Question in blue · Answer in green. Only reference: the Student's Book.
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Unit 1: Kuwait: Stories of Success
Learning Unit 1 · pages 13–29Unit overview (Scope and Sequence, pp. 13–19). Grammar focus: Past Simple and Past Continuous; Both…and / Neither…nor. Reading 1: «Kuwaiti Explorers: Inspiring Journeys»; Reading 2: «Success: More Than Just Talent». Listening: «Survival Stories (Real-Life Situations and Emergencies)». Speaking: talk about survival skills in dangerous environments, discuss essential survival tools and their uses, use imperatives clearly for giving advice, use sequence words (first, then, next, finally). Writing: expository writing about expeditions – safety preparations and challenges. Language functions: describe past achievements; express opinions and preferences; give advice (survival tips); explain cause and effect in survival situations (because, so, since). Values: respect, perseverance, responsibility, integrity, empathy, teamwork, sustainability, courage.
Unit skills (p. 19): Listening – understand details, main ideas, implied meanings and speakers' attitudes in survival stories; make notes and summaries. Speaking – use precise vocabulary; deliver survival podcasts / expedition presentations. Reading – skimming and scanning; writer's purpose and attitude; evaluate arguments about success habits and growth mindset. Writing – use cohesive devices (because, so, since, as a result, therefore); apply the writing process (planning, organising, drafting, revising, editing, publishing) to write a two-paragraph expository report.
Unit skills (p. 19): Listening – understand details, main ideas, implied meanings and speakers' attitudes in survival stories; make notes and summaries. Speaking – use precise vocabulary; deliver survival podcasts / expedition presentations. Reading – skimming and scanning; writer's purpose and attitude; evaluate arguments about success habits and growth mindset. Writing – use cohesive devices (because, so, since, as a result, therefore); apply the writing process (planning, organising, drafting, revising, editing, publishing) to write a two-paragraph expository report.
Lesson One – Reading: Kuwaiti Explorers: Inspiring Journeys
I can: interpret explicit and implicit details in a text about Kuwaiti explorers; evaluate experiences and emotions related to expeditions. Vocabulary: curious, talent, explorer, proudly, highlight, represent, inspire, remarkable, fulfil, expedition, will, survive. Text type: expository.
Before You Read: Look at the four pictures (scuba diving, parachuting/paragliding, pulling a sledge across snow, mountain climbing). Tick (✓) the activities you would like to attempt and explain why.
Personal answer. Model: ✓ Mountain climbing – I like challenges and want to reach a high summit. / ✓ Scuba diving – I am curious about sea life and coral reefs. Give a reason with «because».
Paragraph A – Kuwait, a proud country
What kind of country is Kuwait according to paragraph A?
A proud country with strong values and a rich culture.
What do families and schools encourage children to do?
To be curious, explore new ideas, and develop their talents.
What is the result of this supporting environment?
Many Kuwaitis grow up confident and ready to succeed in their lives.
Who are «the following» people the paragraph introduces?
Some outstanding Kuwaiti explorers and adventurers who have brought pride to their country.
Paragraph B – Fuad Qabazard
Who is Fuad Qabazard and what did he achieve?
A Kuwaiti mountaineer who successfully climbed Mount Everest in December 2015.
What did he proudly raise on Everest?
The Kuwaiti flag, along with pictures of His Highness the Amir and the Crown Prince.
What was his goal?
To highlight Kuwait's recognition by the United Nations as a «Global Humanitarian Centre».
How long was his journey and how did he describe it?
Two weeks; not only a physical challenge but also a way to represent his country on an international stage.
What was the effect of his achievement?
It brought attention to Kuwait's humanitarian role and inspired many people in Kuwait.
Paragraph C – Lamees Najim
What made history in 2018?
Lamees Najim became the first Kuwaiti to reach the North Pole.
What is she known for?
Her remarkable ability to fulfil difficult tasks; she is always excited by new adventures.
Which expedition did she join, and who led it?
A Euro-Arabian expedition led by Felicity Aston, the first person to ski solo across Antarctica.
Who took part and what was the aim?
12 female explorers from different countries; to share their experiences and cultures.
What did the expedition highlight?
The strong will of Kuwaiti and Arab women to face challenges and survive dangerous conditions.
Paragraph D – Conclusion
What do the stories highlight, and what will Kuwait do?
They highlight the strength and pride of the Kuwaiti people; with the support and effort of its people, Kuwait will continue to shine.
