4

NOUVEAUX PROGRAMMES
 Workbook 4e e
Teacher’s Guide44e
Workbook

OKPO Drama Inspecteur général de l’éducation nationale (coordinateur de l’équipe)

INDAT Frederic-Emmanuel
OKPO Inspecteur
Drama Inspecteur del’éducation
général de l’enseignement secondaire
nationale (coordinateur de l’équipe)

APPIA Kouadio
INDAT Diaoussie Conseiller
Frederic-Emmanuel pédagogique
Inspecteur de l’enseignement secondaire

FOFANA Naboundou
APPIA ConseillerConseiller
Kouadio Diaoussie pédagogique
pédagogique

YAO N’Guessan Conseiller pédagogique

FOFANA Naboundou Conseiller pédagogique

YAO N’Guessan Conseiller pédagogique

 Introduction
to the teachers

How to KEEP IN TOUCH?

Let’s keep in touch is a carefully constructed programme built around structured lessons. The lessons provide stu-
dents with the tools to communicate effectively and to develop skills in listening, speaking, reading and writing
English.
At the 4e level the course is made up of the following components:
– the Student’s Book;
– the Workbook;
– Internet podcasts linked to the Student’s Book (available on the website www.edicef.com);
– the Teacher’s Guide.
The books are divided into 10 thematic units. There are three lessons and a revision page in each unit. Topics,
vocabulary and grammar structures are introduced through a series of real dialogues. Many of these dialogues
involve a group of school students called Fanta, Adou, Amari and Gondo whom the students will remember from
5e level.
Each unit also provides either a ‘‘Corner Project’’ page or a ‘‘Time for Fun’’ page. These pages are designed to moti-
vate the students. They give students the opportunity to use their new skills in a real way and have some fun at
the same time. The pages enable students to consolidate any new language that has been introduced in the unit.
Then in the section Time for testing you will find the results of the BEPC preparation exercises for better passing
your exam.
Outlined below are the main features of the course and how they can be used. Please also refer to the detailed
lesson notes in this book.

The Student’s Book

Let’s find out Let’s communicate

Let’s find out gets the students to discover the new At the let’s communicate stage, communicative activi-
language items (Vocabulary and Grammar) and the ties are provided to encourage your students to apply
language functions they will have to practise and and use the language skills and items they have been
master in order to communicate effectively. exposed to during the previous stages (let’s find out
This is done through reading selected texts, dialogues and let’s practise) and to communicate among them-
and conversations, giving comments on pictures, or selves.
listening to recordings. Here, your full guidance is Integrated Skills Activities are included at this last
needed. stage of the lesson. This will allow you to assess how
Give short, clear instructions to the students. much you have taught and how much your students
have learnt.

Let’s practise

Let’s practise invites the students to practise the new

language items by completing tasks and activities. At
this stage, you should give minimum guidance to your
students, encouraging them to work individually, in
pairs or in groups.
Provide help when necessary. Give short, clear instruc-
tions to the students.

Maquette de couverture : Cécil Keriel. Maquette intérieure : Julie K. Sandjian. Mise en pages : Anne Aubert. Suivi éditorial : Charlotte Othman.
© Edicef / Hodder, 2012
ISBN 978-2-7531-0447-1
Tous droits de traduction, de reproduction et d’adaptation réservés pour tous pays.
 Project corner
The new vocabulary words for each lesson are given Projects form an important part of this course.
in the ‘MY WORD BANK’ feature. These words can be They motivate the students and allow them to
introduced before or after the listening and reading practise their new language skills in real situations.
passages in each lesson. Please see the lesson notes A new project is given at the end of every second
for specific suggestions. unit. Each project requires the use of the vocabulary
Additionally, the French translations (and parts and language structures that have been introduced
of speech) are given in alphabetical order in the and practised in the preceding units.
‘MY WORD BANK’ section at the back of the Student’s The students should work in groups on these projects.
Book (pages 110-111). The students will need to refer When they have completed each project, they will be
to the word banks when they do written exercises, asked to assess their own achievements. This will help
and when they complete oral activities in pairs and them to be aware of their own progress.
groups.

Useful phrases Time for fun

Commonly used and idiomatic expressions from the
At the end of every alternate unit there is a ‘Fun’
texts are listed in the ‘USEFUL PHRASES’ feature
page. The students can read stories, solve puzzles,
for easy reference. Encourage the students to refer
play games – and practise English at the same time.
to this box and to use these expressions when they
This will help to motivate them. It allows them
speak and write.
to use English in real situations and to play with
the language.

As new structures are introduced, the ‘Grammar

check’ boxes provide support for the students. These The Workbook
boxes explain grammar rules in very simple English.
They also underpin the ‘Example’ prompts that show
The Workbook provides additional activities for
the students what they need to do.
every lesson. The majority are writing activities. The
Further notes and tables are also given in the students can complete them individually, writing
Grammar section at the back of the Student’s Book, down their responses in the Workbook. They can
on pages 106-109. Encourage the students to refer to complete the activities either in class or for homework.
this section as they work. A list of irregular verbs is The answers are provided in this guide.
also provided on page 112 of the Student’s Book.
At the end of the Workbook there is an additional set
of exercises that students can complete. Each exercise
focuses on a specific area of grammar.

This feature gives help with the pronunciation

of different sounds introduced in the course.
The students can listen as you say the sounds and
The podcasts
words, and then repeat them.
All the listening texts and pronunciation activities in
this course are available as podcasts on the Internet.
Time to check They can be downloaded, free of charge, at the website
www.edicef.com. As previously indicated, you will see
the symbol @ next to these types of activities.
Revision activities are provided at the end of each
unit on the ‘Time to check’ page. They will help you
So Let’s keep in touch!
to check the students’ progress. These activities can
also be used for homework or class tests. The answers
The Authors
are provided in this guide.
 Contents

Unit 1 Who's your friend at school? 5 Unit 6 What kind of water do you drink? 42
Lesson 1 5 Lesson 1 42
Lesson 2 8 Lesson 2 44
Lesson 3 10 Lesson 3 46
Time to check Time to check
and Time for fun 11-12 and Project corner 48-49

Unit 2 Words have power 13 Unit 7 What is Public Service? 50

Lesson 1 13 Lesson 1 50
Lesson 2 15 Lesson 2 52
Lesson 3 17 Lesson 3 54
Time to check Time to check
and Project corner 18-19 and Time for fun 56

Unit 3 Do we have to follow fashion? 20 Unit 8 Have you read the news? 57
Lesson 1 20 Lesson 1 57
Lesson 2 22 Lesson 2 59
Lesson 3 24 Lesson 3 61
Time to check Time to check
and Time for fun 25-26 and Project corner 62-63

Unit 4 We live in a changing world 27 Unit 9 Education is the key 64

Lesson 1 27 Lesson 1 64
Lesson 2 29 Lesson 2 66
Lesson 3 31 Lesson 3 68
Time to check Time to check
and Project corner 33-34 and Time for fun 70-71

Unit 10 Travel broadens our mind 72

Unit 5 Take care of your health 35
Lesson 1 72
Lesson 1 35 Lesson 2 74
Lesson 2 37 Lesson 3 76
Lesson 3 39 Time to check
Time to check and Project corner 77
and Time for fun 41

Time for testing 78

 Unit

Who's your friend at school?

1
Lesson 1
SB pp. 10-11

Warm up
UNIT SUMMARY Introduce yourself to the class, and introduce new
TOPICS
students who may not know each other yet.
Personal identification. Introduce the students to their textbook, Keep in touch.
Education. Read through the contents pages with the students.
Friendship. Then talk briefly about some of the themes that will form
the context for learning this year.
INTERDISCIPLINARY LINKS
Civics, French.

SKILLS Let’s find out

Listening: dialogue, poem.
Speaking: read aloud, rap/perform a song,
complete dialogues, discuss ideas, revise WH- The focus in this first lesson is on developing listening
questions forms. and speaking skills, although the students will also
Reading: poems, an application form, pre-reading. be required to do some reading and writing as well.
Writing: a rap poem, fill in a form, write a
dialogue.
➊ If the students have used Let's Keep in touch in
previous grades, they should be able to recognise
the characters who featured in the books.
Functions/Notions
If not, introduce them to the characters: Fanta,
Greet people informally. Amari, Adou, Gondo, Assoumou, Essis and Akem.
Make arrangements.
Express likes and dislikes. Assoumou Gondo
Give information. Fanta Amari

GRAMMAR
Revise contractions.
Revise imperative forms. Adou Essis Akem
Revise verbs (to enjoy, to hate, to like) followed
by infinitives and/or gerunds. Introduce the words in MY WORD BANK. Talk about the
Build word families. picture and what the students are doing. Encourage the
students to say as much as they can about the picture in
PHONOLOGY English, without correcting them too much.
Discriminate and articulate stress patterns in words. Aim to assess the proficiency levels of your students
Discriminate and articulate stress patterns in during the opening discussions.
connected speech (contractions). Answers
Recognise and use tone in imperative sentences. a They are at school/in the school yard/standing in a
Pronounce difficult words. queue.
VOCABULARY b They are filling in forms/registering for the new
school year.
Words: cool, fees, form, grown up, office, c Some students are happy; others are bored/excited.
precious, queue, registration, teenager, thought. d The students should recognise these students from
Verbs: to complete, to exist, to fill in, to go up, earlier grades: Fanta, Amari, Adou, Gondo, Assoumou,
to join, to neglect, to register. Essis and Akem.
Expression: if you want to… e They are wearing casual clothes like jeans, T-shirts
PREPARATION and shorts. (Students can also give answers like: He is
wearing long grey shorts, white shoes and a shirt.)
You will need: f Yes, it is.
– Student’s Book pages 10-17.
– Workbook pages 4-10. Note: Word lists
– PC/laptop with Internet access, if available. French translations of the words in the MY WORD BANK
– Examples of real application forms for students boxes are given in the MY WORD BANK section, on pages
110-111 of the Student’s Book. These are new words
to complete, if available.
or words with which the students may have difficulty.

Who's your friend at school? – Unit 1 5

Teachers may find that there are other words with which
the students are not familiar, depending on the proficiency ➍ Discuss the best answers to these questions with
of the students in different classes. the whole class. As the students discuss the answers,
help them to pronounce words correctly. Refer to
➋ Now play the first dialogue on the podcast or the Pronunciation check. The underlining shows
read the dialogue to the class. The students should the syllables that are stressed in each word.
not read the dialogue at this stage. The characters Answers
from previous books – Fanta, Amari, Adou, a Everybody wants to register today.
Assoumou and Gondo – feature in this first dialogue. b From the Headmaster's office.
The dialogue revises informal greetings and c The administration wants to build new classrooms.
introduces some new words too. The key words are d They haven't got money.
included in the second MY WORD BANK on page 10
of the Student’s Book. Make sure the students Note: Phonetics
understand the informal meaning of the word ‘cool’. There are phonetic transcriptions in some of the Let’s
The students should be familiar with the structures practise activities and in the Pronunciation check blocks to
used in this dialogue. help the students pronounce words correctly. Point out
the phonetic alphabet on the first page of the book.
Ask the students some questions to check their
Then teach the sounds and symbols as they are introduced
comprehension. Then play or read the recording throughout the course, if the students are not already
again before discussing the questions in activity 4. familiar with them.
Answer
They are talking about being teenagers, about how to ➎ The students should work in groups to complete
register for school, about registration fees. this activity. They need to use words that make sense
and that are grammatically correct. Some of the
Note: Listen words they will need to add will be contractions,
Podcast recordings as this is a dialogue. A few of the words are new
The recordings are available, free of charge, online at words introduced in this lesson.
www.edicef.com. If you do not have the recording, read Before the groups begin, you may want to revise
the dialogues and other texts aloud in a natural and
contractions with the whole class. Refer to the
expressive way.
Grammar check. Note that the Grammar check only
Listening texts
The listening texts are printed at the back of the Student’s gives a few examples. You can revise all the common
Book, on pages 104-105. contractions that the students should know.
The aim of these texts is to provide listening practice.
Answers
The students should not read the texts during this part
of the lesson. They can, of course, read the texts later for Student 1: Hi everyone! It’s good to see you all again!
additional reading practice. Student 2: Hello everyone. What a long queue!
Student 4: That’s because it’s the day of registration.
Student 1: Have you got a registration form?
Student 2: No, I haven’t.
Let’s practise Student 3: Where are the forms?
Student 4: You must collect your forms from the office.
Student 1: Have you got a pen?
Student 2: Yes, I’ve got one.
➌ Play the podcast or read the sentences to Student 3: Do you know what the fees are this year?
the students and let them repeat the sentences.
Student 4: No, I don’t. But they always go up!
As contractions are such an important part of
spoken English, it is important that students learn Note: Grammar
to distinguish and understand them. This activity Students can find information about verb tenses, irregular
allows students to practise contractions with verbs and other items in the Grammar section at the back
the verb to be. You could then provide further of the Student’s Book, on pages 106-109. Introduce the
practice with contractions made with the verb students to that section, and encourage them to refer to it.
to have and with the auxiliary do. For example:
I haven’t any money.
Does he have the forms? No, he doesn’t.
I don’t know where to register.
You may also wish to revise stress patterns in questions
and exclamations as well at this stage. Model
the correct patterns from the completed dialogue
and then let the students practise in groups of four.

6 Unit 1 – Who's your friend at school?

 Let’s communicate Answers to
WB
Workbook activities pp. 4-5

➏ Let the students listen to the dialogue again. 1 registration, uniform, register, collect, clothes
Then using this as a model, they write and then role-
play their own dialogues in groups.
2 school: cool
shoe: queue
storm: form
seas: fees
nation: registration
EXTRA ACTIVITIES
service: office
• Students can read the dialogue for lesson 1 in groups.
The text is on page 104 of their Student’s Books. 3 In most countries, the first day at school after

• Ask the students to give all the forms of the word the holidays is the day for registration. You see a lot
‘register’ (registered, registering, registration). The of students standing in long queues in front of the
students can look for the words on pages 10 and registration offices. The older students know what to
11 and then suggest any other words that they do. They help the new students to fill in their forms.
know. The students have to register and they also have to
pay their school fees.
• Use sentences with contractions from the dialogue
or from activity 3 for dictation. 4 a) Students fill in registration forms on the first day

• Write some sentences with contracted forms on at school.
the board and let the students write the sentences b) New students register for school.
using the full forms of the contracted words. c) You stand in a queue.
• Students can write brief descriptions of the picture d) Students need to collect their forms from the office.
on page 10 of the Student’s Books. e) School things are very expensive nowadays.
Prices go up every year.
• Students can complete the activities on pages 4-5 f) The fees include the price of new school uniforms.
of their Workbooks.
5 a) She’s ten today.
b) They’re new students.
c) It’s her birthday today.
d) Poor parents don’t pay school fees for their children.

6 Abel: Hi. My name’s Abel. I’m a new student.

Nice to meet you.
Ben: Good to meet you too, Abel. My name’s Ben.
I’m an old student. I was in third grade last year.
Abel: I’m from La Rosette Secondary School. This is my
first year here. Why are the students standing in that
long queue over there?
Ben: They are registering for school.
Abel: I see they are holding something in their hands.
What are they holding?
Ben: Registration forms.
Abel: Do I need one? Where do I get it? Is it difficult
to fill it in?
Ben: Yes, you need one. You can get one at
the registration office. It’s a little bit difficult for new
students to fill in. If you find it difficult, I will help you.
Abel: You will? You are so kind. Thank you.

7 Answers will vary. The following is a model answer.


Some students are standing in a queue outside
the door to the school office. The group includes
Assoumou, Fanta and Adou who are laughing and
talking to their friends. They haven’t seen their
classmates during the school holidays so they are
happy to meet up again. There’s a queue because it’s
the first day of registration for the new school year.

Who's your friend at school? – Unit 1 7

 Note: Useful phrases

Lesson 2 In addition to the MY WORD BANK feature, we have

provided short lists of commonly used phrases and
idiomatic expressions that have been built into the various
texts that the students will listen to and read. Help the
students to become familiar with these expressions.
SB pp. 12-13

The focus in this lesson, and in lesson 2 of each

unit in this course, is on developing reading skills.
Let’s practise
Reading skills, however, are not developed in
isolation and students are also given
the opportunity to practise and integrate listening, ➋ Revise the use of don’t, must, must not and have
speaking and writing skills. to at this stage if necessary. Then read and discuss
In this lesson, the students will read a poem. the questions with the class, helping them to find
the correct answers to the questions.
Answers
Before you read a Friendship
b You must protect it, look after it and keep it.
c You must not throw it away, break it or neglect it.
To develop reading skills, a variety of pre-reading d In your heart or in your thoughts.
activities have been introduced. You can of course do e No, it is not true.
further preparation with your students as necessary. f So that you can see/find the friendship.
Answers
a It means the relationship you have with a person ➌ Students work alone, in their exercise books,
who is your friend. choosing the correct words to complete the
b ‘Friendship’ is a noun. sentences. This allows them to use a wide variety of
c friendly/unfriendly. structures that they should already be familiar with.
Check this work carefully to pinpoint areas in which
the students may be having difficulty.

Let’s find out Answers

a Peter is always very (friendly/friendship).
b People say that real friendship (don’t/doesn’t)
exist any more.
➊ Play the podcast a few times or read the poem c (Think always/Always think) of not hurting your
aloud to the students. Make sure that the students friends.
understand the words in MY WORD BANK and d Never (neglect/to neglect) a friendship.
the expression in USEFUL PHRASES. Help them to e Don't (never/ever) betray your friend.
pronounce the words in the Pronunciation check. f It is always good (to make a friend/to make friends)
Then let the students read the poem silently by with people.
themselves. Later, after discussing the questions
in activity 2, they can try reading this poem aloud ➍ Students work in groups and rap or sing
in pairs or in groups. the poem they have read. They need to try and get
some rhythm into the way they say the words.
Depending on the level of your students, you could Some students may have a better idea than others
also read and discuss the following stanza from the about what to do here. Let them demonstrate to
poem, which has not been included in the Student’s the rest of the class.
Book. It is the second last stanza of the poem.

For, f ri en d ship
Ha s n o bord er s
Let’s communicate
An d it s boun d ary
Is th at of th e worl d

t h e c ol our ➎ Let the students write their own short rap

It i s poems, using the given prompts. It is suggested that
h e r a i n bo w
Of t the students only use four syllables in each line,
but if they feel confident they can also try longer
words and sentences.
An d i t h a s t h e bea u t y

O f a d r ea m

8 Unit 1 – Who's your friend at school?

EXTRA ACTIVITIES
Answers to
WB
• Dictate the first nine lines of the poem to Workbook activities pp. 6-7
the students. If you think they need more support,
write the poem on the board and delete every
second word. Let the students copy this frame and 1 thought/sort, eye/my, away/say, break/make, throw/
complete the poem as they listen to the dictation. know, heart/smart, queue/you
• Jumble up some of the key words in the lesson and
2 a) Our fathers have been friends for many years. They

let the students write the words correctly or write
say their friendship began when they were children.
the words up on the board with all the vowels
b) It’s not easy to make friends with her. She’s very
missing and let them complete the words. unfriendly.
This could be made into a game as well. c) How often does your American penfriend write to you?
• Students can complete the activities on pages 6-7 d) Do you know that new boy? He’s not very friendly.
of their Workbooks. e) Allan: Is Adam your boyfriend?
Karen: No, he isn’t. We’re just friends. How about
Jamie? Is she your girlfriend?
Allan: No, she isn’t. We’re just friends, too.

3 a) Always help your friends.

b) Do not listen to her advice!
c) Remember to bring your books to school every day.
d) Don’t neglect your friends.
e) Never talk when your teacher is talking.
f) Don’t stand in the queue before you have collected
your forms.

4
Emphatic statement More emphatic
Phrases (give advice) statement (stronger
advice)
to speak English Speak English Always speak
during English during English during
classes English classes. English classes.
to eat before Don’t eat before Never eat before
washing your hands washing your hands. washing your hands.
to jump the queue Don’t
queue.
jump the Never jump the
queue.
to neglect friends Don’t neglect your Never neglect your
friends. friends.
to fight at school Don’t fight at Never fight at
school. school.
to protect yourself Protect yourself Always protect
against disease against disease. yourself against
disease.

5 a) The writer’s friendship with Mariam.

b) They talk, laugh and cry together.
c) A long time.

6 Answers will vary. The students follow the model


provided in activity 5.

Note: You may want to provide some guidance for this

activity. Read the paragraph in activity 5 with
the students and ask them to identify the key words
in the paragraph. Then ask them to brainstorm other
words that come to mind when they think about their
friendships. Write these words up on the board or on
a sheet of paper and let the students use these words to
write their own paragraphs.

Who's your friend at school? – Unit 1 9

 Let’s communicate
Lesson 3
SB pp. 14-15 ➎Students use the information on a friend’s
membership card (from Activity 3) to first write a
paragraph about the friend and then do a short
oral presentation about the friend at the next Club
The focus in this lesson, and in lesson 3 of each unit meeting.
in this course, is on developing writing skills and on
practising work introduced in the first two lessons.
In this unit, the students will think about completing
application forms.
EXTRA ACTIVITIES
• The students write a paragraph about the person
Let’s find out who filled in the completed application form
on page 14 of their Student’s Book. They use
the information that is available.
• Show the students the other application forms
➊ Read and discuss the completed application that you have available (such as bank forms, for
form with the class, making sure they understand
example). If the forms are in another language,
the words in MY WORD BANK and any other words
ask the students to translate the forms into
that they may not understand very well.
English. They can then complete the forms as well
(in English).
➋ This activity prepares the students for the activities
• Students can complete the activities on pages 8-9
which follow. Let them work in groups and quickly
write down all the questions they can think of. of their Workbooks.
The groups then report back to the class, compare
ideas and correct any mistakes they may have made.
Answers may vary, but here are some suggestions.
Answers
What is your surname?
When were you born?/What is your date of birth?
Where do you live?/What is your residential address?
What is your postal address?
What nationality are you?/What is your nationality?
Which school do your attend?
What are the names of your parents?
Which activities do you enjoy? What are your hobbies?

Let’s practise

➌ Students work in pairs to compile and complete

forms like the example in Activity 1. They first
draw up the blank forms, and then ask each other
questions so that they each complete a form for
their partner.

➍ The students copy and then complete the forms,

giving their own personal details.
Read and discuss the Writing tips on page 15 with
the students before they begin this activity.
Answers
Answer will vary. Check that the students have
completed these forms correctly. It is very common
to make mistakes when filling out forms.

10 Unit 1 – Who's your friend at school?

 Answers to
Workbook activities WB TIME TO CHECK
pp. 8-9
SB p. 16
1 Postal address: BP 77890 Abidjan, Côte d’Ivoire.
Residential address: 265 Mousse Dion Street, Dakar. This page provides additional activities, which can
Surname: Smith. be used for reinforcement or informal assessment.
Place of birth: London. You can ask students to hand in their written work
Nationality: Beninese. for checking, or you can provide the answers and let
Date of birth: 14th February 1996. them check their own work.
Hobbies/activities you enjoy: singing, football, computer Answers
games.
➊ When you register for school each year, you have
2 a) Nouns: Adèle, Catherine, Sedibe, years, Dakar,
 to complete a registration form and pay school fees.
football. You have to fill in your name, your age, your date
b) Verbs in the present simple tense: is, lives, enjoys, of birth, your place of birth and your address on
loves, hates. the form. You also have to fill in the names of other
c) Pronouns: she, her, it. schools you have attended. Your father or mother
d) Verb in the imperative form: Don’t ask. has to sign the form too. Sometimes you have to
e) Gerunds: acting, singing. stand in a long queue to register! But it is fun to see
f) Verbs in the infinitive form: to read, to play. old friends again. Friendship is very important!

3 Answers will vary. ➋ a

She was born in 1998./She was born on the
5 April 1998.
Note: Encourage the students to use both
 b She was born in Côte d'Ivoire. (The most likely

infinitives and gerunds after the verb ‘to like’ and answer.)
check that they use gerunds only after ‘to enjoy’ c It is 22 BP 8755 Tiébissou, Côte d'Ivoire.
and ‘to hate’. d She lives in Tiébissou.
e She enjoys reading, acting and playing football.
4 Answers will vary.

Note: Students should look at page 14 in their

 ➌a How long have you lived here?
Student’s Book if they are not sure what to do. b What is her date of birth?
c Have you got a pen?
5 CLEVELAND HIGH SCHOOL REGISTRATION FORM d Where do we pay our fees?
Year: 2010 e What is your postal address?
f Is this your mother’s first name?
First name: Emily Old/New student: old
School last year:
Surname: Mutumbe Cleveland high school ➍a It’s very hot today.
b We’re going to watch a film tonight.
Age: 12
Grade last year: 6 c Don’t stand in front of the door.
Sex: female d They’re standing in the queue to register.
Country of origin: Nigeria Medical conditions: None e I’ve filled in my registration forms.
Father’s name: Mutumbe Hobbies: Swimming, f She doesn’t live in Abidjan.
Father’s profession: doctor basketball
Mother’s name: Mutumbe Address: 22 Brice Street,
Mother’s profession: teacher Burnside, Portland ➎ Solange: Excuse me, Sir! Can you help me fill in
this form?
Teacher: Sure. What is it?

Solange: It’s an application form to join the English

Club.
Teacher: OK. Write your name here. Then your

address here.
Solange: Which one?

Teacher: Your postal address. The PO Box number.

Solange: And what do I write here?

Teacher: Write what you enjoy doing . For

example: singing, reading, etc.
Solange: I like reading.

Teacher: Fine. Write here.

Solange: Thank you, Sir.

Teacher: It’s OK. The English Circle will help you

improve your English.

Who's your friend at school? – Unit 1 11

➏ Here are some suggestions.
a Fill in the forms, please. Time for FUN
b Don’t neglect your friends.
c Listen to your teacher. SB p. 17
d Don’t smoke. It’s bad for you.

The students can complete the activities on this page

when they have finished their other work.
The activities provide reinforcement of vocabulary
EXTRA ACTIVITIES and structures learned, but in a less formal way.
You may have to explain some of the activities to
• Students can complete the activities
the students.
on the CHECK YOUR KNOWLEDGE revision page
(page 10) of their Workbooks.
➊ Students read the comic strip, discuss it informally,
and then act out the scene in groups. The emphasis
should be on having fun.

➋ Students work in pairs and work out who is who

from the given clues. The photos were taken when
Answers to WB
these famous people were younger!
Workbook activities p. 10 Answers
1 = b Serena Williams
2 = c Angélique Kidjo
Note: Guided writing activities are provided in each
unit of this Workbook in order to develop writing skills. 3 = a Hillary Clinton
We suggest that you go through the steps and instructions
carefully with the students before they attempt these
activities. Make sure they complete each step and monitor
progress at each step.
Note that layout is important in this activity. Students
need to leave enough space to fill in the forms. Some
students may wish to use a computer to design their
forms.

Answers will vary. There are models in the Student’s book

and in this Workbook.

