invented writing based on an alphabet – a system in which each letter represents a sound and letters combine to make words. The Roman alphabet, which has twenty-six letters, is an ameliorated (improved) form of the Phoenician alphabet. Most European countries have used it since they were part of the Roman Empire two thousand years ago.
What does it say about Arabic?
إظهار الإجابة
Written Arabic has been used since the 4th century CE; it is the second most widely used alphabet in the world; used throughout the Arab world and the basis of Malay, Urdu and Turkish writing. Unlike Roman-alphabet systems it is written from right to left and has twenty-eight letters. Like Chinese, Arabic writing is a precious art form as well as a practical method of communication.
Complete the sentence endings: 1 Pictograms were mainly used … 2 The Chinese writing system is very difficult because … 3 The Arabic alphabet differs from the Roman alphabet in that …
إظهار الإجابة
1 – c (for communicating economic information) · 2 – b (every character represents a word) · 3 – b (it is written from right to left).
Grammar: present perfect simple and continuous; for / since (Grammar File pp. 71–72)
Match: a My family has lived in … b The garden has been his … c I've had writer's block … d Hussein has been talking … e Literacy levels have been …
إظهار الإجابة
a–5 this neighbourhood since 2005 · b–1 pride and joy since he bought the house · c–4 since my last novel was published · d–2 to his brother on the telephone for over an hour · e–3 rising consistently since 1990.
What is the difference between “I've written three letters this morning” and “I've been writing letters all morning”; “He's just played tennis” and “He's been playing tennis for several years”?
إظهار الإجابة
Present perfect simple (have/has + past participle) describes a finished action / its result (three letters done; just played). Present perfect continuous (have/has been + -ing) describes an activity over a length of time, still continuing or just stopped (all morning; several years).
Choose the right form and for / since: (a) The Chinese have drawn / been drawing characters for / since 1500 BCE. (b) By the age of 15 Chinese students have acquired / been acquiring over 3000 characters. (c) Omar has lost / been losing his pen… He's looked / been looking for it all evening. (d) Reem has been reading for / since the age of three. She has read / been reading two or three books a week for / since several years now. (e) European countries have used / been using the Roman alphabet for / since 2000 years.
إظهار الإجابة
a) have been drawing · since · b) have acquired · c) has lost · has been looking · d) has been reading · since · has been reading · for · e) have been using · for (حلّ نموذجي).
Complete so they are true for you: I've been learning English … / This week I've written … / In this lesson we've … / This year in English lessons our class has … / Since I started learning English I've …
إظهار الإجابة
(حلّ نموذجي) I've been learning English for ten years. · This week I've written two paragraphs. · In this lesson we've studied the present perfect. · This year our class has read an article and written a report. · Since I started learning English I've learned a lot of new words.
Vocabulary: ways of writing and opposites
Complete using draw, paint, inscribe, write + brush, clay, ink, paper, pen, pencil.
إظهار الإجابة
a) Traditionally the Chinese wrote their characters using a brush and ink. b) The Mesopotamians inscribed their pictograms on blocks of clay with a reed. c) Today most people write on paper with a ballpoint pen. d) Artists draw pictures with a pencil or pen / paint with a paintbrush (حلّ نموذجي).
Match opposites: A ancient, practical, precious, professional, simple · B amateur, complicated, impractical, modern, worthless. Then complete the sentences.
إظهار الإجابة
ancient–modern · practical–impractical · precious–worthless · professional–amateur · simple–complicated. Sentences: 1) worthless (the ring turned out to be worthless) · 2) Amateur sportsmen/women do not earn money · 3) a very complicated plot · 4) an impractical idea · 5) The Roman alphabet is a more practical system than pictograms.
Pronunciation: stress in phrasal verbs and compound nouns
to fall off / a fall-off · to call in / a call-in · to try out / a tryout – where is the stress?
إظهار الإجابة
Phrasal verb: stress on the particle (fall OFF, call IN, try OUT); compound noun: stress on the first part (a FALL-off, a CALL-in, a TRYout). Examples: He fell off his bike… / The market has been witnessing a fall-off in sales · The men of the city were called in… / the listeners' call-ins · This oil may be tried out… / The tryouts for the competition start on Tuesday.
Discussion and essay
Discuss: why were the first forms of writing used mainly to record economic information? How will computers affect pens, pencils and paper? Which languages are “Kαλημέρα / Buon giorno / Buenos días / Здравствуйте / Guten Morgen”? Why pictograms before letters? Why could only some people write? How did people know their history before recording it?