Did you know? Mount Everest is the highest mountain in the world at 8,849 metres. It is very difficult to climb because of cold weather and low oxygen.
| Word | Meaning (glossary) | Example from the text |
|---|---|---|
| curious (adj) | wanting to know or learn about something | Families and schools encourage children to be curious. |
| talent (n) | a natural ability to do something | …develop their talents. |
| explorer (n) | someone who travels to places where no one has ever been in order to find out what is there | …outstanding Kuwaiti explorers… |
| expedition (n) | an organised journey for a particular purpose | …a Euro-Arabian expedition… |
| proudly (adv) | with respect for yourself, recognising your own worth | He proudly raised the Kuwaiti flag. |
| highlight (v) | to show or draw attention to (in the text: to make something noticed) |
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Unit 2: Staying Safe Online
Learning Unit 2 · pages 14, 31–43Unit overview (Scope and Sequence, p. 14). Grammar focus: Conditionals – First and Second; Defining Relative Clauses (who, which, that, where, when). Reading 1: «Online Risks: The Story of a Digital Scam»; Reading 2: «Humans vs. Machines: The World of AI Chatbots». Listening: «Staying Safe on Social Media». Speaking: practise giving advice politely; give suggestions about safety. Writing: expository writing about online safety (risks and practical tips) and about AI chatbots (benefits and limitations). Language functions: give advice and warnings; ask for and give clarification (What do you mean by…? / It means…); make suggestions; give opinions with reasons; make comparisons (benefits and limitations). 21st-century skills: digital literacy, communication, collaboration, problem solving, critical thinking, creativity, ethical use of technology. Values: honesty, responsibility, safety & security, empathy, integrity, global citizenship.
Unit skills (p. 33): Listening – interpret unfamiliar vocabulary and idioms, synthesise main ideas, analyse speakers' viewpoints and attitudes on cyber-safety. Speaking – use grade-level vocabulary, present findings with evidence, respond to complex questions. Reading – skimming, scanning, close reading about online scams, social media safety and AI chatbots. Writing – recognise features of descriptive/expository texts; apply all stages of the writing process to two-paragraph expository reports.
Unit skills (p. 33): Listening – interpret unfamiliar vocabulary and idioms, synthesise main ideas, analyse speakers' viewpoints and attitudes on cyber-safety. Speaking – use grade-level vocabulary, present findings with evidence, respond to complex questions. Reading – skimming, scanning, close reading about online scams, social media safety and AI chatbots. Writing – recognise features of descriptive/expository texts; apply all stages of the writing process to two-paragraph expository reports.
Lesson One – Reading: Online Risks: The Story of a Digital Scam
I can: analyse implicit and explicit details from a narrative text about online risks; use contextual clues to infer the meaning of unfamiliar words. Vocabulary: casually, claim, reject, fake, uneasy, access, update, install, phishing, scam, seriously, security, cautious. Text type: narrative.
Before You Read: a phone shows an «Unknown» sender message «CONGRATULATIONS! You have won a 1000 Dinar gift card – Claim Now». (a) Would you trust it? (b) What makes you think it is fake? (c) Why do people sometimes believe such messages?
a) No – it comes from an unknown sender and I did not enter any prize contest. b) It is unexpected, from an unknown number, promises a big prize and asks me to click a link. c) People feel curious or excited, want the prize, and do not think carefully.
Paragraph 1 – The message
What was Ahmed doing when he received the message, and what did it say?
He was casually scrolling through his phone (last Friday). The message claimed he had won a brand-new smartphone and asked him to click on a link to get his prize.
Why did the message look real?
It used the logo of a well-known company.
What did Ahmed think, and what did he do?
He thought that people receiving a similar message would feel curious enough to open it, «just like I did». The link took him to a website that appeared real and requested his name, email and password; he entered his details quickly and felt certain everything was fine.
Paragraph 2 – The discovery
What happened that evening?
When he tried to log in to his social media account, his password was rejected; the screen kept showing «Incorrect password».
What did Ahmed realise and how did he feel?
He realised the link he had trusted was fake, and began to feel uneasy. He thought: «If someone got access to your personal accounts, they would misuse your information.»
Paragraph 3 – The action
What did Ahmed do immediately?
He updated all his passwords, installed antivirus software, and reported the problem to the company's IT department.
What did the IT department tell him?
The link was part of a phishing scam designed to trick students across the school.