12 Unit 1 – Who's your friend at school?

 Unit

Words have power

2
Lesson 1
SB pp. 18-19

UNIT SUMMARY Warm up

TOPICS Collect (or ask the students to collect) advertisements
from magazines and newspapers. You can also ask
Advertisements, technology, local products, jobs, the students to listen to advertisements on the radio
mass media, fashion. and on TV and write down what they hear.
Discuss these advertisements. Help the students to
INTERDISCIPLINARY LINKS
translate from French and other languages if necessary.
Economics. Then make a list of the sorts of phrases that are commonly
Business Studies. used in advertisements and have a discussion about
the techniques that are used to persuade people to buy
SKILLS or do things.
Listening: advertisements, dialogue.
Speaking: discussion, persuade people to buy things.
Reading: dialogue, advertisements, pre-reading.
Writing: advertisements, brainstorming ideas, Let’s find out
posters.

Functions/Notions
➊ Discuss the advertisements one by one with
Express similarities and differences. the class. Use the questions that are provided
Express opinions. to guide the discussion. Make sure the students
Persuade. understand all the key words in the MY WORD BANK.
Express possibility.
Answers
GRAMMAR
Advertisement 1
Use comparative and superlative forms of a a new mobile phone.
adjectives. b It’s small and nice.
Use structures like, the same as, similar to, c You get a free SIM card and air time if you buy it.
the same to compare. d No. The offer is only valid until the end of September.
Link sentences with if.
Advertisement 2
PHONOLOGY
e If you have a dry scalp, you can use Natural Life shampoo.
Pronounce and discriminate end sounds (-er, -est) The main ingredient of Natural Life products is karité
and vowel sounds: /i:/, /iə/, /eə/. Discriminate and or Shea butter.
articulate stress patterns in words. f It is natural, gentle and more effective than coconut
oil and jojoba oil.
VOCABULARY g Personal answers. For example: Yes, because it is a
Words: ad, advertisement, air time, cash, natural product. No, because I think it will be too expensive.
function, offer, quality, SIM card, similar, special,
valid. Advertisement 3
Verbs: to advertise, to attract, to purchase. h Clothes
Expressions: Guess what? terms and conditions, i It seems to be cheap.
the latest, the same as, value for money. j It seems to be good quality.

PREPARATION
You will need:
– Student’s Book pages 18-25.
– Workbook pages 11-17.
– PC/laptop with Internet access, if available.
– Advertisements from all types of media.

Words have power – Unit 2 13

 Let’s practise Let’s communicate

➋ Play the podcast or read the words carefully to ➏ Read the advertisements on page 104 of the
the students and let them repeat the words. Point Student’s Book again to the students. The students
out the different ways in which each sound can be listen and make short notes about each product. The
spelled in English: ee or ea, ea or ere, ere or ea or ai. notes do not have to be in full sentences but they
There are no rules: we simply have to learn to spell should contain the key information, for example:
these words correctly.
Advert Product Notes
➌ Revise comparative and superlative forms before
the students do this activity. Refer to the Grammar good quality, good prices, at Amadou’s shoe
check and to the Grammar section on page 109 of 1 shoes shop, 1st Ave
the Student’s Book. You can also let the students
practise the correct pronunciation of these forms. 2 buy one pair get one pair free, cash only,
sunglasses one
Refer to the Pronunciation check. week only, at Oliver’s Opticians, 2nd Ave
You should try this activity with the whole class first
so that students can get ideas. You could also do 3 tourism visit South Africa, cheap, enjoyable, rich
heritage, good shopping and beaches
a demonstration for the students yourself. Collect
some items or ask the students to bring some things school special offer, spend more than 1 000 francs
to class – things that they would like to buy. Then 4 books and get a free pen
ask them to say how they could be convinced to buy
these items. Encourage them to give their own ideas.
Help them to use the vocabulary introduced
in the advertisements on page 18.
EXTRA ACTIVITIES
➍ Play the podcast or read the advertisements on • Dictate a few sentences with comparative and
page 104 of the Student’s Book yourself with as
superlative forms as well as vocabulary from
much expression as possible. You can deal with one
advertisements. Read the sentences at a normal
advertisement at a time. The questions in activity 5
pace and using natural stress patterns.
relate to each advert; a is about the first advert, b is
For example:
about the second advert, and so on. Let the students
The clothes at this shop are cheaper than
discuss and give you the correct answers. Play or read
the clothes they sell at the market.
the texts a few times until they are sure of
My shoes are bigger than your shoes.
the answers.
Buy two pairs of socks and get another pair free.
Revise the meaning and use of the word if as
a linking word. Refer to the Grammar check. • Students can bring French advertisements to class
and translate the advertisements. They can work
Answers
in pairs or small groups and decide how to do this.
a At Amadou’s new shoe shop in First Avenue.
b You get another pair free. • Students can read the advertisements on page 104
c It’s cheaper, has a rich cultural heritage, the best of their books and ask each other questions about
shops and the best beaches. the advertisements.
d You get a free pen.
• Students can do a short survey at one of the shops
or markets near where they live or near the school.
➎ The students copy and complete these sentences They can find out about two products that are
from advertisements in their exercise books.
good value for money. They can tell the rest of
Answers the class why they think these products are good
a Buy your school books here. value for money.
b Come to our shop for the cheapest clothes in the city.
• Students can complete the activities on pages 11-12
c If you buy two pots, you get a third pot free. Cash
of their Workbooks.
only!
d Good quality at lower prices. That’s our promise to
you!
e Visit Mali! See some of the most interesting buildings
in West Africa.
f Use our natural products for a healthier skin.

14 Unit 2 – Words have power

 Answers to
Workbook activities WB
pp. 11-12 Lesson 2
1 Answers will vary. SB pp. 20-21
Note: You may wish to do this with the whole class.
Read the words clearly to the students and let them
all listen and circle the words that they hear.

2 a) hear Before you read

b) need
c) were To prepare the students for reading the dialogue,
ask them to write down all the things they can do
3 a) soap with their cell phones.
b) shampoo
Answers
c) body lotion
Here are some suggestions: talk to someone else, send
a text message, take a photograph, listen to the radio,
4 a) When did your father purchase his new car?
record and listen to music, surf the Internet, play games,
b) The supermarket needs a lot of money to advertise
use it as an alarm clock/wake yourself up.
its new Thai rice on the radio and on television.
c) People don’t pay cash if they buy goods on credit.
d) The special offer in the advertisement is valid until
the 31st of December.
e) The advertisement for NOKIA 9090 attracts young
Let’s find out
people. They find it irresistible! And the phone is good
value for money.
 f ) A: Dad, our computer is a Pentium 1. It’s too old. ➊ The focus of this reading lesson is on reading
We need to upgrade it. a simple dialogue in detail. For a change, you could
B: What do you suggest we get this time? ask the students to read the dialogue silently by
A: A Pentium 4. themselves first. Ask them a few questions to find
B: OK! That sounds good. out if they have understood the gist of the text.
Then play the podcast or read the dialogue aloud
to the students. Introduce and explain the words
5 Adjectives Comparatives Superlatives in MY WORD BANK as necessary.
cheap cheaper the cheapest Answers
expensive more expensive the most expensive a They are talking about mobile phone.
beautiful more beautiful the most beautiful b Amari.
small smaller the smallest c It's the new IS650, the latest and the best.
healthy healthier the healthiest
natural more natural the most natural ➋ Students choose the best answer for each
bad worse the worst question. Remind them to read all of the answers
carefully before they choose.
dry drier the driest
low lower the lowest Answers
a She got the new IS 650 from Instant mobile phones.
b The two phones are similar and have the same
6 a) My new IS 650 is smaller than the old one, but it’s
 functions.
more beautiful. c Buy a phone from Instant mobile phones and get a
 b) The quiz was very difficult. Henrietta got the best SIM card and air time for 1000 francs.
score in the class. d Adèle thinks students should not believe what they
 c) All Lauren’s friends have dry skin, but Lauren has read in the ads.
the driest skin. e Amari’s new phone.
d) Her baby looks healthier than her sister’s baby.
 e) This round table is more expensive than the square
one, but the quality is better.
f ) If you buy shoes at market, it is cheaper than buying
shoes in the shops.
g) The weather is worse today than it was yesterday.

Words have power – Unit 2 15

 Let’s practise EXTRA ACTIVITIES
• Use some of the comparisons that the students
made in activity 5 for dictation.
➌ The students copy the words down, then listen to • Give the students two similar objects (or let them
the words and underline the stressed syllables in each choose two objects) and ask them to write
word. They can then practise saying the words correctly. a paragraph in which they compare the objects.
Note: In this activity the word ‘record’ is used as a verb. • The students could play a game in small groups.
The noun has a different stress: record.
The students take turns to let the other guess
Answers something interesting that happened to them.
record, advertisement, similar, functions, everything The game is called ‘Guess what?’ For example:
A: Guess what?
➍ The students work in groups and read the dialogue B: You got a new phone?
aloud. They should focus on using the correct A: No; it’s something else that’s made me feel happy.
intonation in questions and exclamations. Play C: It’s your birthday?
the podcast or read a few examples to them so that A: No, it’s not a special occasion like a birthday.
they can hear what is required. Encourage them It’s something that happened after school.
to use body language (such as gestures and facial D: Your team won the football match last night?
expressions) as they speak to make this dialogue real. A: Yes! Your turn.
• Students can complete the activities on pages 13-14
➎ Now teach the students new structures to use of their Workbooks.
when they need to compare things. Refer to the
Grammar check. You could do this by using real
objects first. Then let the students work in pairs.
Answers Answers to
WB
a Answers may vary. Here are some examples. Workbook activities pp. 13-14
 hose shoes are similar but they are not the same.
T
These phones are similar. These hair extensions are similar
but they are different colours. The watches are not the same. 1 similar, everything, mobile, students, special, function
b Answers will vary but students should use new
structures. You can also extend this activity by asking
2 Across Down
the students to add sentences with comparative and 2 record 9 mobile 1 advertisements
superlative adjectives as well. 3 photograph 10 like 5 SIM
For example: Your shoes are similar to my shoes, but my 4 functions 11 similar 7 airtime
shoes are newer/more comfortable. They are also bigger than 6 latest 12 phone 8 message
your shoes. 3 a) Adam: Is your new watch the same as John’s?

Dan: They look similar but they are not the same.
➏ The students work alone and write the correct b) Sue: That’s funny! Robyn bought the same type of
sentences in their exercise books. phone as the one I have.
Answers Chris: Yes, it’s similar to my phone too.
a These phones are (like/similar) but they are not c) Charlie: Your mobile phone looks similar to/like mine.
the same. Andrew: Yes, but I don’t think yours is the same as mine.
b This hotel is (more expensive/expensiver) than d) Amy: Is Chris like his father?
the hotel down the street. Andrew: Yes, he is. He really looks like him, although he
c Your shoes are (like/same) Harry’s shoes. is a little bit shorter.
d I have an old phone but Fanta has the (last/latest) one.
e Which pen is (better/the best)? The big one or 4 a) My father has the (last/latest) mobile phone.
b) Which pair of shoes is (comfortabler/the most
the small one?
comfortable)?
f Is this radio (like/the same) as that one?
c) Which of these body lotions is (better/good), the one
with shea butter or the one with coconut oil?
d) Can you tell me which mobile phone is the (most/
Let’s communicate best) value for money?
e) Is this shampoo (the same as/the same like) that
shampoo?
➐ Students can work in groups of four to complete f) You will feel more beautiful and (healthier/more
this activity. Let them collect 4 or 5 advertisements in healthy) if you use this natural product.
French that appeal to them. They then translate the
adverts into English, paying careful attention to the key 5 a) ‘It’s’ refers to the new mobile phone.
words that the advertisers use to sell their products and b) ‘I’ refers to Jade.
services. Assist the students as necessary and allow time c) ‘one’ refers to a mobile phone.
for discussion and presentation of ideas afterwards. d) ‘you’ refers to Jade.

16 Unit 2 – Words have power

 d Drink bissap juice. It’s 100% natural, it’s healthy

Lesson 3 and it’s made in Senegal! The best drink on a hot day!

➍ This activity and the writing activities that follow

prepare the students for the project at the end
SB pp. 22-23 of the unit. Students could use some of the ideas
generated here in the project.
Teach the students to brainstorm their ideas as part
of the process of writing. The brainstorming can
Let’s find out be done in pairs or groups until the students feel
confident enough to work alone. Encourage them
to make notes of all their ideas, even if they later
feel that some of the ideas don’t work or aren’t
➊ The focus of this lesson is on writing simple appropriate. Here are a few suggestions.
advertisements. As preparation for this activity
the students will first read and discuss two more Answers
adverts. Let the students read the adverts silently, Here are just a few examples of words and phrases the
then read them together. students could use:
Use the questions to guide the discussion about the a Handmade pagne.
adverts to make sure that the students understand made by the local village cooperative
them fully. authentic
fashionable but inexpensive
Answers
Take something special home with you from the Côte
a Fashion clothing and Attiéké d’or made in Côte
d’Ivoire.
d’Ivoire.
Special prices this month only
b You can buy fashion clothing from Fantastic fashions
Don’t delay – get there today!
and Attiéké from the Mini Market in Lagoon Ave.
b The best tasting juice in Côte d’Ivoire
c Here are some examples: The advert for Attiéké is
Freshly made every day
more attractive and interesting because it is colourful
You have never tasted anything so good!
and there are pictures and interesting words to describe
c Effective, cheap and made right here in Côte d’Ivoire.
the product. The layout of the advert is attractive
Made from entirely natural products.
(different sizes of print). There is also a special offer to
Take some home to your own country.
attract buyers.
d This advert has no colour, no pictures, a boring
layout and the language used is boring (no adjectives),
so it does not attract potential customers. Let’s communicate

Let’s practise ➎ The students work in pairs or small groups

and try to ‘sell’ each other a product. This is also
preparation for the project at the end of the unit.
Encourage them to choose their words carefully and
also to use an appropriate tone of voice. They must
➋ ➌ & Students consolidate what they have
sound enthusiastic about what they are selling.
learned by copying and completing the exercises
in their exercise books.
Answers
➋ a For the softest, most beautiful skin, use Natural
EXTRA ACTIVITIES
Life with shea butter.
b If you buy a new Instant TFS 100 phone, you will • Students can work alone and choose one of
get a SIM card absolutely free! the products from activity 4. They can make up
c Come to Frank’s Furniture store. Our furniture their own advert for the product. These can be
is the cheapest/best and the cheapest/best. displayed in class and the class can evaluate the
d Special offer! Buy two bottles of juice and get one adverts, saying which ones work best and why.
free!
• Provide the class with a few advertisements
that you or the class have collected and ask
➌ Here are some suggestions. the students to evaluate each advert. They should
 a You want softer, smoother skin? Buy our wonderful
make their comments in English even if the adverts
new body lotion.
are in French.
b Visit Côte d’Ivoire. Enjoy the great hospitality,
wonderful beaches and recipes. • Students can complete the activities on pages 15-16
c You want the most fashionable clothes and shoes at of their Workbooks.
the best prices? Visit our store today!

Words have power – Unit 2 17

 Answers to
Workbook activities WB TIME TO CHECK
pp. 15-16
SB p. 24
1 fashionable, special, expensive, fresh, natural, new,

healthy, free Answers

2 AIR SKYBIRD
➊ Answers depend on which words are read aloud.
Note: This activity develops listening skills. You can
Do you want to fly with the best airline? Do you want also read the words and sentences yourself and let
to be able to go anywhere in the world? the whole class listen to at the same time.
Fly AIR SKYBIRD. It serves the most delicious in-flight
meals and it has the biggest planes in the world. ➋a This car is good value for money.
It’s also the fastest, the cheapest, the most b We offer free SIM cards but terms and
comfortable and the most reliable. conditions apply.
c Have you seen the special offer? You get a free
3 a) a mobile/cell phone 100 grams of cheese when you buy 500 grams.
b) It is beautiful, elegant, powerful and cheap. It’s the d Our products are the cheapest but they are also
best phone. the best quality.
e Are natural skin products more expensive than
4 Answers will vary. Here are some suggestions.
 other products?
a) It’s healthy/100% natural/very tasty. It’s the f This shop sells the freshest meat and fish.
tastiest/best/healthiest yoghurt!
b) The most comfortable trainers you will ever wear! ➌ Here are some possible answers.
Special/Half price for this month only. Shirt 3 is more expensive than shirt 2.
c) It’s delicious/the most delicious ice cream! Buy one All three shirts come/are available in small, medium
and get one free/a free cap/a free cool drink. and large.
d) Feel comfortable/the difference. Good/Excellent Shirt 1 only comes/is available in white.
value for money. Shirt 2 is the most comfortable shirt.
e) It’s the latest fashion/great value for money/cheaper Shirt 2 is more comfortable than shirts 1 and 3.
than the rest. Visit our shop today! Shirts 1 and 2 are good value for money.
f ) Special offer/prices. Offer valid until the end of the Shirt 3 is not good value for money.
month/15 June.
➍a ‘you’ refers to Etienne.
b ‘one’ refers to Attiéké d’Or.
c ‘It’ refers to the Attiéké d’Or.
d ‘one’ refers to a recipe.

➎ Answers will vary. Here are some suggestions.

a If you want cheaper shoes, go to the market.
b If you want a healthier scalp, use a good, natural
shampoo.
c If you want a good bargain, go to the market early
in the morning.
d Visit the new clothing store if you want good
quality clothes.
e If you want good value for money, do your
shopping at Mini Market.

➏ Fatou: This is a special offer. If you buy a mobile

phone from Vodem, you will get/get the SIM card free
and you get free air time worth 2 000 francs!
M ike: Does the phone have any special functions?
Fatou: Yes. This phone can take photographs and
videos. It can record sounds and send pictures to other
people. And you can even surf the Internet with it!
M ike: Wow! I think I need one of those!

18 Unit 2 – Words have power

EXTRA ACTIVITIES
• Students can complete the activities
PROJECT CORNER
on the CHECK YOUR KNOWLEDGE page (page 17) SB p. 25
of their Workbooks.

Explain to the students that they will do this project

in groups. During the project, they will be able
to demonstrate their new language skills.
Answers to The project is in three parts.
WB In part A, the students brainstorm their ideas.
Workbook activities p. 17
In part B, they use the ideas to write advertisements.
In part C, they try to sell their products to the rest
Note: This is another guided writing activity. of the class. At the end of the project, they will be
We suggest that you go through the steps and given an opportunity to evaluate their own work
instructions carefully with the students before they and that of their classmates.
attempt this activity. Make sure they complete each
step and monitor progress at each step.
Brainstorm ideas and vocabulary with the whole class or PART A
let the students do this in groups first. Ask the students to prepare for this project by
Note that layout is important in this activity. thinking about products that they buy or use.
Remind the students that advertisements need to be They can bring some of these products to class.
big and that they must attract attention. They should also think about how these products
Some students may wish to use a computer to design are advertised.
their advertisements.
Once the groups have decided on the product that
Answers they wish to sell, walk around and assist the students
Answers will vary. There are models in the Student’s book with vocabulary and ideas as necessary. They can
and in this Workbook. also think about existing adverts for the products.
They can translate and improve the adverts with
their own ideas.

PART B
The groups plan and create their advertisements.
They should read the tips in their Student’s Books
first.

PART C
Allow each group 2-3 minutes to present their poster
and sell their product. Each advert should be short
and to the point. Remind the students that people
do not pay attention to long, boring adverts.

Assessment
Let the groups assess themselves and then let
the class vote for the best adverts. An important
part of this assessment would be to discuss why
some adverts work better than others, after
the class has voted.

Words have power – Unit 2 19

 Unit
3
Do we have to follow fashion?
Lesson 1
SB pp. 26-27

UNIT SUMMARY Warm up

Ask the students to bring in pictures of fashionable clothes
TOPICS
or of fashionably dressed people. Collect some pictures
Clothing, style, employment. yourself and use these to introduce the topic. Revise or teach
the names of the different items of clothing as necessary.
INTERDISCIPLINARY LINKS
Business Studies.
Let’s find out
SKILLS
Listening: song, poem, news article, letter.
Speaking: discussion, descriptions, read aloud. ➊ Read the magazine articles. Explain that a dress
Reading: poem, article, letter. code is an unwritten set of rules about how other
Writing: friendly letter. people expect us to dress. Then use the questions
to guide your discussion of the pictures in the article.
Functions/Notions Here are some suggestions:
Describe what people wear, talk about men's
clothes Answers
Express opinions: approval or disapproval. a a man in traditional outfit = someone who works
Exchange views. in an office, a businessman, a government official,
Give and compare information. a teacher; girl in comfortable clothes = a student,
Talk about the past. a tourist; young man in trendy clothes = a student,
a tourist, a young businessman; woman in a suit =
GRAMMAR a modern businesswoman.
Present simple and present continuous tenses. b, c, d, e Students will have their own opinions.
Phrasal verbs.
Passive voice.
Simple past and present perfect tenses.
The structure used to and the verb to use. Let’s practise
PHONOLOGY
End sounds. ➋ The students work in pairs and ask each other
questions to practise using the present continuous
VOCABULARY and present simple tenses. Review the way we use
Words: aspiration, baggy, fabric, make-up, style, these verb tenses with the students. Refer to
trend, twist. the Grammar check. The students should know
Verbs: to dress up, to give up, to live up to, how to form these tenses by now.
to push up, to starch.
Expressions: all day, all night, all the time, ➌ Play the podcast or let the students listen to
it doesn’t matter. the whole of this song on deezer.com or spotify.com
if you have access to the Internet. Otherwise read
PREPARATION the song to the students (or make up your own tune
and sing it to them if you feel confident). Make sure
You will need:
that they understand the words in MY WORD BANK
– Student’s Book pages 26-33.
and the phrases in the USEFUL PHRASES block. Many
– Workbook pages 18-24.
of the phrases in MY WORD BANK are phrasal verbs
– PC/laptop with Internet access, if available.
made with the particle ‘up’.
– Magazines with fashion articles, articles about
Explain that in US English and in many pop songs,
small businesses involved in fashion, if available.
the final ‘g’ sound of verbs in the present continuous
tense is often not sounded and that the ‘g’ is
replaced with an apostrophe when these verbs are
written. This is only appropriate in informal English.

20 Unit 3 – Do we have to follow fashion?

➍ Get the students to copy the song into their EXTRA ACTIVITIES
exercise books. Then play the song again or read
the words of the song at a normal pace. The students • Do some word building activities with the
complete the song as they listen. students. Ask them to make as many related words
They can check their answers afterwards on page 104 as they can with the following words. They should
of their Student’s books. use prefixes or suffixes.
fashion (fashionable, fashionably, unfashionable)
Answers comfort (comfortable, comfortably, uncomfortable)
Doesn’t matter ’bout the clothes that you’re dressed in tradition (traditional, traditionally)
It doesn’t matter ’bout the colour of your skin
• Give the students additional practice in using the
A ll that matters is you’re beautiful inside.
phrasal verbs from this lesson. They can make their
Uhah yeah!
own sentences with these words.
Just because you’ve got the looks and the body
Just because you’ve got the time and the money • The students can practise asking questions in
Still remember to be beautiful inside the present simple and present continuous tenses.
Give them a list of verbs. Then ask them to make
Chorus two questions with each verb. The questions should
Try givin’ up end like this:
The make-up …now? (use the present continuous tense)
Try givin’ up …every day? (use the present simple tense)
The dressin’ up Here are some verbs you could use: wear, do, read,
Try givin’ up eat, sleep.
The pushups
• Students can complete the activities on pages 18-19
And try livin’ up
of their Workbooks.
To higher aspirations!

➎ Students work alone, copying and completing

these sentences in their exercise books.
Answers
a She likes to dress up in the latest fashions.
b Some girls wear a lot of make-up on their face.
Answers to
WB
c Traditional outfits are always in fashion. Workbook activities pp. 18-19
d What is he wearing today? He usually looks very smart.
e It doesn’t matter if you don’t wear fashionable clothes.
1 Answers will vary.
 ote: You may wish to do the activity with
N
the whole class and read these sentences yourself.

Let’s communicate 2 t y i f c u n b a b h r a o
r q h w a i c h v m a r t d
o J g y p r t r a i n e r s
➏ The students can have an informal debate or u e b j k y d a r m d o l h
discussion on this topic but it is important that each s a s j m g r v b s b n t o
student prepares what he or she will say. Students e n h k y l t b e n a e n r
must first decide if they agree or disagree with the r s o f i y h s a d g v o t
question “Should students have to follow fashion?” s j e s a r s r n s d d g s
Then they write down three reasons to support their k h s t d a t v d u n b e o
point of view. i g k h l g e s h i r t b n
u i d g p h f y a t r m e b
For exemple f y n d u y y j d m a g d r
Yes, students should follow fashion, because t u i j e w e l l e r y o a
– they need to feel that they are like their peers and s p p k t h f s a n d a l s
friends.
– it’s fun. Across: trainers, shirt, jewellery, sandals.
– it makes you feel good about yourself. Down: trousers, jeans, shoes, cap, suit, handbag, shorts.
Diagonally: skirt, sunglasses.
No, students shouldn’t have to follow fashion, because  ote: If students are not familiar with puzzles
N
– it’s a waste of money. like this, you may want to warn them that two
– we are all different individuals, so we should not act of the words run diagonally.
like sheep and follow what others do.
– fashion is not as important as studying hard.

Do we have to follow fashion? – Unit 3 21

3 Answers will vary. For example:
He is wearing smart, black trousers with black shoes,
Lesson 2
a blue tie and a white shirt.
Note: Students should use colour words with other
adjectives in their descriptions. SB pp. 28-29

4 John: Look at Adèle. She is wearing a T-shirt and jeans.

She never wears traditional clothes.
Sarah: I know. But it doesn’t matter – it’s her choice. Before you read
John: By the way, why aren’t you wearing your khaki
uniform today? This activity helps students to develop pre-reading skills.
Sarah: We don’t have regular classes this morning. We’re Having an idea about what they are going to listen to
working in the school garden, so we’re wearing old and read will help them to understand the text.
clothes.
Answers
John: Do you still have the American Volunteer this year
as your English teacher? a The article is about the stylish traditional dressing in
Sarah: Yes, we do. I like her very much. She usually West Africa.
wears jeans, but she looks beautiful when she wears b leather, mud cloth, batik, wax
our national outfits.
John: I agree. I like her, too.
Let’s find out
5 a) Suits (are/being) always in fashion.
b) Do you (dressing/dress) up every day to go to work?
c) He usually (puts/is putting) his sunglasses
on the top of his head when he (is coming/comes) ➊ Play the podcast or read the article aloud to
the students. Introduce and explain the words in
inside the house.
MY WORD BANK as necessary. Then give the students
d) (Do you like/Are you liking) the new summer fashions
time to read the article silently by themselves.
this year?
e) I can’t hear her. What (is she saying/does she say)?
Discuss the questions with the students orally first.
f) He (wears/is wearing) shorts all the time. Doesn’t he
Let them agree on the answers. Draw their attention
get cold sometimes?
to the end sounds of the words in
6 a) To live up to expectations. the Pronunciation check.
Students could then work in pairs for 10 minutes
b) Don’t give up!
and ask each other further questions about the text.
c) It happens all the time!
They could write answers to the questions as
d) It doesn’t matter. It’s not important.
a homework task.
e) He worked all night! He must be tired.
f) Traditional outfits are always in fashion. Answers
a They all dress in the same way. Young men wear
baggy T-shirts and jeans, caps, dark glasses and big
chains.
b Leather, mud cloth, batik, wax and woven fabrics.
c They were made by hand on weaving looms.
d Germany.
e 10 metres.
f They are made in textile factories in countries like
Ghana, Nigeria, Benin and Togo (and also in Côte d'Ivoire).