إظهار الإجابة
(حلّ نموذجي) Early societies needed to record trade, farming and taxes. Computers will reduce handwriting but not remove it. Languages: Greek, Italian, Spanish, Russian, German. Pictograms are easier to invent than a sound-based alphabet; writing needed long training, so only scribes could write; history was passed on orally by storytelling.
Essay (170–200 words): (a) Which language has had the biggest impact on human history? (Facts) (b) Which dominates the communication and business world nowadays? (Examples) (c) What language might dominate in the future? (Predictions)
إظهار الإجابة
Plan: introduction → a) facts (Arabic, Latin, Greek…) → b) examples (English in business and the Internet) → c) predictions (Chinese/English?) → conclusion. Use the Useful Language: «The language that has the …», «In the future, …», «I believe that …».
Match: (to) record · (to) communicate · symbol · trade · (to) represent · (to) combine · precious
إظهار الإجابة
record – 6 write down for other people to read · communicate – 4 exchange information · symbol – 7 written sign which stands for something else · trade – 5 business/buying and selling · represent – 1 mean/stand for · combine – 3 put together/join with · precious – 2 valuable/worth a lot of money.
Write the dates and numbers in words / as symbols.
إظهار الإجابة
3000 BCE – three thousand BCE · 1500 BCE – fifteen hundred BCE · the 4th century CE – the fourth century CE · 1999 – nineteen ninety-nine · 2008 – two thousand and eight · the 21st century – the twenty-first century. Thirty-five sounds = 35 sounds · twenty-six letters = 26 letters · two thousand years = 2,000 years · a hundred and sixty pounds = £160 · thirty-one days = 31 days · eighteen eighty-seven = 1887.
Interviewing (5.4)
Who is interviewed and how does the interviewer introduce him? Complete the interview questions (a–f).
إظهار الإجابة
The Kuwaiti poet Abdul Aziz Al-Babtain: «Today I have with me someone who is known in Kuwait, the Gulf and the Arab world. He's a prominent Kuwaiti poet, as well as a businessman, and one of the greatest wordsmiths in modern Arabic poetry. My guest this week is Abdul Aziz Al-Babtain. Abdul Aziz, welcome to Writer's World.» Questions: a) Can I start by asking you …? b) Do you have any …? c) Can you tell us more about …? d) How many …? e) What about …? f) And do you have any future plans …? (الفراغات بعد كل عبارة تُكمل من التسجيل.)
How do you prepare and conduct your own interview?
إظهار الإجابة
Agree on a subject (a sport, reading, travelling, music); write four or five questions in the best order; prepare an introduction like the model; practise in pairs; then in groups of four interview each other, and listening pairs ask further questions.
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Unit 6: On the phone
Module 2 · Communication · صفحات 44–49Reading: uses of mobile phones
What are the most common uses of mobile phones for college students, parents and business people (article)?
إظهار الإجابة
Mobile phones have become a necessity for people of miscellaneous ages and occupations. College students rely on them to inform parents when staying late at the library, to chat with friends and plan days out. Parents use them to check on their children or call for help in emergencies. Both may use them as calendars, watches, alarm clocks and calculators; some work as radios; some people use them as a notepad (saving an SMS as a reminder). Owners customise phones with ring tones, themes and wallpapers. Professionals rely on them to schedule their daily agenda and communicate with staff and clients.
What else can a mobile phone do and what is its future?
إظهار الإجابة
Some phones send/receive e-mails and browse websites via a WAP and/or HTML browser. For many, the cell phone has replaced the PDA as the portable complement to the computer; with a remote desktop application it becomes a window to one's computer. Professor Ramesh Jain (University of California, Irvine) wrote on his weblog that mobile phones are likely to become a dominant device for CCC (communication, computing and content). Hence the phones of tomorrow will be the ultimate remote control of our life – what George Gilder called “teleputers”.
Factfile: the development of mobile phones
How have mobile phones developed since the 1980s? What will they be like in the future?
إظهار الإجابة
From large car phones (1980s) to smaller digital phones (1990s) to phones with cameras, video and Internet access (2000s). (Prediction – حلّ نموذجي) They will be even smaller and more powerful, working as computers and remote controls for our lives.
