YEAR OF TOLERANCE

2021-2022

Bridge to Success 9 3

Bridge to Success 9
Workbook
Bridge to Success is an exciting, language-rich English course, which has been
Teacher Guide

Bridge to Success
developed with the Ministry of Education to ensure a solid basis for learners General
of English as a Second Language in the United Arab Emirates.

This book sets out to:

build and develop foundation literacy skills

Book 9 General
build and develop foundation handwriting skills
build and develop foundation speaking and listening skills

Workbook 1

3 2

Grade
1 352694 432230

Cover image: © Basel Aljarallah

Achievement
through
excellence Dom Luis Bridge, Portugal 
General
UNIT 8 LESSON 1 TASKS/ACTIVITIES

Resources Starter
Coursebook 1. Write on the board: I think I’m a(n) ... person. Give an example for yourself
page 98 orally using three adjectives.
2. Read the Starter question as a class. In pairs, allow learners a minute to come up
with three adjectives to describe themselves.
3. Invite learners to complete the prompt with adjectives and write them on the
board.
Resources Main activity
Coursebook Vocabulary: Activity 1
page 98 1. Ask learners to look at the adjectives and check whether any of them are on the
board.
2. Pre-teach any adjectives learners don’t know, for example loyal, cautious, decisive,
determined. You might also want to drill the pronunciation.
3. In pairs, learners take turns to describe a friend of theirs or someone in their
family.
CORE
Feedback
Invite learners to raise their hands, and nominate a few to give a short description
of their friend.
Vocabulary: Activity 1
1. Ask the learners to find any pairs of opposite adjectives and write them in their
notebooks.
2. Invite learners to compare their answers in pairs before checking as a class.
EXTENSION
Feedback
Invite learners to write a pair of opposites on the board.
Answers
optimistic–pessimistic, patient–impatient, calm–quick-tempered, shy–sociable
Differentiation activities (Support):
1. Drill the pronunciation of the adjectives. Have learners to make a note of the
challenging ones in their vocabulary table (PCM 1) and encourage them to
underline the stressed syllable.
Differentiation activities (Stretch):
1. Encourage learners to choose four or five different adjectives and think of
synonyms for them, for example calm and relaxed. Allow them to check in
dictionaries and encourage them to write them in the vocabulary table (PCM 1).
Coursebook Vocabulary: Activity 2
page 98 1. Nominate learners to read aloud a sentence each. Clarify any difficult or
unknown vocabulary.
2. In pairs, learners discuss how they are similar to Charlie.
CORE
Feedback
Invite learners to tell the class about how their partner is similar to Charlie – or not!
Coursebook Reading and speaking: Activity 2
page 98 1. Have learners read the personality description once and discuss in pairs, before
checking with the whole class.
2. Draw learners’ attention to the Use of English box and have them read the text
and examples.
CORE
Feedback
Invite learners to list the personality traits they share with Charlie.
Differentiation activities (Support):
1. Encourage learners to record adjectives and the prepositions that follow them in
their notebooks. They can group them by preposition, for example at adjectives:
good at, bad at.
Differentiation activities (Stretch):
1. Encourage stronger learners to write an example of their own for each adjective
and preposition.
Coursebook Writing: Activity 3
page 98 1. Allow learners five minutes to write a short description of their personality,
similar to the one in Activity 3. Monitor and provide help if necessary.
2. When they finish, put learners in small groups. They take turns to read out their
descriptions and discuss similarities/differences. Allocate a secretary in each
group to make notes.
DESIRABLE
Feedback
Ask the secretary from each group to explain a similarity and a difference from their
group.
Workbook Workbook: Activity 1
page 90 1. Ask learners to read the statements and match them to the correct adjectives.
CORE
Feedback
Invite learners to read out a statement and the corresponding adjective. Point
out that kind and generous are similar, so can sometimes be interchangeable, but
generous is more usually associated with money.
Answers
1 easy-going; 2 patient; 3 kind; 4 independent; 5 shy; 6 optimistic; 7 modest; 8 calm;
9 generous; 10 loyal
Workbook Workbook: Activity 2
page 90 1. Have learners mark the adjectives P (positive) or N (negative).
2. Ask them to compare their answers in pairs, before checking with the class.
CORE
Feedback
Call out the adjectives one by one and have learners stand up for ‘positive’ or remain
seated for ‘negative’. There might be different opinions so encourage discussion.
Suggested answers
Positive: adventurous; cautious; decisive; determined; hard-working; honest; logical;
sociable; organised; spontaneous; sympathetic
Negative: quick-tempered; pessimistic; impatient
Resources Plenary
1. Have learners form a line down the middle of the classroom. Then read out (some
of) the following statements (or have different learners read one out each). After
each sentence, the learners move to the left of the line if they agree or to the right
if they disagree. Have them stand on the line again before the next statement.
Statements
1 I’m a very organised person. My room is always tidy and I like to plan things
carefully.
2 My biggest flaw is that I’m quick-tempered. I get angry very easily about silly
things.
3 Once I’ve decided to do something, I never give up until I’ve done it. I’m really
determined.
4 I always tell the truth. Sometimes, I might be too honest.
5 I’m a funny person but I find it frightening to meet new people. I’m quite shy.
6 I’m usually quite relaxed and I don’t get nervous about exams.
7 People say I’m really decisive. When there’s a problem or a difficult situation, I
know exactly what to do.
8 I think being spontaneous is great! I love doing things without planning them.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic ✓
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 8 LESSON 2 TASKS/ACTIVITIES

Resources Starter
1. Put the learners in groups. Have them choose three adjectives from Lesson 1,
Activity 1 and think of a definition for each one.
2. Learners take turns to describe one of their adjectives for their partners to guess.
Monitor and make sure adjectives aren’t repeated.
Resources Main activity
Coursebook Reading: Activity 4
page 99 1. Ask learners whether they like doing tests like personality tests. What kind of
tests have they done?
2. Draw their attention to the personality test in Activity 4. Ensure they understand
the allocation of points in the Key, which is at the end of the test questions.
Allow them a few minutes to read through the test and mark points in their
notebooks according to how much they agree/disagree with each statement.
3. When they finish, point to the Analysis box and ask them to add up their score
and write down the adjectives that apply to them.
4. Learners compare scores in pairs and discuss whether they agree/disagree with the
result.
CORE
Feedback
Invite learners to read out a statement they strongly agree with and ask further
questions to start a class discussion.
Differentiation activities (Support):
1. Do the test as a class. Invite learners to read out a statement for the whole class.
They add points before moving to the next statement. Check comprehension each
time.
Differentiation activities (Stretch):
1. When they finish the test, put learners in pairs and ask them to choose one of the
parts (A, B, C or D). They compare their answers and discuss.
Coursebook Reading: Activity 5
page 99 1. Give the learners time to read through the examples in the Use of English box.
Encourage them to write the adjectives and their prepositions in their notebook
record.
2. Ask learners to discuss in pairs or small groups which statements are true for
them. Then ask them to write two sentences about themselves using the language
from the lesson.
3. Learners compare their sentences in pairs before checking with the class.
CORE
Feedback
Have learners raise their hands to read out a sentence. Encourage the rest of the
class to agree or disagree.
Coursebook Speaking: Activity 6
page 99 1. Read out the prompts and give an example extending your answer. Say, for
example: I think I ought to be less honest because sometimes I hurt people’s
feelings. For example, I once told a friend of mine that I didn’t like his shoes and he
was upset.
2. Give learners a few minutes to think about how they would like to change in the
future.
3. Put learners in small groups to have a short discussion. Monitor and collect
instances of correct/incorrect use of language.
CORE
Feedback
Give whole-class feedback using the language you collected while monitoring.
Workbook Workbook: Activity 3
page 91 1. Learners read Omar’s email and complete it with the missing prepositions.
CORE
Feedback
Invite learners to read parts of the email and write the missing prepositions on the
board.
Answers
1 to; 2 in; 3 at; 4 for; 5 of; 6 by; 7 with; 8 about
Differentiation activities (Support):
1. Write the prepositions on the board that learners will need: about, at, by, for, in,
of, with, to.
Differentiation activities (Stretch):
1. Invite learners to look up the adjectives in a dictionary if they need to check
which preposition goes with them.
Workbook Workbook: Activity 4
page 91 1. As a class, brainstorm ideas that would help Omar.
2. Give learners time to write a short reply to Omar. If necessary, allow them to
finish their email at home.
EXTENSION
Feedback
Collect learners’ emails and provide individual written feedback.
Resources Plenary
1. Put the learners in groups of four or five with a sheet of paper and a pen per
group. Call out adjectives from Lessons 1 and 2. Learners spell the adjective in
groups with each person calling out a letter, for example Learner 1: l, Learner
2: o,Learner 3: y, Learner 1: a, Learner 2: l. Learner 4 listens and writes down the
adjective loyal. Continue with more adjectives. Each time, a different learner can
write down the adjective.
2. At the end of the game, have groups swap their sheets and write the adjectives on
the board for them to check spelling.
Learning styles catered for (✓):
Visual Auditory ✓ Read/Write ✓ Kinaesthetic
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 8 LESSON 3 TASKS/ACTIVITIES

Resources Starter
Coursebook 1. Write on the board: Don’t judge a book by its cover from the Starter question.
page 100 2. In small groups, learners discuss what the saying means.
3. Discuss with the whole class. Is there a saying with a similar meaning in the UAE?

Answer
The saying refers to meeting a person for the first time and drawing conclusions about
their personality based on their physical appearance. A book with a beautiful cover
doesn’t mean that its content is interesting, and vice versa. This also applies to people.
Resources Main activity
Coursebook Speaking: Activity 1
page 100 1. Give the learners a few minutes to think about their answers. Allow them to make
notes if they wish.
2. In groups, learners share their experiences. Monitor, but don’t interrupt their
discussions.
CORE
Feedback
Invite learners to share their experiences with the whole class.
Answers
Learners’ own answers
Coursebook Listening: Activity 2
page 100 1. Write first impression on the board and elicit what it means: the opinion people
Audio Track 29 form when they meet someone for the first time. Discuss what factors influence a
person’s first impression, for example clothes, voice, body language.
2. Read out the instructions and invite learners to read the statements before
listening to the audio track.
3. Play the audio track twice for the learners to match each speaker to a statement.
Have them compare answers before checking as a class.
4. After feedback, read the Language tip and have learners think of an example for
so and such a/an.
CORE

Answers
1 D; 2 C; 3 E; 4 A
Differentiation activities (Support):
1. The first time learners listen to the audio track, encourage them to make notes.
Elicit the information they heard with the whole class before they listen a second
time and do the task.
Differentiation activities (Stretch):
1. Encourage learners to make notes of what the speakers say while they listen. They
then compare notes before sharing information with the class.
Coursebook Listening: Activity 3
page 100 1. Read the list of ideas out loud and explain that they won’t hear the exact sentence
Audio Track 29 in the audio track. The speakers use other words to express the idea.
2. Play the audio track again for the learners to check the ideas mentioned.
3. Have learners compare answers in pairs before checking with the whole class.
CORE
Feedback
Invite learners to read out an idea and if they remember, say which speaker
mentioned it. Encourage them to provide as much detail as they can.
Answers
All ideas are mentioned except ‘e’.
Coursebook Speaking: Activity 4
page 100 1. Have learners write the letters a to f in their notebooks. These refer to the tips on
making a good first impression in Activity 3.
2. Learners think about which of these tips they think is the most important, and
write 1 next to it. They continue with the rest of the tips.
3. In pairs, learners compare their answers and explain their reasons for ordering
them the way they did.
DESIRABLE
Feedback
Nominate learners to justify their most/least important tip for the whole class to
agree/disagree. Make a tally on the board to find out which tip most of the class
thought most/least important.
Workbook Workbook: Activity 1
page 92 1. Learners circle the correct words to complete the sentences. Explain that these
words/phrases were used by the speakers in the audio track.
CORE
Feedback
Invite learners to read out a sentence and write the correct word on the board.
Answers
1 make; 2 of; 3 on; 4 Although; 5 gets; 6 makes
Workbook Workbook: Activity 2
page 92 1. If necessary, remind learners of the structures with so and such a(n). You could
write them on the board for their reference.
2. Learners complete the sentences and compare answers in pairs.
CORE
Feedback
Invite learners to read out a sentence for the whole class.
Answers
1 so; 2 so; 3 such a; 4 so; 5 so; 6 such an; 7 such an; 8 so
Resources Plenary
1. Play a game of Change seats. Say: If you are a confident and independent person,
change seats. Allow learners to stand up and change seats with someone else if
they agree with the statement. To ensure comprehension, ask one of the learners
to give an example of a time when they felt confident and independent.
2. Continue playing the game with more statements related to the unit’s topic, for
example: If you always try hard to make a good impression ... / If you think the way
you talk to people helps you make a good impression ... / If you usually get the right
impression about people the first time you meet them ... change seats.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic ✓
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 8 LESSON 4 TASKS/ACTIVITIES

Resources Starter
1. Put learners in small groups. Have them talk about a time when they had to
make a good impression on someone. Monitor and encourage learners to ask for
further details.
2. Invite learners to report what they discussed in their groups.
Resources Main activity
Coursebook Speaking: Activity 5
page 101 1. Draw learners’ attention to the task. Read it out loud and have them think about
whether they agree or not and why.
2. Learners discuss in pairs.
CORE
Feedback
Invite learners to share their ideas with the class.
Differentiation activities (Support):
1. Encourage learners to make a note of the ideas that come up in class. They can
use their notes when they write their opinion essay.
Differentiation activities (Stretch):
1. Have learners draw up a plan for an essay on the task in Activity 5. They compare
their plans and ideas in groups.
Coursebook Reading: Activity 6
page 101 1. Remind learners of the structure of an opinion text: Paragraph 1 = introduction,
Paragraph 2 = first argument for/against, Paragraph 3 = second argument for/
against, Paragraph 4 = conclusion/personal opinion.
2. Draw learners’ attention to the Language tip. Elicit any other linkers the learners
know and encourage them to note them down, for example firstly, lastly,
moreover, however, all in all, to sum up.
3. Give learners a minute or two to read through the text individually and choose the
missing linkers. Advise them that there is more than one way of completing the text.
CORE
Feedback
Invite different learners to read out a section each, supplying the linker they have
chosen each time. Encourage the class to peer-correct. If anyone disagrees with a
choice, have them justify themselves.
Possible answers
1 For example; 2 first of all; 3 Also/Secondly; 4 Secondly/Also; 5 In my opinion
4. After you check answers, give learners a few minutes to re-read the essay and
notice the writer’s ideas/arguments.
5. Invite learners to say which ideas/arguments they share with the writer.
Differentiation activities (Support):
1. Point out that when we talk about people in general using everyone or everybody,
we use the plural form. For example, ... everyone should try to make a good first
impression no matter how old they are.
Differentiation activities (Stretch):
1. Have learners think of a new introduction and/or conclusion for the model essay.
Encourage them to use linkers.
Coursebook Speaking: Activity 7
page 101 1. Have learners read the situations and choose one or two they’d like to talk about.
2. Put the learners in pairs to share their advice. Monitor and make notes of
language use.
DESIRABLE
Feedback
Invite learners to explain their advice for one of the situations to the whole class.
They could do this as a role-play.
Workbook Workbook: Activity 3
page 93 1. Read out the task and have learners refer to the essay plan. Remind them that the
introduction should present the topic briefly. Ideally, they shouldn’t include their
opinion in the introduction, rather save it for the conclusion.
2. Allow learners a few minutes to complete their essay plans. Encourage them to
note down interesting words/phrases that come to mind so that they remember to
use them. Monitor and provide help if necessary.
CORE
Feedback
Provide individual feedback orally as you monitor learners.
Workbook Workbook: Activity 4
page 93 1. Learners write their opinion essay using their plan. Remind them to use linkers to
provide cohesion to their text.
CORE
Feedback
Provide written feedback on each learners’ essay.
Differentiation activities (Support):
1. Allow learners to finish their essays at home and bring them to the next class.
Differentiation activities (Stretch):
1. Have learners exchange essays with a partner. They read each other’s essay and
make suggestions to improve it, for example correcting language errors, spelling
mistakes, rephrasing an idea.
Resources Plenary
1. Write one of the sentences from the essay in the Coursebook on the board, for
example: If you go to a new school, you will need to make new friends.
2. Put learners in small groups and explain the game: they take turns removing
words from the sentence making sure it still makes sense. Do the first one for
them as an example: If you go to a new school, you will need to make new friends.
The game could continue as follows:
If you go to a new school, you will need to make friends.
If you go to a new school, you will make friends.
If you go to school, you will make friends!
No more words/phrases can be removed, so the team that deleted you will wins the
game or a point.
Continue with more sentences from the Coursebook if there’s time.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 8 LESSON 5 TASKS/ACTIVITIES