Let’s practise

➋ Teach or revise the meanings and use of the word

‘use’. Refer to the Grammar check. Help the students
to pronounce used to correctly: /ju:st tu/. The verb to
use is pronounced /ju:z/.
Explain that used to is only used in the past tense.
To make a past tense question, we use the auxiliary
did + use (not used): Did they use to wear suits in
those days?

22 Unit 3 – Do we have to follow fashion?

The words used to can also be used in another sense,
for example: I can’t get used to these new reading Answers to
WB
glasses. You may wish to teach this meaning as well Workbook activities pp. 20-21
if your students are already quite fluent in English.
Then let the students do the activity in pairs.
1 outfit, starched, fashionable, fabric, style, make-up,

➌ ➍& Students complete these activities in their baggy, trend
exercise books. You may wish to revise the simple
forms of the passive voice at this stage. If not, advise 2 a) Young people like to wear baggy shorts.

the students to refer to the Grammar check if they That’s the fashion nowadays.
are not sure of these structures. b) This textile factory produces cheap cotton fabrics
which women enjoy wearing.
Answers
c) There was a time when wearing torn and worn-out
➌ a Men in West Africa have great style.
jeans was fashionable.
b They used to wear clothes that were made
d) Traditional outfits like large embroidered bubus or
of leather, batik and mud cloth.
European suits have become classic wear nowadays.
c Men and women like to follow trends and be
e) She never wears make-up.
in fashion.
f) Sam: What’s the trend/fashion today in West African
d Today men’s clothes are made from colourful fabrics.
capitals?
e The tailor used a wax fabric to make the outfit.
Lisa: Both young people and adults are wearing clothes
f White and blue bubus are still very fashionable today.
made from fabric called ‘bazin’. The fabric is generally
Answers starched.
➍ Passives in the text: are worn, are made (with),
were worn, were made, were used, used to be worn, are 3 a) Active. Passive: Roofs were made from thatch.
produced. b) Active. Passive: Special clothes were worn by kings
Students can make any grammatically correct sentences and nobles a long time ago.
with these passives. c) Passive. Active: Many young men these days wear
baggy clothes./These days many young men wear
baggy clothes.
Let’s communicate d) Active. Passive: Animal skins and other materials
were used to make clothes.
e) Passive. Active: They/People use bazin fabric to
make traditional bubus and trousers.
➎ Give the students time to prepare oral presentations.
Students should write out their presentations and 4 a) They used to work together to build their houses.
practise reading them before they do the presentations b) My grandfather used to hunt animals with stones
in class. Give them guidelines about how they should and sticks.
structure their talks, for example: c) They used to wear clothes made from leather and
Old people in Côte d'Ivoire have style and they like mud cloth.
to follow fashion and trends/Old people often wear d) Did the children use to go to schools like ours?
traditional clothes. e) Did they use to work on the computer when they
Young people follow the same dress code as young were young?
people in other countries. f) They used to sing, dance and tell their children
stories at night.
EXTRA ACTIVITIES
• Choose 4-5 sentences from the reading text
and give them to the students as dictation.
• The students can write a short paragraph
about stylish West African clothes.
• Play a chain game with the students to practise
saying ‘used to’. They should be familiar with
this game from earlier grades.
A: I used to wear red shoes.
B: I used to wear red shoes and a blue bubu.
C: I used to wear red shoes, a blue bubu and a
pink cap.
D: I used to wear red shoes, a blue bubu, a pink
cap and a dress made of bazin fabric. (And so on
until the list of items gets too long to remember.)
• Students can complete the activities on pages 20-21
of their Workbooks.

Do we have to follow fashion? – Unit 3 23

 Answers

Lesson 3 A lot has happened to me this week and it’s only

Thursday! First my sister borrowed my new jeans.
She didn’t ask me. Now the jeans are dirty and
I can’t wear them. Then my best friend got sick.
SB pp. 30-31 She has been sick for two days now.

➎ End the unit with a short class debate on one
of the given topics. You could arrange a formal class
Let’s find out debate. Alternatively, ask each student to speak for
one minute and to state his or her opinion on
the subject. The other students can take short notes
as they listen. Then summarise what the class thinks
➊ In this lesson, students are guided through at the end of the debate.
the process of writing a friendly letter in English.
Start this process by finding out what the students
already know. Let them discuss the questions.
Answers Let’s communicate
a We begin a letter with an address, the date,
a salutation (Dear…).
b We end a letter with a valediction like Your friend,
Love, All the best, See you soon… ➏ Students complete the process of writing the
letters which they began in Activity 3. They should
edit and improve the letters before rewriting them
Play the podcast or read the letter aloud to
neatly and handing them in for marking. Students
the students. Then give the students time to read
should have written four paragraphs as directed
the letter silently by themselves. Encourage them
and used the correct format, as well as appropriate
to work out the meanings of any words they don’t
addresses and salutations. The letter in the Student’s
know from the context of the letter. You can ask
Book serves as a model.
a few questions to check comprehension as well.
Revise and teach the difference between the simple
past tense and the present perfect tense. Refer to
the Grammar check and to the highlighted words
in the letter. EXTRA ACTIVITIES
• Write some sentences on the board in which
➋ Then the students complete this pre-reading the verbs are in the wrong tense. Ask the students
activity as described.
to identify the mistakes and explain why they are
Answers wrong. For example:
a Colombe. My sister has bought a new skirt last week. (has
b Eddy. bought ➝ bought, the action is finished)
c PO box 442, Abidjan. A lot is happening to me so far this year. (is
d A friendly letter (no business address, no subject line, happening ➝ has happened, need to connect past
informal language, person addressed by first name). and present, unfinished action)
When I was in primary school I have learnt to sew.
(have learnt ➝ learnt, the action is finished)
• Students can write a short letter to a friend,
Let’s practise telling them about the latest fashions or trends
in clothing.
• Students can complete the activities
on pages 22-23 of their Workbooks.
➌ The students write a reply to the letter they have
read. Read the step-by-step guidelines with
the students. These will guide the students through
the process. Then point out the Writing tips.
Students can ask other students to read their draft
letters and help them correct errors.

➍ This activity provides some additional practice

in using correct verbs tenses. Students write
the paragraph correctly in their exercise books.

24 Unit 3 – Do we have to follow fashion?

 Answers to
Workbook activities WB TIME TO CHECK
pp. 22-23
SB p. 32
1 Verb stem Simple past tense Present perfect tense
want wanted has/have wanted Answers
marry married has/have married ➊ Answers will depend on which words are read aloud.
go went has/have gone
is was has/have been ➋ 1b, 2d, 3a, 4c
tell told has/have told
talk talked has/have talked ➌ Answers will vary.
2 Jo: Have you ever attended a fashion show in your city?

(present perfect)
➍a What is she wearing today?
b He always looks smart in his traditional outfit.
Tina: Oh yes. I have attended several fashion shows. c They are fine now, but they have had a difficult
(present perfect) year.
Jo: When did you last attend one? (simple past) d The tailor used 10 metres of bazin fabric to make
Tina: The last time I attended one was in December this outfit.
2009. (simple past) e She usually buys comfortable shoes, not fashionable
Jo: Who was the clothes designer? (simple past) shoes.
Tina: It was Lolo Andoch from Benin. (simple past) f We went to the fashion show last week.

3 A lot has happened to me this year.

What happened to you last week?
➎a She never (wearing/wears) jeans.
b What is he (wearing/to wear)?
I didn’t want to go to the show yesterday. c The men (used to/used) wear clothes made of
Her parents were warned that forced marriages are mud cloth.
illegal. d A lot (has happened/is happen) to me this year.
They have turned their problems into successes! e These shoes (are made/is made) of leather.
My grandfather has already been ill for many weeks. f She (has been/went) to the women’s support centre
yesterday.
4 J o: What’s the latest trend among young people g He usually (is looking/looks) very smart.
in your country? h What kind of shoes (are/are being) in fashion
Tina: Young people are wearing embroidered clothes this year?
made from bazin fabric.
 Jo: Is this fabric made by one of your country’s textile
factories?
➏ Colombe: Do you always like to be fashionable?
Eddy: No. Fashion doesn’t interest me/matter to me!
Tina: No, it’s made in Mali and Senegal and then it is Colombe: I agree. I like to wear T-shirts and jeans.
imported to most West African countries. Eddy: My parents always wear traditional clothes.
Jo: How long has this new fabric been in fashion? They always look smart and they are comfortable too.
Tina: For about five years now. Colombe: My mother always wears smart suits.
Jo: Have you ever worn an outfit made from bazin? She looks smart/elegant/good but I don’t think she is
Tina: No, I have never worn bazin. It’s so expensive. always comfortable!
Besides, good embroidery is very costly. Eddy: But it is important to look smart/elegant/good
too, isn’t it?
5 678 Nelson Mandela Boulevard Colombe: Yes, it is.
Cape Town
South Africa
Note: Students could add dates and made-up
postal codes as well.

6 Answers will vary.

Do we have to follow fashion? – Unit 3 25

EXTRA ACTIVITIES
• Students can complete the activities
Time for FUN
on the CHECK YOUR KNOWLEDGE page (page 24) SB p. 33
of their Workbooks.

➊ Students read the comic strip and discuss it

informally. The emphasis should be on having fun.
Try to get the students to explain the humour in
the comic strip, i.e. the boys don’t like school
uniforms because they want to look different, but
they all dress in the same way out of school anyway.

Answers to ➋ The students may be familiar with this game

WB already. If not, explain that this is a game which tests
Workbook activities p. 24 how well you can describe something and how well
you can listen. It is not a drawing test, so it doesn’t
1 a a) False. (People who live in hot countries, like West
 matter if you can’t draw very well. The students
African countries for example…) work in pairs and take turns.
b) False. (They may wear heavily embroidered outfits
and European suits for special occasions.) ➌ Working in pairs again, the students discuss what
c) False. (In Sudan, which is a Muslim country, women is in fashion. They then make their own list of what’s
are not allowed to wear trousers or clothes that show in and out of fashion.
parts of their body, for example.) You can extend this activity to include more than
just clothes. It could also include moral or health
b a) royalty
issues, for example. Let the students give their own
b) social rank
opinions. For example:
c) income
In: Working hard, taking regular exercise, giving
d) allowed
your own opinion, ballroom dancing, getting tested
for HIV…
2 Answers will vary.
Out: Taking drugs, being rude to parents, watching
soap operas on TV…

26 Unit 3 – Do we have to follow fashion?

 Unit

We live in a changing world

4
Lesson 1
SB pp. 34-35

UNIT SUMMARY Warm up

TOPICS The students are going to focus on issues around urban/
rural migration and using traditional materials for building
Environmental problems, animals, urban/rural
in this lesson. You can introduce this by finding out what
migration, traditional buildings, village life.
the students know about environmental changes in recent
years, especially in the area where you live. Collect (or ask
INTERDISCIPLINARY LINKS
the students to collect) articles about the environment
Geography. from magazines and newspapers. Ask them about radio
programmes. Help the students to translate key ideas from
SKILLS French if necessary and discuss these articles.
Listening: poem, text.
Speaking: read a poem aloud, complete a dialogue,
discussion.
Reading: main ideas in paragraphs, factual text, Let’s find out
graphic texts.
Writing: topic sentences, paragraphs, description.

Functions/Notions ➊ Let the students work in pairs or small groups

and talk about the photographs. They should
Describe places, characteristics. compare the photographs and make their own
Compare past and present situation. notes about what each photograph shows and the
Give reasons and purposes. differences between the photographs.
Make assumptions.

GRAMMAR
➋ Then give your own description of each
photograph and let the students check their notes
Prepositions. as they listen to you. Allow time for discussion after
Review different question forms. this.
Use numbers.
Answers
Use active and passive voice in writing.
Try to bring in the following words and expressions in
PHONOLOGY your description or in the discussion that follows:
Modern city: urban, traffic, cars, taxis, buses, public
Pronounce and discriminate vowel sounds: /:/, /I/, /aI/. transport, underground electricity, mobile telephones, noise,
Pronounce and discriminate sounds: /s/ and /k/. pollution, lots of people, tall buildings, shopping centres,
Produce different intonation and rhythm patterns. office blocks, traffic lights, tarred roads
Discriminate and articulate stress patterns in words. Old city: small shops, dirt (untarred) roads, telephone poles
and wires, old fashioned cars, fewer people, less traffic
VOCABULARY
Words: ceiling, clay, coastal, eco-friendly,
highway, layer, migration, navigable, plaster,
population, roof, rural, stalk, straw, tenfold, Let’s practise
urban, ventilation, wall, wood.
Verbs: to increase, to leap, to shelter, to slide,
to slip, to twist.
➌ Play the podcast or read the words carefully to
the students and let them repeat the words which
PREPARATION
end in the sound /iz/.
You will need:
– Student’s Book pages 34-41. ➍ Play the podcast or read the text page 104 of
– Workbook pages 25-31. the Student’s Book. Let Students copy the table into
– PC/laptop with Internet access, if available. their exercise books. The students complete the
– Pictures from local newspapers of urban/rural table.
development and environmental problems.

We live in a changing world – Unit 4 27

Answers
EXTRA ACTIVITIES
Let the students discuss what Abijdan was like a long
time ago and what it is like now. They should collect • Dictate a few sentences with words from
10 ideas about this topic. They can ask their friends the Pronunciation check and verbs with 3rd person
and family to prepare for this discussion. Assist them present tense endings, for example: The bird flies
as necessary and allow time for discussion in class and over the trees. The fish slips and twists in the
presentation of ideas afterwards. The students can then water. Is this the right side of the road?
use ideas from the discussion to complete the tables
• Revise plurals and verb tenses as necessary.
about Abijan, like the table shown in their books.
Give the students some key words to use
in sentences of their own, for example:
birds/to fly/water/to swoop/again/to return/
Let’s communicate to catch/fish ➝ The birds fly over the water.
They swoop down over the water and catch a fish.
Later they return again.
• Choose pictures of urban or rural scenes that you
➎ Give the students time to prepare oral or the students have collected. Let students choose
presentations on changes they have seen in their
own villages. Students should write out their a picture and write a paragraph describing
presentations and practise reading them before they the picture.
do the presentations in class. Give them guidelines • Students can complete the activities on pages 25-26
about how they should structure their talks, for of their Workbooks.
example:
A Introduction
- Give the name and location of the village.
- Say who lives there and how often you visit it.
B Body of presentation
- Name at least 3 changes you have seen.
- Describe how things used to be and compare them
with how things are now. (For example: The village
used to have dirt roads, but now the roads are
tarred.)
C Conclusion
- State your point of view. Do you like the changes?
Or did you prefer the way the village used to be in
the past?

28 Unit 4 – We live in a changing world

 Answers to
Workbook activities WB
pp. 25-26 Lesson 2
1 /ɜː/: heard, her, sir.
SB pp. 36-37
/ɪ/: slip, to live, fish, dish, city, sticks.
/aɪ/: wife, hide, like, high, mind.

2 Answers will vary.

Note: You may wish to review the sounds of plural Before you read
forms of words before the students attempt this
activity. The activity can also be done as a whole To prepare the students for reading the factual text
class with someone reading one of the words and
and graphs that follow, remind them how we say
the class underlining what they hear.
dates (years) in English.
Then ask them to look at the texts they are going to
3 Rural areas Urban areas listen to and then read. Ask what they think
maize farm, a cassava port, an international the texts are about.
farm, herd of cows, cocoa market, a modern bridge,
plantation, vegetable a stadium, electricity, Answers
garden water supply, modern 1893: eighteen ninety-three
(Some rural areas may also buses, highway, industries,
have a modern bridge, a factories, airport, 1950: nineteen fifty
stadium, electricity, water vegetable garden 1960: nineteen sixty
supply.) 1992: nineteen ninety-two
1993: nineteen ninety-three
1999: nineteen ninety-nine
4 cats: walk, jump, run, climb 2000: two thousand
birds: walk, run, swoop 2002: two thousand and two
monkeys: walk, jump, run, climb, leap 2003: two thousand and three
humans: walk, jump, run, climb, swim, slip, slide, leap 2004: two thousand and four
fish: swim 2005: two thousand and five
snakes: slide, slip, swim, climb 2010: two thousand and ten / twenty ten
2020: two thousand and twenty / twenty twenty
5 Answers will vary. Here are some suggestions.
 2,900,000: two million, nine hundred thousand
a) Monkeys can climb trees and leap from branch 4,600,000: four million, six hundred thousand
to branch. They can also walk and run on two legs 72,000,000: seventy-two million
and on all fours. 123,000,000: a hundred and twenty-three million
b) Birds can fly and swoop through the air. They can 5%: five per cent
also walk and run on the ground. 47%: forty-seven per cent
c) Fish swim in the rivers and in the sea. 90%: ninety per cent
d) Cats can walk and run quite fast. They are also good 10%: ten per cent
at climbing trees and jumping from place to place. 63.1%: sixty-three point one per cent
52.9%: fifty-two point nine per cent
Here are some examples of sentences the students 17.5%: seventeen point five per cent
6 could make.
Dakar: This is a busy street in the centre of Dakar.
There are many yellow taxis driving down the street
and some people walking to the shops. Let’s find out
Village: This is a rural village, called Saly, in Senegal.
There are not many cars or houses in this village.
Animals walk around in the streets. The streets are not ➊ Play the podcast or read the text yourself at
paved. a normal pace. Then read or play the text again,
one paragraph at a time. Refer the students to
the relevant bar graphs and ask basic questions to
check understanding. Introduce and teach the new
words in MY WORD BANK as necessary.
Let the students read the text by themselves or aloud
with a partner, taking turns to read paragraphs.
Make sure the students can distinguish between
the sounds /s/ and /k/. Refer to the Pronunciation check.
You could also revise the prepositions used in this
text at this point. Refer to the Grammar check page 37.

We live in a changing world – Unit 4 29

➋ Play the podcast or read the words carefully Let’s communicate
to the students and let them repeat the words,
stressing the underlined syllables.

Note: At this point you may wish to alert the students to

the difference in word stress in words from the same word
➏ Students can use the information in the text in
their Student’s Book on page 36. They should copy
families. For example:
to navigate, navigable, navigation
or draw a new graph on a poster and refer to the
to connect, connection poster during their presentations.
to transport, transportation

Let’s practise EXTRA ACTIVITIES

• Choose a paragraph from the reading text and ask
the students to learn it for dictation.
➌ Read and discuss the summaries with the students. • Students can work in pairs and prepare a short
Help them to understand each summary and decide presentation on or write a paragraph about one
which summary is the best for each paragraph. of the graphs on page 36. For example:
They need to read the summaries carefully and The population of Benin has grown a lot since
in detail in order to be able to do this activity. 1950. In 1950 the population was close to 2 million,
Answers with 95% of the people living in rural areas.
By 2000 the population had grown to more than
a Paragraph 1 is about the increase of West African
4 million people, with only about 61% of
rural and urban population since 1950.
the people living in rural areas. (And so on.)
b Paragraph 2 compares the urban populations in
Senegal and Benin in 1950 and 2020. • Students can complete the activities
c Paragraph 3 describes the growth of new towns along on pages 27-28 of their Workbooks.
transportation networks.
d Paragraph 4 gives an example of how a river links
two cities like Bamako and Niamey.
e Paragraph 5 gives examples of both new highways in
West Africa and urban growth along highways in West
Africa.

➍ Students work in pairs to ask and answer

questions about the bar charts in their Student’s
Book. They can use the given words to compile their
questions. Revise question forms if you think the
students need additional help.
Answers
a Which country had the highest rural population in
2000?
b Why were there more people in rural areas than in
urban areas in 1950?
c Does Senegal have a high population (today)?
d What was the population of Benin in 1990?
e Why are our villages changing? OR Why have our
villages been changing?

➎ Students complete the exercise in their exercise

books. Revise prepositions with the class before this
or refer the students to the Grammar check in their
books.
Answers
a in
b along
c from
d on
e by
f from, to
g within

30 Unit 4 – We live in a changing world

 Answers to
Workbook activities WB
pp. 27-28
Lesson 3
1 a) 2016: Twenty sixteen (or two thousand and sixteen) SB pp. 38-39
b) 1961: Nineteen sixty-one
c) 2001: Two thousand and one
d) 1852: Eighteen fifty-two Let’s find out
2 Noun Verb Noun Verb Noun Verb
production produce population populate thought think
migration migrate connection connect estimate estimate ➊ In this lesson, the students will read a factual
passage about building traditional homes and then
transport transport life live movement move
use this model to write their own factual descriptions.
3 a) The migration of young people from rural areas
 The work in this lesson will prepare them for the project
to urban areas in search of jobs has increased at the end of the unit. Let the students read the text
the population in many cities. silently, then read it with the whole class. Introduce
b) By 2020 a dense road network will connect most and explain new vocabulary as necessary.
West African cities. You may at this stage want to review the passive tense.
 c) A good road and railway network makes it easier Ask the students to identify the passive structures
to move from one city to another. in the text and explain what they mean if necessary.
 d) Public transport is not well developed in many Explain what a ‘topic sentence’ is if the students are
developing countries. not yet familiar with this term. The topic sentence is
e) It is thought that the increase in population will seriously often the first sentence in a paragraph and it presents
affect natural resources over the next twenty years. the main idea of the paragraph. Without this topic
sentence, the paragraph does not make sense.
4 a) It is estimated that by 2020 more than 56% of

the population of Côte d’Ivoire will live in cities. Answers
b) Coastal cities are connected to one another Paragraph 1: The people of Atacora in Benin built their
by a good road network. homes with local materials.
c) Many more people and goods are transported Paragraph 2: The walls of the homes were made of mud or
by train than (by) any other means of transport. termite earth and covered with plaster.
Paragraph 3: Straw, wood and millet stalks were used to
` 
5 a) Many countries in Sub-Saharan Africa became make the roofs and ceilings.
independent in the 1960s. In other words, they have Paragraph 4: The buildings provided good shelter for
been independent for 50 years. the people who lived in them.
b) The population has grown from 1.5 million to 2.3 million
people since independence. It is estimated that by 2050
the population will reach 4.3 million inhabitants.
c) Are people moving away from the cities or into Let’s practise
the cities in your country?
d) They can walk to school because they all live within
3 kilometres of the school.
➋ Students can work in pairs to find the sentences and
 words as indicated.
6 a) Senegal is more densely (population/populated)
than Benin. You could write the text on the board and then ask
b) (Since/By) 2020 nearly half of the population will students to come up and underline/circle the various
live in cities. parts and words.
c) (Since/In) 1950 the urban population of Benin was a & b (The nouns are underlined and the verbs
about 99,000 people. (in simple past) are in italics.)
d) A highway (connects/connecting) Dakar with Touba. T he people of Atacora in Benin built their homes with
Many people live (alongside/between) this highway. local materials. They used mud, wood, sticks, straw and
e) The Niger River is a (navigation/navigable) river that shea (karité) butter. These materials were easy to find.
links the big cities of Bamako and Niamey. The houses sheltered people against the climate, but they
f) About 36% of the population of Côte d'Ivoire were not very durable.
(are living/lived) in urban areas in 1980. The walls of the homes were made of mud or termite
earth and covered with plaster. The walls were made
from layers of mud, which were each 30-40 centimetres
7 1950 1980 2000 2020
high. The mud was rich in natural cement and iron,
Senegal 2,500,000 5,900,000 10,200,000 16,500,000
which made the walls strong. Clay, cow dung, bark and
Benin 2,000,000 4,000,000 7,200,000 12,900,000
Côte shea butter were used in the covering, which made the
d’Ivoire 2,400,000 8,200,000 17,000,000 24,000,000 walls waterproof.

We live in a changing world – Unit 4 31

S traw, wood and millet stalks were used to make
the roofs and ceilings. Various techniques were used to Answers to
WB
put the straw on to the frame of the roof. Workbook activities pp. 29-30
The millet stalks were used for the ceiling.
T he buildings provided good shelter for the people who
lived in them. Because there were no windows in the 1 a) Bark: external covering of a tree.
buildings, the buildings were safe. The roofs were made b) Cement: a grey powder that is mixed with sand
of straw, and there were holes between and water.
the two levels, so there was enough ventilation. c) Clay: type of earth women use to make pots.
d) Dung: solid waste from animals, like cows for
➌ Students should know that writing an essay or a example.
description is a process. This activity will help them e) Wood: the hardest part of a tree.
to prepare for the first part of the writing process – f ) Covering: the material or set of materials that cover
gathering ideas. or hide other materials on a wall, for example.
Students work in pairs (or small groups) to brainstorm
their ideas. Encourage them to make mind maps or 2 At present most of the bigger cities in West Africa are

lists of their ideas. Make sure the students understand near the coast. More than 38% of West Africans live in
the meanings of the words in MY WORD BANK as these coastal cities. But cities are also growing along
these will be useful to them in their writing. Read transportation networks. More people are moving away
the caption under the picture as well for more ideas. from big cities and moving to new smaller urban areas.
These new urban areas are growing in three types of
Arrange a formal debate or an informal class
locality: rural areas, around big cities and alongside
discussion about this topic.
transportation networks like big rivers and highways.
➍ In this activity the students tackle the next part of
3 a ) Scientists think that the population of West Africa
the writing process. They can work by themselves from
will reach 123 million people by the year 2020.
this point on. They write topic sentences and then
Population numbers are increasing in both rural and
write two or three supporting sentences to complete
urban areas.
each paragraph. After that, students edit and check
b) Tiégba is a village on the Lagon in Côte d'Ivoire.
their own work. At this point, they could also ask
The houses in this village are built on stilts in the
another student to read and check what they have
water. The houses are made from wood, straw and
written. Refer the students to the Writing tips box.
sticks. People use boats to go from one house to
another in the village.
Let’s communicate  c) Cities are also growing along the highways that
connect the big cities of West Africa. There are
highways that connect Dakar–Touba, Abidjan–Bouaké,
Accra–Koumassi, Lomé–Kara, Cotonou–Porto-Novo–
➎ Students complete the process of writing their Abomey, Lagos–Ibadan.
paragraphs. They should edit and correct them and
check that they know how to pronounce all the 4 Answers will vary. For example:

words they have used. Remind them to practise This unusual house is a tree house in Japan.
before they do their presentations. The house is built on stilts, which are made of tree trunks.
The walls of the house are made of wooden panels and
EXTRA ACTIVITIES plaster. The roof is made of copper panels.
Old containers were used to build these houses in
• Students could play a game like ‘I spy’ to practise the Amsterdam. The containers were used on ships before.
names of parts of a building and building materials. They were recycled and used for a different purpose. Doors
They can look at the pictures on pages 32, 36 and 37 and windows were made in the walls of
in their Student’s Books. One student thinks of an the containers. The containers are cheap, alternative
item and the other students guess. The student who building materials.
guesses correctly takes the next turn. For example:
A: I spy with my little eye, something that begins
with ‘W’.
B: Is it a wall?
A: No.
C: Is it a window?
A: No.
D: I know! It’s wood.
A: Yes, you’re right. Now it’s your turn.
• Students can complete the activities on pages 29-30
of their Workbooks.