Paragraph 4 – The lesson
How has Ahmed changed since then?
He takes online safety more seriously: he no longer clicks on strange links, regularly checks website security, and stays cautious when sharing personal information.
What did he conclude?
«If people think before they act online, they will reduce the risk of being attacked.»
| Word | Meaning (glossary) | Example |
|---|---|---|
| casually (adv) | in a way that is not formal | Ahmed was casually scrolling through his phone. |
| claim (v) | to say that something is true, although you cannot prove it and others might not believe it | It claimed he had won a smartphone. |
| access (n) | the method or possibility of getting near to a place or person | If someone got access to your accounts… |
| reject (v) | to refuse to accept, use, or believe something | His password was rejected. |
| fake (adj) | not real, but made to look or seem real | …the link he had trusted was fake. |
| uneasy (adj) | slightly worried or uncomfortable | He began to feel uneasy. |
| update (v) | to make something more modern or suitable by adding new information | He updated all his passwords. |
| install (v) | to put a machine or equipment in position and make it ready to use | He installed antivirus software. |
| phishing (n) | an attempt to trick someone into giving information over the internet that would allow someone to take money from them | …a phishing scam… |
| scam (n) |
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Unit 3: Food for Life: Culture, Health, and the Future
Learning Unit 3 · pages 15, 45–57Unit overview (Scope and Sequence, p. 15). Grammar focus: Passive Voice (Present Simple – Past Simple – Modals); Comparatives and Superlatives. Reading 1: «Tastes of the World: Exploring National Dishes»; Reading 2: «Healthy Eating: Making Smart Choices». Listening: «Exploring World Food Festivals». Speaking: share personal thoughts on 3D-printed food; give explanations and reasons for opinions; practise stress on multi-syllable words. Writing: expository writing about healthy food – choices and importance. Language functions: make comparisons; give opinions and express preferences; show agreement and polite disagreement or debate; express contrasting ideas; state cause and effect. Skills: adaptability, cultural awareness, problem solving, digital literacy, creativity, collaboration, emotional intelligence. Values: self-discipline, wellbeing and balance, sustainability, innovation, gratitude, respect, empathy.
Unit skills (p. 47): Listening – synthesise information on world food festivals and future food innovations; interpret viewpoints; make notes. Speaking – use precise vocabulary; present arguments on nutrition, food comparisons and new food trends; use word stress accurately. Reading – analyse texts on international dishes, healthy diets and food trends. Writing – coherent expository or argumentative paragraphs; two-paragraph reports on eating well; conventions of punctuation, spelling and grammar.
Unit skills (p. 47): Listening – synthesise information on world food festivals and future food innovations; interpret viewpoints; make notes. Speaking – use precise vocabulary; present arguments on nutrition, food comparisons and new food trends; use word stress accurately. Reading – analyse texts on international dishes, healthy diets and food trends. Writing – coherent expository or argumentative paragraphs; two-paragraph reports on eating well; conventions of punctuation, spelling and grammar.
Lesson One – Reading: Tastes of the World: Exploring National Dishes
I can: analyse implicit and explicit details in a text about food and culture; use food vocabulary to describe tasting experiences. Vocabulary: reflect, serve, symbol, occasion, aromatic, ingredient, distinctive, recipe, commonly, flavour, embrace, variety, raw. Text type: expository.
Before You Read: Look at the picture. (a) Can you name these dishes? What countries do they come from? (b) Have you ever tasted any of them?
The dishes in the text are Machboos (Kuwait), pasta (Italy) and sushi (Japan). (b) Personal answer: Yes, I eat Machboos at family meals.
Introduction
What does the introduction say about food?
Food is more than something we eat to stay alive; it tells stories about where we come from. Every country has special dishes that reflect its history, traditions and lifestyle. Food connects people and cultures, whether it is a spicy meal at home or a famous dish served during celebrations.
Machboos: A Kuwaiti Classic
What does Machboos symbolise?
The country's rich history, culture and family traditions; it has been at the heart of Kuwaiti life for generations, bringing people together on ordinary days and special occasions.
How did Machboos get its distinctive and spicy taste?
In the past, traders brought new spices to Kuwait, and families carefully chose aromatic ingredients.
What is Machboos made of and how is it served?
Rice, meat and spices. It is usually served on big plates and commonly eaten with sauces like daqous, which enhance its flavour. Recipes were passed down from parents and grandparents, each family adding its own touch.
What does serving Machboos show?