Resources Starter
Coursebook 1. Write app on the board (you could explain that the word is an abbreviation of
page 102 application, but is now used as a word in its own right).
2. In pairs, learners discuss the Starter questions.
3. Elicit ideas in open class and allow learners to use their phones to show the apps
they have.
Resources Main activity
Coursebook Reading: Activity 1
page 102 1. Explain to the class that the reading text they are going to read will have
something to do with apps. Draw learners’ attention to the title of the article.
2. Learners skim read the article to understand what it’s about.
3. Have learners answer the question in pairs before eliciting the answer as a whole
class.
CORE
Feedback
Invite learners to explain the title of the article.
Possible answer
The title ‘App-solutely amazing!’ is a game with words which combines app and
absolutely.
Coursebook Vocabulary: Activity 2
page 102 1. In pairs, learners try to work out the meaning of the words in bold. Encourage
them to make a table in their notebooks listing the word, the part of speech and
their definition. Allow learners to consult a dictionary to check their answers.
CORE
Feedback
Read out each word and nominate a pair of learners to give their definition. The rest
of the class can raise their hands if they disagree or if they have a better definition.
Possible answers
summarise: bring together the main points; news: report of current events; download:
copy from the Internet; giant: large company; proud: feeling of satisfaction in your own
or someone else’s achievements; inspire: to cause someone to want to do something;
worried: anxious; model: representation of something, usually on a smaller scale;
arrogant: feeling self-important; genius: unusually intelligent or gifted person; polite:
having good manners; humanities: studies concerned with human culture; invest
in: dedicate money to something expecting to receive a profit; lucky: fortunate; risk:
possibility of failure
Coursebook Vocabulary: Activity 3
page 102 1. Have learners find all the adjectives which describe personality in the article.
Advise them that these are NOT all the words in bold in the text, although two of
them are. Do this as a class by inviting learners to call out the adjectives in order.
DESIRABLE
Feedback
Nominate learners to call out the adjectives one by one in order. If learners provide
adjectives which aren’t strictly about personality (new, young) don’t say that it’s
wrong, just remind them that they’re looking just for ones related to personality.
Answers
excited, worried, arrogant, self-centred, polite, likeable, enthusiastic, self-aware, lucky
2. Write two headings on the board: Positive and Negative. Invite learners to come
out and write an adjective under the appropriate heading. Check if the rest of the
class agrees and have a discussion if there is disagreement.

Answers
Positive: excited, polite, likeable, enthusiastic, self-aware, lucky
Negative: worried, arrogant, self-centred
Workbook Workbook: Activity 1
page 94 1. Draw learners’ attention to the words which appeared in bold in the article about
Nick D’Aloisio. Explain that they will now need to match some of them to their
definitions.
2. Allow one or two minutes for learners to match the words to the definitions.
CORE
Feedback
Invite learners to read out a word or phrase and its definition.
Answers
1 f; 2 e; 3 d; 4 a; 5 b; 6 c
Workbook Workbook: Activity 2
page 94 1. Learners read the clues to complete the crossword. Point out that the words were
in bold in the article and that the first letter is given.
2. Have learners compare the completed crosswords in pairs before checking with
the class.
CORE
Feedback
Read out the clues and invite learners to write the word on the board.
Answers
Across: 1 giant; 2 news; 5 proud; 6 inspire; 7 humanities
Down: 1 genius; 3 arrogant; 4 risk; 5 polite
Workbook Workbook: Activity 3
page 94 1. Give the learners a few minutes to write their sentences. You could set a limit of
minimum words per sentence, for example eight words.
2. In pairs, learners read out their sentences and make any corrections.
DESIRABLE
Feedback
Invite learners to read out a sentence for the whole class. Encourage class feedback.
Resources Plenary
1. Write £1,000,000 on the board. Nominate a learner to read out what the figure
represents (one million pounds).
1. Play a game. Say: If I were a millionaire, I would buy my own helicopter. Nominate
a learner to repeat your sentence and add something of their own, for example
If I were a millionaire, I would buy my own helicopter and travel around the world.
Continue with learners remembering the order and adding a sentence as time
allows.
Note: You might like to have learners prepare for the Coursebook presentation in
the next lesson (Lesson 6) beforehand. Ask them to look at the list of names in
Activity 8 (Coursebook page 103) and do some research on one of the people.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 8 LESSON 6 TASKS/ACTIVITIES

Resources Starter
1. Play Finish my sentence. Put learners in groups with books closed. Read out a
sentence from the article about Nick D’Aloisio on page 02, pausing in places
for learners to supply the missing word(s). For example, say: Nick D’Aloisio got
his first laptop when he was ... Encourage learners to shout out the correct missing
word (nine). The first team to give the answer wins a point. Continue with more
sentences from the article, for example: He might buy some ... (clothes), he says,
and maybe a new ... (computer).
Resources Main activity
Coursebook Speaking: Activity 4
page 103 1. Read the questions out loud.
2. In pairs, learners read the article again and discuss the answers.
DESIRABLE
Feedback
Invite learners to read out a question and answer it for the whole class to check.
Possible answers
1 He launched his app ‘Summly’ for iPhones.
2 An app which summarises the news stories.
3 Yes, because nearly a million people have downloaded it.
4 He’s pleased that he has inspired other teenagers.
5 He’s polite, likeable, enthusiastic and self-aware.
6 He’d like to use his money to support small companies.
Differentiation activities (Support):
1. Divide the class in two. One group works on questions 1–3 and the other group
on questions 4–6. Check all questions with the class.
Differentiation activities (Stretch):
1. Have learners skim read the text once and then discuss the questions without
referring to the article. Challenge them to remember as much as they can.
Coursebook Use of English: Activity 5
page 103 1. Read out the information in the Use of English box.
2. Learners find the preposition and noun phrases in the article. Encourage them to
write down the phrases in their notebooks.
CORE
Feedback
Invite learners to read out the section of the article that contains each phrase.
Differentiation activities (Support):
1. Learners work in pairs to find the preposition and noun phrases in the newspaper
story.
Differentiation activities (Stretch):
1. Learners think of four preposition + noun phrases of their own, or ones that they
find in their Coursebook, and quiz their partner by giving them the noun and
eliciting the preposition, for example: Television ... on television.
Coursebook Use of English: Activity 6
page 103 1. Learners choose the correct prepositions to complete the questions.
2. In pairs, learners compare answers, before checking with the class.
CORE
Feedback
Invite learners to read a question out loud and write the missing preposition on the
board.
Answers
1 at; 2 on; 3 at; 4 on; 5 on; 6 In; 7 on; 8 in
Coursebook Speaking: Activity 7
page 103 Still in their pairs, learners take turns to ask a question for their partner to
answer. Encourage them to do this orally and monitor to make sure learners are
giving full answers.
When they finish, have them scan the article in Lesson 5 (Coursebook page 102)
to check their answers to questions 1 to 5.
CORE
Feedback
Read out the questions one by one and invite learners to provide an answer.
Answers
1 Chinese and Russian; 2 Yes, a number of times; 3 Yes, he was; 4 No because
he would always show them what he was doing; 5 Yes, it does; 6–7 Learners’ own
answers
Coursebook Speaking: Activity 8
page 103 1. If the learners have already prepared some information, put them in pairs or
groups depending on which ‘genius’ they have chosen to talk about. In their pairs/
groups, learners share the information they have found.
2. Give learners time to organise the information and prepare a short (under five
minutes) presentation for the class. Monitor and provide help.
3. Invite pairs/groups to give their presentation to the whole class.
CORE
Feedback
During the presentations make a note of correct/incorrect language use. Go over the
language points you’ve collected with the whole class.
Differentiation activities (Support):
1. Allow learners to read out the information if they don’t feel confident enough to
speak without notes.
Differentiation activities (Stretch):
1. Allow learners to talk about another genius they know about.
Workbook Workbook: Activity 4
page 95 1. Give the learners a few minutes to complete the article with the missing
prepositions individually.
2. In pairs, learners compare their answers before checking with the class.
CORE
Feedback
Invite learners to read out parts of the text.
Answers
1 At; 2 in; 3 at; 4 for; 5 from; 6 at; 7 to; 8 in; 9 to; 10 at; 11 in; 12 in.
Workbook Workbook: Activity 5
page 95 1. Learners decide which of the geniuses they have learned about in this lesson is the
cleverest and summarise the reasons for their choice.
DESIRABLE
Feedback
Depending on how many different geniuses have been chosen, nominate learners to
read out a summary for each.
Resources Plenary
1. Have a class vote with a show of hands to find out who the majority think is the
cleverest genius.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 8 LESSON 7 TASKS/ACTIVITIES

Resources Starter
Coursebook 1. Stick the picture of Albert Einstein on the board. Do any of the learners recognise
page 104 who it is? What do learners know about Einstein? (physicist, born in Germany,
E = mc2, theory of relativity). Explain that Einstein is considered a genius (someone
who is extremely intelligent or talented). Write genius on the board.
2. Refer learners to the Starter question. Write on the board: IQ Ask learners if they
know what this stands for and what it means. (Intelligence Quotient; it refers to a
number which shows how intelligent a person is. This number is based on specific
tests. An average IQ score is 70–115. Einstein’s IQ is said to have been above 160.)
Resources Main activity
Coursebook Reading: Activity 1
page 104 1. Refer learners to the Vocabulary box. Understanding these words will help them
understand the text.
2. Ask learners to read the text once and find the answer to the question. When they
think they know it, they should raise their hands.
CORE
Feedback
Elicit the answer. The answer doesn’t have to be identical to the answer below as
long as it means the same.
Possible answer
The winner must use the prize money to pay university or college fees.
Coursebook Reading: Activity 2
page 104 1. Point out the words in bold in the text and refer learners to the Language tip.
2. Learners read the article again and decide if the statements are true or false.
Encourage them to find the answers in the text. You might like to point out that
the relevant information doesn’t appear in the same order in the text.
CORE
Feedback
Invite learners to read out a statement and say whether it’s true or false. If it’s false,
they should give the correct information.
Answers
1 F (they must spend it on their education); 2 T; 3 T; 4 F (it’s a TV show); 5 T
Workbook Workbook: Activity 1
page 96 1. Elicit from learners what a summary is (a short version of a text containing
all the most important points). Read aloud the Writing tip and check for
comprehension.
2. Learners read the text once more and find the main ideas and facts.
3. Give learners five minutes to write their summary. Monitor and provide help if
necessary.
CORE
Feedback
Invite learners to read out their summary. Discuss differences in summaries.
Workbook Workbook: Activity 2
page 96 1. Write should and must on the board. Ask which word is used for advice (should)
and which word is stronger and used for things you have to do (must).
2. Learners complete the activity individually.
CORE
Feedback
Invite learners to read out a complete sentence.
Answers
1 shouldn’t; 2 must; 3 mustn’t; 4 must; 5 should; 6 should
Resources Plenary
1. Play a version of Simon says. Ask the class to stand up. When you use must, the
learners should do the action you say. If you say should, they don’t do it. For
example: You must sit down. You must stand up. You must turn around. You should
sit down. Any learner who sits down at this point is out of the game as you didn’t
say must. Continue as time allows. Other actions could be: walk to the window,
walk to the door, go back to your desk, open your book, close your book.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic ✓
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 8 LESSON 8 TASKS/ACTIVITIES

Resources Starter
1. Make the following statements about everyday life. Have learners stand up if they
think you should use must/mustn’t (obligation) and sit down/stay seated if they
think you should use should/shouldn’t (advice):
1 Shout in class. (mustn’t)
2 Have breakfast in the morning. (should)
3 Stop at a red traffic light. (must)
4 Go to bed early before an exam. (should)
5 Be friendly to people. (should)
6 Get stressed about exams. (shouldn’t)
Resources Main activity
Coursebook Listening: Activity 3
page 105 1. Read the rubric aloud and refer learners to the two photos. Elicit the contestants’
Audio Track 30 names (Alex and May).
2. Before they listen, refer learners to the Vocabulary box. Understanding these
words will help them understand the audio track better.
3. Play the audio track and have learners make notes about Alex and May as they
listen. These notes are general points of information that they have heard. There
is not a specific question.
4. Learners compare notes in pairs before discussing in class.
CORE
Feedback
Invite learners to raise their hands, and nominate a few to share what they heard
about Alex and May.
Answers
Learners’ own answers
Coursebook Listening: Activity 4
page 105 1. Read the Listening strategy. Then allow learners a minute or so to read the
Audio Track 30 questions and options and underline the key words.
2. Play the audio track again for learners to choose the correct option.
3. Have them compare answers in pairs, before checking as a class. If necessary, play
the audio track one more time.
CORE
Feedback
Invite learners to read out an answer. Elicit opinions and details from the rest of
the class.
Answers
1 c; 2 b; 3 a; 4 b; 5 a; 6 c
Workbook Workbook: Activity 3
page 97 1. Ask learners to read the statements and write Alex or May in the gaps.
2. Have them compare answers in pairs, before checking with the class.
DESIRABLE
Feedback
Invite learners to read out a statement each and ask the other learners if they agree.
 Answers
1 May; 2 May; 3 Alex; 4 May; 5 May; 6 Alex
Workbook Workbook: Activity 4
page 97 1. Put the learners in groups of four and divide them into pairs: A and B (agree),
C and D (disagree). Allow them a few minutes to brainstorm ideas for/against
the argument in pairs. Ask them to note their ideas down in the diagram.
2. Monitor and help learners who are struggling to come up with ideas.
CORE
Feedback
A and B pairs swap their notes with C and D pairs. This will allow learners to refine
their ideas and think of counter arguments for the debate to follow.
Coursebook Speaking: Activity 5
page 105 1. Read the instructions for the debate and the information in the Speaking tip.
2. In groups of four, learners have the debate using their ideas in the diagram. Allow
about three minutes for this. Make sure they understand that they need to try to
convince each other and reach a conclusion.
3. If necessary, write useful language on the board for giving
opinion, asking for opinion, agreeing/disagreeing, for example:
I think/believe that ... In my opinion, ... What do you think? Do you agree? Yes, but
... You may be right, but ...
4. Encourage learners to follow the rules of courteous debate by allowing their
opponents to finish speaking before they give their counter argument.
5. Monitor and provide help only if necessary.
CORE
Feedback
After the debate, have learners come to a consensus conclusion. Do a hands-up
survey of who agrees with the statement and who disagrees. Remind learners that
debate allows for change of opinion, so they can vote differently from their previous
arguments.
Possible answers
For: exams/competitions are stressful; makes children competitive; no time to play with
friends; children are tired and unhappy
Against: exams help children be organised; they make them responsible; children learn
new things in competitions; they become more independent
Differentiation activities (Support):
1. Allow learners to read from complete sentences in the debate.
Differentiation activities (Stretch):
1. Encourage stronger learners to read from brief notes (or from no notes at all).
Resources Plenary
1. Write Class contract on the board and discuss what a contract is and who might
sign it.
2. As a class, brainstorm rules/agreements that could be included in your English
class contract. These can refer to students and teachers. For example:
Students
We must speak in English as much as we can.
We will try to read books or articles in English.
We mustn’t laugh at our classmates’ mistakes.
Teacher
I will prepare a game at the end of each class.
I must try to answer my students’ questions.
I will explain what words mean in English.
3. Have your students create a big poster with the rules/agreements. Then everyone
signs it at the bottom
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic ✓
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 8 LESSON 9 TASKS/ACTIVITIES

