K INGDO

ITE M
M

HE

OF
THE HAS

JOR
DAN
ON
M
N I
IST

I
RY O AT
F EDUC

Jordan M
ITE
K INGDO
M

‫ﻧﺳ‬
HE

OF
THE HAS

JOR
DAN
ON
M
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‫ﺧﺔ‬
IST I

I
RY O AT
F EDUC

‫ﻗﯾد‬
Grade 12
Semester 1
‫اﻹ‬
Student’s Book
‫ﻋ‬
‫داد‬

Evaluation and Adaptation Committee

Prof. Fawwaz Mohammad Al-Abed Al-Haq (Head)
Dr. Manal Fahed Aburumman (Coordinator)
Prof. Sahail Mahmoud Asassfeh    Dr. Marwan Ali Jarrah   Dr. Hadeel Fakhri Bader
‫واﻟﺗ‬

Publisher: The National Center for Curriculum Development

‫ﺟﮭ‬

The National Center for Curriculum Development is pleased to have your

feedback and comments on this book through the following contact details:
06-5376262 / 237 06-5376266 P.O.Box: 2088 Amman 11941
‫ﯾز‬

@nccdjor [email protected] www.nccd.gov.jo

i
 The Ministry of Education has decided to adopt this book for Jordanian schools in accordance with the
approval of the Higher Council of the National Curriculum Center in its meeting No. 3/2025 on 27/3/2025
and the approval of the Board of Education decision No. 36/2025 in its meeting No. 1/2025 on 30/4/2025
for the 2025/2026 academic year.

© Pearson Education Limited and York Press Ltd. 2025

ISBN: 978-9923-41-946-5

‫ﻧﺳ‬
‫ﺧﺔ‬
The Hashemite Kingdom of Jordan
Deposit number by the National Library Department
(2025/4/1844)

‫ﻗﯾ‬
Primary indexing data for the book
Book title
Prepared by / staff
Publication data
‫دا‬
Jordan High Note, Grade 12: Student’s Book, Semester 1
Jordan National Center for Curriculum Development
Amman: National Center for Curriculum Development, 2025
‫ﻹﻋ‬
Classification number 375.001
Descriptors /Curriculum Development//Courses//Levels of Education/
Edition data First edition

The authors bear full legal responsibility for the content of their work, and this work does not
‫دا د‬

express the opinion of the National Library Department.

Academic arbitration
‫واﻟ ﺗ‬

Prof. Abdallah Ahmad Bani Abdelrahman

The right of Lynda Edwards and Rachael Roberts to be identified as authors of this work has been
‫ﺟﮭ‬

asserted by them in accordance with the Copyright, Designs and Patents Act, 1988.

The publishers would like to thank Rod Fricker for his contribution.

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or
‫ﯾز‬

transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise
without the prior written permission of the Publishers.

First edition (trial): ‫ م‬2025 / 1446

ii
 K INGDO
ITE M
M

HE

OF
THE HAS

JOR
DAN
ON
M
N I
IST

I
RY O AT
F EDUC

K INGDO
ITE M

‫ﻧﺳ‬
M

HE

OF
THE HAS

JOR
Jordan

DAN
‫ﺧﺔ‬ M

ON
N I
IST

I
RY O AT
F EDUC

‫ﻗﯾ‬
‫دا‬
‫ﻹﻋ‬
‫دا د‬

Grade 12
Semester 1
‫واﻟ ﺗ‬
‫ﺟﮭ‬

Student’s Book
‫ﯾز‬

Lynda Edwards | Rachael Roberts

Rod Fricker
 CONTENTS
UNIT GRAMMAR VOCABULARY
01 Identity pp8–9 Continuous and pp4–5 Personality adjectives and fixed
perfect tenses expressions
Active Vocabulary: Compound
adjectives
p6 Personality: idiomatic phrases

‫ﻧﺳ‬
p10 Verbs for thinking and
understanding

‫ﺧﺔ‬
02 On the move pp18–19 Inversion and cleft pp14–15 Verbs of movement, idioms
sentences related to movement, travel verbs
Active Vocabulary: Idioms
p16 Vocabulary related to public
transport

‫ﻗﯾ‬
p20 Phrasal nouns
p23 Adverb-adjective collocations

03 Hard self ‫دا‬

LIFE SKILLS How to make a good decision pp24–25
pp32–33 The Passive pp26–27 Business-related
Pronunciation: Weak pronunciation vocabulary, compound nouns,
‫ﻹﻋ‬
(contracted forms, verb to be in the phrasal verbs
Passive) Active Vocabulary: Compound nouns
p28 Opinion and attitude adjectives,
synonyms for persuade
p30 Vocabulary related to economics
‫دا د‬

p34 Vocabulary related to shopping

04 Tastes pp40–41 Advanced conditional pp36–37 Adjectives to describe food,
structures, Inversion in conditional Partitives
forms Active Vocabulary: Partitives
‫واﻟ ﺗ‬

pp38–39 Verbs related to senses of

eating
p43 Vocabulary related to table
manners
pp44–45 Vocabulary for a restaurant
‫ﺟﮭ‬

review
LIFE SKILLS How to think critically about food choices pp46–47
05 Do your best pp50–51 Modal and related verbs pp48–49 Idioms related to studying,
Pronunciation: Word collocations with attempt and effort,
‫ﯾز‬

stress in sentences with modal verbs verbs + dependent prepositions;

Active Vocabulary: Verbs +
dependent prepositions
p52 Vocabulary related to sporting
success and motivation
p54 Prepositional phrases related to
discipline and motivation
pp58–59 Culture Spot pp60–61 Literature Spot pp62–66 Word Lists pp67-71 Grammar Reference

2
 READING LISTENING SPEAKING WRITING
pp10–11 Does language p7 A talk about genes p5 Describing pp12–13 A blog post
change how you see the and personality personalities about the past
world? Active Listening: p6 Paraphrasing what
Understanding the you hear,
main points of complex An interview with a

‫ﻧﺳ‬
talks careers adviser about
Pronunciation: personality tests
Syllables with the main
stress

‫ﺧﺔ‬
pp16–17 Lost words on the p20 Conversations p21 Considering and pp22–23 An email of
metro about space tourism comparing alternatives complaint
Active Reading:
Understanding reference
devices

‫ﻗﯾ‬
pp30–31 Behavioural ‫دا‬
p28 A discussion
Economics and your daily life about psychological
p29 Negotiating pp34–35
A for-and-against
‫ﻹﻋ‬
techniques for essay
persuading people Active Writing:
Active Listening: Paraphrasing
Inferring meaning,
opinion and attitude
‫دا د‬

pp38–39 What Tickles Your p43 A vlog about table p42 Proposing pp44–45 A restaurant
Taste Buds? manners solutions, giving review
Active Reading: Identifying Active Listening: reasons and
paraphrases Recognising word justifications
‫واﻟ ﺗ‬

clusters in fast speech

‫ﺟﮭ‬

pp52–53 Mind and body p54 A radio phone-in p55 Buying time in pp56–57 An essay
on how to motivate interview situations
‫ﯾز‬

yourself Pronunciation: Fall-rise

Active Listening: intonation
Recognising word
clusters in fast speech
Pronunciation: Word
clusters in fast speech

p72 Irregular Verbs pp73–74 Communication

3
 01 Identity
VOCABULARY Personality (compound adjectives, fixed expressions, idiomatic phrases), verbs for thinking
and understanding
GRAMMAR Continuous and perfect tenses
LISTENING Understanding the main points of complex talks

‫ﻧﺳ‬
SPEAKING Keeping conversations going
READING Understanding an article about language
WRITING A blog post about the past
VIEWING AND PRESENTING Psychometric testing, habits

‫ﺧﺔ‬
THE PERSON I KNOW BEST?

‫ﻗﯾ‬
How well do we know ourselves? Do we POSSESSIONS
understand what makes us tick? Take a moment
What kind of car would we ideally plump for?
to stop and think about the things that define us.
INTERESTS
‫دا‬
Some people easily pursue their passions. They’ve
always been wild about reading or football.
Maybe we always buy the same type of phone?
These sorts of decisions can also say a lot about
us. Or maybe we are not that into possessions
themselves, but have a small collection of items
‫ﻹﻋ‬
But what if we are not really sure what our thing with real sentimental value. The things we
is? Maybe we could think about the times in the surround ourselves with can also define us, which
last few weeks when we have felt absorbed by is why we might find new friends checking out our
something, or remember the things we used to get books or photograph collection.
a kick out of when we were children. They might CIRCLE
‫دا د‬

turn into a lifelong hobby or even a career.

Who do we choose to spend time with? Our
VALUES ‘circle’ is a key part of our identity. We like
What values do we set great store by? Do we hanging out with like-minded people. If you
prize spontaneity or stability? Are we rather haven’t found your circle yet, be more
open-minded – get out there, try some new things
‫واﻟ ﺗ‬

laid-back or strong-willed? How crucial is

commitment? How highly do we rate tactfulness and meet some new people. When we know
over frankness? When we know this, we can these things, it’s easier to be ourselves and to find
consider whether the choices we make are in line careers and the circle that we really click with.
with these values.
‫ﺟﮭ‬

A B C D
‫ﯾز‬

4
 LESSON 1A VOCABULARY AND SPEAKING 01
1 1.2 Which aspects of identity 4 SPEAKING Would you use the adjectives
are shown in photos A–D? Listen from Exercises 2 and 3 to describe yourself?
to three people being asked Why/Why not?
to describe themselves. What
aspects of their identity does each person 5 Read the article about identity on page 4.
mention? In pairs, discuss the questions.
1 Why is it important to get to know
2 THINK BACK In pairs, decide which adjectives

‫ﻧﺳ‬
yourself?
in the box describe each speaker from 2 Which of the four elements of identity do
Exercise 1. you find most important? Say why.
capable compassionate dedicated

‫ﺧﺔ‬
Personality adjectives and values
defensive enthusiastic passionate
resilient self-aware tough trustworthy 6 Find five nouns in the text that describe
underconfident different values and form adjectives from
them.
Compound adjectives (personality) passion – passionate

‫ﻗﯾ‬
3 1.2 Match the words from box A with 7 Make nouns from the adjectives in the box.
the words from box B to make compound Use a dictionary if necessary.

‫دا‬
adjectives. Listen to the recording again
and decide which adjectives you would
use to describe the speakers.
assertive discreet humble inclusive
merciful sincere
‫ﻹﻋ‬
A absent forward high highly kind Fixed expressions
laid like narrow strong thin tight
8 Match the highlighted expressions from
B back fisted hearted looking the text with the definitions.
minded (x3) skinned spirited strung 1 Feel excitement and enjoyment
‫دا د‬

willed get a kick out of

2 Not be very keen on something
ACTIVE VOCABULARY | 3 Match with
Compound adjectives 4 Makes us behave in a certain way
A compound adjective is made up of more 5 Hit it off with someone
‫واﻟ ﺗ‬

than one word, but describes a single idea. 6 Reveal our traits
There are many possible ways of forming 7 Be crazy about something
compound adjectives: 8 Choose
• adjective + adjective, e.g., red-hot 9 Consider something to be important
• adverb + adjective, e.g., hard-working,
‫ﺟﮭ‬

forward-looking 9 Look at the highlighted expressions again

and complete the questions with no more
• noun + adjective, e.g., lifelong, world-famous
than four words in each gap. Then discuss
• adjective + noun, e.g., full-time, cutting-edge
them in pairs.
• adjective + gerund, e.g., good-looking
‫ﯾز‬

1 Would you a day out or a day in

• adverb + past participle, e.g., highly strung
bed? Say why.
• noun + gerund, e.g., eye-catching
2 Can your clothes you?
• noun + past participle, e.g., olive oil-based Why/Why not?
• prefix + adjective, e.g., underconfident,
3 What cartoon characters were you
overcooked
as a kid?

Now go to Workbook page 4 for the next lesson.

□ I can use compound adjectives to talk about personality. 5

 Are you a social butterfly or do you keep yourself to yourself?
1 You are dressed differently 2 If everyone is tired at a family 3 There is a competition at
to everyone else at an event. event, what do you do? school. Do you take part in it?
What do you do? a I’m a mover and shaker – a I’m going to win! I’m a go-
a Try to see the funny side. I try to inject some life into getter.
b Enjoy being the centre the event! b I’m a dark horse. I want to
of attention. b Nothing – I'm comfortable surprise everybody and win.
c Escape at the first with silence. c I’m a bit thin-skinned and

‫ﻧﺳ‬
opportunity! c I’m a smart cookie, so I will not competitive, so I’ll pass.
enjoy myself.

‫ﺧﺔ‬
LESSON 2A SPEAKING AND VOCABULARY

1 Complete the personality quiz above. What 4 Tick the phrases from the Speaking box
do you think a social butterfly and keep which are used in the interview.
yourself to yourself mean?

‫ﻗﯾ‬
SPEAKING | Paraphrasing what you hear
2 What do you think these idioms mean? Checking understanding
□ To put it another way …
a mover and shaker a smart alec
a smart cookie a soft touch ‫دا‬
a cold fish a dark horse a go-getter
□ In other words …
□ If I’m hearing you correctly …
□ So you’re saying (that) …
‫ﻹﻋ‬
3 1.3 Listen to a careers advisor □ Let me get this straight …
and decide if statements 1–6 are Summarising
true (T) or false (F). □ Essentially, …
1 □ It is usual for someone to leave school □ Simply put, …
□ In a nutshell, …
‫دا د‬

without a clear idea of their future career.

2 □ Lubna believes you need to be □ So, what it boils down to is that …
self-aware in order to find the right
career. 5 Are the following statements in favour of
3 □ Psychometric tests are usually quick and (F) or against (A) using psychometric tests as
easy to do. part of a job interview?
‫واﻟ ﺗ‬

4 □ Lubna thinks it is more important to get 1 □ If a candidate is nervous, they may not
the right qualifications for a job than to perform well in an interview.
have the right personality. 2 □ The candidate may know what the
5 □ Lubna thinks the presenter should interviewer wants to hear.
3 □ It can be expensive to administer and
‫ﺟﮭ‬

change the job she’s doing at the

moment. mark the tests.
6 □ The presenter agrees with Lubna’s 4 □ It’s better to know as much about a
assessment of her personality. candidate as possible.
5 □ People may do badly in psychometric tests.
‫ﯾز‬

6 In pairs, follow the instructions.

• Student A, use the information in Exercise 5
in favour of psychometric testing to explain
why it is a good idea.
• Student B, listen and use the phrases from
the Speaking box to check understanding.
• Then swap roles.
6 □ I can use paraphrases to check and summarise information.
 LESSON 3A LISTENING AND VOCABULARY 01
1 Match the words from the box with 4 1.5 Listen again and complete the
definitions 1–11. Use a dictionary if sentences with 1–3 words in each gap.
necessary. 1 The presenter believes that personality
destiny disposition hereditary imply testing can be used as a way to help all
moulded nurture offspring employees feel towards their work.
oversimplification proponents trait 2 Personality tests usually involve
vulnerability statements that test takers have to agree

‫ﻧﺳ‬
or disagree with, with an option to stay
1 Character or personality neutral if they feel the situation could
2 Influenced or changed change depending on .
3 People who publicly support an idea 3 In addition to people close to us, having

‫ﺧﺔ‬
4 The quality of being easily hurt good healthcare, drinkable water and
5 A particular characteristic or way of other can affect our personalities.
behaving 4 The presenter says that some people are
6 Helping something or somebody to against using personality tests as it could
develop indicate that some personality

‫ﻗﯾ‬
7 Passed from parent to child traits .
8 Children 5 The presenter points out that we all
9

10
that it is no longer true
‫دا‬
Making something so easy to understand

What will happen in the future

have the ability to take control of our
personalities and try not to have
social situations.
6 Companies use a in the hiring
in
‫ﻹﻋ‬
11 Suggest process, so nobody is going to be hired just
2 1.4 PRONUNCIATION Look at on the basis of their personality.
the words in the box in Exercise 7 The presenter argues that when
1 again and underline the employees are able to express themselves
syllables with the main stress. naturally, it will ultimately .
‫دا د‬

Listen and check. 8 Although she doesn’t think that personality

tests help in the hiring process, she does
3 1.5 Study Active Listening. credit them with helping managers to
Then listen and note down match employees with their specific
examples. skills and creating a/an work
‫واﻟ ﺗ‬

environment.
ACTIVE LISTENING |
Understanding the main points of complex 5 REFLECT | Values How has your environment
talks helped you to develop as a person? What
factors have been most important? Say why.
When speakers want to highlight the main
‫ﺟﮭ‬

points they are making, they often 6 SPEAKING In pairs or small groups, discuss
• use a phrase that indicates something the questions.
important. 1 In what ways do you think that your
• use a rhetorical question. disposition can affect your destiny? Give
• repeat key words. examples.
‫ﯾز‬

• paraphrase to emphasise a point. 2 In what ways have your parents moulded

• slow down the pace to emphasise a key your personality? Give examples.
point.

Now go to Workbook page 6 for the next lesson.

□ I can understand the main points of a talk about personality. 7

 LESSON 4A GRAMMAR
1 In pairs or small groups, discuss the Continuous and perfect tenses
questions. 3 THINK BACK Look at the extracts from the
1 Which of the habits in the photos do you recording. What tenses are used in the
think are good or bad? Say why. underlined parts? Explain why.
2 How easy do you think it is to change a Issa 1
Are you feeling OK? You look a bit
habit? Say why. hot and sweaty.
Khalil ... I’m fine, 2I’ve just been running ...

‫ﻧﺳ‬
2 1.8 Listen and write down
3
four pieces of advice Khalil gives I’ve just started, really...
Issa about how to develop better ... I can’t run quite that far yet, but
4
habits. I’ll be doing a 5k run for charity in a

‫ﺧﺔ‬
few weeks ...
5
Issa Had you done much running
before?
Khalil Next week, I 6will have been
running every day for two months.

‫ﻗﯾ‬
Grammar Reference > page 67

4 Match the sentences with meanings a or b.

‫دا‬ 1 □ I’ve been reading a book about habits.

□ I’ve read a book about habits.
a I’ve finished the book.
‫ﻹﻋ‬
b I’m still reading the book.
2 □ I will be working.
□ I will have been working.
a I will be in the middle of my work.
‫دا د‬

b I will have finished my work.

3 □ I had been eating all day.
□ I had eaten that day.
a I ate.
b I was eating continuously or very often.
‫واﻟ ﺗ‬

4 □ I’ve come up with a great idea.

□ I had a great idea.
a I have a great idea now.
b I came up with a great idea at some
‫ﺟﮭ‬

point in the past.

5 □ I’m playing a lot of football.
□ I play a lot of football.
‫ﯾز‬

a This is something I always do.

b This is something I’ve been doing
recently or temporarily.

8
 01
5 Complete the sentences with the correct 6 Complete the texts with the correct
continuous or perfect forms of the verbs in continuous or perfect forms of the verbs
bold. Use a different form in each sentence. from the box.
RUN find get go off leave
1 Recently, I five kilometres
every day.
2 When I finish the marathon, I I was almost late for school,

‫ﻧﺳ‬
1
42 kilometres. and I up later
3I for the bus when I tripped and later. I would set my
and fell flat on my face. alarm, but fall asleep again
straight after it 2 .

‫ﺧﺔ‬
4 Before I trained for the marathon,
I (never) in a race before. I’m not exactly strong-
willed. But now I 3
READ it much easier to get up. Want to know
5 I’m a real bookworm. So far this month my secret? The only way to turn off my
I six books. alarm is to scan a QR code I keep in the

‫ﻗﯾ‬
6I a fantastic book before I bathroom. Next week I 4 my
went to sleep last night. house on time every day for a month! My
mother can’t believe it. Such a good idea –
7I
8I
LIVE ‫دا‬
my book all evening.
for two hours now. I’m a smart cookie, that’s for sure!

check reduce spend think of

‫ﻹﻋ‬
9 While I here, I want to go for a
walk every day.
10 By the time you come and visit, I5 way too much
I here for six months. time on social media. One
day I realised that
11 I in several different countries.
I6 my account more
‫دا د‬

12 I ate too much fast food when than 50 times that day!
I in Dubai. I7 deleting my
account altogether, but that seemed d
a bit extreme, so I decided that I would
always log out of the app. Just having
‫واﻟ ﺗ‬

to fill in the password every time makes it

enough of a pain that I can’t be bothered
to keep logging in and I 8 the
number of times I check it to maybe once
or twice a day.
‫ﺟﮭ‬

7 SPEAKING Read the question and make

a few notes. Then, in pairs, discuss the
question and practise giving each other
‫ﯾز‬

some useful advice.

What can you do to help yourself give up a
habit or start a new habit? How will things
be different in six months’ time?

Now go to Workbook page 7 for the next lesson.

□ I can use continuous and perfect tenses. 9

 LESSON 5A DOES LANGUAGE CHANGE
READING AND VOCABULARY HOW YOU SEE THE WORLD? 1.9
A Have you heard that the Inuit have hundreds of
1 SPEAKING Look at the photos on pages different words for snow? The theory goes that
10–11 and discuss the questions. because snow is so much more present in their
1 What adjectives would you use to lives, and often of vital importance, they actually
describe the bridge in picture A? 5 perceive it differently, and recognise more subtle
2 How many birds are there in picture B? distinctions between different types of snow and
ice than those of us living in warmer climes. In

‫ﻧﺳ‬
How do you know?
fact, this theory is something of a myth, not least
3 How would you describe the position because there isn’t a single Inuit language, but
of the woman in picture C? 10 a variety of dialects. However, recent research
4 How would you describe the snow in has shown that there is at least some truth in

‫ﺧﺔ‬
picture D? the idea that these dialects have more ways of
distinguishing different types of snow than many
2 Read the article and match questions other languages do. The key question though, isn’t
1–7 with paragraphs A–D. Each 15 really whether there are more words to describe
paragraph may be chosen more than frozen water so much as whether this implies that
once. the languages spoken by the Inuit mould the

‫ﻗﯾ‬
In which paragraph does the author ... way they conceive of the world. This concept is
1 □ describe research into the impact
referred to as linguistic relativity or, more famously,
of a grammatical feature on the
speaker’s perception?
‫دا‬
2 □ point out shortcomings in a specific
20 the Sapir-Whorf hypothesis, after two scientists
who both wrote, separately, about this idea.
B There is certainly plenty of evidence that
different languages (and cultures) appear to see
‫ﻹﻋ‬
piece of research? the world through different filters. For example,
3 □ suggest an alternative explanation 25 speakers of Guugu Yimithirr, a language used
for linguistic relativity? in North Queensland, Australia, would always
4 □ outline a well-known theory about refer to someone’s position using the words for
the directions: north, south, east and west. They
the effect of language on how we
wouldn’t say ‘that woman is standing in front of her
‫دا د‬

see the world? house’, but something like ‘that woman is standing
5 □ comment on the personal impact of
30
west of her house’. As a result, speakers of Guugu
speaking another language? Yimithirr will naturally be far better than most of
6 □ mention a benefit to perceiving the us at instantly knowing which direction they are
world differently? facing. To give another example, you may assume
7 □ refer to research into the effect of that counting is a universal human trait, but in fact,
35
‫واﻟ ﺗ‬

not all languages have numbers. Some indigenous

language on character?
people of the Amazon rainforest in Brazil simply
distinguish between a smaller amount and a larger
amount. We can probably deduce from this that
40 they don’t feel the need to quantify precisely in the
‫ﺟﮭ‬

way that many of us do.

A
‫ﯾز‬

10 □ I can identify specific details in a text and use verbs connected with understanding.
 01
European languages also differ in the way they 3 Study Watch Out! Then look at the
see the world. For example, the word for bridge highlighted verbs for thinking and
has a masculine gender in Spanish and a feminine understanding in the article. Then, for
45 gender in German. A cognitive scientist carried each sentence, choose one word that
out research where she asked Spanish and
does NOT complete it correctly.
German speakers to describe a bridge and found
that the Spanish speakers tended to use more 1 Because you had lived in Brazil, I
stereotypically masculine adjectives, such as big and you spoke Portuguese.