32 Unit 4 – We live in a changing world

 TIME TO CHECK EXTRA ACTIVITIES
• Students can complete the activities
SB p. 40 on the CHECK YOUR KNOWLEDGE page (page 31)
of their Workbooks.

Answers
➊ a coastal c right
b clay d sing
Answers to
➋ WB
noun verb Workbook activities p. 31
connection connect
transport/transportation transport 1 a) It is in southern Benin.
growth grow b) The houses stand in the water. / The houses are on
population populate stilts in the water.
 c) Bamboo, thatch and wood.
building, builder build d) This protects the houses when there are floods.

➌ a Wood and sticks (were used to/used to) build this 2 Answers will vary.
house. This is another guided writing activity. We suggest that
b What is that house (to make/made) of? you go through the steps and instructions carefully with
c The shea butter in the plaster (is making/makes) the students before they attempt this activity. Make
the walls waterproof. sure they complete each step and monitor progress at
d What (was/were) the population of Benin in 2000? each step. Brainstorm ideas and vocabulary with the
e Urban areas are more densely (populating/ whole class or let the students do this in groups first.
populated) than rural areas. You could also write an introductory sentence with
f Cities (are growing/are grown) along the whole class or provide a writing frame. Students
transportation networks. could use the present tense to keep the structures
simple.
➍ a In 1950 few people lived in cities. If they are more confident they can use would.
b By 2020 nearly half of the population will live For example:
in cities. My dream apartment has five rooms. The doors and floors
c The population grew from 2 million to 5 million are made of wood and the windows are made
people. of aluminium.
d Are people moving away from big cities? My dream apartment would have five rooms. The doors
e Many people live within a few kilometres of and floors would be made of wood and the windows would
a highway. be aluminium.
f Is there a highway between Lagos and Ibadan?

➎ Student A: Has the population of Senegal changed

since 1950?
 tudent B: Yes, it has.
S
Student A: What was the population in 1950?
Student B: (It was) about 2 million people.
Student A: And what is the population now?
Student B: It’s about 13 million.
Student A: Does most of the population live in
urban or rural areas?
Student B: They live in urban areas. But new
towns are growing in rural areas as well.

➏ Answers will vary.

This is a traditional compound in a rural area.
Some of the houses in the compound are made of mud
and straw and other houses are made of bricks and cement.
The walls in the compound are made of sticks.
People and animals live in this compound.
These are modern houses in a town or city.
The houses are made of bricks and cement and they are
painted. The houses have electricity and water supplies.
Each house has two floors.

We live in a changing world – Unit 4 33

 PROJECT CORNER
SB p. 41

Explain to the students that they will do this project For houses in other parts of the world or country,
in groups. They are going to write a report on the students will need magazines and books, or
traditional materials that are used to build houses. access to the Internet to conduct their research.
During the project, they will be able to demonstrate The questions that are given in the Student’s Book
their new language skills. will guide the students in their research.
The project is in four parts as students are taken Encourage them to try and answer each question.
through the process of writing a good report.
In part A, the students do their research.
PART B
In part B, they plan their reports.
The students plan their reports systematically,
In part C, they complete their reports.
as they have been taught in this unit.
In part D, they do short oral presentations of their
reports.
At the end of the project, they will be given PART C
an opportunity to evaluate their own work. The students edit and improve their reports in order
to finalise them. You can provide some feedback at
this stage to help the students.
PART A
The students may need some help from their geography
PART D
teacher. They should identify traditionally built
Allow each group 5-8 minutes to present their report.
houses and then conduct some research into how
Encourage the other students to ask questions about
the houses were built. The houses could be in any
what they hear in the reports.
part of the world and they could also be local
houses.
If they choose local houses, the students may need Assessment
to conduct some field research. They can go out and Let the students assess their own groups. Discuss this
interview people who have built the houses or who self-assessment with the students and provide each
know how the houses were built. group with feedback on their achievements as well.

34 Unit 4 – We live in a changing world

 Unit

Take care of your health

5
Lesson 1
SB pp. 42-43

UNIT SUMMARY Warm up

TOPICS Students will probably know about healthy living from
other lessons. In this lesson they will focus on nutrition
Health, food, moral values.
and being tempted to take drugs. You could introduce
the unit with an item of news on TV or the radio that
INTERDISCIPLINARY LINKS
relates to this subject.
Science, Biology.

SKILLS
Listening: rap poem, dialogue, follow Let’s find out
instructions.
Speaking: discussion, rap a poem, role-play.
Reading: graphic text, dialogue, extract from
novel.
➊ Let the students say as much as they can about
healthy eating and the food pyramid.
Writing: dialogue, poster. Ask the students a variety of questions about
the pyramid too, for example: Should you eat more
Functions/Notions
vegetables or more cheese? How many glasses
Give advice, warn others to take care, refrain of water should you drink every day? (eight glasses)
from doing something. How much cheese should you eat? (a little)
Express agreement and disagreement. How many servings of cheese should you eat a day?
Express purpose. (Not more than three.) Introduce the words from
Talk about past experience. the MY WORD BANK on page 43.
Make assumptions.

GRAMMAR
Modal verbs. Let’s practise
Imperatives.
Questions in the past tense.
Use suffixes to form nouns.
Gerunds as subjects.
➋ The students can work in pairs to classify the
foods mentioned in the text (and other examples
of food they know) into 5 main types: fruit and
PHONOLOGY
vegetables (vitamins and mineral), carbohydrates,
Produce different intonation and rhythm patterns. proteins, fats and oils. They could also make a
Discriminate and articulate stress patterns in words. separate list of dairy products (which have vitamins,
fats, proteins and carbohydrates).
VOCABULARY
Answers
Words: anorexic, case, dietician, drugs, either,
fast food, junk food, overweight, panel, properly, For example:
punk, serving, sparingly, stress, wise.
Fruit and Fats Carbohy- Dairy
Verbs: to chew, to digest, to laugh, to make sense, Proteins
vegetables and oils drates products
to tempt, to weaken.
Expressions: Do your best. It’s good for you. meat, fish cheese, bread,
Thank goodness! (any fruits chicken, butter, rice, pasta, milk,
and beans, margarine, potatoes, cheese,
vegetables) butter
PREPARATION eggs palm oil cereals

You will need:

– Student’s Book pages 42-49.
– Workbook pages 32-38.
– PC/laptop with Internet access, if available.
– Any interesting information and pictures about
healthy living.

Take care of your health – Unit 5 35

➌ Students work in their exercise books to EXTRA ACTIVITIES
complete this written activity and consolidate what
they have learned in this lesson. • Choose one of the proverbs and ask the students
to make up a story to illustrate the proverb.
Answers They could, for example, make up a story about
Answers may vary. Here are some examples. how getting a sick person to laugh about
a We should eat fruits and vegetables every day. something made that person feel better.
b Don’t ever take drugs. • The students could play a chain game, giving
c The doctor said I must exercise every day. advice about things to do to get healthy.
d You mustn’t eat too much junk food. For example:
e We must always drink clean water. Student 1: You should drink eight glasses
f He shouldn’t take drugs. of water, every day.
Student 2: You should drink eight glasses
➍ Revise or teach different ways of giving advice of water and take some exercise, every day.
in English. Students can use auxiliary verbs or Student 3: You should drink eight glasses
imperatives. Refer to the Grammar check. of water, take some exercise, and eat two servings
Then let the students work in pairs to give each of meat or beans, every day. And so on.
other advice about healthy eating.
• Provide additional practice with differentiating
and pronouncing sounds. Write these two columns
➎ Read the English proverbs with the students and of words on the board and ask the students to
discuss their meanings. Ask the students if they think
say the words aloud and match up the words that
any of these are true or partly true.
rhyme. Remind them that the end sounds of words
Answers need to sound the same to rhyme.
Answers will vary for activities 1-3. Encourage
the students to say as much as they can. A B
cool do
run wise
you wealthy
Let’s communicate rise school
healthy feet
eat fun
➏ Play the podcast or read (or rap) the poem to
the students a few times. If you read the poem, try • Students can complete the activities on pages 32-33
to get a good rhythm into your reading. Make sure of their Workbooks.
the students understand the vocabulary.

➐ Read the poem to the students again, this time

as a dictation. Read the poem once, slowly and
then read it again when the students have finished
writing, so that they can check what they have done.
Then let students work in pairs and try rapping the
poem themselves. Encourage them to perform the
poem in front of the class.

36 Unit 5 – Take care of your health

 Answers to
Workbook activities WB
pp. 32-33 Lesson 2
1 doc-tor, me-di-cine, laugh-ter, heal-thy, break-fast,

SB pp. 44-45
ex-er-cise, py-ra-mid, sup-ple-ment, ve-ge-ta-ble, vi-ta-
mins, cho-co-lates.

2 Crossword solutions:
Before you read
1
2 F
Help the students to form an idea of what they will
J A listen to and read by discussing these questions
5 3 P O U L T R Y with them. New terminology (characters, scene) is
4 W I S E 6 N S introduced here to help the students to discuss texts.
E L K 8 Answers
A 7 F A S T F O O D a Adou, Gondo, Amari.
b Probably at Amari’s house.
L U O R
c TV programmes, health, food, weight.
T G O U
9 H E A L T H Y D G
Y T S
E Let’s find out
10 S E R V I N G

 ote: Encourage the students to do the puzzle in

N ➊ Play the podcast or read the words and let
pencil first, as sometimes more than one answer the students repeat them a few times, focussing on
will fit in the blocks. the word stress and the end sounds of the words.
At this point you could also revise suffixes that are
3 Nutritionists classify the food that we eat into groups

used to form nouns which describe the jobs that
like dairy products and carbohydrates. Apples, [any
people do. Refer to the Grammar check.
fruit/veg] and potatoes are classified as fruit and
Ask the students if they know any other words like this.
vegetables. Food which contains proteins, such as fish,
They may be able to suggest these: pharmacist,
beef, beans and eggs/nuts form another food group.
banker, plumber, officer, player, doctor, editor,
To stay healthy we need to eat a balanced diet of
sailor, politician, physician, beautician, electrician.
foods from all the food groups. We should eat a
Write the words on the board and examine
certain quantity of food from each group. We call these
the suffixes that are used in the words.
quantities ‘servings’. We should eat only a few servings
of fats and dairy products, but we can eat more
carbohydrates, fruit and vegetables. ➋ Play the podcast or read the dialogue yourself.
Then let the students read the dialogue aloud
Another way to keep healthy is to avoid eating too
in groups of three. Let them ask each other questions
much junk food and to avoid taking drugs.
about the dialogue and try to work out what it all
means before you discuss the text as a whole class
a) You should always/You must filter or boil unclean
again.
4 water.
b) You must/You should always wash your hands
before you eat.
c) You should eat a balanced diet.
d) You shouldn’t/You mustn’t wear dirty clothes. Let’s practise
a) Do filter or boil unclean water.
5 b) Do wash your hands before you eat. ➌ Read and discuss the questions with the class
c) Do eat a balanced diet. or let the students try and answer the questions
d) Don’t wear dirty clothes. in their small groups first and then report back to
the class with their answers.
Answers
a Adou
b A dietician advises people about what food to eat to
stay healthy.
c Because it helps to digest the food.

Take care of your health – Unit 5 37

d The dietician said that people eat too much.
EXTRA ACTIVITIES
e They don’t eat much rice, fat, meat, sweets and oily food.
f It is a disease which makes people eat too little food. • Read some of the questions from the dialogue and
g They think they are fat and they want to be thin/ let the students focus on the correct intonation
skinny. in these questions. Let them practise saying these
h hamburgers, hot chips, hotdogs… questions. Then give them some of the questions
as dictation. Read the questions at a normal pace
➍ Revise past tense question forms with the students and with the correct intonation. Don’t just say
to make sure that they can make questions with each word slowly and clearly.
question words and with the auxiliary did. Remind • Write some job names on the board and ask
the students that they can check verbs with irregular the students to write down what they think these
past tense forms on page 112 of the Student’s people do. Discuss the answers and decide on
Book. The students then work in pairs to formulate the correct answers. Some name jobs to try:
questions to match these answers. a physician, a pharmacist, a banker, a film director,
a taxi driver, a ticket collector, a plumber,
Answers
a beautician.
a What was the programme about?
b What did the dentist say? • Provide additional practice with past tense
c What did the panel say about fast food? questions. Give the students key words and ask
d Did you know that (example: nomads are healthier them to make questions in the past tense.
than people who live in the city)? For example:
e When did you watch that programme? who / to watch / football match / on Saturday
What / to say / the nurse / clinic
➎ Revise gerunds and show the students how they the dietician / to tell / you / what to eat
are commonly used as subjects in sentences. Refer to How much / water / to drink / she / this morning
the Grammar check. Then let the students write • Students can complete the activities on pages 34-35
the sentences correctly in their exercise books. of their Workbooks.
Answers
a (Smoking/Smoked) is bad for your health.
b (Chew/Chewing) your food helps digestion.
c (Did/Does) they say anything about taking drugs?
d (What did/What was) the programme about?

Let’s communicate

➏ The students fill in words that make sense.

They should read the dialogue first once or twice,
perhaps aloud with a partner, before deciding
which words are missing and writing the complete
dialogue in their exercise books. Then encourage
them to say before the class.
Answers
Answers may vary.
A mari: Adou watched an interesting programme on
TV last night about good eating habits. Did you see it?
Fanta: No, I didn’t. What did they say?
A mari: They said that we should chew our food well.
They also said that we should not eat too much food or
too little food.
Fanta: Did they talk about exercise and/or drugs?
A mari: Yes, they said that exercising is good for us. But
I don’t think they talked about drugs.
Fanta: Well, anyway, we know that taking drugs is
very bad for us.
A mari: Yeah! Shall we go jogging/and play tennis this
afternoon? I want to lose some weight.
Fanta: No problem. I’ll get my tennis shoes ready.

38 Unit 5 – Take care of your health

 Answers to
Workbook activities WB
pp. 34-35 Lesson 3
1 Group 1 Group 2 Group 3 SB pp. 46-47
panel chew digest
topic mouth teeth
expert teeth mouth
television tongue village
radio
shirt
foods
digest
chew
tongue
Let’s find out
presenter pencil saliva
Group 4 Group 5 Group 6
overweight anorexic dietician ➊ Discuss these questions with the class at some
fat thin food time during the lesson and let them give their own
healthy eat eat opinions.
junk food cell phone junk food
eraser sickness healthy food
fast food
exercise
sweets
skinny
calculator
exercise
➋ The students are going to write a short dialogue
in this lesson. To prepare for this, they will first
read a short extract from a novel which has a lot of
2 -or -er -ist -ician dialogue in it. Look at the illustration of the cover
music musician of the book and read the title. Ask the students
questions like: What do you think the book is about?
collect collector What do you think a ‘drug pedlar’ does?
reception receptionist Let the students read this extract by themselves a
act actor few times. Then ask them a few questions to check
their understanding.
diet dietician
Read the extract aloud yourself if you feel the students
paint painter also need to hear it.
science scientist Answers
wrestle wrestler a False. Sauna is talking to his friend Ali Mai Tebur.
b True.
3 a) Drinking unclean water from the river is dangerous to
 c True
health. d We don't know. False.
b) Washing one’s hands before eating is a very hygienic e True
thing to do.
c) Covering food protects it from flies and other insects.
d) Eating junk food regularly is not good for our health.
e) Wearing unclean clothes causes skin problems. Let’s practise
f ) Cutting down trees leads to environmental problems
such as deforestation.

4 Answers may vary. Students could use question words


➌ Let the students work in small groups and
brainstorm their ideas about what Sauna and Ali
or the auxiliary did in some cases. did next. In the book, they try to find out who
a) What was the film about? the pedlars are, but they don’t tell anyone.
b) When did the programme start?/Did the programme Accept any sensible suggestions and help
start early? the students to express these in English.
 c) Who watched the programme?/Was the programme
popular? Answers
d) What did you do/watch last night? Answers will vary. There are some prompts in the Student’s
e) What did the dentist say? Book, but encourage the students to come up with their
own ideas.
5 Answers will vary. For example:
I think it’s healthier to live in a village because you can ➍ The students work alone and create a short
grow your own food and eat fresh food. There is also dialogue using ideas from the brainstorming session
less pollution in a village because there aren’t so many they had. They can use the frame in their books for
cars and there are no factories. But sometimes the guidance, especially if they lack confidence.
water in a village is not clean and people get sick. More fluent students could write freely, without
the frame.

Take care of your health – Unit 5 39

Answers
EXTRA ACTIVITIES
Answers will vary here as well, according to the
students’ ideas. Here is an example of what they could • Revise punctuation in direct speech. Use sentences
write. from the extract on page 46 of the Student’s
Sauna: We must tell the police. Book. Then use a few of the sentences for
A li: No! We mustn’t. They will arrest Haliru. dictation. Let the students write the dictation,
Sauna: But we must stop these pedlars. then let them check their punctuation carefully.
A li: If we find out who they are, then we could warn • If your students are quite confident, let them take
people about them. the dialogues they have written and change
Sauna: But we should tell someone about this problem. the dialogue into narrative format, like the extract
A li: Yes, I agree. Let’s tell my Dad first. He’ll know they read. Some of the sentences can remain in direct
what to do. speech and the other sentences can become narrative.
Sauna: First we tell our families and then we warn our The punctuation will need to change. For example:
friends to be careful. Sauna thought for a minute and then he looked
A li: OK! at Ali.
‘We must tell the police,’ he said.
➎ Make sure the students understand the difference ‘No!’ replied Ali. ‘We mustn’t. They will arrest
between ‘to tempt’ and ‘to be tempted’. Haliru.’
Refer to the Grammar check. Let them work for Sauna shook his head. ‘But we must stop these
a few minutes, making as many real questions as pedlars.’
they can with the given verbs. Ali nodded.
Answers • Students can complete the activities
For example: on pages 36-37 of their Workbooks.
Have you ever been tempted to take drugs? No, I have
never been tempted. / Yes, I was tempted once.
Do you think drugs can really weaken your body?
Yes, I think they can. Answers to
Have you ever tried drinking vodka? No, I haven’t. / WB
Workbook activities pp. 36-37
Yes, I have tried vodka.
Do you think it’s bad to take drugs to make yourself
thin? Oh yes, I do! 1
Answer will vary. You could read the sentences yourself
and let the whole class do this activity at the same time.

2 a) How can I tempt you to eat more fruit?

Let’s communicate b) Have you ever been tempted to take drugs?
c) I don’t understand the question. It doesn’t make
sense.
d) Thank goodness you are safe! I was worried about you.
➏ Students choose partners and role-play the e) If you take drugs all the time, your body weakens and
dialogues they have written. The class could then
you will eventually die.
decide which dialogue is the best (or the funniest,
f) The doctor has treated many bad cases of malaria
the scariest, the most dramatic, for example).
this year.
g) The drug pedlars were very well organized.
➐ Students can work in pairs and make posters. h) What are we going to do about this problem?
You can treat this like a mini-project. Posters can be
displayed afterwards and the class could vote about 3 a) ‘they’ refers to drugs.
which posters are the most effective and appealing. b) ‘me’ refers to Ali.
Students can refer back to the Grammar check c) ‘I’ refers to Sauna.
in lesson 1 for sentence structures to use in their e) ‘you’ refers to Sauna.
posters. f) ‘it’ refers to taking drugs.

4 Fanta: Have you ever taken drugs?

Amari: No, I haven’t. I’ve never tried drugs. How about you?
Fanta: No, I haven’t either. But tell me, do any of your
friends take drugs?
Amari: No, I don’t think so. I wouldn’t like to have friends
who smoke or take drugs.
Fanta: I wouldn’t either. They may tempt you to try drugs
as well.
Amari: Yes, you’re right. Drugs are not good for one’s
health. They weaken your body.

40 Unit 5 – Take care of your health

 f They make your body weak, so that eventually
TIME TO CHECK you die.

SB p. 48 ➒ Answers will vary. Accept any sensible paragraphs

that are also grammatically correct.

Answers
➊ heal/thy, ex/er/cise, py/ra/mid, den/tist, di/e/ti/cian EXTRA ACTIVITIES

➋ a You should eat fruits and vegetables every day. • Students can complete the activities
b Fats and oils are important, but we mustn’t eat too
 on the CHECK YOUR KNOWLEDGE page (page 38)
much of them. of their Workbooks.
c I think it’s important to exercise every day.
d Yes, and don’t forget to drink eight glasses of clean
water too.
e Go to bed early every day, is my advice.
f Don’t forget to laugh!
Answers to
➌a junk food
Workbook activities WB
p. 38
b Laughter is the best medicine.
c fun, sun, Mum, bun
d a dietician 1 a) walking, jogging, gardening, washing windows,

 e A dentist fixes/cares for our teeth. dancing, swimming, biking
f Thank goodness! b) It can help prevent diseases, you will feel healthier,
g It doesn’t make sense! it helps to maintain a healthy weight (you don’t get fat),
it’s fun.
➍a scientist
c) high blood pressure, diabetes, obesity, mental
b teacher

health conditions
c farmer

d actor
 2 Answers will vary. Make sure the students understand

e nutritionist

that they need to write supporting sentences to go
f dentist

with each topic sentence. You may want to brainstorm
some ideas with the whole class first.
➎a You should not/shouldn’t eat too much cake.
b He should take more exercise.
c Don’t eat too much fast food.
d We mustn’t take drugs.
e I must wash my hands before I eat.
f They should go to bed early if they are tired.

➏a
b
What did the drug pedlars do?
Who told the police?
Time for FUN
c Did the scientist say anything about exercise? SB p. 49
d Did you wash your hands before supper?
e Where did they go yesterday?
f Did farmers plant crops last week? ➊ Students read the comic strip and discuss it
informally. The emphasis should be on having fun.
➐ a Smoking/Taking drugs/Eating too much is not Try to get the students to explain the humour in
good for you. the comic strip, i.e. the boys laugh because the girls
b Eating the right food helps you stay healthy. spend time jogging. They think it is easy, until they
c Exercising every day keeps you fit and strong. try themselves and realise they are not fit.
d Chewing your food well helps with digestion.
e Taking drugs is not a good idea.
f Drinking clean water every day is very important ➋ Answers
for your health. dentist, nutritionist, healthy, drugs, jogging, exercise,
g Being too thin is not good for you. fats, carbohydrates, vitamins, weight

➑a The two characters are Sauna and Ali.

b They are talking about drug smuggling ➌ Answers
and taking drugs. Refer to the pyramid in the Student’s Book on page 42.
c No, he doesn’t.
d Yes, he does.
e Yes, he does.

Take care of your health – Unit 5 41

 Unit
6
What kind of water do you drink?
Lesson 1
SB pp. 50-51

UNIT SUMMARY
TOPICS
Warm up
Environmental problems, rural life, water.
The students are going to focus on water supplies in this unit
– how they become polluted and how some of the problems
INTERDISCIPLINARY LINKS
of water supply can be addressed. You could once again
Natural and Environmental Science, Biology. introduce the unit with an item of news from TV or the radio
that relates to this subject. Translate the article into English
SKILLS or read it in French and then ask the students to try and tell
Listening: opinions expressed by other people. you what the article is about in English.
Speaking: correct statements, describe different
kind of water, debate a topic.
Reading: newspaper article, use prior knowledge
as pre-reading skill, drawing with captions. Let’s find out
Writing: instructions, short article, explanation,
poster.

Functions/Notions ➊ Look at the photographs and discuss them with

the students. Make sure they read the captions and
State an opinion. explain the words in MY WORD BANK as necessary.
Give advice. Let them say as much as they can about each
Express obligation. photograph. They should describe the pollution
in each photograph and then say what is causing
GRAMMAR the pollution in each case.
Use should and must in passive sentences.
Direct and indirect (reported) speech. ➋ Play the podcast or read the words to
Punctuation in direct speech. the students so that they can hear and practise
Use sequence words. the correct word stress.
Imperative forms.

PHONOLOGY
Discriminate and articulate stress patterns Let’s practise
in words.

VOCABULARY
➌ Play the podcast or read the text (see page 104 of
Words: bacteria, chemical, complaint, container, the Student’s Book). Read at a normal pace
deep, dust, household, industry, lid, pump, and with lots of expression. Discuss the words in
rubbish, sewage, shallow, sickness, solar, spare MY WORD BANK. Then write these summary
parts, supply, water tower, water pump, well, sentences of the texts on the board, in a mixed
worm. order. Read the texts again or play the podcast,
Verbs: to cause, to complain, to contaminate, one speaker at a time. After the students have
to die, to eliminate, to flood, to pump, to supply, listened to each speaker, they should match
to test. what they have heard with a summary sentence
on the board.
PREPARATION Summary sentences
You will need: (Person 1) Industries do not care about ordinary
– Student’s Book pages 50-57. people.
– Workbook pages 39-45. (Person 2) There are no more fish because of
– PC/laptop with Internet access, if available. the pollution.
– Articles and pictures about environmental (Person 3) The children get sick from playing
problems of interest. in the water.
(Person 4) Lots of people have to go to the clinic
for treatment because of the pollution.

42 Unit 6 – What kind of water do you drink?

(Person 5) The pollution causes bad smells and
EXTRA ACTIVITIES
clothes don’t wash clean.
(Person 6) The value of property has decreased • Write some of the statements from the listening
because of the pollution. text on the board (see Student’s Book, page 104.)
Answers Delete every third word and then use this as a
guided dictation. The students copy the text with
a They live near a canal/river.
the gaps from the board, then listen and complete
b pollution, health problems, bad smells
the gaps. Play the podcast or read the text yourself
c angry, frustrated, sick, emotional
at a normal pace.
(Don’t speak too slowly.)
➍ Let the students listen to the texts again and • You could read and teach the students this simple
correct the false statements orally. Afterwards they
poem to practise vocabulary and pronunciation.
could write the sentences correctly as well, perhaps
It could be performed as a rap poem.
for homework.
Listen to us. Hear what we say!
Answers Let’s stop this pollution. Let’s start today.
a True People stop dumping,
 False. Big companies do not listen to people’s
b Factories stop pumping,
complaints. Let’s keep this place clean we say!
c False. Fishing businesses are not profitable because of • Students can complete the activities
the pollution. on pages 39-40 of their Workbooks.
d False. Bad smells are the result of pollution.
e True

➎ The students consolidate what they have learned

by copying and writing the sentences correctly
in their exercise books.
Answers
a The people are angry because the water is (polluted/
pollution).
 Industries do not listen to the (complain/complaints)
b
of the people who live in the village.
c Do you know what (caused/tested) the pollution
of the river?
d This water is full of (bacteria/litter) from the sewage.
It should be (tested/tried).
e The water (supply/pump) is polluted because factories
(poison/pump) chemicals into the water.
f People should not throw their (rubbish/sewage) into
the river.

Let’s communicate

➏ Students hold an informal discussion about

solutions to water problems. Students should
prepare for this activity and be ready to support and
motivate their ideas with examples.