Resources Starter
Coursebook 1. Write child prodigy on the board and ask: Do you know anyone who’s really, really
page 106 clever? Elicit answers from the class.
2. Elicit what child prodigy means (a child who’s really intelligent and can be as good
at something as adults).
3. In pairs, learners discuss the Starter question. Give them two or three minutes
and then elicit answers. Make notes on the board. Is there something that lots of
learners would like to be good at?
Resources Main activity
Coursebook Reading: Activity 1
page 106 1. Ask learners to look at the title of the interview.
2. Learners read what the interviewer asks and predict what Melanie will say,
without looking at her answers. They can do this in pairs or small groups.
CORE
Feedback
Discuss learners’ ideas as a class.
Coursebook Reading: Activity 2
page 106 1. Learners read the whole interview and decide which statements are true and
which are false.
2. Learners compare answers in pairs before checking as a class.
CORE
Feedback
Invite learners to read a true statement and say where the information is in the
interview. When these have been identified, invite learners to correct the false
statements.
Answers
1 T; 2 F (She was surprised when her paintings sold.); 3 T; 4 T; 5 T; 6 F (She’s working
on the pictures for his book.)
Coursebook Vocabulary: Activity 3
page 106 1. Encourage learners to read the words before and after the underlined words/
phrases to help them understand meaning.
CORE
Feedback
Invite learners to read out a word/phrase and its definition.
Answers
1 for ages; 2 decade; 3 exhibition; 4 in charge of; 5 gallery; 6 opportunities
Coursebook Vocabulary: Activity 4
page 106 1. Draw learners’ attention to the Language tip. Elicit another pair of example
sentences with surprised/surprising and interested/interesting from the class.
2. Ask the learners to underline the -ed/-ing adjectives in the interview. Elicit and
write the adjectives on the board. Point out that some adjectives don’t have an -ed
or -ing equivalent. For example, we say talented but not talenting.
3. Give learners a few minutes to say or write sentences with the adjectives.
DESIRABLE
Feedback
Invite learners to say or read out a sentence.
Answers
talented; surprised; interested; organised; interesting; boring
Differentiation activities (Support):
1. Learners write the sentences in their notebooks. Monitor and support learners as
they write.
Differentiation activities (Stretch):
1. Learners write sentences for surprising and bored as well.
Workbook Workbook: Activity 1
page 98 1. Learners complete the sentences with the words/phrases. Remind them to
eliminate options by filling in more obvious gaps first.
2. Learners compare answers in pairs before checking as a class.
DESIRABLE
Feedback
Invite learners to read out a complete sentence.
Answers
1 opportunity, galleries; 2 exhibition; 3 in charge of; 4 for ages; 5 decades; 6 invest
Workbook Workbook: Activity 2
page 98 1. Read out the pairs of adjectives and have the learners repeat them.
2. Ask learners to complete the pairs of sentences with the adjectives.
CORE
Feedback
Invite learners to read a set of sentences.
Suggested answers
1 a tiring, b tired; 2 a interesting, b interested; 3 a surprised, b surprising; 4 a annoying,
b annoyed; 5 a excited, b exciting
Resources Plenary
1. Learners work in pairs and think of two questions they’d like to ask Melanie.
2. Put the learners in new pairs. They take turns asking and answering the questions
as if they were Melanie.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 8 LESSON 10 TASKS/ACTIVITIES

Resources Starter
Coursebook 1. Have learners form a line down the centre of the classroom. Say that those who
page 107 prefer to work alone should step to the right, and those who prefer to work in
a team should step to the left. Those with no strong preference can stay in the
middle. Is there a majority one way or the other?
2. Ideally, pair a learner with different preferences and have them explain to each
other the reasons for their preferences.
Resources Main activity
Coursebook Reading: Activity 1
page 107 1. Write on the board: Clever Teens. Explain that teens is short for teenagers. Before
they read, have learners guess what the competition is about.
2. Ask learners to read the information on the website and make brief notes
(20 words).
3. Put the learners in pairs. One of them explains what the competition is about. Tell
them to imagine their partner hasn’t read the text. The learner who is listening
refers to their notes and adds to them or underlines anything their partner missed.
CORE
Feedback
Invite a learner to explain what Clever Teens is. Encourage the rest of the class to
add to the explanation.
Answer
Learners’ own answers
Coursebook Reading: Activity 2
page 107 1. Ask learners to read the questions and write the answers in their notebooks,
referring to the website.
CORE
Feedback
Invite learners to read out a question and answer.
Possible answers
1 There are four different categories: business, environment, writing and art.
2 It’s 5,000 AED and it’s for the finalist who comes third.
3 It should be no more than 5,000 words.
4 Learners can present a video in the category of Art.
5 The presentations will take place the first week of June.
6 The last day for applications in the end of December.
Coursebook Speaking: Activity 3
page 107 1. Put the learners in pairs or small groups. Read out the stages of the task.
2. Give them a few minutes to choose a category from the competition and
brainstorm ideas.
3. Then have them write brief notes about their project. Monitor and make sure
they aren’t writing too much.
CORE
Feedback
Monitor and provide help while the learners are working on the outline of their project.
Coursebook Speaking: Activity 4
page 107 1. Pairs and groups of learners take turns to present their idea for the Clever Teens
competition. While they are listening, have learners make brief notes about each
project.
2. After the presentations, allow a few minutes for learners to discuss in their pairs/
groups which they think is the best idea. They can’t vote for their own.
3. Elicit from each pair/group their decision and reasons. Announce the winner, but
praise all efforts.
CORE
Feedback
Have a class discussion on whether they would really like to take part in a similar
competition. Would they like to take part on their own or as part of a team?
Workbook Workbook: Activity 1
page 99 Read the Language tip. Explain that learners have to form a noun or adjective to
complete each sentence. You could read the sentences once and elicit whether it’s
a noun or adjective that’s needed in each case.
Learners complete the sentences individually or in pairs. Point out that the words
they need appeared in the website on Coursebook page 107.
DESIRABLE
Feedback
Invite learners to read out a sentence and write the missing noun or adjective on the
board.
Possible answers
1 environmental; 2 application; 3 scientific; 4 creative; 5 information; 6 solution
Workbook Workbook: Activity 2
page 99 1. Point to the online form and explain that whoever wants to take part in Clever
Teens needs to fill this in.
2. Ask learners to complete the form with their personal details and information on
the project they worked on in Coursebook Activity 3.
DESIRABLE
Feedback
Invite learners to exchange books with a partner and read the information.
Resources Plenary
1. Have a spelling race. Divide the learners into two or three groups. Call out key
words from the lesson. Each time, a learner from each group races to the board to
write the word. They win a point for each word spelled correctly.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic ✓
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 8 LESSON 11 TASKS/ACTIVITIES

Resources Starter
1. Write the Starter question on the board: What would you do if you won first prize
in Clever Teens?
2. Elicit from the class what Clever Teens is (a competition) and what the first prize
was (10 000 AED).
3. Have learners discuss the questions in groups. Elicit a few ideas as a class.
Resources Main activity
Coursebook Listening: Activity 1
page 108 1. Read out the instructions. Play the audio track once for the learners to answer the
Audio Track 31 questions.
2. Have them discuss their answers in pairs.
CORE
Feedback
Invite learners to raise their hands, and nominate a few to answer the questions.
Answers
They won a prize for Writing. Dalal wrote the story and Ibrahim drew pictures for it.
Coursebook Listening: Activity 2
page 108 1. Allow learners a minute to read the six statements.
Audio Track 31 2. Play the audio track once more for the learners to do the task.
3. Encourage them to compare answers in pairs and discuss.
CORE
Feedback
Invite learners to read out a statement and explain why it’s true or false.
Answers
1 T; 2 T; 3 F (he’ll be too busy); 4 T; 5 F (she thinks they already have a lot to do); 6 T
Coursebook Speaking: Activity 3
page 108 1. Read the Language tip as a class, and elicit a few examples with second
conditional from the learners.
2. Have learners read the questions individually and think about their answers.
3. In pairs, learners discuss their answers. Monitor and check the correct use of the
second conditional.
CORE
Feedback
Elicit a few answers for each question. Write on the board a few second conditional
sentences that came up in the learners’ discussions.
Differentiation activities (Support):
1. Ask learners to write their answers to the questions. Monitor and make sure they
are using the second conditional correctly.
Differentiation activities (Stretch):
1. Have learners act out the situation in question 3. One learner is the famous
person from the past and the other learner interviews him/her.
Workbook Workbook: Activity 1
page 100 1. Read the instructions. Allow learners a few minutes to complete Ibrahim’s email.
CORE
Feedback
Invite learners to read out a few sentences each from the email.
Answers
1 b; 2 c; 3 b; 4 a; 5 a; 6 c; 7 b; 8 a
Workbook Workbook: Activity 2
page 100 1. Discuss with the class what Mr Al Blooshi might write in reply to Ibrahim’s
email.
2. Ask learners to write Mr Al Blooshi’s reply to Ibrahim. Monitor and provide
support. Make a note of correct/incorrect use of language.
DESIRABLE
Feedback
Invite learners to read out their email to the whole class. Go over the language
points you made a note of.
Resources Plenary
1. Write on the board: If I was a millionaire, I’d ... .
2. Put the learners in small groups and have them play a memory game. Learners
take turns completing the prompt sentence. Every time a learner takes a turn,
they have to repeat the previous ideas before adding their own. For example:
L1: If I was a millionaire, I’d buy a Ferrari.
L2: If I was a millionaire, I’d buy a Ferrari and go on holiday to Paris.
L3: If I was a millionaire, I’d buy a Ferrari, go on holiday to Paris and go scuba-diving.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 8 LESSON 12 TASKS/ACTIVITIES

Resources Starter
1. Write Ibrahim and Dalal on the board.
2. Have learners work in pairs to remember information about the brother and sister.
3. Elicit ideas from the whole class.
Resources Main activity
Coursebook Reading: Activity 4
page 109 1. Draw learners’ attention to Ibrahim’s drawing. Elicit what they can see.
2. In pairs, ask learners to discuss what the story could be about.
CORE
Feedback
Invite learners to share their ideas with the class.
Coursebook Reading: Activity 5
page 109 1. Hand out the story extract (PCM 7) and allow learners a few minutes to read it.
Direct learners’ attention to the information in the Language tip.
2. In pairs, learners answer the questions orally.
CORE
Feedback
Read out a questions and nominate learners to give an answer.
Possible answers
1 The story is set in a desert in the Middle East.
2 He had an accident. He has a mother and a brother. His brother lives in a village. He’s
lost in the desert.
3 He’s happy because he realised he can see.
4 Learners’ own ideas.
5 At first, he feels lonely and small, possibly afraid. When he sees the riders, he feels
more optimistic and determined.
Differentiation activities (Support):
1. Read out the story in class. Discuss the questions as a class.
Differentiation activities (Stretch):
1. Have learners explain why they like/dislike the story.
Coursebook Speaking: Activity 6
page 109 1. Ask learners to think of a title for the story in pairs or small groups.
2. Elicit ideas in class and write them on the board.
3. Then give them time to brainstorm ideas on how to continue the story. Encourage
them to take notes which they can use later in Workbook Activity 4.
CORE
Feedback
Elicit learners’ predictions on how the story will continue. Ask further questions if
appropriate.
Workbook Workbook: Activity 3
page 101 Remind learners of the use of the infinitive in reported orders/commands. Refer
back to the Language tip on page 109 of the Coursebook if necessary.
Learners rewrite the orders in direct or indirect speech.
CORE
Feedback
Invite learners to read out a direct and indirect order.
Answers
1 Asma’s mum told her not to forget the money for the school trip.
2 Omar’s mum asked him to take the rubbish out.
3 “Please turn off the TV,” said Hamad’s dad.
4 Abeer’s dad told her not to talk on the phone so much.
5 “Buy some bread and coffee,” said Sami’s mum.
6 “Don’t be late for school,” said Haleema’s dad.
Workbook Workbook: Activity 4
page 101 1. Read the Writing tip and point out examples of direct speech in the story extract.
2. Allow about five minutes for learners to write their paragraph. They can do this
individually or in their pairs/groups. Monitor and provide help as necessary.
DESIRABLE
Feedback
Read out a few paragraphs in class. Highlight correct/incorrect use of language on
the board. Collect the paragraphs and provide written feedback.
Resources Plenary
1. Before you collect learners’ writings, display them in class. Have learners walk
around in pairs and read. They must discuss what they like about each paragraph.
Monitor and participate if necessary.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic ✓
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 9 LESSON 1 TASKS/ACTIVITIES