Questionnaire: Do you own or use a mobile phone? (Yes: how many times a day, main use, calls or texts, best thing. No: would you like one, disadvantages, what do you do in urgent situations, appropriate age.)
إظهار الإجابة
(حلّ نموذجي) I use it about ten times a day, mainly to chat and look things up; I send more texts than calls; the best thing is staying in touch. For non-users: a phone would help in emergencies, but it can be distracting and expensive.
Listening 6.1 and vocabulary
(6.1) Three conversations: what are they about; which uses of mobile phones are mentioned? True/False: (1a) The boy borrows his brother's phone because he left his at home. (1b) The two boys can't get home at the usual time. (2c) The driver knows the number of the breakdown service. (2d) The breakdown service will arrive in a quarter of an hour. (3e) The young man needs a mobile phone for his work. (3f) When abroad he only uses it to contact colleagues.
إظهار الإجابة
الإجابات من التسجيل (نصه غير مطبوع)؛ ولا تُخمَّن.
Match the expressions: a It isn't my fault · b We haven't got any choice · c That's right · d I couldn't do without it · e It's getting better
إظهار الإجابة
a–5 I'm not to blame / I've done nothing wrong · b–4 There's nothing else we can do · c–3 That is correct · d–1 I need it / I'm dependent on it · e–2 The situation is improving.
Match the beginnings a–e with endings 1–5: (a) I can only just hear your voice – (b) If you want to prevent others from using your phone, (c) I don't recognise the ringtone (d) My friends live in a mountainous part of the country (e) The battery in my phone is flat –
إظهار الإجابة
a–5 you're beginning to break up · b–1 don't tell anyone your security number · c–2 so I know it's not my phone I can hear · d–4 where there's a very weak signal · e–3 I'll have to recharge it.
Complete using verbs and nouns from: leave / receive / send + an e-mail / a fax / a message (for someone) / a text message: (a) Ahmed wasn't home, so I ___ him ___ on his answerphone. (b) Hind ___ from Nisreen ___ yesterday, but she didn't e-mail her back. (c) Jaber didn't answer his mobile, so I ___ him ___. He's just replied. (d) If he needs it now and hasn't got e-mail, you could ___ him ___.
إظهار الإجابة
a) left · a message · b) received · an e-mail · c) sent · a text message · d) send · a fax (حلّ نموذجي).
Grammar: question tags (Grammar File p. 72)
Examples from the phone calls: how are they formed?
إظهار الإجابة
You haven't brought your phone with you, have you? · She won't be very easy-going about it, will she? · We are playing football after school, aren't we? · You notified her this morning, didn't you? (negative + positive tag; positive + negative tag; no auxiliary → did/didn't).
Write the tags: 1 We can't hike from here, ___ 2 We haven't got any choice, ___ 3 You use your mobile phone mainly for work, ___ 4 But it's sometimes difficult to get a signal, ___
إظهار الإجابة
1) can we? · 2) have we? · 3) don't you? · 4) isn't it?
Irregular tags: “Open the window, would you?” and “Let's go to the library, shall we?” – how are they formed? Give an extra example for each.
إظهار الإجابة
After an imperative the tag is usually «will you? / would you?» (a polite request); after «Let's» the tag is «shall we?». Extras: Pass me the salt, will you? · Let's have a break, shall we? (حلّ نموذجي). Pair work: “This woman is using her mobile phone, isn't she?” – “Yes, she is.” · “She isn't carrying a case, is she?” – “No, she isn't.”
Pronunciation: intonation in question tags.
إظهار الإجابة
If the speaker's voice goes down at the end of the tag, he or she is checking that the statement is true (e.g. She's only 14, isn't she? ↓). If the voice goes up, he or she really wants information (e.g. You aren't tired, are you? ↑ · She phoned you, didn't she? ↑ · You didn't shut the door, did you? ↑). Down: It isn't your mobile, is it? · We aren't very late, are we? · The usher hasn't checked your ticket yet, has he?
Grammar: imperatives (Grammar File p. 73)
Choose the correct form: (a) (Don't hurry / Hurry you / Hurry) up! (b) (Forget not / Don't forget / Forget) your books. (c) (Turn down / Turn up / Don't turn down) that music! I can't hear you. (d) (Are you quiet / Be quiet / Be you quiet). (e) Please (takes / take / you take) your seats.