What kind of water do you drink? – Unit 6 43

 Answers to
Workbook activities WB
pp. 39-40 Lesson 2
1 a) chemical
SB pp. 52-53
b) pollution
c) try
d) water
e) health Before you read
f) complain
g) beach
Students use prior knowledge as a pre-reading
h) supply
activity to prepare for reading this newspaper
article. Let them read the statements in pairs and
2 a) bac/te/ri/a
write down whether they think each statement is
b) in/dus/tri/al
true or false, before they read the text. After they
c) pro/fi/ta/ble
have read and discussed the text, they can come
d) ho/rri/ble
back to these statements and check their initial
e) e/mo/tion/al
responses.
f) po/ver/ty
Ask students to identify the village of Niantjila on
 ote: Some of these words are in the listening text,
N a wall map or a map in their Geography books.
so the students may need to listen to the text again.
They could also find the village on a map on
the Internet.
3 a) These germs can make you very ill! ➝ bacteria
b) These products from the factories pollute the soil Answers
and the water. ➝ chemicals a False
c) Excrement and water from toilets pollute this river. b True
➝ sewage c True
d) Look at all those bottles and pieces of paper! ➝
rubbish
e) These plants pollute many rivers and lakes in Africa.
➝ water hyacinths Let’s find out
4 This is an industrial area; there are many factories

here. Nearby there is a village and a river. A chemical
factory in the area regularly pumps toxic waste into ➊ Some of the vocabulary in this text may be quite
difficult for the students, so introduce it in steps.
the river.
You could, for example, discuss the photograph
As a result the water in the river is polluted and
with the students before they listen to the text
humans and animals cannot drink it. People in
and use this opportunity to introduce some of
the village have complained and asked for the water to
the nouns. Then focus on verbs and adjectives after
be tested. The water in the river is also polluted with
the students have listened to or read the text.
bacteria because of the sewage in the river.
The key words are in MY WORD BANK and in
the complete MY WORD BANK on pages 110-111
5 a) verb
of the Student’s Book.
b) verb
Then play the podcast or read the text once or twice.
c) noun
Ask some basic questions to check understanding.
d) verb
Allow the students time to read the text silently
e) noun
by themselves as well and ask questions about any
words or sentences that they do not understand.
6 Answers may vary; students could also use ‘must’ or

‘mustn’t’ in their answers to some of these questions.
a) Factories must not dump chemicals in rivers. ➋ Play the podcast or read the words to
b) People shouldn’t/mustn’t throw rubbish into the students so that they can hear and practise
the river near their village. the correct word stress.
c) The government should provide villages with water.
d) They must/should filter the water from the river
before drinking it.
e) The students should plant trees to protect their
school environment.

44 Unit 6 – What kind of water do you drink?

 Let’s practise Let’s communicate

➌ ➍& Read the text again. The students read ➐ Now let the students discuss the question of
the sentences aloud and complete them to show water supplies. They can describe where they get
their understanding of the passage they have read. their water from and discuss any problems they may
They could then do this as a written activity for experience, for example: irregular supplies, dirty
homework later. water, lack of water pressure, distance they have
to walk to get water. Students should also try and
Answers
suggest practical solutions to the problems.
a There were traditional and modern wells in
the village.
b The wells in the village were too shallow.
c The water pumps in the village were always
breaking down. EXTRA ACTIVITIES
d The water supply was contaminated during the rainy
• Students can read the newspaper article aloud
season.
in pairs and ask each other questions about it.
e Many children died from drinking contaminated
water. • Read some of the words from the text aloud
f The chief requested a solar water pump. and ask the students to write the words and
g Plans were drawn up to provide a deep well for underline the stress in each word.
the village. • The students can make some of their own
h Bacteria in water can be eliminated by means sentences with words in MY WORD BANK.
of a water filter. • If you think the students are ready for this, you
could ask them to write the letter that the chief
➎ Teach the students the basic rules of writing in Mali wrote to the government representative,
statements in reported speech. Teach them to use using information from the text they have read.
the word that and to change the tense of the verb. Help them to begin the letter and advise them
They do not need to be able to change pronouns on appropriate salutations.
or time indicators yet. (They will learn more about
• Students can complete the activities
reported statements and reported questions in 3e.)
on pages 41-42 of their Workbooks.
Refer to the Grammar check.
Answers
a She said that industries were only interested
in money.
b The woman said that the children were always sick.
c The chief said that the village needed a solar pump.
d The scientist said that the bacteria contaminated
the water.
e The engineer said that that filter eliminated
the bacteria.

➏ Revise the difference between direct and indirect

speech. Refer to the Grammar check and tell
the students to look for examples of both in any
texts in their Student’s Books.
The students then complete the activity orally.
Answers
a ‘Many people, especially young children, have
become ill or have died,’ the chief said.
b ‘During the rainy season, water pours down into
the village,’ the chief explained.
c ‘The rain water brings human and animal excrement
with it,’ the chief said.
d ‘The wells in the village become flooded and
contaminated,’ the chief said.

What kind of water do you drink? – Unit 6 45

 Answers to
Workbook activities WB
pp. 41-42 Lesson 3
1 Syllable 1 Syllable 2 SB pp. 54-55

flooded bacteria
excrement inhabitant
children contaminate Let’s find out
village eliminate

2 a) He wrote to the government representative.

 ➊ Let the students read the labelled diagram by
themselves first. Then ask them questions to see
b) It has about 3000 inhabitants.
how much they have understood before reading
c) His complaint was that the village did not have clean
the captions in detail with them and teaching
water and that people died or became ill as a result.
the vocabulary.
d) (Accept all sensible suggestions.) The government
This is a picture of a real water filter that has been
should provide new wells, new water pumps, piped
built in many villages in Mali and is currently in use.
water, filters, etc.
Similar filters are used all over the world.
3 The chief said, ‘The wells in our village are too shallow. At this point you could ask a Science teacher at your

school to explain to the students, in scientific terms,
The water pumps are always breaking down and it is
how water filters and the addition of household
difficult to find spare parts to fix the pumps.
bleach to water can make water safe to drink.
The factory near the village regularly dumps chemical
waste into the river.’

4 a) The man shouted that no one listened.

b) The chief added that the wells in his area were so Let’s practise
shallow that they were constantly flooded during
the rainy season.
c) The Minister of Agriculture said that the government
 ➋ Students work in pairs and discuss how the water
was planning to provide the village with a clean water filter works. Remind them that they will need to use
supply. imperative forms to explain the process. The pairs of
d) The woman complained that her son’s eyes were red
 students can then report back to the rest of the class
and (that) her daughter always had a rash. and share ideas.
e) The man said that nobody wanted to buy his house.
Answers
5 a) ‘The factory owners don’t care about us!’ said
 Students can say things like:
the villager. You pour boiled water into the filter.
b) ‘Many people have to be treated for roundworm and The water goes through the filter and into the container
conjunctivitis,’ explained the doctor. ‘The water should (pot).
be tested.’ When you want clean water, you turn on the tap at
c) ‘The water has a horrible smell and the people can’t the bottom of the container. You need to put some bleach
get their clothes clean,’ said Mr Brown. in the water.
d) ‘It’s a crime!’ she shouted. ‘We must find a solution.’ You need to keep the lid on the container to keep the water
clean.

➌ The students write instructions for using a water

filter. Read the Writing Tips box. This is revision.
The students should know how to use the imperative
form by now and they should also know several
sequencing words. Teach them how to use commas
in their writing. Explain that commas make texts
easier to read. Refer to the Grammar check.
Answers
The students could write something like this:
Boil the water.
Pour the water through the filter, and then pour it into
the pot.

46 Unit 6 – What kind of water do you drink?

Add some bleach to the water.
EXTRA ACTIVITIES
Cover the container.
Leave the water in the container for a few hours. • Read these riddles to the class and ask them to
Turn on the tap, and then draw your clean, filtered water! guess what they are. Students can then make up
their own riddles to test the rest of the class, using
➍ This is a free writing activity in which students any vocabulary from this unit.
say as much as they can. a) This can be big or small. You put something
Encourage them to write freely, not worrying too inside it. (a container)
much about grammar at first. Later, after they have b) This is a very small, thin animal. It can be long
written a draft, you can assist them to improve their and it is usually brown or black. (a worm)
drafts. c) People and things that are connected with
Allowing the students to write freely from time to or belong to a home. (a household)
time can encourage them to write and to express d) This can be caused by a virus or by bacteria.
themselves. Students can share their ideas You do not feel well if you have this. (sickness/
afterwards or display their writing in the classroom disease)
for other students to read. • Write a few sentences on the board and ask
the students to choose the correct words to
Answers
complete the sentences. This can be done orally.
The students could use the following main ideas:
For example:
They are simple and easy to use.
– We can use small amounts of household
They help to make water good to drink.
(beach/bleach) to make water safe for drinking.
They are cheap.
– To make a simple water filter, you need
a (container/contain) with a lid, a stand and
➎ Allow the class some time to discuss water some bleach.
pollution in the area where they live. – The water is (polluted/pollution) and the children
Focus the discussion on causes and solutions in the village are ill.
to problems. – The people in the village have (complained/
complaints) about the factories that pollute
the river.
• Students can complete the activities
Let’s communicate on pages 43-44 of their Workbooks.

➏ Writing an article for the English Club magazine

about water pollution.
Don’t mark or edit these blogs and articles, but help
if necessary. Answers to
Remind the students that because other people will WB
Workbook activities pp. 43-44
be reading the blogs or articles, they should try to
be as accurate as possible.
1 diarrhoea, typhoid, cholera, hepatitis, polio

2 a) I like to drink lots of cool, clean water every day.

b) Plants, chemicals, rubbish and sewage can pollute
rivers.
c) The bleach, which is added to the water after it has
been filtered, kills the bacteria.
d) The stand, which supports the pot, also keeps it off
the ground.
 e) Many people, especially young children, became ill
from drinking the water.
 f ) The government will provide a new, deeper well,
a solar pump and a water tower.

What kind of water do you drink? – Unit 6 47

3 Water filter
TIME TO CHECK
SB p. 56
lid

Answers
filter ➊ T he 10 words are: well, polluted, contaminate, sewage,
bacteria, chemicals, filter, disease, rubbish, eliminate.

➋ well, polluted, contaminate, sewage, bacteria,

chemicals, filter, disease, rubbish, eliminate
container/pot
➌ aDo they know what (caused/resulted) the
pollution of the river?
b The wells in the village became flooded and

stand (contaminated/eliminated).
c Solar water (pumps/supplies) are less expensive

than petrol pumps.
bleach
➍ a The villagers said, ‘Businesses are only interested
in making money.’
b ‘The children are dying,’ said the doctor.
c ‘The well needs a new pump,’ said the chief.
d ‘The flood waters contaminate the wells,’
explained the scientist.
e ‘It’s a crime!’ shouted the old woman.
4 A simple home-made water filter unit consists

of four main parts: the lid, the filter, the stand and ➎ a The engineer said that solar pumps were better
the container. The lid stops the dust and small living than petrol pumps.
organisms from going inside the filter. Worms and b The worker explained that the filter on the top
insects are eliminated as the water goes through of the pot eliminated small insects.
the different layers. The stand is a piece of metal, c The doctor said that the skin rashes were caused
wood or cement which supports the pot. The container by water pollution.
rests on the stand. The water we get at the end of this d The chief said that the wells in the village were
process still has bacteria in it. To kill the bacteria, too shallow.
put a small amount of bleach into the filtered water. e The businessman said that people were
complaining about the polluted river.
5 Answers will vary. f The chief explained that it was often difficult
 ote: Brainstorm some ideas with the class first or
N to find spare parts for the pumps.
let the students brainstorm ideas in groups.
➏a The scientist said that the water should be tested.
b Another woman said that all the water must be
boiled and filtered.
c The teacher said that people must be educated too.
d The doctor said that clean water must be supplied
to the town.
e The chief said that solar water pumps should be
provided by the government.

➐ a The villagers in Niantjila did not have a good

water supply. Many people in the village became/
got sick and some children died. There were wells
in the village but the water in the wells became
contaminated in the rainy season. This was because
the wells were too shallow. The other problem was
that the water pump was always breaking down.
The villagers could not fix/repair the pump because
there were no spare parts.

48 Unit 6 – What kind of water do you drink?

 
b This water filter has a lid which keeps the dust
and animals out of the water. The filter helps to
eliminate small insects/worms. The container
PROJECT CORNER
is a traditional/large pot with a pipe and tap. SB p. 57
The pot is supported by a stand, which also keeps
the pot off the ground. The water in the pot
is purified/treated with household bleach.
Explain to the students that they will do this project
in groups. They are going to make a poster to show
how a traditional water filter works. During the
project, they will be able to demonstrate their new
EXTRA ACTIVITIES language skills. As before, the project is in four
parts. In part A, the students do their research.
• Students can complete the activities In part B, they plan their posters. In part C, they
on the CHECK YOUR KNOWLEDGE page (page 45) complete their poster. In part D, they do short oral
of their Workbooks. presentations to explain how filters work. At the end
of the project, they will be given an opportunity to
evaluate their own work.

PART A
The students may need some help from their Science
Answers to teacher. Although all water filters work in a similar
WB
Workbook activities p. 45
way, encourage students to look for water filters
that are not exactly the same as the one shown and
described in their Student’s Books. For example,
1 a) All the sentences are false. water filters can be made with buckets, plastic
b) Chemicals, sewage, rubbish bottles and clean straw or charcoal. Students may be
c) washing, gardening, agriculture able to find some interesting ideas on the Internet.
d) fit/unfit, clean/polluted, impossible/possible They could type in key words like ‘home made water
filter’ and do a search for ideas.
2 Answers will vary. The questions that are given in the Student’s Book
will guide the students in their research. Encourage
them to try and answer each question.

PART B
The students plan their poster. Each member of
the group should participate in this process.
The students should know the basic principles
of good layout by now.

PART C
The students edit and improve their posters.
You can provide some feedback at this stage to help
the students.

PART D
Allow each group 3-5 minutes to present their posters.
Encourage the other students to ask questions about
what they hear and ask for clarification if they do
not understand an explanation that has been given.

Assessment
Let the students assess their own groups. Discuss this
self-assessment with the students and provide each
group with feedback on their achievements as well.

What kind of water do you drink? – Unit 6 49

 Unit

What is Public Service?

7
Lesson 1
SB pp. 58-59

UNIT SUMMARY Warm up

TOPICS The context for learning in this unit is the public services.
You could start off by writing the words ‘public service’
Public Service, buildings, maps, health.
on the board and asking the students what public services
are. Talk about public services where you live and help
INTERDISCIPLINARY LINKS
the students to translate the names of institutions into
Civics, Moral Education. English.

SKILLS
Listening: follow directions, dialogue.
Speaking: discussion, giving directions/ Let’s find out
instructions, read a playscript, role-play, telling
stories.
Reading: street map, playscript, friendly letter.
Writing: friendly letter. ➊ Read the list of things that we do in public
places and explain them as necessary. Then discuss
Functions/Notions where you would do each of the things on the
list. Students will be studying first and second
Describe places and past events. conditional forms in this unit so you could gradually
Ask for and give information. introduce these orally (without explanation).
Instruct others to do something. Students could make up sentences like: ‘If I need to
Express surprise, disapproval, disagreement. buy stamps, I go to the Post Office.’/‘If I needed to
Take leave of others. buy stamps I would go to the Post Office.’
GRAMMAR
Questions with two clauses.
Conditionals (first, second).
Let’s practise
PHONOLOGY
Discriminate and articulate stress patterns
in words. ➋ Play the podcast or read the words aloud.
Let the students repeat them a few times and then
Stress and variation in connected speech.
copy them and underline the stressed syllables.
VOCABULARY Answers
Words: admission, birth certificate, bursary, bursary, certificate, document, electricity, Scholarship,
characters, check-up, driver’s licence, electricity, enrole, marriage, public, services, vaccinated, identity,
fine (noun), identity document (ID), intersection, apply
marriage, parcel, route, stamps, tax, traffic lights.
Verbs: to apply (for), to get tested (for), to get ➌ Let the students look at the map and familiarise
vaccinated, to pay, to register, to send, to sweat. themselves with it. Ask them to find the streets
Expressions: Give my love/regards to… I beg your and the different buildings (shopping centre, bank,
pardon! I must be off now. I was so surprised! Ministry of Justice, and so on). Then play the podcast
Off I went. What’s the matter? or read the dialogue with as much expression as
possible. Model the intonation of the questions
PREPARATION carefully as well. The students can follow the directions
You will need: they hear with their fingers on the map.
– Student’s Book pages 58-65.
Answers
– Workbook pages 46-52.
Answers may vary depending on where students live.
– PC/laptop with Internet access, if available.
a You can post your letter at the Post Office.
– Local street maps, if available.
b You can get vaccinated at the clinic/hospital.
c You can buy electricity at the shop.

50 Unit 7 – What is Public Service?

d You can get a birth certificate at the Ministry of
EXTRA ACTIVITIES
the Interior.
e You can apply for a bursary at the school, university, • Dictate some sentences from the dialogue.
embassy, bank, Ministry of Education. Or write some similar sentences on the board,
f You can apply for a passport at the Ministry of leaving out some words. Let the students listen
the Interior. and complete the sentences.
For example:
➍ In this activity and the next the students will … me. Can you … me? I need to go … the bank. …
revise asking for and giving information and you tell … … I should go?
directions in a polite way. Teach the expression: We are here, … Second Avenue. You need to walk
Can you tell me where I can…? Refer to the Grammar … this avenue until you get … some flats. They are
check. … the left. Then turn … into … Avenue.
The students work in groups of three and make up • There are two expressions in this lesson which are
short dialogues, as shown in the example. formed with the verb to get: to get vaccinated
Go around, listening and helping as necessary. and to get tested.
Ask students if they know any other expressions
➎ Then let the students copy the map (or make with the verb to get.
photocopies). The students work alone, listen to Here are some suggestions: to get married, to get
the text again and draw the route described. sick, to get lost, to get 100% (in a test), to get
They can then listen again to make sure they have permission,
understood the route. Finally they can read the to get a headache, to get angry, to get ready,
dialogue on page 105 of their Student’s Books and to get to (a place).
check what they have done. Draw the map on Help the students to make sentences with these
the board and show the students the correct route expressions.
if necessary. • If you have a local street map, copy the map on
Note: The students should not read the text until they
the board or make photocopies and let
have attempted the activity. The focus should be on
listening for the correct information. the students work in small groups to practise
asking for and giving directions.
• Students can complete the activities on pages 46-47
of their Workbooks.
Let’s communicate

➏ Here are the basic directions that should be included

in the dialogue. Remind the students that they should
give the directions as if they were walking down
the street and going to the places themselves. They
may have to turn the map upside down to do this.
a Go down Independence Avenue. Go past the bank
and turn left into Fourth Avenue. The Ministry of
Justice is across the road from the bank.
b You are in Nelson Mandela Boulevard. Walk
down this avenue and turn left into Third Avenue.
Walk past the Tax Office and turn right. You will
see the hospital opposite the Tax Office.
c You are in Independence Avenue. Walk down this
avenue and turn right into Second Avenue. You will
see the Sports complex opposite the houses.

What is Public Service? – Unit 7 51

 Answers to
Workbook activities WB
pp. 46-47 Lesson 2
1 a) to apply for
SB pp. 60-61
b) bursary
c) fine
d) licence
e) tax
f) certificate Before you read
2 Answers may vary according to where the students live,
 The students scan the text quickly to get an idea
but students should use the correct structures. about what they are going to read. They can answer
Here are some examples. the questions by having a quick look at the names
a) You need to go the Ministry of the Interior/The Birth along the side of the text and in the box with
Registration Office. the illustrations. You can also read the text in italics
b) You should go to the Ministry of the Interior to make and explain that in a playscript there is usually a
an application. short description of the scene at the beginning.
c) She should take driving lessons and then apply There are two scenes in this play. Longer plays are
to do a driving test. She should go to the Ministry of divided into acts and shorter scenes.
Transport/The Traffic Police.
d) He needs to pay it at the Traffic Police Offices.
e) You should go to a clinic or a hospital.

3 a) Can you tell me how old you are?

Let’s find out
b) Can you tell me why the computer is not working?
c) Can you tell me where the public hospital is?
d) Can you tell me how I can get to the Bank of African ➊ Write the following questions on the board or
Solidarity? hand them out to the students to answer orally.
e) Can you tell me how many cybercafés there are in – What did Fanta want to do at the hospital? (She
your town? wanted to make an appointment for a check-up.)
f) Can you tell me which food you like? – Was her registration card correct or incorrect?
g) Can you tell me where I can find a cybercafé? (The officer said it was incorrect, but it wasn’t.)
– Who was rude to Fanta? (The officer)
4 Answers may vary. Here is an example of what the
 – Who helped Fanta? (Her cousin, the chief doctor.)
students could write. – Did Adou think that the officer made a computer
Boy: Excuse me, Madam. How do you get to the Songhaï error? (No. He thought that was an excuse.)
Centre from here? I need to go to their cybercafé. – Is this always true: ‘You need to know someone
Woman: That’s easy. Walk down the street until you get important if you want to solve a problem’? (It’s not
to the Stop sign. Then turn right and cross the street. always true.)
Walk past two buildings until you get to some traffic Play the podcast or read the playscript to the
lights. Turn left at the traffic lights. Cross the street students, changing your voice as necessary to reflect
and walk up the street. You will see a supermarket the different characters.
on your left and a garage on your right. The Songhaï Give the students an opportunity to read the text
Centre is after the garage, on the right. by themselves and to ask questions about any words
Boy: Thank you very much. that they do not understand.
Woman: You’re welcome. Then play the podcast or read the text again and let
the students answer the questions. They can make
notes while they listen and read and then discuss
their answers and ideas in a class discussion.
Then ask the students to identify sentences or
expressions in which the following are expressed:
– surprise (I was so surprised!, Huh! But I thought…);
– disagreement (There must be some mistake, It’s
not always…);
– disapproval (I beg your pardon! Huh! Some people!);
– taking leave of other people (I must be off now.
’Bye. Go away.).
Ask which expressions they think are polite and
which are rude.

52 Unit 7 – What is Public Service?

 Let’s practise Answers to
WB
Workbook activities pp. 48-49

➋ The students work in pairs (or in small groups) 1 a) Have you booked an appointment to see

and practise reading the playscript aloud with the
the dentist?
correct intonation and expression. Then they discuss
b) My father is going to the hospital today to have
and decide which of the statements are true and
a check-up.
which are false.
c) What’s the matter? Aren’t you feeling well?
Answers d) She is going to help me to sort out the problem.
a false / b false / c true / d true e) Are you sure it was a mistake? Perhaps he did it
on purpose.
f) It’s late. I must be off now.
➌ Teach the students how to use clauses with ‘if’ g) I beg your pardon?
(the first conditional). Refer to the Grammar check.
Students may also find it helpful to think about h) He has been running and he is sweating.
conditional clauses as having two parts: one part i) ‘What is your job?’ ‘I’m the admissions officer at
expresses a condition (the part that begins with ‘if’) the hospital.’
and the other part expresses a result.
2 a) help – noun
Then let the students complete the activity in writing.
b) sweating – verb
Answers c) sweat – noun
a If you ask me, I will help you. d) matter – noun
b If he takes this road, he will get to the shop in five e) matter – verb
minutes. f) sorted – verb
c If you don’t have a health card, you will not/won’t get g) sorts – noun
treatment. h) checked – verb
d We won’t be late, if we take the short route. i) check-ups – noun
e If she does not pay her tax on time, she will get a fine.
3 a) people / to drink / dirty water ➝ C

they / to get / diarrhoea ➝ R
Let’s communicate ➝ If people drink dirty water, they will get diarrhoea. /
People will get diarrhoea if they drink dirty water.
b) we / to not be able / to send / emails ➝ R
cybercafé / not / to open / today ➝ C
➍ Working in the same groups, the students make ➝ We will not be able to send emails if the cybercafé
up another scene at the hospital. They can follow is not open today. / If the cybercafé is not open today,
the suggestion in their books or use their own ideas. we will not be able to send emails.
This should be a fun activity, so don’t worry too c) they / to test / positive / for HIV ➝ C
much about grammar. Let the students try to express they / to be put / on ARVs ➝ R
themselves freely, even if they get it a bit wrong ➝ If they test positive for HIV, they will be put on ARVs. /
at times. Let the most confident groups act their They will be put on ARVs if they test positive for HIV.
scenes for the rest of the class. Note that this activity d) registration card / to contain / an error ➝ C
prepares the students for the project at the end of the admission officer / to reject / it ➝ R
the unit. Students can use these scenes and develop ➝ If the registration card contains an error, the
them into little plays when they complete the project. admission office will reject it. / The admission officer
will reject the registration card, if it contains an error.
EXTRA ACTIVITIES Note: ‘It’ should go in the second clause in both

examples.
• Ask each student to make up five questions about e) You / not / to receive / treatment ➝ R
the play and write the questions on a piece of The doctor / not / to examine / you ➝ C
paper. The students then swap questions and ➝ You will not receive treatment if the doctor does not
write the answers to the set of questions that examine you. / If the doctor does not examine you, you
they get. They give their answers back to the will not receive treatment.
person who wrote the questions for checking.
4
Note: Only the future form with ‘will’ is required here.
• The groups could write down the scenes that
they developed orally, adding stage directions, verb simple past tense future form
a list of characters and a short description of have had will have
the scene. These scenes could be used to complete be was/were will be
do did will do
the project at the end of this unit.
come came will come
• Students can complete the activities on pages 48-49 go went will go
of their Workbooks. receive received will receive
say said will say

What is Public Service? – Unit 7 53

 Lesson 3 Let’s communicate

SB pp. 62-63 ➎ Students write a friendly letter, based on

the events in the playscript on pages 60-61 of
the Student’s Book. They should write a draft first,
then check their drafts and improve them.

Let’s find out Answers

The letters will vary, but here is an example of what
the students could do.

➊ The students are going to write a friendly letter

in this lesson. To prepare for this, they will first read
a friendly letter, which will provide a model and
some ideas for their own writing. (address)
Let the students read the letter by themselves first. (date)
Then read it to them and explain any words that Dear Jane,
they do not understand. This text provides some
examples of the second conditional. You could teach I have not heard from you for a long time. If we had
this structure at this stage or leave this until the email we could write to each other more often.
students are ready to complete activity 4.
I must tell you about what happened to me at
the hospital the other day. I wanted to make an
appointment for a check-up. I gave the admissions
Let’s practise officer my hospital card but he said that the
date of birth on my card was incorrect. He was
very rude and he would not make an appointment.
Luckily my cousin, who is a doctor at the hospital,
➋ Discuss the questions with the whole class. came along at that moment. When the officer
Answers saw that the doctor was my cousin, he became
a No, they don’t. helpful.
b No, she doesn’t. He said it was just a computer error! He sorted
c She wanted to open a savings account. out the problem and he even gave me a hug!
d People thought that she didn’t want to stand in
the queue. She went to the front of the queue to ask Adou says that the officer did this on purpose.
the clerk to help the woman. Maybe the officer wanted money? I don’t know,
e She would employ more clerks to work in the Post but I am glad that my cousin was there! Is the
Office. public service in Zimbabwe also corrupt? Do things
f She will, if she can save enough money. like this also happen in your public service? I would
be interested to hear about this.
➌ If you have not yet taught the second Maybe we will see each other during the holidays.
conditional, do this now. Refer to the Grammar
check. The students complete the activity in writing. I hope so!

Answers Please give my love to your family.

a If he had my address, he would write to me.
b They would come if they knew where we lived. Your friend,
c If she worked a bit harder, she would pass her exams. Fanta
d We would have more fun if we had computers.
e If you bought a new cell phone, I would show you
how to send an email.
f Perhaps she would help us if she had more time.