Kindness and respect to guests, and how Kuwaitis proudly embrace their traditional cuisine.
Pasta: A Part of Italian Life
How did the flavouring of pasta change over time?
At first Italians used sugar, but later they used vegetables, which made pasta healthier.
When were tomatoes added, and when did the first spaghetti with tomato sauce recipe appear?
Tomatoes were only added in the 1800s; the first recipe for spaghetti with tomato sauce appeared in 1844.
What is pasta like today, and what does it symbolise?
Each part of Italy has its own style of pasta and sauce, recipes are often passed down in families, and pasta is enjoyed by people of all backgrounds at home, in restaurants and at family events. For Italians it is a symbol of tradition, togetherness and the joy of enjoying life at meals.
The Story of Sushi: A Japanese Tradition
Where does sushi come from and when is it enjoyed?
It is one of the most well-known foods from Japan, enjoyed by people all around the world; in Japan it is often enjoyed during celebrations and family gatherings; it symbolises Japanese culture and tradition.
How did sushi begin and what is it made with today?
It began over a thousand years ago as a way to preserve fish; today it is made with a variety of ingredients including cooked or raw fish, vegetables and even fruit.
Name types of sushi, sushi chefs, and what it is served with.
Types: Maki, Sashimi, Temaki. Sushi chefs are called itamae and train for many years to master their skills. Sushi is served with wasabi, pickled ginger and soy sauce to add extra flavour.
| Word | Meaning (glossary) | Example |
|---|---|---|
| ingredient (n) | a food that is used with other foods in preparing a particular dish | …aromatic ingredients… |
| occasion (n) | a particular time, especially when something happens | …ordinary days and special occasions. |
| recipe (n) | a set of instructions telling you how to prepare and cook… |
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Unit 4: Simple Living, Better World
Learning Unit 4 · pages 16, 59–71Unit overview (Scope and Sequence, p. 16). Grammar focus: Present Perfect and Present Perfect Continuous; Quantifiers (some, any, much, many, few, little). Reading 1: «What Does It Mean to Live Simply?»; Reading 2: «Waste Less, Save the Planet». Listening: «Decluttering Our Spaces». Speaking: «Smart Spending, Wise Living» – give personal opinions about spending habits, discuss personal financial habits and challenges, justify budget decisions, share opinions on money management, suggest ways to spend money more cleverly. Writing: expository writing about living simply; expository writing about reducing waste. Language functions: give opinions and justify choices; make suggestions and recommendations; express preferences; justify personal decisions about financial habits or consumption. Skills: ethical reasoning, resilience, global competence, decision-making, money management, financial literacy. Values: generosity and sharing, moderation, mindfulness, empathy, sustainability, self-discipline.
Unit skills (p. 61): Listening – identify key information about simple living, decluttering and wise spending; summarise; evaluate lifestyle choices. Speaking – discuss decision-making and habits; deliver structured presentations. Reading – analyse texts on simple living and waste reduction. Writing – apply grammar rules; produce cohesive two-paragraph expository reports following the stages of the writing process; edit after proofreading.
Unit skills (p. 61): Listening – identify key information about simple living, decluttering and wise spending; summarise; evaluate lifestyle choices. Speaking – discuss decision-making and habits; deliver structured presentations. Reading – analyse texts on simple living and waste reduction. Writing – apply grammar rules; produce cohesive two-paragraph expository reports following the stages of the writing process; edit after proofreading.
Lesson One – Reading: What Does It Mean to Live Simply?
I can: analyse implicit and explicit details in a text about simple living; apply vocabulary about lifestyle choices. Vocabulary: focus, necessarily, instead, thoughtful, benefit, conserve, gadget, valuable, frankly, balanced. Text type: expository.
Before You Read: Look at the title. Tick your ideas about what the passage will be about: buying more things · saving water and electricity · reducing screen time · spending more time with family · eating out at restaurants · helping the environment.
Ideas that fit the passage: saving water and electricity ✓, reducing screen time ✓, spending more time with family ✓, helping the environment ✓. Not: buying more things ✗, eating out at restaurants ✗ (the text says people cook at home rather than eat out).
Paragraph 1 – The meaning of living simply
What does living simply mean?
Choosing a lifestyle that focuses on what is truly important. It does not necessarily mean giving up everything or living without comfort; instead it means using fewer things, spending less money and being more thoughtful about how we live.
What question do people who live simply ask themselves?