إظهار الإجابة
a) Hurry up! · b) Don't forget your books. · c) Turn down that music! · d) Be quiet. · e) Please take your seats. The imperative uses the base form of the verb (negative: Don't + base). Example transformation: He watches football → Watch football. Quote: «Talking comes by nature, silence by wisdom.» – Proverb.
Instructions for using a mobile phone (6.5)
Complete text A with: menu / click / address / forget / surfing / typing / bookmarks / GPRS / access / modem. What is it for?
إظهار الإجابة
A: Go to (1) menu, then (2) click on Web. · Click on Go to (3) address. · Start (4) surfing the net by (5) typing the address of the required website. · You can also select the option (6) bookmarks instead of Go to Address; it enables quick (7) access to certain websites you choose and save beforehand. · Do not (8) forget to check if your mobile phone has (9) modem which must be (10) GPRS enabled in order to connect to the Internet (حلّ نموذجي). Purpose: connecting to the Internet through a mobile phone.
Complete text B with: type / button / paste / menu / select / pictures / save / return / similar / click on / folder. What is it for?
إظهار الإجابة
B: Go to (1) menu and select My Files. · Click on Pictures, then press the Select (2) button. · (3) Click on Options and then Create (4) folder. · (5) Type the name of the folder and click on (6) save. · … go back to Options and click Open (7) pictures. · (8) Select one or more pictures, then Options and paste/copy… · (9) Return to the empty folder, select Options and (10) paste. · Not all phones follow exactly the same instructions but they're all (11) similar. (حلّ نموذجي) Purpose: creating a photo album on your mobile phone.
Writing: instructions for sending a text message
Before planning: (a) What kind of words are used to give instructions? (b) How is a negative instruction given? (c) How does the writer make instructions clear and easy to follow?
إظهار الإجابة
a) Imperative verbs (Go to…, Click on…, Select…, Type…, Return to…). b) With «Do not» + verb (e.g. Do not forget to check…). c) Short steps in bullet points/numbered sequence, simple words, one action per step.
How to plan, write and check the set of instructions?
إظهار الإجابة
Plan a short note for each step of sending a first text message for a real person; think about the messages that person might send; write clear, short, straightforward instructions using the Useful Language (Go to … · Click on/Press … · Select … · Type … · Return to … · Do not forget to …); check spelling, grammar and punctuation; exchange with a partner and ask: are they clear? is any information missing?; write a final version together. Sample: 1) Go to Messages. 2) Click on New message. 3) Type your message. 4) Select the contact. 5) Press Send. Do not forget to check the number.
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Focus on: Sheikha Suad Mohammed Al-Sabah · Project 2: Conducting an English language survey
Module 2 · صفحات 50–52Focus on: Sheikha Suad Mohammed Al-Sabah
Who is Sheikha Suad Mohammed Al-Sabah?
إظهار الإجابة
Born in 1942 in Kuwait into the ruling family. She graduated from the Faculty of Economics and Political Sciences at Cairo University in 1973 and obtained a doctorate in economics from the United Kingdom in 1981. She returned to Kuwait and founded the Sheikha Suad Al-Sabah Publishing and Distribution House. She has published several books of poetry, established a literary prize that carries her name and written hundreds of economic and political essays and popular articles for Arabic newspapers and magazines. Her poetry has been translated into many languages including English.
What is the poem (translated by Dr Shihab Ghanem) about?
إظهار الإجابة
The poet repeats «I could have …» – she could have done nothing, read nothing, written nothing, devoted her time to seeking the limelight, fashion and travelling; avoided refusal, rage and shouting in the face of tragedy; swallowed the tears and repression; grown resigned to imprisonment; avoided the questions of History, the sighs and cries of the down-trodden and crushed people and the revolt of the thousands who died. «But I betrayed the law of the female / And chose to grapple with words!» – she chose to write and speak out.
Language focus: metaphors and similes
Find two metaphors in the poem and explain them. Invent one metaphor and one simile.
إظهار الإجابة
(حلّ نموذجي) «the law of the female» – the expected role/rules for women, which she «betrayed» (a metaphor for breaking social convention); «chose to grapple with words» – words are treated like an opponent to wrestle with (writing as a struggle). Own examples: Time is a thief. · He is as brave as a lion / The classroom was like a zoo.
Project 2: Conducting an English language survey
What decisions should the group make first?