‫ﻧﺳ‬
50 strong, whereas the German speakers used more a grasped
stereotypically feminine adjectives, such as beautiful b assumed
and elegant.
c concluded
C So, should we conclude that speakers of different

‫ﺧﺔ‬
languages do indeed see the world from a different 2 It’s hard to how much the world is
55 perspective? Perhaps, frustratingly, the answer is likely to change in the next 50 years.
likely to be yes and no. To begin with, it is possible a comprehend
to comprehend something even if you don’t have b conceive
a specific word for it. If you’re adding a drop of c reflect
blue to a pot of red paint, you may not have a word

‫ﻗﯾ‬
60 for every colour you make, but you will obviously 3 They failed to just how important
grasp that these colours are different from each the decision was.
a recognise

65
‫دا‬
other. Similarly, while blue and green are clearly
different colours, many languages don’t recognise
this difference and have a word which describes
both colours. They can be perceived as similar across
cultures, too. For example, in Arabic ‘blue-eyed’ is
b assume
c grasp
4 With difficulty, he managed to what
‫ﻹﻋ‬
connected to being jealous or deceitful, whereas she was trying to explain.
in English, it’s ‘green-eyed’. Ultimately, someone’s a assume
culture may say a lot about how they see the world, b comprehend
70 and their culture is likely to be reflected in their c grasp
language. Whether that means that their language
5 From what I can , she’s actually been
‫دا د‬

affects their thinking is yet to be conclusively proven.

fired, rather than resigning.
D That said, many people do feel they take on a
new identity when using another language. A 2006 a gather
75 study of bilingual Mexican-Americans asked them to b conceive
take a personality test in both English and Spanish. c deduce
Amazingly, the results varied, depending on which
‫واﻟ ﺗ‬

language each individual was using. Undoubtedly, WATCH OUT!

how much you pick up a culture alongside a
80 language will depend on how and why you are Conclude has a similar meaning to
learning it, and whether you wish to become part deduce, but also has the sense of being
of the second language culture, but it’s fascinating a judgement arrived at after some
‫ﺟﮭ‬

to consider that you might actually be a (slightly) thought, whereas deduce implies an
different person when speaking a second language. immediate judgement.

B
C
‫ﯾز‬

11
 LESSON 6A WRITING AND VOCABULARY | A blog post about the past
1 Read a blog post about a childhood 4 Complete the second sentence using the
memory and discuss the questions. word in bold so that it means the same as
1 Why do you think the writer remembers the first one. Use phrases from the text to
this moment in particular? help you.
2 What do you think this story tells you about 1 I didn’t realise what a bad idea it was.
the writer? FAILED
I .

‫ﻧﺳ‬
2 Put the paragraphs of the blog post in the 2 I took him with me everywhere I went.
correct order.
MATTER
A □ Describe the main events of the No .
memory.

‫ﺧﺔ‬
B □ Explain why the memory is still
3 I had to wait for him. CHOICE
I had .
significant for you.
C □ Give the background to the memory
4 I was delighted when he agreed to come
to the picnic. TO
(how old you were, where it took place,
etc.) Much .
D □ Introduce the memory by explaining

‫ﻗﯾ‬
5 I have no reason not to work today. MIGHT
why you are talking about it. I .
E □ Relate the past events to the present
day.
‫دا‬
3 Study the Writing box. Then find examples
of each section in the blog post.
6 I was really shocked by what you said.
CAME
What you said .
7 I had no idea what was happening. CLUE
‫ﻹﻋ‬
I .
WRITING | A blog post about the past 8 I had to watch my little brother carefully.
EYE
Introduction
I had to .
Blog posts are often quite personal, so begin
‫دا د‬

by explaining the memory: 5 Choose one of your childhood memories

□ I was reminded of … that you are happy to write about. Read the
questions and make notes.
Style
Use time linkers to show when things 1 How old were you? What was the
happened: occasion?
‫واﻟ ﺗ‬

□ at that time 2 What happened exactly?

□ during these years 3 What emotions do you associate with this
memory?
Conclusion
4 Why is the memory significant to you?
Explain why the memory was significant:
□ This experience convinced me that …
5 What does the memory say about you,
‫ﺟﮭ‬

e.g., your background, personality, values

or life experiences?
6 WRITING TASK Write a blog post about your
childhood memory. Use the advice and
‫ﯾز‬

some of the phrases from the Writing box,

plus a range of tenses.
Use the Graphic Organiser to help you plan
your writing.

12 □ I can write a blog post about the past.

 01

‫ﻧﺳ‬
I recently had a big clear-out of my just one. I clearly recall how much his
bedroom and, tucked behind the new appearance came as a shock. I’ve

‫ﺧﺔ‬
wardrobe, I found my old teddy bear, never forgotten how upset I was to see
Oscar. Seeing him again brought all the him looking so different! Oscar was not
5 memories flooding back. 25 meant to have two eyes! He looked all
I’d had Oscar from when I was very little wrong! I started crying (I was very young,
and, for as long as I could remember, he remember). My mother was really worried.
She didn’t have a clue what was wrong

‫ﻗﯾ‬
had only had one eye. It wasn’t important
to me, I loved him no matter how shabby with me. Eventually, I made her understand
10 and old he was. Oscar was my constant 30 and she had no choice but to cut off one
companion and we did everything
together.
‫دا‬
One day, I discovered that Oscar had
lost his one remaining eye. I took him to
of the buttons so that, once again, he was
my familiar one-eyed bear.
I don’t know how I failed to realise he
had gone missing down the back of the
‫ﻹﻋ‬
15 my mother and, much to my delight, she 35 wardrobe, but I’ve already decided he’ll
promised that she could give him his sight be coming with me to university, where I
back. can keep an eye on him. I may not want to
play with him anymore, but looking at him
The next day she presented Oscar to
still evokes so many precious memories.
‫دا د‬

me. She had decided she might as well

20 sew on two new buttons, rather than
‫واﻟ ﺗ‬
‫ﺟﮭ‬
‫ﯾز‬

□ I can write a blog post about the past. 13

 02 On the move
VOCABULARY Verbs of movement, travel and transport, idioms related to movement, collocations,
intensifying adverb + adjective
GRAMMAR Inversion, cleft sentences

‫ﻧﺳ‬
READING Using referencing, appreciating distinctions of style
SPEAKING Comparing options, expressing preferences and choices
WRITING An email of complaint
VIEWING AND PRESENTING A story about travelling, travelling experiences, space research, making decisions

‫ﺧﺔ‬
LESSON 1A VOCABULARY AND SPEAKING
1 2.1 Listen to three people Verbs of movement

‫ﻗﯾ‬
talking about unusual things
they have seen on journeys and 2 For each sentence, choose the correct
answer the questions. form of the verb of movement from the
1

2
about?
‫دا‬
Which photo is each speaker talking

What did each speaker see that was

recording to complete it.
1 After hurting his ankle, the footballer
off the pitch to get some help.
a hobbled b strode c surged
‫ﻹﻋ‬
unusual?
3 What does each speaker say about their 2 As soon as the train arrived, the crowd
own behaviour when travelling? forward to try and get on it as
quickly as possible.
4 How do the speakers explain the events?
a wobbled b shuffled c lurched
‫دا د‬

3 My brother and I lifted up the sofa with

some difficulty and across the
room with it. It was far heavier than we
expected.
a strode b staggered c surged
4 I woke my sister up when I came home
‫واﻟ ﺗ‬

and, while still half asleep, she

out of her bedroom and asked me where
I had been.
A a shuffled b strode c lurched
‫ﺟﮭ‬

5 Angry at having to wait for so long, my

father up to the manager and
demanded an explanation.
a shuffled b hobbled c strode
B 6 Mariam into the room with a tray of
‫ﯾز‬

tea and cake, terrified of dropping it on the

C expensive carpet.
a strode b wobbled c surged
7 Shortly after the fire alarm went off, the
workers out of the office looking
very worried.
D E a surged b shuffled c wobbled

14
 02
Idioms related to movement Travel verbs
3 Study Active Vocabulary. Then complete the 4 Study Watch Out! and give both a literal
sentences with the words from the box. and figurative meaning of the verbs in the
box. Then complete the sentences with
boat downhill force plain ride steer the correct forms of these verbs. Use a
wall dictionary if necessary.
1 There are new roadworks in the town

‫ﻧﺳ‬
backpedal drive fly jump park sail
centre, and it is driving motorists up the stagger stumble
. So you’d better
clear of the main junction for at least a week. 1 Reem through her interview to

‫ﺧﺔ‬
2 He encountered some obstacles while become a tour guide.
training to become a pilot. It wasn’t all 2 My cousin himself too hard in
sailing . his work as a holiday rep and he’ll be ill if
3 It was because of Suha’s commitment that he’s not careful.
the new rail project was successful. She 3 I was so stressed while reading the speech
was the driving behind it. that I over some of the words.

‫ﻗﯾ‬
4 The airline used to have an excellent 4 We were by the amount of
reputation, but in recent months, it’s been work the children did for their exam.
going quickly.

‫دا‬
5 Everyone’s furious about the increase in
car parking fees. We’re all in the same
– we have no other option. We
5 I was late this morning and I
down the road to catch the bus with a few
seconds to spare.
6 No one can agree about whether or
‫ﻹﻋ‬
know the city needs money, but no one not to install speed bumps, so let’s just
likes to be taken for a . that idea for now.
7 He was in such a hurry that he
ACTIVE VOCABULARY | Idioms the lights and nearly had a crash.
Idioms have a figurative meaning. For
‫دا د‬

8 The man was about to tell us not to park

example, completely at sea with the new outside his house when he realised we
computer system means I’m totally confused were police officers. He very
or not sure what to do with it. quickly!
• Idioms are used mainly in informal or 5 SPEAKING In pairs, choose one of the photos
colloquial language. on page 14 not referred to in the recording
‫واﻟ ﺗ‬

• It is important not to change any word in an and invent a story about a traveller seeing
idiom or the meaning is lost. these events. Use the verbs from Exercise 4.
• It is better not to overuse idioms, as this can Tell your story to the class.
sound unnatural.
‫ﺟﮭ‬

WATCH OUT!
Some verbs, apart from having a literal
meaning, also have a figurative one. For
‫ﯾز‬

example, the literal meaning of to fly is to

move in the air, and its figurative meaning is
to move quickly and suddenly, e.g., I saw
an opening in the crowd and flew down the
platform.

Now go to Workbook page 12 for the next lesson.

□ I can use verbs and idioms related to movement to talk about travelling. 15
 LESSON 2A
READING AND VOCABULARY
1 Study Active Reading. Then, look at the
underlined words A–G in the text and
decide what type of reference devices
they are. L O S T W O R D S
ON T H E M E T R O

‫ﻧﺳ‬
ACTIVE READING |
Understanding reference devices
Reference devices are often used to avoid
repetition. They can refer back to earlier Malek crossed the Plaça de Catalunya in the

‫ﺧﺔ‬
intense heat of the afternoon. The city square
information or forward to information that
was teeming with tourists and locals and he
will come up later.
found the noise startling. Back home in the
The most common reference devices are: 5 countryside, life moved at a gentle pace. 1
• pronouns and possessive pronouns, e.g., When Malek had announced his intention to
you, your, yours, he, him, his, it, its leave his home state for the first time and

‫ﻗﯾ‬
travel alone to Barcelona, everyone tried to talk
• indefinite pronouns, e.g., something,
him out of it, but he was determined. AIt was a
anything, everything, no one dream since childhood to visit the great football
• relative pronouns: e.g., who, whom,
whose
‫دا‬
• demonstratives: e.g., this/that, these/those
10
stadium, Camp Nou. And now, in his early 20s,
he was making it happen.
Malek slowly made his way across to the
‫ﻹﻋ‬
• determiners: e.g., another, other underground station and checked to find the
15 platform for the Green Line. 2 Amplified
• the words: one/ones
by the enclosed space, the commotion of Plaça
Referring back de Catalunya was nothing compared to the
As a child, I loved the sudden rush of air clamour in the underground. Malek was swept
when a tube train was approaching. It would along with the crowds and eventually fell into
‫دا د‬

fill me with excitement. 20 step with those heading in the same direction.
As they descended the stairs to the tunnel, their
I usually get on the last car of the train. I go footsteps echoed. Malek was relieved to reach
for that one because it’s mostly nearly empty. the platform at last.
Referring forward In the interest of safety, he stood back from the
track, but it was a poor choice of spot.
‫واﻟ ﺗ‬

Although she hated travelling by tube, Huda 25

decided that it would be the fastest way Inadvertently, he was blocking the path of
home. commuters milling around the platform,
bolting this way and that, colliding, heads
Sometimes reference is made by stating down, wordless. With some effort, Malek
something which is then explained, dragged himself towards the wall, and waited
30
‫ﺟﮭ‬

exemplified or clarified in the following there. 3 Did they always dash everywhere?
sentence(s), e.g., The atmosphere inside the Suddenly, an express train thundered past and
tube was terrible. There seemed to be no air Malek felt its wind in his eyes. Just as quickly,
at all. B
it was gone. The next train would be Chis.
More people crammed onto the platform. The
‫ﯾز‬

35

2 Match the highlighted words from the crowd inched closer to the yellow line as the
text with their synonyms. train appeared and gradually rumbled to a
1 pulled dragged 5 crashing into stop. When the doors slid open, the passengers
alighting had to elbow their way through
2 spreading out 6 went slowly 40 the sea of people entering the carriages. The
3 went down 7 rushing fact that there wasn’t a better system was
4 getting off 8 slipped D
something that surprised Malek. 4 The
doors slammed shut and the train lurched
forward.
16 □ I can understand reference devices and talk about public transport.
 02
3 Read the extract again. Match sentences
A–G with gaps 1–7 in the text.
A They reminded him of his grandparents
back on the farm.
B He assumed he’d be unable to board
this train and would have to wait for the
next one, but somehow he managed to

‫ﻧﺳ‬
squeeze on at the last minute.
C He checked his phone for the eighth
2.2 time to confirm the route: northbound
to a stop called Les Corts, then walk

‫ﺧﺔ‬
45 If Malek thought the platform was cramped, the
carriage seemed worse. Every seat was taken, about ten minutes to the stadium.
as well as every square inch of standing room. D As they passed Malek, they smiled at
E
Those who could reach overhead and grasp the him.
handrail to steady themselves were lucky. 5 E He watched the hordes and wondered
50 Unaccustomed to the motion, Malek faltered about their lives.

‫ﻗﯾ‬
once or twice, then stood firm and stabilised
himself. As the train approached the next station, F On any given day, he never saw more
those leaving began to shift in preparation for than a handful of people.

55

‫دا‬
their exit. Malek wondered how they might
navigate their way to the doors, but astonishingly
they forged ahead and the carriage emptied
slightly before filling up with new passengers.
G Many, including Malek, struggled to
keep their balance with nothing at all to
hold onto.
‫ﻹﻋ‬
Malek looked across at the Metro map above a
4 Look at the words in bold and decide
window and counted the stops until Les Corts, what their literal meaning is. Then
60 even though he had already counted Fthem discuss their figurative meaning in
umpteen times. The train chugged along and phrases 1–8.
he was pleased to find his footing and feel 1 made his way
‫دا د‬

anchored. He began to relax into the journey, 2 swept along with the crowds
giving himself licence to look around and take
65 in his surroundings. Most people were scrolling 3 fell into step
up and down their phone screens, many wearing 4 milling around
headphones or ear buds. Malek noticed an older 5 thundered past
couple who were sitting down facing him. 6 6 forged ahead
‫واﻟ ﺗ‬

The old man was reading a novel while his wife

7 find his footing
70 sat serenely, a soft expression on her face.
Unexpectedly, the man glanced up at Malek and 8 caught his eye
caught his eye. Malek was embarrassed, worried
it might seem as if he had been staring. But the
5 REFLECT | Society In pairs, discuss how
man nodded politely and Malek nodded back, important you think it is for people to
‫ﺟﮭ‬

75 blushing a little. have experiences that are outside their

comfort zone. Think about:
The journey continued. Malek was now in the
rhythm of it, the same routine at one station • visiting a non-tourist area of a town or
and then Ganother as people got on and off the city,
‫ﯾز‬

train, dispersing on the platform or settling into • sampling food never tasted before,
80 some corner of the carriage. Three stops from Les • switching off phones while travelling.
Corts, the old man and woman stood up to leave.
7
He desperately wanted to say something, 6 SPEAKING In pairs, discuss the questions.
to make some friendly comment, but he was 1 What do you think happens next in the
strangely lost for words. Then the doors closed
story?
85 and they were gone. Malek turned and saw that
the old man had forgotten his book. It was still on 2 If you were in a similar situation, would
the seat. you have spoken to people around you
or stayed silent? Say why.
17
 LESSON 3A GRAMMAR
1 Read the text and answer the questions.
1 What type of text is it? Where might you
read it?
2 Would you want to have the same
experience? Why/Why not?

nd

‫ﻧﺳ‬
Speeding in the sa

‫ﺧﺔ‬
Inversion and cleft sentences
The day when I finally got to go to the 2 Look at the sentence from the text and one
desert had finally arrived! My family had which has a similar meaning.
arrived in Dubai on holiday just two days
1 Never before had I experienced such intense

‫ﻗﯾ‬
before. Never before had I experienced such
heat.
intense heat, as it was my first time in the
2 I had never experienced such intense heat

‫دا‬
Middle East. What I was really wild about
though, was seeing the desert for the first
time. I had only ever seen it on television and
I was fascinated by it. Early on the morning
before.
Which is an example of negative inversion?
Find another example in the text.
‫ﻹﻋ‬
of the third day, we set off with our guide,
Saeed. It wasn’t long until the buildings 3 Compare sentences from the article (a) with
started to disappear and the desert laid out sentences which mean the same (b). How are
before us. Never had I imagined such beauty. they different?
It was the flowing golden dunes which really 1 a Only when we reached the top did I
realise how high the dunes were.
‫دا د‬

impressed me. Little did I realise how

differently I would feel about them soon. We b I only realised how high the dunes were
were there to try ‘dune bashing’ and Saeed when we reached the top.
took us to a car especially equipped for the 2 a It was the flowing golden dunes which
sport. We quickly strapped ourselves in. really impressed me.
What followed was the ride of a lifetime. We b I was really impressed by the flowing
‫واﻟ ﺗ‬

surged up the dunes at angles that made me golden dunes.

think we were sure to roll over. Only when
we reached the top did I realise how high the 4 Match options a of sentences 1 and 2
dunes were. It was Dad who said it was like from Exercise 3 with explanations a and b
a rollercoaster without the feeling of safety! below.
a □ To add emphasis, we can begin
‫ﺟﮭ‬

I agreed with him. Mum just laughed in fear

for the entire ride. Rarely have we had such sentences with negative adverbials, such
a crazy experience as a family. Between the as Seldom and Rarely or words like Only, So,
amazing scenery and the high speeds, we and Such. We call this inversion.
got a real kick out of it. It was a day we will b □ We can use cleft sentences to
‫ﯾز‬

never forget. emphasise information in a sentence and

make it sound more memorable. These
often begin with What, It’s, etc.
Grammar Reference > page 68

18
 02
5 Study Watch Out! Then read the text again 9 Look at cleft sentences 1a and 1b. Which
and find: information is emphasised? Rewrite
• four more examples of cleft sentences. sentences 2–4 in a similar way.
• two more examples of inversion. 1 The camaraderie is amazing.
a It’s the camaraderie that’s amazing.
6 Rewrite the sentences from Exercise 5 in
b What you’ll find amazing is the
normal word order.
camaraderie.

‫ﻧﺳ‬
7 Rewrite the sentences using inversion. 2 You can expect good food, fast cars and
Start with the words in bold. great roads.
1 He never felt sorry for himself. NOT ONCE a It’s .

‫ﺧﺔ‬
2 He didn’t know what was going to b What .
happen. LITTLE 3 A passion for cars unites the group.
3 She was so happy that she thought she a It’s .
would never stop smiling. SO b What .
4 The speed was so great that they started to 4 Speed is the thing that makes me excited.

‫ﻗﯾ‬
feel scared. SUCH a It’s .
8 Read the advert about the Jordan Rally. b What .

might they involve?

LOVE CARS AND D?

‫دا‬
Have you heard of rallies like this? What
WATCH OUT!
Cleft sentences start not only with It’s and
What, but can also start with The (only) thing
‫ﻹﻋ‬
PEE
THE THRILL OF S that, The day when, The place where, The
reason why or The person/people who, e.g.,
WANT TO ENJOY A UNIQUE
DRIVING EXPERIENCE? The only thing that unites the group is a
passion for cars.
‫دا د‬

CONTACT us to learn more about how YOU can The person I want to see is you.
take part in next year’s annual Jordan Rally. What
The day when I learnt how to use cleft
you can expect is good food, fast cars and great sentences was the best day of my life!
roads. What you’ll find amazing is the camaraderie
that makes this a once in a lifetime adventure.
Now go to Workbook page 14 for the next lesson.
‫واﻟ ﺗ‬
‫ﺟﮭ‬
‫ﯾز‬

□ I can use inversion and cleft sentences to add emphasis. 19

 LESSON 4A LISTENING AND VOCABULARY
1 2.3 Listen to three
conversations about space
tourism. Tick the topic which is
NOT mentioned.
1 □ costs of tickets to go into space
2 □ possible collisions of objects in space
3 □ life on the Space Station

‫ﻧﺳ‬
4 □ likelihood of future settlements on
planets
5 □ projects to clear space junk

‫ﺧﺔ‬
2 2.3 Listen again to conversations 1, 2
and 3. In which conversation do you hear
a how an experience changed an attitude to
life in general?
b an explanation of a particular problem? 4 Complete the sentences with the phrasal

‫ﻗﯾ‬
c an assumption about the reasons for early nouns made from the words in the box and
space tourism? the prepositions in brackets.

period of time in space?

‫دا‬
d an expression of surprise at the length of a

e the speed at which items in space are

travelling?
break come cry cut get lay look set (x2)
1 We’re going for a quick
Amman at the weekend.
(away) to
‫ﻹﻋ‬
2 The (out) of the investigation
f a desire for new physical experiences?
into the collision will not be known before
g a new idea to take care of an issue? March.
h a condition in which a speaker would 3 They’ve recently made an amazing
travel into space? (through) in developing driverless cars.
‫دا د‬

3 Complete the highlighted phrases from the 4 The weather (out) for May sounds
recording with the words from the box. Then, really good, so let’s book a holiday for then.
in pairs, ask and answer the questions. 5 Our aim was to print the report on
Thursday, but due to a (back) it
brag effect hurdles mark share speed
won’t be finished until next week.
‫واﻟ ﺗ‬

1 Do you think the employees get their fair 6 From the (out), scientists have
of the money? warned of the potential dangers of space
2 What might you have to junk.
overcome to be successful in your chosen 7 The initial (out) for developing a
career? space tourist programme was immense,
‫ﺟﮭ‬

3 Do you think you would enjoy travelling at but it will eventually make a good profit.
breakneck ? 8 There would be an (out) if the
4 Do you think there are any areas on Earth company made too many (backs).
where humans have not left their ?
5 REFLECT | Society In pairs, discuss whether
‫ﯾز‬

5 Have you done anything recently that you it is better for space research to be in
might be tempted to about ?
the hands of commercial companies or
6 What might be the knock-on of governments.
more spending on space research?
Now go to Workbook page 16 for the next lesson.

20 □ I can identify specific information in a conversation and talk about space.

 02

‫ﻧﺳ‬
Antarctica

‫ﺧﺔ‬
LESSON 5A SPEAKING 3 In pairs, discuss the pros and cons of the
following topics, using the phrases from
1 2.7 Listen to some students the Speaking box.
discussing a trip. Then answer
1 Tourists going on last chance holidays.
the questions.
2 Holidaying in your own country instead of

‫ﻗﯾ‬
1 Where do they decide to go and why? visiting other countries.
2 Which suggestion would you go for? 3 Holidaying in a large group or a small one.
Say why.
2
‫دا‬
2.7 Study the Speaking box. Then listen
again and complete the phrases.
4 Work in pairs. Choose a quotation to use
in a talk about the benefits of travelling.
Prepare a short presentation.
‫ﻹﻋ‬
SPEAKING | Considering options
Travelling leaves you speechless,
Considering alternatives then turns you into a storyteller.
There’s a lot to be 1 for … . Ibn Battuta
But on the other hand, …
‫دا د‬

There are a lot of points in 2 of …

You have to consider the fact that … and Fill your life with experiences, not
likewise with this option, there are some things. Have stories to tell, not stuff
drawbacks too. to show.
Alternatively, we could put 3 the Anonymous
‫واﻟ ﺗ‬

idea of …
Well, you could 4 that …
Giving preferences
I’d go for … anytime!
Oh, a canal trip – no 5 ! Definitely!
‫ﺟﮭ‬

It’s pretty clear cut to me that …

On balance, I’d say …
No two ways about it, my choice would be …
I’m split between the … and …
‫ﯾز‬

I’m in two 6 here.