Resources Starter
Coursebook 1. Review the job vocabulary that learners have already met in previous grades by
page 110 organising a job alphabet race. In small groups, learners have three minutes to
think of one job for every letter of the alphabet. Learners should skip difficult
letters and come back to them if time allows.
2. Ask learners to share answers at the end of the three minutes. Award one point
for each job, and two points if no one else thought of this job.
3. Look at the Starter question and clarify the meaning of ideal job if necessary
(dream job). Encourage learners to justify their choices. Refer learners to the
Language Tip to ensure they understand how to use work (as verb or noun) and
job (only as a noun) in the correct way.
Resources Main Activity
Coursebook Vocabulary: Activity 1
page 110 1. Write across the board: -er, -ant, -or, -ian, -ic, -ist (keep these on the board for
Workbook Activity 1). Explain that these are suffixes, in other words a group of
letters added to the end of a word to change its meaning. Explain that all of these
suffixes are used to mean a person who does ... so are used in job titles.
2. Read through the Use of English box and check that learners understand all the
jobs listed and emphasise the connection with the first word, for example say
Drive. A person who drives a taxi is called a ... and elicit taxi driver.
3. Have learners look at the list of jobs they wrote down for the Starter activity and
underline the suffixes.
4. Allow learners to use dictionaries to look up any unfamiliar words. Distribute
copies of the vocabulary table (PCM 1). In pairs, learners fill in the table with the
words they didn’t already know, grouping together words with the same suffix.
Explain that grouping words in ‘families’ like this will help them to remember the
correct suffixes.
5. You might want to point out that some jobs don’t fit into these families: nurse,
pilot, chef. Also, some jobs have an extra letter with their suffix: engineer,
lawyer. Learners need to commit these exceptions to memory. Vet is actually an
abbreviation of veterinarian, but is mostly commonly used in the abbreviated form.
CORE
Feedback
Nominate learners to read out a different definition each – the rest of the class call
out the job title in each case.
Possible answers
driving instructor: a person who teaches you how to drive
actor: a person who acts in films, plays or tv programmes
accountant: a person who works with financial records
assistant: a person who helps other people (personal assistant, shop assistant)
flight attendant: a person who serves passengers on an aircraft
journalist: a person who writes for a newspaper, magazine or web news site
pharmacist: a person who prepares and distributes medicine
physiotherapist: a person who treats physical injury through exercise
receptionist: a person who receives visitors in an office
electrician: a person who works with electrical equipment
optician: a person who checks eyes and recommends glasses
 politician: an elected government official
carpenter: a person who makes things with wood
cleaner: a person who cleans
designer: a person who designs (fashion designer, graphic designer, interior designer)
engineer: a person who designs engines and structures
lawyer: a person qualified to give legal advice or represent someone in court
photographer: a person who takes photographs
plumber: a person who installs or mends water pipes and equipment in buildings
programmer: a person who writes computer programmes develops software (computer
programmer)
manager: a person who organises a team of other workers
taxi driver: a person who drives members of the public
waiter: a person who serves you in a restaurant
writer: a person who writes books or articles
mechanic: a person who works with machines
paramedic: a person who looks after people who have been hurt in an emergency
Coursebook Reading: Activity 2
page 110 1. Refer learners to the three pictures of jobs and explain that they have to read the
paragraph and work out which of the three jobs is being described.
2. Encourage learners to get the sense of the paragraph and not to worry about
words they do not know, unless this stops them from understanding the gist.
CORE
Feedback
Nominate learners for answers and ask them to justify their answers. What words
helped them understand the job?
Answer
Paramedic (the middle picture)
Differentiation activities (Support):
1. Allow learners to use their dictionaries to find the meaning of words they do not
know.
Differentiation activities (Stretch):
1. Learners describe the other two jobs pictured.
Coursebook Reading: Activity 3
page 110 1. Refer learners to the two pictures and explain that they have to read the sentences and
assign them to each of the two jobs. The sentences should form a paragraph describing
the job, just as in the previous activity. Two of the sentences can apply to either job.
2. Set this as a pair/group competition.
DESIRABLE
Feedback
Allow fast finishers to write their answers on the board and read out the paragraph.
Do the others agree that the order of the sentences make a coherent paragraph and
match the picture?
Answer
Waiter: a, h, c, e, f
Taxi driver: a, g, d, b, f
Could be either: a, f
Taxi driver: You have to like people to do the job I do. You also have to be very patient
because sometimes the traffic is quite heavy and it can take a long time to get to your
destination. It can be tiring at times, especially if I’m on the road early in the morning,
but you can meet some very interesting people.
Waiter: You have to like people to do the job I do. Most customers are really nice, but
some are just so difficult to please. They say, “This isn’t what I ordered,” but you know
it was what they ordered. I’m on my feet all day so I’m very tired when I go home, but
you can meet some very interesting people.
Workbook Workbook: Activity 1
page 102 1. Learners fill in the table by deciding which suffix would complete each of the
torn-off words .
CORE
Feedback
You should still have the suffixes on the board from earlier. Have learners come out
and write an answer in the correct column.
Answers
-er: carpenter, plumber, cleaner
-ant: accountant, assistant
-or: instructor, actor
-ian: electrician, optician
-ic: mechanic, paramedic
-ist: journalist, receptionist, pharmacist
Workbook Workbook: Activity 2
page 102 1. Model the activity by miming a tooth ache and saying Quick! I need a ... . Elicit
dentist from the learners.
2. Refer learners to the example sentence and set the task in pairs. Point out that
questions 2 and 8 could have more than one correct answer. Accept any sensible
answer.
DESIRABLE
Feedback
Have learners write the answers on the board and check for accurate spelling.
Answers
1 carpenter; 2 flight attendant, pilot; 3 instructor; 4 cleaner; 5 plumber; 6 mechanic; 7
electrician; 8 engineer, architect
 Differentiation activities (Support):
1. Provide learners with the first letter of each word.
Differentiation activities (Stretch):
1. Learners write similar sentences for other jobs and have their partners write the
job.
Resources Plenary
1. Distribute copies of PCM 8. Learners will have met all the job names in a
previous grade or in this lesson.
2. In pairs or small groups match all the words and pictures.
3. Nominate pairs of learners to ask and answer, for example Learner A: What’s
number 1? Learner B: Dentist.

Answers
1 dentist; 2 doctor; 3 nurse; 4 paramedic; 5 cleaner; 6 receptionist; 7 optician; 8
physiotherapist; 9 pharmacist; 10 chef; 11 waiter; 12 waitress; 13 car mechanic; 14
manager; 15 shop assistant; 16 electrician; 17 carpenter; 18 plumber; 19 engineer; 20
driving instructor; 21 traffic warden; 22 firefighter; 23 police officer; 24 taxi driver
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic ✓
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 9 LESSON 2 TASKS/ACTIVITIES

Resources Starter
1. Play a miming game with the class. Divide the class into two teams.
2. Model the game by miming a job, for example driver. The first team to shout out
a driver scores a point.
3. In turn, have one learner from each team come to the front. Show them a word
for a job they have to mime.
Resources Main Activity
Coursebook Listening: Activity 4
page 111 1. Tell the class they are going to listen to three people talking about their work.
Audio Track 32 2. Play the audio track once. Ask What jobs do you think they do?
3. Learners listen again and write down their answers in their notebooks.
CORE
Feedback
Check the answers in pairs, then as a class. Encourage learners to say what key
words helped them decide and write these on the board.
Answers
1 engineer; 2 physiotherapist; 3 mechanic
Differentiation activities (Support):
1. Play the audio track more times if necessary.
Differentiation activities (Stretch):
1. Ask learners to describe one of the other jobs and have peers guess the job.
Coursebook Listening: Activity 5
page 111 1. Before learners listen again, ask them to look at the prompts and guess which of
Audio Track 32 the jobs these could apply to.
2. Play the audio again. Learners listen and check who said what.
3. Play the audio track once more if necessary.
CORE
Feedback
Check the answers in pairs, then as a class. Were any of their guesses right?
Answers
1 physiotherapist; 2 engineer; 3 mechanic
Differentiation activities (Support):
1. Provide learners with the audioscript.
Differentiation activities (Stretch):
1. Ask learners what other information they heard.
Workbook Workbook: Activity 3
page 103 1. Write on the board WHAT? and WHERE?
2. Then write physiotherapist on the board and ask learners to tell you what a
physiotherapist does and where they work.
3. Refer learners to the example.
4. Pair or group learners and have them describe the jobs the people do and where
they work. Then ask them to work alone to complete the sentences in their
Workbooks.
 CORE
Feedback
Monitor and support as needed. If possible, post learners’ sentences around the
room and have them do a gallery walk to see what their peers have written.
Possible answers
1 A physiotherapist uses special exercises, heat or massage to help people recover
from an injury. A physiotherapist works in a hospital.
2 A receptionist answers the phone and welcomes visitors. A receptionist works in an
office or a hotel.
3 A taxi driver takes passengers in his car. The passengers pay for the journey. A taxi
driver works in his own car or in an official taxi company car.
4 A waiter takes orders for food and serves food in a restaurant.
5 A shop assistant helps people in a shop.
6 A paramedic helps people who have had an accident or are ill, before they go to
hospital.
7 An optician examines and measures people’s eyes. An optician works in a clinic.
8 A journalist writes news stories for a newspaper or magazine.
9 A driving instructor teaches people how to drive. A driving instructor works in his own
car or in an official driving school car.
10 A flight attendant helps passengers and serves food and drink on a plane.
Differentiation activities (Support):
1. Allow learners to describe only the job or the place of work.
Differentiation activities (Stretch):
1. Ask learners to choose other jobs and write similar sentences.
Coursebook Speaking: Activity 6
page 111 1. Read through the Language tip as a class. Ensure learners understand the
difference between works in a and works in. Elicit or teach the meaning of any
unfamiliar words in the examples.
2. Model the task by giving an example of your own using both work in a (specific
building), work in + -ing and work for a + (company) and ask learners if they can
see the difference. Elicit further examples.
3. Nominate two learners to model the speech bubbles.
4. In small groups, learners can make some notes first and then talk about the
people they know and the jobs they do.
CORE
Feedback
Circulate, listening to learners’ interactions. Make notes of recurrent mistakes for
remedial work. Have a few learners tell the rest of the class about the people they
know.
Answers
Learner’s own answers
Workbook Workbook: Activity 4
page 103 1. Write a sentence on the board and have learners find the mistake, for example
Teachers job at school every day from 8am until 4pm. Erase job and replace it with
work.
2. Explain that learners will now read and find mistakes in five sentences.
3. Learners complete the activity individually and check answers in pairs.
 EXTENSION
Feedback
Write the sentences on the board and have learners come to the board to correct
them.
Answers
1 My father works in a banking.
2 My mother works for in publishing
3 A receptionist works for in a reception area.
4 Would you like to work for in finance?
5 I don’t want to work in an office.
Differentiation activities (Support):
1. Underline or circle where the mistakes are.
Differentiation activities (Stretch):
1. Ask learners to write similar ‘wrong’ sentences for their partners to correct.
Resources Plenary
1. Ask learners to vote for the most and least popular of the jobs they have learned
in these two lessons. Is there a clear winner? Ask learners to give reasons for their
choices.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic ✓
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 9 LESSON 3 TASKS/ACTIVITIES

Resources Starter
Coursebook 1. Make some statements about skills you have, for example I can drive a car. I can
page 112 play the oud. I can speak English. Explain that the things you know how to do are
your skills and write it on the board.
2. Go through the Starter questions as a class.
3. In pairs, learners tell each other about the skills they have.
4. Nominate a few learners to report back to the class what skill their partner has.
Write these on the board.
Resources Main Activity
Coursebook Reading: Activity 1
page 112 1. Ask learners what year and century we are in. Clarify the meaning of century (100
years) if necessary.
2. Read out the title of the quiz. Ask learners to predict what ‘21st century skills’
might be. Ask What is very different about this century? Elicit ideas around the
fact that we live in an “information age” – it is increasingly important to be able
to access and make use of information, especially via computers and the Internet.
Write information age on the board. Encourage learners to think beyond the
notion of skills as purely something you can do manually. Elicit or explain that
21st century skills often involve interaction and communication.
3. Refer learners to the Language tip and clarify when articles are used, and when
not.
4. Learners complete the quiz individually, making notes of their answers to each
question in their notebooks.
CORE
Feedback
Check the answers in pairs, then pairs report back which skills they have in common
and which are different. Are the 21st century skills they read about the same as
those they had predicted? Refer learners to the photo on page 113 and ask which of
the 21st century skills they think it represents (team player).
Answers
Learner’ own answers
Differentiation activities (Support):
1. Allow learners to use their dictionaries to look up any new words.
Differentiation activities (Stretch):
1. Learners give specific examples of a time when they displayed a specific
21st century skill.
Coursebook Speaking: Activity 2
page 112 1. Go through the different 21st century skills and ask learners to put their hand up
if they answered ‘yes’ in the quiz. Is there a skill that everyone has? Is there a skill
that no-one has?
2. Nominate a few learners to tell the class why they answered ‘yes’. Refer to the
‘proactive’ speech bubble as a further example.
3. Choose one of the skills and ask learners to put their hand up if they
answered ‘no’. Ask them why and ask Can you change this? How? Refer to the
‘communication’ speech bubble for an example.
4. Allow learners to look at their quiz answers and make notes on their ideas before
starting small group discussions.
 CORE
Feedback
Monitor and support as needed. Make a note of any errors and examples of good
language for delayed feedback. In whole class feedback, ask learners if anyone has
similar answers. Also, compare suggestions for improving the skills and discuss as a
class which is the best suggestion.
Answers
Learner’ own answers
Differentiation activities (Support):
1. Learners only say which skills they have and why.
Differentiation activities (Stretch):
1. Learners give each other suggestions on how they can improve their skills.
Workbook Workbook: Activity 1
page 104 1. Learners complete the task individually.
CORE
Feedback
Check as a class. Ask learners what helped them decide.
Answers
1 creativity; 2 proactive; 3 leadership; 4 communication; 5 problem solving; 6 team
player
Differentiation activities (Support):
1. Circle key words in the examples to help learners find the answer, for example,
interesting ideas and unusual subjects.
Differentiation activities (Stretch):
1. Ask learners to think of other possible examples for each skill.
Workbook Workbook: Activity 2
page 104 1. Refer learners to the 21st century skills written on the board. Point out that they
are different parts of speech: abstract noun (creativity), concrete noun (team
player), plural nouns (leadership skills, communication skills) and an adjective
(proactive). We can derive associated words from these: creative (from creativity)
and leader (from leadership). Some of these words will use the verb to be: creative,
proactive, leader, team player; some will use the verb to have: leadership skills,
communication skills, creativity. Some will need an article: leader, team player and
the rest will not.
2. Learners complete the activity individually and compare answers in pairs.
DESIRABLE
Feedback
Check as a class.
Answers
1 creative; 2 leadership; 3 be; d has; 4 has; 5 creativity; 6 leader
Differentiation activities (Support):
1. Direct learners to work in pairs for this activity.
Differentiation activities (Stretch):
1. Ask learners to write similar sentences for their peers.
Workbook Workbook: Activity 3
page 104 1. This activity is to check that learners have understood the difference between
these similar words.
2. Learners complete the task individually.
EXTENSION
Feedback
Learners share their sentences in small groups and peer correct. Then have each
group choose the best sentences and nominate one writer from each group to write
these on the board.
Answers
Learners’ own answers
Resources Plenary
1. Ask learners which words were new in today’s lesson and which words they
already knew.
2. Which words do they find difficult to spell, say or remember? Make a note of
these on the board and drill them as appropriate.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic ✓
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 9 LESSON 4 TASKS/ACTIVITIES