➍ Allow the students some time to discuss other

things that happen in public service places. This will
also help the students to prepare for the project at
the end of the unit.

54 Unit 7 – What is Public Service?

EXTRA ACTIVITIES
Answers to
WB
• Write a few incomplete dialogues on the board Workbook activities pp. 50-51
using words and expressions from lessons 1-3
and let the students complete these orally.
For example: 1 Crossword solutions
a Gondo: Guess …? (what) Across
Adou: I don’t know. What? 1 savings account
Gondo: I got a new phone yesterday! 3 post office
b Charles: It was good to see you again. 5 clerk
Pierre: Yes, it was fun. But I must be … (off) now! 6 queue
’Bye! 7 money
c Bineta: Sorry I am late. I made a … (mistake).
Down
I thought the meeting started at 17:00.
2 application
Assane: No, you didn’t! You were late … (on)
4 in touch
purpose. You didn’t want to come to the meeting.
d Fatimata: Well, hope I see you soon. Give my …
2
a) If people drank dirty water, they would get diarrhoea.
(regards/love) to your sister and brother.
/ People would get diarrhoea if they drank dirty water.
Mary: Thanks. And … (give) my regards to your
b) We would not be able to send emails if the cybercafé
parents.
was (or ‘were’) not open today. / If the cybercafé was
• Students can complete the activities on pages 50-51 not open today, we would not be able to send emails.
of their Workbooks. c) If they tested positive for HIV, they would be put
on ARVs. / They would be put on ARVs if they tested
positive for HIV.
d) If the registration card contained an error, the
admission office would reject it. / The admission
officer would reject the registration card if it contained
an error.
e) You would not receive treatment if the doctor did not
examine you. / If the doctor did not examine you, you
would not receive treatment.

Paul: How long have you had the Internet in your

3 country?
Kim: It has been around for some time.
Paul: When did you first get it?
Kim: We have had it since 1995. The Ministry of
Telecommunications was keen to introduce it.
 Paul: And is the service good? I know people complain
about poor connectivity in many developing countries.
Kim: Oh yes! We have problems in our country too!
Sometimes it is good and sometimes it is very bad.
Last December, for example, we could not get a
connection for more than ten days.
 Paul: That’s too bad. But are the authorities in your
country doing anything to improve the situation?
Kim: They are trying their best. Last year they invested
a lot of money in marine cables. Right now they are
installing them. They say that by the end of 2010,
there will be excellent connectivity in the country.
Paul: That will be really great!
Kim: Yeah, I think so too.

Answers will vary.

Note:
4 You could ask some of the students to read their
replies aloud. Don’t worry too much about checking
grammar in this activity. Rather, encourage
the students to try and say whatever they can, even if
they make a few mistakes.

What is Public Service? – Unit 7 55

 TIME TO CHECK EXTRA ACTIVITIES
• Students can complete the activities
SB p. 64 on the CHECK YOUR KNOWLEDGE page (page 52)
of their Workbooks.

Answers
➊ sarybur: bursary; ticercatefi: certificate; cudoment:
document; citytrielec: electricity; cecenli: licence; Answers to
WB
agemarri: marriage; cilbup: public. Workbook activities p. 52
➋ place action
Traffic (police) department pay a fine 1 a Post and telecommunications, transport, water

Post Office send a parcel and electricity supplies, police, safety and security
services. (Students can give the real names of these
Ministry of the Interior get an identity document
services in their own countries.)
Hospital/Clinic get tested for HIV b a) is controlled and organized
Bank deposit money b) safety and security
Ministry of Education apply for a scholarship 2 Answers will vary.
pay for electricity Note: You could brainstorm a few ideas with
Town/City Council
and water the students first and provide more support.
They should say:
➌a If you help me, I will also help you. – what the service is;
– what service it provides;
b If she takes the short route, she won’t be late.
– how it provides the service.
c He will receive treatment if he goes to the clinic.
d I will be very angry if you are late.

➍ a They would work harder if they knew they had

a test tomorrow.
b I would help you if I had more time.
c If you had enough money, would you visit your
Time for FUN
aunt in America? SB p. 65
d We would collect the post if we knew where
the Post Office was.

➎a M ary: What’s the matter? ➊ Students read the comic strip and discuss the
humour. It is funny because the boy spent such a
P eter: I am so angry! I had to wait for six hours!
long time waiting in the queue and then found that
b Officer: You are too young to have a driver’s licence.
he had been waiting in the wrong queue.
Sam: I beg your pardon! I am 18 years old.
Ask students if they have had similar experiences.

➏ aFrom the school to the Palace Hotel: Turn left into

➋ Students can work in pairs or alone to work
Baobab Avenue, go around the circle/roundabout.
out what is wrong with each sentence. Ask for
Walk down Pine Avenue. The Palace Hotel is on
suggestions and discuss the correct answers.
your right.
You could also ask the students to suggest other
b From the President Hotel to the hospital:
sentences that people often say incorrectly or give
Walk down Palm Avenue. Go around the circle/
some examples of your own.
roundabout and turn into Olive Avenue. Walk past
the shopping centre. The hospital is on the right, Answers I beg your pardon.
next to the shopping centre. What’s the matter?
c From the bank to the shoe shop: Go around ‘Bye I must be going now.
the circle and turn into Baobab Avenue. Walk past Please give my regards to your mother.
the clothing shop. The shoe shop is just after
the clothing shop, on the left.
d From Pine Avenue to Baobab Avenue: Walk down
Pine Avenue, around the circle and into Baobab
Avenue.

➐ Note: Let the students write freely. If you feel they

need more support, brainstorm some ideas with
the whole class first and write up a few of these on
the board. They can use some ideas from the letter
on page 62 of their Student’s Books.

56 Unit 7 – What is Public Service?

 Unit

Have you read the news?

8
Lesson 1
SB pp. 66-67

UNIT SUMMARY Warm up

TOPICS In this unit students will be introduced to a wide variety
of different types of texts that are found in the media,
Communications, Media, Entertainment. especially newspapers. So, to get started you could ask
students to find an item/text from a newspaper that they
INTERDISCIPLINARY LINKS
find interesting. They should bring the text to class and
French, Geography, Civics, Mathematics. then say what is it and what it is about (in summary, not
in detail). The students can bring articles in French and
SKILLS translate them (in general outline, not in detail). Help
Listening: obituary, horoscope. the students with vocabulary as necessary and compile
Speaking: discuss mass media and horoscopes, a list of all the types of texts we can read in newspapers.
answer questions, ask and answer questions about
a programme, present a short radio programme.
Reading: different newspaper texts (headlines,
news report, cartoon, advertisement, horoscopes, Let’s find out
exchange rates, TV programme).
Writing: newspaper article, notes for radio
programme, horoscope (for fun).
➊ Discuss the documents with the students.
The captions can guide the discussion.
Functions/Notions
• Exchange rates: talk about current exchange rates:
Ask for and give information. Express possibility. 500 CFA is worth … US dollars today. How many CFA
Give suggestions and advice. State opinions. can I get for $100? What is the value of the British
Make predictions. pound?
• Headlines: Discuss what each headline means.
GRAMMAR Remind the students that headlines are designed
Prepositions. Adverbs of frequency. to make people want to buy and read a paper, so
Use can/could/may (not)/might (not) to express they don’t give full details of news stories. Headlines
possibility. are also short, so words are usually left out. If we
Use should (not)/had better/ought (not) to/must wrote the headline ‘Thousands may have died in
(not) to make suggestions and give advice. earthquake’ in a report we would probably write
Revise present perfect tense. something like ‘Thousands of people may have died
in an earthquake (in China)’. Ask: What’s in
PHONOLOGY the headlines today?
• For sale notice: ask the students a few questions to
Discriminate and articulate stress patterns in words.
make sure they understand the advert.
Pronounce difficult words correctly.
• Cartoon: the students should be able to work out
VOCABULARY that this refers to the Football/Soccer World Cup
event which takes place every four years.
Words: advice, broadcast, cartoon, earthquake, • Photograph: talk about the Independence Day
epicentre, exchange rates, headline, literacy, parade. Ask the students what other news items
magnitude, obituary, radio, relief. connected to the parade would be reported in
Verbs: to appeal, to experience, to forecast, to predict. the newspapers (speeches, for example)
Expressions: a point of view, Be prepared! Do your
best! Don’t worry. If necessary… Make friends with…

PREPARATION Let’s practise

You will need:
– Student’s Book pages 66-73.
– Workbook pages 53-59.
– PC/laptop with Internet access, if available.
➋ Students practise saying the time. They can work
in pairs or you can work with the whole class. Give
– Interesting, current items from newspapers additional examples if you think students need
(to be translated into English if necessary). further practice.

Have you read the news? – Unit 8 57

Answers g People were angry because it took so long to get aid
17:30: half past five / seventeen thirty to the people who had been affected by the earthquake.
10:00: ten o’clock They were angry about the long delays.
18:00: six o’clock / eighteen hours
18:15: a quarter past six / eighteen fifteen
18:45: a quarter to seven / eighteen forty-five
08:45: a quarter to nine / eight forty-five Let’s communicate
09:25: twenty-five past nine / nine twenty-five
01:45: a quarter to two / one forty-five
12:00: twelve o’clock / midday
➏ Students choose two or three news items that
they have found interesting. They make notes about
➌ The students work in pairs and ask and answer the news and then report the news to the class. They
questions about the chart. Example structures are
must have a good understanding of the news that
given for the students to follow, but you could revise
they have read so that they can answer questions
prepositions and adverbs of frequency before
from the class.
the students begin their work in pairs. Refer to
the Grammar check.

➍ The students copy and complete the paragraph

with words that make sense.
You could extend this activity by writing a second EXTRA ACTIVITIES
paragraph on the board for the students to copy
• Recipes are also commonly given in newspapers.
and complete. You could remove the underlined
You could read this recipe to the students and let
words in the paragraph and remove every 5th word.
them take notes. Then they can work in pairs and
Students could complete the texts orally first (in
tell each other how to make ginger juice.
pairs perhaps) before they attempt to write the
Keep the focus on oral work at this stage.
paragraph correctly.
Answers
There is a lot of different information in a newspaper.
For example there are headlines, which attract the
attention of readers. Then, there are articles/reports
and photographs about current news items. Most
newspapers have pages of news about sports and about
Ginger juice
business. Birth, marriage and death notices appear in
some newspapers, as well as comic strip and crossword
puzzles to entertain us.
Ingredients
• 125 g chopped and peeled ginger root
Extended activity • 1 L of water
People also put advertisements for things they want
• 200 g sugar
to sell in newspapers. And finally there are often also
cartoons/comic strips, puzzles and recipes to entertain us. • 1 cup of fresh pineapple juice
We can also find out about the weather and about TV • 4 packets of vanilla sugar
and radio programmes. • 15 ml orange essence

➎ Let the students first read the questions they will

be asked to answer about the listening text, which
is a radio broadcast or a news report. Then play the
podcast or read the broadcast, which you will find
Method
•M
 ix the ginger with a cup of the water
on page 105 of the Student’s Book. Students can
in a mixer. Then add the rest of
then discuss and answer the questions.
the water.
Answers
• S ieve the pineapple juice and add it
a There was a very severe earthquake.
b About 316,000 people died in the earthquake.
to the mixture. Then stir in the other
c The Presidential Palace, The National Assembly, ingredients. Serve cold.
Port-au-Prince cathedral and the main jail
d They sent funds (money), rescue and medical teams,
engineers and other support personnel • Students can practise reading the radio broadcast
e About 1,000,000 (one million) people lost their homes. aloud. The text is on page 105 of the Student’s Books.
f Most of Haiti’s communication and transport systems
• Students can complete the activities on pages 53-54
had been damaged in the earthquake, essential services
of their Workbooks.
like electricity and water and hospitals has also been
damaged and this made rescue efforts difficult.

58 Unit 8 – Have you read the news?

 Answers to
Workbook activities WB
pp. 53-54 Lesson 2
1
a) the value of a country’s money compared with
SB pp. 68-69
the value of another country’s money ➝ exchange rates
b) to put a radio or TV programme on air ➝ to broadcast
c) to use a machine to produce words and pictures on
paper ➝ to print
d) a report of a person’s death in a newspaper ➝ obituary Before you read
e) a picture, song or film that tries to make people buy
a product ➝ advertisement Help the students prepare for the next text by
reading the dictionary definition of the word
2 a) The final of the 2010 African Cup of Nations will be
 ‘horoscope’ and discussing the questions.
broadcast live on national television.
b) Millions of people still enjoy reading printed
information in newspapers. Others prefer to read
the news online. Let’s find out
c) Good readers guess the contents of articles in
newspapers just by reading the headlines.
d) People can inform the public of their parents’ deaths
through obituaries. Most of the time they can be found ➊ Tell the students to find their star signs and to read
in the last few pages of a newspaper. their horoscopes silently. Then ask a few students to
e) Children enjoy watching cartoons on TV. volunteer to read their horoscopes aloud. Ask a few
f) A: I’m going to Nigeria next week. Do you know what questions to see how much the students understand.
the exchange rate is? Then play the podcast or read the text and let
B: The what? the students listen to the horoscopes for all the star
A: I mean how many Naira will I get for 10,000 CFA? signs.
 B: More than 3,000 Naira I think. Ask the students to identify words in the horoscope
that are used to give advice to people who read
3 Answers will vary. For example: the horoscopes. You can then revise the use of
a) I often/never/sometimes/always watch sports modal verbs at this stage. Refer to the Grammar
programmes. check on page 75.
b) I watch the news every day/once a week./
I don’t often watch the news.
c) I often/never/sometimes/always watch
documentaries. Let’s practise
d) I often/never/sometimes/always watch films./
I don’t often watch films.

4 The answers are upside down.

➋ Play the podcast or read the names of the star
signs aloud to the students, paying attention to the
stressed syllables in each name. Then give them time
to practise saying the names correctly.
Answers
Aries, Virgo, Capricorn, Gemini, Scorpio, Pisces,
Taurus, Libra, Aquarius, Cancer, Sagittarius, Leo

➌ Students work in pairs and answer the questions.

Answers
a October 15: Libra
December 3: Sagittarius
May 5: Taurus
January 21: Aquarius
February 18: Aquarius
May 31: Gemini
June 21: Gemini
November 5: Scorpio
b Please refer to the horoscopes in the Student’s Book
for these answers.

Have you read the news? – Unit 8 59

c Some of the general sort of advice that is given in this
horoscope is: Don’t spend money on things you don’t EXTRA ACTIVITIES
need, Don’t be afraid of new things, get exercise, finish • Dictate one of the horoscopes from the reading
things you have started, ask for help, stay calm, listen to text or write an incomplete horoscope on the
what other people tell you, be patient, eat healthy food, board and let the students listen and complete it.
relax, accept changes in your life, work hard • Let the students read the horoscopes again
d Personal answers. Encourage the students to give and copy down three sentences that they think
reasons for their answers. give good advice for anybody at any time. (For
example: Don’t spend money on things that you
➍ Students rewrite the sentences correctly using do not need. Don’t be afraid to try something
the correct modal structures. You could read the new. Finish off things you have started.) You could
sentences aloud with the students first and ask them make a poster of good advice for the classroom.
to correct the sentences orally. They could then Each student could write his or her best piece
complete the written activity as a homework task. of advice on a strip of paper and stick it on the
Answers poster. Students could take turns every day to give
a You should relax./You need to relax. a piece of advice like this.
b He must work very hard. • Students can complete the activities on pages 55-56
c They had better not spend all their money. of their Workbooks.
d We should take more exercise.
e I must get some help.
f She may get a nice surprise this week!/She may be
getting a nice surprise this week! Answers to WB
Don’t worry. Things will get better.
g  Workbook activities pp. 55-56
h She might be feeling a bit tired today.
1 a) to forecast ➝ to predict, to get better ➝ to improve
➎ Students choose the correct modal verbs for each b) January and February
sentence. c) (Personal answer)
d) to do your best ➝ to do something as well as you can
Answers e) They should relax.
a You (can/may) be lucky this week! f) January, October, experience, necessary.
b He (better to/had better) finish his work before g) Don’t worry! Everything will be fine. You should not
the teacher comes. be afraid to say what your point of view is.
c She (ought to/ought) be careful with her money.
d The play (should not/may not) be very exciting. a)
2 You should/had better/must/ought to not spend all
e You (should/must) watch the news every day. your money this month.
b) Sally’s behaviour is very strange these days. I think
she may/might be taking drugs.
➏ Students work in pairs to complete and practise c) A: Do you know where your sister is?
the dialogue.
 B: I’m sorry, I don’t know. She may/could be at
Answers the club.
A: When is your birthday? d) A: Dad, a man at the door wants to see you.
B: It’s on the 12th of April. B: Do you know him?
A: So your star sign is Aries? A: No, I don’t. He may/could be the man you talked to
B: That’s right. What does my horoscope say? on the phone last night.
A: It says you may experience financial problems and e) A: Is Amina coming to Naomi’s birthday party
that your shouldn’t spend money on things that you do tomorrow?
not need. B: She may be coming, but I am not sure.
B: Now, what’s your sign of the zodiac? f) A: My electricity bills are too high.
A: I was born on [answers will vary], so I’m [answers B: You must do everything possible to reduce your
will vary] electricity consumption.
B: OK. Your horoscope says [answers will vary] Do you g) A: I apologize for coming late, Sir. I won’t come to
believe in these predictions? school late any more. I promise.
A: [answers will vary] B: I will accept your excuse this time, but you often come
to school late. You must/had better stop doing this.
a)
3 For Cancerians, people born between 22 June and
Let’s communicate 22 July.
b) It will be a boring month and they may feel unhappy.
c) They should try something new, but they should not
do anything foolish.
➐ Students can work in pairs, using the structure of Note: This should be a fun activity, so students can
the dialogue in Activity 6 to guide them. make up any predictions or any pieces of advice, using
ideas they have read and discussed.

60 Unit 8 – Have you read the news?

 ➎ The students work in small groups to discuss and
Lesson 3 make lists of events that are currently in the news.
Bring newspapers to class or ask the students to do
this. Assist with vocabulary as necessary. Students
can choose two or three new items and then say
SB pp. 70-71 what, when, where, how and to whom each event
happened. Each group can then share one news item
with the rest of the class.
This activity prepares students for activity 5.
Let’s find out
Let’s communicate
➊ The students are going to write a short
newspaper article in this lesson. To prepare for this,
they will first read the article about an earthquake
in Indonesia. ➏ This is an oral mini-project for the students
to enjoy and to practise their new language skills.
Let the students read the article by themselves first
They work in groups to make short radio
and then ask them to tell you what it is about in their
programmes about items that interest them.
own words. Then read it to them and explain any
Each group should include at least three short items
words that they do not understand.
in their programme.

➋ Discuss the use of the present perfect tense in ➐ Students use the ideas that they discussed in
some of the sentences. Ask why this tense was used
Activity 3 and write their own news reports for the
in the article and lead the students to explain that
English Club Magazine. Remind them that they need
the report is about events that are not complete.
to report on what happened, when it happened,
More people may still die and relief operations will
where it happened, how it happened and to whom
continue, for example. You could do more revision
it happened.
on this structure at this stage or do it before the
students write their answers to activity 4. Refer to the
Grammar check on page 71.

EXTRA ACTIVITIES

Let’s practise • Students can practise and then present their radio
programmes to other classes or to the English
Club.
• Students can work in groups and make up items
➌ Read the article in detail with the students, using for a monthly English school or class newspaper.
the questions as guidelines.
Different groups can make contributions each
Answers month. This could also be done on a class blog
a It tells us that there was a serious earthquake or website if these have been set up.
somewhere and that many people have died as a result. • Students can complete the activities on pages 57-58
b Probably on the 29th of September 2009. (The article of their Workbooks.
is dated 30th September and the words last night and
Wednesday morning are mentioned.)
c It occurred on Sumatra Island in Indonesia.
d Thousands of people who live on the island.

➍ Students work alone and practise forming

the present perfect tense of verbs. Remind the
students to refer to the Grammar check and to the list
of irregular verbs at the back of their Student’s Books.
Answers
a There have been floods in Mozambique this week.
b She has worked as a reporter for many years.
c It is 6 o’clock. Many students may have gone home
already.
d It’s 8 o’clock. Has the news started yet?
e Have you seen the new advertisement for mobile phones?
f My mother likes to cook but she has not tried this
recipe yet.

Have you read the news? – Unit 8 61

 Answers to
Workbook activities WB TIME TO CHECK
pp. 57-58
SB p. 72
1 Students could work in pairs to solve this puzzle.
Crossword solutions Answers
Across
4 relief
➊ a Do your best! Don’t worry about it!
b Make new plans if necessary.
7 appeal c You may make some new friends.
8 Richter d Be prepared! You may get a surprise!
9 epicentre e What is your point of view?
Down f They have appealed for help.
1 major
2 magnitude
3 disaster
➋ Note: You may want to warn the students that many of
the words are in the plural form.
5 quake a sewn = news
6 struck b tocarons = cartoons
c angeexch sater = exchange rates
2
a) A huge earthquake (struck/has struck) Haiti in d tuaobiries = obituaries
January 2010. e tiseadmentsver = advertisements
b) Has the exchanged rates (changing/changed) a lot f pescirec = recipes
this month? g sropehoco = horoscope
c) I always (watch/watching) the 6 o’clock news. h liheadnes = headlines
d) It’s rather late. Many people may (went/have gone)
home already.
e) Relief operations in the flooded area (haven’t started/
➌ Student A: What’s on TV tonight?
Student B: The news is on at 20:00 (8 p.m.).
didn’t start) yet. Student A: I don’t always watch the news.
f) She (hasn’t read/didn’t read) her horoscope yet What else is there?
this month. Student B: There’s a documentary on at 20:15
(8.15 p.m.). It’s about earthquakes. Or you could
3 a) ADEBOUYER GETS FOUR-MATCH BAN
 watch a programme on modern dancing.
A player by the name of Adebouyer has been banned Student A: No, thanks. But I may/might watch
from playing in four matches. the documentary.
b) DEADLY CRUSH AT TOMBOUCTOU MOSQUE Student B: You had better finish your work first
People have been killed during a crush at a mosque in then! It’s already/almost/nearly eight o’clock.
Tombouctou.
c) MOBILE PHONES GET SMARTER
Mobile phones now have more features/they are able
➍a You should/must stop smoking.
b You should get some exercise./You shouldn’t
to do more things. watch so much television.
d) RAIN DELAYS PLAY c You shouldn’t talk on your phone while you are
The match or game is running late because it was or driving.
has been raining. d You shouldn’t be sad. You should see the dentist.
e You had better start looking then! You should
4 Answers may vary. Here are some suggestions. look in the newspapers.
a) Headline: Thousands affected by California fire./ f You could/should look at the TV guide in the
California fire affects thousands. newspaper.
First paragraph: Los Angeles, October 2011
Huge forest fires and strong winds have swept across
Los Angeles, affecting thousands of people.
➎a Many people may have died in the floods.
b Has the football match begun yet?
Many people have had to leave their homes, offices c Have you read the headlines?
and schools as a result. d I have not seen her for a long time.
b) Headline: Elephants top Group B e The news has already started.
First paragraph: Angola, 15 January 2010 f The Lions have won the match!
In the latest results from the African Cup of Nations
being held in Angola, Côte d’Ivoire has beaten Ghana
3-1. Goals were scored by Gervinho, Tiéné and Drogba.

62 Unit 8 – Have you read the news?

➏ Answers may vary, but here is an example.
Encourage the students to make up a headline PROJECT CORNER
as well.
SB p. 73
Brazil host 2016 Olympic Games!
Rio de Janeiro, Brazil
3 October 2009 Explain to the students that this project has three
main steps and that they will work in groups. They
The Brazilian people are celebrating! are going to write headlines for newspaper reports.
This evening they heard in the news that they
will host the 2016 Olympic Games. PART A
Thousands of people have joined in Students have already done some preparation for
the celebrations on the beaches of Rio de this. They could collect further newspaper reports
Janeiro. The celebrations are expected or make notes about reports they may have read on
to continue all night. the Internet or listened to on the radio. They discuss
in their groups which reports they wish to use.
Then they go back and read the newspaper
headlines in Lesson 1. At this point you may have
another class discussion about what makes a good
EXTRA ACTIVITIES
newspaper headline. Here are some points the
• Students can complete the activities students should consider:
on the CHECK YOUR KNOWLEDGE page (page 59) * Headlines should attract attention and make
of their Workbooks. people want to find out more about an event.
* Headlines should be short – we often leave out
articles and other words that are not so important in
sentences
* Headlines sometimes play with words – they
use words that have more than one meaning (For
Answers to example: Giants class (this could refer to successful
WB
Workbook activities p. 59 football teams who are playing a match).
* Headlines are always in big letters and often in
capital letters.
1
Note: The students should try and read this short
text by themselves before answering the questions. PART B
You could also set this as a comprehension text,
Students draft and then improve their headlines.
adding more questions and marks.
b a) False. There were two aftershocks.
PART C
b ) False. There have been other earthquakes in Haiti
Students write their headlines on the board or on
before.
pieces of paper or cardboard and present them to
c) False. Hundreds of thousands of people have been
the rest of the class.
affected.
The class can then assess the headlines by voting for
d) True.
the best headlines.
2 Students use the given model to write their own Here are some things they could consider when they

vote:
dialogues. They do not have to follow the structure
• Which headline attracted more attention?
of the model exactly.
• Which headline was more meaningful?
• Which headline was easier to understand?

Have you read the news? – Unit 8 63

 Unit

Education is the key

9
Lesson 1
SB pp. 74-75

UNIT SUMMARY Warm up

TOPICS This unit focuses on education and the education of
women in particular. You could begin by playing/singing
Modern education, careers and employment, gender.
a song to the students about women’s education or
INTERDISCIPLINARY LINKS women’s rights. If you have access to the Internet, you
could download song lyrics for the students to read or
History, Civics.
listen to, for example: You don’t own me by Lesley Gore,
SKILLS I am woman by Helen Reddy, Respect by Aretha Franklin.
The following website is comprehensive and easy to
Listening: speech, article.
access: www.lyrics.com.
Speaking: discuss graphs, tables and photographs,
ask and answer questions, class debate.
Reading: tables, graphs, magazine articles.
Writing: word definitions, comparisons, short
article expressing point of view. Let’s find out
Functions/Notions
Ask for and give information. ➊ The students discuss the photographs, read
Make comparisons: similarities and differences. the captions and explain what the graph and table
Debate and express opinions. show. Encourage the students to talk freely and
Give reasons. don’t correct grammar at this stage.
Express agreement, disagreement, approval. You could also divide the class into four groups.
Let them look at the photographs, the table and
GRAMMAR
the graph and ask each other questions about them.
Use more/fewer/less than to make comparisons. Then ask each group to report back to the class
Revise comparative and superlative forms. and say which item they thought was the most
Use both… and, while to make comparisons. interesting. What did they learn about women?
Use suffixes to make new words (-or, -er, -ist). Then proceed with a class discussion, introducing
Simple past and present perfect tenses. vocabulary as necessary.
Understand different meanings of have. Make sure the students can pronounce the plural
form women which is /wImIn/ (not /wυmən/).
PHONOLOGY
Produce correct intonation patterns in questions. Answers
Recognising stress as a way of indicating Here are some ideas that you could elicit from the students.
information units. The photograph of the doctor: Doctors examine patients
in clinics and hospitals. There are many women doctors
VOCABULARY today. Women can be good doctors.
Words: army, both, chores, doctor, each, everyone, The photograph of the policewoman: Women are part
expertise, founder, member of parliament, of the police force. They perform the same duties as men.
reconciliation, retired, speaker, speech, policewoman. They wear uniforms and carry guns.
Verbs: to achieve, to behave, to be submissive, to The table about women in parliament: In Côte d'Ivoire
defeat, to depend on, to empower, to encourage, there are 18 women in parliament. South Africa has
to exploit, to understand. 400 seats in parliament. Rwanda has a high percentage of
Expressions: Don’t give up! Every single one of you... women in parliament.
How are you doing? No matter what... to have Note: In activity 2 the students will focus on this table in
something to offer, to be involved in something. more detail and make comparisons.
The graph about women in tertiary education: By 2007
PREPARATION
more than 25% of women around the world were registered
You will need: for tertiary education. The number of women in tertiary
– Student’s Book pages 74-81. education has more than doubled since 1980.
– Workbook pages 60-66.
– PC/laptop with Internet access, if available.
– Map of Africa.