There are pros and cons for each.
If you really wanted to 7 me down,
I’d probably say …

The Great Barrier Reef

□ I can consider and compare alternatives when talking about tourism. 21

 LESSON 6A WRITING AND VOCABULARY | An email of complaint
1 In pairs, discuss how an email complaining about a bad holiday experience to a friend, and to the
company responsible might differ in language. Then read emails A and B and check your ideas.
A Hi Amer, B Dear Sir,
What a nightmare journey! I am writing to complain about a journey my family and I recently
As you know, we were made on one of your coaches. Although your company had been
getting a coach to the recommended to us as reliable and offering good value for money,
airport – save on some the service definitely did not meet our expectations.

‫ﻧﺳ‬
money – and it didn’t get off We had booked the coach to arrive at 8.15 which would have
to a great start! Coach was enabled us to arrive at the airport in good time for our flight
half an hour late picking to Italy. We were disappointed when the coach failed to arrive
us up. Rain was forecast on time. In fact, it was in excess of 30 minutes late. The driver

‫ﺧﺔ‬
– and guess what – while admitted to having first gone to a completely different pick-up
we were waiting, down it point.
came! In buckets! The next The second issue was with the heating system on the coach. You
thing that went wrong was may remember that last Thursday was a particularly cold morning.
on the coach itself. You Unfortunately, the coach’s heating system was faulty and did not

‫ﻗﯾ‬
know how cold it was on work properly for the majority of our journey.
Thursday? Well, the heating Finally, to our utter disbelief, the coach suffered an engine problem
on the coach stopped and broke down on the motorway. This could not be repaired
working after ten minutes.
How we didn’t all catch our
death of cold sitting there
in our wet clothes I'll never
‫دا‬by roadside assistance and necessitated the driver arranging a
replacement coach to take us the final ten kilometres. What was,
in my view, completely inexcusable, was that at no time were we
offered an apology of any kind, either by the driver on the day, or
‫ﻹﻋ‬
know! Then to top it all, by the company in the days that followed.
there was engine trouble I would like to express in the strongest terms, how deeply
and the coach stopped disappointed we were with your company’s service. Not only
on the motorway! We had was it clear that the coach had not been properly serviced, but
to wait another hour for also that sufficient care had not been taken over administrative
‫دا د‬

a replacement coach to matters, such as ensuring the driver had the correct address.
arrive and then luckily we While we were extremely fortunate in that we reached the airport
just managed to catch the just in time to catch our flight, we believe we should receive
plane by the skin of our monetary compensation for the inconvenience we suffered and
teeth! Talk about cutting it the disruption to the smooth running of our journey. Obviously, we
fine. And not an apology hope that your coach service will be drastically improved for future
‫واﻟ ﺗ‬

from anyone! Will tell you customers.

more when I’m back. Yours faithfully,
M Malek Alhayek
‫ﺟﮭ‬
‫ﯾز‬

22
 02
2 Find formal equivalents for the following 5 Complete the collocations in the sentences
phrases in email B. with words from the box. There may be
1 It didn’t arrive on time. more than one possibility.
2 More than 30 minutes late … flawed inaccurate mistaken obvious
3 The next thing that went wrong was … opposed overrated unjustified
4 You know that …
1 If you think I’m not willing to take
5 To top it all …

‫ﻧﺳ‬
my complaint further, you are gravely
6 Not an apology from anyone. .
7 Luckily … 2 The information I received about flight
8 By the skin of our teeth … departure times was wildly ,

‫ﺧﺔ‬
leading to me missing my plane.
3 Study the Writing box and add an example
for each point from email B. 3 The whole process of delivery was
fundamentally , resulting in my
WRITING | An email of complaint new phone taking two months to arrive.
4 I found the quality of the shoes I bought to

‫ﻗﯾ‬
• Use clauses of concession to give balance. be vastly , with them needing
Although a short delay might be repairs after just one month.
acceptable, ...
1

‫دا‬
• Use passives to be less direct and more
formal.
5 Please understand that I am vehemently
to travelling with your
company again after the way I was
treated.
‫ﻹﻋ‬
We were only informed of the timetable 6 The way I was spoken to by the assistant
change ... was wholly and I was treated
2 as a problem rather than a customer.
• Remain polite and be assertive but not 7 I think it is blindingly that
aggressive. there is a serious issue with your system.
‫دا د‬

I would like to emphasise that treatment 6 You go on a trip organised by a ferry

such as this cannot be tolerated. company. Read the notes about the
3 experience. In pairs, discuss how you
• Use emphasis to strengthen your position. would plan your email of complaint.
‫واﻟ ﺗ‬

Never have I experienced such discomfort. • both crossings delayed with NO

4
explanation or apology
• Use initial comment adverbs: realistically, • room – v. noisy, dirty; no wi-fi
ultimately. • free hotel bus – every three hours!
Ultimately, the fault lies with the supplier. • excursion – no translator; four hours
‫ﺟﮭ‬

5 and nowhere to have refreshments

• got ill after eating meal on return
4 Complete the adverb-adjective collocations crossing
from email B with the correct words. • request refund
‫ﯾز‬

1 deeply
2 drastically 7 WRITING TASK Use your notes from
3 completely Exercise 6 to write your email of complaint.
Use the Graphic Organiser to help you plan
your writing.

□ I can write an email of complaint. 23

 LIFE SKILLS How to make a good decision

‫ﻧﺳ‬
‫ﺧﺔ‬
1 In pairs, look at the photos and discuss the 5 2.9 Complete the advice in the Life Skills
questions. box with 1–3 words in each gap. Then listen
1 Which country do you think all the photos again and check.

‫ﻗﯾ‬
were taken in?
LIFE SKILLS | How to make a good decision
2 Does it look like somewhere you would
1 Gather relevant information –
like to go? Why/Why not?

‫دا‬
3 Who would you like to go with? What
makes a good travelling companion?
do .
2 Make a list of options and consider the pros
and cons and of each.
‫ﻹﻋ‬
2 Read the blog post about Sultan’s trip to 3 Get some different – ask others
the country in the photos and answer the for their views or experience.
questions. 4 Make the decision and later consider
1 Which country did he visit? what from this experience.
2 What did he do there?
‫دا د‬

3 Did Sultan choose his travelling 6 In pairs, talk about some decisions you
companion well? Say why. made connected with a trip. How did you
4 What issues did travelling with Adnan make that decision?
cause Sultan? Do you think Sultan always
made the right decisions? Say why. 7 Do the task below.
‫واﻟ ﺗ‬

3 2.9 Listen to a travel LIFE SKILLS | Project

specialist. What two aspects Work in pairs or small groups.
does she discuss?
Your best friend has invited you on a holiday
4 REFLECT | Society Some cities are becoming to an exciting destination, but tourism
‫ﺟﮭ‬

very overcrowded with tourists. Do you might have a negative impact on the local
think tourist numbers should be limited, or environment there. Would you go?
that accommodation should be restricted? • Using the tips in the Life Skills box, analyse
Say why. the situation and come to a conclusion.
‫ﯾز‬

• Join up with a pair who chose a different

situation and explain the decision-making
process you went through, as well as what
you finally decided.

24
 01–02

‫ﻧﺳ‬
THE T R I P OF
MY

‫ﺧﺔ‬
DREAMS?

‫ﻗﯾ‬
It had always been on my bucket list. A 35 clicked with the new crowd. And I was also
country of such amazing contrasts, the itching to get on with our tour and visit the

5 Old colonial towns, and the modern

skyscrapers of Santiago. Where am I
‫دا‬
Atacama Desert at one end of the country,
and the edge of Antarctica at the other.

40
Atacama Desert. Eventually, I managed to drag
him away, and we set off north.
Wow. What a landscape! We visited Moon
Valley and Mars Valley, and it really did feel as if
‫ﻹﻋ‬
talking about? Chile of course! we were on another planet. But it wasn’t long
I was going with my new best friend, Adnan. before another problem reared its head. Both
We hadn’t known each other that long, but Adnan and I had taken lots of photographs of
10 we’d really hit it off right from the start. I’m quite our holiday. But, one morning, I noticed that
reserved, whereas he is a real social butterfly, 45 Adnan had uploaded most of his photos to
‫دا د‬

but we seemed to complement each other his social media pages – and I was in a lot
well. And when I mentioned my fascination with of those photos! Some were cool, but a few
Chile, he became the driving force in actually pictures of me were not very flattering.
15 making my dream happen. I really felt that Adnan should have asked my
Before I knew it, we were arriving in the capital. 50 permission before posting the photos online.
I wanted to say something to him, but our
‫واﻟ ﺗ‬

What an incredible city! I loved spending the

days walking around the different friendship was already getting a little strained,
neighbourhoods, trying some typical dishes so I just bit my tongue.
20
such as caldillo de congrio (eel soup – don’t And then something else happened which cast
knock it ‘til you’ve tried it) and soaking up 55 a shadow over the trip. We had travelled back
the atmosphere. But, after a few days, things down to Valparaiso, a very beautiful old city
‫ﺟﮭ‬

started to go downhill. Adnan was bored. just north of Santiago, on the Pacific coast. It’s
He wanted to go skiing in the Valle Nevado. The a really gorgeous and special place. I couldn’t
25
problem was, not only had I never been skiing, wait to walk around and see all the sights with
but that it was also likely to completely blow my 60 Adnan, but he just wanted to hang out in our
‫ﯾز‬

budget. When I explained this to him, he felt hotel room all day. I couldn’t believe it, and the
bad, and then I felt bad, too! It’s true that worst part is that he couldn’t understand why
I couldn’t really afford the trip, but then again, I felt disappointed.
30
I knew it would mean a lot to Adnan, so I After this, we finally understood that we weren’t
agreed to go. 65 very compatible travelling companions. Adnan
Adnan loved it and being so social, he soon is a really nice person, but he and I just have
made a whole load of new friends. Being in the different ideas about what it means to be a
mountains was great, but I can’t say that I really tourist.

25
 03 Hard sell
VOCABULARY Business-related vocabulary, compound nouns, phrasal verbs, synonyms (persuasion),
economics-related vocabulary, synonyms (decision making)
GRAMMAR The Passive
READING Understanding an article about economics

‫ﻧﺳ‬
LISTENING Inferring meaning, opinion and attitude
SPEAKING Negotiating
WRITING A for-and-against essay
VIEWING AND PRESENTING Negotiating, behavioural economics in life, using economics

‫ﺧﺔ‬
LESSON 1A VOCABULARY AND SPEAKING

‫ﻗﯾ‬
‫دا‬
‫ﻹﻋ‬
One-of-a-kind Furniture Incredible Cake
When Saeed confided in his wife his Unimpressed by the expensive price tag
‫دا د‬

dream of launching a business based of cakes on offer for her own wedding,
Goat Rental Service on making furniture that many Nada decided to make her own. As she
Do you need a lawn mowing people would consider an eyesore, was working in Africa, her design was
or to get rid of a large area she thought he’d completely lost his a delicious work of art complete with
of weeds? Rather than marbles. How could that possibly be edible trees and waterfalls from across
considering what kind of a profit-making venture? Saeed was the continent.
‫واﻟ ﺗ‬

machine to hire, why not rent skilful at making furniture – that was It was only when she returned that
some goats? This goat rental his bread and butter. But why tell making cakes for a living became a
company will come and people he was creating eyesores? business concept. Initially, she worked
look at your land, provide a Confident in his idea nevertheless, from home as she and her husband didn’t
quote and then bring along Saeed started promoting his ugly have the capital for a bricks-and-mortar
an appropriate number of and weird furniture online and, shop, relying instead on e-commerce
‫ﺟﮭ‬

peckish goats. The USP of believe it or not, within three for her start-up. However, through
this kind of service is that it months, his company had a turnover social media and word-of-mouth, her
is very eco-friendly: no need of more than $10,000 a month! The reputation grew and within a year she
for electric mowers or for ‘eyesore’ tag was obviously a bit opened her first physical store with her
‫ﯾز‬

pesticides. Not only do goats of a sales gimmick, but it worked new trade name: A piece and love.
apparently particularly relish even though his furniture is not Her cakes cater to all budgets, from simple
eating weeds, the service exactly priced as an impulse buy. designs at bargain basement prices, to
is also extremely cost- Fortunately, there was not much bespoke creations for the happy couple.
effective: just 38 goats can upfront investment needed as Saeed Nada and her staff pride themselves on
‘mow’ 50,000 square feet of already had all the equipment he their customer service, working closely
grass in a single day. needed. Now he’s thinking about with each one and paying meticulous
branching out into ugly accessories. attention to detail to ensure each cake is
as special as the day itself.

26
 03
1 Read the texts and answer the questions 4 Complete the sentences with the words
about each business. from the box to make compound nouns.
1 Why is there a need for this business? buy gimmick investment up
2 Would you buy or use these goods or
1 They’re giving away free toys with children’s
services? Say why.
meals as a part of a sales .
Business-related vocabulary 2 Planes are expensive to design and make,

‫ﻧﺳ‬
2 Match the highlighted words and phrases so require a lot of upfront .
from the texts with definitions 1–12. 3 My friend has just established a new start-
1 Good value for money which uses AI to help businesses.
4 I wasn’t planning on getting a new shirt

‫ﺧﺔ‬
2 Extremely cheap
today, it was a bit of an impulse .
3 Specially made for a particular person
4 The feature that makes a product different 5 3.1 Listen to an interview with
from and better than anything else the owner of the goat business.
5 The estimated price that will be charged In pairs, discuss the positive and
for a service negative aspects of the business.

‫ﻗﯾ‬
6 Buildings such as houses, offices, factories Use the vocabulary from the previous
7 A new business that is risky exercises.

‫دا‬
8 The amount of business a company does in
a set period of time
9 Making a new product available to be sold
Phrasal verbs
6 3.1 Replace the underlined parts of the
sentences with the correct forms of the
‫ﻹﻋ‬
10 Extended or expanded on the work phrasal verbs from the box. Then listen
normally done again and check.
11 The amount that something costs
break into build up knock (something) off
12 An idea for a business
pass up set up sign up win over
Compound nouns
‫دا د‬

1 So, what gave you the idea to start the

3 Read Active Vocabulary and find examples business?
of each in the texts on page 26. 2 It seemed like it might be a good market to
ACTIVE VOCABULARY | Compound nouns get involved with.
3 It was too good an opportunity to fail to
‫واﻟ ﺗ‬

A compound noun is created by joining two

take advantage of.
or more words together to create a single
4 We often get new customers to commit on
idea. Compound nouns can be spelled
the spot.
• as separate words. 5 We’d been gradually increasing customer
• with a hyphen. loyalty in that area.
‫ﺟﮭ‬

• as one word. 6 Eventually, we did manage to persuade them.

7 We had to considerably reduce the price.
7 SPEAKING Think of successful small
‫ﯾز‬

businesses in your area. Discuss the

questions.
1 What is their USP?
2 What makes their business concept
successful?
3 How could they branch out?

Now go to Workbook page 20 for the next lesson.

□ I can use compound nouns and phrasal verbs to talk about business ideas. 27
 LESSON 2A LISTENING AND VOCABULARY
1 Which of these words describe the man in 4 All the words and phrases in the box are
the picture and his ideal customer? synonyms for the verb persuade. Answer
the questions below. Use a dictionary if
crafty credulous cunning devious
necessary.
gullible ingenious naive shrewd
trusting unsuspecting cajole coax coerce convince entice
incite pressure sway urge

‫ﻧﺳ‬
1 Divide the words into three categories:
a strong persuasion without much choice
b persuading by being extra nice

‫ﺧﺔ‬
c neutral
2 Which word has the sense of tempting
2 3.2 Listen to some experts someone to do something?
discussing techniques for 3 Which word has the sense of persuading
persuading people. Make notes people to choose between two things?
about what each involves. 4 Which word has the sense of persuading

‫ﻗﯾ‬
1 ‘Yes questions’ 3 Framing someone to do something violent or
2 The scarcity 4 Reciprocation unpleasant?

3
principle
‫دا‬
5 Social proof
3.2 Study Active Listening. Then listen
again and choose the correct answers.
5 Divide the words into three categories
according to their possible verb patterns.
a someone to do something and
someone into doing something
‫ﻹﻋ‬
1 What is Lama’s attitude towards the b someone to do something
salesperson described by the interviewer? c someone into doing something
a horrified b admiring c smart
2 How did Adnan describe the salesperson’s 5 Complete the second sentence using the
techniques? word in bold so that it means the same
‫دا د‬

a ethical b effortless c devious as the first one. Then, in pairs, discuss any
3 How did the interviewer feel about her difference in meaning.
brother when they were young? 1 She convinced the child to clean her teeth.
a envious b bewildered c loving COAX
4 What is the interviewer’s reaction to She .
‫واﻟ ﺗ‬

learning about the impact of leaving 2 The company encouraged her to leave
sweets with the bill? her job with promises of a better salary.
a livid b unsurprised c taken aback ENTICE
5 What does Adnan imply about the They .
interviewer and her orange coat? 3 She persuaded us to work late. CAJOLE
‫ﺟﮭ‬

a She made a mistake. She .

b She was a bit naive. 4 She pressured the team into taking
c She didn’t want it. responsibility. URGE
ACTIVE LISTENING | She .
‫ﯾز‬

Inferring meaning, opinion and attitude 5 He tried to coerce his brother into doing it.
INCITE
An inference is an idea or a conclusion based on
He .
evidence. While listening, consider:
• the words the speaker uses: do they have a
positive or a negative connotation?
• what you already know about the topic and
about the speaker’s attitude. Now go to Workbook page 22 for the next lesson.

28 □ I can infer meaning, opinion and attitude from an interview and talk about persuasion.
 How much would it be if
LESSON 3A SPEAKING you cut the front and I cut
the back?
03
1 Look at the cartoon and discuss the
questions.
1 Have you ever tried to negotiate with
anyone?
2 What was the outcome? Say why.
2 3.7 Listen to two

‫ﻧﺳ‬
conversations which involve
negotiation. For each
conversation, answer the
questions.
4

‫ﺧﺔ‬
3.8 Complete the conversation
1 Who is negotiating?
using phrases from the Speaking
2 What are they negotiating for? box. Listen and check.
3 How successful is the negotiation? Say
Huda Sorry to bother you. Is this a good
why.
time? My mum told me you were
3 3.7 Study the Speaking box. Then listen looking for a babysitter.

‫ﻗﯾ‬
again and write A for the phrases you Mrs Alra’i Yes, that’s right. It’ll be a Friday
hear in the first conversation or B for the or Saturday night for about four
phrases you hear in the second

mentioned. ‫دا‬
conversation. Not all the phrases are
Huda
hours, say eight ‘til midnight.
Would that suit you?
Well, 1 yes, but midnight
is a bit late for me on a Friday
‫ﻹﻋ‬
SPEAKING | Negotiating night. I have climbing club at
Asking for what you want 9 a.m. on Saturday.
□ This is a bit awkward, but … Mrs Alra’i 2 say 11.30? Would that
□ Would you be prepared to …? be OK?
□ I’m wondering if there’s any flexibility …? Huda Yes, that should be fine. I usually
‫دا د‬

□ How about if we were to …? charge 8 dinars an hour.

Mrs Alra’i Oh, I’m afraid 3 budget.
Refusing an offer The children really won’t be
□ I’d like to say yes, but … any bother, they’re quite self-
□ I’m afraid that’s a bit out of my price range / sufficient. You won’t have to do
‫واﻟ ﺗ‬

budget / a bit less than I’d be willing to anything except watch TV. Would
accept. you 4 accept 7 dinars an
□ The bottom line is … hour?
□ At the end of the day … Huda Can we try and 5 ? Would
□ It has to be a ‘no’. 7.50 dinars be OK?
‫ﺟﮭ‬

Accepting an offer Mrs Alra’i Yes, that works for me, thanks.
□ Great, you’ve got yourself a deal. 5 In pairs, role-play two negotiation
□ Let’s shake on that, then. situations. Student A go to page 73.
□ OK, I can live with that. Student B go to page 74.
‫ﯾز‬

Trying to get to a win-win situation 6 REFLECT | Society ‘Life is all about

□ I can see what you’re saying, but … negotiation. Even if you are not in business,
□ Is there any room for compromise? you have opportunities to practise
□ Provided you …, I see no reason why I everyday’. Do you agree? Why/Why not?
couldn’t …
□ Can we try and meet halfway on this?
□ How does that sound?
□ I can accept or refuse an offer in a negotiation. 29
 LESSON 4A
READING AND VOCABULARY
1 Read the first paragraph of an article about
economics. What is ‘economics’?

2 Read the article on page 31 and choose the

correct answers.
1 Why does the author consider that a pros

‫ﻧﺳ‬
and cons list isn’t very effective?
a It doesn’t take the relative importance
into account.

‫ﺧﺔ‬
b It gives a false illusion of control over the
outcome.
c We only use it because we’re used to
doing it. 3 Study the words in the box and discuss
d A problem isn’t always just about two their meaning with a partner. Then replace
alternatives. the underlined parts of the sentences from

‫ﻗﯾ‬
2 The author implies that we put things off the text with one or two synonyms from
because: the box.

b we don’t care enough about future

benefits. ‫دا‬
a we are naturally inclined to be lazy. bear in mind cancel out detrimental
dispassionate impartial negate notion
persevere pitfall plough on propensity
‫ﻹﻋ‬
c we don’t have enough willpower. snare
d we don’t sufficiently analyse our 1 Just one of the cons might easily outweigh
motives. all of the pros.
3 What had the biggest impact on whether 2 A cost-benefit analysis allows you to be
people ate the chocolate cake? more objective.
‫دا د‬

a how full they were feeling at the time 3 There are also other costs to take into
b how difficult they thought it was to get account, such as the cost in your time.
c how friendly the researchers were 4 People have a tendency to overvalue
d how fond they were of chocolate cake immediate rewards.
4 Which phrase could correctly replace 5 Another trap is the sunk-cost fallacy.
‫واﻟ ﺗ‬

‘falling prey to’ in line 70? 6 Because you have already invested, you
a being left unaffected by should persist no matter what.
b being damaged by 7 After a certain point, investing more
c being influenced by money does not lead to increased benefits,
d being enhanced by and may even have a damaging impact.
‫ﺟﮭ‬

5 What lesson does the author think we 8 Nowadays, it’s worth considering this
should learn from the law of diminishing concept when it comes to free social
returns? media sites.
a Don’t expect too much.
‫ﯾز‬

b Don’t make risky investments.

c Don’t do anything too obvious.
d Don’t overdo things.

30 □ I can identify specific details in an article and talk about behavioural economics.
 HOW TO APPLY BEHAVIOURAL
ECONOMICS
45 C Another trap many people fall into is the
sunk-cost fallacy. 2A fallacy is an idea that is
often believed to be true, but which is, in fact,
03
TO YOUR DAILY LIFE false. The sunk-cost fallacy is the idea that
because you have already invested time or money in
Most people think that economics is all 50 something, you should persist with it no matter what.
about money, but in fact, it’s far broader One study which demonstrated this tendency asked
than that. Economics is really all about people to imagine they were at a birthday
celebration and that they were offered chocolate
5 making choices and decisions. These might cake. The researchers told some people this was
indeed be related to money. For example, 55 from a local supermarket, and others that it was an
1
is it more economical to go to a cheaper expensive handmade cake from a shop almost an

‫ﻧﺳ‬
supermarket if a taxi there and back needs hour away. 3Having been told the cake had required
to be included in the cost? However, a significant investment of time and money seemed
economic principles, especially those of to make people much more likely to eat it all, even
10
60 though they felt uncomfortably full, or weren’t that
behavioural economics, can be usefully

‫ﺧﺔ‬
keen on chocolate cake. The sunk-cost fallacy often
applied to all areas of our lives. leads us to do things which are really against our best
interests. For example, maintaining a friendship with
3.9 someone we don’t really like anymore, because we
65 have known them a long time, and feel that 4 nothing
A Possibly, the first thing we can take from economics can be done about it. Or persisting with a business
is the importance of doing a cost-benefit analysis idea, even when it’s clear that it isn’t working and is

‫ﻗﯾ‬
when making big decisions. Comfortable though we actually losing us money. 5 Our decision-making ability
15 may be with making a list of pros and cons, we should can be dramatically improved by recognising when we
recognise that it is actually a rather ineffective tool. Just 70 may be falling prey to this fallacy.