«Do I really need this?» – before they buy something.
Paragraph 2 – Why and how people begin
Why do people begin this lifestyle?
To reduce stress or save money; others are motivated by a desire to protect the environment.
What do they try to do?
Produce less waste, use less plastic, recycle more; buy fewer clothes (saves money and benefits the environment); eat local food; conserve water and electricity.
Paragraph 3 – Smarter, more meaningful choices
What is living simply «also about»?
Making smarter and more meaningful choices in everyday life.
What do many people invest in rather than the newest gadgets or fashionable clothes?
Important things such as healthy food, education and valuable experiences.
Give the examples of simple choices in the text.
Reduce screen time to enjoy family moments or practise hobbies; walk or ride a bike instead of driving short distances; cook meals at home rather than eating out (saves money and improves health); plan shopping carefully to avoid wasting food or money.
Paragraph 4 – Conclusion
What does the writer say about making smart choices?
It is not always easy, but it helps people feel more in control of their lives. «Frankly, each small step brings us closer to a simpler and more balanced life.»
| Word | Meaning (glossary) | Example |
|---|---|---|
| focus (v) | to give your full attention to what you are doing | …a lifestyle that focuses on what is truly important. |
| necessarily (adv) | used to say that something cannot be avoided | It does not necessarily mean giving up everything. |
| instead (adv) | rather than; as an alternative | Instead, it means using fewer things. |
| thoughtful (adj) | carefully considering things | …being more thoughtful about how we live. |
| benefit (v) | to be helped by something or to help someone | …which benefits the environment. |
| conserve (v) | to keep and protect something from damage, change or waste | …conserve water and electricity. |
| gadget (n) | a small device or machine with a particular purpose | …the newest gadgets… |
| valuable (adj) | important, useful or beneficial |
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Group Project, Glossary & Irregular Verbs
Back matter · pages 72–79Group Project (p. 72)
Group Project. Project topic: to be provided by the teacher. Task: «In this project, we are going to …». The project page is a planning sheet.
What materials are listed for the project?
Paper, colouring sets, markers, PowerPoint slides, glue, newspaper, magazines, textbook, reference books, internet access, and others.
What are the six project steps?
1) Form your group and assign roles (leader, researcher, designer, presenter). 2) Research your topic using books, websites or interviews. 3) Plan your product (poster, model, slide deck, etc.). 4) Gather materials and create your product. 5) Rehearse your presentation. 6) Present your project to the class.
What are the presentation tips?
Speak clearly and confidently; be concise and stick to your main points; use visuals to support your ideas; engage your audience with questions or demonstrations.
What are the evaluation criteria?
Content; accuracy; presentation skills; design and creativity; teamwork; ability to explain and justify ideas when asked.
Self and Peer Reflection questions?
What did I contribute to the project? One thing I would improve is…
Glossary (pp. 73–77)
| Word | Part of speech / page | Meaning |
|---|---|---|
| access | n · p 34 | the method or possibility of getting near to a place or person |
| accurate | adj · p 39 | correct, exact, and without any mistakes |
| aromatic | adj · p 48 | having a pleasant smell |
| assist | v · p 39 | to help |
| balanced | adj · p 62 | containing an equal amount or number of similar things or people |
| benefit | v · p 62 | to be helped by something or to help someone |
| casually | adv · p 34 | in a way that is not formal or not suitable for a special or official occasion |
| cautious | adj · p 34 | not acting quickly in order to avoid risks; careful |
| claim | v · p 34 | to say that something is true or is a fact, although you cannot prove it and others might not believe it |
| commonly | adv · p 48 | usually; very often; by most people |
| complex | adj · p 39 | involving a lot of different but related parts |
| conserve | v · p 62 | to keep and protect something from damage, change, or waste |
| considerably | adv · p 53 | to a large, noticeable, or important degree |
| consistently | adv · p 25 | in a way that does not change |
| consumption | n · p 67 | the amount used or eaten |
| curious | adj · p 20 | wanting to know or learn about something |
| customer | n · p 39 | a person who buys goods or a service |
| discard | v · p 67 | to throw something away or get rid of it because you no longer want or need it |
| disposable | adj · p 67 | intended to be thrown away after use |
| distinctive | adj · p 48 | easy to recognise because it is different from other things |
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✎
Quiz yourself
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★ Exam-night tips
1) Revise the vocabulary lists unit by unit.
2) Learn each grammar rule with the book's examples.
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