إظهار الإجابة
a) What to find out: how people use English now · how they expect to use it in the future · how important it is compared with other languages · which aspects (reading/writing or listening/speaking) matter most · what is easy or difficult. b) Whom to ask: people your own age, older generations, or different ages (choose one). c) How to record the answers.
Stage 2 – Design your survey: which question types? how many?
إظهار الإجابة
A minimum of eight questions using: 1) Multiple-choice (How often do you use English in your everyday life? A never · B less than once a week · C once a week or more · D every day) 2) Agree/Disagree (English is very important to me – Agree strongly / Agree / Disagree / Disagree strongly) 3) Several options (What use do you make of English? tick your main use only: in my work · in my studies · for reading books, magazines or newspapers · for understanding foreign TV or films · for understanding foreign songs) 4) Open-ended questions (Why is English important to you?). Each member writes two or three questions and the group orders them.
Stage 3 – Carry out the survey and present the results
إظهار الإجابة
Do as many interviews as time allows (in pairs one asks and one records, then swap). Summarise using 1) simple sentences with percentages (27% of interviewees said they use English every day) 2) tables of figures (Statement / Strongly agree / Agree / Disagree / Strongly disagree, e.g. “English is very important to me”: 2, 4, 2, 1 – with rows Work, Studies, Reading, TV films, Songs) 3) graphs or diagrams. Then groups present findings to the class.
Stage 4 – Class discussion questions
إظهار الإجابة
a) Were there major differences of opinion between the groups interviewed? b) What can you say about the future importance of English to people in Kuwait? (حلّ نموذجي: English will stay important for study, work and the Internet.)
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Literature Time: The Adventures of Huckleberry Finn (Mark Twain)
Reader · صفحات 53–65Episode One
Who is the narrator and how does the story begin?
إظهار الإجابة
Huck lives with the Widow Douglas and her sister Miss Watson, who want to «civilise» him; he dislikes living in a house and runs away, but his friend Tom Sawyer finds him and makes him return. He must wear uncomfortable new clothes and tidy up after meals.
What is Tom Sawyer's gang?
إظهار الإجابة
One night Tom calls Huck from the garden with «Mee-yow»; Huck climbs out of the window. Tom's gang pretend to be robbers who will rob travellers on the roads; after a month Huck resigns (nobody has been robbed). Tom promises to rob rich Spanish merchants with camels and elephants, but they find only a class of children on a picnic with their teacher.
Why does Huck leave the hut and how does he escape?
إظهار الإجابة
He spills salt and expects bad luck. The Widow makes him stay in a hut across the river, lock him in and give poor food. He cuts a hole with a saw, finds a canoe and a log raft (June, river flooding), fills the canoe with provisions, smashes the door and sails to Jackson's Island, hiding three days.
Who is Jim?
إظهار الإجابة
Miss Watson's servant, found sleeping at a campfire on the island. His parents died when he was young; the last family sold him to Miss Watson for some land. He ran away because Miss Watson accused him of stealing – she was the real thief. Huck believes him («the most honest man») and promises not to tell. They search a floating house for useful things and use a beached raft with a tent.
Episode Two
Why do Huck and Jim leave the island and where are they heading?
إظهار الإجابة
Huck learns that people think Jim is a runaway criminal and men plan to search the island that night; they pack the raft and leave. They drift peacefully at night (on the fifth night they pass St Louis) heading for Cairo, Illinois, where Jim would be safe. Huck worries that Jim will always be blamed for Miss Watson's crimes. Near Cairo he tells two men looking for a runaway that his father has smallpox, so they back off and give him twenty dollars.
What happens after the steamer rams the raft?
إظهار الإجابة
A big river steamer smashes the raft in two; Huck and Jim swim ashore separately. Huck reaches a log house, gives the name “George Jackson” and stays with the Grangerfords (Colonel Grangerford, Buck…). The Grangerfords and Shepherdsons are enemies in a bloody feud nobody can explain; when Miss Sophia elopes with a Shepherdson boy, fighting breaks out and Buck is killed. Huck finds Jim, who has fixed the raft, and they flee: «there was no place like a raft».
Episode Three
Who are the “king” and the “duke”?
إظهار الإجابة
Two men chased by others join the raft: the younger (about thirty, a printer who sells medicines and says he is an actor) claims to be the rightful Duke of Bridgewater; the older (about seventy, bald) claims to be the late Dauphin, King Louis XVII of France. Huck sees they are frauds but lets them think they fooled him. They demand to be served as «Your grace» and «Your Majesty».