20
‫دا‬
one of the cons might easily outweigh all of the pros.
A cost-benefit analysis is something altogether more
sophisticated, which allows you to be more objective.
For example, let’s say that you have to decide whether
to make a journey by train or aeroplane. The financial
D Even when we’ve made a good decision, we
should also be aware of the law of diminishing returns.
This economic concept states that after a certain
point, investing more money (or effort) does not lead to
‫ﻹﻋ‬
75 increased benefits, and, notwithstanding the objective
cost of each journey is obvious, but there are also
risk, may even have an adverse impact. For example,
other costs to take into account, such as the cost in
if you get your friends round to help you decorate
your time, the cost in terms of how tired you’ll be on
your room. To begin with, having more people to help
25 arrival, the environmental cost and so on. Give each
seems constructive, but if you invite too many friends
of these a score out of five, and then weigh them up 80 round, you’ll end up with a problem: imagine 20 or 30
‫دا د‬

against the potential benefits, scored in the same way,

people all trying to paint the same room at the same
and the choice becomes much easier.
time! This law can also be applied to eating pizza; the
B There are also certain in-built human biases we first few slices are great, but after that, it becomes
30 ought to bear in mind, for example, something known less and less palatable, and if you kept going, you
as ‘present bias’. Behavioural economics teaches us 85 might even feel nauseous. This principle might seem
that people have a tendency to overvalue immediate obvious, but it is really a reminder that doing your
rewards over long-term payoffs. A famous study
‫واﻟ ﺗ‬

best is good enough. If you keep pushing and trying

showed that given the choice between receiving to do even more, you’ll end up subject to the law of
35 less money now, or more money later, most people diminishing returns.
would choose the former, even though they’d 90 E Finally, be aware that, according to economists,
end up less well-off. This is also the reason why
there’s no such thing as a free lunch. Apparently, this
people procrastinate, or why you should never go
expression comes from a time when it was common
food shopping when you’re hungry. Once aware of
‫ﺟﮭ‬

to give away lunch when you bought a drink.

40 this propensity however, you can make sure you 6
The lunch would be made as salty as possible, so
avoid it. For example, if you put your money in a 95 you’d end up spending far more than anticipated
savings account where you can’t get at it easily,
on (expensive) beverages. Nowadays, it’s worth
you’ll overcome the tendency to want to spend it
considering this concept when it comes to free social
straightaway, rather than wait.
‫ﯾز‬

media sites: watch for the snare – if you aren’t paying

for a product, you ARE the product.

31
 LESSON 5A GRAMMAR
1 Read the extract from an online article.
Why do you think this was the outcome of
the experiment?

A recent experiment asked participants how

much of their income should be put aside

‫ﻧﺳ‬
for retirement. Before asking the question,
they showed half the participants a photo of
themselves. The researchers had had the
photos digitally altered to make the people in 5 3.10 PRONUNCIATION Listen

‫ﺧﺔ‬
them look older. Those participants who were to six sentences and write down
shown the photos of themselves consistently how many words you hear in each
chose to put more of their savings aside for sentence (contractions such as I’ve count
their future selves. as two words). What do you notice about
the pronunciation of the verb to be? Listen

‫ﻗﯾ‬
The Passive again and repeat.
2 Look at the underlined phrases in the text 6 Complete a text about Economics with the

‫دا‬
in Exercise 1 and answer the questions.
1 What do all three phrases have in common
grammatically?
2 How are they grammatically different?
Passive form of the verbs in brackets in the
correct tense.
VERSATILE CAREER OPTIONS
‫ﻹﻋ‬
Economics is about much more than
3 THINK BACK In pairs, look at the underlined money and the skills that can 1_____
sentences from the text on page 31 and
(develop) from studying it, like an
discuss why you think the Passive has been
analytical mind and a strong economic
used in each case.
awareness of the world, may 2_____
‫دا د‬

4 Match sentences 1–6 from Exercise 3 with (transfer) to numerous industries. During
reasons for using the Passive a–f. the course, you 3_____ (require) to
a □ We are more interested in the action employ critical thinking skills (for example
than who does it. interpretation, evaluation, inference,
b □ The agent is unknown, irrelevant or so
problem solving and decision making) so
‫واﻟ ﺗ‬

obvious we don’t need to express it. be prepared for a lot of challenges, but
c □ We want to avoid personal
it is worth the effort. It 4_____ (find) that
Economics graduates earn more than any
responsibility or blame.
d □ We want to sound more objective or
other graduates, apart from those who
5
_____ (award) a medical degree. After
‫ﺟﮭ‬

talk about general opinions.

having completed their studies, they may
e □ We often put information that we know 6
_____ (employ) in business, industry,
about at the beginning of a sentence education or the civil service. Economists
and new information at the end of it. 7
_____ (often/perceive) as game-changers
f □ It is better not to start a sentence with a
‫ﯾز‬

in many industries, which makes the job

long complex subject. pretty exciting, contrary to popular belief.
Grammar Reference > pages 68-69

32
 03
7 Study Watch Out! and choose the best way 9 Choose the best options to complete
of continuing the sentences. the text.
1 Behavioural Economics is well worth
r?
studying.
a Good decisions are made in all areas of
Economics. Why bothe
life when people use it.
You may think that the only time 1you use
b It is used for making good decisions in

‫ﻧﺳ‬
economics / economics is used is when
all areas of life. you’re trying to decide which pair of jeans
2 A new role is being created in my you can afford, or when you’re saving for a
department. special holiday. However, 2at least a basic

‫ﺧﺔ‬
a Sameer will probably be given the job. knowledge of economics is required /
b The job will probably be given to you require at least a basic knowledge of
Sameer. economics for many areas of our lives, not
3 My brother is an economist. just financial decisions.
3
a He has just been awarded a promotion. It is often said / People often say that in
economics the majority is always wrong.

‫ﻗﯾ‬
b A promotion has just been awarded to
him. Through studying economics 4people teach
4 Despite the promotion, he was not entirely us / we are taught how to make better
happy.
‫دا‬
a A bigger pay rise had been promised to
him.
decisions than we might otherwise. 5Our
unconscious biases and tendencies have
to be taken into account / We have to take
our unconscious biases and tendencies into
‫ﻹﻋ‬
b He had been promised a bigger pay account, and it’s difficult to do that if 6no
rise. one has ever made us aware of them / we
have never been made aware of them.
WATCH OUT!
The transferable skills which 7teachers teach
In passive sentences where the verbs have us / we are taught in Economics make it a
‫دا د‬

two objects (e.g., give, show, tell, lend, great foundation for many careers.
promise, buy, etc.) either object can come
at the beginning. We usually put the ‘new’
information at the end. 10 SPEAKING In pairs or small groups, discuss
8 Rewrite the sentences using the Passive the questions.
‫واﻟ ﺗ‬

where appropriate. In pairs, discuss and 1 Do you agree that everyone should be
explain your choices. taught basic economics? Say why.
1 The fact that he had already spent good 2 What transferable skills do you think could
money on the ticket convinced him to stay. be learnt from other academic subjects,
e.g. History?
‫ﺟﮭ‬

2 An unknown person had added too much

salt to the food.
3 People are hardly ever aware of their
unconscious biases.
4 People believe that animals never fall
‫ﯾز‬

into the trap of the sunk-cost fallacy, only

humans.
5 I made a terrible mistake.
6 A cost-benefit analysis is more complex
than a list of pros and cons.

Now go to Workbook page 23 for the next lesson.

□ I can use the Passive to focus on the action and be more objective. 33
 LESSON 6A WRITING AND VOCABULARY | A for-and-against essay
1 Read the essay about buying local and 4 Study Active Writing. Then find examples of
make a list of reasons the author mentions ways in which extracts 2–5 are paraphrased
for and against buying local. in the essay in Exercise 1.
1 There is a growing movement towards
2 Complete the collocations in the sentences buying local. In recent years, there has been
with the vocabulary from the box. a move away from stocking up on essentials
at mega supermarkets.
buy carry display go on mooch around

‫ﻧﺳ‬
run shop around stock up 2 disadvantages
3 reason
1 You can usually find a good price if you 4 a growing number of people are
for the best deal.

‫ﺧﺔ‬
concerned about
2 It’s much cheaper to in bulk if you 5 I would argue that
have a place to put it.
3 I need to a few errands this ACTIVE WRITING | Paraphrasing
morning, but we can meet later.
It is important to use paraphrasing in order to
4 I usually do a big shop at the supermarket, avoid repetition, which may cause the reader

‫ﻗﯾ‬
but then on essentials locally. to lose interest in your writing. It helps the
5 When I’m bored, I like to the reader to follow the way in which your ideas
shops, even if I have no money.

‫دا‬
6 Just because it’s pay day, you shouldn’t
a shopping spree and spend it all.
7 I love to walk around the souk and look at
are linked through the text.
Some common ways of paraphrasing are:
• using synonyms,
‫ﻹﻋ‬
• changing the form of words, e.g., from verbs
how the salespeople their wares.
to nouns or adjectives, or vice versa,
8 It’s a huge department store, so it should
• changing from active to passive, or vice
definitely the products you’re
versa,
looking for.
• changing the grammatical structure.
‫دا د‬

3 Look at this alternative introduction to the Note that successful paraphrasing requires the
essay in Exercise 1. Which introduction is use of multiple techniques each time.
better? Say why.
In recent years,, there has been a 5 In pairs, read the essay question and make
ng movement towards buying
growing a list of arguments for and against it.
‫واﻟ ﺗ‬

local. People are starting to see that this

Increasingly, people see shopping not as
is moree beneficial for the environment,
a necessity but as a leisure activity. Is this
and for the local economy.
a positive thing? Discuss the arguments of
both sides and give your opinion.
‫ﺟﮭ‬

6 WRITING TASK Write your essay. Use your

ideas from Exercise 5 and remember to
paraphrase.
Use the Graphic Organiser to help you plan
‫ﯾز‬

your writing.

34
 03

BUYING

‫ﻧﺳ‬
LOCAL:

‫ﺧﺔ‬
GOOD OR BAD?

‫ﻗﯾ‬
‫دا‬
There is a growing movement towards buying local. What are the
‫ﻹﻋ‬
reasons for this, and what possible disadvantages might there be?
In recent years, there has been a move away centre; instead you are able to devote some
from stocking up on essentials at mega of it to your family and friends.
supermarkets towards buying more frequently In spite of these benefits, it should be
‫دا د‬

from local retailers. In my opinion, there are recognised that there are some clear drawbacks
5 several excellent reasons for this trend, but also 30 to shopping locally. Price is definitely an issue;
a number of pitfalls to buying local. although shopping in big supermarkets is time-
Perhaps the most important rationale for buying consuming and definitely not eco-friendly,
local goods is the growing awareness of climate convenience stores are always more expensive
‫واﻟ ﺗ‬

change, and the obvious issues related to goods so many people economise by buying in bulk
10 being flown in from the other side of the world. 35 from chain stores and prefer to shop around
In addition, more and more people are for the best deals.
perturbed about products having been There is also likely to be much less choice
manufactured under terrible working available in local shops. Many people enjoy
‫ﺟﮭ‬

conditions. Cheaper though the items may be, spending hours mooching around the shops
15 worries about modern slavery often negate any 40 in a big shopping centre – whether we like it
discount. or not, it has become part of our culture. It is
Another benefit of buying local is that such somewhat harder to go on a shopping spree if
there is only one local clothes boutique.
‫ﯾز‬

shops frequently offer fresher foodstuffs, and

display their wares for the customer to choose In conclusion, while there are undoubtedly
20 from. It is also quite easy to get in contact with 45 some downsides to buying locally, no one
the owner and ask them to carry the products wants bricks-and-mortar shops to disappear
you need. and to be forced into a situation where they are
unable to run errands in their neighbourhood.
Last but not least, there is the positive aspect of
I would argue that the potential benefits for
time one saves when shopping locally – you do 50 our local economy and for the world as a whole
25 not need to spend the whole day in a shopping
clearly cancel out any disadvantages.
□ I can use paraphrases when writing a for-and-against essay. 35
 04 Tastes
VOCABULARY Adjectives related to food, partitives, verbs related to eating, food items extended, idioms
GRAMMAR Advanced conditional structures, inversion in conditional forms
READING Identifying paraphrases, synthesising information

‫ﻧﺳ‬
LISTENING Understanding the development of ideas in a vlog talking about table manners
SPEAKING Proposing solutions, giving reasons and justifications
WRITING A restaurant review
VIEWING AND PRESENTING Local and traditional food, appetite triggers, food production, solutions to world

‫ﺧﺔ‬
food problems, table manners

‫ﻗﯾ‬
‫دا‬ 3 Decide whether the adjectives in the box
‫ﻹﻋ‬
have negative (N) or positive (P)
connotations. Then complete the customer
comments with the correct adjectives.
□ chewy □ fluffy □ greasy □ mouldy
□ scalding □ soggy □ stodgy □ tempting
‫دا د‬

LESSON 1A □ tender □ velvety

VOCABULARY AND SPEAKING 1 I was expecting the steak to be ,
but instead, it was tough and
very .
1 4.1 Listen to a food stylist
‫واﻟ ﺗ‬

2 I couldn’t drink the tea immediately – it

talking about her job and answer
was and burnt my tongue!
the questions.
1 What personality traits and skills does a 3 The mashed potatoes were light and
– better than the
food stylist need?
chips my sister had – dripping with oil!
‫ﺟﮭ‬

2 Why is a food stylist necessary?

3 What tools of her trade does she mention? 4 They served the fish with a smooth and
sauce.
Adjectives to describe food 5 The kunafa looked lovely, but it was too
2 heavy and for me.
‫ﯾز‬

4.1 Listen again and match the food

from the recording with the adjectives that 6 The croutons should have been light and
describe it. crisp, but they’d been in the soup too
1 tender 6 mouldy long and were all !
2 velvety 7 stodgy 7 I sent back my cheese board because the
3 scalding 8 succulent cheese was !
4 soggy 9 gooey 8 The baklava looked , but I’d
5 gristly eaten a lot and I just finished off the meal
with a peach.
36
 04
4 4.2 Listen to a food artist 6 Choose the correct partitives to complete
talking about his job. Complete the the sentences.
sentences with 1–4 words in each 1 Always add a pinch / drop of salt to beaten
gap. eggs.
1 The job of a food artist is considered 2 I had two handfuls / scoops of vanilla ice
by many. cream with a sprig / sprinkle of grated
2 The speaker was impressed when he saw chocolate and it was delicious.

‫ﻧﺳ‬
a cake that resembled a . 3 We used to dip segments / slabs of
3 Some food art is as its main oranges into sugar as a snack when we
purpose is to be displayed. were children.

‫ﺧﺔ‬
4 The speaker suggests that people can look 4 She finished off the cake with a dab /
up on the Internet. dusting of icing sugar.
5 I like a scoop / heel of bread with my soup.
ACTIVE VOCABULARY | Partitives
6 There was a pinch / dab of chocolate sauce
Partitive expressions allow us to quantify on her nose after she’d made the cake.
things, usually uncountable ones, e.g., 7 The only green vegetable my dad will eat

‫ﻗﯾ‬
information is uncountable, but if we use a is a handful / sprig of peas now and again.
piece of with information, then we can count 8 We should all eat five portions / cloves of
information, etc.)
‫دا‬
it (one piece of information, two pieces of

It is possible to use some partitives with

different nouns, e.g., a piece of advice /
fruit and vegetables every day.
7 SPEAKING If you could choose to have a job
related to food, what would it be and why?
‫ﻹﻋ‬
fruit, but there are often specific nouns that Think about: food stylist, food artist, chef,
collocate with specific partitives, e.g., a fit of chocolate taster.
anger, a clove of garlic.
8 REFLECT | Culture In pairs, discuss the
Partitives questions.
‫دا د‬

1 Is the local food and cuisine in your

5 4.3 Study Active Vocabulary.
country more popular than the cuisine of
Then listen and complete the
other cultures? Say why.
partitives with the nouns to
make collocations from the 2 What is your regional cuisine famous for?
recording. Describe the food using the words and
phrases from this lesson.
‫واﻟ ﺗ‬

1 a clove of
3 Why are traditional foods important to a
2 a dab of culture?
3 a drop of
4 a dusting of
5 a handful of
‫ﺟﮭ‬

6 a heel of
7 a scoop of
8 a segment of
‫ﯾز‬

9 a slice of
10 a spoonful of
11 a sprig of
12 a sprinkle of

Now go to Workbook page 28 for the next lesson.

□ I can use adjectives and partitive expressions to talk about food. 37

 LESSON 2A
READING AND VOCABULARY
What tickles
your taste buds?
1 Match the highlighted words and phrases
in the article to the underlined parts of the
sentences.
1 Even if you’re not particularly hungry, if
you smell freshly baked bread, you get a 4.4

‫ﻧﺳ‬
sudden message from your stomach.
2 It’s important to let your body digest Everyone knows that it’s important to have a
dinner before doing anything energetic. regular routine regarding meals, but it’s also true
to say that it’s often impossible to ignore hunger
3 When I come home from sports training, I

‫ﺧﺔ‬
pangs outside regular mealtimes, when we give in
usually eat everything I can find.
5 to temptation of one type or another and indulge
4 Come over now and I’m sure I can quickly ourselves. We wanted to hear what can trigger
cook something to eat. people’s appetites – when and why they succumb
5 Even when you’re watching your diet, I to temptation. Here are some contributions from
think something tasty and full of unhealthy different readers. Can you relate to any of these?

‫ﻗﯾ‬
ingredients is OK just occasionally.
2 Match questions 1–7 with writers A–C. Each
A Picture the moment. You’ve had a really

Which writer …
‫دا‬
writer may be chosen more than once.

1 □ connects an appetite trigger to an

filling meal of dumplings and tender chicken
casserole, and you’re chilling out on the sofa
watching an hour or so of mindless TV to let
your dinner go down and forget the day’s
‫ﻹﻋ‬
emotion or a state of mind?
issues. It’s a police series, nothing too exciting.
2 □ wants the reader to visualise a situation?
15
But then, oh no – the detective goes into a fish
3 □ believes people are manipulated to eat and chip shop. Your senses are suddenly on
unhealthily? full alert. You can smell the vinegar, hear the
4 □ mentions something that does not only chips sizzling in the fryer, and your stomach
‫دا د‬

trigger a desire for food? 20 rumbles. The policeman bites into the fish, and
5 □ mentions more than one sense that your mouth starts to water. What do you do?
reacts to the appetite trigger? Well, what I do is head for the kitchen, rustle
6 □ compares his appetite trigger with up what I’ve just seen on the screen – and
other people’s? then feel awful afterwards. I can’t resist the
7 □ cites other appetite triggers that do not
foodie delights I see on TV. The saltiness of the
‫واﻟ ﺗ‬

25
fish, the feeling of greasy chips on my fingers.
affect him?
Irresistible! Pictures in a book or magazine or
3 Read extract a and its paraphrase b. Then online don’t do it for me, but moving visuals
study Active Reading and answer questions do. It’s useless trying to ignore the pangs, I’m
1–3 below. 30 afraid. I’m a lost cause.
‫ﺟﮭ‬

a I used to be a midnight snacker. I’m sure

this is what triggered my sleepless nights.
b He blames the onset of his insomnia on
late night eating habits.
‫ﯾز‬

1 Which phrase from extract a is reflected in

the reporting verb blame in paraphrase b?
2 In sentence b, find synonyms for triggered,
sleepless nights and I used to be a midnight
snacker.
3 What other main difference do you notice
between the extract a and the paraphrase?

38
 04
ACTIVE READING | Identifying paraphrases
B I’m usually careful to avoid the temptations
that lead to snacking between meals. But, • You can use reporting verbs to introduce
unfortunately, when boredom sets in, the paraphrased opinions and information,
healthy habits waver. Some of my friends e.g., criticise, blame, verify, etc.
35 maintain that it’s stress or anger that leads Some people don’t know when to stop
them straight to the crisp packet or a slice eating and he says that this is completely
of gooey cream cake. They say that comfort their own fault.

‫ﻧﺳ‬
eating helps them cope with whatever
Paraphrase: He criticises people who lack
situation it is that they’re facing. I have no
self-control over their eating.
40 such excuses. My hunger pangs strike when
I’m between activities. Work’s done, but I • The paraphrase may use synonyms:

‫ﺧﺔ‬
have an hour to kill before meeting up with He thinks that … – He is of the opinion that …
friends, and more likely than not, I’m fed • The paraphrase may be shorter and
up with trawling through social media. My combine information from more than one
45 brain thinks, ‘What shall I do now?’ And sentence.
my stomach kicks in with, ’Well, I’ve got
4 Complete the sentences with the verbs

‫ﻗﯾ‬
an idea! Remember that box of chocolates
you got for your birthday?’ And before I from the box.
know it, the box is beside me, half empty … bombarded devoured sneak strike
50
afterwards – I’m just too full!
‫دا‬
And, unlike my friends – I don’t feel better succumbed trawl triggered wafting
water wavering
1 I had to through all my old emails
‫ﻹﻋ‬
C We’re continually being bombarded with
information, advice, warnings and threats
to find the information I was looking for.
2 I was starving and the whole
relating to healthy eating, but then the shops plate of sandwiches in five minutes.
55 and supermarkets sabotage everything.
3 The smell of roast lamb from the
I could be walking down the street to the
kitchen always makes my stomach rumble.
‫دا د‬

bus stop without a thought of food in my

head – when the smell of freshly baked 4 By the fifth kilometre of the marathon,
bread wafts out of the baker’s and stops me my enthusiasm for the experience
60 in my tracks. I’m sure most people would was .
agree that smells like this have the uncanny 5 When I was young, I used to into
ability to communicate directly with our the kitchen to snack at night.
‫واﻟ ﺗ‬

stomachs, completely bypassing the brain. 6 We’re with adverts for fast food
So, then I devour a gooey chocolate cake every day on TV and online.
65 and feel really guilty. The supermarkets are 7 The smell of my mum’s lemon cheesecake
even worse. They’ve researched the smells always makes my mouth .
that trigger food responses in us, and they 8 His action a massive response
‫ﺟﮭ‬

purposely release them in certain aisles to from the people.

encourage us to buy. For me, smell is a very
9 My hunger pangs when I miss
70 powerful sense and it can take me back to a
breakfast and skip straight to lunch.
childhood walk in the country, or, in the case
of bread, chocolate and coffee – straight into 10 Fadi to temptation and had a
‫ﯾز‬

a café or a shop! second serving of the stew.

5 SPEAKING In pairs, discuss appetite triggers
that you have, which foods you find hard
to resist and what you do to practise self-
control over your eating.

□ I can identify paraphrases in an article and talk

about appetite triggers. 39
 LESSON 3A GRAMMAR
1 4.5 Read the questions from
the interview. Then listen to
the interview, summarise the DUCKS LEND A HELPING BEAK
speaker’s answers and compare Chinese farmer, Tang, employs a strange group
them with your ideas. of workers in his fields – ducks! They gorge
themselves on the insects and weeds, which
1 Why don’t more people eat organic would otherwise destroy his crops, and in addition
to this, they also fertilise the soil. AHad this

‫ﻧﺳ‬
foods?
ancient Chinese tradition not been rediscovered,
2 Why is it important to develop organic farmers, like Tang, would be forced into using a
foods? whole range of pesticides to deal with increasing
3 What can big food producers do to numbers of insects, breeding because of today’s

‫ﺧﺔ‬
help? higher temperatures. As it is, his organic rice now
commands high prices. However, as the tempting
4 Why have pesticides been used for so crops begin to bear fruit, the ducks are withdrawn.
long? B
Were they to continue, the crop itself might well
5 Do you think pesticides will be disappear along with the insects and weeds! This
completely banned in the future? technique is being used in villages all across Asia,
in France and South Africa. CShould it be adopted

‫ﻗﯾ‬
on a larger scale in other places, it could reduce our
Advanced conditional structures dependency on pesticides.