Resources Starter
1. Ask learners how many 21st century skills they can remember. Write them on the
board.
2. Nominate one learner and ask the others to guess which skill they answered ‘yes’
to in the quiz. Ask the learner in question to confirm.
Resources Main Activity
Coursebook Speaking: Activity 3
page 113 1. Demonstrate the task by describing a skill you have (without saying that you’re
talking about yourself). Say This person ... Ideally, choose a skill that only you
(out of the people in the classroom) have so that it isn’t too difficult for learners
to guess.
2. Allow learners some time to think about the person they will describe and make
notes as needed. Then set the task in pairs or small groups.
DESIRABLE
Feedback
Nominate learners to share their description with the rest of the class.
Answers
Learner’ own answers
Differentiation activities (Support):
1. Learners can describe 21st century or ‘traditional’ skills.
Differentiation activities (Stretch):
1. Learners describe more than one person.
Coursebook Speaking: Activity 4
page 113 1. Refer to the list of 21st century skills in the reading text and have learners discuss
the answers to their questions in small groups and then as whole class feedback.
2. Give learners time to think about their answers and make notes before speaking.
CORE
Feedback
Help learners differentiate between the two types of skills by writing Traditional
skills and 21st century skills on the board. Then choose one of the jobs seen in
Lesson 1 (for example, firefighter) and ask learners to list skills under each heading.
Possible answers
They are called 21st century skills because nowadays machines are doing the work than
humans did in the past, so now we need people with ‘thinking’ skills that machines
can’t have.
‘Traditional’ skills: what you can physically do, for example a firefighter must be able
to check a fire hydrant and use special equipment; 21st century skills: the personal
qualities and abilities you have for example a firefighter must be a good team player
because he must work with colleagues in dangerous situations.
Differentiation activities (Support):
1. Help learners formulate and express their ideas by asking prompt questions such
as: Is typing a 21st century skill? Why not? What can machines do? What can’t
they do?
Differentiation activities (Stretch):
1. Can learners think of any other 21st century skill?
Coursebook Speaking: Activity 5
page 113 1. Write I AGREE and I DISAGREE on the board. Elicit ways of expressing each.
Refer learners to the Speaking tip for alternative expressions.
2. Have learners stand according to which 21st century skill they believe is the most
important: proactive, problem solving, leadership, communication, creativity,
team player.
3. Choose the two most popular skills. Divide the class into two groups. If there
is an uneven number, balance out the groups by assigning skills to learners who
have no strong opinion. Space permitting, have learners stand in their ‘skills’
groups on different sides of the classroom.
4. Stand in the middle of the room and lead this activity as a debate with members
of each group expressing their view in turn.
5. Encourage learners to follow the rules of courteous debate by allowing their
opponents to finish speaking before they give their counter argument.
6. Take on the role of moderator and ensure that every learner has a chance to
express their view. Also refer to the phrases on the board and remind learners to
use these when agreeing/disagreeing. Tick off the phrases and award a point to a
group every time you hear someone using them. Award two points if someone uses
a phrase which is not on the board. At the end of the debate, see which group has
the most points and take a vote on which group was the most convincing and why.
CORE
Workbook Workbook: Activity 4
page 105 1. In pairs, learners complete the activity.
DESIRABLE
Feedback
Write I agree and I disagree as headings on the board. Have one learner from each
pair come out and write a phrase under the correct heading. Remind learners that
when we disagree, we must do so in a polite way and use appropriate language. Point
out that the longer the phrase, the more polite the language. Have learners compare
these examples: I don’t agree, I’m afraid I don’t agree, I’m sorry but I’m afraid I can’t
really agree.
Answers
I agree: I’m with you on that.; Absolutely; That’s true.; You’re absolutely right.
I disagree: You have a point, but … ; I don’t think so, because ... ; I’m sorry but that’s
not right …; That’s not really true.
Differentiation activities (Support):
1. Tell learners in advance how many phrases there are in each category.
Differentiation activities (Stretch):
1. Ask learners if they know any other ways of disagreeing/agreeing and to add
them to the table.
Workbook Workbook: Activity 5
page 105 1. Refer learners to the example sentence and remind them that they are only using
phrases to disagree.
2. Go through the statements and elicit a few ideas from learners before setting this
as an individual task.
EXTENSION
Feedback
If there is limited time to do this task, consider setting it as pairs/group work or as
homework.
Answers
Learner’ own answers
Resources Plenary
1. Play Backs to the board with the vocabulary from lessons 3 and 4.

Learning styles catered for (✓):

Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic ✓
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 9 LESSON 5 TASKS/ACTIVITIES

Resources Starter
Coursebook 1. Remind the class of the jobs they said they would like to do in the future.
page 114 2. Ask them what kind of person they need to be.
3. Refer learners to the picture and elicit the job (firefighter).
4. Refer to the Starter questions and elicit possible answers (for example you must be
a team player, brave, calm, you must know how to put out a fire).
Resources Main Activity
Coursebook Reading: Activity 1
page 114 1. Tell learners they will read about a day in the life of a firefighter.
2. Before they read, ask learners to close their books and make predictions about
what a firefighter does each day. Write their ideas on the board.
3. Have learners read the text but only allow a short time (three minutes maximum)
to check their predictions.
CORE
Feedback
Whole class feedback on whether learners’ predictions were correct. Is there
anything that surprises them in a day in the life of a firefighter? Why?
Answers
Learner’ own answers.
Differentiation activities (Support):
1. Encourage learners to look only at the content words and/or topic sentences to
get the gist of the text.
Differentiation activities (Stretch):
1. Learners share their strategies for ‘speed reading’ with the rest of the class.
Coursebook Vocabulary: Activity 2
page 115 1. Explain that learners will read the text again but this time more slowly and they
will focus on finding new words.
2. Refer learners to the Reading strategy and do the example together. Point out that
the clue words normal and routine are adjectives so the word they are looking for
is an adjective too (typical).
3. Set this task in pairs and encourage pairs to share answers.
CORE
Feedback
Check as a class. Can learners think of other words which could match the
descriptions?
Answers
1 typical; 2 shift; 3 emergency; 4 duties; 5 fire hydrant; 6 inspect; 7 equipment; 8
technology; 9 volunteers
Differentiation activities (Support):
1. Tell learners in which paragraph or line they can find each answer.
Differentiation activities (Stretch):
1. Learners write similar descriptions for other new or challenging words in the text.
Coursebook Reading: Activity 3
page 115 1. If learners are able to answer the questions without reading a third time, accept
answers.
2. If learners feel they need to read the text again, allow this but set a time limit
(maximum of two minutes).
DESIRABLE
Feedback
Nominate learners to give answers.
Answers
He enjoys sitting down with his friends and having lunch and finding out how things
work; Sometimes he’s not keen on working out.
Workbook Workbook: Activity 1
page 106 1. Point out that the first letter of the missing word is given in bold.
2. Learners complete the task individually.
CORE
Feedback
This task could be set as an informal test, where learners correct each other’s
answers.
Answers
1 volunteers; 2 duties; 3 emergencies; 4 equipment; 5 inspect; 6 technology 7 shift
Differentiation activities (Support):
1. Tell learners the correct answers but have learners spell the words correctly.
Differentiation activities (Stretch):
1. Learners write other sentences with the words.
Workbook Workbook: Activity 2
page 106 1. Before starting the task, choose one of the jobs in Activity 1 and write this on the
board. Brainstorm the good things and bad things about this job, for example
firefighter +exciting –dangerous
2. Have learners think about the good and bad things for each job, this can be done
in pairs or small groups. Compare learners’ ideas.
3. Next, refer learners to Activity 2 and model the task by saying and writing a
sentence of your own about using the example of the firefighter (for example I
wouldn’t mind being a firefighter because the work is exciting.).
4. Set this as an individual task. This can either be done in class or as homework.
DESIRABLE
Feedback
Have learners show each other their work and peer correct. Which job was the most
popular? Which was the least popular? Why?
Answers
Learner’ own answers
Resources Plenary
1. Lead a mingling yes/no game. Assign each learner a secret job to be and a
different job to find. They have to mingle and ask each other questions until they
find the firefighter (for example) and answer questions regarding their own job
(paramedic, for example).
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic ✓
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 9 LESSON 6 TASKS/ACTIVITIES

Resources Starter
1. Put the pre-prepared strips of paper in a bag. Have one learner pick a strip and
give a definition, the others guess what the job is.
2. If you don’t have strips of paper, write a word on an individual whiteboard and
show it to the learner.
Resources Main Activity
Coursebook Use of English: Activity 4
page 115 1. Refer learners to the Use of English box and read as a class.
2. Write on the board I don’t feel like working out. Ask learners if they remember
who said it and why (the firefighter talking about his daily routine). Underline the
verbs in the sentence (feel like and working).
3. Repeat the same steps with the second model sentence We start checking the
equipment as soon as we arrive but nominate a learner to do the underlining.
4. Ask learners what they notice about the second verbs in each sentence (they are in
the -ing form).
5. Learners complete the activity by identifying the verb + -ing forms in the text in
Activity 1. They can keep a record of these in their notebooks.
CORE
Feedback
Invite a learner at a time to read out a verb + -ing form from the text in order.
Encourage peer correction if they miss one out.
Answers
start checking; (don’t) feel like working out; include walking … checking … visiting …
inspecting; finished doing; practise cutting; enjoy sitting … having; means cleaning;
(don’t) mind doing; keep on learning; like finding out; suggest changing; finished writing
and talking
Differentiation activities (Support):
1. Encourage learners to use boxes and different colours in their notebooks when
highlighting verb forms, especially visual learners.
Differentiation activities (Stretch):
1. Ask learners to write sentences of their own using the verb + -ing form.
Coursebook Speaking: Activity 5
page 115 1. Go through the questions before setting this pairwork activity.
2. Once learners have had a chance to speak to and practise with a partner, space
and time permitting, have learners mingle and ask and answer the same questions.
3. Remind learners to use appropriate language to agree/disagree.
Feedback
Monitor and support as needed. Make note of any mistakes and examples of good
language for delayed feedback. Ask learners if they found anyone who had the same
opinion.
Answers
Learners’ own answers
Workbook Workbook: Activity 3
page 107 1. Learners complete the activity individually.
2. You can use this activity as an informal assessment opportunity.
DESIRABLE
Feedback
Check the answers in pairs, then as a class. Nominate learners to write the answers
on the board.
Answers
1 giving up; 2 watching; 3 working; 4 being; 5 checking; 6 getting up; 7 doing
Differentiation activities (Support):
1. Tell learners what verb to use but make sure they are producing the -ing form
accurately.
Differentiation activities (Stretch):
1. Learners write similar sentences or a paragraph about another job.
Workbook Workbook: Activity 4
page 107 1. Model the task by writing the example sentence on the board (A good chef makes
a new dish several times before serving it to customers.)
2. Ask learners to rewrite the sentence including the verb ‘practise’ and changing the
second verb as needed. Remind learners to check for subject/verb agreement. (A
good chef practises making a new dish before serving it to customers)
3. Set this as an individual task. You can use this as an informal assessment
opportunity as appropriate.
CORE
Feedback
Have learners exchange Workbooks and correct each other’s work. Write the correct
answers on the board.
Answers
1 A good chef practises making a new dish before serving it to customers.
2 Firefighters don’t always feel like training in the gym.
3 My sister has just finished studying at university.
4 Being a good doctor involves listening to people.
5 Computer programmers have to keep on staying up to date with the latest software.
6 If you want to work in marketing, I suggest doing a business course.
Differentiation activities (Support):
1. Highlight which part of the original sentence needs to change.
Differentiation activities (Stretch):
1. Learners write similar sentences for their peers to transform.
Resources Plenary
1. Divide the class into two teams. Write one of the verb + -ing forms from today’s
lesson the board. Teams have one minute to write a sentence using the verb
correctly.
2. Award one point for every correct sentence.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic ✓
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 9 LESSON TASKS/ACTIVITIES

Resources Starter
Coursebook 1. Show learners two pictures: one of a traditional job and one of a modern job.
page 116 2. Elicit the difference and establish the concept of jobs that have disappeared and
jobs that did not exist in the past.
3. Refer learners to the Starter questions. Discuss the first question as a whole class.
4. Set the second and third questions as a team competition. Award one point for
every acceptable answer and two points for an acceptable answer that no one else
thought of.
Resources Main Activity
Coursebook Listening: Activity 1
page 116 1. Read through the Listening strategy with the class. Nominate learners to name
Audio Track 33 the jobs in the pictures. Elicit any relevant vocabulary that learners might already
know and think they might hear. Allow learners to ask for any words they do not
know yet but think they might hear. To do this, learners can paraphrase, draw or
mime to explain the word they are looking for.
2. Remind learners to focus only on the gist of what the speaker is saying. Play the
audio track once.
CORE
Feedback
Ask learners to write the order in which they hear the speakers on pieces of paper or
individual whiteboards. Everyone holds up their answers at the same time for all to
see. After checking the order of the speakers, elicit or present the name of the job.
Answers
Speaker 1 B vet; Speaker 2 C window cleaner; Speaker 3 A pilot
Differentiation activities (Support):
1. Play the audio track a second time if necessary.
Differentiation activities (Stretch):
1. Learners recall as much as they can of what the speaker said.
Coursebook Listening: Activity 2
page 116 1. Write on the board positive and negative. Explain that learners will listen again,
Audio Track 33 but this time for specific information.
2. Have learners predict possible answers.
3. Refer learners to the Language tip then play the audio track once.
CORE
Feedback
Check the answers in pairs, then as a class. Write words or short notes on the board
under each heading. Then ask learners to summarise orally the main advantages
and disadvantages of each job.
Answers
1 B vet: Good thing: help falcons fly again; Bad thing: difficult job
2 C window cleaner: Good thing: beautiful view of the city; Bad thing: dangerous
3 A pilot: Good thing: flying during the day; Bad thing: flying at night
Differentiation activities (Support):
1. Provide learners with copies of the audioscript.
 Differentiation activities (Stretch):
1. Learners think of other possible positive and negative things about each job.
Coursebook Reading and speaking: Activity 3
pages 1. Explain that learners will now read about modern day jobs, but they should only
116-117
read the job assigned to them. They should make notes about the positive and
negative things of the job they read about.
2. Organise a jigsaw reading. Divide the class into three groups and assign each
group a job. Have learners look at the picture and the name of their job. Have
learners heard of this job before? What could be possible positive and negative
things about the job?
3. Set the task as a timed reading (five minutes). As this is a scan task, encourage
learners to read quickly while they look for the words that indicate advantages or
disadvantages, and not to worry about any new vocabulary.
CORE
Feedback
Check the answers in groups, then reform groups so that there is one person from
each job in every group. Learners tell each other about the job they were assigned,
highlighting the positive and negative things. Monitor and support as needed,
reminding learners to use linkers when presenting their jobs.
Answers
A Positive: try delicious food for free; Negative: get very fat
B Positive: sleep on the job; Negative: can be boring
C Positive: spend hours on the Internet; Negative: stop seeing your friends or going out
Differentiation activities (Support):
1. Highlight where learners can find the positive and negative things in each text.
Differentiation activities (Stretch):
1. Learners think of other possible positives and negatives about each job.
Workbook Workbook: Activity 1
page 108 1. Refer learners to the example and point out that they should use a variety of
linkers to join the sentences.
2. Point out that though they mean the same thing, however comes at the start of a
sentence (as in the example), while but comes after a comma: In this job, the good
thing is you can eat food for free, but the bad thing is you can get very fat.
3. Learners complete the task individually.
DESIRABLE
Feedback
As the learners have already produced this language orally, they should be able to
complete the task quickly so run this as a timed competition (five minutes) or use
this as an opportunity for informal assessment. Fast finishers write the answers on
the board after they have completed all answers. Accept any accurate use of linkers.
Possible answers
Job A: In this job, you can eat food for free. However, you can get very fat.
Job B: In this job, although you have a beautiful view of the city below, you can fall and
hurt yourself.
Job C: In this job, even though you work with animals all day, you can’t always
understand what’s wrong with them.
Job D: In this job, you can sleep on the job, but it can get boring.
Job E: In this job, you can surf the Internet all day and night. However, you can’t go out
with your friends.
 Differentiation activities (Support):
1. Provide learners with a linker for each sentence.
Differentiation activities (Stretch):
1. Ask learners to join the sentences using a variety of linkers.
Workbook Workbook: Activity 2
page 108 1. Refer learners to the example sentence in Activity 1 and ask them if they can
guess the job (food taster).
2. Lead this as a whole class activity. Learners write their answers in their notebooks
then hold up their answers for everyone to see.
DESIRABLE
Feedback
Nominate learners for answers.
Answers
Job A: food taster
Job B: window cleaner
Job C: vet
Job D: professional sleeper
Job E: digital trend reader
Resources Plenary
1. Ask learners to imagine we are in the year 2100 and to invent a job that does not
exist now. They must describe their job. Learners vote for which job is most likely
to exist in 2100.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic ✓
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 9 LESSON 8 TASKS/ACTIVITIES