What tricks do they play?
إظهار الإجابة
They rehearse plays (Richard III sword fight, Romeo and Juliet balcony scene, Hamlet). At a camp meeting the king pretends to be a repentant philosopher and collects eighty-seven dollars; the duke prints a newspaper (annual subscriptions two dollars) and a poster about “runaway Jim” offering a two-hundred-dollar reward so they can sail by day. In Arkansas their show «The King's Camelopard» is advertised «LADIES AND CHILDREN NOT ADMITTED!»; the audience is tricked for two nights, so on the third night they slip away. Jim is dressed in white robes with a blue face with a notice «SICK – BUT HARMLESS WHEN NOT OUT OF HIS HEAD».
Episode Four
How do they try to steal the Wilks family's money?
إظهار الإجابة
In a small town the king learns about the death of Peter Wilks and about his brothers Harvey and William (deaf and dumb) in England and his three nieces Mary Jane, Susan and Joanna. The king and the duke pretend to be the brothers and win the girls' trust; the six thousand dollars is hidden in the cellar. The doctor says they don't talk like Englishmen but Mary Jane trusts them. Huck steals the money back and hides it in an old box in the coffin room. Two newcomers (the real brothers) arrive during the auction; Mary Jane points to Huck as the one who told her the truth. Huck escapes to the raft, but the king and the duke follow.
Episode Five
How does Huck lose Jim and then decide to help him?
إظهار الإجابة
The two frauds start new tricks (a dancing school) and then quarrel; Huck finds Jim gone – sold by the king for forty dollars to a Mr Phelps. Huck writes a letter to Miss Watson telling her where Jim is, but remembering their friendship he tears it up. At the Phelps farm Aunt Sally mistakes him for Tom Sawyer; Tom arrives and, to Huck's surprise, agrees to help free Jim, calling himself William Thomson. The king and the duke are tarred and feathered after another show.
Episode Six
How do Tom and Huck try to rescue Jim and what is the ending?
إظهار الإجابة
Tom works out Jim is in the hut (the food included watermelon, which dogs don't eat). Tom insists on a complicated rescue «like in books»: digging with dinner knives (then picks and shovels), a rope ladder, a diary, spiders, an anonymous warning letter. Fifteen armed farmers gather; Tom, Huck and Jim escape by the tunnel, but Tom twists his ankle. The doctor treats Tom and speaks up for Jim as a good nurse. Tom reveals Miss Watson died two months ago and freed Jim in her will – he did it «for the adventure». Aunt Polly arrives and names Huck. Tom gives Jim forty dollars. Aunt Sally wants to adopt and civilise Huck, but he thinks he'll run away again: «I've been civilised before and I can't stand it. THE END, YOURS TRULY, HUCK FINN».
Main characters and themes
إظهار الإجابة
Huck Finn (narrator, free-spirited); Jim (honest, loyal, runaway servant); Tom Sawyer (imaginative, loves adventures from books); the king and the duke (frauds); Widow Douglas, Miss Watson, Aunt Sally, Uncle Silas, Aunt Polly. Themes: friendship and loyalty across social lines, freedom (the raft/river), greed and trickery, conscience against society's rules (حلّ نموذجي).
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Grammar File
Reference · صفحات 66–73Unit 1: past simple vs past continuous · modal verbs · intensifiers · phrasal verbs with go
When do we use the past simple?
إظهار الإجابة
1) completed past actions: Turks brought coffee to Constantinople in 1453. Decaffeinated coffee was invented in 1903. 2) generally true or repeated past actions: The Galla people in Ethiopia ate coffee beans for energy.
When do we use the past continuous?
إظهار الإجابة
1) background activities/actions: It was a sunny morning. We were driving along the motorway. 2) past actions or events in progress when something happened: We were listening to music when suddenly there was a loud explosion.
Modal verbs (abilities and inabilities)
إظهار الإجابة
can/can't/could/couldn't + base form for abilities in the present and past: I can run 100 metres in 12 seconds. I can't drive. We can't get out – the doors are locked. I could swim when I was four years old. The driver couldn't start the car engine. be able to + base form makes other tenses/times: I haven't been able to walk since I broke my leg (present perfect). I hope I'll be able to see better when I get my new glasses (will future).