‫دا‬
2 Sentences a–f from the recording in
Exercise 1 use advanced conditional forms.
Read them and answer questions 1–3.
1 □□ Can you find two sentences where the
Inversion in conditional forms
3 Look at the three underlined sentences in
‫ﻹﻋ‬
the text above and answer the questions.
‘if’ clause is less likely than with a normal
Then rewrite the sentences using basic
conditional form?
conditional forms.
2 □□ Find two sentences which emphasise
1 Which word that usually appears in basic
and focus on nouns by using the structure
conditional sentences has been omitted?
If+noun/pronoun+to be.
‫دا د‬

What is the difference in time reference 2 What has happened to the word order of
between them? these sentences?
3 □□ Find two sentences where if has been 3 What has happened to the word not in the
replaced. How do these changes affect the sentence that is negative?
meaning? 4 Why has inversion been used in the
‫واﻟ ﺗ‬

sentences?
a But for the greed of the big industrial
manufacturers, we wouldn’t be in this Grammar Reference > pages 69-70
situation now.
4 Rewrite the sentences using conditional
b If the big food producers were to find
sentences with inversion.
alternative ways to protect crops ... this
‫ﺟﮭ‬

might safeguard people’s health. 1 They don’t use insecticides because they
don’t want the rice to be contaminated
c If it weren’t for farmers having used these
with chemicals. Were they .
pesticides so much over the decades, the
bee populations would be much safer now. 2 They shared the advice online so that
‫ﯾز‬

other farmers could learn about it.

d As long as more and more people demand
Had .
it, then things will change!
3 The ducks eat the weeds so that
e If you should ever talk to a beekeeper,
the crops aren’t strangled by them.
they’ll tell you about the real problems
Should .
bees are encountering.
4 Reversing climate change would lower
f If it hadn’t been for lack of information,
global temperatures. Should .
I’m sure people would have started eating
organic foods a long time ago.
Grammar Reference > page 69
40
 04
5 Choose the correct options to replace the 7 Choose the correct words and phrases to
underlined words and phrases in the text. complete the article about a bird called the
Then decide which of them have similar use. greater honeyguide.
1 Unless / Imagine
2 If you knew / If you didn’t know
3 If you had done / If you were to do
4 If you served / If you didn’t serve

‫ﻧﺳ‬
5 If they were / If they weren’t
6 If / Unless
7 If you had / If you didn’t have

‫ﺧﺔ‬
8 If / If not
9 Apart from / If not
10 If it’s / Should it be YOU SCRATCH MY BACK …
1
PONDERING OVER A MENU Supposing / Provided that you were trying
1
Supposing you had to organise a feast, what sort of to find a hive full of honey in the wild (2unless

‫ﻗﯾ‬
food would you serve? 2Without knowing all your / assuming you weren’t a bee!) – how would
guests’ dietary preferences, it would be hard to you go about it? Well, 3should / but for you

‫دا‬
decide. You could play safe and get in a huge amount
of pizza, chicken nuggets or burgers.
But 3should you do that, the vegetarians might feel
left out. However, 4as long as you served up fluffy
belong to a certain African tribe, the Yao in
Mozambique, you’d give a particular call
involving a complicated rolling rrrr sound and,
4
otherwise / provided that your call was
‫ﻹﻋ‬
roast potatoes and succulent cheesy omelettes, they correct, a bird called the greater honeyguide
should be happy. 5Unless they were vegans, of course. might appear and show you the way.
5
6
Assuming you decided to go for a buffet, you would But for / Assuming the help of this amazing
encounter other problems. 7Provided that you had bird, the search for honey would be long
plenty of space and enough money to hire a cook, it and complex and, more often than not,
‫دا د‬

would be a great option. 8Otherwise, people would unsuccessful. Scientists call this an example
have to eat standing up and you’d have to cook of mutualistic behaviour – animal and man
yourself. In any case, you should avoid scalding hot interacting for a common outcome. The Yao
soups that get cold fast and deep-fried food that may need the honey from hives, which are usually
become soggy. 9But for dishes like those, anything hidden high up in tall trees, and 6on
‫واﻟ ﺗ‬

could be on the table. 10On condition that it’s healthy condition that / unless guided there by the
and fresh. honeyguide, there would be little chance of
finding them. In return, the birds feed on the
6 Complete the table with the words and wax and grubs that remain after the honey
expressions from the box. has been extracted. 7Unless / As long as
assuming on condition otherwise
‫ﺟﮭ‬

the Yao don’t deny the birds their reward, as

provided (that) should+noun without has unfortunately happened in other places,
the special relationship will go on. And
Very similar to if. as long as, ...
long may it continue, 8without / otherwise
Normal condition.
a nourishing food source would remain
‫ﯾز‬

The condition is taken supposing, ... unexploited.

for granted.
Adds a negative meaning unless, ...
to the condition. 8 SPEAKING Think about the steps involved
Adds a negative but for, ... in food production. Tell your partner your
meaning to the opinion of these activities.
condition and requires
a gerund or a noun. Now go to Workbook page 30 for the next lesson.

□ I can use conditional forms to make hypotheses about the past, present and future. 41
 LESSON 4A SPEAKING
1 4.6 Listen to two students
talking and answer the
questions.
1 Which problem are they discussing?
2 What consequences do they talk about?
3 What solutions do they propose?
3 4.7 Complete the conversation

‫ﻧﺳ‬
2 4.6 Listen again and complete the
phrases in the Speaking box with one word with the correct words and
in each gap. phrases from the Speaking box.
Listen and check.

‫ﺧﺔ‬
SPEAKING | Proposing solutions, giving Laila What else could we write about?
reasons and justifications How about food waste? Did you
know that a third of the food that we
When discussing and justifying options,
produce is wasted?
always acknowledge the other person’s
suggestions politely, even if you disagree. Reem No, I didn’t. What is the 1

‫ﻗﯾ‬
behind that, do you think?
Proposing options Laila Let me see ... Hmm ..., as
Another 1 forward could be supermarkets have appearance
(organising courses).
In my opinion, we should also be 2
at (giving tips about …)
We need to 3
‫دا‬
this problem head on.
quality standards, they reject
perfectly good food just because it
doesn’t look right.
Reem I see where you’re 2
‫ﻹﻋ‬
Given the difficulty/urgency of the problem, that. What else? We should also
3
we need to … at bulk-size packaging
in shops.
Giving reasons (justifications)
Laila And large portions served in
My 4 for saying that is …
‫دا د‬

restaurants? We’re consuming ever

The reasoning 5 that is that … bigger meals than 30 years ago.
The logic underpinning such an approach is People will rarely buy a second
that … helping, but they’ll take the option
What I’m 6 to say is that some of a larger size.
4
people … Reem thinking!
‫واﻟ ﺗ‬

5
Acknowledging another person’s Laila What I’m say is that
suggestions they do it so as not to appear so
Actually, that’s a really 7 option. gluttonous.
Reem Probably. Last but not least,
I see where you’re going with that.
households buy more food than
‫ﺟﮭ‬

Good thinking. needed.

You’re spot on. Laila You’re 6 on! OK, so
we’ve got the reasons. Now what
about the solutions to the problem?
‫ﯾز‬

4 In pairs, discuss solutions for the problem

in Exercise 3. Compare with another pair.
Use the phrases from the Speaking box.

42 □ I can propose solutions, and give reasons and justifications when talking about food.
 LESSON 5A LISTENING AND VOCABULARY 04
01
1 4.8 Listen to Zeina talking 4 4.8 Listen again and complete each
about table manners on her sentence with a word or a short phrase in
vlog. Which of the things in the each gap. What is Zeina’s excuse for not
photos does she mention? always having good table manners, and
why?
2 Put topics a–f in the order Zeina mentions 1 Zeina thinks her parents would most likely
them.
object to her not using a/an when
a □ Reasons for the importance of good

‫ﻧﺳ‬
eating on her own.
table manners 2 Zeina was particularly surprised by a/an
b □ Whose responsibility developing about modern table manners.
children’s manners is 3 Zeina uses the word to describe

‫ﺧﺔ‬
c □ Imposing rules at mealtimes how the children behaved in a restaurant.
d □ Zeina’s own manners 4 Zeina believes that the most important
e □ Reasons for the decline in manners thing about having good table manners is
f □ How she found out about changes in that it is a sign of for others.
table manners 5 Zeina uses the word to describe

‫ﻗﯾ‬
her attitude to people throwing food
3 Complete the sentences with the correct around the table.
forms of the words from the box.

‫دا‬
become bring feeling haul mind slurp
1 The programme on nutrition really
5 REFLECT | Culture In pairs, discuss the
questions.
1 Do you think good table manners are
‫ﻹﻋ‬
home to me how dangerous important today? Say why. What can we learn
some foods are for our health. about a person from their table manners?
2 I got over the coals a lot as a child 2 Do you think table manners have changed in
for sneaking chocolate bars into class and your country since you were a child? Is this a
eating them. good or a bad thing in your opinion? Say why.
‫دا د‬

3 I hate hearing someone their drink 3 List any table manners you think are special
– it is so rude! to your country. Do you know any examples
4 I’ve got a sinking that the bill for of table manners in other countries that are
this meal is going to be astronomical. different to yours? Give examples.
5 Children asking permission to leave the table
‫واﻟ ﺗ‬

has definitely a thing of the past in Now go to Workbook page 32 for the next lesson.
my country.
6 My mum used to tell me to
C
my manners when I ate at
schoolfriends’ houses. B
‫ﺟﮭ‬

A
‫ﯾز‬

□ I can understand the development of ideas in a vlog and talk about table manners. 43
 LESSON 6A WRITING AND VOCABULARY | A restaurant review
1 Read two reviews of the same restaurant and 4 Study the Writing box and complete it
answer the questions. with examples from review A.
1 What facts do the reviewers agree and WRITING | A restaurant review
disagree about?
2 Do you consider both reviews informative and • Use nominalisation (verb becomes a
fair? Say why. noun) to avoid wordiness, e.g.,
3 Who do you think the target audience is for the The designers have cleverly used

‫ﻧﺳ‬
reviews? Say why. various shades of blue to create a
beautifully relaxing eating area =
4 Why might some people leave an inaccurate / 1
incorrect review online?
• Use synonyms to avoid repetition, e.g.,

‫ﺧﺔ‬
2 Read the reviews again and tick the pieces of stunning = amazing duck = 2
advice about writing a review that are correct. • Use words and phrases of comparison
1 □ Always use a formal style. and contrast, e.g.,
2 □ Offer a recommendation. In common with ... As many other
3 □ Summarise your opinion in the conclusion. restaurants have done ... Other

‫ﻗﯾ‬
4 □ Give brief background details, including the restaurants have done likewise/
name and when you went there. similarly ...
5 □ Describe the restaurant in detail.

something.
7 □ Give your personal impression.
‫دا‬
6 □ Use direct language if you disapproved of
By way of contrast ...
• Use phrases of recommendation, e.g.,
I cannot praise it 3
If 4
.
somewhere new and
‫ﻹﻋ‬
8 □ Engage the reader from the beginning. exciting then ...
This restaurant should be a first choice
3 Match the colloquial words and phrases from for a big celebration.
the box with their more formal synonyms. I would have to say that the
restaurant doesn’t score highly on the
‫دا د‬

give it a wide berth hype I’ll give it that

a letdown made out that value for money value for money scale.
yearn for
5 Using nominalisation, rewrite the
1 a disappointment sentences starting with the words given.
2 indicated
1 Fusion food has risen in popularity in
‫واﻟ ﺗ‬

3 avoid recent years and this has influenced

4 advertising and previews many restaurant menus.
5 really desire The .
6 not too expensive 2 The restaurant is easily accessed from
7 that’s one point in its favour
‫ﺟﮭ‬

a rear car park, which has contributed

to its success.
Easy .
3 Experts have advised people to eat
more healthily and this is beginning to
‫ﯾز‬

affect the number of fast food outlets.

Expert .
6 WRITING TASK Rewrite review B to
make it less direct and better balanced.
Use as many points from the Writing
box as you can.
Use the Graphic Organiser to help you
plan your writing.
44
 THE BIG COMBO – BIG TASTES
04
A Do you appreciate the delicate spices that flavour
Asian food and yet often yearn for some naughtily
unhealthy American burgers or deep-fried chicken?
Yes? Then you will love the new fusion restaurant – The
Big Combo. In common with other fusion restaurants,
it brings together the tastes of different cultures in an
unexpected way. I ate there last night and, as I’m a

‫ﻧﺳ‬
great fan of both American and Asian cuisine, I’d been
really looking forward to the evening. It certainly didn’t
disappoint.

‫ﺧﺔ‬
The décor is stunning. Clever use of various shades of
blue has created a relaxing eating area, and there are
some amazing food art works on the walls. The tables
were simple in a classy, minimalistic way with a total
absence of flowery centrepieces or sauces.
However, what made a lasting impression on me was

‫ﻗﯾ‬
the food. Every dish on the menu sounded tempting,
but I eventually went for the southern fried duck. This

‫دا‬ combined deep-fried breadcrumbed duck (a US dish)

with a velvety Peking sauce and a generous portion of
pancakes (from Asia). It was a combination that I would
never have believed would work, had I not tried it
‫ﻹﻋ‬
myself. The meat was both tender and crisp – a difficult
balance. In the hands of a less skilled chef it could have
become either tough and chewy, or greasy and soggy.
Here, it was perfect.
If you are looking for somewhere new and good
‫دا د‬

value for money that provides an exciting eating

experience, then you need look no further than The Big
Combo. I cannot praise it highly enough. The service,
atmosphere and quality of the food were all excellent.
Were it not for the calorie content of many of the
‫واﻟ ﺗ‬

dishes, I would be happy to eat there every day of the

week!

(NEVER) MIND THE DINER!

‫ﺟﮭ‬

B Went to the new fusion restaurant that’s just opened and

what a letdown! All the hype made out that it was going
to be a really affordable eatery with a menu to suit all
tastes. No way. Pricy, tiny portions, dirty cutlery and rude
‫ﯾز‬

staff. And if you don’t want meat, then you’re out of luck.
Decor’s good – will give it that. But take my advice and
give it a wide berth!

□ I can write a restaurant review. 45

 LIFE SKILLS How to think critically about food choices

‫ﻧﺳ‬
‫ﺧﺔ‬
4
3

O O D
2

T T H E F
T R I C K S T H AF E E D S U S
1

‫ﻗﯾ‬
IN D U S T R Y ‫دا‬
These days manufacturers know that quite manufacturers might be giving an
‫ﻹﻋ‬
a lot of people want to feel that they are 30 unrealistically tiny portion to make it look
eating more healthily. Yet there is generally better).
a bigger profit margin on junk food and it’s Generally speaking, you can assume that the
5 more likely to be purchased as an impulse longer the list of ingredients, the worse it is
buy. So, they reason, rather than actually likely to be for you. That’s why a slab of dark
‫دا د‬

producing healthier food, why not just make 35 chocolate is likely to have much less sugar and
it seem healthier? other additives than a so-called healthy cereal
You might notice breakfast cereal with a big bar. Research by the consumer group, Which?,
10 splash of colour on the packet, announcing, found that more than half the cereal bars they
‘no artificial flavours or colouring’. Fair analysed contained over 30 percent sugar.
Veggie crisps may be made of vegetables,
‫واﻟ ﺗ‬

enough, but if you concluded that made it 40

healthy, you’d be gravely mistaken. What but if they’re deep fried and greasy, with high
about the nine teaspoons of sugar in every levels of sodium, plain popcorn would be a
15 serving? Or how about reduced-fat peanut much healthier choice.
butter? Surely this must be better for you And watch out for other clever tricks from
than the regular kind? Not if the fat has been
‫ﺟﮭ‬

45 the junk food industry aimed at getting you

replaced by sugar or corn syrup. to eat more, such as biscuit packets that
If we want to eat healthily, we need to won’t seal until you have devoured six or
20 take some responsibility for casting a more seven of them, extra large ‘grab bags’ of
critical eye over some of the manufacturer’s crisps, or ploys used by supermarkets to
‫ﯾز‬

claims. Look at the label. The ingredients 50 get you to buy more unhealthy food, such
are listed in weight order, from biggest to as tempting BOGOF deals (‘buy one, get
smallest. So, if sugar is in the top three one free’). As a final tip, you’ll probably
25 ingredients, as it is in most cereals, you buy healthier food if you plan ahead what
can be sure that there’s a lot. Also, when to get, and remember – don’t go shopping
comparing products, look at the amount 55 when you’re ravenous.
per 100 grams, not per portion (the

46
 03–04
1 Look at photos 1–4. Which is the healthier 4 DEBATE In groups, discuss the question. Use
option? Say why. the arguments below to help you.
• Cereal bar or dark chocolate bar? What are the pros and cons of introducing a
• Regular peanut butter or reduced-fat tax on junk food?
peanut butter?
FOR
• Veggie crisps or popcorn?

‫ﻧﺳ‬
• Would encourage people to eat less
2 Complete the advice in the Life Skills box sugar, salt and fat.
with 1–3 words in each gap. Then read the • Could encourage manufacturers to
article again and check.

‫ﺧﺔ‬
make food healthier.
• Tax could be spent on healthcare.
LIFE SKILLS |
How to think critically about food choices AGAINST
1 2
1 Don’t assume that fat, or no • Difficulty in deciding which foods to
or colouring means that food is healthy. tax.

‫ﻗﯾ‬
2 Look at the labels. The ingredients are • Poorer people are likely to be taxed
printed in 3 , with the first few items more as junk food is cheaper.
how much saturated fat, sugar and
4
the product contains.
3 When making comparisons between
‫دا‬
being the most important. It is vital to check
• Exercise is as important as healthy
eating.

5 Do the task below.

‫ﻹﻋ‬
different foods, don’t look at the amount
of saturated fat and other ingredients per LIFE SKILLS | Project
5
, but per 100 grams, so you can be
Work in pairs or small groups.
sure you’re comparing like-for-like.
4 As a general rule, the lengthier the • Choose one of the following types of food:
‫دا د‬

6
, the less healthy a food item is breakfast cereals, biscuits, confectionery,
likely to be, as there are likely to be a lot of ready meals. Carry out an investigation into
7
. your chosen food (at home and perhaps in a
shop).
5 Don’t let the 8 industry entice you
into eating more than you had planned. • Look at some different examples and
compare the nutritional information. Which
‫واﻟ ﺗ‬

6 If you’re feeling 9 , it probably isn’t a

ones are healthier or less healthy? Say why.
great time to do your weekly food shopping.
• Look at the suggested portions and compare
them with what you would usually eat.
3 4.13 Listen to four interviews Do any of these portion sizes surprise you?
with shoppers and decide if the • Do any of the products set out to appear
‫ﺟﮭ‬

speakers are thinking critically healthier than they really are? How? Think
about their food purchases. Say about what aspects are emphasised, or may
why. be hidden away in small print.
• Report back to your class.
‫ﯾز‬

47
 05 Do your best
VOCABULARY Idioms (studying), collocations with attempt and effort, verbs + dependent prepositions,
discipline, personal qualities, prepositional phrases, synonyms
GRAMMAR Modals and related verbs
READING Identifying specific details

‫ﻧﺳ‬
LISTENING Recognising word clusters in fast speech
SPEAKING Buying time
WRITING An essay

‫ﺧﺔ‬
VIEWING AND PRESENTING Study habits, exam experiences, motivation, interviews

LESSON 1A
VOCABULARY AND SPEAKING

‫ﻗﯾ‬
1 5.1 Listen to three students
talking about their learning
preferences. Make notes about

‫دا‬ what they say and then answer the

questions.
1 Where and how does each student prefer
‫ﻹﻋ‬
to study? Say why.
2 What can stop them from being able to
study or perform effectively?
Idioms
2 5.2 Complete the sentences
‫دا د‬

from the recording with the

correct forms of the idioms from
the box. Then listen and check.
breeze through something
drum something into someone
‫واﻟ ﺗ‬

get your head down

get the hang of something go blank
keep (someone) on track run on empty
1 I’m exhausted and really .
‫ﺟﮭ‬

2 You might just and be unable

to think of anything when you get into the
quiet of the exam room.
3 They just the information
‫ﯾز‬

us, repeating it again and again.

4 I’ve always exams, really. Never
had to make much effort.
5 I realised that I would really need
to , concentrate and work harder.
6 We don’t mess about, and we
each other ; staying really
focused.
7 I’m really what’s needed for the
48 exam now.
 05
How to use your time most productively
Khalil Aisha
My top tip is to stop trying to multitask. I do think it’s important to work at a desk. Working
I used to think it was very efficient, but on a sofa is a terrible idea. Your brain associates this
in fact it usually backfires 1 you. place 6 sleep and rest, and you’ll soon find your
Rather than trying to cram too many studying is a lost cause.

‫ﻧﺳ‬
different tasks 2 the same Randa
couple of hours, I now apply myself Take more breaks. Most people find it hard to
3
one task at a time, and get concentrate for more than 30 minutes at a time. They

‫ﺧﺔ‬
loads more done. get started and then their focus goes and they spend
Issa ages staring blankly 7 the screen. Turn off all your
Get your desk tidy first – as the saying notifications – they’re designed to distract you 8
goes, ‘a cluttered desk is a sign of a what you’re doing. Try using the Pomodoro Technique:
cluttered mind’. It may take you an you work for 25 minutes, then take a five-minute break.
hour to sort the papers 4 piles, Do that four times and then take a longer break: go for a

‫ﻗﯾ‬
but you’ll be in a better mental state to walk or snack 9 fruit. You’ll be amazed how much
start cramming 5 your exam. more you get done.

Collocations with attempt and effort ‫دا‬ Verbs + dependent prepositions

‫ﻹﻋ‬
3 Study Watch Out! Then match the 4 Read Active Vocabulary. Then complete the
collocating adjectives for attempt and effort discussion forum with the correct
with their definitions. prepositions.
frantic futile half-hearted last-ditch
misguided strenuous sustained valiant
ACTIVE VOCABULARY |
‫دا د‬

Verbs + dependent prepositions

1 Very brave
Some verbs are usually followed by a specific
2 With no enthusiasm preposition before the object of the verb, e.g.,
3 Achieving nothing He apologised for being late.
4 Based on wrong information Some verbs pair with different prepositions with
‫واﻟ ﺗ‬

5 After a series of failures a change in meaning, e.g., You should start

6 Almost out of control cramming for your exam.
7 Using a lot of energy Trying to cram too many different tasks in/into the
same couple of hours is quite challenging.
8 Determined and continuing for a long time
‫ﺟﮭ‬

WATCH OUT! 5 SPEAKING In pairs, talk about a new study

habit presented in this lesson that you
An attempt is when you try to achieve a would like to implement. Say why.
specific goal, e.g., I made a few half-hearted
attempts.
‫ﯾز‬

An effort can replace an attempt in many

cases, especially when you are more positive
about the outcome, e.g., a determined
effort/attempt.
More negative adjectives are used with
attempt, but effort can collocate with both
Now go to Workbook page 36 for the next lesson.
positive and negative adjectives.

□ I can use verbs and dependent prepositions, collocations and idioms to talk about studying. 49
 ‫ﻧﺳ‬
LESSON 2A GRAMMAR
1 5.3 Listen to Aisha, Muna and 3 Match sentences 1–12 from Exercise 2 with

‫ﺧﺔ‬
Rola talking about their their functions a–g. Say if the sentences refer
experiences of exams. For each to the past or present. How is the form of the
speaker, note down what exam or verbs different when we refer to the past?
test they were taking, and what happened a □□ ability b □□ mild obligation
c □□□ strong obligation
to them on the day.
d □ lack of obligation e □ permission

‫ﻗﯾ‬
Modal and related verbs
f □ prohibition g □□ speculation
2 5.4 THINK BACK Choose the

‫دا‬
correct forms to complete the
sentences from the recording.
Then listen and check.
4
Grammar Reference > page 70

5.5 Study Watch Out! Then

think of two different possible
‫ﻹﻋ‬
1 I can’t / mustn’t say I enjoyed the exams meanings for sentences 1–3. Listen
though. and check your ideas.
2 I probably must / ought to have put in a bit 1 He must be responsible.
more effort. 2 He could have eaten it.
3 I need to / can’t do a lot of revision to get 3 He won’t tell anyone.
‫دا د‬

stuff to stick.
4 I had to get / must have got at least a six in WATCH OUT!
order to study Psychology this year. Modal verbs are weak words in a sentence, so
5 Oh dear, I can imagine what can’t / must they are not emphasised. However, sometimes
have happened. we can stress them to convey different
‫واﻟ ﺗ‬

6 I needn’t have / shouldn’t have bothered meanings and so their functions change.
revising at all! • If we stress the modal verb may/might/
7 Surely, they have to / must give you a could, it expresses possibility, e.g., You may/
second chance when something like that might/could have told me. (It was possible.)
happens? Compare: If we stress the main verb, we can
‫ﺟﮭ‬

8 It mustn’t / can’t have been that bad, you use may/might/could with a similar meaning to
passed after all, didn’t you? should to complain, e.g., You might/could have
9 I needn’t / mustn’t be impatient. helped me! (Why didn’t you?)
10 The driving examiner turned to me and • If we stress the modal verb must, it will
express speculation, e.g., She must be home.
‫ﯾز‬

said, ‘You have to / may drive on now.’

I can hear somebody talking. Compare:
11 I couldn’t / didn’t need to understand what
He must stay home and do homework.
he meant.
(obligation)
12 I must / should have been practising every
day, but I hadn’t taken the trumpet out of • If we stress the modal verb won’t, it will
the box for weeks. express refusal, e.g., She won’t go to school.
I can do nothing about it. Compare: He won’t
do it again. It was too stressful. (prediction)

Grammar Reference > pages 70-71

50
 05
5 Rewrite the underlined parts of the 7 Complete the story with the correct forms
sentences with modal verbs and the correct of the verbs from the box.
forms of the verbs. There is one sentence
where this is not possible. Say why. be forced to couldn’t can’t have
might not manage to must be must have
1 I don’t seem to be able to keep the need to not be allowed to shouldn’t
information in my head.
2 I was required to pass it in order to study

‫ﻧﺳ‬
Psychology.
3 I was supposed to get up at about 7 a.m.
A COOING DISTRACTION
4 I was so tired I managed to sleep right This is the kind of story that you 1
even believe really happened – but I promise

‫ﺧﺔ‬
through the alarm.
it did! I was taking my final exams at school
5 Were you allowed to take the test again?
and we were all sitting in the big hall. It was
6 I mean, surely I wasn’t meant to overtake really hot, so the teacher 2 to open
all the cars. all the windows. Usually, the school kept them
6 Complete the second sentence using the closed because they were very high up, which

‫ﻗﯾ‬
word in bold so that it means the same as meant the teacher 3 climb up a step
the first one. ladder to open them.