64 Unit 9 – Education is the key

 Answers
Let’s practise a Barack Obama, President of the United States
b to a group of students
c The importance of education for all students, both
boys and girls.
➋ Teach the use of more than, fewer than and less d We are responsible for ourselves.
than. The students need to know that we use less
with uncountable nouns and fewer with countable e Personal answers.
nouns. Then revise comparative and superlative
forms. Refer to the Grammar check.
The students then work in pairs to compare the number
of women in parliament in different countries as shown Let’s communicate
on the table on page 74 of the Student’s Book.

➌ The students have written definitions before, so they ➎ The students write down five questions that
should be able to manage this activity without much they would like to ask the speaker, based on the
help. Encourage them to consult dictionaries if these are information he have in this speech.
available. They can also refer to the Grammar check.
Answers
Answers
Here are some examples of questions the students might
a A person who invents something. want to ask:
 A person who is part of an army and who sometimes
b -How did you discover what you had to offer?
fights in wars. -Where were you educated?
c A person who makes a speech. -What was the most interesting part of your education?
 A person who collects information and writes in a
d -Did you always work hard or did you have fun sometimes too?
newspaper. -What kind of education do you need to become President?
e A person who repairs cars. -Should women and men get the same education?
f A person who works with electricity and electrical
appliances.
g A person who specialises in the law and advises other
people on how the law works.
h A person who is elected to represent other people in
parliament.
i A person who cultivates land or raises animals for meat. EXTRA ACTIVITIES
j A person who presents a news show on television, • Students can read Barack Obama’s speech aloud,
radio or the Internet. following the intonation patterns they have heard.
They should try to use expression in their voices
➍ Let the students identify Barack Obama in the and also pause at the right times. They could work
photograph before they listen to one of his speeches. in groups, with each student focussing on one
This speech is about the importance of education. Play paragraph.
the podcast or read the speech once. The students
• Give the students additional information to
should not read the text at this stage. Then read the
compare. Use a simple graph or table of dates
questions in activity 4. This will help the students to
and numbers from a Mathematics, Geography
know what they need to listen for. Discuss the words
or Economics textbook, translated into English,
in MY WORD BANK and help the students to work out
and let them write sentences comparing
what the expressions in the USEFUL PHRASES box mean.
the information. Alternatively, they could compare
the contents, prices and quality of boxes of
Let the students listen to the speech again if biscuits, boxes of tea or whatever is available.
necessary before they discuss and answer the questions. They could also write sentences about the tertiary
Find out what they know about Barack Obama. education graph on page 74 of their Student’s Books.
Here are a few key facts.
• Students can complete the activities on pages 60-61
of their Workbooks.
Barack Obama
◗ Born: 4 August 1961, Hawaii
◗ Married: to Michelle Obama
◗ Became the 44th and first African
American President of the United States
in January 2009
◗ Belongs to the Democratic Party
◗ Educated at Columbia and Harvard Universities
◗ Was an attorney (lawyer) and senator
before he became President

Education is the key – Unit 9 65

 Answers to
Workbook activities WB
pp. 60-61 Lesson 2
1 a) a person who defends people in court ➝ lawyer
SB pp. 76-77
b) a person who is a member of an army ➝ soldier
c) a person who is elected to make the country’s laws
➝ member of parliament
d) a person who puts out fires ➝ firefighter Before you read
e) a person who builds and repairs roads, bridges or
machines ➝ engineer The students discuss and answer the questions
f) a person who designs buildings ➝ architect as a preparation for the reading activity that follows.
g) a person who makes a profit by buying and selling A map of Africa would be useful for this discussion.
goods ➝ trader
Answers
2 Answers will vary; here are some model answers.
 a For example: Liberia is in West Africa, to the southeast
An electrician: a person who works with electricity and of Senegal. It lies west/southwest of the Côte d’Ivoire,
electrical equipment. along the Atlantic coast.
A carpenter: a person who makes and repairs wooden Kenya is in East Africa, south of Ethiopia and north
things. of Tanzania. The Indian Ocean is to the east and Uganda
A farmer: a person who grows food or raises animals in is to the west of Kenya.
order to sell the products. b Liberia: English (It’s the official language. Other
A builder: a person who makes or repairs buildings. commonly used languages are Kreyol, Bassa and Vai.)
A nurse: a person who cares for/looks after sick people. Kenya: Swahili, English (These are both official
languages in Kenya. Many other languages are also
3 Answers will vary. You could do this as a whole-class
 spoken, like Masaai and Kikuyu, for example.)
activity too. c It is an international prize awarded every year in
Sweden for advances and achievements in science
4 a) Vase A has more flowers than vase B. Vase B has
 and culture. There are prizes for physics, chemistry,
fewer flowers than vase A. economics, physiology/medicine, literature and peace.
b) There are more students in Grade 5A than in Grade Recipients get a diploma, a gold medal and a generous
5B. There are fewer students in Grade 5B than in Grade financial reward.
5A. d Ellen Sirleaf Johnson and Wangari Maathai.
5
a) A: Which country has the most women in parliament?
B: I think it’s South Africa.
A: That’s right. But Rwanda has a higher percentage of Let’s find out
women in parliament.
B: And the UK has a lower percentage of women in
parliament than Senegal.
A: Yes, but there are fewer women in parliament in ➊ Play the podcast or read the text and let the
students follow in their textbooks. Ask a few
Senegal because the total number of seats is smaller.
general questions to test if the students have
understood the gist of the text, for example:
b) A: What’s the highest mountain in Africa?
Who are Ellen Sirleaf Johnson and Wangari Maathai?
B: I know that. Kilimanjaro is the highest mountain in
Are they educated women? What have they each
Africa.
achieved?
A: How about rivers? What’s the longest river in Africa?
Let the students ask questions about words they do
B: I think the Congo River is the longest on the continent.
not understand.
A: That’s not true. The Congo River is probably the
Explain the words in MY WORD BANK and USEFUL
most powerful river, but it’s not the longest. Have you
PHRASES.
ever heard of the Nile River?
In order to help the students understand this text
B: Yes.
in detail, you could then focus on the verb tenses
A: It’s the longest river in Africa. It’s more than 6650 km
used in the article, especially the simple past and
long.
present perfect tenses (which are also the focus
of the Grammar check in this lesson.) Pick out a
few sentences and ask questions to help the students
understand how the verbs have been used, for example:
She has empowered women to plant millions of
trees…
(Does this mean that her work is done, or that her
work continues?)

66 Unit 9 – Education is the key

Ellen Sirleaf Johnson has held important positions… Kenya / Liberia / to be born
(Did she hold these positions in the past? Does she to win / Nobel Prize / to become / Head of State of Liberia
hold one now? Will she perhaps hold an important
Answers
position in the future?)
Here are some examples.
Her experience has helped Liberia…
Both Wangari Maathai and Ellen Sirleaf Johnson encouraged
(Is her work finished?)
other women.
They specialized in fields…
Both Wangari Maathai and Ellen Sirleaf Johnson had to
(What time in their lives does this refer to?)
fight against opposition.
Educate a woman, and you educate a whole nation.
Both Wangari Maathai and Ellen Sirleaf Johnson
(Is this a statement that is always true? Is it
specialised in fields where there were few women.
something that happened in the past?)
Both Wangari Maathai and Ellen Sirleaf Johnson involved
local communities in their work.
While Wangari Maathai was born in Kenya, Ellen Sirleaf
Let’s practise Johnson was born in Liberia.
While Ellen Sirleaf Johnson became Head of State, Wangari
Maathai won the Nobel Peace Prize.

➋ Read and discuss which words will complete each

sentence in a way that is true and grammatically
correct. Let’s communicate
Answers
a Wangari Maathai and Ellen Sirleaf Johnson are good
examples of well-educated African women who have ➏ The students complete the paragraphs by choosing
helped their countries. the correct verbs.
b ‘Educate a woman, and you educate a whole nation’
Answers
means: If women are educated they will help other
a The people of Liberia (have elected/elected) Ellen
people in their country to become educated as well.
Sirleaf Johnson when she was 67 years old. This
grandmother, who (was studying/studied) economics
➌ Play the podcast or read the questions aloud to and finance, (has had/have) important positions at
the students, paying attention to rising and falling places like the United Nations and the World Bank.
intonation and the key words that need to be b Wangari Maathai (has been/was) born in Kenya.
stressed in order to get the correct answers. She (was/has empowered) women to plant millions
Then let the students practise asking the questions. of trees in Kenya and to look after the environment.
They can answer them as well. In 2004 she (has won/won) the Nobel Prize for Peace.
Where are Liberia and Kenya?
Do they speak English in Kenya?
When did Wangari Maathai win the Nobel Prize?
What has she achieved?
She was the President, wasn’t she?
EXTRA ACTIVITIES
Why did she study economics?
• Dictate a few sentences from the text. Try to
➍ The students work in pairs to ask and answer include examples of the present perfect tense
questions. Students should know how to form in the sentences you choose.
the simple past and present perfect tenses by now • Vocabulary building: let the students make nouns
but knowing when to use each tense requires a lot using the suffix -ist. This suffix is often used
of practice. Refer to the Grammar check and remind to describe jobs or the work that people do,
the students that the present perfect connects for example: zoologist, economist, conservationist,
the past and the present. pianist, physicist, chemist, pharmacist, dentist.
• The students can write out the questions and
➎ Discuss the example sentences with the students answers that they made in activity 4.
which show how to make comparisons using both…
• Students can complete the activities
and and while. The structures are easy to use, so no
on pages 62-63 of their Workbooks.
Grammar check has been provided. If you think
the students need more support, write some key
words on the board for them to use in the comparisons,
for example:
Wangari Maathai / Ellen Johnson:
to encourage others
to fight / strong opposition
to specialise / fields where there were few women
to involve / local communities

Education is the key – Unit 9 67

 Answers to
Workbook activities WB
pp. 62-63 Lesson 3
1 a) to seek
SB pp. 78-79
b) expertise
c) to achieve
d) to encourage
e) reconciliation
f) to specialize Let’s find out
2 a) He’s one of the founders of the language institute.

He helped to set up in institute 10 years ago.
b) She has been involved in politics all her life.
➊ The students are going to write a short article
in which they express their views on the education
c) Don’t give up! of women. Before they read this article, ask the
d) He has great expertise in the field of computer students to list the traditional roles of women and
science. then to add as many modern roles as possible to the
e) Many members of the community think the new list, for example:
mayor has achieved great things in the commune Traditional: give birth, look after children, prepare
in a relatively short time. food, grow food, do housework.
Modern: engineers, doctors, policewomen,
3 A: When did Wangari Maathai win the Nobel Peace Prize? politicians, writers (and so on).
B: She won it in 2004. Read the article with the students, or let them read it
A: Where did she receive the prize? silently first and then read it with them. Make sure
B: She received it in Oslo. the students understand the words in MY WORD BANK.
A: What did she do to win the prize? Find out what the students know about Aminata
B: She founded the Green Belt Movement. Sow Fall.
A: Is that all?
B: No. She has encouraged Kenyan women to plant
trees to fight desertification. And she has not given up Fatou Keïta Fact file
yet!
◗ Born: 1955, Soubré, Côte d'Ivoire
4 a) Their father has a nice car. ➝ possession
b) She has to live with her grandmother. ➝ obligation ◗ Writes in French.
c) Their grandparents have many large farms in ◗ Work as a teacher in English literature at the
the south. ➝ possession University of Cocody in Abidjan.
d) They had to sell the house to survive. ➝ obligation ◗ Some of books published:
Le Petit Garçon bleu, La Voleuse de sourires,
5
a) Ellen Sirleaf Johnson has worked hard to achieve Rebelle, Et l’autre se leva…
reconciliation.
b) She has had to fight against the opposition.
c) She has lived with her grandmother for 5 years.
d) They have had to sell their house in order to survive.

6 a) Does she have to live with her grandmother? Let’s practise

b) Has she achieved a lot for her country?
c) Who planted all these trees?
d) Has she worked with the local communities? ➋ Discuss the statements with the students and
give them a chance to express their opinions,
7
a) ‘George Weah has not won the presidential based on the article they have read and their own
election!’ the radio station announced. knowledge and experience. They should also try to
b) Some governments have not understood give reasons for their answers.
the importance of education.
c) She has not held important positions in ➌ Students work in pairs and practise stating
the government. their opinions using the given introductory phrases.
d) ‘Don’t give up!’ she shouted. Make sure the students understand these.
You could perhaps state your own opinion, using
these ‘signposting’ or introductory words, as a
model for the students. Each pair of students can
then state some of their ideas for the whole class.

68 Unit 9 – Education is the key

➍ The students consolidate the new language they EXTRA ACTIVITIES
have learnt by copying and completing the sentences
correctly in their exercise books. • Students can edit and improve the paragraphs
that they wrote, after they have participated in
Answers the class debate (which may give them new ideas).
a Women still have to do most of the chores in the home.
b Young women do not believe they should be • Students can complete the activities on pages 64-65
submissive to their husbands or to their husband’s of their Workbooks.
families.
c Modern women do not depend on men to be
successful.
d Do some men still exploit their wives and daughters?
e Some older people still believe that women should
behave in a submissive way towards men.

➎ Arrange a formal debate in class about the education

of women. Select or ask some students to volunteer
to make short presentations in which they give their
views. Try to get them to express different points of Answers to
WB
view about the given statements. Then let the class Workbook activities pp. 64-65
vote. They can vote for the best speaker, or the point
of view that they support. A good speaker should be
1 a) raise
able to convince them of a point of view.
b) be submissive
c) exploit
d) chores
Let’s communicate e) depend on
f) husband
g) behave
h) wife
➏ The students then write their own articles,
consisting of four short paragraphs. Read through 
2 In African cultures and traditions, women, specially
the Writing tips on page 79 of the Student’s Book uneducated women, tend to be submissive to their
to remind the students that writing is a process and men. Husbands should not exploit their wives, because
that good writing needs to be planned. A simple they are not slaves. Men should help their wives with
writing plan is given in the list of Writing tips. the chores at home. They should also help them to
Answers educate the children. Women no longer need to depend
Here is an example of what the students could write. on their husbands to provide food and shelter for the
Paragraph 1: Education is essential for both men and family.
women in the modern world. The view that a woman’s only
real task is to look after the house and the children is old- 3 Answers may vary. Students should use dictionaries for

fashioned and I disagree with it completely. this exercise.
Paragraph 2: Most women today need to work in order to A magistrate: A person who judges less serious crimes
help support their families. They also enjoy working and in a court of law.
being more independent. But to find good jobs, they need to A businesswoman: A woman who runs her own
have skills and knowledge. They therefore need an education. business.
Paragraph 3: While men assist in the education of their A professor: A man or woman who teaches at a
children, women still play a very important role in their university. (Not a school teacher.)
education. Women need to understand what their children A writer: A person who writes books or articles and
are learning at school, so that they can support them. makes money from doing this work.
It is difficult to do this if you do not have a good education.
Paragraph 4: It is therefore clear that if women do not a)
4 She was born in 1917 in Allahabad in Uttar Pradesh
receive a good education, they will not find good jobs. in India.
They may also find it difficult to help educate their children b) She created a group called the ‘Brigade of Monkeys’.
for life in the modern world. c) She studied in England and Switzerland after she
finished school.
d) They were sent to prison.
e) She was Minister of Information and Communication,
Prime Minister of India and chairperson of the Congress
Party.
f) She was assassinated in 1984.

Education is the key – Unit 9 69

 ➏a
TIME TO CHECK b
We have wonderful children.
They have succeeded in encouraging other women.
c She had a good time yesterday.
SB p. 80 d What did you have to do?
e Both women have had to work very hard in the past.
f Local people have to be involved in their
Answers communities.
➊ a lawyer g Have you seen the latest enrolment figures?
b teacher h She has encouraged many women to study
c writer engineering and economics.
d economist
e inventor ➐ Here are some examples.
f speaker Both Nadine Gordimer and Doris Lessing are
g politician writers.
h driver Both Nadine Gordimer and Doris Lessing won/have
i cook won the Nobel Prize for Literature.
While Nadine Gordimer was born in South Africa,
➋ encourage, chores, defeat, behave, exploit, join, Doris Lessing was born in Iran.
achieve, reconcile While Nadine Gordimer lives in South Africa,
Doris Lessing lives in the United Kingdom.
➌a Every single one of you has something to offer! While Nadine Gordimer was born in 1923,
b Don’t give up. No matter what happens in your Doris Lessing was born in 1919.
life!
c I believe that men and women can do the same ➑a No, not many women studied these subjects.
jobs. b in 2007
d Communities must be involved in saving c physical aptitude tests
the environment. d No, they don’t.
e They will be military commanders.
➍ a In most countries there are (more/fewer) men than
women in parliament.
b Women have (more/fewer) children now than
they used to.
c There is a (higher/lower) percentage of women in
tertiary education now than there was 10 years ago.
d Women with (higher/lower) levels of education
usually earn (more/less) money. OR
Women with (higher/lower) levels of education
usually earn (more/less) money.

➎ a When did Wangari Maathai win the Nobel Peace

Prize?
b What has Ellen Sirleaf Johnson achieved?
c Who was/is the first African woman Head of state?
d How have they helped their countries?

70 Unit 9 – Education is the key

 Time for FUN
EXTRA ACTIVITIES
• Students can complete the activities
on the CHECK YOUR KNOWLEDGE page (page 66) SB p. 81
of their Workbooks.

➊ The students read the comic strip for fun and

relaxation.

Answers to ➋ Students make copies of the crossword puzzle

WB and then try to solve it. They can work in pairs.
Workbook activities p. 66 Don’t give them the answer until they have had time
to try and work out all the answers. If they really
can’t manage, give them the new word that runs
1 Answers will vary. Students should follow

vertically down the middle of the puzzle as a clue,
the guidelines to complete the process successfully.
and let them try again.
2 Answers will vary. Here is a suggested answer.
 Answers
John: It’s clear that women are more educated these 1
P R E D I C T
days. But now they want to have everything! 2
R E C I P E
Fiona: Yes, that may be true but it is also clear that they
work harder. They have to raise their children, they still
3
O B I T U A R Y
do most of the chores at home and they work outside 4
A D V I C E
the home too. 5
H E A D L I N E
John: Well, I believe/think that women who have 6
N E W S
full-time jobs can’t raise their children properly.
Fiona: I don’t agree/disagree! I think they can. And fathers
7
E A R T H Q U A K E
should support them/help to raise the children too. 8
R A D I O
9
F O E E C A S T

Education is the key – Unit 9 71

 Unit

Travel broadens our mind

10
Lesson 1
SB pp. 82-83

UNIT SUMMARY Warm up

TOPICS The focus in this unit is on travel and education. Start by
discussing the meaning of the title of this unit. Then you
Tourism, education, city life.
could let the students revise names of countries and places
in English. The students could play a game as a class or
INTERDISCIPLINARY LINKS
in groups. Call out a letter of the alphabet and let the students
History, Geography. write down the names of as many countries as they can that
begin with that letter. You could also limit the countries to
SKILLS a continent. Here are some letters you could use:
Listening: poem, different types of sentences, – S (for example: Senegal, South Africa, Sudan, Somalia,
dialogue. Sweden);
Speaking: discussion, quiz, reading aloud, dialogue. – M (for example: Mali, Malawi, Macedonia, Mongolia,
Reading: dialogue, travel blog. Monaco);
Writing: travel blog, letter/email. – B (for example: Bolivia, Brazil, Bulgaria, Benin,
Botswana);
Functions/Notions – C (for example: Côte d’Ivoire, Cameroon, Chad, Cape
Express opinions and feelings. Verde, Canada, China).
Give advice.
Compile and ask questions.
Use greetings, expressions of welcome and leave
taking. Let’s find out
Give reasons.

GRAMMAR
➊ Discuss what each student in the picture is saying.
Revise question forms.
Formal questions with would.
Revise verb tenses.
Revise past tense forms. Let’s practise
PHONOLOGY
Producing and recognising intonation patterns.
➋ Let the students make some suggestions.
Discuss and explain the words in MY WORD BANK.
VOCABULARY
Answers
Words: abroad, accent, blog, customs, empire,
fluent, general knowledge, privacy, refreshments, Here are some ideas about where the students could go.
rude, Underground. ‘to meet people from many cultures’: The United States,
Verbs: to be ashamed, to broaden (your mind), any big city.
to clothe, to come back, to improve, to make ‘to improve my English’: South Africa, Kenya,
friends, to make out. Botswana, Uganda, Tanzania, New Zealand, Australia.
Expressions: at one stage, common values, ‘to learn about English customs and traditions’: England.
of course, reality set in, so far, to share your ‘to learn about old African empires’: Mali, Zimbabwe,
experience, to do your best, What was it like? Zanzibar, Ethiopia, Egypt.
What do you mean? ‘to study film production’: Senegal, South Africa,
The United States, The United Kingdom, France, Italy,
PREPARATION Sweden, Australia.
You will need: ‘to study renaissance art’: France, Italy.
– Student’s Book pages 82-89.
– Workbook pages 67-73. ➌ The students work in groups to compile and run
– PC/laptop with Internet access, if available. a general knowledge quiz in class in order to practise
– A map of the world, an atlas, history and question forms and vocabulary relating to people
geography text books. and places. They can draw on their knowledge of
History and Geography, use their school textbooks

72 Unit 10 – Travel broadens our mind

and consult their History and Geography teachers for
EXTRA ACTIVITIES
help. You should work out with them how the quiz
will be organised and how points will be scored. • If the students enjoyed the quiz, allow time for another
Answers quiz. This time, ask each student to make up and write
down five questions to ask the rest of the class.
Students can ask any questions relating to History or
Geography. • Revise question forms with the students if you feel
this is necessary. For example ask them to make
three different questions about the Taj Mahal:
➍ Play the podcast or read each sentences aloud
Where is the Taj Mahal? Does the Taj Mahal have
to the students, paying particular attention to
the correct intonation needed for the different a wall around it? The Taj Mahal is in India, isn’t it?
sentences types. The sentences are on page 105 of • Students can complete the activities on pages 67-68
the Student’s Books. Let the students identify each of their Workbooks.
sentence type and then let them practise saying
each sentence with the same intonation.
Answers Answers to WB
a In which country can one see pyramids? - question Workbook activities pp. 67-68
b She had the most wonderful trip to Uganda! -
exclamation
1
Ben: They say that travel broadens your mind.
c I am not sure if I want to leave my country to study
Ellen: Yes, it does. You meet people from different
in another country. - statement
countries and you learn about different traditions
d Travel really broadens your mind! exclamation
and customs.
e Do you know anything about living in Canada? -
Ben: It must improve your general knowledge too.
question
Ellen: Yes, of course.
f I am going to broaden my mind by reading. -
Ben: But your general knowledge is very good.
statement
Have you travelled a lot?
Ellen: No, not really, but I read a lot.
➎ Play the podcast or read the short poem to the
students. They should only listen at this stage, not
read. Then let them copy the incomplete poem into 2 Verbs Nouns
their exercise books before listening to the poem improve improvement
again and completing the gaps in the poem. Let produce product, production
them listen a third time to check their work. study study
know knowledge
Answers clothe clothes, clothing
Dry your tears, Africa! return return
Your children will come back to you
a) Emily has made progress in her school work,
their hands full of presents
but there is still room for improvement.
and their hearts full of love.
b) His knowledge of African traditions and cultures
They return to clothe you
is impressive.
in their dreams and their hopes.
c) The study of African languages has shown some
very interesting things.
d) The production and sale of oil have made Nigeria
Let’s communicate a very rich country.

3 a) noun / b) verb / c) noun / d) noun

➏ Finally, ask the students to read aloud what they 4 Answers will vary. Here are some examples.
have written. The students could also learn this a) study
poem by heart and recite it in class. They should use noun: The study of plants is called botany.
gestures and change the tone and intonation of verb: My grandfather studied Latin and Greek when
their voices in order to enhance the meaning of the he was at school.
poem. b) visit
noun: I am planning a visit to Egypt next year.
➐ Students write five sentences about places that verb: We are going to visit my aunt in New York next
they would like to visit. They must say why they month.
want to visit these places. Let the students share
their dreams and ideas with the rest of the class. You 5 Answers will vary. Here are some examples.
could perhaps make a list of the most popular places a) I would like to cross the Sahara desert on a camel/
that the students want to visit. in a 4 by 4 vehicle.
b) I want to visit the Grand Canyon in a helicopter.
c) I would like to climb Mount Kilimanjaro on foot.

Travel broadens our mind – Unit 10 73

 g What helped Mobio when he went to the US?

Lesson 2 – The education he received at home and at school

in Côte d'Ivoire.
– His ability to read and write English.
– Both answers.
h What is going to happen after the talk with Mobio?
SB pp. 84-85
– Mobio is travelling back to the US.
– Everyone is going home.
– The club members are going to have a party.
Answers
Before you read
a for three years (He said he has been abroad for
about three years; since three years is not grammatically
The students work out the meanings of words and correct.)
expressions they will come across in the dialogue b no, he wasn't (He could not have a fluent
that follows. The sentences provide context clues conversation with Americans when he arrived there,
but students could also look the words up in a although he could read and write English quite well.)
dictionary. c no, he hasn't (He says he is happy ‘so far’ and he uses
Answers the present tense and the present perfect tense which
a abroad: a foreign country indicate that he has not completed this stage in his life:
b fluent: easy, accurate ‘I have to respect…’, ‘I have had to adapt…’)
c common values: to feel and think the same about d it develops responsibility.
things, to share values e have similarities and differences.
d refreshments: drinks and snacks f studying management in the USA.
g Both answers.
h The club members are going to have a party. (We are
not told that Mobio is going to travel back to the US.
Let’s find out But all the guests are invited to watch the dancers
and to have refreshments.)