Modal verbs (abilities and achievements)
إظهار الإجابة
Use could for general abilities in the past: I could swim when I was four years old. I couldn't swim until I was nearly nine. BUT use managed to or was/were able to for a particular occasion in the past (achieving something difficult): The door was locked, but we managed to get out by breaking a window (Not: we could get out). The engine wouldn't start. In the end we were able to start it by pushing it down a hill. For negatives we usually use couldn't: The door was locked, and we couldn't break a window to get out.
Intensifiers
إظهار الإجابة
An adverb used to modify adjectives and adverbs, but not usually verbs: quite, really, very, a little, pretty, brand, fairly, extremely, absolutely. They come before the words they modify: The film was quite good. You did that pretty well. I was fairly certain about that. He was extremely surprised by his friend's arrival.
Phrasal verbs with go
إظهار الإجابة
Form: go + adverb/preposition. Examples: Can you quickly go into the shop and buy some milk? The ship went under at about three o'clock (= sank). I can't go against my father's wishes (= oppose).
Unit 2: simple past and past perfect · compound nouns
Past perfect – form and use
إظهار الإجابة
Form: had + past participle for statements, questions and negatives: We had had our dinner by the time they arrived. Where had they lived before they moved here? They were hungry because they hadn't eaten for several days. Use: 1) the first of two actions in the past: Before they bought other food, they had sold their products. 2) a situation/state/feeling or action in the past: They found the house strange after they had lived in a tent.
Compound nouns
إظهار الإجابة
Form: noun + noun. Use: two nouns combine to make a new idea, as one word or two words; the first noun often acts as an adjective describing the second: a bathroom (a room for baths), a hairbrush (a brush for hair), the chair leg (the leg of the chair).
Unit 3: third conditional (with revision of other conditionals)
Third conditional
إظهار الإجابة
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 wouldn't have walked on the Moon. Use: imagined past situations. If I had seen you, I would have talked to you = I didn't talk to you because I didn't see you. I wouldn't have phoned you if I hadn't wanted to ask you a question = I phoned you because I wanted to ask a question.
Unit 4: articles · correlative and subordinating conjunctions · quantity words
Indefinite article a / an
إظهار الإجابة
Form: a with singular countable nouns starting with a consonant sound (a beautiful bird, a uniform); an with a vowel sound (an optician, an apple tree). Use for: a person's job (She's a doctor. He's an engineer); something/someone for the first time (We saw an elephant in the zoo); a person or thing, not special (a piece of paper, a pen and an envelope); one of something (Her letter was only a page long. He's won a million KWD).
Definite article the
إظهار الإجابة
Form: with singular or plural nouns (The cakes in the bakery look delicious). Use with: something already mentioned (The elephant was enormous); superlatives (the best teacher, the most expensive clothes); something everyone knows (the sun, the Queen); countries made up of groups of states (the United States, the United Arab Emirates, the United Kingdom); rivers (the Nile, the Amazon); seas and oceans (the Gulf, the Pacific Ocean); mountain ranges (the Alps, the Himalayas); groups of islands (the West Indies, the Philippines).
Correlative conjunctions (both…and, either…or, neither…nor)
إظهار الإجابة
Pairs that coordinate two items. both … and: balanced – both + adjective/noun/verb + and: She's both pretty and clever. I spoke to both the director and his secretary. He both speaks and writes in Spanish. either … or: choice between two possibilities: I don't speak either French or German. You can either come with me now or go home to study. neither … nor: joins two negative ideas (opposite of both … and), rather formal: The play was neither well produced nor well acted. He neither slept nor went out with his friends.
Subordinating conjunctions of contrast (but, although, however, in spite of)
إظهار الإجابة
A subordinating conjunction introduces a dependent clause: We were given a long holiday, but we had to study for the exams. Although the sun was shining, it wasn't that warm. There was a lot of traffic. However, he made it on time. In spite of the bad conditions, they didn't cancel the festival.
Quantity words
إظهار الإجابة
Form: quantity word (noun) + of + uncountable noun: a piece of bread, a slice of lemon.
Unit 5: present perfect simple and continuous · for / since
Present perfect simple
إظهار الإجابة
Form: have/has + past participle (I've just finished my lunch. They've moved twice this year.) Use: 1) the fact that something happened in the past (I've shaken hands with the President); 2) a past experience/achievement with a definite result now (He's passed his driving test, so now he can drive on his own); 3) how long something has happened (I've been at this school for four years / since I was eleven).