You . ‫دا‬
1 It wasn’t necessary for you to make so
much effort. NEEDN’T

2 I can’t find my key anywhere. Perhaps I left

Anyway, the exam started and I was just
getting my head down when I heard a kind
of rustling noise. To be honest, I thought it
4
someone fiddling with the exam
‫ﻹﻋ‬
papers or looking for something in their bag,
it at home? MIGHT
though we weren’t actually allowed to bring
I can’t find my key anywhere. in bags. I didn’t give it too much thought
I . until I heard another strange noise, a kind
3 He wasn’t allowed to enter the building. of cooing. I looked up and saw that a bird,
BANNED
‫دا د‬

a pigeon to be precise, was flying round the

He . room. It 5 come in through the open
4 You shouldn’t have told him. SUPPOSED windows.
You . The teacher made a speech about how we
5 They made me attempt it, even though I 6
let it deflect our attention from our
knew it was futile. FORCED exam, and that we 7 talk or anything,
‫واﻟ ﺗ‬

They . and then he started going around, climbing

6 You weren’t meant to see that! SEEN on the step ladder and trying to shoo the
You ! pigeon out of one of the windows. But the
pigeon just 8 find its way out at all.
It was getting more and more agitated, and
‫ﺟﮭ‬

making more and more noise. The teacher

9
expected us to just ignore it all!
Eventually, she 10 direct the pigeon
towards an open window, and it flew off, no
‫ﯾز‬

doubt very relieved to have escaped.

8 SPEAKING Tell your partner about an exam

experience you had, either positive or
negative. What did you learn from the
experience? Use modal and related verbs.

Now go to Workbook page 38 for the next lesson.

□ I can use modal and related verbs to complain or express possibility. 51

 LESSON 3A READING AND VOCABULARY
1 What factors do you think contribute to 3 Complete the sentences with the
sporting success? In pairs, choose three highlighted collocations from the text,
most important qualities from the box. making any necessary changes.
1 Please wish me luck. I’m about to
being a self-starter boundless energy an exciting new project!
natural aptitude perseverance
2 Let’s look back at the original plan.
raw talent rivalry self-conviction We mustn’t our main objectives.
stubborn streak tenacity
3 The engineers are each other

‫ﻧﺳ‬
willingness to make sacrifices and working together as a team.
4 All of their energy is being
2 Read the article about sports psychology helping their community.
on page 53. Complete the gaps, 1–4, in

‫ﺧﺔ‬
5 Our hopes of having a family picnic are
the text with paragraphs, A–E. There is one being rainy weather.
extra paragraph. 6 The teacher praised everyone’s artwork.
Then he his favourite painting.
4 SPEAKING In pairs, think about a time when
your doubts or fears have got in the way of

‫ﻗﯾ‬
your success. What advice do you think a
sports psychologist
p might give you?

A Sports psychology, in most major team

sports, has been something of a game ‫دا‬
changer. The sports psychologist not only
‫ﻹﻋ‬
works with individual players, but with the
team as a whole, and also liaises with the
coaches. In professional football, tactical
analysis of play has long-been used as part of
any club’s methodology. Teams rewatch past
D So, what do sports psychologists actually
‫دا د‬

games to study the mechanics of each move

and sequence. With the addition of sports do, and what qualifies them to do it? In terms
psychology, they monitor the replays for the of qualifications, degree courses in sports
psychology behind certain actions, too. psychology are widely offered at universities
around the world. Alternatively, those with
B The tennis player talked about playing at an undergraduate degree in psychology may
‫واﻟ ﺗ‬

her highest level, as well as how developing add to it by pursuing specialist postgraduate
a pre-match routine proved to be a failsafe studies such as sports medicine or physiology.
way of settling her nerves. She has managed
to enhance her performance by learning how E Sports psychologists use strategies that
to block out distractions such as television
‫ﺟﮭ‬

help players to focus on their aims. These

cameras or the noise of the crowd. She also may include goal-setting or visualisation,
added that negative thought processes which are techniques that have been shown
feature less in her life overall now. to improve concentration and performance.
Professional sportspeople require extensive
‫ﯾز‬

C These examples demonstrate a resilience, which sports psychologists help

dual aspect of the sports psychologist’s them to maintain, as well as strategies for
contribution: a commitment to protect and being positive or remaining calm in difficult
improve the well-being of the client and, in moments.
turn, the greater probability of favourable
outcomes in their chosen sport. It is a
winning formula of care channelled into
measurable results.
52 □ I can identify specific details in an article and talk about success.
 05
5.7

and effects of sport from a psychological 2 They also teach coping skills for dealing
perspective. Highly-skilled sports stars at the 35 with anxiety
i andd intense
i career stress - for
peak of fitness may be outstanding physically, example, using muscle relaxation, breathing

‫ﻧﺳ‬
5 but is this enough? Experts broadly agree that exercises and meditation. When players get
it is not. injured, the sports psychologist supports them
through their recovery with a customised
It takes an exceptional individual to perform in

‫ﺧﺔ‬
40 programme for their physical pain management
any high-stakes tournament and to compete as well as their mental wellness. If a player’s
under enormous pressure and scrutiny, but that confidence becomes eroded by an injury they
10 is what professional athletes do for a living. have sustained, the sports psychologist works
In spite of their dedication and skill, even the closely with them, strategically building the
best of sportspeople can be plagued by doubts 45 player back up to a position of self-belief.

‫ﻗﯾ‬
and fears. The need to be in the right mindset
to perform, unhindered by nerves, has paved 3 At Chelsea FC in London, they extensively
the way for a relatively new role in the sports reviewed players’ moves to analyse whether
15

‫دا‬
sector, that of the sports psychologist. The
field of sports psychology has grown rapidly
in recent years and has become a mainstream 50
they reflected psychological focus or confidence
or motivation and, in this way, were able to
identify patterns of play which led to success
‫ﻹﻋ‬
element of professional sports. Now, when on the pitch. One professor of sport sciences,
20 sports celebrities thank their manager, their after observing more than 250 players, was
coach, and their supporters, it is not unusual able to conclude that play was more successful
for them to single out their sports psychologist whenever players ‘scanned’, that is, quickly
for special praise. It seems unthinkable that any 55 glanced around, before receiving a pass. The
‫دا د‬

serious player or team would be without one same psychology professor also studied 45
25 today. years’ worth of penalty shoot-outs, measuring
the winning games against the length of time
1 The discipline typically combines research a player took to take the penalty kick. The
and theory with the applied practice of 60 conclusion, in psychological terms, is that
psychology in physical exercise and sports. waiting too long causes overthinking, which
‫واﻟ ﺗ‬

Qualified sports psychologists help often results in no score.

30 sportspeople to be mentally prepared for
effective training and optimum performance, 4 After all, when we feel our best, we are
but let us look in more detail at how they do more likely to do our best. For this reason,
this. 65 even though most of us will not embark
‫ﺟﮭ‬

upon a career in professional sports, and may

never experience the terrifying exhilaration of
performing in front of millions of people, and
being judged for it, we all stand to benefit
from the overall process of sports psychology.
‫ﯾز‬

70

In our daily lives, we would all benefit from

paying closer attention to our goals and not
losing sight of them; relaxing and sleeping well;
celebrating important occasions; remaining
75 calm in a crisis; thinking positively; praying and
believing we can do our best.

53
 LESSON 4A LISTENING AND VOCABULARY
1 5.8 Listen to a radio phone- 6 Complete the sentences from the recording
in where four people describe with prepositions.
how they motivate themselves. 1 After a few weeks, I run
Answer the questions. steam and stop.
1 What are they trying to motivate 2 Someone who would check
themselves to do? me from time to time.
2 What method do they use to motivate 3 Someone to pat you

‫ﻧﺳ‬
themselves? the back your achievements.
2 5.9 Study Active Listening. 4 I’m really going, it sounds
Then listen to six word clusters great.

‫ﺧﺔ‬
and write down what you hear. 5 I’d love to go abroad a change.
6 I know that there’s a lot stake.
ACTIVE LISTENING | 7 personal experience, I know
Recognising word clusters in fast speech that …
In more careful speech, we can identify 8 I can sometimes lose faith myself.
specific rules for the way words run together

‫ﻗﯾ‬
9 One of my favourite motivational quotes
e.g., elision, assimilation or intrusion. far is …
However, in faster speech, these rules may
10 We have to be willing to step
not apply, and the sounds in words are
changed. This can make them difficult to
recognise and understand.

3
‫دا‬ our comfort zone.
7 Replace the underlined parts of the
sentences with the prepositional phrases
‫ﻹﻋ‬
5.10 Listen to the word
clusters in more context. Can you from Exercise 6. Make any necessary
understand them better now? changes. Then ask and answer the
Say why. questions.
1 Why do you think people are often
4 5.8 Listen to the radio phone-in from
reluctant to do something different?
‫دا د‬

Exercise 1 again. Match each speaker

with the aspect of their personality which 2 If you were trying to learn a new skill, but
prevents them from making progress. losing motivation, what could you do to
Speaker: 1 □ 2 □ 3 □ 4 □
get the motivation back?
3 Who is the first person you would tell
a being easily distracted about an achievement, so they could
‫واﻟ ﺗ‬

b being disorganised congratulate you on it?

c having little self-belief 4 What would you be interested in doing:
d being unable to maintain motivation learning to drive or learning to ski? Say
e being overambitious why.
f being overly self-critical
‫ﺟﮭ‬

8 SPEAKING Do you agree with the final

5 Now match each speaker with the speaker? Why/Why not?
disadvantage of the method they use.
There are two extra options.
Speaker: 1 □ 2 □ 3 □ 4 □
‫ﯾز‬

a It requires a constant fresh supply.

b It wastes valuable time.
c It can be very expensive.
d The method is rather complicated.
e It can undo what you’re trying to achieve.
f Choosing a suitable partner is vital.
Now go to Workbook page 40 for the next lesson.

54 □ I can recognise word clusters in fast speech and talk about motivation.
 LESSON 5A SPEAKING 05
1 Read some real questions asked at job 5 5.13 Study the Speaking box. Then
interviews. In pairs or small groups, discuss listen to the interviews again and tick the
what you would say if you were asked phrases that you hear.
these questions.
1 If you were a tree, what kind of tree would
SPEAKING | Buying time
you be, and why? In any interview situation you may be asked a
2 You’ve been given an elephant. You can’t tricky question and find that you just can’t think

‫ﻧﺳ‬
of what to say. You can use these phrases to buy
give it away or sell it. What would you do yourself time to think.
with it?
□ I’m sorry, I’m really nervous and my mind has
3 If you had a choice between two gone blank. Let me think about it for a minute.
superpowers, being invisible or flying, □ I’m not certain I follow you. Could you explain a

‫ﺧﺔ‬
which would you choose, and why? bit more about what you mean?
□ Well, I’m glad you asked that question …
2 In pairs, discuss the questions. □ So, let me see …
1 Why do you think companies might ask □ That’s quite a tough question. Let me have a
the kinds of questions in Exercise 1? minute to think about it.
□ Well, to be honest, that requires a bit of

‫ﻗﯾ‬
2 What different things might you be
thought …
interviewed for in the future?
□ Actually, I don’t really have strong feelings

‫دا‬
3 Look at some more typical job interview
questions and decide on what would be a
good answer to each one. What should you
not say?
either way …
□ Could you just explain what you mean by …?
□ Wow, that really needs a moment’s thought …
□ I suppose it depends on what you mean by …
‫ﻹﻋ‬
1 What work experience do you have? What
did you learn from it?
6 5.14 PRONUNCIATION Listen
to three of the phrases from the
2 What’s your biggest achievement so far? Speaking box. What function does
3 Where do you see yourself in five years’ the first word have in each case?
‫دا د‬

time?
7 5.14 PRONUNCIATION Listen again and
repeat.
4 5.13 Listen to two interviews
and answer the questions. 8 Work in pairs. Imagine you are being
1 How well does each interviewee do in interviewed for a place on a sports team.
‫واﻟ ﺗ‬

your opinion? Say why. In turns, interview each other using the
questions on page 73 (Student A) and 74
2 What does each interviewee do when
(Student B). If you can’t answer a question
they are given a difficult question?
immediately, use the phrases from the
Speaking box to buy yourself time.
‫ﺟﮭ‬
‫ﯾز‬

□ I can use phrases to buy myself time to think. 55

 LESSON 6A WRITING AND VOCABULARY | An essay
1 Look at the Writing task. Do the notes agree 3 Study Watch Out! Then replace the
with the topic of the panel discussion? underlined parts of the sentences with
participle clauses.
Your class has attended a panel discussion on 1 Due to the fact that I memorised certain
the topic Memorisation of facts and figures is poems at school, I can still recite them.
useless for our generation. You have made 2 Because I did a lot of revision, I passed the
the notes below: test easily.

‫ﻧﺳ‬
• Memorisation is a necessary first step in 3 I missed a lot of training sessions, which
learning. For example, learning letters and left me struggling during the match.
sounds in order to read. 4 Because they know critical thinking is
• If we don’t spend too much time

‫ﺧﺔ‬
important, teachers try to include it in
memorising facts, that frees up our time and lessons.
brain power to do more challenging things. 5 I got up late, which meant that I missed my
• If we are too reliant on technology to bus to training.
remember things for us, we may lose our 6 As I am not very good at cricket, I need to
ability to memorise. practise more.

‫ﻗﯾ‬
Write an essay for your tutor discussing two
of the ideas in your notes. Explain which idea 4 In pairs, read the essay question. Which

support your opinion.

‫دا‬
is most important and provide reasons to

2 Read the essay written for the task in

of these methods do you think is most
effective and why? Do you agree with the
opinions expressed?
‫ﻹﻋ‬
Exercise 1 on page 57. Answer the Your class has listened to a radio discussion
questions. about different ways to learn a language. You
have made the notes below.
1 Which two ideas did the student choose to
discuss from the question? Ways of learning a language:
2 Which idea did the student consider most • with a self-study app,
‫دا د‬

important? What reasons did they give? • with a teacher,

3 What is the topic of each paragraph? • living in the country where the language is
spoken.
WATCH OUT! Some opinions expressed in the programme:
Participle clauses are an alternative way
‫واﻟ ﺗ‬

• ‘A teacher isn’t always available in the way

of explaining the reason for / result of that an app is.’
something, e.g., • ‘Having lived abroad, I think it’s much easier
As he cannot use a calculator, he will have to to learn the language because you’re
work out the sum in his head. surrounded by it all the time.’
‫ﺟﮭ‬

Not being able to use a calculator, he will have • ‘A teacher can explain things so you really
to work out the sum in his head. understand.’
Many people automatically use calculators
these days, which has resulted in an inability 5 WRITING TASK Write an essay discussing
‫ﯾز‬

to do mental arithmetic. two of the ways of learning a language in

Many people automatically use calculators the notes in Exercise 4. You should explain
these days, resulting in an inability to do which way is the best and provide reasons
mental arithmetic. to support your opinion.
Use the Graphic Organiser to help you plan
your writing.

56
 05

‫ﻧﺳ‬
‫ﺧﺔ‬
‫ﻗﯾ‬
Memorisation of facts ‫دا‬
‫ﻹﻋ‬
and figures is useless
for our generation.
‫دا د‬

Being able to look up facts and figures instantly On the other hand, having spent a great deal of
time learning my times tables as a child, I am now
online, it is debatable whether it is still necessary
able to easily do simple sums in my head, and
‫واﻟ ﺗ‬

for students to learn information by heart. I greatly value that ability. Naturally, we all have
However, I believe that there are substantial access to a calculator on our phones these days,
benefits to memorising key facts. but do we really want to be so utterly dependent
Those who would agree that memorisation is on technology? We should be able to do basic
maths unaided, and we ought to have at least
now an outmoded skill would contend that the
‫ﺟﮭ‬

a rudimentary knowledge of world history and

time teachers spend drumming information science. There is also an argument that we need
into their students could be better employed to continue to use our capacity to memorise or it
in teaching them how to think. It is certainly a is likely to atrophy. The brain is quick to adapt to
practical approach as this way students learn the new normal, and discard any skills it perceives
‫ﯾز‬

how to interpret and apply the knowledge. This as unnecessary.

critical thinking skill comes in handy when looking In conclusion, while it is of course important
for a job as it is now highly valued by employers, to leave room in the curriculum for developing
leading to an overall greater emphasis on such creativity and thinking skills, it is ultimately vital
that we continue to memorise. I would therefore
skills within the field of education.
argue that we need to retain both our ability to do
so, and our ability to function without being reliant
on technology.
□ I can write an essay considering other people’s points of view. 57
 CULTURE SPOT The British and the seaside

‫ﻧﺳ‬
‫ﺧﺔ‬
The heyday
Today, I’m sharing some really interesting The heyday of the seaside resorts in the UK came
information about the traditional British in the late 1940s, in the post-war years. More
seaside holiday. Everyone I know has deeply people could afford to travel greater distances to
embedded memories about going to the stay in the resorts of their choice. By now, many
5 seaside as a child, building sandcastles 40 seaside traditions were well-established, and these

‫ﻗﯾ‬
with buckets and spades under (as we annual breaks were the time for the traditionally
probably mistakenly recall) cloudless skies. straitlaced Brits to let their hair down and exhibit
I’d never really thought about it as a very another side to their character! The seaside

10

Royal connections ‫دا‬

British tradition before, but apparently it’s
quintessentially British! So, check this out!

The transformation of seaside towns into resorts

45
brought the opportunity to indulge in food, enjoy
the sunshine, and have a lot of fun! The children
were treated to sugary candyfloss, rock and ice
creams and the parents bought postcards. Many
‫ﻹﻋ‬
started in 1789 when King George III was advised stereotypical images of the British on the beach
to spend time close to the sea for his health. The date from this time: men with socks and sandals
sea air, sea bathing and even drinking seawater 50 and knotted handkerchiefs on their heads; pink-
15 were considered beneficial for your health and skinned sunbathers whose fair skin couldn’t take the
the king took his royal family to Weymouth, a sunshine; the stoicism of those determined to enjoy
‫دا د‬

seaside town on the south coast. The advice a beach holiday at all costs, in spite of the rain,
benefitted both the king and the town of wind and cold!
Weymouth, which became the king’s favourite Decline and rejuvenation
20 holiday destination, one to which he regularly 55 The British love affair with the seaside came to a
returned until 1805. Following the king’s lead, sudden end in the late 20th century when cheap
holidaying at the seaside became extremely flights made it more affordable to visit other
‫واﻟ ﺗ‬

fashionable for those in high society and resorts countries, where the weather was better and more
sprang up all round the coast. George IV, his son, reliable. Package holidays meant that a family
25 was also advised to take the sea air for medical 60 could buy flights and accommodation abroad for
reasons. He favoured Brighton as it was closer to the same price as a week at the British seaside, if
the capital than Weymouth, and this resulted in the not less. Seaside hotels closed, piers deteriorated
rapid growth and popularity of the resort and its
‫ﺟﮭ‬

and the end-of-pier entertainers looked for work

nickname of ‘London by the sea’. This king’s elsewhere. However, today, after decades of
30 legacy was the construction of the Brighton 65 globetrotting, the popularity of the ‘staycation’,
Pavilion, an innovative and elegant building, whether for economic reasons or through choice,
incorporating both architectural and interior is growing again. Many British seaside resorts
‫ﯾز‬

decorative features from all round the world. are reinventing themselves and attracting large
The seaside became a playground for the rich, numbers of foreign tourists, hoping to sample some
35
35 the artistic and the frivolous! 70 aspects of the British seaside culture too.

GLOSSARY
frivolous – behaving in a silly way rather than doing serious or sensible things
heyday – the time when something was most popular, successful, or powerful

58
 ‫ﻧﺳ‬
1 Read the blog and decide if statements 1–5 4 CS1.1 Listen again and complete the fact

‫ﺧﺔ‬
are true (T) or false (F), or if the information files with 1–3 words in each gap.
is not given (NG).
1 □ The first UK seaside town to become a Pleasure piers
resort was Weymouth. The first ones were built in the 1
2 □ Recently, members of the royal family
century.
The purpose was to transfer people from the
have preferred east coast seaside

‫ﻗﯾ‬
2
to the shore.
destinations.
The longest is Southend-On-Sea at
3 □ British men used to protect their heads 3
km.
with unusual coverings.

concerned about sunburn. ‫دا‬

4 □ In the 19th century, people were

5 □ Package holidays are the most popular

The oldest is at Ryde on the Isle of Wight,
over 4 years old.
‫ﻹﻋ‬
type of holiday for foreign visitors.
Deckchairs
Invented in 5 by John Moore.
2 Match the highlighted words from the text First used by passengers on the decks of
with their definitions. 6
.
1 A holiday spent in your own country Traditional colour of beach deckchairs was
‫دا د‬

7
and white stripes.
2 When something is given a new life
3 Travelling around the world
4 Very typically Seaside rock
Very hard and very sweet.
t.
5 Strict manners
First sold in 8
6 Got in a bad condition
‫واﻟ ﺗ‬

in 1887.
7 Relax and enjoy Skill can take 9
8 Good for you years to perfect.
3 CS1.1 Listen to a podcast
about the British seaside and Fish and chips
‫ﺟﮭ‬

answer the questions. The first fish and chip shop in the UK opened in
1 Who might find this programme useful?
10
.
2 What personal examples does Chloe Fish and chips were traditionally wrapped in
give when talking about the different
11
.
‫ﯾز‬

traditions? Packaging had to change due to 12

regulations.

59
 LITERATURE SPOT Black Beauty

1 Write the highlighted words from the 4 LS1.1 Listen to an extract from a
extract on page 61 next to the definitions. lecture on Anna Sewell, the author
1 [of a horse] make a loud noise of Black Beauty. Write the correct
2 a small carriage with two wheels pulled numbers or dates next to the information.
by one horse 1 Number of stories and poems that were

‫ﻧﺳ‬
3 [of a horse] run quickly published by Anna Sewell’s mother
4 a small river
5 a temporary place to stay 2 Anna Sewell’s age when she was seriously
injured

‫ﺧﺔ‬
6 [of a field] dug and turned over to prepare
for planting seeds 3 The year when Black Beauty was published
7 a horse which is typically no older than
four years old 4 Anna Sewell’s age when she died
8 [of a horse] made a soft noise 5 The year when Black Beauty was published
in the US

‫ﻗﯾ‬
2 Read the extract from Black Beauty on page 6 The amount in British pounds that Anna
61. Decide in which section A–D you can Sewell was paid for her novel

‫دا‬
find the following information. You may
need to choose a section more than once.
1 Black Beauty’s diet when he was very
small
5 LS1.1 Listen again and complete each
note with two words from the lecture.
1 Anna Sewell was raised in a family which
‫ﻹﻋ‬
2 A type of plant which grows in the pond frequently experienced .
where Black Beauty lives 2 In her early teens, a serious accident left
3 Black Beauty’s father’s reputation Anna Sewell unable to .
4 Where the horses stayed during winter 3 Following the publication of Black
5 What Black Beauty was called by the Beauty, the cruel ‘bearing rein’ became
‫دا د‬

master unfashionable and started to be

6 How Black Beauty’s mother expected him used in its place.
to walk 4 Throughout the story, Black Beauty’s
7 Black Beauty’s view of his mother owners treat him with kindness and
empathy, or cruelty. This demonstrates
8 How Black Beauty’s mother felt about her
‫واﻟ ﺗ‬

another of the book’s themes: .

master
5 Due to Sewell’s illness, much of the writing
3 SPEAKING In pairs, answer the questions. for her novel was done by dictating the
1 What is your reaction to this extract? Say story to .
why. 6 In the US, Black Beauty was well-received
‫ﺟﮭ‬

2 What themes do you think are being and was instrumental in improving
introduced in this extract? Say why. regarding animal rights.
3 What do you think might happen later in 7 As well as a museum in the house where
the story? she was born, Anna Sewell is remembered
in both the UK and the US with
‫ﯾز‬

which celebrate her life and influence.

6 WRITING TASK Write about a typical day
in the life of an animal from the point of
view of the animal. Include information
about their family, their relationship with
humans and what could change to make
their life better or worse.