Resources Starter
1. Divide the class into groups of six. Give each member a different strip of paper.
2. In turn, each person must define their word and the others must guess the word.
Resources Main Activity
Coursebook Vocabulary: Activity 4
page 117 1. In pairs, learners think about the meaning of the words in bold in Activity 3.
2. Encourage learners to use their own words to write the definitions, but allow them
to use dictionaries as needed.
CORE
Feedback
Have learners read out their words or definitions. The rest of the class must guess
the word.
Possible answers
qualifications: degrees or certificates
positions: jobs
make a living: get enough money from your job to live on
earn: receive money for work you do
role: duty, responsibility
Differentiation activities (Support):
1. Ask learners concept check questions to check their understanding, for example
If you make a living, do you have enough money to pay for bills and other expenses?
Differentiation activities (Stretch):
1. Learners make sentences using these words.
Workbook Workbook: Activity 3
page 109 1. Set this task as a group competition, using the same groups as in the Starter
activity.
CORE
Feedback
Learners write the answers in their Workbooks, but also rearrange the strips of
paper in the order of the correct answers. Go around the class to do a spot check.
Answers
1 earn; 2 qualification; 3 role; 4 make a living; 5 positions
Differentiation activities (Support):
1. Tell learners which is the first strip.
Differentiation activities (Stretch):
1. Learners make other sentences with the words on the strips.
Workbook Workbook: Activity 4
page 109 1. Refer learners to the model in their Workbook and elicit the name of the job
(gardener or farmer – accept any sensible answer).
2. This can be set as an individual task, and exploited as an informal assessment
opportunity, or as pair/group work to encourage self and peer correction as
well as sharing best practice. If you opt for the latter, number learners’ texts and
display their work around the room. While doing a gallery walk, learners read the
descriptions and make a note of the job they think is described.
CORE
Feedback
Learners say which job is described in each text. The author confirms whether the
guesses are accurate.
Answers
Learners’ own answers
Differentiation activities (Support):
1. Indicate which words can be replaced in the model to create new descriptions: In
this job, (description of where you work). You can (something good you can do in
this job). However, (something not good about the job).
Differentiation activities (Stretch):
1. Learners describe more than one job.
Coursebook Speaking: Activity 5
page 117 1. Allow learners to choose their roles or assign roles as needed.
2. Give learners time to practise. Each one should take it in turns to ask and answer
questions. Time permitting, have pairs join other pairs to have a four-way role-play.
CORE
Feedback
Monitor and support as needed. Nominate pairs to perform for the class. Encourage
fluency practice and lead delayed feedback, both positive and constructive, after the task.
Answers
Learners’ own answers
Resources Plenary
1. Play a game where the class is divided into two teams. Choose one of the jobs
from Lessons 8–9. Team A starts by saying something good about the job. Team
B must reply with something bad about the job. Give each team 10 seconds to
respond. Teams continue saying the good and bad things until one of the two
teams runs out of advantages/disadvantages.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic ✓
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 9 LESSON 9 TASKS/ACTIVITIES

Resources Starter
Coursebook 1. Ensure learners understand the meaning of survey (asking many people the
page 118 same questions to gauge common responses) and refer them to the jobs listed in
the survey. Point out that although they may not have encountered number 6
(Formula 1 driver) before, they do know taxi driver, and they can extrapolate from
this.
2. Write the jobs on the board and have learners stand up if this is their preferred
job as you point to each one. Make a note on the board of how many learners
stand up for each job, then determine a ranking of most and least popular jobs
among learners.
3. Refer learners to the ranking in the Starter and compare it with the class’s
ranking. Is it the same?
Resources Main Activity
Coursebook Speaking: Activity 1
page 118 1. In pairs, learners take turns to ask and answer the questions and make a note of
their partner’s answers in their notebooks. Advise them that they don’t need to do
anything with the numbered words for now – they will be used in the next activity.
CORE
Feedback
Nominate learners to orally summarise their partner’s answers.
Answers
Learners’ own answers
Coursebook Speaking: Activity 2
page 118 1. In pairs, learners choose a job from the box to match each of the numbered words
from Activity 1. Advise them that there may be more than one possible answer
for each.
CORE
Feedback
Write the numbers 1 to 12 around the board. Nominate learners to come out and
write a job under each number. Encourage them to justify their choice.
Possible answers
1 doctor, lawyer, nurse, police officer, receptionist, salesperson, secretary, teacher,
vet; 2 teacher, politician; 3 journalist, salesperson; 4 computer programmer, engineer,
Formula 1 driver, pilot; 5 vet; 6 gardener; 7 chef, graphic designer, journalist,
photographer, writer; 8 nurse, receptionist, secretary, teacher; 9 chef, computer
programmer, receptionist, scientist, secretary; 10 computer programmer, professor,
teacher; 11 doctor, pharmacist, scientist, vet; 12 professor
Coursebook Speaking: Activity 3
page 118 1. Model the task by asking one of the stronger learners the questions in Activity 1
and then suggesting one of the possible jobs based on his/her answers. Encourage
learners to use the language in the speech bubbles.
CORE
Feedback
Monitor and support as needed. Have a few open pairs demonstrate for the class
and ask if the rest of the class agrees with the suggested job.
Answers
Learners’ own answers
Differentiation activities (Support):
1. Learners read the speech bubbles exactly as scripted and simply suggest one of
the possible jobs.
Differentiation activities (Stretch):
1. Learners extend the script in the speech bubbles, for example Have you thought
about becoming… , If I were you, I would become a …
Workbook Workbook: Activity 1
page 110 1. Tell learners they will now answer specific questions about themselves.
2. Look at the first question as a class and brainstorm possible personal adjectives.
Write these on the board and point out that learners should only choose three to
answer the question.
3. Learners continue the task individually.
CORE
Feedback
Monitor and support as needed.
Answers
Learners’ own answers
Differentiation activities (Support):
1. Allow learners to use their dictionaries to look up unknown words in the
questions. Learners can write single word answers where possible.
Differentiation activities (Stretch):
1. Encourage learners to extend their answers.
Workbook Workbook: Activity 2
page 110 1. Refer to the Vocabulary box and tell learners they will now write a personal
profile of themselves.
2. Look at the writing prompt questions and emphasise that learners should not
write their names on their profiles (they are to remain anonymous). Refer learners
to the Writing tip.
CORE
Feedback
Monitor and support as needed. Ensure the writing tasks are anonymous. Display
the A4 papers and have learners do a gallery walk or have learners randomly read
out someone else’s profile. Can the others guess who the writer is?
Answers
Learners’ own answers
 Differentiation activities (Support):
1. Highlight the part in the model profile which learners can replace with
information about themselves, for example I’m (adjectives to describe yourself).
I’m not an (indoor/outdoor) person. I’m good at (what?). I’m interested in (what?),
so I’d really like to work in (which field?). I hope I’ll have a job working for (who or
which company?).
Differentiation activities (Stretch):
1. Learners add additional personal information of their choice to the profile.
Resources Plenary
1. Ask learners if they are excited about their future jobs? Some people think it
might be more difficult to find a good job in the future. Why? Discuss as a class.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic ✓
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 9 LESSON 10 TASKS/ACTIVITIES

Resources Starter
1. Copy and prepare the questions strips. There should be one strip for every
learner.
2. Give each learner a strip. Have them conduct a survey by mingling around the
room asking and answering their question.
3. Learners report back to the class what their classmates said.
Resources Main Activity
Coursebook Listening: Activity 4
page 119 1. Refer learners to the photos.
Audio Track 34 2. Explain that learners are going to listen to three people talk about different
aspects of their future as detailed in the rubric: family life, education and
possessions. Write these on the board.
3. Play the audio track once only, as learners are just focusing on the gist, stopping
after each section for learners to note down their answers.
CORE
Feedback
Play the audio, stopping after each section. Have the class call out their answer.
Answers
1 education; 2 family life; 3 possessions
Differentiation activities (Support):
1. Provide learners with the audioscript.
Differentiation activities (Stretch):
1. Learners recall as much information as they can from the audio track.
Coursebook Listening: Activity 5
page 119 1. Play the audio track again and have learners write down the questions in their
Audio Track 34 note books.
CORE
Feedback
Learners compare answers in pairs, then check as a class. Nominate learners to write
the questions on the board.
Answers
1 Where do you think you’ll be in 10 years?; 2 What do you think you’ll do in the
future?; 3 What do you think you’ll have in the future that you don’t have now?
Coursebook Writing: Activity 6
page 119 1. Underline ‘ll in the questions from Activity 4 that you wrote on the board. Ask
learners what this is an abbreviation of (will).
2. Refer learners to the Use of English box. Elicit example sentences of the future
form with will, asking alternate learners for a sentence with the negative form
(won’t).
3. Learners write sentences that are true for themselves in their notebooks.
 CORE
Feedback
Circulate and monitor learners’ work, making sure they are using will, ‘ll and won’t
correctly. Make a note of any consistent problems and clarify as a class before
moving on to the next activity.
Answers
Learners’ own answers
Coursebook Speaking: Activity 7
page 119 1. Using the notes they made in Activity 5, learners ask and answer questions with a
partner.
CORE
Feedback
As a whole class feedback, ask learners to report on their partner’s predictions for
their futures. Do any of the learners have the same predictions?
Answers
Learners’ own answers
Workbook Workbook: Activity 3
page 111 1. Tell learners they will now read some personal profiles and must match them to a
job.
2. Learners complete the task in pairs or groups.
DESIRABLE
Feedback
Nominate learners for answers.
Answers
1 lawyer; 2 journalist; 3 fashion designer
Workbook Workbook: Activity 4
page 111 1. Write vet on the board. Ask learners if any of them would like to be vets. Why?
Why not?
2. Brainstorm what skills are needed to be a vet and write these on the board.
3. Set this as a timed reading (ten minutes). Learners complete the task individually.
DESIRABLE
Feedback
Have learners pair check. Ask one learner to lead feedback and nominate learners
for answers. After feedback, check learners’ ideas on the board. Were they right?
Answers
1 You need to be strong and decisive; 2 You need to be good at solving problems and
you need to have good communication skills. You need to be able to write good letters
and emails.; 3 Yes, you do.; 4 You need to have qualifications in Biology, Chemistry and
another subject, such as Maths.; 5 Work experience on farms, in veterinary clinics, at
riding stables, or in animal homes.; 6 Five years.; 7 It’s quite well paid.; 8 You’re helping
to improve the health and happiness of animals.; 9 You work long hours. There’s a lot
of office work and you’re on call at night for emergencies.
Resources Plenary
1. Have learners form a line down the centre of the class. Ask those who will go
to university in the future to step to the right, those who will find a job after
high school to step to the left. Is there a majority preference? If time allows, ask
learners to justify their choices.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic ✓
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 9 LESSON 11 TASKS/ACTIVITIES

Resources Starter
Coursebook 1. Refer learners to the Starter question. Tell learners to imagine they have finished
page 120 their studies and are now entering the world of work. Brainstorm where they
would look for work and write their ideas on the board.
2. Take a vote on the most popular means of finding a job and why.
Resources Main Activity
Coursebook Reading: Activity 1
page 120 1. If learners have not mentioned job ads in the Starter activity, refer learners to the
picture at the top right of the page and explain that ad is short for advertisement.
Ask learners where they might find job ads (newspapers, online/recruitment sites,
magazines).
2. Go through the questions and then set the task as a timed scanning exercise (five
minutes).
3. Learners read the job ads individually.
CORE
Feedback
Nominate learners for the answer and ask them where they found the answer in the
ad.
Answers
1 Job 4; 2 Job 3; 3 Job 2; 4 Job 2; 5 Job 1
Differentiation activities (Support):
1. Indicate where the learners can find the answers in the text. Ask yes/no questions
to help the learners understand the answer, for example: Does job 1 talk about
working in another country?
Differentiation activities (Stretch):
1. Learners say which job seems most interesting and why.
Coursebook Reading: Activity 2
page 120 1. Ask learners to recall 21st century skills and their definitions from Lessons 3 and 4.
2. Learners answer the reading question individually then discuss their ideas in small
groups.
CORE
Feedback
The question requires the learners to use some inference skills, so allow a slightly
longer time limit (five to ten minutes) and allow learners to discuss their answers
before whole class feedback.
Possible answers
Job 1: communication skills, leadership skills, proactive
Job 2: team player, communication skills, problem-solving skills
Job 3: communication skills, team player
Job 4: creativity, team player, problem-solving
Differentiation activities (Support):
1. Learners focus on just one ad.
Differentiation activities (Stretch):
1. Learners say what other skills might be useful for these jobs.
Coursebook Vocabulary: Activity 3
page 121 1. Model the task with the first definition. Highlight that you are looking for a word
which indicates a group of people, so they should look for a single uncountable
noun (staff). Ask learners to think of words they know which match the
definitions. If they do not think of the word, ask them what kind of word it is
(noun) and refer them to Job 1 for the answer.
2. Learners complete the task individually and write the words in their notebooks.
CORE
Feedback
Nominate learners to write answers on the board. If learners give employees as
the answer to a, tell them they are correct, as staff and employees are synonyms,
but point out that the answer to h cannot be staff as a singular noun is required,
therefore employee must be the answer to h.
Answers
a staff; b role; c benefits; d essential; e colleagues; f potential; g opportunity; h
employee
Differentiation activities (Support):
1. Tell learners in which ad they can find the different words. Allow them to use
dictionaries as needed.
Differentiation activities (Stretch):
1. Learners say which words have similar meanings: staff, employees, colleagues.
Workbook Workbook: Activity 1
page 112 1. Model the task by writing the first half sentence in column A on the board: I
really enjoy working with my colleagues.
2. Ask learners to look for a half sentence in column B that describes or refers to the
colleagues (g because they’re all very helpful and friendly.)
3. Ask learners to find the answers in pairs, then compare answers in groups.
DESIRABLE
Feedback
Have one learner read out one half of the sentence and nominate another learner to
read out the second half. The class say whether this is a match. Time and classroom
space permitting, ask each learner to memorise just one half sentence or give them
a strip with a half sentence on it. Then have learners mingle and say their half
sentence until they find their partner.
Answers
1 g; 2 f; 3 b; 4 d ; 5 c; 6 a; 7 e
Differentiation activities (Support):
1. Provide the sentences as cut up strips and reduce the number of sentences to
match.
Differentiation activities (Stretch):
1. Learners write alternative second halves for the sentences in column A.
Workbook Workbook: Activity 2
page 112 1. Model the task by asking one learner to choose one of the words in bold from
Activity 1.
2. Write the word on the board and ask learners what kind of word it is: adjective,
singular noun or plural noun.
3. Give learners one minute to think of one sentence using the word on the board
appropriately. Time permitting, nominate two or three learners to write their
sentence on the board. Otherwise, have them read out their sentence. The whole
class says if the sentence is correct.
4. Set this as an individual task.
EXTENSION
Feedback
Monitor and support as needed. Have learners share their sentences and peer
correct.
Answers
Learners’ own answers
Differentiation activities (Support):
1. Allow learners to write simple definition sentences.
Differentiation activities (Stretch):
1. If learners have written sentences with two clauses, ask them to read out the first
half and ask the others to complete the sentence. Did they think of the same
ending?
Resources Plenary
1. Play Backs to the board with the new vocabulary. Invite pairs of learners to the
front of the class. They sit with their backs to the board. Write one of the new
words from the lesson on the board (or invite learners to write one). The learners
with their backs to the board ask questions to guess the word. The class answers
the questions as required. To make it more challenging, the class can only answer
Yes or No to the questions. When the word has been correctly guessed, another
pair of learners have their backs to the board.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic ✓
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 9 LESSON 12 TASKS/ACTIVITIES