Present perfect continuous
إظهار الإجابة
Form: have/has + been + -ing (I've been eating my lunch. She's been writing letters.) Use: 1) an activity which continues over a length of time (She's been reading the newspaper all morning. Human beings have been writing for over 5000 years); 2) an activity which may not be completed (I've been reading the newspaper = I probably haven't finished; I've read the newspaper = I've probably read as much as I want to).
For / since
إظهار الإجابة
Used with present perfect continuous (and also simple) for lengths of time. for + a period of time: People have been writing for five thousand years. since + a point of time in the past: People have been writing Arabic since the 4th century CE. Also: My family has worked for his company for twenty years / since 1989.
Unit 6: question tags · imperatives
Question tags – form
إظهار الإجابة
Short questions added to the end of statements. The verb in the tag relates to the verb in the statement (Your name is Ahmed, isn't it?); the pronoun relates to the subject (You don't live here, do you? Ahmed lives here, doesn't he?). Affirmative statement → negative tag (We are playing football after school, aren't we?); negative statement → affirmative tag (She won't be happy, will she?). Present simple/past simple → do/don't/does/doesn't or did/didn't (Omar plays football, doesn't he? He played at the weekend, didn't he?); other tenses → the auxiliary verb (That man is using his mobile phone, isn't he? You haven't forgotten my book, have you?).
Question tags – use (intonation)
إظهار الإجابة
1) Voice goes up at the end of the tag: the speaker needs an answer (He's seventeen, isn't he? – Yes, of course / No, he's twenty). 2) Voice goes down: the speaker is checking that the statement is true (She's Kuwaiti, isn't she? – Yes, she is).
Imperatives
إظهار الإجابة
Used to tell or ask people what to do, make suggestions, give advice or instructions, encourage, offer and express good wishes: Look in the mirror before you drive off. Have some more tea. Enjoy your holiday. Affirmative imperatives have the same form as the infinitive without to; negative imperatives are constructed with do not (don't) + infinitive.
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Function File
Reference · صفحات 74–78١٣
Irregular Verbs List
Reference · صفحات 79–81١٤
Glossary and websites
Reference · صفحات 82–96List of websites to use through the course
Which websites does the book recommend?
إظهار الإجابة
www.greenfestivals.org · http://en.wikipedia.org/wiki/Lantern_Festival · www.wikipedia.org · www.sciencebuddies.org · www.surveysystem.com · http://media.gov.kw · www.faqs.org · www.radiotimes.com · www.alreem.com · www.dft.gov.uk/think · www.statefarm.com/learning/be_safe/home/home.asp
✎
اختبر نفسك
اختر الإجابة وسيظهر الصواب فورًاالنتيجة: 0 / 0
★ نصائح ليلة الاختبار
١) القواعد حسب الوحدة: U1: can/could/be able to/managed to · U2: past simple + past perfect · U3: third conditional (if + had + p.p. → would have + p.p.) · U4: articles, both…and / either…or / neither…nor, but/although/however/in spite of · U5: present perfect simple vs continuous, for/since · U6: question tags + imperatives.
٢) أرقام وتواريخ: Hala Festival 1999 (يتزامن مع 25–26 فبراير) · Qurain Festival أواخر نوفمبر–أوائل ديسمبر · أول coffee house في لندن 1652 (Pasqua Rosee) · الكتابة بدأت في Mesopotamia نحو 3000 BCE · الأبجدية الرومانية 26 حرفًا والعربية 28 · Sheikha Suad وُلدت 1942.
٣) كلمات تُخلط: a cup of coffee (فيه قهوة) / a coffee cup (فنجان للقهوة) · for + مدة / since + نقطة زمنية · could (قدرة عامة) / managed to (مرة محددة) · metaphor (مباشر) / simile (like/as).
٤) الكتابة: الرسالة الرسمية: Dear Sirs … Yours faithfully · 5 فقرات (الغرض، المؤهلات، سبب الاختيار، المرفقات، الختام) · الدعوة غير الرسمية: Dear … / I'm writing to invite you … / We look forward to seeing you · عدد الكلمات 170–200.
٥) Question tags: مثبت ← tag منفي، منفي ← tag مثبت · الصوت يهبط = تأكيد، يصعد = سؤال حقيقي · Let's … shall we? / Open the window, would you? · وراجع الأفعال الشاذة (understand/understood, write/wrote/written, forget/forgot/forgotten).