60
 ‫ﻧﺳ‬
BLAC K B E AU T Y

‫ﺧﺔ‬
by Anna Sewell
A The first place that I can well remember was a temper of any horse I ever knew, and I think you have

‫ﻗﯾ‬
large, pleasant meadow with a pond of clear water in never seen me kick or bite. I hope you will grow up
it. Some shady trees leaned over it, and rushes and 35 gentle and good and never learn bad ways; do your
work with a good will, lift your feet up well when you
5
‫دا‬
water lilies grew at the deep end. Over the hedge on
one side, we looked into a ploughed field, and on the
other we looked over a gate at our master’s house,
which stood by the roadside; at the top of the meadow
trot, and never bite or kick even in play.” I have never
forgotten my mother’s advice; I knew she was a wise
old horse, and our master thought a great deal of her.
‫ﻹﻋ‬
was a grove of fir trees, and at the bottom a running 40 Her name was Duchess, but he often called her Pet.
brook overhung by a steep bank. D Our master was a good, kind man. He gave us
10 B While I was young, I lived upon my mother’s milk, good food, good lodging, and kind words; he spoke as
as I could not eat grass. In the daytime I ran by her kindly to us as he did to his little children. We were all
fond of him, and my mother loved him very much.
‫دا د‬

side, and at night I lay down close by her. When it was

hot, we used to stand by the pond in the shade of the 45 When she saw him at the gate she would neigh with
trees, and when it was cold, we had a nice warm shed joy and trot up to him. He would pat and stroke her
15 near the grove. As soon as I was old enough to eat grass and say, “Well, old Pet, and how is your little Darkie?”
my mother used to go out to work in the daytime and I was a dull black, so he called me Darkie; then he
would give me a piece of bread, which was very good,
‫واﻟ ﺗ‬

come back in the evening. There were six young colts

in the meadow besides me; they were older than I was; 50 and sometimes he brought a carrot for my mother.
some were nearly as large as grown-up horses. I used All the horses would come to him, but I think we were
20 to run with them and had great fun; we used to gallop his favourites. My mother always took him to the
all together round and round the field as hard as we town on a market day in a light gig.
‫ﺟﮭ‬

could go. Sometimes we had rather rough play, for CULTURAL GLOSSARY
they would frequently bite and kick as well as gallop. cart-horse – a working horse used to carry
C One day, when there was a good deal of kicking, my heavy loads
mother whinnied to me to come to her, and then she Newmarket – a town in the east of England
‫ﯾز‬

25

said: “I wish you to pay attention to what I am going to close to Cambridge. It has held famous horse-
say to you. The colts who live here are very good colts, racing events for over 400 years.
but they are cart-horse colts, and of course they have Duchess – typically the title of a female who
not learned manners. You have been well-bred and has a high social rank in society. Although this
30 well-born; your father has a great name in these parts, is not true of Black Beauty’s mother, the fact
and your grandfather won the cup two years at the that she has been given that name hints at the
respect and value she is given by her owners.
Newmarket races; your grandmother had the sweetest

61
 Word List
Unit 1
LESSON 1 VOCABULARY self-aware (adj) /ˌself əˈweə/
AND SPEAKING set great store by (something) /ˌset ˌɡreɪt ˈstɔː baɪ
WL1.1 (ˌsʌmθɪŋ)/
absent-minded (adj) /ˌabsəntˈmaɪndɪd/
sincere (adj) /sɪnˈsɪə/
assertive (adj) /əˈsɜːtɪv/
sincerity (n) /sɪnˈserəti/
assertiveness (n) /əˈsɜːtɪvnəs/
strong-willed (adj) /ˌstrɒŋ ˈwɪld/

‫ﻧﺳ‬
be in line with (something) /bi ɪn ˈlaɪn wɪð
(ˌsʌmθɪŋ)/ thin-skinned (adj) /ˌθɪn ˈskɪnd/
be into (something) (phr v) /bi ˈɪntə (ˌsʌmθɪŋ)/ tight-fisted (adj) /ˌtaɪt ˈfɪstɪd/

‫ﺧﺔ‬
be wild about (something) /bi waɪld ˌəbaʊt tough (adj) /tʌf/
(ˌsʌmθɪŋ)/ trustworthy (adj) /ˈtrʌstˌwɜːði/
capable (adj) /ˈkeɪpəbəl/ underconfident (adj) /ˌʌndəˈkɒnfɪdənt/
click with (somebody) /ˈklɪk wɪð (ˌsʌmbɒdi)/ what makes us tick /ˌwɒt ˌmeɪks əs ˈtɪk/

‫ﻗﯾ‬
compassionate (adj) /kəmˈpaʃənət/
LESSON 2 SPEAKING AND VOCABULARY
dedicated (adj) /ˈdedɪkeɪtɪd/ WL1.2
defensive (adj) /dɪˈfensɪv/
discreet (adj) /dɪˈskriːt/
discretion (n) /dɪˈskreʃən/
‫دا‬ cold fish (n) /ˌkəʊld ˈfɪʃ/
dark horse (n) /ˌdɑːk ˈhɔːs/
go-getter (n) /ˌɡəʊ ˈɡetə/
‫ﻹﻋ‬
enthusiastic (adj) /ɪnˌθjuːziˈæstɪk/ keep yourself to yourself /kiːp jɔːˈsɛlf tuː jɔːˈsɛlf/
forward-looking (adj) /ˌfɔːwəd ˈlʊkɪŋ/ mover and shaker (n) /ˈmuːvər ənd ˌʃeɪkə/
get a kick out of (something) /ɡet ə ˈkɪk aʊt əv smart alec (n) /ˌsmɑːt ˈalək/
(ˌsʌmθɪŋ)/
‫دا د‬

smart cookie (n) /ˌsmɑːt ˈkʊki/

highly strung (adj) /ˌhaɪli ˈstrʌŋ/
social butterfly /ˈsəʊʃəl ˈbʌtəflaɪ/
high-spirited (adj) /ˌhaɪ ˈspɪrɪtɪd/
soft touch (n) /ˌsɒft ˈtʌtʃ/
humble (adj) /ˈhʌmbəl/
inclusive (adj) /ɪnˈkluːsɪv/ LESSON 3 LISTENING AND VOCABULARY
‫واﻟ ﺗ‬

WL1.3
inclusiveness (n) /ɪnˈkluːsɪvnəs/
destiny (n) /ˈdestəni/
inclusivity (n) /ˌɪnkluːˈsɪvəti/
disposition (n) /ˌdɪspəˈzɪʃən/
kind-hearted (adj) /ˌkaɪnd ˈhɑːtɪd/
hereditary (adj) /həˈredətəri/
‫ﺟﮭ‬

laid-back (adj) /ˌleɪd ˈbak/

imply (v) /ɪmˈplaɪ/
like-minded (adj) /ˌlaɪk ˈmaɪndɪd/
moulded (adj) /ˈməʊldɪd/
merciful (adj) /ˈmɜːsɪfəl/
nurture (n) /ˈnɜːtʃə/
mercy (n) /ˈmɜːsi/
‫ﯾز‬

offspring (n) /ˈɒfˌsprɪŋ/

narrow-minded (adj) /ˌnarəʊ ˈmaɪndɪd/
oversimplification (n) /ˌəʊvəsɪmplɪfɪˈkeɪʃən/
passionate about (something) (adj) /ˈpaʃənət əˌbaʊt
(ˌsʌmθɪŋ)/ proponent (n) /prəˈpəʊnənt/
trait (n) /treɪt/
plump for (v) /ˈplʌmp fə/
vulnerability (n) /ˌvʌlnərəˈbɪləti/
resilient (adj) /rɪˈzɪliənt/
say a lot about (somebody) /ˌseɪ ə ˈlɒt əˌbaʊt
(ˌsʌmbɒdi)/
62
 Unit 2
LESSON 1 VOCABULARY LESSON 2 READING AND VOCABULARY
AND SPEAKING WL2.2
WL2.1 alight (v) /əˈlaɪt/
backpedal (v) /ˌbækˌpedl/ bolt (v) /bəʊlt/
be plain sailing /bi ˌpleɪn ˈseɪlɪŋ/ catch (somebody’s) eye /kæʧ (ˈsʌmbədiz) aɪ/
drive (somebody) up the wall /ˌdraɪv (ˌsʌmbɒdi) collide (v) /kəˈlaɪd/

‫ﻧﺳ‬
ʌp də ˈwɔːl/
drag (v) /dræɡ/
driving force behind (something) /ˈdraɪvɪŋ fɔːs
bɪˌhaɪnd (ˌsʌmθɪŋ)/ fall into step beside/with (somebody) (phr v)
/fɔːl ˈɪntuː stɛp bɪˈsaɪd/wɪð (ˈsʌmbədi)/

‫ﺧﺔ‬
go downhill /ɡəʊ ˌdaʊnˈhɪl/
forge (v) /fɔːʤ/
hobble (v) /ˈhɒbəl/
give (somebody) licence /ɡɪv (sʌmbədi) ˈlaɪsəns/
in the same boat /ɪn ðə ˌseɪm ˈbəʊt/
glance (v) /ɡlɑːns/
lurch (v) /lɜːtʃ/
grasp (v) /ɡrɑːsp/

‫ﻗﯾ‬
shuffle (v) /ˈʃʌfəl/
handful (n) /ˈhændfʊl /
stagger (v) /ˈstaɡə/

(ˌsʌmθɪŋ)/
stride (v) /straɪd/
‫دا‬
steer clear of (something) /ˌstɪə ˈklɪər əv
sweep along (phr v) /swiːp əˈlɒŋ/
thunder (v) /ˈθʌndə/
umpteen (n) /ˌʌmpˈtiːn/
‫ﻹﻋ‬
stumble (v) /ˈstʌmbəl LESSON 4 LISTENING
surge (v) /sɜːdʒ/ AND VOCABULARY
take (somebody) for a ride /ˈteɪk (ˌsʌmbɒdi) fər WL2.3
ə ˈraɪd/ brag about (something) (v) /ˈbraɡ əˌbaʊt
‫دا د‬

(ˌsʌmθɪŋ)/
wobble (v) /ˈwɒbəl/
knock-on effect /ˈnɒkɒn ɪˌfekt/
leave your mark /ˌliːv jə ˈmɑːk/
‫واﻟ ﺗ‬
‫ﺟﮭ‬
‫ﯾز‬

63
 Word List
Unit 3
LESSON 1 VOCABULARY naive (adj) /naɪˈiːv/
AND SPEAKING shrewd (adj) /ʃruːd/
WL3.1
bargain basement (n) /ˌbɑːɡən ˈbeɪsmənt/ sway (v) /sweɪ/

bespoke (adj) /bɪˈspəʊk/ trusting (adj) /ˈtrʌstɪŋ/

break into (phr v) /ˌbreɪk ˈɪntuː/ unsuspecting (adj) /ˌʌnsəˈspektɪŋ/

‫ﻧﺳ‬
bricks-and-mortar (shop) /ˌbrɪks ən ˈmɔːtə urge (v) /ɜːdʒ/
(/ʃɒp)/
LESSON 4 READING AND VOCABULARY
build up (phr v) /ˌbɪld ˈʌp/ WL3.3

‫ﺧﺔ‬
cost-effective (adj) /ˌkɒst ɪˈfektɪv/ bear in mind /ˌbeər ɪn ˈmaɪnd/
knock (something) off (phr v) /ˌnɒk ˌ(sʌmθɪŋ) cancel out (phr v) /ˌkænsəl ˈaʊt/
ˈɒf/ detrimental (adj) /ˌdetrəˈmentl/
launch a business /ˌlɔːntʃ ə ˈbɪznəs/ dispassionate (adj) /dɪsˈpæʃənət/

‫ﻗﯾ‬
pass up (phr v) /ˌpɑːs ˈʌp/ impartial (adj) /ɪmˈpɑːʃəl/
price tag (n) /ˈpraɪs ˌtæɡ/ negate (v) /nɪˈɡeɪt/
set up (phr v) /ˌset ˈʌp/
sign up (phr v) /ˌsaɪn ˈʌp/
spring up (phr v) /ˌsprɪŋ ˈʌp/
‫دا‬ notion (n) /ˈnəʊʃən/
persevere (v) /ˌpɜːsəˈvɪə/
‫ﻹﻋ‬
pitfall (n) /ˈpɪtfɔːl/
turnover (n) /ˈtɜːnˌəʊvə/ plough on (phr v) /ˌplaʊ ˈɒn/
USP (unique selling point) /juː es ˈpiː (juːˈniːk propensity (n) /prəˈpensəti/
ˌselɪŋ ˌpɔɪnt)/
snare (n) /sneə/
win over (phr v) /ˌwɪn ˈəʊvə/
‫دا د‬

LESSON 6 WRITING AND VOCABULARY

LESSON 2 LISTENING WL3.4
AND VOCABULARY
WL3.2 buy in bulk /ˌbaɪ ɪn ˈbʌlk/
cajole (v) /kəˈʤəʊl/ display wares /dɪˌspleɪ ˈweəz/
‫واﻟ ﺗ‬

coax (v) /kəʊks/ go on a shopping spree /ˌɡəʊ ɒn ə ˈʃɒpɪŋ ˌspriː/

coerce (v) /kəʊˈɜːs/ mooch around the shops /ˈmuːtʃ əˌraʊnd ðə
ˌʃɒps/
convince (v) /kənˈvɪns/
run errands /ˌrʌn ˈerəndz/
‫ﺟﮭ‬

crafty (adj) /ˈkrɑːfti/

shop around for the best deal /ˌʃɒp əˈraʊnd fə ðə
credulous (adj) /ˈkredjələs/ ˌbest ˈdiːl/
cunning (adj) /ˈkʌnɪŋ/ stock up on essentials /ˌstɒk ˈʌp ɒn ɪˌsentʃəlz/
devious (adj) /ˈdiːviəs/
‫ﯾز‬

encourage (v) /ɪnˈkʌrɪdʒ/

entice (v) /ɪnˈtaɪs/
gullible (adj) /ˈɡʌləbəl/
incite (v) /ɪnˈsaɪt/
ingenious (adj) /ɪnˈdʒiːniəs/

64
 Unit 4
LESSON 1 VOCABULARY AND LESSON 5 LISTENING
SPEAKING AND VOCABULARY
WL4.1 WL4.3
chewy (adj) /ˈtʃuːi/ become a thing of the past /bɪˌkʌm ə ˌθɪŋ əv ðə
fluffy (adj) /ˈflʌfi/ ˈpɑːst/

gooey (adj) /ˈɡuːi/ bring (something) home to (somebody) /ˌbrɪŋ

‫ﻧﺳ‬
(ˌsʌmθɪŋ) ˈhəʊm tə (ˌsʌmbɒdi)/
greasy (adj) /ˈɡriːsi/
haul (somebody) over the coals /ˈhɔːl (ˌsʌmbɒdi)
gristly (adj) /ˈɡrɪsli/ ˌəʊvə ðə ˈkəʊlz/
mouldy (adj) /ˈməʊldi/

‫ﺧﺔ‬
mind your manners /ˌmaɪnd jə ˈmænəz/
scalding (adj) /ˈskɔːldɪŋ/ slurp your drink /ˌslɜːp jə ˈdrɪŋk/
soggy (adj) /ˈsɒɡi/
stodgy (adj) /ˈstɒdʒi/
tempting (adj) /ˈtemptɪŋ/

‫ﻗﯾ‬
tender (adj) /ˈtendə/
velvety (adj) /ˈvelvəti/

LESSON 2 READING
AND VOCABULARY
‫دا‬
‫ﻹﻋ‬
WL4.2
bombard (v) /bɒmˈbɑːd/
comfort eating /ˈkʌmfət ˌiːtɪŋ/
devour (v) /dɪˈvaʊə/
‫دا د‬

let your dinner go down /ˌlet jə ˈdɪnə ˌɡəʊ ˈdaʊn/

rumble (v) ˈrʌmbəl/
rustle up (something) (phr v) /ˌrʌsəl ˈʌp
(ˌsʌmθɪŋ)/
‫واﻟ ﺗ‬

sneak /ˈsniːk/
trawl (through) (v) /ˌtrɔːl (ˈθruː)/
trigger (v) /ˈtrɪɡə/
waft (v) /wɑːft/
‫ﺟﮭ‬

waver (v) /ˈweɪvə/

‫ﯾز‬

65
 Word List
Unit 5
LESSON 1 VOCABULARY LESSON 3 READING
AND SPEAKING AND VOCABULARY
WL5.1 WL5.2
breeze through (something) (phr v) /ˌbriːz ˈθruː boundless energy /ˈbaʊndləs ˈɛnədʒi/
ˌ(sʌmθɪŋ)/ channel into /ˈtʃænəl ˈɪntuː/
drum (something) into (somebody) (phr v) / embark upon /ɪmˈbɑːk əˈpɒn/
ˌdrʌm ˌ(sʌmθɪŋ) ˈɪntə ˌ(sʌmbɒdi)/

‫ﻧﺳ‬
liaise with /liˈeɪz wɪð/
frantic (adj) /ˈfræntɪk/
lose sight of /luːz saɪt əv/
futile (adj) /ˈfjuːtaɪl/
natural aptitude for (something) /ˈnætʃrəl
get the hang of (something) /ˌget ðə ˈhæŋ əv

‫ﺧﺔ‬
ˈæptɪtjuːd fə ˌ(sʌmθɪŋ)/
ˌ(sʌmθɪŋ)/
perseverance (n) /ˌpɜːsɪˈvɪərəns/
get your head down /ˌget jə ˈhed ˌdaʊn/
plagued by /pleɪɡd baɪ/
go blank /ˌɡəʊ ˈblæŋk/
raw talent /rɔː ˈtælənt/
half-hearted (adj) /ˌhɑːf ˈhɑːtɪd/

‫ﻗﯾ‬
rivalry (n) /ˈraɪvəlri/
keep (somebody) on track /ˌkiːp (ˌsʌmbɒdi) ɒn
ˈtræk/ scrutiny (n) /ˈskruːtɪni/
last-ditch (adj) /ˌlɑːstˈdɪtʃ/
misguided (adj) /mɪsˈɡaɪdɪd/
run on empty /ˌrʌn ɒn ˈempti/
‫دا‬ self-conviction (n) /sɛlf kənˈvɪkʃən/
self-starter (n) /ˌsɛlf ˈstɑːtə/
single out (phr v) /ˈsɪŋɡl aʊt/
‫ﻹﻋ‬
strenuous (adj) /ˈstrenjuəs/ stubborn streak /ˈstʌbən striːk/
sustained (adj) /səˈsteɪnd/ tenacity (n) /teˈnæsɪti/
valiant (adj) /ˈvæliənt/ willingness to make sacrifices /ˈwɪlɪŋnəs tə meɪk
ˈsækrɪfaɪsɪz/
‫دا د‬
‫واﻟ ﺗ‬
‫ﺟﮭ‬
‫ﯾز‬

66
 Grammar Reference
Unit 1, Lesson 4A Continuous and perfect We use the Past Perfect Simple to describe:
tenses • actions or states that happened before a
specific past time: It was strange because she’d
Continuous tenses
bought lots of apples the night before and
We use the Present Continuous to talk about: when she entered the kitchen there was only
• actions in progress at the time of speaking: one.
Ali is having a shower right now. • a clear sequence of events. We use the Past
• temporary situations in progress now: I’m

‫ﻧﺳ‬
Perfect for the earlier action: As soon as I’d
playing a lot of football. heard the news, I went round to their house.
• changes and developments: We’re becoming We use the Future Perfect Simple to talk about
tired of the boy’s lies. an action that will be completed before a

‫ﺧﺔ‬
We also use the Present Continuous with always particular time in the future: Next time I see you,
or continually when something unexpected you will have completely changed your eating
happens very often. This sometimes, but not habits!
always, indicates annoyance: She’s always
We use the Present Perfect Continuous to focus
disturbing me when I’m on the phone.
on the continuity of:

‫ﻗﯾ‬
We use the Past Continuous to talk about:
• actions that began in the past and continue
• actions or activities in progress at a specific to the present: They’ve been running for more
time in the past: This time last year I was
painting my bedroom.

‫دا‬
• longer actions interrupted by a shorter past
action: She was doing an online personality
quiz when her boss walked into the room.
than an hour.
• recent actions where we focus on the activity,
not the result: I’ve been sending off job
applications.
‫ﻹﻋ‬
We use the Past Perfect Continuous to talk
We use the Future Continuous: about continuous actions or situations which
• to predict something in progress at a point happened before a specific time in the past: I
in the future: Six months from now we’ll be had been keeping quiet about my running, and
studying in different cities. then I won the race.
‫دا د‬

• to talk about something that is expected to

happen: You’ll all be coming back here in one We use the Future Perfect Continuous to talk
year’s time. about something continuing up to a certain
• to ask politely about someone’s plans: Will point in the future: By the end of this month we’ll
you be coming to the meeting after the show? have been writing this book for two years.

Perfect tenses Mind the trap!

‫واﻟ ﺗ‬

We use the Present Perfect Simple to talk Will can be used like must to make deductions.
about: A: Why isn’t she back yet?
• completed past actions that happened at an B: Don’t worry. She’ll have been working late.
unspecified time: I’ve visited many European She’ll have got stuck in traffic.
She’ll be sitting in a traffic jam.
‫ﺟﮭ‬

cities in my life.
• recent actions with a present relevance/
result: We’ve recently discovered a fabulous
new restaurant. Let’s go there tomorrow.
• states or actions that began in the past and
‫ﯾز‬

continue up to now: She’s been a translator for

a few years.
• recent actions where we focus on the result,
not the activity: Adnan’s published a book
about horses.

67
 Grammar Reference
Unit 2, Lesson 3A Inversion and cleft Unit 3, Lesson 5A The Passive
sentences Present The power is provided by
We use inversion and cleft sentences for Simple hydrogen fuel-cells.
emphasis. Behavioural Economics is used for
making good decisions in all areas
Inversion
of life.
In statements, the subject normally comes before
the verb. Sometimes, after certain words or Present The documents are being

‫ﻧﺳ‬
expressions, this word order is reversed and this Continuous prepared for you.
is called inversion. We add the auxiliary do with A new role is being created in my
simple tenses such as Present Simple and Past department.

‫ﺧﺔ‬
Simple. Inversion is used for dramatic emphasis Past Simple The first fully electric vehicle was
and is most common in formal English. developed in 2013.
No sooner had I written the essay than I had to The participants were shown
start preparing for the final exam. photos of themselves.
Not until I knew all the details of the conference, Past Too much water was being
did I organise my business trip to Abu Dhabi. Continuous wasted.

‫ﻗﯾ‬
Only when I noticed the price did I regret my The goods were being flown in
decision. from the other side of the world.
Cleft sentences
‫دا‬
We can emphasise certain information in
sentences to make it sound more memorable/
Present
Perfect
All of your suggestions have been
taken into account.
My brother has just been awarded
a promotion.
‫ﻹﻋ‬
dramatic (or to contrast it with a previous
statement) by adding certain structures. These Past Rescuers set up tents for people
include what + be and it + be. Perfect whose homes had been washed
away in floods.
What + be can emphasise both subjects and
objects (but not if they are people). A bigger pay rise had been
‫دا د‬

promised to Saeed.
Being away from home annoys me when I’m
travelling. (being away from home = subject) Modal The energy can only be stored for
verbs a short time.
What annoys me about travelling is being away
from home. The skills that can be developed
from studying economics may
I didn’t enjoy the journey on the crowded train. be transferred to numerous
‫واﻟ ﺗ‬

(the journey on the crowded train = object) industries.

What I didn’t enjoy yesterday was the journey on
will The job will probably be given to
the crowded train.
Adnan.
I saw Ali at the station. NOT What/Who I saw was Ali How much will I be charged for
at the station. the service?
‫ﺟﮭ‬

What + be can also emphasise verbs by adding the

going to They are going to be given
auxiliary do.
wonderful presents.
People began to scream.
The customers are going to be
What people did was (to) begin to scream. served the chef’s finest dishes.
‫ﯾز‬

Inversion and cleft sentences should not The Passive A difficult decision had to be made.
be overused as they can make a text sound infinitive Issa is expecting to be given a pay
unnatural. rise.
The Passive The crisis will result in more and
gerund more shops being closed down.
I’d appreciate the concept being
explained once again.