Resources Starter
1. Review the vocabulary from Lesson 1 by giving a definition and asking learners
for the word, for example: These are the people you work with (colleagues).
Resources Main Activity
Coursebook Listening: Activity 4
page 121 1. Ask learners to recall the four jobs ads they read in the previous lesson on page
Audio Track 35 120 (reception manager, aid worker, sales person, graphic designer). Write these on the
board. What kind of person does each job require? Elicit possible personal
profile adjectives, skills and/or qualifications. For example, reception manager:
leaderships skills, experience managing staff.
2. Refer learners to the rubric and point out that learners will listen to four people describe
themselves so they must match each speaker to a job. Write the speakers’ names
on the board (Hamda, Mohammed, Fatima, Marwan) and ask learners to do the
same in their notebooks.
3. Play the audio track once, pausing after each speaker to give learners time to
make notes for each speaker and assign a speaker to a job.
4. Check as a whole class.
CORE
Feedback
Play the audio track again and elicit the words that helped learners decide after each
speaker.
Answers
Speaker 1 (Hamda): Job 4 (Graphic Designer); Speaker 2 (Mohammed): Job 2 (World
Aid); Speaker 3 (Fatima): Sales Representative; Speaker 4 (Marwan): Job 1 (Reception
Manager)
Differentiation activities (Support):
1. Allow learners to read the audioscript while listening the second time. Play in
sections as needed.
Differentiation activities (Stretch):
1. Learners summarise what each speaker said about themselves.
Coursebook Reading: Activity 5
page 121 1. Explain that one of the speakers has applied for the job and learners will now
read what this person wrote and decide who wrote the email.
2. Learners complete the task individually then discuss their answers in small
groups.
CORE
Feedback
Name each speaker and have learners put their hands up if they think that person
wrote the email. Are they surprise by the answer?
Answers
Mohammed
Differentiation activities (Support):
1. Have learners compare the audioscript and the email to find the answer.
Differentiation activities (Stretch):
1. Learners discuss whether Mohammed or Fatima would be better for the job.
Coursebook Speaking: Activity 6
page 121 1. This can be run as a group discussion or whole class debate depending on the
time available.
EXTENSION
Feedback
Monitor and support as needed. Make notes of language errors and examples of
good practice for delayed feedback.
Answers
Learners’ own answers
Workbook Workbook: Activity 3
page 113 1. Refer learners to the email and ask who it is from (Hamda) and what job she was
suited for (graphic designer). Explain that this is her email of application but the
sentences are not in the correct order.
2. Learners complete the task individually and then compare answers in groups of
7. If the class size makes this problematic, divide class into small mixed groups.
CORE
Feedback
Assign a number (1–7) to each learner in a group and ask them to stand in the
order in which they think the letter should be re-ordered. If the class size makes this
problematic, have learners read out their sentence, with more able learners reading
out more than one sentence.
Answers
1 g; 2 e; 3 c; 4 a; 5f; 6 b; 7 d
Differentiation activities (Weak):
1. Give learners the first sentence.
Differentiation activities (Stretch):
1. Learners gap words in Hamda’s application email and have their peers fill the gaps.
Workbook Workbook: Activity 4
page 113 1. Refer learners to Hamda’s application email and ask them what they notice
about it. Guide learners by asking questions, for example Are the sentences long
or short? (short) How does the email start? (Dear Sirs) How does the writer say
goodbye? (Best regards) Explain that when we write formal letters or emails we
must follow certain rules and refer learners to the Writing tip.
2. Give learners time to decide which job they will apply for and set this as an
individual task. Allow learners to use the model in their Workbook as needed.
CORE
Feedback
Have learners write their applications on A4 pieces of paper which you display on
the walls. Group applications according to the job, so there should be four groups of
applications in all. Invite learners to do a gallery walk and choose the best candidate
for each job.
Answers
Learners’ own answers
Differentiation activities (Support):
1. Highlight the parts of the model application emails which learners can replace
with information about themselves.
Differentiation activities (Stretch):
1. Learners apply for more than one job.
Resources Plenary
1. Play Stop the Bus! Divide learners into groups and ask each group to appoint
a scribe. Write this table on the board and ask each scribe to copy it for his/her
group:
A job A personality adjective Something you do at work

2. Call out a letter, each group must think of a suitable word for each category that
starts with that letter, for example A: accountant, ambitious, answer the phone.
3. The first group who can write a word for each category shouts Stop the bus! The
group scribe then reads out their words and, if the words are suitable, the group
gets a point.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic ✓
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
UNIT 9 LESSON 13 TASKS/ACTIVITIES

Resources Starter
1. Draw a big fish in a small bowl with a few small fish on the board.
2. Next to it, draw a small fish in a big bowl with a lot of other small fish.
3. Ask learners which fish they would rather be and why.
4. Lead a brief debate and have a show of hands to vote for big fish in a small bowl
or small fish in a big bowl.
Resources Main Activity
Coursebook Reading: Activity 1
page 122 1. Look at the title: Compare working for a big company with having a business of
your own. Ask learners if they can see any connection with the lesson title. Which
situation represents working for a big company? (small fish in a big bowl) Which
situation having a business of your own? (big fish in a small bowl).
2. Learners complete the matching task individually.
CORE
Feedback
Ask learners to stand up if they think the answer for number 1 is A, then B, then C.
Repeat for number 2. Number 3 is obviously the last answer remaining.
Answers
1 C; 2 A; 3 B
Differentiation activities (Support):
1. Highlight however and but in answers A and C. Remind learners that these linkers
are used to contrast ideas, like advantages and disadvantages. So they must
answer questions 1 and 2.
Differentiation activities (Stretch):
1. Ask learners if they agree with the answers. If not, why not?
Coursebook Speaking: Activity 2
page 122 1. Give learners a few minutes to think about their answers and make notes as
needed.
2. Set this as pairwork.
DESIRABLE
Feedback
Monitor and support as needed. Have a few stronger learners say their answers for
the class.
Answers
Learners’ own answers
Differentiation activities (Support):
1. Learners can repeat the answers in Activity 1.
Differentiation activities (Stretch):
1. Learners think of more than just one advantage or disadvantage for each
situation.
Coursebook Speaking: Activity 3
page 122 1. Organise learners into small groups. Give them some time to think about their
ideas and make notes as needed.
2. Set the task as a timed discussion (five minutes).
EXTENSION
Feedback
Monitor and support as needed, reminding learners to use linkers when contrasting
ideas and to take turns during the discussion. Nominate one speaker form each
group to summarise what their group felt.
Answers
Learners’ own answers
Differentiation activities (Support):
1. Learners discuss only one of the two questions.
Differentiation activities (Stretch):
1. Learners have to think of at least one point for and one point against each
argument.
Workbook Workbook: Activity 1
page 114 1. Look at the question as a class and brainstorm some arguments for both
positions on the board.
2. Refer learners to the essay and point out that the first sentence (topic sentence)
is missing. Explain that this sentence introduces the main idea of the paragraph
that follows.
3. Set this is a timed reading task (five minutes).
CORE
Feedback
Number learners 1 to 4 and A to D. Ask learners to stand next to their matching
topic sentence or paragraph so, for example, learner(s) number 1 stands next to
learner(s) B, learner(s) number 2 stands next to learner(s) C and so on.
Answers
1 b; 2 c; 3 d; 4 a
Differentiation activities (Support):
1. Start with the topic sentence for the conclusion and ask learners to look for
language to close the essay (in conclusion).
Differentiation activities (Stretch):
1. Learners write alternative topic sentences.
Workbook Workbook: Activity 2
page 114 1. Set this as an individual task. Refer learners to the model essay in Activity 1
and also remind them to draw on the ideas they discussed during the speaking
activities.
CORE
Feedback
Encourage learners to peer and self correct. Organise learners in small groups and
have them read out their essays to each other. Then post the essays on the wall and
have learners do a gallery walk.
Answers
Learners’ own answers
 Differentiation activities (Support):
1. Learners write only the introductory paragraph.
Differentiation activities (Stretch):
1. Learners write an essay for any one of the questions discussed in this lesson.
Resources Plenary
1. Play FREEZE! Tell learners they are going to answer the question What’s more
important, high qualifications or a lot of experience? You can lead this as a small
group or whole class task.
2. One learner start by answering the question. The moment you say FREEZE! they
must stop speaking, even if it is mid-word. They nominate a learner to carry on
speaking where they left off. Repeat FREEZE! after about two minutes, and the
learner who was speaking nominates someone else to carry on. Repeat these steps
until everyone has had a chance to speak.
Learning styles catered for (✓):
Visual ✓ Auditory ✓ Read/Write ✓ Kinaesthetic ✓
Assessment for learning opportunities (✓):
Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback
Word/Phrase Part of speech Meaning PCM 1
Vocabulary table
PCM 2 Project lesson research strategies

• Where possible, you should do research for the project at home before the
lesson.

• One useful option is to look for images and information in English on the
Internet.

Type in search terms in the search bar of your search engine. On English
sites, you don’t need to use punctuation or capital letters and you can
ignore small words such as and and the. Be as specific as possible. Use
keywords. Think about possible synonyms. Here are some useful search
terms for the projects in Grade 9:

Unit 1: interior design, room plans, floor plans, architecture

Unit 2: conservation, environment, endangered animals, endangered
species, animal charities
Unit 3: building design, school design, modern schools, building materials,
floor plans
Unit 4: (search for the following with your choice of mobile phone
cover, footwear, car) innovative product design, original features, latest
technology, on trend, state of the art, novelty, cutting-edge
Unit 5: app design, clever apps, app solutions

• If access to the Internet is not possible, you could visit a library and consult
encyclopaedias or other reference books. Try to find any in English as they
will give you the right sort of vocabulary.

• Depending on the unit, you could visit shops, offices or organisations to

look for brochures:

Unit 1: an estate agent’s

Unit 2: a wildlife centre
Unit 3: an architect’s office
Unit 4: mobile phone shop, shoe shop, car showroom
Unit 5: mobile phone shop

• Additionally, you could find pictures in magazines and catalogues, or even

take photos yourself!

• Always remember to add the source of your information (Internet site, book
titles) on any the visuals of your presentation.
PCM 3 Role cards for Coursebook Activity 7
✃

Role card 1
You live in the rainforest. All your food and water comes from
the forest. Deforestation will affect your way of life.
✃

Role card 2
You are a company director. You plan to burn a large area of
rainforest to plant oil palms. You see the possibility of developing
new biofuels in the world market as governments want to reduce
the use of fossil fuels.
✃

Role card 3
You are an employee of an oil palm company. You know people
living in the rainforest and know their concerns. However, you
live in a village outside the forest. The company provides you
with food and accommodation and pays you well.
✃

Role card 4
You are a member of a conservation group. You are concerned
about the global impact of deforestation.
PCM 4 Mystery structures for Coursebook Plenary activity

Match these famous structures to the type of structure they are, and to
the city they are found in.

bridge tower memorial tomb opera house

mosque office building stadium bell tower hotel

a b c

e g
d f

h i j

Paris Sydney San Francisco Abu Dhabi Agra

El Giza Rome Dubai London Dubai

PCM 5 Matching activity for Coursebook Activity 3

a pot of yoghurt

a bag of crisps
a bottle of water

a slice of cake
a tin of tomatoes

a box of matches a jar of olives

a bunch of bananas
a loaf of bread

a bunch of flowers a packet of biscuits

PCM 6 Tangrams for Coursebook Plenary activity

Tangram is an ancient Chinese puzzle. This activity is sometimes called ‘seven

pieces of cleverness’. The object of the puzzle is to rearrange the pieces of a
square (the puzzle pieces) to form figures using the Tangram pieces.

1 Start with a shape (like a square) and

divide it into the shapes shown with a
ruler and a pen or print it.
2 Cut out the pieces.
3 Use all seven of these pattern pieces
to recreate a picture on the pattern
card.

Here you have some Tangrams. Make them and explain how you did it.
It’s fun!
PCM 7 Story extract for Coursebook Activity 5

Duha opened his eyes

slowly. There was this
sharp pain at the back
of his head and he felt
the ground moving
underneath him. These
were the least of his
worries. His biggest
problem was his sight.
"Am I blind?" he
thought to himself, and
felt the sweat dripping
down his forehead. He
opened his eyes, then
shut them, open, shut,
open, shut. Nothing.
Just pitch-darkness. "Oh
dear!" he cried and fell onto his back. He opened his eyes once more and saw the bright
stars shining against the night sky. "Thank goodness! I can see!" he whispered and sat up.

sweat: moisture produced by your body to cool you down when you’re hot
pitch-darkness: complete darkness
whisper: speak in a soft, low voice

It took Duha a few minutes to calm himself down. He had never had an accident with
his camel before. But then again, he had never fallen asleep on a camel before! His
mother was right when she told him not go to the village. She told him to wait until
daylight. But Duha couldn't wait. He had to see his older brother and give him the good
news. He couldn't possibly wait the whole night.
As the sun started to climb behind the dunes, Duha felt lonely and small. There was
nothing but sand all around him. The desert was his home, but he knew that it could
be dangerous. "I must get up and start walking. The village can't be too far away from
here," Duha thought. He had only taken a few steps when he saw dust rising in the
distance. Three men on camels were riding towards him. They were riding as fast as they
could. Who were they? "I'm going to find out. Hey! Over here!" he shouted.
 PCM 8

car mechanic carpenter chef cleaner dentist doctor

driving instructor electrician engineer firefighter manager nurse
optician paramedic pharmacist physiotherapist plumber
police officer receptionist shop assistant taxi driver traffic warden
waiter waitress
Jobs picture matching for Coursebook Plenary
PCM 9 Learning words in groups for Coursebook
Activity 4

Learning words in groups

It can be helpful to learn words in categories, using a word web.
Add items to these supermarket categories.

diary products

cheese

health
bakery
and beauty

household
and cleaning
PCM 10 Laila’s story for Coursebook Activity 8
✃
Mrs Williams found the memory cards
and uploaded the photos on a website.
Laila’s dad dropped two memory cards so
their photos were lost.
Laila’s dad bought a memory card while
they were waiting at the airport.
Laila’s cousin saw their photos by accident
on the website.
They went sightseeing in Dubai and they
visited a famous skyscraper.
Laila’s parents got in touch with Mrs
Williams and she posted the cards to them.