➌ The students work in pairs to identify the verb

➊ Play the podcast or read the dialogue aloud to tenses in the dialogue. This can be done orally.
the students with as much expression as possible. Let the pairs try this activity first, then check that
Then discuss the list of USEFUL PHRASES and the everyone understands the verbs and why they are
words in MY WORD BANK with the students before used. Students should refer to the Grammar check.
playing or reading the text again. Note that the past continuous tense has not been
Then let the students ask each other questions included because students haven’t been taught this
about the text. They could work in pairs, in groups, tense in this course yet.
or as a class.
There are no new structures in this text, but the text
uses a variety of verb tenses which can be revised
and practised as necessary. Refer to the Grammar
check on page 85 of the Student’s Book.
Let’s communicate
You may also want to revise meanings of the word
one, for example:
I have one sister. (the number 1) ➍ The students work alone and complete
Travelling is part of one’s education. (people in general, the sentences in writing.
your) Answers
One day I am going to go abroad. (at a time in the a She (is loving/loves/will be loving) travelling!
future that is not known) b I (am travelling/will travelling/travel) to the UK
in January next year.
c Please don’t talk to me. I (to study/am studying/am
study).
Let’s practise d My parents (taught/were teaching/teach) me to respect
other cultures.
e We believe that travelling (was/has been/is) part of
one’s education.
➋ Discuss and help the students arrive at the correct
answers to the multiple choice questions.
Ask the students to justify their responses as well,
by quoting from the dialogue.
You could give the students additional questions, for
example:

74 Unit 10 – Travel broadens our mind

EXTRA ACTIVITIES
Answers to
WB
• Dictate a few sentences from the dialogue, Workbook activities pp. 69-70
choosing sentences with different verb tenses.
• Provide additional practice in using the new
1 to respect people’s privacy
words and phrases in this lesson. Give the students
sentences to complete.
to share experiences
For example:
to have a fluent conversation
to travel abroad
1. Use expressions from USEFUL PHRASES to to have common values and practices
complete this dialogue. Then make up your own What was it like?
similar dialogue. to earn money
Emma: Welcome to the club, Mike. Thanks for to tell you the truth
coming. So, tell us, … … … … to visit France? What do you mean?
(Answer: what was it like?)
Mike: It was wonderful to visit places like 2
a) A: Living and studying in the US and Europe must be
Montmartre and the Louvre. difficult for foreign students. How do they manage to
Emma: And did you climb up the Eiffel Tower? survive?
MIKE: Well, to tell … … …, I didn’t! We took B: They look for jobs to earn extra money.
the lift. (Answer: to tell you the truth) A: And what about cultural differences?
Emma: And did you eat good food? 
B: It is difficult to adjust. The first lesson foreign
MIKE: Yes, … … . (Answer: of course) I loved students learn is that they should respect other
the food! people’s privacy.
Emma: Thanks for … … …. with us, Mike! (Answer: 
A: But both cultures have common values and
sharing your experiences) practices, don’t they?
2. Complete these sentences with words from B: You’re quite right. They do.
MY WORD BANK.
a You should travel … if you can. (abroad) b) A: Have you ever been abroad?
b Are you … in French and in English? (fluent) B: Yes. I’ve been to many different places.
c You can’t just arrive at their house. You need to A: And what was it like?
respect people’s … . Phone first. (privacy) B: Oh, I learned a lot about other people.
d My parents would be … if I behaved badly. A: Would you like to live abroad?
(ashamed) B: No. To tell you the truth, I prefer my own country.
e Would you like to join us for some … in the bar? A: What do you mean?
(refreshments) B: I feel more relaxed at home.
• Students can complete the activities on pages 69-70
of their Workbooks. 3
a) ‘How long have you been in France?’ ‘For two years.
I’ve been here since June 2008.’
b) ‘When did you last travel to Africa?’ ‘I went there
about two years ago.’

4 Simple Simple past Future Present

present perfect
He is always He was He will He has
angry. always always be always been
angry. angry. angry.
You behave You You will You have
very badly. behaved behave very behaved very
very badly. badly. badly.
We meet We met We will We have
many many meet many met many
people. people. people. people.
I adapt I adapted I will adapt I have
to other to other to other adapted
5 cultures. cultures. cultures. to other
cultures.


a) To tell them that you would like to come and visit
them.
b) People may not start with a greeting like ‘Hello, how
are you?’

Travel broadens our mind – Unit 10 75

 before they try this activity in pairs. You could

Lesson 3 brainstorm ideas with the whole class first and

complete a mind map together on the board if you
think the students need more support.
SB pp. 86-87 Answers
Answers will vary, but check that the students have used
sequence words and personal pronouns in their writing.
Let’s find out
EXTRA ACTIVITIES

➊ Make sure the students understand that a travel • Students can write about their own travel
blog is like a diary that someone writes on an experiences and what they have learnt, either
Internet site for friends and family to read. on a class blog or in a school newspaper.
Let them read the text silently first and then ask • The students could pretend that they have visited
a few general questions to see if they have understood one of the places shown in the photographs on page
the gist of the text. Then discuss any vocabulary that 83 of the Student’s Book. They could write an email
the students do not understand and study or a letter to a friend describing why they went to
the USEFUL PHRASES. this place, what they saw and how they felt.
• Students can complete the activities on pages 71-72
of their Workbooks.
Let’s practise

➋ Students can answer the questions about the text Answers to

WB
they have read orally, in pairs or as a class. Workbook activities pp. 71-72
Answers
a four months 1 a) She kept a travel blog throughout the trip to Ghana.
b He felt as if he was on holiday. b) The Underground is a popular means of transport in
c He enjoyed seeing new things and using the London. Thousands of people use it every day.
Underground and the red buses. c) He has a funny accent. I don’t always understand
d He had to settle down and register for college, find a what he is saying.
place to stay and find a part-time job. d) Can you make out what this letter says? I don’t
e He found it difficult to understand some people understand it.
because they spoke differently (with different accents). e) She needs to use most of her time for her studies,
f He adapted to his new environment and made new friends. so she’s looking for a part-time job.
2 a) She said that everything around her was clean

➌ Revise reported speech (statements) if necessary. and beautiful.
Remind the students that if something is always true
or still true at present, we do not need to change b) She complained that many native speakers spoke
the tense of the verb. (See 2a and b.) fast and she couldn’t follow them.
c) She also said that most of the teachers were kind
Answers to foreign students.
a Mobio said that travelling is part of one’s education. d) She also complained that the weather was cold and
b Betty said that she was (or ‘is’) studying at a college in she missed the sun at home a lot.
South Africa. She was (or ‘is’) very happy there.
c Véronique explained that she had been away from 3 a) I would like to join the English Club.
b) What about using the Underground to go downtown?
her home for two years.
c) After settling in, I started working hard to catch up.
d Gondo said that he was becoming fluent in English.
d) At the beginning, everything was fun, nice and
e Mariam said that she did not like the cold weather
but she was getting used to it! exciting. It was like living in a dream world.
e) But sometimes I felt like going back home when
f Our teacher explained that some of the customs were
different but one got used to that. I was faced with problems of racism, loneliness and
cold weather.
f) Yet, on the whole travel (or travelling) broadens
➍ Have an informal class discussion about travel to
people’s mind.
consolidate ideas and new language learnt in this lesson.
4 Note: Students should follow the step-by-step
instructions and treat this writing activity as a process.
Let’s communicate They should first brainstorm some ideas and words,
then create topic sentences for each paragraph that
they wish to write, then draft their composition before
proofreading and correcting it. Other students can
➎ The students are shown how to write their own help with the correcting and editing. For example,
short travel blog. Go through each step with them students could read their essays aloud and ask others
to comment and ask questions or offer suggestions.

76 Unit 10 – Travel broadens our mind

 TIME TO CHECK Answers to
Workbook activities WB
p. 73
SB p. 88
Note: This could be given as a comprehension text. A
suggested marking scheme is given with the answers
Answers below.
➊ to broaden your mind, of course, common values, a) al-Qâhirah [1]
to behave badly, general knowledge, to speak fluently, b) Any of these answers: the great pyramids, mosques,
to be ashamed of, to come back temples, churches, museums, souks. [2]
c) Many people live in Cairo (√) and there are thousands
➋ customs, abroad, blog, rude, language, behaviour, of taxis, buses and cars (√) that hoot all the time (√). [3]
underground, privacy, visit d) It’s a traditional market (√) where one can buy almost
everything (√). [2]
➌ a
A nna: Are you happy in your new school? e) Any three of these: spices, perfumes, gold, silver, carpets,
Mary: Yes, I am now. But at one stage I didn’t like it. brass, copperware, leatherwork, glass, ceramic ware. [3]
b P ete: Do you make friends easily? f) In the modern shopping centres. [1]
John: No, I don’t. It’s difficult to make friends. g) Personal answer. 2 marks for content and 1 mark for
c Cindy: Can you make out what she is saying? correct grammar. [3] [15 marks]
Toni: No, I can’t. She has a strange accent!
d A li: What is/was it like in New York?
Bill: It’s a great place, but it can get very cold.

➍ aThey (is hating/hate/will be hating) travelling! PROJECT CORNER

b She (am travelling/will travelling/will travel) to
Australia next year. SB p. 89
c He (to study/is studying/is study) abroad at
the moment. They are going to make a poster for Women’s Day.
d We (were taught/were teaching/teached) to respect The poster will be about a woman whom they
other cultures. admire. The project is in three parts. In part a,
e I am happy to be home but I (am enjoyed/have the students brainstorm their ideas and do their
enjoyed/was enjoying) studying in the United States. research. In part b, they plan their posters and write
f Travelling (broadening/has broadened) my mind. the draft information. In part c, they present their
finished posters to the class.
➎ When I arrived in Kenya it was like being on a
holiday. At first everything was new and exciting. PART A Help the students to make notes from the
There was a lot to see and to do. Then I had to information that they find. It is not a good idea to
register for college, find a place to stay and find a part- just let them copy information straight from Internet
time job. That was more difficult! It was harder than sites or from books. Making notes will help them to
I thought. I had to do everything for myself. I was understand what they are reading and writing. The
lonely and at one stage I wanted to come home. But chart in the Student’s Book provides simple guidelines
afterwards I started to make friends and I felt happier. about the information that they need to look for.
PART B This part of the project requires the students
➏ aMike said that travelling is part of one’s education to plan and then finalise their posters. They need
and that travel broadens your mind. a good heading and perhaps one key sentence,
b Gondo said that he was studying management in which they can write in big letters. For example:
London and that he was enjoying the course. Michele Obama: Career woman, wife and mother.
c Ama said that her sister had been away from her Photographs or pictures will also help to make the
home for two years. poster more interesting. The poster should have all
d Adou moaned that he did not like the cold key information. If the woman is still alive, students
weather but that he had warm clothes now. will need to use the present perfect tense. More
details can be given in the oral presentations.
➐ Answers will vary. Here are some examples. PART C The students use the poster they have made
a Travelling is always very interesting.
b Last year my aunt travelled on a boat to Antarctica. to make a short presentation to the rest of the class.
c Have you ever visited Mali? They should be able to elaborate on the information
in their posters and state very clearly why they
admire this woman.
EXTRA ACTIVITIES Assessment
• Students can complete the activities Let each student evaluate his or her own work as part of
on the CHECK YOUR KNOWLEDGE the group. Encourage them to be honest and give your
own feedback on what they have achieved as well.

Travel broadens our mind – Unit 10 77

Time for testing
You: Ouch!! It hurts.
Doctor: Are you constipated?
You: Yes, and I feel very cold.
Doctor: Right! Take two of these tablets three times a day with meals.
SB pp. 90-95 You: Thank you very much, Doctor. Goodbye.

1 Testing reading-comprehension skills Task 2

TASK 1 Vocabulary: You: What’s your name?
spy (line 3) = person who keeps a secret watch on the movements Refugee: Steven. Steven Sanko.
of other people and tries to get secret information for someone else; You: How old are you, Steven?
worried (line 6) = anxious, troubled about something; behaving Refugee: I’m going to be twelve next month.
(line 10) = acting, conducting oneself; helpful (line 11) = useful, You: Have you got any brothers?
can help; Pedlar (line 12) = a person who travels about selling Refugee: Yes, one brother. He’s eight.
small articles; password (line 12) = secret code; trade (line 20) = You: Where is he?
occupation, way of making a living; flattened himself (line 34) = Refugee: I don’t know where he is.
leaned against something to make himself as flat as possible; warn You: What about your parents?
(line 41) = inform somebody about a possible danger; roared (line Refugee: They were killed in the war.
48) = shouted, said loudly; mischief (line 52) = wrongdoing, foolish You: Oh, I’m so sorry! Tell me, Steven, how did you become a child soldier?
behavior that can cause trouble Refugee: That’s a long story! I’ll tell you another time.
You: Okay. Come! Let’s watch TV?
TASK 2 Comprehension questions Possible answers Refugee: No, thanks. I’m very tired. I need to sleep.
a. As he knows the drug dealers’ password, he can help identify them in
the primary school. 3• Essay writing Possible answers
b. Because drugs are getting into town and he did not want Sauna to
TASK 1
become involved with drugs.
In the dry season a big bush fire destroyed a village in your arae.
c. No, he isn’t. Because he says it with half a smile. In fact Ali is
As homework, your English teacher asked the class to write an
threatening Sauna.
article about the disaster. Be prepared to read your article to the
d. Because the drug business is a flourishing business, and the dealers would
whole class for editing and publishing in the English Club Magazine.
certainly react very violently if they found a person trying to catch them out.
(10-20 lines)
e. Because Ali is a drug dealer himself.
f. There is a lot of easy money in it. It is a very flourishing business. EVERYTHING GONE UP IN SMOKE!
g. They are talking about the drug problem in town. Twenty houses and five cocoa plantations were completely burned
h. Because he wanted to listen to the sergeant and the headmaster’s down by a bushfire last month in Kouassikro, a village in the centre of
conversation without being seen. Côte d’Ivoire. The fire started on Kouao’s plantation when he forgot
i. It was Ali Mai Tebur, Sauna’s friend. to put out the fire he had made to cook his meal. Some time after
j. I think Sauna was very surprised and even shocked. he had left the plantation for the village, the flames started creeping
through the dry leaves and spread quickly to the nearby cocoa farms.
2 TESTING LANGUAGE USE By night time, the fire had already reached the village. As everybody
Task 1 1. did; 2. came; 3. have; 4. are still looking; 5. Did; 6. Are; was asleep, nobody noticed the smoke. Five families watched their
7. was; 8. cannot; 9. heard; 10. were; 11. Are you houses reduced to ashes. Fortunately there were no human casualties.
Task 2 a. This road is not used very often. But most of the animals were destroyed. Several villagers lost all their
b. How modern languages are learned now/by people? belongings. Children, women and elderly people became homeless in
c. We have been advised… their own village. The whole village was gone. It was worse than in
d. All the matches have been cancelled because of… wartime. The fear of the future was there in the people’s eyes, their
e. My cell phone has been stolen. loud cries and their wild actions. Some villagers were wondering how
to start a new life without any source of income. Others had lost all
f. Where her parents informed?
hope and were calling on the spirits of their ancestors to end their
g. My uncle is worried by…
lives which were no longer worth living.
h. I was approached by…
Everywhere the pain was hard to bear. What could one do to help
i. A local trader has been arrested by the police yesterday.
those old men crying their hearts out? How could we help those hun-
j. Sauna was been seen with…
gry children who were screaming for food? How could we treat those
3 TESTING WRITING SKILLS who got injured in their attempts to escape the fury of the fire?
When will our parents understand the danger of bushfires and learn
1• Dialogue completion Possible answers to avoid such terrible accidents?
TASK 1
You: Good morning, Doctor! TASK 2
Doctor: Good morning. Have a seat, please. What’s wrong with you? Education is one of your basic rights; yet, some parents still refuse to
You: I’ve got a headache. send girls to school. Write a 10-20 line article to persuade them to
Doctor: Oh, I see! You have a headache. Okay, let me take your temperature. change their attitude.
The fever is quite high! How long have you been ill?
You: Since yesterday morning. EDUCATION IS A GIRL’S RIGHT TOO!
Doctor: What did you eat last night? The UN Charter says that “Human beings are born equal in rights and
You: Nothing, Doctor. in duties. Unfortunately this is not always the case in many countries.
Doctor: You should try and eat something. In my country for instance, girls’ rights to modern education is often
You: When I eat something, I vomit. neglected, especially in our villages. There are three main reasons for
Doctor: Don’t worry. I’ll give you something against the vomiting; this situation. First of all, girls are said to be future housewives. Therefore,
but let me check your stomach. Does this hurt? they do not need an education to raise a family. Secondly, many villagers

78 Time for testing

 believe that if they send their daughters to school, they might end up do sums (line 13) = (h) do simple calculations; reward (line 15) =
being pregnant, and this will be a waste of money and time. Finally, girls (e) benefit; be flying planes (line 24) = (d) be a pilot; pleaded with
are usually forced to get married very early so that the bride price their (line 32) = (f) implored, begged.
husbands pay will help arrange and organize their brothers’ marriages.
Perhaps in traditional African societies such reasoning is understood. But Task 2 Comprehension questions Possible answers
nowadays, things have changed. a. She was washing up old bottles.
The values of this modern world are totally different. Women can learn b. He offered to help her.
and have good jobs. In this modern society, women are efficient work- c. No, she didn’t. Because she wanted her son to do his school work first.
ers and can contribute to the progress of the community. We have d. Nyokabi.
women who are presidents of countries, women professors, doctors, e.To see her son recount to her what he had learnt at school, to see him read
chemists and so forth… It is time our parents understood that a girl her some letters and do sums for her small business made her very happy.
is a human being like a boy, and deserves the same right to education, f. He did simple calculations for her.
happiness, security, protection and a better life. g. Because Juliana had well-educated children.
h. No, he wasn’t her only son because the text says in the last sentence
TASK 3 that “she had pleaded with her husband Ngotho to send one son to school”.
On the Environment Day at your school, your English Club has This means that she had other children or sons.
to explain how to get clean water in the villages. Make a poster i. The text means that the woman was so proud of her son Njoroge
to illustrate the different steps of the process of filtering water. that he had become her ‘Pride’.
(10-20 lines) j. Nyobaki thinks city women are luckier than village women because
in the city, all the children can go to school. There are more schools
FILTERING WATER
in the city than in the village, and Nyobaki values modern education
Water is very important for life. We need to drink clean water in order
more than anything else.
to be in good health. In villages, we can get fresh water from the rain,
rivers or wells; but before we consume this water, we must filter it. So
how can you filter water in your villages? PART TWO: LANGUAGE USE
1. You need two average size buckets and a filter.
2. Put one of the buckets on a table. TASK 1
3. Then, pour the water into it, and then put the filter into the full bucket. a. Why did Njoroge’s mother sell old bottles?
4. After that, place the second empty bucket under the table with the b. Where did the old man sell old bottles?
other side of the filter in it. c. Who did Njoroge’s mother want to be like?
5. Leave everything in place until the water from the bucket above is d. How did Njoroge helped his mother in herbusiness?
transferred into the one under the table. e. Why is school very important for the boy’s mother?
6. Finally remove the bucket from under the table, and enjoy a fresh f. How far did we have to walk to go to school?
drink of very clean water. g. How often did she write to her parents?
h. How may of your friends dropped out of school?
TASK 4 i. When did you start primary school?
Which countries have been affected by the Ebola epide- j. How old was my sister when she began school?
mic? How can you avoid catching the disease. (10-20 lines)
TASK 2
Three West African countries have been affected by the Ebola 1. were; 2. put; 3. made; 4. snatched; 5. broke; 6. felt; 7. became;
epidemic: Guinea, Sierra Leone, and Liberia. The disease can only 8. fell; 9. found; 10. saw; 11. run
be spread to other people after the symptoms appear. They are
the following: high fever, headache, diarrhea, vomiting, weakness,
stomachache, lack of appetite, bleeding, joint and muscle aches. PART THREE: WRITING
We must protect ourselves, our families and our community from Choose only ONE of the writing tasks below and do it.
this dangerous disease. If we want to avoid catching Ebola, we
TASK 1
must observe the following rules :
What can you remember of your first day at school. When was that?
– We must always wash our hands with soap;
Did you cry or were you happy to start school? Write an article for the
– We must not shake hands with people;
youth magazine ‘School, Our Future’. (10-20 lines)
– We must always cook our food properly;
– We must go to a health centre anytime we experience the symptoms;
My first day at school was a special day for me.
– We must tell everyone we meet about Ebola so they can be informed;
One morning in September, my mother woke me up earlier than
– We must not touch people with signs of Ebola or patients who
usual. She asked me to bath quickly. I thought we were going to
have died of Ebola;
travel to my village for the first time. But my mother gave me a brand
– We must not touch the vomit, saliva, urine, faeces and blood of
new khaki uniform and a pair of white plastic shoes. I was surprised.
people who have shown signs of Ebola;
She said: “My son, today, you’re going to school.” My heart jumped
– We must not play with monkeys or baboons;
at once and started beating hard when I heard the word “school”.
– We must not eat bush meat or fruit eaten by wild animals.
I became sad. I had to leave Mum and Dad, and my dog. I started cry-
ing. My mother got angry when she saw my tears: “Aren’t you a big boy
LET’S PRACTISE THE BEPC WRITTEN PAPER now? Stop crying or else I’ll call your father”, she said in a loud voice. I
quickly picked up my new school bag, and walked out of the compound
TEST 1 silently with my mother …. .
At the school gate, my Mum gave me a piece of home-made bread,
PART ONE: READING
hugged me and left me. There I was standing, alone, in front of the
1• Comprehension check: school. Should I walk in or run back home? I did not know what to do.
TASK 1 Vocabulary: Then I remembered my mother’s words: “Aren’t you a big boy now?” Of
stored (line 3) = bought (to buy); proud (line 8) = (a) satisfied; course I was a big boy! And I was going to prove it… I walked slowly
recounting (line 11) = (g) telling; delighted (line 12) = (b) full of joy; into the school yard. I could see some boys and girls of my age playing

Time for testing 79

 and laughing happily. What made them so happy? “Maybe this new c. My sister is less/more interested in using Internet than reading books.
world is not bad after all!” I said to myself. d. Reading is less/more interesting than watching TV.
The classroom was very full. Our teacher was a French woman. Her e. I think modern technology makes people more and more lazy.
name was “Soeur Marie Joseph”. She was wearing a long white dress, f. Few people listen to the radio nowadays. They prefer watching TV.
and she had a white headscarf on her head. I did not understand any- g. If you read more English books, you’ll be better at English.
thing when she was speaking. When the bell rang for the ten o’clock h. I don’t know why textbooks are expensive in our country?
break, I felt relieved; I ran back home thinking that was the end of the i. Writing letters and buying stamps are less popular these days.
class. My father took me back to school and explained that school went People use SMS or Emails.
on till afternoon. When I entered the class, everybody was laughing at j. English is easier than to learn French.
me. I still remember that day as if it was yesterday.

Task 2 PART THREE: WRITING

What is more important to you, money or education? Your teacher asked Task 1
you to prepare a presentation on that topic for the next English club You and your friend are discussing the effects of TV in people’s lives.
meeting. (10-20 lines) Write about it to support your position. Your text will be published in
Money and education are important in our modern society. However, your school English Club magazine. (10-20 lines)
which of them is more valuable? Some people think that television has a bad effect on our lives to-
Some people look at money as the only thing that matters in modern day. They believe that TV is spoiling the youth by giving them bad
society. In fact money helps us improve our living conditions. With mon- habits. They point to the type of language they speak, to the clothes
ey we can acquire cars, houses and provide good food for our families. they wear, and to their behavior which is totally different from what
In addition, money helps us to preserve the health care of our families. the parents expect of them. They also argue that television is caus-
It gives respect and honor to those who are rich. ing African families to break up.
However, in my opinion, education is far more important than money. However, in my opinion, we should not forget the positive impact that
First of all, no one can steal your education; but your money can be sto- television has had on our lives. Nowadays, many families cannot spend
len. Basic education, or being able to read and write stays with you for- a day without watching TV. It gives us news from different parts of the
ever. Money cannot stay with you forever. Besides, money makes other world, and helps us in our education. Watching TV is like travelling to
people jealous and causes them to hate and even hurt you. Education, other countries. It makes you learn what you have never dreamed of.
on the other hand, brings you respect and admiration from people. It Besides, television is a great means of entertainment. Who does not
gives you the means to earn money honestly. Education opens our eyes, enjoy watching football matches, Olympic Games, the Cote D’Ivoire
ears, hearts and minds. It shows us how helping others will contribute Beauty Contest, or election campaigns on TV? We all enjoy watching
to our own welfare. Education is a way to become rich and use our traditional dances and songs on the screen. In this way, people living in
money intelligently for a better life for our families and our communities. cities can learn about different cultures , too.
Money can cause many conflicts in this modern world, but education It is true that some TV programmes can have a very negative im-
is the solution to our everyday challenges, as it gives us the power to pact on young people. However, I think that if parents draw up
solve our problems. some rules about watching TV at home, children will obey and
Honestly, I would prefer to be well-educated and to earn a living for which focus only on the educational aspect of television, for it is one of
I am qualified, than to suddenly be rich. I would not know what to do with the most important inventions in today’s world.
this wealth and that would worry me rather than bring me happiness.
Task 2
You have to give a talk about TV or radio programmes at the next Eng-
TEST 2 lish club meeting. Write about your favourite TV or radio programmes.
Say why you like it. Make some suggestions to improve it. (10-20 lines)
PART ONE: READING
1• Comprehension check: The TV programme I prefer is ‘QUI FAIT ÇA? I like this programme be-
TASK 1 Vocabulary: cause it criticizes the bad things in our society. For example the actors
movies (line 6) = films; viewers (line 7) = spectators/TV watchers; range talk about corruption in our police force, and cheating in our national
(line 7) = variety; survey (line 9) = enquiry/research; unusual (line 16) = examinations. They denounce the way some doctors and nurses ask for
strange/not done before; several (line 26) = many/a lot of; glad money before they treat people who go to hospital.
(line 27) = happy/pleased; struggle (line 28) = fight; gambling (line 40) = In addition, that programme makes fun of our politicians who refuse to
playing games of chance for money; allow (line 49) = permit. talk to their opponents when they lose the elections. I really think our
authorities should watch that programme if they want to know what
Task 2 True/False Statements the population thinks of them.
a. F (line 2); b. T (lines 19-21); c. F (line 22); d. F (lines 42-44); Furthermore, ‘QUI FAIT ÇA?’ educates the population. The last episode
e. T (lines 39-41); f. T (lines 37-38); g. T (lines 44-47); h. T (lines 33-34); was about lining up to pay our water and electricity bills. Thanks to the
i. T (lines 29-30); j. T (lines 28-29) programme, people are now lining up at bus stops, lorry stations, post
offices, banks and in other public services. Some bad aspects of our
PART TWO: LANGUAGE USE traditions are disappearing thanks to ‘QUI FAIT ÇA?’
TASK 1 Example: a. knew For me, that programme is so important that it should be on at a time
b. grew up; c. chose; d. finds out; e. isn’t she?; f. doesn’t she?; g. would when people are at home. The scenes should be related to recent events
that people can easily remember, so that they can draw lessons from
TASK 2 what they watch. Finally, I think the actors should be publicly encour-
a. TV or radio, which one is interesting? aged and rewarded if the authorities notice a change in people’s behav-
b. Do you think the effects of cell phones on young people are ior, as a result of that social satire programme.
more negative than the effects of TV?