68
 We use the Passive when: If the virus spreads, it will expose the population
• we emphasise the action more than the to another deadly disease.
agent: Florida was destroyed. (We’re only Second Conditional describes an unlikely or
concerned with what happened to Florida, imaginary situation in the present or future.
not the cause.) I would exercise more if I had more time.
Florida was destroyed by Hurricane Irma. (We Third Conditional describes an imaginary
use by when we mention the agent in Passive situation in the past (something that had a

‫ﻧﺳ‬
sentences: when the action is old information chance of happening, but didn’t).
and the agent is new information.) If there had been more information, people
Hurricane Irma destroyed Florida. (In the active would have started eating organic foods a long
sentence, we’re focusing on the agent, on

‫ﺧﺔ‬
time ago.
what Hurricane Irma did.)
• the agent is unknown or unimportant: A fully Variations of First and Second Conditionals
electric vehicle was developed. (We don’t We can add should to First Conditional sentences
know or don’t care who developed it, the to refer to a realistic but hypothetical situation
important thing is the fact that it happened.) in the future. It sounds a little more tentative/

‫ﻗﯾ‬
• the agent is ‘people in general’: Much less less certain and the effect is often more literary/
energy was consumed. (Logically, it was formal.
everyone or people in general who consumed
the energy.)
‫دا‬
• the agent is so obvious we don’t need to
express it: Aviation fuel is taxed. (Logically
If these trends continue, there may be major
consequences for our health.
If these trends should continue, there may be
major consequences for our health. (more
‫ﻹﻋ‬
we can deduct that the agent must be the tentative/formal)
government.)
We can add were to to Second Conditional
• we don’t want to start the sentence with a
sentences to refer to an unreal, hypothetical
long complex subject: The amount of CO2 in the
situation in the present/future. Again, it sounds
atmosphere was further reduced by storing the
a little more tentative/less probable and the
‫دا د‬

gas in carbon ‘sinks’ in abandoned mines deep

effect is often more literary/formal.
underground. (The agent, underlined here,
would be a very long and clumsy subject to If you consumed a lot of protein, you would gain
begin a sentence with.) weight.
• when we want to be tactful and not mention If you were to consume a lot of protein, you would
the agent: All the biscuits have been eaten. gain weight. (more tentative/formal)
‫واﻟ ﺗ‬

(instead of: You’ve eaten all the biscuits!) Inversion with conditionals
In spoken English, the Passive form is often We can use inversion with three types of
replaced with an active form with the verb get. conditionals.
The car got repaired by the side of the road. As with other examples of inversion, we tend
‫ﺟﮭ‬

I got hit by a bicycle while crossing the road. to use it in rather formal, literary or dramatic
His leg got broken when he was skiing. contexts.
Conditional sentences with should
Unit 4, Lesson 3A Conditionals To form inversion, we replace if + subject +
‫ﯾز‬

Basic types of conditionals infinitive with should + subject + infinitive at

Zero Conditional describes situations which are the beginning of the clause.
always true. If these trends should continue, there may be
If I eat organic vegetables, I feel better. major consequences for our health.
If there is too much rain, the crops are destroyed. Should these trends continue, there may be major
First Conditional describes a possible situation consequences for our health.
in the future.

69
 Grammar Reference
Conditional sentences with were to Related verbs
To form inversion, we replace if + subject + were We use verbs like be required to / be obliged to
to with were + subject + to + infinitive at the in all tenses to refer to an ‘outside authority’
beginning of the clause. that gives orders or sets rules:
If you were to consume a lot of protein, you He was required to get proper qualifications.
would gain weight. We are obliged to come to school on time.
Were you to consume a lot of protein, you would Recommendation and advice

‫ﻧﺳ‬
gain weight. • To express an advisable, but not obligatory
Conditional sentences with had (Third action, we use should, ought to or had better.
Conditional) You should/ought to/had better tell your

‫ﺧﺔ‬
To form inversion, we replace if + subject + Past friend the truth.
Perfect with had + subject + Past Participle at For the past, we use should and ought to, but
the beginning of the clause. not had better. They suggest the action was
If the manager had reacted faster, we might have not fulfilled.
avoided the economic crisis. You ought not to have painted the wall blue.
(but you did)

‫ﻗﯾ‬
Had the manager reacted faster, we might have
avoided the economic crisis. • We can use might or could for an advisable yet
probably unfulfilled action, but we have to

‫دا‬
Unit 5, Lesson 2A Modal and related verbs
We use modal auxiliary verbs and phrases to
convey the attitude of the speaker to an event.
stress the main verb, not the modal verb.
She might/could say something. (but she
probably won’t)
‫ﻹﻋ‬
Obligation and necessity You might/could have told me. (but you didn’t)
We use must/have to to talk about what is right Related verbs
or necessary. We use be supposed to to talk about what
• To express a strong obligation coming from should/shouldn’t happen according to rules or
the speaker, we use must or have got to: according to what is generally expected. It is not
‫دا د‬

I must/have got to do my homework. used in continuous tenses:

• To express a strong obligation coming from They are supposed to be free.
an external authority, we use have to or be Animals are not supposed to suffer like this.
required to: You have to/are required to obey
Ability and willingness
the law.
‫واﻟ ﺗ‬

• To express ability, we use can and be (un)able

• To express a negative obligation or prohibition,
to: I can’t/am unable to give you my phone.
we use mustn’t or can’t:
• To express a general ability over a period of
You mustn’t/can’t cheat in an exam. (it’s wrong)
time in the past, we use could or be able to:
• To express lack of obligation or necessity, we He could/was able to climb trees when he was
use needn’t, don’t need to or don’t have to:
‫ﺟﮭ‬

younger.
You needn’t/don’t need to/don’t have to write • To express the ability to perform a specific
this essay. (but you can) action in the past, we use be able to or
• didn’t need to or didn’t have to mean it was not managed to, but not could: She could/was able
necessary to do something. The action may or to/managed to prepare the speech in one hour.
‫ﯾز‬

may not have taken place. I didn’t need/have

to learn the poem by heart. (so I didn’t)
• Needn’t have means someone did something
and later discovered it was not necessary. It
indicates regret or relief.
I needn’t have learnt the poem by heart. (but I
didn’t know that, so I did)

70
 We can use couldn’t in negative sentences: Related verbs
They couldn’t/weren’t able to/didn’t manage to This film is likely to (might) win a number of
reach an agreement. awards.
• To express a conditional ability, we use could, It’s a very difficult test. Some people are bound to
but not may or might: I could/may/might show (are sure to) fail it.
you how to do it. (but I’m not going to) No obligation
• To express our willingness to do something,
We use don’t have to and needn’t to mean ‘it

‫ﻧﺳ‬
we use will and would. The meaning is similar
isn’t necessary’:
to ‘want to’. We use won’t/wouldn’t to express
He doesn’t have to be experienced. (but it is not a
unwillingness.
problem if he is)
Nader will always help you if you need

‫ﺧﺔ‬
Needn’t is a modal verb and has the same
something. He is very kind.
meaning as don’t need to:
Her friend wouldn’t even text her.
Pupils don’t need to/needn’t do this.
Related verbs The past forms of these verbs have differences in
The police managed to find the criminal. their meanings:
He succeeded in persuading her to help. She didn’t need to go there. (we don’t know if she

‫ﻗﯾ‬
Deduction and possibility went or not)
She needn’t have gone there. (she went, now we

might. ‫دا‬
• To express how much we believe something
from logical deduction we use must, can’t or

He must be an actor. (from the way he talks)

know she could have stayed away)
Related verbs
Human divers are not required to do the job.
‫ﻹﻋ‬
She can’t have studied in Sweden. (she doesn’t Secret agents are not obliged to be good at maths.
even know how to say ‘school’ in Swedish) Permission
It might have been a gift. (I suppose she didn’t
We use can/could to ask for and give permission.
buy it for herself, she doesn’t like this colour)
Could is generally a little more polite, though
• To say something is possible, we use could, intonation is most important in terms of
‫دا د‬

may or might, but not can. He can/could/may/ politeness:

might be working on a new novel now. Can/Could I ask you a question?
Adding (very) well shows you think the You can stay out late tonight. / I couldn’t stay out
possibility is stronger. He could/may/might late when I was younger.
very well have been somewhere else.
Related verbs
‫واﻟ ﺗ‬

Adding even or just shows you think the

possibility is weaker. Why has water pollution been allowed in this
They could/may/might even have lost all their country?
money. We are permitted to enter the lab.
It could/may/might just be true. Prohibition
‫ﺟﮭ‬

• To express a negative possibility, we use may not We use mustn’t, can’t and couldn’t to say that
or might not, but not couldn’t: He couldn’t/may something is not permitted:
not/might not remember where he left the People can’t treat animals badly.
books. Related verbs
‫ﯾز‬

• To show that we have doubts about

Students are not allowed to take mobile phones
something, we stress the pronunciation of
into exams.
the modal verbs: She may/might/could write
In my last job, we were forbidden to use the
something. (but she probably won’t)
Internet in the office.
He may/might/could have done it. (it’s
possible, I can’t remember)

71
 Irregular verbs
WL5.3
awake /əˈweɪk/ awoke /əˈwəʊk/ awoken /əˈwəʊkən/ lose /luːz/ lost /lɒst/ lost /lɒst/
be /biː/ was/were /wɒz/wɜː/ been /biːn/ make /meɪk/ made /meɪd/ made /meɪd/
beat /biːt/ beat /biːt/ beaten /ˈbiːtn/ mean /miːn/ meant /ment/ meant /ment/
become /bɪˈkʌm/ became /bɪˈkeɪm/ become /bɪˈkʌm/ meet /miːt/ met /met/ met /met/
begin /bɪˈgɪn/ began /bɪˈgæn/ begun /bɪˈgʌn/ overcome /ˌəʊvəˈkʌm/ overcame /ˌəʊvəˈkeɪm/ overcome /ˌəʊvəˈkʌm/
bet /bet/ bet /bet/ bet /bet/ pay /peɪ/ paid /peɪd/ paid /peɪd/
bite /baɪt/ bit /bɪt/ bitten /ˈbɪtn/ proved /pruːvd/ or
prove /pruːv/ proved /pruːvd/
bleed /bliːd/ bled /bled/ bled /bled/ proven /pruːvən/

‫ﻧﺳ‬
blow /bləʊ/ blew /bluː/ blown /bləʊn/ put /pʊt/ put /pʊt/ put /pʊt/
break /breɪk/ broke /brəʊk/ broken /ˈbrəʊkən/ quit /kwɪt/ quit /kwɪt/ quit /kwɪt/
bring /brɪŋ/ brought /brɔːt/ brought /brɔːt/ read /riːd/ read /red/ read /red/
build /bɪld/ built /bɪlt/ built /bɪlt/ ride /raɪd/ rode /rəʊd/ ridden /ˈrɪdən/

‫ﺧﺔ‬
burned /bɜːnd/ or burned /bɜːnd/ or ring /rɪŋ/ rang /ræŋ/ rung /rʌŋ/
burn /bɜːn/
burnt /bɜːnt/ burnt /bɜːnt/ rise /raɪz/ rose /rəʊz/ risen /ˈrɪzən/
burst /bɜːst/ burst /bɜːst/ burst /bɜːst/ run /rʌn/ ran /ræn/ run /rʌn/
buy /baɪ/ bought /bɔːt/ bought /bɔːt/ say /seɪ/ said /sed/ said /sed/
catch /kætʃ/ caught /kɔːt/ caught /kɔːt/ see /siː/ saw /sɔː/ seen /siːn/
choose /tʃʊːz/ chose /tʃəʊz/ chosen /ˈtʃəʊzən/ seek /siːk/ sought /sɔːt/ sought /sɔːt/
come /kʌm/ came /keɪm/ come /kʌm/ sell /sel/ sold /səʊld/ sold /səʊld/

‫ﻗﯾ‬
cost /kɒst/ cost /kɒst/ cost /kɒst/ send /send/ sent /sent/ sent /sent/
creep /kriːp/ crept /krept/ crept /krept/ set /set/ set /set/ set /set/
cut /kʌt/ cut /kʌt/ cut /kʌt/ shake /ʃeɪk/ shook /ʃʊk/ shaken /ˈʃeɪkən/
deal /diːl/
dig /dɪg/
do /duː/
draw /drɔː/

dream /driːm/
dealt /delt/
dug /dʌg/
did /dɪd/
drew /druː/
dreamed /driːmd/ or
dreamt /dremt/
‫دا‬
dealt /delt/
dug /dʌg/
done /dʌn/
drawn /drɔːn/
dreamed /driːmd/ or
dreamt /dremt/
shine /ʃaɪn/
shoot /ʃuːt/
show /ʃəʊ/
shrink /ʃrɪŋk/
shut /ʃʌt/
shone /ʃɒn/
shot /ʃɒt/
showed /ʃəʊd/
shrank /ʃræŋk/
shut /ʃʌt/
shone /ʃɒn/
shot /ʃɒt/
shown /ʃəʊn/
shrunk /ʃrʌŋk/
shut /ʃʌt/
‫ﻹﻋ‬
sing /sɪŋ/ sang /sæŋ/ sung /sʌŋ/
drink /drɪŋk/ drank /dræŋk/ drunk /drʌŋk/ sink /sɪŋk/ sank /sæŋk/ sunk /sʌŋk/
drive /draɪv/ drove /drəʊv/ driven /ˈdrɪvən/ sit /sɪt/ sat /sæt/ sat /sæt/
eat /iːt/ ate /et/ eaten /ˈiːtən/ sleep /sliːp/ slept /slept/ slept /slept/
fall /fɔːl/ fell /fel/ fallen /ˈfɔːlən/ smelled /smeld/ or smelled /smeld/ or
smell /smel/
feed /fiːd/ fed /fed/ fed /fed/ smelt /smelt/ smelt /smelt/
feel /fiːl/ felt /felt/ felt /felt/ speak /spiːk/ spoke /spəʊk/ spoken /ˈspəʊkən/
‫دا د‬

fight /faɪt/ fought /fɔːt/ fought /fɔːt/ speeded /ˈspiːdəd/ or speeded /ˈspiːdəd/ or
speed /spiːd/
find /faɪnd/ found /faʊnd/ found /faʊnd/ sped /sped/ sped /sped/
fly /flaɪ/ flew /fluː/ flown /fləʊn/ spell /spel/ spelt /spelt/ spelt /spelt/
forbid /fəˈbɪd/ forbade /fəˈbæd/ forbidden /fəˈbɪdn/ spend /spend/ spent /spent/ spent /spent/
forget /fəˈget/ forgot /fəˈgɒt/ forgotten /fəˈgɒtn/ spilled /spɪld/ or spilled /spɪld/ or
spill /spɪl/
spilt /spɪlt/ spilt /spɪlt/
forgive /fəˈgɪv/ forgave /fəˈgeɪv/ forgiven /fəˈgɪvən/
split /splɪt/ split /splɪt/ split /splɪt/
freeze /friːz/ froze /frəʊz/ frozen /ˈfrəʊzən/
‫واﻟ ﺗ‬

spoiled /spɔɪld/ or spoiled /spɔɪld/ or

get /get/ got /gɒt/ got /gɒt/ spoil /spɔɪl/
spoilt /spɔɪlt/ spoilt /spɔɪlt/
give /gɪv/ gave /geɪv/ given /ˈgɪvən/ spread /spred/ spread /spred/ spread /spred/
go /gəʊ/ went /went/ gone /gɒn/ stand /stænd/ stood /stʊd/ stood /stʊd/
grow /grəʊ/ grew /gruː/ grown /grəʊn/ steal /stiːl/ stole /stəʊl/ stolen /ˈstəʊlən/
hang /hæŋ/ hung /hʌŋ/ hung /hʌŋ/ stick /stɪk/ stuck /stʌk/ stuck /stʌk/
have /hæv/ had /hæd/ had /hæd/ strike /straɪk/ struck /strʌk/ struck /strʌk/
‫ﺟﮭ‬

hear /hɪə/ heard /hɜːd/ heard /hɜːd/ sweep /swiːp/ swept /swept/ swept /swept/
hide /haɪd/ hid /hɪd/ hidden /ˈhɪdn/ swim /swɪm/ swam /swæm/ swum /swʌm/
hit /hɪt/ hit /hɪt/ hit /hɪt/ swing /swɪŋ/ swung /swʌŋ/ swung /swʌŋ/
hold /həʊld/ held /held/ held /held/ take /teɪk/ took /tʊk/ taken /ˈteɪkən/
hurt /hɜːt/ hurt /hɜːt/ hurt /hɜːt/ teach /tiːtʃ/ taught /tɔːt/ taught /tɔːt/
keep /kiːp/ kept /kept/ kept /kept/
‫ﯾز‬

tear /teə/ tore /tɔː/ torn /tɔːn/

know /nəʊ/ knew /njuː/ known /nəʊn/ tell /tel/ told /təʊld/ told /təʊld/
lead /liːd/ led /led/ led /led/ think /θɪŋk/ thought /θɔːt/ thought /θɔːt/
leaned /liːnd/ or leaned /liːnd/ or throw /θrəʊ/ threw /θruː/ thrown /θrəʊn/
lean /liːn/
leant /lent/ leant /lent/
understand
learned /lɜːnd/ or learned /lɜːnd/ or understood /ˌʌndəˈstʊd/ understood /ˌʌndəˈstʊd/
learn /lɜːn/ /ˌʌndəˈstænd/
learnt /lɜːnt/ learnt /lɜːnt/
upset /ˌʌpˈset/ upset /ˌʌpˈset/ upset /ˌʌpˈset/
leave /liːv/ left /left/ left /left/
wake /weɪk/ woke /wəʊk/ woken /ˈwəʊkən/
lend /lend/ lent /lent/ lent /lent/
wear /weə/ wore /wɔː/ worn /wɔːn/
let /let/ let /let/ let /let/
win /wɪn/ won /wʌn/ won /wʌn/
lie /laɪ/ lay /leɪ/ lain /leɪn/
wind /waɪnd/ wound /waʊnd/ wound /waʊnd/
lighted /ˈlaɪtəd/ or lighted /ˈlaɪtəd/ or
light /laɪt/ withdraw /wɪðˈdrɔː/ withdrew /wɪðˈdruː/ withdrawn /wɪðˈdrɔːn/
lit /lɪt/ lit /lɪt/
write /raɪt/ wrote /rəʊt/ written /ˈrɪtn/
72
 Communication

STUDENT A Unit 5, Lesson 5A Exercise 8, page 55

Unit 3, Lesson 3A Exercise 5, page 29 Work in pairs. Imagine you are being
interviewed for a place on a sports team
In pairs, role-play two negotiation
(you can choose the sport). Take it in turns
situations. Then decide who was the best
to interview each other using the questions
negotiator. Say why.
below. If you can’t answer a question
immediately, use the phrases in the

‫ﻧﺳ‬
Speaking box on page 55 to buy yourself
time.
1 How did you first become interested in

‫ﺧﺔ‬
(name of sport)?
2 Who is a sporting hero of yours? Say why.
3 What’s your proudest sporting moment?
4 What do your friends and family think
about your interest in this sport? Are they

‫ﻗﯾ‬
supportive?
5 What is the best part about competing?

‫دا‬
‫ﻹﻋ‬
Role-play 1
1 You have decided to sell your comic
collection at a car boot sale. Decide how
‫دا د‬

much you think it’s worth, and what is the

minimum price you will accept. Be aware
that buyers at these kinds of sales are very
much looking for bargains.
Role-play 2
‫واﻟ ﺗ‬

2 You are going to a vintage fair and want to

buy an item of clothing for your mother’s
birthday. You spot the perfect item, but you
are a bit worried it will be out of your price
range.
‫ﺟﮭ‬
‫ﯾز‬

73
 Communication
STUDENT B Unit 5, Lesson 5A Exercise 8, page 55
Unit 3, Lesson 3A Exercise 5, page 29 Work in pairs. Imagine you are being
interviewed for a place on a sports team
In pairs, role-play two negotiation
(you can choose the sport). Take it in turns
situations. Then decide who was the best
to interview each other using the questions
negotiator. Say why.
below. If you can’t answer a question
immediately, use the phrases in the

‫ﻧﺳ‬
Speaking box on page 55 to buy yourself
time.
1 Have you had any sporting injuries?

‫ﺧﺔ‬
What happened?
2 How do you manage to fit in practice for
your sport?
3 Have you ever had any difficulties with
team-mates? What happened and how

‫ﻗﯾ‬
did you deal with it?
4 What emotions do you feel when you
play well?

Role-play 1
‫دا‬ 5 How do you see your future within this
sport?
‫ﻹﻋ‬
You are a collector of rare comics. You have
spotted an amazing collection at a car boot
sale. You would be willing to pay quite a lot
for it, but you’re hoping to get a real bargain.
‫دا د‬

Role-play 2
You are selling clothes at a vintage fair. You
have hand selected every item and know
that they are quite valuable. However, you
haven’t actually sold very much today and
you would like to get rid of a few more
‫واﻟ ﺗ‬

items, even if you have to come down on the

price.
‫ﺟﮭ‬
‫ﯾز‬

74
 Acknowledgements
The publishers would like to thank the following people for their
feedback and comments during the development of this course:
Anna Bator, Ingrida Breidaka, Gordana Bujanić Tretinjak, Nida Burnekaite,
Anna Czernielewska, Izabela Gojny Ewa Goldnik-Ciok, Anita Jokić, Justyna
Kostecka, Magdalena Loska, Magdalena Marmucka, Anna Milewska,
Olivera Milovanović, Alexandra Novikova, Biljana Pršić, Merike Saar,
Tomasz Siuta, Aleksandra Strahinić, Olga Strelchenko, Małgorzata Syc-
Jędrychowska, Katarzyna Tobolska, Beata Towarnicka, Beata Trapnell,
Anna Wiśniewska

‫ﻧﺳ‬
Image Credit(s)
Alamy: AfriPics.com / Alamy Stock Photo 41, Babelon Pierre-Yves /
Alamy Stock Photo 24, JG Photography / Alamy Stock Photo 34, Peter
Horree / Alamy Stock Photo 40, Stephen French / Alamy Stock Photo
59, Zone3 / Alamy Stock Photo 28; Getty Images: Andrew Peacock 21,

‫ﺧﺔ‬
Antonio Busiello 24, Caroline Purser 30, FatCamera 48, georgeclerk 11,
Georgette Douwma 21, Granger Wootz 13, Ignacio Palacios 25, Jacob
Ammentorp Lund 48, janiecbros 20, JodiJacobson 74, Jordan Siemens 73,
Linas Toleikis 26, Marccophoto 42, Nick Dolding 32, Pavel Tochinsky 24,
PeopleImages 4, 43, Peter Dazeley 42, ridvan_celik 31, stevendocwra
59, thodonal 8; Shutterstock: 5PH 46, addkm 42, Africa Studio 46,
Aleksandr Ozerov 24, Andrei Nekrassov 58, Antonio Guillem 56, baranq
55, BNMK 0819 54, Dario Lo Presti 14, Digital Storm 18, Drazen Zigic 39,
EFKS 15, Evgeny Atamanenko 13, gresei 37, Ground Picture 9, 14, 48,

‫ﻗﯾ‬
hacohob 35, HandmadePictures 46, hussein farar 36, ian woolcock 58,
Igor Link 52, 53, INTREEGUE Photography 61, irin-k 53, Karolis Kavolelis
51, Katiekk 19, kibri_ho 26, Konmac 74, LightField Studios 46, Lois GoBe
50, MalikNalik 8, Markus Mainka 17, maxim ibragimov 13, Mr Twister 11,

‫دا‬
nayef hammouri 4, New Africa 74, nito 8, Nur sofyan 45, Odua Images
43, oneinchpunch 14, PeopleImages.com - Yuri A 27, Rob Hyrons 59,
RozenskiP 10, Ruth Black 14, Ryzhkov Photography 26, Sandor Szmutko
73, Sergey Denisenko 4, SeventyFour 44, Song_about_summer 73,
studio 63 4, SuxxesPhoto 60, Syda Productions 36, Tero Vesalainen 12,
VanderWolf Images 14, VGstockstudio 13, Victor Maschek 18, ViDI Studio
‫ﻹﻋ‬
9, Vitalii Vodolazskyi 6, voronaman 22, wallerichmercie 33, wissanustock
43, YARUNIV Studio 47, ZouZou 9, Zurijeta 44.

Cover Image: Front: Getty Images: Chris Ryan Back: Shutterstock.com:

Sahachatz

All other images © Pearson Education

‫دا د‬

Illustration Acknowledgements
Artwork p 29, David Belmonte/Beehive Illustration

Every effort has been made to trace the copyright holders and we
apologise in advance for any unintentional omissions. We would be
pleased to insert the appropriate acknowledgement in any subsequent
edition of this publication.
‫واﻟ ﺗ‬
‫ﺟﮭ‬
‫ﯾز‬

75
‫ﯾز‬
‫ﺟﮭ‬
‫واﻟ ﺗ‬
‫دا د‬
‫ﻹﻋ‬
‫دا‬
‫ﻗﯾ‬
‫ﺧﺔ‬
‫ﻧﺳ‬