✃
Mrs Williams found the memory cards
and uploaded the photos on a website.
Laila’s dad dropped two memory cards so
their photos were lost.
Laila’s dad bought a memory card while
they were waiting at the airport.
Laila’s cousin saw their photos by accident
on the website.
They went sightseeing in Dubai and they
visited a famous skyscraper.
Laila’s parents got in touch with Mrs
Williams and she posted the cards to them.
PCM 11 Facts about Van Gogh paintings for
Coursebook Activity 3

The Potato Eaters

• finished in 1885
• his first great painting
• his style is different in this painting
because he uses dark colours
• he wanted to paint ordinary people
doing ordinary things
• it’s in the Van Gogh Museum in
Amsterdam

The Yellow House

• painted in 1888 in Arles
• it’s the house where he rented four
rooms for himself
• Van Gogh invited various painters
from Paris to visit him there but only
one did – Paul Gauguin
• it’s in the Van Gogh Museum in
Amsterdam

Sunflowers
• one of the paintings from Arles
• painted between 1888–1889
• Van Gogh made at least nine
different paintings of sunflowers
• he wanted to decorate his bedroom
in Arles with these
• one version is in the National Gallery
in London; another is in the Van
Gogh Museum in Amsterdam
PCM 11 Facts about Van Gogh paintings for
Coursebook Activity 3

Starry Night
• painted in 1889
• most popular painting
• Van Gogh painted this while in
hospital
• scenery came from Van Gogh’s
imagination
• dark colours represent his bad mood
• it’s in the Museum of Modern Art in
New York

Madame Ginoux
• painted between 1888–1890
• it’s one of six similar portraits of Marie
Jullian who owned the room that
Van Gogh rented in Arles
• he painted the first portrait in
an hour
• one version is in Musée d’Orsay in
Paris; another is in the Metropolitan
Museum of Art in New York

Portrait of Dr Gachet
• painted in 1890
• Dr Gachet was Van Gogh’s doctor
just before he died
• there are two versions of it
• the first version was one of the ten
most expensive paintings in history
when it was sold in 1990
• its current whereabouts are
unknown
PCM 12 Story board template
3

9
2

8
✃
1

7
PCM 13 Richter scale table for Workbook Activity 4

Magnitude Description Effects

1 hardly any movement

2 some people might notice

3 a little movement

4 some objects may start to move

5 quite strong movements

whole trees move and there is some damage from

6 falling objects

7 very strong movements

8 some damage to buildings

9 very destructive movements

10 ground badly cracked and many buildings collapse

✃ 11 devastating movements

Magnitude Description Effects

1 only felt by seismograph

2 very weak movements

3 feels like heavy traffic

4 moderate movements

5 movement is noticeable and wakes people up

6 strong movements

7 walls start to crack

8 destructive movements

9 ground starts to crack and buildings collapse

10 disastrous movements

most buildings collapse and bridges, roads and

11 railways destroyed
PCM 14 Notes from listening for Coursebook Activity 6

Name Bahia Bakari

Age at the time of the accident

Destination Comoros Islands, off the ____ coast of Africa

Where did the plane crash?

Number of passengers on board

Number of survivors

Injuries broken ____ and burns

How long was it before she was

rescued?

Name Bahia Bakari

Age at the time of the accident

Destination Comoros Islands, off the ____ coast of Africa

Where did the plane crash?

Number of passengers on board

Number of survivors

Injuries broken ____ and burns

How long was it before she was

rescued?
PCM 15 Instructions to make a compass for
plenary activity

How to make a very simple compass

Equipment
You need:
• a cork
• a plastic lid or shallow bowl
• a needle or straight pin
• a bar magnet
• a slice of cork/styrofoam or the top of a plastic milk bottle
• some water
Instructions
Cut a slice of cork. Hold the needle in one hand and slide one side of the
bar magnet along the length of the needle. Don’t slide the magnet back
and forth on the needle. Just slide it in one direction, lift it up, and repeat
several times.
Pour water in the plastic lid. Place the cork in the water and put the needle
on top of the cork.

Observe and answer

What happens when you slide the bar magnet along the needle several times?

What happens when you place the cork on the water with the needle on top?

Draw and label a diagram explaining how you made your compass.
PCM 16 Crossword clues for Workbook Activity 2

A: Across clues
4 active
definition:
6 creative
definition:
7 fit
definition:
8 tools
definition:

✃
B: Down clues
1 ceramic
definition:
2 potter
definition:
3 overnight
definition:
5 sculptor
definition:
PCM 17 Split text for Coursebook Activity 1

Look at the words in bold and write definitions. Ask for your partner’s
definitions to fill your own gaps.

Group A
Dubai Desert Conservation Reserve – Our expert tour guides will teach you all about
respecting nature. Walk or drive through the dunes to discover the local 1
and for
amazing views of the majestic desert landscape, and learn how to protect the natural habitat
of many of our country’s different plants and animals.
The Change Initiative – Find only eco-friendly products from environmentally-friendly soap
to 2
food. This is Dubai’s first shop where you can do some green shopping for local
products. Find out about natural energy sources in the learning areas and interactive zones,
then enjoy our 3
products in the Green House café. Our aim is to prove that it is possible
to live in today’s modern world without destroying our planet.
Questions
1
2
✃
3

Look at the words in bold and write definitions. Ask for your partner’s
definitions to fill your own gaps.

Group B
Dubai Desert Conservation Reserve – Our expert 4
will teach you all about respecting
nature. Walk or drive through the dunes to discover the local flora and fauna and for amazing
views of the majestic desert landscape, and learn how to protect the natural 5
of many
of our country’s different plants and animals.
The Change Initiative – Find only eco-friendly products from environmentally-friendly soap
to organic food. This is Dubai’s first shop where you can do some 6
shopping for local
products. Find out about natural energy sources in the learning areas and interactive zones,
then enjoy our homemade products in the Green House café. Our aim is to prove that it is
possible to live in today’s modern world without destroying our planet.
Questions
4
5
6
PCM 18 Cards for Coursebook Activity 6
✃
Meet me at
Don’t be late Speak louder, Please repeat
the café after
for lunch. please. what you said.
class.

Take a
Speak more Don’t switch Don’t worry
break for five
clearly, please. off the lights. too much!
minutes.

Call me at Don’t speak Forget about Stand up

quarter to six. so fast! it. straight.

Don’t sit in my Use a comma Don’t be

Keep in touch!
chair. here. nervous.

Ask your Say ‘thank Don’t forget

Pause for a
parents for you’ to your to wash your
few seconds!
help. teachers. hands.

Don’t tell Take your Don’t open

Tell me a joke.
anyone! shoes off! that box!
PCM 19 Story for Coursebook Activity 5

The Big Race

Deep in the rainforest, there’s
a big pond full of fish and
hundreds of tiny frogs.
Colourful tropical birds
visit the pond too.
The tallest tree in the
rainforest grows near the
pond. Monkeys, leopards
and jaguars live there.
Today, everyone’s gathered
by the pond to watch the big race.
All the tiny frogs must race to the top
of the tallest tree. The animals are waiting
for the race to start. Shhhhh! Bang! It begins! The tiny frogs are off!
“Come on! You can do it! Faster!” some monkeys shout. “This is impossible.
Frogs can’t run!” says a jaguar. “Not a chance. The tree’s too tall!” says another
one. “You’ll never make it! Just give up!” shouts a leopard.
A lot of tiny frogs are getting tired now and start to give up. “It’s OK. We
tried,” they say. Some other frogs are doing better, but ... “It’s too difficult! It’s
too high!” the crowd keeps shouting. ... So, they give up the race too. Now all
of the tiny frogs are sitting in the pond resting. All of them, except one tiny frog
that’s still climbing up.
“Look at him!” says a monkey to a leopard. “He’s going higher and higher.
I think he’s nearly there!” Most of the animals watching have gone quiet now.
Only one parrot shouts, “Be careful! You’ll fall!” as the tiny frog reaches the
top of the tall tree. “I made it!” he shouts down to the animals, and jumps into
the pond. “Hooray! Champion!” all the animals clap and cheer as the tiny frog
comes out of the water.
The jaguar walks to the champion frog with the prize and says, “Well done,
little frog. That was amazing! But tell us: how did you make it to the top?
Weren’t you afraid of falling?” The tiny frog takes a small step closer to the
jaguar and shouts, “Excuse me? Did you say something? I can’t hear well!”

Discussion
1 Why didn’t the last tiny frog give up the race?
2 How do you think the other tiny frogs and animals
felt at the end of the story?
3 What’s the message of the story?
Audioscript

Coursebook mother disagrees. “You should try hard to win. You’re

the cleverest!” she tells him. Alex never gets stressed
UNIT 8
before an episode – he reads to relax.
Track 29
Girl: My grandma always told me that making a good
When May was two years old she could read and
impression on people is such an important thing in life. I
answer questions about books. At the age of six she got
didn’t understand what she meant until recently. A new
so bored at school that her parents decided to home
student, Jamila, came to class and on her first day, she
school her. Now she is eight and she is fluent in three
didn’t arrive on time. She was only five minutes late, but
languages (English, Chinese and Arabic) and is learning
on top of that she had mixed up her books and didn’t
Russian. She’s very good at Maths, but finds Geography
have the right ones. So, everyone’s first impression of
more interesting. May’s parents didn’t make her appear
Jamila was that she was disorganised and irresponsible
on Genius of the Year, but she insisted. “I really want
even though she was a really good, hard-working
to win!” she says. May also wants to be a doctor like
student. She had to work extra hard to make up for the
her mum and grandma. Her brother Stephen is also a
wrong first impression.
contestant so this season is going to be really interesting.
Man: I’ll never forget my first job interview. I’d read Are both May and her brother going to be in the final?
about how to make a positive impression on future “I think I’m smarter than Stephen and now I get a
employers so I bought myself a new suit and had a chance to prove it,” May says and laughs.
haircut before the big day. Normally, I’m a calm and
confident person, but I felt really nervous walking into
the interview room. The owners of the company who Track 31
interviewed me were so easy-going that I felt relaxed Dalal: I still can’t believe we won third prize! I mean, I
straight away. Although I made a great first impression, knew ours was a good one but there were so many great
I didn’t get the job because there was someone short stories in the competition.
more qualified than me. Oh well. It was still a useful Ibrahim: Well, you write really well and my drawings
experience. weren’t too bad either. I was sure we’d win something. I
Woman: I’ve been married to my husband for 12 years just didn’t know which prize.
now but it feels like yesterday when I first met his family. Dalal: I’m so happy! And I thought those two boys who
After we were married, he organised a big dinner at his came first deserved it. What a great idea they had with
parents’ house and everyone was going to come and that weather app!
meet me: aunts, uncles, cousins ... I really wanted to
make a good first impression so I made a big cake to Ibrahim: I know! I could think of a good app as well.
show them how generous I am. It was a great idea! It Dalal: I’m sure you could. Maybe you should take part
was such a delicious cake that they all loved it and my in the Business category next year?
mother-in-law wanted the recipe. Thanks to that cake, Ibrahim: Erm ... no, thanks. I’ll be too busy. So, when
we got along from the very first day. are you presenting our story to your class? Is it next
Boy: My friends say that I’m one of the most popular week?
people at school. They’re probably right because I know Dalal: Yes. At f i rst I thought maybe my classmates
how to make a good impression on others. I make sure wouldn’t be interested. But they’re all looking forward
my clothes and shoes are always clean, but it’s not just to it and so am I!
that. I try to look confident so I always have a smile on Ibrahim: Don’t you think that more people should take
my face and stand up straight. I also look people in the part in Clever Teens?
eyes when we’re talking and ask them questions to show
that I’m interested in them. It’s not such a difficult thing Dalal: Well, it’s a tough competition. You have to work
to do. Even if you’re shy, try smiling a bit more. It’ll really hard on your project and our friends already have
make a big difference. a lot to do for school.
Ibrahim: You may be right. But if they decided to do it,
they’d have help from the teachers.
Track 30 Dalal: For sure. And we could help them as well with
Presenter: Let’s meet two of this season’s competitors ... their application and presentation, right?
Alex is seven and when he’s not solving algebra Ibrahim: Of course. I think it’s important to give others
problems, he loves reading books. He hardly ever makes a hand. So maybe you could suggest this to the girls in
a mistake at spelling and he hopes to come first in this your class next week, and I’ll tell the boys in mine? Tell
category. Alex doesn’t mind if he doesn’t win first prize. them we’d love to help out if they want to apply for the
“I just want to have fun and make friends,” he says. His competition.
Dalal: Good idea. Let’s do that!
Audioscript
UNIT 9 Track 34
Track 32 Male interviewer: Where do you think you’ll be in ten
years?
Narrator: One
Speaker 1: Well, I know I want to continue my
Engineer: My job is both an indoor and an outdoor job.
studies, so I’ll probably be at university in ten years.
I spend quite a lot of time in the office working on
Maybewhen
finish I’ll I’m twenty-five.
plans for buildings and bridges, but I also spend a lot of
time on site, working with architects and builders who Female interviewer: What do you think you’ll do in the
actually make the buildings. I really like my job because future?
it’s about making things. Speaker 2: I’m not sure what job I’ll have, but I do hope
Narrator: Two that I’ll have a family. I love children so when I finish
my studies, I think I’ll get married and have a beautiful
Physiotherapist: I work at the health centre, but I also
house near my parents.
do some work at the local football club because I
specialised in sports injuries when I did my training. It’s Male interviewer: What do you think you’ll have in the
important to get people moving again after an injury or future that you don’t have now?
an operation, but you have to do it very slowly. So you Speaker 3: Uhm … maybe I’ll have a big house? No, I
have them do special exercises at home where they already live in a big house. I know, a sports car! When I
move different parts of the body so they can get better. get a job, I really hope I’ll make lots of money so I’ll be
Narrator: Three able to buy a fast sports car.
Mechanic: I was always interested in more practical
things at school, but I didn’t want to go to university, Track 35
so I got a job in a garage. And now I’ve got my own
Narrator: Hamda
business and I’ve got quite a lot of regular customers
whose cars I look after. I’ve always liked cars and I’ve Hamda: Hi, my name is Hamda. I’m looking for a job
got quite a nice car of my own. where I can use my ideas and imagination. I’m very
artistic and love digital design programmes like Photo
Shop and Movie Maker so I can make my own videos.
Track 33 I’ve just graduated from college and I have a degree in
Speaker 1: Well, I love animals and I love taking care of Graphic Arts so I really hope I can find a job where I
them. When I was a child, we had a lot of animals on can use what I learned.
our farm – camels, horses and all kinds of birds – so I Narrator: Mohammed
have a lot experience looking after them. The best thing Mohammed: I’m not sure what job I’d like to have
about my job is that I can help falcons fly again when in future, but for now I’d like to travel and see other
they’re hurt. However, it’s also a difficult job because countries. I like meeting people and I’d love to work
the animals can’t talk, so even though I spend all day with people from different places. I don’t want to be a
with them, I don’t know what’s wrong with them manager, I’d much rather be part of a team where we
sometimes. all work together.
Speaker 2: Some people think my job is dangerous, and Narrator: Fatima
that’s probably what I don’t like about it. But actually,
Fatima: I like dealing with people and doing business.
I’m very safe even when I’m very high up. We wear
My father has a shop and I worked there last summer.
special equipment that protects us if we fall. And when
He said I was the best sales person on his team! I think
I’m working, I forget about the danger because I have a
it’s interesting to listen to what people want and then
beautiful view of the whole city below me.
find the best product to meet their needs.
Speaker 3: I suppose you could say my job is both an
Narrator: Marwan
indoor and an outdoor job. Even though I don’t work
in an office and I spend quite a lot of time in the air, Marwan: I’m good at organising groups and showing
I’m actually inside a plane so I can’t feel the wind or others how to do their work. This is especially important
sun on my face. Flying during the day is wonderful, I when you’re working with the public because teams have
can see the sky above and the buildings below, but to be prepared to meet the clients’ needs, especially when
flying at night is not so much fun because if the they’re on holiday and want to stay in a comfortable
weather is bad, it’s sometimes diff i cult to see where place. It’s not easy to lead a group of people, everyone
you’re going. has a different way of seeing things, but you have to be
decisive and choose the best way for the group to work
well together.